Inclusion From a Student’s Side

By Stephen Hinkle

Region 19 Together For Autism ConferenceEl Paso, TXDecember 2012

My Background

Have Autism (Asperger Syndrome) Grew up in the Special Ed System Was in Segregated Classes till 4th

Grade Inclusion from 5th grade till college Graduated College – BA in Computer

Science from San Diego State University

Obtained my masters from Northern Arizona University – going for a masters in Disability Policy Studies

National Speaker for 14 years and have presented in 19 states

I did not know I was different than the rest of the kids my age

Did not have many friends, or learn things the same way as the rest of the kids

Was in numerous medical studies, and no one told me why

Learned to program in BASIC, when I was four years old.

My Early Years

After College Worked for one year as a technologist

Working on becoming a national advocate and full time speaker

Own my own car (2007 Honda Civic)

Considering living on my own in the future

Have travelled all over the USA

I am my own guardian

P.S. my mom was told when I was little to institutionalize me! Boy where those psychiatrists wrong!

Inclusive CommunitiesTo build an inclusive community you need to include every child in the “Total School Experience”. This includes, and is not limited to the following:

General Education Curriculum

Academic Classes Elective Classes School Activities Extracurricular Activities

Benefits to Inclusion and Persons with Disabilities in Society

Promotes Diversity Gives the persons with

special needs a better future Helps people learn to respect

tolerance Persons with disabilities see

the world differently, and because of this, they think of things “normal” people may not!

There is really no “normal”, instead everyone has their own strengths and weaknesses, and this leads to interesting things happening in the world.

Some Sad Statistics I must Share 73% Unemployment Rate for

people with disabilities today Special Education students have

a much lower than average high school graduation rate

Poverty is very common among adults with disabilities

Segregated classes are all too common in many school districts

Many persons with special needs face academic and/or social challenges

Lessons from Parents of Special Education Students

Many parents have to advocate in order for their children to succeed in today’s disability system

Often the system is very complex for the average parent to navigate

Not many children are informed of their rights in terms of the supports and services they receive

What is a Special Education Student Entitled to?

A Free and Appropriate Public Education

Access to the General Education Curriculum

Early Childhood Supports Individualized Education

Program (IEP) Appropriate Supports and

Services Be Taught in the “Least

Restrictive Environment” Supports for transition to

adulthood until one graduates high school or reaches age 21 (whichever comes first)

What is Inclusion? Being in the regular

classroom with their normal age peers (as opposed to a segregated class)

IEP Goals and supports accommodated in the regular classroom

Supports and Services (tests, OT, PT, Speech, Social Skills, curriculum modifications, assistive technology, with little or no pull out)

Have access to school related extracurricular activities

Evaluate the Culture of Disability in School

Are people with special needs included or segregated in academic classes in your school?

Where are “special education rooms” located in your school?

Are supports delivered in the regular classrooms or in separate rooms?

Are people with special needs included in extracurricular and school spirit activities?

Or

Evaluate the Culture of Disability in Your School

ALANA ASKS:

“WILL I BE ABLE TO GET TOALL THE PLACES IN MY SCHOOL THAT MY NON-DISABLED FRIENDS LOVE?”

Cultural Evaluation Continued Are students with special

needs able to achieve their potential and excel in the school?

How much access do kids with special needs have access to the general education curriculum?

Disability Etiquette in School How is your schools

general knowledge of disability etiquette among the students and how well is it practiced by students and staff in the classrooms, hallways, cafeterias, etc?

Are the students who have special needs well respected citizens in your school?

The Importance of Preschool Preschool teaches kids to be

a “kid”, and learn to play and do things together

Inclusion in a regular preschool environment helps build good relations for elementary school

Preschool gives a good start to learning many types of things

Inclusion in Elementary School Elementary School is where the

kids go to school for their first time.

Elementary School gives children the building blocks they need to succeed in higher levels

This time is important to start them off right. Not teaching them the building blocks, can start a domino effect the wrong way.

Inclusion in Elementary School Many kids with disabilities need

things broken into small steps Teach by procedure and structure.

This helps many kids learn. Many subjects are important that will

help them their entire life here, such as reading, math, spelling, science, exercise, computer skills, writing skills, etc.

Many kids with disabilities will wonder what the stuff is used for, answer them

Inclusion in Elementary School Get Accommodations

Early:

Tutoring Assistive Technology Test Accommodations Curriculum Modifications Read Out Loud Oral Presentations Extra Passing Time Accessible rooms and restrooms Special Services Etc

Curriculum Modifications Some people who receive special

education services may need assignments and/or tests modified to meet their needs, such as:

Easier questions Less numbers of questions Tests showing picture based questions Alternative questions that align with a

child’s IEP goals

Note: in many cases it is possible to accomplish this with little or no change to the subject that is being taught that day!

Is modified instruction being provided in your school to the kids that need it and are other kids accepting and treating the kids that receive it as welcomed members of their class?

Other Special Ed Services Occupational Therapy Physical Therapy Speech Therapy Social Skills Training Adaptive PE Positive Behavior Support Early Childhood Family Services Transition

“Push-in” is far better to implement than “pull out”. Try to minimize “pulling kids out of specials and electives”.

Elementary School Specials

Include the student in “Specials” (Art, Music, PE, Library, Etc).

Include the student in Extracurricular Activities

Teach Social and Friendship Skills (Very Important)

Importance of Good Role Models By introducing the child

to good role models, and having classmates act as positive examples of role models in their early years, the kid who has a disability learns good behavior and the difference between “correct” versus “incorrect” behaviors.

Inclusion in Elementary School Elementary School is a good

model for evaluating ones strengths and weaknesses.

People with disabilities may learn different subjects at different paces, for example, one may learn math a lot quicker than reading. Monitoring this early, may help draft better IEPs.

Learn to adapt to all learning styles using Universal Design. It will help accommodate people with disabilities better.

Homework, Children's Stress, and Free Time Issues

Too much homework can overstress students and parents, and cause chaos and harm to children and families

Homework has NOT shown to increase progress in the lower grades significantly

The amount of Homework given should not exceed 10 minutes per grade level, up to 5th grade

High School Students should not be expected to work more than 40 hours (school + homework) in a week

Homework should be fun, and should be easy to complete without creating a burden for parents.

Common Reasons Students Avoid Doing Homework

Other Responsibilities for their household such as Chores

Rest / Downtime Have to take care of younger

siblings Sports / Fitness Performing Arts Community Service Church / Religious Activities Socialization with Friends Family Time Part Time Jobs to Support their

Families Lack of support / tutoring Parents unable to tutor

Parents and Homework: Common Problems

Parents cannot tutor student due to not knowing the material themselves

Parents not home to help student (such as working swing or graveyard shift and/or being a single parent)

Not being able to drive student places to research or get materials needed

No access to supplies or computers at home

Lower class families cannot afford to hire tutors or pay for supplies needed

Suggested Ways to Help with Homework Issues

Design Assignments so they require minimal parent assistance

Minimize additional costs to the family. Try to do more reading, writing, and

research during class time. Do not overwork students. Respect that kids need time for play, rest,

recreation, family activities, socialization, chores, hobbies andpaid work

Offer After School Tutoring Give them a night off in the middle of the

week Do not assign homework over vacation

periods. Kids need their time off! Listen to the children! If they are having a

problem due to other priorities that are needed for their home, accommodate them, not punish them.

Policy Recommendations – Elementary School

Students should always start in a regular classroom starting in kindergarten

Differentiate Instruction if needed

Allow kids to excel in the subjects they are good at

Educate the other kids if a person with special needs communicates differently or is in a wheelchair, so they feel “accepted” by others

Educate the kids with special needs on their rights if they have trouble with any of the curriculum and who they can turn to if there is a problem.

Transition to Middle School Going from 5th to 6th grade (or

6th to 7th) can be an exciting and challenging time

School goes from “ Play School” to “work school”

A bigger campus, and many new facilities such as Gyms, Auditoriums, Science Labs, and the like are to be found.

You must now change classes every 45 to 105 minutes, and get yourself around

You have to now change clothes for PE

Inclusion in Middle School Get them used to the change.

Some kids have trouble with “ no recess” , and getting around.

Teach them the structure of reports. This is important because many reports need to be done in middle school.

If they need help with work, get them the help. Do not limit their potential.

Explain the value of group work. Many middle school projects involve group work.

Inclusion in Middle School Algebra is now required in

many cases. Many algebraic

concepts are now being introduced as young as fourth grade.

When teaching reading, teach the structure of a story. I needed this, to be able to understand literature. What I see happen is many people with autism are “ factual readers” , and score low on reading exams because of this

Inclusion in Middle School Try to use the same

procedures and rules for most of the students classes, turning in work, etc. This helps the student adapt to many classes

Really work on every aspect of their work at this level, because high School and college depend on a lot of skills learned here

Reading Strategies Reading is important part of

school. However, there are some concepts that people need to understand the following:

People with disabilities may read facts better than stories, or the other way around.

Some disabilities impact one’s “Theory of Mind” and may have trouble with “metaphored phrases”, “Indirect Meanings” and inferences.

Evaluating Reading Progress Test with both stories and

facts Use material with both direct

and indirect meanings Try to eliminate “Cultural

Bias” by using readings who’s meanings are independent of one’s cultural background. This can affect disabled people too.

Evaluate the results based on reading type.

Versus

Inclusion in Middle School

Students should have input into their IEPs beginning at this level.

Get all accommodations early.

Get test accommodations if needed

Plan for “ diploma Track” when going on for high school. This is important in today’s world, with many jobs needing college.

Middle School Electives Allow the student to take electives

he/she is interested in. This will help open up their “window to the world”

Get the student involved in clubs and activities, so he/she will have some social relationships. Most Middle schools have lots of activities to choose from. Teach them the skills need to participate in these activities

Teach the student the “chain of command” and who to contact if they have a problem or difficulty with an assignment

Policy Recommendations for Middle School / Junior High

Reading, Math, Science, and Social Studies are important

It is imperative that students learn to write reports and write ups

Students with special needs should have the opportunity to attempt middle school curriculum.

If a student is below grade level, differentiate their instruction / assessments but keep it on the topic being taught

PE and Electives are great ways for kids to reduce their stress load in the day

The social experience at this level is more important and more intricate than at the elementary level, and inclusion at this level should include it.

Preparing for High School Student Will be 13-15 years old (Grade 9

or 10) High school is a big turning point for

the child, because the choices and path(s) the child chooses here will effect the child’s early adult life

The workload is harder, and there is a lot of pressure.

Most kids here like to think that they are an adult already.

Allow kids with special needs to go for a real diploma if they are capable

The teenage social scene is an important part of an inclusive high school experience

Functional Skills v. Academics?

Or

Taking the functional skills only, non-academic track often denies the student a diploma.

A Functional skills only track should only be recommended in extreme cases and this decision should not be made until at least grade 11 and should not be rubberstamped lightly.

A lot of debate is given on whether special education students should be taught functional skills instead of academics during high school. Both are Equally Important and it is possible to learn both and still get a real diploma!

Learning Functional Skills inclusively I believe that Independent Living Skills

are just as necessary as academics for today's job market!

There are many ways to learn these skills, and still get a standard diploma, such as: Family & Consumer Science Classes Learning these skills at home Learning these skills from friends Dorm life at College And many other ways to learn them!

We should work to increase the graduation rates of people with special needs. Graduation with a real diploma leads to more job opportunities and college possibilities for kids with special needs!

High School Courses Most high schools require some

combination of the following to graduate: English Math Science History

Let the child pick the classes, especially electives or advanced classes. This allows them to learn many fun things.

Most high schools offer many exciting and interesting course choices for electives in a wide range of subjects at this level.

PE Computers Visual / Performing Arts Foreign Language Career Tech Ed

Transition to High School The campus size is much bigger.

Many sports fields, specialized rooms and other facilities to be found.

The workload is harder. Essays are a big part of it. Math often includes Algebra 2, Geometry, Trigonometry, and even Calculus sometimes.

Sports teams, clubs, dances, plays and activities are a big part of the experience.

With this comes more independent responsibility, ability to research on their own, and to know what to do, and where to get help.

High School Supports Educate the student on mastering

the 5-paragraph essay. Show the student the chain of

command if one has a problem. Show the student how to break

larger tasks into steps if needed. Make sure a student has the

Assistive technology, accommodations, and modifications needed for their classes right away. At this level, they cannot afford to be behind all the time.

School Board

Principal

Vice Principal

Department Chair

Teachers

High School Tests Some States are now requiring controversial

exit exams to graduate from high school. In some cases, Special Ed accommodations

that can be used on such tests are limited. These tests are in most cases, based on the

general education curriculum for high school level work.

If your child has a accommodations problem with the test, or is denied a diploma, I suggest fighting the district to accommodate and comply with IDEA.

Get Test accommodations put into the IEP. Many standardized tests allow accommodations if they are in the IEP (Such as SAT, ACT, AP, STAAR, etc)

The High School Social Scene Get them involved in extracurricular

activities, and teach the social rules and protocols for activities such as:

Sports and Athletics Clubs Music Dances Theater Shows School Spirit Days Pep Rallies Assemblies Prom Friendships The Teenage Dating Scene Grad Night And More!

Transition Planning Transition is a plan for a person with

special needs to begin their life after they exit high school. These can include things such as:

College Independent Living Skills Job Skills Job Training Adult Social Life Activities Bus Access Driver Education Raising a Family And Much More!

At age 16, life after high school transition planning must begin. (It can begin earlier if a member of the IEP team requests)

Transition Planning This can involve other agencies such THHSC,

colleges, Social Security and others

There are many tracks many tracks you can choose to take depending on your needs:

Graduate with your HS class at age 18 (typically the academic track)

Take extra years of High school if you need them up to age 21 (usually for functional skills and/or academics at a slower pace)

Do your age 18-21 years in another setting such as a university, and/or work training setting (e.g. not on the HS campus).

Depending on the path(s) you choose, it will affect your potential funding sources, service availability, career path potential, and more .

A Better 18-22 Transition Policy Change system to make a HS diploma the

normal track rather than the exception, and no funding penalty for doing so.

Reduce the bureaucracy and make it easy to get the services one needs to succeed in the world.

Provide more services and supports for people who will make it out of the system.

Consider venues other than the High School campus such as colleges, employment, and trade schools for the 18+ portion. Focus on careers that earn a living wage salary.

Special Ed services should travel from High School to college easily.

Change name of Transition to read “College, Work, Adult Life, and Beyond”.

Student Thoughts of their Paraprofessionals Barrier to Friendships and

relationships Aide was over corrective Students thought aide/para was

another mom or a different teacher Students not informed of their rights

and how to speak out when they have a problem.

Sometimes student wanted time to themselves and could not get it

Para does not listen to the students needs and wants

Often Paraprofessionals were assigned to the “Students” when the problem should be solved between the paraprofessional and the teacher or curriculum designers.

Cited from Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415-430

Good Paraprofessional Policy The aide or para should allow some

“Error Tolerance” and allow the child to “ mess up” , “get an answer wrong” , “make a mistake” , or “ fall flat on their face” once in a while. This is an important part of learning.

An Aide or paraprofessional should also help other children in the room, when the child they are assigned to does not need help at the moment.

The Child should have the rights to hire and fire their aides and paraprofessionals based on their own criteria.

There is More to School than just the classroom!

What goes on during these times????

On the School Bus Before School In the Hallways At Lunch At Recess On the Playgrounds

and Playing Fields Large Group Times

in the auditoriums, cafeterias, theaters, gyms, etc (such as assemblies, plays, and Concerts)

After School Activities

Athletic Competitions Field Trips

Tools needed to “crack the Hidden curriculum code”

Recreation and Leisure Etiquette Communication Friendships Coping Knowledge of all the “Fun

Activities” of school and in their community

Direct Instruction in all of the above!

Etiquette – The Foundation Audience Interaction Dining / Table Manners Dancing Skills Sportsmanship Social Rules for various situations Knowledge of the rules for commonly

played games and activities Understanding School Spirit Conversation Skills Common Courtesy Invitations to Events Appropriate Dress Party / Play Date / Event Planning Being a good host Workforce Skills and much more!

Note: With each grade level, the skills one needs to know in this area increases!

“Skills to be a Friend” Extending a

Relationship outside the context you met them

Showing them you care for them

Inviting them to social events

Know the ins and outs of friend to friend discussion

Learn to “get to know each other” and learn about personal stories, interests, hobbies, family background, etc and how to keep up on new events

Know how to share personal stories together

Show Kindness Show Compassion Nurture the

Relationship Know How to Have

Fun Together Create “Positive”

Laughs How to Play and do

group activities together in a variety of environments

Communication Skills How to be open to

trying new things

Signs Teachers and Parents Should Watch For That May Indicate a Child has

a Social Skills Deficit Child is always by

himself/herself at lunch time

Child has very few or no friends his/her own age

Child does not know the common things of youth culture of their peers know

Has trouble connecting with others in their community

Child participates in very few or no extracurricular or community activities

Child has trouble fitting in with other children in school

Poor performance in reading and processing of narrative/story type reading, while understanding factual material very well

Policy Recommendations for Extracurricular Activities

Educate the students about what the different activities are, and encourage participation, and how to get involved

Teach students the skills needed to participate in different activities

Adults should get to know the “youth culture”

Help kids get involved and fit in in their school culture

School Policy Recommendations

Teach chaperones, PTAs, and other activity staff how to handle people with disabilities in the extracurricular setting, and have the activities in accessible rooms.

Aides and paraprofessionals should have extracurricular support as part of their job description, if needed

Teachers and office staff should do whatever it takes to prepare students for extracurricular activities

School Policy Continued Security and other

supervision staff should look for the warning signs of kids who may have a social skills deficit at lunch, recess, before school and after school

Teachers should make it a priority to teach social skills, etiquette, and how to be a friend in school

Parents should reinforce good manners and social skills at home

Kids should be taught how to speak out if they see social issues in their school or community, and adults should let their voice be heard

When a child has a social skills deficit, it should be acted on ASAP, because it can harm them later on.

All teachers should remember that learning the “hidden curriculum” is just as important as learning the academic curriculum

Student Feedback and Advocacy

The student should guide their own life and have input into the decision making process

Student should be able to speak out about their progress and give positive and negative feedback about their placement

At least one goal in any plan (IEP, ITP, etc) should be the student’s own at minimum

At the upper levels, student should RUN meetings dealing with disability issues.

#1 Many With Special Needs can go on to Meaningful Lives After High School

Community College 4-Year University Vocational / Technical College Graduate School Internships Employment Military Service Live on your Own Live with Roommates Live in College Housing

(Dorms, Apts. etc) Relationships Marriage Adult Life Activities And many more!

The most important of all

BE THEIR ADVOCATE!!!!

BE THEIR TRUE FRIEND!!!

HELP OTHERS WITH SPECIAL NEEDS MAKE THE DECISIONS THAT WILL LEAD THEM TO A GOOD FUTURE AHEAD USING ALL THEIR TALENTS AND

STRENGTHS!!!!!!

My Contact Info

Stephen Hinkle

P.O. Box 420496

San Diego, CA 92142

(858) 603-0287

stphinkle@aol.com

I am available for speaking engagements and presentations, just contact me.