Where On The Continuum?

 

IMG_2009

Those of you that know me personally, or have been reading my blog for some time, are aware that I am a special education teacher and an independent special education consultant. I have a myriad number of friends with children that have some type of diagnosis. I grew up with an aunt with intellectual disabilities, and have a grandson on the autism spectrum. I have an online page for parents of children that have various special needs, and am co-founder of a parent networking and support group. I tell you all these things, not to give you a list of my credentials, but to let you know, when I speak about special education, it is from years of experience. My passion and drive has always been to educate an advocate for those individuals with disabilities, and their families.

I am “back in school” to get my Master’s degree in Autism Spectrum Disorders. My classes on transition, collaboration, and behavior have validated a lot of what I have thought for years. The other day, during class discussion, we were going back and forth about the “Least Restrictive Environment (LRE)” continuum. The continuum being from very restrictive, such as individuals living in an institution, to the very least restrictive, when children (with disability diagnoses) are in their general education classes with only a minimum of supports.

I read an article the other day, written by a mother of two children. One diagnosed with Down Syndrome and one not. The article discussed how she wanted her child with DS to have full inclusion. The author believes, in her opinion, that all children, regardless of (dis)ability, should have a fully inclusive experience at school.

Her article made me wonder. Do all parents feel this way? Is full inclusion really the best education, regardless of diagnosis, for all children? Is being with “typical” peers, using the same general curriculum, always the most appropriate learning for all involved? I took this topic to my online page for parents. Those that replied to the discussion, had some interesting perspectives. Parents told of their children, that are in full inclusion, getting in trouble frequently, and often requiring, but not receiving, more sensory breaks. Others talked about a mixture of “pull out” special ed classes and general ed, while others wanted their children out of the general ed classroom altogether, because their child was being bullied. This parent spoke, of feeling her child was safer in a special education classroom. I believe all these parents wished full inclusion would work, but unfortunately that often isn’t the reality. Maybe some of my readers  have children in full inclusion and it is working. I’d love to hear your stories.

Special education has come a long way since the enactment of Public Law 94-142, The Education of All Handicapped Children Act, forty-one years ago. Reauthorizations of the Individuals with Disabilities Education Act, over the last twenty-six years have created more opportunities for those students with disabilities, and their families. Before 1975, special education services were hit and miss. Some students, who desperately needed services, didn’t get anything at all. Even with all the good that has occurred since this time, there is still a long way to go……….

I am a firm believer in everyone having a voice. I believe in real collaboration, working together to form solutions that will be good for all involved. Do I expect perfection? Absolutely not. I doubt anything will ever be perfect……but, it can be better. Here are some questions I think about, not because I have all the answers, but because I think we need to think about these issues and consider the implications. In this way we (the families, student, schools) can make the best choices possible. Isn’t that what special education should be about?

  1. Is full inclusion always appropriate if a child is unable to work at their grade level? Should we alter the integrity of grade level curriculum in that classroom? Or are modifications always okay? How many accommodations/supports are too many to still be considered for full inclusion?
  2. Is having a special education teacher in the general education classroom for one or two academics, enough?  Does working with the special ed teacher, in the general ed classroom, make the child feel even more different? Is working one on one or in smaller groups in a special ed. classroom, wrong?
  3. What about all the non-academic activities? Some students have difficulty during unstructured times. Some students require more sensory breaks. Some students require a person to teach them and daily practice with them, social skills.
  4. Is is right to expect a general education teacher (who might have only had to take one or two special ed. classes to get their degree) to understand a myriad number of disabilities their students could have? Can we expect them to be proactive instead of reactive in their classroom behavior management? Is it fair and equitable to treat all the children the same? Does fair always mean equal?
  5. How do we keep students from being unkind to each other? Do we talk about a student’s disability to the class? In order to help the class understand “why” a student might act the way he/she does?
  6. Should the student who has a severe intellectual disability, be subjected to taking standardized tests at their grade level? (For example, should a fourteen year old with the cognitive ability of a toddler be expected to take an eighth grade test? And if so, why? How will the results even be close to any kind of accuracy?)
  7. Should a teenager with high functioning autism have less supports in his general ed classes, because he “doesn’t look like he has autism” and “we don’t want him labeled”?
  8. Is overlooking a student’s true needs, an inherent danger in inclusion, because sometimes a student doesn’t “look” like he/she needs special ed services/supports? (whatever that is supposed to mean)
  9. If/When do the rights of a child with special needs carry more weight, than a child who does not have special needs?
  10. Are we making decisions now that will ultimately benefit the student after he/she graduates? Shouldn’t all of school be preparation for life after graduation? Especially, with teenagers, how to we make sure our children will have a smooth transition?

Blog readers, what do you think? I would be interested to hear your opinions, your experiences……

 

 

Taking The Next Step

As many of my readers know, I have been a special education teacher for twenty-six years. For several of those years I have also been an independent special education consultant. I grew up with an aunt that had intellectual disability. I have a grandson on the autism spectrum. I have dear friends who have children with a myriad number of different diagnoses. About a year and a half ago, I started thinking about going back to school. (I have either been in school as a student, or as a teacher, for 43 of my 48 years. Wow. That is a lot of school.) I wanted a graduate level degree in autism spectrum disorders. Although I am a passionate advocate for all individuals with disabilities, those with autism have a special place in my heart. Last January my new adventure began.

books

I have been enjoying my classes. There is something to be said for going back to school in one’s forties. I enjoyed college my first time around, and did well. (C-N Class of ’90, Go Eagles!) After receiving my bachelor of science in special education, I set out to begin teaching. Twenty-six years, with a plethora of experience later, here I am. I am back in school. My professors are probably around my age, which is kind of funny. This time around I am not intimidated by my instructors, as I was when I was in my late teens and early twenties. (Professors are not the gods of academia as once thought, but go grocery shopping and to their kids ballgames, just like the rest of us. Go figure.) I’m bringing a lot of experience to the table this go around, and have ample opportunity to show off my intellect and my razor sharp wit. (Well, okay maybe not razor sharp anymore, since I’ve mellowed with age, but definitely not dull. Just sayin’.)

In one of my classes we have been discussing transition from high school into adulthood. That transition is difficult enough for a typical high school student, but for a high school student that has a disability and has been receiving special services it can be down right overwhelming! I want to share something I wrote in one of the discussion boards about transition. We had been talking about a broader vs. more narrow perspective on this transition from high school to adulthood. I think it bears repeating.

kings-books1

“Before answering these prompts, I just wanted to say that I was so into this reading. I was reading silently, but would frequently interrupt myself with, “Exactly!”, “Yes!”, and “That is what I’ve been saying!”, as I scribbled notes in the page margins with a highlighter. Honestly, this subject is one that has been on my radar for quite some time now.

Kohler (1998) describes the tenets of a broad perspective of transition for a student, as one where all classes, programs, and activities while in high school are part of a plan, that focuses on a student’s goals after high school. Each student is different, and requires a plan that addresses their individual needs, interests, and preferences. In a broad perspective, students are not treated with “cookie cutter” plans—one size fits all. This way of thinking does not just accept a checklist of transition steps, that covers legal obligation. A student’s school career is ultimately about preparing him/her for the rest of their life!

In my opinion, I feel that unfortunately, many schools still do not hold the broad perspective of transition, falling back on the “we’ve always done it this way” mentality. The more narrow perspective primarily focuses on the last couple of years of a student’s high school career, and setting them up with agencies/providers for their postschool life. In the reading, (bottom of page 180) I was struck with the sentence, “Many local education agencies’ tendency to meet the letter of the law rather than the intent of the law has resulted in expanded IEP forms……”. So, true! As special education teachers we have paperwork on top of paperwork! In the case of transition, there is a bog down in the process. All of education should be preparation for life. With this in mind, shouldn’t we be concerned with everything leading up to life beyond school?

I was deeply touched by the part of the paper that discussed how schools work with college bound students, preparing them, readying them, helping them for the time when they will leave high school and step out into the “real” world. Why should it not be the same for our students that receive special services? Are they not just as worthy as a college bound student? Can’t their futures be just as bright as the ones who ace their AP courses? The narrow perspective puts our students in special education, into a box. A “to do” list. Half the time, these young people aren’t even actively involved in the plans for/about THEIR lives! I have been asked to attend IEP meetings for high school students in a consultant capacity, by parents who are desperate to have the school consider a more broad perspective for their child.

I can immediately think of a case that is a prime examples for the narrow perspective of transition. This case was a young man diagnosed with intellectual disability and several medical issues. He is extremely personable, gregarious, and doesn’t know a stranger. He is a friend to one and all. He is also very daring, and athletic. (He recently tandem jumped out of an airplane, and is a member of a rock climbing club.) In my mind, for this young man, the sky is the limit! Sadly, his transition planning was about checking off the legal boxes for his plan, per IDEA. His involvement in his own life, consisted of being asked, “What do you want to do after high school?” Because of his intellectual disability, he struggled to voice his dreams of life after high school. His mother was told that they were inviting agencies/providers to his next IEP meeting to prepare him for after graduation. He told his mother he did not want to work at the workshop. That was boring. He was not interested. He even said to his mother, “Why can’t I play on a community softball league? Why do I have to only play with the Special Olympics?” The whole situation just bothers me. I want so much more for him, than the school or the local board of DD is willing to give!

 

On the other hand, I read a story recently about a high school special education classroom that owned and operated their own coffee shop, in the school. They worked as a team, everyone was involved! They took orders from teachers and students, and delivered coffee (and baked goods!) They were learning social skills as well as business skills. They were required to collect payment for the drinks/food, and figure out change. They kept “the books” for their business, giving some of the proceeds to school based activities and functions (the rest going back into the business). Their teachers commented that the students confidence and self-esteem had flourished. They were more open to ideas, and excited about what the future might hold. I think this opportunity was a great example of a school that has a broader perspective on transitioning through high school, and being adequately prepared for the world beyond the school. These students are learning things across the board, that will help them as they step out into their communities.”

I understand that there are some students with more severe disabilities that might not be able to work out in the community. They might be learning life skills in high school, as opposed to academics. Working at a sheltered workshop might be the best placement for some of these individuals. That is fine and good. My point is that all students are unique, with their own abilities and interests. We cannot have cookie cutter responses to our students in special education, just because “we’ve always done it this way”.

Having a tailored plan requires effort. That is the point of an individualized education plan.

  • Kohler, P (1998). Implementing a transition perspective of education. In F. Rusch & J. Chadsey (Eds.), Beyong high school: Transition from school to work (pp. 179-205). Belmont, CA: Wadsworth.

 

 

Rest, Peace, Joy

School is out for the summer, my students are excited. My grad school assignments for the week are completed. I have no appointments today. I’ve already done the grocery shopping for the week. Everything is pretty much done….so I am taking today as my mini vacation. I will blog. I will journal. I will play with the dogs. I will read. I will watch a marathon of X-Files, this evening, with my husband.

IMG_0158

IMG_2042IMG_1155

I need today.

Time to breathe. Time to ponder. Time to do nothing, but just be still.

How many times have I been guilty of rushing around, finishing things, checking items off my lists, proofreading that paper, meeting with people to the point of exhaustion?

I appreciate  these days of doing nothing, which are few and far between. These days turn out to mean everything.

102_4903

Thank you, Lord……that I can find rest, and peace, and joy in You.

Psalm 62:5 “Yes, my soul, find rest in God: my hope comes from him.” Amen.

 

Make Time To Be Thankful

The sunlight is streaming across the yard. The air is not yet warm, on this mid May morning, as I make my way over to the barn. During my walk, I like to look over the back pasture to where the green grass touches the blue sky. I have the fleeting thought that I could put a chair right there in the side yard, and sit and read, and watch the world go by and be completely content.

102_4939

102_4497

If only I could. If only life allowed for more of the quiet, contemplative moments. Instead, there are appointments to keep, people to meet, deadlines, online, sidelines and stuff. Always stuff. I do try to make time in the every day to slow down. To enjoy. I just wish there was more of it.

Today I am thankful for:

*Blue skies *Iced coffee *Barn cats *Petting the horse’s soft velvet nose *Laughing with my husband *Quiet mornings *The last week of school *Checking off assignments *Mowed Yard *Anticipation of summer trips *Another day to take a moment to breathe it all in

102_4344

Like Sand Through The Hourglass…

 

 

102_3299

Like sand through the hourglass….so are the days of my life. (Hmmmm, I think I may have heard that phrase somewhere)

I turned forty-eight yesterday. Getting older hasn’t really bothered me, per se. I mean, what’s the alternative, right? I’m not upset about being just two years away from FIFTY, but I do find it rather shocking. The other day, some classmates from high school were talking about having a thirtieth reunion this Fall, for the class of 1986. In my mind, the eighties were last week. Does that prove I’m aging?!

 

Is my life perfect? No. Whose is? We all live in a world that is full of great joys, and intense tragedies, highs and lows, ups and downs. One can’t get away from that. The truth is, each different season of life is special and unique in its own way. I really would not want to go back in time. (Well, a good friend of mine posted a picture of the two of us when we were twenty-one. Although I like the wisdom that comes with age, I wouldn’t mind still having the bod of a twenty-one year old….) In the midst of the every day, I find myself stopping and appreciating. There is a lot to be said for being in the moment, and going through one’s life with eyes wide open. Out here in rural Ohio, I often find myself driving down back country roads to get to my various destinations. I admire the green, green, grass, the bright blue sky,  the open space, the black and white cows that are trying to nibble on the other side of the fence, and the hawk circling high over a field. I think about my family that loves me and whom I love right back, a husband who makes me laugh, kids who are now young adults, the comfortable house I live in with land to roam, and my (fairly decent) health.

102_4436

It has been about five or six years ago since I first read Ann Voskamp’s book, One Thousand Gifts. (you can read my posts here and here) Her book spoke to me about what it means to be truly thankful for all the ways that God blesses. I will admit, it is a struggle some days to see the blessings when all I want to do is be a grump. When the cat pukes and I have to clean it for the umpteenth time, or the flowerbeds are overgrown with weeds, and the dog digs up my last surviving bush. The days when my children grow up and become more and more independent and I realize my opinion isn’t as important as it used to be. Broken dishes, broken promises, and broken hearts. Some days I force myself to stop, breathe, and start counting out loud, all the ways I am thankful, and all the ways I am loved. God is so good. Even on the hard days.

One day it truly dawned on me (pun intended), that I most likely, have more days behind me, than I do ahead of me. It is highly unlikely that I will live to be one hundred. You want to know something? I’m okay with that. That might sound weird, especially in a society that is so driven by youth and beauty. My days are just as important to me now, maybe even more so, than when I was in my twenties. I know I appreciate them more. I don’t pretend to have all the answers to life’s questions, and on many days I am struggling to understand just like everyone else.

102_4840

Today I am able to say that life is good and I am happy.

IMG_0341

 

 

Father, You Are Good

I found a little treasure when I was out shopping yesterday. A tiny book entitled “Pocket Prayers” by Max Lucado. I was drawn to this book because I don’t know about you, but often times I feel stymied by what I think prayer is supposed to be. How do I really talk with my Creator? The One who knows me better than I know myself? I’ve been praying to Him since I was a child, but here I am nearly five decades later still wondering if I am missing something?

On page seven, Mr. Lucado compiled all the prayers of the Bible into one “pocket size” prayer.

“Father, you are good. I need help. Heal me and forgive me. They need help. Thank you. In Jesus’ name, amen.”

So simple, but oh, yes! I can relate to these words. They are few, and yet so full of meaning.

IMG_1695

Father,

You are good.…..A good, good Father. You are always good. You don’t know how to be anything but good and holy, and loving, and just. You are the ultimate truth and life.

I need help. Oh, how I need you. Not only do I need you for the hard and difficult things in life, but even those things I consider involuntary, like breathing, are under your control. You know my name. You know every hair on my head. You have already marked all my days in your book. When I call to you for help, you are always there.

Heal me and forgive me. I live in a world that is broken. Those of us on this spinning orb know what it is to feel pain, discontent, and regret. These feelings can weigh heavy on a heart that longs for forgiveness. Freedom from sickness and freedom from baggage, I was never meant to carry.

They need help. I’ve cried, because people I love are hurting. I’ve mourned their losses, I’ve held hands, and heard hearts. Sick beds, and sick souls. People that need help. It can seem overwhelming. Help them to find their peace in You.

Thank you. Thank you. Thank you. Thank you for your love. Thank you for your presence. Thank you for your wisdom. Thank you for your creations. Thank you for your death and resurrection. Thank you for your grace. Thank you for life.

In Jesus’ name, amen. The name above all names. The One who is fully God and was also fully man. He who died, so I could live. Savior. Lamb. The Son. The Prince of Peace. Lord of lords. The Good Shepherd. Emmanuel.

Every good thing given and every perfect gift is from above, coming down from the Father of lights, with whom there is no variation or shifting shadow. James 1:17 

In the same way, the Spirit helps us in our weakness. We do not know what we ought to pray for, but the Spirit himself intercedes for us through wordless groans. And he who searches our hearts knows the mind of the Spirit, because the Spirit intercedes for God’s people in accordance with the will of God. Romans 8:26-27

“I am the good shepherd, and I know My own and My own know Me.” John 10:14 

 

 

 

 

 

 

 

 

 

 

 

 

 

Autism Awareness-A Call To Action!

IMG_1181

 

As some of you know, that have been reading my blog for awhile, I am a special education teacher. I am also a consultant and advocate. It has been both an interesting and rewarding choice for my life’s work. A choice that I have never regretted. At times, it has been fascinating and encouraging, and other times frustrating and overwhelming….much like life itself. There are good days and well, the not so good days.

April is autism awareness month. Those of us who are immersed in the world of autism understand that awareness is not just one month out of the year, but an every day call to action. As time goes on, more and more people are being made aware of autism because they are personally being touched by it. They have a loved one with an autism spectrum diagnosis, or a friend’s child, or a classmate or the family that sits behind you in the pew at church. Even though the CDC just announced that so far this year the numbers of autism diagnoses are stable, but up to this point, the number of autism diagnoses has accelerated over the the past 25-30 years. In the late 1980’s autism was known about, but considered fairly rare. My college professors said that I, as a special education teacher, would probably have more students with Down Syndrome or intellectual disabilities or learning disabilities than a child with autism. At that time autism was about 1 in every 10,000 births. By 2000 it was 1:150. Then it was 1:88. Now it is 1:68.

The people in this epic battle with autism, don’t always agree on what causes autism. They might not agree on what are the best therapies. Whether or not a strict diet will help ease the physical pain that often accompanies those with autism. Individuals with high functioning autism have their own issues with which to contend. “Oh, he doesn’t look autistic. I think he will outgrow it. Just give him time.” (As if, there is a specific autism “look” and “giving him time” only delays the intervention that is desperately needed.) Sometimes supports are overlooked because he seems “so normal” accept for his quirkiness. It is a struggle.

The journey with autism is real for a lot of parents. All these children that have been diagnosed over the past quarter century are growing up. What do families do when their child with autism grows up? The supports for adults with autism are sorely lacking. As these children grow up and age out of the school system, there will be a tsunami of autism in the adult world, like nothing we’ve ever seen before. We, as a society, cannot abandon these individuals or their families. Burying our heads in the sand, will do nothing to solve the problem.

This is a call to action. Not just to wear a special color on a special day, but to stand up and advocate every day. To make a difference in the lives of these individuals……

Autism Stats:

*Prevalence of ASD is estimated at 1:68 births (CDC,2014)

*It is five times more prevalent in boys than in girls.

*There is no known cause or cure.

*No two persons with Autism Spectrum Disorder (ASD) are alike.

*Early intervention (EI) is key! Outcomes improve when diagnosis and intervention occur early.

(stats from: OCALI- Ohio Center for Autism and Low Incidence)

A previous, older post of mine,on autism….notice the difference in the stats from the mid 2000’s to now.

https://gibsongirl247.wordpress.com/2013/04/02/autism-is-not-a-dirty-word-2/