A Gay Danish?

Ok, so this story is about my mom…well not completely, but it starts with her. But before I go further I should tell you a little bit about her.1458539_10154635398550131_1051224502576919098_n

Imagine a 5’2 3/4” tall, cute, nice, 63 year old with great skin. And now add a homemade colourful fluorescent moo-moo with matching crocs and a big smile. My mom (and her twin sister) are ACTUALLY the sweetest creatures that have ever lived. She is always happy except for these 3 things get her mad:

  1. Cable TV and how there is never anything on
  2. She thinks that there should be a grandfather clause that allows people over 60 to still smoke at the beach, and
  3. She can no longer buy fabric at Walmart

She loves lays chips and the colour blue, buying tables, going to the dollar store, quilting and the beach. In fact, you will often find her at the beach with a table, wearing the colour blue eating lays chips and quilting under an umbrella that she bought at the dollar store.

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Anyways, So her and I both live on Davie street, 3 blocks apart. Screen Shot 2015-03-07 at 2.29.17 PMShe proudly declares herself as “living in the heart of the village,” and we will often meet at our neighborhood coffee local, Melriches.

One other thing about my mom is that she is very reflective and often bursts out profound one-liners. Like one time she called me up and left a message on my phone that simply said, “Shelley, I’M IN LOVE!” and then I made this face.Screen Shot 2015-03-07 at 2.26.43 PM

Only to find out later that she had recently watched a documentary about Leonard Cohen and convinced herself that he was her true soul mate. ANYWAYS…So one afternoon, as we sat at Melriches, and she declared, “you know, we could all learn a lot from the gays.” And then I made this face.

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Before I could respond, however, she continued into a lovely monologue about how happy she is that she lives in a community that values diversity and how everyone is different and that it’s ok! And she’s right, people CAN learn something from people who are gay, and she CAN walk down the street in her fluorescent moo-moos and matching crocs, and the only people who turn their heads to stare, are women (and men) who want to know where they can buy a set.Screen Shot 2015-03-07 at 2.46.50 PM

She absolutely meant no disrespect to gay people, (or her daughter) by calling us an adjective, so I used this opportunity as a teachable moment.

“So ma, you know that gay is an adjective right?”

“What do you mean?”

“Well, I mean that you can’t call people adjectives when we are people, we are nouns!”

“Oh…. Well that’s what I meant.”

Now one more thing you should know is that I inherited a few things from my mother. We are Danish, We both have cute toes Screen Shot 2015-03-07 at 2.22.36 PMand apple shaped bodies, and we both manage some mental health issues.

“I know ma, but what if people called you an adjective, like crazy?” (Which we have both extensively experienced in our lifetime)…this one got her.

So we de-constructed this a bit, and discussed different adjectives we had experienced and compared them with each other. What made some terms ok and not others? Some terms were adjectives. Some were nouns. Some were used grammatically correct and others were not.

And some were mean and should never be spoken.

We used the stem, “If we saw each other walking down the street, what would we say?” as our litmus test. We tried everything!

  1. Oh look, there is a gay (no)
  2. Oh look there is a crazy (no)
  3. Oh look there is a Danish (I am not a pastry)
  4. Oh look there is Shelley! (Totally)
  5. Oh look there is Shelley, who is crazy (ummm still no)
  6. Oh look, the Gay Danish! (I don’t even know what this means)
  7. Oh look! There is my mom! (Yup)
  8. Oh look, there is Danish Shelley (sure…at a Viking festival)
  9. Oh look, its BGS!!! (Big Gay Shelley) – (only on the August long weekend please and thank-you)

So we eventually agreed to just call each other  by our names Ma and Shelley. My mom learned her adjective lesson, and we moved on to the next profound reflection.

BUT THEN!!! I started thinking (and we all know what that means) sleepless nights and multi-tasking through meetings. Labels! We all do it. We label and categorize our students all the time, well-meaning or not. Our days as educators are constantly FILLED with words associated with and used to describe kids.

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I remember the days when I was a student and the words used to describe me. I thought about myself as a teacher, a consultant, a speaker and a person and the words I use to describe others.

… And then I started to make a list, and I have been adding to it…for 3 days.

Let me also just mention that the words I have listed have been heard in a variety of contexts including (some more surprising than others)– My UBC class, a special education conference, a collaboration seminar, IEP meetings, a staff room, the pub, coffee with a parent and dinner with colleagues, to mention a few. Regardless of setting, person, time, and/or tension, labels and categories were present, and I am just as guilty as any.

May I present to you… the list.

Screen Shot 2015-03-07 at 2.36.58 PMLow, modified, bright, illiterate, adapted, gifted, slow, modified, special, low end, waste of space, gay, Deaf, learning disabled, bad, poor, handicapped, Queer, good, problematic, core, vulnerable, grey area, crazy, smart, problem, downs, normal, low and slow, mute, non readers, bottom of the barrel, Chinese, drug users, challenged, teachers pet, high flyers, special ed, behaviour kids, brown, life-skill, brain damaged, Tier 1/2/3’s, resource kids, risk takers, Natives, on the spectrum, Muslim… and lets not forget the acronyms!!!! A’s, H’s, G’s IEP kids, ELL/ESL kids, SPEDS AND of course the ever present – Those are “your” kids (which I realize is not an adjective).

NOW thank goodness I didn’t hear anyone say the R-Word because I may have tripped them.

Screen Shot 2015-03-07 at 2.38.35 PMI will let you decide which labels were used appropriately or not, but I will point out the discrepancy between positive and negative terms. Which labels were you called? Which would you add? I know you remember them; they are not words we forget.

Why do we do this? Why do we need to group people into categories? Is it more effective, efficient, shorter or easier to remember? Is it what we hear, or all we know? Or maybe we say them to harm. I have been told, that some people say them because they can’t keep up with the political correctness.

But I don’t know. Are these reasons good enough? I mean, would you ever see a person on the street and say, “Oh look, here comes a paraplegic” because it is efficient to say? NO!

Another important question that I ask myself all the time is, if you heard that, would you say something? And to be honest, I didn’t say anything anyone in my 3 days of listening. Why?

We (teachers, people, society) are SO focused on labels and categories. To be fair, however, I understand that sometimes they are helpful. They can define culture, build pride and even help bring to the table difficult and social justice issues. The “idle no more movement” is a perfect example of that. And if we are really being honest, labels and categories are the reason I even have a job! Categories are how schools get funding (although that’s not a lot presently!!)

Is there a point, however, where in our label obsession, we forget the person we are labeling? And additionally, how do the Screen Shot 2015-03-07 at 2.51.25 PMlabels we place on others affect the people we are labeling? In the book “Choice Words” by Peter Johnston, he reminds us that the language we use creates us and defines the world we live in. The words we use also make a difference to how people see themselves and how they exist in our world. Words are powerful!

This issue has seriously got me thinking about how I use words my in my world. My friend Leyton also reminded me of an excellent point (as he often does) He gently asked me, “How many remarkable people in the world do not fit into ANY category, or into traditional systems and labels. Like you?!”

SO, with the help of colleagues, a few articles and my mom, here is some criteria and guiding ideas to assist you in the use of words.

  1. Everyone can read, write and communicate – expand your definition – try and argue this with me!! (examples: non-readers/writers, non verbal, etc.)
  1. We no longer use these words: mute, mentally handicapped, illiterate, brain damaged, the R-Word or any statements that starts with “they suffer from…”

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  1. There are some groups that use labels to define their culture (for example Deaf, Queer, Danish, Muslim, Canucks, and Screen Shot 2015-03-07 at 2.45.02 PMsome people with Autism.) If this is you, slap a capital letter on the word, put it on a shirt and wear it with pride because you were born that way baby!
  1. Say the following labels only if you want to get tripped by me. (Bottom of the barrel, low and slow, waste of space etc.) Just. don’t.
  1. PLEASE!!!!! Regardless of adjective or noun… Avoid “a/an or the”, followed by label and a period (For example, An Autistic. A Gay. The bright kids. The Queer. A gay daughter).
  1. And lastly, If your choice of words are not ones that you would say to a student or their mother’s face directly – complete the following procedure:
  1. Write it on a piece of paper
  2. Stick your gum in it
  3. Burn it
  4. Sweep up the ashes
  5. Put the ashes in a glass of diet coke
  6. Add Mentos to the glass

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As an alternative, try these:

  • There is a movement called person-first language that I encourage everyone to explore and reflect on. I have linked some articles below to help you do this. It is actually really easy, you do exactly what it says, use the person first (for example, a student with a disability, Joan who is Danish, Shelley who is gay, a kid who needs support, A student who has a learning disability, a teacher who needs a vacation).Screen Shot 2015-03-07 at 2.34.59 PM
  • If you, by accident, use person-first language to someone who prefers the capital letter non–person first tshirt version – I PROMISE they will be less offended than the alternative situation. Referring to people first will never be politically incorrect – it’s safe.
  • If the above option doesn’t work for you, you could just try calling them kids, students or people.Screen Shot 2015-03-07 at 2.36.40 PM
  • If the above two options don’t work for you, you can always call them Shelley, Kate, Leyton, Carole, Gillian, Faye or (insert name here).

Here is the bottom line because I have discovered that people like them. After my reflections and readings and discussion, I have come to this conclusion:

The only label that we should use before a students name is ‘ours,’ except for my mom, because she is mine.

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OH! And…. Sign the R-Word pledge. So I don’t trip you.

Person First Resources

People First Language: Dignity, Not Semantics

Showing Respect by Being Direct

Person-First Language

The Significance of Semantics

A Composition.

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Here we are again. Stuck in between the two historical and political silos: the government vs. the BCTF. I’ve been stocking up on Kraft dinner and hotdogs and watching this saga unfold for months. I agree with all things teacher, but there is one point, at the forefront of this debate, that I have been waiting for someone else to address … and frankly I’m tired of waiting.

The class size and composition battle has been ongoing. Personally, I don’t even know why teachers are negotiating this…you don’t see doctors striking for the rights of patients??? Regardless, there is ample  research supporting the teachers’ demands of lowering class size and I have no (nor want to have an) argument to counter this. Screen Shot 2014-09-04 at 11.46.28 AM

The other one though, ‘composition,’ leaves not only a bad taste in my mouth, but makes me wants to convince both the BCTF (along with every teacher in every school district) and Christy Clark (and EVERYONE in the ministry) to take a Shelley Moore seminar about the actual implications of the word.

I have tried daily to (unsuccessfully) convince myself not read twitter; and/or Facebook; and/or the news; and/or (and especially) the comments and government propaganda. All I see are graphs, opinions, false statistics and creative M n M visual metaphors describing the horrors of this strike, including class composition narratives.

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The true horrors, however, are what fill my screen: Tweets screaming the atrocities of having “7 special needs students in a class…..SEVEN!!!!!!!!!” A website devoted to collecting the compilation ratios of teachers classes and graphs with the increasing population of students with special needs and English language learners in classes, displayed like these kids are a spreading disease with no cure. Another, BC teacher supported blog, carries a headline, “BCTF says class composition the worst it’s ever been in the province!” An additional Vancity Buzz article actually ranting about the disruption of special needs students in classrooms. And my favourite, a parent tweeting, who wants their kid in a class with special needs kids anyway?

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The kicker, a Vancouver Sun interactive resource, where parents can go in and find the exact composition atrocities of their own child’s class online.

Ok everyone, enough is enough.

photo 4For some reason, class composition, has become synonymous with impossible teaching arrangements and a pessimism toward individuals with special needs that is rooted in the conviction that these students are incapable, and worse, a burden, to other students and teachers in public classrooms. Before these negotiations, the word composition did not just refer to ratios of diversity and ability.

In writing and art, the word ‘composition’ is used to describe “the plan, placement or arrangement of the elements of work.” In music, it is “creating and arranging an original piece of music.” In the digital world, composition refers to “the practice of digitally piecing together a video.” All of these have one thing in common – planning and arranging pieces together to create a whole. Another common theme? In every definition, compositions are original creations.

For too long, we have been aiming to teach homogenous groups of students who, as Ken Robinson so eloquently described, “have only one thing in common…their age.” I guarantee that more than just my music, writing, and digital composing friends agree that … “all the same” is not enough; it’s undesirable. With these homogenous standards, it is not just students with special needs who don’t fit the mold. More and more students (including me) struggle to find success in a teaching career that focuses on deficit rather than ability.

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The educational shift towards inclusion has attempted to counter this attack, by embracing diversity and creating classrooms that are not just geared towards the status quo. THIS is what we all should be fighting for (student, teachers, governments, parents, and tax payers). A shift in education to embrace all… not just some. Somehow though, this value shift has been left for the teacher’s to carry alone. It is because of this that inclusion (and composition) has become a contaminated practice, rather than a philosophy that binds us, and brings us, together.

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My lovely hairdresser, Missy, cut and coloured my hair yesterday (in exchange for an IOU) and in our chair/mirror discussion, she described her choir and their (sold out!) performance this summer. My ears perked when I heard her casually mention, “we have so many tenors this year!”

bc-class-compositionWhat didn’t follow, were these statements:
– “The tenor population has increased so drastically because we are so much better at identifying them”
– “Ugh, this choir year is IMPOSSIBLE, these 7 tenors are taking up SO much extra time”
– “We found an app that alters a tenor’s voice so we can fit them into our choir now…kind of”
– “We needed to compose a whole new piece for them! I don’t have time for that, so we found a piece that was similar that they can sing quietly at the same time.”
– “The tenors should probably just be in their own choir, they require a different set of skills that I am not specialized to compose.”

Or my most favourite:
– “We already have three tenors, sorry.”

AND, you will definitely never find a circle graph of current choir composition on Google images used as a strategic and political scare tactic.

The difficulty with these statements, more than just the obvious “oh, those poor tenors,” is that a composer would NEVER say this! Choirs NEED tenors! A choir filled with only sopranos would sound like shrill elevator music on repeat. I love you sopranos, but I feel like you appreciate the compliments of some tenor love as much as I like to turn up the bass in my car when I listen to Beyoncé.

Beyonce

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What Missy continued to describe (pay attention to this part) was how the choir, responded to having a lot of tenors. This choir commissioned a piece to suit their chorus. In the choir world, a piece is commissioned with the chorus’ strengths in mind. So, for example, if a choir has a strong bass section, the piece chosen highlights lower notes. Alternatively, if a soprano section of a choir is smaller, or developing, the piece won’t include an extraordinary amount of high notes. In other words, the structure of the chorus is manipulated to respond to the COMPOSITION of the group. Missy’s choir created an original piece so that the tenors (and everyone in the mix) could feel “included and have a contribution.” They didn’t make the tenors change their voices, they didn’t make them sing a different piece, they didn’t turn them away… those tenors were as a part of that choir as anyone else. There unique presence, however, informed them to the piece that was created for them for them. The composition utilized their strengths, for the benefit of all. At the end of the day, this choir performed an AMAZING piece (did I mention it was sold out) AND I bet not one person in the audience knew that there was an above average tenor population. The goal was met. Objective achieved!

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Strength based teaching is not a new phenomenon, and there are many frameworks that can support the spectrums of language, culture, gender and every other unique identity marker you can imagine…including cognitive ability. These supports are effective in both challenging AND creating access for everyone, and I encourage you to read other entries on this blog if your curious.

There are teachers all over this province trying to create learning opportunities for all their students because of this diversity, not in spite of it. This is inclusion. These classrooms, however, are having a harder and harder time. There is an expired expectation that teachers simply teach, to a homogenous group, in isolation. How hard can it be right???? There are many difficulties with this longstanding image of classrooms, especially classrooms trying to move towards a place of inclusion and access for all. Inclusion cannot happen alone.

Inclusion needs time for collaboration to create a plan that can highlight all abilities.

Inclusion needs assistants and specialists to provide multiple pathways for success.

Inclusion needs resources and funding supports to make a plan acknowledging alternate ways of knowing and understanding the world.

Inclusion needs time and space for teachers to grow and change their professional practice to respond to the changing structures of their classes.

Inclusion needs a government that supports the efforts of teachers, who are caring for and facilitating the growth of the next generation of our society that will require the skills and experiences of learning from, and with, diversity in all its forms.

These are not teacher ‘benefits;’ they are the blueprints of inclusive education. Let us not lose track of what we are fighting for. There is a bigger picture to these negotiations.

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There is one more factor for inclusion to be successful. And I argue, the MOST important one! Inclusion NEEDS a diverse composition. Without this, we are simply cookie cutter assembly line workers. Without this, teachers cannot be the creative composer. This is our career, this is our skill, and regardless of how many massages or fertility treatments we require per calendar year, we are skillFULL composers.

Lets look to our teachers as composers. Let us all consider them the skilled professionals that they are, collaborating together and delicately weaving the diverse abilities, interests, and characteristics of our students into creative, original and carefully planned arrangements. Professionals that need support to exist. From everyone…even you.

For all of you who scrolled to the bottom to find the answer, here it is.

Instead of fighting for class size and composition, how about we fight for class size and SUPPORT for class composition. BOOM. That was easy.

What about the “OTHER” kids?

Last week I wrote a post about bowling as a metaphor for inclusion. You can read it here if you haven’t already. The most common question I received after this post however, was around what this actually looks like in real life. “Yes this sounds great Shelley, but what the heck does it mean in my classroom?”

I am taking a course for my PhD program right now and our assignment this week was to write a field note from the lens of self/other. I was reminded of a little guy I met last year on a technology consultation. In the midst of professional unrest in the province, this story shone though as a mighty example of what exactly I mean when I say, we need to teach to the pins who are the hardest to hit.

May I introduce you to Ali, a definite outside pin!

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All I wanted to do was make a bank deposit, but then I saw her look at my name tag.

“So…You are a teacher?” Her eyes bolted upwards towards me from the counter, but somehow strangely keeping her head in one position. On a typical day, the above mentioned question would be one of respect and admiration rather than today’s syllable inflection emphasizing instead an inference of question and judgement.

We were striking. In fact earlier that week I too had been waving at cars, trucks and bicycles, Screen Shot 2013-11-15 at 12.36.19 AMhanding out pamphlets with words advertising support for “our kids.” For about 80 % of those vehicles driving by us, honouring honks were awarded, but I could tell immediately that on this particular day, with this particular bank teller, she was not a part of that majority.

“So, tell me, what do you think about this inclusion thing?” she said, as she typed in my bank card number.

Ok seriously?! On a slow day at the bank, I would have what? …3 minutes tops of possible conversation time with this person, let alone the hours I would actually need to answer this question with the rationale and justice it deserves.

I had a choice to make. I could say something like, “uh, well actually, I do work for the school board, but I’m not a teacher….I’m in …. payroll.” collect my things and walk away…

OR

I could stand with my integrity in tact and answer with a deep breathe and full sentence knowing that my words could very well just be heard, but not listened to. Before I knew it though, I realized my voice did not matter in that moment, as she continued her thought out loud.

“I just…well, I just can’t help but wonder what will happen with MY kids when they get to school. I mean why should my kids suffer because those special ed kids need extra help all the time. Don’t they just hold everyone else back?”

“..ummmm…”

“I mean, what about the OTHER kids, the smart ones?”

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“UUUhhhhh” I was speechless. It was my turn to stare. I could hear the clearing of throats behind me in line and so I did what any diplomatic strategist would…turn my response into a form of a question…

“So how old are your children now?”

“1 and 3”

“Well lets just hope all this striking stuff blows over by then!”

I was relieved that I was able to by-pass that blow without crying or screaming or pulling out the Individuals with Disabilities Education Act conveniently located in the right pocket of my bag. Walking out of the bank, however, I couldn’t help but wonder:

Screen Shot 2013-11-15 at 12.36.44 AMWhy does she think that? 

Where do her assumptions come from?

What did her life experiences show her that gave her such a narrow perception of ability and diversity?

Then again, maybe she just was a mom who wanted what was best for her kids. I did, however, know one thing for sure. She neither meant to offend me, my profession, nor my philosophy .. she really just believed it.

Of course this snowballed into sleepless nights filled with questions involving, well who ELSE believes this? and unfortunately for me…many people. This women marked a moment in my inquirous montage; a moment when the battle set forth before me was confirmed. I am not fighting with people who don’t care, or with people whose philosophy differs from my own… I am fighting with people, who simple just don’t know any different. I am fighting with the history and

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dynasty of traditional segregative special education practices predating the memories of people who existed before my time. This is all they know. This is what they believe because no one has challenged them to think or experience anything differently.

What about the other kids? Was I the one being naive in truly believing that everyone actually benefited from inclusion?

The following week I was asked to consult on a case involving a student in grade 4. I was invited to discuss assistive technology possibilities for a student whom I had not yet met. All I knew was that he had multiple disabilities, was non verbal and had little vision. But I also knew as I walked into this meeting, that this little guy was loved, as I was eagerly greeted by his 11 person team of every professional acronym that has ever existed.

His name is Ali. Him and his family had recently arrived to Canada. Fleeing civil war, they were clear refugees escaping oppression and discrimination already, despite the added present disabilities. I was curious as to his story. How did he get here?

When I arrived, Ali was asleep. The team was immediately concerned, as usually he was alert and excited. The family’s interpreter was asked to call home to check in and make sure everything was A-OK. As we waited (and Ali snored) my colleague to my right, passed me his file.

Screen Shot 2013-11-15 at 12.38.03 AMIn respect to privacy, I will limit details, but allow you the reader to infer. Ali’s disabilities were from bullet wounds received in utero. Somehow, however, both Ali and his mother survived. Ali, unable to walk, see or talk because of his injuries and without medical services available …his mother strapped this boy to her body, and she carried him. For five years, she carried him, wrapped right around her. She carried him out. Out of war. Out of turmoil. Literally heart to heart.

Upon arrival to Canada, Ali was quickly greeted with a wheel chair to carry him now… but for the first year mom followed closely behind his new mechanical, metal and cold new form of transportation. I could see colleagues of my past quickly jumping on this… “she can’t come to school and follow him around.. he needs to learn his independence!”

Screen Shot 2013-11-15 at 12.38.35 AM10 minutes after the interpreter phone call, mom arrived. Ali’s back was to the door. In she walked elegant and modest in her traditional hijab and without saying a single word, Ali’s eyes opened and his head turned. The interpreter informed us of Ali’s predicted trouble sleeping and continued to explain other factors of his lethargy to the team. I, however, tuned out after 10 seconds, as I was enthralled by the interaction unfolding before me.

Ali’s mother sat beside him amongst the jargon and professional babble. She put her mouth to his ear and whispered his name over and over, adding a gentle coo and cluck of her tongue. His lips split to a smile, his hands squeezed hers. His blinking blind eyes turning towards her voice. This was the extent of their “verbal communication” as we practitioners would refer.

Screen Shot 2013-11-15 at 12.38.49 AMThe connection I had just witnessed between a mother and child, was one that crossed language, ability, time and place. This connection that I had witnessed in 2 minutes was a deeper connection that I had ever felt in my own 34 years of life. In this situation I was not the able bodied.

These 2 individuals connected on a level not of disability, but on a level to which everyone in the world strives to achieve. Ali and his mother were the exemplar. They were the able. They were the people to which we seek to understand, duplicate and aspire towards.

I could walk down the street right now and find 10 people who would questions Ali’s life. As a person with such multiple disabilities, what could he possibly offer to this world? To what costs and resources are being used to support him benefiting in society. A typical person on the street might assume that these additional costs for special needs children in education are not recuperated. (Mayer, 2009). I wish I could have videoed this moment of connection and shown people. I would ask them to watch it and then simply ask…. who taught you how to do this?

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Ali’s teacher had welcomed him early. She had heard he was arriving and was proactive in contacting additional resources and supports available in the district. A general education teacher, with a background in art education, her attitude was not limited and her philosophy sound in coming to work with the simple objective of teaching those for which were in front of her.

Screen Shot 2013-11-15 at 12.39.19 AMWith an upcoming unit about adjectives and descriptive words in writing, this teacher spent an evening collecting recycled materials, gadgets and crafty supplies. She piled them on the table and connecting to the book, “That’s Not My Dinosaur” by Fiona Watt, designed an activity where every student in the class was to create a page of the book. Using the supplies available, these students had to use texture to connect to descriptive words, and by the end, collectively, this class made a parallel book to the published.This book, however, was filled with rich texture and materials, perfect for any student, but especially perfect for a student with a vision impairment.

The students worked hard, carefully incorporating mini lessons co taught with the district vision resource teacher about contrasting colours and black backgrounds. The learning experience was authentic, rich and genuine for every student in the room.

Upon completion, Ali sat with his classmates. The book was read out loud one page at a time. The class watched as Ali Screen Shot 2013-11-15 at 12.39.29 AMinteracted with and felt each page made just for him by his peers. Savouring every detail, listening to the words read and turning every page slowly. All eyes locked on Ali, ears open, hands still, all watching and learning.

I have been to many a classroom and myself taught lessons around adjectives which was not only less effective but boring. A simple task worksheet to be checked off on a thursday afternoon as we complete one standard and move to the next. Not only was Ali’s teacher embedding her lessons in an authentic learning experience, but knowingly or not, this teacher had also mastered an example of Universal Design. An activity built for one, but taught for many. A perfect framework to support the diverse, extending well beyond the walls of education and into architecture, medicine and the world.

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I would love to bring Ali to the bank. I would love to introduce him to the bank teller as “the boy who taught us.” A boy with great purpose in this world. A boy who enriches the lives of his peers, his teachers his team and my self. I would show her how we are the lucky ones, and so would be her children. Children so lucky to be in a class, where students of all backgrounds, experiences and abilities learn from each other.

At the end of the day, and many days beyond, I still catch myself wondering, how one of those 14 bullets not hit something vital to survival. I know for sure that Ali has me reflecting on this and many things, but most of all, he has taught me how we can learn from each other. That we all have strengths and that we all have stretches, but despite of this we are all in fact.. here. Here to learn if we chose to reflect beyond what we think we already know about ourselves and more importantly what we think we know about “the other.”

Inclusion: It’s Critical

I ask groups of teachers all the time, “Why Inclusion? Why are we doing this? Why are we bending over backwards, spending money, striving to make this happen in our schools? Why? What’s the point?”

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Answers range from: “because it’s the real world” to “because it’s the right thing to do…” and they aren’t wrong. But they are missing something…critical.

Here is a story. A story about bowling. Most of us have been bowling. Balls, pins, stinky shoes, glowing, garlic fries… bowling.

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When we go bowling, we throw the ball down the aisle. We try to knock down as many pins as we can. We contort our body and limbs into strange positions after we throw the ball because we think it will help. Sometimes we get gutter balls and that feels bad and sometimes we sometimes we get a strike… and that feels good! We aim down the middle, at those little arrows on the floor, and once we release the ball… all we can do is hope as we peer anxiously down the alley.

We listen to the sounds with trembling anticipation, of pins falling, and hope to avoid what usually happens to me when I throw the ball down the middle… the split.

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The 7-10 split is the most difficult shot in bowling. When the only pins left are on either side of the aisle. Even though we have another ball, the chances of knocking down both pins, is rare. In fact, in the last 50 years of televised professional bowling, a 7-10 split has only been hit 3 times.

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Sometimes we have great games, sometimes we have crappy games. If we practice, and get coached, we will get better, bowling takes skill. But even after the skill development, coaching and practice, a perfect game…even for professional bowlers, if very difficult.

My brother and I joined a league once. I liked to ignore all the coaching and whip the ball down the aisle as hard as I could. My brother, on the other hand, slowly lined up his legs on the line. He pulled back the ball between his knees and catapulted the ball down the aisle…so slowly I thought it would come to a full and complete stop. But somehow… he knocked down more pins than me. And more pins than most kids his age, as he bowled with 2 hands and fluorescent pants all the way to a provincial bronze medal one year. Little bugger. If anyone knows me at all, you would know how nuts this drove me. He still hangs his medal up in his house when I come over.

The point of this story is not that fluorescent pants will help us succeed in life, it is instead, about teaching. My question to you however, and I encourage you to really think about it is, how is bowling…like teaching?

Here are some answers I have collected over time:

–       The teacher is the ball, the students are the pinsbetween legs

–       Bowling is loud

–       Sometimes my lessons are a strike!

–       Sometimes the ball is so off the mark, I don’t even knock down pins in the next aisle

–       Teaching takes balls (seriously…this was an answer once!)

–       A perfect lesson is hard to do

–       Teaching takes skill, and practice

–       We get more than one chance

–       We get to wear radical shoes

–       One teacher flipped my whole metaphor around and said, “well I see the ball as the students, and the pins as teachers”…think about that one!!!

After some discussion, we usually come up with something like…we teach as best we can, and hope to get to as many kids as we can, but the reality is, there are kids left over that we cant get to, even if we want to.

Kind of a depressing metaphor actually.

I thought about this one afternoon. I was cleaning my kitchen and was watching the sports channel. I love sports as background noise. Football calls, cheering crowds, skates on ice, car commercials, crashing bowling pins. And then I saw it.

I stopped and watched. Professional Bowling. So fast, great outfits, serious faces…and one more thing! I noticed, not a single one of them threw the ball down the middle. I jumped on the computer and did some bowling research! This are the types of things that keep me awake at night…

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Let me just tell you, there is not a professional bowler, even my brother, who throws the ball down the middle. Professional bowlers throw the ball down the aisle with a curve. The ball spins so close to the edge of aisle, we think it almost defies laws of physics. At the last second, however, it curves and… STRIKE! These bowlers aren’t aiming down the middle; they are aiming for the RIGHT POCKET. (Note to the reader. I only know this because there was actually a professional bowler in one of my sessions once who told me this) For us non professional bowlers, aiming for the right pocket is… aiming for the pins on the outside of the lane.

Professional bowlers do not aim for the head pin. They do not aim for the middle. They aim for the pins that are the hardest to hit. The probability of pins getting knocked over is higher, if they aim for the pins on the edges, because these pins help the others… fall down. If those outside pins weren’t there, it would be harder to get a strike.

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Now…. Just think about this!!!!

We teachers are taught to teach, grade 4 math, and grade 10 science. We are taught to teach to the middle and simplify or water down content for those students who are having difficulty. Pairing up students who need more support with  students who need more challenge, is the limit of many teachers’ differentiation and accommodation strategies. We often teach how we were taught, and in my case, I went to school during times of streaming and segregation of special needs students who were never educated with me. Classrooms have changed…for the better I think…but our education system hasn’t. We need to teach to diversity rather than to a group of students whom (Ken Robinson said it best) all they have in common is their date of birth.

What if we totally changed how we plan, teach and assess? What if we started to look at our classes and students as different communities, different communities that we also teach differently…even if they are taking the same course. Offering students varying amounts of support…not because of their special needs category or label, but just because they need it.

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What if when we teach our students, we think not about our status quo middle of the pack or the head pin (which is shrinking I might add) and instead, on Monday morning, we look at our kids we think,

“Who are my kids that are the hardest to get? What do I need to do so that THEY get it?”

Yes, because they have a right to learn. Yes, because learning within diversity is the real world, but yes, also because these kids have contributions to make. Whether they have special needs, or didnt eat breakfast that morning. Are English language learners, or have a hard time getting to school on time. These kids who are the hardest to get to, have so much that we can all learn from, and if we get them… we can get everyone.  This symbiotic learning environment is important for inclusion to work and be sustained. Inclusion, especially in high school, is often limited to physical and social contexts. In order for inclusion to be effective and efficient for teachers and students however, we need to extend this idea to not only physical and social communities. Inclusion also means contributing to academic communities. It is critical. It is critical, not just for students with special needs; it is critical for every one of us. And this my friends, I would even argue to say, is the ultimate in life skills.

Selamat Datang!!

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I know I am not alone in flocking to local restaurants serving Malaysian cuisine. Here on the west coast we are spoiled… and currently am awaiting my party at The Banana Leaf.

Upon opening their menu, I could help my eye to be drawn to their welcome page shown above.

What a welcome! I mean it probably helps that I’m starving, love coconut rice and am about to give them money.

As I turn the pages, however, I notice something else too. The menu pages are filled with tasting menus and a fusion of combinations neither labeling nor categorizing, but instead showing how these different cultures have influenced their dishes… constructing something new.

Imagine if this is how we viewed diversity in schools. Imagine if, instead of compartmentalizing students into special needs categories, income brackets, behavioural tendencies and ESL levels, we looked to these instead as lenses or influences. Influences that are honoured, and bring everyone together within the community to create and construct something new.

It would no longer be “my kids” and “your kids” or “those kids” and “these kids” … But our kids. This is us.

This is diversity. Where everyone comes from strength. Where everyone can contribute. Where the goal is learning from each other… not tolerating each other. A fusion of experience and knowledge, creating something new.

Perhaps a school like that could have a welcome page too, and perhaps it could sound a little something like this…

Welcome to your school! We are happy to have you here and hope to share with you the finest learning opportunities that this world has to offer! Known as the crossroads of culture, ability and experience, diversity is what makes our school so great. So may we suggest some construction of learning, where every student grows as soon as they are ready, and sharing is among the community. Learning is our goal and so allow us to transport you from what you know to what you can know, in the warm heart of your classroom.

Let’s strive for this. And until then, I’m going to eat some coconut rice.

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Today, Tomorrow and Yesterday

I am an inclusive teacher. I believe in inclusion both philosophically and personally. That being said, as much as I believe that students learn best with their peers, I also understand the need for time where some students receive explicit and targeted instruction. Having additional opportunities, for example, for some students to address developmentally appropriate literacy and numeracy goals can compliment inclusive classroom learning and assist in students being more successful when working with peers. Some students may also have additional goals that are irrelevant, and sometimes inappropriate to be contextualized within the general education classroom. Students may have physical or speech therapy, or need instruction around toileting, where location needs to be considered for effectiveness, and to maintain the integrity of the students. Although inclusion is valued and philosophically strived for, having opportunities for explicit instruction in some areas can reinforce transfer and personalization when students come back into contextualized classrooms.

Regardless of where students are located when receiving inclusive instruction, the question becomes not where they are learning, but what are they doing within each context. The difficulty in any setting however, is how to match instruction to our students’ needs in general, let alone setting up programming for students who often are difficult to assess diagnostically to help set goals in the first place. I myself am guilty of attempting to provide explicit programming for my students in both classrooms and resource room settings, trying to appropriately match individual goals of 10 or more students, and feel at the end of the day, like nothing was meaningful at all.

When looking at research-based practices, it is supported and intuitive to conclude that the more opportunity a person has to practice skills in multiple settings, the more a learner retains it. In addition to this, however, activities that meet multiple goals at once are an efficient way to meet these needs when working with multiple students with diverse needs. This not only provides the time for deeper learning, but also addresses the assumption that teaching is simply ensuring coverage of a lot of content over short period of time. I struggled for this for years, and then I walked into another Kindergarten classroom. I love Kindergarten.

If you ever walk into a kindergarten room I guarantee you will find in the corner a wall covered with a calendar, a graph labeled with pictures of suns and clouds and if in Vancouver, a lot of rain. Counting sticks numbering 100 days of school, lyrics of songs for learning the days of the week, pictures of the classroom helper, the lucky recipient of this week’s show and tell, amongst many other morning routine activities.

Of all the different Kindergarten classrooms, isn’t it amazing how they all do these activities in some way or another? It is more than just educational standards and curriculum guiding these teachers through these routines. A major concern for any teachers is making sure they “cover” the curriculum. The beauty of kindergarten and this deeply established calendar and routine systems, is that these standards are planned in exactly the opposite way. When looking at the BC educational standards for kindergarten, for example, it doesn’t take long to see that many of the activities that students participate in during these morning routine systems cover more than one curricular standard at any given moment in time.Image

Taking a look at a matrix which cross-references the prescribed learning outcomes in the BC kindergarten curriculum, with activities in a morning routine, you can see how rich these activities are as they address multiple goals in cross curricular areas. It becomes clear, how inefficient teaching can become then, when it is planned as a linear sequential checking off standards. Working with students on one goal at a time, is not only boring, but also exhausting for teachers who are trying to keep up with students at different levels meeting goals at different paces within a given time frame. Kindergarten is such an excellent example of NOT doing this. These morning routine systems are worked on and practiced everyday, and because they are planned so effectively, these students are also being deeply embedded in these goals throughout the year. In addition to practice, having an activity meet multiple goals, it is much more manageable for teachers to increase complexity enough to challenge students who learn quickly, while at the same time still creating access and continuing to build on prior knowledge of students who need extra time and practice. A reminder of how all teachers should view curriculum and planning, the efficient and effective way of not only ensuring “coverage” of standards, but also the quality of understanding them.

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For example:

Working with the class on a calendar and guiding them through counting activities and identifying ‘today, tomorrow and yesterday’, addresses up to 15 separate prescribed learning outcomes, in 7 different curricular domains. For more example check out the matrix here.

This method, to me, was the exact solution I needed for my own classroom. Rather than planning multiple activities for individual students, I could plan one activity that met multiple goals. I could finally go home before the sunset and hang out with my dog!!

In reflecting on my own classroom, where my expectation was to provide this explicit instruction in a meaningful and appropriate way to students with developmental disabilities who ranged in age from 12-19, I moved to thinking about the content of these kindergarten routines and activities. It seemed the goals of these routines were just as relevant to my students, and a great context to embed literacy and numeracy skills as well. Thinking about my students’ own experience in kindergarten, I can imagine they simply were just not ready to learn these routines with their peers. At the time, many of my students’ program goals were behaviorally based because they were learning ‘how’ to go to school. It doesn’t make these skills, however, irrelevant. For many students, gone are the days of learning concepts of ‘today, tomorrow and yesterday’ (and other meaningful primary concepts), if the student with developmental disabilities is in a grade 8 science class.

Just because these concepts are no longer being taught in the current classrooms of students over the age of 10, it doesn’t mean the concepts should no longer be taught. These relevant skills are perfect examples of the life skill type goals that students could benefit from long beyond the years of their formal schooling.

These goals were perfect for my students. The problem was that the commercial resources available for teaching these skills look like this:

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There is a HUGE hole in age appropriate resources for students whose cognitive challenges are greater than their peers. Plastering a high school classroom, in a pull out resource room or otherwise, with a giant pink and purple calendars covered in bumble bees, are far from desirable to grade 9 boys. Cognitively disabled or not, I have heard on numerous occasions from my students, “this is for babies.”

The frustrating part for me was, when viewed within an age appropriate context, classroom routine systems could be an excellent way to expose students with special needs to information and interests of their peers. In addition, exposing my students to new ideas and topics is something critical in helping them evolve past interests typically associated with younger children (e.g. blues clues, Barbie, fisher price pianos etc.).

In addition, my goal when designing these age appropriate and cognitively appropriate activities was not only such that the stigma attached to them is gone, but to try to make them appealing to age appropriate peers as well. I know that an activity is successful when my students with special needs have not only engaged in it, but the rest of the class also wants to participate.

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A great example was when we introduced a hockey playoff pool to group of students with developmental disabilities in a high school. Regardless of whether this was a familiar sport, we realized that the students could engage in many aspects of this topic; locations of the teams, mascots, colours, uniforms, players etc. Some students chose their teams based on statistics, others chose teams based on the proximity to Disneyland. We were also able to embed numeracy goals such as more/less, counting and values of numbers 1-5 using the scores; as well as address some literacy goals using team name, player names, logos etc. as the vehicle. The success in meeting goals didn’t just end there, every morning when we gathered to find out which teams had won, the 4 classes surrounding our resource room, all gathered as well. We quickly drafted up pcs symbols and voting charts and within days, we had over 50 members of our pool voting daily in this age appropriate AND cognitively appropriate activity. A highlight was when a parent called chuckling, sharing how the night before, his son with autism, walked into the living room and for the first time asked, “hey dad, what’s the score?”

Creating these activities with both peer and cognitive factors in mind, student’s motivation and confidence are built in both domains. Many challenges I faced early in my career, was a barrier in either one or both of these factors. If an activity was designed based on the students’ level of cognitive ability, but did not consider the students’ interests and the interests of their peers, students would quickly display a lack of motivation, confidence and/or agreement of the task. A similar scenario would exist when the interests were considered, but the task was not designed to address the students’ zone of proximal development.

The big question evolved to: How could I design tasks which addressed cognitively appropriate goals while at the same time embedding age appropriate interests of the students AND their peers?

Routine systems can be implemented in many different ways in schools of every grade. I have seen these systems in pull out resource rooms, in inclusive classes, and built up as strategic social grouping with a combination of students with and without disabilities. The older the student is in age the more age appropriate considerations need to be taken.

When designing these activities then, the names, the look, the content, the resources and thesupplies all need to be presented in a way that would be considered appropriate for the students as well as their peers. The first step we decided in making these changes was to streamline the traditional commercial materials, looking at these products minus the pastel colours and cartoon animals, and viewing them as what the essential core goal would be. We bought rolls of electrical tape from the dollar store and went to work on the white board. To our luck, all of the whiteboards in our district are also magnetic, so this became the backdrop of our routine system and on it we used the electrical tape to organize the space for the variety of activities that could be created.

ImageRecently, I have been working in a resource room, program planning for 3 students with developmental disabilities in grade 8 and 9. Although we are working towards them being included into classes with their peers, because most of the students’ schooling careers were in isolation with an educational assistant, their immediate goals were addressing the initial steps of working first in a small group instructional setting.

They were a perfect example of a group of students who could benefit from the goals and
activities of morning routines established in a primary setting, but who needed the age appropriate context of a high school.Image

As a part of their program, we designed their day with a ‘class meeting’ (instead of ‘carpet time’) setting the stage for their day. An ‘agenda of the day’ (instead of ‘shape of the day’) and within this structure, we planned a variety of activities that we aimed to meet multiple cognitively appropriate goals as well as address age appropriate interests and topics relevant to their peers.

You will see many similarities between these activities to those in primary classrooms, but notice how the names and look have been changed to make them appropriate for high school settings.

When looking specifically at students with developmental disabilities, we all know how the cognitive gap for these students increase exponentially as their grade level increases with their peers. Closing this gap is the job of teachers, support staff and families. Routine systems are an example of how we can do that, but commercial products alone cannot be depended on to meet our students’ needs.

For more information about calendar systems and routines, check out:

Koralek, D. (2008). Teaching and Learning through Routines and Transitions. YC Young Children. 63(3). 10.

Squires, J. (2009). Use of Embedded Learning Opportunities within Daily Routines by Early Learning Teachers. International Journal of Apecial Education 24(2).

Tunde Szecsi , Joohi Lee , Joo Ok Lee & Jill Fox (2009): Teaching Strategies: Time Here, Time There, Time Everywhere: Teaching Young Children Time through Daily Routine, Childhood Education, 85:3, 191-192.

I see a difference… Can you see a difference?

This is a Christmas card from Robbie, one of my students. When I got it, I took one look at the two bubbly yellow characters with ears right on the top of their head and said, “Wow, those are really nice…. bears.” He quickly and sharply corrected me saying, “No No No Ms.Moore, those are people and it’s me and it’s you can’t you tell by their hair look mine is orange and spikey and yours looks like Justin Bieber.” Other than the stutter, it was said exactly like this; no pauses, one breath, rocking body… picture it.

I never made that mistake again. I quickly learned which “bear” was me, as I received 7 more of these cards for every year I ever worked with him (and will probably continue to receive). A yellow line on the top of the card, an orange line down the right side, the Robbie and Ms. Moore bears in the top left corner and its painstakingly consistent message inside reading, “Dear Ms. Moore Merry Christmas. I hope you enjoy my card. I like you Ms. Moore. From Robbie.” Every. Single. Year.

I should also mention how his lack of muscle tone and fine motor skill difficulty prevents him from writing curves, presenting his freehand drawings and written communication to others, as an invented cryptic language, consisting of a series of up and down lines and no spaces… which he could totally read.

As sweet as this sounds, the increase of perseveration resulting from the anxiety developing immediately following Halloween became overwhelming. The looming deadline would distract him and decrease his learning capacity exponentially, until we finally realized that in November and December, scheduling “card making” time during his day saved the sanity of Robbie, his family and everyone working with him. As Christmas got closer, however, he always somehow found a way to re-create these time consuming hand made Christmas cards, for every important person in his life. The structured rules in his brain making sense of the continuum of relationships by separating his family’s and friend’s cards with the closing “I love you” and the latter respectfully substituting, “love” for “like”… these cards could easily number in the 50s.

I tell you this story, not to describe how and why it could be difficult to work with Rob, but more to give you an idea of what his brain is like, restricted by the boundaries he has been forced to create to cope in, what many refer to as, “the real world.” Robbie’s secondary symptoms, common to individuals who have Prader-Willis, involve Obsessive Compulsive tendencies, which trap him (and his family) into routines which most of us will neither experience nor understand. I admire his structure, routine and ability to manage his life, among a giant universe of inconsistencies and the forever changing rules and expectations placed on him to fit into this “real world” by typical and able-bodied people. From my (and many others’) perspective, he has done phenomenally.

I am sure one can imagine what Robbie’s Individual Education Plan would look like. Traditional, category specific goals around self advocacy, awareness of disability and self regulation followed him for all of his schooling which is valuable, don’t get me wrong, but meant little to teachers who were teaching him art, science or really anything outside of the resource room setting.

A few years ago Rob brought me his report card. It was a piece of paper cresting the school’s symbol and motto, listing his name, his courses and the amount of times he was late and/or absent. Looking down his course list, where on a typical report card percentages and letter grades were housed communicating a students progress, Robbie’s course progress markings included (and were limited to) asterisks, a perfect 100%, a single line which stated “see comments attached,” or the most common, just left blank. Attached however, to the back of this report card, were rarely comments, let alone any description of progress of Robbie’s performance in any course or content expectations outside of resource room and traditional special educational programming. Progress was arbitrarily limited to “he’ll get something out of it,” but no one (including myself) really had any idea what that “it” was.

For a school (and district) priding itself on inclusion of exceptional students, this infuriated me. After my initial freak out of, “What is wrong with you people?!?!?!” I realized that it wasn’t that the teacher didn’t want to assess these kids or give them an ethical report card, but that they had no idea how. The goals on Robbie’s (and other low incident student’s) Individual Education Plan (IEP), had little or nothing to do with the content of the courses they were in. In secondary schools, juggling 30 plus students (special education or otherwise) in 7 or 8 blocks quickly adding up to the responsibility of up to 240 students is common. Attempting to provide them all with meaningful programming around their grade and course level Performance Standards, understandably leaves the keeping track of and reporting on toileting routines a low priority.

This also does not take into consideration the factor that 99% of these teachers may have only received the single required special education course taken by teachers in university, which simply extends their pedagogy of special education to DSM IV labels and diagnoses. Differentiation strategies (at least when I attended) included in the lesson plans created by my fellow future teaching leaders, was simply a single line at the bottom stating, “I’ll pair them up with the bright kids.”

Although pre-teacher training in post secondary institutions are getting significantly better in preparing educators to respond to and plan for classes of diverse students including those with high incidence disabilities (learning disabilities, English as a second Language, behaviour, reading and writing difficulties etc.); Teachers are still not provided sufficient background knowledge on how to differentiate, adapt and modify content for the students with the most significant needs, including Autism, Down’s Syndrome, students with multiple disabilities, Deaf-Blindness etc. Clearly a frustrating factor, with inclusion being expected for many of these teachers in schools today, as a result, these students’ inclusive experience in secondary settings are limited to greetings and taking attendance before being pulled out, a few minutes in Phys. Ed and (if an amazingly supportive teacher is found) minor participation in elective classes (Home Ec, Art, Wood working etc.).

Don’t even get me started on academic classes like science and social studies…. I’ll save that blog for another day.

This is a great time to acknowledge the incredible educational assistants (EAs) who make ANY of this possible. If these students ARE given the opportunity to attend a class with their typical peers, it is these incredible individuals who are often the ones doing goal-less modifications and adaptions on the fly to help these students participate as meaningfully as possible, whether it is their contract of roles and responsibilities or not.

To begin to tackle this issue in our school, I went on a hunt for a teacher. I needed a teacher who was willing to spend some time with me to try and create some explicit goals around a particular content area…and where did I go? Straight to the art room! I didn’t have the diagnostic assessment necessary that could clarify specific goals he needed in Art, simply because they don’t exist; BUT I did have… the Christmas card. A great piece of evidence that could be used as a baseline performance-based assessment, to help determine some Art related goals. I reviewed the Christmas cards, and made a list of ideas that looked something like this:

Possible goals for Robbie:

  1. Consider an audience when writing- i.e. type messages instead of writing
  2. Use a color photocopier to decrease the amount of time and mass produce the parts of the cards that are the same
  3. Photocopy templates where he could insert information easily
  4. Take and use photos of him with the person the card is directed to

All of these ideas, I thought, would help ease his anxiety and perhaps help him enjoy the pre-Christmas excitement that happens the 4 weeks before the holiday break.

As I contemptuously brought my list of ideas down to the Art teacher, I was all ready to review them and see how we could incorporate them into her program, thinking this would be a great way to inclusively provide a direction for Robbie’s program in Art. I am wondering right now if you the reader can see where this is going? Clearly, I DID NOT.

Within 1 minute, Mrs. Shelling looked at the Christmas card and said, “Oh, well he needs to work on filling up white space, using a variety of shades and colours, and background and foreground.” There you have it. We now had goal, and none of them were mine. What I had failed to realize was, that although my intention was to include him meaningfully in this Art class, I missed the entire purpose of my quest; none of my goals were content related.

This was the moment I realized the value of collaboration. Although, as his case-manager, I knew inside and out the inner most workings of Robbie’s category related program, I was neither an Art expert, nor had the background knowledge and lens for which to view Robbie’s Christmas card to determine the Art related goals he needed. I could easily have been deflated, but rather was thrilled. I got it! I NEEDED these teachers, just as much as they needed me. I did not in fact, know everything.

After this simple three minute conversation, we (not I) were able to draft up an Art specific Individual Education Plan, we later coined, “One-page IEP” for Rob, which was content related and now a guide for both the teacher and the educational assistant. With a purpose to the activities, everyone now knew what to focus on, while participating in and completing the assignments along side their age appropriate peers.

A perfect example of inquiry, this concept snowballed, and we started to compile together one-page content IEPs for students who were modified and included in secondary classes. The amount of time in classes, work output and student independence increased exponentially. The EA’s loved it, and the teachers started to get involved. These IEPs became relevant, the teachers became invested, and these simplified content goals started to become the universally designed and enduring understandings that everyone in the class could benefit from seeing and understandings as well.

In my 7 year tenure, our school went from 0% to 100% teacher participation in goal development, implementation and/or assessment of modified students with developmental disabilities included in their secondary content classes. The One-Page IEP listed the goals, and eventually evolved to include a rubric to assess student progress. Parents started to receive report cards that read, “see comments attached,” and there would be not only a comment, but also a rich description of the activities, progression of students, and now an entire new set of data to help determine goals for the following year.

This became our departments mission, to continue to develop the goals to make inclusion of these students meaningful, starting first with electives and eventually moving onto academic subjects. A sustainable concept, which is still going strong, 2 years post my departure. There is nothing more satisfying that seeing the torch being passed and continued, brilliantly I will add, by my successor and former team members.

So…Did it work? Did Robbie learn? Did he achieve his individually set goals for his Art class? Well, I will leave you with this. A picture submitted to the school’s annual silent art auction fundraiser. A perfect summative assessment and piece of evidence used to communicate to his parents when report card time came around, that Robbie did indeed, exceed expectations. Filling up white space, using a variety of colour, considering background and foreground. Check. Check. Check.

Despite the fact that I had to fork out $325 well deserved dollars to get this piece of art to hang in my office, it is a great example of the effects of collaboration and the simple belief that indeed, everyone can learn. More importantly, however, it is Robbie’s own way of telling me that, there is absolutely nothing about his cards that needs to be changed; for I am one of at least fifty proud people, who every year, await our cherished Robbie’s Bear Christmas Cards.