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Putting the Puzzle Together Understanding Needs and Making Inclusion Work 2009 Published By: The Cerebral Palsy Association of BC 801 – 409 Granville Street Vancouver, BC V6C 1T2 Phone: 604 408 9484 Toll Free: 1 800 663 0004 email [email protected] www.bccerebralpalsy.com Photocopying and sharing the information in this handbook is encouraged. Please feel free to use the material on these pages in any way you wish in order to facilitate the inclusion of all students into your classroom. We do ask that if you wish to produce this manual in its entirety that you contact us at the Cere- bral Palsy Association of BC so that you can purchase a copy. Thank you. Design and Typesetting i2 design Randy Snyder Phone: 604 937 0556 Printed in Canada by: Kasept Studio 107–1750 Hartley Avenue Coquitlam, BC V3K 7A1 Phone: 604 318 8487 www.kansept.com Compiled and Edited by: Wendy Hawryzki Putting the Puzzle Together Understanding Needs and Making Inclusion Work F u n d i n g G r a c i o u s ly Provided By The Hydrecs Fund Published By: The Cerebral Palsy Association of BC 2009 A Message about Putting the Puzzle Together It is done for now; yet will ever be a work in progress. As you can imagine, pulling together a work of this magnitude doesn’t come without its chal- lenges. Please take this project for what it is intended to be—a stepping stone to understanding some of the various health needs of students who may be in your classroom. For more in-depth information we encourage you to contact the individual associations listed at the back of this manual. They are the experts in their field. For those of you with an eye to consistency in writing styles and format- ting, please keep in mind the health conditions presented here were the result of more than 32 different writers, 29 of which were students of the Special Education Teacher Assistant Program at the Richmond Campus of Kwantlen University College. Each student’s research project became part of this book. Trying to streamline so many different writing styles and layouts, into one consistent format for publishing, hasn’t happened with- out a few bumps along the way. We are aware that our efforts to do this are not perfect, but they are the best that we can do, at the moment, under our time constraints. Our hope is that the following pages may help in some small way to make your classroom a safe and welcoming place for everyone. Cerebral Palsy Association of B.C. Table of Contents ix Preface Specific Conditions Index, Purpose of Manual, A Letter from a Parent, The First Day of School— A Mother looks back 1 Section 1: Inclusion for Today’s Schools 27 Section 2: A Blueprint for the Classroom 55 Section 3: Equipment 77 Section 4: Lifetime Transitions 93 Section 5A: Autism Spectrum disorders 131 Section 5B: Emotional Disorders 163 Section 5C: Intellectual Differences 171 Section 5D: Muscular-Skeletal Conditions 187 Section 5E: Neurological disorders 233 Section 5F: Special Health Care Needs 269 Section 5G: Various Health Concerns 293 Section 6: Support Groups, Organizations and Resources Putting the Puzzle Together Specific Conditions Index Acquired Brain Injury » 188 Allergies » 234 Anxiety » 132 Arthritis » 239 Aspergers » 94 Asthma » 244 Attention-Deficit/Hyperactivity Disorder 193» Autism » 93 Bee Stings » 270 Brain Injury » 188 Cerebral Palsy » 172 Communication Disorders » 275 Cystic Fibrosis » 272 Depression » 140 Depressive Illness » 278 Developmental Disability » 282 Diabetes » 249 Down Syndrome » 164 Dyslexia » 204 Eating Disorders » 143 Epilepsy and Seizure Disorders » 254 Fetal Alcohol Syndrome/Effects » 212 Hemophilia » 284 HIV/AIDS » 264 Hydrocephalus » 219 Muscular Dystrophy » 288 Obsessive-Compulsive Disorder » 148 Prader-Willi Syndrome » 228 Rett Syndrome »114 Schizophrenia » 153 Serious Medical Problems » 292 Spina Bifida » 180 Tourette’s Syndrome » 126 viii Preface Purpose of Manual The purpose of this handbook is to assist teachers in feeling more comfortable about including students with all abilities in their classrooms. You will find information about the various disabling conditions—infor- mation you need right away, when you learn that you will be teaching a child who requires extra support. The parents of your students are your greatest resource in discovering how to best work with their child. Included in this manual are suggestions on how to ensure the most effective cooperation between school and home. Many children with physical disabilities have special equipment for mobility or communication. A section of this manual will explain some of these items and suggest how you can work with the student in using them. Experiences of other teachers, who have made inclusion work for their students, can help you adapt your teaching style to challenges that are new to you. Adjusting the classroom space, adapting the curriculum, and teach- ing social behavior are some of the topics that you can learn from other professionals. Helping all students accept their classmates is an important aspect of in- clusion. You will find material, on the following pages, to help you with this. You will also find help understanding the transitions your students will make through the years: preschool to kindergarten, elementary to second- ary schools, and from there—making realistic plans for the future. Contact information for other disability-related organizations, many of whom have libraries and other resource information that you will want to access, is found in the last section of this manual. Photocopying and sharing the information in this handbook is encour- aged. Please feel free to use the material on these pages in any way you wish ix Putting the Puzzle Together in order to facilitate the inclusion of all students into your classroom. We do ask that if you wish to produce this manual in its entirety that you contact us at the Cerebral Palsy Association of BC so that you can purchase a copy. Thank you. • x Preface Letter From a Parent/Advocate Dear Teacher Do you know what to say to a child in a wheelchair? How to communi- cate with a person who has a hearing impairment? Do you look away? Do you stare? Or do you do nothing at all out of the fear of doing the wrong thing and offending? Every day of my life I cope with wheelchairs, braces and voice output computers . surgery, hospitalization and recovery. I cope with too many appointments, meetings and endless telephone calls. I probably should know how to react to any person with a difference—BUT I DON’T. Why is this? Curiosity—it is not a bad word or an undesirable trait. Our natural curiosity is aroused by the differences between us—and most people with differences, in my experience, are better at handling direct questions than they are at coping with the stares of people too polite to ask. Children, on the other hand, can get away with a lot . occasionally a child will ask my son, “What’s wrong with you? Why aren’t you walking? Did you break your legs?” Their parent is often mortified and may try to stop the child. My son usually smiles, gives me the look that says, “It’s o.k. mom” and either gets me or the computer to say, “I have cerebral palsy so the muscles in my legs don’t work the same as yours.” Cory’s smile and an- swer break the ice and we proceed from there. This manual is the result of feedback from families and teachers with concerns about the process of inclusion. By working through this resource you are taking an important step towards solving the puzzle of inclusion. This manual offers suggestions for implementing an inclusive approach that will help every child develop to their fullest potential. It embraces the team approach—sharing ideas and strategies of teachers, specialists and families. xi Putting the Puzzle Together Where do our values and ideas come from about those who are different than us? Think back to your first experience with someone who was differ- ent than you. This exercise may remind you of the loneliness of a childhood acquaintance who was isolated because of that difference—on the other hand, perhaps you had a positive relationship with someone with a differ- ence—a high school friend or favourite aunt. The following conversation was overheard at a parent/teacher workshop. “We’re getting an ADHD, a Downs, and a Leukemic next year.” “I wonder which will be the biggest challenge?” “I guess we’ll draw straws!” “I guess the ADHD will be the hardest.” “Ya. I guess the Leukemic will be absent a lot.” The language we use to describe people’s differences influences us more powerfully than we may realize. When one considers that language is a primary means of communicating attitudes, thoughts and feelings—the elimination of words and expressions that stereotype is an important task. The English prefixesin and dis when applied to the words valid, firm and abled indicate the negative connotation towards perceived imperfection . invalid, infirm and disabled. Many influences—historical, literary, and linguistic—shape our beliefs and directly influence our attitudes and behaviours toward those with a dif- ference. The non-person approach is characterized by an apparent inability to acknowledge another’s presence. It’s also not uncommon for a person with a difference to be considered much younger than he really is and thus babied. Other common behaviours—pats on the head and special favours are condescending and do nothing to promote equality. Some people seem to believe that disabled equals dumb. This is particu- larly problematic for people with communication disorders because their intelligence is often judged by their speech.
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