Inclusion Discussion

This was a discussion question for my current class I'm taking through the University of Phoenix, and my response:

What are the pro's and con's of inclusion?

From what I have seen over only a few years working in Special Education, the pros of inclusion have much do do with the social interactions and growth that are available to out exceptional students, and the cons tend to go along the lines of how our students presence or behaviors can become a distraction to the general populations learning environment. In other words, inclusion helps those we work with, and it hurts those we are trying to include our students with. I know this is a gross generalization, and you guys can argue instance after instance where the general ed. students were positively effected by an exceptional student. However, these moments come at the expense of the gen.ed. teacher being able to direct and drive a class in the way they normally do, and it comes at the expense of a structured teacher being able to exert such structure on classes that include exceptional students. By default, we are asking the general population to make exceptions and concessions for our exceptional students. And I will be the first to say that the positives that inclusion provides our students with is proceless, but how has it hindered the general population? Do we even care about the loss of focus, or the constant distractions, or the missing structure that happens in these classes? Do we even care as Special Educators? Are our students that mush more valuable than the general population? How can we help bring a happy medium into these inclusion instances where the student is a distraction, but they need the social interactions that the class offers? How can this be reconciled?

Fall 2009 Student Teaching Assignment

I recently was contacted by the Tahoma School District in Maple Valley, Wa (where I am currently working) in regards to my student teaching assignment/placement for the Fall of 2009. I am ambivalent about this placement, but more on the excited side than not. Before this year, i was working for two years in the Lake Washington School District; specifically in Sammamish, Wa at Inglewood Jr. High. There I worked with the same group of kids and coached the the general population for two years. I was starting to feel some stability there, and build some connections with the young staff I worked with.

However, I was on the bottom of the seniority pole when last Summer rolled around, and was told that I did not have a position. I could have done like I did the year befre, and took an IA position in the building untill a para position opened up, but for one reason or another I resubmitted an application to Tahoma that night at about 1am just to see if there were any openings. I was called the next day on the position I have just finished with. I was as an IA for the Alternative Education program in the junior high school. It was the first year the program would be in the school. Even though they wanted someone who would be around for more than one year, they chose me because I have a calm demeanor with kids, and would be able to help them with whatever subject matter they brought to our classroom. I was also a lot like Kenn who was piloting the program. We got along better than a 28 year old Af-Am and a 60(I think) year old Caucasian should.

This was a great year, and I really enjoyed living only 15 minutes away. I did have the chance to be a chaperone for a Relay for Life event in Sammamish for many of the kids I taught and coached up there, and wanted the chance to return there. However, since my wife and I are expecting child number two in november, it makes more parental sense to remain close and take the Tahoma placement. So I am looking forward to this because I will be working with expelled special education kids, and 18-21 year old special education students who are transitioning out of a school environment into an independent setting. So, for me, this Summer could not end fast enough. I just want to start teaching.

Stay tuned for more, and be sure to check back when the school year gets going again.

Special Thanks to the UoP Learning Team

I want to make sure that the Learning Team who put this together was recognized for their hard work on the information below on Traumatic Brain Injury and Visual Impairment resources. Below are the members of the University of Phoenix Online SPE 566 class, which was taught by Patricia Axtell.

Joe Brazier

Christina Swingle

LennyDoerfler

Sylvia Durnan

Amanda Laughlin

Nichole Williams

Great Job everyone. All the valuable information below is now accessible to anyone and everyone thanks to your efforts.

Traumatic Brain Injury Introduction

Traumatic Brain Injury

Traumatic brain injury usually results from a sudden or traumatic injury such as a car accident, sports accident, or severe fall. Families must cope with the injury while learning to navigate a maze of information to find services available to them and their child. Educators must understand the injury in order to understand how to provide instruction in a manner that meets the unique of the child.
A multitude of information can be located by accessing the internet. Family members can find information related to services and resources available such as in the following web site, The Rehabilitation Research and Training Center. Other web sites like TBI Home offer support groups for families of children with traumatic brain injury. Other web sites provide information about laws and regulations regarding special education. Parents can begin to understand learning what their rights are and what to expect in the educational setting for their child with web sites such as National Dissemination Center for Children with Disabilities.
Other resources are available on line such as children's books and augmentative or assistive technology devices. Several children's books are listed although there are many other books available for educators and parents. Some of those listed relate dealing the with a traumatic brain injury such as “Elvin: The Elephant Who Forgets” while others help children who have parents with a traumatic brain injury cope with the injury. An example listed is “The Get Well Soon... Balloon! When a parent has a brain injury.” In addition to books that are available for children, family members, and educators, the assistive technology devices listed can be used in the home or classroom setting. These devices can aid persons with traumatic brain injury function by aiding with daily living skills such as eating or walking and can also assist with communication. Some of the popular types of devices are listed such as braille readers and embossers, computer related equipment and programs, and motorized wheelchairs.

This video shows how something like a TBI can alter a person and those close to them from the inside out.

Traumatic Brain Injury Resources

Community resources for teachers

Traumatic Brain Injuries: A Guidebook for Educators
This guidebook discusses the school's role as the student with TBI reenters school. It also gives strategies for school personnel to assist students with TBI in learning skills, managing behavior and dealing with social and emotional difficulties.
NYSED. (2002).Traumatic Brain injuries: A guidebook for educators. Retrieved May 30, 2009, from http://www.vesid.nysed.gov/specialed/tbi/guidebook.htm

National Association of Special Education Teachers
The National Association of Special Education Teachers (NASET) is the only national membership organization dedicated solely to meeting the needs of special education teachers and those preparing for the field of special education teaching.
National Association of Special Education Teachers. (2006/2007). Traumatic brain injury. Retrieved May 30, 2009, from http://www.naset.org/traumaticbraininj2.0.html

Traumatic Brain Injury Books
This website has a list of books, articles and products that can be used by teachers to learn about traumatic brain injury and its effects on a student in the classroom.
Parent pals. (2006). Traumatic brain injury books. Retrieved May 30, 2009, from http://www.parentpals.com/gossamer/pages/Special_Education_Bookstore/Traumatic_Brain_Injury_Books/index.html

Center for Disease Control
This website gives teachers the definition, facts, and statistics of traumatic brain injury. It also gives educators signs and symptoms to look for in students who may have TBI.
Center for disease control. (2009). Traumatic brain injury. Retrieved May 30, 2009, from http://www.cdc.gov/ncipc/tbi/TBI.htm

Mild traumatic brain injuries: A guide for educators
This pamphlet is made specifically for teachers and is designed to help them know the causes, and symptoms of TBI so they can watch for it in their students. It also covers what to expect once a child has had a traumatic brain injury.
Cooperative Educational Service Agency #11. (n.d.). Traumatic brain injury. Retrieved May 30, 2009, from http://dpi.wi.gov/SPED/pdf/tbi-mildtchrbroc.pdf

Community resources for parents

TBI Community
The mission of TBI Community is that all those affected by Traumatic Brain Injury, including traditionally under-served populations, have access to information, resources, and services that maximize participation in their communities and that treating professionals have the necessary information to meet the needs of persons with TBI
The rehabilitation research and training center. (2008). TBI community. Retrieved May 30, 2009, from http://www.tbicommunity.org/

TBI Home
TBI Home is a peer support website for people living with brain injury, their families and friends to support each other by sharing their experiences.
TBI home. (n.d.). A place to share. Retrieved May 30, 2009, from http://www.tbihome.org/index.html

Children with traumatic brain injury: A parents' guide.
This is a comprehensive resource for families and professionals working with children and adolescents who have sustained a traumatic brain injury (TBI).
Schoenbrodt, Lisa (2001). Children with traumatic brain injury: A parents' guide. Bethesda, MD: Woodbine House.

Brain Injury Association of America
By acting as a clearinghouse of community service information and resources, participating in legislative advocacy, facilitating prevention awareness, hosting educational programs and encouraging research, the Brain Injury Association of America and its affiliates work to reach the millions of individuals living with the “silent epidemic” of brain injury.
Brain injury association of america. (n.d.). Who we are. Retrieved May 30, 2009, from http://www.biausa.org/Pages/who_are_we.html

National Dissemination Center for Children with Disabilities
The center that provides information to the nation on: disabilities in children and youth; programs and services for infants, children, and youth with disabilities; IDEA, the nation's special education law; No Child Left Behind, the nation's general education law; and research-based information on effective practices for children with disabilities
National dissemination center for children with disabilities. (n.d.). Traumatic brain injury. Retrieved May 30, 2009, from http://www.nichcy.org/Disabilities/Specific/Pages/TraumaticBrainInjury.aspx


Children’s books about disabilities

Elvin- The elephant who forgets
This children's book is about a little elephant named Elvin, who has a brain injury from a tree branch! This book helps children, friends and classmates understand what it is like to have a brain injury.
Snyder, Heather (2005). Elvin- The Elephant Who Forgets. Wake Forest, NC: L & A Publishing/Training Inc.

All About Me!
This booklet helps elementary school age children understand brain injury or any disability by using checklists and answering questions. Written in kid friendly language, sections covers how I got hurt, what helps me at school, how I learn best, things that make it hard for me to pay attention, and what I want to get better at.
DePompei, R (1998). All About Me!. Wake Forest, NC: L & A Publishing/Training Inc.

Head Injuries
Provides information about traumatic brain injuries including causes, diagnosis, treatment, rehabilitation, how to decrease their risk, and how to help people affected.
Aaseng, Nathan., & Aaseng, Jay. (1996). Head injuries. New York: Scholastic Library Publishing.

The Get Well Soon... Balloon! When a parent has a brain injury
This book helps family members explain the effects of a brain injury to children. Most of all, it helps children understand their feelings as they try to make sense of their altered world. This storybook is a helpful tool for young children as they grieve and struggle over their parent's TBI and reform their relationship with that parent.
Parker, Vickie S., & Beebe, Susas. (2005). The Get Well Soon... Balloon! When a parent has a brain injury. Wake Forest, NC: L & A Publishing/Training Inc.

Understanding Your Brain
This children’s book teaches children all about the brain including how it works, how it can be injured (TBI), and what happens when the brain is injured.
Treays, Rebecca., & Fox, Christyan. (1996). Understanding your brain. Tulsa, OK: EDC Publishing.