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Animated Stop Sign
Say NO to Labels
NO Stereotypes
NO Generic Services

 Say YES to
 Supporting
 "Individuals"

 

Copyright image - compass and saying, don't do something to a person with a disability that you would not do to a person who doesn't have a disability

 

Be an IncluderHandouts Speakers / Leaders Entertainers Where to Write Myths



LET'S BE HEARD!
Megaphone
 

If you are not part of the solution...
then you are part of the problem!

Together we can raise our voices and bring issues about inclusion to the forefront
Together we can organize and take action to make change happen
You have the power to make a difference
 

   Whether you think you can, or that you can't, you are usually right  
~Henry Ford ~

THE TIME TO DO SOMETHING IS NOW! Poor supports and services; unqualified teachers and staff; lack of training; lack of funding; lack of assistive technology; physical, social, and attitudinal barriers are not acceptable! We know what the struggles are for equal access and opportunities in education. We know it is possible and probable that all children can be welcomed, embraced, supported and accommodated in our schools. We know the real issues are the barriers created by written and unwritten policies and procedures that treat students with disabilities as second class citizens. We need to let the world know loud and clear - this is not acceptable! We're not gonna take it!

What are the problems?People scaling giant rubics cube

  •     Appropriate supports and services not available in general education classes

  •     Students with disabilities not considered in decisions that affect all students

  •     Teacher preparation not adequately addressing inclusion of students with disabilities

  •     Paraprofessionals not trained in inclusion

  •     Funding used as a reason for not identifying and appropriately supporting a student's needs

  •     Disability not considered when teaching about diversity

  •     Separation between general and special education -- two systems

  •     Lack of accountability and failure to collect data objectively

  •     Laws being disregarded for students with disabilities

  •     Policies and procedures that ignore students with disabilities

  •     Parents not informed about the possibilities, laws and rights

  •     Staff, parents, administrators, government, and school boards uninformed about inclusion

  •     Universal Design is rarely recognized or considered

  •     Low or no expectations for students with disabilities

  •     Stereotyping by label and categorical placements

  •     False perceptions that "children" must be ready, instead of classes being ready for students

  •     Lack of Assistive Technology, related services and information

  •     Little to no local interagency collaboration

  •     Best practices for people with disabilities is not brought into the general classes


3 children playing jump rope one uses a wheelchairWhat do we envision?

  •     An educational system that provides equal access and opportunities for all students.
  •     A system that does on-going reflection of how "it", and the people in it, can change to better meet all student's needs by adjusting the learning environments, teaching strategies, positive behavioral supports and technology.
  •     One educational system where special education is a supporting part of education and not a separate system.
  •     The federal law, Individuals with Disabilities Education Act, is actually implemented and people are held accountable with direct repercussions if they fail to implement IEP's, provide FAPE or appropriate supports and services.
  •     Children come first, and children with disabilities are considered part of "all children" and are considered in all person looking thru telescope at rainbow over citydecisions about education.
  •     Schools that understand best practices for people with disabilities and help children reach their potential by utilizing their abilities.
  •     Children with disabilities are expected to be educated with their peers, and schools, parents, and the community understand how inclusion works and how it benefits all children and society.
  •     Everyone working as a team and the bottom line is utilizing solution oriented approaches for planning each child's success.
  •     No child left behind, really means no child left behind and no child left out.
     

16 Things You Can Do to Make a Difference!

What can you do?

Do something!
Every effort leads to change. This is a process not a once and done event.
Keep your efforts going and encourage others in the community to join you!

People be led in a battle charge
  Nobody made a greater mistake than the person 
  who did nothing because they could only do a little. 

~ Edmund Burke ~
  1. 3 children going to school one with a wheechairGet involved in the schools
    •     Insist that student's with disabilities are a part of every decision for all students
    •     Ask to join the district's strategic planning committee and/or action teams
    •     Start an inclusive education committee
    •     Create a loaner library with inclusion information and materials
    •     Network with other families of children with and without disabilities
    •     Attend school board meetings, provide suggestions and informational materials
    •     Meet regularly with whoever in the district will listen - superintendent, teacher, guidance counselor, etc.
    •     Work with the PTA on promoting inclusion and sharing information
    •     Make sure people with disabilities are a part of diversity lessons and celebrations
    •     Bring in speakers about inclusion and diversity  Find a list of the leaders in the field here!
    •     Encourage assemblies, entertainers and performances that demonstrate diversity
    •     Write and/or meet with state and federal directors of general and special education
    •     Join education coalitions for school reform
  2. Write, call and/or visit  your local, state and federal legislators regularly. Let them hear your personal stories. Thank them for their help. Let them know you are a voter!
  3. Share inclusion success stories with parents and professionals
  4. Support people with disabilities in sharing their own experiences and stories
    •     Provide opportunities for students with disabilities to speak for themselves
    •     Help to get adults with disabilities involved in the schools and legislation
    •     Rethinking Rehabilitation  (.pdf file requires Adobe)
    •     Contact your  local Center for Independent Living
       

  5. Share inclusion fact sheets and information
  6. Join disability rights organizations and activities to promote inclusion
  7. Make a difference in your own community
  8. Speak or suggest speakers to other organizations to spread the word about inclusion
    • Rotary Clubs
    • PTA's
    • Church Groups
    • Suggested speakers
      • Parents of children who are included
      • Students included
      • Adults with disabilities
         
  9. 2 children playing, one use a wheelchairModel inclusive practice
    •     Parents need to invite children with and without disabilities to activities in their homes
    •     Families should welcome people with disabilities in their activities and homes
    •     Share information about why you are including your child and what your vision is
    •     Involve people with disabilities in your community; invite them to participate in all aspects
  10. Promote disability sensitivity and awareness
  11. Fight injustice
  12. Enlist others- This is not a disability issue, its a society and educational issue
    •     Get family, friends and neighbors involved
    •     Ask your church or community group to become active
    •     Work with other groups interested in improving education for all children
    •     Work with other groups interested in children's issues
       
  13. Participate in advocacy and leadership training
  14. Know the History... (What they don't teach you in school)
  15. The Present...
  16. Acknowledge good things
    •     Write thank-you's, give awards, support good efforts

 

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Last modified: 06/29/10

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