Question:

Dear Dru,

I am the Mother of a 7 yr old with DS. She has been mainstreamed since preschool, repeated kindergarten, and is currently in a general Ed 1st grade class with a 1:1 (who I feel is unqualified). She also has been receiving pull outs for Speech and RSP. Last month at her IEP, the teachers informed me that she was not meeting her academic goals and that her behavior has become more defiant. She is not cooperating or responding (shutting down) when asked to do her work. The Teacher(s) basically don't want to deal with her any longer and suggested a Special Ed Class placement for the coming year.

I disagree with their suggested placement. I believe that there should be (should have been) some sort of behavior intervention done to address this, as well as more support for the Teacher who is just "giving up", next years Teacher, as well as the school staff as a whole. I was hoping you might have some specific information that I could offer to them when I present my thoughts and concerns.

I know that my daughter can be willful and controlling, what 7 yr old isn't? I also know that she is capable and more knowledgeable than their testing and assessments are showing.

I hope you can help me guide them to understanding and supporting my daughter.

Thank you,

Rhonda

Answer:

Dear Rhonda,

I am the mother of a 30 year old daughter with Down Syndrome!! In some ways, things haven’t changed much. There is still a deeply held belief that special education is a place rather than a range of services that are to be delivered in the least restrictive environment. I agree with you that the general education teacher needs sufficient support to include a child with exceptional needs, and that pull-out is not usually the best ways to support the child or the staff. In particular, the teacher needs support in modifying assignments and activities so that your daughter experiences success.

I offer some suggestions below, and I haven’t even scratched the inclusion surface:

1. Behavior is communication. Repeat this 9 times! Your daughter’s defiance and shutting down are saying something. I’m guessing that it is saying that the work presented is not at her level or there is too much of it. Every time she uses behavior to say “This is too hard” or “This is too long” should be looked at as an impetus to adapt the assignment so that it is just right! That means each and every assignment she protests should be evaluated and modified applying the principles below:

Steps for Modifying the Curriculum

Step 1 Can Kim (I’m going to give her a name!), given necessary accommodations, do the same activity at the same level as peers? If not...

Step 2 Can Kim do the same activity but with modified expectations? (Kim is given fewer spelling words.) If not.. .

Step 3 Can Kim do the same activity but with modified expectations and different materials? (Kim matches spelling words to pictures.) If not...

Step 4 Can Kim do the same activity but with individualized content? (Kim is given functional spelling words i.e., related to her daily activities.) If not...

Step 5 Can Kim do a similar activity using different materials? (Kim works on letter recognition using a computer program.) If not...

Step 6 Can Kim do a different, parallel activity? (Kim might write in a journal, put pictures in sequence in a journal, or learn to use a picture/symbol word processing computer program.) If not...

Step 7 Can Kim do a different activity in a different section of the room? (Kim might sort papers for the teacher or water plants.) If not...

Step 8 Can Kim do a functional activity in another part of the school? (Kim might work in the library, office, or cafeteria, completing meaningful, necessary tasks)

Diagnostic Center North: adaptation from Gaston, David, Olympia School District, Olympia WA, Tom Neary and Mary Falvey, Inclusive Education

2. Provide Visual Supports:

• Provide Kim with an individual schedule that delineates each activity of her day. Keep the schedule close to her at her desk or in a folder to take with her.
• Use a clear icon to represent each activity.
• Pair each activity with the written word.
• Add the time (digital) that each activity begins and teach her to remove or check off each activity as it is completed.
• Pair a simple two to three word phrase when showing Kim the picture on the schedule (e.g., “Time for reading”).
• Prepare Kim well in advance for any changes in her schedule; use a colored arrow to point to the change in her schedule (e.g., “No speech today”).
• Create activity schedules (also known as checklists, embedded schedules, or task cards) accompanied by visuals and the steps for completing various assignments, tasks or activities. Activity schedules can be created for times when Kim is required to work on an assignment independently, during centers, and even during whole class lessons. During independent work, for example, the tasks Kim needs to complete can be written and visually represented on a piece of paper or a white board. She can cross off each activity as she completes it. Teaching Kim to use activity schedules will increase her ability to be independent in the classroom, reduce the times adults redirect her and give her verbal prompts, and help her stay focused. An example of an activity schedule for independent work that Kim might followed include the following steps:

  __ __ 1. Put your pencil away.
  ______ 2. Put your math book away.
  ______ 3. Get your coat.
  ______ 4. Go to recess.

• Use a TimeTimer to provide Kim with a visual representation of how much time she needs to spend on a task and how much time remains.

• Make visual rule cards for Kim. Teach Kim the specific rules she needs to follow using visual cues and provide continuous positive feedback for following these rules . Create behavior rule cards that state the exact behaviors she needs to engage in during specific activities.

• Write each rule (begin with only three) on a card paired with a picture that represents that rule or behavior.
• Review the card with Kim throughout the day and immediately before each activity begins.
• Write each rule positively, such as “quiet,” rather than “no talking.”

For example, during independent work, “quiet hands”, “raise hand,” “quiet voice,” “feet on floor," and “stay in chair” could be on a card. These rules should be reviewed with Kim immediately before she transitions to her desk for independent work. If she begins talking, rather than saying, “Shhhh!” the aide can point to the rule card for “quiet voice” and then reinforce her as soon as she complies.

Individualized visual social "rule" cards can be taped to the Kim's desk as a reminder of appropriate social behaviors. Portable "rule" cards can be used for environments other than the classroom. Write the rules on index cards, laminate them, put them on a ring and give them to her to carry as visual reminders of the social "rules" for any particular context.

• Your daughter is entitled to necessary supports and services to receive a free and appropriate education in the least restrictive setting. Her behavioral needs may require a positive behavior support plan to assist her in her classroom. A Behavior Support Plan (BSP) template, a manual on how to write a BSP, a tool to evaluate the quality of the BSP, and many other helpful suggestions, articles, and legal information can be found at www.pent.ca.gov (Look under Behavior Planning).

• The above suggestions apply to the school creating an appropriate program. It is also important for you to have realistic expectations. I want to talk to you parent to parent here. While your daughter will continue to learn all her life, it will take her longer to learn the things her classmates do and she will not be able to master the curriculum as it becomes more abstract. She will also need to learn the skills that will foster independence, usually called functional skills. Other children do not require explicit instruction in these areas, but your child will.

There are many reasons for her to be included in general education but one of them is NOT that she will be able to perform academics at her grade level. If one of the reasons that she is avoiding doing school work is that you are requiring that she do the same thing as the other children, you are contributing to her behavior problems. I believe you when you say that testing does not reveal all her abilities but testing does reflect the school environment and its demands.

Make sure that each IEP goal can meet this criteria: How will learning this skill help her become independent or increase her ability to participate in the world?

Resources:

Giangreco, M.F. (2002). Quick-guides to inclusion 1, 2, and 3: Ideas for educating students with disabilities. Baltimore: Paul H. Brookes Publishing.

TASH website http://www.tash.org/index.html and especially http://nclid.unco.edu/nclid/bvi/ you will LOVE this one!!

www.timetimer.com