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Inclusive Solutions CONTENTS 1. INTRODUCTION Welcome to our latest Ezine. 2. WHAT'S NEW?
Jackie and Mole have become a mean team in their own right as a number of recent Early Years training participants can testify. Jackie and Mole’s first full days’ training together was an enormous success. They left with a positive vibe, with words of praise ringing in their ears. (see below for full report) 3. New Web site. Our web site has been radically updated and improved for easier browsing, more consistency and even better content. We have new buttons and expanded content and now you can buy books and resources from us much more easily from our ‘Books and Videos’ section. Check out our new sections on ‘Behaviour’, ‘Person Centered Planning’ and ‘What’s New’. The web site has even more useful links on it now as well as contributions
from around the UK. Keep sending us your stories. 4. BOOKS, Articles, RESOURCES 5. The Long View – ‘It wasn’t raining when Noah built the ark’ Howard Ruff Those of you who have been to one of our ‘Keys to Inclusion’ workshops
or training days will know that one of the ‘Keys’ we
emphasise is ‘The Long View.’ By this we mean that truly
inclusive practice will have a good understanding of how the decisions
we take in the here and now for disabled pupils and those with special
needs will impact on their lives many years later. We need to have
a ‘long view’ vision of where we are heading and what
will ultimately make for ‘a good life’ for the individual
pupils we are paid to serve. Our concern is that our service systems
and providers are not typically set up to take the long view, and
that many of our decisions are hopelessly short term in their perspective,
none more so than the decision to place a child within a separate
special school setting. Whilst this may look like a positive and
constructive option in the short term - often because a range of
programmes and services become available – when seen from the
long view, special school placement carries with it huge risks of
the individual becoming isolated from and unknown to the community
in which they live, the long view sees loneliness. Sadly the recent
national consultation on The Future Role of Special Schools (DfES
2003) appears to have taken no account of this long term cost of
segregated education and took almost no advice from those disabled
adults that would term themselves ‘special school survivors’.
6. International Inclusion Newsgroup Inclusive Solutions will be running and co-hosting a number of whole day and shorter workshops on the themes of ‘Behaviour – Theirs and Ours’ (together with Jack Pearpoint and Lynda Kahn), ‘Circles of Adults’, and ‘Developing Friendships’ (together with Carol Tashie and Zach Rossetti from Syracuse University, New York) 7. Upcoming Training Opportunities b. 28th October 2003: Person Centered Planning Featuring the big international man of inclusion, Jack Pearpoint of Inclusion Press This is a rare opportunity to work with one of the founders of the international inclusion movement. Jack will work with Colin and Derek of Inclusive Solutions to open up a day on tools for Person Centered Planning on 28th October 2003 This course introduces people to basic values of inclusion, and teaches the Person Centered Planning tool - PATH. This is 'hands on' learning. Participants will not be 'MAPS or PATH' masters, but rather, emerge with a basic familiarity so they can 'practice, practice, practice' and develop their own skill set. Experienced facilitators will spend a substantial portion of the day practicing the tools on each other, before putting the future of other people in their hands. The day will include * Person Centered Planning foundations * An Introduction to PATH * Opportunities to observe and participate as a graphic recorder, Book Now ...places will be limited Venue: Nottingham Gateway Hotel Bookings Contact: nottingham@dbhservicedoffices.com Or Telephone Emma Pyatt: 0115 9408550/9556045/9567305 to discuss or FAX 0115 9408501 c. Including Children with Autism in Mainstream Settings January 22nd & 23rd 2004 This follows a successful 2 day event in Scotland, February where we provided an intensive learning experience over the 2 days. d. ‘Circles of Adults’ – Teams Reflecting and Problem Solving around Emotional Needs and Challenging Behaviour A new series of 10 monthly twilight sessions begins in October 2003.
Venue Facilitated by Colin Newton, Derek Wilson and Jackie Dearden
of Inclusive Solutions, these sessions will model an in-depth problem
solving process for use by Teams challenged by the inclusion of young
people with significant behaviour difficulties. We have a video or
DVD available illustrating the process if you are interested, or
you can read about the process on our web site. Let us know if you
would be interested in attending. Early Years and Inclusion We are offering Consultation and training
opportunities to Early Years Teams across the UK. This work features
the involvement of Mole Chapman, mentioned earlier. Practical Keys To Inclusion Including Children With Autism In Mainstream Settings Building Creative Staff Teams Fresh Approaches To Managing Challenging Behaviour The training started by looking at the welcome* families and young children receive from their early-years settings. It is vital for the adults working in these places to realise that a welcoming environment is crucial in enabling all children to feel included. The importance of this is exemplified by the first part of principles of early-years education: Practitioners should ensure that all children feel included, secure
and valued. Nevertheless, many parents of disabled children are already by this stage feeling isolated and wary of the attitudes their disabled child might face when joining a new nursery or playgroup. Most have already had to deal with many negative attitudes towards disabled people, in their own lives, and when dealing with the doctors and specialists who deal with their children's impairments. The next part of the training, puts the participants back in touch with their own knowledge, by exploring adults’ learning*. It is only by remembering how we all had different ways of enjoying play when we were young, that we can appreciate that all children today need diversity in their own play. And in a similar way when we grow up we find our preferred ways of learning, and what helps us to participate well in that process. Participants find that as adults our ways of learning and playing are as diverse as the number of people present. It is good to acknowledge that it is our experience as human beings that give us, every one of us, the understanding of what a child might need to enjoy play and learning. As adults, we forget that the messages that we received about ourselves when we were very young were accepted without challenge. These ideas became our truths, and it is very seldom that we are put in a position where we are able to challenge them in our adult life. And yet many young children are faced with messages about their differences every day. Society’s ideas and assumptions about disability, and other diversity issues, will be remembered and acted upon by the young who have been exposed to them for years to come. For this reason non-disabled practitioners need to hear a different message, that of disabled adults, understanding that is positive and challenging about their place as disabled people in the world today. It is this thinking in term of The Long View* impact, disability equality – medical and social model thinking, that will prevent practitioners making similar mistakes to those that have already impacted on so many lives. Practitioners need to be aware, that their acceptance of diversity
needs to be acted out. Views on disability need to be challenged
and reframed in a positive way. This is an active process, it is
not just a policy that is kept at the back of a cupboard. We need
to be doing something for Inclusion to happen. Looking at each child’s
gifts*, not their inadequacies! As the aims of the foundation stage
points out: By viewing disabled children as capable individuals who can be proud of their differences, and work to their strengths. It is because of these differences that children should be made to feel they are of value to their community; A community that will understand the benefit of acknowledging their gifts. Similarly to other diversity studies, such as looking at the differences between the sexes, it is only when women have been accepted for their uniqueness, that they strengths have been recognised. In the same way as we have gained from not comparing women to men, we must not compare disabled children to non-disabled children, but we should look at why disabled children are unique, and the gifts they bring because of this uniqueness. It is within the context of all young children’s real need for relationships, their circle of friends, that we can build an inclusive environment. Inclusion means taking an active role in developing strategies such as creating a Circle of Friends* around a disabled young person who might be feeling isolated. A sense of belonging that can only come about when we are fully participating with others. If disabled children begin their life’s with a difference set of rules, even if they are integrated in the same space as other children, these different rules will have a consequence and later in life. The divide is rarely breached, and more often than not it grows, not only physically, but certainly the difference is felt as isolation that is damaging emotionally. Overall the training gives participants a clear goal to aim for in terms of inclusive practice change in their settings. Inclusion does not just happen, it is a clear path that has be worked out. Priorities that might have seemed fuzzy and unclear takes on new significance, as a people discover the impact they make can create a huge difference, by changing their perceptions of disability, and not by investing thousands in projects that will never work without the right to thinking. It is so amazing to see people discovered that they have a role to play, that they are important!!!!! 8. Facilitated Communication In May 2003 Jackie Dearden accepted an invitation to learn and understand more about facilitated communication from those who use it. Joe Whittaker and John Kenworthly at the Bolton Institute had visited the University of Syracuse, New York State, where Doug Bickland has led pioneering work in this area. They invited Lucy Harrison, Jenn Seybert, Eugene Marcus and Jamie Burke - people who have been using facilitated communication and making a significant contribution to our understanding of expressive communication impairments to the UK. It was a pleasure to speak in person with Jamie who “enjoyed the banter” and talked of Robin Hood shooting arrows at people’s disbelief of facilitated communication. Jamie delivered one of the opening speeches at the TASH 2002 Conference in Boston, which transformed our thinking on how we could be working to understand and support people for whom finding a voice is rarely considered possible or important. As Jenn Seybert writes, “my life without communication was 24 years of a living hell”. Jenn, previously labelled severely retarded, is now studying psychology and provided much entertainment when she joined forces with Eugene to deliver a comedy routine unthought of for people described as being autistic. For example, they commented that President Bush was one of the best arguments yet for an autistic president because “we’re obsessive not insane”. Jackie has chosen to study this area as part of her doctoral training in applied psychology at Nottingham University so she will be further developing her knowledge and skills about facilitated communication. If anyone has conducted research in this area and/or would like to share their views, Jackie would be very pleased to hear from you via the inclusive solutions e-mail address. Watch Jamie give his speech at TASH 2002: www.tvworldwide.com/event_021211_tash.cfm (click on TASH General Session and move the time counter to 50.48 minutes) Other sources of information: DEAL web site: http://home.vicnet.net.au/~dealcc/ Syracuse web site: http://soeweb.syr.edu/thefci/
This recently created programme is available to all those interested in gaining insight and skills into the practice of facilitated communication and training. The programme has been written by Marion Stanton, Lecturer at Bolton Institute, in collaboration with Dr Rosemary Crossley from the “Dignity Through Education and Learning” (DEAL) Centre, Melbourne, Australia. Marion Stanton is an experienced teacher and trainer in facilitated and augmentive communication methods, working primarily with people who do not use speech and who have expressive communication impairments. For the past fifteen years Marion has been engaged as a consultant in teaching and developing communication systems for students seeking to access Accreditation. The above programme is available to ALL regardless
of previous qualifications or experience. It is also incorporated
within the BA module on the BA Professional Vocational Education.
The module is “Facilitating Communication” The next scheduled programme will be from October 7th 2003- For further information about the courses and costs contact Further information about FACT contact Sandra Barrett 9. Work with young people Free Advice to parents struggling with inclusion and the education
system 10. Strategic work From work with high profile cases to work with councilors developing vision and understanding of inclusion. Over the past two years ‘Inclusive Solutions’ has been
working with Local Education Authorities across the UK with the aim
of supporting the development of inclusive practice. This work has
taken a variety of forms depending on the particular needs and priorities
of the LEA at that time. We have co-designed with LEA managers a
range of strategic approaches to create sustainable changes in practice
at key places within SEN systems. · Strategies that transform SEN resourcing systems in ways
that allow rapid and flexible response to the needs of mainstream
schools and also serve, where necessary, to reduce overall statementing
rates
· BIRMINGHAM LEA - Establishing an LEA ‘Leaders for Inclusion’ group and providing training and facilitation on ‘Tools for Person-Centred Planning’. Working jointly with Chris Atkinson, Chief Educational Psychologist, Birmingham LEA, over a 10 month period, we have been supporting the development of a self-selected ‘community of practice’ within staff of Birmingham’s SEN support services. The longer term aim is for this cross-service group to support eachother in the wider development of inclusive practice across the LEA. For more background on this work please feel free to contact Chris Atkinson at Chris_Atkinson@birmingham.gov.uk · OXFORDSHIRE LEA – leading a series of visioning sessions
over a six month period, towards the development of a shared understanding
of ‘inclusion’ in the Oxfordshire context. The groups
we worked with included: senior elected members of the County Council’s
cross party working group on inclusion, senior LEA officers, teachers
and others from Oxfordshire’s Early Years Service, Oxfordshire’s
educational psychology team. For more background on this work contact
Simon Adams, Senior Education Officer simon.adams@oxfordshire.gov.uk · SOUTHWARK LEA EARLY YEARS UNIT: work ongoing over the past 2 years with the full range of early years providers within the Borough; maintained and non-maintained nurseries, playgroup managers, specialist childminders, LEA Early Years Officers, and parents of disabled children (via Southwark’s Parent Partnership Project). The aim of this work has been to build a deeper appreciation of inclusive values across early years provision and to enable providers to match their policies and practice to the Ofsted National Standards guidance on Special Needs and on Behaviour. For more background on this work contact Fiona Phillips, Early Years training manager – fiona.phillips@southwark.gov.uk
EXAMPLES OF WORK IN PLANNING FOR THE SCHOOL YEAR 2003/4 · LEWISHAM LEA (September 2003): training inputs for primary and secondary SENCos and LEA support staff on including pupils with autism in mainstream settings. Contact for this work is: Denise Capon, Senior Educational Psychologist. Denise.Capon@lewisham.gov.uk · CONNEXIONS CUMBRIA/BARROW EAZ (Autumn 2003): Raising the
Aspirations of Care Leavers: a visioning event to engage young people
and their foster carers at an early age in goal setting, 'aiming
higher’, and identifying the ‘roadblocks’ to their
aspirations. To include follow up consultations with Connexions personal
advisers. Contact for this work is: Daniel Carter, Team Leader, Barrow
Connexions Centre. Daniel.Carter@connexionscumbria.co.uk 11. INCLUSION LINKS OF INTEREST - Humour has a really important role in change processes..check out
DeepFun (http://www.deepfun.com/) Gentle Teaching (http://www.gentleteaching.nl/indexus.htm) may offer us a new way of exploring relationships with those who are hard to reach...Gentle Teaching is a non violent approach for helping people with special needs and sometimes challenging behaviors that focuses on four primary goals of care-giving: - teaching the person to feel safe with us - teaching the person to feel engaged with us - teaching the person to feel unconditionally loved by us - teaching the person to feel loving towards us Gentle Teaching is a strategy based on a Psychology of Interdependence that sees all change as being mutual and bringing about a feeling of companionship and community- symbols of justice and non-violence And then the essentials: 12. BACK ISSUES OF "INCLUSIVE SOLUTIONS EZINE" 13. SHARE THIS EZINE 14. SUGGESTIONS & COMMENTS 15. COPYRIGHT INFORMATION 16. SUBSCRIBE & UNSUBSCRIBE INFORMATION |