I want to share another highlight of the Training Institute on Autism at Florida State University sponsored by the FSU Center for Autism and Related Disabilities (CARD).  For one full day Michael McSheehan, Clinical Assistant Professor of the University of New Hampshire spoke about Inclusive Education. His ideas and plans for executing them far exceeded the typical ’inclusion’ picture being played out in many schools across our country. So often inclusion is the opportunity for a child with special needs to coexist in the same classroom with typically developing peers while receiving different and one on one instruction from a paraprofessional in one corner of the room. As a professional we have all seen the classrooms where the presence of that child is completely ignored by his peers and everyone is careful to not look his or her way. 

From his research and his upcoming book, Michael McSheehan shared a completely different picture of inclusion for special needs children of all levels.  Mr. McSheehan’s starting point is the guiding principle of the “least dangerous assumption,” a concept introduced by Anne Donnellan in 1984 as it relates to individuals with disabilities.  She states ” in the absence of conclusive data, educational decisions ought to be based on assumptions, which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults”. She adds “we should assume that poor performance is due to instructional inadequacy rather than to student deficits.”  From that cornerstone, Michael McSheehan provided tools to evaluate and implement routines that would help the student gain membership, participation and finally learning in a general education classroom. His case studies were fascinating and gripping.  I could go on and on. But I endeavored to provide this information so that you would be persuaded to read his book that will be coming out in the next few weeks. Let me assure you that I have not relationship to Mr. McSheehan or any of the authors and I have no financial benefit in sharing this book release. Nor have I read the book since it has not been made available yet. But if his book is true to the teaching I observed at conference  it will be well worth the read.  I so hope that as a community of people who care deeply about individuals with disabilities we can begin to write a new chapter in inclusive education.  Better yet that we can arrive at a place where no chapter on the subject is needed because every classroom is truly inclusive, regardless of the differences.

 http://www.brookespublishing.com/store/books/jorgensen-67175/index.htm. 

Enjoy the read!

Janice

I had the opportunity last week to attend the Training Institute on Autism at Florida State University sponsored by the FSU Center for Autism and Related Disabilities (CARD). Over the course of the week there were a number of national experts on autism that spoke. In the weeks to come I thought I would share a number of impressions and ideas I discovered while I was there.

One of the speakers was Dr. Michael Siller of Hunter College, CUNY. He spoke about his research in the use of play for developing social reciprocity and language in children with autism. He talked about the importance of parents developing play routines with their children and providing that consistent opportunity to share, explore and communicate about the shared interaction. He even has parents schedule the time to play so that it is not set aside in our busy days. Many parents tell me that play is hard with their child because the child’s disability prevents them from providing a strong feedback loop as they play. A regularly scheduled routine to focus on just enjoying play would help to offset that feeling of why bother to play.

I have always taught families that the toy is the backdrop and the interaction is the important concept. Dr. Siller suggested having a special bag or box that in which you place special toys that you can share with your child at each playtime occasion. The bag or box becomes an anticipated signal of the fun that is to come. It was not surprising that he suggested to avoid toys with batteries or relying too much on cause and effect toys that might merely entertain the child and may take a more prominent place in the child’s attention than the interaction with you.

I was reminded that often with children with autism professionals and parents alike are so focused on ‘getting’ the child to say something or do something that aligns with therapeutic goals that we forgot to celebrate the fun of just playing and creating an environment that invites that rich sharing and removes demand.

I hope you will get in the floor and play with your child just for the fun of it for a brief time each day. Create a celebratory tone as you invite the child to join you and at first meet the child where they are and then gradually expand the play to new opportunities. Enjoy!

Janice

Hope is a belief that events will turn out for the best, that something currently unseen will become reality. Practicality describes processes that are adapted or designed for actual use, not resting only in the theoretical.   When first thinking about hope and practicality they seem to be in clear opposition of one another. But pause for a moment. When rethinking these two concepts they would be the perfect counter balance for one another. What value is hope if it resides only in the possible but not the likely or even the doable?  Furthermore, there is no value in practicality if it does not elevate its users to a new and more desirable place.  As we launch HANDLE WITH CARE, we want to invite you to join us as we explore ideas that will both encourage and equip. Our goal is to build up parents and set their sights on new places. Come along – you are welcome here.