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Филм за ползите от включването на Джеки и за участието на всички деца в училище. Показани са техники в работата на учителя за партньорското участие на децата от класа, взаимното учене и положителните резултати от включването за развитието на всички деца.

JACKIE Longfellow School Wheaton Jackie is a child of multi-needs. She’s developmentally delayed with mild cerebral palsy. We don’t like to think of her on those terms though. We just like to think of her as Jackie. We met her social goals quite rapidly and immediately started to think about meeting her academic needs. Is that what you said comes next? What comes next? Right, but what’s he doing in that picture? Can you look at it? What’s he doing in that picture? He’s taking a shower, but what’s he doing? Wash the tummy. He’s washing his tummy. She’s very sensitive to being with her peers and wants very much to be a regular third grader. And that is a challenge at times because sometimes academically there’s activities we need to run in a parallel manner and she’s not always willing to do that because she wants and see herself as a regular third grade student. Patricia Rimac Support Facilitator When we first came into this project the first thing we decided as a team was that it was a we preposition. We were going to make this work or we were going to make this fail. But it wasn’t going to be one person alone that was capable of making it happen. We were all capable. And we all had to come to the point where we were willing to risk and look outside our defined roles as the special educators, the OT the speech person. We had to be willing to our preconceived notions or what our roles should be and follow that for the betterment of the team. Lois Andrews Principal What we had read about Jackie and the problems that she had had in her other settings and her unhappiness with school, and the fact that her parents had chosen to keep her at home to educate her rather than to put her in a placement where she was so unhappy. We decided that we would try this but it was with wow, is this really going to work. What we got was so different than what we expected. Within just a couple days Jackie was no longer unhappy with school. She looked forward to coming. She made herself a regular part of that second grade classroom. Kids adapted very well. And in six weeks time, she made such incredible gains that we realized that we couldn’t go back. There wasn’t any way that we could put Jackie back in a self-contained class. And in fact, if it was good for her than wasn’t it that good for all the other kids as well? And it was her story that really made us say: We need to look at other kids as well and bring everybody back. Barbara and Chris Peterson Jackie’s Parents Well, with Jackie she went from school to school, to program to program from the age of three and therefore there wasn’t a stability there that we wanted. So now with the inclusion program Jackie goes down to the neighborhood bus stop and is allowed to be with her friends and her little sister Renee. She always wondered what it would be like to ride on that big bus. When she came into the inclusion program they wanted to send her a small mini bus and she didn’t want any part of that. She wanted to be on the big bus like everybody else. She wants to be with her peers. Some of the bus rides would literally take her an hour and a half to two hours a day one way and then the same time back. Very long days, but I think most of all she wanted to be part of her peers. She wanted to be part of the kids around here. I feel that right now you have to integrate Jackie right with her peers right now. I think if we waited down the road it’s too late. I think for Jackie to be truly integrated into the society she’s going to have to be integrated right now and to be able to get along with her peers. I think the success will come with time. She began to walk at age five so she’s made dramatic strides physically since then. We know she’s really sensitive because when Renee, our youngest one walked, she walked before Jackie. And so we found Jackie a half a block away on her scooter and we knew that she was upset because Renee had done something before she could even do it. She practices things she can’t do over and over and over again. And I think in that way she can learn to compensate. I guess one of the memories that we have is her trying to walk upstairs without holding on to the railings. And she was out in front on the porch and she was practicing and practicing and practicing going up and down and then she fell and hurt herself. But she had the gumption to get up and to do it one more time. She’s a go getter and she keeps on practicing without us telling her, it’s just in her. Blake Westra Jackie’s Classmate At the beginning of the year, we kind of thought that she had disabilities and that we shouldn’t play with her because we didn’t want to be laughed at because we were playing with her. And now we’ve gotten used to playing with her and kids don’t laugh. They think that we’re being nice to her and that we’re being better than average kids and being really nice instead of just not playing with them and just not being real nice. So I think her being in our class has really been a good thing for the whole class. Lois Andrews Principal But the most important way to make it work is if we can get kids helping other kids. We have established what we call our pit crews. And those pit crews actually meet periodically over lunch and they talk about: What are strategies? What are things that these children can do in the classroom? How can we adapt? What’s going on in the regular classroom to make it a place for everybody? Some of you were in our other pit crew and seen how what good things she can do and what things are kind of difficult for her to do. I think she could learn probably California or Hawaii if we’re doing research on them. Probably everybody is going to get that. So I think she could probably learn those and the states that she picks. Don’t your grandparents live in Ohio? She could do Ohio. You could tell her a state and then she could tell you the color. In a week or so let her try and identify them and see what she knows and doesn’t know. What’s some others that may be easy for her to identify? Alaska, Texas. Texas, that’s a good one. Illinois, thank you. Florida, Washington and Main. Can she color the mountains? Yes. Ok, those three things we’re set on. Blake Westra Jackie’s Classmate She feels encouraged and she’s learning more language, to talk clearly. She’s learning off of us and how to do things. Like how we always write our names on the paper and so she always tries to write her name on the paper. She’s got the J and the A down and the I. She just needs to work on the K and the E. So she’s coming along pretty well. I’m convinced that kids really belong together. That’s what our world is about. The kids are on the playground together. They’re in the lunchroom together. They need to be in the classroom together too. Student Now find where number two is. Pick it out. You can pick this one out. Come on right here. Right here Jackie, right here. Right there, by Lake Michigan. Pick it out. Not Lake Michigan. Ok, you got it. Where do we live? What state do we live in? Wheaton. Yeah, but what state? Wheaton. No. We live in Wheaton, but what state? ILL.. Illinois. Yes. What’s our capital? You should know this one? SPR.. Springfield! Good! Teacher What ocean is Hawaii in? What ocean? Pacific. Right. OK, Jackie, what state do you want to do? Somebody lives there? Grandpa Fox. Grandpa Fox, what state is that? Ohio. Louder. What State was it? Ohio. Ohio, great. Can you come up and point to that? I’m going to give you a stick, come here. Lets point to Ohio. Remember when you used this before? Grandpa Fox. In Ohio, right. Let me show you something first. This is Illinois. Where is Ohio? Close, that’s Wisconsin. See that O right there? That’s Ohio. Ok, is that Ok, you do that state? Good for you. I stayed there. You stayed there, good. You could put that in your report. That would be perfect. Lois Andrews Principal For us as a school it’s made us really live out what we believe to be our mission. And our mission which we’ve established sometime ago is that we would be a place where we would prepare kids for tomorrow. And we would help kids to anticipate what would happen tomorrow. And that school would be a place to get ready for life. And in doing that we found out that life is going to involve people with different kinds of differences, people with special needs. So what we think we’re doing is preparing kids at a very young age to accept other people that might look differently, that learn differently, that walk differently, that talk differently and that’s ok.

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