Let's strive for a school system, where from the top down, administrators, and educators see their role as including being advocates for all students, including students with disabilities. In this article, Greta Harrison makes important statements, " I believe parents of children with disabilities receive much more “bad news” from teachers than good news.....I have been thinking about how different each school and school system would be if every educator had a positive attitude — if every educator truly felt they were each child’s advocate. "
In this video, Jill explains the best way to teach your child the meaning of spoken words.
Why teaching letter names may impede your child's learning. Fortunately, there is a better solution. Jill explains.
By Jill Hicks, M.Sc., Speech-Language Pathologist
By Jill Hicks
Sometimes students with different learning abilities are assigned to a "Life Skills" program. The problem isn't with learning life skills. Life skills are important. The problem is deciding students with Down syndrome should not be included. That they are incapable of benefiting from academic instruction.
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By Jill Hicks
Carly Anderson has written an excellent article to prepare parents for IEP/IPP meetings. Carly gives practical advice about how to be prepared for the meeting, how to keep communication open, set goals and measure progress. Well worth the read. You can find the article by clicking this link.
Make sure your child has been referred to the school SLP. Many schools will automatically refer a child with Down syndrome to the school SLP. In some cases a parent request for a referral to the SLP may be necessary. You may be required to sign a release form to allow the school SLP to see your child. This should be done as early as possible in the school year.
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To quotes below were taken from the article: Inclusive education vital for all, including persons with disabilities – UN experts. (bold mine)
"a truly inclusive learning environment values the contribution and potential of persons with disabilities, and equips them with essential life, language and social skills."
“Placing students with disabilities in mainstream classes without accompanying structural changes to, for example, organisation, curriculum and teaching and learning strategies, does not constitute inclusion”
“Inclusive education is important not only for persons with disabilities but the societies they live in, as it helps to combat discrimination, and to promote diversity and participation.”
“focuses on the full and effective participation, accessibility, attendance and achievement of all students, especially those who, for different reasons, are excluded or at risk of being marginalized.”
To read the original article "Inclusive education vital for all, including persons with disabilities – UN experts" click here.
It is important to note that this convention supports our teachers acquiring the skills they need to provide inclusive education. Inclusive education works best when teachers are given adequate support and training. Quote from "Article 24: Right to inclusive education" point 12 d):
"Supported teachers: All teachers and other staff receive education and training giving them the core values and competencies to accommodate inclusive learning environments..."
To read the full text of "General Comment No. 4" click here:
Article 24: Right to inclusive education (Adopted 26 August 2016) from the "Convention on the Rights of Persons with Disabilities".
Hannah loves dancing. She also loves doing art. Hannah has been working hard on her own website called "Hannah Hicks Art". You can check it out at www.HannahHicksArt.com . I hope you enjoy her performance.
For a powerful resource to help your child speak
Jill Hicks is the mother of a child with Down syndrome and a speech-language pathologist. Her passion is to empower others to help people with Down syndrome.