One of the major themes which resonated at this year’s Closing the Gap Conference was that of inclusion. The general public has their ideas of inclusion and that has either helped or limited what we have been able to do in our schools. When we look at what we are doing for inclusion, we can see that our focus is around classrooms which support our neuro-typical students, our neuro-diverse students, and our students who may bring other language experiences to the table. So how can we continue to build strong inclusive environments around those beliefs utilizing the tools and knowledge we already have?
The first step needs to be to define what our goal is and communicate that effectively to the faculty and staff. Part of that communication will include training for the approaches we may be choosing to use as well as the purpose for what we are doing. The unification and training of faculty and staff helps to clearly define the goal and design the action plan to move the building toward the goal. Many of us have experienced the passing on of an idea or a mandate from upper administration to pursue a goal without any explanation or support. Situations like that lead to a failure to attain the goal and a lack of combined effort to reach that goal. Starting with a clearly defined goal and the supported steps to achieve it will unify the faculty and staff and create consistency within each of the classrooms and other areas of the school.
Next, we need to make sure that everyone is properly trained on accessibility. Even something like a presentation in PowerPoint should have an accessibility check completed so that the presentation, even in a pdf format, can be accessible. Training to make sure that pictures have alternative text is also important here. I know that some teachers may push back and say that they “don’t have students that need the extras.” Yet, if we have completed our first step properly, then this pushback lessens as everyone understands the impact and importance of accessible documents. I happened to hear an amazing point made recently on a radio call-in show. As many of you know, I am Cleveland born and bred and follow their professional teams through thick and thin. A few weeks back, Cleveland lost a long-time sports announcer and reported named Jim Donovan. Jim did many things throughout his career and is best known for being the voice of the Cleveland Browns since they returned to the NFL in 1999. He lost a long battle with cancer the day before a game. The following day, the Browns somehow won their game. On a call in radio show after the game, a woman called in regarding what Jim meant to her. She explained that she loved the Browns and was blind, so she followed them by listening to the radio. She broke down into tears (as did the hosts of the show and at least this listener) when she described how Jim made the games come alive for her and let her see them in her mind. Think of the power of that statement and what it means for inclusion. I know that other great announcers in sports like a Vin Scully have been know to create the same “mental pictures” for radio listeners. We are doing the same thing by creating accessible documents and accessible classrooms. Not all individuals might need the same levels of accessibility, but it is possible for so many to interact.
The third step is to understand that assistive technology is really technology that creates accessibility. There should never be any assistive technology which sits on a shelf! Those of you who have heard me speak on the topic or attended some of my trainings know that AT can be utilized by all teachers and students. Again, the critical part of this step is to conduct training around these devices and make sure everyone understands the multi-purpose uses for these devices. AAC devices can become great ways to communicate directions, “read” stories independently, and give positive support as a few suggestions. Switches can become inputs for answering questions, playing inclusive games, inspiring movement, and interacting with sensory supports. Within this training, making sure devices like reading pens and other devices which interact with learning in both physical and digital environments are necessary to support students and should never be seen as “cheating.” I have colleagues who have shared that not only parents, but also some teachers do not like the use of assistive technology as it is misunderstood and therefore believed to be giving an unfair advantage. This misunderstood idea could not be further from the truth. Once we have begun to incorporate assistive technology into all classrooms, it becomes transparent to the students who are there and accepted as the norm, just like the transition into classrooms using interactive whiteboards from dry erase boards in the early 2000s.
The next step then is to teach and train on the use of sensory supports. Sensory supports can be used by all individuals. Think of how you or your colleagues might be using a “worry stone” or a “squeeze therapy ball.” By training our faculty and staff as to how to utilize socially and classroom appropriate fidgets and sensory items, we can create a learning environment where the focus can be on learning and anxiety can be decreased. Aside from using fidgets and other sensory items, things like visual timers can also reduce stress and anxiety within classrooms and any setting where time is being monitored. The critical piece is to formally train folks as to why visual timers do this.
After the inclusive environment has been established and is being used daily, the next step is to begin to include all other activities hosted at the building in inclusive manners. The assistive technology we have adapted to classroom needs should be used in parent evenings, school visitation days, board meetings, and extracurricular activities including athletic events. This inclusion helps to supply the parents and constituents coming into the building a real example of what inclusion means, not relying on any misunderstood rumors or beliefs.
Like any good program, this is a team process which requires planning and training. Should you have any questions about a process like this, I am happy to support. Feel free to reach out to me at rheipp@schoolhealth.com to connect. The bottom line is that this process is for everyone within the building and can then begin to expand into the community when this is done well.
