Primary School Inclusion: The Nuts and Bolts #5

# 5 The Classroom

This is what I see when I walk into Matt's classroom...

There are the things you would expect to see: lockers for school bags, chairs and desks organised in small groups, colourful pictures on the walls with inspiring messages or illustrations of the work they are doing in class.

Then there are these things that make Matt's experience of the classroom positive and rewarding...

There are some budgies in a cage...Matt is drawn to greet them every morning. Something about animals is very calming for him.

A bookshelf strategically positioned to create a slightly separate space, with a foam-letter carpet on the floor and lots of textured pillows...a place that Matt likes to go and rest; and stroke the pillows for the joy of the sensory experience.

In the front of the class there is an open space where the children gather to sit and listen to Robyn Fleming, the grade 1 teacher. She has a basket of bright coloured, textured toys - some with soft spikes, some soothing to squeeze, some squishy, some firm. Matt, as well as some other children, get to hold one of these to satisfy their sensory appetite whilst listening. Robyn also has a giant ball of "prestick" which is also calming for sensory seeking hands.

Matt's desk is alongside one of the small groups of desks. Sheila, his facilitator, sits alongside him. On his desk is a little box of spinning tops which helps strengthen Matt's fine muscles in his hands. There is a small laminated poster of feeling faces so that he can communicate his mood to Sheila. In his desk is a sand tray that he uses to trace his letters, giving him an alternative to having to use pen and paper. On his pencils and crayons are supports so he can grip them with greater ease.

And if this classroom space becomes too loud for Matt or the work that is being covered is not at his level, then his facilitator can take him for a walk to other parts of the school.
To the quiet library where two cheeky rats live.
Or to the audio-visual room where he can do interactive learning with a huge screen or do his work in a less sensory rich space.
Or to the school entrance where there are engaging activities for all the children who need some alone time away from the hustle and bustle of their classmates, as well as a big fish tank which is sensory soothing.
Or outside to the animal quad where he can engage with the healing world of animals: the rabbits, ducks and birds.
Or to the Learning Support Co-ordinator's office which is like a toy store filled with loads of Occupational Therapy inspired activities.
Or outside in the playground where there he can draw with chalk on the pavement or do other movement related learning.

In fact, for Matt, the whole school is his classroom.

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Blog posts in this series:
Introduction - for more on why I am doing this series on how inclusion can work in real life
# 1 Leadership with Vision
# 2 A Flexible System with Creative Solutions
# 3 Learning Support Co-ordinator
# 4 The Facilitator

Primary School Inclusion: The Nuts and Bolts #4

#4 The Facilitator

Matt's most tangible form of support is that of Sheila, his facilitator. She is there to greet him first thing in the morning, stays with him through out the day until I arrive to fetch him.

I see her role as a marvellous balancing act....

between supporting Matt to engage in classroom activities and learning, whilst not doing anything for him...

between helping Matt socialise with the other children, whilst knowing when to take a step back so her presence doesn't become a stumbling block to Matt making friends...

between not limiting Matt's experience by allowing him a chance to try what the other children are doing, whilst not setting him up for failure and feeling like he can't keep up...

between coaching Matt how to connect with the children more appropriately, whilst allowing Matt to be himself and explaining his reactions to the other children so they too accept him for how he is...

It is also a bit of a balancing act for us parents. We are officially her employer as we contract and pay her, yet she spends all her work time in the school environment and needs to be accountable to school to a large degree. Decisions we make between us and her thus also need to be checked out with the school. The school also has to hold a balance between having the facilitators who are not official staff members, yet they work alongside the staff every day supporting the staff in what they do.

Our journey with Sheila started last year when the school recommended her to us as a potential facilitator. This being a learning curve for us, we weren't 100% sure what to look for a facilitator. It is a confusing journey for a parent, because there's no standardised qualification or process of finding a facilitator. Further you are not just finding an employee but someone who has to bond with your child. This adds an emotional aspect to an already tricky decision.

After deciding that we would hire Sheila she met with Matt at his previous school, chatted to his then teacher, and also came to spend some time with Matt during the school holidays. Sheila was thus a familiar person to Matt on his first day at his new school. It has reassuring to me to see how much Matt has connected with Sheila, and continues to do so. Every morning his face lights up when he sees her and he runs to hug her.

Sheila receives guidance and support from the Learning Support Co-ordinator, his educator and myself on how to engage with Matt. We are all trying to figure out how to support Matt in this school environment so there is much trial and error. We rely on Sheila giving feedback as to what seems to work and what doesn't so we can make changes. It is a good thing that her confidence is not undermined by this lack of certainty and the need for a high level of adaptability. To make this all work we rely heavily on good and regular communication - most days Sheila gives me verbal feedback on how Matt is coping, as well as completing a short, written description of what activities were completed that day.

Inclusion is not about somehow making Matt "ready for school", and able to complete some minimum tasks so that he can "fit" into the institution. Rather it is about understanding what support Matt needs so he can participate in school as he is. Sheila provides this vital support to Matt so he can successfully belong, participate, learn and be happy at his school, just as he is.

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In South Africa there is no official qualification for a facilitator. It could be a retired teacher, or a student, or someone who has a real heart for children and is willing to learn. Sometimes schools help parents find a facilitator, other times it is up to the parents. We know of a psychologist who trains facilitators and has started a web-based "notice board" where parents can advertise for facilitators. Check out LeftNetwork to find a facilitator and to learn more about training of facilitators.

For examples of a Facilitator's employment contract and job duties please feel free to contact us.

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Blog posts in this series:
Introduction - for more on why I am doing this series on how inclusion can work in real life
# 1 Leadership with Vision
# 2 A Flexible System with Creative Solutions
# 3 Learning Support Co-ordinator
# 5 The Classroom

Primary School Inclusion: The Nuts and Bolts #3

#3 Learning Support Co-ordinator

You know that centre part of the bicycle wheel that holds all the spokes in place and somehow connects the wheel itself to the bicycle. Well,  I'm not sure what the name is for that 'thingamajig' is but that is what the Learning Support Co-ordinator is to Pinelands North Primary School in terms of making inclusive education a reality.

Rose-Anne Reynolds currently fulfils this role with much passion, a wealth of knowledge and a firm and feisty belief that no child is to be labelled as "special needs" (with the implication the other kids are normal and this child not). Rather she holds that all children have needs which are reflected in different ways and at different times of their school careers. And the school aims to support each child with their particular needs. But more on that later in a later post.

Rose-Anne is a qualified educator, but doesn't teach a class of her own. Rather she supports the educators in the school by working with them to find creative and unique solutions to support the various children in their classrooms. This means meeting with parents, connecting with the children, linking with the educators, networking with therapists, and mentoring facilitators so that these creative solutions are found, agreed upon and implemented. And I'm certain she probably does a whole lot more than this!

Our experience has been that she meets with me every two weeks to chat through how Matt is coping. She gives me feedback from his facilitator and educator. She listens to my concerns and recommendations. I also give her feedback from Matt's Occupational Therapist and Speech Therapist. Together we work out what could work for Matt. Sometimes the solutions are easy, other times it means setting up a meeting with others in the school system. She then communicates what has been discussed to the various people in Matt's life at the school. She also has played a major and continuous role in supporting, training and mentoring Matt's facilitator.

From my observation, this role of a Learning Support Co-ordinator relieves much of the potential chaos that educators could experience when having children with diverse needs in one classroom. In fact, I would go as far as to say, that without such a person, the inclusiveness and flexibility of the school system would not be possible.

Remember that this school is a government (public) school with modest school fees - from my understanding there have been creative ways to fund and establish this position of a Learning Support Co-ordinator. For details on how that was done, please chat to Ann Morton, principal of Pinelands North Primary School.

UPDATE: Check out Rose-Anne's blog for some inspiring thoughts on education and inclusion...all from a perspective of an educator.
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Blog posts in this series:
Introduction - for more on why I am doing this series on how inclusion can work in real life
# 1 Leadership with Vision
# 2 A Flexible System with Creative Solutions
# 4 The Facilitator
# 5 The Classroom

Primary School Inclusion: The Nuts and Bolts #2

A Flexible System with Creative Solutions

There is no one ingredient for success when it comes to inclusion, but I've noticed that inclusion is an authentic reality at Pinelands North Primary School because system itself is inclusive and flexible.

This is what I have observed at Matt's school (though I am not sure how it all works yet):
There is a system, it is not just chaos. Yet the system somehow has an in-built flexibility that means that there is a LOT of room for adaptation when it comes to each child's needs. The leadership of the school has created a system that doesn't require each child (or teacher or parent) to be the same or to function with uniformity. You'd think this would lead to anarchy, but it doesn't. Rather there is a strong sense of flow and unity. This flexibility seems to allow for the creation of unique solutions of support to children, and it allows for these to be tried and implemented without too much stress to any part of the system or on any person.

Now you might think talking about systems is rather boring. But I have come to understand that the system - the way things are run, the rules, the expectations - can almost become a being unto itself , a monstrous machine, which can actually squash individual good intentions as well as tangible action steps towards inclusion.

I have seen that the value of inclusion is not just added onto the system of the school but rather the value of inclusion has been intentionally built into the system itself. Now how that took place, and what steps are needed to make it happen in another school, that you will have to ask Ann Morton, the principal of Pinelands North Primary School. I hope to hear the story of this one day, because I am sure it is fascinating. But for now I have come appreciate this school system that really doesn't see my precious Matt as an "add-on" but works towards his integration as much as every child who attends the school.

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Blog posts in this series:
Introduction - for more on why I am doing this series on how inclusion can work in real life
# 1 Leadership with Vision
# 2 Learning Support Co-ordinator
# 4 The Facilitator
# 5 The Classroom

Primary School Inclusion: The Nuts and Bolts #1

#1 Leadership with Vision

From the first time I met Ann Morton, the principal of Pinelands North Primary School, I could see that pursuing inclusive education in her school was not just 'a thing that she did', but it was a core value to her as a individual. And inclusion, for her, is not just about children with special needs, it is about embracing, celebrating and actively engaging with cultural, racial, gender, learning needs and economic diversity. Something deep in her soul is convinced that all children benefit from "doing school" alongside those who are different to them. I remember my first meeting with her and watching her eyes light with fire when she talked about a school system and environment that recognises each child as an individual and works towards each child's unique educational progress. These were not just words...these seemed to be the air that she breathed.

Ann's passion and vision has, over the years, has been translated into the various layers of school leadership and worked into the cogs that keep the school turning. More about that in a future post.

In my search for a school that was open to including Matt I knew that reading websites, year books, and pamphlets was not enough. I knew that I had to actually look into the eyes of the principal to see what their heart and values were when they heard about Matt and when they talked about how they could include him. I intuitively felt that successful inclusive education is largely determined by leadership, and after meeting Ann, I am now certain of this.

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Blog posts in this series:
Introduction - for more on why I am doing this series on how inclusion can work in real life
# 2 A Flexible System with Creative Solutions
# 3 The Learning Support Co-ordinator
# 4 The Facilitator
# 5 The Classroom

Primary School Inclusion: The Nuts and Bolts #Introduction

For a long time we have read about inclusive education and the benefits. Lloyd and I agreed with the principles of it so much so that we moved house and suburbs to live near a school that was pursuing it. But the practicalities of how it worked out in the primary school classroom were not clear in our heads, and it has only been this year - as we are seeing it in action that we can see how it works. And to our relief that it does indeed work.

So I thought I would share some of our experience of the day to day realities of inclusion in a series of blog posts. I know in Matt's early years if I had known what I know now, I would have been a whole lot less stressed about his education. Hopefully this can inform some other parents out there who are having to make the choice between special needs schooling and inclusion in a mainstream setting. And maybe even inspire other educators and schools that it is really possible!

I acknowledge that I will be writing about ONE experience - that is our own, with our unique Matt, at a particular school here in Cape Town. This is not a recipe for all - rather inclusion will and should look different in different schools and for different children. I also realise, certainly in other parts of South Africa, due to lack of resources and leadership commitment, there may not be schools like this available. So it is not a given that all can access this type of inclusion. However my deep desire is that our sharing might spark hope for parents to pursue something like this, to ask of their local schools to start thinking differently, and to inspire educators that inclusion is indeed possible.

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Blog posts in this series:
# 1 Leadership with Vision
# 2 A Flexible System with Creative Solutions
# 3 The Learning Support Co-ordinator
# 4 The Facilitator
# 5 The Classroom

Good Inclusion links

Here are two links that I have come across that I don't want to lose track of.

First is a moving, inspiring, and heart-warming speech by a mother who  shares why she is passionate about Inclusion for her son

And here is a great article written by a teacher who worked with children who have special needs in a setting where these children were educated in a separate classroom within a mainstream school...she shares some really useful perspectives on why Inclusion should be pursued...

Here are some of my favourite quotes from her article

"We have absolutely no way to know what a child will or will not be able to learn, and so the best we can do is assume competence and provide supports and accommodations that respond to the learner’s needs. Not parallel curriculum! Not different goals! Our professional obligation is to give all children full-time access to the general education curriculum (social and academic) via class membership that is valued."

"Belonging is a prerequisite for learning, and without a sense of belonging, learning is difficult."