How I learned the importance of presuming competence in all learners by making a huge professional mistake, and what I have been thinking about since then.
The team is everything. Whether it is a family team working together to care for a cat, or an educational team working together to educate a child, the team makes things work (or not).
The commitment to include Sam in this classroom is solid. No one is waiting for "evidence" of his intelligence. Everyone believes in him, and everyone takes responsibility for figuring out communication supports.
I learned that differentiation means that adults do whatever it takes to make the instruction, assessment, and environment different in some way—different in just the perfect way—for every child, so that all children can learn.
My students had so many IEP goals to work on that the first grade curriculum seemed almost like dessert—we could have it; but we had to eat the special education vegetables first.
Is there a line? Are there really some kids that can learn, and some kids that cannot? Of course not! We know ALL children can learn.
Much attention is focused on inclusion from the perspective of parents, educators, and students with disabilities. This provocative blog post speaks to the heart of the matter from the perspective of an 11-year-old classmate.