Writing checklists for one, some, or all - Today’s idea is a post I created on my professional blog, PaulaKluth.com, for Autism Awareness Month last year. I initially used this writing checklist ide...
1 hour ago
Exploring meaningful pathways to inclusive and personalized learning for students with complex learning differences and disabilities because education should prepare all students for a lifetime of learning.
Spending the day making New Year's resolutions for other people, because I know what they need to work on.
— Just Bill (@WilliamAder) December 27, 2013
@WilliamAder @TechmoRachel LOL. All these years I have been doing it wrong ;)
— Monica Braat (@mom2mikey) December 29, 2013
Much of what we are trying to do through this process is rooted in person centered planning approaches. One of the key elements of this approach is to foster the skills and conditions necessary for students to develop self-determination and self-advocacy skills so that they will be able to live self-directed adult lives. This means making a distinction between aiming for "independence" and aiming for "autonomy" and ensuring that awareness guides the work that we do. Independent task completion is meaningless if you don't have a voice in your life.“Inclusion is not a place; instead it is a lifestyle in which a person is an active participant in his or her life, rather than a passive observer and recipient of decisions someone else has made. To this end, inclusion promotes quality of life by (a) empowering individuals to have control over their own lives, (b) providing individuals with the opportunity to select the lives of their choosing, and (c) conferring individuals with the sociopolitical power to defend their choices. Thus, in sum, the conceptual basis of inclusion is to create a life that is both satisfying and successful for a person with a disability.”
#Autism - Fact is the majority of those with Autism are not able to advocate for themselves. Your voice is required.
— TannersDad Tim (@TannersDad) December 30, 2013
"We cannot solve our problems with the same thinking we used when we created them." (Albert Einstein)When we think about educating students with complex needs (any students, actually), we often fall back on a curriculum-driven perspective. This keeps us stuck in believing that we need a duo-track system to serve the needs of students who just fit too far out of the bounds of how we currently deliver and assess curriculum.