An Included Life

Contents   

  • Understanding the basics .
    • Which way is up?  
    • The fallacy of special needs ..
    • What is a disability? .
    • Getting the priorities right
    • Getting started on building a vision
    • Historical and current realities
  • Maximising development
    • Expectations
    • Achieving the impossible
    • Normal development and how to work for it
    • Relevant skills
    • A bit about the brain and how it works
    • Key elements in teaching
    • Teaching concepts and academic skills
    • Appendix: Reading
  • Positively managing difficult behaviour
    • Some important assumptions
    • Needs
    • Common life experiences and their impact
    • Glasser’s classification of needs
    • Determining needs
    • Meeting needs
    • Reducing environmental stress
    • Building skills needed to manage in the environment
    • What is the purpose of the behaviour?
    • What influences behaviour
    • Getting organised to change behaviour .
    • Building self-control
    • Some steps to building self-control
  • Why inclusion?
    • Reasons for choosing inclusion
    • What is inclusion?
    • Research findings
    • Inclusion in the SAME lesson – Curricular inclusion
    • Big Ideas
    • Universal design for learning (UDL)
    • Peer tutoring
    • Relationships
    • The circle of friends
    • Be careful what you wish for…….
  • Choosing a school
    • Segregated education or inclusion?
      • Segregated education
      • Inclusive education
      • Educational Support Unit or Centre – best of both worlds?
      • Home education .
    • Using the vision as a guide
    • Considerations in choosing a school
      • Atmosphere
      • Proximity
      • Siblings
      • The skill.
  • Preparing for school and transitions
    • Preparing for school entry
    • Preparing for transitions to the next class .
    • Preparing for transition to high school
    • Preparing for transitions to work
      • Organising the first job
      • Starting a business?
  • Working with schools
    • Building relationships
      • Looking from the perspective of the teacher and school
      • Great potential allies – other parents
      • Things to avoid.
    • Using goals and the planning process to change the mindset
      • Setting goals
      • Getting the big goals right .
    • Getting the most out of school planning meetings (IEP)
      • Preparing for the IEP Meeting
  • The advocate’s kitbag
    • Getting organised .
    • Who are you?
    • Big fish and little fish
    • Human nature
    • Gender issues
    • Planning ahead
    • Meetings
      • Useful strategies for meetings .
      • Balancing the power
      • The importance of written communication
      • The power of positive follow-up
    • Longer Term strategies
      • Looking for pressure points and using them
      • The 90:10 ratio
    • If it all goes wrong
      • The law and its limitations
      • United Nations Convention on the Rights of People with Disability (CRPD)
      • Limitations of the law as a process for change.
    • How long to fix it?
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