causton presuming competence.pdf
The Occupational Therapist’s Handbook for Inclusive School Practices
by Julie Causton, Ph.D. Syracuse University and Chelsea P. Tracy-Bronson, M.A. Syracuse University
Contents
- The Occupational Therapist
- Special Education
- Inclusive Education
- Collaborating with Others: Working within a Team
- Rethinking Students: Presuming Competence
- Providing Social Supports: Standing Back
- Providing Academic Supports
Appendix Useful Web Sites and Resources for Assistive Technology
About the Authors
Julie Causton, Ph.D.
Julie Causton is an expert in creating and maintaining inclusive schools. She is Associate Professor in the Inclusive and Special Education Program, Department of Teaching and Leadership, Syracuse University. Her published works have appeared in several journals. She co-directs a summer leadership institute focusing on issues of equity and inclusion as well as a school reform project called Schools of Promise.
Chelsea P. Tracy-Bronson, M.A.
Chelsea Tracy-Bronson is a former elementary educator focused on inclusive educational opportunities. She is in the special education doctorate program at Syracuse University and works with schools to redesign services for inclusive education.
Rethinking Students
This chapter introduces the concept of rethinking students. Rethinking a student entails getting to know the student and then reflecting on how you see, treat, provide services to, and work with him or her.
Student Descriptions
Shawntell Strully is a 22-year-old who lives in her own home with roommates, attends classes at Colorado State University, and has a wide range of interests. Her description varies significantly depending on the perspective of those describing her.
Begin with Strengths
Educators should focus on student strengths and perspectives rather than impairments. A positive mindset allows for better support and understanding.
| A child who is judged to be | Can also be considered |
|---|---|
| Learning disabled | Learning differently |
| Hyperactive | Kinesthetic |
| Impulsive | Spontaneous |
| Dyslexic | A spatial learner |
| Aggressive | Assertive |
| Immature | Late blooming |
Presume Competence
In the school setting, assumptions about students can affect their education. It’s crucial to presume every student is competent and capable of learning.
Age-Appropriate Language
Tailoring communication to be age-appropriate is essential when interacting with students with disabilities.
Person-First Language
Using person-first language shifts focus from disability to individuality, emphasizing respect and equal treatment toward people with disabilities.
Guidelines for Person-First Language
| Say | Instructions |
|---|---|
| People with disabilities | Avoid labeling people by their disabilities. |
| Communicates with her eyes | Do not define them based on their impairment. |
| Uses a wheelchair | Use person-first language. |
Conclusion
Children with disabilities are unique individuals with unlimited potential. Effective communication and respectful language promote dignity and support inclusive practices in education.