phb-speechlanguage-book.indb
The Speech-Language Pathologist’s Handbook
for Inclusive School Practices
by Julie Causton, Ph.D. Syracuse University and Chelsea P. Tracy-Bronson, M.A. Syracuse University
About the Authors
Julie Causton, Ph.D.
Julie Causton is an expert in creating and maintaining inclusive schools. She is an Associate Professor in the Inclusive and Special Education Program, Department of Teaching and Leadership, Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration. Her published works have appeared in various journals. Julie also works with families, schools, and districts directly to help create truly inclusive schools.
Chelsea P. Tracy-Bronson, M.A.
Chelsea P. Tracy-Bronson is a former elementary educator who has focused her career on bringing inclusive educational opportunities to all. She is a graduate of Teachers College at Columbia University and is in the special education doctorate program at Syracuse University. Her research interests include inclusive school reform and educational technology.
Rethinking Students
Presuming Competence
This chapter introduces the concept of rethinking students. Rethinking a student entails getting to know about the student and reflecting on how you see, treat, provide services to, and work with him or her. It discusses describing students through their strengths and multiple intelligences.
Student Descriptions
Shawntell Strully is a 22-year-old who lives in her own home with roommates and attends classes at Colorado State University. She volunteers on campus and has a boyfriend. Two different descriptions of Shawntell illustrate how perspectives can greatly affect understanding. One description focuses on her impairments while the other highlights her abilities.
Table 5.1. Examples of person-first language
| Say | Instead of | Because |
|---|---|---|
| People with disabilities | The disabled or handicapped | Emphasize the person. |
| Ella, the fourth-grade student | Ella, the student with Down syndrome | Omit the label whenever possible. |
| Needs a magnifier, laptop, or cane | Problems with vision; cannot write or walk | Focus on needs, not problems. |
Begin with Strengths
The beliefs educators hold about their students can greatly influence how they support them. By reframing their perceptions positively, teachers can create opportunities for growth.
Multiple Intelligences
Howard Gardner proposed the theory of multiple intelligences, suggesting that everyone has different strengths:
| Intelligence | Which means | So support using |
|---|---|---|
| Verbal/linguistic | Good with words | Jokes, speeches, readings |
| Logical/mathematical | Preference for reasoning | Mazes, puzzles, games |
| Spatial | Ability to create mental images | Mosaics, drawings, models |
| Bodily-kinesthetic | Knowledge of body movement | Role-playing, sports |
| Musical | Recognizes tonal patterns | Performances, songs |
| Interpersonal | Good with interactions | Group projects, conversations |
| Intrapersonal | Reflective and aware | Journals, meditation |
| Naturalistic | Knowledge of the outside world | Field trips, nature walks |
Presume Competence
Educators should presume that every student is competent or capable. The concept of the "least dangerous assumption" suggests that educators should assume a student's ability to learn in the absence of absolute evidence to the contrary.