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
- About the Forms
- About the Authors
- Foreword
- Preface
- Acknowledgments
- Chapters:
- 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
- Providing Behavioral Supports
- References
- Index
About the Authors
Julie Causton, Ph.D.
Julie Causton is an expert in creating inclusive schools. She is an Associate Professor in the Inclusive and Special Education Program, Department of Teaching and Leadership, Syracuse University. Her published works have appeared in journals such as Behavioral Disorders, Exceptional Children, and others. Julie works with families, schools, and districts to create truly inclusive environments.
Chelsea P. Tracy-Bronson, M.A.
Chelsea Tracy-Bronson is a former elementary educator. She focuses on bringing inclusive educational opportunities to all. She is in the special education doctorate program at Syracuse University and specializes in inclusive school reform and special education leadership.
Rethinking Students
This chapter introduces the concept of rethinking students, which entails understanding them through their strengths and using age-appropriate, person-first language.
Student Descriptions
Shawntell Strully is a 22-year-old attending classes at Colorado State University. Her two descriptions reveal different perspectives: one from her parents emphasizing her interests and capabilities, and one from her teachers focusing on her impairments. It's crucial to understand students through their strengths, not just their limitations.
Begin with Strengths
Consider how your perceptions of a student can impact your support. For instance, Ben, an OT, described Tyler with both strengths and challenges, and upon reevaluation, was able to provide a more positive and accurate description.
Table 5.1. Turning lead into gold
| A child who is judged to be | Can also be considered |
|---|---|
| Learning disabled | Learning differently |
| Hyperactive | Kinesthetic |
| Impulsive | Spontaneous |
| ADD/ADHD | A bodily kinesthetic learner |
| Dyslexic | A spatial learner |
| Aggressive | Assertive |
| Plodding | Thorough |
| Lazy | Relaxed |
| Immature | Late blooming |
| Phobic | Cautious |
| Scattered | Divergent |
| Daydreaming | Imaginative |
| Irritable | Sensitive |
| Perseverative | Persistent |
Presume Competence
Assuming that students are competent affects their educational experiences. For example, Sue Rubin, who has autism, was underestimated until she acquired a communication method, showcasing her intelligence.
Figure 5.1. Strategies for Presuming Competence
- Examine your attitude.
- Use age-appropriate talk.
- Support communication.
- Teach peers and others to interpret potentially confusing behavior.
Person-First Language
Respectful language when describing individuals with disabilities emphasizes the person before the disability. For example, say "a student who communicates with her eyes" instead of "is nonverbal."
Table 5.3. Examples of Person-First Language
| Say | Instructions |
|---|---|
| People with disabilities | Avoid labeling individuals by their disabilities. |
| People without disabilities | See them as typical individuals. |
| Ella, the fourth-grade student | Identify them by their role, not their disability. |
A Credo for Support
- Do not see my disability as a problem.
- Support me; I can contribute in my own way.
- Listen respectfully and avoid judgment.
Conclusion
Disability labels should not define individuals. Children with disabilities have unique potential and should be treated with dignity and respect.