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
Appendix Book Club Books, Articles, and Self-Care Books
About the Authors
Julie Causton, Ph.D.
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. Her published works have appeared in such journals as Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, International Journal of Inclusive Education, Journal of Research in Childhood Education, Studies in Art Education, and TEACHING Exceptional Children.
Chelsea P. Tracy-Bronson, M.A.
A former elementary educator who has focused her career on bringing inclusive educational opportunities to all. She works with districts and schools to redesign services to create inclusive special education and related services provision. Her research and professional interests include inclusive school reform, special education leadership, curriculum design that allows access for all, differentiating instruction, and educational technology.
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, volunteers on campus, travels during spring break, gets around in her own car, has her own interests, and speaks out on issues of concern to her.
These different descriptions of Shawntell come from her parents and her teachers. Her parents' perspective highlights her interests, gifts, and talents, while her teachers' descriptions reflect a more clinical understanding focused on her impairments.
Begin with Strengths
Your beliefs about a student will affect how you support and work with that student. Consider what you can learn by looking at the child through the lens of his or her strengths.
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 |
Presume Competence
In the school setting, assumptions about students can affect their education. The concept of the least dangerous assumption states that in the absence of absolute evidence, it is essential to presume that every student is competent or capable.
Age-Appropriate Language
Oftentimes, people speak down to individuals with disabilities due to assumptions about their developmental levels. It is essential that communication with students is respectful and age-appropriate.
Person-First Language
When describing individuals with disabilities, it is important to use person-first language which respects their dignity. For example, instead of saying "the autistic boy," one would say "the boy with autism."
A Credo for Support
- Do not see my disability as the problem. Recognize that my disability is an attribute.
- Support me. I can make my contribution to the community in my own way.
- Do not try to fix me because I am not broken.
Conclusion
Disability labels are not accurate descriptors of people. Children who have disabilities are unique individuals with unlimited potential, just like everyone else.