[eae Cub , On oud flbucha Year (Caper, tet fas Assisting Bill mae in Our School fo By: Sarah Hocking nye Course 605-005 U5" 07-19-2014 In an effort to help create more inclusive opportunities for Bill I will be meeting with the Elementary staff, including the regular classroom teachers, teacher aids, our Speech teachef, Occuational ‘Therapist, Physical Tkérapist, Child Psychologist, Director of Special Education, the Elementary Special Education teacher, and Elementary Principal. As a team we will be creating an Cae A el a jymertin bale Before I hold a meeting to discuss bettering Bill's experience in our Elementary School I will be which Bill can thrive in, both academically and socially. exploring hs abilities, tmitations,aniterests/In oder to yuecessflly explore hls eppabiliies reake hiss Key ar Bit |w parents (or 8). Speaking witl nd his parents eee Yb peers 4 ot Shane directly will give me a more vivid picture of his abilities, Who knows him better than the people who on tlars WWterett ~ Sere$ as take care of him every day of his life? After speakifig with them and observing Bill, | would talk with in order to gain their insights in his learning eq y, Star bss, on the Wckers believe it is important to raise awareness about disabilities to our students, staff, and parents in the ‘would spend some time with him and his teachers and district, To raise this awareness I would ask Bill's parents to come in speak to staff and students after showing a series of five short videos found on the Wisconsin Transition Improvement Grant website entitled “Going to Work.” These videos interview several Wisconsin residents of varying ages about their disabilities and careers, as well as how they advocate for themselves. This could be done as a large assembly or in individual classrooms, which ever they are most comfortable with. In an effort to raise awareness with other parents I would like to set up some type of evening event. This could again be with Bill's parents as ie Lag iters and As = a wt he ee ae as a Wi ee show ooo Tape as «dal arsenable parents the sm ci i i face put ae able b ovgrcome in sviarness and tefaint abort himselfsupport. During the parent presentation I would also talk to parents about the Wiscori$in Transition tation (DVR), and other sources they have available to them if their child, or anyone they knows' child, has a disability with Improvement Grant, their website, Department of Vocational Rehabi imitations. I would also like to present this information to parents who may be able to connect and use such information for themselves in the ae but are eC F it. Mech Vou voedk clapton cE Con tol Cabal Palsy you Com our hey youl offen Senko Presenter de ss ae tte caf jer meeting and discussing with Bill's parents i educators I a found the barriers that Bill could possibly face in the classroom could be mobility, ability for other to understand him, and fine motor skill tasks. Mobility is a barrier because of Bill's difficulty in using stairs and walking long distances. In our building we have many staircaS€&, but also an elevator. Because Bill has the ability to walk and climb staircases I do think it's im to do those things. However I know that these tasks ree can be very tiring and painful for him so I propose utilizing the ability to t8¢ the elevator at times. Bill important for is working with the Speech and Langa instructor to learn how to better communicate with others. Because of this I think it is important to utilize instruments in the classroom that could help him in his communications with others. I would like to see Bill using’n Pabst egassroom to communicate using specific apps tat will allow him to communicate more easly Finding = tas oul —aOrrereo ee ye covers i prggess of trial and eliminatiog to find what works best for Bill, I would also fee decuss a jeSa A aundounT vfth o Sees deuice ar 4e 1S Posty of using, ‘Naturglly Speaking device for Bill with the Speech and Language adely sm) th Kiews corfer 6 teaclfér and Occupatiogal and Physical Therapists (OT/PT). Finally, I would like to see Bill using tools to help him with hit ting with others in order to ask for assistance with tasks he is unable to preform such as , tying shoes, and possibly picking up things he has dropped. I also believe that it could be beneficial to have a text-to-s DC device for wae to use for reading in and out of the classroom, such as ry ward Ge we ety Gut te Syraheys, a. we Cs/ated) =f td finally rerbe.‘Kurzweil 3000 or WYNN-READER, ‘The final piece of creating an inclusive environment for Bill would be to include him in clubs, activities, and possibly Sports after school with his classmates. After speaking Bill and his parents about his interests I decided to do a bit of research and came across a website that would be beneficial in creating these types of interactions between Bill and his peers. The website I found is called cerebalpalsy.org and is part of the My Child Mission. Among plenty of other resources, I came across an article titled Adaptive Sports in the Public School-System. In a more urban district this could be something that Bill would be excited and able to participate in. Because Bill is interested in communicating with other and public speaking I beli ievé Foren: vould be a good fit for him. Bging part of the schools Forensics are Sugnesfion ) team would allow Bill to show his strengths in con{mthicating as well as create relationships with his peers that could carry through tp the classroom and outside interactions. Seo off, Ve, S7ilbet cougci? I have enjoyed getting to know Bill and his family to create an inclusive environment that will accent Bill's strengths and help him in his weaknesses. The largest part of Bill's plan is to make others in our district aware of disabilities in our school and how those differences may limit students’ ability to do what all the other students do, but does not make them any less of @ person. Bill is a student that is very independent in the way that he wants to do things that will help him provide for himself. He is not the type of child who depends on, or wants, help with everything. Although fine motor skills seem to be his greatest barrier he has learned to ask for assistance in appropriate and polite ways. Bill Porter has, proved to be, and will continue to be, and important piece to this school district and in any activity or organizations he is part of —‘VITERBO Viterbo University — Inclusion Course Grading Rubric - individual assignment - The Bill Porter Plan ‘Grading Criteria Poor i] | Below Average @) | Average (G) | Good ) | exeatient (5) Disability Tacks dear plant Lacks cleor planta | Contains basic —| Contains detaled | Contains detaled learn about ails | team aboucBi's | plantateam | plantoleam | planto earn eS disability andiscks | disability oclacks | about ais about a's bout Bills ‘dear pinto clear lanto provide | disabiityand | cisabty and | disabiley and provide disability | disability awareness | provide dsabity | provide dsaiiey. | provide deabity awareness educationto other. | awareness awareness awareness education to educatonto | educatonto | edueatonto other. thers. 2 others. 3 others. 4 ‘education ‘education education — ele eee ee — consulted. consulted. consulted. nae Toarrer noted | 2barersnoted. AC | Sbarrers noted | 4 barers noted, [5 ormore Fewer than least Atleast Atleast barriers noted Accommodations, | sccommodatons, | accommodations, | accommodations, | accommodations, | Atleast 7 Modifications & modifications or | modifications or ‘modifications or | modifications or | accommodations, | inevensions Incerventions. tak | interventions. Vague | interventions. | interventions. | modifications o: afeannection | connection berween | adequate Strong connection | interventions between sis | sifsdeficts and | connection betwaensit's | Detsies dlefcks and inclsionstrateyies | between its | deficksand | connection inclusion strategies. detcts and incision between ais score ~D (5) inclusion srategies, defies and strategies inchson Containsatieast | Contains atleast] Contains leat ‘Social Interaction & | lads aearplanto | lacks dear targetsocal | targetsoeat alantotoet | Iplantatareet | 2planstorarget Ee oucaay Imeraton and | nteraton oracts | scintegaton | sca teaaton | socal eyaion Activities lacksplnto | santoenmagein | andaslanto | and plansto. | anda engagein trocar | engagein atleast | engage nat least | engage nat east S aracurreular | sctivtes emvacirievr | Zeracuriclr | Sestracurclar soe! activities. activity. activities. activities. Outside Agencies / | Noowise Touisdeageray | 2 outside ences | 3 outage Sor more onde ; agenclesientfed | identified. identified. agencies aeences Sao eeors identifies identifies seore F_ (5) erate Grammar) Theassanmenthar | Tressagmenthas | Teascanment | Theasigamen | Theassennent ; somenvbos | manybesc grammar | has afew major | hasfew major” | has nomajor Punctuation grammar errors: ‘and punctuation errors and ‘errors. There grammatical and srepuncwation | errs but the multiple minor | maybe mutinle | punctuation troretatie | meanings tro butaimost | minorerorsas | eros andwery— annetbe easly | somewnat ear. | allsentences are. | longasthey do | few minor eros sncerstooe Garand notintertere with | Any minor errors understandable. | understanding. | domatitertere 5 withthe ae (5) understanding of the assignment, Torascore | “men © Savah- ae a ou af Vitek 7A LISTE wepcife 7 feraurces To Su Bin intusite Pr Gl, + UK y' sor (dea Pa, ‘fad as ts Mane: hoteliene 2 BYtrom/t x ks hen +S hg if cxf le os Sforb oat” 2 Bk, B85 Hess off