Showing posts from February, 2011

Monday's Motivation: Work-Life Balance Ted Talk

Friday Five: Five Quotes That Made Me Think This Week

“We can’t solve problems by using the same kind of thinking we used when we created them.”
~ Albert Einstein ~

"Inclusion is when you don't have to think about accessibility and accomodations.  They are already there!"
~ unknown source ~

"Integration and Inclusion are not the same, although they are very closely linked. Integration sets out to ensure that the immigrant fits in, speaks the language, obeys the law, works, pays taxes and votes. Inclusion goes a step further, where the immigrant is an active partner in shaping and changing institutions and society. Think of one as participation, the other as ownership. In integration, the onus is for the greater part on the immigrant. Whilst integration asks a great deal of the migrant, inclusion asks the host society to change and shift. Neither integration nor inclusion can happen accidentally or wishfully, they require the discipline of intentions, instruments and investments."  ~…

Wednesday's Weekly Comments: February 2-8, 2011

Prescriptive vs Personalized on the blog For the Love of Learning: An old post from this blog but linked in to what I had been blogging about in regards to medical and social models of disability.

When Compromises Mean Defending the Indefensible, It's Time to Embrace Our Idealism on the blog Cooperative Catalyst:  Great reminded to keep going and not doubt the idealist view I have of inclusion.

Monday's Motivation: The 3 A's of Awesome :)

The SCERTS Model

This is a workshop that I recently attended...

The SCERTS Model is a comprehensive educational approach for children with Austism Spectrum Disorder.  The focus of the model is to address the core challenges that children on the spectrum will experience (social communication, emotional regulation and transactional supports).  The model is driven by ensuring that a team is in place and the needs of the individual and the family are being supported.  Behaviours are seen as a result of lagging skills and the way to deal with behaviours is by ensuring the proper supports and learning opportunties are in place.  If behaviours continue you look to see what additional supports may be needed or what additional skills need to be taught.  This model is almost a formalization of what I have been focusing on in my classroom for years now and I was very affirmed while attending this workhop.  I know this is horrible but my biggest take away from this workshop is related to how hard it is to sit and …

Medical vs Social Models of Disability

I was reading the blog Accessibility NZ this morning and stubled across this great little chart that compares the social and medical model of disability. A lot of the Alberta Education Setting the Direction material refers to the concept of moving away from a "Medical Model of Disability" but there seems to be little definition in this material around what this means. I think most people do have an idea of what it means but finding a nice simple chart that explains it is always kind of a bonus. Here is the chart:

Comparing Social and Medical Models of Disability
Source: ModelSocial ModelDisability is abnormal. Disability is different. Having a disability is negative. Having a disability is neutral. Disability is found in the individual. Disability is found in the interaction between the individual and a non-accessible society. Cure or the individual's normalisation is the way to fix the "…