We got together with his paraprofessional and his Special Ed teacher at the door. I truly like them, I have a good feeling that they are the perfect match for Tommy. I immediately realized they are encouraging "INDEPENDENCE" on Tommy since the first day. I love it! Because I push for that at home. I truly like the fact that his Special Ed teacher's specialty is teaching kids with Autism –Autism is what truly is affecting Tommy. I like the kindergarten routine because they incorporate "HOUSEKEEPING," which I am also working on it at home with the boys. His regular Kindergarten teacher is very friendly and treats him equal as any other kindergarten. They strongly focus on inclusion, which research are saying that kids with special needs who are included do better in the long wrong than kids that are segregated. Because it is a small school district everybody knows each other and there is a sense of a very friendly and welcoming school community, including other parents and older students.
"A number of studies over the years have reported the various benefits of inclusive education. In 1996, the National Down Syndrome Society published a research report on the inclusion of children with Down syndrome in general education classes. After analyzing and comparing extensive parent and teacher questionnaires, this study found that with proper support and adequate communication between parents, teachers and professionals, inclusion is a favorable educational placement for children with Down syndrome. The study also found that the learning characteristics of students with special needs were more similar to their non-disabled peers than they were different. Moreover, teachers reported positive experiences with students with Down syndrome. They described their students as eager to learn, especially when encouraged, and reported personal satisfaction in terms of their professional achievements.
Literature documenting successful inclusion practices is significant and growing. An analysis by Baker, Wang and Walberg in 1994 concluded that "special-needs students educated in regular classes do better academically and socially than comparable students in non-inclusive settings." Research also found inclusion was not detrimental to students without disabilities..."Click here to read the entire article.
Based on my experience on raising Tommy and my study about his development, what he needs is "inclusion and interaction" (social skills). Social skills are imperative to be part of this society as adults in the work field; also social skills are imperative for communication skills though interaction and the best way to practice social skill is being part of a community. As Tommy's advocate, case manger and mom, I have to see the big picture based on proven research and his individual needs as a child with a dual diagnosis (Autism and Down Syndrome). I am very clear that "THERAPY SERVICES" is not all that a child with different abilities needs to reach his or her full potential, it is more complex than that, it also includes a COMMUNITY and the FAMILY'S UNCONDITIONAL SUPPORT. God has blessed us to be able to life in our neighborhood for Tommy's benefit.
I feel that my grief because of his regressions is gone. In the last past 2 1/2 years, we have been working hard to help Tommy. My super boy is fighting back against Autism and he is winning! It is amazing to watch him being so happy because he is going to school, without prompts greeting the school staff and older students with a big a smile and a high five, which is making him popular in just 3 days of Kindergarten. Tommy's first day in Kindergarten was FANTASTIC, as his teacher described it. Really, he was very happy to go back to school. I was afraid he may struggle due to it was a big transition, but he proved me wrong. We are so TRILLED for his good start in Kindergarten.
T H E S K Y I S T H E L I M I T !
