onsdag den 11. september 2013

Inklusion ...






30 years ago I was a littel girl. I could not remember my times tables. I drew extremely well. I was a handfull in class. The teacher told my parents I was not behaving and put in an special effort to get me to "behave".

She hit me over my nailsbeds with a cane, one that was flexible since it was soaked in salt. Once for each time I did not do my homework aka rote learn multiplication. She scolded me and scolded me to own up who drew my drawings ... see I drew years above my agegroup ... how could I own up for drawing them myself? My handwriting was disgusting, thus I did not draw myself. She would humiliate me by putting my finger in my ear so I could hear myself sing and understand I sang false - that did not help so she screamed at me to shut up.

By the next year when I had a good teacher I had stopped drawing. He encouraged me ... I said nothing ... I never forgot his Kindness though nor the Headmaster that shuffled my hair the year before the bad teacher, the year I remember practising reading and having an older kid as a mentor/playmate.

I never knew I had learning differences until I was 35. And when I say to people I have certain "problems" they retort: So you say. I am expected to folow a system of rules made for people that naturally can. My Mobile saves me, my PC is a blessing.

Now my son is sitting with similar people, writing his name over and over so he learns to write properly. He is not oki. After weeks of scoldings, big kids hitting him. Adults that pushed him until he reacted, not understanding their handling is the problem - they earn more the wilder the child is, and that helps them with their conscious - and nobody wants to know their methods harm children!

We are just a social problem that has been dealt with. The Isolation hits me the hardest - he loves the people around him and 11 months in a form of prison? What are these people thinking? How many Handicapped kids loose their battle to Social Services that refuse to check for Handicap ... and quite frankly have such deficits in their education and trauma they enforce their ideas, even with violence.

No mother screams stop at the top of her lungs if everything is oki. I steered my best around teachers that use threats and violence - they know no better, but why are they teaching kids with those methods? And then the exclusion - get out of our school if you don't accept our methods.

It's not easy having a brain and processing disorders. Kind of ridiculous now that I see the big picture - why are people not educated to spot the problems and not to "label" behaviors? I have met so many adults reliving hell - hell created in schools. Can we medicate all hell or do we really have to sell our soul?

Think if we applied childrens resources and talents rather than try to teach talent. We just use our time wrong ... adn keep repeating history. I am now there where I quite frankly am so tired of "know it all" money earning or "we give you all" money making people ... for goodness sake: Leave me alone. Or listen. Because something works for you it does not work for me. I am not that difficult, except when something is very wrong.

See, babies only fuss when they are uncomfortable. I am a fussy adult appalled that I cannot be heard ... it's complex, but one thing is for sure: My children have never ever been in as bad a state as they are now. And I get blamed - but I am not there, nor make the decisions. Somebody has to see --> somebody is way in over their head. And the courts have no clue how to seperate cases of
"clueless"
inclusion.

I indskolingen fungerer inklusion godt. De inkluderede elever trives med deres klassekammerater, og det går fint fagligt. Men allerede på mellemtrinnet sker der noget. Så har de inkluderede elever fået større indsigt i egne færdigheder og føler sig mindre godt tilpas, viser en ny, omfattende Clearinghouse-undersøgelse.

Vellykket inklusion forudsætter dog, at lærerne i grundskolen er klædt på til inklusion og har en specialviden, konkluderer undersøgelsen fra Dansk Clearinghouse for Uddannelsesforskning, Aarhus Universitet. Den netop offentliggjorte rapport (se link til højre) er et systematisk review udarbejdet af forskerne Camilla Brørup Dyssegaard, Michael Søgaard Larsen og Neriman Tiftikci, der har sammenlignet en lang række internationale inklusionsindsatser og set på det faglige udbytte og de sociale effekter for at se, hvad der virker, når man taler om inklusion.

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.