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Inclusive Programming at Rockville High School

Nancy Simonds, South Windsor

Rockville High School has a strong commitment to educational, social, and emotional supports for students with disabilities. Tyler Anderson, a student with Down syndrome, is a very successful junior at Rockville High School in Vernon, CT. Tyler's team of teachers, specialists, and family members work together to make sure his educational experience is meaningful and readies him for independent life after high school.

Preparing to Teach Students with Disabilities

Lisa Fiano, a special education teacher and Tyler's case manager, says that Rockville High provides educators with training and support in teaching students with disabilities. Ms. Fiano has participated in SERC professional development on creating the least restrictive environment for students like Tyler in general education settings. Many of the teachers and specialists who work with Tyler have also had training in inclusive practices from Eileen Luddy, an independent educational consultant from Higganum.

Ms. Fiano and Dennis Warner, CREC Behavioral Support Consultant, havemet with all of Tyler's general and special education teachers to implement a support plan. Tyler's program is somewhat unique in that he is in college-level classes so that he can experience the most socially appropriate peer group. This encourages positive behaviors from Tyler. Some general education teachers, especially those teaching college-level classes, have had fewer opportunities to make accommodations or modifications for special education students, so everyone is facing new challenges. Training opportunities and support from the administration gives special and general education teachers the tools and time they need to modify Tyler's curriculum or make appropriate accommodations.

Tyler's Team: A True Partnership

ALL RIGHTS RESERVEDMs. Fiano is responsible for Tyler's overall program, including the curriculum. She develops accommodations and modifications and advises teachers on how to make those accommodations and modifications so that Tyler can be successful in general education classes. Ms. Fiano also provides Tyler's reading instruction, seeing him individually one day a week.

One of Tyler's general education teachers is Ed Argenta. Mr. Argenta teaches biology and science. Tyler was in Mr. Argenta's biology class last year; this year he is studying marine science and environmental science. Mr. Argenta gives Ms. Fiano a general outline of the course, the books that will be used, and copies of the tests, labs, and assignments. Ms. Fiano modifies the assignments so that they are appropriate for Tyler, and she and paraprofessional Jeannine Blackwell work individually with Tyler as he completes them. "Jeannine Blackwell is a critical part of the team," says Ms. Fiano. "One of her best skills is knowing when to interact with Tyler and when not to. She actually fosters his independence."

And, of course, Tyler and his family are important components of the educational team. His mom, dad, and big sister Katie provide behavioral support and are active participants in educational planning meetings, as is Tyler himself. Other team members who participate in developing Tyler's plan are behavioral consultants, special education administrators, and a speech-language pathologist.

Regular team meetings are held to discuss Tyler's progress. According to Stephanie Anderson, Tyler's mom, there exist true partnerships among school professionals, Tyler, and his family. Says Ms. Anderson, "We've always felt like respected members of the team, and everyone encourages and values our input. Every member of the team brings expertise to the table – teachers, Tyler's paraprofessional, guidance counselors, behavioral consultants, speech and language therapists, administrators, and Tyler himself." This year, Tyler's team meets every six to eight weeks to review his current program and to plan for his future beyond high school. Although very shy initially, Tyler now talks about his successes and challenges, what he thinks is going well, and what he's not happy about.

To help Tyler transition from the middle school, he attended classes at the high school twice a week for several months when he was still in the eighth grade. This helped Tyler get to know the building and the students, and gave teachers a chance to get to know him and become familiar with his abilities. When planning his schedule, Tyler's team was careful to select classes that would be of interest to Tyler in addition to meeting freshman and sophomore class requirements. Relationships with teachers and other students are also a key factor in Tyler's success. Ms. Anderson says that "Tyler is treated as a member of each class he attends – he's not the ‘special education' student."   The school principal and special education administration support the needs of team members for common planning time and team meetings. Says Ed Argenta, "The relationships between general and special educators and our willingness to work together are critical to Tyler's success. And the role of Jeannine Blackwell is also very important. At one point, she had much more direct interaction with Tyler. But he is maturing and becoming more independent, and has much less need for her direct help in my classroom."

Support for Extracurricular, Sports, and Social Activities

When he attends school-sponsored dances and football games, Tyler interacts with the other students unsupervised, although the chaperones are aware of his presence. He plays intramural basketball at the high school and is a member of the high school's outdoor track team. In the past, he participated on the Unified Special Olympics Volleyball Team. If he needs a bit of social support, his team members, coaches, or other parents give him encouragement. Tyler also participates in class meetings, pep rallies, and other school activities, with similar "low-profile" support.   Outside of school, Tyler is very active in basketball through the Vernon Parks and Recreation Department. He has also been playing with the Vernon Youth Soccer League since he was five years old. The players and coaches have gotten to know him and support him fully. Tyler rides the bus to "away" games with the team, and has learned to be independent and self-reliant. Says Ms. Anderson, "His teammates are there to support him in a very natural way. Tyler feels good about himself, especially about not needing a parent or paraprofessional to be with him. It boosts his confidence to go to practice every day independently, just like his teammates."   Tyler also takes hip-hop and break dancing classes, participates in his church youth group, and has participated in Special Olympics bowling. This year, Tyler played in the Connecticut Down Syndrome Congress Golf Tournament, which was started sixteen years ago by his great-grandfather. Tyler has also been part of a peer advocate program at the high school, which pairs students with disabilities with peers who are not disabled to perform jobs in the community. Tyler's job was as a photo-journalist – he took pictures of other program participants, interviewed them, and typed up their profiles for a newsletter. Also through the co-operative program, the Rockville Reminder hired him to scan photographs. Having a needed skill, and getting paid minimum wage for performing it, was a boost to Tyler's self-confidence.   Ms. Anderson says that one of Tyler's proudest achievements is being asked to speak at conferences on educating students with disabilities. Tyler has presented at conferences for a self-advocacy group, for the AAMR, and for SERC at the 2005 Expanding Horizons conference. He creates and delivers his own presentations to tell his story.

The Impact of Tyler's Success

When asked if Tyler's success has impacted the philosophy and practice of responsible inclusion in Rockville High School, Lisa Fiano responded, "Without a doubt. I've been here a long time and we've worked for many years to find ways to include kids in the mainstream. But I've really seen the door open up wider since Tyler has been here." Students coming into the program benefit because teachers are already accustomed to meeting individual needs. The teachers who have worked with Tyler in his sophomore and junior years have found that, since the way has been paved, they don't need as much help in making accommodations or modifications. As Ms. Fiano says, "We've done it, we've done it well, and everyone benefits from our experience."

Ms. Fiano goes on to say, "I believe that full inclusion is the best thing we can do for students. Working with Tyler and his team has been the most exciting professional experience I've had in my eighteen years of teaching. Tyler's family is amazing, his education team is made up of talented professionals, and there is genuine support from the administration, which really sets the tone for the whole school. It is really the ideal situation."

Addressing theChallenges

Like other students, Tyler faces challenges. Ms. Fiano reports that although he is popular and usually outgoing, Tyler at times has difficulty with peer social relationships. He can become shy and sometimes walks away from situations that make him feel uncomfortable. Tyler himself acknowledges that his greatest challenges are usually social. He states that he wants the normal things many students his age have or are looking forward to, such as going to college or having a girlfriend. These are topics that the team is always discussing.

Providing accommodations or modifications so that Tyler can access the general education curriculum has always been a challenge, but the use of technology programs like PowerPoint and Wynn Wizard software, a computer program that reads aloud what appears on the computer screen, and having access to a laptop, has made things easier for Tyler and his teachers.

Mr. Argenta says that sometimes, in his eagerness to succeed, Tyler doesn't give his teachers or the other students enough personal space. "Behavioral and social issues like these are solved through team brainstorming. To everyone's credit, things have always worked out. There have not been a lot of problems with Tyler. Sometimes the written homework is too complicated for him, so he creates some really wonderful PowerPoint presentations on marine scientists and marine organisms. This tool has helped him significantly."

According to Ms. Anderson, there haven't been any major problems at the high school for Tyler. When challenges do come up, they are brought to the team for discussion and resolution. "We have the challenges of raising a son who, despite his disability, can be a typical teenager in many ways. We feel fortunate to have resources and support, and the opportunity to speak openly with staff and school personnel about bumps in the road." Tyler's Hopes and Plans for After High School Tyler is very clear that he wants to go to college, especially after seeing his older sister Katie go to college this year. He says he would like to live independently, "with a cool roommate, and get married one day – not live at home with mom and dad." For a career, Tyler would like to pursue a job in the field of sports or digital art. His parents would like to see him apply to community college and work in a job that he chooses, not one that is selected for him because of his disability. It is clear that, in these endeavors, Tyler will have the support and encouragement of his friends, his family, and his team at Rockville High School.  

Photos thanks to Stephanie Anderson. Lisa Fiano, Special Education Teacher, can be contacted at (860) 870-6050.