Kelsey Loughran

Bill Porter Project

EDUC 626
10 March 2017

*Bill is in elementary school in this scenario*

How would you learn about Bills disability, his capabilities, interests and
limitations?

Before Bill arrives at the elementary school, his teachers and other staff need to

be aware about his abilities, limitations, interests and academic achievements. It will be

important for those involved with Bill to talk with his parents/guardians and other schools

to get this information. It would also be beneficial to meet with Bill himself prior to him

attending the school- ask him what he believes to be his abilities, strengths,

weaknesses, and interests. Even as a young person, he will have a lot of input that

could assist the school and its staff make the

How would you provide disability awareness education to staff, parents and
students in order to promote acceptance of Bill?

The school and its community should be aware of Bills disability and other

disabilities. It is important to stress the fact that yes, some students might look, sound,

move, and do things differently, but they are still human and should not be treated any

differently than you would treat any other student. Everyone deserves the same amount

of respect and compassion.

Staff should be provided with and encouraged to read up on Cerebral Palsy. The

United Center of Cerebral Palsy Foundation (http://ucpsdfoundation.org/whatiscp.html)

and The Cerebral Palsy Foundation

(http://www.cerebralpalsy.org/information/education) are great sites that staff can

browse and become familiar with. They should be familiar with the challenges Bill might

face in the school and ways they can ease his time there. Staff should also promote

kindness, acceptance, and celebrate differences throughout the school and in their

classrooms. This sense of a welcoming community will not only help the students

currently in the school feel comfortable but it will ease Bills transition as well.

I feel that parents should be aware of the type of welcoming climate the school is

creating. They should be encouraged to do the same thing at home. Administration can

send home a note explaining what it means, what it looks like and how to create this

accepting, kind, and proud to have differences type of community. They can also be

provided with tips to create this at home and be encouraged to contact anyone at the

school with questions or assistance.

To prepare students, especially at an elementary age where student may or may

not have ever been exposed to someone with Bills disability, teachers should keep an

open dialog and promote kindness and understanding. Prior to Bills arrival, teachers

can read stories/novels to their students to help them become aware and to help them

familiarize.

For younger elementary, teachers could read picture books like Dillon the

Dolphin: Educating Children About Cerebral Palsy by Shelly Weiss and hold

discussions. This story is a great introduction to cerebral palsy. It explains what cerebral

palsy is using friendly language and helps young ones understand CP a little better. The

more they know, the more comfortable they will feel.

 For upper elementary, 3rd-5th grade, educators could read Out Of My Mind by

Sharon Draper. Out Of My Mind is a fictional story about a girl named Melody who has

Cerebral Palsy. Melody is nonverbal and has little to no control of her body movements.

Melody also has a photographic memory and is very bright. This novel is written in first

person and really lets the reader get inside her head. Readers get to know how she is

feeling, what she is thinking and grow connected to her. This book would be a way for

students to recognize that even though someone cannot communicate, move, or do

others things like themselves, they are still capable of being a good friend, having

feelings, and having something to say. This book brings up so many emotions and

thought provoking topics that class discussion are insightful and worthwhile.

What are the barriers to including Bill in the regular education setting?

Bill is a very persistent, confident, compassionate person. He will be able to

connect to others due to his positive attitude and spirit. His speech, difficulty at times to

be mobile, and complete fine motor tasks may hold him back in a regular education

classroom.

Bills peers, because so young, may struggle at first to connect with Bill, but not

due to his lack of trying. I believe that with group activities and fostering kindness and

acceptance prior to Bills arrival and during his time in the classroom, students will be

more receptive right away.

Mobility may be a struggle for Bill. Classrooms can be full of desks and other

objects that are difficult to move around. When you add students to that, Bill could have

difficulty maneuvering around the room and making transitions.

 Bill will most likely also have some barriers when it comes to completing

assignments and other classwork. He may not be able to complete the expected course

work in the same way his other classmates are. Modifications and accommodations will

be made to help him be a successful student.

What accommodations, modifications or interventions might you explore to

foster inclusion of Bill in regular education classes? (be sure to include how you
would address Bills reading and writing skills)

Most of the things that Bill does in the classroom will have to be modified and

there will be numerous accommodations. Bill will either need an assistant with him to

write down his answers or to possibly take notes when needed. He can also use a

keyboard, possibly enlarged, to communicate his responses to assignments when

appropriate. That assistant can also aide in tasks that Bill struggles with like tying his

shoes. The assistants will be there one on one to help when needed but always

encourage.

A specific student or the classroom teacher can be assigned the task of making

sure that Bill has the materials he needs such as papers. This reduces the amounts of

times that Bill will have to struggle to move around the classroom and get around desks

and other objects in the classroom.

When assessing his reading and writing skills some things will not be taken into

account. For example, Bill can read aloud to his teacher but that teacher will only be

focusing on his accuracy and comprehension. His fluency cannot be taken into account

due to his speech. His writing can be assessed on traits such as ideas, voice,

organization, sentence fluency, word choice and conventions. He cannot be assessed

on his handwriting and formation of words. His writing will be done on a computer and

typed.

Bill will also be involved in the schools OT and PT. This will strengthen his fine

motor skills as well as assist him with his speech.

What assistive technology might assist Bill in his regular education classes?

Bill may benefit from some kind of device to assist him and his mobility. He could

also use some type of seat that help him with his posture and balance. This may make

his time in the classroom more comfortable.

Because of his young age and difficulty to communicate verbally at times, a

enlarged keyboard with pictures could help Bill communicate with his peers.

How will you address Bills need for social interaction and participation in
extracurricular activities, such as sports or clubs? Identify potential
extracurricular activities based upon Bills interests.

Bill is most definitely a social people person. He makes an instant connection

with those around him. That connection leaves a lasting impression. It is crucial for him

to interact with others and participate in activities and extracurriculars with his peers.

Both he and his peers with benefit greatly.

His difficulty to move may hinder him from doing high impact sports, but there are

many other options for Bill. Any activity that Bill is interested in, can be modified to fit his

needs. He may need to use different equipment, change the way he carries out a game

related task, maybe he participates in a specific position/role of a game.

 If Bill cannot participate in an activity, even with modifications and

accommodations, he can still be involved by being a spectator. He thrives on the

personal connections he makes. He can watch others play and cheer on from the side,

or maybe join their huddle and talk about a game plan. He could even make sure the

team has water.

Even if the activity is not physical, Bill should be with his peers. It could be as

simple as them sitting and talking at a park, reading books together, going to a

performance with family, or even doing some type of activity at the community center,

YMCA, or library.

Identify outside agencies or organizations, such as Department of Vocational

Rehabilitation (DVR) or County Human Services that you might contact to assist
in planning for Bills post-school success? Please consult your countys
resource directory from http://www.witig.org

Although Bill is currently in elementary school, it is never too early to find organizations
that can assist him in a successful post- school life. Some articles, organizations, and
agencies are as follows:

The PDF link below is a booklet from Wisconsin DPI. Its purpose is to guide and

assist students with disabilities, parents, counselors, and other members of the

IEP team with planning a post secondary life for the said student. The booklet

has information to help students identify support/resource they will need as well

as help them understand their strengths.

http://witig.org/wstidata/resources/postsecondary-education-english-
fillable_1409758548.pdf
 Appretinceship Standards Bureau
http://dwd.wisconsin.gov/apprenticeship/contacts.htm
Disability Rights Wisconsin http://www.disabilityrightswi.org/
Community Options Program https://www.dhs.wisconsin.gov/cop/index.htm