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Inclusion Archives - NESCA

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16
Image of a sign saying, "You Belong Here."

Is Inclusion Enough?

By | NESCA Notes 2024

Image of a sign saying, "You Belong Here."By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

In the United States, we have federal and state laws that support individuals with disabilities: The ADA, IDEA, Section 504 of the 1973 Rehabilitation, Chapter 766, Chapter 688, and more. Each of these laws supports the inclusion of individuals with disabilities at school, in employment, and in the community by mandating wheelchair ramps/automatic doors, mainstreaming children with special needs into general education classrooms, assistive technology for an individual at a workplace, and more. We have made many strides in including people with disabilities; yet there is still a long way to go.

In education circles, the word inclusion has effectively replaced the term mainstream. By definition, inclusion means placing students with disabilities in regular or “mainstream” settings along with their “non-disabled” peers, focusing on the “physical integration” of children with disabilities rather than, what was more common at the time – placing them into separate, segregated or “self-contained” settings with other “disabled peers.”

Inclusion embodies a shift from just physical inclusion/integration to a broader definition that promotes equal access and support for all children, creating an environment that promotes the success of every student regardless of ability (Karlsudd, 2017). Inclusion, at its best should offer universally designed environments/curricula, specialized supports, services, accommodations, modifications, and differentiation in instruction, and more, as all students – whether identified as “special needs” or typical – are unique in their learning profiles.

Education lecturer and researcher Gregor Maxwell, 2018, describes in a published article, three perspectives on inclusion. They are:

  • The Compensation Perspective is like the deficit model or medical model which emphasizes a child’s impairment or limitation as the reason for exclusion. It focuses on Identifying the limitation/deficit and remediating it through individualized accommodations and supports that enable the student to be included.
  • The Critical Perspective is comparable to the Social Model of Disability in that it identifies the problem within the broader context of the environment, and the focus is on changing policies, structures, and attitudes about disability and inclusion.
  • The Dilemma Perspective is a critique of the Compensation and Critical Perspectives. It emphasizes that meaningful participation is central to inclusion, and that inclusive practices need to recognize and celebrate the diversity of all children regardless of whether they have a disability or not. Participation is defined as the involvement in life situations with family, same-aged peers, and other community members, and is distinct from inclusion, according to the International Classification of Function, Disability, and Health (ICF) of the World Health Organization.

While individuals with disabilities are being included and participating in schools, in employment settings, and in the community, there still seems to be the lingering question of, “Is inclusion and participation enough?” Do individuals with disabilities feel valued and honored for who they are? Are their strengths being recognized (ideally, the new Massachusetts IEP form should help with this)? Do they feel like they are “one of the gang,” like they belong/fit it and have friends? Having worked in many public schools, I think many students with disabilities are participating in inclusion activities but don’t feel like they belong nor are valued for who they are.

Erik Carter, professor of Special Education at Vanderbilt University, has studied inclusion and belonging for many years. He concludes, “Where we once pursued integration, we now talk about promoting inclusion. But my sense is that both terms fall short of what really matters most. People want to be more than merely integrated or included. They want to experience true belonging.” In more recent years, schools have been focusing on social and emotional learning (SEL), yet many students with and without disabilities still feel isolated and like they don’t fit in/belong. Belonging, feeling valued for who one is and being recognized for one’s strengths, is more significant than inclusion. It is at the very core of who we are as humans; it is a basic need. Let’s help our special needs students feel that they belong. Let’s hope that as the new MA IEP, with its focus on student strengths and participation, will be afford us the opportunity to focus on what truly matters…a sense of belonging for all of our students.

For more information and helpful handouts about Erik Carter’s approach, visit: Progress Center Reflecting on our Practice: Ten Ways Schools Can Foster Belonging Among Students With and Without Disabilities https://promotingprogress.org/sites/default/files/2022-02/Fostering_Belonging_Handout.pdf

 

Resources

Erik Carter https://www.erikwcarter.com

Karlsudd, P. (2017) The Search for Successful Inclusion. DCID, 28(1), 142-160.

Maxwell, G.R. Granlund, M. & Augustine, L. (2018) Inclusion through participation: Understanding participation in the international classification of functioning, disability, and health as a methodological research tool for investigating inclusion. Frontiers in Education, (3), Article 41, 1- 16.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

To book a consultation with Ms. Lucci or one of our many expert clinicians, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant/service in the referral line.

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, NY, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

20

Autism Awareness Month

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

So what? What does it really mean to have an awareness month and a designated day? April is Autism Awareness month, and this year April 2 was World Autism Awareness Day, established by the United Nations (UN) in 2008. In general, these designations are meant to bring awareness to ”causes.” You will see a lot of blue in April as blue is the color of autism spectrum disorder (ASD) awareness. There will likely be many federal, state and local municipal buildings, private homes, as well as national and international monuments bathed in blue lights. People will wear blue, there will be blue autism products to buy, and our air waves will be flooded with autism awareness commercials. In a typical year, many commemorative and educational events would be held. It is usually a time of celebration for people with autism as well as their families and friends everywhere. For instance, in pre-pandemic years, sports teams, movie theatres, museums, Broadway and other venues would host ASD-friendly days. Autism Speaks has its “Light it Up Blue” initiative and is celebrating this year specifically with its #LightUpWithKindness campaign. The United Nations (UN) has a different theme every year, and this year’s theme is The Transition to Adulthood.

When the United Nations established April 2 as Autism Awareness Day, it had high hopes.

“In 2008, the Convention on the Rights of Persons with Disabilities entered into force, reaffirming the fundamental principle of universal human rights for all. Its purpose is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. It is a vital tool to foster an inclusive and caring society for all and to ensure that all children and adults with autism can lead full and meaningful lives.”

Well said…but far from the reality of many individuals with autism and their families. If only our schools, communities and societies were as inclusive, respectful and welcoming as this statement. If it were today’s reality, many people diagnosed with ASD and their families wouldn’t have to struggle as much as they do on a day to day basis with stigmatization, discrimination and a lack of respect and inclusive opportunities.

Autism is a lifelong neurological condition that originates in childhood, and its presentation changes over time. Autism is a spectrum with social, communication, sensory and behavioral differences manifested uniquely in each individual. While we have come a long way in understanding autism, recognizing the breadth and diversity of those with it; embracing their talents, unique abilities and strengths; and addressing the day to day challenges that autistic people face. The UN’s vision is still far from a reality, and there is still much work to do.

It is my hope that during Autism Awareness Month, you become more aware. If you support the “cause” and buy a shirt, bracelet or puzzle piece and shine a blue light on your porch, that’s great – spread the word.  Take the Autism Speaks #LightUpWithKindness” campaign to heart do something to create a world that is kinder, gentler, more respectful and inclusive of autistic people with autism. Watch a movie about ASD, read a book by an autistic author, take the time to educate yourself and your children. If your child has autism, educate your child’s classmates, neighbors, family members and community members. If a child with autism is in your child’s class or school, connect with them and their parents. You are modeling for your own kids and those around you, so spread kindness, acceptance and inclusiveness. If you are an employer, connect with your local school district and offer to partner with them to provide internships for transition-aged youth with autism and maybe even hire them as employees! While this is a financially challenging time for so many, if you do have the means, donate and give to an ASD agency (whether it be locally-, nationally-, medically- or research-based, etc.) – whatever brings you joy. Donate your time at an autism support center.  There are so many ways to recognize Autism Awareness Month that go beyond the color blue – choose something that resonates with you and be the light! Be the light that goes beyond Autism Awareness to Autism Action, Autism Acceptance, Autism Access and Autism Advancement.

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

12

Media’s Portrayal of our Differences

By | NESCA Notes 2021

By Dot Lucci, M.Ed., CAGS
Director of Consultation and Psychoeducational Services, NESCA

Media has portrayed all aspects of society’s strengths, as well as its ugliness, the diversities of its peoples and cultures, political topics, events in history and so much more for as long as television and movies have existed. Often, television and movies try to stay within norms, while, at other times, they push boundaries or raise controversial topics.

  • In 1952 on the “I Love Lucy” show, the episode, “Lucy is Enceinte,” aired in which Lucy learned she was pregnant. But the show never uttered the word, “pregnant,” and then she had the first child brought into a family on TV.
  • Prior to 1965, black actors did not have leading roles and were not portrayed favorably, until “I Spy” starred a black actor in a leading part.
  • Interracial relationships did not appear until 1968 when “Star Trek” aired the first interracial kiss.
  • In 1971, “All in the Family” had the first disclaimer for mature audiences due to its content and language.
  • In the 1950-60s, gays were portrayed in films but again not favorably. It wasn’t until after the Stonewall Riots in 1970 where “The Boys in the Band” depicted gay people in a more honest light. In 1997, Ellen DeGeneres announced on her sitcom, “Ellen,” that she was gay, making it the first prime time major TV sitcom with an openly gay lead character.

Did these shows “get it right?” Did they represent the people, cultural mores, times and issues accurately? You can be the judge. We each judge the shows we watch, and many of us have different criteria for what is right, good, funny, truthful, accurate, scary, etc. Media’s representation of society’s peoples is hard-pressed to “get it right” when it comes to portraying social groups, including most marginalized people (i.e., people with disabilities, races, genders, ethnic groups, LGBTQ, etc.). It is hard to get it right as we are not a monolith. So, even after research is done, movie producers, writers, directors, actors and actresses can still not quite get it right. When portraying a member of any of these groups, they often miss the mark by over-generalizing, simplifying, sugar-coating, missing the point or highlighting things that we wouldn’t highlight about ourselves. When weaving these characters into media, many factors play their own role in the plot – political climate, story line, social norms and monetary ratios, etc. Even with the best of intentions, movies and shows still miss the mark and offend.

Media has often portrayed these groups through stereotypical eyes, not capturing the depth and diversity within each group – even with the right due diligence in depicting these characters. So, how do they portray the breadth of us in ways that satisfy all of us with accurate representations – when each one of us is so uniquely different?

In 1990, on the series “Life Goes On,” Chris Burke, who has Down Syndrome, played the character Corky. He was the first person with Down Syndrome in a leading role. In 2018, Samantha Elisofon and Brandon Polansky – both autistic actors – were featured in a full-length feature called “Keep the Change.”

Over the years many actors/actresses have portrayed people whom they are not – it is what actors do as their job. In “Rainman,” Dustin Hoffman played an autistic savant. Did he get it right? Did he miss the mark? Did he act in ways that offended some and not others? The answer to these questions is yes and no. This has been happening for years – as long as TV and movies have existed. They portray gay people when they are straight, abused people when they have not been abused, killers when they are kind and gentle people.

Likewise, portrayals of people with disabilities have changed over the years, just like other aspects of our society. Historically, portrayals have often included characters who are one-dimensional, stereotypical and pity-provoking. Disability rights activists often use phrases like “inspirational-porn,” “super-crip,” or “cripping-up” to describe the attempts at representing them in media. Autism, like most disabilities, is challenging to portray. Over the years, representation has changed, but it may still be perceived as exaggerated, stereotyped or unrealistic (i.e., “Good Doctor,” “Big Bang Theory,” “Rainman,” etc.).

“Music,” a new movie about an autistic girl (not played by an autistic person) was recently released, sparking outrage among many people, especially within the autism community (Full disclosure – I have not seen the movie yet). The criticisms are that the character is one-dimensional, the girl is not played by an autistic person and there is the use of restraint to deal with aberrant behavior. No one movie or TV show can represent the breadth of those who are diagnosed with an autism spectrum disorder. As the saying goes, if you’ve met one person with autism, you’ve met one person with autism. Autism is a spectrum, and a movie character will not be able to hold the diversity of the population; just like a gay character portrayal cannot tell the whole gay experience. Perhaps even if an autistic person played the role, there might still be controversy. Just like when Chris Burke played Corky, there were people who praised the show and others who disliked it because it wasn’t their experience with Down Syndrome.

We have a long way to go in our society regarding equality, acceptance and inclusion of neurodiverse, racial, ethnic, sexual topics and people. So why do we expect movies and TV shows to be different? Our movie and television history demonstrates that we’ve come a long way, change can happen and media does “tackle” issues of the times. Is change slow? Yes, it is. Do we have a long way to go? You bet, especially when it comes to portrayal of people with disabilities and their inclusion in movies as actors and actresses.

I like to approach watching movies about these issues with a wide-angle lens and limited expectations. I view them as being made to inform; enlighten; open the door to others asking questions; promote thinking, awareness, inclusion, acceptance; mirrors to see ourselves in characters – fictional or otherwise; increase understanding and empathy; or share a perspective or different point of view. I also think that the intentions of most directors, actors/actresses, screen writers, etc. are coming from the right place (even if flawed). They are trying to make movies that make a point, share a perspective, increase awareness, promote inclusion, comfort, knowledge, etc. Movies that highlight sensitive topics, controversial topics and marginalized groups are good for us whether we agree with the portrayal or not. If we are outraged and we begin talking and sharing our opinions, especially our first-person opinions, we broaden awareness and knowledge. So even if you strongly dislike a movie, something good may come from it. By my writing this blog and mentioning the movie “Music,” my guess is I have piqued your curiosity if you didn’t know about it. And maybe you might check it out on Google, read the reviews and learn about the controversy. What’s wrong with that? If you do explore it, wherever you land – liking or disliking it – I’m glad you took the time to think about it, asked yourself questions, felt emotions and hopefully will continue to think about how marginalized groups are portrayed in movies.

References


https://www.insider.com/kate-hudson-responds-to-sia-music-movie-casting-criticism-2021-2
https://www.dazeddigital.com/film-tv/article/51253/1/autistic-person-responds-sia-film-music-maddie-ziegler-autism-speaks
https://www.teenvogue.com/story/trailer-for-sias-music-hurts-autistic-girls

 

About the Author

NESCA’s Director of Consultation and Psychoeducational Services Dot Lucci has been active in the fields of education, psychology, research and academia for over 30 years. She is a national consultant and speaker on program design and the inclusion of children and adolescents with special needs, especially those diagnosed with Autism Spectrum Disorder (ASD). Prior to joining NESCA, Ms. Lucci was the Principal of the Partners Program/EDCO Collaborative and previously the Program Director and Director of Consultation at MGH/Aspire for 13 years, where she built child, teen and young adult programs and established the 3-Ss (self-awareness, social competency and stress management) as the programming backbone. She also served as director of the Autism Support Center. Ms. Lucci was previously an elementary classroom teacher, special educator, researcher, school psychologist, college professor and director of public schools, a private special education school and an education collaborative.

Ms. Lucci directs NESCA’s consultation services to public and private schools, colleges and universities, businesses and community agencies. She also provides psychoeducational counseling directly to students and parents. Ms. Lucci’s clinical interests include mind-body practices, positive psychology, and the use of technology and biofeedback devices in the instruction of social and emotional learning, especially as they apply to neurodiverse individuals.

 

To book a consultation with Ms. Lucci or one of our many expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician/consultant in the referral line.

 

Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

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