A year ago I was faced with the exciting yet terrifying knowledge that Sabrina would be going into her first inclusive classroom and meeting a class of typical kids. YIKES!
Well, it’s that time of year again. I’ve seen a lot of question floating around about how to introduce your child to their class at the beginning of the year.
Here’s how I did it, for my non-verbal daughter who was entering the 1st grade.
After talking to a couple of parents who had gone before me, I knew that I wanted to talk briefly to Sabrina’s class, read a book or two, and answer any questions that the children had. I wanted to keep it short and simple, not over-talk, but yet answer any questions they had in an honest way.
The first thing that I did was wait a bit. I wanted the class to feel Sabrina out a little bit, and to see if any problem areas would develop that I should address. I waited about 6 weeks. Some of you may wish to do it right away. There are pros and cons either way, and it’s really a personal preference.
Before going in, I made a list of her interests, things that I thought that the others could relate to. In Sabrina’s case, it was music, swimming, being outside, eating (especially anything salty), and going to school to see her friends. I picked out 2 simple books that I felt would make the points that I wanted to make about Sabrina. I set it up with the teacher (who was extremely welcoming), and then I took a lot of deep breaths. Who would of thought that it would be nerve-wracking to read to a bunch of 1st graders? But I had never been in a classroom of typical children. I didn’t know how they would react, what questions they would ask, how they would perceive Sabrina. I was definitely outside of my comfort zone.
When I arrived, I immediately relaxed. The children were so happy to see me and soon all eyes were on me. First, I introduced myself as Sabrina’s mom and told them that they may have noticed that Sabrina does things a little differently than they do. I told them I wanted to talk to them about what Sabrina likes to do, and let them know that they may find that they like some of the same things. I told them her interests, and after each one asked them to raise their hand if they liked it, too. They were very cute and enthusiastic about showing me that they liked the same things.
Then I read 2 books: My Brother is Very Special, by Amy May — written about a boy who has Apraxia, a speech disorder. I didn’t read it word for word, but tailored it a bit to fit the situation. Then I talked a bit about what it would feel like if they couldn’t communicate, and linked it back to how Sabrina sometimes gets frustrated because she can’t communicate.
Just Because, by Rebecca Elliott — a favorite at our house. This is an awesome story told by a little boy whose sister Clemmie has a disability. She “can’t walk, talk, move around much, cook macaroni, pilot a plane, juggle or do algebra. I don’t know why she doesn’t do these things. Just because.” And he also loves her “Just because.” The little girl in this book is more globally disabled than the one in the book above. The phrase “Just Because” is repeated over and over again, so I engaged the children by signalling when I wanted them to repeat the phrase.
I asked if anyone had any questions. They only had a couple of questions, and it involved questions about what she liked to do at home and about the interests I had just mentioned. “What does sabrina like to eat at home?” “Does Sabrina know how to swim or does she wear a floaty?”
And that was it.
A few more resources: Pedro’s Whale, by Paula Kluth Ph.D. & Patrick Schwarz Ph.D.; Why Does Izzy Cover Her Ears? Dealing with Sensory Overload, by Jennifer Veenendall; Don’t Call me Special: A First Look at Disability, by Pat Thomas.