"You're Going to Love This Kid!" A Professional Development Package for Teaching Students with Autism in the Inclusive Classroom

What a privilege it has been to review Paula Kluth’s professional development package for teaching students in inclusive classrooms! The message, the questions, and especially the video footage of children and teachers all hit me in deeply personal, meaningful ways.

You see, genuine inclusion—putting into practice the belief that all students of all abilities belong and can learn—is something that has shaped who I am as a teacher and a parent. I am excited to see this professional development package spread the vision to districts around the country.

From my role as a special educator in a pilot program designed to replace pull-out services by bringing specialized instruction to children within an integrated classroom—to teaching in a general classroom with a parent option allowing me to deliver special services to their students with IEPs—inclusion has impacted my instruction. Enormously!

As a parent, I’ve watched my child with severe disabilities blossom as a valued member participating fully in general classrooms. I’ve also seen her pushed aside in non-inclusive situations that shatter her spirit. The contrast in her life has been dramatic.

Having seen inclusion at work (or not) from so many angles, it is no wonder then that some of the video clips inspired me to cheer inside with joy over the successes...and for my eyes to well up thinking of specific children who don’t know what it is to be included. How deeply I want all children to know, truly know, they are valuable and appreciated and capable of learning.

Paula Kluth is a strong advocate of this vision. That is what the professional development package based on her book “You’re Going to Love This Kid!” inspires.  And it does this by showing inclusion in action, by stimulating discussion, by analyzing what we are doing and what we could be doing better.


If you aren't familiar with Paula Kluth, Ph.D., you are in for a wonderful treat. Her contagious energy and enthusiasm for including kids of all abilities in classrooms where dynamic learning is happening will inspire you. You can catch Paula at Differention Daily and Paula Kluth.com. She shares lots of practical tips at both sites.

While Paula’s development package focuses on children having autism, the message and principles are appropriate for differences of any kind. She offers specific, practical strategies for working with students with autism. It’s amazing how many of these suggestions are excellent practice for teaching any student.

The film includes interviews with teachers, administrators, paraprofessionals, and parents working in a school district where inclusion is embraced as a way of life. It shows students successfully learning and interacting, whether they have disabilities or not.

One thing that stood out for me was the genuine acceptance students held for their classmates with autism and other disabilities. They worked together naturally, comfortably, with respect and kindness. It didn’t come across as something forced for the camera. I do wonder how long the featured schools have been practicing inclusion. Certainly all the students in these videos are going to grow up richer for their inclusive school experience.

Another stand-out for me was seeing the lessons in action. It’s one thing to talk theory; it’s another to see it carried out successfully. These video clips didn’t show perfection, but they did show possibility. You cannot watch these film clips and say that inclusion is an impossible ideal.

Accompanying the video is a facilitator’s guide. It describes how to use the videos, discussions, and handouts for staff trainings of 3 to 12 hours in length. In addition to providing the materials needed to facilitate discussions, it offers a comprehensive list of outside reading and online resources to match each topic.

Several comments in the videos and printed materials stood out as gems in my mind. Others may strike you as particularly meaningful.

--We must ask ourselves, “What can I learn from this student?” This immediately called up a memory of my child’s first grade teacher. At the end of the year, this incredibly gifted teacher thanked me for the privilege of having my daughter in her class, because “she has taught me how to be a better teacher. I have learned more from her this year than during over 30 years of teaching." 

--We are reminded how critical it is to presume competence, especially with children who lack the expressive language skills to demonstrate how much they know.

--The language we use influences our attitudes. If we rephrase challenges in words that put them into a positive light, we are better able to see how to use them to the student’s benefit. For example, by viewing a child's perseverative thoughts as “fascinations” or “passions,” we are more likely to honor the child as an expert on the topic rather than dismiss him as being unteachable in other areas.

--Acknowledge the uniqueness of each child, even within a category of disability. As Paula says, “When you know one child with autism, you know ONE child with autism.”

--Get away from pencil-and-paper lessons. This is more engaging for any student!

--When a child displays challenging behaviors, always ask yourself what the child is attempting to communicate through this difficult behavior. 

If there was one area I would like to have seen developed more fully, I would like the package to address in more detail the issue of state standards. How do teachers individualize expectations for students while working towards state standards that no longer recognize individual needs or abilities? It’s a question that is sure to come up in staff trainings. It’s also one that is bigger than the scope of the development package, and so Paula has recommended some outside resources that would be great to look up.

I finished up the videos thinking, “THIS is what I want for my daughter. She’s had it in the past; this is what I want for her now. For her future.” Isn’t this what any parent would want for their child?

A second thought grabbed my mind... “Is this district taking applications? THIS is where I want to teach!!”

Brookes Publishing has recently released the “You’re Going to Love This Kid!” Professional Development Package at http://www.brookespublishing.com/store/books/kluth-72049/index.htm. For the price of $129.95 US, it’s very affordable for professional development. I do hope that it will be a major component of school staff trainings around the country as students head back to school this fall. Excellent things can happen for our children and their teachers as they work toward the practical vision of inclusion.

A Must-Read Inclusion Article

You are going to gain some practical insights about including children with disabilities in the regular classroom in this outstanding article by Margaret Cisco. It gives every person working with a child with special needs--both at school and at home--important things to reflect on...enjoy!



Start with Three Key Concepts

Special thanks to the staff at SESA for permission to reprint
this article from the Fall 2006 SESA Newsletter

By Margaret Cisco, educational specialist, SESA

These three key concepts apply across all areas of low incidence disabilities. They are respect, organization, and expectation. Set up the learning environment with these three concepts to create a solid foundation for the educational program. 

FIRST KEY CONCEPT -- Be Respectful of the Student

Lack of respect is a barrier to learning. The following situations demonstrate a lack of respect for students with severe disabilities and describe the alternative. Use the list to assess the classroom situation and teach others how to show respect for the student with severe disabilities.

1. Many students with severe disabilities have instructional aides with them all day long. Whenever educators or peers look at or talk to the aide but do not include the student, the student is not respected.   Everyone in the student’s environment needs to interact directly with her. Speak to her and wait for her to respond in her own way and time. Teachers need to be models of good interaction for peers and explain to them how the individual can respond. It would help to ask other students or teachers how they would feel if no one ever addressed them.

2. Some students with severe disabilities cannot speak. When educators or peers talk to each other in front of the student as if the student is not present, then the student is not respected (and it’s just plain rude!). To show respect, everyone needs to include the student in the conversation and talk about information that is interesting and relevant to him. Otherwise, save the conversation for another location or time of day.

3.   Many students with severe disabilities have a delay between taking in information and reacting to it. When educators or peers do not wait for the student to process and react to information before they proceed, then the student is not respected. To show respect, everyone should wait long enough for the student to understand before expecting him to respond in some way.

4.  Some students with severe disabilities may not understand information they see or hear. When educators or peers do not notify the student before a change (e.g., before moving or touching, changing position, giving or taking an item, going to another location, or starting a new activity), then she is not respected. To show respect, everyone must inform the student of what is about to happen, and they need to do it in a way that she can understand. This may not be words. Other ways for giving information are discussed in the visual supports section. Be sure to wait until the student shows that she understands before making the change.

5.   Many students with severe disabilities have full time paraprofessionals with them throughout the school day. When educators leave the entire program to para-professionals and do not provide directions, materials, and ongoing program support, then the student is not respected. To show respect, educators need to consistently work with the students who have severe disabilities and the paraprofessionals who support them.

SECOND KEY CONCEPT --  Get Organized

A second common barrier to instruction and learning is the lack of instructional planning for students with severe disabilities. While other students have classroom schedules, classroom routines, and daily lesson plans, the students with significant needs often go with the flow. This can mean anything from doing something on the whim of the adult or just listening to what is happening around the class.

1.   Establish a daily activity schedule (and stick to it!) Typical classrooms have daily schedules, even though the schedule may vary across weekdays.   For example, Monday’s schedule may be slightly different than Thursday’s schedule. Often, the student with a severe disability is moved from place to place without a plan for the day.

2.   Even when there is a plan for the day, the student may feel as though events are random because no one informs him. Be sure to inform the student of his schedule in a manner he understands. This will usually require some form of visual support.

3.  Use consistent routines for typical daily activities.   Everyone functions well with routines. Good teachers know that routines help students to learn, to better manage their behavior, and to become more independent within the established classroom framework. These same benefits of routine also apply to students with severe disabilities. Doing things in the same way with the same cues will increase the student’s ability to understand what is about to happen, and thereby better engage in the anticipated event.

THIRD KEY CONCEPT --  Enable Active Participation

In most schools nowadays, the special education placement model involves inclusion. In other words, students with severe disabilities go to general education classes. Whether the student is included or attends class in the special education room, another barrier to learning occurs if the student has no purpose except being present and cared for in that location.   Being present and cared for is not enough. When educators do not expect and modify activities to enable participation, learning cannot occur.

SESA multiple disabilities program specialist Kathy Osinski uses a good rule of thumb to evaluate whether the student is actively participating. The original source of the following is unknown:

Ask yourself if a potato could do what the student is being asked to do. If a potato can do it, then the student is not actively participating.   For example, a potato can be present in the kindergarten or in the chemistry class so just being there is not active participation.

Favorite Cookie Cutters

'Tis the season for baking...Yummm! If your kids like to help out with creating festive holiday cookies (and there are a lot of fall/winter holidays!), you might be interested in these Wilton Comfort-Grip cookie cutters.

Some of our collection of Christmas Comfort-Grip cookie cutters.
There are plenty for other seasons, too, but I'll spare you !

We love these at our house. Maybe too much. In fact, I promised myself to stop counting how many I've bought over the years because I'd feel too guilty over my spending to eat the cookies we bake. But I can justify the purchases because they're, er, "therapeutic." Can't I?

My daughter with disabilities has severe fine-motor issues. She cannot control her hands voluntarily, so any participation in baking activities has to be assisted. She can operate the mixer with a switch, but adding ingredients or rolling and cutting the dough is a hand-over-hand activity. I used to worry that the sharp edges of traditional cookie cutters would hurt her hand when her hand was sandwiched between mine and the cutter.

But the Wilton cookie cutters have cushioned plastic edges. It makes them more comfortable for using hand-over-hand. The large size of these cutters also makes them helpful for children with any degree of fine motor challenge.

They are also made of very sturdy steel, unlike some of the flimsier tin cutters, so we don't have to worry about them getting pressed out of shape. That durability makes them great for kids who may not be able to be as gentle as we'd like with those delicate cutters passed down from Grandma.

Ouch! These can be sharp used hand-over-hand, and they're easy
for kids to accidentally bend out of shape.

You can find the Wilton Comfort-Grip cookie cutters for about $3.00 each. They are available at most major general retailers that carry Wilton supplies, as well as large craft and fabric chain stores. You can also purchase them online.

With the weekend approaching, you might be feeling the urge to bake up some Christmas gingerbread or sugar cookies. Why not let them help out with the cutting using some of these great cookie cutters? Mmmmmm...I can smell them already!