From familyvoices at inpress.pledgonline.com  Mon Aug 16 19:19:52 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 10:19:52 +0800
Subject: FV: Testing
Message-ID: <mailman.5.1282011552.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hello, this is an HTML test!

 

yay

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From familyvoices at inpress.pledgonline.com  Mon Aug 16 19:30:03 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 10:30:03 +0800
Subject: FV: help
Message-ID: <mailman.6.1282012161.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

 

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From familyvoices at inpress.pledgonline.com  Mon Aug 16 19:30:48 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 10:30:48 +0800
Subject: FV: Welcome!
Message-ID: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short
while among PLEDG families to discuss common issues and, anything really,
that you want to put out there. I was hoping to start discussions prior to
our August workshop so that you would recognise names of people when we all
met, but technical difficulties prevented this. I hope we can add people
that attended the workshop and others you may wish to invite to discuss
issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into
inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG
community

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From familyvoices at inpress.pledgonline.com  Mon Aug 16 19:50:17 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 10:50:17 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.8.1282013371.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

You know I wish to be included!!

Denise

On 17/08/10 10:30 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:

> Hi all,
>  
> I have revamped the Family Voices email listserve to be used for a short while
> among PLEDG families to discuss common issues and, anything really, that you
> want to put out there. I was hoping to start discussions prior to our August
> workshop so that you would recognise names of people when we all met, but
> technical difficulties prevented this. I hope we can add people that attended
> the workshop and others you may wish to invite to discuss issues that you
> bring up.
>  
> Let me know if you wish not to be included. (I assume we are all into
> inclusion... but then????!!)
>  
> Welcome to your PLEDG Family Voices,
>  
> Darrell Wills
> Director
> PLEDG Projects
>  
>  
> You are receiving this because you are a valued member of the PLEDG community
> 

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From familyvoices at inpress.pledgonline.com  Mon Aug 16 20:46:22 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 11:46:22 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Darrell

I'm in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family
voices

Thanks

Cheers Cathy

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short
while among PLEDG families to discuss common issues and, anything
really, that you want to put out there. I was hoping to start
discussions prior to our August workshop so that you would recognise
names of people when we all met, but technical difficulties prevented
this. I hope we can add people that attended the workshop and others you
may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into
inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG
community




Cathy Hewick
Manager Programs 

--------------------------------------------------------------------------
 
 
Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web: http://www.childaustralia.org.au/

Please consider the environment before printing this email.
NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
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From familyvoices at inpress.pledgonline.com  Tue Aug 17 00:43:16 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 15:43:16 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.12.1282030956.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

I am in too please.

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short
while among PLEDG families to discuss common issues and, anything really,
that you want to put out there. I was hoping to start discussions prior to
our August workshop so that you would recognise names of people when we all
met, but technical difficulties prevented this. I hope we can add people
that attended the workshop and others you may wish to invite to discuss
issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into
inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG
community

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From familyvoices at inpress.pledgonline.com  Tue Aug 17 02:23:48 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 17:23:48 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

great to see you back Cathy, count me in!
Janette


From: FamilyVoices 
Sent: Tuesday, August 17, 2010 11:46 AM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: Welcome!



Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 







From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 





--------------------------------------------------------------------------------
  


Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web: www.childaustralia.org.au

Please consider the environment before printing this email.


      NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
     

     
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From familyvoices at inpress.pledgonline.com  Tue Aug 17 03:40:57 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 18:40:57 +0800
Subject: FV: High schools
In-Reply-To: <mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 

  _____  

ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



__________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com

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From familyvoices at inpress.pledgonline.com  Tue Aug 17 04:27:22 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 19:27:22 +0800
Subject: FV: High schools
In-Reply-To: <mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

sign me up
Cx
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Tuesday, August 17, 2010 6:40 PM
  Subject: Re: FV: High schools


  Hi Gang,

  Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

   

  I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

  Ciao

  Darrell

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 5:24 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: Welcome!

   

  great to see you back Cathy, count me in!

  Janette

   

  From: FamilyVoices 

  Sent: Tuesday, August 17, 2010 11:46 AM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: Welcome!

   

  Hi Darrell

  I?m in too!

  Can you change my email to  home email: hewicks at mtbsoft.com for family voices

  Thanks

  Cheers Cathy

   

   

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 10:31 AM
  To: FamilyVoices at inpress.pledgonline.com
  Subject: FV: Welcome!

   

  Hi all,

   

  I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

   

  Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

   

  Welcome to your PLEDG Family Voices,

   

  Darrell Wills

  Director

  PLEDG Projects

   

   

  You are receiving this because you are a valued member of the PLEDG community


  Cathy Hewick
  Manager Programs 


------------------------------------------------------------------------------

    

   

  Child Inclusive Learning and Development Australia Inc
  Phone: 08 9249 4333
  Fax: 08 9249 4366
  Email: CathyH at childaustralia.org.au
  Web: www.childaustralia.org.au

  Please consider the environment before printing this email.

        NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
       

   

       



  __________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

  The message was checked by ESET NOD32 Antivirus.

  http://www.eset.com



  __________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

  The message was checked by ESET NOD32 Antivirus.

  http://www.eset.com
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From familyvoices at inpress.pledgonline.com  Tue Aug 17 05:01:27 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Tue, 17 Aug 2010 20:01:27 +0800
Subject: FV: High schools
In-Reply-To: <mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Tuesday, August 17, 2010 6:40 PM

Subject: Re: FV: High schools

 

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



__________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com



__________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com

-------------- next part --------------
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From familyvoices at inpress.pledgonline.com  Tue Aug 17 18:27:27 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 09:27:27 +0800
Subject: FV: High schools
In-Reply-To: <mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.23.1282094794.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

me to 
luv,
therese, joe and roy

-----Original Message-----
From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools


sign me up
Cx

----- Original Message ----- 
From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
To: familyvoices at inpress.pledgonline.com 
Sent: Tuesday, August 17, 2010 6:40 PM
Subject: Re: FV: High schools


Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



__________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com



__________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com


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From familyvoices at inpress.pledgonline.com  Tue Aug 17 21:06:46 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 12:06:46 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.26.1282104377.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Darrell,

 

I am just using my remote desk top to reply as I have been sick with
pneumonia and a sinus infection and therfor have not been in at work.
This way you will know I haven't dropped off the face of the earth.
Lizzie has kept up her daily reading lessons so you need an update.  She
is reading lesson 17 and in the story she needed help with four words
and guessed two.  On the sample lesson sheet she tested correct on 14
words and needed help with two.  

 

I was sad to miss the forum, but as it turned out being crook kept me
out of action.  It sounds like it was a positive time and that it went
well.  We would love to be included J.

 

Kind thoughts,

 

Maggie

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short
while among PLEDG families to discuss common issues and, anything
really, that you want to put out there. I was hoping to start
discussions prior to our August workshop so that you would recognise
names of people when we all met, but technical difficulties prevented
this. I hope we can add people that attended the workshop and others you
may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into
inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG
community




Maggie Heynemann
Inclusion Support Facilitator 

--------------------------------------------------------------------------
 
 
Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: MaggieH at childaustralia.org.au
Web: http://www.childaustralia.org.au/

Please consider the environment before printing this email.
NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (MaggieH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
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From familyvoices at inpress.pledgonline.com  Tue Aug 17 21:48:41 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 12:48:41 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.27.1282106871.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

ooooooooookay i suppose i will come along on the inclusion path it rather fun and interesting from grace
On 17/08/2010, at 10:30 AM, FamilyVoices wrote:

> Hi all,
>  
> I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.
>  
> Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)
>  
> Welcome to your PLEDG Family Voices,
>  
> Darrell Wills
> Director
> PLEDG Projects
>  
>  
> You are receiving this because you are a valued member of the PLEDG community

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From familyvoices at inpress.pledgonline.com  Wed Aug 18 04:37:45 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 19:37:45 +0800
Subject: FV: High schools
In-Reply-To: <mailman.23.1282094794.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

I?m in too.   I?ve also come down with the bug so if you could send some
chicken soup this way that would be greatly appreciated.
Leonie


On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:

> me to 
> luv,
> therese, joe and roy
>>  
>> -----Original Message-----
>> From:  familyvoices-bounces at inpress.pledgonline.com
>> [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of
>> FamilyVoices
>> Sent: Tuesday, 17 August 2010 7:27 PM
>> To:  familyvoices at inpress.pledgonline.com
>> Subject: Re: FV: High  schools
>> 
>>  
>> sign me up
>>  
>> Cx
>>  
>>>  
>>> ----- Original Message -----
>>>  
>>> From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>> Sent: Tuesday, August 17, 2010 6:40  PM
>>>  
>>> Subject: Re: FV: High schools
>>>  
>>> 
>>>  
>>>  
>>> 
>>> Hi Gang,
>>>  
>>> Busy days following the workshop. We have heard back from  almost everyone
>>> who attended and so it is even busier than last week, if  that is possible.
>>> Lynne is slowly going downhill from hanging around all of  us sickies and so
>>> I suspect she will collapse shortly. I best get the  chicken soup on.
>>>  
>>>  
>>>  
>>> I think the first topic we might want to discuss is  high schooling but of
>>> course I could be wrong. Since I?m going to one  tomorrow, I?ll scout around
>>> and see if I can see anything  inclusive.
>>>  
>>> Ciao
>>>  
>>> Darrell
>>>  
>>>  
>>>  
>>>  
>>>  
>>> 
>>> From:  familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17 August 2010 5:24  PM
>>> To: familyvoices at inpress.pledgonline.com
>>> Subject: Re:  FV: Welcome!
>>>  
>>>  
>>>  
>>>  
>>> 
>>> great to see you back  Cathy, count me in!
>>>  
>>>  
>>> 
>>> Janette
>>>  
>>>  
>>>  
>>> 
>>>  
>>>  
>>>  
>>>  
>>> 
>>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>>  
>>> 
>>> Sent: Tuesday, August  17, 2010 11:46 AM
>>>  
>>>  
>>> 
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>>  
>>> 
>>> Subject: Re: FV:  Welcome!
>>>  
>>>  
>>> 
>>>  
>>>  
>>> Hi  Darrell
>>>  
>>> I?m in  too!
>>>  
>>> Can you change my email to   home email: hewicks at mtbsoft.com for family
>>> voices
>>>  
>>> Thanks
>>>  
>>> Cheers  Cathy
>>>  
>>>  
>>>  
>>>  
>>> 
>>>  
>>>  
>>>  
>>>  
>>> From: familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17 August 2010 10:31  AM
>>> To: FamilyVoices at inpress.pledgonline.com
>>> Subject:  FV: Welcome!
>>>  
>>>  
>>>  
>>> Hi all,
>>>  
>>>  
>>>  
>>> I have revamped the Family Voices email listserve to be  used for a short
>>> while among PLEDG families to discuss common issues and,  anything really,
>>> that you want to put out there. I was hoping to start  discussions prior to
>>> our August workshop so that you would recognise names  of people when we all
>>> met, but technical difficulties prevented this. I hope  we can add people
>>> that attended the workshop and others you may wish to  invite to discuss
>>> issues that you bring up.
>>>  
>>>  
>>>  
>>> Let me know if you wish not to be included. (I assume we  are all into
>>> inclusion... but then????!!)
>>>  
>>>  
>>>  
>>> Welcome to your PLEDG Family Voices,
>>>  
>>>  
>>>  
>>> Darrell Wills
>>>  
>>> Director
>>>  
>>> PLEDG Projects
>>>  
>>>  
>>>  
>>>  
>>>  
>>> You are  receiving this because you are a valued member of the PLEDG
>>> community 
>>>  
>>> 
>>> Cathy  Hewick
>>> Manager  Programs
>>>  
>>>  
>>> 
>>>  
>>>  
>>> 
>>>    
>>>  
>>>  
>>>  
>>> 
>>> Child  Inclusive Learning and Development Australia Inc
>>> Phone:  08 9249 4333
>>> Fax:  08 9249 4366
>>> Email:  CathyH at childaustralia.org.au
>>> Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/>
>>> 
>>> Please  consider the environment before printing this  email.
>>>    
>>>   NOTICE:  The information contained in this email is privileged and
>>> confidential, and is intended only for use of the addressee. If you  are not
>>> the intended recipient, you are hereby notified that any  disclosure,
>>> reproduction, distribution or other use of this  communication is strictly
>>> prohibited. If you have received this  communication in error, please notify
>>> the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone
>>> and  destroy this message without copying or disclosing it. Thank you for
>>> your cooperation.. It is the responsibility of the recipient to check  this
>>> email and any attachments for the presence of  viruses.
>>> 
>>>  
>>>    
>>>   
>>> 
>>> 
>>> __________  Information from ESET NOD32 Antivirus, version of virus
>>> signature database  5372 (20100817) __________
>>> 
>>> The message was checked by ESET NOD32  Antivirus.
>>> 
>>> http://www.eset.com
>>> 
>>> 
>>> __________  Information from ESET NOD32 Antivirus, version of virus
>>> signature database  5372 (20100817) __________
>>> 
>>> The message was checked by ESET NOD32  Antivirus.
>>> 
>>> http://www.eset.com
>>> 

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From familyvoices at inpress.pledgonline.com  Wed Aug 18 05:17:57 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 20:17:57 +0800
Subject: FV: High schools
In-Reply-To: <mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi all,

Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

 

So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

 

No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

 

Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

Here is an older review I did for a high school:

 




High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

Darrell Wills

2006

 

Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

 

For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

 

Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

 

?Behaviour? as too crude for a grouping label

The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

 

The impact of other labels

In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

 

Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

 

To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

 

Of course this means one must have and explicate laudable, whole-school goals such as: -

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

?  Testing 

?  Observation and 

?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

 

The history of crude grouping out

If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

 

(E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

 

The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

 

We seek to provide every student with an education suited to? their needs?.

 

 This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

 

After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

 

We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

 

It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

 

 

How might one get there?

As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

1.	Collaborative problem-solving. 
2.	Multi-level teaching and learning technology
3.	Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy.
4.	Environmental and socio-cultural survey.

 

A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

 

The New IQ and capacity building

We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

 

In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

1.	physically
2.	socially
3.	developmentally

Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

 

When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

 

Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

 

 

  

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 8:01 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Tuesday, August 17, 2010 6:40 PM

Subject: Re: FV: High schools

 

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



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[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference

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From familyvoices at inpress.pledgonline.com  Wed Aug 18 06:05:13 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 21:05:13 +0800
Subject: FV: High schools
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.36.1282136665.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Were you at Australind too!!  I Know you were elsewhere but it does seem they are tarred with the same brush. I am playing with your letter . I think I might adjust it slightly to relay my concerns regarding the openly discriminatory attitude that Isabell felt and how we can provide an attitude adjustment in many forms e.g PD days with the help of PLEDG or we annoy Gregs boss and lay a complaint, or as you pointed out we can shout their praises wide and far. I think I know what they would prefer, it would seem the deputy could do with a few PD days to remove his head from his ass. It also worries me that the deputy/year 8 organizer only found out today what we have had them aware of for at least 8 months.
In the words of Brad Pitt  "Welcome to fight club"
OK I'll stop reacting and I'll ponder some more
See you Friday.
Sean
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Wednesday, August 18, 2010 8:17 PM
  Subject: Re: FV: High schools


  Hi all,

  Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

   

  So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

   

  No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

   

  Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

  Here is an older review I did for a high school:

   



  High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

  Darrell Wills

  2006

   

  Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

   

  For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

   

  Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

   

  ?Behaviour? as too crude for a grouping label

  The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

   

  The impact of other labels

  In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

   

  Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

   

  To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

   

  Of course this means one must have and explicate laudable, whole-school goals such as: -

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

  ?  Testing 

  ?  Observation and 

  ?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

  o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

  o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

  o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

   

  The history of crude grouping out

  If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

   

  (E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

   

  The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

   

  We seek to provide every student with an education suited to? their needs?.

   

   This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

   

  After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

   

  We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

  a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

  b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

  c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

  d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

   

  It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

   

   

  How might one get there?

  As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

    1.. Collaborative problem-solving. 
    2.. Multi-level teaching and learning technology 
    3.. Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
    4.. Environmental and socio-cultural survey. 
   

  A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

   

  The New IQ and capacity building

  We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

   

  In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

    1.. physically 
    2.. socially 
    3.. developmentally 
  Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

   

  When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

   

  Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

   

   

    

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 8:01 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

  Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

   

  Cheers Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 7:27 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  sign me up

  Cx

    ----- Original Message ----- 

    From: FamilyVoices 

    To: familyvoices at inpress.pledgonline.com 

    Sent: Tuesday, August 17, 2010 6:40 PM

    Subject: Re: FV: High schools

     

    Hi Gang,

    Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

     

    I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

    Ciao

    Darrell

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 5:24 PM
    To: familyvoices at inpress.pledgonline.com
    Subject: Re: FV: Welcome!

     

    great to see you back Cathy, count me in!

    Janette

     

    From: FamilyVoices 

    Sent: Tuesday, August 17, 2010 11:46 AM

    To: familyvoices at inpress.pledgonline.com 

    Subject: Re: FV: Welcome!

     

    Hi Darrell

    I?m in too!

    Can you change my email to  home email: hewicks at mtbsoft.com for family voices

    Thanks

    Cheers Cathy

     

     

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 10:31 AM
    To: FamilyVoices at inpress.pledgonline.com
    Subject: FV: Welcome!

     

    Hi all,

     

    I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

     

    Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

     

    Welcome to your PLEDG Family Voices,

     

    Darrell Wills

    Director

    PLEDG Projects

     

     

    You are receiving this because you are a valued member of the PLEDG community


    Cathy Hewick
    Manager Programs 


----------------------------------------------------------------------------

      

     

    Child Inclusive Learning and Development Australia Inc
    Phone: 08 9249 4333
    Fax: 08 9249 4366
    Email: CathyH at childaustralia.org.au
    Web: www.childaustralia.org.au

    Please consider the environment before printing this email.

          NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
         

     

         



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------------------------------------------------------------------------------

  [i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

  1.     segregation from mainstream classes for some or all of the day

  2.     congregation with others with labels but rarely any common skill levels or needs

  3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

  [ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

  [iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

  [iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference



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From familyvoices at inpress.pledgonline.com  Wed Aug 18 06:41:38 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 21:41:38 +0800
Subject: FV: High schools
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Darrell and all,
We are certainly happy to be included in any discussions, sounds like you
had a great seminar!  
Pauline, John and Sarah 
 
 
 
 
-------Original Message-------
 
From: FamilyVoices
Date: 18/08/2010 7:38:06 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools
 
I?m in too.   I?ve also come down with the bug so if you could send some
chicken soup this way that would be greatly appreciated. 
Leonie


On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:


me to 
luv,
therese, joe and roy


-----Original Message-----
From:  familyvoices-bounces at inpress.pledgonline.com 
[mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of 
FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To:  familyvoices at inpress.pledgonline.com
Subject: Re: FV: High  schools


sign me up

Cx



----- Original Message ----- 
 
From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
 
To: familyvoices at inpress.pledgonline.com  
 
Sent: Tuesday, August 17, 2010 6:40  PM
 
Subject: Re: FV: High schools
 

 
 

Hi Gang,
 
Busy days following the workshop. We have heard back from  almost everyone
who attended and so it is even busier than last week, if  that is possible.
Lynne is slowly going downhill from hanging around all of  us sickies and so
I suspect she will collapse shortly. I best get the  chicken soup on.
 
 
 
I think the first topic we might want to discuss is  high schooling but of
course I could be wrong. Since I?m going to one  tomorrow, I?ll scout around
and see if I can see anything  inclusive.
 
Ciao
 
Darrell
 
 
 
 
 

From:  familyvoices-bounces at inpress.pledgonline.com 
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of 
FamilyVoices
Sent: Tuesday, 17 August 2010 5:24  PM
To: familyvoices at inpress.pledgonline.com
Subject: Re:  FV: Welcome!

 
 
 

great to see you back  Cathy, count me in!

 

Janette

 
 



 
 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

 

Sent: Tuesday, August  17, 2010 11:46 AM

 

To: familyvoices at inpress.pledgonline.com  

 

Subject: Re: FV:  Welcome!

 



Hi  Darrell

I?m in  too!

Can you change my email to   home email: hewicks at mtbsoft.com for family 
voices

Thanks

Cheers  Cathy



 





From: familyvoices-bounces at inpress.pledgonline.com 
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of 
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31  AM
To: FamilyVoices at inpress.pledgonline.com
Subject:  FV: Welcome!

 
 
Hi all,
 
 
 
I have revamped the Family Voices email listserve to be  used for a short
while among PLEDG families to discuss common issues and,  anything really,
that you want to put out there. I was hoping to start  discussions prior to
our August workshop so that you would recognise names  of people when we all
met, but technical difficulties prevented this. I hope  we can add people
that attended the workshop and others you may wish to  invite to discuss
issues that you bring up.
 
 
 
Let me know if you wish not to be included. (I assume we  are all into
inclusion... but then????!!)
 
 
 
Welcome to your PLEDG Family Voices,
 
 
 
Darrell Wills
 
Director
 
PLEDG Projects
 
 
  
You are  receiving this because you are a valued member of the PLEDG 
community 


Cathy  Hewick
Manager  Programs 








   




Child  Inclusive Learning and Development Australia Inc
Phone:  08 9249 4333
Fax:  08 9249 4366
Email:  CathyH at childaustralia.org.au
Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

Please  consider the environment before printing this  email.
  
  NOTICE:  The information contained in this email is privileged and 
confidential, and is intended only for use of the addressee. If you  are not
the intended recipient, you are hereby notified that any  disclosure,
reproduction, distribution or other use of this  communication is strictly
prohibited. If you have received this  communication in error, please notify
the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone
and  destroy this message without copying or disclosing it. Thank you for 
your cooperation.. It is the responsibility of the recipient to check  this
email and any attachments for the presence of  viruses. 


  
  


__________  Information from ESET NOD32 Antivirus, version of virus
signature database  5372 (20100817) __________

The message was checked by ESET NOD32  Antivirus.

http://www.eset.com


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From familyvoices at inpress.pledgonline.com  Wed Aug 18 07:18:51 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Wed, 18 Aug 2010 22:18:51 +0800
Subject: FV: High schools
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments carefully. If you miss one word it can change the whole message or instruction- the word "not" for example, as in the last sentence of this forum intro.

  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Wednesday, August 18, 2010 9:41 PM
  Subject: Re: FV: High schools


        Hi Darrell and all,
        We are certainly happy to be included in any discussions, sounds like you had a great seminar!  
        Pauline, John and Sarah 




        -------Original Message-------

        From: FamilyVoices
        Date: 18/08/2010 7:38:06 PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High schools

        I'm in too.   I've also come down with the bug so if you could send some chicken soup this way that would be greatly appreciated. 
        Leonie


        On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:


        me to 
        luv,
        therese, joe and roy


        -----Original Message-----
        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 7:27 PM
        To:  familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High  schools


        sign me up

        Cx



        ----- Original Message ----- 
         
        From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
         
        To: familyvoices at inpress.pledgonline.com  
         
        Sent: Tuesday, August 17, 2010 6:40  PM
         
        Subject: Re: FV: High schools
         

         
         

        Hi Gang,
         
        Busy days following the workshop. We have heard back from  almost everyone who attended and so it is even busier than last week, if  that is possible. Lynne is slowly going downhill from hanging around all of  us sickies and so I suspect she will collapse shortly. I best get the  chicken soup on.
         
         
         
        I think the first topic we might want to discuss is  high schooling but of course I could be wrong. Since I'm going to one  tomorrow, I'll scout around and see if I can see anything  inclusive.
         
        Ciao
         
        Darrell
         
         
         
         
         

        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 5:24  PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re:  FV: Welcome!

         
         
         

        great to see you back  Cathy, count me in!

         

        Janette

         
         



         
         

        From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

         

        Sent: Tuesday, August  17, 2010 11:46 AM

         

        To: familyvoices at inpress.pledgonline.com  

         

        Subject: Re: FV:  Welcome!

         



        Hi  Darrell

        I'm in  too!

        Can you change my email to   home email: hewicks at mtbsoft.com for family  voices

        Thanks

        Cheers  Cathy



         





        From: familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 10:31  AM
        To: FamilyVoices at inpress.pledgonline.com
        Subject:  FV: Welcome!

         
         
        Hi all,
         
         
         
        I have revamped the Family Voices email listserve to be  used for a short while among PLEDG families to discuss common issues and,  anything really, that you want to put out there. I was hoping to start  discussions prior to our August workshop so that you would recognise names  of people when we all met, but technical difficulties prevented this. I hope  we can add people that attended the workshop and others you may wish to  invite to discuss issues that you bring up.
         
         
         
        Let me know if you wish not to be included. (I assume we  are all into inclusion... but then????!!)
         
         
         
        Welcome to your PLEDG Family Voices,
         
         
         
        Darrell Wills
         
        Director
         
        PLEDG Projects
         
         
          


        You are  receiving this because you are a valued member of the PLEDG  community 



        Cathy  Hewick
        Manager  Programs 






------------------------------------------------------------------------



           




        Child  Inclusive Learning and Development Australia Inc
        Phone:  08 9249 4333
        Fax:  08 9249 4366
        Email:  CathyH at childaustralia.org.au
        Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

        Please  consider the environment before printing this  email.
          
          NOTICE:  The information contained in this email is privileged and  confidential, and is intended only for use of the addressee. If you  are not the intended recipient, you are hereby notified that any  disclosure, reproduction, distribution or other use of this  communication is strictly prohibited. If you have received this  communication in error, please notify the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone and  destroy this message without copying or disclosing it. Thank you for  your cooperation.. It is the responsibility of the recipient to check  this email and any attachments for the presence of  viruses. 


          
          


        __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

        The message was checked by ESET NOD32  Antivirus.

        http://www.eset.com


        __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

        The message was checked by ESET NOD32  Antivirus.

        http://www.eset.com



       
              
       
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From familyvoices at inpress.pledgonline.com  Wed Aug 18 16:06:32 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 07:06:32 +0800
Subject: FV: High schools
In-Reply-To: <mailman.36.1282136665.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.36.1282136665.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.45.1282172731.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

I love your idea for PD Sean ? I have a HS meeting today, will see if we need a head out the arse PD down here. The hardest thing with HS is even to show another school doing great stuff across the board as an example.

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Wednesday, 18 August 2010 9:05 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Were you at Australind too!!  I Know you were elsewhere but it does seem they are tarred with the same brush. I am playing with your letter . I think I might adjust it slightly to relay my concerns regarding the openly discriminatory attitude that Isabell felt and how we can provide an attitude adjustment in many forms e.g PD days with the help of PLEDG or we annoy Gregs boss and lay a complaint, or as you pointed out we can shout their praises wide and far. I think I know what they would prefer, it would seem the deputy could do with a few PD days to remove his head from his ass. It also worries me that the deputy/year 8 organizer only found out today what we have had them aware of for at least 8 months.

In the words of Brad Pitt  "Welcome to fight club"

OK I'll stop reacting and I'll ponder some more

See you Friday.

Sean

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Wednesday, August 18, 2010 8:17 PM

Subject: Re: FV: High schools

 

Hi all,

Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

 

So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

 

No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

 

Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

Here is an older review I did for a high school:

 




High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

Darrell Wills

2006

 

Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

 

For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

 

Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

 

?Behaviour? as too crude for a grouping label

The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

 

The impact of other labels

In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

 

Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

 

To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

 

Of course this means one must have and explicate laudable, whole-school goals such as: -

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

?  Testing 

?  Observation and 

?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

 

The history of crude grouping out

If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

 

(E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

 

The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

 

We seek to provide every student with an education suited to? their needs?.

 

 This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

 

After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

 

We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

 

It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

 

 

How might one get there?

As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

1.	Collaborative problem-solving. 
2.	Multi-level teaching and learning technology 
3.	Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
4.	Environmental and socio-cultural survey. 

 

A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

 

The New IQ and capacity building

We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

 

In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

1.	physically 
2.	socially 
3.	developmentally 

Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

 

When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

 

Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

 

 

  

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 8:01 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Tuesday, August 17, 2010 6:40 PM

Subject: Re: FV: High schools

 

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


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[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference

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From familyvoices at inpress.pledgonline.com  Wed Aug 18 20:48:21 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 11:48:21 +0800
Subject: FV: High schools
In-Reply-To: <mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
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Hi Darrell,

A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.

Regards,
Debbie


From: FamilyVoices 
Sent: Wednesday, August 18, 2010 8:17 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


Hi all,

Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

 

So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

 

No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

 

Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

Here is an older review I did for a high school:

 



High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

Darrell Wills

2006

 

Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

 

For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

 

Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

 

?Behaviour? as too crude for a grouping label

The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

 

The impact of other labels

In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

 

Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

 

To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

 

Of course this means one must have and explicate laudable, whole-school goals such as: -

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

?  Testing 

?  Observation and 

?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

 

The history of crude grouping out

If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

 

(E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

 

The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

 

We seek to provide every student with an education suited to? their needs?.

 

 This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

 

After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

 

We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

 

It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

 

 

How might one get there?

As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

  1.. Collaborative problem-solving. 
  2.. Multi-level teaching and learning technology 
  3.. Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
  4.. Environmental and socio-cultural survey. 
 

A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

 

The New IQ and capacity building

We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

 

In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

  1.. physically 
  2.. socially 
  3.. developmentally 
Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

 

When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

 

Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

 

 

  

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 8:01 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

  ----- Original Message ----- 

  From: FamilyVoices 

  To: familyvoices at inpress.pledgonline.com 

  Sent: Tuesday, August 17, 2010 6:40 PM

  Subject: Re: FV: High schools

   

  Hi Gang,

  Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

   

  I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

  Ciao

  Darrell

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 5:24 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: Welcome!

   

  great to see you back Cathy, count me in!

  Janette

   

  From: FamilyVoices 

  Sent: Tuesday, August 17, 2010 11:46 AM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: Welcome!

   

  Hi Darrell

  I?m in too!

  Can you change my email to  home email: hewicks at mtbsoft.com for family voices

  Thanks

  Cheers Cathy

   

   

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 10:31 AM
  To: FamilyVoices at inpress.pledgonline.com
  Subject: FV: Welcome!

   

  Hi all,

   

  I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

   

  Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

   

  Welcome to your PLEDG Family Voices,

   

  Darrell Wills

  Director

  PLEDG Projects

   

   

  You are receiving this because you are a valued member of the PLEDG community


  Cathy Hewick
  Manager Programs 


------------------------------------------------------------------------------

    

   

  Child Inclusive Learning and Development Australia Inc
  Phone: 08 9249 4333
  Fax: 08 9249 4366
  Email: CathyH at childaustralia.org.au
  Web: www.childaustralia.org.au

  Please consider the environment before printing this email.

        NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
       

   

       



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--------------------------------------------------------------------------------

[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference



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From familyvoices at inpress.pledgonline.com  Thu Aug 19 00:29:20 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 15:29:20 +0800
Subject: FV: High schools
In-Reply-To: <mailman.48.1282189709.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
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Had a great meeting this morning with new HS principal here in Esperance. Pete and I very impressed as not sure what he would be like. Uniform issue is solved and he has lots of plans for transition and training. 

 

SOOOO EXCITED

Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Thursday, 19 August 2010 11:48 AM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Hi Darrell,

 

A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.

 

Regards,

Debbie

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Wednesday, August 18, 2010 8:17 PM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: High schools

 

Hi all,

Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

 

So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

 

No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

 

Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

Here is an older review I did for a high school:

 




High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

Darrell Wills

2006

 

Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

 

For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

 

Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

 

?Behaviour? as too crude for a grouping label

The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

 

The impact of other labels

In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

 

Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

 

To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

 

Of course this means one must have and explicate laudable, whole-school goals such as: -

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

?  Testing 

?  Observation and 

?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

 

The history of crude grouping out

If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

 

(E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

 

The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

 

We seek to provide every student with an education suited to? their needs?.

 

 This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

 

After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

 

We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

 

It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

 

 

How might one get there?

As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

1.	Collaborative problem-solving. 
2.	Multi-level teaching and learning technology 
3.	Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
4.	Environmental and socio-cultural survey. 

 

A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

 

The New IQ and capacity building

We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

 

In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

1.	physically 
2.	socially 
3.	developmentally 

Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

 

When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

 

Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

 

 

  

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 8:01 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Tuesday, August 17, 2010 6:40 PM

Subject: Re: FV: High schools

 

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


Image removed by sender. ChildAustralia  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



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[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference

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From familyvoices at inpress.pledgonline.com  Thu Aug 19 00:51:31 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 15:51:31 +0800
Subject: FV: High schools
In-Reply-To: <mailman.51.1282202972.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.48.1282189709.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.51.1282202972.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.54.1282204314.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Sounds good michelle, well done.

from grace
On 19/08/2010, at 3:29 PM, FamilyVoices wrote:

> Had a great meeting this morning with new HS principal here in Esperance. Pete and I very impressed as not sure what he would be like. Uniform issue is solved and he has lots of plans for transition and training.
>  
> SOOOO EXCITED
> Michelle
>  
> From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
> Sent: Thursday, 19 August 2010 11:48 AM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: High schools
>  
> Hi Darrell,
>  
> A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.
>  
> Regards,
> Debbie
>  
> From: FamilyVoices
> Sent: Wednesday, August 18, 2010 8:17 PM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: High schools
>  
> Hi all,
> Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them.
>  
> So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?
>  
> No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.)
>  
> Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.
> Here is an older review I did for a high school:
>  
> 
> High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]
> Darrell Wills
> 2006
>  
> Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:
>  
> For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?
>  
> Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem.
>  
> ?Behaviour? as too crude for a grouping label
> The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres.
>  
> The impact of other labels
> In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.
>  
> Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game.
>  
> To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?swill determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.
>  
> Of course this means one must have and explicate laudable, whole-school goals such as: -
>  
> We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion
>  
> - From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:
> ?  Testing
> ?  Observation and
> ?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:
> o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..
> o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.
> o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.
>  
> The history of crude grouping out
> If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.
>  
> (E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.)
>  
> The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: -
>  
> We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion
>  
> - And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -
>  
> We seek to provide every student with an education suited to? their needs?.
>  
>  This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here.
>  
> After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost.
>  
> We could, alternatively, not change the goal but merely deny that our processes can ever get there ?
>  
> We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -
> a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments
> b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students.
> c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.
> d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science.
>  
> It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.
>  
>  
> How might one get there?
> As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:
> Collaborative problem-solving.
> Multi-level teaching and learning technology
> Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy.
> Environmental and socio-cultural survey.
>  
> A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response.
>  
> The New IQ and capacity building
> We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv]
>  
> In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -
> physically
> socially
> developmentally
> Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.
>  
> When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match ofsystemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure(such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion. 
>  
> Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.
>  
>  
>   
>  
> From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
> Sent: Tuesday, 17 August 2010 8:01 PM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: High schools
>  
> Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!
> Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?
>  
> Cheers Michelle
>  
> From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
> Sent: Tuesday, 17 August 2010 7:27 PM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: High schools
>  
> sign me up
> Cx
> ----- Original Message -----
> From: FamilyVoices
> To: familyvoices at inpress.pledgonline.com
> Sent: Tuesday, August 17, 2010 6:40 PM
> Subject: Re: FV: High schools
>  
> Hi Gang,
> Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.
>  
> I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.
> Ciao
> Darrell
>  
> From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
> Sent: Tuesday, 17 August 2010 5:24 PM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: Welcome!
>  
> great to see you back Cathy, count me in!
> Janette
>  
> From: FamilyVoices
> Sent: Tuesday, August 17, 2010 11:46 AM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: Welcome!
>  
> Hi Darrell
> I?m in too!
> Can you change my email to  home email: hewicks at mtbsoft.com for family voices
> Thanks
> Cheers Cathy
>  
>  
>  
> From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
> Sent: Tuesday, 17 August 2010 10:31 AM
> To: FamilyVoices at inpress.pledgonline.com
> Subject: FV: Welcome!
>  
> Hi all,
>  
> I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.
>  
> Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)
>  
> Welcome to your PLEDG Family Voices,
>  
> Darrell Wills
> Director
> PLEDG Projects
>  
>  
> You are receiving this because you are a valued member of the PLEDG community
> 
> Cathy Hewick
> Manager Programs
> 
> <image001.jpg> 
>  
> 
> Child Inclusive Learning and Development Australia Inc
> Phone: 08 9249 4333
> Fax: 08 9249 4366
> Email: CathyH at childaustralia.org.au
> Web: www.childaustralia.org.au
> 
> Please consider the environment before printing this email.
> 
> NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
> 
> 
> 
> __________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________
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> The message was checked by ESET NOD32 Antivirus.
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> __________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________
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> The message was checked by ESET NOD32 Antivirus.
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> http://www.eset.com
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> __________ Information from ESET NOD32 Antivirus, version of virus signature database 5372 (20100817) __________
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> The message was checked by ESET NOD32 Antivirus.
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> The message was checked by ESET NOD32 Antivirus.
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> [i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:
> 1.     segregation from mainstream classes for some or all of the day
> 2.     congregation with others with labels but rarely any common skill levels or needs
> 3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but tomake students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.
> [ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.
> [iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.
> [iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference

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From familyvoices at inpress.pledgonline.com  Thu Aug 19 02:18:00 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 17:18:00 +0800
Subject: FV: High schools
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.48.1282189709.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.51.1282202972.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.57.1282209489.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Michelle
That is a fantastic result and I really like your powerpoint presentation.  Thanks for sharing.  Perhaps your Principal needs to talk with our Principal as we arn't having such good success!  Curious, how many students are in this high school?
Isabell
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Thursday, August 19, 2010 3:29 PM
  Subject: Re: FV: High schools


  Had a great meeting this morning with new HS principal here in Esperance. Pete and I very impressed as not sure what he would be like. Uniform issue is solved and he has lots of plans for transition and training. 

   

  SOOOO EXCITED

  Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Thursday, 19 August 2010 11:48 AM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Hi Darrell,

   

  A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.

   

  Regards,

  Debbie

   

  From: FamilyVoices 

  Sent: Wednesday, August 18, 2010 8:17 PM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  Hi all,

  Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

   

  So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

   

  No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

   

  Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

  Here is an older review I did for a high school:

   



  High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

  Darrell Wills

  2006

   

  Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

   

  For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

   

  Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

   

  ?Behaviour? as too crude for a grouping label

  The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

   

  The impact of other labels

  In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

   

  Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

   

  To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

   

  Of course this means one must have and explicate laudable, whole-school goals such as: -

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

  ?  Testing 

  ?  Observation and 

  ?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

  o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

  o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

  o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

   

  The history of crude grouping out

  If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

   

  (E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

   

  The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

   

  We seek to provide every student with an education suited to? their needs?.

   

   This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

   

  After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

   

  We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

  a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

  b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

  c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

  d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

   

  It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

   

   

  How might one get there?

  As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

    1.. Collaborative problem-solving. 
    2.. Multi-level teaching and learning technology 
    3.. Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
    4.. Environmental and socio-cultural survey. 
   

  A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

   

  The New IQ and capacity building

  We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

   

  In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

    1.. physically 
    2.. socially 
    3.. developmentally 
  Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

   

  When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

   

  Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

   

   

    

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 8:01 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

  Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

   

  Cheers Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 7:27 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  sign me up

  Cx

    ----- Original Message ----- 

    From: FamilyVoices 

    To: familyvoices at inpress.pledgonline.com 

    Sent: Tuesday, August 17, 2010 6:40 PM

    Subject: Re: FV: High schools

     

    Hi Gang,

    Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

     

    I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

    Ciao

    Darrell

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 5:24 PM
    To: familyvoices at inpress.pledgonline.com
    Subject: Re: FV: Welcome!

     

    great to see you back Cathy, count me in!

    Janette

     

    From: FamilyVoices 

    Sent: Tuesday, August 17, 2010 11:46 AM

    To: familyvoices at inpress.pledgonline.com 

    Subject: Re: FV: Welcome!

     

    Hi Darrell

    I?m in too!

    Can you change my email to  home email: hewicks at mtbsoft.com for family voices

    Thanks

    Cheers Cathy

     

     

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 10:31 AM
    To: FamilyVoices at inpress.pledgonline.com
    Subject: FV: Welcome!

     

    Hi all,

     

    I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

     

    Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

     

    Welcome to your PLEDG Family Voices,

     

    Darrell Wills

    Director

    PLEDG Projects

     

     

    You are receiving this because you are a valued member of the PLEDG community


    Cathy Hewick
    Manager Programs 


----------------------------------------------------------------------------

      

     

    Child Inclusive Learning and Development Australia Inc
    Phone: 08 9249 4333
    Fax: 08 9249 4366
    Email: CathyH at childaustralia.org.au
    Web: www.childaustralia.org.au

    Please consider the environment before printing this email.

          NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
         

     

         



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  [i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

  1.     segregation from mainstream classes for some or all of the day

  2.     congregation with others with labels but rarely any common skill levels or needs

  3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

  [ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

  [iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

  [iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference
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From familyvoices at inpress.pledgonline.com  Thu Aug 19 04:24:00 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 19:24:00 +0800
Subject: FV: High schools
In-Reply-To: <mailman.57.1282209489.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.60.1282217050.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Isabell, I am sorry to hear you are having a hard time with the High School.
I am dreading the thought of Maddie finishing primary school.  But I am
lucky that I will be able to tap into the experience of those going before
her.
Leonie


On 19/08/10 5:18 PM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:

> Michelle
> That is a fantastic result and I really like your powerpoint presentation.
> Thanks for sharing.  Perhaps your Principal needs to talk with our Principal
> as we arn't having such good success!  Curious, how many students are in this
> high school?
> Isabell
>>  
>> ----- Original Message -----
>>  
>> From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>  
>> To: familyvoices at inpress.pledgonline.com
>>  
>> Sent: Thursday, August 19, 2010 3:29  PM
>>  
>> Subject: Re: FV: High schools
>>  
>> 
>>  
>>  
>> 
>> Had a great meeting this  morning with new HS principal here in Esperance.
>> Pete and I very impressed as  not sure what he would be like. Uniform issue
>> is solved and he has lots of  plans for transition and training.
>>  
>>  
>>  
>> SOOOO  EXCITED
>>  
>> Michelle
>>  
>>  
>>  
>>  
>>  
>> 
>> From: familyvoices-bounces at inpress.pledgonline.com
>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>> FamilyVoices
>> Sent: Thursday, 19 August 2010 11:48  AM
>> To: familyvoices at inpress.pledgonline.com
>> Subject: Re:  FV: High schools
>>  
>>  
>>  
>>  
>> 
>> Hi  Darrell,
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> A pity l missed  the seminar. Looks like HS is a mine field. I was just told
>> Noelene Mason has  left Canning Vale College and I would like to go in to
>> have another look  before deciding. They just contacted Ben's teacher at
>> Castlereagh a few  hours of transition each week. I know you are very busy
>> but is there a chance  sometime in the next few weeks where you could go to
>> Canning Vale College and  assess if that's the right school for Ben? I am
>> happy to reimburse the cost  for your travel, etc. I am so confuse now as to
>> whether Canning Vale College  is still applicable for Ben. I have sent you
>> another video on lesson 46. He  seemed to be doing well.
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> Regards,
>>  
>>  
>> 
>> Debbie
>>  
>>  
>>  
>> 
>>  
>>  
>>  
>>  
>> 
>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>  
>>  
>> 
>> Sent:  Wednesday, August 18, 2010 8:17 PM
>>  
>>  
>> 
>> To: familyvoices at inpress.pledgonline.com
>>  
>>  
>> 
>> Subject: Re:  FV: High schools
>>  
>>  
>> 
>>  
>>  
>> Hi all,
>>  
>> Just spent an hour on an advocacy letter  about Sean & Isabell?s son after
>> his first orientation visit. I will let  them share on that one. I spent most
>> of the day at another high school and,  although I looked for inclusion, all
>> I saw were signs that kids who were not  performing were being left out or
>> offered help in ways that segregate them. I  discussed with this school how
>> their focus is shifting to rescuing teachers  from these kids and not helping
>> them see how to include them.
>>  
>>  
>>  
>> So nothing new. The dominant scene of high  schools is quite good for those
>> at the top, a bit improved with broader  options for those in the middle and
>> still pretty average to outright punishing  for those at the bottom. So the
>> big lesson here is to avoid the bottom! This  is pretty much the same finding
>> as research on streaming that has been around  for a long time. This
>> indicates that streaming is alive and well despite  the research.  But then,
>> what else is new?
>>  
>>  
>>  
>> No, I am not trying to depress you. Just  reviewing the lay of the
>> land.(Remember, I am the scout and that?s my job.)
>>  
>>  
>>  
>> Avoiding the bottom grouping is a critical  safeguard. It doesn?t tell you
>> what to do, but it does tell you what to  avoid.
>>  
>> Here is an older review I did for a high  school:
>>  
>>  
>> 
>>  
>> High schools, ?streaming?, pull-outs? and various forms of  segregation known
>> as ?special education for special populations[i] <#_edn1>
>>  
>> Darrell Wills 
>>  
>> 2006 
>>  
>>  
>>  
>> Over the past year many teachers, families  and planners have asked that I
>> discuss the efficacy of various forms of  segregation used popularly in high
>> schools. Here is a brief review of our  view:
>>  
>>  
>>  
>> For nearly a century now, ?ability? or  ?perceived-ability? groupings have
>> been one of the most controversial issues  in education.[ii] <#_edn2>
>> Slavin?s  comprehensive review of all studies published in English over the
>> past 70  years found results close to zero effect more than a decade ago.
>> This  contrasted at the time with the research field?s general consensus that
>> generally found positive effects of ability grouping for high achievers and
>> negative effects for low achievers.  In either case, the ?jury has  been in?
>> for more than a 7 decades on the research position of ability  grouping for
>> low achievers ? zero to negative effect. Why then does this  remain the most
>> popular method of grouping in our high schools and what are  the effects in
>> promoting and/or being a barrier to the admirable attempt by  some schools to
>> include students who present as most vulnerable? How  did we get ?here? (and
>> maybe more importantly); how do we get to a more  efficacious place?
>>  
>>  
>>  
>> Principals, teachers, planners and parents  at the point of designing or
>> redesigning models and teachers working within  these frameworks are all
>> somewhat perplexed about where to start when trying  to address a population
>> of students for whom the current situation does not  appear to be working.
>> The conventional approach has been to further define the  homogeneity of the
>> students in question. In other words, what do they share in  common? In the
>> case of some, it is the secondary affect of another problem.
>>  
>>  
>>  
>> ?Behaviour? as too crude for a grouping  label
>>  
>> The most pronounced current example is  ?behaviour?. Poor socialisation,
>> symptoms of problems in another socio-sphere  (e.g. home, student
>> relationships etc.) or signals that the current subject is  not relevantly or
>> powerfully drawing them into positive participation; all are  viewed as
>> ?behaviour problems? and a crude tool ? behaviour management, is  often
>> prescribed. As one can imagine, there is not homogeneity within this  ?crude
>> grouping? and thus it is more than less likely that such a grouping  will
>> increase in problematical ?tension? rather than ameliorate it. Whereas  some
>> grouping around students experiencing difficulties with home life,  might
>> have a positive impact; the crude grouping with others whose  ?issue? is
>> ?disconnect with the relevance or potency of the content to their  level of
>> ability?, has little chance of efficacy. Analogously, the student  whose
>> skills in numeracy or literacy do not allow him to connect with the  content
>> will not be served well by grouping with those who are distracted by  the
>> pains associated with external socio-spheres.
>>  
>>  
>>  
>> The impact of other  labels
>>  
>> In the case of others, it is the secondary  labelling that has been applied
>> to a biological, medical or ?perceived?  condition. The most obvious current
>> example are those labelled first  ?medically? as ?disabled? and then
>> ?educationally? as ?special?. Certain  scores on an IQ device often assign
>> students with wide array of reading,  writing and arithmetic levels to a
>> common grouping. Again the crude tool  groups out but does not create enough
>> homogeneity to connect the redefined  group with relevant or powerful
>> curriculum and therefore the teachers of such  an assign groups have little
>> or no chance of efficacy. Some with labels will  have even advanced skills,
>> whilst others without labels will perform lower  than any in the so-thought,
>> homogenous groupings.
>>  
>>  
>>  
>> Whilst only 2 examples of the many  ?grouping out? strategies currently on
>> the rise in education systems around  the world (e.g. New York City has
>> double in the past decade those being  grouped in these and other ways), they
>> are probably enough to exemplify the  fundamental scientific flaw of such
>> groupings ? the disparity of actual  homogeneity from the perceived
>> homogeneity. Although true homogeneity DOES  have some limited ?high risk?
>> efficacy[iii] <#_edn3> ,  perceived homogeneity is all risk without the
>> potential for gain and thus a  zero-sums game.
>>  
>>  
>>  
>> To reduce our confusions my view is that  we need to work from the goal
>> towards the processes that might meet that goal.  In other words, one?s will
>> determines one?s critical relationship to  the planning of logical pathways
>> to develop the skill to actualise  one?s commitment.
>>  
>>  
>>  
>> Of course this means one must have and  explicate laudable, whole-school
>> goals such as: -
>>  
>>  
>>  
>> We seek to be  skilled in welcoming and addressing the full bandwidth of
>> human beings,  particularly those most vulnerable to exclusion
>>  
>>  
>>  
>> - From which to work toward the skills of  pinpointing the actual need for
>> groupings, development of some staff  competence and confidence in
>> up-skilling for such inclusion, development of  support structures ?
>> including, but not confined to:
>>  
>> ?  Testing 
>>  
>> ?  Observation and
>>  
>> ?  Other procedures to identify the  primary issues of individual students
>> and concomitant design and match of  coherent stratagem such as:
>>  
>> o   Counselling and other  strategies to address primary issues that lie
>> beyond the school boundaries but  ?in the student?s world?..
>>  
>> o   In-class support structures to  ?add-value? to the student at risk via
>> adaptations, supports and recognition  for additional out-of-class supports.
>>  
>> o   Out of class support  structures to ?add-value? to the student at risk
>> via tutorials provided by  staff, parents and/or highly valued and skilled
>> peers.
>>  
>>  
>>  
>> The history of crude grouping  out
>>  
>> If one does an analysis from what has  already been constructed (e.g. not
>> constructing new) we can see that older  structures were designed as a
>> response to remove vulnerable students as THE  major ?solution? to the
>> recognition that mainstream staffs were not confident  in their abilities to
>> include the range of diversity that is common to the  human condition. This
>> now ancient strategy DID address the short term  problem.
>>  
>>  
>>  
>> (E.g. ?I  don?t know how to include some students. S/HE is gone, so I no
>> longer need to  learn how? - ?Problem? solved?.)
>>  
>>  
>>  
>> The problem is that this strategy converts  the teacher need for support into
>> a student ?perceived need? to be  grouped elsewhere. Such design could never
>> achieve the long term goal: -
>>  
>>  
>>  
>> We seek to be  skilled in welcoming and addressing the full bandwidth of
>> human beings,  particularly those most vulnerable to exclusion
>>  
>>  
>>  
>> - And thus what we tend to see, as this  becomes obvious, is what social
>> scientists might call goal displacement  or goal denial. That is, we either
>> change the goal to one of:  -
>>  
>>  
>>  
>> We seek to  provide every student with an education suited to? their  needs?.
>>  
>>  
>>  
>>  This sounds pretty good but it  actually ?redefines? the goal for the
>> student of ?needing segregation ?  long term, replaces ?being welcomed? and
>> the adult goal of  ?becoming skilled at addressing the full-bandwidth of
>> children ability?  and thus serves to displace and distract us from inclusion
>> and  allows us to segregate and yet still feel pretty good about what we do
>> here.  
>>  
>>  
>>  
>> After one generation of planners have  practiced this ?step away? from the
>> original goal, the original goal is lost  and a new one remains as the one
>> ?we always stood for?. The goal is displaced,  replaced and lost.
>>  
>>  
>>  
>> We could, alternatively, not change the  goal but merely deny that our
>> processes can ever get there  ?
>>  
>>  
>>  
>> We seek to be  skilled in welcoming and addressing the full bandwidth of
>> human beings,  particularly those most vulnerable to exclusion ? with the
>> proviso that:  -
>>  
>> a.      those  who are really vulnerable accept that we can have you on the
>> same campus but  not in the same classrooms when it is too hard for us to
>> make  adjustments
>>  
>> b.      Even  though you are the most vulnerable students and others-by
>> definition- are more  adaptive, malleable and able, your needs do not come
>> before the needs of  anyone else: - teacher, aide, and other students.
>>  
>> c.       You will be required to change to fit in but reciprocity of others
>> in this regard will not be a feature of this  requirement.
>>  
>> d.      We  are allowed to ignore the substantial evidence that suggests that
>> you will  gain more skills, , more friends, possibly even more  IQ points if
>> included and practice what we feel is right, rather than we know is
>> pedagogical and androgogical science.
>>  
>>  
>>  
>> It is sometimes difficult, with goal  displacement and goal denial being so
>> popular in all walks of human  endeavour, to understand these hinge issues
>> upon which swing the core of a  logical suite of responses.
>>  
>>  
>>  
>>  
>>  
>> How might one get  there?
>>  
>> As school planners move to discover more  inclusive frameworks, we see those
>> with early success picking up tools such  as:
>>  
>> 1. Collaborative problem-solving.
>> 2. Multi-level teaching and learning technology
>> 3. Building and nurturing of a suite of ideas that individual  teachers can
>> chose from rather than a ?one-size fits all strategy.
>> 4. Environmental and socio-cultural survey.
>>  
>>  
>>  
>> A depthful analysis of these controlling  structures is critical to
>> capitalising on the new willingness to learn  to share and go to the lengths
>> necessary to share these dimensions of our  world in a confident and
>> competent way. Attempting to meet the rare goal a  school has - of addressing
>> the larger needs of the most vulnerable children  - by the very nature of
>> their vulnerabilities requires considering an  infinitely more challenging,
>> but efficaciously valid and exciting pathway  towards a more depthful moral
>> and educational response.
>>  
>>  
>>  
>> The New IQ and capacity  building
>>  
>> We have written elsewhere about the 8  interacting variables that form the
>> core of pedagogic and androgogic  capacity analysis and capacity
>> building.[iv] <#_edn4>
>>  
>>  
>>  
>> In these analysis we examined the history  of the world?s beliefs, treatment,
>> structures and processes that have led us  to label, segregate and congregate
>> people by their medical deficits. In  construction (or re-construction ? as
>> the case so often is not building from  scratch but rejigging something that
>> already exists) we examine what the  future might look like for all of the
>> children in our charge if we operated on  a new set of beliefs ? that all
>> children are important, skilled somehow or  other to make a contribution to
>> the world and thus children need to learn and  grow up together to develop
>> their capacities of tolerance of and  capitalisation on synergies,
>> interdependence and collective  contributions.  We must then look at building
>> a new treatment model that  is consistent with these beliefs. In a model
>> focussed on building the capacity  of the ?the system? to ?include all?, the
>> New IQ will look at our  current classroom or childcare venue by asking the
>> person at the coal-face to  do a self-analysis of what they know about the
>> band-width of children they  face this year. Which children, which issues,
>> which process ?stretch his/her  capacity to include: -
>>  
>> 1. physically  
>> 2. socially  
>> 3. developmentally
>>  
>> Once teased out, these core issues become  the curriculum of personal
>> development to build the capacity of  this critical player in systemic
>> change.
>>  
>>  
>>  
>> When a collection of such issues are  collated from all staff, we have a
>> capacity self-analysis and we are  then able to examine the match of systemic
>> structure analysis that  would support the ?topping up of all half-full cups?
>> ? firstly from within the  local structure and then from the various learning
>> infra-structures. Of  course, each of these needs to undergo a thorough
>> analysis as they may  incorporate ?old IQ? notions and concepts that would
>> impede or at least  confuse, rather than enhance, inclusion. One must also
>> look at the  non-programmatic infra-structure (such as funding processes) to
>> ensure  notions and concepts that enhance rather than impede or confuse
>> inclusion.  
>>  
>>  
>>  
>> Simple in overall design, the New IQ is  daedal. The design is intricate,
>> albeit simple enough not to be rocket  science ? but must be engaged with
>> eyes wide open.
>>  
>>  
>>  
>>  
>>  
>>   
>>  
>>  
>>  
>>  
>>  
>> 
>> From:  familyvoices-bounces at inpress.pledgonline.com
>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>> FamilyVoices
>> Sent: Tuesday, 17 August 2010 8:01 PM
>> To:  familyvoices at inpress.pledgonline.com
>> Subject: Re: FV: High  schools
>>  
>>  
>>  
>> Well, I am happy to discuss  High School, have made bookings to see new
>> principal at Anglican HS in  Esperance as well as Esperance High School, so
>> will see how things go when  torch is put on them!!!!
>>  
>> Poor Lynne, make sure she  takes it easy, have responses been positive from
>> ws and are new people  interested?
>>  
>>  
>>  
>> Cheers  Michelle
>>  
>>  
>>  
>>  
>>  
>> 
>> From:  familyvoices-bounces at inpress.pledgonline.com
>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>> FamilyVoices
>> Sent: Tuesday, 17 August 2010 7:27 PM
>> To:  familyvoices at inpress.pledgonline.com
>> Subject: Re: FV: High  schools
>>  
>>  
>>  
>>  
>> 
>> sign me up
>>  
>>  
>> 
>> Cx
>>  
>>>  
>>>  
>>> 
>>> -----  Original Message -----
>>>  
>>>  
>>> 
>>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>>  
>>> 
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>>  
>>> 
>>> Sent:  Tuesday, August 17, 2010 6:40 PM
>>>  
>>>  
>>> 
>>> Subject: Re:  FV: High schools
>>>  
>>>  
>>> 
>>>  
>>>  
>>> Hi Gang,
>>>  
>>> Busy days following the workshop. We  have heard back from almost everyone
>>> who attended and so it is even busier  than last week, if that is possible.
>>> Lynne is slowly going downhill from  hanging around all of us sickies and so
>>> I suspect she will collapse shortly.  I best get the chicken soup on.
>>>  
>>>  
>>>  
>>> I think the first topic we might want to  discuss is high schooling but of
>>> course I could be wrong. Since I?m  going to one tomorrow, I?ll scout around
>>> and see if I can see anything  inclusive.
>>>  
>>> Ciao
>>>  
>>> Darrell
>>>  
>>>  
>>>  
>>>  
>>>  
>>> 
>>> From:  familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17 August 2010 5:24  PM
>>> To: familyvoices at inpress.pledgonline.com
>>> Subject: Re:  FV: Welcome!
>>>  
>>>  
>>>  
>>>  
>>> 
>>> great to see  you back Cathy, count me in!
>>>  
>>>  
>>> 
>>> Janette
>>>  
>>>  
>>>  
>>> 
>>>  
>>>  
>>>  
>>>  
>>> 
>>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>>  
>>> 
>>> Sent:  Tuesday, August 17, 2010 11:46 AM
>>>  
>>>  
>>> 
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>>  
>>> 
>>> Subject: Re:  FV: Welcome!
>>>  
>>>  
>>> 
>>>  
>>>  
>>> Hi  Darrell
>>>  
>>> I?m in  too!
>>>  
>>> Can you change my  email to  home email: hewicks at mtbsoft.com for family
>>> voices
>>>  
>>> Thanks
>>>  
>>> Cheers  Cathy
>>>  
>>>  
>>>  
>>>  
>>> 
>>>  
>>>  
>>>  
>>>  
>>> From: familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17 August 2010 10:31  AM
>>> To: FamilyVoices at inpress.pledgonline.com
>>> Subject:  FV: Welcome!
>>>  
>>>  
>>>  
>>> Hi all,
>>>  
>>>  
>>>  
>>> I have revamped the Family Voices email  listserve to be used for a short
>>> while among PLEDG families to discuss  common issues and, anything really,
>>> that you want to put out there. I was  hoping to start discussions prior to
>>> our August workshop so that you would  recognise names of people when we all
>>> met, but technical difficulties  prevented this. I hope we can add people
>>> that attended the workshop and  others you may wish to invite to discuss
>>> issues that you bring  up.
>>>  
>>>  
>>>  
>>> Let me know if you wish not to be  included. (I assume we are all into
>>> inclusion... but  then????!!)
>>>  
>>>  
>>>  
>>> Welcome to your PLEDG Family  Voices,
>>>  
>>>  
>>>  
>>> Darrell Wills
>>>  
>>> Director
>>>  
>>> PLEDG Projects
>>>  
>>>  
>>>  
>>>  
>>>  
>>> You are receiving this because you are a valued member of the  PLEDG
>>> community 
>>>  
>>> 
>>> Cathy Hewick
>>> Manager Programs
>>>  
>>>  
>>> 
>>>  
>>>  
>>> 
>>>   
>>>  
>>>  
>>>  
>>> 
>>> Child Inclusive Learning and Development Australia  Inc
>>> Phone:  08 9249 4333
>>> Fax:  08 9249 4366
>>> Email:  CathyH at childaustralia.org.au
>>> Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/>
>>> 
>>> Please consider the environment before printing this  email.
>>>    
>>>   NOTICE:  The information contained in this email is privileged and
>>> confidential, and is intended only for use of the addressee. If you  are not
>>> the intended recipient, you are hereby notified that any  disclosure,
>>> reproduction, distribution or other use of this  communication is strictly
>>> prohibited. If you have received this  communication in error, please notify
>>> the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone
>>> and  destroy this message without copying or disclosing it. Thank you for
>>> your cooperation.. It is the responsibility of the recipient to check  this
>>> email and any attachments for the presence of  viruses.
>>> 
>>>  
>>>    
>>>   
>>> 
>>> 
>>> __________ Information from ESET NOD32 Antivirus, version  of virus
>>> signature database 5372 (20100817) __________
>>> 
>>> The message  was checked by ESET NOD32 Antivirus.
>>> 
>>> http://www.eset.com
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>>> 
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>>> signature database  5372 (20100817) __________
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>>> The message was checked by ESET NOD32  Antivirus.
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>>>  
>>> 
>>> 
>>> 
>>> __________ Information from ESET NOD32 Antivirus, version  of virus
>>> signature database 5375 (20100818) __________
>>> 
>>> The message was  checked by ESET NOD32 Antivirus.
>>> 
>>> http://www.eset.com
>>>  
>>> 
>>>  
>>> 
>>>  
>>>  
>>> 
>>> [i] <#_ednref1>   In other jurisdictions such ?places? are called various
>>> names  such as ?learning Centre, Learning Support Centre, Special Classes,
>>> Special  Units, and Specialist Classes etc. The common theme is a 1950?s
>>> model  of:
>>>  
>>> 
>>> 1.     segregation from  mainstream classes for some or all of the day
>>>  
>>> 
>>> 2.     congregation with  others with labels but rarely any common skill
>>> levels or  needs
>>>  
>>> 
>>> 3.     An offering of an  1800?s ?life-skills? curriculum made popular by
>>> Edouard Sequin that has change  little from his focus on the goal not to
>>> teach... but to make students  productive members of their communities. The
>>> places Sequin used were not training to loiter in modern shopping centres
>>> and  attend MacDonald?s in congregations ? but the methods and goals are
>>> otherwise  quite recognisable.
>>>  
>>>  
>>> 
>>> [ii] <#_ednref2>   Slavin, R. (1990), Achievement Effects of Ability
>>> Grouping in Secondary Schools: A Best Evidence Synthesis. Review of
>>> Educational Research, Vol. 60, #3, pp 471-499.
>>>  
>>>  
>>> 
>>> [iii] <#_ednref3>   The self-image risk is high that the images of the
>>> grouping,  no matter how powerful, will off-set technical competency  gains.
>>>  
>>>  
>>> 
>>> [iv] <#_ednref4>   Wills & Jackson (1996) Inclusion: Much More Than  ?Being
>>> There?, Wills, A World Without ?Special needs?, etc.complete  reference
>>> 

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From familyvoices at inpress.pledgonline.com  Thu Aug 19 05:40:32 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Thu, 19 Aug 2010 20:40:32 +0800
Subject: FV: High schools
In-Reply-To: <mailman.57.1282209489.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.9.1282016736.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.13.1282036983.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.16.1282041619.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.19.1282044375.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.22.1282046443.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.33.1282133826.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.48.1282189709.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.51.1282202972.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.57.1282209489.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.63.1282221648.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Isabell,

 

We are only in the beginning stage so not assured all will be smooth sailing but we were very impressed with his ideas and openness. Also Pete discussed all camps that are coming up so far Pete is going to Albany year 8, Canberra Year 9 and New Zealand year 10, so he is excited.

 

As to numbers of students at the moment 20 and they are hoping for 30 in next years class, so a very small school which is great in many ways.

Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Thursday, 19 August 2010 5:18 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Michelle

That is a fantastic result and I really like your powerpoint presentation.  Thanks for sharing.  Perhaps your Principal needs to talk with our Principal as we arn't having such good success!  Curious, how many students are in this high school?

Isabell

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Thursday, August 19, 2010 3:29 PM

Subject: Re: FV: High schools

 

Had a great meeting this morning with new HS principal here in Esperance. Pete and I very impressed as not sure what he would be like. Uniform issue is solved and he has lots of plans for transition and training. 

 

SOOOO EXCITED

Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Thursday, 19 August 2010 11:48 AM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Hi Darrell,

 

A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.

 

Regards,

Debbie

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Wednesday, August 18, 2010 8:17 PM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: High schools

 

Hi all,

Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

 

So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

 

No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

 

Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

Here is an older review I did for a high school:

 




High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

Darrell Wills

2006

 

Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

 

For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

 

Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

 

?Behaviour? as too crude for a grouping label

The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

 

The impact of other labels

In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

 

Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

 

To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

 

Of course this means one must have and explicate laudable, whole-school goals such as: -

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

?  Testing 

?  Observation and 

?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

 

The history of crude grouping out

If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

 

(E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

 

The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

 

- And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

 

We seek to provide every student with an education suited to? their needs?.

 

 This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

 

After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

 

We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

 

We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

 

It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

 

 

How might one get there?

As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

1.	Collaborative problem-solving. 
2.	Multi-level teaching and learning technology 
3.	Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
4.	Environmental and socio-cultural survey. 

 

A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

 

The New IQ and capacity building

We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

 

In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

1.	physically 
2.	socially 
3.	developmentally 

Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

 

When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

 

Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

 

 

  

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 8:01 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

 

Cheers Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

sign me up

Cx

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Tuesday, August 17, 2010 6:40 PM

Subject: Re: FV: High schools

 

Hi Gang,

Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

 

I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

Ciao

Darrell

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 5:24 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

great to see you back Cathy, count me in!

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Tuesday, August 17, 2010 11:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: Welcome!

 

Hi Darrell

I?m in too!

Can you change my email to  home email: hewicks at mtbsoft.com for family voices

Thanks

Cheers Cathy

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG community


Cathy Hewick
Manager Programs 


  _____  


  

 

Child Inclusive Learning and Development Australia Inc
Phone: 08 9249 4333
Fax: 08 9249 4366
Email: CathyH at childaustralia.org.au
Web:  <http://www.childaustralia.org.au/> www.childaustralia.org.au

Please consider the environment before printing this email.


NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.

 

	



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http://www.eset.com



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  _____  

[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference

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From familyvoices at inpress.pledgonline.com  Thu Aug 19 15:46:13 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 06:46:13 +0800
Subject: FV: High schools
In-Reply-To: <mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

It seems that we have all missed that one Sean and thanks for pointing that one out! That's usually Darrell's job, but its good to have someone else keeping us on our toes.
I would like to follow up a positive letter to the principals of those 2 young teachers who spoke so passionately and excitedly about including kids in their drama classes. Can we get their names and which schools they were from? I will send around the letter before forwarding on to the schools. I know in the past this kind of praise goes a long way and can even get more teachers and principals joining us on the inclusion path. 
Have a nice day 
Janette


From: FamilyVoices 
Sent: Wednesday, August 18, 2010 10:18 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments carefully. If you miss one word it can change the whole message or instruction- the word "not" for example, as in the last sentence of this forum intro.

  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Wednesday, August 18, 2010 9:41 PM
  Subject: Re: FV: High schools


        Hi Darrell and all,
        We are certainly happy to be included in any discussions, sounds like you had a great seminar!  
        Pauline, John and Sarah 




        -------Original Message-------

        From: FamilyVoices
        Date: 18/08/2010 7:38:06 PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High schools

        I'm in too.   I've also come down with the bug so if you could send some chicken soup this way that would be greatly appreciated. 
        Leonie


        On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:


        me to 
        luv,
        therese, joe and roy


        -----Original Message-----
        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 7:27 PM
        To:  familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High  schools


        sign me up

        Cx



        ----- Original Message ----- 
         
        From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
         
        To: familyvoices at inpress.pledgonline.com  
         
        Sent: Tuesday, August 17, 2010 6:40  PM
         
        Subject: Re: FV: High schools
         

         
         

        Hi Gang,
         
        Busy days following the workshop. We have heard back from  almost everyone who attended and so it is even busier than last week, if  that is possible. Lynne is slowly going downhill from hanging around all of  us sickies and so I suspect she will collapse shortly. I best get the  chicken soup on.
         
         
         
        I think the first topic we might want to discuss is  high schooling but of course I could be wrong. Since I'm going to one  tomorrow, I'll scout around and see if I can see anything  inclusive.
         
        Ciao
         
        Darrell
         
         
         
         
         

        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 5:24  PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re:  FV: Welcome!

         
         
         

        great to see you back  Cathy, count me in!

         

        Janette

         
         



         
         

        From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

         

        Sent: Tuesday, August  17, 2010 11:46 AM

         

        To: familyvoices at inpress.pledgonline.com  

         

        Subject: Re: FV:  Welcome!

         



        Hi  Darrell

        I'm in  too!

        Can you change my email to   home email: hewicks at mtbsoft.com for family  voices

        Thanks

        Cheers  Cathy



         





        From: familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 10:31  AM
        To: FamilyVoices at inpress.pledgonline.com
        Subject:  FV: Welcome!

         
         
        Hi all,
         
         
         
        I have revamped the Family Voices email listserve to be  used for a short while among PLEDG families to discuss common issues and,  anything really, that you want to put out there. I was hoping to start  discussions prior to our August workshop so that you would recognise names  of people when we all met, but technical difficulties prevented this. I hope  we can add people that attended the workshop and others you may wish to  invite to discuss issues that you bring up.
         
         
         
        Let me know if you wish not to be included. (I assume we  are all into inclusion... but then????!!)
         
         
         
        Welcome to your PLEDG Family Voices,
         
         
         
        Darrell Wills
         
        Director
         
        PLEDG Projects
         
         
          


        You are  receiving this because you are a valued member of the PLEDG  community 



        Cathy  Hewick
        Manager  Programs 






------------------------------------------------------------------------



           




        Child  Inclusive Learning and Development Australia Inc
        Phone:  08 9249 4333
        Fax:  08 9249 4366
        Email:  CathyH at childaustralia.org.au
        Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

        Please  consider the environment before printing this  email.
          
          NOTICE:  The information contained in this email is privileged and  confidential, and is intended only for use of the addressee. If you  are not the intended recipient, you are hereby notified that any  disclosure, reproduction, distribution or other use of this  communication is strictly prohibited. If you have received this  communication in error, please notify the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone and  destroy this message without copying or disclosing it. Thank you for  your cooperation.. It is the responsibility of the recipient to check  this email and any attachments for the presence of  viruses. 


          
          


        __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

        The message was checked by ESET NOD32  Antivirus.

        http://www.eset.com


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From familyvoices at inpress.pledgonline.com  Thu Aug 19 15:49:51 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 06:49:51 +0800
Subject: FV: High schools
In-Reply-To: <mailman.63.1282221648.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.63.1282221648.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.69.1282258196.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Pete has definitely got the bug for camps I see??!! Great news Michelle, so exciting!


From: FamilyVoices 
Sent: Thursday, August 19, 2010 8:40 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


Isabell,

 

We are only in the beginning stage so not assured all will be smooth sailing but we were very impressed with his ideas and openness. Also Pete discussed all camps that are coming up so far Pete is going to Albany year 8, Canberra Year 9 and New Zealand year 10, so he is excited.

 

As to numbers of students at the moment 20 and they are hoping for 30 in next years class, so a very small school which is great in many ways.

Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Thursday, 19 August 2010 5:18 PM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Michelle

That is a fantastic result and I really like your powerpoint presentation.  Thanks for sharing.  Perhaps your Principal needs to talk with our Principal as we arn't having such good success!  Curious, how many students are in this high school?

Isabell

  ----- Original Message ----- 

  From: FamilyVoices 

  To: familyvoices at inpress.pledgonline.com 

  Sent: Thursday, August 19, 2010 3:29 PM

  Subject: Re: FV: High schools

   

  Had a great meeting this morning with new HS principal here in Esperance. Pete and I very impressed as not sure what he would be like. Uniform issue is solved and he has lots of plans for transition and training. 

   

  SOOOO EXCITED

  Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Thursday, 19 August 2010 11:48 AM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Hi Darrell,

   

  A pity l missed the seminar. Looks like HS is a mine field. I was just told Noelene Mason has left Canning Vale College and I would like to go in to have another look before deciding. They just contacted Ben's teacher at Castlereagh a few hours of transition each week. I know you are very busy but is there a chance sometime in the next few weeks where you could go to Canning Vale College and assess if that's the right school for Ben? I am happy to reimburse the cost for your travel, etc. I am so confuse now as to whether Canning Vale College is still applicable for Ben. I have sent you another video on lesson 46. He seemed to be doing well.

   

  Regards,

  Debbie

   

  From: FamilyVoices 

  Sent: Wednesday, August 18, 2010 8:17 PM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  Hi all,

  Just spent an hour on an advocacy letter about Sean & Isabell?s son after his first orientation visit. I will let them share on that one. I spent most of the day at another high school and, although I looked for inclusion, all I saw were signs that kids who were not performing were being left out or offered help in ways that segregate them. I discussed with this school how their focus is shifting to rescuing teachers from these kids and not helping them see how to include them. 

   

  So nothing new. The dominant scene of high schools is quite good for those at the top, a bit improved with broader options for those in the middle and still pretty average to outright punishing for those at the bottom. So the big lesson here is to avoid the bottom! This is pretty much the same finding as research on streaming that has been around for a long time. This indicates that streaming is alive and well despite the research.  But then, what else is new?

   

  No, I am not trying to depress you. Just reviewing the lay of the land.(Remember, I am the scout and that?s my job.) 

   

  Avoiding the bottom grouping is a critical safeguard. It doesn?t tell you what to do, but it does tell you what to avoid.

  Here is an older review I did for a high school:

   



  High schools, ?streaming?, pull-outs? and various forms of segregation known as ?special education for special populations[i]

  Darrell Wills

  2006

   

  Over the past year many teachers, families and planners have asked that I discuss the efficacy of various forms of segregation used popularly in high schools. Here is a brief review of our view:

   

  For nearly a century now, ?ability? or ?perceived-ability? groupings have been one of the most controversial issues in education.[ii] Slavin?s comprehensive review of all studies published in English over the past 70 years found results close to zero effect more than a decade ago. This contrasted at the time with the research field?s general consensus that generally found positive effects of ability grouping for high achievers and negative effects for low achievers.  In either case, the ?jury has been in? for more than a 7 decades on the research position of ability grouping for low achievers ? zero to negative effect. Why then does this remain the most popular method of grouping in our high schools and what are the effects in promoting and/or being a barrier to the admirable attempt by some schools to include students who present as most vulnerable? How did we get ?here? (and maybe more importantly); how do we get to a more efficacious place?

   

  Principals, teachers, planners and parents at the point of designing or redesigning models and teachers working within these frameworks are all somewhat perplexed about where to start when trying to address a population of students for whom the current situation does not appear to be working. The conventional approach has been to further define the homogeneity of the students in question. In other words, what do they share in common? In the case of some, it is the secondary affect of another problem. 

   

  ?Behaviour? as too crude for a grouping label

  The most pronounced current example is ?behaviour?. Poor socialisation, symptoms of problems in another socio-sphere (e.g. home, student relationships etc.) or signals that the current subject is not relevantly or powerfully drawing them into positive participation; all are viewed as ?behaviour problems? and a crude tool ? behaviour management, is often prescribed. As one can imagine, there is not homogeneity within this ?crude grouping? and thus it is more than less likely that such a grouping will increase in problematical ?tension? rather than ameliorate it. Whereas some grouping around students experiencing difficulties with home life, might have a positive impact; the crude grouping with others whose ?issue? is ?disconnect with the relevance or potency of the content to their level of ability?, has little chance of efficacy. Analogously, the student whose skills in numeracy or literacy do not allow him to connect with the content will not be served well by grouping with those who are distracted by the pains associated with external socio-spheres. 

   

  The impact of other labels

  In the case of others, it is the secondary labelling that has been applied to a biological, medical or ?perceived? condition. The most obvious current example are those labelled first ?medically? as ?disabled? and then ?educationally? as ?special?. Certain scores on an IQ device often assign students with wide array of reading, writing and arithmetic levels to a common grouping. Again the crude tool groups out but does not create enough homogeneity to connect the redefined group with relevant or powerful curriculum and therefore the teachers of such an assign groups have little or no chance of efficacy. Some with labels will have even advanced skills, whilst others without labels will perform lower than any in the so-thought, homogenous groupings.

   

  Whilst only 2 examples of the many ?grouping out? strategies currently on the rise in education systems around the world (e.g. New York City has double in the past decade those being grouped in these and other ways), they are probably enough to exemplify the fundamental scientific flaw of such groupings ? the disparity of actual homogeneity from the perceived homogeneity. Although true homogeneity DOES have some limited ?high risk? efficacy[iii], perceived homogeneity is all risk without the potential for gain and thus a zero-sums game. 

   

  To reduce our confusions my view is that we need to work from the goal towards the processes that might meet that goal. In other words, one?s will determines one?s critical relationship to the planning of logical pathways to develop the skill to actualise one?s commitment.

   

  Of course this means one must have and explicate laudable, whole-school goals such as: -

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - From which to work toward the skills of pinpointing the actual need for groupings, development of some staff competence and confidence in up-skilling for such inclusion, development of support structures ? including, but not confined to:

  ?  Testing 

  ?  Observation and 

  ?  Other procedures to identify the primary issues of individual students and concomitant design and match of coherent stratagem such as:

  o   Counselling and other strategies to address primary issues that lie beyond the school boundaries but ?in the student?s world?..

  o   In-class support structures to ?add-value? to the student at risk via adaptations, supports and recognition for additional out-of-class supports.

  o   Out of class support structures to ?add-value? to the student at risk via tutorials provided by staff, parents and/or highly valued and skilled peers.

   

  The history of crude grouping out

  If one does an analysis from what has already been constructed (e.g. not constructing new) we can see that older structures were designed as a response to remove vulnerable students as THE major ?solution? to the recognition that mainstream staffs were not confident in their abilities to include the range of diversity that is common to the human condition. This now ancient strategy DID address the short term problem.

   

  (E.g. ?I don?t know how to include some students. S/HE is gone, so I no longer need to learn how? - ?Problem? solved?.) 

   

  The problem is that this strategy converts the teacher need for support into a student ?perceived need? to be grouped elsewhere. Such design could never achieve the long term goal: - 

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion

   

  - And thus what we tend to see, as this becomes obvious, is what social scientists might call goal displacement or goal denial. That is, we either change the goal to one of: -

   

  We seek to provide every student with an education suited to? their needs?.

   

   This sounds pretty good but it actually ?redefines? the goal for the student of ?needing segregation ? long term, replaces ?being welcomed? and the adult goal of ?becoming skilled at addressing the full-bandwidth of children ability? and thus serves to displace and distract us from inclusion and allows us to segregate and yet still feel pretty good about what we do here. 

   

  After one generation of planners have practiced this ?step away? from the original goal, the original goal is lost and a new one remains as the one ?we always stood for?. The goal is displaced, replaced and lost. 

   

  We could, alternatively, not change the goal but merely deny that our processes can ever get there ?

   

  We seek to be skilled in welcoming and addressing the full bandwidth of human beings, particularly those most vulnerable to exclusion ? with the proviso that: -

  a.      those who are really vulnerable accept that we can have you on the same campus but not in the same classrooms when it is too hard for us to make adjustments

  b.      Even though you are the most vulnerable students and others-by definition- are more adaptive, malleable and able, your needs do not come before the needs of anyone else: - teacher, aide, and other students. 

  c.       You will be required to change to fit in but reciprocity of others in this regard will not be a feature of this requirement.

  d.      We are allowed to ignore the substantial evidence that suggests that you will gain more skills, , more friends, possibly even more  IQ points if included and practice what we feel is right, rather than we know is pedagogical and androgogical science. 

   

  It is sometimes difficult, with goal displacement and goal denial being so popular in all walks of human endeavour, to understand these hinge issues upon which swing the core of a logical suite of responses.

   

   

  How might one get there?

  As school planners move to discover more inclusive frameworks, we see those with early success picking up tools such as:

    1.. Collaborative problem-solving. 
    2.. Multi-level teaching and learning technology 
    3.. Building and nurturing of a suite of ideas that individual teachers can chose from rather than a ?one-size fits all strategy. 
    4.. Environmental and socio-cultural survey. 
   

  A depthful analysis of these controlling structures is critical to capitalising on the new willingness to learn to share and go to the lengths necessary to share these dimensions of our world in a confident and competent way. Attempting to meet the rare goal a school has - of addressing the larger needs of the most vulnerable children - by the very nature of their vulnerabilities requires considering an infinitely more challenging, but efficaciously valid and exciting pathway towards a more depthful moral and educational response. 

   

  The New IQ and capacity building

  We have written elsewhere about the 8 interacting variables that form the core of pedagogic and androgogic capacity analysis and capacity building.[iv] 

   

  In these analysis we examined the history of the world?s beliefs, treatment, structures and processes that have led us to label, segregate and congregate people by their medical deficits. In construction (or re-construction ? as the case so often is not building from scratch but rejigging something that already exists) we examine what the future might look like for all of the children in our charge if we operated on a new set of beliefs ? that all children are important, skilled somehow or other to make a contribution to the world and thus children need to learn and grow up together to develop their capacities of tolerance of and capitalisation on synergies, interdependence and collective contributions.  We must then look at building a new treatment model that is consistent with these beliefs. In a model focussed on building the capacity of the ?the system? to ?include all?, the New IQ will look at our current classroom or childcare venue by asking the person at the coal-face to do a self-analysis of what they know about the band-width of children they face this year. Which children, which issues, which process ?stretch his/her capacity to include: -

    1.. physically 
    2.. socially 
    3.. developmentally 
  Once teased out, these core issues become the curriculum of personal development to build the capacity of this critical player in systemic change.

   

  When a collection of such issues are collated from all staff, we have a capacity self-analysis and we are then able to examine the match of systemic structure analysis that would support the ?topping up of all half-full cups? ? firstly from within the local structure and then from the various learning infra-structures. Of course, each of these needs to undergo a thorough analysis as they may incorporate ?old IQ? notions and concepts that would impede or at least confuse, rather than enhance, inclusion. One must also look at the non-programmatic infra-structure (such as funding processes) to ensure notions and concepts that enhance rather than impede or confuse inclusion.  

   

  Simple in overall design, the New IQ is daedal. The design is intricate, albeit simple enough not to be rocket science ? but must be engaged with eyes wide open.

   

   

    

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 8:01 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Well, I am happy to discuss High School, have made bookings to see new principal at Anglican HS in Esperance as well as Esperance High School, so will see how things go when torch is put on them!!!!

  Poor Lynne, make sure she takes it easy, have responses been positive from ws and are new people interested?

   

  Cheers Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Tuesday, 17 August 2010 7:27 PM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  sign me up

  Cx

    ----- Original Message ----- 

    From: FamilyVoices 

    To: familyvoices at inpress.pledgonline.com 

    Sent: Tuesday, August 17, 2010 6:40 PM

    Subject: Re: FV: High schools

     

    Hi Gang,

    Busy days following the workshop. We have heard back from almost everyone who attended and so it is even busier than last week, if that is possible. Lynne is slowly going downhill from hanging around all of us sickies and so I suspect she will collapse shortly. I best get the chicken soup on.

     

    I think the first topic we might want to discuss is high schooling but of course I could be wrong. Since I?m going to one tomorrow, I?ll scout around and see if I can see anything inclusive.

    Ciao

    Darrell

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 5:24 PM
    To: familyvoices at inpress.pledgonline.com
    Subject: Re: FV: Welcome!

     

    great to see you back Cathy, count me in!

    Janette

     

    From: FamilyVoices 

    Sent: Tuesday, August 17, 2010 11:46 AM

    To: familyvoices at inpress.pledgonline.com 

    Subject: Re: FV: Welcome!

     

    Hi Darrell

    I?m in too!

    Can you change my email to  home email: hewicks at mtbsoft.com for family voices

    Thanks

    Cheers Cathy

     

     

     

    From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
    Sent: Tuesday, 17 August 2010 10:31 AM
    To: FamilyVoices at inpress.pledgonline.com
    Subject: FV: Welcome!

     

    Hi all,

     

    I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

     

    Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

     

    Welcome to your PLEDG Family Voices,

     

    Darrell Wills

    Director

    PLEDG Projects

     

     

    You are receiving this because you are a valued member of the PLEDG community


    Cathy Hewick
    Manager Programs 


----------------------------------------------------------------------------

      

     

    Child Inclusive Learning and Development Australia Inc
    Phone: 08 9249 4333
    Fax: 08 9249 4366
    Email: CathyH at childaustralia.org.au
    Web: www.childaustralia.org.au

    Please consider the environment before printing this email.

          NOTICE: The information contained in this email is privileged and confidential, and is intended only for use of the addressee. If you are not the intended recipient, you are hereby notified that any disclosure, reproduction, distribution or other use of this communication is strictly prohibited. If you have received this communication in error, please notify the sender (CathyH at childaustralia.org.au) by reply transmission, or phone and destroy this message without copying or disclosing it. Thank you for your cooperation.. It is the responsibility of the recipient to check this email and any attachments for the presence of viruses.
         

     

         



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--------------------------------------------------------------------------------

[i] In other jurisdictions such ?places? are called various names such as ?learning Centre, Learning Support Centre, Special Classes, Special Units, and Specialist Classes etc. The common theme is a 1950?s model of:

1.     segregation from mainstream classes for some or all of the day

2.     congregation with others with labels but rarely any common skill levels or needs

3.     An offering of an 1800?s ?life-skills? curriculum made popular by Edouard Sequin that has change little from his focus on the goal not to teach... but to make students productive members of their communities. The places Sequin used were not training to loiter in modern shopping centres and attend MacDonald?s in congregations ? but the methods and goals are otherwise quite recognisable.

[ii] Slavin, R. (1990), Achievement Effects of Ability Grouping in Secondary Schools: A Best Evidence Synthesis. Review of Educational Research, Vol. 60, #3, pp 471-499.

[iii] The self-image risk is high that the images of the grouping, no matter how powerful, will off-set technical competency gains.

[iv] Wills & Jackson (1996) Inclusion: Much More Than ?Being There?, Wills, A World Without ?Special needs?, etc.complete reference
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From familyvoices at inpress.pledgonline.com  Thu Aug 19 19:56:05 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 10:56:05 +0800
Subject: FV: High schools
In-Reply-To: <mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Janette

My name is Janice Crawford and if I may Darrell I would love to respond to this email. Twelve years ago (yes twelve Darrell) I was very honoured and privileged when Darrell agreed to help me with my daughter Caitlin who was 'struggling' at school and not having the inclusion that she deserved. Without Darrell's intervention and help, Caitlin would not have achieved to the best of her ability and I believe we would have been fighting the education system for many years. Caitlin went on to complete Year 12 and received her WASE certificate of education. She is now in employment as a child care worker and has her Cert 111 in Children's Services. Life is still a struggle for her at times and the road has not always been easy. When times were/are tough I remember Darrell's words of wisdom and try to put them to work. At times I fail and other times I am successful.

I am very proud to say that one of the passionate young teachers who you spoke about in your email regarding inclusion at school, is my oldest daughter Ashleigh. The other teacher is her friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at Ellenbrook Christian College. I believe the struggles and gains we have had with Caitlin and her education, will make both Ashleigh and Lucy compassionate and understanding of children who need support, encouragement and most of all inclusion to help all students achieve to the best of their abilities.

Thank you for your kind words and thoughts of both Ashleigh and Lucy.

Kind Regards
Janice Crawford


From: FamilyVoices 
Sent: Friday, August 20, 2010 6:46 AM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


It seems that we have all missed that one Sean and thanks for pointing that one out! That's usually Darrell's job, but its good to have someone else keeping us on our toes.
I would like to follow up a positive letter to the principals of those 2 young teachers who spoke so passionately and excitedly about including kids in their drama classes. Can we get their names and which schools they were from? I will send around the letter before forwarding on to the schools. I know in the past this kind of praise goes a long way and can even get more teachers and principals joining us on the inclusion path. 
Have a nice day 
Janette


From: FamilyVoices 
Sent: Wednesday, August 18, 2010 10:18 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments carefully. If you miss one word it can change the whole message or instruction- the word "not" for example, as in the last sentence of this forum intro.

  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Wednesday, August 18, 2010 9:41 PM
  Subject: Re: FV: High schools


        Hi Darrell and all,
        We are certainly happy to be included in any discussions, sounds like you had a great seminar!  
        Pauline, John and Sarah 




        -------Original Message-------

        From: FamilyVoices
        Date: 18/08/2010 7:38:06 PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High schools

        I'm in too.   I've also come down with the bug so if you could send some chicken soup this way that would be greatly appreciated. 
        Leonie


        On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:


        me to 
        luv,
        therese, joe and roy


        -----Original Message-----
        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 7:27 PM
        To:  familyvoices at inpress.pledgonline.com
        Subject: Re: FV: High  schools


        sign me up

        Cx



        ----- Original Message ----- 
         
        From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
         
        To: familyvoices at inpress.pledgonline.com  
         
        Sent: Tuesday, August 17, 2010 6:40  PM
         
        Subject: Re: FV: High schools
         

         
         

        Hi Gang,
         
        Busy days following the workshop. We have heard back from  almost everyone who attended and so it is even busier than last week, if  that is possible. Lynne is slowly going downhill from hanging around all of  us sickies and so I suspect she will collapse shortly. I best get the  chicken soup on.
         
         
         
        I think the first topic we might want to discuss is  high schooling but of course I could be wrong. Since I'm going to one  tomorrow, I'll scout around and see if I can see anything  inclusive.
         
        Ciao
         
        Darrell
         
         
         
         
         

        From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 5:24  PM
        To: familyvoices at inpress.pledgonline.com
        Subject: Re:  FV: Welcome!

         
         
         

        great to see you back  Cathy, count me in!

         

        Janette

         
         



         
         

        From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

         

        Sent: Tuesday, August  17, 2010 11:46 AM

         

        To: familyvoices at inpress.pledgonline.com  

         

        Subject: Re: FV:  Welcome!

         



        Hi  Darrell

        I'm in  too!

        Can you change my email to   home email: hewicks at mtbsoft.com for family  voices

        Thanks

        Cheers  Cathy



         





        From: familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August 2010 10:31  AM
        To: FamilyVoices at inpress.pledgonline.com
        Subject:  FV: Welcome!

         
         
        Hi all,
         
         
         
        I have revamped the Family Voices email listserve to be  used for a short while among PLEDG families to discuss common issues and,  anything really, that you want to put out there. I was hoping to start  discussions prior to our August workshop so that you would recognise names  of people when we all met, but technical difficulties prevented this. I hope  we can add people that attended the workshop and others you may wish to  invite to discuss issues that you bring up.
         
         
         
        Let me know if you wish not to be included. (I assume we  are all into inclusion... but then????!!)
         
         
         
        Welcome to your PLEDG Family Voices,
         
         
         
        Darrell Wills
         
        Director
         
        PLEDG Projects
         
         
          


        You are  receiving this because you are a valued member of the PLEDG  community 



        Cathy  Hewick
        Manager  Programs 






------------------------------------------------------------------------



           




        Child  Inclusive Learning and Development Australia Inc
        Phone:  08 9249 4333
        Fax:  08 9249 4366
        Email:  CathyH at childaustralia.org.au
        Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

        Please  consider the environment before printing this  email.
          
          NOTICE:  The information contained in this email is privileged and  confidential, and is intended only for use of the addressee. If you  are not the intended recipient, you are hereby notified that any  disclosure, reproduction, distribution or other use of this  communication is strictly prohibited. If you have received this  communication in error, please notify the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone and  destroy this message without copying or disclosing it. Thank you for  your cooperation.. It is the responsibility of the recipient to check  this email and any attachments for the presence of  viruses. 


          
          


        __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

        The message was checked by ESET NOD32  Antivirus.

        http://www.eset.com


        __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

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        http://www.eset.com



       
              
       
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From familyvoices at inpress.pledgonline.com  Fri Aug 20 01:20:18 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 16:20:18 +0800
Subject: FV: High schools
In-Reply-To: <mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.75.1282292421.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Hi Janice,

Just wanted to say that it is really inspiring to listen to your story and
know that your families values around inclusion are now going to help other
children who struggle achieve their best as your daughter Ashleigh and her
friend Lucy were very passionate about trying to influence their schools for
inclusion.

That's why our children's siblings, friends and peers are so important if
real change is to happen.

Michelle

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Friday, 20 August 2010 10:56 AM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: High schools

 

Hi Janette

 

My name is Janice Crawford and if I may Darrell I would love to respond to
this email. Twelve years ago (yes twelve Darrell) I was very honoured and
privileged when Darrell agreed to help me with my daughter Caitlin who was
'struggling' at school and not having the inclusion that she deserved.
Without Darrell's intervention and help, Caitlin would not have achieved to
the best of her ability and I believe we would have been fighting the
education system for many years. Caitlin went on to complete Year 12 and
received her WASE certificate of education. She is now in employment as a
child care worker and has her Cert 111 in Children's Services. Life is still
a struggle for her at times and the road has not always been easy. When
times were/are tough I remember Darrell's words of wisdom and try to put
them to work. At times I fail and other times I am successful.

 

I am very proud to say that one of the passionate young teachers who you
spoke about in your email regarding inclusion at school, is my oldest
daughter Ashleigh. The other teacher is her friend Lucy Mc Cumstie who
teaches at Guildford Grammar, Ashleigh teaches at Ellenbrook Christian
College. I believe the struggles and gains we have had with Caitlin and her
education, will make both Ashleigh and Lucy compassionate and understanding
of children who need support, encouragement and most of all inclusion to
help all students achieve to the best of their abilities.

 

Thank you for your kind words and thoughts of both Ashleigh and Lucy.

 

Kind Regards

Janice Crawford

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Friday, August 20, 2010 6:46 AM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: High schools

 

It seems that we have all missed that one Sean and thanks for pointing that
one out! That's usually Darrell's job, but its good to have someone else
keeping us on our toes.

I would like to follow up a positive letter to the principals of those 2
young teachers who spoke so passionately and excitedly about including kids
in their drama classes. Can we get their names and which schools they were
from? I will send around the letter before forwarding on to the schools. I
know in the past this kind of praise goes a long way and can even get more
teachers and principals joining us on the inclusion path. 

Have a nice day Smile emoticon

Janette

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

Sent: Wednesday, August 18, 2010 10:18 PM

To: familyvoices at inpress.pledgonline.com 

Subject: Re: FV: High schools

 

Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments
carefully. If you miss one word it can change the whole message or
instruction- the word "not" for example, as in the last sentence of this
forum intro.

 

----- Original Message ----- 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  

To: familyvoices at inpress.pledgonline.com 

Sent: Wednesday, August 18, 2010 9:41 PM

Subject: Re: FV: High schools

 


Hi Darrell and all,

We are certainly happy to be included in any discussions, sounds like you
had a great seminar!  

Pauline, John and Sarah 

 

 

 

 

-------Original Message-------

 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com> 

Date: 18/08/2010 7:38:06 PM

To: familyvoices at inpress.pledgonline.com

Subject: Re: FV: High schools

 

I'm in too.   I've also come down with the bug so if you could send some
chicken soup this way that would be greatly appreciated. 
Leonie


On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:

me to 
luv,
therese, joe and roy


-----Original Message-----
From:  familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 7:27 PM
To:  familyvoices at inpress.pledgonline.com
Subject: Re: FV: High  schools


sign me up

Cx


----- Original Message ----- 
 
From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
 
To: familyvoices at inpress.pledgonline.com  
 
Sent: Tuesday, August 17, 2010 6:40  PM
 
Subject: Re: FV: High schools
 

 
 

Hi Gang,
 
Busy days following the workshop. We have heard back from  almost everyone
who attended and so it is even busier than last week, if  that is possible.
Lynne is slowly going downhill from hanging around all of  us sickies and so
I suspect she will collapse shortly. I best get the  chicken soup on.
 
 
 
I think the first topic we might want to discuss is  high schooling but of
course I could be wrong. Since I'm going to one  tomorrow, I'll scout around
and see if I can see anything  inclusive.
 
Ciao
 
Darrell
 
 
 
 
 

From:  familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 5:24  PM
To: familyvoices at inpress.pledgonline.com
Subject: Re:  FV: Welcome!

 
 
 

great to see you back  Cathy, count me in!

 

Janette

 
 



 
 

From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

 

Sent: Tuesday, August  17, 2010 11:46 AM

 

To: familyvoices at inpress.pledgonline.com  

 

Subject: Re: FV:  Welcome!

 



Hi  Darrell

I'm in  too!

Can you change my email to   home email: hewicks at mtbsoft.com for family
voices

Thanks

Cheers  Cathy



 





From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31  AM
To: FamilyVoices at inpress.pledgonline.com
Subject:  FV: Welcome!

 
 
Hi all,
 
 
 
I have revamped the Family Voices email listserve to be  used for a short
while among PLEDG families to discuss common issues and,  anything really,
that you want to put out there. I was hoping to start  discussions prior to
our August workshop so that you would recognise names  of people when we all
met, but technical difficulties prevented this. I hope  we can add people
that attended the workshop and others you may wish to  invite to discuss
issues that you bring up.
 
 
 
Let me know if you wish not to be included. (I assume we  are all into
inclusion... but then????!!)
 
 
 
Welcome to your PLEDG Family Voices,
 
 
 
Darrell Wills
 
Director
 
PLEDG Projects
 
 
  

You are  receiving this because you are a valued member of the PLEDG
community 



Cathy  Hewick
Manager  Programs 

 

  _____  



  




Child  Inclusive Learning and Development Australia Inc
Phone:  08 9249 4333
Fax:  08 9249 4366
Email:  CathyH at childaustralia.org.au
Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

Please  consider the environment before printing this  email.
  
  NOTICE:  The information contained in this email is privileged and
confidential, and is intended only for use of the addressee. If you  are not
the intended recipient, you are hereby notified that any  disclosure,
reproduction, distribution or other use of this  communication is strictly
prohibited. If you have received this  communication in error, please notify
the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone
and  destroy this message without copying or disclosing it. Thank you for
your cooperation.. It is the responsibility of the recipient to check  this
email and any attachments for the presence of  viruses. 


  
  


__________  Information from ESET NOD32 Antivirus, version of virus
signature database  5372 (20100817) __________

The message was checked by ESET NOD32  Antivirus.

http://www.eset.com


__________  Information from ESET NOD32 Antivirus, version of virus
signature database  5372 (20100817) __________

The message was checked by ESET NOD32  Antivirus.

http://www.eset.com

 


		

 <http://www.incredimail.com/?id=606430&rui=65075701> FREE Animations for
your email - by IncrediMail! Click Here!

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From familyvoices at inpress.pledgonline.com  Fri Aug 20 02:34:03 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 17:34:03 +0800
Subject: FV: High schools
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.75.1282292421.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.78.1282296841.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Janice 
Totally agree with Michelle and you ought to be very proud of both of your children, which I am sure you are!  They are making a difference!!
Isabell
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Friday, August 20, 2010 4:20 PM
  Subject: Re: FV: High schools


  Hi Janice,

  Just wanted to say that it is really inspiring to listen to your story and know that your families values around inclusion are now going to help other children who struggle achieve their best as your daughter Ashleigh and her friend Lucy were very passionate about trying to influence their schools for inclusion.

  That's why our children's siblings, friends and peers are so important if real change is to happen.

  Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Friday, 20 August 2010 10:56 AM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Hi Janette

   

  My name is Janice Crawford and if I may Darrell I would love to respond to this email. Twelve years ago (yes twelve Darrell) I was very honoured and privileged when Darrell agreed to help me with my daughter Caitlin who was 'struggling' at school and not having the inclusion that she deserved. Without Darrell's intervention and help, Caitlin would not have achieved to the best of her ability and I believe we would have been fighting the education system for many years. Caitlin went on to complete Year 12 and received her WASE certificate of education. She is now in employment as a child care worker and has her Cert 111 in Children's Services. Life is still a struggle for her at times and the road has not always been easy. When times were/are tough I remember Darrell's words of wisdom and try to put them to work. At times I fail and other times I am successful.

   

  I am very proud to say that one of the passionate young teachers who you spoke about in your email regarding inclusion at school, is my oldest daughter Ashleigh. The other teacher is her friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at Ellenbrook Christian College. I believe the struggles and gains we have had with Caitlin and her education, will make both Ashleigh and Lucy compassionate and understanding of children who need support, encouragement and most of all inclusion to help all students achieve to the best of their abilities.

   

  Thank you for your kind words and thoughts of both Ashleigh and Lucy.

   

  Kind Regards

  Janice Crawford

   

  From: FamilyVoices 

  Sent: Friday, August 20, 2010 6:46 AM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  It seems that we have all missed that one Sean and thanks for pointing that one out! That's usually Darrell's job, but its good to have someone else keeping us on our toes.

  I would like to follow up a positive letter to the principals of those 2 young teachers who spoke so passionately and excitedly about including kids in their drama classes. Can we get their names and which schools they were from? I will send around the letter before forwarding on to the schools. I know in the past this kind of praise goes a long way and can even get more teachers and principals joining us on the inclusion path. 

  Have a nice day 

  Janette

   

  From: FamilyVoices 

  Sent: Wednesday, August 18, 2010 10:18 PM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments carefully. If you miss one word it can change the whole message or instruction- the word "not" for example, as in the last sentence of this forum intro.

   

    ----- Original Message ----- 

    From: FamilyVoices 

    To: familyvoices at inpress.pledgonline.com 

    Sent: Wednesday, August 18, 2010 9:41 PM

    Subject: Re: FV: High schools

     

          Hi Darrell and all,

          We are certainly happy to be included in any discussions, sounds like you had a great seminar!  

          Pauline, John and Sarah 

           

           

           

           

          -------Original Message-------

           

          From: FamilyVoices

          Date: 18/08/2010 7:38:06 PM

          To: familyvoices at inpress.pledgonline.com

          Subject: Re: FV: High schools

           

          I'm in too.   I've also come down with the bug so if you could send some chicken soup this way that would be greatly appreciated. 
          Leonie


          On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:

          me to 
          luv,
          therese, joe and roy


          -----Original Message-----
          From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 7:27 PM
          To:  familyvoices at inpress.pledgonline.com
          Subject: Re: FV: High  schools


          sign me up

          Cx


          ----- Original Message ----- 
           
          From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
           
          To: familyvoices at inpress.pledgonline.com  
           
          Sent: Tuesday, August 17, 2010 6:40  PM
           
          Subject: Re: FV: High schools
           

           
           

          Hi Gang,
           
          Busy days following the workshop. We have heard back from  almost everyone who attended and so it is even busier than last week, if  that is possible. Lynne is slowly going downhill from hanging around all of  us sickies and so I suspect she will collapse shortly. I best get the  chicken soup on.
           
           
           
          I think the first topic we might want to discuss is  high schooling but of course I could be wrong. Since I'm going to one  tomorrow, I'll scout around and see if I can see anything  inclusive.
           
          Ciao
           
          Darrell
           
           
           
           
           

          From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 5:24  PM
          To: familyvoices at inpress.pledgonline.com
          Subject: Re:  FV: Welcome!

           
           
           

          great to see you back  Cathy, count me in!

           

          Janette

           
           



           
           

          From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

           

          Sent: Tuesday, August  17, 2010 11:46 AM

           

          To: familyvoices at inpress.pledgonline.com  

           

          Subject: Re: FV:  Welcome!

           



          Hi  Darrell

          I'm in  too!

          Can you change my email to   home email: hewicks at mtbsoft.com for family  voices

          Thanks

          Cheers  Cathy



           





          From: familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 10:31  AM
          To: FamilyVoices at inpress.pledgonline.com
          Subject:  FV: Welcome!

           
           
          Hi all,
           
           
           
          I have revamped the Family Voices email listserve to be  used for a short while among PLEDG families to discuss common issues and,  anything really, that you want to put out there. I was hoping to start  discussions prior to our August workshop so that you would recognise names  of people when we all met, but technical difficulties prevented this. I hope  we can add people that attended the workshop and others you may wish to  invite to discuss issues that you bring up.
           
           
           
          Let me know if you wish not to be included. (I assume we  are all into inclusion... but then????!!)
           
           
           
          Welcome to your PLEDG Family Voices,
           
           
           
          Darrell Wills
           
          Director
           
          PLEDG Projects
           
           
            

          You are  receiving this because you are a valued member of the PLEDG  community 



          Cathy  Hewick
          Manager  Programs 

           


----------------------------------------------------------------------



            




          Child  Inclusive Learning and Development Australia Inc
          Phone:  08 9249 4333
          Fax:  08 9249 4366
          Email:  CathyH at childaustralia.org.au
          Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

          Please  consider the environment before printing this  email.
            
            NOTICE:  The information contained in this email is privileged and  confidential, and is intended only for use of the addressee. If you  are not the intended recipient, you are hereby notified that any  disclosure, reproduction, distribution or other use of this  communication is strictly prohibited. If you have received this  communication in error, please notify the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone and  destroy this message without copying or disclosing it. Thank you for  your cooperation.. It is the responsibility of the recipient to check  this email and any attachments for the presence of  viruses. 


            
            


          __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

          The message was checked by ESET NOD32  Antivirus.

          http://www.eset.com


          __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

          The message was checked by ESET NOD32  Antivirus.

          http://www.eset.com

           
         
                
         


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From familyvoices at inpress.pledgonline.com  Fri Aug 20 03:48:12 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 18:48:12 +0800
Subject: FV: High schools
In-Reply-To: <mailman.78.1282296841.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.30.1282131403.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.39.1282138863.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.42.1282141073.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>	<mailman.66.1282257982.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com><mailman.75.1282292421.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.78.1282296841.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.81.1282301296.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

OMG Thank you Janice you have made my day. I sometimes wonder why certain people come into our lives and I truly believe that the struggles we face make us into better people. Your daughter and her friend Lucy were so inspiring and I was so encouraged to see 2 beautiful young people who are so passionate about inclusive lives for every one of their students. These teachers are our future and the very reason why we live in hope for an inclusive future for every one. It is because of your love and principles that your children are now passing on these important values and that is why we need to include ALL children so they can live compassionate and inclusive lives where every single person matters and they have something real to offer all of us. Because of Darrell we can all share the joy of seeing our children prosper to their potential, thank you Darrell. I will be sending letters to Ashleigh and Lucy's principals because I believe that positive feedback can only help the cause and encourage them to keep including.
Thank you so much for sharing this with us Janice and well done for sticking it out with your daughter on the path that not only feels right but is right.
Janette


From: FamilyVoices 
Sent: Friday, August 20, 2010 5:34 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


Janice 
Totally agree with Michelle and you ought to be very proud of both of your children, which I am sure you are!  They are making a difference!!
Isabell
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Friday, August 20, 2010 4:20 PM
  Subject: Re: FV: High schools


  Hi Janice,

  Just wanted to say that it is really inspiring to listen to your story and know that your families values around inclusion are now going to help other children who struggle achieve their best as your daughter Ashleigh and her friend Lucy were very passionate about trying to influence their schools for inclusion.

  That's why our children's siblings, friends and peers are so important if real change is to happen.

  Michelle

   

  From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
  Sent: Friday, 20 August 2010 10:56 AM
  To: familyvoices at inpress.pledgonline.com
  Subject: Re: FV: High schools

   

  Hi Janette

   

  My name is Janice Crawford and if I may Darrell I would love to respond to this email. Twelve years ago (yes twelve Darrell) I was very honoured and privileged when Darrell agreed to help me with my daughter Caitlin who was 'struggling' at school and not having the inclusion that she deserved. Without Darrell's intervention and help, Caitlin would not have achieved to the best of her ability and I believe we would have been fighting the education system for many years. Caitlin went on to complete Year 12 and received her WASE certificate of education. She is now in employment as a child care worker and has her Cert 111 in Children's Services. Life is still a struggle for her at times and the road has not always been easy. When times were/are tough I remember Darrell's words of wisdom and try to put them to work. At times I fail and other times I am successful.

   

  I am very proud to say that one of the passionate young teachers who you spoke about in your email regarding inclusion at school, is my oldest daughter Ashleigh. The other teacher is her friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at Ellenbrook Christian College. I believe the struggles and gains we have had with Caitlin and her education, will make both Ashleigh and Lucy compassionate and understanding of children who need support, encouragement and most of all inclusion to help all students achieve to the best of their abilities.

   

  Thank you for your kind words and thoughts of both Ashleigh and Lucy.

   

  Kind Regards

  Janice Crawford

   

  From: FamilyVoices 

  Sent: Friday, August 20, 2010 6:46 AM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  It seems that we have all missed that one Sean and thanks for pointing that one out! That's usually Darrell's job, but its good to have someone else keeping us on our toes.

  I would like to follow up a positive letter to the principals of those 2 young teachers who spoke so passionately and excitedly about including kids in their drama classes. Can we get their names and which schools they were from? I will send around the letter before forwarding on to the schools. I know in the past this kind of praise goes a long way and can even get more teachers and principals joining us on the inclusion path. 

  Have a nice day 

  Janette

   

  From: FamilyVoices 

  Sent: Wednesday, August 18, 2010 10:18 PM

  To: familyvoices at inpress.pledgonline.com 

  Subject: Re: FV: High schools

   

  Hmm ,One thing I have learnt from PLEDG. Read all of Darrells comments carefully. If you miss one word it can change the whole message or instruction- the word "not" for example, as in the last sentence of this forum intro.

   

    ----- Original Message ----- 

    From: FamilyVoices 

    To: familyvoices at inpress.pledgonline.com 

    Sent: Wednesday, August 18, 2010 9:41 PM

    Subject: Re: FV: High schools

     

          Hi Darrell and all,

          We are certainly happy to be included in any discussions, sounds like you had a great seminar!  

          Pauline, John and Sarah 

           

           

           

           

          -------Original Message-------

           

          From: FamilyVoices

          Date: 18/08/2010 7:38:06 PM

          To: familyvoices at inpress.pledgonline.com

          Subject: Re: FV: High schools

           

          I'm in too.   I've also come down with the bug so if you could send some chicken soup this way that would be greatly appreciated. 
          Leonie


          On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:

          me to 
          luv,
          therese, joe and roy


          -----Original Message-----
          From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com]On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 7:27 PM
          To:  familyvoices at inpress.pledgonline.com
          Subject: Re: FV: High  schools


          sign me up

          Cx


          ----- Original Message ----- 
           
          From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
           
          To: familyvoices at inpress.pledgonline.com  
           
          Sent: Tuesday, August 17, 2010 6:40  PM
           
          Subject: Re: FV: High schools
           

           
           

          Hi Gang,
           
          Busy days following the workshop. We have heard back from  almost everyone who attended and so it is even busier than last week, if  that is possible. Lynne is slowly going downhill from hanging around all of  us sickies and so I suspect she will collapse shortly. I best get the  chicken soup on.
           
           
           
          I think the first topic we might want to discuss is  high schooling but of course I could be wrong. Since I'm going to one  tomorrow, I'll scout around and see if I can see anything  inclusive.
           
          Ciao
           
          Darrell
           
           
           
           
           

          From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 5:24  PM
          To: familyvoices at inpress.pledgonline.com
          Subject: Re:  FV: Welcome!

           
           
           

          great to see you back  Cathy, count me in!

           

          Janette

           
           



           
           

          From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

           

          Sent: Tuesday, August  17, 2010 11:46 AM

           

          To: familyvoices at inpress.pledgonline.com  

           

          Subject: Re: FV:  Welcome!

           



          Hi  Darrell

          I'm in  too!

          Can you change my email to   home email: hewicks at mtbsoft.com for family  voices

          Thanks

          Cheers  Cathy



           





          From: familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
          Sent: Tuesday, 17 August 2010 10:31  AM
          To: FamilyVoices at inpress.pledgonline.com
          Subject:  FV: Welcome!

           
           
          Hi all,
           
           
           
          I have revamped the Family Voices email listserve to be  used for a short while among PLEDG families to discuss common issues and,  anything really, that you want to put out there. I was hoping to start  discussions prior to our August workshop so that you would recognise names  of people when we all met, but technical difficulties prevented this. I hope  we can add people that attended the workshop and others you may wish to  invite to discuss issues that you bring up.
           
           
           
          Let me know if you wish not to be included. (I assume we  are all into inclusion... but then????!!)
           
           
           
          Welcome to your PLEDG Family Voices,
           
           
           
          Darrell Wills
           
          Director
           
          PLEDG Projects
           
           
            

          You are  receiving this because you are a valued member of the PLEDG  community 



          Cathy  Hewick
          Manager  Programs 

           


----------------------------------------------------------------------



            




          Child  Inclusive Learning and Development Australia Inc
          Phone:  08 9249 4333
          Fax:  08 9249 4366
          Email:  CathyH at childaustralia.org.au
          Web:  www.childaustralia.org.au <http://www.childaustralia.org.au/> 

          Please  consider the environment before printing this  email.
            
            NOTICE:  The information contained in this email is privileged and  confidential, and is intended only for use of the addressee. If you  are not the intended recipient, you are hereby notified that any  disclosure, reproduction, distribution or other use of this  communication is strictly prohibited. If you have received this  communication in error, please notify the sender  (CathyH at childaustralia.org.au) by reply transmission, or phone and  destroy this message without copying or disclosing it. Thank you for  your cooperation.. It is the responsibility of the recipient to check  this email and any attachments for the presence of  viruses. 


            
            


          __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

          The message was checked by ESET NOD32  Antivirus.

          http://www.eset.com


          __________  Information from ESET NOD32 Antivirus, version of virus signature database  5372 (20100817) __________

          The message was checked by ESET NOD32  Antivirus.

          http://www.eset.com

           
         
                
         


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From familyvoices at inpress.pledgonline.com  Fri Aug 20 04:13:09 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 19:13:09 +0800
Subject: FV: High schools
In-Reply-To: <mailman.81.1282301296.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.84.1282302796.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

That really is very inspiring. I totally agree with Michelle about the
importance of siblings and their friends. My daughter Grace has some lovely
friends who totally get it and it is just so wonderful to witness.  Leonie


On 20/08/10 6:48 PM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
wrote:

> OMG Thank you Janice you have made my day. I sometimes wonder why certain
> people come into our lives and I truly believe that the struggles we face make
> us into better people. Your daughter and her friend Lucy were so inspiring and
> I was so encouraged to see 2 beautiful young people who are so passionate
> about inclusive lives for every one of their students. These teachers are our
> future and the very reason why we live in hope for an inclusive future for
> every one. It is because of your love and principles that your children are
> now passing on these important values and that is why we need to include ALL
> children so they can live compassionate and inclusive lives where every single
> person matters and they have something real to offer all of us. Because of
> Darrell we can all share the joy of seeing our children prosper to their
> potential, thank you Darrell. I will be sending letters to Ashleigh and Lucy's
> principals because I believe that positive feedback can only help the cause
> and encourage them to keep including.
> Thank you so much for sharing this with us Janice and well done for sticking
> it out with your daughter on the path that not only feels right but is right.
> Janette
> 
> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
> Sent: Friday, August 20, 2010 5:34 PM
> To: familyvoices at inpress.pledgonline.com
> Subject: Re: FV: High schools
> 
> Janice 
> Totally agree with Michelle and you ought to be very proud of both of your
> children, which I am sure you are!  They are making a difference!!
> Isabell
>>  
>> ----- Original Message -----
>>  
>> From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>  
>> To: familyvoices at inpress.pledgonline.com
>>  
>> Sent: Friday, August 20, 2010 4:20  PM
>>  
>> Subject: Re: FV: High schools
>>  
>> 
>>  
>>  
>> 
>> Hi  Janice,
>>  
>> Just  wanted to say that it is really inspiring to listen to your story and
>> know  that your families values around inclusion are now going to help other
>> children who struggle achieve their best as your daughter Ashleigh and her
>> friend Lucy were very passionate about trying to influence their schools for
>> inclusion.
>>  
>> That?s  why our children?s siblings, friends and peers are so important if
>> real change  is to happen.
>>  
>> Michelle
>>  
>>  
>>  
>>  
>>  
>> 
>> From:  familyvoices-bounces at inpress.pledgonline.com
>> [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
>> FamilyVoices
>> Sent: Friday, 20 August 2010 10:56 AM
>> To:  familyvoices at inpress.pledgonline.com
>> Subject: Re: FV: High  schools
>>  
>>  
>>  
>>  
>> 
>> Hi Janette
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> My name is Janice Crawford and if  I may Darrell I would love to respond to
>> this email. Twelve years ago  (yes twelve Darrell) I was very honoured and
>> privileged when Darrell  agreed to help me with my daughter Caitlin who was
>> 'struggling' at school and  not having the inclusion that she deserved.
>> Without Darrell's intervention and  help, Caitlin would not have achieved to
>> the best of her ability and I believe  we would have been fighting the
>> education system for many years. Caitlin went  on to complete Year 12 and
>> received her WASE certificate of education. She is  now in employment as a
>> child care worker and has her Cert 111 in Children's  Services. Life is still
>> a struggle for her at times and the road has not  always been easy. When
>> times were/are tough I remember Darrell's words of  wisdom and try to put
>> them to work. At times I fail and other times I am  successful.
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> I am very proud to say that one of  the passionate young teachers who you
>> spoke about in your email regarding  inclusion at school, is my oldest
>> daughter Ashleigh. The other teacher is her  friend Lucy Mc Cumstie who
>> teaches at Guildford Grammar, Ashleigh teaches at  Ellenbrook Christian
>> College. I believe the struggles and gains we have had  with Caitlin and her
>> education, will make both Ashleigh and Lucy compassionate  and understanding
>> of children who need support, encouragement and most of all  inclusion to
>> help all students achieve to the best of their  abilities.
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> Thank you for your kind words and  thoughts of both Ashleigh and Lucy.
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> Kind Regards
>>  
>>  
>> 
>> Janice Crawford
>>  
>>  
>>  
>> 
>>  
>>  
>>  
>>  
>> 
>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>  
>>  
>> 
>> Sent: Friday, August  20, 2010 6:46 AM
>>  
>>  
>> 
>> To: familyvoices at inpress.pledgonline.com
>>  
>>  
>> 
>> Subject: Re: FV: High  schools
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> It seems that we have all missed  that one Sean and thanks for pointing that
>> one out! That's usually Darrell's  job, but its good to have someone else
>> keeping us on our toes.
>>  
>>  
>> 
>> I would like to follow up a  positive letter to the principals of those 2
>> young teachers who spoke so  passionately and excitedly about including kids
>> in their drama classes. Can we  get their names and which schools they were
>> from? I will send around the  letter before forwarding on to the schools. I
>> know in the past this kind of  praise goes a long way and can even get more
>> teachers and principals joining  us on the inclusion path.
>>  
>>  
>> 
>> Have a nice day 
>>  
>>  
>> 
>> Janette
>>  
>>  
>>  
>> 
>>  
>>  
>>  
>>  
>> 
>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>  
>>  
>> 
>> Sent: Wednesday, August  18, 2010 10:18 PM
>>  
>>  
>> 
>> To: familyvoices at inpress.pledgonline.com
>>  
>>  
>> 
>> Subject: Re: FV: High  schools
>>  
>>  
>> 
>>  
>>  
>>  
>> 
>> Hmm ,One thing I have learnt from PLEDG.  Read all of Darrells comments
>> carefully. If you miss one word it can change  the whole message or
>> instruction- the word "not" for example, as in the last  sentence of this
>> forum intro.
>>  
>>  
>> 
>>  
>>  
>>>  
>>>  
>>> 
>>> ----- Original  Message -----
>>>  
>>>  
>>> 
>>> From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>>  
>>> 
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>>  
>>> 
>>> Sent: Wednesday,  August 18, 2010 9:41 PM
>>>  
>>>  
>>> 
>>> Subject: Re: FV: High  schools
>>>  
>>>  
>>> 
>>>  
>>>    
>>>      Hi Darrell and  all,
>>>   We are certainly happy  to be included in any discussions, sounds like you
>>> had a great  seminar!
>>>   Pauline, John and  Sarah
>>>    
>>>    
>>>     
>>>    
>>>    -------Original  Message-------
>>>    
>>>    From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>>   Date: 18/08/2010  7:38:06 PM
>>>   To: familyvoices at inpress.pledgonline.com
>>>   Subject: Re: FV:  High schools
>>>    
>>>  I?m in  too.   I?ve also come down with the bug so if you could send  some
>>> chicken soup this way that would be greatly appreciated.
>>> Leonie
>>> 
>>> 
>>> On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>
>>> wrote:  me  to 
>>> luv,
>>> therese, joe and roy
>>> -----Original  Message-----
>>> From:  familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com]On  Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17 August  2010 7:27 PM
>>> To:  familyvoices at inpress.pledgonline.com
>>> Subject:  Re: FV: High  schools
>>> 
>>> 
>>> sign me  up
>>> 
>>> Cx  
>>> -----  Original Message -----
>>>  
>>> From:  FamilyVoices  <mailto:familyvoices at inpress.pledgonline.com>
>>>  
>>> To: familyvoices at inpress.pledgonline.com
>>>  
>>> Sent: Tuesday, August 17, 2010 6:40   PM
>>>  
>>> Subject: Re: FV: High  schools
>>>  
>>> 
>>>  
>>>  
>>> 
>>> Hi  Gang,
>>>  
>>> Busy days following the workshop. We have heard  back from  almost everyone
>>> who attended and so it is even busier  than last week, if  that is possible.
>>> Lynne is slowly going  downhill from hanging around all of  us sickies and
>>> so I suspect  she will collapse shortly. I best get the  chicken soup  on.
>>>  
>>>  
>>>  
>>> I think the first topic we might  want to discuss is  high schooling but of
>>> course I could  be wrong. Since I?m going to one  tomorrow, I?ll scout
>>> around and  see if I can see anything   inclusive.
>>>  
>>> Ciao
>>>  
>>> Darrell
>>>  
>>>  
>>>  
>>>  
>>>  
>>> 
>>> From:  familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17  August 2010 5:24  PM
>>> To: familyvoices at inpress.pledgonline.com
>>> Subject:  Re:  FV: Welcome!
>>> 
>>>  
>>>  
>>>  
>>> 
>>> great to see you back   Cathy, count me in!
>>> 
>>>  
>>> 
>>> Janette
>>> 
>>>  
>>>  
>>> 
>>> 
>>> 
>>>  
>>>  
>>> 
>>> From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>
>>> 
>>>  
>>> 
>>> Sent: Tuesday,  August  17, 2010 11:46 AM
>>> 
>>>  
>>> 
>>> To: familyvoices at inpress.pledgonline.com
>>> 
>>>  
>>> 
>>> Subject: Re: FV:   Welcome!
>>> 
>>>  
>>> 
>>> 
>>> 
>>> Hi  Darrell
>>> 
>>> I?m in  too!
>>> 
>>> Can you change my email to   home  email: hewicks at mtbsoft.com for  family
>>> voices
>>> 
>>> Thanks
>>> 
>>> Cheers  Cathy
>>> 
>>> 
>>> 
>>>  
>>> 
>>> 
>>> 
>>> 
>>> 
>>> From: familyvoices-bounces at inpress.pledgonline.com
>>> [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of
>>> FamilyVoices
>>> Sent: Tuesday, 17  August 2010 10:31  AM
>>> To: FamilyVoices at inpress.pledgonline.com
>>> Subject:   FV: Welcome!
>>> 
>>>  
>>>  
>>> Hi  all,
>>>  
>>>  
>>>  
>>> I have revamped the Family  Voices email listserve to be  used for a short
>>> while among PLEDG  families to discuss common issues and,  anything really,
>>> that you  want to put out there. I was hoping to start  discussions prior
>>> to our August workshop so that you would recognise names  of  people when we
>>> all met, but technical difficulties prevented this. I  hope  we can add
>>> people that attended the workshop and others you  may wish to  invite to
>>> discuss issues that you bring  up.
>>>  
>>>  
>>>  
>>> Let me know if you wish not to be  included. (I assume we  are all into
>>> inclusion... but  then????!!)
>>>  
>>>  
>>>  
>>> Welcome to your  PLEDG Family Voices,
>>>  
>>>  
>>>  
>>> Darrell  Wills
>>>  
>>> Director
>>>  
>>> PLEDG  Projects
>>>  
>>>  
>>>    You are   receiving this because you are a valued member of the PLEDG
>>> community  
>>> 
>>> Cathy   Hewick 
>>> Manager  Programs
>>> 
>>>  
>>>  
>>> 
>>>   
>>> 
>>> 
>>> 
>>> 
>>> Child   Inclusive Learning and Development Australia Inc
>>> Phone:  08  9249 4333
>>> Fax:  08  9249 4366
>>> Email:   CathyH at childaustralia.org.au
>>> Web:   www.childaustralia.org.au <http://www.childaustralia.org.au/>
>>> 
>>> Please   consider the environment before printing this   email.
>>>   
>>>   NOTICE:   The information contained in this email is privileged and
>>> confidential, and is intended only for use of the addressee. If  you  are
>>> not the intended recipient, you are hereby notified that  any  disclosure,
>>> reproduction, distribution or other use of this   communication is strictly
>>> prohibited. If you have received this   communication in error, please
>>> notify the sender  (CathyH at childaustralia.org.au)  by reply transmission, or
>>> phone and  destroy this message without  copying or disclosing it. Thank you
>>> for  your cooperation.. It is  the responsibility of the recipient to check
>>> this email and any  attachments for the presence of  viruses.
>>> 
>>> 
>>>   
>>>   
>>> 
>>> 
>>> __________   Information from ESET NOD32 Antivirus, version of virus
>>> signature database  5372 (20100817) __________
>>> 
>>> The message  was checked by ESET NOD32  Antivirus.
>>> 
>>> http://www.eset.com
>>> 
>>> 
>>> __________   Information from ESET NOD32 Antivirus, version of virus
>>> signature database  5372 (20100817) __________
>>> 
>>> The message  was checked by ESET NOD32  Antivirus.
>>> 
>>> http://www.eset.com
>>>    
>>>  
>>>     
>>>    
>>>  <http://www.incredimail.com/?id=606430&rui=65075701>
>>> 

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From familyvoices at inpress.pledgonline.com  Fri Aug 20 07:32:25 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 22:32:25 +0800
Subject: FV: High schools
In-Reply-To: <mailman.84.1282302796.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.84.1282302796.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.87.1282314720.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Re: FV: High schoolswow, just another reason why we must keep on networking...and a reminder that when we activly demonstrate  what can and should be achieved it has re-percussions further than we sometimes imagine. I can see why you are so proud Janice, they are great young people and we were so glad to meet them, it would be great to meet you and Caitlin sometime too.
i can go to bed now with a great feeling of hope........
Caroline McCallum
  ----- Original Message ----- 
  From: FamilyVoices 
  To: familyvoices at inpress.pledgonline.com 
  Sent: Friday, August 20, 2010 7:13 PM
  Subject: Re: FV: High schools


  That really is very inspiring. I totally agree with Michelle about the importance of siblings and their friends. My daughter Grace has some lovely friends who totally get it and it is just so wonderful to witness.  Leonie


  On 20/08/10 6:48 PM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:


    OMG Thank you Janice you have made my day. I sometimes wonder why certain people come into our lives and I truly believe that the struggles we face make us into better people. Your daughter and her friend Lucy were so inspiring and I was so encouraged to see 2 beautiful young people who are so passionate about inclusive lives for every one of their students. These teachers are our future and the very reason why we live in hope for an inclusive future for every one. It is because of your love and principles that your children are now passing on these important values and that is why we need to include ALL children so they can live compassionate and inclusive lives where every single person matters and they have something real to offer all of us. Because of Darrell we can all share the joy of seeing our children prosper to their potential, thank you Darrell. I will be sending letters to Ashleigh and Lucy's principals because I believe that positive feedback can only help the cause and encourage them to keep including.
    Thank you so much for sharing this with us Janice and well done for sticking it out with your daughter on the path that not only feels right but is right.
    Janette

    From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
    Sent: Friday, August 20, 2010 5:34 PM
    To: familyvoices at inpress.pledgonline.com 
    Subject: Re: FV: High schools

    Janice 
    Totally agree with Michelle and you ought to be very proud of both of your children, which I am sure you are!  They are making a difference!!
    Isabell


      ----- Original Message ----- 
       
      From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
       
      To: familyvoices at inpress.pledgonline.com  
       
      Sent: Friday, August 20, 2010 4:20  PM
       
      Subject: Re: FV: High schools
       

       
       

      Hi  Janice,

      Just  wanted to say that it is really inspiring to listen to your story and know  that your families values around inclusion are now going to help other  children who struggle achieve their best as your daughter Ashleigh and her  friend Lucy were very passionate about trying to influence their schools for  inclusion.

      That's  why our children's siblings, friends and peers are so important if real change  is to happen.

      Michelle



       
       

      From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
      Sent: Friday, 20 August 2010 10:56 AM
      To:  familyvoices at inpress.pledgonline.com
      Subject: Re: FV: High  schools



       

      Hi Janette

       



       

      My name is Janice Crawford and if  I may Darrell I would love to respond to this email. Twelve years ago  (yes twelve Darrell) I was very honoured and privileged when Darrell  agreed to help me with my daughter Caitlin who was 'struggling' at school and  not having the inclusion that she deserved. Without Darrell's intervention and  help, Caitlin would not have achieved to the best of her ability and I believe  we would have been fighting the education system for many years. Caitlin went  on to complete Year 12 and received her WASE certificate of education. She is  now in employment as a child care worker and has her Cert 111 in Children's  Services. Life is still a struggle for her at times and the road has not  always been easy. When times were/are tough I remember Darrell's words of  wisdom and try to put them to work. At times I fail and other times I am  successful.

       



       

      I am very proud to say that one of  the passionate young teachers who you spoke about in your email regarding  inclusion at school, is my oldest daughter Ashleigh. The other teacher is her  friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at  Ellenbrook Christian College. I believe the struggles and gains we have had  with Caitlin and her education, will make both Ashleigh and Lucy compassionate  and understanding of children who need support, encouragement and most of all  inclusion to help all students achieve to the best of their  abilities.

       



       

      Thank you for your kind words and  thoughts of both Ashleigh and Lucy.

       



       

      Kind Regards

       

      Janice Crawford

       
       



       
       

      From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

       

      Sent: Friday, August  20, 2010 6:46 AM

       

      To: familyvoices at inpress.pledgonline.com  

       

      Subject: Re: FV: High  schools

       



       

      It seems that we have all missed  that one Sean and thanks for pointing that one out! That's usually Darrell's  job, but its good to have someone else keeping us on our toes.

       

      I would like to follow up a  positive letter to the principals of those 2 young teachers who spoke so  passionately and excitedly about including kids in their drama classes. Can we  get their names and which schools they were from? I will send around the  letter before forwarding on to the schools. I know in the past this kind of  praise goes a long way and can even get more teachers and principals joining  us on the inclusion path. 

       

      Have a nice day 

       

      Janette

       
       



       
       

      From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

       

      Sent: Wednesday, August  18, 2010 10:18 PM

       

      To: familyvoices at inpress.pledgonline.com  

       

      Subject: Re: FV: High  schools

       



       

      Hmm ,One thing I have learnt from PLEDG.  Read all of Darrells comments carefully. If you miss one word it can change  the whole message or instruction- the word "not" for example, as in the last  sentence of this forum intro.

       





         

        ----- Original  Message ----- 

         

        From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

         

        To: familyvoices at inpress.pledgonline.com  

         

        Sent: Wednesday,  August 18, 2010 9:41 PM

         

        Subject: Re: FV: High  schools

         


          
             Hi Darrell and  all,
         We are certainly happy  to be included in any discussions, sounds like you had a great  seminar!  
         Pauline, John and  Sarah 
          
          
           
          
          -------Original  Message-------
          
          From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com> 
         Date: 18/08/2010  7:38:06 PM
         To: familyvoices at inpress.pledgonline.com
         Subject: Re: FV:  High schools
          
        I'm in  too.   I've also come down with the bug so if you could send  some chicken soup this way that would be greatly appreciated.  
        Leonie


        On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>  wrote:  me  to 
        luv,
        therese, joe and roy  
        -----Original  Message-----
        From:  familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]On  Behalf Of  FamilyVoices
        Sent: Tuesday, 17 August  2010 7:27 PM
        To:  familyvoices at inpress.pledgonline.com
        Subject:  Re: FV: High  schools


        sign me  up

        Cx  
        -----  Original Message ----- 
         
        From:  FamilyVoices  <mailto:familyvoices at inpress.pledgonline.com>   
         
        To: familyvoices at inpress.pledgonline.com   
         
        Sent: Tuesday, August 17, 2010 6:40   PM
         
        Subject: Re: FV: High  schools
         

         
         

        Hi  Gang,
         
        Busy days following the workshop. We have heard  back from  almost everyone who attended and so it is even busier  than last week, if  that is possible. Lynne is slowly going  downhill from hanging around all of  us sickies and so I suspect  she will collapse shortly. I best get the  chicken soup  on.
         
         
         
        I think the first topic we might  want to discuss is  high schooling but of course I could  be wrong. Since I'm going to one  tomorrow, I'll scout around and  see if I can see anything   inclusive.
         
        Ciao
         
        Darrell
         
         
         
         
         

        From:  familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of  FamilyVoices
        Sent: Tuesday, 17  August 2010 5:24  PM
        To: familyvoices at inpress.pledgonline.com
        Subject:  Re:  FV: Welcome!

         
         
         

        great to see you back   Cathy, count me in!

         

        Janette

         
         



         
         

        From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>    

         

        Sent: Tuesday,  August  17, 2010 11:46 AM

         

        To: familyvoices at inpress.pledgonline.com   

         

        Subject: Re: FV:   Welcome!

         



        Hi  Darrell

        I'm in  too!

        Can you change my email to   home  email: hewicks at mtbsoft.com for  family  voices

        Thanks

        Cheers  Cathy



         





        From: familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of  FamilyVoices
        Sent: Tuesday, 17  August 2010 10:31  AM
        To: FamilyVoices at inpress.pledgonline.com
        Subject:   FV: Welcome!

         
         
        Hi  all,
         
         
         
        I have revamped the Family  Voices email listserve to be  used for a short while among PLEDG  families to discuss common issues and,  anything really, that you  want to put out there. I was hoping to start  discussions prior  to our August workshop so that you would recognise names  of  people when we all met, but technical difficulties prevented this. I  hope  we can add people that attended the workshop and others you  may wish to  invite to discuss issues that you bring  up.
         
         
         
        Let me know if you wish not to be  included. (I assume we  are all into inclusion... but  then????!!)
         
         
         
        Welcome to your  PLEDG Family Voices,
         
         
         
        Darrell  Wills
         
        Director
         
        PLEDG  Projects
         
         
           You are   receiving this because you are a valued member of the PLEDG   community 

        Cathy   Hewick 
        Manager  Programs 



------------------------------------------------------------------------



          




        Child   Inclusive Learning and Development Australia Inc
        Phone:  08  9249 4333
        Fax:  08  9249 4366
        Email:   CathyH at childaustralia.org.au
        Web:   www.childaustralia.org.au <http://www.childaustralia.org.au/>  

        Please   consider the environment before printing this   email.
         
          NOTICE:   The information contained in this email is privileged and   confidential, and is intended only for use of the addressee. If  you  are not the intended recipient, you are hereby notified that  any  disclosure, reproduction, distribution or other use of this   communication is strictly prohibited. If you have received this   communication in error, please notify the sender  (CathyH at childaustralia.org.au)  by reply transmission, or phone and  destroy this message without  copying or disclosing it. Thank you for  your cooperation.. It is  the responsibility of the recipient to check  this email and any  attachments for the presence of  viruses.  


         
          


        __________   Information from ESET NOD32 Antivirus, version of virus  signature database  5372 (20100817) __________

        The message  was checked by ESET NOD32  Antivirus.

        http://www.eset.com


        __________   Information from ESET NOD32 Antivirus, version of virus  signature database  5372 (20100817) __________

        The message  was checked by ESET NOD32  Antivirus.

        http://www.eset.com
           

            
           
         <http://www.incredimail.com/?id=606430&rui=65075701> 


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From familyvoices at inpress.pledgonline.com  Fri Aug 20 07:33:27 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Fri, 20 Aug 2010 22:33:27 +0800
Subject: FV: High schools
In-Reply-To: <mailman.84.1282302796.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.84.1282302796.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.90.1282314764.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Re: FV: High schoolsI feel very humble at your responses. Thank you all for taking the time to reply. And yes I am equally proud of both of my beautiful daughters who both give so much in so many different ways. I just wanted to add that in Caitlin's capacity as a childcare worker she has great empathy for small children with special needs and with more experience as an assistant she hopes to one day study towards caring for young children with special needs. Now, that is truly inspiring and may be the reason she has been placed on this earth.
God Bless you all.
Janice


From: FamilyVoices 
Sent: Friday, August 20, 2010 7:13 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: High schools


That really is very inspiring. I totally agree with Michelle about the importance of siblings and their friends. My daughter Grace has some lovely friends who totally get it and it is just so wonderful to witness.  Leonie


On 20/08/10 6:48 PM, "FamilyVoices" <familyvoices at inpress.pledgonline.com> wrote:


  OMG Thank you Janice you have made my day. I sometimes wonder why certain people come into our lives and I truly believe that the struggles we face make us into better people. Your daughter and her friend Lucy were so inspiring and I was so encouraged to see 2 beautiful young people who are so passionate about inclusive lives for every one of their students. These teachers are our future and the very reason why we live in hope for an inclusive future for every one. It is because of your love and principles that your children are now passing on these important values and that is why we need to include ALL children so they can live compassionate and inclusive lives where every single person matters and they have something real to offer all of us. Because of Darrell we can all share the joy of seeing our children prosper to their potential, thank you Darrell. I will be sending letters to Ashleigh and Lucy's principals because I believe that positive feedback can only help the cause and encourage them to keep including.
  Thank you so much for sharing this with us Janice and well done for sticking it out with your daughter on the path that not only feels right but is right.
  Janette

  From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
  Sent: Friday, August 20, 2010 5:34 PM
  To: familyvoices at inpress.pledgonline.com 
  Subject: Re: FV: High schools

  Janice 
  Totally agree with Michelle and you ought to be very proud of both of your children, which I am sure you are!  They are making a difference!!
  Isabell


    ----- Original Message ----- 
     
    From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>  
     
    To: familyvoices at inpress.pledgonline.com  
     
    Sent: Friday, August 20, 2010 4:20  PM
     
    Subject: Re: FV: High schools
     

     
     

    Hi  Janice,

    Just  wanted to say that it is really inspiring to listen to your story and know  that your families values around inclusion are now going to help other  children who struggle achieve their best as your daughter Ashleigh and her  friend Lucy were very passionate about trying to influence their schools for  inclusion.

    That's  why our children's siblings, friends and peers are so important if real change  is to happen.

    Michelle



     
     

    From:  familyvoices-bounces at inpress.pledgonline.com  [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of  FamilyVoices
    Sent: Friday, 20 August 2010 10:56 AM
    To:  familyvoices at inpress.pledgonline.com
    Subject: Re: FV: High  schools



     

    Hi Janette

     



     

    My name is Janice Crawford and if  I may Darrell I would love to respond to this email. Twelve years ago  (yes twelve Darrell) I was very honoured and privileged when Darrell  agreed to help me with my daughter Caitlin who was 'struggling' at school and  not having the inclusion that she deserved. Without Darrell's intervention and  help, Caitlin would not have achieved to the best of her ability and I believe  we would have been fighting the education system for many years. Caitlin went  on to complete Year 12 and received her WASE certificate of education. She is  now in employment as a child care worker and has her Cert 111 in Children's  Services. Life is still a struggle for her at times and the road has not  always been easy. When times were/are tough I remember Darrell's words of  wisdom and try to put them to work. At times I fail and other times I am  successful.

     



     

    I am very proud to say that one of  the passionate young teachers who you spoke about in your email regarding  inclusion at school, is my oldest daughter Ashleigh. The other teacher is her  friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at  Ellenbrook Christian College. I believe the struggles and gains we have had  with Caitlin and her education, will make both Ashleigh and Lucy compassionate  and understanding of children who need support, encouragement and most of all  inclusion to help all students achieve to the best of their  abilities.

     



     

    Thank you for your kind words and  thoughts of both Ashleigh and Lucy.

     



     

    Kind Regards

     

    Janice Crawford

     
     



     
     

    From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

     

    Sent: Friday, August  20, 2010 6:46 AM

     

    To: familyvoices at inpress.pledgonline.com  

     

    Subject: Re: FV: High  schools

     



     

    It seems that we have all missed  that one Sean and thanks for pointing that one out! That's usually Darrell's  job, but its good to have someone else keeping us on our toes.

     

    I would like to follow up a  positive letter to the principals of those 2 young teachers who spoke so  passionately and excitedly about including kids in their drama classes. Can we  get their names and which schools they were from? I will send around the  letter before forwarding on to the schools. I know in the past this kind of  praise goes a long way and can even get more teachers and principals joining  us on the inclusion path. 

     

    Have a nice day 

     

    Janette

     
     



     
     

    From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

     

    Sent: Wednesday, August  18, 2010 10:18 PM

     

    To: familyvoices at inpress.pledgonline.com  

     

    Subject: Re: FV: High  schools

     



     

    Hmm ,One thing I have learnt from PLEDG.  Read all of Darrells comments carefully. If you miss one word it can change  the whole message or instruction- the word "not" for example, as in the last  sentence of this forum intro.

     





       

      ----- Original  Message ----- 

       

      From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>   

       

      To: familyvoices at inpress.pledgonline.com  

       

      Sent: Wednesday,  August 18, 2010 9:41 PM

       

      Subject: Re: FV: High  schools

       


        
           Hi Darrell and  all,
       We are certainly happy  to be included in any discussions, sounds like you had a great  seminar!  
       Pauline, John and  Sarah 
        
        
         
        
        -------Original  Message-------
        
        From: FamilyVoices <mailto:familyvoices at inpress.pledgonline.com> 
       Date: 18/08/2010  7:38:06 PM
       To: familyvoices at inpress.pledgonline.com
       Subject: Re: FV:  High schools
        
      I'm in  too.   I've also come down with the bug so if you could send  some chicken soup this way that would be greatly appreciated.  
      Leonie


      On 18/08/10 9:27 AM, "FamilyVoices" <familyvoices at inpress.pledgonline.com>  wrote:  me  to 
      luv,
      therese, joe and roy  
      -----Original  Message-----
      From:  familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]On  Behalf Of  FamilyVoices
      Sent: Tuesday, 17 August  2010 7:27 PM
      To:  familyvoices at inpress.pledgonline.com
      Subject:  Re: FV: High  schools


      sign me  up

      Cx  
      -----  Original Message ----- 
       
      From:  FamilyVoices  <mailto:familyvoices at inpress.pledgonline.com>   
       
      To: familyvoices at inpress.pledgonline.com   
       
      Sent: Tuesday, August 17, 2010 6:40   PM
       
      Subject: Re: FV: High  schools
       

       
       

      Hi  Gang,
       
      Busy days following the workshop. We have heard  back from  almost everyone who attended and so it is even busier  than last week, if  that is possible. Lynne is slowly going  downhill from hanging around all of  us sickies and so I suspect  she will collapse shortly. I best get the  chicken soup  on.
       
       
       
      I think the first topic we might  want to discuss is  high schooling but of course I could  be wrong. Since I'm going to one  tomorrow, I'll scout around and  see if I can see anything   inclusive.
       
      Ciao
       
      Darrell
       
       
       
       
       

      From:  familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of  FamilyVoices
      Sent: Tuesday, 17  August 2010 5:24  PM
      To: familyvoices at inpress.pledgonline.com
      Subject:  Re:  FV: Welcome!

       
       
       

      great to see you back   Cathy, count me in!

       

      Janette

       
       



       
       

      From:  FamilyVoices <mailto:familyvoices at inpress.pledgonline.com>    

       

      Sent: Tuesday,  August  17, 2010 11:46 AM

       

      To: familyvoices at inpress.pledgonline.com   

       

      Subject: Re: FV:   Welcome!

       



      Hi  Darrell

      I'm in  too!

      Can you change my email to   home  email: hewicks at mtbsoft.com for  family  voices

      Thanks

      Cheers  Cathy



       





      From: familyvoices-bounces at inpress.pledgonline.com   [mailto:familyvoices-bounces at inpress.pledgonline.com]  On Behalf Of  FamilyVoices
      Sent: Tuesday, 17  August 2010 10:31  AM
      To: FamilyVoices at inpress.pledgonline.com
      Subject:   FV: Welcome!

       
       
      Hi  all,
       
       
       
      I have revamped the Family  Voices email listserve to be  used for a short while among PLEDG  families to discuss common issues and,  anything really, that you  want to put out there. I was hoping to start  discussions prior  to our August workshop so that you would recognise names  of  people when we all met, but technical difficulties prevented this. I  hope  we can add people that attended the workshop and others you  may wish to  invite to discuss issues that you bring  up.
       
       
       
      Let me know if you wish not to be  included. (I assume we  are all into inclusion... but  then????!!)
       
       
       
      Welcome to your  PLEDG Family Voices,
       
       
       
      Darrell  Wills
       
      Director
       
      PLEDG  Projects
       
       
         You are   receiving this because you are a valued member of the PLEDG   community 

      Cathy   Hewick 
      Manager  Programs 



--------------------------------------------------------------------------



        




      Child   Inclusive Learning and Development Australia Inc
      Phone:  08  9249 4333
      Fax:  08  9249 4366
      Email:   CathyH at childaustralia.org.au
      Web:   www.childaustralia.org.au <http://www.childaustralia.org.au/>  

      Please   consider the environment before printing this   email.
       
        NOTICE:   The information contained in this email is privileged and   confidential, and is intended only for use of the addressee. If  you  are not the intended recipient, you are hereby notified that  any  disclosure, reproduction, distribution or other use of this   communication is strictly prohibited. If you have received this   communication in error, please notify the sender  (CathyH at childaustralia.org.au)  by reply transmission, or phone and  destroy this message without  copying or disclosing it. Thank you for  your cooperation.. It is  the responsibility of the recipient to check  this email and any  attachments for the presence of  viruses.  


       
        


      __________   Information from ESET NOD32 Antivirus, version of virus  signature database  5372 (20100817) __________

      The message  was checked by ESET NOD32  Antivirus.

      http://www.eset.com


      __________   Information from ESET NOD32 Antivirus, version of virus  signature database  5372 (20100817) __________

      The message  was checked by ESET NOD32  Antivirus.

      http://www.eset.com
         

          
         
       <http://www.incredimail.com/?id=606430&rui=65075701> 


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From familyvoices at inpress.pledgonline.com  Sun Aug 22 18:21:02 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Mon, 23 Aug 2010 09:21:02 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.93.1282526424.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

This is a fantastic idea.  Good way of hearing about what other members are up to for those who are unable to attend meetings etc due to work commitments.

Hope it is planned to be permanent. :-)

Good Luck to all those who are currently moving towards high school.

Trudy & David Giles
Esperance

Trudy Giles
Customer Service Officer
Esperance Court House
100 Dempster Street, Esperance
Trudy.Giles at justice.wa.gov.au<mailto:Trudy.Giles at justice.wa.gov.au>
Ph: (08) 9071 2444 Fax: (08) 9071 2288



From: familyvoices-bounces at inpress.pledgonline.com [mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

Hi all,

I have revamped the Family Voices email listserve to be used for a short while among PLEDG families to discuss common issues and, anything really, that you want to put out there. I was hoping to start discussions prior to our August workshop so that you would recognise names of people when we all met, but technical difficulties prevented this. I hope we can add people that attended the workshop and others you may wish to invite to discuss issues that you bring up.

Let me know if you wish not to be included. (I assume we are all into inclusion... but then????!!)

Welcome to your PLEDG Family Voices,

Darrell Wills
Director
PLEDG Projects


You are receiving this because you are a valued member of the PLEDG community
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From familyvoices at inpress.pledgonline.com  Sun Aug 22 19:57:29 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Mon, 23 Aug 2010 10:57:29 +0800
Subject: FV: Welcome!
In-Reply-To: <mailman.93.1282526424.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.7.1282012204.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
	<mailman.93.1282526424.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.94.1282532211.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

The only thing permanent in life are death and taxes.

This listserve will be more like neuronal development - "use it or lose it"!


 

 

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Monday, 23 August 2010 9:21 AM
To: familyvoices at inpress.pledgonline.com
Subject: Re: FV: Welcome!

 

This is a fantastic idea.  Good way of hearing about what other members are
up to for those who are unable to attend meetings etc due to work
commitments.

 

Hope it is planned to be permanent. :-)

 

Good Luck to all those who are currently moving towards high school.

 

Trudy & David Giles

Esperance

 

Trudy Giles

Customer Service Officer

Esperance Court House

100 Dempster Street, Esperance

Trudy.Giles at justice.wa.gov.au

Ph: (08) 9071 2444 Fax: (08) 9071 2288

 

 

 

From: familyvoices-bounces at inpress.pledgonline.com
[mailto:familyvoices-bounces at inpress.pledgonline.com] On Behalf Of
FamilyVoices
Sent: Tuesday, 17 August 2010 10:31 AM
To: FamilyVoices at inpress.pledgonline.com
Subject: FV: Welcome!

 

Hi all,

 

I have revamped the Family Voices email listserve to be used for a short
while among PLEDG families to discuss common issues and, anything really,
that you want to put out there. I was hoping to start discussions prior to
our August workshop so that you would recognise names of people when we all
met, but technical difficulties prevented this. I hope we can add people
that attended the workshop and others you may wish to invite to discuss
issues that you bring up.

 

Let me know if you wish not to be included. (I assume we are all into
inclusion... but then????!!)

 

Welcome to your PLEDG Family Voices,

 

Darrell Wills

Director

PLEDG Projects

 

 

You are receiving this because you are a valued member of the PLEDG
community



__________ Information from ESET NOD32 Antivirus, version of virus signature
database 5386 (20100822) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com

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From familyvoices at inpress.pledgonline.com  Fri Aug 27 19:58:42 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Sat, 28 Aug 2010 10:58:42 +0800
Subject: FV: EMailing: The Least Dangerous Assumption.pdf
In-Reply-To: <00d201cb45c5$b75620e0$260262a0$@com>
References: <00d201cb45c5$b75620e0$260262a0$@com>
Message-ID: <mailman.95.1282964332.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

I loved this, thanks Darrell, it is so true - People assume Devin doesn't
understand things as he can't talk, but we know he knows so much more than
we even realise.
Leonie has had some excellent examples of this with Maddie and I think she
should give to Maddie's teacher. 

More please
Michelle

Do you think I should forward this and the previous one to new principal?

-----Original Message-----
From: Darrell Wills [mailto:wills3 at bigpond.com] 
Sent: Friday, 27 August 2010 4:56 PM
To: familyvoices at inpress.pledgonline.com; Caroline & Ian McCallum; Grace &
Richard Bell-Brotherton; Isabell & Sean Ellingham; Janette & Pete
Hahnel-Fletcher; Leonie & Matt Keogh; Michelle & Peter O'Sullivan
Subject: EMailing: The Least Dangerous Assumption.pdf

 Michelle is asking for more on HS inclusion, so herewith Cheryl on a good
starting point:- perceptions and assumptions.
Enjoy.

 

__________ Information from ESET NOD32 Antivirus, version of virus signature
database 5400 (20100826) __________

The message was checked by ESET NOD32 Antivirus.

http://www.eset.com
 



From familyvoices at inpress.pledgonline.com  Fri Aug 27 21:27:54 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Sat, 28 Aug 2010 12:27:54 +0800
Subject: FV: Janice Crawford, Ashleigh and Lucy PLEASE FORWARD
In-Reply-To: <mailman.72.1282272932.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.96.1282969687.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

> Hi Janice,
> 
> My name is Denise Makley and I am a parent of Jesse, who is getting better
> after a rather bad start to high school. I met Ashleigh and Lucy and became
> aware of their difficulties at their respective high schools. I tried to
> contact Ashleigh at her school email address but I don?t know if she received
> it. I emailed her the following words and I was wondering if you could forward
> it to Ashleigh and Lucy in case they were interested.....
> 
> Hi Ashleigh,

My name is Denise Makley, Media teacher from Helena College and we met at
the conference in Bunbury. I am trying to get in touch with you to let you
know about a drama position which will be opening up next year. I would love
to see you with a job here. The position may entail teaching Years 11 and
12, but it would be worth looking at the ad this weekend in the Saturday
paper.

The following email came to me today;

Dear all

Jacqui has had the news that the family is transferring to NSW
next year, and Amanda is expecting to be adding to her family! -
Congratulations!

Accordingly we will be advertising tomorrow for Drama and English,
both positions potentially full time for next year.

Once again, if you know of anyone suitable, please encourage them
to consider the position(s).

Regards, John A-W

Cheers, Denise
> 
>  
> My name is Janice Crawford and if I may Darrell I would love to respond to
> this email. Twelve years ago (yes twelve Darrell) I was very honoured and
> privileged when Darrell agreed to help me with my daughter Caitlin who was
> 'struggling' at school and not having the inclusion that she deserved. Without
> Darrell's intervention and help, Caitlin would not have achieved to the best
> of her ability and I believe we would have been fighting the education system
> for many years. Caitlin went on to complete Year 12 and received her WASE
> certificate of education. She is now in employment as a child care worker and
> has her Cert 111 in Children's Services. Life is still a struggle for her at
> times and the road has not always been easy. When times were/are tough I
> remember Darrell's words of wisdom and try to put them to work. At times I
> fail and other times I am successful.
>  
> I am very proud to say that one of the passionate young teachers who you spoke
> about in your email regarding inclusion at school, is my oldest daughter
> Ashleigh. The other teacher is her friend Lucy Mc Cumstie who teaches at
> Guildford Grammar, Ashleigh teaches at Ellenbrook Christian College. I believe
> the struggles and gains we have had with Caitlin and her education, will make
> both Ashleigh and Lucy compassionate and understanding of children who need
> support, encouragement and most of all inclusion to help all students achieve
> to the best of their abilities.
>  
> Thank you for your kind words and thoughts of both Ashleigh and Lucy.
>  
> Kind Regards
> Janice Crawford
>> 

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From familyvoices at inpress.pledgonline.com  Sat Aug 28 01:10:36 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Sat, 28 Aug 2010 16:10:36 +0800
Subject: FV: Janice Crawford, Ashleigh and Lucy PLEASE FORWARD
In-Reply-To: <mailman.96.1282969687.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
References: <mailman.96.1282969687.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>
Message-ID: <mailman.97.1282983032.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

Re:Janice Crawford, Ashleigh and Lucy PLEASE FORWARDI have forwarded the email to Lucy and spoke with Ashleigh about it today. She didn't receive the email that you sent to her school email address. Thank you for thinking of them both.
Kind Regards
Janice 


From: FamilyVoices 
Sent: Saturday, August 28, 2010 12:27 PM
To: familyvoices at inpress.pledgonline.com 
Subject: Re: FV: Janice Crawford, Ashleigh and Lucy PLEASE FORWARD


  Hi Janice,

  My name is Denise Makley and I am a parent of Jesse, who is getting better after a rather bad start to high school. I met Ashleigh and Lucy and became aware of their difficulties at their respective high schools. I tried to contact Ashleigh at her school email address but I don't know if she received it. I emailed her the following words and I was wondering if you could forward it to Ashleigh and Lucy in case they were interested.....

  Hi Ashleigh,


My name is Denise Makley, Media teacher from Helena College and we met at the conference in Bunbury. I am trying to get in touch with you to let you know about a drama position which will be opening up next year. I would love to see you with a job here. The position may entail teaching Years 11 and 12, but it would be worth looking at the ad this weekend in the Saturday paper.

The following email came to me today;

Dear all

Jacqui has had the news that the family is transferring to NSW
next year, and Amanda is expecting to be adding to her family! -
Congratulations!

Accordingly we will be advertising tomorrow for Drama and English,
both positions potentially full time for next year.

Once again, if you know of anyone suitable, please encourage them
to consider the position(s).

Regards, John A-W

Cheers, Denise


   
  My name is Janice Crawford and if I may Darrell I would love to respond to this email. Twelve years ago (yes twelve Darrell) I was very honoured and privileged when Darrell agreed to help me with my daughter Caitlin who was 'struggling' at school and not having the inclusion that she deserved. Without Darrell's intervention and help, Caitlin would not have achieved to the best of her ability and I believe we would have been fighting the education system for many years. Caitlin went on to complete Year 12 and received her WASE certificate of education. She is now in employment as a child care worker and has her Cert 111 in Children's Services. Life is still a struggle for her at times and the road has not always been easy. When times were/are tough I remember Darrell's words of wisdom and try to put them to work. At times I fail and other times I am successful.

  I am very proud to say that one of the passionate young teachers who you spoke about in your email regarding inclusion at school, is my oldest daughter Ashleigh. The other teacher is her friend Lucy Mc Cumstie who teaches at Guildford Grammar, Ashleigh teaches at Ellenbrook Christian College. I believe the struggles and gains we have had with Caitlin and her education, will make both Ashleigh and Lucy compassionate and understanding of children who need support, encouragement and most of all inclusion to help all students achieve to the best of their abilities.

  Thank you for your kind words and thoughts of both Ashleigh and Lucy.

  Kind Regards
  Janice Crawford


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From familyvoices at inpress.pledgonline.com  Sat Aug 28 05:48:58 2010
From: familyvoices at inpress.pledgonline.com (FamilyVoices)
Date: Sat, 28 Aug 2010 20:48:58 +0800
Subject: FV: EMailing: The Least Dangerous Assumption.pdf
In-Reply-To: <008e01cb465c$edb41a10$c91c4e30$@com>
References: <00d201cb45c5$b75620e0$260262a0$@com>
	<008e01cb465c$edb41a10$c91c4e30$@com>
Message-ID: <mailman.98.1282999747.30533.familyvoices_inpress.pledgonline.com@inpress.pledgonline.com>

what a wonderful concept, Least Dangerous Assumption, it takes me back to 
the guy who spoke at TASH conference, non verbal and used letter board and 
had been institutionalised until 16 because the "assumption" was that he 
couldn't communicate, now he speaks all over the world, remember him 
Darrell, this piece of literature is sooooooooo important, thank you for 
sharing.
J

--------------------------------------------------
From: "Michelle O'Sullivan" <osullivan64 at bigpond.com>
Sent: Saturday, August 28, 2010 10:58 AM
To: "'Darrell Wills'" <wills3 at bigpond.com>; 
<familyvoices at inpress.pledgonline.com>; "'Caroline & Ian McCallum'" 
<caromcc17 at bigpond.com>; "'Grace & Richard Bell-Brotherton'" 
<rgbelbro at bigpond.net.au>; "'Isabell & Sean Ellingham'" 
<handylec at bigpond.net.au>; "'Janette & Pete Hahnel-Fletcher'" 
<peteandjanette at bigpond.com>; "'Leonie & Matt Keogh'" <sioni at iinet.net.au>
Subject: RE: EMailing: The Least Dangerous Assumption.pdf

> I loved this, thanks Darrell, it is so true - People assume Devin doesn't
> understand things as he can't talk, but we know he knows so much more than
> we even realise.
> Leonie has had some excellent examples of this with Maddie and I think she
> should give to Maddie's teacher.
>
> More please
> Michelle
>
> Do you think I should forward this and the previous one to new principal?
>
> -----Original Message-----
> From: Darrell Wills [mailto:wills3 at bigpond.com]
> Sent: Friday, 27 August 2010 4:56 PM
> To: familyvoices at inpress.pledgonline.com; Caroline & Ian McCallum; Grace &
> Richard Bell-Brotherton; Isabell & Sean Ellingham; Janette & Pete
> Hahnel-Fletcher; Leonie & Matt Keogh; Michelle & Peter O'Sullivan
> Subject: EMailing: The Least Dangerous Assumption.pdf
>
> Michelle is asking for more on HS inclusion, so herewith Cheryl on a good
> starting point:- perceptions and assumptions.
> Enjoy.
>
>
>
> __________ Information from ESET NOD32 Antivirus, version of virus 
> signature
> database 5400 (20100826) __________
>
> The message was checked by ESET NOD32 Antivirus.
>
> http://www.eset.com
>
>