"Not all kids are lucky enough to have two teachers."

"When one teacher is busy you can always ask the other one for help"

"One teacher can write things down while the other can tell you about what you are going to do"

"Having two teachers benefits me because if I miss what the teacher said I can ask
the other one.

"Having two teachers in the classroom benefits me because there are pretty much
two teachers teaching you at once"

"It helps me because you get to learn two different ways of learning"

"Having two teachers in the classroom helps me because you don't have to wait as long for one teacher to see you."

"When one teacher talks the other teacher writes."

"We can do more things at a time with two teachers."

"They teach you step by step. If you don't get it, the second teacher will explain it to you."

"There are more eyes to see what in the world is going on."

Rachal Mirriam Miller was born on April 9, 1992. The first three years of her life were filled with countless seizures, operations, lengthy hospital visits, and hours of challenging occupational, speech and physical therapies. Rachal has been diagnosed with Global Development Delays, Seizure Disorder, Epilepsy and Mental Retardation.

The purpose of the Sensitivity Awareness Workshop of Southwest Florida, Inc. is to educate individuals about people who have physical, mental or learning disabilities through an interactive approach. This workshop offers a comprehensive program that fosters understanding and a sincere sense of compassion and empathy toward people with disabilities.

Our goals are to change one heart at a time, to open others' eyes to the unique people with whom they share their schools, communities and world, and to convey the concept that any of us could be dealing with special needs or a learning disability. Hopefully participants also learn that understanding disability can breech the barrier of negative labeling, and that compassion and empathy, not ignorance, pity or sorrow, are acceptable responses toward others who are different from them.

Following are some insights from those who attended the workshop:

"I will never forget to be empathetic, sensitive and compassionate to all people. We have no idea the difficulties others have in their lives!" Beth, teacher, Skyline Elementary

"As a teacher of students with mental challenges I witnessed the immediate change in attitude of regular education students after they had completed the workshop. It was as if a light was turned on for them. I heard statements such as, 'Is this really what it is like for those students everyday?' and 'I never knew it was like this for them.' They had a whole new perspective for students with disabilities. This experience was truly positive and powerful for all students involved." Jill Bonnell, ESE teacher, Bonita Springs Middle School

"One thing I learned today that I never want to forget: How to have more compassion and less frustration with the children I teach!" Mrs. Giles, ESE teacher, Michigan Montessori Academy

Pembroke Lakes Elementary
This ‘A’ school boasts of successful inclusive practices through the efforts of all stakeholders. Under the leadership of principal, Rosemary Lester, there is at least one dually certified (elementary and ESE) teacher at each grade level. In total, the school has 15 dually certified teachers representing 37.5 % of the teaching staff, providing instruction to students in an inclusive model in the general education environment. Pembroke Lakes is seeing the results of inclusive education as measured by FCAT data. ESE Students at a Level 3 and above rose from 47% in the 04/05 school year to 58% in the 05/06 school year in Reading and from 54% in 04/05 to 63% in 05/06 in Math. As they say at Pembroke Lakes, “Inclusion means more than specials and lunch!”

Coral Springs Elementary
Coral Springs Elementary has been implementing inclusive practices for a decade through a continuum of services such as daily co-teaching and support facilitation. Principal Renee Shaw contributes the schools success to the effective collaboration between ESE and general education teachers. These efforts result in benefits for all students at Coral Springs Elementary. Dr. Ellen Ahiyon, ESE Specialist, believes that “the strong foundation built during inclusive elementary education results in students achieving to their highest level in high school." CSE teachers note that inclusion fosters awareness and inspires cooperation. They say that, “the reading strategies and accommodations implemented provide support to all diverse learners.”

This award honors educators and teams of educators throughout Florida for their exemplary practices of including students with developmental disabilities in every aspect of the educational system.

When moving to Florida I was determined to continue teaching in an inclusive setting so I actively sought out schools that were practicing inclusion and luckily ended up at Lime Street Elementary in Polk County where the administration was very much in favor of implementing inclusion.
I have seen remarkable things happening here. Students who had once been in self-contained special education classrooms are now able to make progress in regular classes. Students who once felt different or were made fun of because they were pulled out are now not being stigmatized by the other students. Self esteem is soaring. Discipline problems have been reduced. Parents are very supportive and amazed at the progress their children are making.

Because of the vision and efforts of the principal, Mr. Clifford, and a dynamite education team, the 2004-05 school year started differently for Kyle. He got support from ESE and general education teachers, paraprofessionals, and peers from the DREAM Team in each of his seven general education classes. With these supports, Kyle was able to meet his IEP goals in all of his classes. He also participated in the Social Inclusion Project (SIP), which allowed him to join social activities with typical peers outside of the school. Kyle’s parents were pleased that, for the first time in his life, Kyle had typical friends from school and said, “When we are around town, students know Kyle, say ‘Hi’, and ask him how he is doing!” When the 2004-05 school year ended, Kyle’s teachers and family noted a significant increase in Kyle’s communication skills as well as improved facial expressions. Kyle’s quality of life in school and in his community was definitely improving!

Kyle could not wait to come back to school to begin the 7th grade. As in the 6th grade, he was fully included in all general education and elective classes with the support of peers, paraprofessionals, and teachers. It was another successful year for Kyle! His teachers and family saw an increase in Kyle’s ability to show emotion when communicating to peers and adults and it was evident that Kyle was gaining more control over his environment. He was becoming more independent each day and participating more fully in activities in and out of school!

Although many of Kyle’s peers have moved on to high school, their friendships continue to be strong and active. Kyle enjoys phone conversations with friends and he keeps in contact with his peers via his own web page on MySpace.com. According to his parents, social activities with peers continue to increase for Kyle. They commented that “Kyle has a more active social life than we do!”

Guided by their dreams, the group set out to develop positive and possible goals that they could work toward for the coming three years. Goals included such organizational endeavors as developing research-based, user-friendly training and technical assistance, "growing" DCDT's membership and affiliations, and putting transition for students with disabilities back on the national agenda!

Board members then worked tirelessly to create an action plan for achieving all of their goals by October of 2009. They identified steps they would need to take over the next three years, resources (people and organizations) they would need, and their many and varied strengths as an organization. The board's efforts resulted in a comprehensive plan to provide support and guidance for their members and set the national direction for transition with a focus on giving every student and their family the life they want.

Using the PATH process helped DCDT board members establish a common direction for the future with a focus on positive outcomes for all their constituents. Indeed, they have taken many steps toward their thousand mile journey. We wish them a successful trip!

As a Demonstration School for Inclusive Practices in Hillsborough County, the Florida Inclusion Network is extremely proud of Nelson Elementary School. In addition to recognizing their many successes, they are also making efforts to improve inclusive practices for students with disabilities.