ABC's of Education Dreams and nightmares...we all have them! Educators, students, and parents. Have you ever asked your students to share their dreams...their fears? What do the parents of your students dream for their children? What are their nightmares? What are your dreams and nightmares for your students? In addition to dreams and nightmares, all of us have strengths and talents, needs and challenges. Knowing this information about a student is crucial in planning a successful, collaborative IEP; and for developing and implementing an integrated education program. Making Action Plans (MAPs) is a successful tool designed for collecting information to facilitate the inclusion of children with disabilities into regular classes. This planning process was developed by Marsha Forest and Jack Pearpoint, creators of Circles of Friends. While focusing on capacities versus deficits, a trained facilitator leads a group of people through a series of eight questions:
Although everyone present is encouraged to respond to each question, the first three are usually answered first by the parents and student. The responses are recorded with markers on chart paper to keep a colorful record of the proceedings. Many people also enjoy having a video or audio tape of their MAPs meeting. Ideally the family, student, and teachers will collaborate in making up their list of whom to invite. Where to hold the MAPs meeting should also be a collaborative decision, keeping in mind that the key person, the "star", is the student. In Hanover, Clarke, and York Counties the individuals planning the MAPs meetings decided it would be most convenient if they were held after school in the elementary school media center. Many other families choose to invite people to their homes for an evening or weekend meeting. It is recommended that you allow approximately two hours for a MAPs. (Furnishing snacks for a "food break" is always a hit!) Participants involved in a MAPs meeting should include the child, parents, siblings, relatives, peers (typical kids from school and neighborhood), current teachers and other school personnel (remember the bus driver, cafeteria worker, nurse, and anyone else who has formed a relationship with the individual), next year's teachers, and others who know the child well from his home, school, and community. The success of this process has led to adaptations for organization, schools, and teams to use MAPs creatively as a problem solving tool. Many parents and educators of children with disabilities, realizing the value of MAPs, take time to gather this information and share it during the IEP process. In addition, the MAPs' format has proven beneficial for transitions from segregated programs to regular education classrooms, grade to grade, and school to school; triennial evaluations; and person-centered planning by Anne Malatchi, Director References Falvey, M., Forest, M., Pearpoint, J., & Rosenberg, R. (1994). All my life's a circle. Toronto, Ontario, Canada: Inclusion Press. Forest, M., Pearpoint, J., & Snow, J. (1992). The inclusion papers. Toronto, Ontario, Canada: Inclusion Press
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