Conference Opportunity Nov, 28 - Dec. 1, 2012

Early Bird Registration Ends September 1 - Register now and save on your 2012 TASH conference experience.

The 2012 TASH Conference in Long Beach, California, Nov. 28 - Dec. 1, 2012, features more than 200 workshops, sessions and posters on the latest research and best practices as well as in-depth discussions on a wide range of topics impacting the disability field. Attendees at the 2012 TASH Conference will access: • General Sessions, Concurrent and Poster Sessions on Wednesday, Thursday and Friday • Town Halls, Forums, Film Screenings and Special Events • Wednesday and Friday Conference-Wide Receptions • Conference Exhibit Hall • Conference materials, including program and post-conference online resources • Unlimited networking opportunities for self-advocates, professionals, students and family members to connect with peers and experts.

For more information, visit www.tash.org/2012TASH or contact conference@tash.org with questions.
1001 Connecticut Ave, NW, Suite 235, Washington, DC, 20036 info@tash.org (202) 540-9020 www.tash.org

Norman Kunc PEAK 2012 Keynote

PRESENTING CHERYL JORGENSEN... A Place Where Everyone Belongs: The Story of "Pedro’s Whale"

“More than anything in the world, Pedro loved whales. He loved big whales. He loved grey whales. He loved small whales. He loved blue whales. But most of all, he loved his whale. It made him so happy.” Pedro’s Whale, by Paula Kluth and Patrick Schwarz, is a children’s book about a boy who can be taught, comforted, and motivated when his special interest is brought into curriculum, instruction, and the classroom, in general. And oh by the way, Pedro has autism. In her presentation, Dr. Cheryl Jorgensen will use the theme and text of this book to describe the values and practices that make schools places where everyone belongs and no one is left behind.


Thursday, April 12, 2012
4:00 – 6:00 pm
Courtright Memorial Library, Otterbein University
Westerville, OH

All are invited to this FREE event! For more information or to request an interpreter contact Lois Szudy at LSzudy@otterbein.edu

An Erin McKenzie Virtual Welcoming Space Event
Co-sponsored by
Ohio TASH (Welcoming the Presence and Participation of All Citizens)
and the Friends of the Otterbein University Courtright Memorial Library
Additional thanks to the Down Syndrome Association of Central Ohio for their support.

THE ART OF COMMUNITY - Learning With Each Other And Discovering Our Passion!

Barb...When I think of stories about community, I always think of what our family and many others learned from our daughter. Erin was a young woman with Down syndrome and her life demonstrated the rich connections and relationships that result from an inclusive learning community. Among her passions was theatre and she met and celebrated with many friends through that love. It began at Westerville South High School and introduced her to Otterbein University and many wonderful and reciprocal relationships with other theatre lovers! Real friendship often comes from our shared interests and passions and not our shared abilities.

Spinning in Community with Others

Erin’s life inspired the creation of the Welcoming Space in
the Library of Westerville South High School and the Erin
McKenzie Virtual Welcoming Space Web site at Otterbein
College Courtright Memorial Library. Both provide a
diverse mix of media styles and information to encourage
conversations and facilitate our discovery of one another’s
cultures, experiences, and how we are connected; celebrate
the gifts and talents in each of us; and help us to build
inclusive communities where all are valued.

The mural on the wall of the high school library’s space was
inspired in part by an article my friend Candee found about the
Whirling Dervishes of Turkey. The spinning of the dancer is
an intentional act of participation in what is believed to be the
shared similarity and revolution of all other beings.

Student artist Sarah Boatright took that theme and combined it
with the significance of the circle in Native American culture to
create a beautiful painting of a young woman with long,
flowing hair who looks very much like Erin spinning within
a dream catcher. On a wall to the side are the words,
“Mitakuye Oyasin,” which is taken from the Lakota/Dakota
language and can be translated, “We are all related,” or “All
my relations.” It is a belief of oneness and harmony with the
universe.

This connection was also important to Erin. My husband
was involved for many years with the central Ohio Native
American community. When we attended events, Erin was
always genuinely welcomed and invited to dance in the
circle.

Sarah’s artwork has marvelously captured how two very
different cultures celebrate the importance of community.
Erin’s life powerfully demonstrated that too.

May we all spin happily together.

from, REFLECTIONS OF ERIN - THE IMPORTANCE OF BELONGING, RELATIONSHIPS, AND LEARNING WITH EACH OTHER
Copyright 2008, Barbara McKenzie.

Hopefully the conversation will continue...

Notes from Do Diverse Worlds Connect @Otterbein College

Some opening thoughts…

Individualism: Perspective of dominant micro culture in the US – European Americans (Families, Professionals, and Exceptionality by Turnbull, Turnbull, Erwin, and Soodak)
• Values Independence
• Values Competition
• System Centered Approach – laws and government

Collectivism: Perspective of diverse racial ethnic micro cultures in the US (Families, Professionals, and Exceptionality by Turnbull, Turnbull, Erwin, and Soodak)
• Values Interdependence – contributions of/to/with the group
• Relationship Centered Approach
• Robert Two Crow on the wall at the National Museum of the American Indian in DC “The Lakota Universe can be described as Mitakuye Oyasin. That means everything is connected, interrelated, and dependent in order to exist.”

Shared words from Candee Basford http://www.candeebasford.com/
“…Envisioning higher education as a place of transformational learning and deep social change that requires the full participation of citizens with diverse experiences and ways of knowing and an equal appreciation for each person’s contribution."

Thomas Ahrens: Representing Gateway Program and International Studies
• Broad international spectrum is represented at Otterbein
• More emphasis in education for global learning
• More schools are sending students abroad
• He feels that Otterbein is welcoming and inclusive, but we need to hear the student perspective
• Would like to see more intentionality for spaces and events to welcome students to come together

Leah Monaghan: Representing Disability Services
• Students are required to qualify for college entrance and can only receive accommodations and other services with documentation
• Increase in students with disabilities over the years especially with learning disabilities and some mental disorders and also serve those with visual, hearing, and some physical and medical issues
• She does feel that more students are crossing barriers, but would also like to hear the perspectives of students, however, most students with disabilities are less likely to identify themselves as being disabled first

Marsha Robinson: Representing Black Studies
• Many people of African descent have difficulty accessing libraries
• Libraries can be a political treasure or a political issue
• Has personally not felt welcome in some libraries – lack of materials – but Otterbein does seem to have more and is more welcoming
• Would like to increase inclusiveness of Otterbein College, but some students do not want to become one human family
• Would like to see film nights offered by the library/college
• Would also suggest soapbox – space/opportunity for students to speak

Suzanne Ashworth: Representing GLBTQ
• Uneven pockets on campus
• Still grouping especially in campus center
• Some are more welcoming and inclusive but tensions still exist (graffiti, swastikas, backlash to Vagina Monologues) which reflects attitudes prevalent in Ohio
• Agree that we need some intentionality – a truly diverse advisory group
• Need to hear from the students
• Curriculum expanded to add courses with GLBTQ focus and identify as such

Lisa Patterson Phillips: Representing Office of Diversity
• Originally began with a more ethnic focus, but now broader to look at all diversity
• What is diversity in 2009?
• Easier to find differences, but we need to find points where we connect
• Worlds connect at Otterbein at a superficial level – like bubbles bumping we touch but don’t really get to know each other and have those uncomfortable conversations – we are “nice”
• We need to start those conversations

Shannon Lakanen: Representing Women’s Studies
• Classes are rarely diverse – preaching to the choir
• Otterbein is welcoming within the limitations
• Inclusiveness needs to be embedded in the curriculum
• Need to hear student voices

Feedback from the small group discussions:

SURPRISES from what the panel members shared…
• Students present were surprised at how positive the faculty panel members were about the welcoming of diversity at Otterbein. Students are less positive and do not feel that most students are accepting. Concerns about grouping in the Campus Center was mentioned often by students. Students coming from small towns often think the campus is diverse and welcoming. The higher you go in your major, the more you are around the same people. Commuter students “fall thru the cracks.”
• Thinking of library as a source of power
• Backlash to Vagina Monologues being advertised and shown on campus and other incidents

OUR VISION FOR BUILDING A WELCOMING AND INCLUSIVE COMMUNITY AT OTTERBEIN…
• We will learn to get along – more so, we will discover and appreciate each other
• There will be more diversity in the classrooms
• Challenge is good
• Getting out of our safety zone
• The power of students teaching students; faculty learning from students
• We will intentionally create spaces where all feel welcome to share and interact
• This vision will be integrated into the curriculum and supported through instruction
• Celebrating diversity – welcoming diverse community members to join with us in our celebration; all of us sharing gifts and customs

ACTION STEPS WE WILL TAKE…
• Personal Reflection – How do I handle various situations?
• More possibilities and opportunities shared and encouraged in freshmen classes/first year experience
• Infusion in curriculum and classes
• Classmate invitations to participate
• Including/inviting commuters in conversations and activities
• Embedded representations in classes
• Working with Otterbein’s Center for Community Engagement http://www.otterbein.edu/academics/CCE/index.asp
• Infusion in service learning discussions; remembering to value all and not create helpers and helpees who never get to change roles
• Bringing community in
• Intentional dialogues
• Sharing/modeling skills to help with challenging conversations
• Opportunities to share/learn about customs, foods, music, ideas, struggles, dreams
• Seeking CONNECTORS from students and adults in our community

ADDITIONAL NOTES ABOUT CHARACTERISTICS OF GOOD CONNECTORS, per
John McKnight: http://www.northwestern.edu/ipr/publications/community/introd-building.html
1. Gift centered (looking for the gifts/assets in each person)
2. Well connected and has been part of the community for a long time
3. Trusted
4. Believes community is welcoming (seeing glass as half full)
• This is about CONNECTING rather than leadership. A good connector is not necessarily a leader.
• A good connector is born and cannot be trained.
• Thinking as a “server” can be limiting and focused on benevolence which is different from thinking as a “connector.”

A final question to ponder…
Colleges are innately exclusive places – tests to take in order to apply with limited accommodations for some labeled groups; standardized intellectual levels to qualify; applications to complete; other requirements depending on the institution; acceptance or rejection; competition to get in and stay in; financial issues to attend, etc.
Can an exclusive place be inclusive?

Reflections of Erin

A NEW BOOK ABOUT REDISCOVERING THE VISION OF INCLUSION


Reflections of Erin - The Importance of Belonging, Relationships, and Learning with Each Other


By Barbara McKenzie, Design by Chris McKenzie, Art of Possibility Press, 2008

Conveyed in the form of keen observations, heartfelt surprises, and insightful reflections, the stories and images inspired by Erin McKenzie’s life demonstrate the rich connections and relationships that result from an inclusive learning community.

“The book is truly wonderful. It leads us ahead while looking back.” – John McKnight, CoDirector, Asset Based Community Development Institute, Northwestern University

“This book is not only a wonderful legacy of Erin's amazing impact on others, but will serve to challenge and inspire so many people who just don't seem to understand the power and value of true inclusion and community.” – Michael Giangreco, University of Vermont, Center on Disability & Community Inclusion

"In her short life, Erin was able to show us more about what is possible than all the research in the field. Every apprehensive educator or parent needs to have this book in hand." – Norman Kunc and Emma Van der Klift, authors of A Credo for Support

When the inclusive education movement began several years ago, many used the argument that it was purely for social benefits. The curriculum used for children with disabilities that were placed in general education classrooms was often very different from what was being taught in those classrooms. Slowly the movement began to stress the importance of accessing the curriculum and making accommodations, modifications, or enhancements as needed so that ALL students could learn together.

In recent years the focus has been on academic standards and identifying deficits, which has often led to more sorting, pull-out, and remediation for a variety of students, including those with disabilities, rather than inclusive classrooms and schools. The importance of discovering the gifts of each person, developing relationships, and embracing our interdependence are often not considered as valid in evidence-based research and standards, curriculum development, or instructional practices.

Barbara McKenzie hopes to shift the focus back to creating inclusive learning communities by sharing evidence that she and others have gathered from the experience of knowing and loving Erin. Conveyed in the form of keen observations, heartfelt surprises, and insightful reflections, the stories and images inspired by Erin McKenzie’s life demonstrate the rich connections and relationships that result from an inclusive learning community.

Learn more about the book at Art of Possibility Press http://www.candeebasford.com/Books.htm
To order at the special price of $15.00 (quantity discounts available)
email the author at bmckenzie@columbus.rr.com