Jeri Banks - All of Us Together: The Story of Inclusion at Kinzie School
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All of Us Together: The Story of Inclusion at Kinzie School
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All of Us Together : The Story of Inclusion At the Kinzie School
author
:
Banks, Jeri.
publisher
:
Gallaudet University Press
isbn10 | asin
:
print isbn13
:
9781563680281
ebook isbn13
:
9780585105499
language
:
English
subject
Kinzie School (Chicago, Ill.) , Deaf--Education--Illinois--Chicago--Case studies, Mainstreaming in education--Illinois--Chicago--Case studies.
publication date
:
1994
lcc
:
HV2561.I483C43 1994eb
ddc
:
371.91/2/0977311
subject
:
Kinzie School (Chicago, Ill.) , Deaf--Education--Illinois--Chicago--Case studies, Mainstreaming in education--Illinois--Chicago--Case studies.
Page iii
All of Us Together
The Story of Inclusion at the Kinzie School
Jeri Banks
Gallaudet University Press Washington, D.C.
Page iv
Gallaudet University Press, Washington, D.C. 20002 1994 by Gallaudet University. All rights reserved Published 1994 Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Banks, Jeri. All of us together : the store of inclusion at the Kinzie School / Jeri Banks.
p. cm. ISBN 1-56368-028-9 (alk. paper): $24.95 1. Kinzie School (Chicago, Ill.) 2. DeafEducationIllinoisChicagoCase studies. 3. Mainstreaming in educationIllinoisChicagoCase studies. HV2561.I483C43 1994 371.91'2'0977311dc20 94-7508 CIP
The paper used in this publication meets the minimum requirements of American National Standard for Information SciencesPermanence of Paper for Printed Library Materials, ANSI Z39.48-1984
Page v
For Liesl, Kristen, Rachel, Max and the Kinzie Community, with special appreciation to the Golden Apple Foundation
Page vii
Prologue
The Kinzie kaleidoscope, separate sparkles of color, individual hues, touching, intermingling into an intricate design, constant for a point in time but sensitive, responsive to movement, dynamically dividing, and reconnecting, contouring new configurations which slip easily into another overall pleasing pattern for a point in time, everchanging but always surrounded by the supportive framework.
John H. Kinzie School is a public elementary school located on the southwest side of Chicago. Its total enrollment of 450 students includes a special education population of 135 children. Some of these youngsters have severe learning disabilities and communication disorders, but the majority have either severe or profound sensorineural hearing losses.
Page viii
The Chicago school system categorizes those students with severe to profound losses, who cannot use their hearing to learn but must use vision instead, as deaf. Children with mild or moderate losses, whose hearing is functional with or without a hearing aid, are called hard of hearing. Chicago provides separate educational programs for deaf children and for hard of hearing students.
Kinzie Elementary School has a regular educational program that includes children from pre-kindergarten through eighth grade. Kinzie's deaf students enroll in its nursery at age three and continue until age fourteen, when they go on to high school.
The characters in Kinzie's story are named as they are called by the children. "Ms.," "Mrs.," and "Mr.'' are very difficult for young deaf children to articulate so teachers most frequently choose to use just their last names (Brownell, Banks). If the last name is difficult (Wysinski, Strablenka), the first name is used (Flo, Glor). The names of most of the characters in this narrative have been changed.
This is the story of one school that accepted students with disabilities. In the decade from 1982 to 1992, Kinzie School moved from two separate departments, regular education and special education, to a community of unconditional mainstreaming, that is, a school where every child feels he or she belongs. Creating this environment required working within the system, around it, and even against it. It is the story of ordinary people, a principal, teachers, parents, and students who believe that different kinds of people can live and work together and accomplish good things.
Page ix
[M]ainstreaming means the valuing ofhuman differences. It means that everyone is a teacher and that everyone is a learner. It means that all of us together are greater than any one of us or some of us.
Keith E. Beery, "Mainstreaming: A Problem and an Opportunity for General Education," Focus on Exceptional Children 6(1974): 6.
Page 1
Chapter 1
They invaded our school, each deaf boy and girl with a walkman on his chest and headphones over his ears. They wiggled their fingers, made strange noises, were always touching each other. But they stayed at their end of the building. They didn't go outside for recess. They walked with their teachers to and from the buses. They didn't have lunch with us either. They ate with their teachers too.
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