Drew_Russert

UNITED Drew Russert

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Table Of Contents 3 3 5 6 7 8 12 14 18 20 24 28 30

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Acknowledgements Dedication What is Hope Technology?

Foreword Autism Facts Introduction Dream (Why Seperate?)

Hope’s Technology Believe (Why Unite?)

Gail Ewell Inspire (Why Change?)

Closure Works Cited

Acknowledgements Dr. David Traver

Andrew West

Gail Ewell

John Tolliver

Ms. Parkinson

Mr. Florendo

Ms. Kefaufer

Mr. Greco

Dedicated To: My Parents and Brother

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Uni ted

Drew Russert

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What is Hope Technology School ?

Hope Technology is a private K-8 school, for all types of children, that introduce the importance of life skills in a welcoming environment with advanced computers to further enhance the students’ learning.

Unlike traditional schools (such as those in the Los Altos/Mountain View Area), Hope technology unites both normal and autistic kids into the same classroom and have them learn the same materials. It is important to do such actions so that people can see that people with special needs are just as capable of succeeding as normal people. It is also to prevent segregation between students through the school. Doing this benefits the autistic kids greatly while helping everyone else to.

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Foreword

I had autism. Well, technically it’s still there, but I’ve been able to work around it. “How?” you ask. Well, throughout my early life, mostly through elementary school, I had to attend physical therapy for autistic children, have tutors come over to my house for one to two hours a day teaching me life skills, and take pills that allowed me to focus on objects or events. It was a lot to handle, and it took a lot of energy out of my parents to fix me. However, there was one thing I was never taught: how to make friends. I was the kid who would sit in the corner when eating lunch, or when I tried to interact with people I would end up embarrassing myself. Being someone’s friend was an almost impossible task for me to accomplish. However, through the extensive lessons I was given, I was able to overcome my barriers and stand out as a typical kid. Even though it is still hard for me to make eye contact or find the right words, people can call me “normal”.

When we were assigned the documentary project in Freestyle, at first I was going to do a profile on someone.

However, the teachers told me that it would be better to save it for senior year. So I decided to change topics and study a school called Hope Technology. I’ve never heard about the school before, but I found out that it was a school designed for integrating typical students with those who have autism, or other special needs. Hope is designed to develop the minds of autistic kids through technology. I was stunned. I wondered what it would be like to attend this school, to have the privilege to work with technology. Life would be easier for me. When I digged deeper into this topic, I started to relate more and more to these kids. I was once them.

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Autism

Autism is an epidemic, a problem, a curse; it is a neurological condition that impacts a person’s life skills. The number of children born with autism is now 1 in 88. Someone with autism might be unable to communicate with others, have a hard time learning to speak, read, or write language, and their social skills are affected. Autism is a condition that may be a result of genetics or a result of environmental factors.

According to Dr. Traver, “Autism is a brain condition that affects children across the world. It prevents the brain from processing information to do the most basic things: communicating, reading, speaking, listening, and to showing attention to others. They suffer from behavioral issues and biological problems, such as sensory issues, motor coordination, and fine motor issues. Their immune systems are often abnormal, shown in both laboratory testing and symptoms.

Autism is a set of conditions that pervades a vast number of organ systems and we are beginning to just understand that.”

Autism isn’t the only neurological condition that limits the capabilities of people. Down’s Syndrome, Dyslexia, and ADHD are also some examples of brain disorders that affect people. However, of all of these, autism is the fastest growing, and it is predicted that it will affect more people than most major neurological diseases combined.

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Introduction

Many parents of autistic children hope to help their children through therapy programs and through classes at public schools designed for kids with special needs. These courses are designed to help a child with any disability go through school with the least amount of stress and the greatest amount of improvement. These courses often benefit the child in every way except for one: social life.

A child with autism, (or any other special needs), is able to get help in every other aspect of life--except one: no one can teach you how to be social; you have to learn that by yourself. Kids who mastered this subject become popular among their peers, while those who fail remain in the shadows, coiled up and quiet. This test is the only one that is ungraded, yet it is one of the most important. Because children with autism (and other special needs) have trouble socializing, they find it hard to make friends and to get to know peers and other people in the outside world.

Despite the fact that this is a problem for special needs children, many schools make little effort to help these children develop social skills through lessons in classrooms. They are primarily focused on making sure these students are able to reach the next grade level in school, and eventually graduate. However, one school in Palo Alto has tackled this problem by doing something daring. In order to boost the social skills of kids with special needs, the school has placed normal, fully-functioning children in the same class as those with special needs. Typically, schools would separate these special needs and “typical� children because they are afraid of the judgment and events that might occur that could put special needs kids in a negative light. This particular school has not only united these kids, but they are teaching the principles of how to be social with other kids in school. This school is called Hope Technology.

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DREAM 10

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Dream (Why Separate?)

Some kids with disabilities can be hard to look at and even harder to get to know. Many people choose to avoid special needs kids because they don’t want to hurt them by accident or present themselves as a threat. To avoid any conflict, school systems separate these kids into normal and special-ed classes. As it turns out, it can be offensive to separate special needs kids from typical kids because it can be hurtful to be thought of, and treated, differently. Andrew West, a former student, has experienced this before. “I think it’s messed up (schools separating normal kids from special-need kids). Separating them is almost like racism. Separation is not right and it shows that people think something is wrong with them, and there is a lot of bullying that goes on then” (Andrew West). A lot of schools hope that special-ed classes will protect the special needs kids from bullying and discrimination. However, the separation is discrimination itself because the freedoms of special needs kids are very restricted. Dr. David Traver has witnessed this first hand. “I was recently at another school that basically hides their children in another part of the building, and most of the kids on campus have no idea that there are even special needs students there. It was very disheartening to see that, because I know that many of the parents who have these children with particular needs are not just looking for an academic education for their child but are also looking for the other advantages, like the richness that occurs whenever one human interacts with another. That is, of course, how we grow” (Dr. David Traver).

“Whenever you separate a child from another, there are going to be obvious consequences. I think it is perhaps too wide a swath to say that every child should be together or every child should be separate. I do believe that the advantages of full inclusion outweigh the considerations for separating children who are able to focus better in different environments. The extent to which you separate children is going to be based on the individual rather than a rule or a cookie cutter model. I think that putting children together in the same classroom offers them the kind of socialization and growth in terms of regulating behavior that can only be achieved in that kind of setting, rather than giving them some sort of artificial model they have to operate” (Dr. David Traver). Separation tells special needs kids that they are incapable of reaching the same measures of success as typical kids. However, these kids, with a lot of hard work and dedication, can be just as successful as typical kids because their full abilities aren’t determined by their condition. So why separate these kids from one another? Do schools fear that special needs kids will be judged by their disabilities? Is it that they think that special needs kids have no chance of performing at the same levels as typical kids? As it turns out, some special needs kids can be just as successful—or even more successful—than their typical peers.

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Scientist and professor Stephen Hawking is a prime example of a person who is living with a disability who is not only successful, but is an inspiration to others. Despite being diagnosed in 1963 with motor neuron disease, and given two years to live, he has been able to become a mathematics professor and researcher and has written several top-selling books. His disease hasn’t held him back from his capabilities of being a successful role model to students and fellow professors. “However difficult life may seem there is always something you can do and succeed at� (Stephen Hawking, 2012 Paralympic Games). Despite appearances, kids with special needs are just as capable of succeeding in life as anyone else.

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Hope’s Technology

Hope Technology provides a wide range of technology, all of which benefit the student’s needs to get schoolwork done. Such technology includes the Touchsmart by hp. “The touchsmarts I think were the best because it was more of a hand-on experience and it allowed for more writing stuff. After a while we just used them as regular computers” (Andrew West). The purpose of these pieces of technology is to provide an easy and efficient way to increase the student’s knowledge. Also, for kids on the autistic spectrum, the computers train their brains to produce thoughts to that of a normal student.

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HP Touchsmarts

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Believe

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Believe (Why Unite?)

“I personally like the school a lot because they integrate typical kids with special needs kids. I think that more schools should do that because there is a lot of discrimination towards special needs kids and they get made fun of a lot when they’re (kind of) just the same as us” (Andrew West). At Hope Technology, one principle is to establish the importance of unity among students, no matter their backgrounds, history, or disability. Students, both able and disabled, are put in the same classroom; doing this benefits every kid in the classroom in a positive and educational way.

Typical kids are able to develop their leadership and teaching skills when cooperating with special needs kids.

Along with learning new material in the classroom, typical kids are able to become role models to others in the classroom. While doing this, they are able to learn new material, like students at other schools, but in a more efficient manner.

Gail Ewell experiences this breakthrough everyday she walks in the classrooms of Hope Technology. “The benefits are that both children, or students, are able to learn from each other in a positive way. Students who are typically developing often learn character qualities like compassion, empathy; they learn tolerance and they learn to work with differences” (Gail Ewell).

Kids with special needs are able to learn in an environment where they are able to benefit both from the curriculum and from making new friends. It would be challenging to interact with, much less bond with, typical kids with at a regular school. Hope Technology has a policy where a kid cannot be discriminated against based on their learning disabilities; they are to be treated just the same as the typical kids.

Experts can agree that most schools refuse to practice full inclusion because of the many consequences that could impact both types of kids. “Well, inclusion isn’t widely accepted in a lot of classrooms. Actually I think we’re unique in the Bay Area. We’re one of the only inclusion schools (Hope Technology) that I know of that practices full inclusion the way we do. Certainly people put their children with special needs in a public schools’ typical classrooms, but it’s very difficult, because those classrooms aren’t always prepared for those students and they may not have the funding to help provide accommodations for those students” (Gail Ewell). “Inclusion allows kids to be exposed to a wide variety of people. In high school you are exposed to a wide variety of teachers. It is important to meet and interact with a wide variety of students. Inclusion allows children to work together with children whose abilities are stronger than theirs.” (John Tolliver). Through inclusion, no child is left behind. The Hope School benefits all their students by putting all types of kids in the same classrooms where they can learn and grow together.

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Gail Ewell

Co-Founder of Hope Technology School

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“The benefits are that both children, or students are able to learn from each other in a positive way. Students that are typically developing often learn character qualities like compassion empathy, they learn tolerance, they learn to work with differences�

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INSP 22

PIRE 23

Inspire (Why Change?)

Hope Technology benefits all kids of all types in every classroom by practicing full inclusion. Today’s high schools are designed for typical kids to go far in life while special needs kids get left behind and remain dependent on parents and friends to help them get through life. At Hope, special needs kids are able to overcome their struggles and have a chance to succeed just as well as typical kids.

“A group of parents that believed in inclusion came together and we worked together to create a school. We started with 5 students and we’ve grown from there. We’ve been going for 12 years. The parents who had special needs children paired up with parents who didn’t and started a small program and that grew into a Pre-K-8 and vocational-ed program” (Gail Ewell). The parents who built Hope School believed that they could create an education program with tools and resources that would allow kids, no matter their condition, to succeed in the same way. “Parents felt like they wanted to do something better and they could do something better” (John Tolliver).

Hope believes that schools should practice inclusion to help special-ed students develop the skills they need for life later on. In fact, many of the founding families, including Gail Ewell, and supporters, including Dr. Dave Traver, who have sent their children to Hope have seen first-hand the results of their educational success: students both got good grades after they graduated from Hope Technology and became role models in their classrooms. “Both of my children have gone to Hope Technology school. One is still there. My son who’s now 16 is at a typical high school. He is in advanced standings; his last report card from last year was straight A’s. He’s doing very well, and he’s already received several awards from the school” (Dr. David Traver).

“My boys have special needs and having an inclusive school provides them an opportunity to be in a regular education setting. So they are able to be alongside their peers and be in a regular education setting like any other child.

They’re not segregated, not separated out. It’s a bit archaic that we still segregate our kids, because when they grow up they will have to be a part of a community. So they should be taught from a young age how to be a part of their community. And there are many benefits on both sides, with the typical children and the special needs children being in a regular education setting together” (Gail Ewell).

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“People Need To Accept Me And Just Be Patient” 26

- Jordan Ewell 27

Closure

It is already very challenging for kids with disabilities to process information and make friends in the community. With the Hope Technology program, these kids can feel like they are a part of, and enjoy being in, an environment where they are not separate from their peers. This program is especially beneficial for students like Gail Ewell’s son, Jordan. Jordan is diagnosed with Down’s Syndrome and autism, and he has a very hard time trying to communicate with others. At Hope Technology he was able to learn--and break down barriers--by using a touchscreen. This touchscreen, manufactured by HP, helps him communicate and write in a way that works with his style of learning.

“(My husband) had heard about touch technology and got a touchscreen for our home. Jordan just keyed into it; this tool helped him break out of the autism. He liked the fact that he could see himself on a video camera. He had a breakthrough (with learning). He hadn’t spoken in full sentences until this, when he was fourteen” (Gail Ewell). Gail had broken into tears hearing her son talk to her, through a computer program, saying he loved her.

When given the right technology, some kids with disabilities are able to think and produce at a rate similar to normal kids. They can even get to a point where they seem just as normal. Kayla, a former Hope technology student who uses type and voice technology to express her emotions, is an example of this. Since she isn’t able to talk (she is nonverbal), she uses a communication device that allows her to type words, which then reads it out loud for people to hear.

Her emotions are stunning because she is able to think like anyone else and use “big words” in her sentences. Because she is able to show that she is capable of succeeding, she was able to enter college and master in developmental courses.

This goes to show that students with disabilities can be just as capable as typical students, even though their disability means they have different learning styles. All schools should consider practicing full inclusion because every kid can learn to succeed and follow their own path in life.

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Works Cited Stephen Hawking. Stephen Hawking Organization at Cambridge. Stephen Hawking. 2007 Autism Speaks. Autism Speaks Organization. 2013 “Hacking Autism”. Autism Speaks. 31 Mar. 2013 “I Want to Say”. Autism Speaks. 31 Mar. 2013 “Hope Technology School | Inclusive Education, Innovative Technology.”

Hope Technology School. 31 Mar. 2013.

Gail Ewell. Interview by Drew Russert and Marissa Jakubowski. Hope Technology School. 17 Mar. 2013 John Tolliver. Interview by Drew Russert and Marissa Jakubowski. Hope Technology School. 17 Mar. 2013 Dr. David Traver. Interview by Marissa Jakubowski. Jakubowski Residence. 3 Mar. 2013 Andrew West. Interview by Drew Russert and Marissa Jakubowski. Jakubowski Residence. 9 Mar. 2013 Gail Ewell (JPEG). Hope Technology School Organization. 2010

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