Who are we learning with?
The community that is Champlain elementary school is a rich tapestry reflecting the wide variety of families who comprise it. We vary broadly by race, class, nationality, and sexuality. Our families are single-headed households, grand-parented households, two parent families, straight families and gay families. We have guardians and foster parents too. Some families have children with disabilities. Our families have come from Asia, Africa, and the Middle-East, and some have been Vermonters for generations. In addition, we have many families that have moved here from other states.
While there are important and significant differences among us, we share many things in common. The most important commonalities we share is a deep desire for our children to have the best learning experience possible, to feel valued and respected in school, and to become caring, contributing members of society.
This section of the website is intended to introduce you to our unique school community. Understanding the variety in family types and structures, culture, and language can help us see the breadth of resources and experiences we share and how we can support each other and our children in creating a world-class learning environment.
While there are important and significant differences among us, we share many things in common. The most important commonalities we share is a deep desire for our children to have the best learning experience possible, to feel valued and respected in school, and to become caring, contributing members of society.
This section of the website is intended to introduce you to our unique school community. Understanding the variety in family types and structures, culture, and language can help us see the breadth of resources and experiences we share and how we can support each other and our children in creating a world-class learning environment.
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Learning and Working Together
Commitment to Diversity & Equity
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world. We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
http://www.bsdvt.org/diversity/#commitment
The Burlington School District recognizes and values the diversity of our students, staff and community. The District is committed to a culture of diversity that reflects the voices, perspectives and differences arising from our diverse community and the world. We believe that it is important for students to understand and appreciate human diversity, develop a capacity for cultural competence, and commit to encouraging inclusion in their future lives.
http://www.bsdvt.org/diversity/#commitment
Inclusion Activities
At Champlain we help every child feel that they all belong and can contribute to our school community.
Reading for Inclusion
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Unified Sports
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Helping your Child Learn about and Befriend Children with Disabilities
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The first and most important step is
to begin with ourselves as parents. Children learn from those around them. Be aware of how you react to other people of differing abilities.
· Initiate a conversation with a parent of a child with disabilities to learn more about their child and how to best interact with them. Most parents love to talk about their children and parents of kids with disabilities are no different.
· Take books out of the library and go on-line and use the internet to learn more about the disabilities of your child’s classmate and to introduce your child to all the abilities children with disabilities have.
· Encourage your child to ask questions, especially the kind of questions that might seem awkward. For example, Why can’t he walk? Why does she talk that way? Why doesn’t she read like the rest of us? All of these questions when answered provide the child with information that explains and makes sense of the differences they are apprehending and confirms that while the child with disabilities is different in some ways, there are also many commonalities between them and that it is okay to befriend them and include them.
· If you notice your child staring at a peer with a disability take that opportunity to start an open discussion and to answer questions. Telling a child not to stare may create anxiety about people with disabilities.
· When children ask questions about a child who is differently abled answer their question in a straight-forward and accurate way. Avoid outdated terms like "retarded" or "crippled," use person with language, for example, a child with mobility challenges or a child with intellectual disabilities.
· Some children may be afraid of peers with disabilities or adaptive equipment. It is common for young children to think that a peer with a disability is sick and that they could "catch it" if they play with that child. Explain to children that disabilities are not contagious and give children opportunities to explore adaptive equipment.
· Help your child see the abilities of the child with disabilities. Ask your child what the gift is that the child with disabilities brings to the class and the friendship.
· Ask your child what he/she would like to learn from a child with disabilities.
· Ask your child to think of things that he/she likes to do that would be fun to do with classmates. If any of these things might be difficult for a child with disabilities, ask your child to think of ways that the activity could be changed or expanded to include all kids. It is important not to make assumptions about a child's ability to do an activity. Many situations and activities can be made inclusive with some planning, and often everyone will benefit when this is done.
· Help your child to notice the ways in which he/she is similar to other children.
· Reach out, take the initiative, ask a parent you know with a child with disabilities if you can arrange a play date. Invite the child with disabilities to a birthday party or an outing.
· Help your child learn to notice when others are not included and to include them.
· Initiate a conversation with a parent of a child with disabilities to learn more about their child and how to best interact with them. Most parents love to talk about their children and parents of kids with disabilities are no different.
· Take books out of the library and go on-line and use the internet to learn more about the disabilities of your child’s classmate and to introduce your child to all the abilities children with disabilities have.
· Encourage your child to ask questions, especially the kind of questions that might seem awkward. For example, Why can’t he walk? Why does she talk that way? Why doesn’t she read like the rest of us? All of these questions when answered provide the child with information that explains and makes sense of the differences they are apprehending and confirms that while the child with disabilities is different in some ways, there are also many commonalities between them and that it is okay to befriend them and include them.
· If you notice your child staring at a peer with a disability take that opportunity to start an open discussion and to answer questions. Telling a child not to stare may create anxiety about people with disabilities.
· When children ask questions about a child who is differently abled answer their question in a straight-forward and accurate way. Avoid outdated terms like "retarded" or "crippled," use person with language, for example, a child with mobility challenges or a child with intellectual disabilities.
· Some children may be afraid of peers with disabilities or adaptive equipment. It is common for young children to think that a peer with a disability is sick and that they could "catch it" if they play with that child. Explain to children that disabilities are not contagious and give children opportunities to explore adaptive equipment.
· Help your child see the abilities of the child with disabilities. Ask your child what the gift is that the child with disabilities brings to the class and the friendship.
· Ask your child what he/she would like to learn from a child with disabilities.
· Ask your child to think of things that he/she likes to do that would be fun to do with classmates. If any of these things might be difficult for a child with disabilities, ask your child to think of ways that the activity could be changed or expanded to include all kids. It is important not to make assumptions about a child's ability to do an activity. Many situations and activities can be made inclusive with some planning, and often everyone will benefit when this is done.
· Help your child to notice the ways in which he/she is similar to other children.
· Reach out, take the initiative, ask a parent you know with a child with disabilities if you can arrange a play date. Invite the child with disabilities to a birthday party or an outing.
· Help your child learn to notice when others are not included and to include them.