Rainy weather did not deter 250 Catholic schoolteachers, administrators and parents from commuting to Loyola Marymount University early on a Saturday morning to attend the first annual archdiocesan inclusion conference, sponsored by the Department of Catholic Schools.

Keynote speaker Dr. Merritt Hemenway, principal of Bishop Amat High School in La Puente, opened the "To Teach As Jesus Would" conference March 11 by pointing out that Jesus ministered to those on the fringe of society. "Inclusion means working with students of all talents [and] learning how to deal with students who learn differently," said Hemenway.

As the former principal of Santa Margarita High School in Orange County in the mid-'90s, Hemenway said he was challenged by Orange Bishop Norman McFarland (now retired) to find a way to teach Catholic students who were being denied admittance because of learning disabilities. The bishop told Hemenway, "If you turn some Catholics away, I want you to find a way to teach them so you can accept them. You're the professional educator."

Learning-disabled children, noted Hemenway, need to develop skills and have access to accommodations that enhance strengths and overcomes disabilities. Depending on a student's special needs, appropriate accommodations may include extended testing time, distraction-free tests, use of tape recorders for lectures, assigned note-takers, tutoring, mentoring or color transparencies.

"Accommodations level the playing field," said Hemenway. Bishop Amat's inclusion program has enabled students with learning disabilities, attention deficit disorder and visual processing problems to succeed in a college prep environment and matriculate to four-year colleges.

In his standing-room-only workshop on "POISE: Strategies for Working with ADHD (Attention Deficit Hyperactivity Disorder) and Related Behavior Problems," psychologist Dr. Michael Elliott emphasized educators need to believe that all children are motivated to learn, even those whose behavior is problematic.

According to Elliott, teachers may need to help children activate "executive functions" in the brain which manage self-control and emotional equilibrium. A child is less likely to learn when they are frustrated or in emotional "vapor lock," so successful teachers will evaluate feedback and alter their lesson plan, if necessary, said Elliott. He described the method as "focusing more on the process of learning than the subject matter."

Mary-Margaret Grady, kindergarten teacher and reading specialist at American Martyrs School in Manhattan Beach, who led the "What Makes A Successful Student Success Team" workshop, outlined inclusion strategies that have been used for six years at the school.

In the beginning of each school year, SST members (including the principal, homeroom teacher, supporting teachers and continuing child's parents) review special needs modifications and make any necessary changes. Teachers, or parents, may also refer students to the SST team during the year for evaluation.

If the SST team refers students to the local public school district for further testing, the school provides parents with a letter template to request a formal evaluation and evaluation timeline. After results are received, the SST team meets with the parents to discuss accommodations that can, and cannot, be implemented at the school. At the end of the year, a form is filled out by the teachers concerning each student's progress and a letter is sent home to the parents.

Speech pathologist and educational therapist Farryl Dickter, one of five panel members fielding questions during the lunch hour, encouraged parents to "be creative and make requests" to school staff on behalf of their special needs children. "Be a groundbreaker," said Dickter.

Mary Roberti, a parent on the archdiocesan inclusion committee, told The Tidings she learned a lot during the conference, "especially in the differentiated instruction workshop and Dr. Elliott's presentation."

"Everyone is hungry for information and affirmation of what they're doing," added Dr. Victoria Graf, director of LMU's certificate and master's degree inclusion program.

Pat Livingston, archdiocesan elementary school superintendent, attributed the large turnout to the participants' basic commitment to teaching. "We are encouraged because inclusion is part of the vision we have for our schools," said Livingston.