TAIP Conversations: Connecting to Inclusion - Early Detection, Teacher Wellness, and Parent Resources (Ep. 06)
Welcome to Episode 6 of the TAIP Conversations Podcast.
Have you ever wondered about the unique challenges faced when working on inclusion in Japan?
In this episode of TAIP Conversations, host Dr. John Adduru (Lighthouse International School) discusses inclusive education with Alisha Smyth Yamamori, the head of Yokohama Christian School, and Nikolai Jessen-Peterson, the student support coordinator at Tokyo International Progressive School. They discuss the importance of early intervention, the benefits of small class sizes, and the need for more significant support from the Japanese government. They also emphasize the importance of teacher well-being and share practical tips for international schools and educators. Listen to this important and insightful conversation about inclusion in Japan, and learn how you can help create a more inclusive world.
About TAIP Conversations
The Tokyo Association of International Preschools (TAIP) supports educators at international preschools in Japan. TAIP's mission focuses on its members' professional development and success. The TAIP Conversations podcast discusses international early childhood education issues. You can learn more about TAIP by visiting their website: https://www.tokyopreschools.org.
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For those who want to follow along, here is the transcript of Episode 6.
The transcript is provided for those who are deaf or hard of hearing, or who would like to read along as they listen to the podcast.
Connecting to Inclusion - Early Detection, Teacher Wellness, and Parent Resources
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[00:00:00] Hi, good morning. Welcome to Tape Conversation. This is me, John, and I'll be hosting the podcast for today. And I think that today we have a very, very good topic to talk about, especially in the schools here in Japan, and it's all about inclusive education. And we all know that inclusive education is such a sensitive and I wouldn't say controversial topic, but it's something that we need to look at.
John Adduru: And together here with me, is Miss Alisha Smith Yamamoto, ... yamamori. Yeah, Yamamori, sorry. No worries. Yes, and we've got Nikolai Jessen Peterson. Also known as [00:01:00] Mr. J. P. So I would like to, to ask if you could please introduce yourself and let's start off with Miss Alicia.
Alisha Smyth Yamamori: All right. I am the head of school at Yokohama Christian school.
Alisha Smyth Yamamori: I've been the head of school there for about five years. I've worked there for the past 10 years. And it's a school that has evolved from just a preschool to reaching into elementary education as well. And I would say about six years ago, seven years ago, maybe we took a hard look at being more inclusive as a school and wanting to as a Christian school, we look at at children maybe a bit differently than secular schools do as Of children of God and that each child deserves to have a good education.
Alisha Smyth Yamamori: And so that is the root of our desire to be inclusive as a school.
John Adduru: Wonderful. And Nikolai.
Nikolai Jessen-Petersen: Yeah. Hi. My name is Nikolai. I'm the student support coordinator [00:02:00] at Tokyo International Progressive School. And yeah, we're we're also a classroom teacher there, too. And we're a school that is a small school, I guess, relatively.
Nikolai Jessen-Petersen: And so that's kind of, for us we, we, we cater towards students who may, prefer learning in a small environment. And yeah, that we're, we're a school. I think that's quite diverse in terms of neurodiversity and also I'd say all kinds of diversity. And Yeah. And so yeah, that's, that's it, I guess.
Nikolai Jessen-Petersen: I don't know what else to add.
John Adduru: I'm actually very excited right now. And the listeners that we have in this podcast, I'm pretty sure they're going to be educators and also some parents, parent educators or educator parents, you know, and, and I think this is going to be beneficial for all of them that there are some schools.
John Adduru: that [00:03:00] exists that can cater to different learning needs of the child. And as you said, Nicolai, and in the previous introduction that you have, the neurodiversity, and I think this is one topic that we have to touch a little bit, but of course we will go through as a school, right? Because I, my school is still a baby and it's just turning two this year.
John Adduru: And I feel that. I have a lot of things to learn from you both and you from Tokyo International Progressive School. Nikolai and Miss Alicia from Yokohama Christian School and you've been here and you've been doing this for a long time and I'm so excited to do this with you, with you both. And so let's get to the first question.
John Adduru: So number one question that we have thought about is What are some of the unique challenges faced when working on inclusion in Japan? So, Miss Alicia, would you like to take on [00:04:00] this?
Alisha Smyth Yamamori: Sure. Well, I think those of us with a more Western background in understanding inclusion and understanding, especially early diagnoses things like ASD and even ADHD and other Other things like that.
Alisha Smyth Yamamori: So that we as educators can help our students as, as best as possible. That isn't really understood. Well, in Japan, most students who come to us around five and six may have no diagnosis. There's only a suspicion of maybe something is different about my child. And certainly a lot of physicians won't recommend any student to be diagnosed before about age five or six.
Alisha Smyth Yamamori: Now us as educators know that early intervention is often what is advocated for in kind of Western, in the Western context, especially, and it's very difficult to, to kind [00:05:00] of get our, get my head around why there is such a time lag in Japan. And I think for parents, there's a lot of lack of education.
Alisha Smyth Yamamori: There's a lot of roadblocks to get the information they need if they are dealing strictly with the Japanese context. And even if, if a family moves to Japan and has paperwork, has a diagnosis, then there's the other side, which is they have done due diligence. They've got the, the early diagnosis.
Alisha Smyth Yamamori: They've done early interventions. They come to Japan and they cannot find a school for their child because they are not willing to sit. Most schools, many schools are not willing to sit down and have a conversation, meet the child, actually see if. Their school is a good fit. Some of that has to do with larger schooling environments in general. But there's, there's a lot of difficulty when you have. Early diagnosis happening and then arriving in [00:06:00] Japan and finding all the roadblocks back in place. So...
John Adduru: Right, and it's very interesting because I think I'm a firm believer of early intervention as well.
John Adduru: And I think like the earlier, the better, to be honest. And I think in my one of the courses that I was taking up. The other day one professor said that early intervention can actually have a huge difference in terms of developing this child, especially when they are suspected with, with ASD or speech delay, or, you know any intellectual disability.
John Adduru: And I think it's very important, right, to have the diagnosis. But you're right. You know, I've experienced it. Like some parents, they don't want to do this and they have to wait it out. They always say the word, let's wait it out. Right. And I think in a way it's giving them, I'm always giving them the benefit of the doubt whether [00:07:00] they want to see the potential of the child.
John Adduru: But at the same time, if there is really what we need to address in terms of the development of child, we have to. And I think it's very important to be aware. And I think parent education, as you said, is also very important. And Nikolai, how about you? What's your take on this?
Nikolai Jessen-Petersen: Yeah I think right now, it was just mentioned, I mean, early intervention is very important because it allows from an early age to identify what are also strategies for the challenges.
Nikolai Jessen-Petersen: And I think what happens You know, if this doesn't take place at that early stage and there aren't clearly identified strategies for the challenges for the student, the self esteem takes a takes a hit over time. When they reach a certain age, I mean, self esteem is the, is the, is the starting point for [00:08:00] successful learning and in many cases where the learning can't take place without a proper healthy self esteem towards my ability to learn.
Nikolai Jessen-Petersen: And so early intervention can support with identifying what are the challenges and what are effective strategies. And there can be. Even added difficulties. If there's a lot of there has to be some sort of stability as well with who the students working with and the strategies that are being used. And so, so that's an extremely important word in terms of the, the original sort of just the question about inclusive education in Japan.
Nikolai Jessen-Petersen: This is just my sort of, you know standpoint on this. I about, so I, I did my master's of education. I have my master of education, international education. I also have my master of education. Special education. When I was doing my master of education, international education, my thesis was [00:09:00] about this topic, right.
Nikolai Jessen-Petersen: And of, of support for families, international families who are, who are searching for, you know, educational opportunities for a child who has learning differences. Yes. And. Definitely one, one of the main sort of areas that's important for inclusive education is the ability of teachers to have the capacity, like the ability to to support students and understand students right on an individual basis.
Nikolai Jessen-Petersen: But also have the energy to do so. Right. And, and, and of course, every teacher is a human being with a, with a limited sort of amount of both physical, mental energy. And so like, it's, I'm glad you, you know for this podcast, I always just try to, you know, any questions I have lingering question, I research, and then I knew already the number of teachers in Japan in 2022 reached its [00:10:00] lowest in terms of.
Nikolai Jessen-Petersen: And, and again, so this is from a limited amount of research. I have to do even more, but, but it was its lowest in terms of Any teachers applying to, to, to be able to, to teach, to qualify, be a qualified teacher who can teach. Yes. And not only that, the number of teachers who have left due to, to mint, to any sort of mental illness has been increased to the ties as well.
Nikolai Jessen-Petersen: So in Japan as well, then the class sizes average is quite high. Yes. And, and, and so the, the ability for inclusive education to be successful, there has to be. This is my standpoint, a small setting where each student can be understood at an individual level in terms of, okay, what are the challenges that they have, how can, and, and differentiation as well for it to be successful, there has to be, you know, the, the, the, the smaller, the class size, I think the more likely it can take place and that the added benefits to that are there, there are plenty more as well, but like you said, I don't [00:11:00] and so If teachers receive more support and this is this stuff from from on a large scale with the government But also like an understanding of sort of teachers and the work that they do Yes, because they're they're in front of the students every single day spending a large amount of time with the students It would also increase i'd say the interest in teacher and people who want to be teachers and i was reading I think it's also the case in the united states where the number of teachers applying to be teachers has been decreasing Pre segment and, and what I was reading, there was an article saying that a lot of the teachers who are leaving education are the ones who, you know, are really, really care.
Nikolai Jessen-Petersen: Mm-Hmm. About teaching. They, they love education. They love teaching, but they're so exhausted. . Yeah. Yeah. And this disillusioned in a way with I'm trying and trying and trying. And, and so in Japan as well, I mean, the, the working hours are [00:12:00] unbelievable. And, and so there has to be an increase in support and that can increase an interest of teachers, large amount of teachers you can, you can perhaps down the road, reduce the class sizes, ideally.
Nikolai Jessen-Petersen: You know, there are a lot of, I think blocks and stuff that I'm, I'm not totally, you know, up to date on or understanding, but at a, at a basic fundamental level, I think that's.
John Adduru: Going back to the interest of teachers to become educators in Japan, and also let's go to the international schools here in Japan from that point of view.
John Adduru: How do you think we can help and support these teachers even more, Nikolai, to, to not really like lose their passion and lose their, their, their enthusiasm in teaching, you know, as a school, right? And, and. I know I have to learn from you both because you worked in it for many years in running an inclusive classroom.
John Adduru: And I know it's not [00:13:00] easy. And it's just my second year and I can see the difference when I was in a regular classroom and when I do the inclusive education. Approach and there are so many needs and there are so many things that you have to do for the child and for the family and sometimes it can be emotionally and mentally taxing.
John Adduru: So, how can we support as, as, as a leader or a coordinator of a special education support and as a school principal? So, how can we support this in such a way that teachers will maintain and retain their passion and enthusiasm towards their work?
Nikolai Jessen-Petersen: Alicia, can you go first?
Alisha Smyth Yamamori: Well, I think one thing that we try to do and, and I think we do pretty well is we really want our teachers to go home when it's time to go home. You know, we want the work life balance as best as possible because we want, and we've been working on kind of the idea of flourishing as a staff, not just [00:14:00] within the classroom context.
Alisha Smyth Yamamori: We talk a lot about teaching and a lot about what's going on in the classroom. But getting our, our staff to kind of make some goals for their own well being outside. So we did this in March and we're going to continue doing this through the start of the new school year. And every staff meeting, we kind of go around and say, all right, this is, am I maintaining my goals?
Alisha Smyth Yamamori: Am I, some people, one of their main goals was sleep, getting to bed earlier, taking care of themselves. Others, it was exercise. Others, it was, you know, staying off their phones. So I think really encouraging staff to take care of themselves on top of what they do at school has been one thing we've started and we're going to keep doing.
Alisha Smyth Yamamori: But even before that, it was very much, these are our hours. Please don't work over. We, we know that this is part of your dedication coming through, but we also feel like it's very important. To turn your brain off and give it a rest. And, and really [00:15:00] is that 30 minutes after school going to matter tomorrow.
Alisha Smyth Yamamori: And maybe the answer is yes, sometimes, but most of the time it's not. And so that's one thing we do, but I think another thing is really getting a professional development for teachers and it's harder to do in Japan because Most of our teachers want their, like, want professional development in English and finding some of that professional development in English, whether it's online, whether it's in person, some of that has, has been impacted greatly from the pandemic and starting to recover, but slowly, but surely because I think.
Alisha Smyth Yamamori: As you want to be inclusive, not every teacher's background is in inclusive education, so every classroom teacher can learn how, how to approach different students, how to focus. I was talking to a friend , and she was saying, you know, equity versus [00:16:00] equality having that idea in mind, and it's something that.
Alisha Smyth Yamamori: I think we need to keep in mind, but it's one thing for it to come from your administrator. It's another thing to get into a classroom, get into a situation with other educators and have an expert kind of impart some wisdom. And I think that's a really difficult thing for us in Japan that as much as possible, I will continue kind of promoting what I know is going on with TAIP or other, other places, but really helping teachers connect in that way.
Alisha Smyth Yamamori: As well.
John Adduru: Amazing. Yeah, it's not just, it's not just their, their, their, their work. Encouraging them to be good at their work, but also like encouraging their personal life as well to be who they are, you know, in the sense that, you know, don't lose your, your, your own personal obligations as well, you know, and Nikolai.
Nikolai Jessen-Petersen: Yeah, sorry. Can you repeat the original question one more time? Just I want to make sure I just because I listen for [00:17:00] Alicia's response.
John Adduru: How can we support our teachers in order for them to kind of like, you know, not to lose their passion and enthusiasm towards what they're doing? They do.
Nikolai Jessen-Petersen: Yeah. So I think just as Alicia was saying, I think as, as having a principal of a school like Alicia where the leadership, the person who's the, the, the principals or the leadership of the school is supportive of the teachers to understand we're really lucky and fortunate at our school.
Nikolai Jessen-Petersen: We have a amazing principal who really supports the students. All of us, the teachers, not only as teachers, but as human beings too. Yes, yes. So really understands us and sort of make sure that we're, you know, that we're being, you know, understood as the, you know, human beings, are we getting enough sleep and taking care of ourselves.
Nikolai Jessen-Petersen: Right. And that's super important. I think that's so critically important. Mm-Hmm. And, and then I think another thing is the. Understanding is an extremely important word of every individual who's involved. I mean, at the four, the [00:18:00] foremost, it's the student and the, the full understanding of the student, but also, I mean, as for the teachers, you know, I think it's for them, you know, I'd like to say in my case, and I'm speaking from this, but teachers, you know, teachers become teachers, you know, as, as a sort of a calling that, you know, that it comes from a place of a real sort of care and sort of, I'd like to, Help in some ways.
Nikolai Jessen-Petersen: Yes. You know, students and, and the education, you know, I'd like to be helpful, you know, so there's a calling and it can come, it can spark from having a great teacher when one was young and trying to have the same impact that teacher had on, on us or, right. And there's a lot of time that goes into becoming a teacher.
Nikolai Jessen-Petersen: You, you, you need to first start with your bachelor's degree and then you have to complete your teaching licensure. You, you There's a lot of time that goes into it. And, and it's not sort of just on a whim that [00:19:00] sort of like, okay, I want it. It's it's there's a careful amount of time and care and, and, and, and yeah, I think that, you know, for, for me in my case, right.
Nikolai Jessen-Petersen: I, I, I struggled a lot of like in school with a lot of the executive functioning skills, my time management, organization, I had a lot of difficult. And that was sort of my sort of initiative to, to, to sort of, I'd like to work in an area where I can work with students who have, you know, similar challenges that I, you know, from my position, it's working extremely hard to try and focus on understanding the student and the facts, and then the communication happens with the parents.
Nikolai Jessen-Petersen: And, and, and I'd like, you know, everyone to understand that, teachers are ones who care a lot about the students and, and understanding the, the students and their work. And that it's, it's, [00:20:00] it's really it's, it's, it's, it's teachers become teachers because they care a lot about the it's, you know, there are so many other jobs to, to choose from.
John Adduru: Right.
Nikolai Jessen-Petersen: Teachers a very specific one that is. Is, yeah you know, that understanding about teachers from the, the leadership of course, and then also from, from all set from the government as well. And I, I, I just, I can't, I can't understand unless I'm missing something why there isn't more support from the government.
Nikolai Jessen-Petersen: I mean, we're talking about international schools, but in the Japanese schools that were focused on Japan,
John Adduru: Right.
Nikolai Jessen-Petersen: I, I, I know teachers who work in Japanese schools. who work like 12 hours and, and, and are doing so much with the love and care for the students at the foremost of their efforts, right? You know, let's spend a whole day.
Nikolai Jessen-Petersen: Everything they, they, they say matters when you're a teacher, you have to think so carefully about everything you say, how you word it,
John Adduru: Right.
Nikolai Jessen-Petersen: How you model your behavior, how you speak to everyone. [00:21:00] Yes. And, and it's mentally exhausting and it's a very important job. Yeah. And I, I can't understand how the, the government cannot understand how critical it's, it's a proactive solutions job as a teacher.
Nikolai Jessen-Petersen: Yeah. You know, a lot of governments have these reactive solutions to problems, but education is a proactive solution to lots of problems that may future occur.
John Adduru: So we have to voice it out, you know, and some in some ways like TAIP could be the voice of these teachers for international schools, right? And there should be like an avenue for us to kind of like work together.
John Adduru: And I know there's another. network, Japan Learning Support Network, who could actually, you know, team up. Maybe we can collaborate and team up with these organization and voice it out. And I think like it's the focus here is teachers mental health in a way, right? Because we always focus on the student's mental [00:22:00] health, but also the teacher's mental health in terms of, yes, Nikolai....
Nikolai Jessen-Petersen: I just also and physical health. Yes, yes. I mean, you know, like the average amount of hours that a teacher sleeps. I mean, I don't know how much research is on that. Also, I mean, you know, knowing a lot of teachers, I mean, the physical health as well is sort of, I mean, mental health, but of course you have that, that to the physical, how many, you know, teachers, how they take care of themselves, you know, because they're prioritizing it's, it's a job where you, you, you know, it's really difficult and that's not take it home with you.
Nikolai Jessen-Petersen: These students are so important. And you, you, you, yeah. So, I mean, just that's important. The mental and physical health. Course is not an issue for all all teachers, but I think it's an issue to think about.
John Adduru: So I think also, let's start from us, right? The organization itself, the TAIP, I think in terms [00:23:00] of, because we all have these topics in, in, in conferences that we talk about education, how we teach, what to teach and why we teach, but we, we, we don't have so much for like how we handle ourselves as an educator.
John Adduru: Right, so, and how we balance our, our, as what Miss Alicia said, like, work life balance. So, I think, do you think we can have more topics for our conferences so that we can help teachers on how to take care of themselves, Miss Alicia?
Alisha Smyth Yamamori: Yeah, I actually think the focus is so much on students and getting more knowledge on what you want to bring to the classroom and things like that.
Alisha Smyth Yamamori: But I think even within the international schooling community, we forget to ask those questions and make sure the teachers are all doing all right. And I mean, I think this is probably exacerbated when we're all trying to deal with COVID and all of the instructions coming down from the government and trying to find these things out.
Alisha Smyth Yamamori: And we realized how much of a toll it was [00:24:00] taking on people, students, families, teachers, everybody. But I think we should take that lesson from that time during COVID and continue really taking care of teachers because the international schooling community, especially, you know, Our teachers are often international.
Alisha Smyth Yamamori: They're often far from family. They're far from their regular support network that they have in their home countries and that we need to do a good job of taking care of each other within our school communities itself, but also sharing between schools how we're doing that for our teachers because I know in larger international schools.
Alisha Smyth Yamamori: Basically each year they have a turnover rate of a quarter to a third of their teachers, especially their expat teachers that leave. Some of that may be just that's, that's what they intended from the beginning. But if schools did a good job and made a concerted effort to really make sure their teachers are doing well, physically, mentally that they have the [00:25:00] support system in place From their school and in the wider communities that they reside in, that we might have a stronger, well, I can't say might, you would have a stronger international schooling community in general, if, if teachers well being was prioritized as much as our students well being was.
John Adduru: Right. Okay. And, and just to kind of like I, I just remember because Tokyo International Progressive Schools principal, Ms. Lynn Sato she was not able to join us because of other commitments. So I want to make a shout out to her. And, and I think I just remember her because of the school leadership, how.
John Adduru: Nikolai expressed that she has done so well in taking care and looking after the teachers and I think it will always start from the administration, right? Like from the, from, from, from the, the, the head of, of the department or, or, or, or the school. And I think on how you perceive and, and how [00:26:00] you take this perspective from the teacher is like, if you know what they're doing inside the classroom and you know how hard it is, then I think you will create a wonderful environment for them.
John Adduru: And that's, that's Nikolai and Misalisha, I love what I heard today and I think this is going to be an eye opener for these schools as well. Not just for inclusive classrooms, but also for students. International schools in general, like you have to look after your teachers, value them, listen to them and make sure that they are being taken care of.
John Adduru: You know, it's not just paying them. It's not just giving them workloads or it's not just about stressing them out. I'm sorry for that term, but, but it's all about looking after them and become a community, you know, and, and supporting each other. And I hope that All the leaders out there, you're listening.
John Adduru: This is a very good tip from Nikolai and Miss Alisha. And then I'm looking right now at the questions that we have provided last time. And I [00:27:00] think we've covered like, I would say 1, 2, 3, 4, 5, 6. Right. So, and I think this is kind of like a very much of a. Of what I call this like a symbiosis and synopsis of everything that we have talked about with that, with the past like 20 minutes.
John Adduru: And one of the things that I would like to, to talk about this time is the success stories or positive changes that you've seen as a result when you're working in an inclusive classroom. So let's start off with Nikolai this time.
Nikolai Jessen-Petersen: Yeah, so with, with, with successful inclusion, I mean, The main thing is sort of if there's, if there's the self esteem piece, when, when, again, at a, at a very fundamental level, understanding the individuals, you know, and that's only really possible again, when, when you have.
Nikolai Jessen-Petersen: Smaller class size and you, you, you can have the opportunities to speak one [00:28:00] on one with a student. Okay. Learn about all the sorts of the interest. Okay. How do you like to what are the ways in which you like to prefer learning? Okay. And then also, like, sometimes I'm amazed sometimes as well when I speak to some students.
Nikolai Jessen-Petersen: When, when I, I talked to him, okay, so tell me about your strengths and then say, I don't have any, it's like, well, I'm sorry, that's not possible. Let's, let's sit down and talk about, but again, that's having the time in order to do that. And again, that's staffing is as having enough teachers that are, that are available to, to do that.
Nikolai Jessen-Petersen: So the small class sizes and, and, and, and again, you know, sometimes. You know, there's so many factors going on that need to be considered. So I think everything understood from the facts what are the facts about this student? What is the fact about perhaps if they have a learning difference? What are the facts about that?
Nikolai Jessen-Petersen: And then understanding the student. at this, at this [00:29:00] individual level, then the students starts to say, Oh, I didn't really think about that. Oh, also, for example, you know, if you're sitting with a student one on one, then you introduce some sort of some sort of support that is, or some sort of strategy to deal with the challenge.
Nikolai Jessen-Petersen: Tell me about your challenges. Well, I have a difficult time remembering, you know, when I have to complete things. Oh, okay. Let's sit down. Let's Spend and I, you know, I work with students, for example, setting up, I use Google calendar as, you know, a very like cohesive, supportive system using Google account, the school going to think I'm sponsored by Google calendar. But, but again, it's like, Oh, I didn't know this existed. And then sort of time as well to, to work with that student more and repeating, sort of working on that. But, but, but those are success stories, the sort of success stories of where student realized, I never realized, like.
Nikolai Jessen-Petersen: You know, and then again, I think we were talking, John, when I visited your school, we talked about Gardner and his multiple intelligences. And so, [00:30:00] you know, introducing some sort of, you know, things that exist that the student can choose to do with the information that they like, but we can introduce that this exists, right?
Nikolai Jessen-Petersen: So, so I introduced about, of course, there are many theories on intelligence, but I, I introduced Gardner's theory of multiple intelligences. And, you know, I've, I've spoken to like, where I introduced to students and they're like, well, I never. I never knew about this. I think I have visual spatial intelligence, right?
Nikolai Jessen-Petersen: Well, that was a thing with like a definition and, and sort of, and then there's a sort of, yeah, I guess I, I do kind of have, and then you also can spend the time when it comes to, we were talking about neurodiversity before, you know, you, you, you talk about, okay, no, you know, for example, right. What are, what are different strengths that you, you have in your diversities?
Nikolai Jessen-Petersen: Every brain is different. Everyone. So every single person has in this whole world has a unique strengths. unique challenges. And so, you know, when, when a student starts to understand a little more like this, sit down and write, okay, here are my strengths and [00:31:00] challenges. Okay. And then really understands himself.
Nikolai Jessen-Petersen: There's the self esteem you start to see is sort of yes yeah, that's real feeling of success and yes, you know starts to build more of these independent skills and and then also and then and Yeah, I think I think that's that's that's that's the success stories with student can rebuild some self esteem that they might have lost at some Point.
Nikolai Jessen-Petersen: Yeah, yeah to whatever circumstances throughout. But it's not easy. Of course, there needs to be the time. There needs to be the like the there needs to be a lot of other factors going on that are important. I wish this is ideally like these cases have happened, right? I work, you know, I work with students and we sit down and we talk about strengths and challenges and some strategies for the challenges and there's some real success.
Nikolai Jessen-Petersen: But there's There's a lot of factors that go on that we don't have control over us, you know, as teachers and then, you know, and but those are some success stories. And [00:32:00] I'd like to say more often than not, these success stories happen, you know, when there's the time available to do it. Yeah.
John Adduru: Thank you, Nikolai.
John Adduru: And Miss Alicia.
Alisha Smyth Yamamori: I think because I'm not a classroom teacher, it looks a little bit different for me to talk about success stories. But as a school that realized we wanted to be more inclusive a little bit later. I mean, we're only 20 years old, so a little bit later is only like six or seven years ago.
Alisha Smyth Yamamori: We've learned from each case each child who's come to us and And, and sometimes it fits well. Sometimes all of the resources line up outside of the classroom and inside of the classroom and a child grows in the way that their, their support team is, is hoping for and what we're hoping for. And other times we haven't, as Nikolai even mentioned, like.
Alisha Smyth Yamamori: When you have the time and are able to dedicate that time and really figure out all of the angles of what [00:33:00] needs to happen, you find more success, but sometimes, and this kind of goes back a little bit to what Japan has and hasn't got to offer, is that sometimes families are limited in what they can provide in the therapy side of things.
Alisha Smyth Yamamori: Especially when they want therapy in English and have Japanese insurance, for example, you know, there's some limitations on financial abilities for, for certain families. And that's not to say we won't work with them, but it makes the hurdle much higher for everybody involved. And And so not every story can be a success story.
Alisha Smyth Yamamori: And, you know we've had students and since we're dealing more with early education, we really want to set up students for success as they move through their educational experience. And if we can help in our little time with them I actually reached out to a former family and. With this particular student they came and didn't realize he needed a shadow [00:34:00] and what the supports were all That needed to be put into place.
Alisha Smyth Yamamori: We figured it out together The family was able to work outside and inside the classroom And he's now in elementary school in the u. s He doesn't need a shadow in the class. Oh, he's got Whatever supports he needs he it's not It's not something that the schooling system in the U. S. can't handle, and their thriving.
Alisha Smyth Yamamori: So, there are those stories for every kind of, it didn't work out exactly as we would have liked story. There's success stories that go along with that. And I think when, probably with TIPS and with YCS as well, when you have this Really close working relationship with these students and families. You keep in touch and you find out how they're growing and see how well they're doing after they leave.
Alisha Smyth Yamamori: And I think that is part of the blessing of being in international schooling. 'cause oftentimes, if you're in the public schools, in the [00:35:00] US or in another country, once the student is away from your school, you may never, ever hear from them again. But because of the community. That's built through international schools you get to keep tabs on some of your students in a different way.
Alisha Smyth Yamamori: That's that's something we are so blessed to have by creating these communities.
John Adduru: I think like what you both said, it's really like, it's a success story, you know, and, and I, I feel like, you know, what I feel that there is a, a, a tiny victory, you know, no matter how small the victory is, I celebrate it with the children, you know, and, and I feel like when, for my success story, I think when the children are starting to talk to themselves in a positive language, like rather than say, I can't do it, they would say, Oh, yes, definitely, I can do it.
John Adduru: And when the parents are always in working in partnership with you. And I think that's really, for me, truly inspires me to become [00:36:00] educators because they truly believe in what you do. If people are believing in what you do and they see positive progress and positive language all the time from the child, you know, rather than saying, did I do something bad?
John Adduru: You know, that really melts my heart when a child would say, did I do something bad? That means that he's being kind of like told off many times about the bad things that you can do. Rather than. focusing on the strengths that you have. And Nikolai just mentioned earlier about Howard Gardner's multiple intelligence.
John Adduru: And I think one thing that I really focus on there is the intrapersonal intelligence, which is kind of like recognizing your own emotions, how you deal with it, how you can be, how can you help yourself when you're out of whack in layman's terms. And also that can include Dan Siegel's The Whole Brain Child.
John Adduru: Like there is the upstairs brain and the downstairs brain. When your downstairs brain is out of whack, it's all over the place, your upstairs brain would [00:37:00] have To control that. And I think in order for us to teach children and how to control their emotion to be successful with it, you have to acknowledge their emotions, you know, every behavior, every emotion that your child would show you.
John Adduru: It's an indication of they want to communicate, they want to connect, and you got to understand how, how can you get and hold their hand tightly and tell them, I'm here, you know, I'm not going to go anywhere, I'm here to support you, I'm here to hold your hand, and let's, let's, let's do this. Traverse this, this long path of, of understanding your emotions and I think my school really focuses on social and emotional development because I truly believe that if there is a high demand for behavior, there's kind of like low interest in learning.
John Adduru: So you really have to make sure that the behaviors are kind of like in place in the right way and you have to address and acknowledge their emotions as much [00:38:00] as you can. So that's just really like we're a young school but I'm learning a lot and and I think that's also a success story for me that I learned from these children so much and apart from learning from you both and you know and and some readings that I do here and there and it's just really fulfilling for me each time.
John Adduru: Right. That's, that's amazing to hear from both of you. And, and, and one of the things that I also want to touch in this podcast is as an international community, how can we support or promote inclusion in, in Japan? Like what is our role? What could be our main role as international schools in order to support inclusion here in Japan?
John Adduru: Who would like to answer this question first?
Nikolai Jessen-Petersen: Yeah, no. Yeah, I think. Just in terms of you're, you're mentioned the word community earlier. And so we have a lot of people involved in the community. Yeah, that's again, you know, so we have the student, we have the parents, we have the teachers, we have the school, we have the [00:39:00] government. I think a very important thing is that we need to support each other.
Nikolai Jessen-Petersen: Yeah. Everyone is trying in this equation. Everyone is trying their best in this equation. And if that's understood at that fundamental level, that everyone is really, really, really, really trying. There, there's that level of support for each other in terms of the, the, the, this question about, you know again, can you, can you repeat it one more time?
Nikolai Jessen-Petersen: John,
John Adduru: I just want to know, can the international community play on multi inclusion?
Nikolai Jessen-Petersen: Yes. Right. So again, so I think for this, I think the, the facts are important, right? And what, what are the facts about the current state of inclusive education? Okay. What are the facts about the current trends and directions of inclusive education?
Nikolai Jessen-Petersen: What is inclusive education? How is it defined? What are the facts about how successful inclusive education takes place? And then, you know, I think, I think in terms of Japan, right? What can we do as an international community? So, [00:40:00] I mean, if we're talking about support for international families who, who, who, and then, and this trend of sort of the international background families moving to Japan is likely to increase and has, has been increasing.
Nikolai Jessen-Petersen: So I think information is, is absolutely critical when, when you search in. On, on on a Google search in your home language, what kind of information appears, how accessible is that information? Yes. I, I, I'm not, I'm, I, I, I, I, I don't yeah, I, I made a website about you know, five years I was mentioning to you.
Nikolai Jessen-Petersen: Diverse needs japan. com. And I made this website at that time and I, this is one of my summer projects to update it because obviously with our jobs, we're extremely, extremely busy. Yeah. And and, but I, I made this website cause I wanted there to be some kind of. Website with English information about educational opportunities in and so it's a website where I think I ran the website Please anyone email me with any sort of [00:41:00] information that you think should be added to the website and so on But something like this I think there could be a huge upgrade and improvement on my website by somebody where they're very like all the key facts and information and Translations, you know, I mean, you know, I think actually a lot of the technology for translating is improving You Now, this, this will hopefully make a difference, but you know, a lot of, you know, I think it's not good to assume that people truly know where to find the information.
Nikolai Jessen-Petersen: It has to be actually Miss Sato. It was, she, she was says, yeah, clear is kind, right? So it, it, it has to be as clear as possible, you know, where, where to find the information. How, how to access the information is the factual information. Yes. And, and again, like it's, you know, can there be some kind of, you know, and you know, they're, they're just more clarity of, of, of this.
Nikolai Jessen-Petersen: I think that's important as an international background and, and, and [00:42:00] international community sort of, you know, working together to make sure that information is so accessible. And I think there are many. You know families who are working on making sure that other families know this information.
Nikolai Jessen-Petersen: I, I think Alicia maybe might know more of you know, that there are the supports in place, but it's, it's finding them in an easy way. It's really important. And yeah, again, supporting each other.
John Adduru: Thank you, Nicolai. And Miss Alicia?
Alisha Smyth Yamamori: Well, I was going to say, not every international family is looking for an international school, right?
Alisha Smyth Yamamori: Sometimes it's financial, sometimes it's they want an immersion experience for their kids. Different things like that. So also having What supports are available from Japan? Cause there are good supports. It's not always it's not always doom and gloom on the Japan side, but it's very difficult to find information on support that can be useful for for [00:43:00] students that want to be included.
Alisha Smyth Yamamori: I know there's subsidies that, and, and different things that are available through the Japanese government that wouldn't necessarily. Be able to be known unless they know to go to the ward office, go to this section, talk to these folks. So even a compilation of things that are available via the Japanese government whether it's.
Alisha Smyth Yamamori: Language support, whether it's, I know there's some of our students even have like, it's kind of like a "chiryou" kind of thing. That's basically a subsidy for students that need therapy and then they can go to therapy centers and there's a huge discount to those students if they've turned in. I think it.
Alisha Smyth Yamamori: I don't know all clearly. I don't even know all the details, but there are things that are open to anybody living in Japan, not just the Japanese national. And so that information, and maybe even coupling that with your website, Nikolai a lot, I think a lot of international [00:44:00] families assume that they're only going to get support through the school their Children go to, but that there are other supports out there that, and depending on where you live, Yokohama is a very multicultural place and Tokyo is as well.
Alisha Smyth Yamamori: It all depends on kind of where you live within that, that metropolitan area, but there is a lot out there. And even knowing. Go to this section of your ward office and ask some questions, maybe just the amount of information they need to actually go searching when, if they didn't even know it existed, they would, wouldn't have it.
Alisha Smyth Yamamori: So I think your website sounds really great for, for English speakers and even. Like you said, I mean, that Google translate function, only available in English. Helpful these days where even two, three years ago, we didn't even have that option.
John Adduru: And, and I'm going to share that website link polite at the end of this podcast, like the [00:45:00] blurb so that you expect a lot of traffic.
Nikolai Jessen-Petersen: Yeah. Well, yeah. So again, ongoing summer projects updated. So yes, I have to. But I think, yeah, that, that. Even if, you know, there's some information that, you know, it needs to be more, there needs to be added to it. I'm, I'm, I'm positive that there is on, on the, on my website, but new information that leads to new information.
Nikolai Jessen-Petersen: So you, you, yeah. So you learn, okay, this exists. Okay. Like a search of that. There are other websites that talk about, okay, then a search of that in the search of that, and it can lead to, as, as Alicia was just saying, there are all these options that exist, but perhaps the information is, is, it's not so clearly, and I could be wrong about that as well.
Nikolai Jessen-Petersen: Or, but, but again, I think that sort of new information lead to new information would be just reaching out ward office. They share about this interesting, reach out to this person, this person knows about this and then, and then sort of it, it starts to appear. Those opportunities that that do exist and sort of, and I think that's [00:46:00] really important because yeah, that would be very helpful and supportive for families who are looking for some kind of support, right?
John Adduru: I remember when there was this family and the dad told me they had no clue where to go to in terms of getting support for the child. And then once they found this one therapist. And this therapist would connect this family to another therapist, and that therapist would connect, you know, it's just really like, once you get connected to somebody, it will spread like wildfire that you're gonna get the services that you need as long as you search for it, and I think, rather than doing that, if we have like a certain website, or like, you know, Nikolai, your website could be a good prototype.
John Adduru: You know, that we can actually, you know, use that as a hub for information where to find resources. I think it's very important for families, especially those who are coming from abroad, those expat families who would need these kinds of [00:47:00] support. And I've received a lot of inquiries from, from, from Singapore, from Hong Kong, from, from U.
John Adduru: S., Canada, and they are actually looking for resources. And before they make a decision in coming to Japan, they always tell me, I want, I want to make sure that, we've got the right resources and just with one click maybe Nikolai's website we just click on this website and then you'll find all the resources and contact these people you know even like those freelancing therapists as well I think it's very important for them to have an avenue to to promote themselves and and you know be visible And we are now in the era of information.
John Adduru: It's just really like right out there, information era. And I think we really need to make this resource and manage this resource effectively and, and easily, you know, so. Wow, I've learned so much today. And, and, and, and yeah, before we go, this is the last question that I, I would love to ask, you know, like, [00:48:00] because we are all working in a neurodiverse environment.
John Adduru: So, and this, for me, it's some, somehow I want to emphasize this at the end of the podcast, like, what do we have to do in order for us to ensure that all voices are heard and represented in our school? And I think this is a very impactful message that we want to bring before we end this podcast. I want to bring in that, you know, as educators and school leaders, what can we do in order for all the parents, teachers and even the whole community for them to feel that they are valued and being heard?
John Adduru: So, let's start off with Miss Alicia.
Alisha Smyth Yamamori: That's not, that's not a small question though, is it? I think we at smaller schools actually have a little bit of an easier time in doing this. Because our communities are smaller by nature, smaller, a little bit on purpose. And so really reaching out and checking in, especially on the families of, of [00:49:00] kids that are struggling a little bit more or parents may be struggling a little bit more, like really making that effort, making those connections, being out and talking with families that drop off being out.
Alisha Smyth Yamamori: And I don't know if Especially since TIPS has a lot more older Children. So it may not. We have preschoolers through elementary. So our parents are involved and drop off and pick up a lot. And so just being out having conversations. I'm not expecting Parents to always sit down at their computer and email you when they want to ask a question, because generally they're not going to ask the little questions via email, you know, something that's small that they think might burden the teacher or might burden an administrator.
Alisha Smyth Yamamori: They're not going to mention, whereas. If you're if you're accessible to them and out and about and chatting with kids chatting with their parents They're probably more likely to Connect with you ask those questions in every question Whether I can answer it [00:50:00] at the moment or I have to say I need to do some research on that Let me get back to you.
Alisha Smyth Yamamori: And then get back to them that Those small relationships just build and build and create the type of community that we want to be. And it isn't always easy. And especially with all of the code, I go back to COVID because as an administrator, that was a really big part of what we did the last, but I think rebuilding and reestablishing those relationships that were easier to maintain before we went through those four years, just doing that same thing.
Alisha Smyth Yamamori: Again, being out. Being seen, being known sorry, I have a child who just spit out and just really creating a, that community and in our philosophy statement, we even say, Our goal is to partner with parents. That is what we see out there right at the beginning. It is a partnership. You know your child better than we do.
Alisha Smyth Yamamori: We know them in this specific setting, but you know them [00:51:00] from birth to when we've met them, you know? And so and so that is, that is who we want to be as a school. And that partnership is really important. But that is our community. That's what we want to be a partnering community of partnering teachers and parents and administers all doing our part to successfully. Grow this child, not just academically, but socially, emotionally, spiritually.
Alisha Smyth Yamamori: That's all what we want to do together. So yeah, that's, that's our goal.
John Adduru: Absolutely. Amazing. And, and Nikolai.
Nikolai Jessen-Petersen: So I'll keep it brief then. Yeah. Tip starts from grade four, as you were saying. So tips, that's our Tokyo international progressive school tips. And so for, yeah. And I think the, the three words are kindness.
Nikolai Jessen-Petersen: Understanding and facts and the, and the facts from the information that the accessibility to the information that is, that are the facts, the kindness, understanding and facts, and then an understanding, having, you know, the time, you know, to, to, [00:52:00] to, to be able to have this full understanding from a full communication and understanding no.
Nikolai Jessen-Petersen: Assumptions and know this. And because everyone is trying and there has to be the support and understanding for each other. So it's this kindness, understanding, and facts about everything, all the topics we mentioned today about successful, inclusive education, about your diversity you know, there's a limit to, you know, what, what TIPS can do as well.
Nikolai Jessen-Petersen: And, and, and, and, and, and, but, you know, there's, but everyone is trying, and, and I think this, those three words, kindness, understanding, and facts are absolutely the key and, and hopefully, you know, that, that things, things And I think that things get better for, for, for all those, you know, unanswered, you know, questions and, and, and, yeah, so that's,
John Adduru: thank you.
John Adduru: Yeah, thank you. I think it also aligns with LIS, Lighthouse International Schools [00:53:00] values, like be kind, you're respectful and be responsible, you know? So I think it's just really one of the things that, That we value in our school because we teach children to, to what we want them to be in terms of, you know, understanding themselves and valuing themselves and, and valuing other people as well, you know, and, and it's just really not easy for us schools to just one day.
John Adduru: You, you, you, you wake up in the morning and everybody would just do the same thing. It's an ongoing process. It's, it's really like something that you have to do each and every day. And to respect and to, to hear and represent the voices of every families. And working in partnership with the families as well is just as important.
John Adduru: And I'm just so glad that I had this conversation with you both today. And it's just really an eye opener for me. And, and I hope that we can do more podcasts or even we can do like a big [00:54:00] conference for inclusive schools here in Japan and, and to have, to have more support for teachers to maintain and to retain their profession in the most optimal way.
John Adduru: And we all want to support each other, right? Nikolai?
Nikolai Jessen-Petersen: Yeah. Yes. Absolutely.
John Adduru: Right. And, and of course, as I've said, we are going to share Nikolai's Diversity, Diverse Needs in Japan website, and I think this is going to be a good start wherein we can get information and it's going to be an information hub for, for families, not just for families, but also for teachers in order for us to, to, to support each other and to have the specifics of, of Such therapies or schools inclusive schools that can support your child in every step of the way And so I would like to thank you hats off to you both Miss Alisha and Nikolai I I learned so much and Thank you.
John Adduru: Thank you all.
[00:55:00]