On becoming a REAL teacher

In December I completed the required student teaching hours for the Post-Baccalaureate degree in Special Education (severe disabilities and autism) that I'm nearly done with now. The plan was to go back to working as a skills trainer until this summer when I'd have my certification and could apply for teaching positions. In a very surprising turn of events my supervisor for the skills training position recommended me for a teaching position at a middle school that had just become open and the school urgently needed to fill it.

So here I am, a newly hired teacher! Having just completed the first week back, I feel great. There is more than a lot of work to do, but because I've never done any of this before it feels so exciting to be planning lessons and grading assignments.

The position is for eighth grade Special Education. It is a resource position, which means my students spend part of their day in my class for certain subjects, depending on their limitations, and part of the day in the general education setting. So I'm currently in the process of coming up with the curriculum for an English class, a math class, and a reading class.

This setting is very different than what I'm used to as the kids I've worked with in the past have had severe disabilities and these eighth graders have mild to moderate disabilities. One student in particular suffers from such obvious shame over being in Special Ed, however his skills are the lowest in my class. How can I best help this kid that doesn't want anyone to know, even his teachers, just how little he understands?

To Infinity...And Beyond!

Today was the last day I'll work with my favorite little guy. For the past two years I've enjoyed working as a one-to-one skills trainer for a boy with autism. He is pretty much the coolest kid ever and I'm so blessed to have had him in my life.

It is an amazing experience to observe someone with some very major challenges overcome obstacles I couldn't even begin to imagine. In the past two years I've seen this boy learn to read, master dribbling a basketball, offer sincerest comfort to those in need (including me), have meltdowns I was sure he'd never come out of, progress massively in reducing self-injury, and wow everyone with the darndest since of humor.

One thing is for sure, I will never underestimate a child with disabilities again.

For our last day of summer school we enjoyed watching "Toy Story," one of his favorite movies. He happens to know every line and does a great version of the theme song, "You Got a Friend in Me." I'll miss you my friend and I know now that I learned far more from you than you did from me.

You've got a friend in me
You've got a friend in me
When the road looks rough ahead
And you're miles and miles
From your nice warm bed
Just remember what your old pal said
Boy, you've got a friend in me

You've got a friend in me
You've got a friend in me
You've got a friend in me

You've got troubles, well I've got 'em too
There isn't anything I wouldn't do for you
We stick together and we see it through
You've got a friend in me

You've got a friend in me

Some other folks might be
A little bit smarter than I am
Bigger and stronger too
Maybe
But none of them will ever love you the way I do
It's me and you
And as the years go by
Boys, our friendship will never die
You're gonna see
It's our destiny
You've got a friend in me

You've got a friend in me

You've got a friend in me

Talent Show Follow-Up

Thankfully, our kids were allowed to participate in the talent show after all. It was a blast! And, although I might be biased, they really were the best act. No one laughed at them, in fact, they got so much praise for their little dance routine their heads were spinning. They danced to "Beat It," and wore matching outfits complete with a surgical glove dipped in glitter. This is what it's all about people. Special ed: 1, Regular ed: well, ok more than we can count, but one is better than nothing so we'll take it!

Fifth grade graduation was also the same week as the talent show. Soon I will be saying goodbye to the little guy I've been working with for the past two years. More on this later, but for now let's just say my feelings are very mixed on this topic. I sure will miss him though.

What Would Michael Jackson Do?

Who knew elementary school talent shows could be so hard core? Not me. I remember the talent show as a series of pretty terrible (including my own renditions of "Somewhere Over the Rainbow" and "I Could Have Danced All Night") yet adorable performances. A couple of the students in our Special Education class have been talking all year about performing in the talent show and we of course encouraged them. Try-outs were last week and it didn't go so well.

First of all, the person in charge of said talent show agreed that our kids could perform. Then, after he realized we were serious, began back-peddling. He told us that if the routine wasn't good enough, they couldn't perform. His excuse (that we've heard about six times over now) is that he doesn't want the other kids to laugh at them. And by the way, they are dancing to "Beat It," and they are actually decent, on a scale of pretty terrible to adorable.

I will say that the routine was thrown together (by me:)) at the last minute, so that may have been a point of frustration for the talent show organizer. BUT here is a group of kids who are on the outer fringe of their peer group, who don't usually get included in much, or aren't able to do some things and they want to get up and perform. So let them! The reality is, they are used to getting laughed at, but the even bigger reality is, their peers need to learn that it's not ok. Just because someone is a little different, doesn't mean they should be discounted. This could be a learning experience for everyone and even more importantly these kids are actually getting a shot at doing something COOL for once. He hasn't said no yet, so I'll keep you posted.

This all reminds me of a defining moment I had back in high school. It was freshman PE and we were doing a track block, so we all got to sprint, practice the high jump, and throw a shot-put. It was actually a chance for the PE teacher, who was also the track coach, to recruit. There were some Special Ed. students in our PE class also. One of them was faster than any of us and had the endurance of an Ironman. One day I asked the PE teacher whether he was going to recruit the speed racer. With a confused look he answered, "No, of course not. He's in Special Ed."

All I can think about is the many things people with disabilities usually miss out on. Many will not get to play on a sports team, join the choir, go to prom, or participate in the talent show. All because it's not their "place." It's not only about including people with disabilities, but about teaching our kids, and allowing ourselves, to accept that some people are different, but that doesn't mean they don't have anything to offer or that they don't deserve a place right alongside of us.

Inclusion

There is quite a controversy (at least in Hawaii) over whether or not children with severe disabilities should be included in the regular education setting. Since I am a one on one for a child with a severe disability in a public school, I'm confronted with this controversy everyday.

The child I work with is in fifth grade and has autism. He has always been in a fully self-contained (FSC) classroom, which means that aside from recess and lunch, he basically spends the entire day in the Special Education classroom, with only severely disabled peers, working one on one (not in groups) with an adult. This year we (the SpEd teacher and I) decided he was going to spend at least part of his day "included" with his regular education class. The reason I'm advocating inclusion for this particular child is because I've noticed he is happier, displays fewer problem behaviors, and communicates more when surrounded by and engaged with his neuro-typical peers. Not to mention this is the only way to attempt to improve his social skills.

So far, it's been great. He makes transitions easily (a shock) and has been much more flexible with changes. Granted, we are only in the second week of school, but these are outcomes I certainly didn't expect.

Where it gets controversial is with the other teachers. They seem uncomfortable, scared, unsure with his presence. They place him in the back of the room and rarely talk to him. A few have voiced concerns with the Special Education teacher, claiming it is a detriment to the other children to have him in class. Today the school counselor saw us in math, he came up to us and asked why we were there. I tried to explain that it's good for him to be around his peers more, that being in this setting fosters independence, well it didn't matter. After class, he went straight to the SpEd teacher, telling her that independence was one thing, but this was crossing the line.

I haven't quite been able to wrap my head around why this is crossing the line. It's not hurting anyone, in fact it is probably a really good thing for the other kids to have contact with their severely disabled peers. Once again I'm completely humbled, these are the attitudes these children have to deal with daily. They really are Special people, much stronger than me.

On a lighter note the trout turned out pretty good. Popped the whole fish, stuffed with thyme and sliced lemon, in a 375 degree oven for 45 minutes. Should have done 35 minutes, it was a little over cooked.