The WordPress.com stats helper monkeys prepared a 2014 annual report for this blog.
Here’s an excerpt:
A San Francisco cable car holds 60 people. This blog was viewed about 940 times in 2014. If it were a cable car, it would take about 16 trips to carry that many people.
“There is no one student who is similar to the other. And no one student behaves the same everyday,” so she said to me.
I cannot agree more! Picture being in any classroom of Students with Special Needs. Whatever special need you can think of: Autistic Support, Post-Hospitalization, Life Skills, Early Intervention or Multiple Disability Support. Or so you may believe! Turns out, that is not always the case.
Even when a class is categorically labelled as “Autistic Support”, the students come in “Different Shades of Special Needs”. Each with own disability, no uniformity, and with varying needs that a class teacher who has not one, but possibly eight or ten students is expected to ably manage every single day. Moreover, there is no guarantee that any one of the children will display consistent behavior and attitude on every other day, or throughout a single day. Happy in the morning, sad by mid-morning, and erratic, violence and explosive in the afternoon. Happy one minute, crying the next, then bouts of laughter!
I, for one, had no clue what “Austin support” entailed before I ventured into a classroom of elementary autistic support students. I imagined that they are similar to students with Multiple Disabilities, till I found out about a special category called – Multiple Disability Support (MDS). Still, I wanted to experience dealing with and teaching autistic children. My fears and initial reservations were not in vain! Challenging, scary, traumatizing and soul searching, are among the many thoughts that come to my mind reflecting on my experience in two separate classrooms of K-4th grade students with autism.
No! The kids did not throw stones at their teachers, although they were capable of hurting with the same zeal as they were loving in the same instant. Like any other humans, they hurt the people they love and care for! They pinched, scratched and punched their teachers, then smiled and asked for special favors with barefaced shame. They screamed, cried and ignored authority, but expecting the teachers’ attention and kind heart to give in to their demands.
In one classroom, I experienced different shades of autistic children. One boy scratched me (and other teachers) several times with his blackened nails. Yet, he obeyed when told to sit down on the ‘calming chair’, until he was asked to stand. When he was asked to eat, or when the TV showed scenes he did not like, he yelled. He became distraught, restless and cried repeatedly when he saw school buses pulling up in the parking lot an hour before official close of school. To calm him down, we told him to put to put on his jacket and prepare to go home, or just ignored him.
Then this kid with a beautiful smile, picked up his mess whenever he was told, and agreed to sit down but after persistent reminders and supervision. Yet, every after lunch, he became erratic, rolled himself on the floor, took off his pants and underwear, put his hand in his pants, threw books off the shelves, ripped the classroom apart, spewed out plenty of obscenity and stormed out of the classroom, running and screaming down the hallways. A minute later, he was a calm lovely boy, apologized for his nastiness, and said he wanted to see mommy! Another kid, generally calm and obedient, responded to instructions quickly, did great one-on-one class activities, and excelled in his academics. Except when he was not engaged in classwork, and every after lunch, he was unsettled.
The room teachers did a great job managing their classrooms and responding to the needs of their students, especially in comparison to: a) my prior experience in other special needs classrooms; and b) with the insurmountable challenges they had to deal with. Only two teachers, one permanent and her Associate – for eight autistic students! Yet, they used various activities and techniques to engage their students in learning as much as possible, as a group and one-on-one at individualized level. They taught their students to work for special privileges, counseled them when they were acting up, and rewarded them for good behavior. Still, that did not deter the explosive students from going off, or the cool ones from staying calm.
I wonder if after the experiences, thus far, my expectations of transformative teaching are dwindling following my in-class observations and interaction with the teachers and students?
I know for sure that each student is different from another, and from each time of the day. For many kids, adjusting their program to half-day and returning home in the early afternoon, might be helpful for both the kids and the teachers. After all, many are restless after lunch and hard to keep interested or attentive within the same classroom environment, even when teacher substitutes rigorous academics with age-appropriate infotainment, TV programs, internet videos, iPad and hands-on learning. For some kids, their medication seems to wane down by lunchtime, making them more agitated and uncomfortable for the rest of the afternoon.
Beside the dire need for human resource enhancement for classrooms with autistic children, introducing half-day programs for some kids might be. They could return home after lunch to their parents, breaking the monotony of staying for a longtime in one physical, human and learning space. With additional human resource, the teachers would afford to split roles, and take the kids with capacity to participate in mainstream classroom special activities.
Or more exercise and stretch routines should be added into the classroom schedule, to reduce the length of disposable time. Plus, a little one-on-one massage might also do the magic. Though, it is a heavy task engaging students one-on-one, given all the work required of the teachers in a day to fill out daily paperwork on each students, plan the next day, clean up, cater to students with extra-special care needs, and prepare student for pick-up or drop-off at the end of the day. Sustaining transformative learning is a challenge without parental cooperation and participation of parents in reinforcing the skills learned and taught at school.
How does a teacher manage a student with special needs?
How does a teacher stabilize student with emotional and behavioral needs?
How does a teacher nurture a centered-focus for a student with attention difficulties?
How does a teacher manage a classroom of student with behavior, reading, physical, attention and life challenges?
I bet you will say all that is covered in the Teacher Training curriculum for Special Education. After all, teacher training seeks to produce a whole person, who can manage a classroom environment with all its multifaceted complicatedness. There are smart and dull students, calm and restless, slow and fast, participatory and inactive, distracted and attentive, young and not so young. Not to forget that twenty-first century classrooms are multinational, multiabilties, multi-sexual, multi-origin and multi-races, multi-everything. Everything goes, everything is expected, and everything is planned for.
Moreover, today more than ever before, the topic of Special Needs Education for Students with Disabilities has been mainstreamed into the classroom environment. Gone are the days when children who acted and looked “different” were hospitalized or restrained in mental asylums, deemed dangerous on a ‘regular’ school campus. While it is still true that in many parts of the world, schooling opportunities for students with special needs, separately or as part of the ‘regular’ school environment barely exist.
Here in the United States, special academies are set up to cater for students with special needs, staffed with teachers trained in Special Ed. Even the seemingly most challenging behavioral students now have a place in the main school education system. If not at designated academy, special classrooms exist within the regular school complex for the education of students with autistic needs, life skills, emotional and behavioral needs, post-hospitalization, as well as early intervention. The focus is not always on academic excellence, in programs such as post-hospitalization, but could range for therapy to behavioral transformation and emotional stabilization. As a parent, I applaud and cherish the availability of such opportunities for students who would otherwise be excluded from the pipeline of ‘a ‘regular’ schooling system. High accolades for those selfless souls called Special Ed teachers and their associates, who have agreed to partake on the insurmountable task of ‘baby-sitting’ big kids.
Though, one wonders who takes cares of the special needs of Teachers for Special Needs students? Who provides personal support to Special Education Teachers? Does the curriculum include a “how-to” training on protecting oneself as a teacher for special needs students, if attacked [repeatedly] by own special needs students? My experience in a couple of elementary, intermediate and high school special needs classrooms exposes the complexities, challenges and dangerous everyday work environment a teacher for special needs students.
I am not trained in “Special Education”, and only recently began experiencing “teaching in an American K-12 environment”. My experience is in teaching at US colleges and universities. As I have said before, never had I ever imagined willingly stepping into a classroom environment for young learners. All this changed since I had my own “young learner”, and the rest is history. I decided to experience the classroom environment to gain practical experience, exposure and understanding of what goes on in the children’s classroom, how they learn, how they interact with the learning tools, with their teachers and peers and respond to teaching and learning aides exposed to them. Particularly because I did not attend elementary education in the United States, it made sense to me to learn how my son is learning in order to better assist him with his school projects and home assignments. Beside, I am from a family or teachers, and a devoted teacher, myself!
My experience thus far, has got me scared, and in some incidences traumatized for the teachers in K-12 classrooms, especially those dealing with special needs students. I have wondered several times, at what point do students decide it is ok to beat up, scratch, curse, swear, talk back violently at their teachers! Engaging in behaviors not identified with the everyday home environment, or so I think? How can children throw tantrums that are so violent and compromise the safety of their fellow classmates, most especially for the teachers? How do these students becomes so selfish not to imagine that their erratic, aggressive and unsocial attitudes, characters and behaviors are not acceptable in public and toward any adult?
Of course, I have also taught myself OR learned, not to take what I see or experience from such students personal. I have been disrespected by 8-15 year-old students, while working one-on-one with them on their classroom assignment and during private coaching homework. Some have rudely told me off [and I obeyed] to get out of their face. “Why are you standing here looking over me? Go find someone else to help,” a 15 year old academy student ordered me. I have been scratched, beat and cursed by young learners for the crime of insisting on getting them to sit down, focus on their classwork, pick up after themselves or undertake their assignments.
While we as parents can [sometimes] raise our voices toward our children and spank them, this experience has vividly taught me, that is not a luxury available to a Special Ed/Needs Teacher. S/he has to suck up to being beat, kicked, screamed at and violated by young learners, utilizing only officially sanctioned soft interventions to calm the erratic students, however ineffective. Or as I have learned from Special Ed teachers, wear gloves, leather jackets or long sleeved shirts to protect yourself from bodily scratches from your students, and face mask to keep yourself safe of germs when your students deliberately cough in your face.
It is an absolutely traumatizing experience, feeling trapped amidst a group of 10 eight to 15 year-old students, where the ‘wise’ decision a teacher can make is, walk around on eggshells with such trepidation that s/he could get beat up anytime by her/his students, who are protected by claims of ‘partial’ or ‘full-insanity’. Sadly, as parents, we are not doing much to support the teachers efforts of educating and nurturing their children into better students. Instead, we pile all our failures at parenting our children onto the teachers, sending them to school when we have failed to control them, then subsequently accuse teachers of not doing a great job educating and catering to the special needs of their children! We blame all bad habits that our children develop on the school environment and teachers’ negligence, even when our home environment is very explosive with negative influences on our children.
Perhaps planners, programmers, managers and administrators of education programs for special needs students need to prioritize the special needs of teachers as equally important as those of the students they are enjoined to teach. Special needs teachers need as much emotional, psychological, physical, classroom and social support to ensure they stay excel in their classroom. It is mind boggling to expect two teachers, moreover female, to manage a classroom of eight autistic/post-hospitalization/emotional behavioral students, some emotionally charged and hyper-active behavior, running out of the classrooms and screaming in the hallways! Or expect a teacher to remain aloof to beatings, scratchings everyday, as a reaction from a student getting mad because s/he did not get it his way!
Special Ed teachers, especially ones dealing with emotional/behavioral needs students should be provided reinforcement in terms of security or classroom environments or permission to apply techniques to protect their lives, as well as the lives of other students in the classrooms when dealing with those students who turn violent. Moreover, special ed teachers should be provided with the human resource proportional to the needs of their classrooms to help.
I cannot recall the last time I went to church, so the order of events at my neighborhood celebration of Veterans Day 2014 caught me off guard. Not because I was unaware we were meeting on religious ground – Our Lady of Victoria Roman Catholic Church; I assumed our event would be independent of any church business. I thought we were only using the church grounds out of convenience, and because this year, the Cub Scout Pack, to which my son belongs was running a food drive benefiting the church pantry. Which reminds me of something that I recently learned at our Cub Scout meeting; the Boy Scouts of America is a Christian Organization. Yes! Our little Cubs promise all …”For GOD..” What does this non-religious mom do….?
Anyway, the blessed Father of Our Lady of Victory, our host, spoke at the opening ceremony of our Veterans Day celebration. Thereon, the activity was a Scout-Veterans affair. I attended, as a chaperone to my son, the Tiger Cub Scout. Once we got to venue, we waited for about twenty minutes before start. Most in attendance were members of the Catholic Church, and from within our local community, who appeared n-synch with the whole nine yard of church-dos. It took me back to my early days of elementary school attending Catholic school, where we started every morning with mass at the area Catholic Church, performing routine stand up, sit down, stand, then sit, then stand and sit…
That is not the gist of my writing, dedicated to how celebrating Veterans Day through my son took me to another place of personal revelation. For the first time in my life, I am increasingly proud of belong to a country [oops! did I Michelle O-that😜]. I feel a sense of belonging to a people, a community and a country more than all the years of my life living in my country of origin – Uganda and coming of age in America! Particularly since having my son, I have engaged in more Americansque activities here and abroad, as an American. I recall being in South Africa during the 2010 World Cup [Soccer/Football], and waving the American Flag at the opening of the games, supporting Team US throughout the tournament, even when they were playing another African team, to the [un]pleasant surprise of fellow African spectators!
Back in Uganda, I had an overdose of love, care and attention from my Ugandan people. I felt a higher sense of family more than all my years growing up. Not that I did not know or like my family already, but living with my family together with my son gave me a profound understanding, love and appreciation for my family. They cared for my son like he was their own, and loved him with the same zeal as I love him. They made me comfortable recalling the famous African saying, It takes a village to raise a child.” I thank you family! Yet, I felt that “I am an American” feeling, sometimes, especially perpetuated by my own family and friends, and anyone who met my or my son.
Since coming back to the US, after a short sojourner abroad, I have new-found love and appreciation for this country, discovering more America than the many years I lived here before having my child. I am increasingly “living the American dream”, enhanced through my son born in the Peach-state, and a product of two Africans continental and ‘old diaspora’. I am allowing myself to experience plenty of mainstreamed American holidays and cultural celebrations: My first Halloween experience was when I took my fifteen-month old son on “Trick-or-Treat” in the neighborhood in GA. We did it again last year in our current neighborhood, and twice this year “Trunk-or-Treat” with our Cub Scout Pack, and our with neighborhood family friends. Yes! I buy my son these exorbitantly priced Halloween costumes I would never have thought of before, and dress myself up too, as a superhero or ninja, depending on the theme my child gives me!
I have breached self-set taboos against engaging in religious festivities, becoming “Santa” at Christmas. I do this to allow my son to dream and imagine wild and free, of ‘hardworking mysterious fairies, one who rides deers with elves, and descends down the chimney on brings presents to “kids with good behavior during the year”, and another who rewards kids with $$ for dispensing out their tooth. I tell him not to bother himself that his non-magic-believing muslim cousins say santa and tooth fairy aint real! Yes, I now support Hollywood, taking him to movie theaters.
Participating in Veterans Day celebrations with my son this year gave me a more intrinsic appreciation and a feeling of belonging to a community and a country. I grew up in a country where the patriotism is owned by the generals, the self-avowed ’liberators of the nation’ from previous autocratic regimes. The same generals are still running the country, twenty-eight years and counting! They hold everyone in the country at ransom, to accept their form of national patriotism as sacrosanct, non-derogable and non-contestable. The country is theirs, independence day celebrations are ‘dispensed’ only to those who agree with them, heroes are decided by them, and rewarded on their terms, and national resources are managed and appropriated on their terms.
Our Veterans Day celebration was a community affair, conducted by men and women not identified in overt display of military regalia, except a few that wore their uniforms for the prestige of having served the nation, decorated with lapels of awards/accomplishment. The Catholic Father, retired military and the scouts and girl guides were in charge, with equal participation of ordinary citizens. We were not intimidated into thanking the men and women in military uniform who served our nation. We were not obliged to kiss the feet of generals or shut up to their pronouncements.
Instead, we Pledged Allegiance to the Flag with pride, sang Star-Spangled Banner and America The Beautiful in joy and celebration, and deeply thanked whose people who put themselves in harms way to liberate the nation, protect and uphold the spaces that we enjoy. Beautiful memories filled me about the men and women who bore arms to protect their countries, like my younger brother, who might never get real recognition for daring to put himself in harms way. On my son’s side is Grandpa Mendez and Great Grandpa Samuel Arnold (RIP), and grand-uncle [is that the American word?] Sam, all who served in the US military.
Our Veterans deserve more appreciation and protection. They deserve to return safely and admirably, and never have to lack food, shelter, clothing or paid employment, because they put their lives on the line, believing it is their duty and calling to protect the lives of all Americans!
I am re-experimenting with my mental stamina. I am sure you are surprised that I say, “I am re-testing my mental stamina!” Especially if you know me, since I am always testing oneself. After all, my running routines are always a mental test; going out for five miles, and coming back 20 miles later! Running in single digit temperatures, after a snowstorm and the hottest of summer. Even my family balancing acts are a mental test with the relations involved, the activities I engaged in, the people I am around and my commitment to super-excellence for my son [who, bless his soul!] sometimes I think I am demanding too much of him😘).
Anyway, this experiment, which is now a day old, going on two today is not exactly new in my life. Though it has been a while since I did and kept to it with perfection. That was when my child was a toddler, and I had more flexibility, and more support managing and caring for him. I did not have the daily routine of cooking, cleaning, bathing and caring for me. I had family to support (that time I lived in Uganda). I had people who really cared and supported me, and I could genuinely count on!
Right now, I am the father and mother and grandma and cousin. I am the unassisted and overwhelmed jack-of-all-trade! At a time when my geographical, economic and social spaces are completely weighing down my emotional, mental and physical stability. I am very good at shrugging off visible pains and agony in the public, trying not to hang personal linen out in the public.
For my own sanity, and to spare my son and my family’s name. I use mental health to dissuade myself from going crazy, bitter or tumble into a permanent wreck. I will go on a run to recover from a slump, to clear my mind and break anew. To remove myself from a situation or from peoples causing sadness and grief to me, and to feel good about myself. In sum, I run for fun, to feel wild, free, young, liberated and centered. I consciously avoid self-labeling as “depressed”, to avoid getting trapped into any such a situation. Yet, I cannot stop myself from self-labeling as, “flabby and nasty looking”, if that is how I feel, increasingly more and more.
I went through a]nother] life transformation last year, to live a life [again] for my son. Of course change is not always desirable or positive. Certain change is painful!, extremely painful! Particularly, one that causes loss of all safety-nets, and increases chances of dependence, vulnerability and shame. Story of my life. So, for the last year, I have transfigured, stuck in the mud and tasted lots of bitter tomatoes. All that packaged in a “nutty professor suit”, and increasingly weighing me down and under! I am trying to get myself out of the ditch, using my very best adornment – mental willpower. Hopefully, I will succeed in fighting off all the temptations.
Yesterday, Tuesday, October 28 was the first full day of the beginning of a re-experimenting on myself. Mission accomplished! I did not feel any special cravings or uncontrollable desires, surprisingly! And yes, I had to run my childcare shift: pick up from school bus, to Taekwon-do/Taekwondo class, then back home. I felt quite weak and tired throughout the day, but did not have the opportunity to take a nap. Yes! I also dosed off while typing up these notes, and fell asleep again in Taekwondo class. Good thing, I woke up in time to drive back home. Did good on that.
Homework had to be done, and dinner prepared. Too low on sugar, but mission accomplished. I literally could not stand anything or anyone. But drank water and stayed the course. Hopefully, this is doable for many more days! I wanna try 20, couple of many days. We’ll see how it goes. Otherwise, Day Two (Wednesday, October 29) is going much better. I am still going on #Teamu20days challenge.