I pulled today’s post from my archive for two reasons – the new school year will soon be upon us, and I, like many other parents I know, are still battling the same things we have battled for years. I would like your comments, especially comments with strategies to make this school year better than previous school years.
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I know teachers have tough jobs. I know they are often overworked, and that it is difficult to give each child individual attention. But like it or not, in the world of special education, individual attention is dictated by the IEP. And to me, that individual attention means thinking outside the box when you have a student receiving special education services, especially a child with complex disabilities.
For example, just because a child has decent expressive communication skills, it doesn’t mean that child’s receptive skills are equally as good. My oldest daughter is a perfect example of that. She has learned what her doctors term ‘cocktail party conversation’.
She can appear to carry on a conversation with anyone – because she has learned to imitate the cadence and flow of conversation between people in a group. She does not, however, have much of a clue what the conversation is about or what her responses really mean. I believe a good teacher would notice that immediately. However, most of her teachers have not.
I had a conversation with another parent this weekend on that same subject. Her son is hearing impaired and has a cochlear implant. His expressive communication is adequate but his receptive is sorely lacking.
So what did his most recent school hearing evaluation say? Not much, because he was labeled as ‘bad’, not concentrating on the task at hand. I believe a good teacher would have realized that receptive communication might be the issue.
My daughter, Ashley is another student that often baffles her teachers. Because Ashley sometimes gives the impression of hearing spoken language (even though she has a severe hearing loss), teachers believe they can always speak and she will understand. However, if she is quizzed on what was spoken, nine times out of ten, she did not hear correctly.
For example – she confuses words that same similar – pig and big – key and me – you and blue. Her hearing impairment is so significant that she cannot rely on speech, and her teachers need to realize that. Most of the time they don’t.
This box that surrounds our children with disabilities is more often than not the reason for discord between parents and the school system. If we could all think outside the box – if teachers could take the time to understand the whole child – if administrators could give teachers the support and time they need – I really believe there would be fewer problems.
But if our school districts continue to place our children in boxes, disputes will continue, and our children will be the ultimate losers.
Deborah can be found writing here at 5MFSN every Wednesday, and can also be found at Pipecleaner Dreams.
Just today, I started panicking a little bit about school starting. But what it comes down to for me is that high levels of stress and anxiety are going to cause my to behave in ways the school may not appreciate. And he is not at the level where we can just tell him to pull it together, so we need to do what is necessary to support him and keep the anxiety as low as possible, thus allowing him to do what he is really there for – to learn!
I think the schools can get so focused on behavior that their goal is a kid who doesn’t cause problems, rather than a kid who is actually getting an education.
So my job is to educate them, on a daily basis if necessary.
Too true! Interestingly, as a former member of corporate America in management, I was constantly being trained in how to evaluate each individual employee for their learning style. Sad the schools don’t engage in the same practice.
Great point! Some teachers have it some don’t! They are actually encouraged at times to stay in the box!