My "Why" In Special Education

   I was a teacher of special education in New York for 8 and a half years. I loved my self-contained classroom. I loved my colleagues. I worked in the same school that I had graduated from. On paper it sounds like a win-win situation, right? In so many ways, it was. The town I taught in is nestled quite comfortably in the Adirondack mountains and borders Vermont. Picturesque, most definitely, mostly. The town is plagued with poverty. The impoverished homes are not so pretty.  It is riddled with the haves versus the have-nots. The nearest grocery store and hospital is 25 miles away. There are no clothing stores. There is a pharmacy. My students were the have-nots! I worked tirelessly to change this. In a small way, I did. I made sure that my students were not openly teased. In my classroom all were equal. I worked feverishly to bring my students out of the back corner of the school building and into the limelight! I did just this! We made the television news and the newspaper for our work with: The Not Perfect Hat Club, Special Olympics, and raising money to help the people of Nepal build a new school after their devastating earthquake in 2015. My students became champions!

   Then, my long-time friend in Pennsylvania called me to tell me about a classroom that was perfect for me! A middle school/high school life skills class. My dream was to build a better future for all special education students everywhere! I also wanted my husband to see beyond the small town that he had always lived in. It would be nice to live in an area with amenities. I pondered deeply about what I should do. I didn't really want to leave my New York students, but I also believe in taking chances to better myself. I left New York for Pennsylvania with sadness, trepidation, and hope. I didn't just hope for myself, I hoped that my New York students that I had nurtured for over three years would continue to blossom.  

   My new classroom in Pennsylvania was truly my dream job. Again, I found myself in an impoverish town but this town did have ample amenities. My husband was a changed man! He loved Pennsylvania! The grocery store was less than a mile away! What a treat! My new students of course tested me but I had two competent paraeducators who helped ease me into my new school and classroom. I also went from a public school system to a education company. This was a very big change!

   Did I keep in touch with my New York students? Of course!  Each year I made a reading chain in my classroom. The student earns a ring for every book read. I made this a contest between schools! The kids even started making cards for each other! We Skyped! It was wonderful! I won't say which class won, because to me, every person who chooses to read is a winner!

   My joy was short lived! I work for an education company. After two and a half years in my new school. The school decided to take their classes back from the company that I work for. Devastated? Oh, yes! Scared? Yes! Sad? Most definitely. My new class had come so far! They became independent. They learned to write! They went from crying and having tantrums about writing to writing paragraphs! We had a Makerspace! Also, I had began the first ever Unified, Special Olympic Bocce team for the school. We won the bronze medal! I had a student going to regular Algebra class! So much good was happening in this classroom! Alas, there was nothing I could do! I had to say good-bye!

   I was transferred to another program within my company. I would be beginning again in another new school. I was going to the infamous Autism Support program. I was quite nervous to say the least, but decided to give this a try! I poured over my new students IEPs. They are all in a center based program because they are aggressive. I would need to learn Verbal Behavior-Milestones Assessment and Placement Program by Mark Sundberg, Ph.D.. I would become a part of the Pennsylvania Autism Initiative Program.  I would lead a staff of 8. My question, "How can I lead when I don't know the program?". 

     I won't lie, this year has been the most difficult of my 22 years teaching and 35 years in education! Did I learn? Yes! Did I learn more? Yes! Do I still need to learn more? Always! Did I give up? No way! I never would.The best part is that my staff truly respect me! We became a family!

     My most valuable lesson is how valuable my students are. They are precious. They are so beautifully themselves! They don't care what anybody else thinks, they are always true to who they are! Did they become aggressive toward me! Yes! Yes, they did! Was it my fault? No! Like I said, they are true to who they are. Their aggressive ways are how they express themselves. My job is to find ways to avoid and/or cope with the aggression.  My job is to teach them ways to communicate so that they can express their wants and needs better. 

    It has been a hard year! I truly needed the support of my special education consultant, my board certified behavior analyst, the behavior support assistants, my paraeducator, my personal care assistants, the speech pathologist, my therapeutic support staff, the other Autism Support Teachers, and my student's parents! Thank you! My staff is amazing! My staff works so incredibly hard every day. Our job is not glamorous. We can't wear pretty teacher clothes or jewelry. My only hair style is to wear my hair pulled back so that just maybe it doesn't get pulled! We wear arm guards to protect us from bites and pinches.  I think I have been bruised since day one! We do toileting duties. I have a student who vomits multiple times a day. My students will not say "thank you". Yet, actually they do! I see little smiles when they see me. They calm down when I am make their discomfort, better. I may get hit, kicked,  pinched, or punched  but at the end of the day I do realize that this is why they are here and if they feel the need to do this then inside they are uncomfortable too. I see peace in their eyes when they see that I am there. I know that days I am not there are harder for my staff and my students. I have always prayed to teach the kids who need me the most. These are the kids who need me the most. We work hard in my classroom. We follow a comprehensive schedule, faithfully. My students need structure and routine and we provide this continuously. My class is learning life skills. This is new to them, they are learning through task analysis. Their lives are improving!

    My heart is in turmoil because I am searching for the next group of kids who need me the most. Again, I love my current kids and all of my former kids! If I move on great. If I do not move on, also great because this is where I need to be.  I truly want to teach in the field of special education forever! My goal is to always leave my classroom and my students better off than when I started. I always do this! I am also always grateful to the parents who entrust me with their most cherished blessing everyday.

   My "why" is because all kids whether special or not need a champion and need hope. My vow is to never give up on kids! 

   

In Special Education: Love is What Matters Most

   There is one thing that I believe almost more than anything else, special education matters. I have been a special education teacher for 34 years and have never doubted that this career was my calling. Thirty four years later plus the four in undergraduate studies, and I have never forgotten any of the precious children that walked through my classroom door. Each one has offered me insight to the human connection and beyond!

   My very first "student" was Jonathan. He was a four year old autistic boy. I was still in high school. It was believed by Jonathan's special education teacher that he needed more human involvement beyond that given by his parents and teacher. She developed a program to give Jonathan more time to learn about himself and the world around him. She interviewed and gathered five student volunteers who would work with Jonathan one night each. My night was Friday evenings.
 

Raun and his mom, Suzi.

Raun and his dad, Barry

    We were trained mostly by reading the novel, Son-Rise, written by Barry Neil Kaufman. Barry Kaufman wrote this book in 1976. The year I began working with Jonathan was 1978. Against all odds and all professional advice, Barry and his wife, Suzi, refused to stop loving, trying, or hoping that their son, Raun, would leave the safety of his quiet, autistic world and gradually share his life with their family. Barry Kaufman recorded their journey. Their steadfast love and tireless work ethic gave Raun back to his family. This is truly a story about love, and family. Jonathan's story was about love and family too. Jonathan's parents were devoted to him. They converted their home into a haven where Jonathan could feel safe, happy, and loved. As I entered Jonathan's home, there was a tire swing between the living room and kitchen. It was there that I would greet Jonathan every Friday evening. Jonathan showed me what my calling was. My original plan was to become a registered nurse. Jonathan taught me that there was a different career that I belonged in, special education.

   Early on in my career, I learned that in special education as in all education, love is what matters most. If their isn't love behind what we are teaching then their is little chance that the student will gain progress. Special education requires  tenacity, dedication, and persistence with a foundation of doing what you know is right in your heart. It is not for the weak of heart. A special educator must be gentle, yet firm and fair.  Repetition and routine go a long way in building new skills. Practice really does make perfect!
   There is one thing about Special education that is bothering me  lately. I guess, that this "thing" is happening throughout all of education, really. This "thing" is called paperwork. This is my opinion about that. I believe wholeheartedly in Individual Education Plans (IEPs) for special education students. IEPs are after all kind of like road maps that direct teachers and special education providers on the right path when working with new students. IEPs make sure that that students receive all of the services that they need. IEPs protect the child. I also believe in data collection. I believe that the data shows us how the child is doing and takes us to where the child needs to go next. I believe in progress reports, because parents absolutely deserve to know how their child is doing. I even believe in some testing! Again, I believe that tests can be like a road map to tell us where the child and the teacher need to go next! Tests should really be for the teacher to see how well his/her teaching is reaching the students. If the lessons are not reaching the students, then the teacher may want to review his/her delivery style. That's it! This is where I believe the paper work should end except for the occasional incident report or field trip form!  Lesson plans are really for the teacher to guide their lessons. Teachers should have them of course, but should be allowed to write them in a way that makes the most sense to them. Administrators should ask to see lesson plans during observations, but the teacher's creativity and thought process should be allowed to shine on the lesson plans.
   I saw a quote recently from "Kindness is Magic" in Queensland, Australia. "Over-planning kills magic." I agree with this quote! My favorite thing to do is to plan amazing, interesting lessons that make memories for the students! Too much paperwork takes away from the time teachers have to plan highly-effective, creative lessons that are aimed at the student population.Too much paperwork limits the time that teachers have to go above and beyond to do what they love best...create magical lessons! I want to bring the magic and the love back in to education!
   Teaching is fun, and can be so magical! Special education matters. That one "thing", paperwork, matters too, in moderation.  It's important to remember though, that above all however, let us not forget, that every child matters. Every child matters with no judgement;only acceptance. If Barry Neil Kaufman, Raun Kaufman, Jonathan, and all of my current and former students have taught me anything: In Special education, love is what matters most.

Happiness is a Special Education Classroom

         I must admit, I have been procrastinating about writing a new blog post for some time! Most of what I have thought about writing lately isn't really blog worthy!  So, I decided to write about the things that bring me joy!  The things that make me happy as a special education teacher. My happiness comes from being in a special education classroom. I have never regretted my career choice. I won't lie, being a special education teacher is a very difficult job!  I wouldn't trade this difficult job for anything. I am in it for the kids! So, let me begin with the number #1 reason why I love my career choice.
1. The students! Just thinking about my students now and way back over thirty years ago, makes me smile. Kids are honest and are so good about being genuine. They say what they think, and they behave how they feel.  Sometimes they are like tiny puzzles that must be figured out. Eventually through trial and error each child is understood. The child realizes that they are cared for, somebody gets them!  When this happens, the teaching becomes magical! I love seeing them everyday!

2. My co-workers. I adore my para-educators, aides, and personal care assistants. When we all work together a beautiful thing happens. We become a school family! No one works in special education for the money! It's always all about the kids. Where else would you find a caretaker willing to change jobs just to follow a student? When a classroom works right the students feel safe and trust the adults in their classroom. This is when real learning can take place. 

3. The special education related service providers are third on my list! I love the team of professionals that share in the education of my students. The speech people, occupational therapists, physical therapists, autistic support teachers, job trainers, guidance counselors, social workers, psychologists, and special education consultants. These people run from school to school, class to class, and student to student all day long, yet enter the classroom with a big smile ready to see that certain student who they mean the world to.  My kids (students) know right down to the minute what day and time each of their service providers come to see them. They all have their very own special unique bond with each student. Their expertise with these students is very helpful in helping the student to become more successful.

 4. The cafeteria employees and maintenance personnel are fourth on my list!  I adore the cafeteria workers and the maintenance people. It just often seems that the cafeteria people and the maintenance people are the first to lend a helping hand when my kids or even a specific student needs a helping hand. Mrs. B. would often take the time out of her day to allow a certain young man to sweep the hallways with the giant broom. Mr. R. made the dreams come true for a student who wanted to help out in the cafeteria. I thank these unsung heroes because in the eyes of my students they are true heroes!

 5. The creativity of teaching is my fifth love! Yes I love lesson planning! I love figuring out ways to deliver instruction to my students in a way that they will understand it and remember it! I love the art of teaching! Sometimes when teaching, I feel like an actress or maybe a cross between am actress and a comedian! I do whatever it takes to bring a point home! I love hands on learning: building, digging, pouring, imagineering; yes I meant to say imagineering!  Imagineering is a product of making our imaginations come to life! There is also a kind of fine tuning that takes place everyday, I have to blend each activity carefully to a time of day that will benefit the students the most. Unfortunately, not all of our work can be "flashy" or "Fun"! So, we ease into the morning after breakfast, with our daily news, followed by social circle, followed by a full morning of English language Arts, and three different reading classes, all before lunch! To break this up we have a "brain break" with our friends at Go-Noodle! After lunch we have math, social studies, life skills, and science! It's during the afternoon when I turn things up a notch after a long morning of learning! It's in the afternoon when we sometimes bring our lessons to life! It's in the afternoon when good ol' imagineering takes place! Needless to say, I find the teaching part of teaching fun!

Just a little Charlie and the Chocolate Factory/ Kindness Party

6. The sixth thing I love about Special Education is the IEP (Individualized Education Plan)! Maybe I'm crazy, but yes, I love the IEP. Writing them is not so much fun! I however appreciate their value. I believe that every child is different and not just kids in special education, but all kids. The IEP really does bring the best of education to each child to meet his or her personal needs. If it's on the IEP, then it must be followed.

7. Last on my list of things I love about special education is bringing the world to my students. I never, ever want my students to feel like they can't make a difference in the world because they most certainly can! I love doing service projects with my students because then they see for themselves the differences they can make in other peoples lives. In the past my students from two different schools have raised money for author Jena Ball to be able to publish her book "The Not So Perfect Club." We met with Ms. Ball, Marty Keltz (TV producer for the "Magic School Bus" series, and with students also helping Ms. Ball in Iowa, through SKYPE. We also raised money after the earthquake in Nepal to help rebuild damaged schools. Finally, we raised money for Special Olympics in New York State. Our current service project is, "Letters for Life". We make cards and send them to our "Little Warrior Buddies". Each student has been matched with a child to send cards monthly. The children all have very serious medical problems. My students adore their monthly matches! The "Little Warrior Buddies" post pictures of themselves with their cards for my students to see. Some of my students have received cards back. It has become a nice friendship. We also make and send cards by request. If you know someone who needs a pick-me up, message me and we will send them a homemade card. We are hoping to reconnect with the students in Nepal to send cards to

them too. Who says that we have to speak the same language to appreciate a  new friend! It has been heartwarming to see the responses of my students when they know they are making a difference in someone else's life. The truth is though that those we are trying to help are making a difference in our lives too.

   I am beyond happy that I chose a career where I get to meet some of the most fascinating people in the universe! I value each and every one of them. My life is better because of the children I teach.

Letters for Life

     One of the most crucial yet most difficult skills to teach is writing. The task of just thinking about writing often overwhelms students and can cause them to shut down. My life skills students all have difficulty with handwriting, reading, spelling, and organization. So, when it comes to writing my motto is: "slow and steady wins the race." 
    In the beginning of the school year we talk a lot about topic sentences. Next we move on to three important detail sentences. Currently we are working on three types of topic sentences: number, feeling, and fact. Next we will add the conclusion sentence, then voila...we have a complete paragraph. We of course work on our spelling, capitalization, and grammar in conjunction with writing a paragraph. My students are doing great with their writing and I couldn't be more proud of them. I have heard very little whining through this whole process. 
    Since I am a "Life Skills" teacher I wanted to come up with a way to connect my students writing with the real world. This is how our "Letters for Life"project began. My goal was for my students to make cards and write letters to anyone who was lonely or needed cheering up. Sometimes just getting a card and knowing that someone cares can make a world of difference to them. Cards of kindness, I like to call them. 
   Somehow, I stumbled upon a group called, "Little Warrior Cards." It's a group of people started by moms who send cards to children who are sick or disabled. I asked for 10 children's names and addresses to match them to the students in my class. Our first cards went out near Christmas time. Each of my students has been assigned a child to send cards to once a month. Once the child receives heir card, his/her parent posts a picture of their child with the cards. My students love hearing how their "Little warrior Buddies" are doing. I consider this a win-win situation. My students are able to practice their skill at following directions (to make the card), their skill at writing both handwriting and paragraph, kindness skills which we practice everyday, and postal skills.

Their new friends are now connected with a student who will send them cards once a month. I cannot say enough good about our "little Warrior Buddies" and their parents. These parents are dealing with a critically ill child every day, yet still spread so much kindness themselves. The children who are dealing with diseases and disabilities that no one should ever have to face do it with such grace and bravery. One goal for this group is to spread the word that childhood cancer needs more money for research. Their ultimate goal is however to to bring happiness to their children during their darkest hours. I admire this group and their efforts so much.
     In conclusion, I'd like to add that if you know someone who could use a little pick-me-up I know the best people to bring joy to them. Simply message me with their address, approximate age, and likes at: https://www.mittaubin.weebly.com. You can find the page under: Educational strategies and activities, followed by service projects, "Letters 4 Life" or simply go to the contact page.  My students and I thank you in advance.

     

Life: Two Questions Answered!

     

My son's friend recently asked me two questions to get to know me better. I decided to share them in a blog form because everyone chooses their own path in live for different reasons. My path from day one was special education. I have chosen to be an advocate for children who need special education services for very personal reasons. I love my career choice and even though I may gripe about the long hours of paperwork that goes along with this career, I do believe that the paperwork is necessary to give children the best education possible. The paperwork is simply the glue that binds all of the services together and keeps the team connected. I have never regretted becoming a special education teacher.

Question 1: Why did you go into special education instead of regular education?

"Hmm...My reason for going into special ed as opposed to regular ed is highly personal but not so personal that I won't share. I was a preemie back in 1961. I actually almost didn't make it because my heart stopped beating when I was only a few days old. I was saved. My story could have easily turned out differently. I could have been intellectually challenged. Thankfully I was not. I went into special education to help kids who were not as fortunate as me. I wanted to treat kids how I would have wanted to be treated if I were disabled. I believe that every kid is "normal", it's just that everybody's normal is different. The most rewarding part of my job is seeing kids happy and excited about learning. I love watching kids work hard to get to the next step in his/her education and then get it! I love coming up with new and creative ways to make lessons memorable to keep my students talking about what they have learned and experienced. Not every child learns in the same way. I love finding the key that helps unlock each child's learning potential." 

Question 2: What is your favorite holiday and why?
     
     "My favorite holiday is Christmas Eve. I love Christmas Eve because it is a true family holiday. Everyone is happy and together reliving Christmas's past and full of hope for the next day. I love reading Christmas books. When my kids were young we had a holiday reading jar. I actually wrote a blog about it! I love unfilled stockings and the smell of the air. I love Christmas Eve Mass as a family. I still remember the feel of my grandmother's smooth,  leather gloves as she held my hand in church. I hope my kids have warm memories too.#

Reading Beyond the Classroom: The Reading Chain Challenge

   

A little over a month ago I left my dream job to begin a new chapter in a similar position in a different state! I spent many sleepless nights trying to decide if this was the right thing to do. I fought myself because my whole life I generally took the road less travelled. This was once again, the road less travelled! I have always looked out for others before myself. I cheered for the underdog because I believe that all people deserve a chance in life no matter what their home circumstances are like. I grew up watching Walt Disney films where the underdog always wins. Now, I was leaving an amazing group of children who usually gave me their best work. Children who followed my every whim. Children who trusted me to take care of them and guide their education. In our short time together, we all became stars. We didn't sit quietly alone in our special education classroom. We emerged during our time together. We were in the newspaper several times and made television news on two stations. How did we do this? We did this by working hard for others and in the process building our own confidence and academic skills. We made memories that last a lifetime. I learned more from these kids than I ever did in any higher education classroom. In the end, I didn't want to be just one more person walking out of their lives. Saying goodbye was hard. As my assistant reminded us, this goodbye was forever. At the time I thought this word "forever" was going to break my heart! 
    My first day in my new position, I was greeted by two amazing paraeducators and a new classroom of children. Beginning a new position in the middle of a school year is an unique challenge. My new students were unsure about me, rightfully so. I of course thought of the children that I left behind. I always say "once my student always my student". I found myself using many of the same techniques that I used in my previous position. Techniques that my former students helped me to hone. In my first month in my new position I have learned so much. I have learned, that just like students, teachers are always learning too. I still have so much to learn. I am grateful for this. I still get excited when learning new skills and techniques. 
    It's been a month. My new students were curious about my former students. They asked lots of questions about them. In this month , I have gradually blended my brand of teaching to my new classroom. We decided to make a reading chain like the one my former students in room 215 have started. Then we decided to challenge the room 215 kids into a reading challenge to see which class can read the most books by the end of the school year! My new students in room 10 kept track of their books read this school year, so we made a reading chain like the one in room 215! The challenge is on! 
   "Forever" isn't forever! Two groups of teens who come from different worlds have come together to compete for the top reading title! The prize, a pizza party for the winning classroom. The real prize: teaching students that reading is fun and is a skill that takes us all beyond the classroom. The goal: to make better readers, one link at a time!

Saying Good-bye is So Very Hard to Do

 

       How do I say good-bye to kids that have been part of my every thought for the past three years? I have become a person in their lives that has not let them down. I have taught them that school is okay. That learning can happen and can even be fun! When we are in class, I think that for a little while we all forget our out of school circumstances. I think that we all have hope for  brighter futures When we are together we work hard to make sense of the Common Core Standards in all of our subjects.We don't bad mouth the Common Core because there are many solid learning objectives in them. Objectives that may open our minds to think deeply and critically. Objectives that will keep the kids talking to each other long after the school day has ended. Isn't this what we want?
     Tonight I am thinking critically and deeply. I didn't expect opportunity to knock mid school year. It's suppose to knock during the summer so there is a clear cut beginning and ending to the school year. Leaving mid school year seems unfair to my students but that's when my opportunity came. The trust that I have built with these students  is partly due to the fact that I am always fair to "my kids". They are my kids! I teach them, I discipline them, I do laundry for them, I feed them, comb their hair, call their parents with good calls and sometimes not so good calls. Their families are my families too. I understand that raising a family is difficult and expensive, and more so if there is only one parent. We all do the best we can.
    So what do I do? Do I answer the door with opportunity knocking? Do I break the news to my kids that they have to finish the year with someone new, causing sadness and anxiety in all of us. Or, do I say no to this opportunity and stay here until June hoping that opportunity comes knocking at my door again. This decision doesn't affect only me, yet the decision is only mine to make.
    Today I handed in my resignation. I had to do it quickly, without thinking too much about it. If I thought too much then I would have been overwhelmed with heartache over leaving a group of terrific kids! Quite honestly I learned more from them than they ever did from me. I have learned to never pass judgement on any of my students or their parents. Their biggest feat of the day is getting themselves to school. Outside of school they are often faced with adult problems and situations that deeply affect them but because they are children they are expected to go with the flow. School is their hope and mine that they can each ultimately find their own way with the skills they have learned in life and in school and run with it.
   Four days left. I have seen signs that "my kids" are anxious with my departure. We have talked a lot about it. They know that I care deeply about them. They know that I expect their full cooperation with their new teacher. I am hoping that technology and the U.S. Postal Service can keep us all in touch for many years to come. I'm hoping that their new teacher and I can connect our classrooms via Skype and do a lesson together. Perhaps all of my kids can make new friends long distance. Isn't technology great?
    Three and a half years ago, I took on a class full of holes and with my students, colleagues, and a few twitter friends made it whole. As I leave, it is my goal to find a way to keep each child in it whole. After I leave, I am no longer their teacher. I can only hope that I was able to plant enough seeds to keep these kids moving forward, beyond their personal circumstances, and to follow their wildest dreams! To the kids in room 215 a piece of my heart will always be with you.

Reflection By a Special Education Teacher.

 The older one gets in life, it seems like everything that has happened to the current point becomes more clearer. I'm elderly yet, but I believe that every experience good and challenging has brought me to the place I am today with greater awareness. I have worked in some form of education beginning before I left high school.  Back then, I was chosen to train and work with a young autistic child every Friday night. I knew from the moment I met this child that I was meant to work in Special Education. I pursued a B.S. in Special Education N-12, and obtained an Pennsylvania Instructional II teaching certificate. More recently I earned a M,Ed. in Literacy 5-12. It's my belief that education is non-ending. We learn new things every day. I have learned from coursework, reading, professional development, but most importantly from my students. As a teacher, I have learned to listen to my students auditorily and visually. To learn, a child must be heard. When a child acts out or shuts down it's because I am not reaching him or her in the way that the child needs, it is therefore my job to find the  right approach or strategy that speaks to this child.  I value each child, I will teach each child the skills that s/he needs, I will advocate for each child, and I will write appropriate IEP's for each child. At the end of the day I will take the whole of my experiences and reflect on what I can do the next day to make that day better for every child in my classroom. 

Bring History Alive with Art and Drama

          Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. (Abraham Lincoln) Three years and one and a half months ago I began teaching in a 12:1:1 classroom. I had twelve little faces and three aides staring up at me day after day, all day, to improve their skill and knowledge in: ELA. math, reading, science, social studies, and life skills. I had an eclectic group of children with multiple disabilities with a wonderful common strength...They all wanted to learn! They didn't know what a continent was, or a state, they couldn't tell me what their own state capital was. They did know who Abraham Lincoln was but only as the President with the tall hat. I quickly learned that teaching them was a balancing act of knowing when they were best at doing seat work, when they needed to get up and move, when they needed a brain break or a snack. I planned each lesson accordingly. I rarely heard moans and groans from kids who didn't want to learn. My runners stopped running from class. The kids quickly learned that their classroom was their safe place where they could be themselves but did have to follow the parameters of our "point system". There was only one part of the day where "my kids" lost interest...Social Studies"! Social Studies came right after lunch. My kids just wanted to chill out but I had to teach them social studies!
     Social Studies became my biggest challenge! Social Studies kept me up at night! Social Studies was my tempest in a teapot! I tried teaching map skills but even my aide moaned! We did a study of New York State which was beneficial but was not part of the regular curriculum. So during the holidays, we tried "Christmas Around the World." My idea was at least they will learn about different countries! We made paper suitcases. I gave each student a passport with their picture in it. I had different stamps for each country. Sounds like fun, right? It was, but phenomenal and memorable it was not! My kids still couldn't differentiate between a continent, country, state, city...town! We did activities to rectify this but it only helped short term.
    So, I went back to the beginning. I triple checked the NY standards for their grades (6th and 7th). I decided to find a way for them to learn American History. Sixth graders were suppose to learn Global History but how can they learn Global  History when they can't even tell me that Albany is the capital of New York State! I decided to teach American History and tie Global History inasmuch as possible. 
     It was mid-school year when we got started.  I taught my students how to write two column, guided notes. We began by studying explorers which definitely included Global History. We made a growing timeline along the wall.  Each student did a report on an a assigned reporter. They loved going to the library to do their research. They felt important because just like their peers they had a research project.
     There are two best parts to my story, the first one is coming now. Both best parts are important because it is me that learned the lesson!  When we got to the colonies, I decided that we shall make a model of Jamestown with popsicle sticks. The clouds that had hung over my social studies class all year floated away and the sun appeared! My kids loved building Jamestown! They used milk cartons from lunch covered in pretzel sticks  for buildings. They used Quaker round oatmeal boxes to build the bulwarks. They even landscaped their structure. Best of all because of their intense hands-on learning, they could name the buildings and sections of the fort!

Snowing at Jamestown by using microwaved Ivory soap from our science experiment!

     It's currently year three with my kiddos! We now love social studies! Let me tell you why! This is my second best part! We have recently been learning about the "French and Indian" War. I continue to use two-column, guided notes with blanks with the first letter of the word. The kids love to try to be the first one to guess what goes in the blank! When they do, they get extra points. I read the "stories" from their actual history textbook.  I very simply act out the lesson and then repeat it for the kids to act out! I then do very rudimentary drawings on my whiteboard to bring history to life!  The kids laugh at my lack of artistic talent, as I joke that I draw better than the art teacher! All information taught is straight from their history book, broken down in simpler language. The kids get it! They can repeat the stories! Just ask them why it wasn't a good idea for the British to wear red coats! They can tell you that and more! Social Studies  (History) has become a game where we all win!

Never Give Up!

    When days are rough, I sometimes need to remember my own motto, "NEVER GIVE UP"! I learned this motto on the first day, of my first, full time special education teaching job way back in 1984. First jobs toward one's career are the foundation for the rest of our days until we one day retire. I'm not anywhere near retirement, nor do I want to be, but my motto still rings true, "Never Give Up."

 
      Today is a particularly difficult day for me tied in to difficult, weeks, months, and years. It's a personal journey that isn't at the point of sharing and doubt it ever will be. Those who know of it, tell me to "Give up". The thing is, I can't.  If I give up I'm only failing myself, failing the other, and not fulfilling my motto of, "Never Give Up"! As in my first special education job, I have often received children who appeared so lost that there was no way to help them. 
       In my first job, I taught 8 boys all under the age of 16. I was also home caretaker for four of the boys. Since this was a residential setting, this meant that I had to come to work an hour early to help the boys clean-up, get dressed, and eat breakfast. All four boys were basically non-verbal, one had a few words. They were also both self-abusive and sometimes aggressive. 
    On my first day, I went with my Principal to meet my new students. While walking through the boys' residential home unit we found one, a rather large boy, about 5'5" weighing nearly 200 pounds, kneeling on the steps leading  to the second floor, leaning on his elbows. He was jabbering in his own language. He was blocking the stairway from both directions. Since this was a locked unit, the principal simply said this is "Douglas".:" He never stays with the group. If he leaves, let him go. He'll hurt you if you don't. He can't get out the facility is locked and fenced in." I simply nodded. I wasn't agreeing with her, I was matter-of-factly processing what she said. I finished the day, meeting all of my students, and colleagues. The school had two full time teachers, and an art and physical education teacher that traveled between schools. There were numerous house mothers/aides, a cook, and two laundry persons. This was not a job for the light-hearted. This was also not a job that I ever saw myself in, but here I was and I was determined to make a difference in these kids lives. I was going to figure out "Big Doug", and make sure he became part of the group.
   That first night, I couldn't sleep. I read the boys IEPs (Individual Education Plans) carefully. It appeared that all kinds of people came in and out of these boys lives. I literally had the kids that nobody else wanted. The last teacher was let go for tying the children to chairs with shoe strings! My mind kept wandering back to Doug and what brought him here and why he did he not want to be with people. Oddly, our birthdate was the same! 
     Day two began bright and early. I had to be at school before 7:00 am. The other employees were not responsive to me. I guess they saw too many other people come and go. I found Big Doug staring out his bedroom window. He was having a full conversation, complete with hand gestures, and head shakes all by himself. He was so adorable that I had to chuckle. I gingerly approached him because I didn't want him to bolt. I simply placed my hand gently on his shoulder and listened as if I understood. He didn't flee. 
     Eventually I had all four of my boys up, cleaned and dressed. My self-abusive autistic guy scratched me up pretty good right down my neck when I removed his mitts to get him dressed. He was a tough one, but we made it through. I held Big Doug's hand all the way to the breakfast table down stairs. We made it! The table was U shaped with Doug sitting in the U against the wall so he couldn't escape. Doug would sit in his chair while eating and bounce up and down while giggling. He was precious! After the boys finished eating, I cleaned them up at the table. We then exited to go to the school house which was directly next to the residential house. Doug made a break for it when we went outside! He ran to  picnic table put his knees on the bench and his elbows on the top and carried on his one man conversations! 
    I could see Doug from my classroom window. As I worked with my students 3 or 4 at a time I watched Doug walk between the picnic table to the fence all the while carrying on a full conversation. Finally a friendly adult, face, when the Physical education teacher came. He helped me collect Doug to get him to the gymnasium for gym class. After gym class, I fed the boys lunch. We then went upstairs to their living quarters for self-help skills (Brushing and flossing teeth, combing hair, clipping finger and toe nails and washing up.) Initially, I lost Doug on the stairs everyday, on our way to the boys living quarters! After self-help skills we had another class in the school house Doug would stay glued to the stairs! At the end of my work day I would bring "my boys" to the living room in the residential house to be with their night-time recreation counselor. He too told me don'y worry about Doug, that's just him, he does this to everybody.
    I did worry, and I did think. In fact Doug is all I thought about. I couldn't give up on this kid or his peers! Giving up on any of them just wasn't an option! Days went by,some better than others. I was scratched on a daily basis by my self-abusive, autistic boy with mitts, "Henry". Henry too had horrible days where he'd get his mitts and helmet off and totally self abuse himself. He'd bang his head on the wall, poke his thumb nails into his hears and slap his face repeatedly. I'd have to restrain him and/or bring him to our padded time out room. When doing this the other boys would watch an educational video within sight in the living room. Doug would usually go the the stairs on his knees and converse with himself. I always made sure that the boys knew I was there for them too.
    Weeks went by. My plan after much thinking, was that when Doug left the group, I would take the group to him. No matter where Doug landed, inside, outside, rain, snow or shine, we'd go with our school supplies to Doug. We of course dressed weather appropriately and made sure that Doug was too! We did many lessons at the picnic table and on the stairs! 
    As months passed, Doug greeted me with a hug in the morning! It was "our special time" to chat. He'd tell me stories and I'd respond with appropriate gestures and voice inflections! He'd laugh and I'd laugh, for real, this kid was so funny and good-hearted. Eventually Doug would take my hand. On the occasions he would bolt,he would willingly come back to class. I would go get him with my hand held out and he would grasp it.  He would talk all the way to class. 

     Now for the next to best part of my saga and the reason why, "I NEVER GIVE UP." Doug went months without leaving the group. So the group was allowed to go on field trips! I passed a driving test to drive the school van. We always took an aide with us. We went to the Philadelphia Zoo, Longwood Gardens, Special Olympics, the Strasburg Railroad, The Jersey shore to my house to make a spaghetti dinner and more. Sometimes we just went out for ice cream. It didn't matter, Doug was with us! 
  The best part...Doug didn't need to be in a locked facility any more! Doug got to move on to another residential unit with out fences all the way around! His mother could come to visit and actually take him out. Doug was happy. Everyone in Doug's life was happy. I was happy too. Every now and then I would see Doug on campus and he would bolt, right to me with a great big Doug, bear hug! Then back to his group he'd go! My motto is, "NEVER GIVE UP". Small steps for some are miracles for others.

     

 
   

    

Steps to Navigating the Special Education Process

     On my last day of work for the 2014-2015 school year while standing in the front office, all anyone could hear was "chirp-chirp-chirp", over and over again. No one knew where the little chirp was coming from. So a wise administrative assistant and a high school mathematics teacher searched for the source of the tiny, yet frantic chirp. They found it! In the outdoor courtyard located in the center of our school was a baby bird trapped inside a drain hole. It was trapped in a very precarious place. It wasn't possible to just reach down and guide him out. Gentle care had to be taken because this bird was so tiny and frail. The two adults put their heads together and from a coat hanger or two, and a manila folder they created two tools to gingerly guide the baby bird, a killdeer, into their manila-folder tool and into the math teacher's hands. This duo then swiftly brought the frightened bird to safety, outside under a bush near the field where the elder killdeer roam! I ran inside to grab my cellphone to take the tiny bird's picture, but by the time I came back this sweet little urchin was running and chirping on the back field just like all of the other killdeer! Can you see him in the picture above?
      Sometimes being the parent of a child who is having difficulty in school is like trying to see a tiny bird through all of those blades of grass! Where do you look? Who do you go to? Who can you trust? You hope that someone will swoop down just like the two adults in my story and will just fix everything! It's not quite that easy to remedy the problem when a child needs academic help,  but the good news is that there is all ready a plan in place to help children who are struggling in school. I've broken the process down into ten steps as a guide to help parents or guardians navigate the special education system.

1)  Talk to your child's teacher about seeing if your child needs to be identified as needing special education services:
     There are two ways that children are possibly identified as needing special education and/or related services. The first way is by the referral of a parent. The second, is by "child find", a mandate from the Individual's with Disabilities Act. (Wrightslaw: The Special Education Law) Child Find requires all school districts to locate, identify, and evaluate all children with disabilities regardless of the severity of their disability. Child Find operates in every state in the U.S.A..
     Again, their are two ways the child can be identified, first by the parents asking for a referral and second, by child find where school professionals such as the teacher or school psychologist may ask for permission for the child to be evaluated. When the parent asks for a referral, it can be done verbally but it's best to place this request in writing. Under the federal IDEA, the evaluation of the child needs to be completed within sixty days after the parent gives consent. Some states have their own time limit which is then takes precedence.


2) The Child is Evaluated:                                   
     The law mandates that the child's initial evaluation must be complete and individual. This means that the evaluation must be only for that specific child and no other. The evaluation must also assess all areas in which are believed to be included in the child's suspected disability.

3) Determination-It is decided if the child is Eligible for Special Education and/or related Services or not:
    A team of educational professionals and the parents or guardians review the child's evaluation results together. As a group, they decide if the child is defined as a "child with a disability" by IDEA. In my years as a special education teacher, I have seen decisions go both ways.  If, however, the parents or guardians do not agree with the results of the eligibility decision, they may ask for a hearing to dispute or challenge the decision.
* steps 4, 5, and 6 run concurrently.

4) When the Child is found Eligible:
     When the child is found to be eligible for special education and/or related services, The school district has thirty days to write an Individualized Education Plan commonly called the IEP.  The IEP is written by a team of professionals such as: the school psychologist, speech pathologist, teacher, CSE Director, the guidance counselor, and anyone else who will provide services for the child such as an occupational therapist or physical therapist.

5)  The IEP meeting is scheduled:
       It is the school district's responsibility to schedule and implement the IEP meeting.The school district must contact and invite all participants including the parents or guardians and depending on the child's age, the child him/herself.  The meeting must be scheduled at a time and a place (usually at the school) where the parents or guardians and professionals can all attend. The parents or guardians must be informed of the meetings purpose and who will be attending. The parents can also invite anyone that they believe has special expertise on their child such as: a family member, a pediatrician, an outside counselor...etc. The goal is that both the school and the parents are on the same page going into the meeting so that everyone involved is well informed and can make the best decisions on behalf of the child's education.

6) The IEP meeting takes place turning a draft IEP into a complete IEP:
     Again, the entire team with the parent's meet to discuss the child's IEP. Often, a draft IEP has been written to guide the process. It's imperative that the parents or guardians give consent for the IEP to be implemented.  If for example, the parent does not agree with the child's new placement (class or school) the parents can further discuss options with the team before consenting to the IEP and the placement. An example of this is, perhaps the professional team feels that the student is best served in a classroom called a 12;1;1 placement. This means twelve students, to one teacher, and one classroom aide. The parents may want the student to stay in the regular education classroom. The team and the parents must then work out an agreement. Perhaps they compromise by keeping the student in the regular education classroom with a special education teacher as a direct consultant in math and English (this means the teacher goes to these classes with the child) and as an indirect consultant (The special education  teacher collaborates and oversees the the remainder of the child's classes) with resource room support for 42 minutes daily and testing accommodations for all tests and quizzes. The Special education teacher would be  the direct consultant teacher in math and English because this is where the child's disability areas are prevalent. Resource room will be a place where the child can work on his/her IEP goals which are in the areas of the child's disability. Testing accommodations are adjustments that are made to the child's testing situation to help level the playing field between the child and his non-disabled peers. When all persons involved in the child's IEP agree and sign-it, by which the parents give consent, then the IEP can be carried out. 
     If the parents still do not agree with the decisions made by the IEP team, then the parents can ask for mediation, or the school may offer mediation. If no agreement is met after mediation, then the parents can file a state complaint, or a due process complaint. This would lead to a due process hearing where mediation must be available. Most of the time the professional team and the parents leave the IEP meeting in agreement, after all everyone wants whats best for the child.

7) Finally, the IEP is complete and services, are provided for the student:
    The school must make sure that the child's IEP is carried out.  The parents are given a copy.  All of the student's teachers, and services providers must have access to the IEP and must know his/her specific responsibility to carry out his/her portion of the IEP. Everyone must sign-off that they have read and understand the IEP.  A case manager or special education will monitor all persons responsible for carrying out the IEP.

8)  Progress monitoring reports for parents:
     The special education teacher and the service providers must regularly report the child's progress on his/her IEP goals. Data of progress toward to measurable goal should be kept and included in the report. Progress reports must be sent home at least as often as the child's non-disabled peers are rated. Usually, this is four times during a school year.

9)  Yearly IEP Review
     At least, once a year, the IEP is reviewed. It's called the "yearly or annual review".  A review can be held more than once a year if the parents or the school district feels it is warranted. Step nine is very much like step six.  The profession team and the parents again meet to review the IEP, change goals, or the placement as necessary after reviewing the student's progress. Concerns and things that are going well are discussed. Sometimes additional testing or consultations are recommended. Again, if the professional team and the parents or guardians are not in agreement with the IEP, then a mediation can take place, or a due process hearing. Parents can also file a complaint with the state education agency. In most cases, however, all parties leave the IEP meeting in agreement.

10)  Reevaluation Process
     Minimally, every child with an IEP must be reevaluated every three years. More often if it is requested by the child's parents, guardian's, or teachers. It's called a triennial review. The triennials purpose is to determine if the child is still considered a child with a disability under the IDEA guidelines. Like an IEP meeting their will be a triennial review meeting to discuss any changes in programming that may need to be made on behalf of the child.

     

     In the end, like our baby killdeer, you too will navigate your way through all of the blades of grass and special education processes that will get your child the help that he or she needs. Remember, all persons involved want what's best for your child. Also remember, as the parent you always have the right to question your child's IEP and advocate for your child. Like our little killdeer your child will land on soft, yet solid ground.

The First Cry is Life Itself..Champion Kids With Hero Parents

   

     The last push and then stillness as a child is born. Anticipation of a hearty cry, a cry that signifies good health and vitality. Not every mother hears a hearty cry from their infant. When this happens, the cry comes from the mother deep from her soul itself due to the despair of broken dreams and helplessness. She knows intuitively that something is not right with her child. That cry whether from the infant or the mother symbolizes that they are one.

   Their are many cries after a delivery. The first cry, usually the infant's followed by it's parents and down the line as each family member and friend meets the child for the first time.  The first cry is life itself. When something goes wrong either during pregnancy or during delivery, parental affection does not end.  A parent's job from the moment of conception or adoption is to be that child's protector and guardian. Heartstrings are quickly attached, so strong that no one can sever them. From that last push to that baby's first cry the mother is bound by eternal love for her child. Healthy or not, that baby is a part of the mother and of course the father too. Parent's want what is best for their child.
        Parent's dream of idyllic children who effortlessly pass through each phase of life, filled with accomplishments and many friends. If you read Facebook or letters included in holiday cards, pages are filled with joy and accolades of how well the children and grandchildren have done and how beautiful they are. Every child is a gift to be cherished.
     However, in reality, at any stage in life, learning issues, illness or accidents can strike.  Then what? Are these children any less accomplished or lovely? Absolutely not. These children become champions who should be marveled for their for their strength, endurance, and tenacity. They are the ones who should be showcased for setting the standards that we should all follow. These kids are the ones with a strong work ethic because each day is a struggle and instead of giving up they forge ahead just to make through another day.  The parents who step up to the plate and stand by their child are heroes.  Having a sick or disabled child takes an enormous amount of energy. The whole world expects the parents to go on as usual when in reality their brains are racing trying to figure out the best way to help their child, while their stomachs churn from anxiety and their hearts are heavy and dark except for the one pink spot that is their child. Their child beats life into their tired hearts. It's a funny thing but no matter what else is happening in the world, when a parent sees their child, love takes over. Love is what makes that parent fight for answers. Love is

what gets the child through every day because s/he knows that at the end of it mom and dad are still going to be there to say "I love you," just like they have every day since that first cry.
   While all disabilities and illnesses test the human spirit, it's the invisible ones that come late in childhood or young adulthood that really test those heartstrings. When mental illnesses like: schizophrenia, bipolar disorder, borderline personality disorder,anorexia, bulimia, anxiety, depression with or without suicidal idealization...etc. take over the child's brain the heartstrings are really tugged on. Through no fault of their own these seemingly healthy children can become strangers. These hidden illnesses change them in ways that are out of their control. They may hurt themselves, physically or with drugs or alcohol in an attempt to soothe themselves. They may push those closest to them away. They may do things that make absolutely no sense to anybody but themselves. This is where friends and family walk away saying things to parents like, "Stop enabling", "S/he needs to knock it off, "S/he needs to grow-up," or "Let go before your life is ruined."   To these parents I say, "trust your heart and your instincts." Parents are their child's strongest advocate. They know their child better than anyone else. These parents are heroes who never stop believing in their child. They listen to the professionals but still trust their own instincts to get the best services for their child. These parents listen to their kids. These parents know that when their child's behavior changes it's not because the child is bad, it's because something is not right in the child's world. Instead of blaming the child, that parent will once again do the spectacular work that super parents do and find out why that child is behaving this way and will begin a crusade to get the child what s/he needs to bring stability to his/her world again. People forget that parents have known their children since that first cry.
     The first cry is life itself and there will hopefully be thousands more before the last. To all of the parents who advocate for their children through ever tear, this special educator cries "Thank you."


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