It was springtime in 2010 when I made the decision to pursue a career in Special Education. Little did I know how much my life would change in the course of two years. Believe it or not, lots of people tried to discourage me from pursuing this vocation. I heard numerous times that Special Education is "too hard", "it takes a special person to do that kind of work", "it's too much paperwork", you name it. I was surprised by how many times I was told me how bad it would be, even though the persons telling me this had not worked in Special Education. For myself, I knew that God had called me to work with children. More to the point, God had called me to work with children with special needs. I took a break from my profession to be a stay-at-home mom, but not from my calling.
Has it been easy? No, of course not. It's been tough. Some days are harder than others. But every day, I love my job. Every single day. Even when I'm challenged by it. Even when I'm unsure where I'll be next year--whether or not I'll be a lead teacher with my own classroom. Days like today make me glad that I stepped out in faith and took chances. I'm glad I didn't let the discouragement of others deter me.
Today, remarkable things happened at school. Little things. Special things. I mentor a little girl who is lacking in confidence. She was so shy when I first met her, but I bought a journal and some glitter pens and I write to her a few times a week. I leave the journal on her desk when she arrives at school, and she writes back to me. I saw her after school as she was preparing to leave with friends. Her friend's arm is in a cast, and my young mentee saw that it was beginning to rain. She quickly took off her own jacket to cover her friend's cast so it wouldn't get wet. What a sweet child! I wrote to her today that I think she is very kind, and that I'm happy to know her. It is the little things that a person does that say a lot about their character. My young friend has a sweet spirit. She saw a friend's need and sought to help. I hope to build her up so that she can have confidence in the years ahead. Life can be tough, and we all need encouragement. Maybe she'll remember the teacher who told her that she is special because she is a kind person. I like that I get to be her mentor. I like that this is something that I get to do--not because I have to as part of my job--but because my taking this job puts me in an environment where I get to help children who need my help.
Sometimes, amidst the challenges of working with children with profound disabilities, I ask the Lord for some encouragement that what I am teaching my students is effective. Just a small sign that my efforts are not in vain, or that I'm on the right track. Today, I got that small glimpse. I can't share details, but suffice it to say that it was one of those small things that revealed that one of our students was fully present and participating in class. If you work with children with autism, or know someone with autism, then you know what I'm talking about. Oftentimes, the "scripting" from tv shows and movies, the self-stimulatory behaviors--the quirks that make these kids seem far away--can make it seem like learning is not taking place. Trying to educate a child who may not appear to be benefitting can seem like an exercise in frustration. I know it's not, but we all have our moments when we just need to know that we are making a difference. Today, it happened. And so today, my spirit soared.
I shared this moment with my principal, and she grinned and told me, "Jennifer, hold out for a Special Ed. job. You're meant to do this." I just smiled and told her, "Thank you." I don't know what tomorrow holds. I do know that right now, in this moment--tired though I may be!--I am happy and satisfied that I am doing the right thing. God holds the future, and He will continue to guide my path.
As I have mentioned in previous posts, I currently work in a Special Ed. Communications classroom at an elementary school in the city where I live. A Communications class is a highly structured classroom for children who have Autism Spectrum Disorder or another type of diagnosis that requires high structure and intense coaching in communication. Now that I have been working in the classroom for six months, I feel like I have a pretty good handle on things. I have learned so much about Autism Spectrum Disorder (ASD), specifically about ways to enhance communication and conversation.
Years ago, when I worked in Early Childhood Intervention, a speech therapist colleague of mine taught me about the concept of a language-enriched environment. Essentially, children with speech/language delays need an environment that encourages and elicits language reception and production. She used the example of providing food choices in such a way as to elicit a verbal response. Parents and caregivers are encouraged to think about ways to help their child produce language. In the Comm. class, we are challenged to think of ways to encourage our students to carry on conversations with others. Children with ASD carry on a great deal of internal conversation that consists of scripts from movies and television shows. While this seems like a neat party trick--remembering hundreds of lines from movies and shows seemed cool in the movie Rain Man--in real life, this type of behavior is isolating and counterproductive to forming relationships. We work to encourage our students to 'script' less and to talk with others more.
Goals for our classroom look different than traditional classroom goals. We try to set up an environment in which other students engage our students in conversation. I also encourage my students to greet their peers and ask them questions. Socialization begins in small steps. I play a game with the students in the afternoon in which I have them ask me or one of the other members of the class a simple question ("What is your favorite color?" "What do you like to eat?") before they can have a small snack. We do morning and afternoon snacks and try to make these times instructional. Asking questions of each other is highly prized, particularly if those questions are not coached.
I am learning so much. I am enjoying my time in this class, even though it is challenging at times. God has been good to me, and I know that He has placed me in this classroom for a reason. I strongly believe that God is preparing me for my next classroom assignment--wherever that may be...
It's been a while since I've posted--over a month! Our family has been busy, like everyone else. We've had lots to do, especially since my parents have been moving. They are in the process of setting up house near our old hometown, and my mom is working at a new job. Also, my nephew had his appendix removed last week! Apparently, he is a tough young man, and I am so grateful that God brought him through last week.
The last month has been busy in my classroom, as well. As I am journeying toward my goal of being a special education teacher, I am working as a Communications Aide in a classroom for children with autism. We have been introducing the concept of centers to the students. I have been developing our writing and math centers. My colleague, Melissa, came up with a listening center that has really helped the students when they need to calm down. We have a really cool listening bingo game that the students enjoy. I am also slowly implementing a "write the room" center, but I still have work to do on that. :) Basically, we've rearranged the classroom, and that takes time and delicacy. Changing things too quickly can result in problem behaviors in the classroom.
I have been interested in sensory integration since graduate school. I have seen amazing--miraculous--transformations in children with sensory integration disorders. I received training in sensory disorders while I worked in Early Childhood Intervention, and took a course in Bonding and Relaxation Techniques years ago. Because of all of this, I am always looking for activities that promote organization of the sensory system. All of this fits very nicely in the classroom I am in, as students with autism often suffer from sensory disorders. Last month, I made pumpkin pie playdough, and it has gone over very well. I had hoped to make some gingerbread playdough today, but I already have a pile of laundry waiting on me and pants to hem. I am definitely making the gingerbread playdough for the students as Christmas gifts, and plan to put it in little plastic containers for them to take home on the last day of school before winter break.
This afternoon, I made scented and colored rice. I found the idea on Pinterest, but we are using the rice in a number of different ways.
I have made three different rice varieties so far. Unfortunately, all are shades of red. I am using about 2 lbs. of rice, mixed with 2 pkgs. of unsweetened Kool Aid dissolved in 1/2 cup of very hot water. I mix the rice and liquid together in a gallon size zipper bag, turning numerous times to allow the color and scent to permeate the rice. I made watermelon, cherry, and tropical punch. I want to make blue and green next. I just can't stomach the grape scent--it makes me nauseous! At any rate, the rice needs to dry completely in a container for at least a day before it is closed up tight. I bough plastic shoe boxes at Target, which should be roomy enough for the kids to dig around in.
We are using the scented rice to hide objects in for the students to find. I hide two different types of small objects in the rice. I used silver and blue marbles last time. The students take turns finding the marbles, then the teacher records the number of each item on a chart. The students have to determine which is more and less on the chart. As a calming activity, when one of the students is struggling, I count out a number of objects and the student buries them in the rice. Then he must find them and place them in a small bin. This means that he must continue until he finds the original amount.
I am finding that the students have difficulties with transitions, and that calming activities enable them to reduce their anxiety. Additionally, the rice is an excellent reinforcer because the feel of the rice in their hands is pleasing to them. They will work hard to complete their assignments in exchange for some time playing in the rice bin. :) This is a much better alternative to food reinforcers, which I saw a lot of last year in special ed. rooms that I subbed in.
We'll see how my students like the new scents tomorrow. Now, onto laundry!
