Today is Special Education Day, a holiday that honors and celebrates all of our neighbors, family members and friends who are part of the Special Education community.
What you may not realize is that this holiday marks the anniversary of the passing of a very important piece of federal legislation for the community: the Individuals With Disabilities Education Act (IDEA). This law, signed by President Gerald Ford in 1975, ensured that every American child with special education needs would have access to the services they needed to learn and thrive in an educational setting. This day not only honors the progress that was made in 1975 — and continues to be made today — but also encourages us to reflect on what we need to do to move Special Education reform forward.
So today, we at Care.com wanted to share some real stories from Special Education parents, families and professionals, and honor them for all the hard work and love they put into everything they do to make this progress possible.
Amita S., Educator in the San Francisco Bay Area, CA
I knew I wanted to work with kids with diverse learning needs when I made a connection with a student with severe autism while working at the university preschool during college. I enjoyed working with all the preschoolers, but I loved working with this particular student, because although it took a while and took many trials, I was finally able to find a way to communicate with him and the feeling was amazing. I discovered the joy in working with students with special needs and I was hooked.
It is very rewarding and can also be challenging because you may have to try several different strategies before you find one that works for a particular student. One of the most important things for me as a teacher is to always talk to my students about how all individuals have there strengths and areas that they find challenging. In order to support students with special needs, we need to point out and celebrate their strengths. They need to know that everyone learns differently and sometimes it’s going to take more effort or more time for them to do certain things, which is okay. What’s important is that they learn to advocate for themselves as they get older and state when they don’t understand something or ask for help when they need it.
I promote a welcoming environment by first making a personal connection with each of my students. They know that I have high expectations for them, and I am always going to support them along the way. Not just academically, but also by helping them to develop their confidence and independence. I am fortunate to work in a school where we work as a team to make sure we are doing everything we can for all our students. The wonderful thing about teaching, is you are constantly learning and I have learned so much from my amazing students.
Celia K., Educator in Chicago, IL
As an intern in a special education program, I do a lot of watching.
I watch my students, most of whom have autism spectrum disorder. I watch my supervisor, a brilliant speech-language pathologist. And, most of all, I watch the “team.”
The team is a collection of professionals who are part of our students’ Individualized Education Plans. These professionals are special education teachers, general education teachers, social workers, occupational therapists, speech-language pathologists, psychologists — basically, any expert needed for a specific child.
Because of the nature of a special education-structured teaching program, the team spends a lot of time together. Some have been coworkers and best friends for decades. They discuss current research in the field of autism. They laugh about funny incidents in class. They complain about tough days. They fight over prioritizing goals. But every single day, without fail, the team constantly problem solves for the sake of the kids.
A perfect education system does not exist; no program can encompass the wide range of needs for these students. That’s why I watch in awe as the team gathers every day to fight and advocate for their students’ needs.
“How can we change our schedule to allow Isaac more time in gen ed.?”
“How can we add more structure to smooth out Aaron’s transitions?”
“How do we optimize group lessons to include each unique student?”
These problems are endless — not because the system is failing our students, but because the team is constantly trying to improve their services to get these kids the education they deserve. And anyone in the field of special education, whether they’re watching as an intern, or deeply entrenched as an expert, knows that it’s worth it.
Diane H., Parent in the San Francisco Bay Area, CA
In about a month, my son will be turning 18 and I couldn’t be prouder of the young man he’s becoming. I can’t say it’s been an easy journey; if you asked me 10 years ago where I saw his future, it would have been a different story.
You see, my son is disabled. Kevin doesn’t look different from any other 18-year-olds, but spend a little time with him and you’ll see that he’s one of a kind. And, as a result of all the love and support Kevin has received from his educators, I can proudly say that my son will not only be graduating this fall and going on to college, but that he’ll also be doing so with an almost 4.0 GPA.
People ask me what it’s like to have a child in special education. I can say that, for us, it’s been like having a large extended family that truly cares about your child — almost as if he or she was their own. As a result of my own personal experiences, I strongly encourage everyone to embrace their child’s education, and to not be afraid to consider special education.
Leslie P. of Strider Bikes in Rapid City, SD
Ryan McFarland, founder of Strider Bikes, started making balance bikes in 2007. (To read Ryan’s story, visit the website here.) These bikes break down the overwhelming task of learning how to ride into a safe and natural progression; it’s as easy as walking. With feet safely on the ground, a rider is easily able to maneuver and ride our lightweight bikes.
Just a few years ago, Strider started making larger sizes for older children and adults with balance and coordination challenges. Now, individuals of all ages and abilities can ride! These bikes have opened up a whole new world of opportunities for many folks who never thought they could ride a bike, like David, who has Down syndrome.
After his mom Mona learned about Strider Bikes, she got one for David. He took a Strider Camp and eventually transitioned to a pedal bike:
“When he was little, we never thought he’d ever ride a two-wheeled bike. Like typical parents, we bought a tricycle, then tried a bike with training wheels and never thought beyond that…”
Now, David helps his mom teach others to ride at Strider Camps through their local Special Olympics program:
“It’s changed his whole dynamic. Besides improved balance and coordination, he’s more confident and social with peers and adults. He’s excelling at dance, track, and even his physical endurance has improved.” (Full article available here on TheMighty.com)
We have a passion for teaching children of all ages and abilities to ride a bike, so being able to see the smiles our bikes bring to these kids’ faces makes it all so worth it.
Jodi M., Community Member and Parent in Redwood City, CA
My Unconventional Son’s Unique Form of Expression
My son Jonathan is a quirky, unique and delightful guy. Being his mom and raising him has been the greatest and most joyful adventure I’ve ever been on. You see, my son sees life through a different lens. He is on the autism spectrum.
I’d like to take you back to the early ’90s when he was growing up. There wasn’t any awareness of Asperger’s Syndrome and as far as we knew, there wasn’t a medical diagnosis to explain his unique challenges.
I had an annual dilemma when a new school year began. Do I meet with the new teacher and try to “explain” my son to her or do I wait for the call? The call, which inevitably would come because he’d do something — never anything destructive or outrageous, but something she wouldn’t understand…and then my phone would ring. Rather than take focus off of his challenges by coming off as the over-bearing, over-coddling crazy mom, I chose to wait for the call.
We were about a month into kindergarten when his teacher contacted me and asked if I could meet with her after school. “Nothing to be alarmed about,” she assured me, “but Jonathan’s behavior on the playground is ‘different’ and I’m not sure how to handle it.”
We sat face to face… I could see her perplexed look of concern as she recited the recess scene: “When something happens on the playground Jonathan doesn’t like, he curls his hands into claws, makes a roaring sound and chases after the other children. It scares them.”
Immediately, and without hesitation, I knew what was up. Throughout the summer, Jonathan was captivated by Disney’s Jungle Book, watching it countless times to the point of memorizing every line and replaying every scene.
“He’s Shere Kahn the villainous Bengal tiger with his claws out,” I thought to myself. Smiling inwardly, I was secretly impressed with his poetic allegory for expressing anger. Ah, but the common folk need more conventional methods, so I responded by saying, “I think I know what he’s doing and why. I’ll have a chat with him.”
I told Jonathan that I thought he was clever to show that he was upset by “being Shere Kahn,” but that the other kids didn’t really know the story as well as he did and it would be better if he used his words instead.
“OK mommy.”
That’s all it took. He just needed someone who understood what he was communicating and help him understand that, in this instance, there was a more effective way to get his point across. Off he went to join Baloo and Mowgli on their jungle adventures once more. And Shere Kahn never appeared on that playground again.
Of course, ultimately I found him a school where creative thinking was encouraged. And Shere Kahn never appeared on that playground either, but for a different reason. He was finally in a more accepting environment surrounded by teachers who appreciated his unique form of expression.
He thrived in such a nurturing environment and found theater where he could be whatever character he wanted to be — from pirate to prince, cowardly lion and more — to the delight of audiences both young and old.
Patricia G., Parent in Smithboro, NY
An Open Letter to My Child’s Special Education Teacher
Dear Teacher,
Thank you. THANK. YOU. There are not words big enough to share with you the anxiety I that felt when I sent my child off to her new school for the first time. I was so worried! How were you going to know what she wanted when she didn’t have the words to tell you? What if she felt sick and you didn’t know how to read her body language? Would kids tease her, and how could I be sure that she stayed safe? How would you know the best way to keep her from melting down when she felt overwhelmed?
So many worries ran through my head in the days leading up to the start of school. What if this happens? What if that doesn’t happen? Who will take care of this child, my little girl, whom I love more than life itself? She has always had me right there to protect her, to be her advocate, but that was about to change.
I tearfully put her on the school bus that first morning, turning my head so that she wouldn’t see. That day seemed endless, and it took everything in me not to call you for updates. I knew that this first experience would set the stage for many more, and the stakes were high. Unfortunately I have learned through past experience that her uniqueness is not always celebrated by everyone. Would you celebrate her?
I needn’t have worried! That first day, my daughter returned home with a big smiley sticker on her left hand and an expression on her face that matched. I could tell that she felt welcomed in your classroom — celebrated — and comfortable.
Perhaps the biggest gift to me has been watching her abilities emerge, kind of like a butterfly coming out of a cocoon. Since she has been with you, her passion for learning has been ignited! She is excited to be part of something bigger than herself. She interacts and communicates and makes friends and sucks up information like a sponge! And it is all because of YOU, dear Teacher. Because of you, my daughter is embracing the world wholeheartedly, ready to tackle anything that is put in front of her. You have no idea the depth of the gratitude I feel for what you have done for us! You have given her a love of learning, a purpose for living, and a mindset that knows no boundaries.
Thank you for pouring so much of yourself into her life and the lives of other young ones in your room. YOU have made a difference!
With warmest regards,
A Grateful Parent
