This summer I have had the privilege of working in an elementary school for children with disabilities. Not only have I learned more about special education in six weeks than I have in my college career thus far, but these children have opened my eyes to a whole new world that I find truly inspiring.
Growing up, I was often confused as to why some of my peers were receiving extra help in the classroom, leaving the classroom with other teachers throughout the day and getting easily frustrated with their work. As I got older, my questions slowly became answered and I was able to bridge the gap between my typically-developing peers and my peers with disabilities. But of course, my curiosity only continued to grow.
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When I started college I couldn't wait to declare myself as a Disabilities Studies minor and I was eager to learn everything there was to know about children with disabilities and the beauty of special education. Over the past two years, it is safe to say that my knowledge of special education has drastically expanded.
It was my first day of work and the beginning of the extended school year program. I was placed in a self-contained kindergarten classroom consisting of students with Autism. I had heard many stories about these particular students, read each of their individualized education plans and had countless conversations with other professionals about what to expect - I was as prepared as I was going to get. Within the first hour of meeting my students and observing their every moves, I was fascinated.
I watched as my students interacted with each other, the way they struggled to make eye contact and address their peers by name. I noticed how even the slightest change in their schedules created unbelievable amounts of anxiety and frustration and how even a remote change in the volume of the classroom resulted in certain students needing to wear noise-cancelling headphones. It was like nothing I had ever seen before. Sure I had learned about all of this in school but seeing it firsthand was indescribable.
It was time to do math and I was seated one-on-one with a young boy who was the lowest-functioning student in the classroom. I had never worked individually with a student with Autism before - I was curious if I even had the ability to do this successfully. Upon helping him with simple subtraction problems I noticed a small laminated chart on his desk. It had plastic stars fastened with Velcro beneath the spelling of his name. I knew what it was for but I decided to ask him anyway. "I work for stars!" he exclaimed.
Being rewarded for good behavior and small academic achievements is what keeps these students focused and motivated. With the successful completion of each math problem, I flooded him with praise. For every few problems he got correct, I gave him a star. With the fulfillment of his chart, he was rewarded a few minutes of free time that allowed him to indulge himself in a leisurely activity and recollect himself before doing more work. His excitement warmed my heart. This kid was incredible.
What people don't seem to understand is that children with Autism have the ability to accomplish the same goals as typically-developing children, although they may need special accommodations. In order for these children to succeed, they must be taught how to learn. A child's strengths need to be recognized in addition to their weaknesses. By praising and rewarding these children for small academic goals, they accelerate in ways we can't even understand. Even the smallest gestures make the biggest impacts on their successes. In the words of Dr. Temple Grandin, "There needs to be a lot more emphasis on what a child CAN do instead of what he cannot do."
In addition to all the knowledge I've gained about Autism throughout this experience, I've also learned a lot about myself. My desire to work with children with disabilities has only heightened. My love for special education has only grown bigger. These children have inspired me.
