Posts Tagged ‘parenting’

A bad day doesn’t stop us from going to school

Tuesday, March 3rd, 2009

One morning no matter how hard I tried, my son would not put a shoe or a sock on his right foot. After an hour of wailing, meltdowns, time outs, bribes and begging, I gave up. I decided to walk to school per our usual routine, albeit with my five-year old partially barefoot. Undaunted, I led the procession with broom in hand to sweep away bits of broken glass, splinters or bird droppings that could be dangerous to his naked toes. Keep in mind that my son wanted to go to school so badly that he was willing to walk in with one shoe. Although I felt ridiculous, and I’m sure he did, too, I was quite proud of both of us.

As we entered the school, the principal and the social worker saw us, so I explained that no, I wasn’t trying to punish or humiliate my son by making him walk to school with only one shoe on; it was simply the only way I could get him to go to school. When we reached his classroom, his teacher told me I’d have to go back to the school office and sign him in because she had already listed him as absent. Back we went.

When I got to the office, the school administrator told me I’d have to fill out a special form to explain my son’s tardiness. By this time, I had had it, “Look, I’ve just had a one and half hour meltdown with my child. He is only wearing one shoe today and he can’t me tell why; I don’t know if his shoes are too little, or if he has an ingrown toenail, or if he is just being difficult. He’s only ten minutes tardy, he wanted to go straight to class, and the principal said for me to go ahead and escort him to the classroom, and then the teacher sent us back here.” Thankfully, she said she’d take care of it. She must have been an imperfect mom, too.

I immediately went to the store to buy five pairs of shoes. Surely something would fit him and appeal to his fashion sense. I prayed that they would not be perceived as ‘too fancy.’ I also talked the school social worker into putting in a word on our behalf with the kindergarten teacher, who was supremely miffed that I’d enter her classroom unannounced and ten minutes late with a one-shoed child. Finally, I called the school nurse to check out my son to see if one of his toes might be infected or broken. Of course, I was also twenty minutes late with my call to one of the partners of my consulting firm.

Sometimes you just have to do whatever it takes for yourself and for your child, including suspending the rule of consistency and discipline. I think both mom and child need to be cut some slack occasionally.

I’m sure you have at least a million stories like mine, so knowing that there are other moms capable of incredibly difficult, stupid or downright confusing moments. Keep smiling, and do remember to give your child (and his rapidly growing little feet) the benefit of the doubt.

In Appreciation of Teachers, but Caught in the Middle

Thursday, February 26th, 2009

In our area, we are served by two school districts – a special education  district and a local school district.  Most of the time, the two sides get along well.  But it is a tenuous liaison, and  it is almost always personality-driven. 

Life is difficult for a special education teacher if she and/or her direct reports don’t have the people skills  to carry a relationship within the school community. It is even more difficult if she hasn’t earned the respect of  school administrators.  A school’s principal and guidance counselor are the top guns in the building, and their advocacy of educational inclusion is critical.

And yet, it’s hard to find time to build those relationships. Special school district personnel are  busy with pounds of paperwork related to IEPs and legalities, scheduling, managing staff and measuring progress. They are often so busy that they don’t have the time they’d like to keep up-to-speed on the latest developments for teaching children how to overcome their disabilities. 

General education teachers don’t have it easy, either.  They are often frustrated by disruptive behaviors from children with special needs. Intrusions from special education staff parading in and out of the classroom for observations and pull outs can also be distracting.  And then there is the occasional rudeness of special education staff — one of Connor’s paras, for example, actually talked OVER the general education teacher during an important lecture .

Yet, general education teachers are catching up, and quickly.  The No Child Left Behind Initiative has forced local school districts to treat each child as an individual, and it is working.  To meet NCLB goals, local school districts have had to develop creative and unique programs to teach reading and math skills.

Educational inclusion is tough for everyone, but we’re all learning. After all, it has only been in the last ten years or so that paraprofessionals have become accepted practice.  It has only been within the last twenty to thirty years that our children haven’t been segregated into institutions or special schools. 

So we have to work as a team. Checks and balances between special and general education personnel are essential to its success.  And yet, the sheer number of services available  between the two is difficult for team members  to learn about, and even more so to mix-and-match to an individual child’s needs.

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L. Mae Wilkinson:

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