Inform – Mrs. G. Wiz

Reading Gave Me Language

I am so grateful for idioms, similes, metaphors, adverbs, adjectives, and all the other beautiful ways our language allows us to personalize our messages.

Time outdoors fills my soul, giving me strength while also making me grateful. I am constantly amazed by nature and want to share the experience with people. But how do you describe the infinite depths of the sky? How do you tell someone the taste of the perfect peach? How do you describe the hug from the smells in your grandmother’s kitchen? How do you explain the ache in your heart after loss?

When I try to describe my experiences, I find myself drawing on the words of others, most often read in a book, magazine, blog, or newspaper.

The other night, I was walking my dogs and the sun was setting, changing the sky to the pinks, blues, and grays of an oyster shell. It was magnificent. It was also the moment I realized that reading gave me the words and phrases to explain my experiences.

Reading isn’t simply a task for elementary children to accomplish. It is a portal that transports us. We can visit the past, riding across the prairie in a buckboard, seeking a new start. We can live in a rocket floating through space. We can be a rabbit in a meadow with our family and woodland friends. We can do anything, anywhere, at any time by simply opening a book. But reading is also the key to unlocking our hearts, minds, and souls. We can read about politics, other cultures, agriculture, rocks and gems, fossils, seaweed, celestial bodies, movie stars, horses, recipes, and, well, almost anything. And the most wonderful result of this reading is that we can agree, disagree, wonder, ponder, refute, question, or adopt the ideas. In short, reading helps us become our unique selves.

Choices, Expectations, and Discipline

Discipline.

What came to mind when you read that word?

Some of you may have thought of a moment when you were disciplined by a parent, teacher, or other adult.

Some of you may have thought of a moment when you were the disciplinarian.

And some of you thought about being punished.

Punishment is not the same as discipline.

Discipline is the coaching and teaching of expectations. This makes sense if we think about a root in the word:

Discipline—>Disciple—>Student

Punishment, on the other hand, is about power. The person with power demands submission or administers physical, mental, or emotional pain on another. (Note, this is not a post about the value or ethics of spanking—that is a different discussion.)

When we want to truly understand bigger concepts like expectations, we must also understand the difference between discipline and punishment. If we have high expectations for someone, then there will likely be times you need to discipline them. Most of the time, you are coaching, teaching, mentoring, and cheering the person on. But people are imperfect, and there may be times when the person you are caring for makes a choice that is unsafe, undesirable, or otherwise not acceptable. At that moment, discipline is important.

Unfortunately, too many students with complex disabilities are either over-punished or under-disciplined.

Let’s first consider when students are over-punished. This often occurs if the student has significant behavior challenges and the team is not adequately trained on how to understand the motivation of the behavior and how to encourage desired behavior. In these situations, the team tends to punish. Privileges are removed, words are said, and, very sadly and inappropriately, sometimes illegal or unethical physical punishment occurs.

Now let’s examine situations that lead to being under-disciplined. One common example is when a student has a significant cognitive disability. Too often, there is a quick “forgiving” of the student’s poor choices. Excuses like ”they don’t really know better” or “ they are cognitively like a two-year-old” are said. But these are lies we tell ourselves to justify lowering expectations. If we don’t discipline a student with a cognitive disability, we are, through our action, saying that we don’t think they can or will learn the expectation, we don’t want more for them, and we don’t need to take the time to understand their choice. In short, we don’t think they have a right to be heard, and we don’t value them.

But the thing is, I don’t believe people feel that way; they just don’t know that discipline is holding high expectations. And if you don’t understand that, it feels unfair to discipline. But when we do understand the difference between discipline and punishment, we are able to emotionally engage in tough discipline conversations with the student from a place of love and kindness.

When we are committed to a student’s learning and, ultimately, thriving, we coach them, teach them, mentor them, cheer them on, and

Discipline them.

The Inclusion Myth

Inclusion is one of two words I would like to see no longer used.

Okay, some of you now quit reading and others are curious enough to hear me out.

The definition of “inclusion” requires two groups of people. One is the majority group or the one that represents the goal. Another group is seeking to join the majority group. Said another way, there is one group with the power to allow or deny admittance of another group. Note, permission to be admitted doesn’t mean you become an equal member or are even guaranteed the opportunity to participate in all the activities or conversations.

I don’t want students with disabilities to be granted permission to go to general education, I want them to belong as a member of the learning community.

Seeking inclusion is less than belonging. This is not a new idea but one that Dr. Erik Carter at the Baylor Center for Developmental Disabilities has explored for many years along with several other researchers within the faith community and education.

The drive for inclusion accidentally said that those without disabilities get to decide if students with disabilities are welcome in their educational space. That is a myth. Students with disabilities are students, and all students are welcome in public schools. The rules don’t say that one group gets to make the rules while the other group must wait for permission. One group isn’t “students” and the other “guests”. No, our public education rules calls them all “students.”

So you see, I want a single student body of learners whose needs are met by the incredible groups of educators who work in our public schools. The problem is, I don’t know what to call this model. I dream of a day when we don’t need to find a word because all learners belong. I hope to help make that dream happen. When we do, our communities will be stronger because everyone will contribute by paying taxes, working in the community, and creating meaningful relationships with neighbors and friends.

In short, we will all belong.

Start Before You Are Ready

On the Work In Progress podcast, Cecile Richards shared a guiding statement: “Start before you are ready.”

I thought back to all the adventures in my life I started before I was truly ready. As someone who works so hard to get it done perfectly, I want to be fully prepared, yet I remember so many times that I thought I was ready when I wasn’t really. Significant moments that come to mind include the first day of high school, starting on the lacrosse team, going to college, running a half marathon, and my first job. I experienced each of these moments even though I hadn’t proven beyond a doubt that I was ready.

How often do we expect students, particularly students with disabilities, to “prove” they are ready?

For instance, in the first few weeks of kindergarten, you will observe students who are already reading and writing their names, some who know all the letters, and some who have not yet learned the names of most letters. You will see students working with their peers and some who are shy. Some students will cry or cling to their parents and others run right into class. These are natural differences. Yet, every year, there are kindergarteners with a disability assigned to a separate classroom until they can show they are ready; ready to read, ready to listen, and ready to work independently. Why are we asking them to achieve a higher level than their peers?

This expectation of “readiness” continues throughout their school years, to high school. The Individuals with Disabilities Education Act (IDEA) requires a transition plan for students beginning no later than age 16. The students need to identify their career goals and education/training plans following high school. Some will also have goals related to independence and community involvement. This is important work. It helps everyone plan together to support the student to achieve their goals. When training or working with teachers and parents, the number one concern I hear is that students choose goals they aren’t ready for or can’t possibly achieve. As a result, we hold students back, waiting for them to be ready. How will they learn to be ready if they aren’t allowed to try it? Some of my greatest victories were when I had to try, fail, and try again. Why are we so afraid that a student with a disability will make a mistake? Or fail on their first, second, or thirty-fifth try? We are, unintentionally, denying the experience of victory and accomplishment.

Admittedly, the stakes get higher as the students get older. This is why it is essential we provide them opportunities early and often. Before they are ready, let them go to kindergarten, try to ride a bike, try out for the talent show, and play tetherball. They will learn life-long lessons about the value of perseverance and become resilient with each effort. Then, as adults, they will have the fortitude to try a new job, learn a new skill, or move out to go to school. In short, they will become confident, resilient adults. Isn’t that the goal?

Thirteen Important Lessons

The brain is truly amazing in its ability to manage the complex human body systems, while simultaneously helping the person to make sense of their world, connect with loved ones, laugh at a joke, learn to play a sport, and so on. Neurology is a fascinating science that both, highlights all that we know about the brain while also illuminating all we have left to discover. Recently I read the book How We Learn: Why Brains Learn Better Than Any Machine…For Now by Stanislas Dehaene. This book offers summaries and analysis of the research and links the findings to how we can support humans of any age to continue to learn and thrive. I encourage you to read the book, but I am sharing his thirteen summary points below along with some of my thoughts.

“Do not underestimate children.” If you have met me or read my previous post, you know that I am a believer in the power of high (yet reasonable) expectations. Setting a high bar means we are reaching up, towards the stars. Low expectations only cause us to look down. Think about this in relation to how the simple act of looking up or looking down affects your mood. Looking down we think of as depressed, sad, or defeated. But, looking up…that is a dreamer, full of confidence and happiness.

“Take advantage of the brain’s sensitive periods.” This Ted Talk from Molly Wright says it better than I, but early experiences for learning are essential. The more we can continue to support one another as adults, the more we can better care for and nurture small children.

“Enrich the environment” Students need an environment that encourages exploration, communication, discovery, questioning, and debate. This can be done even in a room that isn’t fancy. Time spent creating a learning culture is priceless.

“Rescind the idea that all children are different.” I LOVE this one! You need to read the book to fully understand, but the basic premise is that we all learn. Yes, every single one of us is learning and our brains are performing in similar ways, which means, yes, all students benefit from high-quality instruction. No, I am not saying we do exactly the same thing for everyone. However, we are all far more alike than different and so yes, we are all students, and we are all learning every single day.

“Pay attention to attention.” Are you still reading this post? I hope that the strategies of a numbered list, font changes, and carefully crafted wording are keeping your attention. It is the way to keep your brain focused on what you want to learn.

“Keep children active, curious, engaged, and autonomous.” We are all born curious and wanting to learn. It is our job to continue to foster the child-like wonder in all of us.

“Make every school day enjoyable.” Fun and learning are not mutually exclusive concepts. We can have fun and struggle with new concepts or ideas. In fact, students are likely to engage in productive struggle longer when they are having fun in the process.

“Encourage efforts.” No one gets everything right the first time. The accomplishments I am most proud of are the ones that took effort and endurance.

“Help students deepen their thinking.” It is easy to fall into the trap of skills-based instruction, focused on small skills that may or may not be connected to larger learning. Also, it is easy to focus on the breadth of standards, curriculum, or ideas rather than focusing deeply on fewer concepts. Finding the balance is an art requiring educators have the time to collaborate and plan for rich learning experiences.

“Set clear learning objectives.” Yep.

“Accept and correct mistakes.” Did you know that some of the greatest technologies or products are a result of a mistake or failed experiment? For instance, the man who developed the adhesive on a post-it was trying to create a permanent adhesive. In the words of Bob Ross, it may be a “happy little accident.”

“Practice regularly.” Practice can be embedded naturally in instruction, learning activities, or daily routines.

“Let students sleep.” Sleep is commonly sacrificed, particularly by adults, and yet, it is the time our bodies need to restore, repair, and move our learning to memory. Sleep is important, and we need to give it more of a priority, myself included.

Dehaene, S. (2020). how we learn: why brains learn better than any machine…for now. Viking (pages 240-242 were referenced above)

Have You Considered College?

I still remember the day I received my letter of acceptance to college. I waited each day for the moment I could check the mail, hoping for the “big” envelope, meaning it included the acceptance paperwork. (Yes, the reliance on the post office indicates that this was quite some time ago.) Reading the first few words, “Ms. G–, We are pleased to inform you…”, my heart started to race and my mind realized that the dream was now a reality.

The next four years went by so quickly. The classes were only a small part of what made college a learning experience. I learned how to live on my own, cook new things, manage laundry and homework, and try out new activities. I discovered the qualities in a friend that are most important to me, my political beliefs, and passion for empowering others. My time at college laid the foundation for my professional and personal life.

The link between college and adult success is well established in research. In addition, for a large number of careers, a college degree is required. These are a few of the reasons for the work of the Think College network.

“Think College is a national organization dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability.”
ThinkCollege.net

Students with intellectual disabilities, or cognitive delays, can benefit from college in the same ways as their peers. The programs vary in structure, but there are some common traits. One is the commitment to inclusive experiences, either in classes, work preparation, social experiences, or a combination. Students will work within their area of passion and career interests, developing the soft skills that are essential to successful employment. This includes skills such as debate, negotiation, and working collaboratively.

Almost every state has at least one Think College program at a university or college. Students considering college, just like their peers without disabilities, can apply for out-of-state colleges or universities that most match their interests. In some cases, financial aid is possible, eliminating a financial barrier to participation.

To learn more, visit ThinkCollege.net.

Adult Decision-Making

One of my goals for the blog is to spotlight tools, resources, or websites designed to empower individuals with disabilities as valuable members of our community. The first one I want to feature is a critical resource for everyone who knows and loves someone with a disability.

The Tennessee Center for Decision Making Support website will guide and inform individuals, families, and educators regarding the spectrum of legal options for individuals with disabilities as they reach the age of an adult. The focus is on balancing the need to ensure they become as independent as possible while still having adequate support. But the site is more than that. It is a guide to helping ensure we provide every opportunity for decisions, both good and bad ones, that most of us take for granted.

Adulting is hard, for anyone. As an adult, I make hundreds of thousands of decisions. For big decisions I often will research information or advice from experts, family, or friends, knowing the decision is mine to make. I have made some really good decisions, like starting this blog. I also made some really bad decisions with financial, emotional, or other consequences. In both situations, I was allowed to make the decision and learn from each and every mistake along the way.

“I learn from my mistakes. It’s a very painful way to learn, but without pain, the old saying is, there’s no gain.” -Johnny Cash

Learning to make a choice is a refined skill requiring lots of practice. Children typically start practicing choice making as young toddlers when they choose a toy to play with, a favorite snack, or what to drink. As they grow they asl grow in their independence making increasingly complex choices and learning how to handle the consequences.

Individuals with cognitive disabilities need to practice making choices as well. By doing so, they will be ready for the difficult and natural experience of adulthood. Unfortunately, for many, the first time we ask them to make a choice with unlimited options is when we ask them about where they want to work or live.

The Tennessee Center for Decision Making Support can help. It is a wonderful resource for educators, family members, and friends. The site can guide the team through meaningful conversations driven by the individual with the disability. Together the team can leverage the individual’s strengths to build independence and plan for the support needed in other areas.

Regardless of where you live, I encourage you to visit the Tennessee Center for Decision Making Support and begin your journey to informed empowerment.