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?
