The other day I received a call while I was teaching from the office: "Please go to Room 143 at 1:20 and assist in the Associated classroom area. They need extra support".
I opened the door and nearly tripped over a book case. Another teacher was between the door and the book case observing a tall special needs student throw things all over the floor from the book shelves, desks, counter tops....He wasn't visibly emotionally upset, but the teachers had learned from experience not to try to stop him. Some of the ladies had been struck in the face. Two teachers were wearing jackets with shoulder and breast pads just in case....
The matter is being assessed by Board of Education staff, the school administration, the Special Education Head of department in consultation with the parents. Currently the matter is being discussed in terms of solutions for the safety of other students and staff and the education opportunity for this young man.
Sometimes care seems elusive in the classroom when behaviours are out of control. The flailing student does have a right to be in school, but how do we care for him and ensure the safety of others at the same time?
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Blog Response: When Caring is Hard
ReplyDeleteAfter hearing you describe the situation in the classroom, it really tested by previous beliefs that all students can be cared for and be productive in a regular classroom. I have always prided myself on my personal belief that every child can be helped and guided to behave in a manner that is safe and respectful. However, I have reflected many times over your story, and I am really questioning, if all children should have a right to be in school. As a parent my view is jaded in the fact that, I would be afraid for my children, if they had to be near a child that was so explosive and unpredictable with violent behaviour outburst. As a soon to be teacher, I would feel powerless and a defeated if that was my student, and that I was not able to connect and help the student while in my care. My new reality to me is that I will not be able to help all students. I think I am coming to a place of peace with the idea that I am not a savior, but a role model and a guide to my students to help them learn and be successful at what they strive for in life. So, in conclusion I think that children like that boy may not be best served in a regular school setting, as it maybe not safe for him and for others, which does not create a healthy learning environment for anyone….
This is a very interesting situation. I too have had the notion that a teacher's job is to be able to balance the needs of every student in the classroom. However, situations such as this make it nearly impossible to do so. In my current classroom placement we have a special needs student who has an EA with her for half of the day. This student may randomly burst out with frustration, and therefore is taken outside of the classroom to be calmed down. Learning in this classroom is still possible for all the students because of the EA being present. However, not all students need an EA on a daily basis, which brings us to the above situation. We do not know if he had an EA or not, but what we do know is that the boy is clearly unable to control his emotions. Having a disruption such as this in a classroom would create chaos and very little learning opportunities. I believe that the boys has a right to be in school, however a regular teacher with a classroom full of other students would not be able to give his/her 100% to this boy. I think he needs to be placed in a different school where someone can appropriately manage his actions in a professional and caring manner, while giving him the learning opportunities he deserves.
ReplyDeletePrior to working on my issue paper which was on special needs and mainstreaming, I too, like Nicole, thought that all children had the right to be educated in the same classroom despite their ability levels. However, after researching for my issue paper, I have come to the realization that education should be in such a way that benefits ALL students, and provides them with the tools and resources they need to be successful at THEIR level. For some children with special needs, they can be provided with tools and resources to be successful in a mainstreamed classroom. There are some students where placing them in a mainstream classroom without the necessary tools and resources they would require would be detrimental to their success as well as to the success of the other students. I do believe that children in a mainstreamed classroom will develop empathy and compassion for a child with special needs, and likewise, but, if we want all children to be successful in schools, this may mean placing them in a resource room where the class sizes are smaller and more one on one attention can be given. Resource rooms, I feel, have been seen as something negative and detrimental. However, after completing my issue paper and doing my special education elective, I see resource rooms as a means of providing students for success. I still hold to it that some children with special needs can be successfully mainstreamed and that providing there are the necessary supports, and teachers are committed to student success, that mainstreaming can work.
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