Understanding Autism Overshadows the Curricula
At School C, where this observer and educator was at for several days, it became an exhausting experience. It is difficult to tell if, as happens in Special Education, the teacher is not playing the role of enabler or "devil's advocate." They are financially rewarded for having a larger class, and so they consciously do not work as hard to improve inclusionary opportunities. This would include overlooking very combative student behaviors, disruptions, lack of attentiveness, screaming, fits, and so on. The teacher would even hand out treats to students while they were being disruptive, which from my experience and perspective does not make sense. Why would you want the child to persist in their uncooperative behaviors? She spent a lot of time hugging (face-to-face style) and consoling (one at a time) when they were not wanting to engage in their work. These students were alternately criticized by the teacher to her assistant for being combative. Why did she not have any classroom reward system such as a school rewards program or points program set up to professionally encourage holistic student growth? Finally, observer reports that as a result of this imbalance, better students or those who are better disciplined and finish or attempt to finish their work are systematically overlooked. The TA also seemed to openly harbor prejudice against students not of Latino ancestry which can be rather hurtful for the Hmong students and one white female student. As for the Mr. L., suffice it to say that I had never seen a man engage in Jacob and his shadow combat with his student, Z., during the day. Did it chase the bad-angel out of Z.? It didn't look like it, but it did end up exhausting them both...
Because of the atmosphere of self-promotion and institutionalized bias in favor of the white-privilege teacher, it would have been difficult to point out some of the issues noted above without encountering denial and defensiveness. Instead, the observer wrote a letter of general observation.
Letter of Observations
Dear Ms. G., and Ms. P.,
My impressions with Mrs. H. of Room X at V. elementary are mostly positive.
I would like to share my impressions about the school and the classroom so that I do not have to share them publicly elsewhere. I was placed in Mrs. H's room between Tuesday and Friday and there were an average of 15-16 students in the room, all special education in grades 1-3 or ability Kindergarten to 3rd grade.
1) First, the care and concern for the students orderly arrival and departure is impressive. The outdoor security and lunchroom staff are on the ball, so that the children better understand that they deserve and should promote a safe, positive, social environment. It is a plus that both the V.P. and Principal are doing duty in the cafeteria. Both the administrative staff, S. and S. were very helpful and experienced.
Some concerns:
2) Red Nose Day seemed to be well-intentioned but maybe many children didn't understand what this is about. I shared with Mrs D. who was actually outside picking litter (using tongs) that we have at least two children in the class who are in very low income category. Having been there myself, I do fully understand that homelessness can affect the ability of the children to be bathed, have their nails trimmed, and wearing their father's hand-me-down shoes. I did bring this matter up with Mrs. H. about T. and K. being in obvious need (bathing, shoes) but Mrs. H. seemed to take it the wrong way. I was thinking along the lines that maybe the school nurse could have a box set up with toiletry bags for the children in need as is frequently done for the homeless during community outreach. These bags would contain: cleanup cloth, dry bath liquid, nail trimmer, toothbrush, etc.
3) Third, after being in Mrs. H.'s room for 4 days, my impression is that several students can be placed in Inclusion classrooms part-day. This would allow them to mainstream with at-Grade level students and experience a "normal classroom" which would be healthy for them socially and academically as well as psychologically. It seems that the students such as H., M., P., M., for instance, possess the social skills to mainstream even if they are not all performing exactly at grade-level in every subject. Twenty years ago, it seemed as if mainstreaming the students came first, then pulling out for Special Education.
4) Fourth, obviously the problem students absorb a lot of the class-time and available teaching time. With the help of two aides and one TA, it seems to sort of be under control. Z., A., T., and J. seem to be the most difficult, including even tantrums and throwing their computers on the ground. There should be no exception about cleaning up messes left around and under the desk, but J. has a bad habit of tossing his work, his crayons, and books on the floor nearby, so does T. (J. made personal threats against me.)
5) Fifth, it was exhausting for me after only four days working there, even though Mrs. H. thinks I did a good enough job to come back in the future. It's a bit far for me, but I'll think about it. My challenge with my disability is I really don't want to use the water-closet in the main office because it may not flush down everything or even clog it up. The plumbing is old, and there is no plumber's suction cup to push things down should it require. I wanted to use the library staff restroom, but I am worried that the staff might be offended to see me use it. I will bring a can of air-deodorizer to spray if they let me use the bathroom in the future. (The facility is not fully ADA compliant for staff it appears.)
5a) Mrs. H. seemed to be pretty good about reminding us of breaks, but she seems not to take much break herself. The way the class schedule works in her room, and the classroom exigencies that the best extended breaktime is about 10:30am, but I am fearful of taking a full lunchbreak at that time. I am also fearful of entering the staffroom, because they may not want me there. After 11:00am we are focusing on finishing I-Level, then lunch, then recess, and then math, and then by that time, there is almost like no break needed.
Anyway, I have to see if you are willing to allow me a longer lunch at 10:30 am inside the staffroom and to be able to use the bathroom in the library.
6) Sixth, mostly the aides were very nice and easygoing, but Mrs. A. (TA) asked me probing questions a few too many times. On the first day, after school, I already told Mrs. H. about my background and Mr. L. and Mrs. A. were present, so unless they are deaf, I think they heard me describe my qualifications. As a cancer-survivor, my outlook on life is entirely different from 25 years ago at the end of my first career. I have had my opportunities diminished, but I was able to get through my masters degree program. I don't like to talk about my background, so maybe I didn't tell them about the masters degree part. Mrs. A. acts like I am running the gauntlet and prepared to compete and play ball with her.
No, I am just trying to work and earn a small living. I don't have to talk about whether I have children or not, and I don't need to hear Mrs. A. talk about Mrs. H. and whether she has a family or not. I am not there to compare notes. Suitable topics for conversation for me are: weather, school schedule, life perspectives, teaching philosophy, health, health of the students. My life ambitions are limited to practicing and applying and learning current teaching skills. Of course I do continue to take CEU courses online related to teaching.
My real goal is to get to Heaven and share the need for everyone to try to be less ignorant and greedy and proud, as this, in my humble opinion, is gradually killing our society and causing much grief and desperation all around the world. You may not agree with me, but that is my foremost goal in life, because God gave me a second and third chance in life to live, a life which is to grow in faith and love in service for all of humanity.
Submitted respectfully,
[Author name with some qualifying degrees attached]
Conclusion
While the teacher is largely successful in implementing basic and individualized curricula there are some persistent behavioral management problems that she has foregone looking in her larger class. She is unable to encourage several combative uncooperative students to pick the stuff off the floor which they routinely throw down. At the end she has just basically given up on that. Meanwhile if anyone else admonishes or advises the student they face threats by the student or unfriendly gestures or defiance. Some students spend their whole day basically dawdling and doodling. However from the appearance, the majority of the students are able to accomplish some work that is exhibited around the room. The overall school atmosphere emphasizes competition rather than centralization and cooperation.
Artwork by Mimzy @ https://pixabay.com/illustrations/autism-awareness-autism-spectrum-8489742/