In Joseph’s recent thread on special needs kids, Jenna Engelbreit raised some points in a comment that are worth reading and thinking about. They go to the core of what we do and why we do it:
I’ve always felt that my sped kids had a leg up on the “average” kids of the group. The language was new to everyone. So many gifted kids, or kids who acquire things quickly found they had to really pay attention for the first time in their lives. There are so many supports as well, word walls, question word posters, notes (if necessary), scaffolding, and minimal study materials. The class is engaging, compelling and sometimes flippin’ hilarious! If sped students don’t find a home in your teaching then maybe it’s more about their attitude. I find some students who are at a disadvantage, sometimes even carry a bias towards the language and then it’s like a double whammy. Being a Spanish teacher, there is often an air of bias in many students. This lack of respect for the language speakers often carries into a very real disrespect for the craft, the teacher, and of learning itself. This may be so subconscious that a student would never ever say it outloud but its there.
This quote by Rudolf Steiner further explains cognition and respect:
“It is not easy, at first, to believe that feelings like reverence and respect have anything to do with cognition. This is due to the fact that we are inclined to set cognition aside as a faculty by itself —one that stands in no relation to what otherwise occurs in the soul.
In so thinking we do not bear in mind that it is the soul which exercises the faculty of cognition; and feelings are for the soul what food is for the body. If we give the body stones in place of bread, its activity will cease. It is the same with the soul. Veneration, homage, devotion are like nutriment making it healthy and strong, especially strong for the activity of cognition. Disrespect, antipathy, underestimation of what deserves recognition, all exert a paralyzing and withering effect on this faculty of cognition.”
I have met many parents with sped kids and there’s often a lot of resentment, overwhelm and distrust underlying their constant need to advocate for their child. Often, conversations happen in front of students who do not need to hear their parents fears. Parents get mad, say things, it all makes it feel confusing for a kid. It’s like divorced parents who speak poorly of each other. The child loves them both but feels icky and sad when the one parents talks about the other that they love so much. As a school, we are an extension of that authority. They start to tell wild stories for their parents attention. They learn that this gets them some connection they needed. But they also love these adults they are with at school; it’s sometimes fun so why is it bad? “Why would you send me to school with people you don’t trust?” Only children don’t ask those questions, they just know that teachers have no power, no authority, no say because their parents have decided their teachers are something to be tolerated and not respected. Students will easily stop working hard and doing their best when a school, principal or teacher is not respected at home. I’m sorry Jake, the “elementary” comment has clipped this child’s wings, emptied his tank of the wonderment of new learning. It’s commonplace these days. Respect is losing its footing in our buildings.