The Three Weakest Links Holding S.E. Back

Once again I find myself apologizing for the long absence but thanks to a comment made by Utaleasha, I find myself writing in my journal once more...
Two years ago some of you may recall that I wrote a poem called "How Could You?" (lyhsana.deviantart.com/art/How…).  Unlike many of my other poems that are part of a series, this poem stood on its own.  It had no music to sing to, no simple or sweet message, and no experimentation or spell check on it.  It was written down as it was created.

Just reading the poem, you experience an emotion, an anger we are all familiar with, the feeling of betrayal.  In the comments below that, like me, you sometimes skip.  I wrote about the effects of a flawed system.  This flawed system hurt me deeper than they ever acknowledged.  It was because of patient angels with watchful eyes and caring hands that I found my way back to the light, scarred, bruised, and beaten, but alive and striving to live again.  For many years I wondered what it was that made these angels so powerful and the system so weak.

A few years after I started studying Early Childhood Education to try to understand where great systems come from and great angels are made. After these many years I discovered there exists three roots that can either save or destroy these angels and systems.

The smallest root, but an important root none-the-less, is the root of financial resources.  A well-funded educator can find easy solutions that are tailor-made to deal with problems in Special Education and can make it easier for a teacher and even the parents to become more informed.

The middle root, is usually a biproduct of a lot of problems.  This root is founded in observations and prejudice.  In special education this relates to their treatment by others due to either observations or prejudice of those around them.  This can be as small as one teacher or as large as a society.

The largest root, and often the strongest and most powerful root, lies in knowledge and information.  When a system, society, teacher, parent, peers, and child are informed, the likelihood of mistreatment and a flawed special education system are minimized, though this is not a sure fire, as the middle root and smallest root can easily steal the nutrients from the largest root.

Even though these roots exist in all school systems, they are not of even strength, though from what I've heard, studied, and experienced, they are stronger than they were in my day.  The first root that any principal, board, or teacher recognizes is the financial root.

The financial root is not as flexible as are the other two, creating a feeling of hopelessness for those trying to get equipment and time for those in need of these services.  I, myself, was tossed from the system that had been trying to help me, simply because it would save them in funding.  Do I hate them for it?  Not completely...I understand that money is tight, but where their system failed was in not looking for alternative methods to continue my progress and get me back on track with my peers.

Cash and time were the reasons that the psychologist sent to observe me did not recognize the behavioral patterns that would indicate that I needed additional tests, because there was not enough money or resources to allow for a full observation, though I'm still trying to understand how obviously hiding behind a book and eyes that could never focus for more than 3 seconds were not at least indicators of additional help needed, but still time and money were the factors.  So while he didn't have enough time from me, what if teachers and parents gave their observations in a meeting?  What if instead you just asked the teacher and parents to keep a small record on the student?

For this reason I call the financial branch the smallest branch.  These disorders and others similar have existed for millions of years, yet somehow they found ways to branch out and cope.  Many great inventors were claimed to have ADHD, dyslexia, perception difficulties, etc.  So how did they cope before many of these problems had names or were more or less fully understood?  The answer is in adaptation.  Teachers, parents, and students all found ways to get around these issues by understanding the root.  Leonardo Da Vinci (Highly theorized to have ADHD and Dyslexia) is a prime example of adaptation.  First he had a parent who cared and saw his potential, to gain the services needed he worked out a deal with a master, from then on the master and Da Vinci worked together even in a workshop full of craftsmen, he found a way.  From there Da Vinci discovered what worked for him and how to use what would normally be a disadvantage as an advantage.

Another example is Edison, while his father did use physical punishment (Not recommended in many to all cases of discipline) he did so in hopes to teach, not to relieve anger (from the notes we were able to reach) he found a way to work with Edison's supposed ADHD behaviors using a rustic version of Skinner's theory.  With simple tools Edison would rise, many of his items are created from simple materials and designs.

From these examples we come to recognize that it doesn't really take a lot of cash to help a child with special needs, though there are exceptions in physical disabilities.  What it takes is simple creativity between teacher, parent, student, special education advocate, and the system.  Often the 504's goal is the optimal solution.  Actually a system that I find quite adequate is one I've been under before.  This system allows for open communication to create solutions that are least intrusive to all parties but still optimize learning.  Instead of paying for a computer device to type notes, why not carbon copy the notes from a better note-taking peer?  The solution to avoiding notice is simply letting the peer give the notes to the teacher and the student without notes can take it.  While yes the paper cost something, it's still cheaper than any piece of paper.

There are multiple books that show simple methods to make things fair, not equal, for all.  Many offer ways around spending tons of money for equipment and tools so that more can be focused on giving special educators and assessors enough time.

This leads to the question as to why so many administrators, teachers, and parents are worried about money, if there are simpler solutions out there.  Unfortunately it is because they are often basing it on the middle branch, focusing on false observations and prejudice.

Observation is a very odd word in that there are two forms of it, one that is subjective (this often can lead to prejudice) and one that is objective (This can lead to ignorance).  As humans we always observe what's going on around us.  We observe people to assess our safety, actions, and beliefs.  Observation gives us the information to know how to belong to a group and avoid danger.  All parts of the school structure should be trained in observation, those that aren't or are trained incorrectly can lead to disaster for student in need of services.  The problem is they focus only on one branch of observation or take one branch or the other too far.  Subjective observation is the worst offender, this type of observation is creating an analysis while ignoring major facts and factors due to its tunnel vision.

Subjective observation is taking the observation, "The kids are in the water.  Jim splashes water.  Kai gets hit by Jim's splash.  Kai cries and says, "Jim got me wet!". Kai pushes Jim down. Jim cries and says "Kai pushed me!" and writing, "Jim and Kai are in the pool and Jim splashes water right on to Kai.  Kai's angry and tells on him and Kai then pushes Jim down.  Jim hurt protests that Kai pushed him for no reason.".  The key difference is that in the objective or fact-based observation, we don't give Kai or Jim false motives or emotions, but in the subjective the observer is claiming that Jim purposefully splashed Kai and Kai pushed Jim because he was angry, and Jim is obviously not bright.  Not only is it insulting to both parties but it didn't cover all the facts.  Truth is Jim was splashing in the water, most likely got Kai by accident and it was all a big misunderstanding.  This happens more often then we think in special education, often we allow subjective observations to take the place of objective, leading to prejudice.  Meaning that a teacher sees the phrase "Student Needs the Following Accomodations" and a teacher just assumes it means money, time, and unpaid effort.  Instead of seeing this child could be the next Da Vinci or perhaps a slacker and that there's no telling and just taking in the facts, they misjudge them and see them as a burden and often immediately see them as the slacker because of the previous observation.  By judging a student you are being prejudice.  An example of this is found in a teacher of a student I knew that declared that the student had ADHD because he was so hyperactive, while yes the kid did have the disorder, she only based it on one observation that was highly debatable.  Many children are hyperactive in comparison to the average adult, but it was based on a subjective observation and therefore less valid, unlike my diagnosis where the teacher informed my parents on the behaviors and problems she'd noticed and recommended them to seek someone more informed and able to piece together the observations objectively versus subjectively.

I also mentioned there's a dark side to objective observation as well, one who doesn't look forward or see patterns is ignorant.  There are patterns that will emerge in objective observation, a teacher needs to subjectively and rationally deduce if a student is struggling and the resources that can create a fine-tuned system to help that child.  Being objective shouldn't mean you don't care, it means you gather the facts then recognize what needs to happen next or discover the real motive.

The last branch I'll discuss is the branch of information and knowledge.  When this root thrives is when respectable information is available to all.  The best system needs informed administrators, parents, educators, students, and peers.  If you really want to lower costs and create a welcome environment the key to it involves created a well informed system.  Administrators, parents, and educators should at least have some general concept of the disorder or special need by looking for neutral information.  With ADHD, I often find myself having to explain certain systems and disproving others.  So for instance, in one classroom of college students, I asked how many believed the theory that ADHD is caused by television, many raised their hands.  Even though they were trained, the information didn't sink in because of how the information was given, often without hands on interaction.  I informed them that really that wasn't what caused it, to show this and explain the Impulsivity found in certain cases, I demonstrated an activity I'd found through F.A.T. (meaning Feel Act Think).  One student Felt he should pull the hair Thought about the teacher getting after him, and Acted by not moving.  Vs Student 2 who Felt he should pull the girl's hair Acted by pulling it and then Thought about what he had done wrong.

Had I let these future teachers go with their thoughts on television and thinking we know what we're doing, how many kids would have just been taken off T.V. and then been yelled at for this false assumption or accused of purposefully taking something even after they tried to repair the damage their minds had done?  This is the reason the greatest tool that could save these kids and lead to great strides in society is simply giving information.  This experiment is great for kids (without the hair pulling of course) and adults and there are others that can help in understanding.

I believe that any district that thinks these kids are draining them, should objectively observe their roots and recognize where the poison is.  For those who have done all you can to tend your roots, we who came before thank you.  For those years the poisoned roots stole from me, I know will not steal from those that follow me, because of teachers, administrators, parents, students, and supporters who tend their roots and bring forth an abundance of strong fruit.  Thank you...

(A special thanks to Utaleasha and the great educators, administrators, and angels that healed what other had broken.  And an extremely big thanks to all those parents and students of yesterday, today, and tomorrow, you really are special, for your strength, perseverance, and courage; keep going, for there's always a way to heal)