A design perspective of the primary special ed. classroom was
described in (Special Education, A Design Perspective 5/2013). This
special ‘learning’ room is analogous to that of the artist’s palette, a plain,
sculpted board, on which the artist’s colours are randomly mixed, using his brush,
creating his masterpiece on canvas. In much
the same way, the teacher is the artist as she randomly chooses her ‘paints’ in
her classroom ‘palette’. The student is the final result: the teacher’s canvas masterpiece. The classroom changes as the students begin to interact with it and within it.
For those deemed at risk for academic struggles and failure,
their first classroom should be a room of exploration, excitement, solitude/ quiet, a
stress free place for introspection and
extrapolation. ... The highly ‘structured’
curriculum for these vulnerable children should be a welcoming world whose
subjects are like a rainbow, specially selected and formulated to address all whole brain stimulation and learning. ... (There
are five senses, however, some consider movement, the 6th.) ... Activity is the cornerstone of the vulnerable
child’s early learning life and experiences. He has no time or ability for
slow, seated activities, unless they are self directed, purposeful ones.
When a baby first makes sounds, he interacts with his
surroundings and then within it, as he discovers movement. ... The sounds he makes slowly take ‘auditory’
shape to him and those around him. This beginning dialogue becomes more discernible
as his personal space begins to make sense to him. As time passes, the baby will begin to navigate
more purposefully around his ever changing environment, foreign to him, yet
friendly, while making the instructive sounds that show everyone near him, his
intentions. ...He needs respect for his
learning style. ... Babies teach us,
every moment of every day. ... Trying
to accelerate a baby’s learning by introducing him to things beyond his scope
of understanding or interest is to slowly dampen his attention, development and
make him fearful. ...It is here that the
vulnerable child is much like the baby. The
goal: to teach reading, writing and math to a child who is not ‘prepared’, and
maybe, fearful of its consequences, is a mistake. ... Teacher knows best. .. Give this trained professional the mandate to
instruct, to inspire, but not with a curriculum with strict deadlines
to meet. ... We must enable the
at-risk child to become productive, as he builds confidence and self-esteem.
Fast tracking this process poses serious academic risks, crucial to his
immediate and future learning success and health. ... ... (Pity does not belong here.)...
In the primary intensive classroom, the early learning ‘structured’
strategies, such as modern music,
singing, listening, ‘dance’, discussion, experimentation, tea parties, dough sessions,
pasta making-(spaetzle, ravioli, pierogies & gnocchi, to name a few ) empower the vulnerable child on a grand scale. (Academics are introduced in context.) The child’s active and purposeful participation
in class will help him develop the indomitable spirit and fearless attitude required
for all learning to take place. He will
see that the world is a place where he belongs and where he is able to take care of himself. He will give respect because he
is respected for his accomplishments and the unique person he is. ...
Feelings of
inferiority and low self esteem hamper learning for the at-risk child. They intensify
as the child develops until, one day, he leaves the educational system that has
never fully understood or respected him.
He leaves ill-equipped for life.
... The development of hobbies, skills
and abilities for at-risk children must begin early when the young child
displays the unbridled curiosity, characteristic of his species. These strategies are life giving skills, not
frills to be taken lightly. Let us not
extinguish the flame of learning because of a preconceived idea of what real
learning is about. If we do, the slow
learner in this scenario just might be us!
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