The slow/slower learner label used to
describe students of special education, these 'outside the box'
learners, has always puzzled the Momsey. For it is we who are 'slow'
in not being able to 'cope with the scope'- understanding fully - the
magnitude of the learning problems facing these unusual little
Einstein.
The teen students I taught, in the last
century, before the birth of our children, years later, were
incredible students, engaging and quick to learn. Formal 'academic'
subjects were challenges to them, however. My all-male classes were
respectful, bright boys who longed to excel in everything they
undertook. What, I wondered, had not happened over the nine
year period prior to their entry into high school. I was a beginning
teacher whose thirst for understanding my 'boys' knew no bounds. ...
As a parent volunteer, many years later, I began to demystify the
hidden rules of learning for children: engage, question, laugh, and
question further. Dialogue, in all forms, was the critical first step
for all learning to occur. Language 'moves' learning.
Are we boring special children with our
interpretation and details of a somewhat outdated turn of the last
century education model? Let us make noodles, bread, pizza, danish,
sfogliatella then 'dance' to finish out the week's 'academic'
assignments with these at-risk children. (The five senses of the body, some say six, are being engaged, critically). The wasting of precious time
has greater consequences for the child left 'behind'. Time is a
precious commodity for all, more so, however, for those challenged by
literacy and numeracy proficiency. Delivering a specially
designed curriculum for slow learners should not, unto itself, be
slow! Novel approaches should rule the special education dictum,
randomly and often. Boredom is a deterrent to learning. Let the
teacher decide what is best for her special brand of student and
implement her modern approach that rocks the minds of these at-risk
children, with 'help' and as early as possible.
The young plastic brain is waiting to
'absorb' what is useful and 'prune' what is irrelevant. In these
'flashy' moments of time, the traits of curiosity and confidence
thrive as the building blocks of learning are being molded and
created. Today's fast-paced modern world is a place of high-tech
gadgets at our disposal. But wait. Building a creative mind is more
than just using the latest high-tech gadget. My brother, a physicist/mathematician
and his mentor, Albert Einstein, believe in the quote of the famous
20th century scientist that the mind is the best computer
in the world. (and a terrible thing to waste!)
The classroom is a point of life-off, a
safe haven for those whose confidence and language skills have
suffered. Structure in the classroom becomes a 'soother' for them.
The art of order and nurturing begins here, respecting and
encouraging these special students' learning style. Introducing
'safe' but novel experiences becomes a priority in helping these
children develop. A future life is not an easy place to be if we are
not prepared.
Special Education learners are anything
but slow, I realized long, long ago with my own children. One was
headed in the direction of special education, we were told within
days of his premature birth. A simple Fisher Price music box was his
constant soothing companion, in his incubator, this '2 month home'
away from home, helping grow his fragile infant brain as he recovered
from his near-death birth experience. Our oldest 'preemie' then
became their 'high-tech human toy' for his two younger brothers, born
within the next two years. (They became his language therapists). Dialogue, not toys, became the group's
instrument of play. A two-way walkie-talkie was their 'modern' look at
language. They were encouraged to think, every step of the way, much
to the chagrin of their parents, in later years. Oh, My.
The high-tech, hand-held world has
changed everything for everyone, especially for young at-risk
children. In the classroom, colouring books, quiet time and attempts
to draw animals can waste precious time and human resources. This
directive serves only to dampen learning and provide an 'alternative'
reality that seems productive but is not. As we move less, our
hand-held devises and laptop computers keep us in a trance as we sit
for long periods of time absorbing new information or re-visiting old
'sites'. Our children can sometimes be the 'victims' of this modern
accidental philosophy. Outdoor education has proven to be one major key for
fast-tracking learning for young children. The outdoor classroom
rules as does Mother Nature herself.
The child's brain has the capacity to
grow in unimaginable ways. Let us serve the most challenged children in ways that connect with them in a non-stop fun-loving manner.
Creating the 'whole' child should be the name of the education game,
personalized for maximum effect. In Momsey's child-like world -
M.M.D.D.- (Music - Movement - Dough - Dance ) would serve the child
like no other teaching tools. Research has proven this. I have seen
the magic unfold when yeast dough was used in Mary's primary
intensive language class for nearly five years, decades ago. It was never about
baking. It was always about thinking, doing and leadership. (The
redundant teacher was the goal). Engaging the child creatively was
helping them become the successful people they were meant to be. It
was magic, each and every time!
Making the most of each and every day
with at-risk children, in creative 'unstructured' ways, is akin to
paying a visit to a part of the brain that the child did not know existed.
Interesting things happen. Looking into the eyes of a child serves to
connect him/her to a world view of life, learning and love. There
is no substitute for the 'human' experience. Of that there is no
doubt.
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