Special Education, A Design Perspective of the Momsey

As we begin to discuss, evaluate, decide then enact certain criteria for the best way to educate our most vulnerable children, we realize that  shaping their environment can be  the building blocks of an incredible mind in a room that literally grows with the child. ... Translating the qualities of human learning into a workable doctrine should be the mandate in education. Simple, easy, low cost approaches are there. (Clues are everywhere). ...  We need only to watch our children play!  Costly and complex strategies exist, long term, only when there is a constant flow of dollars. (Embracing the techniques and practices of other trained professionals for helping us teach society’s most vulnerable children is not always possible, as the budgets in each jurisdiction, province or state vary.).  

We complicate matters when we think we know what we are doing when, maybe, we do not. Children are not complicated people.  In (Special Education, 5 senses, Engagement 4/2012), (Bullying and Inviting the Bully to Tea-4/2012) (Imagine,5/2012),(The Life and Times of a Preemie 8/2012), and (School in the Modern Age 10/2012), I write about the critical importance of the softer offerings in the educational curriculum, especially, for at-risk children. When we pay close attention to these critical subjects first, they become a magnet for other 'challenging  educational' pursuits, later.

Momsey’s design perspective of a primary special education classroom follows a very basic format based upon the above mentioned criteria of easy, simple, budget friendly. ... (As we all know, a baby cannot learn if it is not having fun. The same can be said of an at-risk child). ... The Spec. Ed. room for the youngest and most vulnerable should be an inviting, unadorned, academically 'safe' place- (homelike atmosphere)- where fun happens and learning results.. Before letters and numbers  come speaking, listening, discussion, doing, engagement, laughing. ..1.) Room colours for the walls, curtains, blinds, and carpeting should be chosen and painted by the students, colours that calm both the growing brain and the five senses of the child.   2.) There would be a movable staging area-for show and tell, speeches. A raised platform could showcase the talents and confidence of the students. ...3) A permanent area of the room would include a stove, small fridge, freezer and sink for baking the simple, the complicated and the ridiculous while experimenting with ingredients: spices, herbs, grains and recipes.  (All five senses of the developing dense brain would be stimulated in all ways.)  

Dough with/without yeast could be the focus of many experiments. (Fresh fruit, water, organic Chinese/African teas and a juicer would be available throughout the day). 4) Another area of the room for self discovery. Charts could feature daily assignments of each student.  Musical selections would vary (classical, country, rock, 50’s big band) for  daily listening pleasure. ... Instructive group dancing,-(A Hat, A Mat and  Music-5/2012) baking,-(We're Smarter Than Adults-9/2012) 'soft' sports' and the creative arts would be the curriculum- not a part of it. 

The Arts are critical components to healthy living and learning. (Somewhere in the room, there would be a counter,  a desk or two for 'school work') Creating the right environment for a special needs child enhances student creativity and problem solving on a daily basis. This 'enclosure' engages the whole child not parts of him/her.  It is a road map for the most vulnerable and helps to level the playing field for him, making it possible for algebra, calculus, physics, geometry, music and literature to gain entrance and acceptance into their world - as it did for our oldest and his younger brothers, many years ago. ... Let us not underestimate the significance of environment.  In Momsey’s world, it is everything!