In many schools, this time of year is the start of annual review season for students with IEPs (Individualized Educational Programs). It can also be the time when students begin to show some difficulty in current placements and teams grow justifiably concerned about supports. The difficulties can be for a variety of reasons but I'm finding that some of the phrases I hear (occasionally) about student decisions are similar and it's causing me pause.
I am not new to the field of special education. I will fully admit that I bring some past practice, history and maybe even baggage to the position. I am that person that believes in 100 chances for kids. I fully admit that it can be easier for me to believe in so many chances as I am not the one assigned to support that child directly day to day, minute to minute.
I am, however, assigned to advocate for that child...and all of the others. This is a responsibility I don't take lightly.
Instead of hearing at the onset of how different or difficult a child is or might be, I want to hear more about what makes this child amazing. I don't want to start with cognitive levels or results from a behavior rating scale. I don't want to rehash every detail of the last discipline incident involving a particular student.
I want to know about this child, at this age, and what strengths and then needs he or she has. If we are thoughtful, I am certain some of the needs among many of our students would be similar. These aren't the needs that necessarily end up on an IEP, but perhaps they should. Needs like this:
To be noticed.
To be understood.
To be forgiven.
To be believed in.
To be given another chance.
In the end, we are all more alike than different. Kids compared to kids. Adults compared to adults. We all need someone or something to believe in and someone to believe in us.
I am not new to the field of special education. I will fully admit that I bring some past practice, history and maybe even baggage to the position. I am that person that believes in 100 chances for kids. I fully admit that it can be easier for me to believe in so many chances as I am not the one assigned to support that child directly day to day, minute to minute.
I am, however, assigned to advocate for that child...and all of the others. This is a responsibility I don't take lightly.
Instead of hearing at the onset of how different or difficult a child is or might be, I want to hear more about what makes this child amazing. I don't want to start with cognitive levels or results from a behavior rating scale. I don't want to rehash every detail of the last discipline incident involving a particular student.
I want to know about this child, at this age, and what strengths and then needs he or she has. If we are thoughtful, I am certain some of the needs among many of our students would be similar. These aren't the needs that necessarily end up on an IEP, but perhaps they should. Needs like this:
To be noticed.
To be understood.
To be forgiven.
To be believed in.
To be given another chance.
In the end, we are all more alike than different. Kids compared to kids. Adults compared to adults. We all need someone or something to believe in and someone to believe in us.
Never Gonna Let You Down, Colbie Caillat
"I'm never gonna let you down
I'm always gonna build you up
And when you're feeling lost
I will always find you love
I'm never gonna walk away
I'm always gonna have your back
And if nothing else you can always count on that
When you need me
I promise I will never let you down..."
"I'm never gonna let you down
I'm always gonna build you up
And when you're feeling lost
I will always find you love
I'm never gonna walk away
I'm always gonna have your back
And if nothing else you can always count on that
When you need me
I promise I will never let you down..."
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