Learning Equation for All
March is associated with the beginning of spring, warmer weather, and the start of baseball, but very few people know that it is also National Developmental Disabilities Month. As this month symbolizes transition, hope, and a brightening to our daily lives, these traits of March also represent what serving those with developmental disabilities is all about.
As I have transitioned from public education to serving those with disabilities, I have often been asked what the major difference between the two is. That can be answered from many different perspectives, but for now I will focus on the school programs. Successful education of anyone is dependent upon that special relationship between student, parent, and teacher. It is a relationship that is founded on trust, time together, successes and failures, and characterized by the teacher having the academic, artistic, and cultural freedom to connect with the student and parent.
Contemporary regular education has reaped many benefits from the accountability movement which was certainly long overdue. But perhaps the accountability pendulum has swung too far. Perhaps teachers in public schools are being torn away from those special benchmark moments with students and parents, so that benchmark testing goals can be reached. Perhaps teachers and administrators are financially forced to be more focused on the "flavor of the year" program from state or federal departments instead of nurturing the most important relationship of student-parent-teacher.
By no means is this a criticism of regular education, rather it is acknowledgement of how difficult their opportunity to educate typically developed students has become. However, Dale Roy School students and teachers are not removed from the accountability movement. Teachers have to conduct alternate assessments based on the same content standards for all students, but they still have the opportunity, time, and support to strengthen the educational triangle of student-parent-teacher. They still have the culture where their specialized, unique skills can be utilized for maximum benefit.
Failure or delayed progress is not met with panic over an approaching test date. Rather, the persevering approach of "let's try something else" is instilled in all. With our high-tech, high-speed, high-definition, 3D world it has been forgotten that some good things take time. Time has been short-changed in regular public education. At Dale Roy School students may stay with one teacher for several years, plenty of time to build, nurture, and reap the benefits of the relationship.
Many studies have shown that parental support and involvement with the teacher and student is paramount to academic success. Imagine how many districts and schools would have the "Excellent" rating if the time, energy, and financial resources now earmarked for accountability and standardized testing was redirected to support and strengthen the student-parent-teacher relationship.
Humans' teaching other humans has been going on for thousands of years. Much more is now known about how we learn, how the brain functions, and best teaching practices, but this new knowledge should make teaching more effective and easier. It should be an invaluable resource for the teacher, student, and parent. It should not be packaged in with accountability politics and practices which results in paralysis by analysis.
After the cultural, political, and financial distillation of public education, what ultimately remains unchanged is that special humanistic moment between teacher and student. This has been forgotten and neglected. Young teachers leaving the profession is a growing but understandable concern, as hopeful, enthused educators experience the reality of contemporary education.
Interestingly there is very little turn-over of teachers and other staff within the Ashland County Board of Developmental Disabilities umbrella of services. Possibly "The Dale Roy Story" method of educating students and adults is the model that could be considered when enhancing the student-parent-teacher relationship.
There are many similarities between Dale Roy School and regular public schools. Both are staffed with dedicated, skilled staff that truly cares about their students. The biggest difference may be in how the two systems have evolved. For a multitude of reasons too many people have forgotten that we are in the people business. One teacher said it best, "It's not a program, it's a kid."