Week 8

Sept. 30 - Oct. 4, 2013

We had 2 IEP meetings this week, 3 screenings, and I'm getting so much more independence with these kids. I'm also learning so much more than I thought I would at the beginning. The progress of these kids are really knocking my socks off (even from the time we first started working with them).

I'm learning a lot about patience in the sense that when students progress, it doesn't necessarily mean they are apt to continue progressing at the rate they first had. In fact, they may just regress (like this student - Alex). I'm learning to bite my tongue a lot (when I'm giving him instruction) to provide him with the room he needs to figure it out on his own (even if he gets lost or is taking a lot time - to me, to figure it out).

I'm learning about the importance of teaching orientation skills versus mobility skills and when to apply one or the other. For instance, there is this one student who we have been working with to improve muscle tone and simple and practical use and development of his gross motor skills. After a lot of whining, Bryan realized he should alter his lessons to incorporate things that were more rewarding for him instead of seemingly work all of the time. Now, we are teaching the student how to use the wheelchair more efficiently and experience the world that way. It is going so well. I can tell the student is really enjoying the places I've been bringing him to.

I'm learning that it is not so scary to be slobbered on and possibly bit (which I did not, just saying). If there was any student I was completely afraid of, it was this one kid named Andrew. A lightbulb went off in my head the other day when I realized I should just dive in and do it instead of wait for the courage to drop from the sky and into my lap. I'm proud to say Bryan has allowed me to work almost independently with him and it has been fabulous (a workout for sure, but fabulous). For instance, I wheeled him out to sensory playground and helped him wrap himself on the spinner, then towards his walker, walking all the way back to class (with physical and verbal prompting from behind his walker). This is one of the students I am considerably impressed by his abilities since school started.

I'm learning about how important it is to push the students even farther than I think they can be pushed. For instance, on this particular day we were working with Andrew, we had done so much with him and he was hot and sweaty and our time with him was running short. I recommended to Bryan for Andrew to be put in his wheelchair and we could wheel him back to class. Bryan motioned for his walker (just to see how far he could make it back to class). It turned out Andrew made it all the way from that point back to his class (walking by himself in the walker with physical prompt on the back of the walker). I could not believe it! And just think, he would have not had the opportunity to do that had it not have been Bryan advocating for his abilities.

I'm learning how to be sensitive to students' emotions and reactions to lessons and alter lesson plans accordingly. For instance, when working with Grace she has often demonstrated fear of isolation consistently. So, Bryan changed the objective of his lessons to incorporate more exploration and experience of her environments. I'm so glad he did this and that I got to see him problem solve this situation.

I'm learning to be sensitive to certain students who are tactile defensive. This one student gets so upset with me when I correct him and touch him at the same time. He starts to give me an attitude and I really need to draw strict boundaries with him on this so my lessons with him are more effective. It is hard, because he is so little and he reminds me of my son. :)

I'm learning how to write objectives and record data after student lessons in my sleep. I've been using Bryan's special assistive technological device for this so I know how to do when I am a teacher.

On one of our community lessons, a high school student taught me how to use voice over on my phone and I also got to observe her take an imaginary bus to CVS, find the store (by herself), go inside, and purchase a drink. Watching her problem solve during this time was interesting.

For one of the screenings, we got to meet a student who receives vision services in her home. We spent an hour and a half screening the student there and talking with the student's mom. All that and Bryan motioned that he did not think his services would benefit the student based on the specific circumstances and home environment.

Did I mention I'm learning a lot? :)