[Teachldsseminary] REQUEST: Disability
Barb
mbgardner2 at cox.net
Wed Jul 12 08:05:04 MDT 2006
Having a disabled student can provide a rich experience for all in the
class. As a parent of a disabled child I would appreciate a teacher
contacting me and asking what challenges they might face, how my child
learns best, how they interact with others, where should they be located
within the class, etc. When I knew of a disabled student coming into my
class I would generally meet with my class presidency prior to school
starting and work on a strategy to include the student and help other
students to accept them. With the permission of the parents I have even
included an article in the summer newsletter introducing them and explaining
a little bit about their disability.
This topic is near and dear to my heart since it was a group of LDS
teenagers that friendshipped my daughter that led to our membership in this
great church. She was asked to share her story throughout our stake at our
last ward conferences. I'm including it here just in case it might help or
inspire someone else....feel free to delete at this point!
I am Brittany Gardner and I was born with spina bifida and have used a
wheelchair most of my life. I have found that this chair can be an isolating
factor. I don't know if it's because people are uncomfortable looking at me,
perhaps they don't know what to say. Or maybe, it's just because I'm too
darn short. As a sophomore in high school it kept me almost totally
isolated. I would sit outside my home and wait for the little yellow school
bus and although it picked up many disabled students I was the only one it
dropped off at the local high school - a stage of 3,000 players! I rolled my
way in and out of elbows and knees making my way to classes. Each day I ate
alone. Each day I went home alone.
One day, in late September, I was sitting in the cafeteria eating lunch by
myself when a teenager by the name of Cassandra Schwab invited me to join
her and her friends. Cassandra was in one of my classes but I had never
talked with her before. Needless to say, I was thrilled. The next day those
same teenagers invited me to join them again. In fact, they invited me every
day from then on.
A few weeks passed and Cassandra asked me to go to a fireside at her church.
I was so excited just to be asked to go out somewhere with her I didn't
think to even ask what a fireside was. It was this fireside that taught me
of a Savior that died and was resurrected that one day we might all receive
a perfect body. A body that could walk, run, jump and climb at will. I left
that fireside burning with a desire to know more. Within days two
missionaries came and I began to take the discussions to learn more about
this plan of salvation.
I was baptized Jan. 3, 1991.
Knowing little, but wanting to know more, I attended classes and talked with
my new friends about the gospel. One Sunday my good bishop called me in and
asked if I would like to receive a patriarchal blessing. He explained that
it would give me even greater insight regarding my part in this great three
act play. He was right. What I learned was this: As I entered mortality I
was given this disability as a blessing and a protection to guard me
throughout my time here on earth.
Perhaps one would have to sit in my chair to understand the impact that
knowledge had upon me. I was not a mistake, nor was I being punished. I was
a daughter of God, and I was so very loved by Him; I had a divine nature
and great individual worth. During my first two years He helped me grow and
become through working on my Young Women's Medallion. Later, because He knew
and loved me, I was called to teach primary and was able to complete an
honorable mission at the Tucson Family History Center, to be a visiting
teaching supervisor and now a Gospel Essentials Teacher.
Knowledge of the Great Plan of Happiness has not just changed my life.it has
given me a life. It has led my family to the gospel. It has allowed us to
become an eternal family.
-----Original Message-----
From: teachldsseminary-bounces at latter-dayvillage.com
[mailto:teachldsseminary-bounces at latter-dayvillage.com] On Behalf Of Bob &
Becky Clinton
Sent: Wednesday, July 12, 2006 6:41 AM
To: Free Email list for LDS Seminary Teachers
Subject: Re: [Teachldsseminary] REQUEST: Disability
I'm glad you asked this question. I will also have a new student with
autism this year in my class and so am also seeking any an all advice. I
haven't met the student or the parents yet so I'm not sure to what degree he
is affected. In anticipation of the circumstance I inquired of a friend who
deals with special needs children and he gave me the following very basic
information:
----------------------------------------------------------------------------
----
Autism is a very complex developmental disorder. Unlike Down Syndrome,
people with autism usually looked normal. It's called a spectrum disorder,
because individuals with autism can be anywhere on the spectrum-from a mild
form of Aspergers or Syndrome to severe profound autism-where they're unable
to speak. It just depends on the person. Some individuals with severe
profound autism can be violent. Headbutting, biting, hitting, are not
uncommon for people with severe autism, but not for everyone with Autism.
Some younger children with autism are also runners. If you're working with
a child with autism you would definitely want to make sure you ask if he is
a runner and if he has violent tendencies.
Autism affects three major areas:
1. Difficulties with Communication
2. Difficulties with Socialization (socialization skills that most people
take for granted are very difficult for most autistic people)
3. Problems with Sensory Integration (see, smell, hear, taste, touch) some
autistic people are hypersensitive in some of these areas. Once again, it
just depends on where they're at on the spectrum and how they're affected in
each of these areas.
If you're teaching an autistic child, keep one thing in mind:
Less talking and more colorful pictures are the best teaching strategies.
Hands-on activities are also good vs. worksheets and a lot of writing-no
good. Find out if the child can write and read. Depending on where he is
on the spectrum, you might need to teach one-on-one, or find somebody to
work with him. Let me know, and I'll be glad to help you with some teaching
strategies for this child.
Find out what reading and math level he's at. Also find out if he's
hypersensitive to anything, because if he is, no need to incorporate some
sensory integration techniques.
The best resources are probably on the Web. Autism society of America is
good. Council for exceptional children is good (CEC).
----------------------------------------------------------------------------
----
I hope this helps
Becky Clinton, EMS
Kaiserslautern Military Stake
Germany
----- Original Message -----
From: rfamilyz4evr at surfbest.net
To: teachldsseminary at latter-dayvillage.com
Sent: Wednesday, July 12, 2006 3:29 PM
Subject: [Teachldsseminary] REQUEST: Disability
I have been contacted that I will
have a young man in my class this
year who has autism. Though I am
a teacher by profession, I don't
work with disabled children.
Does anyone have any ideas on how
to reach this student? I want him
to have the best experience in
seminary. His mother told me that
his last year, he just slept most
of the time and when he was awake
there were occasions in which he
would be angry and shout out bad
things.
If any of you experienced teachers
could share some light, I would
greatly appreciate it.
Thank you!
Sherri EMS-TEXAS
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