Life Through the Lens of a Special Educator

Uni-tasking Instead of Multi-tasking

2010-01-18T18:27:00.005-05:00

Over the summer I developed a case of pneumonia which, just as the doctor said, took six weeks for a complete recovery. Without my usual amount of energy, I developed a greater appreciation for those who suffer from chronic fatigue syndrome. Each day I’d wake feeling like my old self, but it lasted only a short while and then I’d feel exhausted again. The doctor said not to push, but to listen to my body and rest whenever I was tired. That was a big adjustment, as were daytime naps, and heading to sleep long before the usual midnight.

One benefit was that I re-learned how to uni-task. Since I was conserving energy, I was unable to do the usual multi-tasking we’ve all become accustomed to. I found I only had enough energy to focus on one task and complete it before engaging in another. During the second two weeks of being ill, I had a summer class to teach. My schedule consisted of teaching in the morning, driving home, napping, and then updating lectures, PowerPoints, and class activities before climbing back to bed in the early evening.

In reality I didn’t miss the multi-tasking at all and discovered it is possible to focus on one task, complete it, and feel productive. I vowed to continue this once my health returned and have been only moderately successful. It's exceedingly difficult to establish and maintain new work habits. I am maintaining my resolve to work on projects in a more focused way, and respond to emails and phone messaged several times a day rather than as soon as it’s received. Change is never easy, especially when it involves changing behaviors that have become habitual. (See my Hebrew College blog on student behaviors at http://bit.ly/6laGmc)

Somehow it seems I'm often wrestling with creating a balance between work and life tasks and finding time to unwind. Uni-tasking seems to present some merit as a response. I'm interested in hearing from others about how you manage work, family, life tasks, and fun!

Take Me Out to the Ball Game

2009-07-15T16:34:00.002-04:00

Thanks to our flat screen high definition TV and much to our daughters’ surprise, we have joined the Boston Red Sox nation and now follow baseball. Attending a Red Sox game was on my summer “fun things to do” list so when my brother called with two tickets, we were delighted to join him and his son. I held my own understanding everything that was happening on the field with only a few “What just happened?” questions, mostly answered by my nephew. My brother and I reminisced about going to Yankee stadium as kids with our dad, back in the days of Mickey Mantle, Roger Maris and Yogi Berra, and laughed about how we both became Red Sox fans – eventually

I hadn’t attended a game in quite a long while. Here are some of the things I learned:

1. Attending a game is not the same as watching it on TV. You might see more but you miss the smells and excitement. The amazing talent, strength and skill of the ball players isn't quite as apparent on TV. Watching David Ortiz hit a ball out of the park and seeing Jacoby Ellsbury steal a base makes you realize just how talented these men are. It gives you a greater appreciation for the concept of multiple intelligences, especially the bodily-kinesthetic intelligence.

2. If you are hyperactive, you’ll fit right in at a ball game. I was immediately struck by the movement in the stands – the whole stadium was in perpetual motion. Hawkers wandered up and down the aisles with food and drink. There were constantly people walking through the aisles, while others danced at their seats. Starting in the bleachers, everyone stood, raised their hands and screamed, creating a huge wave that went around the stands at least four times!

3. People like belonging to a group. And sometimes that means being labeled. Probably 75% of the people were wearing Red Sox clothing, mostly t-shirts and baseball caps. No one seemed to mind being labeled a Red Sox fan.

4. An upbeat mood is contagious. People wore smiles on their faces. Those who were lucky enough to catch a ball tossed it to the nearest young child to the cheers of those nearby. Even though it rained at the end of the game, everyone quietly stood in line waiting to get into the T stop – and no one complained or pushed!

5. There’s always something to learn, no matter where you are!

So this summer, take yourself out to the ball game!

Genetic Screening

2009-06-21T22:40:00.002-04:00

Many years ago, when I was considering having a baby, I took a few precautions. I got tested to see if I ever had rubella. Knowledgeable about special needs, I knew having rubella when pregnant could affect the development of the fetus. Turns out I did not have antibodies and needed to get vaccinated.

Genetic testing was just beginning and the Jewish community had begun a serious campaign for people to be screened for Tay Sachs. I was eager to sign up. One of my college friend’s sisters had given birth to a baby with Tay Sachs so I knew about this disorder in a personal way. Both my husband and I were tested and neither of us were carriers. Years later, my husband’s daughter discovered before giving birth to her third child that she was a carrier for Canavan’s disease. Her husband was not. When our daughters were tested before becoming pregnant, we learned that one of them carries this gene as well. Her husband is not a carrier.

What would any of us have done had we and our spouses tested positive?
Luckily we weren’t faced with this dilemma. According to the Victor Center for Jewish Genetic Diseases in Philadelphia, “a number of genetic disorders occur more frequently in certain ethnic populations. In the Ashkenazi Jewish population (those of Eastern European descent), it has been estimated that one in four individuals is a carrier of one of several genetic conditions.” If both parents are carriers, the baby has a 25% chance of having the disease, a 50% chance of being a carrier and a 25% chance of not having the gene at all.

One of my daughter’s friends recently delivered a beautiful baby boy. Problems developed with feeding and weight gain. Then they noticed low muscle tone. They continued to have tests done and learned that their baby has Familial Dysautonomia, a genetic disease. About one in 30 Jews of Ashkenazic descent are carriers. When I asked my daughter if her friend had done genetic testing, she told me she had, but was told she wasn’t a carrier for any genetic diseases. Based on this information her husband never got tested. Obviously, both she and her husband are carriers of the gene, but the doctor’s office had failed to tell her this positive result, although it was contained within the report.

What would she and her husband have done? Who knows, but she and her husband had the right to be armed with information – to think through the implications of both being carriers of this gene – to consider their options – to decide together what they were ready to face. That’s why one undergoes genetic screening – to have information to make very difficult decisions when faced with very difficult results.

President Obama Inauguration

2009-01-25T18:34:00.003-05:00

I was attending the Ravsak conference for administrators and lay leaders of community day schools during the time of the inauguration. Since the conference was held in San Francisco, the ceremony was at 9am on Tuesday, January 20th; conference organizers arranged to show the event in real time in the ballroom on a large screen. Luckily, the technology all worked, enabling us to see everything from the entrance of the main dignitaries to the final benediction. Sharing this event with over 300 other educators was quite moving – we laughed, cried, cheered and applauded – joined as a community in this historic moment.

We were struck by the sea of people of all colors proudly waving American flags, a show of patriotism not frequently seen, especially in recent years. Many of us shared stories: of our work in inner city schools, of our role in the civil rights movement, of remembrances of assassinations and murders of blacks and whites, of first hand experiences with public bathrooms and water fountains marked “colored” and “white,” of segregated restaurants and schools. How far we have come; how much further we have to go.

Rabbi Harold Kushner provides this commentary in Etz Hayim on the Torah section of Mishpatim: “The decency of a society is measured by how it cares for its least powerful members.” Our society will be remembered for how we treat our most marginalized people – those who are poor, who are immigrants, who are different races or religions, who are gay, lesbian or transgendered, or who have dis/abilities.

Perhaps the power of President Obama’s inauguration will be an inspiration to create more inclusive American moments.

Seeing Specialists with your Child

2008-12-21T13:54:00.004-05:00

My younger daughter gave birth on Nov. 6th to a little girl. So just 7 months after becoming a grandmother, I’ve been blessed again. Now six weeks old, little Vered is already beginning to smile and hold her head up. Suddenly, Orly at 8 months seems so much more grown up. She is babbling, picking up Cheerios to eat, and pulling up to standing. I am amazed to see how quickly babies grow and learn, so obvious on those rare occasions when we get to see them together!

Things weren’t so smooth at the beginning. Vered developed an infection from a blocked tear duct within the first two weeks. Off went the parents to a pediatric ophthalmologist who suggested they could try to massage the area and use a warm compress, but scheduled an appointment for surgery. My daughter commented to me, “She’s barely two weeks old and I already had to take her to a specialist!”

This comment resonated with me – so many parents whose children I taught had talked to me of the difficulties involved with the logistical and psychological difficulties of having to take their young children to specialists. The problems they faced seemed so much worse when their own pediatrician referred them to a specialist. How were these parents supposed to handle their child on a minute to minute, day to day basis when even their pediatrician wasn’t able to handle the baby’s problem? They told me it made them feel less competent as parents when they had to take their child to appointments with various specialists (e.g., neurologists, occupational therapists, speech and language pathologists).

Luckily the massaging and warm compresses did the trick on Vered’s eye and the surgery was avoided, much to the surprise of the ophthalmologist!

Let’s hope we can help empower parents of ALL children to have the competence and confidence to support their children as they develop. What kinds of experiences have you had with specialists?

Happy Thanksgiving

2008-11-24T22:31:00.003-05:00

Thanksgiving is one of my favorite American holidays. Unlike Halloween, Christmas and Easter, there are no overtones of a religious holiday. Thanksgiving commemorates the Pilgrims sharing an autumn harvest festival with the Wampanoag Indians. Today it's mostly celebrated by a turkey dinner shared by family and friends.

This year, the holiday arrives just as we face the worst financial situation in the US in 75 years. Thanksgiving asks us to pause and give thanks in gratitude for all we have. Is the glass half full or half empty?

Isn't this what we ask of parents, family, friends, and teachers of children with special needs? Don't we ask the adults to see the child's strengths rather than his/her weaknesses? Now we see it's not so easy to do. It's something we have to learn - to see the little positives, the small changes that mark progress, to see the smile or other nonverbal expressions of success. But it's that smile that makes it all worthwhile and rewarding. Now we have to see those same small positive changes in our country, our economy, our own lives. We have much to learn from those who live with special health, cognitive, language, and emotional needs.

Happy Thanksgiving!

New Beginnings

2008-10-27T23:42:00.003-04:00

It always amazes me that very close to, or this year coinciding with, the time when the leaves change color, our Jewish calendar starts a new year. Beginnings are good – a clean slate and a new start. A new year offers us an opportunity for changing, for setting priorities, for trying to do things better this time around.

The problem is that we often revert right back to our old ways – over/under-eating, over/under-exercising, watching too much tv, ignoring our promise to ourselves to better balance work, family/friends, and fun. Still, even though we know it will be difficult, we tell ourselves this time will be different and we’ll be more successful!

It’s something we should remember about our students. They, too, want a new start – to shed their old labels, to begin anew and try to do better. This time they will hand in their homework; they will complete projects on time; they will pay attention in class. Even though it’s hard to change, they will attempt to live up to their own promises.

Teachers and students may not have difficulty with the same behaviors. Usually, teachers had positive experiences in school – otherwise why would they choose to spend their working days in schools? So teachers tend to be good readers. We like to learn. We are at least fairly well organized. But these are important school behaviors that many students, especially those with special needs, find difficult. Disorganization is a common issue for students with learning disabilities, AD/HD, or executive functioning issues.

As teachers, we must remember how difficult it is to change one’s behavior. Then we should give our students the positive reinforcement and encouragement they need to change their own behavior. No matter how small a change, it could be first step towards school success.

Accomplishing the TO DO List

2008-10-23T14:56:00.004-04:00

It’s been a long while since I’ve written – classes, bike rides and the hecticness of life put the blog on the back burner for a while. Once there, it was hard to move it to the front burner. So I did what we suggest for individuals with organizational issues and for all students with special needs – make a list, break down each task into small and “doable” parts, and check items off when you accomplish them.

And now, I’m back to writing – OK, I’ll admit that I’m a bit of a wimp and the fall temperatures have gotten a bit too cool for my bike. However, it is the list I keep going back to, and it’s what seems to keep me moving ahead on the things I need to do. Without it, what I call the “mundane stuff of life” takes precidence and I forget about the bigger and probably more important things, which then never get accomplished.

So my “TO DO LIST” is long and colorful (I group the areas of work by colors). My rainbow list now has lots of bold Xs on it, a testament to my perseverance and the ultimate success of the strategy I’ve used with so many of my students – write tasks down, break the tasks into small component parts, do it, and X it off the list.

That’s what works for me. What works for you??

Four Children at the Seder

2008-04-16T15:32:00.000-04:00

One of my favorite parts of the Passover seder is the four children, who were sons when I grew up, but now include daughters as well. This section of the readings highlights the idea that children are different and that we must relate to each by meeting him/her where s/he is at. So the responses each receives is as different as the question they pose.

Imagine my surprise at a Hebrew College class a few years ago when the daughter of a Chabad rabbi told how her father taught her about the fifth child – the one who isn’t even at the table to ask a question. She explained that this is the Chabad mission to find those who are so disenfranchised and detached from their Judaism and to bring them to the table.

I love this midrash, not only because it so clearly explains Chabad outreach efforts, but because it makes me think about all those who aren’t visibly part of our Jewish community – in synagogues or even at their family seders.

I am reminded of the parents of a child with special needs who no longer celebrates seders with their family because their sibling is uncomfortable around their child who has difficulty chewing and swallowing. I think of the family whose child complains bitterly about attending the family seder. Her reading disability is front and center at the seder because of the family ritual of “round robin” reading of the Haggadah. Such reading, in English or Hebrew, was introduced to make their seder more participatory! I think of the family who no longer joins their extended family because the home where the seder takes place is not wheelchair accessible. Then there are the cousins who seem to be playing so well while waiting for the adults to finish the meal, but are too loud for one of the adults. When the children are told to be quieter, the uncle is told to “just close the door.” The uncle returns to the adults and has a tirade about his nephew’s rude behavior. Who’s the child in this situation, the uncle or the boy who has Asperger’s?

Yes, each of these situations could be easily improved through a rational discussion that could lead to a truly more inclusive seder for all family members. But families aren’t always rational or always sensitive or even sometimes aware of the impact of their actions and words.

So the four children continue to serve as a model for all of us to be more inclusive, to respect each person’s needs, and to really see all the people who are at our seder as well as all the “fifth children” who aren’t.

Grandchild Dreams - and Nightmares

2008-03-30T15:21:00.002-04:00

Awaiting the birth of my first grandchild awakens me at night with concerns and worries. While I sailed through my own pregnancies, ignoring thoughts of any possible complications that could arise, they now fill my mind.

I tell my daughter and son-in-law their lives will never be the same once this baby is born, that raising a child is the most awesome and important work of anyone’s life. But I don’t tell them about Kingsley’s piece, “Welcome to Holland,” a reading I have shared with so many students, teachers, and parents. Nor do I tell them about the information on how parents adjust to having a child with disabilities, the research on the grieving process they go through. People ask about the child’s sex – do we know if it’s a boy or girl? do we want a boy or girl? I think, “I really don’t care” – all I obsess about is its health. Despite all the prenatal tests coming back perfect, I know there are no guarantees in life.

Then I move past my nightmares, and dream about a girl who could inherit her mother’s toys. Then I dream about a boy who would bring a new adventure and could also play with his mother’s toys. Then I dream about watching my daughter mother her own daughter. Then I dream about watching my daughter mother a son. Then I dream about a safe world that this child will hopefully inherit.

In the end, I know we will love, support and nurture this new addition to the family and bring out his or her potential, yet to be determined. It’s not really about having expectations; it’s about having dreams and hopes and knowing that those dreams and hopes will change over time as we get to know this real child – the very healthy baby girl born March 27, 2008.

Learning from Lior

2008-03-09T20:04:00.005-04:00

Somehow we get caught up in the details of life and work we kind of lose track of the big picture. At work there are emails to respond to, calls to return, memos to write, meetings with students and colleagues. At home there are also emails and calls, laundry, shopping, and meal preparation. Time to relax? Time to remember why you work anyway? Time for yourself? Actually, time seems to disappear before my eyes, with the clock and the calendar moving faster than I ever thought possible!

And then once in a while, something comes along and you have an “ah, ha” moment when the big picture stares you in the face. Watching the movie “Praying with Lior” provides such a moment. This movie, ostensibly about a boy with Down syndrome preparing for his Bar Mitzvah, is so much more than that. True, the producer, Ilana Trachtman, has captured Lior and his family and friends and his Bar Mitzvah, but really, she has captured life with all its perplexing questions.

That the movie is a moving tribute to living with a child with Down syndrome is clear. Definitely a two handkerchief movie! But it is also a humorous one – laughter through the tears. More than that, it is a picture of a family, devastated by their mother’s early death from breast cancer, who move on with their lives, integrating their father’s remarriage and living with a son and sibling with special needs. It portrays Lior as a boy remembering his mother, loving his stepmother, and loving his Judaism expressed through his praying with fervor and belief. It portrays Modechai, Lior’s father, worrying about this Bar Mitzvah’s meaning, examining his dream, hopes, and expectations. It portrays Lior’s siblings, each with their own fears, realities, pride and love for their brother. It portrays Lynne, his stepmother, who gives space for the family’s memories of their mother while establishing her own role in nurturing and loving the family. It portrays a community that provides support and continuity.

As a special educator and teacher educator, I found the scenes of Lior at school and the interviews of his classmates mesmerizing. Here is an Orthodox school that includes Lior and provides not just a warm place where he thrives, but where his classmates are also his friends. From their words, we see how much they have gained because Lior has been a part of their school years. They respect his differences, care about him, and learn from him. Here’s an example of a school and students who really “get it.” Lior’s classmates have thought about the challenges he faces and it clarifies their own choices as they live their lives. Yes, this is what inclusion is about, providing important life lessons for everyone involved.

And this is what special education is really all about – we teach to enable each person to reach their potential, we learn from each other, and the process enables all of us to be better people. And this movie has captured it all – memories, continuation, spirituality, friendship, love, pride, and community. And this is why, through the tears and laughter, it provides an “ah ha” moment of utmost clarity.

If you haven’t yet seen the movie, find out where it’s playing at www.prayingwithlior.com and run, don’t walk, to see it!

People of the Book, People with Learnng Disabilities: A Disconnect

2008-02-10T09:45:00.000-05:00

This Shabbat, Professor Neil Gillman was the invited speaker at my synagogue. Several of his statements and ideas resonated with me, but I want to focus on his statement, "Jews are good with words." Yes, I thought, that sounds familiar, we are often called "the people of the book."

As a special educator, I hear those words and wonder about those individuals who have difficulties reading or listening to words. How included do they feel when we use these phrases? Do these phrases make them feel alienated, left out, different, excluded?

But then Dr. Gillman went on to say that words aren't enough. He used the story of the golden calf to suport his premise. Moses went up on Mt. Sinai to receive the Ten Commandments. The people remained at the bottom, waiting for their leader. But it took a long time for Moses to return and the people were impatient. They needed something more concrete to touch and see, and hence the golden calf was created.

How many of our students similarly are learners who need more than words? How many need to use pictures, graphs and charts to help them remember? How many learn by touching and manipulating materials? And how many are impulsive, acting before thinking things through and considering the options and consequences of their actions?

Maybe we really aren't so different from our ancesters.

Structure in Ritual and Special Education

2008-01-13T19:35:00.000-05:00

I've been thinking about how teachers handle behavior issues because this semester I’ll be teaching “Behavior Management for the Inclusive Classroom,” at Hebrew College. While I've taught this course before, each time I start to prepare the class, it's a new beginning. I may take out previous notes and PowerPoint presentations, but then there's new research to read, information to add, and ideas to consider. This semester I am adding a focus on Jewish ritual, considering what lessons we can learn from that perspective regarding improving behaviors in the classroom.

Behaviors play an important role in leading a Jewish life and in being a special educator. Looking at life through each of these lenses, we can learn from our Jewish heritage about the importance of structure and routines.

Structure provides security and safety. It is commonly accepted that structure offers a person a set of boundaries within which it is possible to function; without prescribed boundaries a person may be at a loss to know what behaviors are expected and accepted. Judaism provides many opportunities for structure. Judaism provides many ways for structuring our environment. Our Jewish laws and practice suggest (at times fairly strongly) what should and should not be done; often laws outline consequences for non-compliance. These laws and practices provide a structure for how and when to pray, eat, and treat others. While we see differences in practice based on denomination, the basic structure for living a Jewish life remains similar across denominations. Special educators can draw on this perspective in emphasizing the role of structure in providing a safe and secure classroom environment where students can learn.

Judaism also offers routines for people to implement. Preparations for Shabbat and holidays involve cleaning, cooking, lighting candles, washing hands, offering blessings and singing. These routines are examples of specific behaviors that get repeated week after week, year after year. The consistency and repetition of these actions help reinforce the behaviors and support their implementation. There is a midrash (story) that when the angels appear at a Jewish home just prior to Shabbat and see a home clean and ready for Shabbat, the angels say, “it should be just the same next week.” And when they see the next home but it is in disarray, they repeat the same comment. This story holds an important lesson for special educators about how behaviors easily become repeated and habitualized.

A New Year - A New Perspective

2007-12-31T08:21:00.000-05:00

As we approach 2008 and its accompanying new resolutions, we can apply some of our basic special education philosophical beliefs in our efforts to make this new year a better one.

The classic slogan at the beginning of the normalization movement was "Label jars, not people." Unfortunately, this adage is needed even in 2008, perhaps even more needed than ever before. Post 9.11 we have become more likely to group and label people. Now, probably more than ever, we need to see people as individuals. Aren't you sometimes struck by the idea that there are people who on paper seem to be just like you yet you can't connect, while others who seem to be quite different are those who you befriend? In reality, labeling people by religion, profession, socio-economic level, disability, or age/grade tells very little about the individual standing in front of you.

So how do you see this individual? In special education, we focus on a child's strengths and then work from there. When someone has a disability, they are often defined by what they cannot do. In our work as special educators we start with what the person can do and try to build skills from that entry point. In life, however, we often start from a person's deficits - we see their flaws, neuroses and move from there. How much better to focus on the positive, on strengths and abilities? While some people wear their shortcomings on their sleeves, most remain hidden and we get to know their foibles only as we our relationship deepens. Then we abuse that trusting relationship by focusing on their weaknesses. This person is so negative; this one so complaining; this one so sharp. Eventually we lose sight of their strengths - perhaps their openess or their insightfulness - and begin to see only the negatives. Focusing on a person's strengths encourages us to see the positives and appreciate that part of them. If we can do that when we work with children who have disabilities, why not in our personal lives?

It's not just the professional thing to do, it's the way to bring out the best in us and others in our lives.

Behaviors in the Not So Christmas Spirit

2007-12-16T14:59:00.000-05:00

Once, at the end of fall semester, as I was observing a student teacher in a local public school, the classroom teacher approached me, suggesting that if Bob (not his real name) acted out during the student teacher's lesson, I should let her know and she'd pull him out of class. The teacher explained that Bob had been acting out regularly and she didn't want his disruptive behavior to affect my student teacher. Even she, an experienced teacher of many years, was having difficulty getting him to calm down and focus.

What I knew walking into the room was that the school was in high gear for Christmas, with decorations, plays, concerts and parties. I also knew that Bob was a Jehovah Witness who did not celebrate birthdays. I surmised that his acting out behavior, which had escalated over the weeks in December, was related to the Christmas celebrations taking place.

About one minute into my student's lesson, Bob started poking the boy next to him. The boy tried to move out of Bob's striking distance, only to be poked again. While I usually sit back and observe quietly, this time I decided to intervene.

I tapped Bob on his shoulder and asked to talk to him. I told him that I noticed he was poking another student and that I wondered if he was upset by all the activities related to Christmas. He looked at me blankly. I asked if he celebrated Christmas and he said he did. I explained that I was Jewish and didn't celebrate Christmas. With a bit of bravado he reiterated that he celebrated this holiday and asked why I didn't. I explained that I was Jewish and didn't believe in Christ ,so I didn't celebrate his birthday. He sat quietly for a few seconds and then began a series of questions:

Did I celebrate Valentine's day? No, I didn't.

Did I celebrate St. Patrick's day? No, I didn't.

Did I celebrate Easter? No, I didn't.

Did I celebrate birthdays? Yes, I did.

He compared each of my answers to his own practices. Then he came back to the essential question, asking once again if I celebrated Christmas. And once again, I responded in the negative. He looked at me with big eyes andrsaid, "You've going to be in a lot of trouble!" and quietly and calmly rejoined the lesson.

He left me rather stunned as I thought, "You have no idea!" Sometimes behaviors just need to be investigated - you never know what will be revealed.

Random Acts of Kindness that Change Your Life

2007-12-16T11:51:00.000-05:00

Life has a way of winding down the road with sharp turns and forks, smooth new pavement and bumps of well worn trails. It is often the seemingly random acts and comments of others that play through our head that make us take the turn we didn't anticipate we'd ever make.

Such was the serious conversation with the father of my best friend from elementary school - except that this comment took place while I was in college and had pretty much lost contact with my friend. He was a principal of a school, although I don't think I ever knew which one, I just knew he was a highly intelligent and caring man whose house I had wandered in and out of throughout my younger years. He asked about what I was planning after graduation, and I told him that I always wanted to be an elementary school teacher, but that since I was single and NY required a master's degree within five years of graduation, I was considering going directly on for the degree. I guess we spoke for a while, but all I remember is that he suggested I look into special education and told me that the government was giving money for graduate students to enter this new field.

So I did what any good college student does on the trail of money to pursue a higher degree - research. Of course, it was the days of having to do research in a library with real books, but I'd come to love sitting at those tables surrounded by volumes of books I had yet to read. And special education was something I'd never really heard of despite all my education classes. Well, sure enough he was right - federal grants to cover tuition and provide a stipend as well. I began the application process. I learned about the newest area of special education, labeled emotional disturbance. Once awakened to this field I saw evidence around me of how helpful this field might prove.

I made a fork in the road. thinking it was a just a circle that would lead me back to the same road - I would become an elementary school teacher, now armed with new information that would help me be a better teacher, more appreciative of the myriad of issues that prevented some children from learning. But I fell in love with the field, with the dedicated special educators and classroom teachers working hard to include students with special needs, with the parents I met who advocated long and hard for their children's best interests, and with the future special educators I helped prepare. Once traveling down this new road I discovered it was taking me new places and was not just a circle leading back to my original destination of the elementary classroom.

Until the day I was visiting a school and was introduced to a young man I didn't recognize. But he knew who I was - I was the one, he said, responsible for his being in the classroom, having responded thoughtfully to his email in which he sought information about how to proceed professionally. Perhaps it was a circle after all!