Spring 2005 Edition

'Special' Children in the Classroom   by Mrs. Ann Lustgarten, Fifth Grade Teacher at the Radburn School   After almost 20 years of being in a classroom, I’ve seen all kinds of combinations of children.  They have been tall and short, chunky and skinny, good spellers, poor spellers, calm and wiggly.  Each brings to our classroom environment special characteristics and qualities that enrich us – no matter what!   Often I have been asked if I have any ‘special’ children.  My answer always is, “Yes, 22 (or 23 or 24, or 25)”  because that is what they are.  The questioner is really asking if I have ‘classified’ children – children who have been determined to have some particular academic or behavioral issues as designated by the Child Study Team of the district.    Frequently a child’s ‘special needs’ are apparent.  A child may have difficulty forming their letters or remembering their home address.  Staff members are quickly aware and zero in on this.  Many times we take a ‘wait and see’ attitude as some issues are developmental.  Children are informally observed and, ultimately, either outgrow issues or the staff takes other steps.   Some issues are less apparent and manifest themselves later.  The staff is always looking out for our children so that we may provide the open educational opportunities they all deserve.  Through the years the terminology has changed – Thorough and Efficient, No Child Left Behind – whatever!  The ultimate goal is the same – PROVIDE FOR ALL NEEDS FOR ALL OUR CHILDREN.   “Special” children are not special because they are ‘weaker’ or ‘not as smart’ or ‘bad.’  Sometimes they are also ‘special’ because they have extraordinary abilities that need to be nourished, too.  We have, in our district, an exceptional Department of Special Education and an outstanding program for the academically talented.  We provide a multitude of programs on all points of the spectrum to help our children reach their maximum potential.   Parents need to be assured that the staff has the best interests of their children at heart.  Parents oftentimes don’t want their children ‘labeled’ or singled out.  However, many children, unlabeled, are known by their peers to have issues.  Children receiving extra help, be it for spelling or math or otherwise, generally are treated by their peers as being ‘ no big deal’.    Parents, who find their child has difficulty with their vision, usually get them checked and provide eyeglasses, if needed. A broken arm is given a cast. Braces, retainers, special pencils, lightened book bags, rides to school are all adjustments we make for our children. Parents should not be hesitant to seek aid for their children in academic and behavioral areas as well. It is clear that our classrooms are enriched by our special children. We all learn from one another. The classroom with a child in a wheelchair is enriched by a greater understanding of the challenges faced and the societal need for “handicap” accessible buildings. The classroom with a child with Tourette’s Syndrome learns patience and understanding. The classroom with a ‘math whiz’ learns about having different approaches to the same problem. Children instinctively help one another – awesome!   How lucky we ALL – parents, students and teachers – are to be in a district where we can meet and mix with EVERYONE!     See Mrs. Lustgarten's Previous Columns Teaching Your Kids Responsibility (Winter 2005) Conferences are Coming  (Fall 2004) Tenure For Fair Lawn's Teachers  (Summer 2004) Planning for the Summer  (Spring 2004) Overweight Kids (Winter 2004) Kids in the Summer (Summer 2003) Are Kids Different Today?   (April 2003) Taking Advantage of Down Time  (February 2003) Achoo:  What to Do With A Sick Child   (December 2002) Scheduling After-School Activities  (October 2002) Back To School  (August 2002) Summer With the Kids  (June 2002) PTA/PTO Involvement  (April 2002) Telling The Teacher  (February 2002)