4 individual. 4 stories. 4 perspectives.
Introduction: While brainstorming ideas for this self-designed assignment, I realized that my most important goal was to tell the most reflective story that I could. I found it difficult to share the complexity of the special education system through just my own experience, so I reached out to the stories and experiences of those who’ve had a first-row seat in the special education system, both in the U.S. and in India. Hopefully, through multiple stories from multiple viewpoints, readers can understand how multi-faceted and diverse the special education system is.
Javed’s story: (Brown)
This story is based on an article by India Spend, published on April 6, 2017. It is cited below.
Yadavar, Swagata. “How Children With Special Needs Found Their Place In Mumbai's Classrooms.” IndiaSpend-Journalism India |Data Journalism India|Investigative Journalism-IndiaSpend, 17 Apr. 2017, archive.indiaspend.com/cover-story/how-children-with-special-needs-found-their-place-in-mumbais-classrooms-48069.
For the first 14 years of his life, Javed Shaikh’s spent all of his time at home in the Kala Tanki slum in South Mumbai. Javed was born with multiple disabilities: cerebral palsy with little control over his lower limbs, hearing impairment, and a squint. He would spend days either in bed or watching TV, he couldn't speak and insisted on eating only Kurkure.
One day, Sunil Bhadane -a special educator who works for Sarva Shiksha Abhiyan (SSA)–which aims to provide quality education to every child aged 6-14 years- spotted Javed near his house crawling on all fours and followed Javed to his house. There, Bhadane convinced Javed’s grandmother to bring him to a health camp for children with special needs at the Jagannath Bhatankar Municipal Corporation School in nearby Parel.
There, an orthopedic specialist examined Javed and recommended a hearing aid and leg braces. These were covered under Sarva Shiksha Abhiyan. A few days later, Sunil Bhadane, a visited Javed’s home again and convinced his grandmother to send him to the “school readiness” classes held at the same school in Parel.
That was the first time Javed stepped inside a classroom. Here, Javed learned to first sit erect, to eat foods other than packaged snacks, and to use the bathroom by himself. He was later provided with a hearing aid, sets of school uniform and a school bag, and was admitted in Prabodhankar Thackeray Municipal School in Sewri.
After four years and therapy in a regular school, Javed has almost become a new person. He hates missing school, focuses on his learning, and has friends. He can eat and dress on his own, use his mobile phone, lip-read, and even speak a few words. His mother, Samsunisa Shaikh, never imagined that Javed would one day get to go to school.
My Story: (Orange)
Last summer, I spent six weeks at a local summer camp/school for children with special needs. I was assigned as a one-on-one to Sabrina, an energetic six-year-old. Below is just one of the hundreds of stories that I have from this summer, but it’s one that has most definitely inspired realizations and growth. While my own experience with the special education system isn’t formal, I believe that there is great value in the perspectives of someone “looking in” and I hope my story provides another piece to the puzzle that is the special education system.
The poop was all-encompassing. It was on her hands, smeared on the sides of the bathroom stall, wiped on her shirt, and even managed to get on her face. There she stood- hands outstretched, grinning from ear to ear, unaware of the mess she had created- my one-on-one, Sabrina.
First, came the smell. Like a horrific tsunami of revolting stench, I had never smelt something so horrid. Tears threatened to spill from my eyes, but I pushed them back- knowing this was just the beginning. This wasn’t her first messy incident, but it was the first time she crossed the thin line between “play” and “no play”. Although this was no ordinary accident, I was determined to clean it up as quickly and efficiently as I could. After all, she was my one-on-one.
Then, came desperation. While maneuvering her into a clean stall, I dug through my bag for some baby wipes and gloves but found nothing. As I fussed with the mediocre, non-absorbent tissues, Sabrina began to crawl under the bathroom stalls, convinced that this was just another game of hide-and-seek. Frustrated and gagging, my efforts proved futile. On the verge of surrender, Mitch, Jess, and Sue, the directors and physical therapist of camp, walked in on my struggle. It was only after the combined efforts of not two, not four, but six people, that Sabrina was clean.
Finally, came acceptance. Sabrina might’ve been my one-on-one but I wasn’t the sole person to bear responsibility for her. It is okay to ask my mentors, my friends, and my community for help because they will make for better company than my own arrogance. Leaning on my peers didn’t discredit my ability to take care of Sabrina, it only helped me better do so. This incident is one of many that occurred during camp, but it was the moment that I realized that although working with children, especially children with disabilities, can be demanding, frustrating, and at times, smelly, I would never trade it for anything. Caring for Sabrina and dealing with all of her nauseating accidents proved to me that my future aspirations lie with working with children with disabilities.
Sam’s Story: (Green)
This past week, I got the opportunity to talk to Sam Dougherty, a student in the special education program at Guilderland High School. Sam’s story is truly an inspiration and hopefully sheds light on some of the hardships that both students with disabilities and their families face during their educational journey.
When Sam began kindergarten, his life was a mess. His teachers weren’t understanding and his parents were still figuring out what it’s like to live with a child with Asperger’s. Sam added, “The students didn’t know how to read, but I did. The students knew how to behave and follow the teacher’s directions, I didn’t. “.Not yet taught how to control himself, Sam acted out frequently and got in trouble most days. When he started the first and second grade, the teachers were much more understanding and set regulations for their children. By being rewarded or punished for their actions, Sam and his classmates began to understand the difference between right and wrong.
While Sam was in the Rotterdam School District for third and fourth grade, his parent’s found out about BOCES. Like many parents who have a child with special needs, they didn’t know about the vast number of opportunities available to them. So, Sam joined BOCES. Suddenly everything was neater and there was a lot more structure. “The classroom was just run really well”, Sam explains. He still remembers his second great teacher and is grateful for the impact that she’s had on his life. The two have stayed in contact through social media and she will be attending Sam’s graduation party.
“Third through fifth, that was also a mess. Basically, my momentum stalled.”, begins Sam. His third-grade year was frustrating and he learned all the wrong things from his fifth-grade “role models” as the teacher simply looked on. That year, he learned a lot of new swear words and his behavior started to deteriorate. When his parents complained to his teacher, she brushed it off. Even the social worker was of no help. Her remedy to every problem was medication. At a time in his life where he needed the most guidance, there just wasn’t any.
Sixth grade was another frustrating year for Sam. His teacher’s solution for everything was taking Sam’s devices away. Conflicts with another student were left unsolved and created tension throughout the year. Sam also failed math that year because his teacher didn’t want to help, citing that Sam was maturing and needed to figure it out on his own. Seventh grade was much better, things were finally moving forward. His teacher changed and Sam began to understand what he was doing wrong and when he needed to reign it back. It was during eight grade that Sam began to get involved in school and make friends. In general, Sam was liked there, a good indication that bright futures were ahead. After eighth grade, Sam decided that he had to move in order to become “successful in life”. So, his family began looking for houses at the end of his middle school years and moved as he became a freshman at Guilderland High School.
“And then high school which really was when everything started soaring for me.”, Sam exclaims proudly. Although doubtful at first, Sam realized quickly that he could - and would- have a great time here. Soon after the beginning of freshman year, he became involved with the stage crew and unified sports. When asked about what describes his high school experience thus far, Sam replied, “going up is an understatement”. Over the last few years, Sam became more comfortable with making friends, continued to be passionate about his extracurricular activities, everything from unified bowling to the media crew. Youtube has also become a major part of his life and he hopes to continue to pursue this passion beyond the high school classrooms. Looking back now, simply “going forward” is an understatement for Sam. He feels like he’s soaring, achieving new heights, and continually reaching towards the stars.
As he looks towards his future, Same explains excitedly: “As college awaits me, I’m ready to go in it with fresh eyes. So, basically what I would say for 20019 is: bring it on. Surprise me. It’s one of those years where you don’t know where you’re going to end up as.”
Ms.Tynan’s Story: (Pink)
Ms.Tynan is a special education teacher as well as a unified sports team coach at Guilderland High School. For many years, she has played a pivotal role in the growth and success of her students both inside and out of the classroom. Her story provides a glimpse of achievement for many of her students on the court.
A Moment In Time
A moment in time for a Unified Basketball athlete as they step out to play their first high school home game as a Varsity player! The crowd entering in slowly, taking their seats. Warm-ups coming to an end as the players proudly wear their white home uniforms! The section of the crowd all in red, also known as the Red Sea cheering for the team. The players come to the sideline taking their seats as a team, waiting for their names to be called. One by one their names are announced. The players high-five their coaches hand and proudly jog or walk to shake the hand of the opposing coach, sometimes even a hug is exchanged. The team proudly stands to wait for the rest of their team to join them at center court. The faces on these players as their names are announced are priceless in itself so I thought, but then it happened! The team took the floor matching up to their opponent. The players ready to play as the ref tosses the ball in the air. As the game moves on exchanging play opportunities, our player receives the pass, shoots, and scores! He turns towards us, his coaches and looks with surprise and says, “Do you hear that? They are chanting my name.” he says! Coach and I turned to each other with tears in our eyes! A memory that we have taken for granted as athletes and a memory that will last a lifetime for this one young ballplayer who was finally given a chance to play high school basketball and to be part of a team. “We hear them, we hear them!!!!” we say in return.
That was 6 years ago and a lasting moment for me!
