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Showing posts from December, 2013

A Full and Meaningful Life

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"Today I still have limitations, difficulties and deficits, but they do not define me. Instead they inform me. I can plan my life accordingly, ensuring supports, down time and accommodations so I can be the human being I want to be in this world. Today I have a full and meaningful life. I am content and happy and I am still just as autistic as I have always been." 
(Source: https://ollibean.com/2013/09/23/dont-define-deficits)


Sometimes I find it hard to balance my job and parenting a child with "disabilities" particularly given the fact that my son (Mikey) is on my "case load" at work. There are benefits and drawbacks to being both his mother and his "case manager"/"inclusion facilitator".  

Perhaps the biggest benefit is that it allows me to see his education and the education of all the students and families that I serve as being about more than just the years and hours that they will spend at school.  It puts me in the position to an…

Worth Thinking About: Reacting or Responding

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Reminded me of Ross Greene's philosophy of "Kids do well if they can." -------------------------------------- 
I post new "Worth Thinking About" questions on Sundays.  In reality, some might be more "and" statements rather than "or" statements. It is about finding the right balance so that we are aware enough to be effective in supporting student learning.

Click here to check out more "Worth Thinking About" posts.

Masters Capstone

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A week ago, I attended our second last formal gathering with the masters cohort that I have been learning with and from for the past 2.5 years.  The next time we will get together as a group is in April to present our Capstones.  These past 2.5 years of balancing going to school, work, parenting and personal have been far from easy but I would never trade the experience and learning and getting to know the amazing people in this cohort for "easy".  I'm humbled every time I get together this this group of educators as the passion and compassion that they have for education, students and humanity shines through in everything they say, share and do.

The process has been even more meaningful as it has occurred at the same time as my job and the way we serve the students that I work with has evolved.  We started this program in July 2011 and in September 2011 we began the process of making the general education classroom the primary placement for the students that I had, to …

Enabling does not equal empowering...

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To enable is to "supply with the means, knowledge, or opportunity" to achieve a goal. We enable others by minimizing barriers, helping them and possibly even by creating extrinsic rewards or consequences to "encourage" them to move in the direction of the goal. When we enable someone we may end up setting too low of standards, doing too much for them, over-focusing on the rote what and how, stepping in and rescuing or directing when things are not getting done. We give people structures because "they like structure". Enabling a person often leaves the power in the hands of someone outside of the person who is being enabled. At the end of the day, that person is able to do the task but doesn't necessarily have control over the choice to do it.  Is that person independent?  Is that person autonomous?  What is learned helplessness in reference to the idea of independence and autonomy?  

Empowering, on the other hand, involves turning over control to an…