Students on the Spectrum, Teachers on the Spectrum
Published May 25, 2009 @ 04:05PM PT
Dora and I have both written posts about the same article ---no, we didn't plan it! Hers is Autistic Intuition and clearly the Ventura County Star's article has some good food for thought.
Yesterday's Ventura County Star describes a school for autistic children with a quite unique set-up: Some of the teachers are themselves on the autism spectrum. The school is the Footprints Preschool and Family Resource Center in Camarillo. 30-year-old Ben Brock is a student preschool teacher there; his sister, Felice Fausto, is the school's director:
Footprints grew out of a day care center that Michael Brock [who, it's also noted, has Asperger's Syndrome] and his wife, Connie, 57, founded at their Camarillo home in 2000. At the time, Fausto was teaching and had begun a home service program for kids with autism. The family decided to combine their resources and make the school a program that included both typical kids and those with autism.
Ben, who is earning his child development degree from Moorpark College, teaches at Footprints with Fausto and several other staff members. Michael and Connie Brock act as support staff.
The program includes a preschool, day care and after-school care. Four of the five members of the Brock family are involved in running the school.
Ben Brock is particularly attuned to the sensory sensitivities that kids on the spectrum after have, but are still learning how to articulate----sensitivities that would not occur to many of us to even notice.
While none of my son's teachers or therapists have ever described themselves as being on the spectrum, some have mentioned having ADD or learning disabilities. Others have had siblings on the spectrum. And others have also had careers in music (DJ-ing, running a sound studio)---jobs that required them to use other senses, to (as it were) think differently about teaching, about their students.
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Comments (6)
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Author
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Kristina is a Classics professor in Jersey City, New Jersey, a blogger (formerly at AutismVox), a translator (of Virgil), and an advocate every day for her son, Charlie.
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I remember sitting in a preschool room with my son before I headed out. The CD player was stuck and making an odd noise. It made him jump, and he was quietly imitating it. I think we were the only two in the room who noticed (and were bothered by it). I turned it off since there was so much else going on, noise-wise.
I (and my partner) recognize most of my son's quirks in me. It has helped in that I have often been able to make a good guess at his emotions and motivations when he's getting too worked up.
Posted by Melissa Goldman on 05/25/2009 @ 04:32PM PT
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One of my sons' teachers was not diagnosed on the spectrum but she had some serious characteristics. I think it really helped her understand and relate to them. I am the same way and I do understand the boys better.
Posted by Sharon Faulk on 05/25/2009 @ 04:40PM PT
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Ooooops... :-)
Well, at least we didn't write the same thing about the same article! That would have been a little creepy!
Posted by Dora Raymaker on 05/25/2009 @ 04:42PM PT
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Autistics teaching younger Autistics should be much more wide-spread. It is an excellent opportunity for both parties. I would take part in such a program immediately if there was one in my area.
Posted by Katie miller on 05/27/2009 @ 07:53AM PT
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I am a special educator, a parent of a teen who is AS, and I myself am AS.
I find that my own experiences as an Aspergian help me work with all my students who function "outside the norm," whether they are spectrum or not. It is indeed a strength to be similar to my students and therefore to be more aware of their needs.
Autism spectrum does not mean lack of empathy (which would be sociopathy), but lack of emotional communication and lack of understanding of social structures, due to poor processing. Temple Grandin, Ari Ne-eman, and others demonstrate how well an Aspergian can apply compassion and concern toward building a better world.
Yes, more of us should be in the teaching field, especially where we can help people facing similar challenges, just as so many other teachers from other minority backgrounds help their minority students.
Our greatest challenge is not our work with the students, nor with parents (who are similarly focused on educational benefit for their child), but with non-Spectrum colleagues. The teachers, staff, and administrators live "behind the scenes" in a highly social world requiring a great deal of finesse. We do require accomodation and supports there. I am lucky that, when I was on the verge of losing my job due to certain staff's issues with me (mainly on dealing with inclusion of the students), and I finally, after much worry regarding the consequences, "outed" myself as being AS, my district's administration stepped in with mediation supports, training for my principal, etc. Things are moving much smoother now, for everyone.
Regardless of the career, no person with AS should ever have to question whether or not to share their diagnosis, or ask for supports once hired. We have much to give, when given the opportunity to do so.
Posted by Michelle Sarabia on 06/27/2009 @ 06:51AM PT
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As a new educator in special education, I have a colleague who is on spectrum. To have a colleague with a different way of looking at students is refreshing and helpful. To have someone who has had the same challenges as some of these students is extremely valuable. The best help is the fact that she can separate out the emotions and give the students the education they need.
I am learning much from her and am able to share what I, and the colleagues around her, say with their body language and social inferrences.
This mutual respect and collaboration benefits not only us and our colleagues, but most of all our students. Sharing our personal challenges and expertise in our respective areas makes our school environment a better place and our students receive a more tailored education.
I would say to non-spectrum teachers and others: AS is not to be feared, but understood. With honest and open communication between those on spectrum and non-spectrum colleagues, the results would be understanding that has mutual benefits for all involved.
Posted by Charlene Bruton on 06/29/2009 @ 09:57AM PT
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