Dear friends,

My long long overdue update from my trip to China. I went to China in August 2010 intent on finding a special needs school or any public school to visit. I was, and am, still curious about the education system in China. However, there is not a lot of research being done on special education pedagogy or policy, a specific interest of mine. On my trip, I really wanted to talk with some local administrators, teachers, and parents, to see what their experience has been like in China. It was not until the last day of my time in China, did I find a school nearby still in session. I was lucky enough to organize a trip to the school Beijing Xing Guang Road Development Center with my friend Xiao Ai.

THE ATTITUDE IN CHINA
From speaking with the parents and teachers, one thing is for certain, China's emphasis on special education is not nearly as strong as in the United States, for various reasons. Disabilities in general (learning, behavioral, emotional, physical, etc.) is very much looked down upon in China. There is a very strong social stigma against people with disabilities. China is a society where guanxi, or who you know and who is in your network, is one of the only ways to climb up the social ladder and get out of your impoverished or difficult living conditions. The rung you step on, isn't made from your hard work, it's the shoulder of another person that you are stepping on. Understanding that Chinese society is structured around relationships of people using each other to gain leverage or benefits in society, whether it means getting a job in government or an inside acceptance to Beijing University, helps us understand why it is that people with disabilities are shunned and literally hidden from view in society. It is a prevalent idea in China that people with disabilities have no immediate benefit to society; it is argued they harbor no political connections to let people in on certain jobs or positions and thus, people see no use in getting to know them or understanding/improving their conditions.

Chinese people with disabilities from an early age have grown up with this idea that they do not belong in society, that they should stay hidden if guests come over. This marginalized reality, I'm sure, is not just isolated to China. Depending on how society is structured and the openness of that society to talk about disabilities regardless of stigma can affect policy and how families get services.

THE CURRENT SITUATION
In China, there has been some improvements in helping finance the education of kids with special needs, according to the administrator I spoke to at Beijing Xing Guang Road Center. There is not enough funding, however, to support para professionals, social workers, physical therapists, and other various support staff at special ed schools. Much of the 1-1 individual work that students benefit from in the United States from social workers and physical therapists, is work that teachers have to do in the classroom in China. The teaching responsibilities are much greater in China because there is less staff to help.

Parents want to be proactive and improve, so many families have been reaching out of their shell to help their child. In a society where disability is rarely talked about, the government is at least issuing disability certificates that will allow families to get some special services for their kids. According to the administrator I spoke to, most special ed schools are in the form of after-school programs or all-day schools.

These classrooms, though, are not integrated with the mainstream population of kids. In other words, they have no inclusive classrooms where both special ed and general ed students work side by side. Taiwan and the United States have integrated classrooms, but it is only slowly getting started in China with a special needs class visiting a general ed classroom once per week, at best. I asked how the general ed students reacted to new students coming into their classroom and the administrator said that although their aim was amicability, there were some hostile reactions by both groups of students. As you can imagine, many students did not know how to interact with students who were very different from them. I hope that the teachers held discussions with the students about different and inclusion that would have eased misunderstanding, but it's very hard to operate in a society that still holds a strong stigma against people with disabilities.

TEACHING AND PEDAGOGY
Eventually, after touring the school and having long discussions with teachers and administrators, I gave a presentation on teaching methods that I have observed as a teaching assistant in a Kindergarten CTT (Cooperative Team Teaching) class in New York City.

The teachers were particularly fascinated by the "body breaks" and "use of pictures" as strategic tools for helping students. Body breaks, which I will also include in the "Teaching Special Education" part of my website, are essentially 2-10 minute breaks that students can take out in the hall where they do three physical activities like pushing a heavy object up and down the hall, a hand stand, crab walks, or pushing against the wall for ten seconds. These "body breaks" let students release the extra energy they may have. Body breaks interrupt the classroom and are seen as ways to help a student's body calm down.

Pictures are used in special ed to help the student identify with either themselves or friends doing the activity. By visually seeing themselves and others doing the task, they are more able to identify with doing it. There are many activities that can be constructed around this idea, which I will write about more later.

The presentation was informative to the parents and although I do not consider myself an expert on special education, an ever changing dynamic field, I told them what my experiences have been with special ed and teaching techniques I have seen work.

The teaching at Beijing Xing Guang Road School is primarily 1-on-1. The school is primarily geared for the younger grades, Pre-K to first grade. As such, parents will spend either the morning or whole day with their child, teaching them how to write and how to behave. Most classrooms have a 9:1 student to teacher ratio with parents allowed in the classroom. Many of their students need support (hence the presence of parents in the classroom), especially since there are no extra support staff. One area the school would like to improve upon is professional assessment of students, or writing Individualized Education Plans (IEPs) for their students. The next time I return to this school, I will bring sample templates of IEP reports for them.

The families, teachers, and administrators were very curious and it was interesting to see what their opinions were on special ed. Despite their being an even bigger challenge and hurdle to overcome in a country that does not support financially or philosophically people with disabilities, everyone at that school was hopeful. Hopeful that things would change and hopeful that a better future could be built that improves the education of their students, an under-served and alienated group.

LINK: http://www.xingguanglu.com/news/html/?257.html

哥伦比亚大学李诗媚女士莅临我机构考察指导 北京星光路儿童潜能发展中心  

2010-08-26 09:07:34 作者:SystemMaster 来源: 文字大小:[大][中][小]       

 2010年8月25日，美国哥伦比亚大学特殊教育学院李诗媚女士在国内热心志愿者聂女士的陪同下，莅临我机构进行考察指导。李女士多年来一直从事自闭症儿 童康复训练工作，并曾经作为交换学者在台湾的各家训练机构工作了一年有余，积累了丰富的理论和实践经验。此次来我机构，李女士为家长和老师们讲述了美国等 发达国家在自闭症儿童康复训练方面的宝贵经验，并现场解答了老师和家长们在训练中遇到的实际问题。

Dear friends,

I am currently in Beijing and just had an interesting conversation with a local family regarding the education system and parenting practices in China.

The family I spoke to has one daughter who is currently 3 years and 8 months old. They told me that as parents in China, they are pulled in two different directions regarding what is best for the education of their child. In one direction, they are pressured by the test- oriented society to place their child in cram schools, or "buxiban." These cram schools, or intense after-school programs where students study one subject intensely for at least three hours, give students the opportunity to get ahead in society by learning the material (arithmetic, algebra, biology, English, etc.) earlier. Unfortunately, so much time spent studying hardly gives the child time to explore, create, and play on their own accord--skills crucial, I argue, in developing their motor control and social skills. Playing and being able to have good hand-eye coordination is not only important in learning how to throw a ball, but also in being able to hold a pencil comfortably to write, using scissors to cut, coloring pencils and markers to draw, etc. Being able to use and manipulate these tools require control of the mechanics of your body that are developed in child's play where they are uninhibited and free to explore their abilities and push their limitations. Eliminating play from a youngster's childhood not only severely limits their potential to grow and understand their body, but it also stunts their growth as social beings who need to learn how to negotiate, play fair, and peacefully resolve conflicts. Additionally, isolated in a room to study hour after hour, day after day, is not conducive to a happy childhood.

The family I spoke to was well aware of these issues. On the one hand, they wanted to preserve the happiness of their child and allow her to naturally develop an understanding of her abilities. However, in an ever mounting competition amongst Chinese families to let their child be number one and improve the family's social standing, it is hard for a family to go against the norm and not give their child the opportunity to "get ahead" by going to the cram schools. The pressure to succeed is so great that parents are willing to sacrifice the happiness of their child just so they can get into a top elementary school.

The top elementary schools in China are feeder schools into top middle and high schools. It is quite sad that a student who has a lower entrance exam score at eleven years old cannot go to a good school down the road. Their  life trajectory is mapped out just by how well they score on their exams. Furthermore, without money you cannot have access to the cram schools, which cost a tremendous amount and without "guanxi" or connections, it is very hard to get ahead politically and socially. To climb the social ladder is to step upon the shoulder's of another.The pool, then, to obtaining a good education is already sharply downsized.

As parents who have their daughter's happiness in mind, they tried to give her time to do what she wishes, to explore her own interests to maintain an inner drive and motivation. But in the end, they had to succumb to the pressures of society and family to give their child opportunities to succeed.

The family said that China is facing a shortage of school facilities to house their already bulging population. Attempts to control the population like with the One-Child Policy have only caused more of these families to spoil the one child. As the only child in the family, they also face overwhelming pressure to do well. Such pressure undoubtedly is not good on the psychology of the child.

So, as a working parent, what do you do? You know the benefits of a happy childhood, but the entire society is participating in a race to get ahead . Do you pay additional fees to give your child the rote memorization and practices he/she needs to quickly learn the material before others? Or, do you let them play, daydream, imagine, create, and come to their own independent thinking free of at least some pressure from you and wider society?

What would you choose?

Dear friends,

I just finished my job as a teaching assistant at the Hollingworth Science Camp. This year's camp-wide theme was Astronomy. My group of co-teachers focused on teaching flight and aerodynamics to third-fourth graders.


It was a great summer and I miss all of my campers! Have a great summer and see you next year!

At camp, the students engage in lots of science explorations and experiments. They go swimming at least three times a week and have outdoor play (organized outdoor activities) everyday. There is also a parade of their art that each grade has been working on throughout the month. Our art that we made for the parade were hot air balloons (See pictures above). I think it's pretty neat because it combines both science investigations with physical activities, which is distinct from summer camps that only focus on physical activities.

The camp has a lot to offer and I've copied the link to their website for parents of students looking for a great science camp for their children below.


Hollingworth Science Camp: http://www.tc.columbia.edu/centers/hollingworth/index.asp?id=Hollingworth+Science+Camp

Dear friends,


I found this through a fellow teacher's website. 


Florida Teacher's Essay Becomes Rallying Cry for Respect


I've pasted the teacher's essay below:

Dear friends,

In schools around the world, it is not uncommon to find students wanting to be rid of their differences and just "fit in" with the crowd. A student may internalize, "Why would I want to stick out of the crowd with my holey trousers and shirt that smell of the herbs and spices my family cooks with?" or "I'm the only student here that speaks Spanish. I wish I didn't have an accent." And the list of self-reflections/criticisms about their identity continues. School is a place where students are still learning how to negotiate the social terrain and be respectful, fair, and friendly. They are still learning who they are, what they like and dislike, and how to communicate in a way that is not rude but is clear, concise, and respectful. Students' characters are still developing as is their sense of self-dignity and ethics.

The desire to form bonds of friendship through similarities rather than differences is something all students go through. One thing I encourage my students to do is to embrace and find pride in their differences. Yes, it is a big risk to stick a limb out and say loud and proud that you like the color orange when everybody else likes pink and purple. Yes, you may encounter people who may tease you for being different, for being poor, or for being part of a different ethnic group. But, that does not mean you will not find people who also cherish the same things you do. Yes, you will find solidarity and respect no matter how much you think you are alone.

From an early age, children should recognize that there are many different kinds of people, ways of life, and values. When they take that first risk of recognizing and being proud of who they are, where they come from, and the type of person they want to be, that is the first step in building self-confidence.

A good read aloud to explore the idea of difference and similarity is the book People by Peter Spier. I recommend it here because I encourage all educators to read it to their students.

Dear friends,

I took a language policy course here at Teachers College, Columbia and we studied bilingual education in different parts of the world.

This is a really interesting video that I think everyone should watch. It's only fifty minutes.

BRIDGE OVER THE WADI FILM (50 MINUTES)

Here is my response (Read after you watch the video because there are spoilers)

Bridge over the Wadi is a film that leaves me a bit bewildered. The film captures much of the angst and frustration families and teachers experience in a bilingual and binational school. In fact, it captures so much of the tension in the families, communities, and teachers that I actually thought that the school would not continue. At the end of the film, though, the text tells us that everyone thought the school was a success and enrollment doubled the second year. The director sends mixed messages though, which makes me feel very frustrated with how he presented his material. The text at the end tells us it was a success. However, the two scenes preceding the final texts of the film are of a Jewish girl feeling guilty all alone because she claims her people took the land of the Arabs and a scene in which boys are talking about bombing each other when they get older.  It is frustrating for the viewer because the film leaves many questions unresolved and ends the film with a brief texts saying it was successful and enrollment doubled. Perhaps the director intended to capture the inherent unanswerability some of the issues brought up.

An idea I want to focus on from the film—that I think can be answered—is how teachers deal with balancing the views of clashing cultural histories. As a bilingual school, the Jews and Arabs have a different set of historical facts that each believe is true. The Arabic teacher insists that the Arabs were “uprooted” from Israel when the Jews began the war. When she causes the Jewish children to feel guilty and sad for removing the Arabs, the teachers hold a meeting to discuss their and her teaching. A teacher points out that when teaching the meaning of the Jewish Independence Day, it is important to remember that “there is a distinction between our pain as adults and the children.” This was a particularly salient quote for me because it brings up the idea that in a classroom, even bilingual classrooms, whose history we teach must always be presented in an objective, safe space, where all children feel comfortable enough to discuss their ideas without becoming too emotionally involved. Important to the question of creating safe spaces and whose history we are teaching, is the question of how we are shaping students’ identities. We discussed in class that the model of teaching at this school can hopefully give the student’s a space to reimagine their current and future reality, to see new possibilities and opportunities for peace. The teachers intrigued me because they spoke mostly in Hebrew; Arabic, despite being the predominately dominant language in the community, was only spoken during the Arabic lesson.

The school is distinctly characterized by the language of those in power, Hebrew speakers, and Arab, just seems like another foreign language being learned, and not necessarily a supplementary language of instruction. The film addressed how the school included texts in bilingual format, Hebrew and Arabic, so the Hebrew students could help the Arabic students and vice versa. The underlying tension, though, between what the Arabs and Jews think of their history and right to Israel seem to influence the tone and attitudes of the teachers. It seems that Hebrew as the medium of instruction is tolerated now. This film really brought to light how bilingual education affects the communities and families. One father said that while he would like the school to be bilingual, he does not want it to be binational. By already demarcating the limits of how he views the schools, the father is setting parameters up for what should be taught and what should not be taught, something that is still under debate by the teachers. Other parents scoffed at Jewish parents letting their children bow to the chant of Allah. These scenarios brought to mind the difficulty of catering to a diverse student population when one is trying to be more deep and real about teaching another culture, rather than being superficial. It is about respecting another culture, but just as the Arabic teacher released her frustration, she has been so self-conscious about her mannerisms and attitudes that she’s tired of being so respectful.

My question is how can you establish a safe classroom environment to discuss/explore ideas that may be conflicting if you do not respect all parties involved? Bridge Over Wadi left me frustrated; while it was interesting to get a glimpse of a bilingual/binational school, the problems that arose in school and the presentation of those problems in the film were left unresolved. Even if they were resolved, the film does not show its audiences the potential that these schools have.

Dear friends,

I now have my CPR, Choking, and EPI pen training certificate. I attended a nine hour workshop with EMTs and am now certified.

I think all teachers, or people for that matter, should get CPR training at the very least. As an educator, it's very possible for a student to have an allergic reaction to peanuts while eating lunch or bee stings while playing outside. Although the training took nine hours of my Saturday, I feel more equipped and ready to handle emergency situations.

They taught us the 1,2,3, A, B, Cs. For any emergency, you should always follow these steps:

1) YOU. Scan the area to make sure the area is safe for you.
2) THE VICTIM. See if the victim is conscious and responsive by tapping both shoulders of the adult and yelling "Wake up!" or by tapping the feet and hands of the infant/child while also loudly asking them to respond to you.
3) 911- Tell a nearby bystander to dial 911 and that you have a non-responsive, unconscious (adult / child) who needs an ambulance. Tell the bystander to also grab the AED defibrillator at the security desk (or nearby) and come back.

A) AIRWAY- Check the victim's airway by listening for a breathe and watching the chest
B) BREATHE- If the victim is not breathing, give them two breaths
C) CIRCULATION- Check for a pulse. If there is no pulse, begin CPR

It was a very good workshop. I took the workshop with Lifesaving Enterprises (212-579-CPR7) through my work. (info@lifesavingenterprises.com).

Dear friends,

It has been forever since I've updated. My apologies. In April, I attended a NYCore conference.

NYCore is a group of "radical educators," but do not be mistaken by its name because it isn't a group of crazy, radical, teachers. It's more a group of passionate social justice educators who firmly believe in making the classroom experience multicultural and inclusive.

At the conference, I attended workshops on how to introduce social justice literature to elementary school students. It was a great networking event to meet other passionate teachers in New York City schools.