Признавайки, силните и слаби страни на детето

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Работа с родителите, за опознаване на силните и страни на детето си. Интервю с Боб Боб Дaули – специален учител в Детски дневен център към Университета Тафтс, Съмървил, Бостон. Разказва за работата си с родителите, за опознаване на силните и страни на детето си. Центърът работи по отношение на подпомагането на семействата, за да могат да видят както слабите, така и силните страни на децата си, благодарение на това, че в индивидуалната програма има различни елементи. Част от проблема със стигмата е, че родителите на дете с специални нужди, често не се чувстват както родителите на останалите деца. Чувството за вина е поддържано от редица обвинения от типа: че детето се е родило различно , че не си направил всичко възможно, че работиш и нямаш възможност да подпомагаш детето си и т.н. Всичко това се знае и поради това е създаден семеен консултативен съвет на който се обсъждат въпросът: как да направим училището положително и успешно за всички деца, независимо от това какви са те. По този начин родителите са включени в един диалог - как във всяка класна стая да се говори на децата, как да се реагира, когато чуем едно дете да казва: "Аз не искам да играят с него, защото той винаги ……….”

Something that the center works on in terms of helping families see both the strengths of the children and things that the child is working on, well actually there is many pieces embedded within the curriculum that each classroom does. Each classroom, what they do in there is they talk to the children in groups as far as what they are an expert at, and what they're working on. They do this in every classroom from three-year-olds all the way up to the classroom with the five and six-year-olds, is we make these books called expert pages, as well as books called, "Working on pages." Before the children even say what they feel they're really good at or what they're working on, we have them define what is an expert. [16:00] Because an expert what we think as an adult, we ask what the child thinks. For instance the kindergarten says that an expert is a person who is super good at doing almost anything, or a person who is good at doing stuff. That was their definition. And then for working on, their definition was: Working on means not an expert yet, trying to be an expert at it, practicing at it. Or doing something that's very hard work. From there, they pick what they're an expert at, and what they think they are working on with some guidance from the teachers. We do that through out the year, and after they become an expert at what they are working on, they would get moved to the expert book, and they'd pick something new. These books are out in the classroom for the families to see too. So each child knows what all the other children are working on, and what all the other children are experts at. The families know what all the children are working on and what all the children are experts at. So they see that their child has something that they bring to the classroom and also something that they are working on. Because part of the problem with the stigma is that the family of the child who has special needs often feels like the other families are looking at them as if it's - a lot of families have told me that they feel that other families feel like I'm not a good mother or good father, that I didn't do things with my child that I should have done, that they did, that some families have told me that they feel like it's their fault because they have too work. They weren't able to stay home with they're child when they were a baby. But by making it a community where everybody is working on something, and everybody is an expert on something we try to level the playing field in the classrooms. [18:00] That's just one piece. There are many other things that we do similar to this through out the year. We also have a family advisory board. In the first month or two of school, I'll do a workshop that is called "including the hard to include." Which is basically about how do you make school positive and successful for all children, regardless of what they are working on. So we'll talk about these, we'll talk about how each classroom talks to children, how we things if we hear a child say," I don't want to play with him because he's always getting in trouble. How we then have a group discussion about what that means, and how they are working on this. And remind the other child that you are working on that. And we talk to the children as far as, if that child is having a hard time at this, say it's sitting at group, how could you help them? You could give them a reminder. If they are really working on writing, how could you help them? You could talk to them about here's where you start on the page. You can give them reminders. By doing these groups constantly through out the year, the children don't feel that another child is telling them what to do, they are looking to help each other. We'll set up the expert book in a format that is almost like a phone book. So there will be little tabs, say the child is having a hard time, really wants to read a book, but hasn't quite learned how to read yet. They'll go to the expert book pull the tab out that says readers and they'll be picture of the kids that are experts at reading and they'll go find that child and ask them to help them read. [20:00]

Боб Дaули

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