Tomorrow Is Too Long to Wait for Inclusion

I Can Hear You: A Poem

I Can Hear You

Have you ever heard a teacher talk about what a student with special needs could or could not do? Have you heard a teacher call a student “low” while they were sitting right in front of them? This poem, from the Teaching Learners with Multiple Special Needs blog is pitch perfect.

I can hear you.
It seems like you don’t know that,
Do you?
I am sitting here,
In this chair.
Trying as hard as I can.
Or I was, at least.
Are you?
You ask me questions,
But you won’t wait for me to answer.
You talk so fast.
And you don’t check that I am ready.
When I’m quiet I’m good
When I’m noisy I’m bad
You boss me around,
Press this,
Touch that.
If I do or if I don’t,
It doesn’t matter.
You have already decided.
You have decided that I can’t.

Read the rest of the poem HERE.
Please visit Teaching Learners with Multiple Special Needs for more resources and ideas for teachers of learners with severe, profound, intensive, significant, complex or multiple special needs.

Take The “I” Out Of Special Education


By MsSpEducate NYC

It must be my old age. But many years into teaching, the things that stressed me most my first few years just seem so minuscule now. It pains me to watch younger teachers learning the lesson that not everything is in your control and you need to accept the things you cannot change right at that moment. Even in special education, it’s rarely the kids that send a teacher home crying, it’s unsupportive co-workers. Now that I can navigate the always shifting personalities of a school better, I still don’t understand why elders in our profession make it so difficult for new teachers.

But I fear they are sucking the life out of everyone around them before they go.

If you’re truly here for the kids, don’t you want to see this teacher succeed, along with all her students?

If you’re here for the kids,
why do you let old school policies and outdated thinking dictate how your school is run?

If you’re here for the kids,
why do you keep telling me how busy YOU are?

And it trickles down to all staff members who are suppose to be collaborating in classrooms.

If you’re here for the kids,
why are you talking about YOUR report?

If you’re here for the kids,
why ignore a teacher who asks you about how you’re working with a student?

If you’re here for the kids,
why are you talking about YOUR feelings and your supervisor?

If you’re here for the kids,
why are you talking about YOUR schedule?

During my undergraduate student teaching in general education, I had a funny moment where I was caught off guard by my clinical supervisor’s criticism. My supervising teacher continually gave me nothing but praise. After keeping a running record of my comments during an observation, the clinical supervisor pointed out that I used a lot of “I” statements. Like, “I need your homework handed in” or “I need you to do this task for me and then come back to me.” I had never realized this. It was something I was naturally doing. It sparked an interesting discussion about how you want students to do things, but not because they’re just doing it FOR the teacher. They should be doing things for themselves, not for YOU.

A version of this post was originally published at MsSpEducate NYC is a special ed teacher in NYC, supporting students with multiple disabilities by day, plotting to support teachers by night. Follow MsSpEducate NYC on Twitter.

Photo Adapted From: Karin Dalziel

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