[Pibe-division] Reaching your potential
Zephyr
twilight2 at kconline.com
Tue Sep 20 16:36:33 UTC 2011
Are there any guidelines that have been established and accepted for paras of blind children. Since they provide specialties such as brailling, should they receive higher pay?
I can see the advantage of having a skilled para available as the caseloads are often so overloaded taht the VI teacher is not capable of producing all materials, and a para in the class can quickly transcribe on the spot if lesson plans dictate so.
L...
----- Original Message -----
From: Dr. Denise M. Robinson
To: Professionals in Blindness Education Division List
Sent: Tuesday, September 20, 2011 10:37 AM
Subject: Re: [Pibe-division] Reaching your potential
Yes Mike,
I have many "older" friends or shall we say wiser, who were integrated into the school system and were just treated as everyone else. Walking everywhere, doing what everyone else was doing. It is very interesting to see what happened when paras came along. Trained paras are incredible, making sure all the work for the student is ready for them to participate in the class. Untrained or overloaded paras are very frustrated...they see the child is dependent but they do not know what to do. The school and parents want this child to have good grades, so they "help" so they can keep their job. It is something that really needs to be worked on.
Denise
Denise M. Robinson, TVI, Ph.D.
Teacher of the Blind & Visually Impaired
TechVision-Independent Contractor
Specialist in blind programming/teaching/training
509-674-1853 deniserob at gmail.com
http://blindgeteducated.blogspot.com/
From: Mike Freeman <k7uij at panix.com>
To: 'Professionals in Blindness Education Division List' <pibe-division at nfbnet.org>
Sent: Monday, September 19, 2011 4:34 PM
Subject: Re: [Pibe-division] Reaching your potential
When I began kindergarten (1954), we didn't know about paras because they
hadn't been invented yet! IMO I was better off. (grin)
Mike
-----Original Message-----
From: pibe-division-bounces at nfbnet.org
[mailto:pibe-division-bounces at nfbnet.org] On Behalf Of Marianne Denning
Sent: Monday, September 19, 2011 4:08 PM
To: Professionals in Blindness Education Division List
Subject: Re: [Pibe-division] Reaching your potential
This even applies to many students who are visually impaired and have
additional disabilities. I work with a student who had a para up through
7th grade. The parents moved to a different school district and that
district, due to funding cuts, opted not to provide an aid. I have
continued to work with the student and the progress she has made is
remarkable. She attends classes for students with multiple disabilities and
there is a teacher and an aid in every room but she completes her work
independently and comunicates her wants and needs. I see the confidence it
has created. We believe too many students need paras who are very capable.
Marianne Denning
Intervention Specialist, Visually Impaired
Finneytown Secondary Campus
mdenning at finneytown.org
513-931-0712
________________________________________
From: pibe-division-bounces at nfbnet.org [pibe-division-bounces at nfbnet.org] On
Behalf Of Dr. Denise M. Robinson [dmehlenbacher at yahoo.com]
Sent: Monday, September 19, 2011 6:52 PM
To: Professionals in Blindness Education Division List
Subject: [Pibe-division] Reaching your potential
Reaching Your
Potential<http://blindgeteducated.blogspot.com/2011/09/reaching-your-potenti
al.html>
One of the biggest issues in the blind field (and there are many) is how
much should a para educator be with a child?
What I have seen:
When a district has no one, a para is glued to the child's side and does
most of the work for the child because the para lacks the blind skills to
help the child do for themselves. The child is succeeding (though only
because of what the para is doing, NOT the child) and all are happy. BUT the
parents do not realize how much their child is NOT doing and many times, the
district is unaware of this also. Or parents fight for a para next to their
child all day, without realizing this para will be a big brick wall between
their child making friends and achieving their own goals and potential.
I have come into districts and watched the blind child rocking back and
forth while the para did the work, sitting side by side, away from class, in
their own little world. When I talked with the child, the most intelligent
words came from her mouth, so I knew there was a brain there. We spent the
next couple of years teaching her all the technology, braille and other
blind skills and she was completely independent by the third year. The para
just adapted the work for her and made sure she had it in class when all the
other students did. This is what SHOULD be happening all the time.
I have had the first scenario over and over and depending on the "pain"
level of weaning the child from the para, is really up to the child and
parents. Most are on board with the heavy duty technology, braille lessons
and other blind skills and within that 2-3 year window you can have an
independent child.
However, there are the people who are not thinking ahead to graduation,
college, a job. They really think that somehow, miraculously their child
will be completely independent when they graduate, when in fact, they have
been completely dependent on a para throughout their school career and this
dependence and lack of ability will follow them. The child ends up living
with the parents and the parents continue to do everything for this child
who has the potential of Mt. Everest inside, but instead the child sits like
a glacier holding her down and going no where.
Parents and child bring the fear to each other. The child brings that fear
to the parents and the parents have the same fear, or the parents put the
fear on the child and they tell the child they cannot live without the para
(the second scenario is the most common). They truly believe they cannot
live without that para being right next to the child all day long. It kills
the confidence of the child. The child lacks friends because the para has
become the end all to be all of their life. They fail to gain enough skills
to go onto college, and worse be gainfully employed to their IQ level.
So, back to reaching your potential. We can't do it without "pain". It will
be painful, not physically, though I have seen a lot of sweating, but
emotionally. The fear. The dread of not being able to do your work because
you forgot something. The fear of getting lost in the school or on a bus
ride because you took a wrong turn.
I use the phrase: We learn more from our failures than our successes. I give
everyone permission to fail because we are going to fail at something no
matter what it is. Don't feel bad about it, feel happy that you are
progressing toward something. We can learn from our mistakes, but if we
never try, we do not know our own potential.
When they are getting ready to take their first solo bus ride, they are very
fearful of getting lost. I tell them, "Don't worry (very cheerfully)...you
will!! And they laugh. That is why God gave you a mouth. Speak up and ask
someone directions. Same thing goes for class. Speak up and ask. I see
relief come over my students. Yep, it is better to fail at trying something
than to never try anything. You can only reach your potential with work and
pain....but the pain goes and confidence and success follow.
Denise
Denise M. Robinson, TVI, Ph.D.
Teacher of the Blind & Visually Impaired
TechVision-Independent Contractor
Specialist in blind programming/teaching/training
509-674-1853 deniserob at gmail.com<mailto:deniserob at gmail.com>
http://blindgeteducated.blogspot.com/
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