My family and I have always been active members of our community. When people in the community see Richie with us, we’re often asked about how to approach him, professionals often ask for tips on how to work with kids like him. I appreciate the willingness of others reaching out to make a connection with my son. I most certainly welcome the interest in learning by asking questions, over staring and silence. For me personally, the blatant stare is so much more intrusive than just asking a question (take a look at my article on 10 things you shouldn’t say to parents of children with special needs).
Most recently, I met this lovely woman who runs a business in her homeland, Peru. Her business specializes in teaching children how to speak English through play and other creative methods. She mentioned that in recent years, she has seen an increase in students with disabilities, especially autism. She asked me if Sensory Friends had tips for professionals on how to approach and work with special needs kids. This is an important question, especially if strategies used can prevent the possibility of an unpleasant experience for both the child and the teacher.
Many professionals, such as tutors, extra-curricular activities instructors (dance, karate, sports coaches, etc.) or anyone providing supplemental education services, may run into a circumstance in which they work with a child with special needs and are unaware of strategies that can or should be used for communicating and working with the child. I’ve worked with many families, educators, and professionals in regular and special education settings. My suggestions to professionals who are working with, or wish to work with children with disabilities include:
Many professionals, such as tutors, extra-curricular activities instructors (dance, karate, sports coaches, etc.) or anyone providing supplemental education services, may run into a circumstance in which they work with a child with special needs and are unaware of strategies that can or should be used for communicating and working with the child. I’ve worked with many families, educators, and professionals in regular and special education settings. My suggestions to professionals who are working with, or wish to work with children with disabilities include:
Observation and Communication is Learning: If you’re meeting your student/client for the first time, take a moment to observe his or her behaviors. All behaviors have a purpose, and for children with disabilities who don’t speak, their communication is expressed through behavior. Approaching a child with sensory issues should be done carefully, as they are intuitive thinkers who respond according to our actions. Some children are sensitive to touch, noise, and smells. In order for a child to feel safe and develop a trusting relationship with you, he or she should always know what to expect, so please make sure your approach is friendly and clear. If you wish to hand-lead a child to an activity, try to begin with holding your hand out (palm up) as if to invite the child to touch your hand first. Our mannerisms, facial expressions, and body movements communicate both positive and negative messages to children with disabilities. Speak calmly and approach a child with your palms up, and explain everything you plan to do, step-by-step to the child before - or as you perform them. Use this same technique if you want the child to conduct a task. Using pictures that explain what is expected and modeling the activity first is also very helpful. Please avoid wearing perfumes, cologne, or other strong scents. Some children (disability or not) are allergic, and to many children with disabilities, strong smells can be distracting or even painful.
Obtain all Information: in addition to obtaining basic information from the school, and vital input from parents about the child you’re working with, it’s important to know if the child has an IEP (Individual Education Plan), a BIP (Behavioral Intervention Plan), a 504 or PBS (Positive Behavior Supports) plan. I’ve spoken to many service providers, tutors, coaches and other professionals who have never seen these documents before, even after working with children with disabilities. It’s important for these documents to be reviewed carefully, as they may contain crucial information, strategies, or steps that may not have been conveyed on other documents submitted.
Sensitivity is Key: if you’ve never been around a person with a disability before, it can be hard to know how to approach someone with autism, in a wheelchair, or someone who has physical, visual, or hearing impairments. One of the most basic things to remember, is that they wish to be treated the same as anyone without a disability. If you met a fourteen-year old young man, you might shake his hand and greet him accordingly, maybe you’ll ask him about his interest and future endeavors. For many, it is instinctual to speak to a fourteen-year old young man who uses a wheelchair, in a baby-type voice, and the conversation is usually kept short. It may seem like an innocent attempt to be kind, but it would be insulting to anyone, whether they use a wheelchair or not. And why not keep the conversation going? It might be the best one you’ve had in a long time! We don’t typically think of upholding the dignity of those we approach on regular basis, yet, for children and adults with disabilities, it is undoubtedly one of things that are inadvertently regarded least.
Organization and Consistency: when working with children with disabilities, you need to be organized and consistent. In order for you to have the child’s willingness to participate in the program, there needs to be an understanding of what to expect and why. Nothing tells a child an activity is a waste of their time better than when it's not well put together. If we want our children to see the value in the activity or task expected, then we need to place value in it first. That means having things organized and ready to go. We had registered Richie for a bowling program a year ago. Unfortunately, the poor woman who was placed in charge of the event was not really given any instruction or assistance. The bowling events ended up being poorly handled. The chosen bowling site was too small for this league and it was completely crowded. People were confused about where to go, as they couldn’t find their teams or coaches, and no one seemed to know what to do. What made matters worse was the volunteers were insensitive and quite rude. We were asked to be there at 10:00 am, but Richie wasn’t scheduled to bowl until 1:30 pm. Needless to say, he was annoyed and wanted to leave long before his game (many other families had already left). Luckily, we gave him some fries and chips, and he was able to wait it out. In comparison, I had Richie play baseball with a group dedicated to serving children with varying disabilities. It was perfect. The group was well organized, the settings and times were perfect and well-coordinated. There was plenty of volunteers on hand for assistance and to help parents with any questions. They had snacks on hand, and all children had a turn to play the adaptive game and have fun.
Set the stage for Inclusion: While there are many disabilities that are recognizable, such as Down- Syndrome, or physical disabilities that include a child using a wheelchair, there are many disabilities that are not visibly seen or obvious like ADHD, Autism, Tourette’s syndrome, and others. There are also children who may be suspected as having a disability, but have not been diagnosed yet. Either of these children may exhibit challenging behaviors that can be disruptive. Either way, the need for feeling accepted and safe in a nurturing environment is required by all children, regardless of their disability. Incorporating blended practices, universal learning design, and including adaptive toys, learning tools, and other accommodations needed, make it possible for all children to learn and participate in activities alongside their peers.
I often hear people state that you have to be a “special person” or a “saint” to work with children and adults with special needs. I wish we wouldn’t keep saying these things. It implies that it is impossible work and that it can only be conducted by “super” people. I worry it might dissuade great candidates from working in the disability field. It’s true that compassion and patience is needed to work with these wonderful children and people, but that’s required of any position. Think about how a teacher would be able to connect with his or her students if he or she lacked patience and compassion. How effective would you be as a customer service representative if you couldn’t handle an irate customer with kindness and understanding? If you are someone who is considering work in the disability field, I have a message for you: Working with children and adults with disabilities is a rewarding experience that will change your life for the better. There is no other work that can provide a greater connection to the human spirit. Where else but in the disability community will you have the opportunity to work with a community of individuals that promote integration, compassion, and humanity? ‘
© 2015 Sensory Friends
© 2015 Sensory Friends
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