My Favorite Moment in History

My favorite moment in history was in the United States in 1975 when the Education for All Handicapped Children Act, otherwise known as PL94-142 or EHA, was enacted in the United States. Although I was not there to see the effects of the act first hand, I am certain that it was a source of dramatic changes in the educational system, specifically for students with disabilities. Prior to the 1970’s, a large majority of children and teens that had disabilities were excluded from any form of education in public schools. Some of these students were home-schooled, while others were either uneducated or, sadly, institutionalized. The U.S. Office of Special Education Programs states that prior to EHA, only 1 in 5 children with disabilities were receiving any type of service in public schools. PL94-142 followed smaller acts that began to move the country in the right direction by starting to create programs to train teachers in special education and addressing some other areas of lacking, but they remained to only provide limited access with conditions to students with disabilities. It was not until this act was passed that students with disabilities were given even a portion of the educational services that they need and deserve.

The improvements that the Education for All Handicapped Children Act contributed to the educational system, first, requires that all children from ages 3-21 will have equal access to free and appropriate public education. This was a huge advancement for our country, which once isolated and institutionalized individuals with impairments. Next, the special education teachers were now required develop an education plan for each student with a disability that would allow the student to have a similar experience as the students in the regular education classroom. Students with impairments would finally be given an equal assess and opportunity to learn with use of accommodations and modifications made on an individual basis. The educational plans would be evaluated based on the weaknesses and successes of each particular student. Also, students with disabilities were to be placed in a least restrictive environment, which not only allow, but also promote interactions between students with and without impairments. This was a concept that was unheard of at this point in history, but truly allowed for more opportunities for students with disabilities and a sense acceptance from regular education students and teachers.

PL94-142 also assured that the rights of students with disabilities and their families would be protected by due process. Instead of having to bring cases to the court system, parents were now able to have an administrative hearing to address any issues they have. This would mean that parents now have the ability to speak up concerning the educational services for their children with disabilities, without requiring the additional expenses that come along with bringing the case to court. The concerns brought up by parents of students under special education were now required to be respected, considered, and addressed to be certain that the education plans put in place are appropriate and fair.

To make the provisions of this act possible, states began to be provided with federal funding to assist these programs and train their teachers. Children with disabilities all over the country were now able to go a public school and given the right to learn like every other student their age, despite their limitations. The addition of special education services and the improvements that were brought to the educational system in compliance with the Education for All Handicapped Children Act were truly groundbreaking. This is my favorite moment in history because it was the beginning of many other changes brought to education to support the needs and rights of individuals with disabilities. The alterations that came with the act that was passed in 1975 drastically contributed to the field of special education, my passion and future career. In 1990, PL94-142 was renamed and improved to be the well-known Individuals with Disabilities Education Act (IDEA).

References: 

History: Twenty-five years of progress in educating children with disabilities through IDEA. United States Department of Education. Retrieved from http://www2.ed.gov/policy/speced/leg/idea/history.pdf

Letter to my Inspiration

Dear Mr. Snyder,

         Too often people are not given the gratitude that they deserve for the work they have done. As a future special education teacher, I have been thinking often about what has lead me to my decisions in my future. It has come to my attention that there is one really vital person that affected my choice to become a teacher. This person is you.

         We were first introduced shortly after I moved to a new school district and began seventh grade at Amity Junior High School. I was told that you were going to help me catch up, since there was a large gap of material that I was missing. Little did I know, you were going to be the best teacher I have ever had the privilege to meet. It means a lot to me that you were very careful in making sure that you did not make it obvious of the real problem. The truth is, you are a special education teacher, and I was really put into a special education program because I was more than three grade levels behind where I was supposed to be. You were sure not to let me find out about this.

         Moving to a new school was very difficult. I remember saying to my parents that I would rather die than have to start over in a new school with new friends and teachers. I was at a really tough place in my life when we met. You were so nice and understanding to every student you worked with. You taught me skills like using a planner and setting up notes, which I still use in college today. My confidence was raised as you showed me that I can achieve the small goals that you would make with me. In the past, teachers have given up on teaching me. Instead, you picked me up and helped me every step of the way to catching up to my classmates. After two full years, I was at the level that I was supposed to be.

         When I moved up to Amity Junior High, school was the least of my priorities. I always thought of school as a joke and something that I will never be able to benefit from. When you became my teacher, you would not allow that attitude. You taught me to take learning seriously and to actually use it for my benefit, not simply ignore it. Without learning this mindset, I would have never gone past high school. Here I am now, on my way to graduating both high school and college with honors.

         I cannot even imagine how my life would be if I did not have you as a teacher in seventh grade. The school system was able to assess me and place me into special education because they did not have any other options. Part of me is thankful that I was in an inner city school district for the first several years of education. Otherwise, you would have never been able to teach me the daily skills or boost my confidence as much as you did.

         When trying to decide a major, I was sure to think of all my choices. There was no doubt in my mind that I want to have a career helping people. Special education may be challenging for others, however, I believe it is worth it to help other students like you helped me. My goal in life is to be half as good of a teacher to others that you were to me. I dedicate my future career as a special education teacher to you, Mr. Snyder, my inspiration. Thank you for everything.

                       Sincerely,                                   

                                      Brianna Eisensmith

Stress in Adolescents

Everyone is affected by stress and responds to it in different ways. Stress is the body’s response to challenges that come up in life. It is important to keep in mind that not all stress is bad; stress is meant to prepare the body to respond with attention and energy. Good stress is encouraging to us and makes us strong, while bad stress occurs when the body does not function at it’s best due to an overload of stress hormones that wear it down. Bad stress cannot only be incredibly overwhelming and depleting, but also can take a toll on the immune system, memory, and overall health of the body. As the years go on, more and more adolescents are dealing with stress at a younger age due to various factors, like increase in responsibility, pressures at school and home, and social media.

         In the classroom, adolescents may feel pressured to achieve and get good grades by their teachers or parents. Students can also feel stress from an unstructured classroom or unclear expectations from their teachers. They may be confused with a concept in class but too embarrassed to ask for help. Some students (like me) can feel anxiety from an unorganized environment or something as simple as changing school buildings. Stress in school could also come from peer pressure or trying to fit into a crowd. Whether it’s a bullying situation or just a disagreement, children and teenagers can be cruel to one another. All of these school-related stressors can really have an impact on an adolescent’s mental and overall health. 

Stress in adolescents does not always have to do with schoolwork and social pressures. Another origin of stress in kids involves their time spent at home and the demands that come with their specific situations. In some adolescents, their home life may be ideal and could be the place that feels the most secure to them. Unfortunately, other children and adolescents are not as lucky. Parents could pressure adolescents to work on extra homework or college preparatory assignments when they get out of school and could have very demanding schedules. Adolescents may be coping with their parent’s divorce or a loss in their family. Some adolescents may be expected to watch their siblings when they get home from school and be responsible while their parents are at work. Other kids may be expected to work after school to help their family pay for food or bills. In the worst situations, some kids may not feel safe at home, may not have heat, no bed to sleep in, or not know where their next meal will be coming from. Excessive stress can result in inappropriate behaviors, health problems, or academic difficulties that can be viewed in the classroom. It’s important for teachers and counselors to keep these possibilities in mind when working with children and adolescents.

So how do teachers know if an adolescent we are working with is dealing with excessive amounts of stress and how can we help? Some symptoms of bad stress include a drop in grades or other functioning, headaches and stomachaches, isolation from peers, unexplained fears or anxiety, depression, and experimentation in alcohol or drugs. The best thing that teachers can do to help all students, but especially those in stressful situations, is to provide a welcoming and trusting environment for students to feel open to share their concerns. It could also be helpful to the students to introduce them to a school counselor or lunch group so they can have a more secure place to express their feelings. I especially like the idea of having students go around the classroom (or write on a piece of paper) and rate and share their weekend or just overall feelings from 1-10. I have seen this strategy work well when trying to see how the students are doing in general. It can be surprising to hear what some students will say when given the opportunity, but would have never shared it without this activity. Overall, increase in stress is a common issue that adolescents are facing more and more. It is important for teachers to keep this in mind when working with students and creating their a classroom environment.