Happy New Year! Over the past 12 months, Craig Gibson and I have had several discussions about education – especially as it pertains to individuals with special needs – and how educators are prepared and trained to be successful in a diverse classroom setting. With Craig’s background (personal: growing up with a learning disability and now raising a child with a disability and professional: working as seasoned educator and evaluator) and mine (professional: working as a teacher/reading specialist and personal: raising a child with an Autism Spectrum Disorder), we’ve found we’re both passionate about how important it is to set the stage appropriately, as early as possible, for children with learning differences. As we’ve discussed these beliefs and ideas, the idea for this “Feature Article” – a story about a new preschool teacher and a student with autism – was born…a piece we would work on together, to share some ideas, thoughts and beliefs about how even a teacher lacking the proper tools could learn, grow and make a positive difference in a child’s life. Craig and I decided it would be fun to kick off 2012 with our first feature article! Let us know what you think…

Last week marked a milestone for our family. Sam is ten years old and in the fourth grade in public school. The last time Sam went to public school was when he participated in the PPCD Program (Preschool Program for Children with Disabilities). That was many years ago. Since that time we have been fortunate to find loving, nurturing private schools that could meet Sam's unique learning needs. We made the decision that it would be in Sam's best social interest to stay back in the fourth grade as he enters public school rather than move forward into fifth grade.

If you missed it in the news over the weekend, a senior who lives with an Autism Spectrum Disorder at Celebration High School in Florida, was named Prom King. This was not a “special” Prom; it was the school’s annual Prom for all juniors and seniors.
This is the kind of news that inspires people.
It inspires parents like me…I long for Ethan to be accepted, understood and appreciated by his typical peers. I can only imagine the elation Shane’s mother must have felt hearing the student body chant Shane’s name just before the announcement was made.
It inspires educators…when inclusive education is done well – everyone benefits. Shane’s peers voted for HIM; they didn’t have to – they chose to! Acceptance and understanding in schools, especially Middle and High schools, starts with the teachers. They are the ultimate role models for how students treat their peers.

While this series was initially going to be three parts, it has become five as we explore how some adults can be bullies, too. If you missed Part 1, Part 2 or Part 3 with Dr. Lisa M. Elliott from Cook Children’s Medical Center, be sure to click over and read them. If you missed Craig Gibson’s powerful response, make sure to read it, too. Directly below, Dr. Elliott shares her take on "Adults Who Bully." Following her response, look for a few additional thoughts and questions from me.
Dr. Elliott: You would certainly like to think that children and teens outgrow bullying however there is ample evidence and research that supports adults often employ bullying tactics as well. It is not uncommon for childhood bullies to become adult bullies, which is frequently discussed and reported in workplace bully literature. Bottom line, bullying is absolutely wrong regardless of the age of the person who is bullying and every single person is responsible for how they choose to treat others.

Growing up in special education, I endured what felt like endless years of bullying. I've been called names, tossed in lockers and closets, and had my head shoved in toilets. I've been kicked, tripped, spat on, and had gum slapped on my head I can't tell you how many times, only for my friend to cut it out with a pocket knife. And, yes, that hurt.