Prioritizing Students’ Friendships in Pods and Classrooms

Children playing in fountain

If the Corona virus epidemic has taught us anything, it probably is the value of friends and family in negotiating our way through difficult periods. Talking to friends and catching up on Zoom allow us to share how we feel in our dark moments. Friendships empower us to face reality and to realize that we are still ok and sane!

Even though we can strengthen our existing friendships remotely, it is generally more difficult to develop new friendships online. Existing friendships are what we capitalize on in difficult times.

This Cornavirus time is, therefore, another wake-up call for us to seriously reflect on how to assist students with special needs to develop friendships. I was struck by a recent posting by a mother of a child with special needs. It vividly describes the plight of a boy who does not have friends. She wrote:

I’ve been doing this for 19 years, so I’m used to it. But really, no, not doing okay. I’m so depressed and sad for him. He is lonely and anxious and doesn’t understand why people don’t want to be with him. He’s lovable but they can only take him in doses. His sadness turns to rage, on me mostly. And I stand there with my invisible shield on and I take it. Because no one else can or will take it from him. I’m going to be there for him no matter what. And right now, during this…pandemic, I have to be here for him 24/7. Because he has nothing to do and because he’s so full of anxiety. It’s really hard. 

This mother’s cry for help is not uncommon, and it requires our attention. The posting highlights the boy’s isolation and lack of friendships. It also describes the parent’s desperation within this context. While some parents of typical students could probably identify with this mother, the extent of the challenges are different when you have a child with a significant disability.

Continue reading “Prioritizing Students’ Friendships in Pods and Classrooms”

Repeat Questions from Students
with Special Needs in the Classroom:
What to Do?

Children raising hands in classroom

A teacher recently shared that she has a student in her class who keeps repeating the same question even after she has responded to it. The student will ask the teacher, “When will we get our tests back?” To which the teacher will reply, “I will give them back tomorrow, as I have not finished making all the corrections yet.” However, 10 minutes later, the student will proceed to ask the same question.

This reminded me of a similar scenario with a student I know of who used an AAC device. This student also repeated the same question, even though the teacher had responded to the question. The student would activate his device to ask, “When do we go to the library?” To which the teacher would respond by saying, “We will go to the library after break.” However, within 10 minutes of the first question, the student proceeded to repeat the same question. Continue reading “Repeat Questions from Students
with Special Needs in the Classroom:
What to Do?”