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The objective of TMS is to make a difference in how students with learning challenges and exceptional children are viewed. When we teach them useful skills and challenge them academically we are setting the stage for success. Advocates of exceptional children must assist others to change mindsets in an effort to break out of the mold of the past. These very special learners can make gains both in their personal and academic lives; overcome obstacles and ultimately become barrier breakers.
By changing perspectives and breaking the barriers associated with disabilities, TMS is able to take an in-depth approach to teaching and learning. Our passion regarding the future success of our learners is a critical component of this initiative. Families and students who have benefited from actively embracing the principles of Teacher Mod Squad will be the generation that supports, nurtures and maximizes the potential of the predecessors. Long-term implementation will encourage them to set and meet long-term goals through accountability of themselves and family. Through a consistent and loving environment, many will move on to enjoy college life, career aspirations, as well as independent living programs. TMS serves as a catalyst in this process and continues to promote a high level of academic rigor suited to every learner.
Preparing these students for the 21st century requires a balance between digital learning screen time and student centered lessons with ample opportunity to apply knowledge. Practical experiences are proven to assist students with learning a concept rather than memorizing information. Teachers should serve as facilitators of learning in place of the traditional model of teacher led bell-to-bell instruction. In the 21st century it will be more important for students to apply critical knowledge when given new concepts, situations, or experiences, while rote memorization will place them at a huge disadvantage.
Dr. Donald Deshler says that many years of research have lead us to a method that supports an individual students learning in various areas called, Acquisition to Generalization. This method is the mode to which students are able to acquire new skills. It incorporates instructional procedures that are proven to support student growth. This includes learning strategies that span across curriculum and support higher learning goals in an effort to bridge the gap that exist between special education and their general education peers. According to Pressley (1990), “Once a student can carry out a strategy independently with instructional tasks, the challenge is to teach them to use the technique consistently for other tasks”.
One key aspect of the whole child initiative that is significant for all learners is their ability to engage with nature and their community. At TMS, we support this initiative as it shifts the focus of education from primarily academics to developing the long-term success and growth of the whole child. We propose that by incorporating concepts such as project-based learning, simulations, cooperative learning, and opportunities to apply knowledge, these engaged students will progress from Foundational to Developmental, and ultimately to the Sustainability Principles in their lives.
The whole-child perspective encompasses more than what a child thinks and feels as a physical being. The following are concepts that may help or hinder progress as a child develops and must be considered when attempting to address issues in learning:
Nature has the ability to influence a child’s development based on their genetic makeup. However, the nurture aspect deals with the environmental conditions that aid in a child’s total development. Through various avenues nurture influences a child physically through nutrition, emotionally by the manner in which they deal with stress, socially through activities and experiences and intellectually through formal instruction. A combination of all of these qualities attribute to the whole child flourishing.
Beginning public, private, or alternative schooling for exceptional children and parents can be an extremely difficult process. We must “power up” as we prepare to take these new learners on a unique journey to become solution driven, creative risk takers, and empowered leaders. In doing so, consideration of proper placement within the environment/classroom is critical as we facilitate the learning of exceptional students. Each student will have varying environmental needs that allow him/her to be comfortable in their surroundings with freedom to learn and grow academically. Whether concerned about proximity, space, or transitions each facet of the school environment may affect a student with disabilities. In turn, this may alter their ability to progress academically and work diligently toward closing the existing educational gap.
To support the transition, the expectation is that we regularly communicate with the other adults associated with the students. As educators, we strive to drive students onward, therefore collecting, analyzing, and sharing data is key. This may be teacher-to-teacher, parent to teacher, teacher to student or teacher to other support staff. Open lines of communication will place the student in a position to gain new knowledge and develop toward becoming a purposeful member of a classroom in the least restrictive environment.
Community connections affect the outcome of academic and social success of the whole child just as much as any other educational principle; whether the child experiences learning at a high level or have challenges along the way. Helping children take what they have learned outside of the home and classroom in order to apply it to real world experiences will aid in their overall success. The application of acquired skills are added measures in today’s fast paced society. It is challenging for families alone to provide their children with every aspect of learning opportunities that allow for proper community connections. Therefore, partnerships with family, school, and community can support not only exceptional learners but all learners to acclimate to their community and surroundings.
As children struggle to find their place within their school, it becomes easier knowing that their family is also connected to the school and the community in which they learn. To become active members of the school community, parents may volunteer for special programs, communicate regularly with teachers, or chaperone a trip. Utilizing community programs will also offer an avenue for making connections. Participating in local programs offered by the parks and recreation department in your area allows a child to make friends and connect on a new level.
“Parental engagement in education has proven to be significant to children's academic success. Research suggests that when parents are involved in their children's schooling, children tend to be motivated learners, have high educational aspirations, get good grades, and experience a sense of school belonging (Cheung & Pomerantz, 2012)”. This reigns true for both general education and exceptional education students.
The role of family support impacts whether a child will be successful during the fundamental stages of academia. When parents have been well educated themselves, they tend to focus more on their child’s academic needs, quality of education and ensuring that their social-emotional needs are being met. Parents with less formal education often aspire for their children to achieve greater success and encourage them to pursue higher goals than they themselves have reached.
