“It’s all because of you!”

 

Today’s Daily Prompt: What’s the best (or rather, worst) backhanded compliment you’ve ever received? If you can’t think of any — when’s the last time someone paid you a compliment you didn’t actually deserve?

Most of my students’ parents have said to me in the past that ‘my child’s improvements have all been because of your help’. While I am extremely grateful for the compliment, I genuinely feel that I do not deserve it. I believe that children’s development is influenced by a number of factors. In schools, teachers, teaching assistants, lunchtime organisers, bus drivers, security guards, their peers and of course, their parents and care-givers all have a hand in their development. Any improvement- no matter how small or huge- is influenced by a lot of people. Children’s teachers may teach them how to read, but the likelihood of this skill to be learned quickly and retained is influenced by parents’ (and the child’s) efforts to practice and reinforce it.

I always remind families that they – especially the children themselves – are also responsible for the children’s overall development. This gives the students and families a sense of control which they ultimately have. I understand that we as educators have a large role to play in shaping the kids’ futures, I am fully aware that we are only a small piece of the puzzle.

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High Rates of Autism found in Children of Mothers born in the Philippines, Vietnam, Central and South America

A recent research conducted by Becerra et al. (2014) has found that children whose mothers were born in the Philippines, Vietnam, South and Central America, and Africa were more likely to be diagnosed with Autism compared to the children of US-born mothers. The research revealed that 7,540 children who were born in Los Angeles County between 1995-2005 were diagnosed with Autism. Compared with children of US-born mothers, the risk being diagnosed with Autism is 76% higher in children of African-born mothers, 43% higher in children of Vietnamese mothers, 26% higher in children of Cntral and South America, and 25% higher in children of Filipono mothers. The researchers have also found increased risks of mental retardation coupled with Autism in the children of foreign-born mothers.

Becerra et al. (2014) suggested that there could be a number of factors that could cause the trend that has been found including highly stressful experiences by the mothers, exposure to viruses, trauma or violence. However, they acknowledged that more research should be done in order to investigate different factors that could affect immigration, and identification and diagnosis of Autism.

Parents of 11 y/o Boy with Autism Arrested for Keeping the boy In a Cage

The Daily Mail reported that the parents of an 11 year old boy who has Autism were arrested after discovering that the boy was kept on a cage. The parents reasoned that the boy was kept on a cage that is big enough for him to move in natural positions because of his severe Autism. The young boy apparently is unable to communicate and often has violent outbursts. The parents put their son in the cage to protect themselves and their other children.

The parents are charged with suspicion of felony, child endangerment and false imprisonment.

The children are reportedly with the Child Protection Services.

This distressing news highlights the need to educate and continually support parents and carers of people with Autism.

How My Unstoppable Mother Proved Experts Wrong – Autism

Atypical Reactions to Stimuli Found in Mothers of Children With Autism

Close to 90% of individuals in the Autism Spectrum have atypical responses and obsessions/ fixations with sensory stimuli. For example, some may enjoy looking at bright lights while some may actively avoid the sound of people scratching their skin. Previous studies have observed these patterns of responses  in neurotypical siblings of individuals with Autism, but not in their parents- until recently.

In a research published in Molecular Autism on 3 April 2014, Uljarevic et al. set out to investigate whether parents (specifically, the mothers) of children and adolescents in the Autism Spectrum have unusual reactions to sensory stimuli. The researchers asked fifty mothers to complete the Adolescent and Adult Sensory Profile (AASP) which is a measure of people’s hypo-sensitivity, hyper-sensitivity, sensation-seeking and sensory-avoiding tendencies.

The study’s findings are as follows:

1. 31 out of 50 participants (62%) recognize stimuli slower or weaker than the average population
2. 22 (44%) were found to be hyper-sensitive but were able to tolerate unpleasant stimuli
3. 24 (48%) actively avoid unbearable stimuli
4. Only 2% of the mothers scored within the ‘average-range‘, i.e. showed ‘normal’ responses to stimuli

Treat these findings with caution

As with every scientific finding, it is important not to get carried away with these findings. They need to be interpreted with caution. Despite having similar patterns of responses to their children with Autism, the participants’ atypical sensory reactions could be due to anxiety. In addition, since this is the first study to investigate the subject in this population with such a small sample size (very few participants), more studies need to be conducted to fully support the findings. Lastly, genetic studies are needed to investigate whether or not genes play a role in atypical sensory reactions in Autism.

Happy Mother’s Day!

To This Day (Anti-Bullying Poem)

This week is anti-bullying week in the UK and I want to share the things that I have read, watched and heard about how to fight against bullies. Also, I want to share how bullying affects everyone.

The best teachers may not be millionaires but they get the best rewards

Why do people teach? It cannot be because the money as teachers across the world, particularly in developing countries, do not get the highest salaries. Why do they stay in the profession, especially when the kids they teach are unruly? Why, why, why?

Most teachers teach because of the challenge they face day in, day out. They don’t see naughty, dumb kids. They see potential. They see young people who need their help to succeed in life. They see rooms full of future lawyers, doctors, athletes, artists and academics. Everyday, they see opportunities to help make this world a better place. They reap their rewards when they see these children blossom and become well-rounded people.

In the video below, teacher Sabsy Ongkiko discusses the struggles and triumphs she had experienced through her journey from attending a high-profile university to teaching in a very low-paying public school in the Philippines. Since she graduated from a high-ranking university, her parents expected her to get a well paid job after university. Since public elementary and high schools in the Philippines are known (unfortunately) as the last resort schools for poor people, which produces graduates with very little chance of succeeding, Sabsy was criticised for her decision to teach in one. Her father, an economist, has often asked her what the return of investment will be, since he paid a lot of money for her education?

Nevertheless, she carried on. She challenged the negative stereotypes surrounding public schools, their teachers and students. As with every other teacher, she saw potential and hope in the eyes of her students. She has helped a lot of her students reach their potentials. She is one of those teachers who genuinely believes in her students’ abilities. And as for the return in her investment of working in a low-paying public school, she constantly refers to the success of her students as the best return of any investments.

She is a true inspiration!

Positive Words and Phrases to use in school contexts

Below are words and phrases commonly used by teachers when speaking to students and parents. Immediately next to them are words that should be used instead to create a more positive atmosphere during parents’ evenings and/ or whilst disciplining children.

Taken from Smith et al., (2004) Teaching Students with Special Needs in Inclusive Settings.

If You Become The Secretary of Education

Imagine if you wake up one morning and found out that you are the country’s Secretary for Education. What would you do? What initiatives will you introduce, and why? What will you take away from the current education system? Will you focus strictly on academic achievement or will you aim for more of a holistic education which includes well-being and social development?

More importantly, consider how your policies could affect students, teachers and parents?

Please send me an email (found on the (About The Author tab on the top left corner of this page), a tweet (@carryonlearning) or post a comment below.