Lynelle, I am a sister to a brother who has Down's Syndrome. I am also aunt to a nephew with Downs and a teacher to a mainstreamed little boy who has Downs. I really understand and relate to your feelings about labels. One thing I always think is respectful is to say that these people have Downs syndrome, not that they "are Downs." .Some people I work with will say things like "I have an autistic girl in my class" or "I have a Turret's kid in my class." I gently correct them and say that you teach a student who has autism...to say you have an autistic girl or a Downs boy is to insinuate that that person IS the condition when there is so much more about that person to value and to know about them. I know no insult is usually meant, but the language we use is so important. Using the labels to define the person limits the value of the person. Just like when some one calls you a student or a teacher...that is only a very small part of who you are. So much about the philosophy of reading workshop and strategy instruction teaches us to value what children bring to the table. What many people don't realize is how much students with developmental delays can bring to the table. One thing I always think about is how often my brother with Down's has surprised me with what he knows and understands, even after growing up with him, even after becoming a teacher and seeing small miracles every day. Sometimes, even though Tom doesn't have a lot of language, he understands deep in his heart. For example, at my grandmothers funeral last year, my brother, upon entering the funeral home, sank to the floor. He didn't cry, or say much, but he knew. It took me and our preacher to talk to him about how he shouldn't be afraid and that grandma's love was all around him and would be with him. With that he got up and came in. Did he understand? Of course he did...probably more deeply and with greater faith than most. I think that a lot of times, my brother has needed lots and lots of repetition to understand things. He still, at 39 years old can't tie his shoes, but the important things he gets. We sat together at a family wedding this weekend and at the reception he recounted in halting words many of the fun times we had together growing up. He would say things like, "Myrtle Beach..." and "Remember that, Jenn?" Those times where he felt loved and gave love back are still with him and are what makes him such an important person. Because of the wonderful ability to love and be loved, and to have all the emotions that make each of us human, I would work on the words for concepts that he needs most but relate them to the things he loves most. Any time you have the chance to work with a person with "cognitive impairments" be prepared to open your heart. The work of learning can be hard at times for him/her, but you will learn love and caring at the hands of a master.One just needs to be open to that learning. A reading/writing workshop environment would be a great place for that to happen. Jennifer In a message dated 7/12/2008 10:47:19 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
Angela, As a mother of a child with Down syndrome, I prefer Cognitive Impairment versus Mentally Retarded for IEP purposes, but from what I understand Mental Retardation has been changed to Intellectually Disabled..I think? For me, Cognitive Impairment would mean below an IQ of 70, but that is because I am just replacing it with MR. I don't refer to my child as MR with her doctors etc., but developmentally delayed...but of course she is only 4. :-) **************Get the scoop on last night's hottest shows and the live music scene in your area - Check out TourTracker.com! (http://www.tourtracker.com?NCID=aolmus00050000000112) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
