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Inspiration from a special needs classroom: communication, flexibility and hope
Jesse Myers, a teacher in the Center-Based Affective Needs/Behavior Development Program at Black Forest Hills Elementary, was not planning to work in special education as long as he has.
With more than twenty years supporting students with more severe emotional and behavioral disabilities, Myers acknowledges that the work can be challenging. However, he’s learned a lot from his students.
“Never underestimate the power of communication,” Myers said. “I communicate expectations to my students, which is really important, especially for students who have disabilities. They need to know the expectations for doing well, for taking breaks, for talking to classmates, for their schedule. I think we all understand how uncertainty can wreak havoc on our best of days. Now imagine it’s your worst.”
Myers went into special education after being inspired by his own experience in school. As a fifth-grader, he changed schools and struggled to make friends in a new environment. He credits one of his teachers for helping teach him how to navigate those relationships and setting him on a more positive course. He said that flexibility is a key element to how he teaches.
“We’ve all had those days where we felt overwhelmed or struggled with a challenge at work or school,” Myers said. “My kids are still learning how to emotionally self-manage and sometimes we need to take a break to handle that, which lets them calm down. Then they are ready to learn.”
Myers shared his gratitude for the support of Black Forest Hills’ administration, teachers, special education team and his colleagues, three paraprofessionals who also work with students on classwork, peer issues or challenges at home. He feels inspired by his students, who range from needing one-on-one support the entire day to preparing to transition out of the program and into a general education classroom full-time. Watching how his students handle tremendous challenges is one of Myers’ main inspirations for continuing to work with students in special education.
“My kids have a lot they’re dealing with,” Myers said. “They still work to get through the day and sometimes even thrive. When I see a child make progress academically or socially, it’s so rewarding to see them reach something they’ve been working towards. I’ve gotten invites to graduation parties for students who weren’t sure they’d make it that far. We even have a district employee who went through our program. These kids have challenges like we all do, but then we see how successful they can be when we invest in them."
Posted 9/30/20.