Students of decades past, remember at least one class in their school designated “Special Education.” The students in this class ranged from wheelchair-bound to mentally challenged to everywhere in between. Many bright children with learning disabilities, ADD and ADHD found themselves in dead-end classroom situations where their advancement was stymied, and furthering their education was discouraged.
A new teaching model has emerged in recent years that moves “special education” to mainstream classrooms, and the results are encouraging to both students and educators.
Jessica Fertig, fourth-grade teacher in Houston Texas, thinks inclusiveness in the classroom is the right approach and long overdue. “I was a special needs student from grade school to high school.” Jessica said. “When I was eight days old I was diagnosed with Viral Meningitis. The doctors gave me a 50/50 shot at living. This condition took away much of my cognitive development. I suffered from brain seizures until I was five-years-old. These seizures affected my critical thinking skills and basic learning skills consequently; I was put in special education classrooms.
“I had a hard time putting A and B together and performing basic cognitive motor skills. Fortunately, I had wonderful teachers without whom I would not be the teacher I am today.” Jessica continued. “They made me see the world differently and not to feel down about my disability. They taught me to learn in a different way, which I embraced. By the time I was a junior in high school I made the decision to attend mainstream classes with the people I grew up with. My classmates didn’t understand my color-coded papers, learning charts and homemade flash cards, but once I explained to them why I needed these aids, they understood. They were even fascinated by my unique learning style.”
Jessica Fertig draws on her experiences growing up for her classrooms today. She instills a sense of value into each of her students because she understands that a disability does not make them any less of a person. “Everyone learns differently.” she noted. “I teach a class with both mainstream and special needs students, so I do separate lesson plans and present them in different ways. In the end, they all learn the same things, but in a different way.
“I love working with children and am passionate about teaching them, always showing how much I respect them. I train the children assigned to me in life lessons like self-respect, respect for others, and good manners. My favorite moment is when the light comes on and a special looks says, ‘I really get this.’
Jessica believes that part of her success with special needs students is that she maintains a safe and secure environment for her students. But that’s just the beginning. She actively seeks out their special gifts and encourages them to discover those gifts that aren’t always present on the surface. Jessica believes learning should be exciting. Therefore a priority for her is a fun, creative classroom experience.
“I want to show my students that they live in a world of endless possibilities. I want my students to see my positive attitude and be inspired. My goal for them is to change the label and see that they can do and have the same goals and expectations for themselves as their mainstream classmates.
“As a teacher of not only mainstream students but those with autism, dyslexia, ADD, ADHD and emotional behavioral issues, I have to give them my all everyday because these students are counting on me to be their rock.”
