A View from My Fabulous Teaching Desk

Chapter 1

Welcome Back to School

G ood morning, said the voice from the loudspeaker. The start of the day’s announcements caused a kid to jump back in line as the class prepared to move into the drama room. Today, they would be banging on small, handheld drums, shaped to resemble dragonflies. This would be followed by dancing and swaying to the beat created by their joint drumming efforts. This wasn’t a new routine. That’s all the students did in the drama class, day after day, year after year, in truth. Despite the best efforts of the teachers, like Kathleen and Lisa Contreras, the challenges of trying to teach anything more complicated were too great to tackle in these small classrooms. The same women, though, could take pride in the fact that they made a positive impact in the lives of their students, helping them become good citizens.

Good morning. The greeting was repeated by the same voice, but this time, it was much quieter and came directly from Miss Kelli, as opposed to the loudspeaker. Miss Kelli was the principal of their small school and took a very active part in the classrooms, often lending additional help to Lisa, who suffered from Bell’s palsy. In this, as in many other situations, the facial deformity (similar to that suffered by many stroke victims) garnered stares and even whispered comments, but here, the symptoms of conditions like Bell’s palsy and others in the Cerebral Palsy (CP) family were not as uncommon. Can I help you with anything? Miss Kelli continued, looking around the room with a smile on her face. The excitement of the children on this first day of the fresh new school year was contagious. Lisa smiled in return and shook her head, indicating that they had matters well in hand. Miss Kelli nodded her approval and said, Let’s make this a good year.

Yes. Please, Lisa said, her words strongly affected by her speech impediment, a result of the Bell’s palsy.

I think it’s great that the Bell’s doesn’t stop you, Kathleen said to Lisa, as Miss Kelli moved away, toward the children.

Lisa gave Kathleen a warm look, I know it doesn’t stop me, but it certainly impacts how I operate . . . She paused, looking over the classroom of children, happy to embrace the start of a new year. Then, she looked in Miss Kelli’s direction before continuing, . . . just as CP impacts Kelli’s actions.

Kathleen studied her coworker’s face for a moment. Being able-bodied, she didn’t know how to respond, opting instead to turn toward the children, watching as Kelli sat on the gold-and-pink checkered rug among them. Many of the students were too busy looking in Lisa’s direction to notice the addition to their rug. They continued staring at the young woman, as if seeing a ghost.

The main classroom teachers, having followed the students into the drama room, addressed the class, taking a few moments to explain what would happen in this class period and to make introductions. They did not want to call any undue attention to the disabilities of the teacher or the principal. In truth, there was only one teacher who didn’t have to contend with some sort of disability—Kathleen. In addition to the teachers, there was an aide in the room, because the teachers weren’t alone in their efforts to overcome their physical and mental limitations. A student in the room had been diagnosed with Down syndrome in her infancy and needed the assistance of a teaching aide. Susanna was a lovely girl, always ready to smile, but in addition to the Down syndrome, she had a mild version of osteogenesis imperfecta, which made her highly susceptible to bone breaks or fractures. Nevertheless, she was extremely capable mentally for a child who was nearly four years old. She spoke her native language fluently, but also demonstrated the ability to speak her ABCs in beautiful Peruvian Spanish.

The teachers encouraged the students to introduce themselves, and when it was Susanna’s turn, she spoke up, loud and clear, My name is Susanna. I’m three, but I’m turning four soon. I have a disease that makes my bones break easily, even if I just stand on one leg like a flamingo. I did that when I was two as a joke. Then, I tried walking in the cast, even though the doctor told me not to walk with it. My mommies were upset with me, so that’s why I won’t stand like a flamingo anymore. And, I use my yellow wheelchair when the doctor tells me I have to.

Miss Kelli addressed the kids and spoke a bit about what it meant to have a disability. When she finished, she stood aside with Kathleen.

Just one out of the fifteen students has a disability? Kathleen asked.

Yes, Miss Kelli answered, with a slight hesitation.

Then, why do you come in to explain disability at such length? Why not let Susanna’s explanation be enough? She has a one-on-one aide. Libby can help her adjust in the classroom. I don’t think the kids or I need a whole explanation of disabilities.

The frustration was evident on Kelli’s face, but she held the reins on her temper, It is important for others to understand. Do you want Libby to help Lisa and you, or perhaps the rest of the kids on occasion? When Susanna is out of her wheelchair, playing, dressing up, playing with blocks, or with the rest of the kids in the . . . the . . . doll house?

Kathleen could detect the anger in Kelli’s response, and got defensive and responded curtly with, I think you mean the puppet stage.

Kelli just stared for a short moment, Oh, excuse me, she said, her voice calm, but her insides shaking, "I messed up a single phrase, Kathleen. I am simply trying to explain that I want the children to understand what it is like for