More than two months into the school year, students continue to face the challenges of distance learning. Those with special needs are especially affected, and JUSD teachers and staff are working tirelessly to ensure these students have the support they need, said Dr. Karina Becerra-Murillo, Director of Special Education.
Though daily instruction happens remotely, in-person tests and assessments are permitted for students with special needs. On a Wednesday morning, Resource Specialists and Instructional Aides gathered in the Learning Center of West Riverside Elementary to conduct sessions with social distancing and safety guidelines in mind.
The Learning Center is a welcoming environment thanks to the vision of Resource Specialist, Amy Sanchez. Her theme of Mickey Mouse & Friends is abundant throughout the room: the famous mouse is featured on curtains; familiar Disney quotes and phrases adorn walls and desks; and each workstation includes a cart of supplies labeled with a character’s name – Minnie, Goofy, Donald. Warm and inviting, it comes as no surprise that Principal Marcy Hale calls the space “the hot spot to be.”
That morning, Heather Millward Pena conducted testing with one of her students, Kylie. Both wore masks and were separated by a plexiglass shield, but this did not prevent the Resource Specialist and her student from connecting. Mrs. Millward Pena gently explained each section and offered encouragement as Kylie quietly and dutifully completed her test.
“When we first started distance learning, I really struggled with it,” said Mrs. Millward Pena, but added that online instruction became easier when she began working out of the Learning Center rather than at home. Communicating with her students and seeing their smiles, even through a screen, “fills [her] up.”
Across the room, Mrs. Sanchez and Jessica Navarro, Instructional Aide, met with Grace, a kindergartener with autism. Excited to see them, Grace twirled when she entered the room. For her one-hour assessment, she identified upper and lowercase letters with five-minute breaks in between to play with blocks.
Like many students with special needs, the kindergartener has struggled with distance learning. During a Google Meet, Grace’s mother, Rosa, expressed that because her daughter is not physically at school, Grace believes it is not time for learning. For Grace, home is about playtime, not attending class. Mrs. Sanchez and Rosa used the meeting to work out a routine for Grace to follow in the hopes that she will better adapt to online instruction. Mrs. Sanchez also suggested social stories to help Grace understand why school is happening at home right now.
In contrast, a student in Kevin Acuna’s 4th grade class who struggled with behavioral problems last year now thrives in an online environment. Mr. Acuna believes his student focuses better when he is not subjected to peer influence inside the classroom. He asserts that “learning is happening” and plans to utilize distance learning programs once in-person instruction resumes. He imagines a “hybrid class” with more technology and less paper waste.
SDC teacher Abraham Vargas is surprised by how independent his 4th through 6th grade students have become thanks to distance learning. To encourage peer-to-peer social interaction, Mr. Vargas reserves the first fifteen minutes of every class for social-emotional learning, when his students may connect by talking and sharing with one another.
When asked about challenges, Mr. Vargas admitted, “It’s easy to lose interest online, so it’s hard to find something [the students] find interesting.” Determined to keep them engaged, Mr. Vargas has found success in reading stories to his class and asking questions in between chapters to maintain participation. After reading The Badger and the Magic Fan, which prompted a discussion about greed and the different kinds of riches, a student asked, “Mr. Vargas, can we do more of this?” It was a proud moment for a teacher doing his best to make distance learning a positive experience.
“We still have to find ways to change our assignments to fit [students’] level of functioning,” said Caitlin Petrie, Speech and Language Pathologist. Even so, Mrs. Petrie emphasized that gains are being made this school year. With support from teachers and families, JUSD students with special needs are working hard to make improvements.
“The only way distance learning works is through teamwork,” stated Principal Marcy Hale. “The teachers and Instructional Aides who work together and build relationships with students and parents have the greatest success.”
The Special Education Team at West Riverside Elementary, January 2020
