To all parents and educators of children with Special Needs and Behavior difficulties…
When I think about my extensive work with children who have special needs and significant behavioural challenges, I realize that a little can go a long way.
A little change in their school or home environment, a little understanding, a little shift in perspective, a little support, a little resource, or tool…can make a big change.
If I had not seen evidence of this along my journey working with such children, I would have felt discouraged a long time ago. Yet I have seen time and time again the incredible power of the little.
It is sometimes hard to see the light at the end of a murky forest, where the trees are full and overshadowing the light that is trying to pour down onto the forest floor. In the same way, for parents and teachers working relentlessly against the barriers that children with special needs and behavioural challenges often face, it can seem overwhelming and almost without hope. Yet the light is shining above the trees, and the sun is always shining above the darkest clouds.
In the same way, our children are always communicating to us their greatest challenges but also the keys to help them make significant strides forward. We only need to learn how to interpret what they are trying to communicate to us and use this crucial information to help them see the steppingstone ahead.
One step at a time is better than we can ever know.
Each step leads them to another.
We can lead them forward.
Whether we know it or are yet to discover it, we as their trusted adults have an incredible power in our own hands. The power to give our children this helping hand, to give them a lift upwards and onwards.
Let me give you an example of what it means when I say that a little can go a long way:
I was sent into work with a grade two student recently, an 8-year-old boy diagnosed as having ADHD (attention-deficit and hyperactivity disorder). He was having a lot of challenges in class, difficulty listening to the teacher, difficulty sitting in his seat (he would often walk around without permission), difficulty raising his hand to speak (he would often call out and disturb the teacher’s lesson), and he was always getting “into trouble”. For the purpose of this story, and to respect confidentiality, I will call him Joshua.
When I first observed Joshua in his classroom setting, I could see all of the concerns mentioned above, and could understand why the teachers were easily losing patience with Joshua. Each time they would try to teach their lesson, Joshua would call out and interrupt, and even though the teacher’s reminded him to raise his hand to speak repeatedly, it was evident that Joshua could not control the words coming out of his mouth: it was bigger than him.
Joshua was a kind, sweet and friendly boy, who showed a curiosity and motivation towards learning. Yet his body looked like it was always racing at high speed, and he had more energy than he knew what to do with. He was constantly moving in his seat, like he had ants crawling in his school pants, and that was when he was able to remain seated. He would often be seen standing, hopping, and bounding around the classroom even when it was time to stay seated.
The real tell-tale sign that this energy had a mind of its own, releasing itself without Joshua’s permission was when he would leave the classroom and try to walk through the hallway. He would literally be pirouetting and spinning, high-jumping and skipping. The energy was palpable and beyond his control.
It was very understandable why Joshua was getting a bad name in the school. Many of the staff lacked the patience with Joshua and felt irritated with the disturbing and disruptive behavior that was ongoing. The staff had given up hope on helping Joshua and Joshua knew it.
A little goes a long way.
I quickly understood that if I could help Joshua understand the high levels of energy inside of his body by giving him a tool to measure it and regularly tune into it, I could teach him how to advocate for his need: to release the pent-up energy in his body, and to burn it off as much as possible. This would give him opportunity to sit down more as his body would be calmer.
I also understood that Joshua would need two things: an opportunity to take regular and significant movement breaks outside of the classroom, and a tool to release energy whilst remaining seated.
I took the necessary time with Joshua to get to know him, and to highlight his areas of strength. I connected with him and showed him that his success mattered to me.
I taught Joshua how to read the energy levels in his body and provided him with a visual tool on his desk. I taught him how to ask the teacher for a break outside of the classroom when his energy levels were above 6 (on a scale from 0-10).
I created a system where Joshua could leave the classroom and take a running break in the gymnasium. He would rate himself a 6 or 7 in energy level, run in the gym for 5-10 minutes, and then he would often rate himself at a 2 or 3 in energy level afterwards. He would then return to his class experiencing a much calmer body and his capacity to sit and listen increased, his habit of calling out without raising his hand decreased for a time, and he was generally quieter and calmer.
A little goes a long way.
The last tool implemented for Joshua was a small bicycle placed under his class desk. He was able to sit and peddle whilst listening to the teacher and completing his academic work. Joshua began using the bicycle consistently, and he was now able to participate in classroom discussions and remain seated for longer than before. The constant availability to expend the high levels of energy in his body allowed for Joshua to remain on task, follow the classroom rules and experience higher levels of success.
Joshua verbalised to me his happiness with these changes, and it was outwardly evident. He was getting into trouble less, smiling more and generally happier.
And all it took was a few small changes in the environment.
A little goes a long way.