Several years later I was still facing challenges when the new head of the lower school, Tim Burns, who was young and passionate, asked my family if he could run me through a series of assessments. Through these assessments it was determined I had a learning disability that was causing my struggles. He then helped my parents to navigate the new Public Law 94-142 which mandated "states to develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities" (Protigal, 1992).
If it had not been for Tim Burns's advocacy and professional knowledge of PL 94-142, I may have never received the specific supports I needed to continue all the way through the Columbus School for Girls. His advocacy could be identified in his ability to express his concerns clearly to my family, when he approached intervention in a positive manner, and when he referred my family to the appropriate people to help me (Kieff, 2009).
I will be forever grateful to the Advocate - Tim Burns. His aspiration of creating a space for children with diverse learning styles and advocating for them, provided me with an example of how to work and lead for children and families. I have never forgotten his actions and that has helped to fuel my early passion to support the well being of all children.
References:
Kieff, J. (2009). Informed advocacy in early childhood
care and education. Upper Saddle
River, NJ: Pearson.
It is truly amazing how some teachers take the time and effort to stand up for the children who they serve. I too had an experience in elementary school with a poor teacher. He took no interest in any of my classmates who were later disagnosed with learning diabilities. Some teachers go to work to collect a check and ignore one of the main reasons why their there. At least you had one teacher who was willing to stand up and be an advocate for you.
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