COPING WITH SPED PUPILS
ANNE MYLENE F. JUSTO
The EFA target of 2015 (Education for All), prepared the DepEd on its mandate vision and mission that we have now, “Quality education, gender sensitive, safe and motivating environment.” From these statements, I came to realize my classes to be part of the DepEd’s vision in the future. However, how can I look forward and think positively when what I have are considered an outcast of the society? Where average parents gave their all support for the special children but still lacking? How can these pupils of mine avail the quality education, when they themselves do not know their existence? How can they be aware of the threats and protect themselves if they do not understand what gender-sensitivity means? In my ordinary classroom where I give my 100% supervision, could I possibly say that it is what they want? A safe and motivating environment?
Endless questions arise regarding my special students with different difficulties is a serious matter to discuss. On the other hand, when thinking about coping with these children and blending within the world they are in, tends to overwhelm me. This results to stress and disappointments creeping in as these were the very emotions of a SPED teacher.
Going back on all those questions I have on the EFA target of 2015, on how Education for all can be possible? I believe that “First things first” can be the basic approach to hasten the worries as it needs no delay on the children’s part. How is that first things first? With all those DepEd programs, assisted NGO’s project, donations, contributions can be helpful as far as the needs of these children are concerned. Taking a closer look on how each individual is different from one another; some showed hyper activities, one child stay in a corner for no reason at all, the other one is talking continuously, and another child is so playful. Coping up is the key word. To cope up with special pupils will give our inner self the help that we need. When we begin to realize the potential of each individual, it is only then that we can start to be effective as a SPED teacher. Situations and episodes in the classroom such as: treating Vivian different from Andrei, ignoring Samantha when she’s in her tantrums, singing with Matthew, and playing with Michael. Some approaches, which might be helpful as we cope up with them.
Coping with SPED pupils will give a productive result not only on these students and preparing for DepEd’s program but most importantly, with the teachers for it is only then that good collaboration and better understanding is being developed.
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The author is Teacher II at San Fernando Elementary School