Special Indeed By: Zairin Hussasin

People constantly make the assumption that special ed students are helpless and cannot go on by themselves. However, this does not stand 100% true. Stubborn teens and even adults around campus find difficulties associating themselves with these students.

Students in room A-3 often stand out more than others at Tennyson, especially in the quad during lunch. They may be seen dancing or simply laughing and having fun, but some thoughtless students choose to belittle them. Few students often encourage the special ed kids, mocking them as if they are there to put on some sort of show. Others pity them as if they don’t deserve to be treated “normally”. Truth of the matter is, they are like everyone else. They do not need pity or cruelty.

People may have the impression that these students don’t do much in their classes, but that impression is wrong. Special ed teacher, Martha Wojno, argues that these students show change and improvement throughout their years in high school. “Day by day it doesn’t seem like they make much improvement, but data shows that improvement has been made. Whether it’s that they’ve learned a couple of numbers, it’s a difference.” Collected data shows improvements that students make. Within the four years that they stay here, the data shows what they have learned and how much.

There are up to fifteen students in A-3, each with different needs and necessities. Due to these different necessities, each student has an Individual Education Plan (I.E.P.) In these education plans, are the student’s goals to be met.

The special ed students are each different and therefore have different goals and/or necessities. They are at different levels of math such as addition, subtraction, and even simple multiplication and division. The same concept goes for English. There are a couple of students who cannot speak and have voice boxes made by Ms. Wojno. “The voice boxes let them communicate and answer questions. If they want to go outside or put on their coat, they can just push a button.” The boxes have diagrams on them, which make it easier for the students to communicate. Ms. Wojno also asks a lot of yes/no questions, but don’t think that these special ed students aren’t like any other, because they use the boxes humorously and talk back. “If I tell them to get out their homework, they’ll look at the box and push ‘no’.”

Special ed students become trained in recreational skills (activities including current events and news), self-help opportunities, and more. “We want them to be able to make their own choices, go into a movie store and check out a movie on their own,” said Ms. Wojno.

All students here really are the same; we’re all here for one purpose, to get prepared for our future after high school, whether it’s furthering our education or getting a job.