What We Noticed
In order to have a service order filled at Austin High School, there comes a process. The process of the distribution of funds starts with the state, who then funnels the money to the districts, who then spread the money to their schools. The amount of money to each district and school is decided by both necessity and the number of students. If a department within a school needs something fixed or needs something new, they must fill out a service order. Once this is done, the school board must justify the need and recognize the budget of the department. For something the department wants, the order must be placed, and then the necessity must be justified by the school board. This takes time to happen which has been the major complaint with the system; however, after speaking to Dr. Spencer, the previous principal of Anderson who now works within the Central Office of Austin ISD, explains that “the process is necessary for the organization of funds, and although it is long, it allows for transparency of the use of the money.”
Due to the sheer length of the process, many leaks or other problems are taped over rather than properly fixed. This is a problem seen throughout Austin High School, whether it is leak or old desks that are on their last leg; however, it has become a big problem within the Life Skills and Sped programs at Austin High School. It has become a problem within these programs because of their separation from the “normal” departments budgets within the school. Although the teachers within Life Skills and Sped programs may teach Social Studies or Science, their budgets are separated from these departments causing them to have budgets that allow for little to no possible improvements within the classroom.
Although many of the students at Austin High School already know that the Life Skills and Sped Programs exist, most have never been inside their classrooms. After entering the building, you must travel to the very back of the school, down a ramp passed the smelly weight room to find the three small classrooms that hold the entire special needs population at the school. Inside these classrooms lie 2-4 tables and a total of three computers. After speaking with Life Skills teacher, Jennifer Nichols, we saw how many problems this program faces. "The walls are filled with mold, and every appliance in here is donated. Usually by a parent," she adds. By merely looking inside the classroom, you can see the minimal amount of furnishings inside and easily recognize that there is a problem. The three main problems within the school in this program are the lack of furniture, lack of technology and the mold that has been dwelling within the walls.
Although seeming as just a local problem unique to our school, people must know that this has been the case for more than just one school, in more than just one city or one state. Due to the similar distribution of funds across the city, state, and even country, the problems that these programs face become more than just the local problem it is made out to be. As President Barack Obama once said, “Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.”
Due to the sheer length of the process, many leaks or other problems are taped over rather than properly fixed. This is a problem seen throughout Austin High School, whether it is leak or old desks that are on their last leg; however, it has become a big problem within the Life Skills and Sped programs at Austin High School. It has become a problem within these programs because of their separation from the “normal” departments budgets within the school. Although the teachers within Life Skills and Sped programs may teach Social Studies or Science, their budgets are separated from these departments causing them to have budgets that allow for little to no possible improvements within the classroom.
Although many of the students at Austin High School already know that the Life Skills and Sped Programs exist, most have never been inside their classrooms. After entering the building, you must travel to the very back of the school, down a ramp passed the smelly weight room to find the three small classrooms that hold the entire special needs population at the school. Inside these classrooms lie 2-4 tables and a total of three computers. After speaking with Life Skills teacher, Jennifer Nichols, we saw how many problems this program faces. "The walls are filled with mold, and every appliance in here is donated. Usually by a parent," she adds. By merely looking inside the classroom, you can see the minimal amount of furnishings inside and easily recognize that there is a problem. The three main problems within the school in this program are the lack of furniture, lack of technology and the mold that has been dwelling within the walls.
Although seeming as just a local problem unique to our school, people must know that this has been the case for more than just one school, in more than just one city or one state. Due to the similar distribution of funds across the city, state, and even country, the problems that these programs face become more than just the local problem it is made out to be. As President Barack Obama once said, “Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.”
Interview Transcripts
Mark Lavalle
1) Tell us a little bit about yourself.
"I am originally from Massachusetts, I moved to Texas almost 5 year ago. I have been working with special needs kids since I was thirteen. I have been comfortable with disabilities to the point where I have difficulty seeing other people not know how to act in certain situations. I started teaching in Texas last year."
2) What is your role with the Life Skills class?
"My role as a life skills teacher is to be a role model, teacher, and advisor to students with a wide variety of physical and mental disabilities. I spend my time finding the best way to teach a variety of topics while being as accommodating as possible."
3) How do you think the local community could help you and this program?
"The best thing that the local community can do to help our program is to simply acknowledge it. I feel as though people in general want to help our population, but have difficulty because they are not aware of it or its needs. In general, special education is hard to look it. It can be loud, uncomfortable, and sometimes scary… But that fact does not change that each and every student is deserving of recognition and love. It is easier for a community to look at a problem and look for an easy solution like money, or donations. The truth is that these people need attention, love, and acceptance so they can be a part of our society."
4) What limits do societal policies put upon this program?
"I wouldn’t say that there is an intentional societal construct that keeps ours or any other programs from being successful. People simply have difficulty working with special education in my opinion. Our societal constructs have difficulty accommodating someone who needs to move around to learn effectively. Our workplaces seemingly don’t understand someone who is unable to focus on the big picture, when they are so fascinated by the details. The American workplace is looking for a very specific type of individual, with a very specific personality type. When that image is not presented in a way that lines up with expectation, there is a moment of pause where the majority of people are not quite sure how to react."
5) Is there a way that this could be fixed?
"Being aware of each person’s individual needs, and seek to understand instead of avoiding any issues entirely. In short, raise awareness through projects like this."
6) How can I help?
"Take time out of your day to visit our classroom, or even acknowledge this population outside of a school environment. Something as simple as a friendly smile and a handshake (or fist bump) is more than many of our kids have come to expect in social interactions with peers."
7) What are common challenges that these students face?
"Most of our students struggle socially. Some are not exposed to good peer modeling for behavior and as a result pick up their social cues from other places that can make conversation awkward or confusing."
8) What physical challenges/accommodations need to be made to help?
"Looking at the world around you as an accessible space can make all the difference in the world. Thinking momentarily about struggles that others may have with seemingly simple tasks can help put things in perspective. The act of getting out of a car and getting into a building becomes infinitely more complicated when you cannot see well. Or when your hands cannot grasp door handles. Or when someone is unable to distinguish between an entrance door and an exit door."
9) Is there something specific that is needed at this moment?
"Today, right now, and every day; speak to your fellow students. Acknowledge that they have struggles, and do your best to speak to them as equals. A person is not defined by their abilities or their disabilities. We all have personalities, passions, and complex emotions. Acknowledging that in itself is a big step in the right direction."
"I am originally from Massachusetts, I moved to Texas almost 5 year ago. I have been working with special needs kids since I was thirteen. I have been comfortable with disabilities to the point where I have difficulty seeing other people not know how to act in certain situations. I started teaching in Texas last year."
2) What is your role with the Life Skills class?
"My role as a life skills teacher is to be a role model, teacher, and advisor to students with a wide variety of physical and mental disabilities. I spend my time finding the best way to teach a variety of topics while being as accommodating as possible."
3) How do you think the local community could help you and this program?
"The best thing that the local community can do to help our program is to simply acknowledge it. I feel as though people in general want to help our population, but have difficulty because they are not aware of it or its needs. In general, special education is hard to look it. It can be loud, uncomfortable, and sometimes scary… But that fact does not change that each and every student is deserving of recognition and love. It is easier for a community to look at a problem and look for an easy solution like money, or donations. The truth is that these people need attention, love, and acceptance so they can be a part of our society."
4) What limits do societal policies put upon this program?
"I wouldn’t say that there is an intentional societal construct that keeps ours or any other programs from being successful. People simply have difficulty working with special education in my opinion. Our societal constructs have difficulty accommodating someone who needs to move around to learn effectively. Our workplaces seemingly don’t understand someone who is unable to focus on the big picture, when they are so fascinated by the details. The American workplace is looking for a very specific type of individual, with a very specific personality type. When that image is not presented in a way that lines up with expectation, there is a moment of pause where the majority of people are not quite sure how to react."
5) Is there a way that this could be fixed?
"Being aware of each person’s individual needs, and seek to understand instead of avoiding any issues entirely. In short, raise awareness through projects like this."
6) How can I help?
"Take time out of your day to visit our classroom, or even acknowledge this population outside of a school environment. Something as simple as a friendly smile and a handshake (or fist bump) is more than many of our kids have come to expect in social interactions with peers."
7) What are common challenges that these students face?
"Most of our students struggle socially. Some are not exposed to good peer modeling for behavior and as a result pick up their social cues from other places that can make conversation awkward or confusing."
8) What physical challenges/accommodations need to be made to help?
"Looking at the world around you as an accessible space can make all the difference in the world. Thinking momentarily about struggles that others may have with seemingly simple tasks can help put things in perspective. The act of getting out of a car and getting into a building becomes infinitely more complicated when you cannot see well. Or when your hands cannot grasp door handles. Or when someone is unable to distinguish between an entrance door and an exit door."
9) Is there something specific that is needed at this moment?
"Today, right now, and every day; speak to your fellow students. Acknowledge that they have struggles, and do your best to speak to them as equals. A person is not defined by their abilities or their disabilities. We all have personalities, passions, and complex emotions. Acknowledging that in itself is a big step in the right direction."
Jennifer Nichols
1) Tell us a little bit about yourself.
"My mother worked as a sub for the Life Skills room when I was a kid. As I grew older, I stayed friends with a lot of the SPED kids in our little town. I have been aware of the attitude towards SPED kids since I was very young. In our small town SPEDS was ignored, and the students had a little bit of a hard time. People are people to me, so I never understood not liking someone because of their physical and mental appearance. Working in Life Skills is a career dream come true. My students are an inspiration to me every day."
2) What is your role with the Life Skills class?
"I am the teacher in Life Skills room 116b at Austin High."
3) How do you think the local community could help you and this program?
"Raising awareness is always a great start. Our students are amazing, funny, and typical students. It would be nice if they were noticed for their awesomeness once in awhile."
4) What limits do societal policies put upon this program?
"Society, as a whole, seems to be coming around the idea and needs of our students and their community. Is there more to be done? OF COURSE! I think the first question everyone could ask is "how can we help"? I always say, come down, have lunch with our kids, invite our kids to your lunch table, say hi in the hallways. Don't treat them different because they are in a different part of our school. No one should be shocked if you see the students at prom, or in your classroom. They are part of the community in Austin, and Austin High. I think, a lot of teachers have opened their arms to our students. Kelly for instance, has always been willing to help our program with fundraisers through capstone. The teachers I want to bring awareness to are the ones who say they are scared, or uncomfortable to be around our students. Those are the people who should be having lunch with us, and spending more time in our classrooms."
5) Is there a way that this could be fixed?
"Awareness!! Really, that is the best thing we could do for our students and the community."
6) How can I help?
"You are helping right now."
7) and 8) What are common challenges that these students face? What physical challenges/accommodations need to be made to help?
"The students face a lot of discrimination. They face judgement from people who do not understand our students situation. Many of our students and TAs will wait to walk with our students until after the bell rings, to avoid looks from other students. I have been working with SPEDS so long I honestly don't see them as different. It is hard for me to understand how people view them differently or why we need to worry about things, like walking them in the hall."
9) Is there something specific that is needed at this moment?
"We always need more books, adaptive furniture, technology, and more support. Our students want an awesome high school experience. I feel like it is our job to give them one!"
"My mother worked as a sub for the Life Skills room when I was a kid. As I grew older, I stayed friends with a lot of the SPED kids in our little town. I have been aware of the attitude towards SPED kids since I was very young. In our small town SPEDS was ignored, and the students had a little bit of a hard time. People are people to me, so I never understood not liking someone because of their physical and mental appearance. Working in Life Skills is a career dream come true. My students are an inspiration to me every day."
2) What is your role with the Life Skills class?
"I am the teacher in Life Skills room 116b at Austin High."
3) How do you think the local community could help you and this program?
"Raising awareness is always a great start. Our students are amazing, funny, and typical students. It would be nice if they were noticed for their awesomeness once in awhile."
4) What limits do societal policies put upon this program?
"Society, as a whole, seems to be coming around the idea and needs of our students and their community. Is there more to be done? OF COURSE! I think the first question everyone could ask is "how can we help"? I always say, come down, have lunch with our kids, invite our kids to your lunch table, say hi in the hallways. Don't treat them different because they are in a different part of our school. No one should be shocked if you see the students at prom, or in your classroom. They are part of the community in Austin, and Austin High. I think, a lot of teachers have opened their arms to our students. Kelly for instance, has always been willing to help our program with fundraisers through capstone. The teachers I want to bring awareness to are the ones who say they are scared, or uncomfortable to be around our students. Those are the people who should be having lunch with us, and spending more time in our classrooms."
5) Is there a way that this could be fixed?
"Awareness!! Really, that is the best thing we could do for our students and the community."
6) How can I help?
"You are helping right now."
7) and 8) What are common challenges that these students face? What physical challenges/accommodations need to be made to help?
"The students face a lot of discrimination. They face judgement from people who do not understand our students situation. Many of our students and TAs will wait to walk with our students until after the bell rings, to avoid looks from other students. I have been working with SPEDS so long I honestly don't see them as different. It is hard for me to understand how people view them differently or why we need to worry about things, like walking them in the hall."
9) Is there something specific that is needed at this moment?
"We always need more books, adaptive furniture, technology, and more support. Our students want an awesome high school experience. I feel like it is our job to give them one!"