Opening Mental Doors

When I first met Jose as a junior in high school, he hadcurriculum is the same. Resource classes are smaller,
spent his first two years in resource (specialusually between 6 and 10 students, and the teaching
education) classes where the teachers are specializedstrategies must take into account the learning
in addressing different types of learning disabilities (LD).disabilities. There is however a trend to eliminate
LD is a very inclusive term that characterizesspecial education classes and mainstream challenged
thousands of challenged students whose main difficultystudents into regular classrooms. This would eliminate
lies in reading comprehension and/or math calculations.the stigma of being separated from regular students,
Jose was a very slow reader who had troublean emotional problem that led Jose to an 'I don't care'
understanding the concepts described in his textbooks.attitude.
Needless to say, his self-esteem was very low and heOpening Other Doors
often experienced severe mood swings from elationAs I started working with Jose in his junior year (he
to total despair. He was sure that he could neverhad been promoted to a regular class), I noticed that
graduate.the transition was extremely difficult for him. My role
Acquiring Conceptsas an inclusion teacher consists mainly in working with
Teens usually acquire second degreespecial education teens as a support for the regular
conceptualization during puberty, building on the firstteacher. This requires a close cooperation between
degree concepts obtained at a very early age thatthe two instructors so as to make sure that students
we can call conceptualization of concrete objects.like Jose are not left behind. Both teachers must
Piaget, the famous Swiss biologist whose research onemploy special strategies acquired in training courses
the development of intelligence established athroughout the year. But in order to motivate students
cornerstone upon which the whole cognitive theory islike Jose who feel totally inadequate, teachers have to
built, named the ability to remember objects theopen some emotional doors that have been closed as
"Internal Representation System" which occursdefense mechanisms: "If I say I can't do it, maybe the
according to the scientist between the ages of 18 andteacher will leave me alone."
24 months. In other words, a child that age begins toWe have to find the key that will open these doors
remember the toy even when it has been hiddenand that requires the establishment of trust with the
under the rug for example. The baby doesn't need toyoungster. One tactic that has worked well for me is
see the object to "know" that it exists. What seems tohumor, the kind type. Once I had managed to make
be so obvious for adults is actually a tremendous feathim laugh, often at my own expense, I had broken
that will eventually culminate in our higher order ofthrough his resistance. Another one is sharing a
thinking or second degree conceptualization. As anpassion, for example a sports team, a famous athlete
example, if we ask the question 'What is life?', a child 8or some kind of non-academic activity. In Jose's case,
or 9 years-old will usually respond in very concretewe both discovered that we loved soccer: He favored
terms, such as 'The opposite of death' or he mayChivas (a Mexican team) and I favored America (a
actually be stumped for a answer. Now ask a teenclassic rival). We spent hours outside of class (of
between 15 and 18 and you will get a much morecourse) discussing the merits of each team and thus a
sophisticated answer.bond was formed that transcended the considerable
Closed Doordifference in age and culture.
Unfortunately, for some teens, that second degree ofGraduation At Last
conceptualization never opens. For some reason, andEven though Jose will not go to college, he is quite
that it the case for Jose, some adolescents remain atcapable of taking a 2-year technical course which will
the childhood level of concrete concepts or 'Internaloffer him a chance to be productive and successful.
Representation System'. Some argue that low levelsHe finally graduated this year and had trouble believing
of intelligence prevent some people from passing tothat he was walking on the dais to receive his diploma.
the higher level; others claim that these youngstersThis success will do more to boost his self-esteem
were never exposed to adequate stimuli as childrenthan any word of encouragement I may have
and that too much television did not allow for theprovided over the last 2 years. He knows that he can
practice of concept forming offered by the writtenachieve his goals because he has learned to plan
text. Thus, whatever the reason, the door to higheraccording to his skills and potential. There are many
order of thinking remained closed. Schools struggle toJose's out there who need special attention and that is
tailor instruction to such students, even though thethe main role of special education teachers.