M-A's Independent Living Skills (ILS) class is composed of students with a variety of physical, mental and emotional issues. Some students remain in the class the entire day while others attend it for only a few periods. We sat down with the class's teacher, Susan Price, and asked her about her experience working with Special Education students.
Price began to pursue a career in the Special Education field after her first year of college. She attended San Francisco State and received her bachelor's degree in World Literature and her master's degree in Special Education.
She took her first job at Parkway Middle School, located in South San Francisco, where she taught for nine years. Coincidentally, Principal Simone Kennel taught at the school as well. Price transitioned to M-A two years after Kennel, and remains here ten years later.
"Because every student is at a different level, we are constantly adjusting things for each individual student…"
In regard to the structure of her classroom, Price explained that she teaches lessons to the class as a whole, while teacher assistants (aides) offer individual support to students. She has two permanent aides, as well as a number of adults who work specifically with one student and follow the student to each class. Speech and emotional therapists also provide services for students, as well as specialists in adaptive services. Price provided the example of a boy sitting in a back room with an adaptive service assistant who worked with him on a computer. The boy learned more effectively with the support of the technology.
Price admitted that while the school is very supportive of her class's needs, she would love to have access to more money that would be dedicated to expanding the size of the classroom and buying more technology. Price explained that M-A senior Jack Thompson benefits from access to a computer and other such devices in order to enrich his learning experience. Thompson explained that his hopes for the future include studying at the Universal Technical Institute in Sacramento or pursuing a career in motorcycle repair. Thompson also suggested that M-A add a hot tub next to the pool and admitted that "the class gets really crazy sometimes but you’ll like it after a while."
Thompson's hopes for the future include studying at the Universal Technical Institute or pursuing a career in motorcycle repair.
Price must regularly make adjustments to her teaching style, as it differs from that of an average teacher. She stated, "Because every student is at a different level, we are constantly adjusting things for each individual student…we do the same subjects every student does…it's just splintered into different levels." While the learning environment can sometimes be more chaotic than a typical class at M-A because of the range of issues the students have, Price believes there are many similarities. “You’ve got all the different characters, the class clown or the studious students who are working hard. I think it’s like any other class, just slightly lower-level.”
Compared to other schools with special education classes, Price speculated that “M-A has a slightly more academic program than the other schools.” Price believes that “every kid can learn something from academics, even if it’s just learning how to sit in a desk, because these are skills you are going to need for jobs: how to follow instructions, how to do what you’ve been asked to do, when to raise your hand and ask for help.” Price views all classes as opportunities for students to acquire the skills they will need to apply in the future, most specifically in an occupation.
An additional factor that differentiates Price’s class from a typical class is the behavior of the students. She recalled instances in which “one goes off and then they all go off and getting them all to settle down is a challenge.” But Price refuses to excuse inappropriate behavior. She stated, “We have very high standards. I have expectations of what my students can do. And the bar’s up here even if they’re down here.” She then pointed to a girl sitting in the back of the room to illustrate the effects of her strict style of teaching. “When she first came to the classroom she could not sit in the desk for more than five minutes. She would be on the floor; she would cry all the time.” However, Price’s policy payed off, as evidenced by the quiet demeanor of the same student who is now capable of occupying herself in a classroom environment without the attention of an aide.
Silva hopes to become a blacksmith or receive a higher education beyond high school.
Cuahtemoc "Temo" Castellanos Silva agreed with Price's evaluation of the classroom rules: "We raise our hands, no shouting." Silva is a first-year student at M-A and enjoys working in ceramics, doing word searches, and discussing movies with his friend Thompson. He hopes to become a blacksmith or receive a higher education beyond high school.
Price was surprised by the skills some of her students have learned in their time in her classroom. One girl was unable to write her name all throughout elementary and middle school. However, after two months in Price’s class, she achieved that feat. Price feels pride when instances like this occur because she acknowledges the accomplishments of her students and thinks, “Woah, I just taught you how to do that.”
Students in Price’s class generally attend M-A for four to five years. However, some stay longer if they are a part of the Transition Resources for Adult Community Education (TRACE) program. Designed to equip special education students for future jobs, TRACE gives students “community training,” such as eating in restaurants and buying items at stores. After leaving M-A, most students will continue with TRACE or attend Foothill College, where they will learn skills such as gardening or woodworking. Following this program they can pursue a job in a related field. Viola Tuipulotu, a senior at M-A, elaborated on her experience with TRACE: “there is more work ability, more outings and stuff. I go to that after school, usually Wednesdays. We go out to the community.” Tuipulotu also expressed her desire for the creation of a similar opportunity for all students at M-A, in which there is an increased emphasis on training students in vocations that they are interested in pursuing.
Carlos Ocampo reflected on his first year at M-A. A student in the majority of Price's class periods, he explained that his favorite subject to learn about is science. "We all learn together. If you have a question about something, (aides) ask us what do you need help on and we tell them what we need help with and then they come help us." Ocampo added that he is not a huge fan of the school colors but enjoys playing kickball during free time. Ocampo concluded with his hopes for the future: “I want to go to college. I want to be a scientist.”
