I can see benefits to this-but I can also see one big
problem. If every single teacher I had in school had tried
to go through this four step process due to my poor
coordination and "clumsiness", it wouldn't have done
anything-because for me, the problem WAS brain damage,
specifically Cerebral Palsy. With the CP label, I qualified
for therapies that addressed the brain damage, instead of
treating the symptoms. For me, the CP label was extremely
useful, because it provided what I needed.
I teach very young children. If I have a toddler in class
who lines up toys instead of playing with them, doesn't
make eye contact, doesn't want to be part of the group, and
doesn't use words, I can certainly go through the four step
process and deal with the situation. But ultimately, that
child probably needs an Early Intervention evaluation,
because while all of these could be a child's reaction to
the situation, they could also be early signs of an autism
spectrum disorder, and if it's the latter, the earlier
therapy begins, the better.
There's a book which I read, years back, written by a mom
with a child with autism, and one statement has stayed with
me, even after forgetting the title and author. It goes
something like "People say "Don't label him". But you can't
look up "Crying all the time" or "Spins wheels on cars" in
the library. Autism wasn't a perfect fit, but it gave me a
place to start understanding."
For a parent of a special needs child, labels are
necessary. So sure, go through the four step process in
your classroom-but take a 5th step, too-which is, simply,
that if the child is impacted educationally, refer for
testing and services. Because accommodations, while
necessary, do NOT replace therapy.
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