World of Education vs World of Learning

Written by Pauline Aquilina, Advocate, Senior Educator & Disability Support Officer, Autism Goals

(Names of students are altered to protect privacy)

I began my professional birth in the world of Education, but my professional growth did not begin until I moved into the World of Learning. There was no catapult from one world into the other. It was and is a journey of relationships, attachment and reflection. 

There are many scholarly articles that discuss the Theory of Relationships and the Theory of Attachment. The following statement by Bergin and Bergin (2009) is my lived experience.

Secure attachment is …associated with greater emotional regulation, social competence, and willingness to take on challenges, ……. each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. (Particularly with students facing challenges). 

My first year in a classroom, was turbulent for myself and a young person of six years of age.  I was a university graduate with a consistent record of High Distinctions, an Honours Degree and a Writers Award bestowed by the Governor General of the time. I was in a time and space where I was required to effectively demonstrate the knowledge and skills acquired. At the same time and space lived Belinda, confused and hurting. I now know that behaviour is communication and Belinda was demonstrating all those emotions. Many meetings later between myself, the principal and Belinda’s mother, it was decided it was best that Belinda move into another classroom.  I remember being on yard duty where Belinda was playing.  She stopped mid-run and looked deeply into my eyes. It felt like the unbroken stare lasted a lifetime.  Not a word was said between us, I did not understand the message, but I knew it was deep and important.  

Years later, I was called to the office to take a call from a Paediatrician who wanted to ask me some questions about Belinda.  The Doctor asked me about what I remembered about Belinda’s behaviour at the time that she was enduring sexual abuse at the hands of a family member.  

This major learning projected me along my journey. As a classroom teacher I was known for my calm and engaged classrooms. When new class groupings were orchestrated, I would often find several children who frequently communicated big emotions in my group. My class was calm not because my High Distinctions manifested into the practice that they were meant to reveal. My classes were calm because I managed my classrooms according to a philosophy about learning that I understood clearly and therefore was reflective of the actions that needed to happen that would elucidate that philosophy.

It was not my classroom; it was our classroom and we all belonged. We all had responsibilities, rights and roles. These were a secret to no one.  I needed a schedule to help me operate in an effectual way.  The schedule I created was large, accessible to all, discussed each morning and afternoon.  I would break down tasks into chunks and place them in an observable place. Going through this break down was part of the introductory phase of the lesson. It was presented in a larger format, kept in an observable location throughout the lesson.  I remember James in Year Six, moving to the document numerous times throughout the lesson.  On one early occasion, he looked at me as he walked to the front, and said, “This is great, why doesn’t this happen in all classrooms”.  James diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit Hyper Disorder (ADHD), struggled with Sensory Processing Dysregulation (SPD) and behaviour challenges, was engaged.  James also experienced trauma and had Post Traumatic Stress Disorder.  After leaving Primary School, he would occasionally come into the school to visit with me. It was four years after leaving primary school that he was found dead.  

In every classroom I taught over my teaching career, I entered the new year with the intention of creating a united classroom, we as a class acknowledged that, yes every single one of us were different, but when it came down to it; we all had needs that required support and action. Our needs were vastly different, and regardless of being labelled as a ‘neurotypical’ or not, every single child required those needs to be addressed which hence evoked different plans of actions. This was, and still is part of my philosophy; that we as individuals all have different needs, and that we must acknowledge those needs. But it is furthermore important that we ensue action is taken to ensure that these needs are met in order to create different pathways so that every child in the classroom is on an equal playing field, and without discrimination. If someone needed a wheelchair, not all members of the group were going to be given a wheelchair.  We all have different needs, and had those needs met in different ways. This created a strong sense of belonging in the classroom.   

As I continued my travels in the World of Learning, I took on Leadership roles. As a Leader in a school, I was often called to classrooms to attend to children with challenges.  This gave me the opportunity to create genuine relationships.  I became privy to the inner workings of children who were experiencing challenges.  My office became a haven for these children.  They knew that within this office, they could express any desired emotions or thoughts without consequence or fear of repercussion.  They had the time they needed to regulate and reach a sense of calm. On arrival at my office, the only initial discussion between us would be that when they felt ready, we could have a talk about what happened and how I could help. These conversations provided me with amazing learning opportunities and enabled them to practice the tools of regulation.  During one of these occasions, Lisa looked up at me and said, “How can you stand it in here with that noise going on all the time”.  I looked up perplexed, it was a small office with minimal furniture and the only other item was a clock on the wall.  It was the sound of the seconds ticking by that Lisa was referring to. I had never heard it before. Imagine what she was hearing in the classroom.  

 The Disability Standards for Education 2005 require educators to make reasonable adjustments to enable a child with a disability to access and participate in learning opportunities on the same basis as a child without disability. The most powerful accommodations and modifications are the simplest: Form genuine relationship;  Nurture Inclusivity through a sense of belonging, respect and a commitment for meeting the needs of all.

References:

https://www.cambridge.org/core/journals/children-australia/article/abs/attachment-and-children-with-disabilities-knowledge-and-views-of-early-intervention-professionals/86DBC1668E1D4873F10A0D0A9F4BBE19 

Published online: 21 May 2009 # Springer Science + Business Media, LLC 2009

Educ Psychol Rev (2009) 21:141–170 DOI 10.1007/s10648-009-9104-0

Attachment in the Classroom Christi Bergin & David Bergin 

https://earlychildhood.qld.gov.au/earlyYears/Documents/info-sheet-5-disability-standards-education-2005-cwlth.pdf