Autism and Education

These kinds of stories are a rarity. Autism is not all that uncommon anymore, however, to have an autistic child, and an extremely, EXTREMELY gifted child as well only happens once in a blue moon. I really like how the mother notices the extreme differences, but then makes sure we all realize that they are both happy, active, healthy children with pretty solid lives. The mother is an absolutely wonderful and intelligent woman, who's experiences have led her to much wisdom. Now I know as well as everyone else that the son in this article deserves a specialized education for his disability. He is learning is accompanied by government required programs (his IEP) that ensure that he receives all opportunities to do well and grow in school. He is pushed, motivated and observed every day to make sure he excels in a positive direction. However, I agree with the mother in this article. Her daughter sounds like the smartest 12 year old I know. I was in TAG (Talented And Gifted) throughout elementary school, and this article hits it right on when it says it does not enable children to reach their full potential. Me and a few people would sit in a classroom and work on a booklet full of science and math problems slightly more advanced than the other children, but it never took us anywhere. And then we'd have group projects that were not even graded, but were encouraged to do in order to stay in this TAG program. As the mother said, imagine if for gifted children like her daughter, we had a program with loads of government backing and emphasis on expansion of outrageously intelligent minds; maybe the molding of the next Einstein or Edison? Who knows... No Child Left Behind makes me furious... It is a great idea, but it's priorities are jumbled. 7.5 million federally to gifted and talented students?! That is ridiculous.
Shouldn't we reward students who do well and want to continue on and perform to their potential, not punish them by forcing them to do individual math problems for an hour a day? The mother has it right on, this No Child Left Behind Program ("whose goal is to help EVERY CHILD" --Not just the ones whose education is in danger), could spare some of it's 25 billion dollar account for those who could potentially be the smartest in the world. We just need to give them the resources they also deserve.

Mr. Chambliss

I thoroughly enjoyed the message Mr. Chambliss was trying to portray. As I continue down this path of education, I become more and more curious about where I'm going to end up. Before this year, I always thought about eventually going back near home and teaching at a school near by, because of that comfortable feel and am familiar with the community and surrounding area. I see it as a great place to raise a family, and a great place to live in general. However, lately I've been thinking about alternate plans. After tonight's visit from Mr. Chambliss, it has only fed to my idea of searching for other opportunities. His educational experience from extremely diverse, through comfortable middle to upper class, is a great model for to be educators. There is so much out there, why limit yourself? I agreed completely with his outlook on extended stay teachers, where they stay for 30 even 40 years at the same school, same grade, same subject, etc. It truly takes an absolute patient, and master instructor to do so, but for us normal educators, aiming to become great, I think we need to keep our minds open for any opportunity; whether it be in your comfort zone or not, because as educators, we too still have the necessity to learn every day.
I'd also like to build on his final thought of the night: A life of public service offers many rewards. That right there provides me with the motivation to become a teacher. It's not just about job security, or a solid 401K plan, although it is a nice bonus. But as I strive to become a notable music director, giving students the gift of music and a lifelong appreciation, call it cheesy, is the greatest reward of all.