Interview with Mindfully Scientific Mama
Originally posted on May 16, 2020 on Facebook Notes on my Facebook page
I interviewed Erin, the face behind the Mindfully Scientific Mama blog, about her life as former Special Education teacher and mother of a child with disabilities. Erin and her family are originally from Massachusetts and currently reside in the NYC tri-state area. Besides her career and posting on her blog, she has contributed to the Westchester County Moms blog and been a featured blogger for The Inclusive Eating Project on the side. I hope you enjoy reading about Erin's interesting experiences as much as I did! :)
1. How many children do you have? How old are they?
I have one child. They are coming up on two years old. You notice that I refer to them in general neutral terms. I have chosen to do this because they are too young to consent to me discussing them in public, and I would like to protect their identity as much as possible until they are old enough to make an informed decision regarding the matter themselves. I apologize that this can make my language sound a bit off, though I also have noticed gender neutral language growing in prominence in the journalistic community, so hopefully readers won't find it too unusual!
2. What is your child's interests? What do they like to do for fun?
They love sensory play, climbing, pretending to cook food, reading, doing art projects, going for nature walks, playing on the playground, and building with Legos (the Duplo size, of course! Anything smaller would be a choking hazard). They also love animals; we have two dogs and two cats, so really, our whole family does!
3. How would you describe their personality?
Totally Type B! Laid back, fun (and funny!), happy, sweet, loving, caring, and super social. They are also rather self-directed sometimes, which I think will be an asset and a liability as they get older. I know it can be for me and their father. I'm proud of their independent streak and want to ensure that I foster it while helping channel that energy into positive things (because it is not an inherently bad trait).
4. What kind of disabilities does your child have?
Speech and language and social-emotional delays; My little one also has severe food allergies.
5. What kind of specialized services does your child receive?
Early Intervention, speech and special instruction (which is targeted general Special Education). Services total 135 minutes each week, and once school starts back up (we are currently out of school due to COVID-19), they will receive services both at school and at home to help with generalization of skills and cross training of family and teachers.
6. What kind of Special Education and age group(s)/grade(s) did you teach?
My background is in what was referred as Intensive or Severe Special Education in the state that I was teaching in. My students had multiple needs, including physical, cognitive, and medical differences. I taught students ranging in age from three to twenty-one years old. Many of my students had cerebral palsy, epileptic disorders, and/or genetic conditions resulting in major developmental differences. Most of my students used alternative methods to move physically, and to communicate. All of my students received education in self-contained classrooms, because it was the least restrictive environment for them to learn in (though many also joined grade level general education classes for at least some of the day, several times a week).
That said, all of my students were also a lot like any other student you might teach! Everyone had their favorite pop culture toy, song, movie, etc. Art and music were always popular subjects too. Each one had a subject that they definitely did not like, just like I did in school. We covered all curriculum areas and ensured that students received content that covered all state curriculum standards. We just did so in a way that made the content accessible to each student based on their individual needs.
The majority of the time I spent teaching Special Education was spent as a teaching assistant, since I had yet to graduate from college. That meant working one-on-one with several students, implementing therapeutic protocols under the guidance of the SLP, OT, and PT (since each therapist could only spend a short amount of time with each student each week, it was up to the TAs and classroom teacher with goal and benchmark development for IEPs, running group curriculum (such as morning circle, literacy activities, STEM activities, etc.), assisting with curriculum design, and one-on-one education. Unlike a general education classroom, curriculum in self-contained Special Education classrooms is often administered by the TAs, while the classroom teach does IEP development, overall monitoring, curriculum development, and testing. Both types of teachers play vital roles in helping the students learn, but the structure is a bit different from your average classroom.
7. What was your reason for wanting to become a Special Education teacher?
I wanted to find ways to help students learn, to the best of their abilities, in their own unique ways. As I said before, all of my students were a lot like any other student in any other classroom. I loved teaching Special Education because I got to work with a lot of amazing young people who are sometimes quite unfortunately, overlooked, but who are all so talented in their own ways. It was a real gift to be a partner in helping them learn and grow. As any parent can tell you, there is nothing like hearing your child say their first words or take their first steps, but what about hearing a nine-year-old say their first word verbally? An eight-year-old use their first sign? A thirteen-year-old taking their first steps without a walker? A child who does not speak is typically quiet and reserved, but who lights up the second music class starts? To know you were a part of someone's journey, learning to communicate their needs (verbally or otherwise), to walk because they wanted to ditch their wheelchair and walk down the hall like their friends, to find an area that interests them and brings them great joy? And to be able to do all that in different ways for different kids? I cannot put into words how incredible it is to be a part of that. I found it unfortunate and shocking that so many people underestimated my students. Every student deserves to be treated with respect, dignity, and receive access to high quality and challenging curriculum.
I wanted to be an advocate and ally for students who can be marginalized because they are not in a general education classroom full time.
And finally, I wanted to help figure out how to teach so that every student could achieve to their fullest potential. I love the multiple theories and frameworks out there about multiple intelligences (i.e. Howard Gardener) and diversity of intelligence. We all have our strengths, and I thought that Special Education was amazing because I had to be creative in a general education classroom too. But to be in a class where one student uses a switch board, one student speaks, one student signs, a fourth uses a touch screen device, and the rest uses a combination of those methods? Where one student might have full sight and hearing but others may not? Each of those students are equally deserving of a quality education, but there is no way you can standardize the learning experience. That was really appealing to me. I loved the experience of trying to figure out how to meet students where they are at, rather than being in a place where standardization feels more the norm. We all deserve to be respected for the individual ways we think and communicate. I wanted to find a place where I could help make that happen.
8. What are your credentials?
I now have over twenty years of experience in the field of education. I started my career as a tutor early in middle school. My senior project was a paid teaching assistant position in a classroom that I had volunteered in throughout high school. During the summers throughout high school, I also worked as a camp counselor at a summer program for students with multiple learning and physical differences.
I received an Associate's degree in Early Childhood Education and taught preschool for almost two years during my studies (along with competing for multiple Special Education internships). During that time, I also received a state preschool teacher certification. I went on to receive a Bachelor's degree in Severe Special Education with additional training in Elementary Education. During the few years it took to receive my four year degree, I was required to intern almost every semester. My student teaching experience was a year spent rotating through several classrooms at a local elementary school. Despite completing all requirements for licensure, I went to a Master's degree out of state immediately rather than going into the classroom. I have been working in the field of cognitive neuroscience and cognitive neuropsychology since 2012, and also working as a teaching assistant for my advisor, teaching a graduate level Intro to Cognitive Neuroscience course. I studied neuroscience and education in graduate school (culminating in a Master's of Science), followed by pursuing a Ph.D. in Cognitive Science in Education. I have now received my M.Phil and was elevated to Doctoral Candidate. My research is on differences in word processing between autistics and neurotypicals, and how these differences relate to unique cognitive strengths in autism. My research is inspired by the work of individuals such as Temple Grandin, and based on evidence that use of different neural pathways in autistics can lead to these cognitive strengths. Please, if any of your readers are interested in learning more about my research, feel free to send them my way! Also, note that I choose not to use people-first language when discussing autism, despite it still being industry standard, because the autistic community has made it clear that not all but most of them prefer the term "autistic." I firmly believe in using the terminology preferred by the community themselves over what professionals prefer.
9. Your Instagram account is filled with many inspirational sayings. What is your favorite go-to quote for life?
Oh boy, that is tough! I could not tell you for sure. I think perhaps it would be the serenity prayer: God, Grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference. I acknowledge that that is not exactly a quote, but it is definitely something that I try to live by. Mindfulness has become a huge part of my life during recent years. There is a lot of evidence supporting the practice as an effective stress relief and anxiety treatment, too. Ultimately, acceptance is the key to a lot of my happiness (when I am able to find it). If I am unhappy and have control over a situation, it is up to me to take action and change it. If I am unhappy and have no control, then fighting it will not make a difference, but will make me miserable. To know when to make a change and when to accept that I have no control and find ways to just be has really helped me manage my life a lot better. I am certainly a work in progress, but progress is being made. So perhaps my favorite quote might be one my high school guidance counselor used a lot: "Progress not perfection." I am a perfectionist by nature, but perfect is impossible. If I give myself the grace to be human and focus on making progress, I tend be a lot happier. Or perhaps my favorite go-to quote would be "it is what it is," because that is all about acceptance, and I say it way too much! And a final contender would be "put your oxygen mask on first." I need to remind myself of that constantly. I am a helper by nature, but it leaves me completely exhausted, because I often do not remember that I need to take care of myself. As parents, as teachers, as human beings, I think that we need to be reminded that self-care is not selfish (well, there is another one!). It is essential for us to tend to ourselves, because if we are in a good place mentally we will be better able to be there for the rest of life, whatever that is. Work, family, school, friends, church, charity, etc. Our mental health matters and deserves to be a priority.
10. Thank you for working in the Special Education field. What were the three most valuable things you learned in those years?
I love this question!
1. Everyone has their unique strengths. It is a shame that so many people focus on what others cannot do instead of what they can. We all have things that we cannot do (I have a long list of things that I cannot do, and I have two graduate degrees and am in the process of obtaining a Ph.D.). What is more important is everyone has things that they can do, and can do well.
2. Nearly all people communicate. I originally was going to say "everyone communicates", but this point could be argued if you wanted to discuss those living nonconscious, often medically assisted states, so for purposes of avoiding a debate, I will nearly say all people. As a scientist, I am accustom to debating points like this, so excuse over-analysis of my language! Back to my original point, it up to those of us privileged to be able to communicate well in the most common way that humans do (verbally) to listen and pay attention to how others are working to communicate with us, whether they speak or not. Behavior is communication, and almost everyone uses. Gestures, facial expression, eye gaze; it all communicates something. Tantrums are a way of communicating that most children use at some point. Communication is never bad. It can be more or less productive, it can be harmful to the individual or to someone around them. But it is critical to remember that even when a behavior is not ideal, it serves a purpose. Unless we can provide people with another way to get their wants and needs met, we cannot expect their behavior to change. Nor it is entirely necessary to even change certain behaviors, even if we do not understand them. If a behavior serves as a valuable purpose to the individual, and if the behavior is not harmful, that behavior may not be essential to even address (if one is engaging in self-harm, it is essential to help them find other outlets in a compassionate manner that addresses the underlying reason that the self-harm occurs)! I think that stimming is an excellent example of this. Many neurotypicals find stimming (such as hand flapping, rocking, vocalizing, etc.) bothersome, but for the person doing the stimming, it can be comforting or regulatory. For those reasons, there is rarely a necessity to change stimming behavior. The better approach is to accept that behavior as having value to the individual.
3. There is no such thing as a child cannot learn. It is human nature to learn. Some of us learn more slowly than others. Some of us may learn differently than others. Some of us may have constraints on what or how we learn. Trust me, I'm not learning advanced calculus anytime soon. And by any time soon, I mean it is not happening in this lifetime! And that is okay. What is important is to meet everyone where they are, than expecting them to meet us where we think they should be.
4. Sorry, I'm cheating. I must throw in a fourth thing that I have learned as a neuroscientist, but that applies to education. I have learned that most of where your average person thinks about the brain is either wrong or a misinterpretation of true neuroscientific findings (things like left-brained or right-brained), but also that the brain is far more incredible at coming up with solutions, even after facing damage (this is part of a phenomenon known as neural plasticity) or a difference in development. And the brain is built to learn and grow. That is part of what makes education so amazing; as a teacher, you are literally shaping someone's brain. Tell me that that is not simply incredible?!
11. Having been a parent of a child with disabilities, what have been some of the challenges dealing with their condition or others about their condition?
I feel very grateful to have a background in Special Education and that people in our life are generally understanding. That said, there are still challenges.
It can sometimes also be difficult to determine how to appropriately challenge my child. What we know is that my child expresses an intense interest in communicating verbally, but can also be self-directed (to be fair, so can my husband and I). They communicate with signs and gestures, as well as a small verbal vocabulary. However, they are also clever, and if they can get you to do something for them without having to ask, they sometimes will. This is not a bad thing, but it also means that they do not work on the skills that they have shown an interest in developing; specifically spoken vocabulary. It is easy to just give in when dealing with a child who cannot talk and melts down, so a lot of people just give rather than encouraging skill development.
At the same time, it is clear that there are certain skills that my child is absolutely not generalizing. It is also not fair to hold a child accountable for communicating if they have not generalized a specific word or sign. In my child's case, they also have not generalized some of their receptive language skills beyond home, and cannot be expected to respond if they are not understanding in their first place. At home, we are working hard to find a balance for our expectations, between how much to challenge and how much to give. It is easier here because their receptive language skills are much better at home than with other caregivers. Because my little one is out of school for the time being due to COVID-19, we cannot work on generalization of skills, which is also very problematic. However, I know it will be a challenge to figure how to appropriately challenge them without placing unrealistic expectations once they return.
12. Why do you think that people struggle to understand and/or engage with the disability/disabled community?
From the psychological perspective, it is difficult for people to understand things that are outside of their realm experience. Anything that is different can be overwhelming, confusing, or scary to human beings. Unless you have personal experience with something, it is hard to understand and engage productively, because you simply do not have a knowledge framework to reference to. Humans work off of associations, and the further we are from experiences that we can relate to, the more challenging something inherently becomes. I believe that the more neurodivergent and disabled voices rise to prominence, the easier it will be for those who have typically abled bodies and neurotypical minds to engage more productively with communities outside their own. The burden should not have to fall squarely on the shoulders of those with differences, but it is helpful when people have many amazing self-advocates they can look to in order to develop an understanding of diversity.
Unfortunately, another reason that people struggle to understand and/or engage with the special needs community is because of ableism, which seems to remain quite common in our culture. Ableism is insidious, because it often can be masked by "concern" or "seeking a culture." It can be hidden in what looks like a compassionate desire to help someone with adapting to the world around them. Many people genuinely feel that they are being caring and compassionate, but have implicit ableist views. Do you pity those with disabilities? That is ableism. Do you believe that everyone who can verbally communicate should, because it would make their lives easier? That is ableism. I could continue, but you get the picture.
Ableism is about expecting all bodies to and minds to reflect what someone constitutes as "normal," rather than recognizing the rich human existence that comes from diversity; of thoughts, of bodies, of communication styles. When someone expects a person with disabilities (or a disabled person; there is some back and forth that I have heard in the disabilities community about whether person-first language or identity-first is preferable, and I want to acknowledge both sides of that discussion), or neurodivergent individual to conform to a nondisabled world, a neurotypical world, you are inherently dismissing that person's right to exist as they are. There is a difference between helping someone developing coping and communication strategies that help them get their needs and wants met and helping them engage in the world in a way that makes them feel comfortable, and trying to get someone to behave in a way that makes other comfortable or happy. It can be hard to acknowledge implicit ableism (especially since many people who hold ableist views genuinely hold concern for others, even if a misguided place), but it is very common. Those who are privileged to have typical minds and bodies really owe it to the divergent community to meet them where they are at rather than expecting them to meet us where we are. Educational and treatment strategies are not about us. They are about the student, and their well-being. Many people would do well to remember this.
13. It is obvious that you and your child have a very close relationship. What is one of your favorite memories together?
Another tough question! I think perhaps that one of my favorite memories is the first time that my little one went sledding. We have a little hill in our backyard and tobbagan that their grandmother gave them. They went down that hill a half dozen times at least, screaming and laughing the entire time. They signed "more" after each run, and was very disappointed when their little cheeks became so rosy that their father and I insisted they go inside. I love the snow, and loved sledding as a child. To see my little one so thoroughly enjoy their first experience was really incredible. Other contenders are last Christmas (seeing them open their gifts and realize about half way what an amazing thing was happening), watching Disney movies together while dancing to the songs and cuddling, or pumpkin picking last fall. There are honestly so many ordinary moments that are also so meaningful. I think it tends to be that way raising a child. Something they say or do stands out and melts your heart. The other day my little one said, "A book, Muma." They love to read as much as their father and I. My little rarely uses one word to ask for something, let alone two. Three? What was happening?! It was wonderful to see them communicate spontaneously so well about something they wanted.
14. What is your favorite thing about parenting and teaching?
Being able to watch a child go from being able to do something to being independent at that same thing. I am a strong proponent of the value of agency, and I love the fact that raising children (as a parent or a teacher) is a role in which I can scaffold a child's experience (throwing in a bit of Vygotsky here, since I love the notion of the Zone of Proximal Development), help them feel that they have agency in the process, and then see them succeed independently.
15. If you were not a teacher, what job would you work instead?
That is a hard question! I love law (so much that I completed the School Law Institute held by Columbia Law School and Teachers College, Columbia University in collaboration with Harvard Law School and Harvard School of Education), so perhaps an attorney. I also considered music therapy for some time, as well as Veterinary Sciences, before settling on education while in high school. I also volunteer in animal rescue, so perhaps I would have worked in that world. My family is in business, and I did discuss going to school for business as a result. And now I work in academia in the intersection of education, psychology, and neuroscience, so perhaps I would be a clinical psychologist or neuropsychologist. There is a whole world out there beyond teaching, and with my many interests, it is so difficult to choose what I might be doing in an alternate reality!
Thank you so much for sharing your story with us on my blog, Erin! You seem very intelligent and knowledgeable about your career field, especially the disability, scientific, and psychological components! If you are interested in reading more about Erin and her experience as a former Special Education teacher and following her life through parenting and her adorable toddler, you can check out her information below.
Learn more about The Mindfully Scientific Mama
Aside from working in research, Erin is a blogger for several outlets, as well as managing her own blog and websites: www.themindfullyscientificmama.com
She writes about topics ranging from parenting experience, mindfulness, food allergies, and evidence-based parenting tips, and frequently shares fun and educational activities for young children.
You can learn more about Erin and her work on her website/blog, or by following her on social media:
Instagram: @mindfully.scientific.mama
Facebook: The Mindfully Scientific Mama
Pinterest: https://www.pinterest.com/MindfullyScientificMama/_created/
FOOTNOTES
[1] A brief reference list can be found at the end of this article. Additionally, I have a post coming out later this month about meditation and mindfulness that may be of interest.
[2] I also should interject here and acknowledge a personal connection to the disabilities community. I have a physical disability thanks to a chronic illness that affects my joints. I wanted to keep this interview about the students, education, and parenting, but it may be helpful to some readers to hear that I identify with both people-first and identity-first language equally, at least when it comes to referencing my physical disability (i.e. I am equally being identified as an individual with a disability and a disabled individual). This is not appropriate in all communities; for instance, not all but many people who have autism prefer identity-first language. I recommend always using the language that the person you are speaking with prefers.
A Brief List of Evidence and Resources related to MEDITATION and MINDFULNESS:
A brief review of the best studied mindfulness/meditation program (Mindfulness Based Stress Reduction) is available via the unscientific but still useful Wikipedia: https://www.wikipedia.org/wiki/Mindfulness-based_stress_reduction
As well from Psychology Today: https://www.psychologytoday.com/us/blog/crisis-knocks/201003/mindfulness-based-stress-reduction-what-it-is-how-it-helps
You can also learn more about Mindfulness Based Stress Reduction Program directly from the University of Massachusetts Medical School's webpage; the program was created by professor emeritus Jon Kabat-Zinn, and the Center for Mindfulness still operates MBSR clinics: https://www.umassmemorialhealthcare.org/umass-memorial-center-mindfulness
Additionally, a very brief list of some of the many studies on meditation and mindfulness can be found below:
Evans S, Ferrando S, Findler M, Stowell C, Smart C, Haglin D. Mindfulness-based cognitive therapy for generalized anxiety disorder. J Anxiety Disord. 2008 May;22(4):716-721.
Hofmann SG, Sawyer AT, Witt AA, Oh D. The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. J Consult Clin Psychol. 2010 Apr;78(2):169-183.
Hoge, E.A. et al., (2013) Randomized Controlled Trial of Mindfulness Meditation for Generalized Anxiety Disorder: Effects on Anxiety and Stress Reactivity. J Clin Psychiatry. 74(8): 786-792. doi: 10.4088/JCP.12m08083
Kabat-Zinn, J, Massion AO, Kristeller J, et al. Effectiveness of a meditation-based stress reduction program in the treatment of anxiety disorders. Am J Psychiatry. 1992 Jul;149(7):936-943.
Krygier, J.R., et al., (2013). Mindfulness meditation, well-being, and heart rate variability: A preliminary investigation into the impact of intensive Vipassana meditation. International Journal Psychophysiology. 89; 305-313.
Niazi, A.K., & Niazi, S.K., (2011). Mindfulness-based stress reduction: a non-pharmacological approach for chronic illnesses. N Am J Med Sci. 3(1): 20-23. doi: 10.4297/najmas.2011.320
Tacon, A.M.., et al., (2003) Mindfulness Meditation, Anxiety Reduction, and Heart Disease: A Pilot Study. Family & Community Health 26(1); 25-33
van der Zwan, J.E., de Vente, W., Huizink, A.C. et al. Physical Activity, Mindfulness Meditation, or Heart Rate Variability Biofeedback for Stress Reduction: A Randomized Controlled Trial. Appl Psychophysiol Biofeedback 40, 257-268 (2015). https://doi.org/10.1007/s10484-015-9293-x
Vollestad J, Sivertsen B, Nielsen GH. Mindfulness-based stress reduction for patients with anxiety disorders: evaluation in a randomized controlled trial. Behavior research and therapy. 2011 Apr;49(4):281-288.
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