I’ve spent some time thinking about what we discussed in class, about how much to push a student and how much information to give. I guess in the special ed world, we really have to take each individual child into account, so maybe it’s not productive to try to draw conclusions since each child will be so different and have to be considered individually.
I still wonder about how to appeal to adults who’ve really become set in their ways. We do all the programs at camp with all the age groups. So, our little, excited-to-experience-the-world dudes do the same things that our old, out of shape, limited experience adults do. The adults are especially resistant to change and doing anything outside their comfort zones, despite many, many attempts to address it. And, they really demand respect for their autonomy and their choices to not participate. It’s a really hard line to walk, because, yes, they are adults, but they also often have additional disabilities and have had lives of low expectations. It’s like teachers and family in their lives have spent years telling them that they’re adults and they should get respect as such, but no one’s prepared them to really act like adults and make the hard decisions that come along with that title.
So, how in the world do you motivate adults to make those positive changes in their lives? With a kid, you can kind of just push them into new experiences. You seem really excited, and they will be too. Once they’ve tried it, they’re hooked, but with those adults, you can’t even get them to try new things. They’re so resistant. We had the most spectacular mud pit obstacle course (and tons of other AMAZING experiences) at camp this summer. Things ANY adult would love! And I would say that about 10 of our 40 adult (26 years+) campers just sat on the side and flat out refused to participate, even after we appealed to them in every way we knew how. It’s frustrating to watch that happen when you know if they’d participate, they’d gain something, even if it is just a good time.
I imagine this reticence comes to light when it comes to adults seeking out O&M services. As a kid in school, the services are sort of thrust upon you, but as an adult, you have to decide if you need/want them and seek them yourself. These adults I’ve encountered are so okay with the way things are that they can’t imagine life being better. They’re so resigned to their crappy quality of life and can’t imagine something like better O&M skills could improve their quality of life. And even if they do seek services, I imagine that some adults will want to be taught the most dependent techniques rather than the (scarier?) methods that make more independent travelers.
But, keeping the student uncomfortable keeps them learning, so I imagine that’s the key. Still, how do you put them in a situation to be uncomfortable (and learn!) if they’re adults and have the right to say no, they don’t want the experience? Rapport? Sweet talk? What? As much as I would hate to do more stairs, I’m feeling pretty comfortable in O&M right not, so it probably is time to do something that makes me uncomfortable. It’s not that I feel like I’ve mastered everything, but I think I have some pretty good basic skills that could get me out of lots of problems. But, I’m making that choice because I know that with better skills and more experience, I’ll be a better teacher. Do you give them the long range plan? You know, a future of independence? What about with multiple disabilities where long range planning is not a strength? I just can’t imagine teaching my adult campers O&M the way we’ve been teaching each other. I don’t know how to apply this learning to that possible situation.
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