Professionals Who Work with Cognitively Impaired Students

 An Interview with Professionals Who Work with Cognitively Impaired Students

Andrew Stutts

The information in this paper was obtained from the viewpoint of two professionals who work daily with cognitively impaired individuals in the education system. They participated in an interview that provided valuable insight concerning better understanding and meeting the needs of students with cognitive impairment and other disabilities. This essay will reflect on the insights they provided and what can be gleaned from their perspective concerning students with cognitive impairment and other disabilities.

Both individuals work at a middle school in Colorado Springs, CO. Diana Lopez has worked 15 years as both a general and special education teacher. She is currently the School Staffing Coordinator for Special Education at Jenkins Middle School in District 11. Rebecca Metzger has been employed one year at Jenkins Middle School as an Educational Assistant. Both Diana and Rebecca work directly on a daily basis with students that have a variety of disabilities such as Down syndrome, Autism Spectrum Disorder (ASD), Cerebral Palsy, Emotional Disorders, ADHD, and others.

Educating cognitively impaired individuals presents a unique set of challenges. Diana and Rebecca were initially motivated to select this demanding profession for diverse reasons. Diana’s Brother was Autistic and did not learn to read until he was 16 years old. She read articles to better understand his disability, to help him and was subsequently drawn into the career field. Today her brother is successful truck driver. She being labeled gifted as a child and isolated from kids her own age lead Diana to adopt the belief that involvement with peers is crucial for all students, especially those with cognitive impairment. Rebecca needed employment near her children and desires to stay actively involved in the community. Rebecca admits that she did not fully grasp the complexity or challenges of working with cognitively impaired individuals until she was fully immersed in her new occupation. However, working with cognitively impaired individuals has allowed her to grow as a person. She is pleasantly surprised at how much impact she can have on person future and finds this aspect of her job really fulfilling.

There are various difficulties for those choosing a profession that specializes in educating cognitively impaired and disabled students. One of the biggest obstacles faced by professionals working with this student population is parents’ perceptions and expectations. Some parents seem out of touch with reality with their expectation and are possibly setting up themselves and children for lifetime of failure. The learning curve for these individuals is slower and must be taken in consideration. Some parents want a one shot fix but continuous lifelong education is a must for these individuals. Parents need to trust more in the experts and the advice they have to offer in this regard. Moreover, much of the hands on assistance for physical needs is provided by educational assistance. It would be an understatement to describe this physical assistance as a necessity. Unfortunately, the lack of pay or other non-monetary incentives do not encourage many into this much needed occupation.

By definition cognitive disorders are a category of mental health disorders that can affect learning, memory, perception, as well as problem solving abilities. It is beneficial to understand how professionals in the school system work directly with these individuals. Further value is added knowing how they are provided with the skills that they will need in order to become successful and productive individuals once they are old enough to enter the work force. Well, it starts in Elementary by concentrating on social and play skills. Then as these student transition into Middle School the emphasis shifts more on academic work and working in groups. Once these students enter High School life skills begin to be built with life skills programs and many might start training in their preferred occupation if it is known what these individuals want to pursue for employment. It is vital to emphasis that these student need to be enrolled in Resource exchange when they are in 6th grade due to a 10 year waiting list or the opportunity might be lost. Resource exchange further builds on enduring life skills started in high school by providing occupational training and assisted living for cognitively impaired 18-21 years old. This is information is extremely important for guardians and advocates of cognitively impaired individuals to know and understand as they are unlikely to receive these services after their 21st birthday if they have not been previously enrolled.

Much of the common core state standards for cognitively impaired and disabled students is addressed through learning extension. These students are expected to strive to reach the individual standard at different levels, requiring 5 or 6 things to be accomplished to get there. Educators specializing in working with cognitively impaired and disabled students have some tools to assist them in this endeavor. One such tool is the Abilities Based Learning and Education Support (ABLES) program. ABLES supports the teaching and learning of students with disabilities and additional needs. It provides a suite of curriculum, pedagogy, assessment and reporting resources that assist teachers in recognizing and responding to the diverse learning needs of all students, and in assessing and reporting student learning, monitoring student progress and providing accurate intervention advice. However, are the standards properly address for the needs of cognitively impaired and disabled students? According to the professionals I interviewed we are not quite there in this regard. There needs to be more emphasis on ABLES. Basically, what needs to be added is more life skills that are outside the scope of the academic standards. Priority needs to be given to whatever enduring life skills these student can develop.

In the interview it was expressed that there is very responsive support from the school and the district with issues being answered or addressed promptly and accountability maintained. However, more important than resources are the relationships built with both the cognately impaired students and their families. It is also important to realize that all children and situations are not cookie cutter. Developing communications strategies and techniques are important so these students can communicate their needs. Additionally, one must prioritize Maslow’s hierarchy needs, ensuring the most basic needs are met first when working with individuals with disabilities.

A concern that some training could happen sooner was shared during the interview. Many duties involve a great amount of hands on assistance to ensure these students fulfill the basic needs mentioned previously. Many of these duties appear to fall into the realm normally performed by certified nurse’s assistants (CNAs), however, without the commensurate level of training provided. Some examples include changing diapers of students that are combative or non-verbal. Also, providing medical assistance to students such as maintenance of feeding tubes. One example provided was that of a student that required feeding tubes. The school staff was trained by the parents on how to maintain these required medical devices.

Currently, with the skills and instruction provided, the types of employment and lifestyles foreseen for these individuals depends on the individual circumstance and cognitive disabilities. There are many that can perform a variety of occupational tasks from cashier duties at restaurants to clerical or other task at the Post Office. During the interview many examples were provide of former students having jobs cleaning, picking up trash, some repetitive tech jobs and being employed by companies such Mc Donald’s, Walmart, Sky Sox, etc. It is worthwhile to mention again that these students must register with Resource Exchange their 6th grade year to ensure they are provided with the additional support after exiting the school system to reach their full potential. Furthermore, more collaboration with and within the community to find more places for employment of cognitively impaired individuals is needed. Even more networks need to be built to refer back to for resources. Instruction needs more individual tailoring with more emphasis on life skills.

There are many strategies and tactics a regular education classroom teacher can employ to support and continue the ongoing work that ensures cognitively impaired students reach their fullest potential. The proper mindset is the most critical component. Never ever say they can’t do this or that and with that in mind adjust the rubrics but not the standards. Organization and classroom management are crucial. It is important to create an environment of respect in the classroom, this includes peers and staff. The goal needs to be one of good behavior modeled by all students. Find the communication techniques that works best for the individual cognitively impaired student. Ensure that is streamlined and allows them to communicate their needs, likes and dislikes. Visual schedules and times to move from preferred activity to planned lesson activities are useful. Repetition and looping back to reinforce skills and learning are great to use with most student but they are an especially useful tool to employ for students with cognitive impairment. Relationships! The importance of building relationships cannot be overstated.

It is important to address the support systems that potential employers would need to put into place in order to be able to provide potential employment opportunities for cognitively impaired individuals. The greatest need is for more adult advocates. Currently, the unfortunate situation is there are not enough adult advocates and not enough incentives to draw more people in this profession. Training should be provided by employers to ensure cognitively impaired individuals are treated fairly and ethically by their colleagues.

A topic of great concern for parents and families of cognitively impaired students are the resources available to them to ensure that employment opportunities are available to their students upon graduation. It is once again worth noting that it is critical for parents or families of cognitively impaired individuals to enroll them in Resource Exchange as soon as possible. Outside of that the best available resources are parent groups/communities. Many of these groups have done the leg work and research into areas of legal and educational concerns. For example parents or legal guardians will need to have a legal guardianship in place before the 18th birthday of someone cognitively impaired. The assumption that the severity of the cognitive impairment would negate this requirement is wrong. Without the legal guardianship in place, these individuals could be potential allowed to make poor choices that could have damaging effects. For example a cognitively impaired individual deciding for themselves not to take required medication or choosing to neglect other essential medical, financial, or life altering concerns. It is of the utmost importance that parents receive information of this nature early and the parent groups are the best avenue for this.

Individuals with Cognitive disorders are faced with many challenging obstacles throughout their life that affect learning, memory, perception, as well as problem solving abilities. It is of value to understand how professionals in the school system are working directly with these individuals. Furthermore, it is equally important to have knowledge of how they are provided with the skills that they will need in order to become successful and productive individuals once they are old enough to enter the work force. The information in this paper was graciously provided two professionals who work daily with cognitively impaired individuals in the education system. Their participation was invaluable in providing insight concerning better understanding and meeting the needs of students with cognitive impairment and other disabilities. Diana and Rebekah’s contribution to this article and meeting the needs of cognitively impaired students are greatly appreciated.

Interview Questions for Professionals Working with Cognitively Impaired Students

1. Name: Diana Lopez

Job Title: Math Teacher and School Staffing Coordinator for Special Education

Place of Employment: Jenkins Middle School

Years of Experience: 15 Years

Name: Rebekah Metzger

Job Title: Educational Assistant

Place of Employment: Jenkins Middle School

Years of Experience: 1 Year

2. In your profession do you work directly with cognitively impaired students?

(Diana) Yes

(Rebekah) Yes

3. What types of disabilities do you work with in your profession?

(Diana) (Rebekah) Down syndrome, Autism, Severe Autism, Cerebral Palsy, Emotional Disorders, ADHD, and other.

4. We know that by definition that cognitive disorders are a category of mental health disorders that affect learning, memory, perception, as well a problem solving abilities. In your profession how do you work with these individuals to provide them with the skills that they will need in order to become successful and productive individuals once they are old enough to enter the work force?

(Diana) In Elementary it starts with social/play skills. In Middle School the emphasis shifts more on academic work and working in groups. In High School life skills begin with life skills programs and they might start training in their preferred occupation.*Real important that these children are enrolled in Resource exchange when they are in 6th grade due to a 10 year waiting list or the opportunity might be lost. This provides occupational training assisted living for cognitively impaired 18-21yr old. Unlikely to receive these services after 21st birthday.

(Rebekah) Build enduring life skills.

5. Do you feel that you are provided the tools that you need in order to perform your duties to their fullest capacity?

(Diana) Yes, did not always feel that way but realize all children/situations are not cookie cutter. What is more important than resources are relationships with the cognately impaired individuals and families. Developing communications strategies and techniques are important so they can communicate their needs. Must prioritize Maslow’s needs. *Relationships are more important than resources!

(Rebekah) Yes, there is very responsive support from the school and the district with issues be answered or addressed no later than 24 hours. There is also frequent measures for accountability. Some training could happen sooner. Some duties fall in their realm performed by certified CNAs without the same level of training. Some examples include diaper training with students that are combative or non-verbal and students needing feeding tubes. In the case of the student with feeding tubes staff was trained by the parents.

6. What changes might you make in your field that you feel would make the greatest most positive impact for these individuals?

(Dianna) Working with and within the community—for more places for employment of cognitively impaired. Build networks to refer back to for resources.

(Rebekah) Tailoring instruction with more emphasis on life skills.

7. With the skills and instruction that you provide, what types of employment and lifestyles do you foresee these individuals obtaining?

(Diana) It depends many of former students have job cleaning, pick up trash—Mc Donalds, Walmart, Sky Sox, etc. , some repetitive tech jobs. Adult advocacy needed.

(Rebekah) It depends on the student’s individual circumstance and cognitive disabilities. There are many that can perform cashier duties at restaurants and clerical or other task at the Post Office.

8. What insight can you give to a regular education classroom teacher on how to best support and continue the work that you do with cognitively impaired students?

(Diana) Never ever say can’t do this. Build relationships. Adjust the rubrics but not the standards.

(Rebekah) Organization and classroom management are crucial. It is important to create an environment of respect in the classroom this includes peers and staff. The goal needs to be one of behavior modeled by all students.

9. What teaching strategies do you most often use or find most valuable when instructing a cognitively impaired student?

(Diana) Use communication that works for them. Visual schedules and times to move from preferred activity to lesson activity useful. Much repetition and looping back to reinforce skills and learning.

(Rebekah) Repetition is important. It is important to not overcomplicate the communication process. Find what communication techniques work best for the individual to communicate likes and dislikes. Build Relationships!

10. Are there support systems that potential employers would need to put into place in order to be able to provide potential employment opportunities for cognitively impaired individuals?

(Diana) Need more Adult Advocates. There are not enough Adult Advocates and not enough incentives to draw more people in this profession.

(Rebekah) Adult advocates and training to ensure cognitively impaired individuals are treated fairly and ethically by their colleagues.

11. Educating cognitively impaired individuals presents a unique set of challenges. What motivated you to select this as your profession?

(Diana) Brother was Autistic that did not learn until 16. Read articles to help him and was drawn into the career field. Today brother is successful truck driver. Was herself gifted. Believes firmly involvement with peers crucial for all students, especially those with cognitive impairment.

(Rebekah) As a single mother I wanted employment near my children and to be involved in the community. Honestly, did not know what I got into at the time or the best decision. However, working with cognitively impaired individuals has allowed me to grow as a person. Pleasantly surprised at how much impact I can have and I want to continue to impact persons future. I find this real fulfilling!

12. What do you find most difficult in your profession? (This question is open to any aspect of your job to include the individual(s), resources, community support or lack of support, etc.)

(Diana) Some parents seem out of touch with reality with their expectation and possibly setting up themselves and children for lifetime of failure. Learning curve for these individuals is slower and must be taken in consideration. Some parents want a one shot fix but continuous education is a must for these individuals. Parents need to trust more in the experts and the advice they have to offer.

(Rebekah) Lack of pay or other non-monetary incentives.

13. Are there resources available for the parents or families of cognitively impaired individuals that are accessible to these families that ensure employment opportunities are available to these cognitively impaired students upon graduation?

(Diana) It is one again worth noting that it is critical to enroll cognitively impaired individuals in Resource Exchange as soon as possible. Outside that the best available resources are parent groups/communities. Many of these groups have down the leg work and research into areas of legal and educational concerns. *For example one would need to have a legal guardianship in place before some cognitively impaired (Bellow 70 IQ) individuals reach 18. Otherwise, these individuals would be allowed to make poor choices that could have damaging effects. For example not taking medication or choosing to neglect other essential medical, financial, life altering concerns. ***Parent need information early.

14. How are the Common Core state standards addressed at your school?

(Diana) Much of this is addressed with learning extension ELL. Standard at different Level ..5 or 6 things to get there.

15. Do you feel that the standards properly address the needs of your students?

(Diana) No, there needs to be more emphasis on Able(s) what skill can they develop or do for life skills.

(Rebekah) Focus on the now and support the teachers. Add more life skills that are outside the scope of the academic standards.