Blake Academy: Discussion Post 1.1

Three things caught my attention while reading Blake Academy. Students with a LD develop their own strategies to cope with their isolation, can be very contemplative, and they can grow to reach challenging academic expectations when presented with the opportunity.

Oliver Queen relied on his imaginary play with his action figures as a way to deal with his isolation resulting from his learning disability. When I consider how Oliver used this as a coping strategy, I think immediately of two other children I know (one with dyslexia, one with autism) who do the same thing - different outlets, but used to deal with their isolation. Oliver didn’t describe taking his action figures to school, but the two children I know of do. As a teacher I might be inclined to make those students keep these “distractions” put away. However, given Oliver’s perspective, I think it will be worthwhile to give my students with LDs who have these types of coping strategies opportunities to use their supports in class. The student I know with autism makes amazing 3-D models of dragons out of shreds of paper he tears up and tapes back together. He is also very capable of doing his work, but doesn’t prefer to. Instead of assuming his 3-D modeling is a way to avoid work, perhaps it would be helpful to recognize this activity as something he does to help himself get through his days. If I were his classroom teacher, I could talk to him about having freetime for modeling after he completes his work. Stripping students of possible coping strategies they have privately developed seems unfair and counterproductive. As a teacher, I will take the time to understand how students may be helping themselves deal with their isolation.

Oliver recounts evaluating the racial tension and prejudices he witnessed as a child, his contemplation of the bullies he encountered and their motivations, his thoughts about his peers with learning disabilities, and his own introspections. Although Oliver struggled with emotional “freak-outs,” he was not emotionally clueless. It really wasn’t until Oliver had time at his Uncle’s place that he was able to think through his feelings and open up to the possibility of healing. Students with LD may have experienced many years of social and emotional struggle at home and school. Building a trusting relationship with these students will be very important. They may have “freak-outs,” but it will be important to start each day with a clean slate. Some students may just need maturity, as Oliver did, to start getting control of their emotions. As a teacher, I hope to make my classroom a safe place where students can feel welcomed, even after a “freak out.”

Of all the teachers Oliver had, he remembered Mr. Hoffman - the one teacher who challenged him, who encouraged him to accept his LD and strive to excel in spite of it. Once Oliver embraced this mindset, learning no longer frightened him. As a teacher, it will be important for me to learn the strengths and weaknesses of my students with LDs. I hope to challenge them appropriately, and not in a way that demoralizes them. I think finding this balance may be difficult at first. I think holding these students to the standards set for all other students in the classroom will show I expect them to work to the best of their abilities as well. So, while their work may include accommodations, the expectations to turn it in on time and completed to the best of their abilities will be there.

---

Three questions I have after reading Blake Academy:

• How can I help my students advocate for themselves? I started to ask the question - how can I find time in my busy classroom to help these students (which, of course, I should and I will)? Instead, it is more empowering to teach them how to advocate for themselves - but how do I do that?

• How can I help promote a classroom environment that is inclusive, where students don’t feel singled out by their LD and where their peers are encouraged to befriend or support them?

• How can I help de-escalate a student with an LD who has a “freak-out” in my classroom?

---

Originally posted to Canvas Discussion Board 1/30/23.