Do Interventions Bring Desired Outcomes?

Do Interventions Bring Desired Outcomes?

Sylvia Carnes, teacher
Texas School for the Blind and Visually Impaired

Do our educational interventions bring desired outcomes? This is the question educators of all kinds of students are asking themselves. Educators in residential schools are looking very closely at this issue.

I am a teacher of students who are in the Functional Academics Curriculum at the Texas School for the Blind and Visually Impaired. Most of the students following this curriculum are not only visually impaired, but they have additional impairments as well. Instead of teaching academic subjects, I infuse the skills of reading, writing, and math into students' daily activities in the areas of social, domestic, recreation, and leisure. Since this is a community-based program, much of the students' learning takes place out of the classroom. My students receive work training at various work sites in the community. Some sites are developed for individual students with the hope they will lead to a paid employment opportunity. Others types of work sites are volunteer sites. They enable our students to contribute to worthy causes and are rich sources of contact with others.

The student who is the focus of this article came to TSBVI when he was 18 years old. He is now 21 and will be graduating in May. I am going to call him Jerry. He was burned as a toddler, and as a result, he is visually impaired, borderline mentally retarded, and speech impaired. Jerry comes from a loving and supportive family.

When Jerry arrived in my classroom, he did not initiate conversation. A typical response was one word, given in a low voice, with his head down. Focusing on a lesson was difficult for Jerry. He sat slumped over in his seat, hoping he would not be called on to participate. Jerry was passive, and he suffered from depression. Jerry's IEP targeted communication skills, social skills, and work awareness.

In our social skills class, we have units on feelings, relationships, and acceptable social behavior. Social skills are learned through role playing, articles and stories, games, and some lecture. We treat all student responses as valid and important. As Jerry observed others speaking out and not being corrected for their feelings, he learned he was in a safe environment. He saw teachers and students being able to laugh at themselves. He saw that all students were valued. He observed that classmates who also had difficulty communicating were patiently given the time they needed to express themselves. This type of supportive environment was not only present in our social skills class, but also was part of Jerry's life everywhere on campus.

Jerry worked at a popular exercise facility. He washed, dried, and folded towels. He cleaned the exercise equipment. He made friends. An employee who Jerry helped would give him boxing tips with the punching bag at the end of the work schedule. This employee would always greet Jerry with a smile and tell him how glad he was to have him there. Jerry started to feel competent.

Jerry made friends with his classmates. He became a giver instead of always being a receiver. He helped his friend in a wheelchair and ran errands for staff. Before coming to TSBVI, he had never left his front yard, and now he would go all over campus independently. He became confident.

Jerry has learned to play video games. He plays by the rules, and he is very good. He plays games by himself and with others. At home for the summer, he made friends in his neighborhood and was able to play competitively with them. Last summer Jerry was invited to his first birthday party.

Now when Jerry goes home on weekends, he is able to report the week's activities to his family. He has opinions. He has preferences; he expresses his likes and dislikes.

Jerry is a wonderful success story. What type of intervention has Jerry received that has made his story a successful one? At TSBVI, we have provided him a consistent environment of support, safety, and real-life experiences from staff members who are dedicated to Jerry's personal growth. The outcome of our intervention plan is that Jerry is a confident and competent individual who can look forward to a life filled with choices of his own making.

Vol 5 No. 1 February 1999 contents

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