I also have to question the assumption that these kids are watching TV at home. Unless someone has been in the home and observed this, no one knows. Just because another teacher said it, doesn’t mean that it is true. I think the assumption that these kids do not know what they should (or what the OP think that they should) because they are watching TV is just too much of a leap.
That said, I see no harm in giving a book as a present. If my kids had brought home a book, I would have double checked with the teacher to make sure it was really a book for them to keep, and then I just would have assumed it was paid for by the school. Just make sure that if you give one kid a book, that every kid gets a book. Kids are very sensitive about stuff like this.
@twoinanddone - I think there’s a difference between giving a child a book or assignment based on what they are doing or need (and communicating this with the parents) and giving a child a book because you think the parents just park the kids in front of the TV. My son’s therapist/tutor often gives him assignments based on what he needs to work on; and, we often took advice from parents of dyslexic children (even though the evaluations said that D was not dyslexic - she just would profit from having a tutor who specialized in dyslexia). I have absolutely no problems with that. It’s the presumption in the thread’s title and the OP that rubs me the wrong way.
I think we can all agree that books are great, but if your fears about how the children are being handled at home are true, then sending home a book is not going to make any revolutionary difference. It’s just a nice gesture but don’t expect anything to come from it. I think you need to tread carefully here and don’t send home any gift without clearing it with a supervisor and sending it to all the children you are assigned to work with. @thumper1’s advice is on point.
Also, get the actual book approved. The school district does not want problems when some parent complains about the content of a text that appears to be endorsed by the school system but that violates their values or beliefs in some way. This is an incredibly sensitive area nowadays in public education.
Well, casting all judgement aside, I think it’s worthwhile to address the question posed: Is there anyway to help kids whose parents sit them in front of a TV when they are not in school? I work as a speech therapist in the homes of children from all SES backgrounds. Honestly, the one consistent pitfall to early childhood that I see across all backgrounds is the dependence upon technology. I work with children from Birth - age Three and am consistently saddened by the realization that play is being replaced by a screen. Of course, there are many families that are making a conscious effort to combat that (yes, families from each SES background) and I applaud them. But everyday I see parents hand their toddler or even their infant an Ipad or cell phone to entertain them. To answer the question, though, my colleagues and I have become more direct in pointing out the research that supports more hands-on play in place of technology and stressing the detriment the technology can have. In addition, modeling and showing parents ways to create play opportunities out of daily routines (as one poster mentioned, turning laundry into a color matching game, for example) and even out of everyday household objects (there are endless ways to use a paper-towel tube for example!) is essential. I realize, it’s much harder for school personnel to do that than it is for people like myself working with them in the home and during their routines but it is important that the teacher is conveying these ideas and strategies to the parents. Sometimes you can ignite a spark and sometimes you can’t, but you can try!
@NJFabFour That question was not asked in isolation (in isolation, I agree with you). There was a context and subtext in the opening post that struck a nerve with some of us with IEP kids. Maybe some of us are battle weary.
OP the issue isn’t the book in and of itself. Many parents with IEP kids would do anything to help their child and it is a lesson in humility: As parents we want to protect, fix, etc. For some it is a lifelong battle and for others the abilities outweigh the disabilities and time/supports help. I think the best thing you can do is take this thread to heart as now you may know what if feels like to be judged. Learn about this population of students, educate yourself, read their IEPs and familiarize yourself with their specific accommodations. Talk to and engage the parents when appropriate to partner with them vs judging them. Then maybe if you decide a book is an appropriate gift it may be a resource for parents coming from a better and more helpful place.
Is this really a thing in some parts of the US? As long as a book’s age and level appropriate and doesn’t go against the constitution (e.g. referencing or supporting a religion) are we back to censorship? Very sad.
I dislike the post following my # 2 post. Okay- I became upper socioeconomic status because I worked hard to get beyond the too rich for free lunch but too poor for hot lunch status - and few hand me down clothes. I was fortunate that my parents valued education. btw- we couldn’t afford the TV to sit in front of.
Dealing with the little kids I saw how parents make a huge difference- the schools can only do so much during their contact time. Breaking the cycle of doing poorly in school requires effort on the part of family. It also applies to rich kids whose parents will indulge in plenty of material goods but not nourish their children’s minds. It was difficult to spend time with a gifted second grader whose kindergarten teacher mother did not take her to the nearby public library.
So, it is hard to get parents to change gears so their children can go further than they did. Involving the local neighborhood community seems the way to go- if that is feasible.
But the OP asked if she should send books home. Even if 5 out of 6 kids never open the book it still may be worth it if the 6th kid reads the book, or has a sibling who will read the book, or shows the book to the parents and says “This is what we did in school today.” What could be the harm, even if 5 out of 6 books are never opened? My sister gives kids books all the time. The school office has a ‘take a book’ shelf and anyone can take a book home. For keeps.
BTW, my daughter did not have a learning disability but did have an IEP. She was adopted as a toddler and was behind in English, so qualified for an IEP. Just behind, but no learning disability. When she was tested to qualify, they did not want her to get an IEP as her IQ and physical abilities was above average. My other daughter automatically qualified for 0-3 services (and later did qualify for an IEP). She did not need a ‘disability’ to qualify for the 0-3 services, and in fact the county agency tried to exclude her because she ‘looked normal’ and ‘outgrew her disability’ (yup, had professionals tell me she ‘looked normal’) but they couldn’t exclude her because she automatically qualified. Oh, those pesky federal laws and parents who know them!
All of you highly educated and involved parents with special needs/IEP kids (I am one of you!) get off your high horses and stop calling the OP judgmental. The OP never said that she assumed the kids had IEPs BECAUSE no talks to them or reads to them - just that they appeared to know very little because of that. She appears to have added the kids IEP status as supplemental information, presumably it’s why she comes in as a resource teacher in the first place. She clarified that the information that these kids appear to have no one involved in their education or development in that way came from the kids teacher, who may or may not know these things about the kids families, but frankly, in all likelihood, in most cases the teacher will have a pretty good idea - after all, in the IEP process, you do presumably get to know the families rather well.
So with the reasonable caveat that the other teacher may or may not have accurate information but assuming they probably do in a number of cases, and an additional caveat that the OP might want to check with the regular teacher or IEP supervisor or whoever might be in charge, does it make sense to send books home? I agree that I many cases it might not make a difference at all, but if the resources are there just having a child feel that a book is something precious to be given as a gift and that they get to have one all for themselves, to take home - who knows what it might open up in their worlds.
Children have IEPs for a variety of reasons. These are preschool aged children . It typically is not an easy task for these kids to receive services, so the fact that they are receiving them may be somewhat telling in regards to level of impairment. I have several issues with OP’s original statement. The first is she is making assumptions about what goes on in homes that she has not visited. She is attributing their impairments or lack of socialization to watching TV when that may not have any relationship at all. While I applaud her interest and wanting to help these children, she needs to realize her role as an assistant to the teacher, and she needs to discuss these things with the supervising teacher before making a game plan. Some things can’t be solved with books. Children of this age learn through play and experiences . . She could be quite helpful to engage these children and play .And without knowing it or meaning to her opinions appear very biased against these children’s parents , not her job to judge. IMO .
I am NOT an ASSISTANT. I am a Resource Teacher called in to give 1 on 1 time to students with IEPs. The teachers have TOLD me many parents sit there child in front of a TV because they are tired when they get home from work. Children have TOLD me they watch TV OR play with a Game Boy type toy. I am trying to figure out if there is an entertaining alternative. I am NOT a volunteer.
@fauxmaven, good luck getting through to some of the posters who seem unwilling or unable to absorb these facts, all of which you have given previously.
It seems to me one of the more frustrating aspects of teaching is dealing with matters out of your control (including administration and parents). Kudos to you OP for picking our brains for useful hints. I wonder if the school could have a handout with easy ways to engage kids in reading for those too tired/busy parents? My experience was frustrating- no wonder patterns are repeated in generations.
No, but she was called judgmental and biased, and it was implied that she was pretty much an inadequately educated flunky.
Fine, you let your kids watch tv. Why so defensive? When my kid was young we used to watch Star Trek as a family and discuss the ethical dilemmas the show presented. Or just for fun! Everyone knows that there’s a difference between that kind of thing and just propping a kid in front of the electronic babysitter, which is the kind of situation the OP is worried about. And the OP DID NOT say that the kids have IEPs because their parents let them watch tv.
@fauxmaven, from this thread it seems clear that you shouldn’t send home books, at least not unless you make a practice of always sending something home with each child as a kind of homework assignment for the week.
@Consolation I’m not defensive at all. IMO, her comments are judgmental and biased . I am not the only poster who believed her responses were biased , so I’m not exactly sure why you feel the need to target only my posts . I also never implied that she was an "
Inadequately educated flunky" . I asked whether she was a new teacher because sometimes new teachers in their enthusiasm and desire to make a difference in a child’s life may make assumptions. Her title implied there was a connection between watching TV and their lack of skills.
I would suggest you sit with the other teachers and come up with a “Home School Connection” packet. This could include ways families can interact with their children, and provide enriching experiences doing things that they woild be doing anyway in their homes. This could include things like reading aloud books, sorting and matching socks, helping cook or bake, doing gardens or yard work, singing in the shower, etc.
It’s a great time to get this together as it can go home for summer time.
