Baby Steps: A Teacher's Story

Another real story--this one is told from the teacher's perspective.

Ichmad, who had deaf-blindness and very low muscle tone, came into my preschool classroom in the early 1980s. His mother was becoming a strong advocate for him, and it soon became clear that she wanted Ichmad to walk, despite the fact that he wasn't doing anything except scooting or rolling a little bit. The physical therapist felt that developmentally, Ichmad wasn't ready to walk. But he was very long and lanky and adding weight. His mom couldn’t carry him anymore. Also, she was firm that she did not want a wheelchair in her life at this point. She wanted him to walk.

The PT wasn’t really thrilled with the idea. She told me that she thought this was not a productive path for Ichmad to be taking at this point. Being a young teacher, I was ready to look at the PT and say, “whatever you say is right.” But I had to balance this parent in my ear saying, “I don’t care about developmental stages; I need my child to walk.” I could empathize. So I asked what we could do to make it a productive path. The PT felt working on leg strength had to be first. So, we worked on leg strength in the classroom, while the PT continued her therapy.

Initially, when Ichmad stood, his legs could collapse. He had no ability to lock his knees. However, we (the para, the PT, and I) tried to think of times when we could practice bearing weight. We decided he would have to stand at a shelf and hold himself up – first with help, then independently, whenever he chose an activity. After choosing his materials, we would take him to a table and again we would make him stand and support himself. He also practiced this skill when he was finished by putting things away. So, we practiced leg strength, by embedding it throughout the day.

And lo and behold, Ichmad started locking his legs. Then he could stand for greater lengths of time, holding himself. As he began to do that, the balance was important – getting to hold himself upright without falling. Then we tried to get him to begin taking baby steps by bumping his foot forward. Then, when he could actually cruise the furniture, we began to have him walk around the classroom, using our bodies for support. Within a year, he was using a walker and moving around the classroom.

In retrospect, the things we all did we baby steps that led to this wonderful transformation. I think Ichmad’s classmates were very important to his success. Preschoolers are very warm and accepting. To them, Ichmad was a child first. They naturally celebrated his small steps, and that motivated him. It was one of those times when “never say never” hit me in the face. It’s okay to teach skills out of sequence sometimes. If the child shows progress, follow his lead. The obvious path might not always be the most productive one.