As you all know, Hannah has been living at home since May of 2012. She has been going to school full time and working part time and doing very well with this arrangement. Her grades have been excellent and she never misses work and she’s (mostly) saving money. It has not been without it’s challenges for me, I must admit. Her schedule is very, ummmm, fluid and we never really know when she will be home or when she will be coming home or leaving or . . . you get it, right?
One of the things that has made this summer more challenging than usual is that Hannah hasn’t been working her regular summer job at the collaborative. The reason for this is an excellent one, though: Hannah received an undergraduate research grant through her university and she has spent the summer conducting research on area collaboratives. Confused? Me, too, but here is what she’s been doing, explained in her own words:
“How Do Qualities of Community-Based Instruction for Persons With Severe Disabilities Present in Educational Collaboratives in Southeastern Massachusetts?”
The purpose of this project is to explore the presence of Community-BasedInstruction (CBI), a method that promotes the community as the classroom for students with severe special needs, among up to six educational collaboratives serving fifty-two school districts in Southeastern Massachusetts. Criteria described in the literature will be used to evaluate the CBI strategies employed by these programs. Program documentation, interview transcripts with program staff, and field observation notes will be collected and analyzed to gain a greater understanding of the application of CBI currently practiced among those programs. This will hopefully lead to greater awareness, implementation, andadvocacy of CBI to support all students with severe special needs.
Clear as mud, right? In plain English, Hannah’s project revolved around evaluating how successful these collaborative schools have been in preparing students with severe special needs to be part of a community — going to a grocery store, ordering lunch in a restaurant, things of that nature.
Last week, Hannah, along with the other recipients of the Adrian Tingsley Grant Program Grants, presented their findings.
Dale and I went, of course, along with the rest of Hannah’s fan club.
She was very excited about her poster and happily explained it to all of us as well as to the various faculty members and benefactors who stopped and asked questions.
We all had fun posing with Hannah in front of her very colorful poster. And at least I could (mostly) understand hers. Some of the others? The ones in the fields of science and mathematics? I’m not sure they were even written in English. Just sayin.
I call this her teacher face. She’s very serious about all of this which is something that makes this mama very happy.
And also wicked proud. She’s got an amazing future ahead of her, I’m pretty sure of that.