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Jenny Miller
MemberThe supporters of Susan DeBeck, the teacher who was fired by VSB for standing up for kids with special needs, have created a Facebook page: Friends of Susan DeBeck. Show your support by Liking the page.
https://www.facebook.com/pages/Friends-of-Susan-DeBeck/724189614267264?hc_location=timeline
MemberThe supporters of Susan DeBeck, the teacher who was fired by VSB for standing up for kids with special needs, have created a Facebook page: Friends of Susan DeBeck. Show your support by Liking the page.
https://www.facebook.com/pages/Friends-of-Susan-DeBeck/724189614267264?hc_location=timeline
MemberThe supporters of Susan DeBeck, the teacher who was fired by VSB for standing up for kids with special needs, have created a Facebook page: Friends of Susan DeBeck. Show your support by Liking the page.
https://www.facebook.com/pages/Friends-of-Susan-DeBeck/724189614267264?hc_location=timeline
MemberThis is a letter written by Susan DeBeck, the beloved University Hill Elementary School teacher who was fired by the Vancouver School Board because she said teachers need better training to teach kids with special needs effectively, and because she complained about how a boy with autism was forcibly dragged down the hall for extended crying. She asks that concerned citizens write the VSB Trustees whose emails are at the bottom:
Dear Colleagues and Parents of University Hill Elementary and other Concerned Colleagues and Citizens,
I feel the time has come to explain my absence from University Hill Elementary since September 2012. I was terminated as a teacher with the Vancouver School Board on October 29, 2013 for insubordination and unprofessional behavior. Until my termination, I was instructed by the VSB not to speak with anyone about my case so I could not communicate with you, the University Hill community.
I wrote letters to the Superintendent and School Board Chair in June/July of the 2012. I had no idea these letters would result in my termination. What were my issues? I asked why students from the Acadia Road catchment, at that time in portables at Queen Elizabeth School, were denied their cross boundary rights and denied entry to openings at University Hill Elementary in 2011/12. The province and the Vancouver School district have a policy stating all students have a right to cross boundary if there is an opening at a school within the district. To arbitrarily change the policy and treat such action as inconsequential undermines the stability of the system. I believe transparency of governance is crucial to prevent the abuse of power invested in the Board and ensure that all students are treated fairly and equally. I was silenced when I questioned this.
My second issue centres on students with special needs. First, I wanted the School Board to address issues regarding the behavior management of students with special needs. I witnessed one of my students with special needs being dragged down the hall by his armpits when I asked for assistance after the child had been crying for an extended period of time. The Board upheld this action as coming under the protocols of Crisis Prevention Intervention training. I have CPI training and disagreed. The CPI states clearly that physical intervention is to be used only as a last resort and only if the child is doing harm to himself or others. I, as a teacher, cannot ask for and be assured by the Board that students with special needs will be treated in a respectful way when behavior problems arise.
Second, this mishandling of my student implied broader issues regarding the education of students with special needs. The incident points to the lack of important skills some classroom teachers and administrators have both in the behavior management and specialized teaching requirements of students with special needs. I explained to the Board that although I am responsible for the students program, because I have no training in special needs, I did not feel adequate to the task of meeting the needs of the students with special needs in my classroom, in particular those with autism. I had realized when observing some specialized programs and learning environments dedicated to the education of students with autism that my skills fell short and that as a result my students with special needs were being shortchanged. I asked that the district apply the findings of research with regards students with special needs and empower classroom teachers so we can provide more informed learning environments for our students with special needs. I have seen this as a systemic problem since 1982 when students with special needs were first introduced into the regular classroom. Over that period, I personally, have not had, as a classroom teacher, a single professional development day at a school devoted to special needs. Nor in my memory has the district offered such a professional development day. Although students with special needs are welcomed into public school classrooms, duplicities abound. I suggested to the Board that dismissing me dismisses my concerns regarding students with special needs, concerns we can only address together in a spirit of cooperation.
I suggested to the Board that classroom teachers are afraid to talk about the challenges and difficulties they have with students with special needs because to do so is easily misinterpreted as prejudice and not supporting integration, such as it was in my case. After expressing my concerns regarding teaching students with special needs in my letters, I was told there was doubt I could teach students with special needs and doubt I was wanted in the employ of the Vancouver School Board. As a consequence of this and what was deemed my insubordination, I was terminated.
We as educators consider critical thinking to be one of the most important skills we can instill in our students yet the Board tells me that as an employee, I am not to criticize my employer, that to do so undermines public education. A healthy system is one where communications are open and receptive and responsibilities are shared. The atmosphere I found myself in over the past two years was not this. I never once engaged in a dialogue. There was no interest in my professional concerns, though I know, they are shared by many educators.
My treatment says much about the values of the Vancouver School Board. How those in power treat those with less power is significant because at the end of this chain are our students, your children. I have included the emails of the Trustees who voted to terminate me. I invite you to offer them your thoughts in an effort to open dialogue on these important topics. PLEASE FORWARD THIS EMAIL TO ANYONE YOU THINK MIGHT BE INTERESTED in sending their opinion to the Vancouver School Board.
Thank you, sincerely, Susan DeBeck
EMAIL ADDRESSES OF THE VANCOUVER SCHOOL BOARD TRUSTEES:
Superintendent Cardwell:
scardwell@vsb.bc.caSchool Board Trustees:
patti.bacchus@vsb.bc.caMemberThis is a letter written by Susan DeBeck, the beloved University Hill Elementary School teacher who was fired by the Vancouver School Board because she said teachers need better training to teach kids with special needs effectively, and because she complained about how a boy with autism was forcibly dragged down the hall for extended crying. She asks that concerned citizens write the VSB Trustees whose emails are at the bottom:
Dear Colleagues and Parents of University Hill Elementary and other Concerned Colleagues and Citizens,
I feel the time has come to explain my absence from University Hill Elementary since September 2012. I was terminated as a teacher with the Vancouver School Board on October 29, 2013 for insubordination and unprofessional behavior. Until my termination, I was instructed by the VSB not to speak with anyone about my case so I could not communicate with you, the University Hill community.
I wrote letters to the Superintendent and School Board Chair in June/July of the 2012. I had no idea these letters would result in my termination. What were my issues? I asked why students from the Acadia Road catchment, at that time in portables at Queen Elizabeth School, were denied their cross boundary rights and denied entry to openings at University Hill Elementary in 2011/12. The province and the Vancouver School district have a policy stating all students have a right to cross boundary if there is an opening at a school within the district. To arbitrarily change the policy and treat such action as inconsequential undermines the stability of the system. I believe transparency of governance is crucial to prevent the abuse of power invested in the Board and ensure that all students are treated fairly and equally. I was silenced when I questioned this.
My second issue centres on students with special needs. First, I wanted the School Board to address issues regarding the behavior management of students with special needs. I witnessed one of my students with special needs being dragged down the hall by his armpits when I asked for assistance after the child had been crying for an extended period of time. The Board upheld this action as coming under the protocols of Crisis Prevention Intervention training. I have CPI training and disagreed. The CPI states clearly that physical intervention is to be used only as a last resort and only if the child is doing harm to himself or others. I, as a teacher, cannot ask for and be assured by the Board that students with special needs will be treated in a respectful way when behavior problems arise.
Second, this mishandling of my student implied broader issues regarding the education of students with special needs. The incident points to the lack of important skills some classroom teachers and administrators have both in the behavior management and specialized teaching requirements of students with special needs. I explained to the Board that although I am responsible for the students program, because I have no training in special needs, I did not feel adequate to the task of meeting the needs of the students with special needs in my classroom, in particular those with autism. I had realized when observing some specialized programs and learning environments dedicated to the education of students with autism that my skills fell short and that as a result my students with special needs were being shortchanged. I asked that the district apply the findings of research with regards students with special needs and empower classroom teachers so we can provide more informed learning environments for our students with special needs. I have seen this as a systemic problem since 1982 when students with special needs were first introduced into the regular classroom. Over that period, I personally, have not had, as a classroom teacher, a single professional development day at a school devoted to special needs. Nor in my memory has the district offered such a professional development day. Although students with special needs are welcomed into public school classrooms, duplicities abound. I suggested to the Board that dismissing me dismisses my concerns regarding students with special needs, concerns we can only address together in a spirit of cooperation.
I suggested to the Board that classroom teachers are afraid to talk about the challenges and difficulties they have with students with special needs because to do so is easily misinterpreted as prejudice and not supporting integration, such as it was in my case. After expressing my concerns regarding teaching students with special needs in my letters, I was told there was doubt I could teach students with special needs and doubt I was wanted in the employ of the Vancouver School Board. As a consequence of this and what was deemed my insubordination, I was terminated.
We as educators consider critical thinking to be one of the most important skills we can instill in our students yet the Board tells me that as an employee, I am not to criticize my employer, that to do so undermines public education. A healthy system is one where communications are open and receptive and responsibilities are shared. The atmosphere I found myself in over the past two years was not this. I never once engaged in a dialogue. There was no interest in my professional concerns, though I know, they are shared by many educators.
My treatment says much about the values of the Vancouver School Board. How those in power treat those with less power is significant because at the end of this chain are our students, your children. I have included the emails of the Trustees who voted to terminate me. I invite you to offer them your thoughts in an effort to open dialogue on these important topics. PLEASE FORWARD THIS EMAIL TO ANYONE YOU THINK MIGHT BE INTERESTED in sending their opinion to the Vancouver School Board.
Thank you, sincerely, Susan DeBeck
EMAIL ADDRESSES OF THE VANCOUVER SCHOOL BOARD TRUSTEES:
Superintendent Cardwell:
scardwell@vsb.bc.caSchool Board Trustees:
patti.bacchus@vsb.bc.caMemberThis is a letter written by Susan DeBeck, the beloved University Hill Elementary School teacher who was fired by the Vancouver School Board because she said teachers need better training to teach kids with special needs effectively, and because she complained about how a boy with autism was forcibly dragged down the hall for extended crying. She asks that concerned citizens write the VSB Trustees whose emails are at the bottom:
Dear Colleagues and Parents of University Hill Elementary and other Concerned Colleagues and Citizens,
I feel the time has come to explain my absence from University Hill Elementary since September 2012. I was terminated as a teacher with the Vancouver School Board on October 29, 2013 for insubordination and unprofessional behavior. Until my termination, I was instructed by the VSB not to speak with anyone about my case so I could not communicate with you, the University Hill community.
I wrote letters to the Superintendent and School Board Chair in June/July of the 2012. I had no idea these letters would result in my termination. What were my issues? I asked why students from the Acadia Road catchment, at that time in portables at Queen Elizabeth School, were denied their cross boundary rights and denied entry to openings at University Hill Elementary in 2011/12. The province and the Vancouver School district have a policy stating all students have a right to cross boundary if there is an opening at a school within the district. To arbitrarily change the policy and treat such action as inconsequential undermines the stability of the system. I believe transparency of governance is crucial to prevent the abuse of power invested in the Board and ensure that all students are treated fairly and equally. I was silenced when I questioned this.
My second issue centres on students with special needs. First, I wanted the School Board to address issues regarding the behavior management of students with special needs. I witnessed one of my students with special needs being dragged down the hall by his armpits when I asked for assistance after the child had been crying for an extended period of time. The Board upheld this action as coming under the protocols of Crisis Prevention Intervention training. I have CPI training and disagreed. The CPI states clearly that physical intervention is to be used only as a last resort and only if the child is doing harm to himself or others. I, as a teacher, cannot ask for and be assured by the Board that students with special needs will be treated in a respectful way when behavior problems arise.
Second, this mishandling of my student implied broader issues regarding the education of students with special needs. The incident points to the lack of important skills some classroom teachers and administrators have both in the behavior management and specialized teaching requirements of students with special needs. I explained to the Board that although I am responsible for the students program, because I have no training in special needs, I did not feel adequate to the task of meeting the needs of the students with special needs in my classroom, in particular those with autism. I had realized when observing some specialized programs and learning environments dedicated to the education of students with autism that my skills fell short and that as a result my students with special needs were being shortchanged. I asked that the district apply the findings of research with regards students with special needs and empower classroom teachers so we can provide more informed learning environments for our students with special needs. I have seen this as a systemic problem since 1982 when students with special needs were first introduced into the regular classroom. Over that period, I personally, have not had, as a classroom teacher, a single professional development day at a school devoted to special needs. Nor in my memory has the district offered such a professional development day. Although students with special needs are welcomed into public school classrooms, duplicities abound. I suggested to the Board that dismissing me dismisses my concerns regarding students with special needs, concerns we can only address together in a spirit of cooperation.
I suggested to the Board that classroom teachers are afraid to talk about the challenges and difficulties they have with students with special needs because to do so is easily misinterpreted as prejudice and not supporting integration, such as it was in my case. After expressing my concerns regarding teaching students with special needs in my letters, I was told there was doubt I could teach students with special needs and doubt I was wanted in the employ of the Vancouver School Board. As a consequence of this and what was deemed my insubordination, I was terminated.
We as educators consider critical thinking to be one of the most important skills we can instill in our students yet the Board tells me that as an employee, I am not to criticize my employer, that to do so undermines public education. A healthy system is one where communications are open and receptive and responsibilities are shared. The atmosphere I found myself in over the past two years was not this. I never once engaged in a dialogue. There was no interest in my professional concerns, though I know, they are shared by many educators.
My treatment says much about the values of the Vancouver School Board. How those in power treat those with less power is significant because at the end of this chain are our students, your children. I have included the emails of the Trustees who voted to terminate me. I invite you to offer them your thoughts in an effort to open dialogue on these important topics. PLEASE FORWARD THIS EMAIL TO ANYONE YOU THINK MIGHT BE INTERESTED in sending their opinion to the Vancouver School Board.
Thank you, sincerely, Susan DeBeck
EMAIL ADDRESSES OF THE VANCOUVER SCHOOL BOARD TRUSTEES:
Superintendent Cardwell:
scardwell@vsb.bc.caSchool Board Trustees:
patti.bacchus@vsb.bc.caMemberPrivate swim instructor needed. We are looking for someone experienced with teaching swimming to kids with ASD. We live at UBC so we would like to find someone who can work with our 8-year-old somewhere on the west side. If you can recommend a good instructor, please contact me at abaalltheway at gmail dot com. Thanks!
MemberOne of our excellent team members is moving to Whistler for the summer and is interested in joining a team for the summer up there.
If anyone is looking for someone between Squamish-Whistler-Pemberton let me know and I'll put you in touch. My email is abaalltheway@gmail.com
Thanks!
MemberHello,
Can anyone recommend a school, public or private, where they do a good job of supporting social skills for kids on the spectrum. My son is quite high functioning (Aspergers), so his social missteps often get misunderstood as behaviour problems at school. I am looking for other school options where the staff understand the complex social deficits of kids on the spectrum and do their best to support and coach social development, ideally a school open to the input of a behaviour consultant. (Savvy with Michelle-Garcia Winner's Social Thinking approach would be an amazing bonus as well.)
Please email me at abaalltheway at gmail dot com .
Thank you!
MemberHello,
Does anyone have any experience or knowledge about Choice School for gifted kids? I am trying to determine whether they might be able to meet the needs of my son who has Aspergers.
Any feedback would be appreciated!
please email me at abaalltheway at gmail dot com.
Thanks!
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