Kim Anderson is the author of Culturally Considerate School Counseling: Helping
Kim Anderson is the author of Culturally Considerate School Counseling: Helping Without Bias (2010), co-author of Creating Culturally Considerate Schools: Educating Without Bias (2012), both published by Corwin Press and a contributor to How to Teach Students Who Don’t Look Like You: Culturally Relevant Teaching Strategies, 2nd Edition (2012) and The Biracial and Multiracial Student Experience: A Journey to Racial Literacy (2008) by Dr. Bonnie M. Davis.
Ms. Anderson presents her eclectic work at numerous local, regional and national events and venues, engaging her audience through compelling narrative, careful research, evocative experiences, and instructive storytelling. She is currently working on a book based upon one of her clinical workshops entitled, Hour by Hour: Wholistic Practice in Clinical Social Work.
On December 14, 2012, Sandy Hook Elementary School in Newtown, Connecticut came under siege. Not unlike the Columbine, Colorado shooters some thirteen years earlier, the only definitive truths we seem to know about Adam Lanza are that he was young, computer knowledgeable, and dressed in dissident fashion as he used automatic weapons to kill innocent and seemingly random children and adults. Like the school assassins who preceded him, Lanza was immediately labeled an outsider, mentally ill, and antisocial. His mother, also dead from bullets allegedly propelled by her own son, likewise was vilified. These are horrible, graphic images and hideous notions with which we are left.
My diverse vocations and avocations (mental health professional, educational consultant, artist, writer, and life-long learner) prompt me to view this event holistically. Our minds, bodies, psyches and spirits have all been assaulted by this historic trauma. I recognize that we are trying to solve this particular problem when, collectively, we cannot think very clearly. Our bodies shudder in empathy for the victims. Our psyches attempt to integrate how we feel and what we know by our fervent attempt to understand. In short, we attempt to make sense of the senseless. Read more
I believe the key to activating the lives of students with disabilities is not about changing who they are; rather, it is in changing how we listen to them. So let’s begin with a short listening exercise. If you are at our near a kitchen, perform the following steps before reading the blog. If not, feel free to skip ahead.
An Exercise in Listening: 5 steps in 15 minutes.
Kori Hamilton is a writer and editor for the National Dissemination Center for Children with Disabilities (NICHCY). She has a love and passion for children, particularly those typically marginalized. Her desire to improve the experiences that children have in school led her to pursue her doctorate in Education Leadership and Policy Studies at Arizona State University. Her hope is that her work in education has meaning and directly touches the lives of children.
Working as a secondary teacher in South Central Los Angeles brought some of the best times in my life. I gained a perspective from students that dispelled my assumptions about their thoughts and feelings. I remember when I first set foot on the middle school campus, fresh out of college and excited to begin my work in the classroom, I encountered a question that I had not anticipated. At least one student would ask daily for the first week, “Are you our real teacher?” I would answer their question with a question. “Whose name do you see written on your schedule?” “Hamilton”, they would respond. “I am Hamilton. And yes, I am your real teacher.” Read more