In praise of Evan's teachers...

(I wrote this a while ago, and did not post it. Evan has awesome teachers. They, too, are in awe of his progress.) 

“Miracles at Marshpoint”

            Last week, my son Evan came home from Kindergarten at Marshpoint Elementary School very excited about the field trip they had taken on that day to Oatland Island.   He was very animated – no pun intended – telling us all about the animals he had seen.  Evan explained that you have to walk on the trails, not run.  I asked him, “Did you walk?”  With an impish grin, he responded, “No, I ran.”  Then he went on to explain that he was selected to have the honor of feeding the pigs.  He was beaming! 

            The above scenario probably happened in every Marshpoint Kindergartener’s house that very same evening. In our house, however, it was like watching a miracle unfold before your eyes.  Why was this so remarkable?  Just three school-quarters ago, in August 2012, Evan entered Marshpoint Elementary - a boy without words. 

            I adopted Evan from Xin Xiang, China on July 3^rd, 2012.  He was 6 years old and profoundly deaf.  My first son Ben and I took a weekly sign language class for a year prior to meeting Evan.  Learning American Sign Language is indeed every bit as complex as learning any other foreign language.  Anyone who has taken one year of French or Spanish can understand the very low level of functionality that one year of instruction will provide.  We were still ahead of Evan, though.  He had not learned any sign language at all. 

            Prior to leaving for China, I had notified the Special Education department that they would have a new deaf kindergarten student coming.  When we finally arrived home, I called again and confirmed that Evan was here.  Lynne Phillips, the wonderful Principal of Marshpoint, somehow instantly coordinated a meeting with about ten of the people who would be involved in planning for Evan’s success. 

            I vividly remember sitting at the conference table as everyone introduced themselves.  I laid out the challenge ahead:

             “I adopted Evan from China.  He has spent the last three years in an impoverished orphanage.  He is profoundly deaf.  He does not speak.  He has only used informal gesturing to communicate.  He only knows a few signs I have taught him.  Evan probably lip reads Mandarin Chinese, so all of your mouths will be moving the wrong way.  Evan seems extraordinarily bright.  He had never seen the alphabet before, but he is already able to identify some letters after just a short time of doing flash cards.”   Stares from around the table.   Then discussion.  Questions.  More discussion.  Heads shaking. Strategies.  How do you teach a boy without words?

            I showed the group Evan’s notebooks from China.  In his little class in the orphanage, they were trying to teach him to write in Mandarin.  Tiny, intricate, Mandarin characters filled row after row of small squares in the notebook.  They were in awe; as was I.  Evan’s fine motor skills were certainly developed beyond our typical Kindergarten student.  If Evan could achieve this in an orphanage setting, what could he do with all the resources here?

              I left the group that day hopeful.  Evan would have an ASL interpreter and a Deaf/HOH teacher.  He would be in an inclusion room with other children.  The beginning would be difficult not only because of the speech and language deficits, but because Evan was somewhat used to being on his own.  The primary goal for the year was to give Evan words – a language; while simultaneously teaching him the Kindergarten curriculum and socializing him to follow rules and use manners. We were getting ready to climb a mountain.  Everyone at that conference table had years of experience.  No one had ever dealt with a case like Evan before.

            Evan has spent the past three-quarters in Aida Avendano’s Kindergarten class.  Mr. Schvarcz is the indispensible para-professional in Ms. Avendano’s room. Debbie Barefield is Evan’s interpreter, and Claire Rogers is Evan’s Deaf/ HH teacher.  Mrs. Powell also spent weeks with Evan this year, filling Claire’s shoes when she took maternity leave.  Cindy Robinson is the school audiologist who has been a tremendous resource also.   Fran Huneke is the Speech Pathologist who works with Evan.  I am sure there are many more people I should mention and thank, so I will extend my gratitude to the entire Marshpoint community for welcoming and working with Evan this year.

            Evan can now identify all of his letters.  He is reading small sight word books.  His ASL vocabulary has surpassed mine. Evan comes home and teaches us signs! Evan comes home most days with a “happy face” for good behavior. He participated in the Kindergarten Christmas show, signing the songs as his class sang.  He recently came home with a paper with sentences he wrote.  

            Evan is no longer a boy without words.  He described his Oatland Island experience as well as any other kindergarten student that day.  As I watched him sign about the different animals, Evan had a big smile.  I had a bigger one.  Ben and I understood what Evan was telling us.  More importantly, Evan was confident that we understood him.  In that moment, it was clear how far this little boy had come.  Yes, Evan has a long way to go.  Academically, it will be an uphill climb to help him become fully literate.  But, the team at Marshpoint has helped us scale this first peak.  This is my love letter to them.  I am forever grateful.  I am in awe.