A Unique Approach to Teaching Special Education
In San Benito County, a school teacher named Logan Shankle has unintentionally inspired a group of students with mild to moderate learning disabilities to become aspiring counterfeiters. His unique system involves rewarding students with play money for achieving daily goals. This method has proven so effective that some students have started creating their own versions of the bills, even attempting to pass off a fake Bitcoin.
Shankle's classroom is filled with a variety of rewards, including snacks, stickers, juice boxes, and tickets that can be redeemed for items like a few minutes with an iPad or a round at the basketball hoops. These prizes are displayed in a plastic bin on the side of the room, encouraging students to work towards their goals.
For Shankle, who teaches at Aromas School, this approach is more than just a reward system. It's a way to connect with his students and help them understand the value of setting and achieving goals. In special education, progress is often measured in small steps, and Shankle believes that celebrating these moments is crucial for building connections and fostering independence.
The Influence of Tucci Learning Solutions
Shankle's teaching methods are heavily influenced by his 16 years of experience with Tucci Learning Solutions, a company that trains parents and educators to address the challenges of teaching special needs children. He uses the Competent Learner Model, which includes seven "repertoires" to assess student progress: talker, observer, listener, problem solver, reader, writer, and participator.
Each student is assessed to identify gaps in their abilities, and Shankle works closely with parents to gain a better understanding of the child's environment. This collaboration helps build trust and makes difficult conversations easier. Shankle emphasizes the importance of family involvement, stating that it's essential for both parents and teachers to work together to support the student's growth.
Rewarding Incremental Progress
The expectations for each student vary depending on their individual needs. Some students may be asked to point to an object in a picture after a verbal prompt, while others might need to identify an object verbally. For math problems, one student may be asked to complete a problem, while another may only be required to draw a given number.
Shankle's play money system is a key component of his positive reinforcement strategy. This approach was inspired by his mother's work with Guide Dogs for the Blind, where she used operant conditioning to shape and teach behaviors. Shankle found this method to be effective and adapted it for use in his classroom.
When students complete tasks, they receive verbal praise and gentle corrections when necessary. Play money is also awarded based on their performance. For example, if a student draws an "X" but doesn't follow the exact order of the lines, Shankle still rewards them but explains the error. This approach encourages students to try again and celebrate their progress.
Adapting Goals and Encouraging Independence
As students become more familiar with tasks, Shankle gradually adjusts the goals to challenge them further. For instance, a student might be asked to cut out a circle of paper and glue it to another sheet. Initially, the scissors and glue are within easy reach, but as the student becomes more independent, these items are moved to a counter a short distance away, requiring the student to solve the problem on their own.
Shankle keeps students informed of their current balance and desired goals, motivating them to work towards their next reward. This approach not only reinforces academic skills but also improves life skills, such as remembering to take care of essentials like glasses.
Building Trust with Students and Parents
Michelle Dougherty, the district's director of special education, credits Shankle's approach for the success of the mild to moderate disability program. She highlights his ability to quickly respond to students' needs and his strong communication with parents, which fosters trust between families and the school.
For families like Adon Diaz, whose non-verbal son Gabriel benefits from Shankle's teachings, the impact is profound. Shankle provided tools for home use, including printed icons that help Gabriel express his wants and needs. This has significantly improved Gabriel's communication and reduced frustration.
Diaz also praises Shankle's availability, noting that he is always willing to assist the family, even on weekends. This level of dedication has made a meaningful difference in their lives, providing comfort and support for both Gabriel and his family.