Believe it or not, it's been almost four years since Daria Contantina Yemelyanova became our Dasha Elizabeth Randolph. When we adopted Dasha, we didn't have any guarantees about the future - but we don't have that with our own biological kids! We didn't know if surgery would correct her feet. But, with time, great medical support, and the patience and support of a small army, Dasha now walks, runs, and jumps! Yes, she stumbles and falls but compared to crawling around and having callused knees like she did four years ago, she's made vast improvements. We, also, did not know what Dasha's mental capacity would be when we saw that first picture of her and knew what we had to do!
Dasha had never been in a school setting but embraced school life and showed her constant desire to learn more and please those around her! To this day, if there's a choice to check out early (thanks to Papa or Grandma), she'd rather stay at school and enjoy her friends and teachers. Of course, Grant, on the other hand, takes the early exit every time!
Over the past few years, Dasha has done her best to learn this crazy English language with all of it's exceptions and rules. She's worked to learn her math facts. And, she's done her very best to learn all about the world around her through science and social studies. When you consider that she'd never left the orphanage except to go to the hospital until she was seven years old, she had quite a lot of life experiences to make up for. We've tried our best to pack all of this into the four short years she's been here. Things such as learning the difference between your leg, knee, ankle, and thigh are confusing and why in the world is it ok to get up and go to the bathroom whenever you want at home, but not at school? Whew! The learning curve has been VERY steep but we've kept at it - with the help of friends, family, and many medial professionals! Throughout the journey, Dasha has kept her effervescent attitude about doing her best and persevering!
This year, though, has proven to be quite a battle. As the curriculum advances in language and content, Dasha is having trouble understanding the concepts. There are so many holes in her background knowledge that it's hard to add details when the main concepts aren't even there! For example, learning about weather maps and cold fronts and pressure systems is near impossible when you don't know about the water cycle and understand that clouds and air move through the air. These are not concepts you can simply sit down and teach in an afternoon, either! These are life lessons that you learn through observation and discussion! It's near impossible to understand the plight of the Plains Indians when you don't understand the foundations of America. (Can you imagine Dasha's response when I explained to her that some people didn't want the Indians on the land and tried to force them out of their homes)? Dasha's innocence blocks her from understanding many concepts, as well. This is also true when we constantly warn her to be wary of strangers. She doesn't have any concept of people with ill intent!
So, now our question becomes, "Is Dasha's mental capacity being impacted by her CP, her language development, or her sheltered background?" So many huge questions to ponder! We've tried the special education route and we don't feel like this is the answer! She is capable of doing work - she's just missing major cornerstones! We don't want her to think that she can't do it as is the unspoken excuse in many special education settings. General education in a class of 30, though, isn't solving any problems either! At this stage in the game, a teacher with 30 kids doesn't have time to go back and fill in those missing foundational gaps so the gaps just get bigger and bigger! Not to mention, changing classes and teachers for each subject is challenging for her mobility and means a new set of "unspoken" rules regarding classroom society at every change!
Bottom line, Dasha is falling farther and farther behind and we're in a quandary as to what to do. The best case scenario is a one to one ratio where someone can take time to make sure the foundation is laid solidly before anything else is built on top of it! I always think of the song about one man who built his house on sinking sand and the other who built it on a firm foundation! Some have said that home schooling is the answer. Yes, it does sound like a great solution but I really don't feel like I'm being called away from my mission field (aka my classroom) right now. There's absolutely NO way that Eric could home school Dasha, either! Those of you who know Eric can just go ahead and laugh out loud! Some have said that private schools would be more suitable because of their low student teacher ratios. Well, most private schools don't have the resources to educate Dasha because of her mobility issues. They see her as a liability. So, our problem remains.
Please understand that I'm not knocking public education. I'm part of that system and it's a beautiful thing when it's done right! However, Dasha doesn't fit the mold of the typical student and therefore, it's just not working! I can't expect a teacher with 30 students to go back and reteach Dasha every lesson and design lessons especially for her. It's not realistic. But, at this point, we're just waiting. We're reteaching at home, trying to encourage that spirit of learning despite continually getting failing grades, and doing our darndest of make lemonade from our current crop of lemons!
At this point, there's no conclusion to this story other than to say that we're simply waiting for direction. But, sometimes, waiting is the hardest thing to do!
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