Expertise in Special Education and Learning Behavior Worth the Effort Says Veteran Teacher

Published: February 08, 2025

Author: Carla Morris

Rick is a retired mail carrier, an accomplished woodworker, and a lifelong St. Louis Cards fan. Lately, in this season of COVID-19, he’s something else too: a lifesaver.

That’s what his daughter calls him when she drops six-year-old Drew off with Gramps and Gram three days a week. Rick helps Drew, who’s mildly dyslexic, with his online schooling.

Rick’s quick to say he’s not a teacher; he claims only basic computer skills. Yet, he’s willing to give it a shot. The role he treasures most-a dedicated and loving grandpa-goes far to make a tough situation for Drew more manageable.

Drew is one of more than 1.2 billion children worldwide who do their schoolwork online. Of these children, those with learning disabilities benefit the least from distance learning.

Barriers to Success

Online learning removes the personal guidance that helps students with special needs succeed. In face-to-face classrooms, they rely on a teacher’s sensitivities to keep them focused-a gentle tap on the shoulder or arm, a finger pointing to the next step on a chart; eye contact, thumbs-up, and a nod.

Some children depend on teams of helpers-speech therapists, reading specialists, and occupational therapists-to guide them through one challenge and on to the next.

Regular Folks Can Make the Difference

For simpler cases like Drew’s, helpers like Gram and Gramps and other family members can make a huge difference for students learning at home. This good news comes from veteran special education teacher Kathryn Starbird, a grandma whose home doubles as school each week for her six-year-old granddaughter.

Speaking from 28 years of teaching experience and guiding countless children with wide-ranging learning, behavior, and health challenges, she understands how kids like Drew think-insights that can help you too, if you’re a caregiver who doubles as teacher and tutor.

I Want You to Know...

• “Your gentle touch, sometimes even your hand guiding mine reassures me that I
  can do this.”
• “I like predictable patterns-a predictable schedule, a regular place for my work; routines help me.”
• “Visual cues help me, like a checklist, or picture signs that remind me to wash my hands or pick up my things.”
• “When something new or unexpected scares me, I need you to reassure me that I’m not alone. Pull your chair close to mine. Be there.”
• “The way I learn may be different from the way you learn. I’m helped when you try to see how I see.”
• “My disorder is only a part of who I am.”
• “Your patience is like gold. It helps me much more than anger, frustration, or blame.”
• “Don’t overlook small things. I love when you make a big deal out of my little accomplishments.”
• “Simple rewards from the heart help me-a pat on the back and praise lift me up.”
• “Don’t give up. Stay with me.”

Kathryn Starbird is forever grateful to her undergraduate professors at Greenville University who urged her to add special education to her elementary education major. She later earned a master’s in reading from University of Illinois. The combination of credentials expanded her marketability, opened doors of opportunity, and put her resume head and shoulders above others. If you are a teacher, learn how you can improve your marketability in just one summer at GU by earning your endorsement as a learning behavior specialist.