Issue link: http://educator.cta.org/i/1190776
A S T U D E N T L O A D S soda into a vend- ing machine, grouping the cans by flavor. Nearby, classmates hang shirts on racks, sorting them by size and color, and dis- play hats and glasses on rotating racks. We l c o m e t o Th e D e n a t R e dw o o d School in Stockton, which resembles a mini-mart, but is actually a vocational training center that prepares students with moderate to severe disabilities for employment in the outside world. The Den was created by special edu- cation teacher Jennifer Barry last year with a $20,000 grant from CTA's Institute for Learning. e funding allowed her to purchase a vending machine, adaptive technology such as toggle switches that allow students to use body movements to manipulate machinery and computers, and software that teaches workplace and social skills. The Den enhances training opportu- nities for 240 students ages 14-22 with Down syndrome, autism, cerebral palsy, and other cognitive disabilities that cre- ate challenges in attaining employment. It's an upbeat environment — focusing on students' abilities rather than challenges "Special education students are like little puzzles. It challenges me to think of creative ways to find access." A ONE-STOP SHOP Jennifer Barry guides special ed students in work and life skills San Joaquin County Educators Association like little puzzles, and I have to figure out how to help every student be successful," Barry says. " What I did with student A might not work with student B, so I have to figure out something else. It challenges m e to think of creativ e way s to f in d access — whether it's access to curric- ulum, access to peers, or access to new ways of communication." Barry also keeps a healthy perspective in her work. "Ever ybody says, 'O h , to teach special ed takes a special type per- son, you must be so caring and patient.' at's true, but what also helps is having a good sense of humor and not taking things personally. A student might say the most random things, which can make me laugh. When they cuss me out, I don't take it personally. I know that student is trying to let me know he or she is not happy with what's going on, and I try to be empathetic to how they are feeling." e Den is separate from Barry's class- room, and is used by her students four days a week for a half hour each time. Other teachers use it once or twice a week. It is open to all SJCOE students, who come from special ed classes — in a cheery, large room that offers four types of work settings: office, retail, food service and assembly of items. The setup ref lects Barr y 's teaching style. "I really look at ever ything with an attitude of ' Why not?' Why not let my students go to a restaurant, or wherever peers are going?" says Barry, president of her CTA local. "I approach things thinking I am going to try something that my stu- dents may be successful at, or something they tried before and were not successful at, and see what happens." Barry has been teaching special ed for 19 years within the San Joaquin County Office of Education (SJCOE). Currently, she has 12 students at Redwood, a center that serves special education students as young as 6. A third of her students work p ar t tim e in c ommunity bu sin e sse s, including movie theaters, restaurants and stores. eir salaries are paid by the state through the WorkAbility I program, which places students in jobs based on their interests, abilities and aptitudes. "One reason I love working with spe- cial education students is that they are Jennifer Bryant with student Kyle Dungan in The Den. 27 D E C E M B E R 2 019 / J A N U A R Y 2 0 2 0