“A Special Lesson from Zambia”

“I heard disgruntled noises as I walked down the hallway on my first official day of teaching. I hoped it was Jeremiah (name changed). Most of my introductory meetings at the school were devoted to him, as the staff felt lost as to how to help him. All they knew was that he was “different” and “difficult” to handle.

I observed him. He was often by himself, not participating in class but also not asked to. He rocked in the corner clutching his blocks. Within the first five minutes I deducted signs on the spectrum (please note that I am not qualified to diagnose and will not be officially stating any diagnosis).

Later that afternoon the children were in math class and were sorting plates into colors. I seized the opportunity to work with Jeremiah and assess him further. It took about 25 minutes of varying my language, deeply modeling the activity, and having patience, but at the end of that time he was able to sort the red and blue plates into their respective colors, four times independently and with no mistakes.

It took more time than the other children, but it was valuable. It may seem small, but this was the first real occurrence of him participating. It proved he could do it, and it left the teachers shocked that he indeed was capable.

Unfortunately, special education is still a rarity here. It does exist, but it is a luxury and there is a lack of information. If my whole trip were condensed to this moment of assuring that he is smart and able despite learning differently, it was all worth it.

The next day, without formally working with Jeremiah yet, he was sorting. He only chose blue and red blocks and found little letters to put into piles. He would pick up a green letter, hold it up to the blue and put it back to find a blue one. The rest of the day he would hold the blue blocks in one hand and the red in the other, careful and meticulous to keep them separated. He had not only complied and understood what he did yesterday, but he retained it. Being able to work with him has been challenging yet incredible. He communicates verbally more. With my encouragement he participates in social activities with others. He cooperates for parts of the day to build on his learning. Serving him has been one of the most humbling and rewarding pieces of my time here. Watching him thrive when given a chance has been beautiful and an example to the educators. I am honored to be a small part of his educational journey. I pray and hope it only catalyzes what I know is a bright future ahead of him.”

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About the Author:

Katie Grimes, a newly qualified teacher from Virginia, went on several Volunteer Corps over the years. She also served in Malawi for a few months. Recently she has been volunteering in Zambia through the HOPE worldwide Service Corps, our long-term volunteer opportunity. While serving at the H ww school in Lusaka, Katie noticed a young boy in need of special attention...

"If my whole trip was condensed to this moment of assuring that he is smart and able despite learning differently, it was all worth it.”

(Note: Since writing this article, Katie has returned to the US due to the COVID-19 measures. She hopes to return at some point in the future.)