By Pat Lawrence
Sharon Linch, and Beverly Shelton, Parent Coordinators for Wood
County. |
The little pink building behind the Board of Education may not look
like a powerhouse, but it radiates positive energy. Charged with the
ever-ready batteries of Sharon Linch and Beverly Shelton, the Wood
County Parent/Educator Resource Training Center is a significant force
for successful learning by children with disabilities.
Constantly shifting gears, like the little engine that could, Sharon
and Beverly navigate emotional and educational hills and valleys for
parents of children with special needs. They arm parents with information
and fortify them with classes that address essential issues of daily
life. They present workshops for educators to bridge gaps in understanding
and expectations. Most importantly, they bring a deeply personal commitment
to establishing an environment that fosters learning and acceptance
for children with disabilities.
The Wood County Parent Educator Resource Training Center is one of
38 in West Virginia. Like the Parent Coordinators in every office,
Sharon and Bev each have a child with a disability. It is a prerequisite
for the position.
Sharon, who volunteered at the center before becoming a full time
employee in 1990, says, “We can talk with parents because we
have been there. We walk them through the steps, let them know what
to expect. We have a lending library with books on all disabilities
and special issues like stress management or disciplining teenagers.
Sometimes, parents just need to talk. Sometimes, it’s the educator
that needs to talk. Just as parents can be frustrated by what is happening
to their child, teachers can be frustrated at what is expected of
them. The system has to work for everybody. We know that it can.”
Children must qualify, according to specific guidelines, to receive
special education services. Bev says, “Not all disabilities
are physical or even readily apparent. Autism, attention deficit disorder,
behavioral or emotional disorders can qualify a child for special
education service. Gifted children may also qualify.”
Referrals for special education services can come from teachers or
parents. Children are evaluated for eligibility by a team that looks
at the child’s physical and intellectual abilities, strengths
and weaknesses. Every child receiving special education services will
have an Individual Education Program, a written plan of objectives
designed to meet the needs of that child. The team that prepares the
IEP can include parents, teachers, administrators, specialists, therapists
and parent coordinators. Even neighbors and bus drivers will sometimes
participate in developing support strategies and services.
Sharon says, “We sit in on the plan meetings. We invite parents
down beforehand to familiarize them with forms, questions and language
that will be used, like the alphabet soup we use as verbal shorthand,
LD for learning disability and MMI for mild mental impairment.”
“Every child, every school and every parent is a little different,”
Sharon says.“A parent may not believe their child needs special
education. Another parent may make unreasonable demands, then go to
court when they can’t be met. We try to keep the issue ‘what
is best for the child?’ and solve each problem as close to the
child as possible. Our goal is to train parents to be effective advocates
for their child and help them teach their child to be a self advocate
as well.”
One important thing they do, Beverly says, is “Teach parents
and students to say what they need and want. They can get help, if
they know how to ask for it.”
Sharon and Bev teach classes that offer constructive information
on basic issues like helping with homework, scheduling, discipline
and understanding special education. The information would help any
parent, but it especially addresses the time and attention needs of
a child with a disability. “We tell parents good social skills
are essential. A courteous child who can manage anger will be more
successful in school and in life.”
Beverly met Sharon in 1994 when she called the center about an incident
affecting her son. Sharon says “She was calm, organized and
had her documentation. I knew she would be perfect for this office!”
After ten years of working late at night, Sharon is finally getting
her Board of Regents BA. “Just in time to start thinking about
early retirement!” But, Sharon isn’t in a hurry to leave.
She sees the positive effects of her work every day. When her MMI
son, Jeff, started school, “I was afraid he would never be able
to read. Now, he has a full time job, reads well and just got his
driver’s license. We are starting to meet the children of kids
who grew up in our program. It is amazing. Never put limits on them.
You never know how far they are going to go.”
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