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I am a product of the special education
program of Akron Public Schools. At 37 years of age, special
education students of my period were among the first to be
"mainstreamed." I attended Glover Elementary, Roswell Kent and
North High schools. In many respects, these were the first
"cluster" schools – in these cases for students with physical
disabilities.
We grew and evolved together – the school
"system" which was committed to "mainstreaming" as many students
as possible as quickly as possible and myself in acquiring the
confidence of being with more "able-bodied" students in
"regular" classes as time went on.
My experiences at Glover were composed of
almost complete isolation from the "able-bodied" students.
Special education students were isolated on the main floor with
little contact with the rest of the school and rest of the
students. We had separate lunch time, recess time, entrance,
etc. We had no gym to play in for those of us who were
physically active; so we were resigned during the winter to
throwing balls around our classrooms and, our favorite places,
the stairwells. As an attendance card collector for the floor (I
was one of the few who could climb steps), I had the opportunity
that few others of my friends had–to see the second floor with
the high ceilings, huge windows and, of course, the principal's
office where the attendance cards were delivered! A mighty
intimidating place. I always felt a little strange describing
what I saw on the second floor to my friends on the bottom floor
(which felt a little like a basement with the low ceilings and
exposed pipes).
About the only instances when we came
into contact with the other students were annual schoolwide
outdoor "fairs" and a few assemblies held near the end of
several of the six years I attended. While our teachers,
therapists and other support staff were, all in all, very
supportive, the separation and isolation was unfortunate and, in
retrospect, too extreme.
Conditions improved markedly at Roswell
Kent. While all the special education students were together in
the same homeroom (regardless of grade, 7 or 8), several of us
were able to attend classes throughout the school building
during the day. Study halls, however, were back in our homeroom.
Once again, the special education teachers and aides were
overall very helpful. While there was often a feeling that they
were learning what to do as they went, their commitment was, I
thought, sincere and compassion for us genuine.
One time, however, my father had to speak
up strongly on my behalf in attending an advanced math class on
the second floor. Either my homeroom teacher or principal did
not want me going up the steps at the same time that other
students were moving between classes. This I felt was overly
protective and simply not sensitive. In the end, I was able to
attend the class and managed to avoid having a serious accident.
Many accommodations were made, however, to integrate as many of
us in as many classes as possible.
North High School represented the best
effort in "mainstreaming" differently-abled students. While it
was true that once more we were all, regardless of age, grade or
physical ability, placed in the same homeroom, there was a
serious effort to integrate many of us into classes,
extracurricular activities and to socialize with other students.
The special education staff was very encouraging in pushing us
into schoolwide activities, clubs and projects.
Maybe the best "mixer" for us was the
ping-pong table in our homeroom complex. Like a magnet, that
table attracted students, teachers and administrators who hung
around (all on their free time, of course) to play a game with
one or more of us. In the end, that table may have been more
effective at "mainstreaming" and helping us develop social
skills with others than any other planned activity or strategy.
At North, we were on the whole treated
more as human beings and less like "special ed" students – with
all the stereotypes and stigmas attached to that label. By my
senior year, the school "system" was more sure of itself in its
treatment and approaches toward us – much as many of us had
become more aware of ourselves.
In hindsight, conditions could have
obviously been better. We could and should have been treated
less "separately but equal" and more like everyone else from the
start. However, most of the teachers and other support staff
tried their best, learned as they went, at times asked us what
we felt, and treated us with dignity and respect.
I consider my experiences within the
Akron Public Schools system to have been overall good ones. I am
firmly in support of public schools. And while it may not matter
here or be relevant, as parents my wife and I now send our
daughter to Margaret Park Montessori.
– by Greg Coleridge
I remember when I was president of the
Akron Council of PTAs at the May Banquet, and Gayle Callesen had
just passed me the gavel. Well, I was so overjoyed and
overwhelmed that the ceremony was finally over that I totally
forgot our superintendent (Mr. Conrad Ott, at that time) was
supposed to give some closing remarks. I took my gavel and
attempted to close the meeting. Well, there were several
protests and reminders that I had totally dismissed the
superintendent. Needless to say, I was thoroughly embarrassed at
the whole thing, made my apologies and introduced him. He was a
very good sport about it and rewarded me with his "Polar Bear
Award" for "bearing" up at a really embarrassing time in my
life!
– by Blanche McMullen
I remember when the school day began with
prayer and the Pledge of Allegiance. The kids were much more
pleasant and manageable than they are today. Although all
parents did not believe that prayer should have been in the
schools, things were a lot different. It was more peaceful and
safe.
I also remember when discipline was
different from just punishment. If you violated someone else's
rights by fighting, you were punished by a paddling and perhaps
sent home for three days also. Parents were more involved than
now. Things have changed tremendously in the system.
– by Minnie Momah
In 1942, I was attending the University
of Akron and was assigned to do my "practice teaching" at the
old West High School. After completing the semester, I was
drafted into the U. S. Army and served for 3-1/2 years during
World War II. After I was discharged, I returned to the
University of Akron for more graduate work under the G. I. Bill
and completed my master's degree with a major in psychology. I
worked for eight years, 1947 to 1955, as a probation officer
with the Summit County Juvenile Court; but I continued my
college work toward certification as a school psychologist. I
was hired by Akron Public Schools in 1955 to work as a school
psychologist with the Child Study Department. This was the same
year that Martin Essex was hired as superintendent of Akron
Public Schools. I recall that Mr. Essex was very strict about
the teachers' dress code. He required the men teachers and
professional staff to wear suits. Not even sport jackets were
permitted.
We had a student population of over
60,000 with only four psychologists. Each psychologist had to
serve about 15 schools. The Child Study Department also
consisted of six visiting teachers who worked with the
psychologists on cases that required a home visit and a family
history. The entire Child Study Department was housed in the
present Administration Building, 70 North Broadway. The quarters
were very cramped, making it difficult for testing. Cubicle
offices were erected that did not go to the ceiling. Therefore,
you could hear conversations in the next office. I recall when
two psychologists were testing in adjoining offices, one
psychologist asked a question from the IQ test; and the student
from the adjoining office answered. Presently, nearly all
testing is done in the schools in more private settings.
The role of the school psychologist was
not too well understood in those early years by either
principals or teachers. I recall when one of our psychologists
went to her assigned school to evaluate a student, the principal
did not have a student ready for testing. Therefore, the
principal got on the P.A. system and called a teacher's room.
"Mrs. __________, send down one of your slow ones–the tester is
here." This, of course, was heard by the entire class. We have
come a long way from this approach.
The school psychologists have always
worked very closely with the Special Education Department. In
fact, it is now considered part of special education.
In the early years, the severely retarded
(under 50 IQ) students were kept at home or placed in
institutions. Gradually, classes were started for the severely
retarded at Miller School (presently the Ott Building). Later,
when Weaver School was built, those students were transferred
there. They were referred to as TMR (Trainable Mentally
Retarded).
Students with IQs from 50 to 79 were at
the beginning referred to as "Slow Learners," later as EMR
(Educable Mentally Retarded), and presently as DH
(Developmentally Handicapped). In those early years, there were
very few classes for these students; and no transportation was
provided. If a student was identified as a "Slow Learner," the
parent would have to provide the transportation if they wanted
the child in a special class. Today transportation can be
offered to all special education students who need it.
– by Orpheus Nurches
Akron has gone through a series of
serious challenges over the past 25 years that I've been a board
member. There was the turmoil of the '70s and the unrest. That
was followed by financial challenges. We even had a strike. Then
there are all of the problems that are facing urban school
centers. And some of them are going down the drain. We hate to
see it, but it's happening.
But here in Akron we've held our own –
and we've held it very well. It's happened, I think, because we
have a dedicated staff of teachers and principals in our
buildings. There's been good, solid, responsible leadership. And
the people in Akron did not lose faith with their city. They
kept supporting it and doing the things that they have to do,
including passing levies. Maybe school board members have played
a minor part, too.
– by Sam Salem
My first year teaching in Akron Public
Schools was 1964. At that time, the Akron School Board was
hiring upwards of 300-400 new teachers annually.
One of the fall rituals carried out by
Superintendent Martin W. Essex was to invite all new teachers to
the Administration Building to be greeted by him. All of the new
teachers would be lined up on the bottom floor at approximately
7 p.m., march up the steps into the Office of the
Superintendent, parade in one door, shake his hand behind his
desk, and then retreat out the back door.
I thought this to be a thrilling
experience for the new teachers and still find it hard to
believe that I am now sitting behind that very desk.
I also remember the fall of 1966, when
the Akron Board selected a new superintendent to follow Martin
Essex. His name was Conrad C. Ott. My memory is that the first
day of the new school year, all teachers and other staff
gathered at Memorial Hall on the University of Akron campus for
an opening of school meeting. The primary purpose in 1966 was to
greet and meet the new superintendent from Kentucky.
When the appointed time arrived, Mr. Ott,
accompanied by the board president and his assistant, Mr. Eugene
Dominic, marched down the middle of the gymnasium to the podium
to the applause of thousands. In a ceremonial manner, Mr. Ott
was received as the 19th superintendent of Akron Public Schools.
It was a historical day in that Mr. Ott continued to provide
leadership to the fifth largest urban school system in Ohio for
25 years – a record that will likely never be exceeded.
– by Brian G. Williams |
