Poverty:
The classroom where I taught, was a collaboration of a special education program and a Head Start program. In order for those children to be eligible for Head Start services, their families income had to fall within the range of the poverty guidelines. So if we take an average size family with 4 people that means your income would be $22,350.00 or less (United States Department of Health & Human Services, 2011).
     So, each day I witnessed children and families who were struggling financially. One family comes to mind. There were 2 young boys, a mother and a boyfriend. The youngest of boys we'll call Bryan. His older brother, Steven, had been in my class previously. Steven was a child who qualified for both Head Start and special education services. Steven had delays in language an fine motor skills. When he transitioned for Kindergarten he still qualified for special education services. Bryan on the other hand was smart as could be. Personable and communicative, and extremely creative. He craved stimulation.
He loved to be challenged, and he was an active participant.


Hygiene and Attendance: Effect Biophysical and Biosocial
Bryan often came to school in dirty clothes which were to small for him. He too appeared dirty and unkept. His hair was neither washed nor brushed. And I know his mom did not encourage him to brush his teeth. Occasionally, Bryan would not come to school for a 4 day period. When I called his mother, she did not answer the phone. Once he did return back to school, she would bring him to school, and tell us she had taken the kids for a mini-vacation. 
    
Within our classroom, we followed Head Start guidelines and served meals. If you were a child who came in the morning, you ate breakfast and lunch. The afternoon children ate lunch and a snack. 


So in what ways did Bryan living in poverty effect him. In what ways did I empower him:
* Bryan was usually starving when he arrived at school. He was the first child to sit down at the table.   
   He would eat very fast. 
   * We always encouraged him to slow down when he ate. I always made sure he had seconds. I too 
      often brought in an additional "healthy," adages to our breakfast meal; such as yogurt. 


* Bryan's clothes were too small.
    *I had a grab bag of extra clothes available for him. Though his classmates also knew they too could  
      use them. I worked hard at making him feel that it was no big deal. " You must be growing over-
      night, because your clothes are getting too small." I often sent a note to families, (not Bryan's asking
      for clothes donations.) I too always let him wear the clothes home. I let his mom know that he had 
      could keep any "new clothes." She was alright with this.


* Bryan was dirty. 
      * Mondays were tough. He looked like he had taken a bath or days.
      *I had a wash cloth set up in the adult bathroom. I had taken him aside once and said, " Sometimes  
        we all forget to shower. So, if you are feeling like you want, you can wash up." On those dirty 
        days I would just give him a gentle nudge, and he and I would take a quick sponge bath.


* Teeth
   * He often had bad breath. 
   * I would continually follow up with mom when it was time for a 6 month check up. Our health 
      department, offers cleanings. I always had extra tooth brushes and tooth paste, that I put in his 
      backpack for him to take home. We allowed children to brush their teeth after meals. ( My least
      favorite Head Start rule). So eventually, Bryan knew he would always have a tooth brush at 
      his disposal.


Ways to challenge Bryan:
  * Bryan was a child, who I called environmentally deprived. He tried too hard at school. He often
     overcompensated, he was anxious about trying to learn as much as he could. 
  * I had to teach him to share, and to wait his turn. At his home, he was the smartest person in the 
     household. He almost had a six sense. For he understood his parameters at home. So he tried with
     all of his might to work hard and absorb all he could while he was in school. At Christmas time
     each year my office picked a family in need. Bryan and his family received donations. I created a 
     list of toys for my office. Ones which were of his interest and ones which challenged him. 
    
His need to be Creative:
  * Monthly, I sent home paper, markers, collage items. His mom gave me her permission. At our 
     conference, I asked if I could, and I showed her his unique works and explained how important
     it is to foster his creative side. 
  * I believe this was one of Bryan's coping skills at home. His outlet, his escape. 


Bryan's lead levels came back high. It was discovered that the house where they lived had lead paint. 
He never ingested it, but it was effecting him. His family had to be uprooted and stayed with relatives.
The Head Start in home specialist, worked with his mom to get her into low income housing. During this period of time, Bryan seemed a bit withdrawn. Not really understanding what was happening. He though perked up after he was moved into his new house. 


Overall, how was Bryan affected by his home life. Yes, he was hungry, dirty and over anxious. With time, he became very adaptable. He sensed that school was a safe place. He knew if he worked hard he would be ok. Within his house he was loved. His mom did try and support him. Though she dealt with her own personal challenges. I still check up on him. I have a teacher friend who sees him at the elementary school. She shares that he is doing very well. He still loves school. He plays on a local soccer recreation team. 


When he graduated from my classroom, I remember shedding a few tears, he was a child who I hoped would fight his way out of poverty. I know that Head Start and my classroom had a positive impact on his life.


Bryan's biosocial, psychosocial and cognitive development was truly effected by how he lived. Initially, he came to school, craving cognitive stimulation. He played by himself, and he was needy, in every sense of the word. When other parents came to visit, he was often too affectionate and wanted to be the center of attention. Bryan did not understand social, behavioral parameters. (biosocial) Yes he was eager to please, yet at home, he was manipulative. He too had to learn life skills, and understand their importance.  The home was unorganized and dirty. So at school we like the other children learned about cleaning up and taking care of our toys and ourselves. I provided social stories which focused on independence, self esteem and self control, and physical space and boundaries. Bryan gravitated towards and understood what he learned at school. I could not change Bryan's 
home environment. But I tried to give him the tools to learn how to adapt and survive living with poverty. 






                                                               Resources:


U.S. Department of Health and Human Services. (2011). Federal Poverty Measures [Table]. Retrieved from the United States Department of Health & Human Services website: http://aspe.hhs.gov/poverty/11poverty.shtml








ATHENS COUNTY OHIO:
Athens county is located in south east ohio. I went to College and graduated from their over 25 years ago. When I went to college it was obvious then that Athens county children many of them lived in poverty. In 2010 Athens story of poverty was a story on Dateline. (Friends and Neighbors America Now on Dateline 2010). The poverty rates in Athens county are very dismal. 51.9% of the people live under poverty line. 20% are unemployed.


So, what is happening to make a difference. Communities are making donations in the form of food to local pantries. They have set up employment counselors, to help unemployed find jobs. Adults for Basic Literacy is teaching those to work on getting GEDs. Workforce Individual Act is also assisting people to find jobs and work. The individuals who receive food stamps are able to use them at the local Farmers Market. Job Fairs are being set up for veterans and those who are unemployed in the region. An organization, "Recovery Conservation Corps," is providing summer jobs. 




* Note this segment on MSNBC is worth watching. I did not highlight all of the information as it was vast. 


Anne Curry(2010, July 26). Friends and Neighbors [Television broadcast] (with Ann Curry). New York, N.Y.: National Broadcasting Company. Retrieved from the MSNB website:                   Neighbors(http://www.msnbc.msn.com/id/38382773/ns/dateline_nbc-america-now/t/friends-neighbors/#.T25DwniEq9x

Immunizations

Immunizations:




As a mother and a teacher this topic is very important to me. I have always been aware since I was little
of the importance of children being vaccinated. When my mom was pregnant with my older brother, she was exposed to German measles. Soon after my brother was born, he died due to a heart defect.  I remember my Dad telling me the story. At the age of 7, I knew how important it was to be immunized, it was very real to me.
As a young child too I remember standing inline at my elementary school, waiting to be immunized against measles. I was terrified, I hated the thought of getting a shot in front of my peers. But as I stood there thinking.... this shot could save my life.


Ever since then I have always be intrigued and amazed that we are being vaccinated with the same virus/ antigens which cause the diseases. Once injected those antigens produce the antibodies to fight off the disease. Organizations like Unicef and the World Health Organization are trying hard to reach the poorest of countries to have all people immunized. These organizations are creating systems that train people, so once trained they can administer the vaccinations. I chose to look at the statistics of people immunized in the country of Uganda. In 2010, Uganda's statistics of individuals being immunized looks like this. (Task force for World Health).


The vaccines          % of Uganda people        % of Americans
BCG                           84%                                      99%
DTP1                         83%                                      95%
DTP3                         60%                                      95%
HepB3                       60%                                      93%
MCV (measles)          55%                                      92%




In Uganda 35% of the people live below poverty. It is one of the poorest countries in the world.


In response to the challenges in global immunization the World Health Organization and Unicef developed the Global Immunization Vision and Strategy (GIVS). Launched in 2006, GIVS is the first ever ten year Framework aimed at controlling mortality and morbidity from vaccine-preventable diseases and helping countries to immunize more people from infants to seniors with a greater range of vaccines. 
(World Health Organization Global Immunization Vision and Strategy)


The importance of immunizations will always be within my reach as long as I work with young children and families. I know that we as educators need to never let this topic out of our sights. It is essential that the children of the world, continue to be given every opportunity to live a healthy life. And one of the keys components of world's health is making sure that all people are immunized against diseases.




A Side Note:  The reason I chose Uganda is primarily based on the fact that my children brought to my attention aa U-tube video. It is called KONY 2012. It is a 27 minute film about a campaign by Invisible Children that aims to make Joseph Kony (He is a warlord in Uganda. He is number one on the world's most wanted list). The film and campaign is by Invisible Children. This video aims to make Joseph Kony Famous, not to celebrate him, but to raise support for his arrest. If you have a chance the video is amazing, and well worth watching. 


Resources
World Health Organization:
http://ww.who.int/en


Task Force for World Health
http://www.taskforce.org/our-work/projects/uganda-immunization-training-program


Millie