I am a special education teacher who reads picture books.
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Description
Book Introduction
The not-so-nice special education teacher, the not-so-naive children's book writer Gong Jin-ha
A special perspective on picture books and the world
The author, who calls himself a “bad special education teacher, not a naive children’s book writer,” has over 30 years of experience as a special education teacher and author of several children’s books, making his resume anything but ordinary.
He shares his own essay on picture book teaching that only he can write, “as a reader who loves picture books, as an adult who can understand children’s perspectives, as a children’s book writer, and above all, as a special education teacher.”
The author's delicate and warm gaze on picture books encourages us to discover unfamiliar picture books and revisit those we've already seen. The simple stories about disabilities, people, schools, and the world make us look back on "the classrooms that were right next to us but invisible," "the moments we passed by without knowing," and "those that are hidden and obscured unless we make an effort to see them."
A time to smile and nod, shed tears, and feel our hearts sink at the thought of our society's unresolved problems.
Picture books and sparkling stories of people invite readers.
A special perspective on picture books and the world
The author, who calls himself a “bad special education teacher, not a naive children’s book writer,” has over 30 years of experience as a special education teacher and author of several children’s books, making his resume anything but ordinary.
He shares his own essay on picture book teaching that only he can write, “as a reader who loves picture books, as an adult who can understand children’s perspectives, as a children’s book writer, and above all, as a special education teacher.”
The author's delicate and warm gaze on picture books encourages us to discover unfamiliar picture books and revisit those we've already seen. The simple stories about disabilities, people, schools, and the world make us look back on "the classrooms that were right next to us but invisible," "the moments we passed by without knowing," and "those that are hidden and obscured unless we make an effort to see them."
A time to smile and nod, shed tears, and feel our hearts sink at the thought of our society's unresolved problems.
Picture books and sparkling stories of people invite readers.
- You can preview some of the book's contents.
Preview
index
Recommendation
Prologue: Two Things I Like
Part 1: I am a special education teacher who reads picture books.
As it is, beauty 17
The last place finisher in the marathon has a lot to think about 27
Every body in the world produces gas and poop. 36
Special Education? Inclusive Education! 43
51 who never give up on a single child
Haunted House 58
Muscles are important 65
Going Out with Kids 72
If we take the bus together 83
Eye Level Adjustment 94
108 Excuses for Teachers Who Make Mistakes
Between Teacher and Guardian 117
Part 2: Stories about children, disabilities, and picture books I've encountered
Finding the Same, Finding the Different 129
Even if you're not the main character, 140
The Power of Story 148
What and why are you curious? 158
Communication is always difficult 166
The Wounds of Bad Words 175
Tail's Tale 182
The Power of Vacation 191
Growth over treatment and rehabilitation! 201
Supporting everyone's growth and independence 210
219 As someone's good companion
Epilogue: I like school
Prologue: Two Things I Like
Part 1: I am a special education teacher who reads picture books.
As it is, beauty 17
The last place finisher in the marathon has a lot to think about 27
Every body in the world produces gas and poop. 36
Special Education? Inclusive Education! 43
51 who never give up on a single child
Haunted House 58
Muscles are important 65
Going Out with Kids 72
If we take the bus together 83
Eye Level Adjustment 94
108 Excuses for Teachers Who Make Mistakes
Between Teacher and Guardian 117
Part 2: Stories about children, disabilities, and picture books I've encountered
Finding the Same, Finding the Different 129
Even if you're not the main character, 140
The Power of Story 148
What and why are you curious? 158
Communication is always difficult 166
The Wounds of Bad Words 175
Tail's Tale 182
The Power of Vacation 191
Growth over treatment and rehabilitation! 201
Supporting everyone's growth and independence 210
219 As someone's good companion
Epilogue: I like school
Detailed image
Into the book
It is often said that special education teachers in schools are encouraged to "clean up" students' poop and pee.
There are no words that make me more angry than these.
Is this meant to encourage special education teachers, or is it meant to insult special education students?
I think we both felt insulted.
---From "All bodies in the world fart and poop"
Sometimes I feel like the children I meet are treated like ghosts or furniture.
Some people are quick to use uncomfortable questions or expressions about children right in front of them.
Even though I'm just pushing the wheelchair or doing some other things that the student finds difficult to do on his own, he asks me even the simplest questions from behind the wheelchair.
“Are you hot?”, “Are you thirsty?”, “Do you not want to do it?” ··· ···.
---From "The House Where the Ghost Lives"
When I think about it, I often wonder if we only allow our students to experience things, and deny them real life.
But shouldn't all experiential learning be taught and learned with the assumption that it can become life?
What more is needed for the experiences we have at school to carry over into our lives?
Who should try harder?
---From "If We Ride the Bus Together"
I would like to see a much more diverse range of bodies represented in various media more frequently than we do now.
In the scene where they are eating at a restaurant, it would be nice to sneak in a person in a wheelchair, and in the scene where they are commuting on the subway, it would be nice to see a wheelchair or a white cane appear once in a while.
---From "Even if you're not the main character"
Why do we try to change only the people with disabilities rather than trying to change society?
The question of why is posed to individuals with disabilities, rather than to a society that does not accept disabilities.
Shouldn't the subject and content of the question change now?
---From "What Are You Curious About and Why?"
I have no choice but to strive to give my students, who hear words of hatred, pity, discrimination, and exclusion dozens of times a day, even just one more moment of support, praise, recognition, and encouragement.
There is no choice but to continue painting slowly, but steadily, without stopping.
---From "The Wounds of Bad Words"
If there are people who only pay taxes, it is mostly not because of the person concerned, but because of a society that does not create jobs where people can pay taxes.
Special schools diligently teach students various skills so that they can graduate, get a job, and live independently.
But getting a job is not common.
It's not because students aren't learning, it's because our society isn't prepared.
---From "The Story of the Tail"
I wonder what kind of stories would be empowering for children with disabilities.
Rather than stories about miracles that might happen, or stories about overcoming obstacles that require a lot of strength, I'd rather hear stories about people like me living happy and exciting lives.
There are no words that make me more angry than these.
Is this meant to encourage special education teachers, or is it meant to insult special education students?
I think we both felt insulted.
---From "All bodies in the world fart and poop"
Sometimes I feel like the children I meet are treated like ghosts or furniture.
Some people are quick to use uncomfortable questions or expressions about children right in front of them.
Even though I'm just pushing the wheelchair or doing some other things that the student finds difficult to do on his own, he asks me even the simplest questions from behind the wheelchair.
“Are you hot?”, “Are you thirsty?”, “Do you not want to do it?” ··· ···.
---From "The House Where the Ghost Lives"
When I think about it, I often wonder if we only allow our students to experience things, and deny them real life.
But shouldn't all experiential learning be taught and learned with the assumption that it can become life?
What more is needed for the experiences we have at school to carry over into our lives?
Who should try harder?
---From "If We Ride the Bus Together"
I would like to see a much more diverse range of bodies represented in various media more frequently than we do now.
In the scene where they are eating at a restaurant, it would be nice to sneak in a person in a wheelchair, and in the scene where they are commuting on the subway, it would be nice to see a wheelchair or a white cane appear once in a while.
---From "Even if you're not the main character"
Why do we try to change only the people with disabilities rather than trying to change society?
The question of why is posed to individuals with disabilities, rather than to a society that does not accept disabilities.
Shouldn't the subject and content of the question change now?
---From "What Are You Curious About and Why?"
I have no choice but to strive to give my students, who hear words of hatred, pity, discrimination, and exclusion dozens of times a day, even just one more moment of support, praise, recognition, and encouragement.
There is no choice but to continue painting slowly, but steadily, without stopping.
---From "The Wounds of Bad Words"
If there are people who only pay taxes, it is mostly not because of the person concerned, but because of a society that does not create jobs where people can pay taxes.
Special schools diligently teach students various skills so that they can graduate, get a job, and live independently.
But getting a job is not common.
It's not because students aren't learning, it's because our society isn't prepared.
---From "The Story of the Tail"
I wonder what kind of stories would be empowering for children with disabilities.
Rather than stories about miracles that might happen, or stories about overcoming obstacles that require a lot of strength, I'd rather hear stories about people like me living happy and exciting lives.
---From "Cheering for everyone's growth and independence"
Publisher's Review
Meeting one person at a time through picture books
Weaving together precious and fulfilling 'stories'
The author, who became the teacher of these children after being captivated by their true nature and lives with them, crying, laughing, and talking, tells a story “woven with picture books as the warp and school life as the weft.”
Picture books that helped me endure the difficult times of traveling education, feeling invisible to everyone; picture books I encountered when I was moved to tears by the walls of prejudice and discrimination and the sharp stories; picture books that came to mind like a gift during the time I could only reach my guardians after midnight... In addition, the author unfolds picture books that he reads with his children every year around this time, picture books that he always introduces when he first meets students and guardians, and picture books that one day suddenly helped him understand someone's life.
Among the relationships and stories accumulated over a long period of time, there are stories of crying with an injured child during the mistakes-filled days of being a new teacher, honest feelings conveyed to the guardian, meetings with students who are now middle-aged, field trips with children, traveling classes, and various anecdotes from school classes.
In it, we can glimpse the heartfelt affection contained in each piece, and the heart-pounding records of life.
My honest concerns as a special education teacher,
And the reproaches and questions thrown at society
“The question why is why,
Not a society that does not accept disabilities
“Is it thrown at an individual with a disability?”
On the one hand, the author unfolds the concerns he has harbored as a special school teacher for a long time, sometimes with aspirations, and sometimes with stinging reproaches and questions.
The author asks:
Why do we try to change the disabled people rather than a society that does not accept disabilities? Why do we allow disabled people to have 'experiences' but not 'live'? Why do children with disabilities have to go to special schools an hour or two away to receive compulsory education instead of the school near their home?
The disciples who are criticized and ridiculed simply for existing, the reality of being treated as invisible simply because they are in a wheelchair (“Are you hot?”, “Are you thirsty?”) Even the simplest questions are asked to me from behind the wheelchair.
- From the text), the stinging rebuke that the statement, “I also clean up the children’s poop and urine,” is an insult to both the students and the special education teacher makes us look back on the times we have passed by without thinking.
Before criticizing people as "just paying taxes," there is a cry that this society must create jobs that can also pay taxes. The reality that we have to compete with each other to say that our children or students have more disabilities reveals long-standing problems in our society.
Even though the sentences are easy to read, it makes it difficult to turn the pages.
A story that needs to be told further and more widely
The author describes himself as “not a great person armed with a great spirit of sacrifice, service, or sense of mission.”
I'm just a special school teacher who works to make a living.
But even today, he crawls on his elbows, eats with his left hand, rides an electric wheelchair, and listens intently to the stories of adults with disabilities living in the community, all in an effort to get on the same level as the children.
I diligently share and write about these stories surrounding disabilities, hoping that they will one day empower our children.
I pledge to be the last person to encourage children and their guardians to “go out into the world bravely and work together.”
The author's plain and simple story and perspective are the reasons why I am so grateful and thankful.
Weaving together precious and fulfilling 'stories'
The author, who became the teacher of these children after being captivated by their true nature and lives with them, crying, laughing, and talking, tells a story “woven with picture books as the warp and school life as the weft.”
Picture books that helped me endure the difficult times of traveling education, feeling invisible to everyone; picture books I encountered when I was moved to tears by the walls of prejudice and discrimination and the sharp stories; picture books that came to mind like a gift during the time I could only reach my guardians after midnight... In addition, the author unfolds picture books that he reads with his children every year around this time, picture books that he always introduces when he first meets students and guardians, and picture books that one day suddenly helped him understand someone's life.
Among the relationships and stories accumulated over a long period of time, there are stories of crying with an injured child during the mistakes-filled days of being a new teacher, honest feelings conveyed to the guardian, meetings with students who are now middle-aged, field trips with children, traveling classes, and various anecdotes from school classes.
In it, we can glimpse the heartfelt affection contained in each piece, and the heart-pounding records of life.
My honest concerns as a special education teacher,
And the reproaches and questions thrown at society
“The question why is why,
Not a society that does not accept disabilities
“Is it thrown at an individual with a disability?”
On the one hand, the author unfolds the concerns he has harbored as a special school teacher for a long time, sometimes with aspirations, and sometimes with stinging reproaches and questions.
The author asks:
Why do we try to change the disabled people rather than a society that does not accept disabilities? Why do we allow disabled people to have 'experiences' but not 'live'? Why do children with disabilities have to go to special schools an hour or two away to receive compulsory education instead of the school near their home?
The disciples who are criticized and ridiculed simply for existing, the reality of being treated as invisible simply because they are in a wheelchair (“Are you hot?”, “Are you thirsty?”) Even the simplest questions are asked to me from behind the wheelchair.
- From the text), the stinging rebuke that the statement, “I also clean up the children’s poop and urine,” is an insult to both the students and the special education teacher makes us look back on the times we have passed by without thinking.
Before criticizing people as "just paying taxes," there is a cry that this society must create jobs that can also pay taxes. The reality that we have to compete with each other to say that our children or students have more disabilities reveals long-standing problems in our society.
Even though the sentences are easy to read, it makes it difficult to turn the pages.
A story that needs to be told further and more widely
The author describes himself as “not a great person armed with a great spirit of sacrifice, service, or sense of mission.”
I'm just a special school teacher who works to make a living.
But even today, he crawls on his elbows, eats with his left hand, rides an electric wheelchair, and listens intently to the stories of adults with disabilities living in the community, all in an effort to get on the same level as the children.
I diligently share and write about these stories surrounding disabilities, hoping that they will one day empower our children.
I pledge to be the last person to encourage children and their guardians to “go out into the world bravely and work together.”
The author's plain and simple story and perspective are the reasons why I am so grateful and thankful.
GOODS SPECIFICS
- Date of issue: April 20, 2024
- Page count, weight, size: 240 pages | 294g | 130*205*15mm
- ISBN13: 9791191973150
- ISBN10: 1191973158
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카테고리
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