MEETING INDIVIDUAL NEEDS

Mary Geisser

Kindergartners participate in a variety of activities that focus on providing sensory experiences.

The majority of my career has been spent in early childhood education. As an educator inspired by Reggio Emilia, I think Loris Malaguzzi’s poem “100 languages” (see Resource) perfectly captures the essence and importance of the arts in education, especially as it relates to early childhood contexts. Malaguzzi is known for his work in establishing the early childhood centers and the world-renowned Reggio Emilia approach to education. 

Our students have diversity in experience, culture, language, and play. Knowing that there are a hundred or more languages that children use for expression and learning has guided my teaching, whether I am working with preschoolers or college students.

A New Educational Journey
This year, I started a new adventure as the visual art teacher at the Rhode Island School for the Deaf, working with students in grades pre-K to 12. Going into this experience, I was absolutely terrified. My American Sign Language (ASL) was below rudimentary, and I only knew a handful of signs.

I want to clarify that Deafness is not a disability; it is a cultural marker, much like race or gender. There are people in the Deaf community who identify as Deaf Disabled, which means that they have a need besides being Deaf that may require support. I was lucky to have grown up with parents who were teachers of the Deaf, as well as family members and friends who are Deaf.

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