He Comes From Another Room (1974)

Somebody's working. Okay. bring the paper here. >> No, I'm chair. >> No, >> this will parachute. >> Leave it open. >> Try Let's go. We'll fill it up later. >> WE HAVE to start all over now. Chris, >> good for you. >> One more time. Very good. >> Hey, wait a minute. Fold it up again. What is he doing? >> Wait a minute. >> Wait a minute. [crying] >> Michael, we have something to finish. >> Tell him to give me my >> We have something to finish yesterday. >> I'm finished. I beat you. >> Well, I have to try and beat you now. Let's see. >> I want my loyal. >> Special class education is a good education. Not only is it academics, it's socialization. It's feeling better about yourself as a person. >> Get off. Michael, come on. You go down the shoot. Which one? >> Right here. >> Like I did. >> Chris, he's a he's a bright boy, very eager to learn. He's had many people have left him. He needs to know that someone is there and that people care about him. >> He went to the chimney and stuffed the tree. Right. Good. And the last thing he took was the log for their fire. One thing that I tell you really scared me the most was the time that Chris was having a a temper tantrum, but he was to the point where he was trying to hurt himself. He was I had to cradle his head. He was banging trying to bang his head against the cement wall. >> We are not clear at all why he is without a therapist. This is the one time during the week when all of us are together, regular class teachers, the special teachers, guidance people, and consultant Dr. Vanderpole. Often, uh, new things come out, uh, new alternatives and ways of handling various behaviors. >> When he was really banging his head against the brick, he's he's just he's a very upset little boy at times. And and that time with the temp temperature when he was trying to hurt himself, when I tried to talk with him about it, I said, "Chris, I can't help you unless you can talk to me about what's bothering me you." And he said, "Well, you know how you can help me? You can help me um by killing me." >> Careful, Chris. Somebody could have gotten hurt, huh? I apologize to him for doing that. Nope. So, Chris, let's go down and get some work done. Okay. No. You want a little break first before you start? No. Nope. just acting silly. >> I wanted just a little bit of extra support. >> Sometimes I've worked with kids, you know, going into a regular classroom with them and they feel funny. They don't want you here because it stigmatizes them even more. But timing is important. The child himself has to be ready. It's important to choose teachers who are are sympathetic and empathetic. Liz was very cooperative. She was always there uh during breaks, you know, willing to put down her cup of coffee for a minute and talk a little about Chris. >> What if you What if he came up right after recess because the children are doing something on communicating? >> You want to come in and sit down, Chris, and see what they're doing? >> He wants to talk to you. >> Well, why don't why don't we just leave and when he wants to walk in, he will. >> Okay, fine. >> Okay. All right. >> You know what? We're next to Billy. There's Billy still. Okay. All right. [laughter] All right. You pay attention here. And Chris is very capable of taking care of himself. Okay. Let me start off with this one with you. And it says, "Read each of the list of words below. See if you can find the one word when you see him come into my classroom. >> He just has that much control for that length of time. >> But if this time is extended, he could very easily react immediately to the pressures and you'd see an entirely different child. Okay. >> Spices le so you know what you're doing because >> is it this one Mr. Tobin one blubber and one something uh Billy help control Chris a little bit. Okay, >> Chris, he has to get his work done, so you be quiet so he can do it. Okay, >> we're going to be doing something together this morning, and I think this is rather a nice time to help Chris understand what goes on in the classroom. Yesterday, we were talking about communicating. Now today we're going to talk about a little different type of communication that just happens with something a person does without saying anything. You want to try it Debbie? >> Just by that look how is she communicating? >> Question. >> Who's thinking? >> I'm going to ask a question. >> Thinking. >> Thinking. Not quite sure the answer. Very good, Debbie. All right, let's see. How about you, Evan? And I think FOR >> more than that, SANDY EXCITED. >> TEAM ONE. >> OKAY, let's see what Chris has to show. Can you show us some expression and see if we can guess you? >> YEAH, I DO. >> I DO. I DO. I DO. I DO. >> Just contract. >> He just did it. What did he just do? I embarrassed you, didn't I? [laughter] >> Okay, he's already done it. >> I didn't go to reading cuz I didn't feel like going to reading. >> Why? >> Cuz the pains in the necks. Okay. >> Yeah. >> But you're doing nice and reading. >> So why don't you think you may want to go to reading tomorrow? >> Yeah. >> Okay. Still paying that. Well, maybe you just have to work up to it gradually, David. Do you think? >> Yeah. Well, I'm not going to go to class this year. Playing class all the time. >> You mean regular class? >> Yeah. >> What about next year? [clears throat] >> Maybe. Yeah, >> I think. >> Not this. >> Oh, but I think by next year you should be ready, don't you? Regular class. >> Next year I'm going to be 11. That's all. >> Right. Well, you're doing very well. >> What is he now? 12. If he's going to be 11 next year, how old is he now? >> 10. >> Unlike Chris, who is just starting integration, David has been coming to my math class for 3 months. >> If he had anything to say, it was usually mumbling under his breath, and that was about the extent of his contact with anybody. This is a child who just didn't talk until he was 5 years old. >> Good. >> Beautiful. Okay, I'll think again. Good. Good. Good. >> When David first came to this class, the diagnosis of what was wrong with him was one of the most severe disturbances because he showed a number of signs we call autism. >> He had the hand movements. All he would do in terms of do making anything was make tables. For like six months, he made tables out of clay. >> And then for the next six months, he made doors out of clay. And that was all whatever he drew or made was good. So and he was always these these head movements and so he was very very [laughter] >> and his expression that blank >> the blank expression but he wasn't >> the behavior with his finger that he does all the time. >> Well he always says I'm the only one that can do that. No one else in the class can do my finger trick. Oh, >> so that makes him feel good about himself. Once he finds something that he can have success in, this kind of thing is going to stop. He has coordination problems in Jim and she suggested that he take part in this uh program over at the Y >> for kids who do have problems >> and I had a conference with his mother last night and if she can arrange transportation she's going to try at home he doesn't have many friends and he gets a lot of teasing like most of the kids in our class >> and I want you to Draw your idea of some type of a city. >> David, why don't you take a Who has a black that he could borrow? >> Okay. What are you saying when somebody loans you something? >> Okay. Why Why don't you outline the Okay. Outline the truck with black here. The cow with black so it'll show up. >> Well, I'd have to give that second thoughts, Mike. I'm not sure I know what it is. >> Well, I'm trying to make a pair. >> Well, let's see if we can't start over again. See if I can't help you. >> Okay, think. >> Okay, that's a GOOD BOY. GOOD. GOOD. DAVID, TAKE THE CHALK BACK. DAVID, come on. David was star day for you too because you were a good man on the team. >> Okay. >> How many stars? >> You know the nice thing about it is David >> that you went along with the game and you found out it was fun after all. >> How many stars? >> Okay. >> All right. Three. All right. That says 33 now. took their last >> he didn't start reading till he was eight >> and he's 10 now and he's really >> doing I think like a third grade class >> be careful >> I think he knows that he needs reinforcement he feels uncomfortable >> I think he likes to keep up with >> your sweater >> and around the house >> what oh what COULD BE >> COULD YOU QUIT EVEN STEVEN. >> STEVEN, YOU'RE in the way here. >> GET THE CLOSEUP OF IT. GET RID OF STEEN. >> Oh yeah. So good. Right, Mr. McG. >> I think it's really >> I really think you're talented, David. I really do. >> I wouldn't mind. You still don't know. >> But your sister is live there. >> He always walked David up. And this morning I walked David up to class and in a very soft voice he said, you know, "Would you stay with me?" And I said, "What'd you say, David?" And he didn't say it again, but you know, I knew that he said it the first time. I said, "Sure, I'll stay if you'd like me to." So I asked Liz, and it was fine. And I sat there with him during the class period and it was just great. And when we came back to our classroom, he takes a 5-minute break before going up to reading because he likes to feel the security of our class that he still belongs there and that's okay with all of us. So after that, he said, "Gee, I really liked you being there with me today." The same kind of thing that he did to you. Um, and his his attitude in class this morning was terrific. Came up to the board and he says, "I can't do this. I can't do this." And I said, "Well, let's try. I'll go right along with you." And then Nance came right along in back of me and she was standing there watching him. And as he would keep putting something down, she said, "Good boy, David. Good boy, David." And he got the whole thing done. And he went back to his seat. And after that, there was no problem. He went along with the surprise. So, my big surprise was I was just going through the swinging doors and all of a sudden this hand shot out and Grammy says, "Hi, Mrs. Tobin." And I looked and it was David. >> And I I was so so amazed and so thrilled and I just felt that this had been the big turning point when this bashful, negative little boy could suddenly grab you and say hello. He wanted me to see him. But I think the interesting thing though is is that a lot of teachers uh in this particular case have often a lot of question about whether they should let a kid be so dependent in a sense >> you know. >> Mhm. >> But you see that he's only able to move out as goes for other kids too if they do feel the security to come back to >> right they still >> that's the only way you cannot force them. If you had said no, you have to do that. You have to go. He wouldn't have mastered his own independence. >> That's right. I think the decision has to >> So it is the ability to go back and forth and know that he can go back. >> Sure. >> That he can move away from it at the same time. That's the whole secret. >> Monday evidently was a bad day for him. >> And he had sense enough to realize that uh today I just cannot do what people are expecting, but I'll do tomorrow. Okay. But now what is the beauty of it is that he in some way was able to make the adults uh make it known to the adults that that's what he was not ready to do and the adults responded. But how many schools >> will respond to that? >> Many times if you're a law not a school. >> Yeah. >> But a lot of children tell us a lot of things and we don't listen. >> What is there about Chris that makes you think maybe he's not the one that would should be using your toys >> because Gan always calls them nuts. >> Would you feel that way about somebody else? Say somebody in this classroom. Was there somebody that you wouldn't trust >> me >> here? >> The same as crit. Just a minute. Weren't you listening? scratch. >> What about Scott that makes you think maybe he wouldn't take care of your things? >> Well, for one thing, he bugs me a lot and I don't like them anyway. >> Okay, so sometimes trust goes along with who you like and who you don't like. >> Who else has a feeling about trusting somebody? David, >> what do you think trusting is? >> I don't know. >> Do do you have anybody that you trust? Yeah, I made it a point to only call on him once a period, but I called on him so that he would never feel that he was not part of the class. >> Okay. And and you know that day always going to be there when you need him. Is that right? >> Yeah. Sometimes >> I think that's very very good. Who else can give me a meaning for trust? Joe, >> I forgot. >> Come on. You think about it a little bit. >> I never trust my brother. >> You don't trust your brother? Why don't you? Because every time he says, "If I I'll give you if you give me that candy bar, I'll give you two." So I give candy bar. He says, "I'm just fooling you. I'm just fooling you." So I never trust them. >> Do you feel that when somebody makes an agreement with you that it's very important that they keep it? Yeah, >> there might be a time when you find yourself absolutely without anyone around to trust and sometimes you have to turn to somebody that you don't know and see whether or not you can trust them. All right, so we're going to try a little experiment today. One child is going to be blindfolded. He's not going to know who his partner is. The partner is going to be responsible for moving this child around the classroom. And then we'd like to know how you feel when you're completely at somebody else's mercy. David, want to give it a whack? >> David just >> We're going to talk about that in just a minute. So, just be quick. >> [laughter] >> Keep your hands down. Do you know who was leading you? >> Wait a minute. >> I have a feeling the person who was leading me was really crazy. [laughter] >> I'm not sure that I WOULD TRUST HIM EITHER. HOW DID YOU FEEL WHEN you were walking around? >> Pretty scared. >> Pretty scared. You wanted to reach out quite often, didn't you, Billy? >> Yeah. I didn't want to trip over anything. >> I had banged into something, but I still trust them. >> I want to talk to you about something that I David has been coming into our class slowly but surely in different areas. He's trying to get to know you. He's come from a different room. Remember how you felt yesterday when you said even though you knew everybody in this room, but when you walked in here by yourself, you weren't sure who you were going to trust or who was going to greet you or who was going to accept you. You remember talking about the feeling you had for a moment? You said you were scared or you felt shy and you weren't sure. All right, David comes for another moment. And David has not been in a classroom like this for quite a long time. And we're trying to help David come back into a regular classroom, but he hasn't gotten to know any of you children yet. So he's not sure about you. Then why do you think David was so anxious to leave when he saw you children being blindfolded? What was the difference do you think between David's feelings about being blindfolded and your feelings even though you felt kind of shaky when somebody was there? Does anyone know how David must have felt? >> Um like um you couldn't trust him. Why? Why wouldn't he be able to put himself in your trust and yet you children let yourselves be led by somebody in this class? >> He doesn't know. He doesn't know us. >> He doesn't know you. >> When people like that don't have trust, then it's very difficult for them to get involved and to do things with you. And I think that we've got a little thinking to do about this. some ways that we're going to have to reach out to David and get him to trust us. Don't you think sometimes he might be a little unsure of me, too? Has he been with me as much as you have been with me? >> No. >> No. >> No. Are there ever times that you distrust me and things that I might do? >> When would you distrust me, Paul? >> When I first came, for some reason, I'm scared because I come in I don't come in with the rest of the children. when they come in when they came in for the first day of the of school. >> Mhm. That's right. >> I'm more scared than I would be coming in with the with the rest of the >> with all of the children. Did you wonder what I might be like? Was there anything that I did that made you feel differently than what you thought? >> I'm not really sure. >> Did Did I frighten you? >> I did. What did I do, Paul, that made you think that I frightened you? Well, um, >> when you when you came at me? >> When I came at you? Explain that. How do you mean when I >> You came at me like you were going to strangle me or something? >> I did. >> Did I? Really, Paul? >> Yeah. >> Did I Did I come at you as if I was going to strangle you? >> Wait a minute. Did I smile? >> Yeah. >> No. You mean maybe I went at you a little too fast. Maybe that uh maybe I'm overly >> friendly. Did that frighten you as much as somebody that isn't friendly? >> I guess so. >> It's very interesting. If I had been uh a little bit quieter and a little bit more uh retiring and standing back a little bit, would you have been less afraid? Do you think? >> Mhm. >> That's very interesting. Without being too obvious, are there ways that we can encourage David to find some friends in this classroom that are going to make him trust us? What are some of the ways that you could help just a little bit? Mark, >> out at recess, I used to play with him a little. >> All right. Could you do it again this year? A little bit. >> Well, I don't know. >> David has asked if he could go into Boston with us on a trip. >> Good. >> Who feels acquainted with David? What? WHAT? BOYS WOULD LIKE >> GIRLS. >> GIRLS. OH, I'm sure I >> deal. You can play. >> All right. Now, wait a minute. >> Let Let's think about something here. All right. You're all willing to do this? >> Yeah. >> Now, Paul just made >> Paul just made a point. And maybe David is just a little bit like Paul. If you come on him too strong, he may think in his mind, what's going on, >> David? This this slip here. just tells what we're going to be doing, the different places we're going to be going to. Mommy has to sign and send back to Mrs. Tobin. Okay. >> Your mother. >> Your mother. All right. Yeah. Can you bring it back to >> And mommy just signs down here. Your mother. Your mother. Okay. >> Dead. It's Friday. >> I think so. >> Okay. And we're going to be heading up this way. Look right here. What do you see all around you? >> Buildings. >> You see tall tall buildings. Everything is jammed in close and tight. All right. Why do you suppose that one piece of land right in the middle of the city is fenced in and there's nothing on it? >> Huh? >> Something was in it. >> Can you peek in? You can peek in through here. >> Okay, Vicki, come with me. Okay, you're in. All right. >> Hold it right here. >> All right. Tell me what >> you see out there. >> And and if you look straight down there, David, way out. >> You're looking right out at the Mount ever again. When Faniel Hall was first built, the water came right up to Faniel Hall. Is there any water down there? Can you see? >> No, it's all >> What's burning? >> What? >> What's burning right there? It looks like from bloody heat. >> H. It's steam that's uh that's collecting and escaping down there. >> Can't you see the steam steam? >> Probably heating from all from all these buildings around. >> Could be. >> Fantastic. Look at the engraving that's on here. >> Is that something David? You figure it out. Candles lit and then the skeleton here is holding a bucket and the light goes out. When we're trying to get them back in the mainstream, the most important thing that we're after is to help the child help himself, how to get along, >> how to be respected, how to pursue the things that they're capable of doing and being interested in >> and at the same time be a workable member of a group. >> That was very interesting, wasn't it? I have too much to watch. >> Yeah. >> That's a signal. >> Would you like to work in a You want a TV station, David? >> Steady. >> Be steady to work in a station. Don't you like to do something to walk us up to the next >> right now? I do not foresee David as being able to be a completely integrated fourth grade youngster. If we're talking about next year, David is still going to need a lot of supportive help. Now, he can listen. I've seen a big change in this area. He's getting so now that he does tune in on you, he does listen and he can follow directions. I think the thing that probably has been most effective is that he is now feeling more secure in the classroom. He's he's more aware of the children that are around him and that they're people that he knows. more and more he's making the decision to come up at odd times which before he didn't want to do but I think an awful lot of it is just being accepted.