Meghan Lee-Waterman Connecting with unique children

She attended university abroad where she studied graphic design, but after spending a year back home on her return she decided she wanted to do more. “I took all my savings and moved to Chile and Peru to do volunteer work with special needs children,” she says of the decision that would shape her life onward.

“I absolutely fell in love with working with these wonderful beings and returned to TT to teach.” She worked as a special needs teacher for some time as well as took part in volunteer programmes before deciding to pursue a Masters in Special Education, which she completed in 2013.

Within the first few weeks of moving back home after her Masters, she was given the opportunity of acquiring a one-year-old special needs school. While owning and operating her own special needs institution was her hope, she had not expected the opportunity to present itself so soon – “but I guess the Universe had its plans for me!” she adds.

Meghan is the Principal of the Academy for Special Needs – a learning space where all children with “varying exceptionalities” are catered for. The Academy is a school tailored to meet the individualised needs of children through holistic education and acknowledgment that children learn in a myriad of ways. The staff moulds their students’ outlooks both academically and through practical life skills; these are taught and experienced in tandem for well-rounded and functioning students.

Her professional life is devoted to the children she adores, and her personal views do not trail far behind. She believes in working toward an inclusive society that connects varying persons and experiences in human ways.

“The same way we choose to educate our children about how the world works, we simultaneously expose others to their extraordinary personalities,” she highlights the ways in which academic teachings and practical learning are melded at the Academy. “A big part of our education is going on outings, not just for fun but rather our children know they have a place in society and for others to also know and accept this.”

Meghan admits that in our society – as any – we have a spectrum of understanding and acceptance for differently-abled individuals that may display both empathy and ignorance toward the needs and care of children. She notes the work of numerous organisations and schools that tirelessly advocate increased awareness for special needs children and adults. Aside from working as a principal, she is also involved as the secretary for The Consortium of Disability Organisations (CODO) as well as a member of Global Shapers, Port-of-Spain. Through such work she says, “I plan to continuously strive to work towards changing incorrect perceptions and to ensure that Trinidad and Tobago works towards an inclusive society.”

However, she says this is an uphill battle as there are numerous issues that affect the special population of children in TT. She touches on inadequate support facilities for such kids and their families and the fact that many differently-abled children do not attend school.

“Most children will require lifelong therapies and many cannot afford the private sector fees. In my opinion, TT needs to move away from a charity-based approach towards a human rights-based approach, but this of course means the support of ALL parties. It’s not the sole responsibility of the family, school, nor government but rather a collective and cohesive team effort to sufficiently meet the needs of the child,” she explains the dedication required to care for these young minds.

She sees the true goal of teaching such children as exposure to holistic education, stating that we cannot expect children to suffice with only academics if they lack social skills and emotional intelligence to maneuver life’s varying situations. Practical life skills are necessary to humans at every stage of life – from childhood to adolescence to adulthood – and she sees her duty as providing knowledge of such skills to work towards her students’ independence.

Yet, she knows she is working against traditional views that box children and learning abilities into “one size fits all” mentalities. “Of course it would be much easier if all children learnt the same way,” she says lightly, “but then what would be the point of individuality?” She sees it as absurd that members of society still expect all children to have the same interests and learn in the same ways. At the Academy for Special Needs, each child’s unique needs are taken into account through the school’s “Individualised Education Plan”; their strengths are noted and areas of needs become their educational goals.

“My words of advice to anyone working in education, inclusive of parents as they play a vital role, is that it is not up to the child to adapt but rather for the adult the find different ways to teach what is necessary,” she offers her thoughts on how education must be facilitated and not forced. “Ultimately, is it really about grades on a piece of paper or shouldn’t the focus be more on engaging a child and supporting their passions so they don’t grow into jaded adults?”

As for the steps that must be taken to offer more support for special needs children in TT, Meghan mentions recent statements by the Minister of Education that focus will be placed on special needs schools – through financial assistance – throughout the country. She thinks the statement is commendable but says, “It makes no sense putting the cart before the horse. We first need to look at the needs of this special population [and] we must educate the general public on the different types of citizens, each with varying disabilities.”

She continues that better opportunities and encouragement should be meted out to the youth population to pursue careers in special education, with properly accredited degrees in the field being offered at our educational institutions.

“I always maintain that the best approach to a child’s education is through team effort so efficient communication between parents and teachers is integral to working together for the child’s benefits.” She praises her own staff at the Academy as incredible, flexible, and accommodating to students, who she says receive lots of love and patience.

“We don’t believe in shouting but rather prefer praise. I mean, at the end of the day we are in this field to teach, not dictate,” she says of one of the school’s policies that hopes to empower students rather than derail their enthusiasm to learn. She and her staff impart social skills, emotional regulation, practical life skills, and academics to name a few.

The school recently raised funds to cover in-school Music Therapy as part of their holistic programme. They also fundraised to ensure training for staff members to become properly certified in special needs education.

“I most definitely agree that teaching and working with special needs children and adults is my passion,” Meghan says of her life’s work. “I could even work with neurotypical children, which would probably be a bit less challenging but truth be told, I wouldn’t trade what I do for the world!

“There is something about connecting with a child who learns in a unique manner and being able to tap into a form of communication that most wouldn’t even consider giving the time of day to try to do.” She admits the terrain comes with its challenges but the rewards far outweigh these.

“My children at school are all so amazing and learn in so many different ways and it’s definitely a job that never gets boring.”

In the future, she hopes to expand the Academy for Special Needs; she would like to house an early intervention section, primary and secondary school levels, and vocational skills section. She also envisions operating at an international level – through the example of institutions abroad – by offering in-school therapies such as Speech and Language Therapy, Occupational Therapy, and Music and Art Therapy.

“It’s a catch-22 for us as we are a private school, therefore we rely on school fees and fundraisers to cover what we need but ultimately, I would love to offer scholarships to underprivileged families as I believe every child has a right to an education.”

She sees such expansions in the future as completing her life’s goal of bringing persons with different abilities deeper into the folds of an accepting and honourable society and has hope that this can be achieved.

“Special needs children don’t just need but deserve every bit of support from our society and I vow to continuously strive to be someone who advocates for them,” she ends with fierce pride