Previous Article / Next Article
|Photo caption: Catherine (center) with Jessica, Julie, and Amy in 1988.|
by Terri Vandercook
In 1988, the second issue of the new newsletter Impact introduced its readers to Catherine, a fourth-grader with Rett syndrome, and her best friends Jessica, Julie and Amy. Together the girls shared Catherine’s move into full inclusion in the life of her school, an experience that enriched not only Catherine’s life, but that of the entire school family. The 1991 Impact article below revisits that earlier story and the unexpected power of one young girl to touch lives.
Thank you for helping me in my life and for comforting my family in my death. Remember what I have taught you. I love you.
Good Bye, Catherine
The above was a note received by some of Catherine’s closest friends after her death on December 15, 1989. Catherine may have touched your life previously through Cath, Jess, Jules, and Ames… A Story of Friendship featured in the Fall 1988 Impact, or through “The McGill Action Planning System (MAPS): A Strategy for Building the Vision” which highlighted Catherine’s MAPS session and was published in the Fall 1989 issue of JASH. This article, The Power of One, provides yet another demonstration of how this one small 10-year-old girl has exerted great power and influence over so many people. It is a tribute and thank you to Catherine, as well as a reminder and challenge to all of us that as individuals, each of us has the power to make a positive difference in our world.
I first met Catherine when her team was working to more fully include her as a member of a third grade class in the school she attended. The team’s approach had been primarily what has been referred to as “the teacher deals approach” (i.e., establishing a relationship with classroom teachers and striking deals to gain access to general education classrooms and activities for a child with disabilities). Toward the end of that school year, Catherine’s team made a decision to use the MAPS process to more systematically increase her involvement in the third grade classroom. The MAPS planning provided a very hopeful and positive beginning, but following that initial planning and subsequent implementation, the expectations and vision of Catherine’s team greatly expanded. The majority of Catherine’s team members concurred that her needs were not being most appropriately met by a model of “partial” membership in the general education classroom. The memory of Diane, Catherine’s mom, placing a copy of Bob Perske’s Circle of Friends book in the center of the table and quietly saying, “This is what Catherine needs and what I want most for her” remains very vivid in my mind.
On September 4, 1989, Catherine began life as a fourth grader at Cherokee Heights Elementary School in St. Paul, Minnesota (you could see the school’s flagpole from her bedroom window). On December 15,1989 she left this world as we know it.
The rest of this story illustrates how in four short months, Catherine deeply touched the lives of many children and adults in her new school community. Following are excerpts from letters that Catherine’s classmates wrote to her on the day that she died, as well as a note to Catherine’s family from the parent of one of her classmates and from her teacher:
And from the parent of one of Catherine’s classmates:
Every day if Jolene were to tell me a story about school, it was about Catherine. She said, “Mom, everybody loves Catherine.” I cannot tell you about any of the other kids in Jolene and Catherine’s class. Jolene only spoke of Catherine. On Friday Jolene told me her last Catherine story. While I only met your daughter once, I felt I knew her well. Jolene’ s class was truly special and chosen to have Catherine. Jolene and her class gained a great deal from Catherine. You had a truly special child. She will be greatly missed. – Jill
And, lastly, from Catherine’s fourth grade teacher:
If the worth of a person’s life is judged by the effect they had on others, Catherine’s presence will be felt for a lifetime in the hearts of many people. I speak not only for me but all the children she came in contact with. She fostered a deep caring and love, but maybe a longer lasting effect will be the understanding and compassion in the hearts and minds of everyone who came in contact with her. She, more than any other student I’ve ever had, belonged to not just you alone, but to everyone who came in contact with her and who loved her. – Gwen
Illustrated here is “the power of the powerless.” Catherine did not possess power in the traditional sense of the word, but it cannot be denied that she had a positive and powerful influence over those who knew her. There is a lot of discussion in the educational community these days about outcome-based education. One of the seven outcomes specified in Minnesota’s proposed outcome-based graduation rule is “to understand diversity and the interdependence of people.” Listen again to the things that Karen credited Catherine with having given to her classmates: “respect for handicapped people, love for others, and showing you don’t need words to make friends.” Those words indicate more than an understanding of diversity and interdependence. To me, they demonstrate a celebration of diversity and interdependence! There will be some graduation outcomes that can be learned from a book, there will be others that must be experienced. Those who shared school life with Catherine experienced an educational opportunity as of yet not available to all.
Thank you for helping me in my life. You provided such a joyous and hopeful vision of children learning together. You asked me not to forget what you taught me. Don’t worry little friend, the lessons you taught were very powerful. I’ll not forget! I love you. Good Bye, Terri
Terri Vandercook, at the time of this 1991 article, was Director of Inclusive Education Programs at the Institute on Community Integration, University of Minnesota.
Previous Article / Next Article
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/271). Citation: Gaylord, V. (Ed). (Winter/Spring 2014). Impact: Feature Issue on Stories of Advocacy, Stories of Change from People with Disabilities, Their Families, and Allies (1988-2013), 27(1). [Minneapolis: University of Minnesota, Institute on Community Integration].
The PDF version of this Impact, with photos and graphics, is also online at http://ici.umn.edu/products/impact/271/271.pdf.
The University of Minnesota is an equal opportunity educator and employer.