One veteran staff member of 10 years is blind. She?d made arrangements for her employment interview via telephone so when she arrived on the appointed day with her guide dog she was greeted with quiet expressions of surprise and shock. As director, I secretly prayed that I would have the experience and sensitivity to conduct the interview properly. Let's be truthful, I was thinking how can I get through this interview and let this person down gently? If I couldn't it might be considered big time prejudice my part and I represented a very big company.
She was nervous, of course. I was more nervous. What if I did or said something wrong? So I adopted the attitude of first be a human being. We chatted and got to know a little bit about each other. She told me about her educational background and family. I did the same. I explained our program and what our goals were and asked her if she thought she might be interested in working in such an environment. Of course she did or she wouldn't have been at this interview.
I got bolder. Did she have any previous child care experience? As a matter of fact, yes she did. She'd volunteered at a daycare center while attending college and she'd taken care of her two young nieces. This opened up the entire discussion about exactly what did she do and how did she do it? And how was her guide dog handled in the presence of children? Just how did it work? I needed a crash course in working with the disabled.
In the back of my mind I was thinking that if I hired her and it didn't work out, I might be stuck with an unsuitable employee. Or perhaps worse yet, if I terminated her it might create a public relations problem or even legal problem. I was feeling very uncomfortable. Nevertheless we forged ahead.
So we agreed that she, like every other candidate we interviewed, would be allowed to work one day. At the end of that day we would talk again and see if she wanted to continue. If so, she would work one week. If she still felt she wanted to work at our center at the end of the week she would have the job.
The lead teacher she would be working with was affectionately dubbed Saint Barbara. Barbara was the only teacher I'd ever known who had found an abandoned python on the streets of New York and called the ASPCA to get help for it. I asked Barbara what thoughts she might have about turning this blind candidate into a productive staff member. She had plenty of ideas and most importantly she had an excellent attitude.
She began by taking Gladys on a tour of the room. She started from the left of the entry way and followed the walls all the way around until they had returned to the entry way. She answered all questions and asked Gladys to return the next day dressed to work.
We agreed the best place for the guide dog to stay during the course of the work day was in my office. There it would not take up space in the classroom and it would not be a distraction for the children. On the other hand, when the children were to go outside to play, the guide dog would go with them.
We embarked on an educational program so the children would understand that the guide dog was not an ordinary dog. The guide dog was a special working dog who helped Gladys come to school and go home safely.
School life at the center took on a new dimension as children, staff members, and parents learned to be more thoughtful because of Gladys. She amazed everyone with her abilities and we were totally delighted that we had been brave enough to try.
Then one day, about 9 years later, we received a new department of health inspector. She noticed the guide dog in the office and immediately said it was against the health department rules for this animal to be in a school. It, the highly trained guide dog, had to go.
The inspector and I, along with Gladys discussed the Federal Regulations regarding the Americans' Disability Act which allowed guide dogs to have access to buildings. She wasn't buying it. The guide dog was to be exiled to a building across the street. I had a big problem.
I knew the department of health inspector needed more information. I offered her a copy of the ADA Regulations. She wasn?t interested, but to placate me she said she would ask her supervisor about the dog. In the meantime, she'd upset Gladys considerably and she'd upset the rest of the staff who were very protective of Gladys, the guide dog and their legal rights.
Eventually the inspector came to understand, through her supervisor, that the Federal Law superceded our local law and the guide dog could stay. And I came to understand, once again, that building a daycare program that includes all types of people is very important.
It's easy to have a model program if everyone fits your mold. But life doesn't have one mold. And sometimes there's a lot to be learned from others.
The author is the Executive Director of The Presbyterian Hospital Infant & Child Care Center in New York City.
Labels: rid_of_black_mold, toxic_mold_health_problem, toxic_mold_symptom, treat_black_mold, treatment_for_mold_toxic
