Samantha Reid Letter of Recommendation
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This letter discusses the positive progress of 12 special needs students in an adaptive yoga class taught by Anthony Sherman of the Adaptive Yoga Project. It notes that the students are now able to attend to the 30-minute classes for up to 15 minutes before needing redirection, compared to less than 3 minutes previously. It also provides background on the students, many of whom come from families of agricultural workers exposed to toxic pesticides linked to developmental and learning disorders like those the students experience. The teacher hopes to continue and increase the adaptive yoga services to twice per week.
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ROLE OF LANGUAGE IN CHILDREN’S INTELLECTUAL DEVELOPMENT AND LEARNING
Samantha Reid Letter of Recommendation
- 1. To Whom It May Concern, March 10, 2016 I am writing this letter to bring to your attention some of the positive progress that has been made with my group of students as a result of the adaptive yoga classes taught by Anthony Sherman and the Adaptive Yoga Project. I currently teach the mild/moderate special education program in a special day class setting at Starlight Elementary School in Watsonville, California. To date, we serve 12 students with a variety of language, learning, visual, occupational, processing and behavior disabilities from the ages of 5 to 8 years. When Anthony began working with my students, they were able to sit and attend to the 30-minute classes without any re-direction for less than 3 minutes. They require extra support from the teaching staff to stay on their yoga mats and attempt even the simplest movements. Within the five months that they have been receiving once per week yoga instruction, they are better able to attend to the instructor, listen to and follow along with the movements and act appropriately for up to 15 minute before any redirection is required. The majority of my students are English language learners, either born in Mexico, or the children of first generation immigrants. Most parents are employed by one or more of the large agricultural businesses throughout the Central Coast. They endure long hours of physical labor and often times are at risk to exposure to dangerous pesticides. Scientists believe that the amount of toxic chemicals in the environment that cause developmental and neurological damage are contributing to the rise of physical and mental effects being found in children. Studies show children’s developing organs create early windows of great vulnerability during which exposure to pesticides can cause dire damage. In the U.S., requirements for testing pesticides and other chemicals for potential developmental and learning disorders are minimal. Research has shown that environmental toxicants, such as pesticides, at low levels of exposure can have effects that are adverse despite not being clinically visible, such as decreases in intelligence or changes in behavior. Prenatal exposure to organophosphate pesticides (Ops) has been associated with adverse neurodevelopment outcomes in childhood, including low IQ, Pervasive Development Disorder (PDD), attention problems and ADHD. Many of these disorders involve impairments in social functioning. Consequently, these are issues and disabilities that all 12 of my students struggle with. The most common disorder being that of speech and language development, followed by cognitive developmental disorders, sensory and auditory processing disorders (SPD and APD), ADHD and ADD.