REMEMBERING LUCY BY SARAH HELTON By: Amanda Arnst As a special education teacher, there are many children’s books that have influenced me on both a personal and professional level. Perhaps the most poignant are those that remind you that, regardless of physical, emotional or cognitive differences, all children and students have a voice and deserve to be heard and respected. This lesson is more than apparent in Remembering Lucy by Sarah Helton. Throughout my career, I have had the privilege of working with truly amazing students who work each and every day to beat the odds. Unfortunately, as many students have life-limiting or lifethreatening conditions, saying goodbye and grieving their death is a sobering reality. Unfortunately, while adults and “neurotypical” children are given the chance to grieve and remember, students with disabilities are often left out of the conversation. Through its simple and direct language, Remembering Lucy gives voice to Joe, a student with disabilities who is experiencing the death of his friend Lucy. Joe reflects upon how his teachers shared the news with the entire class and gave them the opportunity to process and remember their times with Lucy. He recalls how his classmates all had different emotions, and how it was ok to feel sad. Now when he remembers Lucy, Joe thinks of all the happy memories and the fun that they had. On the surface, while this book seemingly aims to discuss the death of a friend, the lessons to take away on the part of adults are much larger. First and foremost is the idea that you CAN talk to students about death. Although society as a whole still treats the idea of death as taboo, the fact of the matter is that it is part of life regardless of when it happens. Not only can you talk to students about the loss of a friend or peer, but you should! This is perhaps most important for students with disabilities who may process and come to understand death in alternate ways. Instead of treading lightly and attempting to avoid the topic, teachers across all specialties and subjects should talk to their students in an open and honest fashion. Within the educational field, there is a catchphrase that many adhere to that says “assume competency”. I want to go beyond that. Don’t assume anything! Instead, know that you students understand. Know that they have thoughts and feelings. Be willing to go outside your comfort zone and give students the opportunity to make sense of their world and the events around them. If it feels uncomfortable, that’s good. It is outside our comfort zone where real growth and learning begin. Footnote: Special Education Teacher, Cotting School
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