Juan a student from the Manuel Duato special school in Lima, Peru.
It started out like any other normal evening meal in the Formation House in Fiji, when we were informed we would be going to Peru for our FMA. Two days after our arrival in Lima, Tex, another seminarian, and I were called to a meeting with our FMA Director where he outlined the programme. He mentioned there was a possibility of doing pastoral work in a school. Having the experience of being a teacher before going to the seminary, I told myself “I got this one in the bag”. It’s either Maths or Basic English. I did not even bother to ask what school it was or what was involved in the pastoral work.
After Language School, I was informed of my pastoral placement in the school next door to the Columban Central House. Indeed, it was the school next door but not the one I had anticipated. There were two schools beside the Columban House, one a Diocesan secondary school and the other a special needs school. So, it was welcome to Manuel Duato, a school catering for the needs of special students. Without any formal training prior to this, I experienced a bit of confusion and a surge of anxiety.
The first day came and it was like reliving my first day in elementary school where it literally took me seconds to exit through the other door. My fears became a reality as there were screams, parents chasing their kids around, a kid chewing on some crayons and another throwing stuff at other students. The class was chaotic and in a mess but as I would later find out, there was a certain beauty and fulfilling joy hidden within that mess. One simply needs time to adjust to unfamiliar situations and adapt.
The assigned class comprised of ten severely intellectually challenged students, a teacher and myself as assistant. As weeks turned into months the unfamiliar gradually became familiar. Each student had a different way of being approached and assisted in class. Activities involved some simple art work in class and physical exercises outside. At other times it would involve feeding some of the students during lunch. Language was a challenge for me and luckily it was of minimal use since the students had speech impairments. Communication was kept at one-word commands accompanied by simple hand gestures, anything more would confuse both the students and myself.
Regular or traditional classrooms gauge students’ progress generally through exam results and are most rewarding to any teacher who puts in effort and sees the results. In our class at Manuel Duato, the completion of art work or physical activity, however small, is an achievement in itself. The means of getting there may be difficult but it is worthwhile when one sees the joy expressed on these student’s faces upon completion of a simple task.
As a Columban seminarian I am also reminded of the possibility of working for and alongside special needs people in the future. Truly there have been areas of growth in my own person, such as gaining a great deal of patience, accepting them for who they are and having tolerance for special needs students. One could easily define these areas of growth, but to live them out is a different ball game.
Spending time with these students made me realise my own disabilities and provided the opportunity to identify them, acknowledge them and build-on them.
The experience reminded me of a Columban priest’s sharing in the Formation House in Fiji in which he said “The formation years are about going around with your tool-box and collecting tools for the journey ahead”. The FMA programme has thus far provided me tools, some new while the old ones need a bit of oiling.
Finally I wish to convey my sincere gratitude to all benefactors of the Society. It is through their prayers and support that such institutions and projects undertaken by the Society manifest themselves in the lives of these children, their families and your seminarians.
God bless you.
Mini. [Aminiasi (Mini) Ravuwai is currently on FMA in Peru.]
Related links
- Read more from The Far East, January/February 2018
