Application of Jean Watson's Ten Carative Factors to Teaching Handicapped Children
Jean Watson's Ten Carative Factors may be applied to teaching handicapped students and as well, these factors present a method of teaching that is likely to be successful and to instill self-dignity in handicapped students in the learning process.I. HUMANISTIC-ALTRUISTIC SYSTEM OF VALUE The first carative factor is one that when used in teaching the handicapped student, vests in the student true value of who the student is and as well vests value in the students abilities. This instills in the student self-worth and dignity in the learning process. Teaching the student in the spirit of faith that they are able to learn and in the spirit of hope for their learning experience provides the student with the capacity to have faith in themselves and with hope for their own learning experience rather than causing the student to feel that their learning experience is somehow diminished because of their handicap and learning disability.III. CULTIVATION OF SENSITIVITY TO SELF AND OTHERS When the learning environment is one that is sensitive to the handicapped student and their disability, the handicapped student learns in an environment that teaches them that it is okay to be se
ALLOWANCE FOR EXISTENTIAL-PHENOMENOLOGICAL-SPIRITUAL FORCES The student who is handicapped or whom has a disability may at times feel that they are receiving help from a higher source such as God, angels, or even spirits of those that have deceased whom the student has known or whom the student was close to. PROMOTION AND ACCEPTANCE OF EXPRESSION OF POSITIVE AND NEGATIVE FEELINGS It is important that the handicapped student learn in an environment that allows them the freedom to express their positive as well as their negative feelings about the learning experience. From Watson's view, the teacher understands this and is sure to enable and assist the student with a handicap or disability in seeking out and possessing the necessary gratification in their learning that serves to drive and enable further and additional learning. This carative factor when applied to learning opens the door for the student to have a genuine learning experience that does not brush aside their negative feelings but acknowledges them as valid. From the view of Watson this must be allowed in the student's learning experience as some things just cannot be explained otherwise. SUMMARY & CONCLUSION Jean Watson's Ten Carative Factors offer a framework for teaching handicapped and students with disabilities that serves to expand the learning possibility beyond its original boundaries and enables these students to move forward in their learning with confidence and a new level of self-acceptance in terms of both their abilities and their limitations. Oftentimes, the learning experiencing of the handicapped student is one in which they feel that they are subhuman because they must have help in the learning experience however, in the helping relationship provided by the teacher whom the handicapped student is first able to trust and then whom they understand genuinely cares for them, the handicapped student is able to find a safe place in learning with assistance which allows them to retain their dignity in the learning experience. nsitive to themselves and to others and in this learning environment the handicapped student is capable of not only learning but in assisting other students who are handicapped with their learning. ASSISTANCE WITH THE GRATIFICATION OF HUMAN NEEDS Handicapped students or students with disabilities have the same needs for gratification in their learning experience, as do other students without handicaps or disabilities.
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