Interview With Special Education Teacher Kathleen Doyle

What is the LIFT program?

“The purpose of the Learning Independence For Transition (LIFT) program is to guide and teach adult students with disabilities the skills they need to live as independently as possible. Our days are busy and full! It is never a boring day at the LIFT program.
We learn daily living skills, such as cooking, cleaning and maintaining a household. Cooking, of course, is one of our favorite activities! We have a kitchen area with stove, sink and refrigerator. We also grow vegetables and herbs to use in our cooking lessons, thanks to a grant from the Alhambra Rotary Club and Alhambra High School’s Green Academy, who built the raised beds for the garden.
We learn what we call “functional academics.” Functional academics are real life skills students need to function independently, such as banking, understanding taxes, use of money, filling out job applications and writing résumés. Students also learn about the importance of social skills in job settings. We go out into the community every day. We learn to safely navigate the city with use of public transportation, and practice use of money in the community. One of the perks of this program is going out to eat at a fast food restaurant every Friday! We also do volunteer work in order to gain important vocational skills for future jobs. With the help of AUSD’s Vocational Specialist, Melanie Ware, and her team, we work at places such as Sizzler, the Alhambra Courthouse, YMCA, Smart N Final and Gamestop.”

Who or what caused you to become a Special Education teacher?
“When I was going to college in Fort Worth, Texas, I taught dance to students in some of the more disadvantaged areas of the city. I was impressed by the resilience of many of these students in spite of very difficult circumstances. I found that I could be a positive influence and had the potential to make a difference in their lives. Yet, as much as they learned from me, I learned far more from them. When I came back here to my home state of California, I decided to pursue a teaching credential, and soon began teaching in Glendale.
Then my kids were born, and I stayed home for a while to care for them, including my youngest son who has disabilities. Before my son was born, I was, admittedly, naïve about people with disabilities. I taught my son at home through a program designed specifically for him and learned a great deal. When I returned to teaching, I entered the special education field and feel so fortunate to have found my way to the LIFT program. Like those dance students in Fort Worth, my students face challenges and difficult circumstances of their own. Every day, they impress me with their positive attitude, hard work and willingness to keep going despite tough odds.”

What can we do to help?
“We are all part of this one family called the human race, and we all share the same feelings, hopes and dreams. I find that my students are some of the most interesting people I know! I enjoy their sense of humor, and learning about their perspectives and unique views of the world. It’s very easy, to simply say “hello” to someone with disabilities. I would also encourage AHS students to sit next to someone with disabilities at lunchtime and get to know him or her. If you have someone with a disability in one of your classes or clubs, start a conversation, or walk with him or her to the next class. Ask a few questions, and you may find that you have some things in common. There are also many great programs that welcome volunteer help, such as Special Olympics or Ability First. And one day, when you become that successful business owner or manager, I hope you will consider hiring someone with disabilities. You’ll find you have an employee who is, not only, dependable, dedicated and hard working, but also very likely someone with a sense of humor and positive outlook that is almost guaranteed to increase morale in the workplace and productivity in all employees.”

Interview by Features Editor Cynthia Luong