Feb
07

Playing beneath the clovers...

“It was late in the night when she heard her mother screaming from her bedroom. Even through the headphones she wore each night to block out those sounds, she could hear.  She ran to the door and threw it open to find her mother being held beneath scalding water in the shower fully clothed. She already had bruises but immediately stopped crying and said to her daughter, “I’m fine. I am sorry, go back to bed...I am OK.”

She left like she always did, not hearing her mother make another sound. She lay on the floor beside her sister’s bed in the corner as she always did when her mother and stepfather came home late at night. She put her headphones back on and dreamt of wishing she could shrink small enough to play beneath the 4 leaf clovers in the grass where no one could see her or ask any questions about her or her family.

She woke up hungry, put on clothes that had not been washed and walked to the bus stop away from the large, beautiful home with the facade of a happy, safe place...her siblings not even waving as they drove past her to school.

The bus door opened, the driver offering her a large smile and she offered one back making a joke that she woke up late, barely caught the bus and that’s why her shirt was so wrinkled. She found her friends on the bus and headed to school.

Field of clovers with heart shaped open patch.
Her teachers adored her and appreciated that she always asked about their day. She loved to laugh, even though insecure about her own smile...laughter was the medicine that kept her afloat. Her friends commented on how well she listened and that she should think about being a psychologist one day. She did think about that; for it would keep her in a place to continue to listen but not have to share. She developed and honed in on that skill of listening...truly listening, hearing, caring and helping all those around her. 

One day while at school, she found herself in a daze in class and a tear must have escaped her eye. Her teacher approached her and asked if she was ok. She responded, “I’m fine. I’m sorry...I’ll get back to work. I’m OK.” Words she heard so often from her mother...nearly every night. Once again, she succeeded…she was able to continue to play “beneath the clovers,” then get back on the bus and start it all over again.”

This is just one story of a student. There are many left untold, unfixed, unnurtured. I once read an article about “ghosts” in the classroom. These are the untold, unseen stories of our students who come to our class each day. These are stories that get suppressed, buried deep inside because they feel like they have no outlet or a safe place to share.

There is so much trauma that comes to our classroom each day. Give students multiple outlets to share, share your own struggles, offer understanding and make it known that we all have stories. These stories need to be shared, nurtured and cared. Do not let these stories define our students; that leads to feelings of shame. Everyone has a story...make sure you are listening with ALL of your senses. Be a Ghostbuster. Ghostbuster logo.

If you do not have this commercial in your life yet...take the 3 minutes to make that happen now






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Feb
04

What We May Not Always Perceive First…Always Matters.


sketch drawing of a child facing away with a large backpack covering his/her back.
Recently, while traveling, I found myself engaged in conversation with another traveling educator about the stresses of air travel. The recount of the travel experience that this other traveler shared, made all of mine call back to memory as if they were lazy Sunday morning cups of black coffee and required me to hold back tears for her. I listened. I confirmed, beyond doubt, that her experience was terribly frustrating, sad, hurtful and that it was exceedingly important to share it with as many people as possible. I told her I knew of a great forum for doing just this. A place where I knew that some of the most passionate educators and warriors against injustice frequented with hungry eyes and ears. After a short and gentle persuasion, this fellow traveling educator graciously agreed to contribute her painful story as my guest-blogger this week.  


I had just finished speaking to others about the importance of inclusionary practices and had even shared stories of several students I personally know, who struggle daily with being treated unfairly for a variety of reasons. I was traveling from one national educational conference to another with a colleague of mine and needed to board an airplane to my next destination. I speak to others often, about disabilities and about including all kids in all aspects of the educational experience. What I don’t always tell people, is that I have a disability myself. One cannot really see my disability by looking at me and sometimes I choose to not share. However, I sometimes struggle with numbers, letters, direction, verbal instructions, and word recall. My colleague helps out with this stuff, but this time was unfortunately, a little different. As a frequent traveler, I have documentation that allows me to skip the security lines at airports…not only a nice convenience, but truly an accommodation for me. My colleague does not have this documentation and proceeded through the typical security cattle chute, as I smiled my way toward TSA Pre-Check.

I immediately noticed two other people also preparing for Pre-Check. These travelers also had a disability; ones that were visible. I was asked by TSA workers to allow these travelers in front of me.  Of course, I immediately complied with a smile and offered well-wishes to them on their travels. A few moments after stepping aside, I apparently had ended up standing in a restricted area and was hastily noticed by TSA, who advanced toward me with great urgency! Yes, these were the same TSA staff who had just asked me to step aside. They questioned why I was there, what I was doing, who I was, if I had Pre-Check credentials, where my identification was, where was my bag, if I knew that I was standing in a restricted space, why I was still standing there, what was in my purse.

Like lightning had struck, I instantly found myself shocked and without my own speech. This frequently happens to me when I feel like things are falling apart around me. My words all fall into a downward spiraling drain like a toilet flushing and I cannot retrieve them! To the TSA agent in my face, my silence was perceived as non-compliance. I was physically pulled to the side, my purse taken from me and searched as demanding words continued to flood my brain. As I was trying to decide if I’d done something wrong or if this was the result of my different brain, my boarding pass was being commanded. It was on my phone, of course, and I couldn’t recall the numbers of my passcode in the correct order. My hands were sweating by this time, so my thumb also wouldn’t open my phone. My identification and Pre-Check documentation was in my purse, which was not in my possession. I couldn’t speak, even to get my name out and certainly not to state why I was standing where I was. There was no way I could even say, “I have a disability, I’m not being contentious.” My colleague was already through regular security and unable to help me. I was on my own, with people who didn’t know I had a disability, thought I was being oppositional, and I’d actually done nothing wrong. I was crying by this point and was actually asked by the TSA staff, “what’s your problem, lady?”

The reason I was standing in the restricted area was because the TSA agents took special care to accommodate the other travelers who had a visible disability, which I was more than agreeable to me! However, to then be treated as a potential threat when my own disability was not outwardly visible, was devastating.  


Most of us have probably heard the old adage, “never judge a book by it’s cover.” Upon hearing this story, and holding back most of my own liquid emotion, I reminded myself that many people probably carry more in the bag within the bag, than the bag we actually see. A lot of people are quite good at putting the old tattered bag inside the shiny new bag and it’s easy to see that shiny bag without another thought about what might actually be inside of it. Your students, your colleagues, your students’ families, all have two or three other bags. It may not always be easier, but it’s always worth it, kinder, more productive, more efficient long-term, and more effective to presume that there’s another bag.  “What’s your problem, lady,” “what’s your problem kid,” is rarely productive and not the question that will get to the answers we actually seek. It is of utmost importance, that we seek to accommodate both the things we can see, hear, touch AND those we might not perceive immediately.  

What We May Not Always Perceive First…Always Matters.
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Jan
24

What is Your Gift?

Last month, while visiting a school in Jennings County, I had an “Aha” moment that made me assess my own gifts.


As I entered Graham Creek Elementary, I could already hear the sound of excitement drifting out of each classroom. Enthusiastic student voices, shuffling papers and the distinct sound of backpacks zipping up indicated one thing....the students were getting ready to leave for the day.


The principal escorted me to the room where I would be speaking to the staff about the Mindful Management of students who are in crisis or have been suffering from trauma. He explained that many of the families who live in the rolling farmland surrounding the elementary schools have taken in children to foster and that they want to make sure staff members are paying attention how to best serve the new set of needs that they are starting to see.


As we continued to walk, a small boy approached us and his face fell as we drew near. The principal stopped him and indicated that he would be right back in his office to meet with the child and that he was looking forward to it. The child’s face immediately lightened and relief seemed to wash over him. I told the student that finding the room would not take long and that he would have his special time, as promised.


The principal turned his focus back to the student and said, “Tell Rachel what your gift is."


Hands holding a small red gift with white ribbon.



The young man smiled broadly at me and pointed to his Star Wars themed shirt. “I know a lot about Star Wars,” he replied. I told him I thought that was fantastic and that I loved Star Wars too. As he turned and headed to the office, his steps seemed to be lighter.


Seconds later another student approached. This time it was an older girl, possibly a 5th grader. She raised her hand to greet us as we passed, and once again, the principal introduced us and asked, “Tell Rachel what your gift is.”


Suddenly her expression changed from one of concentration to an ear to ear grin. “I am an artist,” she exclaimed. She was prompted then, to get some art from her classroom and to show me. It was good. REALLY good. She showed me that the anime character she had drawn actually had special details that only showed up when you moved the paper under the fluorescent lights shining from above.


Later upon reflection, I really began to consider the action of students identifying and naming individual gifts. Yes, it helped me understand the students better and gave them something to be proud of. It added to the overall climate of the school and showed a closeness and sense of community to a virtual stranger. However, it did something greater.


As an adult, I have a hard time sharing my true gifts with others. Not the gifts that others tell me I have, but what I truly value about myself. We have been conditioned in our lives to be modest and humble, which are thought to be great attributes, but upon second glance, are they?


When I was a kindergartener in Texas and was picked to be a Munchkin for Richardson High School’s production of The Wizard of Oz, I discovered that I loved to be on stage, to be in the spotlight, to sing at the top of my lungs and to perform. If you asked me in middle school, after years of being told by society not to “brag” about myself, I probably would not have told you that I was born to have an audience, that I liked my sense of humor and that I prided myself in being able to talk to people even if I was uncomfortable. The short years that fell between discovering a gift and a talent and being shaped by my surroundings certainly took a toll on who I was to the outside world.


I would like to collect some data about these children who are so encouraged to talk about what makes them special and the encouragement and excitement that adults in their lives have when sharing the experience. Does hiding your pride and strengths make you modest and humble, or does it hold you back?


In education we like to celebrate the joys of our students, but do we take the time to sit down and really talk about the incredible things THEY have identified about themselves? How would this empowerment shape the outcomes of kids across our country?


We are being faced with a wave of children who are living in crisis and facing tremendous trauma. However, one huge difference exists from other generations of children born into trauma. Teachers across our country are taking a stand, educating themselves about how to reach students and learning how to empower and connect with them. My challenge to you today is to start the process of discovering the gifts that every student you meet has. Just ask them! They will tell you!
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Sandy Stabenfeldt
Great post! Thank you for sharing!
Thursday, 24 January 2019 13:10
Sandy Stabenfeldt
My gift is being a terrific mom! There is nothing that brings me more joy than being a good mom and seeing my daughter grow into ... Read More
Thursday, 24 January 2019 13:42
  11 Comments
Jan
17

Solving the puzzle!

Some of my favorite things go together so nicely.  Playing tennis on a tennis court overlooking the ocean while a dolphin plays in the background would be my idea of a perfect afternoon!  Another perfect scenario would include me sitting by the ocean reading a mystery novel while a manatee splashed around. Another of my favorite activities is putting together a puzzle with my husband and daughter on our dining room table.  I call it “family puzzling time” and it always makes me so happy to have everyone together completing a puzzle.

As I was contemplating my next blog posting I was thinking about how things fit together. Many times we have pieces of our lives or daily routines that need to fit together to help complete our puzzles.  Thinking about how pieces go together relate to the students I serve as well. Teachers have the complex task of figuring out which pieces of the puzzle fit to best serve their students.  

Each student is unique and will require a different solution.  Some students will need AEM (Accessible Educational Materials) and a technology solution to access these materials. This is where the ICAM (Indiana Center for Accessible Materials) can help. We can provide answers and solutions for your students who struggle with print materials. We can help solve your puzzling student situations.

Do your students need digital text, do they need to access it on an iPad, do they need text to speech? Or do they need audio text on a Windows computer? The different scenarios are endless and the ICAM can help you put the puzzle together.   

If you find yourself with a puzzling case, please do not hesitate to contact the ICAM! Sandy Stabenfeldt (myself), Jeff Bond and Martha Hammond are here to help you every step of the way.


Sandy StabenfeldtJeff BondMartha Hammond


The ICAM webpage is full of great information and resources for you to check out as well.  We have also made some step by step videos to assist you!
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Jan
10

Teacher, Wash Your Face

Thanks for sharing the lies you used to believe and found a way to dismiss, Rach! Have you heard of Rachel Hollis? She published a book this year that has gone viral called, “Girl, Wash Your Face: Stop Believing the Lies About Who You Are So You Can Become Who You Were Meant to Be.” Have you read it? If you haven’t, I recommend the great and easy read!

Katie holding Girl, Wash Your Face book.

Now, it's our turn to share and help others dismiss the voice inside their head. One lie that I used to believe for a long time is the one regarding age. Growing up we all experienced those moments when our parents told us, "You can when you're older," or "You’ll understand when you're older". Leaving you to always long for just the right moment “when you're old enough” for whatever it is.

Now that I am older, it has morphed in my professional career that has left me longing until “I have enough experience to write that book, or present on that topic, or to do exactly what I think I have always been meant to do". Always being told that you need to “put in your dues” and then it will be your turn. Suddenly, I realized that I am longing to do the things of the “experienced” and waiting for “someone” to tell me “it's time”. Do you find yourself waiting for permission or asking for someone else’s approval for that gutsy move to get ahead in your career? One of Rachel Hollis’ quotes from the book is,


“No one can tell you how big your dreams can be.”

We all seem to care a little too much about what others are going to say. The truth is if we wait for these moments, we may be waiting our whole lives. Another favorite quote:

“Someone else’s opinion of you is none of your business.”

So, what have you been waiting to do?

Maybe you have been waiting to integrate Universal Design for Learning (UDL) and technology into your classroom or program? PATINS Specialists are standing by for your email or call for on-site consultation and our *no cost* PATINS Tech Expo is coming up on April 4th to help connect you with the right tools, know-how, and inspiration to make your ideas a reality! Your time is now! Don’t wait to contact us and let us know how we can support you today! {Free Registration for Tech Expo opens soon!}

Don’t forget to like, comment and share this blog and the Tech Expo with your fellow teachers!

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Jan
03

Happy New Year!

You maybe haven’t thought about it but we are 8 months away from the implementation of IN SB 217, the dyslexia law. I think of it often. I have this fear that the 2019-2020 school year will arrive and there will be those who have not prepared and are not sure where to begin. Don’t let that happen to your school. If you haven’t already, begin working toward success now as we inch towards implementation. It is not too soon, even if students with dyslexia have not been screened yet, to consider accommodations. I know, all students are different, yet there will be certain strategies you will go back to again and again.

During the PATINS Access to Education Conference 2018 in November, I entered a session where the topic of accommodations was being discussed for students with learning differences such as dyslexia. The presenters were speaking on the importance of providing text to speech software, audiobooks, and other tools that “level the playing field” for certain students.  

Someone commented that in her classroom, she was reluctant to allow the use of tools that others do not have, because “it’s not fair.” The presenter quickly pointed out that what is unfair is to deny accommodations for a student who needs them, because they are not available to the whole class. Rick Lavoie has said, fairness means that everyone gets what they need, not that everyone gets the same thing. Or, as the presenter said, “Would you take away a student’s eyeglasses because others have perfect vision?”

Making accommodations so that all students have access to content and opportunities for growth is, in effect, changing individual learning environments. So, if you create each student’s work environment according to how each student learns, you are providing appropriate accommodations. Also, you are building universally designed instruction. This is a natural flow. To keep yourself from getting swamped, think of some accommodations you can beneficially provide to everyone.


For example, when you give an assignment, make it very explicit. Tell how many pages are required. Demonstrate how to extract the pros and cons of a viewpoint. If using specific vocabulary words is required, hand out a separate list of the words to everyone, so all students can check them off as they go. Show examples and visual aids of what you expect. Allow students to ask questions and clarify until everyone understands gets it. If a student returns to you to revisit the instructions, this is no time to say “I told you once.” Everyone should understand the assignment before they begin and as they move forward.

Which leads to the matter of drafts, or revisions of writing assignments. Thinking back to my school days, turning in a couple of drafts for teacher suggestions and re-writes was offered for “term papers” in high school. This would also be helpful on everyday assignments because it will help improve grades for strugglers, and it will help students get in a habit of checking over their own work. This is a learned skill, best taught early.

Allow extra time for in-class assignments. For everyone. Once you know your students, and know which ones do not need extra time, it might be appropriate to pair that student with one who needs more support. Even if your school does not implement a Peer-Buddy System, teachers can improvise one informally during specific classes. Until the teacher and students get the hang of this, the teacher will need to closely monitor the process. Expect such pairings to be advantageous for both students, for it can increase awareness of difference and sameness, tolerance and helpfulness, confidence and trust. Win/Win!

Everything suggested here will take time. Sometimes, if a task is not a standard, or not required, the time factor may seem unjustifiable. However, we are changing learning environments to accommodate students with dyslexia and we are long overdue.

Any of the PATINS Specialists can help you build a learning environment using Universal Design. Also, we post relevant information on the PATINS/ICAM Dyslexia Resources Page, and the IDOE continues to share guidance on their own Dyslexia Resources Page. Joe Risch, who is the new Reading Specialist with Training in Dyslexia for the state, gives some great answers to need-to-know questions. You are covered in a blanket of support. Happy New Year!




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Dec
27

A New Year, A New Classroom?

Traditional & UDL Classroom Comparison From a traditional classroom to one that is more universally designed.
For many people, the end of the year is laden with traditions. After all, traditions are inherently part of the many cultures that exist around the world, especially when it comes to holidays and celebrations. They are present in a variety of our routines, activities, and schedules at home, work, and school.

Some traditions evolve over the years, reflecting the change in the times, the environment, or the family, while others remain the same from one year to the next. I like to call the latter, anchor traditions. I believe that our desire to observe these traditions not only stems from the definition that they bring to us as a people, but is deeply rooted in the comfort and familiar expectations that accompany each one.

Furthermore, I believe that it’s within this comfort and familiarity that many traditions, good and bad, persist in our schools and classrooms. It’s natural to cling to what we know and what has always been done, but when does our personal comfort begin to impede the learning experience for our students?

I’d argue that more often than not holding onto what we know to be true in a zone of comfort, holds us back from doing the job we truly want to do as educators. That it keeps us in the mindset of teaching the way we were taught, of putting our academic to-do lists before our students more immediate needs, of being resistant to new ideas, of overlooking the value that each student brings to the classroom, of forgetting why we became teachers in the first place.

In fact, as I reflect upon my own teaching and experience, I can admit that I allowed myself to retreat to my personal comfort zone, teaching the way I was taught and projecting onto my students what I wanted for them without asking them what they wanted for themselves.

Had I known then what I know now, there are steps that I would have taken to shift the focus from my traditional, teacher-centered methods solely created to manage my classroom to a student-centered classroom driven by my students’ individual wants and needs.

But how?

I would have started with relationship building. Not the type of relationship building that happens those first few days of school (and includes the obligatory beginning of the year “get-to-know me” poster activity), but real relationship building. The type that takes time, energy, and sometimes a lot of effort and persistence. The type that begins with allowing every student to enter the classroom with a clean slate and without preconceived notions.

I would have asked my students to share how they prefer to learn, what they believed their strengths and weaknesses to be, what their fears were and always given them multiple ways to respond - verbally, in writing, with pictures, etc.

I would have asked my students to tell me what they wanted to learn that year and worked to incorporate their interests into the daily lessons and activities.

I would have asked my students how they were doing and truly listened without judgement.

I would have worked hard to make sure my students knew that I sincerely cared about them regardless of their behavior and even in the worst of times.

Relationship building can be a game changer and is key when it comes to creating a student-centered environment. And though it may be difficult to foster new relationships and leave behind those all too comfortable traditional methods, all it really takes to head in a new direction focused on students is to take the first step. The upcoming new year and semester offers the perfect opportunity to take this step, so will you?

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Dec
20

The Gift of Growth

We welcome a guest blogger this holiday week, Julie Bryant, who is a teacher for the blind and low vision serving in Dubois, Spencer, Perry and Pike Counties. I love Julie’s style: she’s direct, funny and a fierce advocate for her students. I turned her loose to choose a topic, and I’m not surprised that she’s chosen to share stories of her students and their achievements:

Julie Bryant and her husband Bill.
When Bev asked me to participate in the PATINS weekly blog I decided with Thanksgiving just behind us and Christmas quickly approaching I felt that it was important to talk about the blessings that being a BLV teacher has afforded me. I am blessed to meet my students when they first enter preschool and remain with them until they graduate high school and if I’m lucky, beyond. I have students that still call me when they have a question, concern, or just need some advice after moving on to college or the workforce. Watching these students grow and blossom is the greatest gift. 


As BLV teachers when our students succeed or fail we feel those joys and sorrows right along with our students and their parents. The technology that we now have for our students has come a long way over the last 10 years that I have been in this position. 

Technology has helped my blind and low vision students feel more like their peers and given them access to more information, books, and careers. My blind students have BrailleTouch devices, MacBooks, iPads, and iPhones that have allowed them to be more independent. 

One of my students in high school wants to be a lawyer and if his ability to argue his case with me daily about anything and everything is any indication of his abilities, I know he will be amazing. He gives Sunday sermons at a small country church once a month (I’ve said for years he should be a preacher!), as he seems to inspire others. He would eventually like to get into politics (ugh), but at least I know he will be an honest and upstanding politician! He is an inspiration not because he is blind, but because he doesn’t see himself as different and gets upset when people treat him with disrespect because he is blind. 

I have a student with low vision who is attending IU. She is part of the IU singing Hoosiers and has an amazing voice. She is also studying to be a psychologist. Being part of this exclusive group was a goal she worked hard to attain and she has a work ethic second to none.

I have tried to impress upon my students that they can do or be anything they want, but they have to put in the work to achieve those goals. Some think I am pretty tough, but if being tough helps my students succeed then I will continue to push my students.
 


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Sandy Stabenfeldt
Thank you Julie for sharing! We are very proud of the work you are doing!
Thursday, 20 December 2018 15:27
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Dec
13

Building Blocks: Virtual vs Real

My oldest grandson, Dean, has taken a real interest in blocks. It’s kind of funny, because as a toddler he really didn’t show that much interest in playing with them. However, at the age of 8 and in the third grade it finally captivated him.

Don’t get me wrong, he has played with a Lego here and there, but it really took off this past Autumn. I couldn’t help but wonder what prompted the interest.

Looking back, over the past year he has been very involved with the video software Minecraft. If you’re not familiar, it is a virtual world where a player or gamer (I’m not sure of the correct term) creates a virtual world out of blocks and a variety of objects and things one can collect.

For his birthday last April, he was all about Minecraft, including a desire to own a Minecraft chest. My wife, Rita (aka Mimi) had been checking Pinterest and YouTube and came up with the idea that I should make him one.

Being the procrastinator that I am, I started the project the week before his birthday. I took ownership of the process and completed the chest.   We filled it with Minecraft little figurines.  Dean was very surprised and grateful… not so much for what was in the chest, but that Pappy Pa and Mimi created it just for him.

Dean MC Box

Shortly after his birthday, I asked Dean for a little instruction on Minecraft.   He gave me a tutorial then showed me videos on YouTube where gamers show off their abilities.

This past summer I can’t tell you how many times I observed Dean and his brother Logan watching Minecraft YouTube videos…it seemed endless.

I had mentioned Legos earlier - here at the Bond house, we had a somewhat small collection. Just the right size however for Dean to start “creating” things that resembled Minecraft components.  With Thanksgiving and Christmas just around the corner, Rita and I decided to bulk up our Lego collection for the holidays. You know just to give the kids something to do.

Thanksgiving Day we pulled out a box of Legos with over 1500 pieces! All the kid’s eyes lit up especially Dean’s. It was fun to watch all the grandkids AND my son-in-law build their individual creations.

After about an hour or so the interest level subsided, except for Dean’s. He continued to amass several replicas of what he had created in Minecraft. He was as consumed with building with Legos as he was building in the virtual game, and it lasted for hours.

I am not a gamer. I have a Wii but still can’t virtual bowl for squat, so I don’t go to a bowling alley for that reason. However, to watch Dean over the past months translate the virtual reality of his creation into the real world of constructing what he has imagined, has been fascinating and rewarding.

We put a lot of technology into the hands of children. I wonder how many can transfer their virtual experiences into real life experiences?
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Sandy Stabenfeldt
Jeff, What a great idea and what a great blog posting! Thank you for sharing!
Friday, 14 December 2018 12:22
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Dec
07

Never Give Up

This week I have invited a Guest Blogger to share with us. His name is Collin Clarke. Before I share his story in his own words, allow me to tell you how I came across Collin.

I was first introduced to Collin through an A&E TV Special entitled “Born This Way” earlier this year. 

The things I learned about Collin after watching that TV special are:
  • Collin is a fit young man
  • Collin is a bodybuilder. (Men’s Health Magazine sought him out to be featured on this Health and Fitness episode)
  • Collin is from Evansville, IN
  • Collin has Down Syndrome. In Collin’s words: “God made me like this for a reason”
  • Collin has a supportive family and set of friends. Father Carter Clarke said the family has always pushed Collin to succeed. Sometimes that has meant pushing those around him to accept his “no limits” attitude. “We are very blessed with Collin. He doesn’t see any barriers in life. We’ve always tried to avoid putting limits on him. If he wanted to do something, we were always all for it”.
  • Collin’s personality drew me in, kept me glued to the TV and inspired me to never give up on anything I want to do, want to be, want to accomplish.
Now, here’s Collin himself to tell you his story. Enjoy the read and remember to …

Never Give Up.

My name is Collin Clarke, I am 25 years old and I am a bodybuilder. I became a bodybuilder in 2015 after watching John Cena and other bodybuilders like Arnold Schwarzenegger. I was over 200 pounds. I competed at 137 pounds after 7 months of hard training and diet.

Collin Before and After Bodybuilding in 2015. Bodybuilding changed my life emotionally and physically. It feels so good to be healthy and to make good changes in my diet and be more active.


I try to inspire others to make changes to become healthier. I have many friends and family who support me and help me when the diet gets hard or I am tired or need a reminder that I am strong.
Collin's Family and Friend 2016. I believe in never giving up and listening to my heart and give it everything I got.


I am inspired by many people. People with disabilities, people in the military, family and friends who want me to be my best.

I love being a role model for young kids, to let them know they can do anything or be anything with heart and passion and believing in themselves. I love when parents come up to me and say because of you my child wants to be like you.

I want to keep bodybuilding and getting better. I look for positive in every day and want others to do the same - believe in their ability and to not get distracted by a disability (label).

I have an extra chromosome, a big heart and will keep dreaming and believing and I will never give up!


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Sandy Stabenfeldt
What a fantastic guest speaker and blog entry. We are very proud of Collin here in Evansville! Thank you so much for sharing wit... Read More
Friday, 07 December 2018 11:16
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