Goldman School honors Loretta Lester’s 43 year legacy of inclusive education – KTBS

Report on Loretta Lester’s Retirement and The Arc Caddo-Bossier’s Commitment to Inclusive Education

Introduction

After 43 years of dedicated service, Loretta Lester is retiring from The Arc Caddo-Bossier’s Goldman School and Child Development Centers. Her career has significantly contributed to the institution’s legacy of inclusive education, aligning closely with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 10: Reduced Inequalities.

Background of The Goldman School

• The Goldman School is Louisiana’s first inclusive child development center.
• It pioneers the integration of children with and without disabilities in the same classroom.
• Founded in 1954 by families establishing The Arc Caddo-Bossier to support children with disabilities.
• Serves as a model for inclusive education centers across Louisiana.

Loretta Lester’s Career and Philosophy

1. Career Beginnings: Loretta Lester began working at Goldman School in 1981 after visiting a friend employed there.
2. Advocacy for Inclusion: She has been a passionate advocate for inclusive education, emphasizing mutual learning among children of all abilities.
3. Teaching Philosophy: Focused on acceptance and inclusion, encouraging children to accept others as they are, fostering social skills, sharing, and friendship-building.
4. Impact: Mentored fellow teachers and parents, contributing to community education and support.

Innovative Educational Practices

Loretta Lester’s innovative approach is exemplified by her handling of a student’s sudden stutter. Instead of isolating the student, she encouraged the entire class to speak in whispers, promoting empathy and adaptation among all students. This method reflects the principles of SDG 3: Good Health and Well-being, and SDG 16: Peace, Justice, and Strong Institutions by fostering inclusive and supportive environments.

Legacy and Community Impact

• Loretta Lester’s retirement marks the end of an era but her legacy continues through the standards she set at Goldman School.
• The Executive Director, Kristen Powers, highlighted Lester’s leadership and mentorship roles.
• The retirement celebration on June 24 gathered family, colleagues, and parents, demonstrating the deep community respect and gratitude.
• Colleague Jerah Foster praised Lester’s profound influence on both students and coworkers.

Alignment with Sustainable Development Goals (SDGs)

• SDG 4: Quality Education – Promoting inclusive and equitable quality education for children with and without disabilities.
• SDG 10: Reduced Inequalities – Ensuring equal opportunities and reducing disparities in education.
• SDG 3: Good Health and Well-being – Supporting mental health and well-being through compassionate teaching methods.
• SDG 16: Peace, Justice, and Strong Institutions – Building inclusive communities based on respect and understanding.

About The Arc Caddo-Bossier

The Arc Caddo-Bossier advocates for and serves individuals with intellectual and developmental disabilities and their families. The Goldman School and Child Development Centers provide inclusive early childhood education by integrating children with and without disabilities in classroom settings, continuing to uphold the values of inclusion and quality education established over seven decades.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article highlights inclusive education practices at The Arc Caddo-Bossier’s Goldman School, emphasizing equal access to education for children with and without disabilities.
2. SDG 10: Reduced Inequalities
   • The integration of children with disabilities alongside typical children promotes social inclusion and reduces inequalities.
3. SDG 3: Good Health and Well-being
   • The article mentions support for children with developmental challenges (e.g., a student with a stutter), reflecting attention to mental health and well-being.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities.
   • Target 4.2: Ensure that all children have access to quality early childhood development, care, and pre-primary education.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of disability.
3. SDG 3: Good Health and Well-being
   • Target 3.4: Promote mental health and well-being.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proportion of children with disabilities enrolled in early childhood education programs (implied by the inclusive classrooms).
   • Percentage of schools implementing inclusive education policies (implied by the Goldman School serving as a model).
2. SDG 10 Indicators
   • Proportion of persons with disabilities participating in education and social activities (implied by integration and socialization described).
3. SDG 3 Indicators
   • Prevalence of mental health support programs in schools (implied by the approach to helping a student with a stutter).

4. Table of SDGs, Targets, and Indicators

Source: ktbs.com