www.EDUCATIONUPDATE.com AwardAward Volume X, No. 9 • New York City • MAY 2005 Winner FOR PARENTS, EDUCATORS & STUDENTS U.S. POSTAGE PAID U.S. POSTAGE U.S. POSTAGE PAID U.S. POSTAGE VOORHEES, NJ VOORHEES, NJ Permit No.500 Permit No.500 PRSRT STD. PRSRT PRSRT STD. PRSRT 2 SPOTLIGHT ON SCHOOLS ■ EDUCATION UPDATE ■ MAY 2005 Celebrating the 50th Anniversary of the Salk Vaccine With Jonathan Salk By JOAN BAUM, Ph.D writing songs, many about social justice—an One of the best compliments his famous father inheritance from his mother, a talented amateur ever got, Dr. Jonathan Salk recalls, was being musician who was a psychiatric social worker, told that people didn’t know about him, polio or and also from his famous father who encour- the vaccine. The point, of course, is that infan- aged his children to have “vision” and to see tile paralysis or poliomyelitis, “the most notori- its multiple effects in the arts as well as in the ous disease of the 20th century,” until AIDS, the sciences. In fact, Jonathan notes, not many disease that crippled Franklin Delano Roosevelt people know that the Salk Institute, which was in 1926, was, by the time of Jonas Salk’s death designed by Louis Kahn and is considered one in 1995 practically unknown, a viral threat that of the masterpieces of 20th century architecture had been all but eradicated—a spectacular trib- was the result of a “partnership” between Jonas ute to the genius of the man who in 1955 ended Salk and the famous architect. His father was a national nightmare. Only those of a certain age in on the design. How fitting, therefore, that remember the terror of the times, the epidemics, Jonas Salk was recently honored at CCNY, the iron lungs, the quarantines. But on April 12, from which he was graduated, the CUNY 1955, when Jonas Salk, using donations from the college that can boast both a medical and March of Dimes, announced that he had a cure architectural school. Of course, in honoring (Jonathan was five at the time), not only could the collaborative nature of scientific discovery, parents sleep at night, as the papers reported, Jonathan Salk does not mean, inadvertently, but science and public health policy took an From L to R: Dr. Jonathan D. Salk, sons Ben and Hugh, and Dr. Selma Botman, to diminish the heroic achievements of his important turn, resulting in life-altering initia- City University of New York Executive Vice Chancellor for Academic Affairs. father, who faced adversity with great cour- tives such as the Vaccination Assistance Act of age. People, then, he points out, could not see 1962, which would protect school children for changed perceptions of science and medicine. standing that medical research should “make a the “big picture” behind his father’s research, free against one of the world’s greatest scourges. As his father would and did say—the break- difference,” affect public health and bring about the fact that a killed virus could be effective. But as Dr. Jonathan Salk emphasizes—he is through was due to collaborative efforts—sci- social justice. The establishment of the Salk Thus, Jonas Salk’s story is a wonderful story board certified in both child and adolescent entists working with him and with hospital staff Institute in La Jolla, CA, was an extension of of the 50’s, before attitudes about scientific psychiatry and an Associate Clinical Professor and volunteers—an army of the dedicated who this belief, a place that Jonas Salk regarded as research turned cynical, skeptical, suspicious. of Psychiatry at UCLA—the significance of brought off the largest field trial in U.S. history, a center to “address problems of humankind.” In his own teaching—working with psychiatric the Salk Vaccine had even wider implications, the inoculation of over two million children. Thus it was, as Jonathan Salk recalls, inevitable trainees and also with parents in his children’s which are not fully appreciated, some of them Indeed, the 50s were the golden age of medi- that he himself would go on for an M.D.—which school, Dr. Jonathan Salk tries to carry on his touching on his own areas of interest in human cal science. They loved their father and knew in his family was like getting a B.A. and that he father’s rich and challenging heritage—to inte- interaction and behavioral development. he was a genius, Jonathan Salk says for him- would regard the discipline of studying medi- grate research and concern for human beings, The extraordinary success of the Salk Vaccine, self and his two brothers, who also went into cine as “good background” for whatever else to bring, maintain, and enhance the human ele- Jonathan Salk points out, and the campaign medicine, but the greatest gift Jonas Salk gave he may want to do. In fact, an earlier love of ment in all inquiry. # launched by the March of Dimes, “dramatically” his children—and the world—was an under- Jonathan Salk’s was music—playing piano and INTERVIEW WITH SENATOR EDWARD KENNEDY: NATIONAL CENTER FOR LEARNING DISABILITIES AWARDEE By POLA ROSEN, Ed.D. EU: What work still budget would cut edu- EU: Are there any early educational experi- Education Update (EU): The Kennedy remains to be done? cation and provide no ences or anecdotes that you would like to share Family has been involved in helping children TK: The greatest increase in student aid. with our readers? with special needs for many decades includ- special education chal- It’s a battle royal in TK: One of my fondest childhood memo- ing the Special Olympics. How did you first lenge facing us today Congress. ries involves Longfellow’s famous poem, Paul become involved in special education? is how to help disabled EU: Have you ever Revere’s Ride. My mother was the finest teacher Senator Edward (Ted) Kennedy (TK): My students make a suc- received any other I ever had, because she took advantage of every family became particularly committed to children cessful transition after “special education” opportunity to teach all her children about the with disabilities and their families because of our high school. Five years awards? If so, what things that would be most important in their lives. sister Rosemary, who had mental retardation. after a child leaves spe- were they? She felt that Longfellow’s poem was the perfect In many ways, she still had real potential and cial education today, TK: The award clos- way for me to learn about poetry and history at my parents did their best to see that she could only 50 percent of them est to my heart was the the same time. She coached me to memorize the develop as much as possible. But it was obvious are working or in con- one I received from full poem and recite it—all 130 lines. Still today, to all of us that millions of others had no such tinuing education. Over special needs children I love to take friends to Old North Church in opportunities. Disabled children deserve a good their age span, less than and their families for Boston to point out the tower where two historic education and opportunities to play and compete 1⁄2 of 1 percent of people with disabilities work. the work we do everyday to make their world a lanterns were hung by a friend as the signal that in sports. We need to change those outcomes and make better place. British troops were making their move by sea and EU: What special education organizations more opportunities available for these children EU: From your perspective as a father and not by land and the American Revolution was and causes have you been affiliated with over when the school bus doesn’t come anymore. an uncle, what advice would you give to par- about to start. the years? Higher education shouldn’t have a glass ceiling ents about obtaining an excellent education for EU: One of the hallmarks of your career has TK: When we talk about special education, in for qualified people with disabilities. We need their children? been to improve the nation’s schools and col- addition to the child, the most important people in better high school programs that include these TK: Get involved with the schools your chil- leges. What are some of the best ways we can the discussion are parents and teachers. They are talented people, even if they’re disabled. dren attend and try to be part of the deci- accomplish that? the ones who get up each morning to help special EU: What is your opinion vis a vis “No Child sion-making process. Education is the key to TK: In 2002, we took a positive step by passing needs children be the best they can. The organiza- Left Behind” for special needs children? the American Dream. Fifty years ago, people the No Child Left Behind Act. For the first time, tions and the individuals that represent teachers TK: We were right to include disabled students with high school degrees—and even those who we created a way to enable schools to see that and families are my strongest partners and the in the Act’s accountability provisions. Schools dropped out of high school—had the chance for every child succeeds-black, white, Hispanic, dis- best allies for special needs children. have to recognize that all children can learn— good jobs. Today they require greater education. abled, immigrant, rich or poor. We also commit- EU: Is there any legislation that you have it’s just a matter of understanding how they The benefits of a college degree are immense.