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- Dr. Surrendra Singh
College of Education Faculty Oral Histories
Dr. Surrendra Singh
LB: They are things to be proud of certainly.
SS: I am very proud of the faculty as the one who made the difference and faculty deserves its due recognition— and the faculty to be considered part of the governing system. Shared governance has to be recognized, formulated, and encouraged.
LB: You mentioned early on the relation of the Department of Special Education and the projects you were doing out in the community. Over the years has that continued, that close working relationship continued between the surrounding counties and the Department of Special Education?
SS: It has changed some but the basic relationship is still there. The department is very active and is involved with the schools and the community. Most of our current projects are either working with minority kids or at-risk kids or children who come from community where they may not have had economic benefits while they were growing up. So the early foundation for working in the communities continues to pay off. However, the department needs to refocus to serve the research and training educational needs of exceptional children including children with traumatic brain injury.
LB: Yes. They got it started.
SS: They continue to move ahead.
LB: Would there be any sentiments that you would like to pass along to incoming students to the College of Education or into special education particularly in your field that you think would help them?
SS: Basically, in my professional judgment, when we talk about special education for children with special needs we need to remind ourselves regarding some simple principles such as working with students with human exceptionality requires a frame of mind that there are rules and there are exceptions to rules. It is the varied exceptions to rules that promulgate human exceptionality and research into the exceptions to rules ought to be a motivating force in research and teaching. Secondly, the schooling and literacy are important, but it is the education which is significant in fostering the evolving brain. And my message for the students is that as you learn about social, psychological, and educational aspects of exceptionalities, don’t forget the role matter plays in either causing or ameliorating exceptionalities, and that matter matters.
LB: Are there any questions or areas that I haven’t gone to today or a short conversation that you want to talk about or thought I would may be ask you about?
SS: No, I think we covered practically everything that I thought that you would cover from developing programs, to faculty governance issues, to legal rights for the faculty, and a message for students. Our College has potential, and I am honored to have had the opportunity to serve. As you know I will be retiring at the end of this year after serving exactly for 40 years.
LB: I certainly want to personally thank you for the many fine presentations you gave to my classes and students in the School of Physical Education from area of your expertise, and particularly for contributing to the oral history of the College for the 50 Year History Project of the College of Education. This will be preserved for future scholars as being included on our CD ROM for publication for alumni and current students and faculty to enjoy and learn about that past. Thank you again for coming.
SS: Thank you.
End of Interview