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I am often asked how districts and individual schools can best prepare themselves for the variety of technological needs with their students. While there is not a set formula to make sure that a district or school is always prepared (no matter what some groups might intone), there are some themes which arise where we can lend our attention. By focusing on those themes and utilizing support groups in our states, we can do the best possible in preparing for each year, even when budget cuts might eat into our purchasing budgets. We do have to remember that there is not a “one-size-fits-all” approach to assistive technology and work toward making the best decisions for the collective good of our students.

The first place to start is understanding if and where there might be assistive technology lending libraries within your state. Each state is going to have its own way of approaching lending libraries, and you want to understand how your state works. For example, in Virginia one has the TTAC groups associated with five universities within the state. In Ohio, OCALI has a fantastic lending library In Arizona, connecting with the AZ Technology Access Program will give you the support that you are seeking. And in Georgia, the Tools for Life Program out of Georgia Tech provides both schools and individuals the opportunity to trial devices through their loan program. Other states have programs as well. It is important to utilize these programs as their personnel are highly trained and understand a variety of approaches.

Trialing any device is of the utmost importance in assessing whether it is the best choice for the individual with whom you are working. Aside from the lending libraries assisting you with this, you may also want to reach out to a vendor to see if they might have programs as well which allow you to trial products. Some manufacturers also have programs like this. The caveat I always give to districts and schools about using vendors and manufacturers is that they may have something specific they are promoting and one has to be cautious of that bias. I remember working with a district AT Specialist who had trialed a device from a manufacturer which didn’t meet all of the needs of their individual. The manufacturer came back and stated that it was the best option they would find. Fortunately, the district reached out to me. The manufacturer did not lie, but also did not offer alternatives to what that individual might use. We were able to revision how the individual might access information and found a device which provided a much better solution.

Trialing does not always need to come through an outside source either. I highly recommend that each district have an “AT Assessment Kit” on hand to conduct their own trials as well. There are some good kits like this out in the field. The concern with some of these “ready-made kits” is that they only include devices from a single manufacturer and do not provide a range of ways of access. It is much more efficient and effective to create a kit which makes sense based on some of the themes we see where assistive technology can be helpful.

As I mentioned above, addressing the important themes in education should be kept in mind. Literacy is one of the most important themes we have today. Let’s start with the idea of having a set of Reader Pens available for students to trial. We want to keep in mind that some of the students who might need a Reader Pen may be ELL students and must have something which can translate texts. With this in mind, I recommend having several pens available for trialing as there is often a need for multiple trials to occur at the same time. I know of districts who have had their Reading Specialists and AT Specialists equipped with pens that they carry with them wherever they might go. Many of you have heard me speak on the fact that I only trust three manufacturers in this arena: C-Pen, Scanmarker, and OrCam. These groups have quality products which have evidence-based research demonstrating their effectiveness. We see a growing number of products in the Reading Pen category which are less expensive and also less reliable than those from the aforementioned manufacturers. Accuracy and durability are critical to good Reader Pens. Less expensive pens may lead to frustration and additional purchases. Additionally, although it sounds nice when someone says that a district might be going paperless, that doesn't mean that all individuals will be able to handle using screens for all of their work. There will be cases where physical texts and documents will still be necessary.

Another important theme today centers around devices for access. These devices are also critical for having in any assessment kits. You want to make sure that you have a blend of devices for trialing. Often, the best way to procure some of these devices is to go to the different buildings in the district and go through storage cabinets. There should never be a switch or other access tool not being utilized in some manner. When putting together a good assessment kit, consider standard switches, proximity switches, light-touch switches, and a few other alternative switches like a finger switch and a pedal switch. Do you need to have one of every switch? Certainly not! Stay with some of the general ones and look to connect with those lending libraries or vendors for the more specific ones.

Don’t forget to have other access devices like a Glassouse and a Head Switch for those individuals where other switches would not work. Alternative mice and keyboards can operate in a manner that allows individuals to have access that they have not been able to experience up to this point. Again, take stock in what the district may already have. I do give a caveat here in that some of the products I have seen in districts are no longer manufactured and have more updated alternatives. Be sure to connect with an expert in AT to determine is it would be wiser to retire a device and share it with a group that could use it instead of adding it into an assessment kit and creating false hope in those trialing it when it cannot be purchased.

Taking inventory of all of the devices in a district is important because of the fact that many of these can be put to good use with another individual or in a classroom where we strengthen the idea that assistive technology is technology used in unique ways to achieve positive outcomes. Putting everything together on a spreadsheet is a good start. One might also consider getting an app like SH Connect to keep the information in an easily-accessible platform which can be updated as equipment is sent out for trial or placed in new locations.

Depending on the size of the district or the amount of assistive technology in a building, this may seem like a daunting task. It may well be. However, the outcome is one that allows more control over creating proper assessment opportunities as well as identifying gaps which can then be easily addressed with smaller purchases. If you have questions on how to begin doing this or on what some of the most important pieces might be for your district, please feel free to contact me at rheipp@schoolhealth.com. Let’s have a conversation about your students and what you are already doing with them. Then we can begin to look at the technology you already have and some of the ways to utilize it to its fullest extent. We can then address any gaps you may identify. I am more than happy to support you as best I can.

By: Gabriel Ryan, School Health Blog Writer and Contributor

Access Angle is intended to be of assistance to individuals with disabilities, their families, caregivers, and colleagues. Throughout the year we highlight a variety of topics from product reviews to bringing awareness. Resharing four highlights from 2024. Enjoy!

1. Let us begin with the first article, which delves into the historical evolution of audiobooks. Fun fact: Did you know some of the first recordings were intended to provide reading material for veterans injured during World War I and other visually impaired adults? Learn more about the history and use of audiobooks. Access Angle: The Importance of Audiobooks and Accessibility, May 2024.
2. Learning how to make presentations and materials accessible takes time and practice. When you take the extra step to incorporate these considerations, it expands access and increases the possibility for participants with a variety of learning needs to benefit from the content presented. Learn a few tips through the following article. Access Angle: Top 5 Strategies for Increasing Accessibility in Presentations, June 2024.
3. Dental hygiene is important for everyone, but individuals with disabilities often have challenges that can make maintaining good oral health more difficult. Explore a few ideas for making dental care easier. Access Angle: Dental Hygiene, December 2024.
4. Lastly, Access Angle: Disability Inclusion and Belonging– The Importance of Spreading Awareness, November 2024. Each of us committing to spread awareness can positively impact individuals, communities, workplaces, and society at large. This article touches on why this matters and a few ways to promote awareness.

Which topics were your favorite? What other topics are of interest for consideration for Access Angle in 2025? Contact me through email at gryan@scoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.

Wishing you a productive and fulfilling new year, 2025!

Dental hygiene is important for everyone, but individuals with disabilities often have challenges that can make maintaining good oral health more difficult. Challenges can arise from physical, cognitive, or sensory aversions and may limit the ability to complete routine dental care. Finding a dental provider that understands the individual needs and provides necessary supports is the most critical component. 

Here are four dental related ideas that might make dental care easier:

• Routine and consistency: Establishing a clear, consistent routine for brushing and flossing can be very helpful.
• Visual aids: Using visual aids like charts, pictures, or step-by-step instructions can help reinforce habits
• Adaptive tools: Specially designed toothbrushes, like those with larger handles, brushes with a grip on the handle, electric toothbrushes, long-handled flossers and interdental brushes can help clean between teeth for those who have difficulty reaching certain areas.
• Desensitization: gradually introducing dental care tools or methods may help reduce anxiety and improve tolerance.

In my opinion this approach of Dr. Roth and his team is a great example of encouraging a positive dental experience. Overall, dental hygiene for people with disabilities requires an individualized approach that considers their unique needs.

Did you know School Health offers oral health products, such as toothbrushes and accessories, storage and sanitizing, toothpaste and floss, mouthwash and fluoride, mouth care, and pain relief. Visit School Health to learn more.

Let us know: Did you find this article interesting? Would you like to read more of these types of articles? Do you have a topic you would like to see highlighted? Contact me through email Gabe Ryan at gryan@scoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.

When thinking back to holiday celebrations in the 1960s and 70s, I remember a time when there were specific timeframes and expectations. Labor Day meant that school was about to start. We did not think about decorating or getting costumes for Halloween until the beginning of October. On November 1^st, we transitioned into Thanksgiving preparation. On Thanksgiving, the Macy’s Parade ended with Santa starting the movement into Christmas. We celebrated holidays after the first of the year one at a time. Usually, we would have stories about Dr. Martin Luther King, Jr. and decorating boxes to receive Valentine’s Day cards the week before those holidays.

I was taken back to those thoughts this year when I began seeing Christmas displays being put up as early as Halloween and heard radio stations which began holiday music at midnight on November 1. I have nothing against the holiday season starting early but am concerned that the overload of emphasis on these days is creating a great deal of sensory overload and a sense of overwhelm in many individuals, both neurotypical and neurodiverse.

It is beautiful at this time of year to take drives and see the holiday lights up around various parts of our cities. While we are doing that, are we taking the proper precautions to make sure some of our friends are not overstimulated? Ideas like keeping them comfortable inside of the car, van, or bus is important. Extreme temperatures within the vehicle can exacerbate potential escalations. Be sure to have time in between the various light displays so that proper time for processing of emotions can take place. If we are outside, are we pacing our walk so that speed is not adding to any potential escalations as well? This is like taking individuals out for Trick-or-Treating. We want to make sure that the pacing is such that there is no overstimulation occurring out on the streets, even before having any of the treats at the end of the evening. How are we protecting our individuals from too much noise? Do we have noise reducing headphones or ear buds to go along with a hat if it is cold out? Halloween is another time where having this type of sound protection is important.

As we move inside, how are the environments decorated? Lots of lights can be overwhelming as well as blinking lights. If we are doing the decorating, are we spacing out the décor so that it does not become overwhelming? There is nothing wrong with having lights on a tree inside, but how are they offset with other decorations? The picture you see is my tree this year and it has a lot of lights. I chose to keep the rest of the room simply decorated as I wanted the tree as a focal point without being lost in a sea of lights and colors. Be purposeful in how you are decorating. Think of what brings joy to you as well as what might create your own level of sensory overload. Work to find that space which highlights the holiday and is not the bare minimum. At the same time, you do not want lights and sounds so overwhelming, one might seek refuge in a casino to stay calm!

You want to think the same way in classrooms, offices, and any area in which there may be a lot of people coming together. Decorate for any holiday with a focus on celebration without overdoing it. Lights and sounds can be distracting as well as overwhelming. When you have lighting, keep it appropriate for the environment. Be sure to keep the sound level down so that it is not distracting for the area as a whole. Halloween is a time when some of the decorations include movement sensor reactions. Be sure that any sounds are at a reasonable level and that individuals know that something will happen when they interact with or pass by the sensor.

Inclusivity with celebrations requires us to make accommodations for those who might not always be able to join in the festivities in a typical format. What are you doing to assist those who have visual impairments. Are you including information in braille? Are you making sure that the scenes in the room can be explained through alternate text in some way? Are you creating some type of path that an individual who uses a cane can navigate to make sure they do not crash into anything like trees or displays that may be in areas where there is usually empty space? What about for those who may be deaf? Are there signs describing the decorations and notifications about celebrations? Is there closed captioning for any videos that are being watched by the group? Always keep your audience in mind!

I was working with a group who wanted to make sure that they had their workplace environment as inclusive as possible. As I was working with them, there was one employee who commented that “it was so much easier when we didn’t have to worry about all this nonsense.” Aside from the gasps from his co-workers, I was taken aback by his lack of understanding. Creating inclusive celebrations allows us to involve as many individuals as possible. Without looking at who will be attending, we can create a restrictive environment for some. It would be like going to some party or dance club where only those invited can enter, but one doesn’t know if they are able to enter until they get there.

Inclusivity also expands beyond the sensory side of things. We want to be aware of the beliefs of those attending the festivities or working in the office. During the holiday season, we have different days that are celebrated by different groups. Are we including some reference to those days as well so it does not seem like a “private” celebration? Are we able to add celebrations with food and activities that fully embrace each of these holidays? Have we set up the opportunity for groups to explain the beauty of their holidays and the traditions around them? Even something as commonplace in many locations as a “Secret Santa” should have some recognition of those who may not celebrate Christmas or those who have economic restrictions which limit even low-end spending. This is not to say we have to cancel these types of activities; we simply need to be aware and make adjustments for the sake of including as many people as possible.

The holiday season and all celebrations throughout the year are reasons for us to come together. By taking a little time and being conscious of our students, our co-workers, and all individuals who may be a part of our celebration, we can make decisions on how we can decorate and celebrate so as not to overwhelm or frustrate people. Instead, we are opening a door to a celebration which everyone can feel the same joy that we might feel.

May all of you and yours have a wonderful holiday season!

Inclusion and belonging of individuals with disabilities goes beyond physical accessibility or legal mandates. It is about building a culture of respect, understanding, and opportunity for everyone, regardless of their abilities. Each of us committing to spread awareness can positively impact individuals, communities, workplaces, and society at large.

Understanding Disability Inclusion and Belonging:

Disability inclusion refers to the intentional and systematic effort to integrate people with disabilities into education, employment, health care, and community participation. It includes removal of barriers that prevent individuals from fully engaging and contributing. It means recognizing the diversity of experiences and needs and creating an environment where everyone feels valued, respected, and empowered to thrive. Belonging is the feeling of being accepted, understood, and welcomed as an equal participant. A person may have access to a building or an event, but if they don’t feel comfortable or valued, their experience of inclusion is incomplete. Belonging means individuals with disabilities are not just "included" as a policy or compliance issue, they are seen and heard, and their contributions matter within the community or organization.

Three reasons why sharing awareness of disability inclusion matters:

1. Breaks down stigma and stereotypes
2. Encourages empathy and understanding
3. Promotes social change and encourages opportunity

Three ways to promote awareness of disability inclusion:

1, Education and Advocacy

Educational programs in schools, workplaces, and community centers can play a role in spreading awareness about disability inclusion. Training staff to recognize their biases, teaching students about disability history, incorporating inclusive environments and varied learning strategies that support a variety of needs, and advocating for the rights of individuals with disabilities

2. Include Voices of those with Disabilities

Find ways to include people with disabilities and their families to share their own stories and experiences. They are the experts in their lives and the most powerful advocates for disability inclusion. Whether through blogs, podcasts, social media, or public speaking, this voice is an important step in promoting understanding.

3. Collaborate with Disability Related Organizations

Nonprofit organizations and advocacy groups dedicated to disability rights are allies on the path of inclusion. Partnering with these organizations for events, campaigns, and initiatives can help spread knowledge, provide resources, and build connections across communities.

We all play an important part in this effort! Through my role in School Health, I have had the opportunity to co-present and participate at exhibitor tables and share a variety of experiences and perspectives through the Access Angle blog. In addition, I’ve been invited to speak at various conferences, meetings, and have participated in committees and groups with adults and students.

I was recently invited to speak at a countywide Inclusion Academy through Supporting Inclusive Practices and the Sacramento County Office of Education, focused on Intentional Design of System-Wide Inclusive Cultures, Policies, and Practices. Over 80 participants, from over 14 school districts, spent the day together learning more about how to collectively increase inclusive experiences for students in their organizations. I was invited as a guest speaker to share my experience of inclusion through the educational system and accessing supports and services as someone who grew up in Sacramento County. I provided examples of my time in the infant program through high school graduation, as well as in the community. I really enjoy sharing my experience and helping others to gain a different perspective of what is possible and creating awareness about challenges I’ve encountered. Encouraging others to do their best and reminding people we all play an important role in this effort is worth repeating. I honestly think that some of the best connections and examples of expanding awareness and acceptance have been made just by going and doing regular things out in my community. People are not always sure what to say when I roll up in my wheelchair, but breaking the ice with a “hello” reminds people we are more alike than different, as they say.

Inclusion is not just about creating space; it’s about creating a culture of respect, empathy, and belonging that empowers individuals with and without disabilities. Through continuous efforts to bring awareness to disability inclusion and belonging, inclusion will become the social norm, commonplace, and second nature.

Let us know: Did you find this article interesting? Would you like to read more of these types of articles? Do you have a topic you would like to see highlighted? Contact me through email at gryan@scoolhealth.com. I’d love to know how you’ve used information from the SchoolHealth Access Angle segments.

One of the major themes which resonated at this year’s Closing the Gap Conference was that of inclusion. The general public has their ideas of inclusion and that has either helped or limited what we have been able to do in our schools.  When we look at what we are doing for inclusion, we can see that our focus is around classrooms which support our neuro-typical students, our neuro-diverse students, and our students who may bring other language experiences to the table. So how can we continue to build strong inclusive environments around those beliefs utilizing the tools and knowledge we already have?

The first step needs to be to define what our goal is and communicate that effectively to the faculty and staff. Part of that communication will include training for the approaches we may be choosing to use as well as the purpose for what we are doing. The unification and training of faculty and staff helps to clearly define the goal and design the action plan to move the building toward the goal. Many of us have experienced the passing on of an idea or a mandate from upper administration to pursue a goal without any explanation or support.  Situations like that lead to a failure to attain the goal and a lack of combined effort to reach that goal. Starting with a clearly defined goal and the supported steps to achieve it will unify the faculty and staff and create consistency within each of the classrooms and other areas of the school.

Next, we need to make sure that everyone is properly trained on accessibility. Even something like a presentation in PowerPoint should have an accessibility check completed so that the presentation, even in a pdf format, can be accessible. Training to make sure that pictures have alternative text is also important here. I know that some teachers may push back and say that they “don’t have students that need the extras.” Yet, if we have completed our first step properly, then this pushback lessens as everyone understands the impact and importance of accessible documents. I happened to hear an amazing point made recently on a radio call-in show. As many of you know, I am Cleveland born and bred and follow their professional teams through thick and thin. A few weeks back, Cleveland lost a long-time sports announcer and reported named Jim Donovan. Jim did many things throughout his career and is best known for being the voice of the Cleveland Browns since they returned to the NFL in 1999. He lost a long battle with cancer the day before a game. The following day, the Browns somehow won their game. On a call in radio show after the game, a woman called in regarding what Jim meant to her. She explained that she loved the Browns and was blind, so she followed them by listening to the radio. She broke down into tears (as did the hosts of the show and at least this listener) when she described how Jim made the games come alive for her and let her see them in her mind. Think of the power of that statement and what it means for inclusion. I know that other great announcers in sports like a Vin Scully have been know to create the same “mental pictures” for radio listeners. We are doing the same thing by creating accessible documents and accessible classrooms. Not all individuals might need the same levels of accessibility, but it is possible for so many to interact.

The third step is to understand that assistive technology is really technology that creates accessibility. There should never be any assistive technology which sits on a shelf! Those of you who have heard me speak on the topic or attended some of my trainings know that AT can be utilized by all teachers and students.  Again, the critical part of this step is to conduct training around these devices and make sure everyone understands the multi-purpose uses for these devices. AAC devices can become great ways to communicate directions, “read” stories independently, and give positive support as a few suggestions. Switches can become inputs for answering questions, playing inclusive games, inspiring movement, and interacting with sensory supports. Within this training, making sure devices like reading pens and other devices which interact with learning in both physical and digital environments are necessary to support students and should never be seen as “cheating.” I have colleagues who have shared that not only parents, but also some teachers do not like the use of assistive technology as it is misunderstood and therefore believed to be giving an unfair advantage. This misunderstood idea could not be further from the truth. Once we have begun to incorporate assistive technology into all classrooms, it becomes transparent to the students who are there and accepted as the norm, just like the transition into classrooms using interactive whiteboards from dry erase boards in the early 2000s.

The next step then is to teach and train on the use of sensory supports. Sensory supports can be used by all individuals. Think of how you or your colleagues might be using a “worry stone” or a “squeeze therapy ball.” By training our faculty and staff as to how to utilize socially and classroom appropriate fidgets and sensory items, we can create a learning environment where the focus can be on learning and anxiety can be decreased. Aside from using fidgets and other sensory items, things like visual timers can also reduce stress and anxiety within classrooms and any setting where time is being monitored. The critical piece is to formally train folks as to why visual timers do this.

After the inclusive environment has been established and is being used daily, the next step is to begin to include all other activities hosted at the building in inclusive manners. The assistive technology we have adapted to classroom needs should be used in parent evenings, school visitation days, board meetings, and extracurricular activities including athletic events. This inclusion helps to supply the parents and constituents coming into the building a real example of what inclusion means, not relying on any misunderstood rumors or beliefs.

Like any good program, this is a team process which requires planning and training. Should you have any questions about a process like this, I am happy to support.  Feel free to reach out to me at rheipp@schoolhealth.com to connect. The bottom line is that this process is for everyone within the building and can then begin to expand into the community when this is done well.

As test results demonstrate, we continue to have an issue with reading levels and literacy in the US. The pandemic created issues for many as the directed instruction which is typically given in the early grades was relegated to virtual learning. There is a difference at the early ages in how virtual instruction is cognitively processed. Hence, key time for the foundation for practicing reading skills was lost. How can we start to regain some of what we lost in reading and literacy skills for our individuals and how might that translate into supporting other students as well?

The first step is to make sure that our youngest students are getting the proper education in literacy and reading skills. The Science of Reading helps many of our students understand words through building upon their phonemic awareness and moving them into extended reading practice. For some of our individuals though, this can be a difficult process to grasp. One of the activities that can enhance this learning is to utilize things like magnetic letters with magnetic dry-erase boards. I am specifically stating that the boards should be dual-purpose for several reasons. First, the boards can be used in any classroom setting. This allows any purchase then to be utilized daily by many students. Second, for those individuals with whom we will be working on writing skills, they can use the boards as a transition from placing and tracing the letters on the board to using those letters as a model when they begin to write the letters themselves. Other manipulative letters are also good.  For example, the SiliShapes Trace Alphabet letters have a tracing pattern which can be followed by a fingertip. Alphabet blocks are also good to use, but you want to be careful if you use plastic or wooden blocks as those can easily be thrown.

Two products that actually can be used for the purpose of literacy development as well as integration into many other classroom settings are Alphabet Pebbles and BRAINballs. Both are manipulatives which can also be used for purposes well beyond identifying letters and putting words together. Those of you who have heard me speak about the Pebbles or who have watched the Talkin’ Tech video on them know that they can be used anywhere in a K12 environment and maybe even beyond. I also like BRAINballs as they were originally designed for use in Physical Education classes to enhance both movement and literacy development. These can also be used on a playground. Activities that encourage the students to move around add an additional level of understanding and allow students to have more freedom of movement.

For our students with reading issues who are a little bit older or our individuals who are dyslexic, we want to move into the idea of using text-to-speech devices and software. One of the things that we need to be cautious of is the assumption that our handheld device is always going to be sufficient for capturing text-to-speech. I have heard groups state that the cell phone or iPad would be enough for creating text-to-speech pathways. Here is where that information is incomplete. First, the student must be able to use that device and not have it detract from their work with other apps or uses. Second, the student must be able to easily access the text. Having to hold the device at a certain height or angle is not always easy to do. Third, how is the information being read. If a student is using earbuds, is there a certainty that they are listening to the text and not something else? For some of our students, these devices might be fine. We know that there is no one-size-fits-all solution though. That is where reader pens come into play.

When thinking about what reader pens one should use, please stay with the brands that have been researched and tested in classrooms. If you were to simply go onto a service like Amazon, there are a lot of “reader pens” out there. People will comment about how they can be found for under $100.  What they don’t realize is that many of those less expensive pens are either cheap knockoffs or use older technologies resulting in inconsistencies in the reading back to the individuals. There are only three manufacturers that I trust in the market and those are C-Pen, ScanMarker, and OrCam. C-Pen is the longest standing and the most researched in the field and has become the Gold Standard. Their current version, the Reader2 is used globally and they are about to launch the Reader3 over the next few months. The research around this product continues to demonstrate high levels of student success in multiple classes including Math when it comes to story problems.  ScanMarker has come into the picture with two strong versions. First is the ScanMarker Reader which is a platform which has the users utilize a web-based platform where the text appears, can be adjusted into more user-friendly fonts, and can be read through the computer. The ScanMarker Pro has a touchscreen interface, Bluetooth earbud connections, and translation built into it as a stand-alone device. Finally, OrCam has just released the Read 5 which has amazing AI capabilities.

I know that some districts have received complaints that using devices like these or even software like Text-Aid. It seems that groups who do not understand the needs of our individuals claim using technologies like this is “cheating.” It is in no way cheating. Other students do not have difficulties reading texts or documents. Students with reading issues or dyslexia do have difficulties and need support. By not allowing those students with diagnosed conditions to use these devices or software, one is actually breaking Federal law. Plus, students using these devices can remain with their peers in class, not standing out as “different.” They also no longer require someone to be a “reader” which also pulls them out of a classroom setting and costs the school additional money. I have also seen some of the above-listed reader pens purchased as class sets with the intention of giving all students an opportunity to use them. It has been described that after a hard day at school and an extracurricular practice or event, the usage of a reader pen can make reading easier to access and understand, allowing the student to complete their work in a less stressful manner.

Literacy support and development must be a priority for all students. By utilizing the approaches we know work, along with the tools which best support the students and their needs, we can help create a generation of life-long learners who do not shy away from reading because it is not accessible to them.

I am more than happy to discuss your approaches and any questions you might have with you.  Feel free to reach out to me at rheipp@schoolhealth.com and let’s connect!

As I write this piece, our schools have just encountered another tragedy. Our thoughts go out to all the families in Georgia who have been affected by this event. This event can trigger many feelings and emotional outbursts from anyone. Because of the weight of this tragedy, we need to remember the importance of preparation to support our students after any trauma. Our Neuro-diverse individuals may find it difficult to process events like this. We must understand how we can be proactive as well as react positively to these individuals.

How can we be proactive? Many administrators and teachers may focus on emergency drills. Aside from the drills we see across the country, we are also seeing active shooter drills. These have their place currently. However, there is more that can be done with the thinking of our students as well when it comes to the follow-up. One of the programs that is research-based is the Hopeful Minds program. This program focuses first on the knowledge that hope is an action. The action around hope is to learn practical life skills like goal setting, organization, and habits that increase both physical and mental health. The idea behind using this program is two-fold. First, it assists an individual in developing life skills which can be applied to all aspects of life. We use goal-setting and healthy habits each day in our lives. Yet, these skills are not always presented in anything more than another lesson for the day. Second, it helps create a better sense of awareness within individuals so that when a tragedy like this occurs, they are better able to cope with it and move forward.

We know that this program works with our Neuro-typical population, and even see it being translated into support for larger groups like cities and workplaces. As for our Neuro-diverse population, it also works. I am fortunate to have had the opportunity to speak with Kathryn Goetzke, who is the developer of this program and has brought it to groups globally over the last decade. As we looked at how the program is constructed, we saw many activities that were appropriate and accessible for our individuals. When we look at Kathryn’s core areas which fall under the acronym SHINE; stress skills, healthy happiness habits, inspired actions, nourishing networks, and eliminating challenges, we see the basis for life skills that our students need. By taking the time to include lessons and work with these activities, we can create another layer towards independence and self-sufficiency. We want to setup all individuals with life skills that can provide confidence and resiliency. Resiliency is important here as there is another way of addressing our overall faculty concerns as well.

Here in early September, we also reflect on the events of 9/11. I can vividly remember sitting in my office and having one of my department chairs enter as school announcements were on. He mentioned that he had just heard that a plane had crashed into one of the Twin Towers in New York. We chatted for a moment when the news broke about the second plane. It was just a few moments later when my Assistant Principal came into the office and let me know that the Cleveland Police called to let him know to lock down our campus.

This event created significant trauma for many throughout the country. I remember the shock of learning that one of my high school classmates lost his life that day and had to temper my own feelings. A few weeks later when I was asked to speak at our alma mater during a memorial for him. The message was one of resilience and actionable hope. Little did I know at the time that studies were occurring which looked at both the trauma events like 9/11 and school violence creating what would lead to potential support programs down the road.

I purposely used the term resilience above. Longitudinal studies by the FBI have shown that lack of resilience is the leading cause of violent outbursts, especially shootings, in schools. There is a pervasive sense of hopelessness that overcomes some individuals that leads them to thinking in horrendous ways. Those same studies also report that these incidences are not something which occur randomly. The students who perpetrate these tragedies have given off signals for one to two years prior to the event. These signals are either ignored by those who can pick them up or not followed up upon with potential support plans for that student. These signals should be viewed as cries for help, and we want to be there to support. Simply introducing the campus or building to active shooter drills does not get down to the cause of the issue.

One more thing that you want to consider is how you speak with your individuals after a tragedy like this. Focusing on how they feel and why is important for their well-being. We want to acknowledge their feelings as valid, while we are working on how they can address those feelings in positive manners. Making sure to being open and not minimizing their feelings are critical approaches to their support. Don’t be afraid to utilize sensory products while they are processing and train the behavior that certain products can be used whenever they have similar feelings. Using a sensory product that is socially appropriate can train a behavior that can last a lifetime and is a reminder of how to deal with certain feelings in a positive manner.

Should you have any questions on these products or approaches, feel free to reach out to me at rheipp@schoolhealth.com. Our support of each other strengthens our ability to help our individuals in creating some self-sufficient practices that can last well beyond their days in school.