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Clear vision is foundational to student success, but traditional screening tools often slow down workflows, miss key indicators, or create challenges for students who can’t complete standard eye charts. That’s why more districts are turning to instrument-based screening, and one device consistently leads the charge: the Spot Vision Screener.

In our latest webinar, Micah Freeman, MSN, RN, from Trenton Public School District, shared firsthand from the school nurse’s perspective how the Spot truly allows schools to screen smarter and improve overall academic performance in the classroom.

Why the Spot is a Game Changer:

Unlike traditional tools that require verbal responses, letter recognition, or precise student cooperation, the Spot Vision Screener is a portable, instrument-based device that empowers nursing staff to screen children of all ages both accurately and efficiently in a short amount of time.

• Screens from a comfortable, three-foot distance—no touching, no complicated instructions.
• Uses lights and gentle sounds to hold students’ attention.
• Features a 97% capture rate, generating results of both eyes in just seconds.
• Displays results instantly so nurses know immediately if a full eye exam is recommended.

“Purchasing the Spot Vision Screeners was an investment in our nursing staff. We knew it would make their jobs easier to complete.” – Micah Freeman

Spot’s Benefits from Nurses’ Lens:

Nurses have been specifically impressed with how quick the Spot screens, its ease of use, and how it helps them productively meet district goals for screenings. They have also observed improvements in students with vision issues who received follow-up care, such as enhanced reading skills and positive behavioral changes. Core benefits include:

• Speed: Screens an entire class quickly, with minimal training required for new staff.
• Accessibility: Ideal for individuals with special needs, attention issues, or language barriers.
• Accuracy: Identifies amblyopia and refractive errors that standard charts often miss.
• Consistency: Offers objective, repeatable results, ensuring state screening requirements are met.

“We consider these strategic purchases that allow us to meet state mandates, but more importantly, help support overall academic success of our students, as vision loss is often tied to literacy and behavior issues in the classroom.” – Micah Freeman

To get the most out of instrument-based screening, schools have found these strategies especially effective:

• Using a dimmed room to reduce glare.
• Keeping students lined up and ready to maintain flow.
• Positioning the device about three feet away for optimal capture.
• Reducing environmental distractions to help students stay engaged.
• Leveraging teachers or support staff to assist younger grades or large groups.

Tips for Implementation & Training:

• Host a professional development day to kick off initial Spot Vision Screener training.
• Bring in the School Health team for on-site, hands-on instruction.
• Have nurses complete at least two screenings to build confidence with the device.
• Schedule refresher sessions a few months later with School Health for any refresher training needed.
• Encourage experienced users to train new staff within the district.

What You Get Working with School Health:

• Expert training: Receive personalized support tailored to your district’s unique needs from experts who know school workflows and state requirements.
• Baxter Service Program: Enjoy peace of mind with comprehensive coverage, maintenance, and support for your devices, at no extra cost.
• Robust inventory levels: With our wide assortment of screening tools readily available, you’ll always have everything you need to keep your program running smoothly.
• Exclusive rebates: Savings on new Spot Vision Screener purchases help stretch your budget further while implementing cutting-edge vision screening equipment.

At School Health, we’re more than just a distributor. We’re your full-service partner for building a vision screening program that makes a lifelong difference in students’ lives.

Start transforming student vision care today by connecting with our team.

“We praise our school nurses for following up with the referral to the parents to make sure students who need vision corrections get the treatment that they need. When students come to school with their new glasses, our nurses feel they’ve helped make a difference in their lives.” – Micah Freeman

Vision screening isn't just a best practice—it’s a requirement in most states. Experts say that 1 in 4 school-aged children have an undiagnosed vision problem that can interfere with their ability to learn, making regular vision assessments critical. The challenge? The “what, when, and how” of screenings look completely different from state to state— from which grades require testing to what equipment can be utilized.

In our recent webinar, School Health’s Senior EHR, Vision, and Hearing Specialist, Maryellen, broke down state vision screening guidelines and shared best-practice strategies to help districts build a reliable, compliant screening program for better student outcomes.

Why State Screening Mandates are a Must:

• Early detection of amblyopia and refractive errors is crucial to prevent vision disorders from hindering a child’s development.
• Accessibility for children who are non-verbal, have developmental delays, or language barriers (ESL).
• Accuracy in identifying risk factors before school age.
• Education and development to ensure all children have an equal opportunity to succeed in school.
• Improve academic performance as vision problems can directly impact a student’s ability to learn, read, and thrive in the classroom.

Quick Guide to Navigating State-Level Guidelines:

1. Understand state requirements: Each state has its own mandates for frequency, grade levels, and types of vision screening. Find state-specific tools that align with your needs here.
2. Align with evidence-based practices: Use validated screening tools, like the Welch Allyn Spot Vision Screener, and follow standardized procedures.
3. Train and certify screeners: States often specify who can conduct screenings.
4. Foster strong follow-up systems: Track referrals and confirm that students get eye exams and treatment.

State-by-State Vision Screening Requirements:

Approximately 40 states and the District of Columbia mandate vision screening for school-age children, though the specific grade levels and screening frequency vary significantly. Preschool screening is required in about half of all states, and Head Start adds another layer of expectations by requiring evidence-based vision screenings within the first 45 days of enrollment. While not a mandate, the American Academy of Pediatrics (AAP) also influences best practices by recommending instrument-based screening beginning at 12 months and continuing annually until a child is ready for traditional visual acuity testing.

Best Practices Checklist for Compliance

                                                                                                                                                                               Source: Prevent Blindness

Clear vision is the gateway to learning, and a strong program plays a pivotal role in student success. With the right tools and expert guidance from School Health, districts can build confident, effective programs that make a meaningful difference for the students they serve.

Ready to take the next step towards healthier student vision? Connect with our specialist for personalized guidance on navigating your state’s guidelines, training support, and more.

As we approach Thanksgiving, we are often reminded about being grateful for many of the things in our lives. Yet, much like other ideas, we should not limit gratitude to a set time frame like some Hallmark card. Rather, we need to recognize the science behind gratitude and how it can help us deal with our daily lives, especially in the unique times in which we live.

I refer to the science behind gratitude much like I have referred to the science behind hope. In the fantastic work done by Kathryn Goetzke, we have learned that hope is indeed a science and by practicing activities around it, we can change both our physical and mental well-being. In her book, The Biggest Little Book About Hope, Goetzke spends time identifying gratitude as one of her “Hopeful State Practices.” She speaks to the fact that adopting gratitude can lead to healthier relationships and positive internal feelings. Her discussion of gratitude as a part of the science of hope is important for us to understand as gratitude begins to change the body and mind in many ways.

We have heard about or even read books from various authors who focus on gratitude as a seminal piece of setting a healthy approach to life. One of my favorite modern authors/ coaches is Christy Whitman who addresses the need for gratitude in all of her books including her recent one, The Flow Factor. Whitman lists gratitude as one of the components we feel when we are in the “Flow State.” In her work, she emphasizes that gratitude creates a resonance within us that draws more attention to those positive things which occur as well as giving a better perspective on those negative things which occur.

Brene Brown, noted researcher, author, and organizational guru, lists gratitude as an important piece in how we approach the world. For those of you who follow her (and I recommend you do), she consistently speaks to the research she and others have conducted which demonstrate that vulnerability is such an important factor in those leaders who are considered great. Ironically, her stance on gratitude differs from my title of this piece as she sees gratitude as an important practice and not just an attitude. I defer to her on that point as she is spot on. She also points out that this practice of gratitude is what can cultivate joy within us. If you haven’t read or heard her, you definitely want to! Her latest book, Strong Ground, is fantastic and her discussion on paradox will have you thinking multiple ways at one time!

There is a lot of research on gratitude. If you take some time and visit the site positivepsychology.com, you will find a recent (September) article from Melissa Madeson, PhD entitled “The Neuroscience of Gratitude and Its Effects on the Brain.” She demonstrates that gratitude activates parts of the brain that deal with emotional wellbeing, reward, and contentment. Regular practice with gratitude can create changes within the brain which support positive mental health as well as resilience to many external pressures. Madeson, as well as many other researchers including those listed above, suggest that one of the simplest ways to maintain this practice of gratitude is to write things down in a journal which can be referred to on a regular basis.

So what does this mean for us within our schools or workplaces? First, gratitude can create a state of mind for us where we become proactive and not always reactive. There are times in many of our lives when we react to some stimulus which has happened to us and come to regret it later. That immediate reaction may also lead to moving ourselves into a negative place which can have its own less than desirable outcomes as well. This does not mean that we let things simply slide. It means that we look at things differently. An example which many of us can identify with would be when someone cuts us off on a road or highway. A reactive response is to share some non-verbal language (as well as a few things said inside your own vehicle) and anger. That anger can diminish how well we react to other issues further along on the road and even affect how we interact with others as soon as we complete our journey. A proactive response would be to consider how grateful we are that there wasn’t an accident and that we are safe.

Take that idea into your dealings with individuals then. You can be more present, especially to the needs of some of our individuals, teachers/therapists having a bad day, and respond in a manner that helps them. The times we currently live in focus too much on issues that are presented as “black or white.” Through the practice of gratitude, we can become better listeners and understand all of the shades of gray in between. That can help us be the guide those individual need at that moment.

When we adopt the practice of gratitude and, as the research demonstrates, our brains begin to adapt, we also model how to handle situations differently. It is through that modeling that we can begin to influence others as to how to handle situations differently. Gratitude at that point becomes so much more than simply saying “I am grateful for you.” It becomes a feeling which manifests itself far beyond words. One can still say “I am grateful for you,” but the words gain a palpable depth.

I am grateful for all of those who dare to research ideas like gratitude and hope. I am grateful for all of those individuals (students, colleagues, friends, acquaintances, and family) who have influenced my career and my life. I am especially grateful for all of you who tirelessly work towards helping others towards living their best lives. May the gratitude of this season spread well beyond the holidays and surround you in all that you do!

Did you know that this November marks the 50th anniversary of a significant piece of legislation that has had a profound impact on individuals with disabilities in the education system? This legislation, commonly known as the Individuals with Disabilities Education Act (IDEA), has opened the doors for individuals like me to be fully integrated into classrooms, access general education curriculum, and receive diplomas alongside peers, provided they have the necessary supports.

“Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), also known as the EHA, in 1975 to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. This landmark law’s name changed to the Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization. The law was last reauthorized in 2004, and the department has periodically issued new or revised regulations to address the implementation and interpretation of the IDEA.” US Department of Education- History of Individuals with Disabilities Education Act.

I am deeply grateful for this legislation, as it enabled me to actively participate in classroom discussions, learn alongside my classmates, and contribute to the overall learning environment, in the community and beyond. This has been instrumental in my growth and development from preschool through high school I was fully included in general education classrooms, in my neighborhood school, with support and assistance of teachers and specialists. Notably, I earned my high school diploma and proudly crossed the stage with my fellow graduates in 2013. This was a momentous occasion for me and my family.

Inclusion in my neighborhood school and access to general curriculum was not always the smoothest path. There were teachers who thought I didn’t belong, staff lacking the skill set to provide the best outcomes, it wasn’t always clear how to create access to materials and learning concepts, homework and assignments were exhausting at times, and there were some things just not able to be coordinated for someone using a wheelchair and with a visual impairment. That said, I had access to assistive technology including audio and visual supports, trained staff specializing in varied disciplines, instructional assistants, and educators who accepted the challenge and adventure of trying their very best to create access to learning. I also have a mother who learned everything she could about educational rights, inclusion, and how to partner with those in the school system and community to actualize services and support to meet my individual needs. I would like to express my sincere gratitude to my family and the superhero administrators, teachers and specialists who were right there paving the pathway to inclusive opportunities with us, for their unwavering support, guidance and work to carry out the intent of IDEA legislation for me and other students with educational support needs. I also want to acknowledge those disability advocates like Judy Heumann, Ed Roberts, and countless other individuals and their families who showed up and shared out the importance of speaking up for human rights. Lives have been positively impacted by their contributions to this legislation and other related efforts.

If you are a family member or an individual with disabilities who is new to receiving special education services and support, partner with your school and school district to continue learning more about educational supports, also access the parent/family related supports in your state to ask questions, and learn about opportunities and possibilities in your region.

Let’s keep up the efforts and awareness! Additional funding for IDEA is needed to ensure ongoing and expanded access to our citizens. To learn more access this YouTube video from the U.S. Department of Education – The Individuals with Disabilities Education Act (IDEA)- History & Evolution.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

When a student collapses and seconds matter, will your school be ready? Or will confusion slow your response? In our recent webinar, emergency preparedness experts shared what every school health professional needs to know about knowing what to do during a cardiac emergency. AED legislation varies from state to state and changes often, so it’s critical to stay informed and ensure your school is always in compliance.

Types of AED Legislation in Schools

The intricacies of AED legislation can make it challenging for schools to stay compliant, especially if you don’t fully understand what’s required. Each state has its own laws that can vary widely, and nearly every state has proposed new AED legislation. Much of it targets schools, often creating a “follow the leader” effect as states model their requirements after others. Staying on top of these changes isn’t just smart — it’s essential to keeping your school prepared and protected.

Common elements of AED legislation include:

• Good Samaritan/Civil Liability: A legal protection to those who voluntarily offer assistance
  • Schools: Generally covered if they comply with laws and AED is maintained and tested according to manufacturer guidelines.
  • Personnel: Generally covered if staff or bystanders use the AED in an emergency in “good faith” and without “willful or wanton misconduct”.
  • Trainers: Individuals or entities providing training are generally covered if they comply with statutory requirements and without “willful or wanton misconduct”.

• Basic AED Placement Laws: Having AEDs in the proper locations
• AED Use Reporting Laws: Reporting every incident an AED is used
• AED Training Requirements: Who, if any, must be trained?
• AED Placement Laws: Which entities must have an AED?

SH Connect's law center lets you easily review current and upcoming regulations to keep your school informed of urgent updates. 

AED Placement in Schools

• 37 states require at least one AED on site at schools
• Many states require AEDs to be registered with local EMS
• Some states: 
  • Require AEDs at all athletic events
  • Require AEDs at all school sponsored events
  • Require AEDs in prominent locations around buildings
  • Try for AED placement allowing a 3-minute response time
  • Differentiate between public and private schools

Get a better idea of your state's AED requirements using the map below.

*CERP = Cardiac Emergency Response Plan. Learn more about CERPs here.

AED Training Requirements

Some states have few or no mandates for AED training, while others have multiple. Most commonly, athletic coaches and trainers need to stay certified, usually renewing every two years through the American Heart Association (AHA) or the Red Cross. In some states, schools take it a step further by establishing emergency response teams with certain personnel.

It’s not just staff—many states require students to have AED training or education, sometimes making it a high school graduation requirement. In some places, students start learning as early as 7th grade as part of their health curriculum.

Staying compliant and prepared doesn’t have to be complicated. School Health has the tools and expertise you need to create a complete AED Emergency Plan—so your staff knows exactly what to do when every second counts. 

Our expert, Vince P., can provide a no-obligation consultation to help ensure your school is ready for a cardiac emergency.

HELPFUL RESOURCES

• Sudden Cardiac Arrest Webinar Recording
• SH Connect Compliance Management System
• AED Drill Checklist
• Cardiac Emergency Response Plan Example 1 & Example 2
• CPR & AED Training Equipment & Courses

Cardiac Emergency Response Plans

When a student collapses on the gym floor, there’s no time to wonder who should call 911 or where the AED is kept. Chaos, hesitation, or confusion in those critical moments can cost a life. A Cardiac Emergency Response Plan (CERP) ensures that every second is used to save one. That’s why CERPs are becoming mandated across the country — 38 states and counting now require schools to have a clear, written protocol for exactly what to do when every second matters.

Common elements of a CERP include:

• A designated Cardiac Response Team (CERT)
• Clear protocols for activating the CERP and EMS
• A CERP communication plan for EMS, staff, students, and parents
• Integration with local EMS
• Trained and assigned staff with specific roles
• Accessible AEDs with documented locations
• Annual review and drills (including practice drills)
• Post-event debriefing for review and reflection of what went well and what could be improved on

[See CERP examples: Example 1 & Example 2]

Developing a Cardiac Emergency Response Team

Creating an effective Cardiac Emergency Response Team (CERT) starts with involving your school administration and nurse. The school nurse or health coordinator plays a significant role in planning and implementing the team, while the school administrator or principal provides overall command and coordination during an emergency.

A strong team includes CPR- and AED-trained staff members. Ideally, your team should include a at least 5–6 individuals to ensure coverage across different areas of the school. Athletic staff and coaches, security or custodial staff, and office or front desk personnel are all important members who can respond quickly when minutes matter.

It’s essential to remember that response plans are not one-size-fits-all. Each plan should be tailored to your school’s unique layout, population, and resources.

When developing your response plan, clearly assign the following responsibilities:

• Calling 911: Quickly alerting emergency services
• Retrieving the AED: Ensuring it reaches the scene immediately. AED placement is crucial – our emergency preparedness expert can help you make sure your AEDs are located within 3 minutes of every location in your school.
• Performing CPR: Having a second rescuer ready to assist and switch every two minutes. Need help with CPR training or keeping track of certifications? We have tools to make sure everyone is always ready. Contact us.
• Record Keeper: Documenting actions taken during emergency

By defining roles and responsibilities ahead of time, your school can respond to cardiac emergencies efficiently and effectively, giving students and staff the best chance for survival.

Several states have specific requirements for schools to have CERPS in place:

• Illinois: All public schools must have CERPs starting January 1, 2025
• New York: Requires CERPs with AED plans and trained personnel for all public schools
• Mississippi: Mandates CERPs beginning with the 2024–2025 school year
• Virginia: All public elementary and secondary schools must develop and practice CERPs annually.
• Maryland: Middle and high schools must have venue-specific emergency action plans for athletic facilities by July 1, 2024
• Kansas: New requirements take effect January 1, 2025
• Some states: 
  • Require CERPs and AEDs only at athletic events
  • Require CERPs for all school events and hours
  • Differentiate between public and private schools
  • Make compliance dependent on funding availability
    • Funding can entail direct state funding
    • State grant programs focused on disadvantaged schools
    • Allowing for the acceptance of donations

Laws vary by state and frequently change — SH Connect simplifies compliance by helping you track the latest AED and CERP requirements in your state.

Cardiac Emergency Response Team Training

A key part of Cardiac Emergency Response Team (CERT) training involves performing practice drills at least twice a year, which can be done with or without students present. To make drills realistic, it’s recommended to inform your CERP team that a drill will occur within a given timeframe, but don’t tell them the expected day or time.

For the drill, you’ll need:

• A CPR manikin
• An AED trainer
• An AED drill checklist
• CERP team members

After the drill, ask questions like:

• What went well/poorly?
• Were there any delays or confusion?
• Are AEDs accessible and functioning?

We're your one stop partner for everything emergency preparedness. With our tools and equipment

Looking for assistance on building a quality Cardiac Emergency Response Team tailored to your school? Connect with our expert.

HELPFUL RESOURCES

• AED Drill Checklist
• Cardiac Emergency Response Plan Example 1 & Example 2
• SH Connect Compliance Management System
• Sudden Cardiac Arrest Webinar Recording
• CPR & AED Training Equipment & Courses

Gabriel Ryan, School Health Blog Writer and Contributor 

October is AAC awareness month, do you know what AAC stands for? Augmentative and Alternative Communication (AAC)! AAC includes all the ways people communicate when they can’t rely on speech alone, this can range from gestures and sign language to high-tech devices and communication apps. AAC awareness is an opportunity to promote learning and understanding of access for all. 

AAC is used by individuals in various settings, such as classrooms, communities, homes, or even restaurants. Having access to a variety of ways to communicate is transformative for individuals who would otherwise not be able to express their needs and interests. When individuals have access to AAC, they can expand their independence in a variety of ways, such as sharing their preferences for daily activities like clothing choices or beverage preferences, participating in conversations, and experiences in the community like employment and group events.

Whether you're an educator, therapist, family member, or self-advocate, you can learn more about AAC systems and how they work, promote inclusive communication in your community, and support AAC users to be heard in all areas of life.

Did you know School Health offers a couple of different AAC products to consider? Our team would be happy to assist you! You can reach out to us here. Learn more about the products by visiting our AAC page.

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 gryan@scoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.

Augmentative Alternative Communication is much more than just a device which can share words or phrases with others. It really is any tool or approach that an individual can use to make sure they are able to communicate thoughts and ideas. When we think about how we approach communication, we realize that it can take many shapes. Verbal communication is only one of the ways we can send a message to others.

In neurotypical individuals, non-verbal communication is used daily to get points across. Think about how a look or how someone chooses to dress can send a message. How many times has a parent or partner given “the look” which is immediately understood by the person being addressed. In the business world, we may see individuals using certain colors or styles of clothing to attempt to gain some advantage over others.

We have also seen the development of communication via the printed word over time. Growing up in the 60s, sending letters was a way of communicating with those who did not live nearby as means of communication when the phone was not available. There was an art to writing a letter as it attempted to communicate feelings as well as thoughts. In today’s society, we have email, texting, and instant messaging which allows real-time communication between individuals without any words being spoken. Although the art of putting feelings into writing has shifted, using emoticons and other abbreviated phrases shares the feelings we may have. Think about when someone posts a sad message on a social media platform and we respond with a crying face, a hug, or a heart.

With all of these possibilities, we find that spoken communication is still the most preferred manner of sharing messages. For some of our individuals though, speaking as a form of communication is not easy or even possible. That is where the advent of devices to communicate messages has made a significant difference. For some of our individuals who have conditions like CP or ALS, using a high-tech device which may utilize eye-gaze technology is the best choice for allowing verbal communication to occur. These devices are provided through insurance and are specially aligned to make that communication as easy as possible for the individual. We have seen in the news and on TV individuals like Stephen Hawking using such devices.

However, not everyone needs devices such as these. When thinking about AAC devices, we need to start with how the device is going to best support the individual and how we can personalize it to their needs. What are those phrases that will be most important for them? How can we make sure that what is being said can communicate those ideas as best possible in the shortest amount of time, requiring the least effort by the individual as well? The goal of any AAC device should be the inclusion of that individual into the daily discussions in which they may partake with their peers, family, or colleagues.

One of the methods for this inclusion focuses on how these devices are perceived within the community. The idea of single message communicators is something that offers a quick way of sharing a single thought. These are seen in public through the idea of an “easy button” which speaks. You may have heard me discussing the use of a Big Mack device to have a “You are Awesome” button in nurse’s offices or administrative locations. Having something in more public areas that gives some thought that people want to hear helps to desensitize others to the use of such devices. That can be carried on to the use of Talking Brix throughout a classroom or area where each device shares some directions for that station or location.

In the idea of literacy development, we can also bring in AAC devices to enhance the learning of the students by adding tactile and auditory feedback of the work they are doing. Using multi-message communicators can help with that idea through having sounds, words, or phrases being able to be put together for word development. I am a big fan of using a ProxPad with tactile cards for the pairing of words to objects. These cards can be used to identify the object when questions are asked and can be an inclusive approach to the classroom. With devices like a 7 Level Communicator, literacy development can become a structured approach which builds upon earlier lessons utilizing the technology.

When we take this learning in literacy to the next level, we can then see how we can create “Read Along” books by having pictures from a page placed into the grids of a QuickTalker, allowing students to have the books read “out loud” as they follow along with the words. We can also use a device like the ProxTalker in identifying how to put words together to make phrases which communicate answers to the questions being asked or ideas that the individual wishes to share.

Many of you know that I do not like AAC or any assistive technology device sitting up on a shelf in a cabinet. Get these devices out and make them a part of how we teach literacy. This approach begins to define communication as an inclusive activity, even when some cannot physically speak. Using alternative forms of communication in literacy development also assists all students in preparation for their futures as well. In the past, we simply used paper and pencil in learning how to build words and phrases. That worked for a world that relied on those approaches in all aspects of life beyond school. However, we live in a world with technology as a central piece of how work and life get done. By bringing in AAC to literacy development, we are incorporating technology in the essence of literacy development properly. We want our students to learn how to communicate properly no matter what medium they may be using in the future.

So what innovations are out there now? We are seeing more good apps which can be downloaded to a phone. We must remember though that access will be critical for our individuals no matter how they are communicating. Please don’t simply place an app on a phone or a tablet without the proper physical training for access. Don’t solely rely on accessibility features from device platforms either without testing them out and making sure that individuals can access them if they cannot be formally set as automatically opening.

When we look at our cell phones of today, we need to understand that we are holding devices that are more powerful than some of the early computers that we built and took up full labs space-wise. When they are tailored to the needs of the individual, they can be very powerful tools. Training and modeling of how to properly use them are key to making sure that our individuals can interact with others in ways that encourage acceptance and understanding.

AI also provides another way of having communication designed for the needs of the individual. Training and proper adaptation will also be critical here. As AI applications increase, we should not fear the way that they can help some of our individuals interact within the world. We do need to monitor and select the right approaches though. Otherwise, it can become a fancy “gimmick” that does not promote inclusivity of the individual and their ideas.

AAC devices are powerful tools in helping to develop and maintain communication between people. Thinking through how to use these tools creates strategies that promote inclusion as well as effective communication. We must look at the inclusion of devices the same way we look at non-verbal forms of communication. They are alternatives to get messages across without having to rely on the physically spoken word.

Every individual has an internal voice which can bring amazing ideas to this world. We must remember that the internal voice sometimes needs alternative ways to communicate to the outside world!

October isn’t just the month for costumes and candy. It’s also Sudden Cardiac Arrest Awareness Month — a time to spotlight the leading cause of death that strikes without warning and affects over 350,000 people outside of hospitals each year.

SCA Survival Depends on Two Things:

1. Immediate and effective CPR
2. Quick access to and implementation of a working AED

The scariest part of all is when an AED is simply not ready when you need it most, which can cost lives. Manual AED checks are like chasing shadows. One moment they’re there—checked boxes, scribbled signatures, clipboard in hand—and the next, they’ve vanished. Paper logs mysteriously disappear. Tasks slip through the cracks. Human error sneaks in. And just when you think you're compliant...surprise! You're not.

This October, Ask Yourself:

• Have any AED pads or batteries expired?

• Do we know when each AED was last fully inspected — or even who’s responsible for doing the checks?

• Can we provide compliance and readiness if asked today — by parents, administrators, or regulators?

No More Haunting “What Ifs?” — with SH Connect

In schools, where safety matters most, relying on paper trails and guesswork is similar to walking through a haunted house blindfolded.

SH Connect is your all-in-one solution for emergency equipment management. No more late-night hunts for missing logs or second-guessing what was checked — or if it was checked at all. Our platform gives you real-time oversight of every inspection, every asset, and every requirement, all on one spooky-free, stress-free dashboard.

Chasing compliance shouldn't be a nightmare. Let SH Connect help you keep students and staff safe this spooky season and the ones to come. 

Connect with us to learn more.