Dr. Raymond Heipp

Specialist Manager

Understanding the New Federal Guidelines for the End of ESSER III

 

Several things happened at the end of January that helped bring clarity to the assistive technology landscape. Annually, the end of January brings us to the ATIA Conference in Orlando. This conference is a great opportunity to learn about the latest technology and the prevalent application of these from our colleagues across the country. We will get to the highlights of that towards the end of this piece. The bigger news was the fact that the U.S. Department of Education, in a document dated January 22nd, spelled out guidelines for the use of assistive technology as well as presented another document that addressed myth vs. fact looks at perceptions in education. Both can be found on our website. For those of you who have not had the opportunity to read the document, here is a synopsis of what it states, as well as some thoughts as to how you can proceed over the next few months with the end of ESSER III funding coming September 30th, 2024.

The first two myth vs. fact statements focus on the IEP and the need for AT. Assistive Technology should be a consideration in every IEP meeting, not just certain ones based on conditions. That does not mean that every child qualifies for AT. Instead, it is through the work of assessment during the IEP process whether there is a need. Stemming from that, recommended AT must be provided by the district or LEA under the guidelines of FAPE and cannot be dismissed by saying the funding is not available. What this means is that a quick assessment of tools which any district may be lacking could be conducted now so that while ESSER III funding is still open, districts can fill the gap of having AT devices for trial and/or usage by students. This is a perfect time to review what your district already has and create training for those devices with the teachers and therapists in the field.

The next two statements focus on the idea of AT devices and services. Simply providing a student an assistive technology device does not mean that other services need not be provided.  I think that most of us recognize that AT is the tool and what we can do with therapies and life skills add focus to the assistance of these individuals. It is nice to see this clarified for those outside of the Special Education realm to aid in the understanding that there is no “one-size-fits-all” device or approach that is available. The second part of that duo focuses on the AT evaluation. IDEA does not require a formal evaluation for each piece of AT before it can be implemented. I know some of our AT Specialists have a large caseload of evaluations that they are attempting to conduct. Other districts have enlisted third party groups to conduct these evaluations as well. In many cases, an AT evaluation qualifies what an individual needs. This statement refers more to the situations where the AT device that might be able to support that student is obvious. Therefore, the need to wait for an evaluation before implementation can be eliminated. If we know what will work, let us get that student paired with the device and not delay or cause other frustrations.

We then move to the fact that training must be a part of any AT implementation. Students do not have to learn these devices on their own. Keep in mind, we need to make sure that teachers and therapists are given training, so that they might be even better equipped to support the students. Reach out to the groups with whom you work to see what kind of training they can provide you. This training can be virtual or video presentations with time for questions at a later point after the support team has practiced with the devices.

The next two statements have been created for those outside of our community. They refer to the fact that any recommended assistive technology must be included in the IEP and formally reviewed and included in transition planning. I know that some districts prefer not to put specific manufacturers down in the IEPs when discussing AT, and that is fine. However, the definition of those products, e.g., a reading pen that does not need the internet and can be connected to earbuds, should be listed. Transitioning from elementary or middle schools into the secondary setting should also include these definitions and how the devices are best utilized for the next group of teachers.

Another statement addresses the usage of assistive technology with state-mandated assessments, and I am so grateful for this addition! AT is approved for these assessments if it is a part of the individual’s IEP and the way that they learn daily. The use of AT is NOT an unfair advantage or prohibitive for students who do not need it. AT is NOT cheating! With that in mind, districts do want to look at devices like reader pens and speech-to-text software while the ESSER III funds are available. Certain reader pens are also incredibly efficient for our ELL population and can help them to understand the questions in a manner that allows them to best answer like they do for our students with reading issues or dyslexia.

The next two statements address how AT is viewed. First AT is not simply technology that is high tech. AT in both mid-tech (speaking calculator, digital recorder, single message communicator, etc.) or low-tech (one of my favorite tools – pencil grips, communication boards, etc.), are by their definition AT and must be addressed. In that same thought, AT is also not for any specific condition or conditions. The DOE reminds us that assistive technology can be incorporated into the IEP of any student if it provides the support that the individual needs to succeed.

As we look at the next statements, we have defined for us that AT is for ALL environments and not just the classroom, must be individualized, and it cannot be assumed that a device which works for someone will work the same way for others. They then go on to spell out succinctly that AT is NOT the same as accessible technology. Nor are AT, UDL, and AEM all “the same thing.” They state that the purpose for each is different, and all should be reviewed considering each individual. There are many of us who have had to fight through situations where those from the outside were content to have something that was “good enough” recommended – often because it was cheaper. No more of that!

The next few statements look at the individual’s usage of the AT. We have heard from the outside that AT lowers motivation for students to learn and lets them get away with having to do the work. That is a myth, as the research has shown that student motivation improves when the AT assists them in sharing their knowledge and abilities. The next two statements look at a child who does not want to use the recommended AT or uses their own devices. The facts around these are that the district still needs to support the students and encourage them to use the devices that will help. Those students who are hesitant to use a device may simply be trying to fit in with their peers. That is another good reason to utilize the ESSER III funds for products like reader pens, unobtrusive switches, or simple communication devices to reduce some of the stigma of using these that students may be feeling. Training for everyone is also essential here.

The final set of myth and fact statements review the deployment of assistive technology. It is the decision of the IEP what technology should be employed, and then someone from that team can work with the district IT team to make sure it is implemented properly. Another statement focuses on how much time it takes to procure the devices. You always want to check with your provider on this as some devices may be experiencing production delays. The good news is that most devices like those by AbleNet, Enabling Devices, software companies like Widgit and ProStudy, and Cosmo, are in stock and can be shipped quickly in 30 days or less. Work with groups you can trust. Please be wary of companies like Amazon. I use Amazon for a lot of my purchases today for personal use. However, working with companies like School Health and Jodi Szuter will provide you with the confidence and support that you are getting the products you need that will help the team, as well as the individual.

The final part of this document focuses on infants and toddlers. AT, which includes items like helmets, cushions, and adapted seating are covered under the auspices of IDEA-C. This has been a contention with some of our Head Start/Early Head Start programs, as well as other specialized programs within some of our districts. The AT needs of these students, including AAC, are supported. Feel free to look at the documents from the government as we have also posted those.

ATIA was one of the best ones I have attended since pre-COVID days. The discussions were deeper, and the excitement of sharing ideas was palpable. There was focus as well on the sensory side of education. Hillary Goldthwait-Fowles and Jennifer Edge-Savage had a phenomenal session on sensory supports for everyone and people came out of it energized. The one caution I have from the conference is with some of the “new” technologies. Many of the groups who were there had long-established technologies with new models or great updates. Those are the technologies which are evidence-based and make a difference. I always worry about some of these newer technologies which have no direct research. Please do your homework and work with people you can trust for insights into what will best support you and your students’ needs.

As always, if you do have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.

Making 2024 the Best Year Ever for All

Making 2024 the Best Year Ever for All

By: Dr. Raymond Heipp

 

So, I realize that the title of this blog sounds a little cliché! We tend to hear statements like that every year from pundits trying to cash in on the “new year, new you” ideology and the promotion of “New Year’s Resolutions.” Keeping that in mind as well as trying to stave off another purchase of a stationary bike which becomes a clothes hangar by April, we will take a look at ways that we can inspire the individuals with whom we work to have “Best Me Ever” plans along with some insights into the ending of ESSER III funding and how we can utilize it for the benefit of both current and future students.

Why “Best Me Ever” plans? When we analyze the idea of New Year’s Resolutions as neurotypical adults, we can distinguish that these resolutions are for our own benefit and are ways of tweaking how we approach aspects of our lives. Whether it is looking at habits like smoking cessation, being nice, and diet and exercise to lose a few pounds’ or something more detailed like changing lifestyles to protect again significant health concerns, we can come at these resolutions knowing that it is for our benefit that we are doing these activities. For our individuals, levels of cognitive awareness might not be there to understand the idea behind “resolutions,” thus creating a feeling of inadequacy or lack. We do not want them to approach these plans from the negative. By having them focus on the positive effects of activities that will help to create “Best Me Ever” plans, we encourage them to stay with it and look forward to it as well.

What might these plans include? Let’s look at some common issues our individuals face and see how we can help to create a positive mindset around them. Our first issue surrounds the need to lose weight. When I speak of weight loss with them, I am looking at those individuals who may need to lose 20 or more lbs. for their health and well-being. I have seen too often the idea of promoting weight loss to someone who might not be overweight by a great extent. However, weight loss for them can become an unhealthy fixation which causes significant drops and improper focus. The first thing we should determine if weight loss is something to be added is why the weight is on in the first place. Is the additional weight due to improper eating habits? What if they are due to anxiety or lack of exercise as opposed to eating habits? These questions will help to point us toward the proper approach to take. For example, if there are improper eating habits like “eating one’s feelings” by overeating after stressful situations, then simply teaching about healthy food choices does not make sense. Instead, we want to look at other coping strategies that do not focus on eating.

In speaking with a former student-athlete of mine who has worked in both the exercise and nutritional realms with many individuals, including some you might know, he shared with me that he encourages a weekly “cheat day” when approaching weight loss due to the body simply being out of shape. We discussed the merits of my “Pizza Fridays” and how something like that actually can help a body to acclimate to other foods during the week. Psychologically, these “cheat days” can help give an individual better internal strength when approaching their diets. He has noticed that many of his clients begin to adjust their “cheat days” into healthier foods while more easily acclimating their bodies to an overall diet regimen.

He cautioned about diets though when it came to overeating due to stress or emotional responses. He works with his clients on coping mechanisms first in these cases. He then can see or help a client transition to less overeating issues. With our individuals, we may need to begin with these coping mechanisms. These could include breathing exercises for both daily practice and emergency usage. We might also include some physical activity at the beginning and end of each day. Even something as simple as a walk – a quarter mile or less – can be a good starting point. If we focus on those activities first, we can then move toward the nutritional component. If we start in the wrong order, all the work we might do with nutrition and portion-controlled eating can go right out of the window the first time any stressful event occurs.

Another issue surrounds something we addressed above and that is dealing with stress and anxiety. An individual may not be overeating or have weight issues when anxious. Instead, they may have escalations which can be detrimental to themselves or to others. A “Best Me Ever” plan looks at the causes of these escalations and addresses activities, like breathing, that can be used in several different ways. We are teaching life skills to our individuals in this case and encouraging them to deal with their stress and anxiety in positive manners.

Exercise is another aspect of the “Best Me Ever” plan. Again, we want to start with what the individual can do and build off that. We then want to move into areas that might interest them and let them add more activities to their own exercise portfolio. A slow build of exercises along with directing them toward lifelong activities is most beneficial here.

Notice what we have been doing throughout this blog. Let’s start with the “Best Me Ever” designation. Our foundation is that we are already good and that we are moving to the “best” version. That is not only a positive move but can be improved upon each year. We are not focusing on the negative aspects of our life. Instead, we are looking at causes and how to handle them in a healthy manner. We want our individuals to be excited for these plans and apply them daily to life. We don’t want them to feel they are failures by setting benchmarked numbers which may or may not be reached. We want them to begin to have healthier approaches to life and the other issues or concerns will be addressed as a positive side-effect.

As enter into 2024, we still have until September 30th to spend the ESSER III funds. All Assistive Technology is eligible to be purchased using these funds. Assess what you are already using in your school or district and bring in technology which may fill in some gaps. Look to create your own AT Assessment/Trial kits that can be utilized by teachers, therapists, AT Specialists, and yourself in the future. Consider making AT as transparent as possible in the buildings by re-visioning how to use some of the older AT in standard classrooms or offices, e.g. using a QuickTalker 12 as a support with a book like Goodnight Moon to let students “read” to themselves at the press of a button. Bring in new AT to support the current student population with an eye toward future students as well. We can use these funds to help so many students and don’t want them to go to waste. If you have questions on what might be good to have in your building or would like some ideas of how to use your current AT in other ways, please feel free to reach out to me at rheipp@schoolhealth.com.

2024 will be the best year for all of us! What is your “Best Me Ever” plan going to be?

The Holidays Are Not Always a Wonderful Time for Some Individuals

 

As we enter the holiday season, we find excitement and lots of activities that go beyond our normal routines.  Starting with the schedules that we see in schools and at home, changes to routine become more routine than not!  As parents, we learn to verify what the actual breaks from school are so that we know how to best prepare.  For example, when I was a student in the 1970s, we went to school the Wednesday before Thanksgiving up to the 22nd or 23rd of December before any breaks took place.  Things have changed greatly since then.  As an administrator in the late 1990s and early 2000s, we saw that we needed to add the Wednesday before Thanksgiving due to the lack of attendance.  We also learned that the time off at Christmas needed to be two full weeks and had to work around potential weekends.

As fun as time away from school might sound, it does create issues for individuals who crave routine.  Even within school days or therapy sessions, we may see different scheduling of classes or decorations which can draw attention and cause issues around focus.  For some individuals, this could lead to sudden escalations around things we might not have considered, like having to walk around a decorated area instead of walking through it.  

What can we do to become more aware and help to spread that awareness to others?  First, recognize that we can only control what we can control. As our individuals leave our buildings, there are other disruptions that can be problematic.  With that in mind, I recommend “Holiday Sensory Kits” for the parents and guardians.  These kits can be used throughout the year; however, I am making suggestions that will help to address the constancy of change over the next few months.  To start, have the parents consider putting this together in a backpack or drawstring bag so that it can be portable without being obvious to others. In this backpack, a pair of noise reducing earbuds or headphones will be important for many. I like the Vibes as they really do appear as earbuds, yet give that reduction in ambient noise that might be encountered outside, in malls, or in larger gatherings.  For some, those might need to be noise cancelling headphones.  

Depending upon where you live, you also want to consider sudden changes in weather.  Having a pair of gloves and a knit hat in colder regions is also a good idea.  I have even seen some groups go as far as to recommend hand warmers in their kits.  This can be a good idea, as long as the individual who might be using them understands when something is too hot as well as why something like this should be used.

The next things to have in the backpack are a range of sensory support items that are socially appropriate for situations.  The Sensory Tangle Toy is one of my go-to items for both recommending and having available for myself.  I actually have one on my office desk and will utilize it during longer virtual meetings when I cannot get up and move around. This is a good choice as it does not make noise, can be used under a table or close to the body, and is better accepted by the external community for stress relief.  I also recommend that this is not the only item one has for sensory release.  In some cases, if an individual is not prone to throwing items, a squeeze ball can also be helpful.  Again, it does not make any sound and they are socially acceptable.  I do recommend for any sensory object to have more than one in the backpack in case something gets dropped or lost.  

A small first aid kit is also something to consider in the backpack.  Why? I have had stories shared with me where individuals began to escalate in a situation and either fell or crashed into something.  Having bandages and some antiseptic is always a good call.  The First Aid To Go Mini First Aid Kit is a nice choice for this.  

Finally, we do want to look at something with a little bit of weight (2-4 lbs. max) like Theo the Therapy Dog, the Manimo Weighted Lizard, or a Washable Weighted Lap Pad, adding the dynamic of having a weight that can be placed on the lap or shoulders.  For younger individuals, animals are acceptable.  For some of our older individuals, the lap pad is a more socially acceptable choice.

Think about also having some juice boxes, a filled water bottle, and some snacks.  For some individuals, they may need to have something that they are used to eating or drinking when the situation is strange and somewhat overwhelming.  I have spoken to parents who regretted not taking simple things like a favorite juice or snack along, along with presuming a food court or refreshment stand would have something that might assist in de-escalation through food or drink.  Hot chocolate is a great treat but may not help to calm someone who has been triggered in a new environment.  

In Gabe’s Access Angle blog, he addresses some of the outer wear which may be good during these months. Having lived in the Midwest for most of my life, I always urge to take layering into account if the individual is comfortable with that.  Think about things like thermal tops and pants to go on as the base layer and then build out from there.  The nice thing about layering is that one can always remove a layer if it begins to get too warm.  Temperature and other weather conditions can play a major role in escalations as well!

Those of you who have spoken with me or read my work before know that I am big on preparing our individuals to decorations and changes in advance.  I know of some families and schools who slowly transition into the holidays with inside decorations.  One mother described the fact that they have pumpkins around the house from the beginning of October until the day after Thanksgiving for Halloween, along with fall decorations.  The day after Thanksgiving is the changeover day.  In the morning, they say goodbye to the pumpkins and put away the fall decorations while bringing out their Christmas tree.  They only set up the tree on that day to start the transition.  On Saturday, the lights go on the tree.  Then on Sunday, ornaments go on the tree, decorations come out, and the outside is decorated.  This mother stated that even with only a 24-hour gap, it is enough to assist in the transition and not create escalations.

Furthermore, be aware of the places you are traveling to.  Prepare the individuals by explaining to them what they will be seeing and experiencing.  Be ready to take things slow.  Whatever you are doing, make sure that you include the whole family.  Inclusion in all activities is so essential to overall fulfillment and happiness in our lives.  Lack of inclusion can also cause escalations.  Be aware of the focus of the individual and what they are hoping for.  I learned this the hard way one Christmas, when my son was much younger.  He and I slept on a pull-out couch in the room with the Christmas tree as he was intent on catching “Santa.” Well, “Santa” woke up at about 3:30 am, brought out the gifts, and filled his stocking.  Santa also ate the cookies which happened to be my…  I mean HIS favorites and tossed the carrots outside for the reindeer and animals to eat.  “Santa” was feeling pretty good about things until my son awoke and had one of his worst escalations ever.  He was inconsolable for almost an hour because he didn’t catch “Santa.”  Take time to understand their needs beyond what we might believe those needs to be!  He did learn soon after that the spirit of “Santa” lived on in all parents.  In the future, he was able to catch “Santa.”  It did mean that lots of noise had to be made or “Santa” had to even “accidentally” shake his bed to wake him.  

The most important thing when helping individuals is to take care of yourself first.  When you are feeling stressed and overwhelmed, it can take its toll and not allow us to be present in the moment.  Make sure you are engaging in self-care as well.  When we focus on ourselves and preparing our individuals for various activities and changes in routine, we can make this the most Wonderful Time of the Year!

Lessons of Hope

By: Dr. Raymond Heipp

 

For the 41st year, Teachers, Special Education Directors, Therapists, and so many others gathered in Minneapolis for the Closing the Gap Conference. This conference brings together people from all over the world for presentations and discussions that focus on multiple aspects of assistive technology and pedagogical applications. For four days of crisp fall weather, people came together and shared their ideas and devices which help so many individuals. Allow me to share some of the discussions which reverberated through the halls of the conference.

The first topic that came up in a number of places focused on products and devices that the students would want to use. The issue seen in many schools throughout the country is that some individuals do not wish to stand out to their peers and become resistant to utilizing certain products or devices. Even at the cost of not having the proper support or accessibility, some individuals would prefer to remain as anonymous as possible.

How do we make assistive technology as inconspicuous as possible? In my presentation, I addressed this idea by speaking about how to create a level of transparency with assistive devices, as well as incorporating sensory supports for all students. Talking with others as well, we described how the start of the process begins. We want to start incorporating various devices into usage within inclusive classrooms in the early years. Simple activities like using a Quick Talker as a way of having books “on tape” allowing all students to “read to themselves,” having a “You Are Awesome” Big Mack in your office, or utilizing Talking Brix2s as a way to have directions or other information at locations in the classroom can have lasting effects on demonstrating how those devices are simply technology which anyone can use.

Another topic on people’s minds was the ability to use devices for more than just one individual or one activity. This follows from our thoughts above. Because most devices are used in specific instances or only with specific individuals, the training for alternative uses of these devices is almost non-existent. This under-utilization of devices leads to cabinets full of assistive technology that are simply collecting dust. There really are many ways those devices can make a difference in the classroom. When you have questions about those cabinets full of these devices or want some other ideas as to how you can turn your current devices into multi-purpose devices, feel free to reach out to me. There are so many things that you can do with those devices and be able to work on desensitizing neurotypical individuals to the use of those devices.

One topic which was part of many presentations and had people talking was the usage of sensory supports and how they can best be shared by all students. Understanding the variety of sensory tools and promoting the use of the proper tool for each student is critical here. Using sensory tools which are both socially and classroom appropriate, along with the right tool for the individual will be of the highest benefit. Another important point to consider is the use of sensory tools for better focus and attention in both therapy settings and classroom settings. Again, you want to consider those sensory tools which are non-disruptive and simply provide sensory input.

An important discussion for many of us surrounded the proper support and training of teachers and therapists. We need to make sure that our professionals are not left to fend for themselves when having to introduce or support their individuals with devices. There are so many great trainers who do so much for overall training. Individuals like Kelly Fonner, Mo Buti, and Kelli Suding provide schools with professionals who share their experience and make it understandable for all. You also want to work with groups who will supply the training you need for specific devices like utilizing the experience of our own Jodi Szuter who understands all the intricacies of various types of reading pens and is an expert with the Cosmo. The critical piece is to find someone who is respected in the field and not aligned to a specific product or manufacturer so that you can have the best support tailored to your needs.

When we look at better understanding how we can use the technology in multiple manners and create environments which are supportive of our students through sensory tools, we find that our schools can be both a safe space, as well as a space which gives all the opportunity for access to learning. When we use those devices that are already in the classroom, we are maintaining levels of familiarity for both the teachers and the students. So even if we change the routine of how we use them, the change is not as overwhelming as in the introduction of new devices. Teachers have such amazing abilities, if we can just give them the tools and proper support around those tools, their classrooms become an even more arena of excellence.

The hope surrounding these ideas is real. As I spoke with so many, we agreed that there is so much potential in the future. By utilizing the ESSER III funds, looking ahead for how we can best support our students, and using the networks we have developed, we can enhance what we are doing and make the world a more accessible place for all.

Is ESSER III Right for Me?

 

As we enter 2024, we also enter the final months for the availability of ESSER III funding. This funding technically ends on September 30, 2024. However, the products that you are using the funds for must be purchased and delivered by that date. I have also heard of some districts that are seeking to have the funds encumbered by the end of this academic year to allow time for the shipping and receiving of products. I have been asked a lot of questions about these funds, so let’s address some of the ones that are asked the most.

How much money does my school have? Monies were distributed to districts, so how those funds might be allocated can vary. One thing to do first is to check your district website. Most districts have a page on their site that outlines how much funding they received and how those funds are being allocated. If you cannot find the web page with the correct answer, the next question may give you that information.

Whom should I contact about these funds? This is the most common question I was asked by both teachers and administrators. The reality is that ESSER funding is from the Federal Government. You want to reach out to the Director of Federal Funding in your district with questions. Many moderate and smaller sized districts may not have a specific individual with this title, so you may have to contact the Treasurer or CFO of the district. I have seen many districts where the funding was then allocated to schools and programs where there was a secondary lead figure. This is an important person to know as the remaining funds have more flexibility in what can be purchased.

Can I buy whatever I want? The simple answer is no. You want to work with your district leads to make sure that what you are hoping to order fits under both the federal and district guidelines. Unfortunately, some districts ran afoul of the government with ESSER I funds as those had very specific purposes. Anything outside of those purposes was misuse of the funding.

So, what can you use the funds for? You can use the funds for anything that supports students through overcoming any potential loss from learning that may have occurred on account of the pandemic and is still hindering the student’s ability to learn. This is where I have seen devices like the Reader Pen2, ScanMarker, Livescribe Pen, and switches or tools for access have been able to be purchased. Assistive Technology is one of the areas where fund usage is permissible.

What is covered under the idea of supporting mental health? This question has arisen from many districts. The implementation of sensory/calming rooms has demonstrated positive support for all students, especially those prone to escalation. Sensory room products can be purchased. The caveat is groups that want to include other classroom furniture. I have worked with some districts who thought that any chair or desk could be included. That is not always the case. Always work with your district to make sure that what you are getting again lies within the guidelines. In this case, a beanbag chair is acceptable while a standard desk chair may not be. Don’t think that you can only buy sensory room packages. Work with the groups that you trust to help in the design of a room that best meets your needs and the needs of your students. Both Jodi Szuter and I are available to support you with questions and recommendations.

I have time so do I have to worry about this now? Please start thinking about your plans now. Your district may have an end date for the encumberment of these funds. I know of several districts where that date is around the end of this academic year as I mentioned in the first paragraph. When you are dealing with federal funds, the end date means that you have already ordered AND received the products. If an audit were to be conducted on the following day, you could show the auditor the products or, at least, the boxes they are still in on district property. That is an important distinction as with other types of funding, the items simply need to be ordered and invoiced. There is a difference here and those in your district overseeing the funds will be focused on that. Another reason I bring this up is because there is still a global chip shortage. For example, there are still schools waiting for chip-driven devices like some types of screening devices and AEDs because of the lengthy delays in getting chips. We are seeing production of these chips going up, but still not catching up to the demands over the last few years. Be sure to work with your sales representative to determine if the products are available and will be able to be delivered on time. Another point to be aware of is the fact that some products are not even being manufactured anymore. That discussion with your sales representative will help to guide you the correct way.

There are a lot of groups speaking about “ESSER-approved” products. Is there a list somewhere? Please reach out to your lead in the district about this. There are some districts which are being more restrictive about the funding to protect everyone legally. There is no list of “ESSER-approved” devices, generally. Some groups may simply be referring to what other districts have purchased. It is better to ask the folks in your district first before simply placing the request with them. When I work with groups, we look at products that support potential learning loss, assistive technology, items that maintain a healthy physical environment (including air purifiers), and products which support mental health and well-being, like sensory products. Your district will have any specific information you might need.

Should I just stock up on cleaning supplies? The short answer is no. Utilize these funds to get those devices and products which best support the students and think about purchasing multiple items of products that can work for many students. I have seen large deployments of Reader Pen2s and ScanMarker Readers because of the overall impact devices like these have on learning. By utilizing these funds and thinking ahead, you can support the next several classes of students. I have seen some districts utilize their funds by purchasing AAC or access devices to have back-ups in case a student breaks or loses one. Think about what was difficult to purchase in the past and buy now. Cleaning supplies and simple items can be purchased annually when this funding ends.

If you do have any other questions, feel free to reach out to me at rheipp@schoolhealth.com and I will support you as best I can!

Simplifying the Start of the School Year

 

I ran into a former colleague of mine at a local community festival last week. After some quick catching up, I asked how the preparations for the new school year were coming along. He responded with, “It is not like it used to be. Remember how the first day of teacher in-service was the plenary meeting followed by the trend of the year training, lunch, and then department or grade level meetings? Day two was simply setting up your classroom, textbooks, and lists. Ah, the good ol’ days!”

So, I asked him what his upcoming teacher in-service days were going to look like. He shared that day one was going to be a series of technology trainings focused on logging in to the new school system daily, proper email access, the new student management system and how to handle grades with attendance, updating and maintaining a webpage, and the proper methods for digital documentation for any classroom or parental issues. Day two was going to have the morning filled with state and federal updates (I did clarify that the blood-borne pathogens video would be part of these sessions!) while the afternoon session was a brief one led by the counselors on how to support the students.

To say I was shocked was a mild understatement! Where are the meetings with the departments or grade levels? Where is the focus on the student and the teacher – not on the administrative tasks? Now let me also state that there are many districts with whom I have spoken where more student-centric sessions are being conducted. I also know of districts where the conversations are focused on access and holistic support. Unfortunately, those do not appear to be the norm.  Even my son, who has entered the ranks of substitute teachers this year as he pursues his acting career, shared with me that he had a two-hour session completely focused on the “acceptable” ways to interact with students. The videos all focused on what not to do, without giving solid strategies for positive interactions. At the end of my meeting with my former colleague, he asked, “How would you recommend the school year start? Let me know as I will look to start next year differently.”

All of the described topics are very important for teachers, administrators, substitutes, and other staff to understand. Focusing on those at the beginning of the year does not always set a good tone for what we are attempting to do in school though – educating our students. These topics can be interspersed with other important student and teacher-centric topics as well as be presented in a virtual format with accountability measures built in to know that the material was reviewed. How can we align topics like the ones above with solid professional development at the beginning of the year? Simplify!

What I mean by simplifying is not to water down information or minimize it in any manner. Instead, review what needs to be shared and the way that information can be shared. After my conversation, I connected with colleagues throughout the country to see how they were handling the start of the year.  Major topics varied from district to district and state to state.  here were several that stood out, though, and those will serve as the basis for our simplified start to the school year.

1. Focus on the teachers - I had a couple of interesting ideas from administrators regarding this.  The one that stood out to me was an administrator who sent out a message in July asking each teacher to list out their three most important ideas for the upcoming school year. All the ideas were placed on a list and the suggestion mentioned the most was given a 90-minute block for discussion and idea sharing. In this school, there were eight suggestions that received four or more people bringing it up. Obviously, the first suggestion had its own session for everyone. The other seven sessions were each given a classroom and two 60-minute sessions.  her day was divided like this:

  • 8:30-9:00 introduction to the day
  • 9:00-10:30 most mentioned topic
  • 10:45-11:45 Session 1
  • 11:45 – 12:30 Lunch
  • 12:45-1:45 Session 2  
  • 2:00-3:00 Session 3

Each of the sessions contained seven rooms with each room dedicated to one of the other ideas. By the end of the day, teachers had attended four sessions, three of which they selected on their own. That was purposely done on day one so that the teachers knew they were being heard. Day two began with a 60-minute session by the administrator on the most important updates she had to share along with a link to videos she and others created to go more in-depth on those topics. There was also a two-hour session which focused on mental health support for the students and faculty. After lunch, there were brief grade level meetings and then time for classroom set-up.  

2. Create Sessions that can be used with all students - Years ago, some of us would see sessions that focused on specific groups of students or sessions that had great ideas but limited examples of how to utilize them throughout the year. Think about any experiences you might have had with interesting and potentially great sessions which died on the vine because the ideas were presented in a vacuum with no follow-up by anyone. Don’t minimize the time allotted to these sessions either. If the session and idea behind it is important for the students, then it is important enough to have significant amounts of time given to it initially and on a regular basis

3. Give Teachers the time for their own preparation - I remember back in the mid-80s, the first day of school was relegated to handing out textbooks and writing down the correct textbook number by each student’s name as well as developing a seating chart. Imagine that the first day of class was filled with administrative tasks for the students! We have come a long way.  However, teachers and administrators alike need time for the final touches on classroom and student preparation. Build that into the in-service days as well. That takes pressure off teachers by not having all classroom prep be done on their own time at the end of the summer.

4. Make the Classroom as User-friendly as possible - Set up the classroom with an organizational mindset to help facilitate the classroom behaviors you wish to see from them. Use color-coded areas for things like homework or daily activities. Have visual cues throughout the classroom to assist in understanding what goes on in certain areas. Have some simple AAC devices like Talking Brix2 or Big Macks in places where auditory reinforcement would be helpful. Finally, as you are creating presentations and videos for the students, make sure they are accessible with captioning and alt text to enable a larger number of students and their parents the ability to access them through different media. By creating accessible materials initially, you set the tone of inclusivity along with having materials that can be used and easily updated for years to come.

5. If it can be done and accessed by video, MAKE A VIDEO! - Administrators, review some of the administrative topics you must make sure the faculty and staff understand. Can you turn what you were going to say into a video? If so, do it and put it into a library where only individuals with permissions can access them. Speak to your IT people as well and learn if you can also receive reports on when people accessed these videos. That way, you have a record of their viewing. A question I get asked often is, “What if they simply turn on the video and walk away? Then they did not learn what they needed to learn.” My response to that is you have no way of making sure that they would be paying attention in person either. So, use your time with them for information to which they will pay attention.  

Teachers, make accessible videos for your students with instructions and guides that they can refer to at any time. These videos are helpful for those with processing issues as they can go back, watch, and listen to your information multiple times.

There are five ideas to help simplify the start of the academic year by focusing on what we can do to best support our students. Again, the other administrative information is important, but can also be shared in ways that support the members of the school community. The old days weren’t always better, and we did not have all the advantages that faculties have today because of technology. In the same way, the advantage we did have is that there was more simplicity in approach, and we did not have the same levels of information or anxiety as individuals have today. Simplify and your year will begin well!

Hot Fun (and Preparation) in the Summertime!

Hot Fun (and Preparation) in the Summertime!

By: Dr. Raymond Heipp

 

Thank you to Sly and the Family Stone for the title and movement into this month’s blog!

July is an interesting month in the lives of educators. They may be on summer break, others may be moving back into the building, and some may be taking courses or attending summer conferences in preparation for the upcoming year. No matter what you are doing right now, there will still be more preparation that you do for the fall. Over the last few weeks, I have had the opportunity to connect with educators and therapists at both conferences and in their district sessions. As I spoke with them, I asked what the top five pieces of advice they would suggest for July preparation to other educators. Their answers were very cool and showed the differences that each group had when thinking about the fall.

 

Top Suggestions:

 

Special Education Teacher

I’ll begin with the top five suggestions from a veteran Special Education teacher. I was at her district discussing approaches for specific students using assistive technology, along with looking at what they might need for their new students. The first suggestion she gave for her top five in July was to read any book that covers working with our neuro-diverse individuals. She suggested that reading a book like this in July put her into a generalized positive mindset before moving back into the daily grind. One book example she gave was Thinking In Pictures by Temple Grandin. Her second July suggestion was to acquire a class list for her upcoming classroom. She uses that class list to contact her students at the end of the summer with a letter or email to see how they are doing and let them know how excited she is to be working with them. She shared that this technique helps to ease the anxiety around the first day back and, in some cases, gets the students excited about coming to school. Her third July suggestion is to take a trip to the beach (her favorite place to be) or your favorite venue where you spend one day doing nothing but relaxing. For her, she stated this is “the final charge of her battery” before beginning her own routine for the school year. This activity leads into suggestion number four, which is to start mirroring times that you would normally go to bed, eat, and go to sleep during the school year. She uses “school time” for housework or other work to get her mind and body prepared for “work time.” Her final suggestion is to start getting your family into a set schedule, similar to the routine they will be using in the fall. This includes dinner at an appropriate time around practice and meetings. Her children would go screenless and read after dinner to mirror homework time. Her children are now out of college and do not live at home, making evening schedules less tedious as they once were!

 

Occupational Therapist

During a conference, I had the opportunity to spend time with an Occupational Therapist that I have known for many years. She also works with both teachers and students in after school yoga programs that she runs. Her first July suggestion is similar to our previous teacher because it centers around reading a book. The difference is that she prefers to read something fictional and as far from education as possible. She is a fan of mysteries and always has time for authors like Agatha Christie, Ruth Rendell, and Margaret Maron. Also similar, her second suggestion is to check-in with upcoming students. She has already designed some summer plans for her returning case load and shared it before summer break began. She uses July as a touchpoint for how the plans are followed and gets a sense of where the students may be when she or he returns for the fall. Her third suggestion is to look at the supplies you needed for the fall, especially supplies that many of us purchase on our own. She likes to have what she needs by the end of July, so that she doesn’t have to worry about shortages closer to the start of the year. Her fourth suggestion is to review one’s diet and exercise routine. The period of time from June into the beginning of July sees her stray from consistent healthy eating and exercise habits. She uses mid-July to transition back into healthier activities. Her final suggestion is to attend a summer conference or institute on a topic in your area. She recently attended a conference on movement in learning and was spending some time thinking about how she could adjust her own activities. She was also putting together some classroom suggestions for her teachers.

 

Administrator – SPED Director

During another district session, I spent time with an administrator. She was the SPED Director for a smaller district and her suggestions reminded me of my time in administration. Her first piece of advice was for other administrators to make sure that all student information is updated and included in packets for the teachers. She shared that her days had more flexibility in July than any other month, so she spends an hour or two a day ensuring that she has this information to distribute. Her second suggestion was also for administrators to network. She says that she puts in calls to neighboring districts, as well as other SPED Directors she has a good relationship with, to share ideas about what is working and what adjustments can be made. She prioritizes these calls above anything else she is doing in the summer as it gives her valuable insights that she may not have had prior. Her third suggestion is to host sessions for teachers and to bring in experts from different areas. She chuckled as she looked at me and said, “Now you know why you are here!” I will admit that the session I did on assistive technology was great because the teachers were excited to be there and were extremely relaxed as they did not have other pressing classroom matters to distract their attention. I had to laugh when she read me one of the end evaluations which stated, “Dr. Ray was great, and lunch was superb!” Glad I wasn’t rated too far behind lunch! Her fourth suggestion was directed at teachers and therapists. She recommends spending a week away from any thoughts on school and, if possible, to do as little work of any kind. She highlighted activities like family vacations or utilizing the time that a teacher’s children might be at a camp for relaxation. Her final suggestion was for everyone within the buildings to begin looking at the school year as a fresh start. “Bring your happy face and a lot of hope.” She has noticed teachers and therapists return feeling worn down by the world around them, especially over the last few years. She opined, “School can be a sanctuary from the world when we all work together in a positive manner.”

 

So, there are fifteen ideas around July preparation for the upcoming academic year. If I may be so bold, let me add two more from my own experience. First and foremost, if you are not already doing it, find five minutes every day for “you time.” It might be before everyone wakes up or after everyone goes to bed. Read, meditate, have a cup of tea, do some yoga, or go for a brief run. Whatever activity relaxes and recenters you should be a priority. People I am familiar with know that I have walks every day to revitalize myself. Second, affirm yourself and the commitment you have made to your students! You are making a difference in this world, especially in the world of your students! Know that your efforts are appreciated for without you, the future for our students would not be as bright!

Summer Transitioning: A Mother/Son Journey

Summer Transitioning: A Mother/Son Journey

Summer transitioning can be a painful experience for some individuals. Routines established during the academic year come to an “abrupt” end. This change can create stress and anxiety which can lead to regressions in daily activities and create ripple effects going into the following academic year. I recently had the opportunity to explore one Mother’s journey with her son through this transition and learn more about what she provided to work through this time of transition and create a foundation from which her son could find success. She was a certified teacher who had also created a Special Needs program for one of the schools in which she worked. Her son was diagnosed with autism at an early age with various expectations from the professionals who were part of the diagnosis. She maintained her own expectations and was determined to create the most positive environment for her son. Her efforts, although painful and tear-filled at times, culminated last month when her son graduated with highest honors from college.

 

Q: What inspired you to create your summer transition program for your son?

 

A: I observed at an early age that the more I was able to create routines for him, the greater the chance that he could focus on the tasks at hand. It could also lead to lesser levels of escalations, especially when tasks were difficult to complete. As he entered Kindergarten, he was placed in an inclusive setting. Knowing that he would have to be ready for those settings, I made sure that he was prepared for things like waking up at a certain time, brushing teeth, getting dressed, having breakfast, and getting to the bus stop on time. We began this process in early August so that when the school year started, the only difference in the morning activity was the fact that he would get on the bus and go to school. What this also did was teach life skills that would stick with him throughout his life. I had to monitor each part of what he was doing, even going as far as laying out his clothes the night before so he could see everything in the morning and nothing was a surprise. Skills like brushing teeth and washing one’s face were important to establish as well since he also had some sensory issues. Hygiene was a focus of our morning routine. It also led to many arguments and some escalations early on. However, the skills he worked on daily became behaviors which was the intent.

 

Q: How and why did you expand that into other parts of the summer?

 

A: As we came to the end of a school year, I knew that his routine was about to take a drastic shift which could create escalations. Along with that, I also knew that the skills he had been working on in school- things like printing and reading, could regress if we did not maintain consistency in practice. I also realized if I started creating a home-school environment, he would miss out on the idea of summer fun and the idea in the workplace of a vacation. So, I spent significant time researching what he would be covering the following year, along with other opportunities he could be involved in during the summer months. I want everyone reading this to understand that preparing him for the summer was not something we did on the first day of break either. I began preparing him in early May for this transition.  As he grew, he also participated in the design and expectations of what we were going to be doing to add to a dimension of independence and accountability on his part. We would set a schedule which had to include some academic skills that needed to be supported, along with time for fun and exploration. I involved him in local camps for play and made sure that he was able to participate in tee-ball to add that athletic dimension. Exercise is important for all our children. Though with some, we have to “disguise” exercise in fun activities. By the end of May, we would have our daily schedule set with a checklist of items to accomplish each day. Because of the timing of the various camps, practices, and other fun activities, I looked at setting schedules which varied a little each day. Even though the timing of his activities might differ, he still had a checklist of items to accomplish each day. In his younger years, the writing aspect of our work was the most difficult and created the most stress for both of us. He handled the math, reading, and keyboarding skills adequately. He, like many other children, would have preferred to simply play and avoid “academic” activities, but became more accustomed to it.  

 

Q: You mentioned trying out various camps and activities. Tell us a little more about that process and what it led to for him.

 

A: I wanted to make sure that he had experience in many different areas. The playground camps were good because it helped him to work on his social interactions. The tee-ball experience was good for exercise. He did transition away from tee-ball after coach pitch as it was not interesting for him. His Middle School Principal suggested that he get involved in Cross Country. He did as he entered Junior High school and that maintained enough exercise for him that kept him in shape and healthy. I also experimented with other camps just to have him try out new things. Some worked and some did not.  In many cases, I had to do my homework on the camps and explain some of his needs as we went into them. As he grew older, his experiences allowed him to make new friends and learn more about himself.  It was during the summer he was preparing for Junior High that he tried an acting camp. He fell in love with the idea of acting and really found a niche that fed his self-esteem and independence. I would never have thought that would be an area of interest, but I am so glad that these camps were available so that we could try out different things. Acting became a passion for him throughout High School as well as being his major in college. All the pain we went through in printing and writing also paid off as he moved into AP English courses and found interest in writing his own plays and screenplays as well. The routines we established in those early days led him to understand and partake in summer work experiences throughout his older years.

 

Q: We could go on speaking about the generalities as well as specifics of the journey the two of you took during the summers. What is some advice that you can give to parents and teachers working with these parents as they look to do similar programs with their children?

 

A: First, this story is one of success and perseverance. Parents and teachers must understand that this is a journey that has many rough patches and detours. There will be escalations, tears, anger, and high levels of stress. The critical piece is not to give up or abandon this idea. Our children look to us for guidance and how they see us react will also be part of the behaviors that they learn throughout this process. When the escalations happen, be sure to give time for your child as well as yourself. You need to be aware that giving up an important activity because of an escalation does create a pathway that can lead to trained behavior which promotes more escalations. Stay with the process and adjust over time as opposed to eliminating activities altogether.

Second, look at the activities and see how they prepare your child for the rest of her or his life. Things like brushing teeth and washing one’s face are only a part of life skills. Understanding how to set a schedule and how to create to-do lists are another important part of life. Using the idea of camps to get both an idea of what interests them and what they might have some abilities in is good. The camps can also signify that work experiences are part of life and how one can be prepared to have the skills associated with summer or part-time jobs. Printing and writing are forms of communication. I understand that some individuals may not be able to physically print or write, but they could use products like speech-to-text software and eye-gaze or head movement devices to put words together and create stories. Never look at these activities as something just for school. Everything has a purpose and be sure to share that purpose with the child. Even doing math can lead to counting change, balancing a checkbook, or becoming an accountant.

Finally, guide them into making some decisions early on, and more decisions as they get older. This is an important skill for everyone! When you guide them, give them some flexibility while maintaining their accountability, and celebrate their successes, they become confident and independent adults.  Sharing this experience with them does have its highs and lows. However, when you see them doing something that others have told you would not happen, know that you have helped them succeed in life! Celebrate all victories with them and love them for who they are. They may even surprise you with what they can and will accomplish!

May is A Time of Preparation and Transition

May is A Time of Preparation and Transition: Keeping a Balance in All Aspects of Life

Preparation and transition are words that have such great depth and significance when we work with our neuro-diverse populations.  As we enter May, we can quickly be overwhelmed by all the activities upon which we need to be working. The most important idea to keep in mind is maintaining a balance in our own lives. During this month, we are in a unique time of wrapping up this academic year, while transitioning into the next. Without keeping ourselves balanced, we can lose sight of what we hope to accomplish!

We begin by looking at the teachers and their roles throughout May. We come to the end of IEP time, which sees our teachers pulled out of classes for these meetings throughout the months of April and May. In the cases where this happens during the academic day, those teachers must make sure that their classrooms are properly supported, and that learning can continue. I tried to have the inclusion teachers present their information first in these meetings so that questions could be addressed, recommendations made, and then they could return to their classrooms. I always suggested that they have independent work sessions happening while they were out of the classroom (like silent or supported reading, working on papers or presentations, or other individual activities) so that full class instruction was not missed or presented by a substitute teacher. This takes some of the pressure off the teacher in lesson preparation when they are out of the classroom. Lesson preparation is not the only thing they are doing during this time as preparation for the IEP or 504 meeting also takes place. Another suggestion for the teachers is to keep good notes throughout the year and take a block of time, about a week out from the meeting, to put thoughts together. Why a week before? We do have unforeseen circumstances that arise in schools, and we do not want to put off putting our thoughts together until the last minute. Walking into that meeting with prepared notes from which to work and a simple plan for the classroom means that a teacher can be prepared and ready to move between meetings and classes.

As the meetings wrap up, there is always the need for reviewing the technological needs for the individuals in the next academic year. We recognize that there is no one-size-fits-all approach to technology, so we want to be aware of what we have and what we may need to get. Each district handles this in their own way. Some of the best practices I have encountered worked around the earlier preparation. The first step is to have an inventory of the technology within each classroom and building as well as what may be in a warehouse at the district level. This sounds like a major task, and it is when done the first time. However, it saves time, energy, and money in the long run when trying to make sure the individuals have what they need. Even on my current travels, I always ask to see what technology is in a building. It gives me an opportunity to share alternative uses of devices educators might not even know they have!  So, the preparation piece here is to have a definitive list of working assistive technology by classroom and building first. Then look at what needs to be ordered. Be sure to work with groups you can trust as there are still some items which may be unavailable due to manufacturing issues. The last thing you want to do is order something that may be having issues and then not have it in time for the next academic year.  

The other idea that some districts have implemented is to have someone come into the district on an end-of-the-year PD day and present both new and current assistive technologies. I have done some of these sessions and it is such a positive way for people to see what is out there as well as hear from their peers in attendance about how they might be using some of these devices with certain students. I was also recently asked to be part of an AT Playground where teachers, therapists, and AT Specialists from a state were invited to come in and speak on various topics in a round-table format created to engage others on how they might be using the technologies in the topic.  I led the Low-Tech AT session where we spoke about manipulatives and sensory items, as well as switches and single message communicators. The information shared by the group was fantastic! Of course, everyone wanted some time in the Blackout Sensory Tent. Thinking of switches and single message communicators as low-tech was also mind opening for some. I was then asked to add depth to the discussions during the eye gaze/headtracking/alternative access session which also gave people an understanding of what is available. There were some who had never heard of devices like a Glassouse and saw how that could be a great choice for some students. This type of preparation offers an opportunity to think ahead and be ready to better support individuals.

Administrators, May always brings flowers along with thunderstorms!  Some of those storms are those events or issues that seemingly arise out of nowhere. How can you maintain that professional balance? One best practice that I see in our districts with the master administrators is that of proper delegation. I wish I had known about that twenty years ago! We want to make sure everything goes well in support of our faculties and students. Therefore, we try to oversee everything and take some of the pressure off others. Think about what you can delegate. Your support can come through written or video guidance of the process and a quick 15-minute personal meeting from time to time to get a sense of how things are progressing. Work with your teams to find those who excel and are excited about taking on an additional activity. Empower them to make decisions on some of the smaller issues so you can focus on larger issues. Have a weekly planning meeting on Monday morning so that everyone knows what is happening on each other’s days that week. Ask who needs support and who might have time to be a support when other matters arise.  Communicate and delegate. These are great opportunities to bring you a better sense of balance in this hectic time.

The most important idea regarding preparation and transition is to take care of oneself. Those of you who have heard me speak know that my focus is always on making sure that each of our lives is as balanced as possible. When we are living a balanced life – or as balanced as it can be at this time of the year– some of the toxic stress drains away and we are better able to support our individuals. The excuse which is too common and has been used for generations is, “You don’t understand how busy I am!” That never changes! We are all busy. We are wrapping up one academic year, getting ready for another, helping individuals transition into the next phase of their lives, plus attending or being the chauffeur for extracurricular activities which can include athletic contests and practices for our own children, going to or planning graduation parties, and being part of family events. Think of all those things and realize that they are all happening along with your regular duties this week alone! Take time for yourself each day!  Remember the five-minute rule. Take five minutes and just be you. Sit or walk and don’t think of anything but how important you are to this world. Have some water, coffee, or tea with you and just relax. That five-minute recharge and centering can be done at any time of the day. I am seeing more teachers, therapists, and administrators taking that time during lunch and just going outside for a walk.  You can also choose to find the time in the morning or the late evening when it is just you. By taking this time, it helps you to regain that sense of you which so many people are counting on. Just remember what my Big Mack tells you every time you press it: “You are Awesome!”

Autism Acceptance is Key in Inclusionary Practices

 

During each spring, tens of thousands of students check their email or standard mail waiting for an acceptance letter from colleges. For thousands of middle school students, spring brings acceptance letters from private high schools. Parents in certain locations throughout the country seek acceptance into special pre-school programs for their young children. Individuals of all ages hope for acceptance into groups or other activities. The idea of acceptance is nothing new. We have seen it throughout the history of humanity. The idea of not being accepted brings concern and sadness and may even cause feelings of failure. Acceptance is an important part of any community and can help to establish higher levels of diversity and success within that group.

A few years ago, we moved from April being the month of “Autism Awareness” to “Autism Acceptance.” This came about because one can be aware of another person, but not accept them for any number of reasons. With the large number of individuals with Autism Spectrum Disorder, acceptance of who they are is important to maintain a socially healthy community. Those who push back and fight accepting these individuals often do not understand that many individuals who may have had undiagnosed ASD have provided amazing insights into the world because of their “uniqueness” or “idiosyncratic” approach to life. Some people fear a label and do not give that person a chance to demonstrate what they can add to life.

Several years back, I was contacted by some consultant colleagues for insights on a project they were working on with a district. The district was moving toward having a strong inclusive approach to their student population and was developing a plan and budget to properly support faculty and students.  The seven-person Board had final approval and it looked like it would be a close vote as two members were opposed simply because of costs for the professional development. Two members were former educators and were very positive about the movement. So, both sides had the opportunity to present the pros and cons of an inclusionary program. The only argument against the plan was fiscal in nature. I was asked for insights on proper training and documentation because of work I had done internally with schools in the 1990s and early 2000s.

On the night of the public Board vote, both sides had one final time to share their side. Each side did and the crowd was asked to remain silent while the vote began. One of the three Board members who was undecided offered to vote first with his rationale. He shared his status as a parent of two students as well as a citizen concerned about doing what was right. He then went on to share that although the inclusion of students was important, he was going to vote against it because he did not want his children to “catch Autism.” Chaos arose in the meeting, but his vote was cast, and the other two undecided folks voted along with him in fear of something that wasn’t real. That district voted down inclusive classrooms because of being labeled without knowing anything about it. Fortunately, two years later a new superintendent entered the district and was able to put through a resolution with proper funding and training for “modern classroom teacher support and training.” Inclusion was able to be introduced in that way.

Events like that demonstrate why awareness is not enough. Too often, individuals making decisions are not aware of what actually happens in the classrooms. This is especially evident in our politically charged environment today where people assume they “know education” and “what really goes on” because they went to school. We have to put ourselves in a situation where these generalities and labels are pushed to the background while the individuals and the great things they bring to the community are in the forefront. One way of doing this is to highlight the accomplishments of all students side-by-side. Create videos and materials that surround the amazing work done by students, making sure that neurodiverse students are featured with their neurotypical peers.  

When we look for examples, think about some of the students on the autism spectrum who may be excellent actors or actresses. Be sure to use them in some of the advertising for shows or for recruiting others into the fine arts. Look at some of those individuals who may have other conditions and still make a positive difference in activities throughout the school. Be sure to have these students along with other students as examples to the community of the positive things being done by the students.  

Create community events like “Talent Evenings” with performances from the bands and choirs surrounded by art and pottery from student portfolios. Have the actors and actresses perform a short piece while speech and debate can mirror some of their competitions. I mention all these areas as various districts have shared with me how their neurodiverse students are thriving in these settings – something that the larger community may not be aware of at all!

We have heard of using the Universal Design for Learning principles for arranging classrooms and other educational settings. Keep the idea of "universal" in mind when highlighting the efforts of our students. We have experienced some of our students who may be on the autism spectrum becoming great athletes in sports like basketball, cross country, soccer, and volleyball. We don’t have to promote their condition, but we do have to promote their accomplishment. This way, we are designing a platform where individuals are assessed on what they have accomplished.

The question might arise surrounding those students who may be in programs to give them life skills with the goal of transitioning into the workforce. Celebrate them as well. Offer evenings and weekends when the community can interact with them as well as with those in standard vocational programs.  Look at what dishes can be cooked and serve those without distinguishing one group from another. Have some students work together to build something that can be presented to the community. Inclusion comes from the acceptance we have of one another. The way to break down some of those barriers is to highlight what can be done as opposed to how individuals are seen. By starting within our schools and programs, we can develop acceptance which can then be modeled for the world outside of our school walls!