Dr. Raymond Heipp

April and May are known as the time we review IEPs and create those transition plans for the following academic year. Here in 2025, those Transition Plans should also include our schools and our teachers as a cloud of uncertainty hangs over public education. We must not neglect the regular transition plans we do for our students. We may need to look at them a little differently than we have in the past. Along with that, we also want to make sure that we prepare ourselves for the questions which may arise going into the 2025-26 academic year.

Let’s start with our students and their plans. As we go through our IEP meetings each year, we look at the progress of our students and initiate the plan we would like to see them utilize the following year. When we have students moving from one building to another, those transition plans also include setting up meetings with the new team and reviewing the activities which have worked. This year, we want to be cognizant of the fact that the way things were done in the past may not be consistent with what we see starting the next academic year. What if programs or classrooms are moved to another building and we just are not aware that may occur? What if we prepare a student for that movement only to learn that they will remain in the same building with different support team members? These are the questions which are hanging over the head of districts right now.

In speaking with administrators throughout the country, concerns about how their programs will be structured come to the forefront of our conversations. One Special Education Director shared with me that if cuts were made over the summer, most of her classrooms would be allocated in one building. To her, almost 50% of the transition plans would need to be updated. Work that has been done to prepare students to move to a different building would have to be redone as they could be going somewhere else. There would also be a few students who were supposed to move to another building but now would be staying in the same one. She has significant concerns about how those students might react; would they think that they had done something wrong or were not good enough to move on?

A Director of Pupil Services shared with me his concerns about how any reduction in funds could create issues with services along with class sizes potentially growing larger.  His frustration carried into a discussion we were having about the need for proper AT support for his students. “How can I make sure we have the right AT, when I don’t even know where those students will be or who their teacher will be with any certainty?!” His frustration was borne out of his care for his students.

So how should we go about our Transition Plans for next year? I just finished a call a little earlier today with a Special Education Director who had called with questions about a specific young lady who is transitioning from middle to high school. I asked her how she was approaching her IEP meetings and it was a great response. “I am focusing on my kids and their needs first. Instead of looking ahead to meeting teams or doing walk-throughs, I am looking at the tools to help them succeed no matter where they are doing their work. The particular child who we were discussing had visual impairments. By focusing on the student’s strengths and academic needs, we were able to put together ideas of products to bring to the IEP meeting. If approved, these products will be ordered. As she said to me afterwards, “Everything else will fall into place once she can do her work.”

As we look at ourselves, are we able to focus on the students and their specific AT needs first? There may be already some fiscal restrictions. How can you evaluate what alternative devices might work? Calling those groups, you trust can help with that for sure. Why do I suggest that? What if you are able to find a text-to-speech device that can work for a few years and addresses that student with dyslexia or some other reading issues? We can get so focused on finding one thing that we might miss the obvious. My example here came from a Reading Specialist who wanted to know the cheapest text-to-speech software programs. When I asked why, her response shocked me. “I want the cheapest because I am going to have to also find someone or some company to digitize the older texts and documents we are using. When I suggested a reader pen as a tool to both support the text-to-speech side of things as well as the scanning abilities to “digitize” texts, she seemed flabbergasted. “Why am I looking at software then? Good question which could probably be answered by the fact that someone said find a text-to-speech software. Uncertainty, like what surrounds us both inside and outside the walls of education, creates a diminished ability to think “outside the box.”

Hence, if we begin our Transition by looking at the students and their AT needs, don’t forget to think through what alternatives might be there for the first “solution.” This was made quite obvious in a discussion I was having with a former colleague who reached out more to vent about the times than to ask any specific question. When I slowed down the venting and asked for examples, she shared a case where the AT Evaluation came from a certified evaluator who also works for a sales company. She was frustrated that the evaluation stated that the student needed a very specific product that was also very expensive. When we spoke more about the student and the need, we realized that other manufacturers had less expensive products that might actually work as well if not better than the recommended device. Make it a part of your transition plan to talk through all alternative devices that your students might need.

The next part of your Transition Plan should begin to look at “what if” scenarios. If your budget got cut, what would happen for classes to go on as smoothly as possible? In the previous examples, we heard the potential disaster situations which could occur. How do we prepare for disasters if we are not sure they are going to happen? We actually do this every year. As an administrator, I had to make sure that we had fire drills every month. One of the things we would do is create scenarios where certain stairwells might be blocked to simulate a fire being there. I have also been through tornado drills as well as active shooter drills. We can’t be ready for everything, but we can have a general plan which allows us to pivot if one of these events occurs. You want to create the same structure, so that if something drastic does happen, you are not starting from scratch.

Finally, there is one other thing that you must build into your Transition Plan and that is you! What are you going to be doing after the school year for yourself and your mental health? Plan that vacation or staycation. Have time for yourself where you are able to refocus and recenter yourself. Even a weekend of recharging can have you more energized and thinking clearly in the event that one of these drastic scenarios takes place. You are not alone in this as well! Reach out to your network and those you trust so that you can be at your best to do your best for your students!

Over the last few weeks, I have had the distinct pleasure of reconnecting with colleagues at both the Michigan CEC Conference and then the National CEC Conference in Baltimore. The discussions were invigorating and demonstrated a high level of focus on how we can best support our individuals. At the same time, the concerns around the uncertainty of where education in the US is going were numerous. Friends and colleagues who work in any way with either Federal agencies around education or even some state agencies are expressing concern around their jobs and what might be deemed important as well as what might be chosen to be eliminated. Our thoughts go out to all of those folks as we hope that their positions will be maintained.

If we begin with the concerns, after addressing the uncertainties around the elimination of positions, The next major concern was around educational funding as well as IDEA funding. It seemed as though each state was treating these concerns differently. One constant statement was the need to make sure that future funding provided devices and software which best addresses the needs of students as well as lasts for a longer period of time. Several colleagues shared how their districts have frozen all purchases until a little later in the year. Those districts have a concern that even if they purchase products through Federal funding, that those funds may never be released and that they will have to find the money for those purchases themselves. The other issue lies within what various states approve through the use of state funds. It appears that in many areas, educational purchasing has become a political battle as well as a fiscal battle.

Curricular supports are being critiqued for the wording and lessons which are used. Devices which were once approved without question are now being denied and replaced by cheap devices found on various websites without an understanding of their limitations. There is a lot of frustration in our schools around all this uncertainty. Fortunately, the focus is still on creating the best learning environments for our students. I spoke with many administrators who are actively looking for ways to overcome the uncertainty and utilize any funds they might currently have or be looking at for the future in ways that can best meet the needs of as many students as possible.

Aside from looking at devices and products which could be used by a number of students, emphasis is being placed on the areas of assessment, literacy, and mental health. The teachers and administrators with whom I spoke were determined to get the most out of their funds through creating successful learning environments. I was impressed with the number of presentations that were giving the attendees pragmatic approaches which they could try in their own classrooms. In the same light, I had a number of administrators who trust my experiences coming back after sessions and asking questions around the validity of some of the statements made in those sessions as well as lamenting the fact that they wasted a session on a “disguised sales pitch” as one colleague called it.

What are some of the actions we can take? First, make sure that you take a solid look at the inventory of devices and software products that are in your building or district. By starting with this inventory, you can begin to see any gaps that need to be addressed first. When possible, repurpose older devices which still work for other capacities. You will also get a sense of devices which you need to replace for students or for expanded use. Those of you who have attended my sessions have heard about this repurposing as those devices which make sense in any classroom. One example is the utilization of a set of Talking Brix2 in a classroom as a way to have directions, in your own voice, at every station where directions need to be given.

As you take a look at the software that you have in the district, see what is still working and evaluate any software that may be a little older. The concerns around older software have to do with some of the newer capabilities available to us in new software. Please review your apps as well. I was part of a panel discussion where we discussed how we are entering another phase of quick app development based on trends, rather than based on research. We saw this occur a little over ten years ago when groups started designing apps for autism based on what they saw on Facebook. I was appalled at the number of apps that someone designed just to try to make money. In app purchases caused many issues then and they still do today. Many districts do not allow apps which house those purchases and rightly so. Don’t be afraid to ask the developer or the salesperson for the research which goes along with the app. You might be amazed at the number of times I was hung up on when asking that question of groups wishing for my endorsement.

Literacy sees both a need for hardware and software. A newer Reading Assessment software that pinpoints what the issues are specifically and help the teachers to address is the Capti software. Too many assessments simply give a general idea that there is a problem without specifics around it for older students. Capti gets into the specifics and their team of specialists help districts work on the skills those students need. In some ways, it reminds me of the information that we used to receive from Informal Reading Inventories or BRIs as well back 40 years ago. Another point that was discussed by attendees at both conferences was the need for Reading Pens. Several administrators came to me with concerns around the fact that they were moving towards paperless districts. Yet, in those districts, some of the computers were not permitted to have text-to-speech software on them. Software like TextAid by ReadSpeaker or TextHelp still are solid choices. However, districts should always have some reader pens available for students as well since even in “paperless” districts, some information may need to be physically based.

On the topic of Reader Pens, I had so many complaints about the cheap pens that are flooding the market. This is why I always caution districts to work with groups they trust on devices like this. As you know, I only recommend devices from C-Pen, Scanmarker, and OrCam. The main reason is that they all are evidence-based solutions. Second, they all have a high level of quality within them. Finally, they have manufacturers who support their products. These pens that are being seen on websites for less than $100 do not have the same quality cameras inside as well as are made with corners being cut. When is the investment of $100 not good? When it has to be replaced 2 or more times a year. The manufacturers listed above have a proven track record of success and augment the support that our individuals need.

Two of the products that administrators and teachers alike enjoyed interacting with were Cosmo switches and the Enablemart Blackout Sensory Tent. Cosmo switches are the epitome of a multi-purpose device which can positively support many students every day. They feature high levels of accessibility through their bright colors and the ability to change the sensitivity of the pressure needed to activate. Be sure to check them out and have Jodi Szuter give you an online demonstration! The Enablemart Blackout Sensory Tent is a 6’ high pop-up sensory tent with blackout material on the inside for both its calming influence and the ability for students with visual impairments to bring in a light box and use it without the influence of ambient light from the room. Administrators and teachers were also thrilled that the doorway accommodates a wheelchair or powerchair as well, granting more inclusiveness. Finally, it folds flat and can be placed against a wall when that space is needed for something else.

Even in this time of uncertainty in education, I came out of these conferences with a feeling of hope. Why? First, the discussions were so focused on all of our students and how to create the best learning environments. Second, brainstorming of ideas was happening wherever one went. Even on the streets around the conference locations, attendees were happily talking shop. I was so impressed with so many of the speakers like the team from the Wayne County RESA & Kelli Suding and Michelle Soriano from CAST. My final two reasons for hope came in the form of two visitors to the booth in Baltimore. The first was a gentleman named James Williams. I have known James for over ten years through the work he has done in the Autism community as an advocate and from conference presentations he did regularly at the Milestones Autism Conference. I had not seen him in over six years. He found me and shared his poster presentation. Then, he also shared with me the book he wrote and published – of course I bought a copy and had him sign it! He is one of the faces for why I do what I do. The other visitor was Aaron Eatman, an administrator from Ohio who has been teaching supporting students for 19 years. He shared that he is about to begin his PhD studies. Why does he stand out to me? Well, 24 years ago, I was on the stage as his high school diploma was conferred upon him. In our brief time of catching up, I knew that the next generation of administrators was ready to continue the work we had started and help education continue to support all students! Hope is an action and everything we do to support our students grows that hope even larger!

The 2025 edition of the ATIA Conference provided a lot of great information as well as some new devices which can better support all our individuals. Presentations and activities brought forth some of the leading experts in the field to share insights as well as look toward the future in this time of uncertainty. Recognition was given to outstanding members in our field like Deb Fitzgibbons from OTAP being recognized with the Joy Zabala Award and Caroline van Howe who is retiring from her role at ATIA. It was great to see so many of the names that we all recognize in the field, leading presentations and evening events as well.

One of the topics that arose this year was the uncertainty around funding and the future of Special Education. Funding has been an issue for us for a very long time and so there are some things that we can look to do to keep us in alignment with supporting our individuals as best we can. Ironically, that aligns with my blog from earlier this year on “future-proofing” your AT. Two of the main ideas from that blog were also thoughts discussed in Florida. The first idea we can focus upon is reviewing what we have and seeing how those devices can be re-purposed or used in multiple manners. Those of you who have heard me speak or read some earlier blogs know that assistive technology can be utilized in manners well beyond the single use for which they might have been purchased. Feel free to reach out to me after you have put together a list of what you already have and we can discussed alternative uses of those products. That list can also supply you with the information you need to understand some gaps where other types of devices would be helpful. That way, districts are not constantly ordering the same products when the budget allows while not addressing those gaps.

The next idea is to use your state or regional lending libraries.  All states have some form of a lending library. Some of the ones you may be aware of are groups like AzTAP working in conjunction with Northern Arizona University, the T/TAC teams in Virginia, OCALI in Ohio, and so many others. These lending libraries have the devices and the expertise to support you with your questions and concerns when working with your students. There are also some companies that offer trial programs. Be sure with those cases that you understand the expectations. For example, at School Health, we have a program for certain devices that has a set time frame for the trial along with an agreement to be signed and shipping back to the office after the trial ends. Other groups may have fees associated with the trial. I am concerned with groups that simply hand things out without anything being signed. I have heard that there are newer companies that will do this and then send out an invoice later without discussion. Be sure you know what the “rules of the road” are when using a program for trialing devices before purchasing as this is still the best way to ensure you are getting what the individual needs.

Another discussion point that arose surrounded new devices and how to distinguish between something that has merit for our individuals and something that was just “thrown together” in an attempt for the designer to make money off a perceived need. It is always interesting to see some of the new products at shows like ATIA and follow them to see how long they make it. App developers tend to be the ones with the greatest turnover. There have been several developers who wanted to work with me. However, when I asked for their research and pilot study information, the only sound I received was that of the dial tone after they hung up. As you are evaluating apps, do not be afraid to ask where they tested this and if there are any additional costs associated with the app down the road. You also want to make sure that if any information on the students is kept, that all federal regulations are being met, including having the cloud where information is stored be secure and located within the US.

Of the new products I would recommend, there were two which stood out. First, C-Pen has added another device to its portfolio. The Reader3 was launched at ATIA with some fanfare. They have updated some of their features including adding a touchscreen and word-by-word translation for 5 imbedded languages which can be accessed offline and another 40+ online. It still has the features of the Reader2 which makes it an easy transition for many of our individuals. I know that some of our schools prefer not to have internet accessibility and that is why the Reader2 is still being manufactured with the same high standards.

The second product that meets a need for our individuals and stands out as very robust is the CMPSR. This device looks like a joystick on a power wheelchair but does some amazing things. It connects to your iPad through Garage Band and allows the user to play the instruments in Garage Band simply by moving the joystick in color-coordinated directions. The easy to access button combinations also permit shifting into chords from notes. Now, more individuals will have the opportunity to actively participate in their school bands as well as perform solos with “real” instrumentation and not just symbols or drums. We are starting to see more groups focus on creating access to the arts as that is certainly needed.

What comes next for our educational environments? We are definitely in a time of uncertainty. Know that we at School Health are here to support you!  Jodi Szuter and I will be at CEC in Baltimore along with other conferences throughout the year. You may see each of us individually at some state conferences as well like MI CEC and the Region X Conference in Texas. Feel free to reach out to see when we will be near you or when we can support you on a professional development day through a virtual or in-person presentation based on your needs.

We want you to have the opportunity to put your energy into supporting your students by allowing you to have us to support you on the technology and its variety of applications within the classroom. You can reach us at jszuter@schoolhealth.com or rheipp@schoolhealth.com.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We have come a long way in knowing how to create accessible and inclusive classrooms. I remember almost 40 years ago setting up my classroom and thinking that it was going to meet the needs of all my students. I was teaching high school Latin at the time, so I decorated my walls with posters of famous Roman architecture like the Colosseum and Circus Maximus. I also had pennants from the high school and my undergraduate alma mater, the University of Dallas along with a shirt commemorating UDs initial claim to fame – an 87-game losing streak in men’s basketball. Other than that, the room had its desks all in rows and a cabinet in the front by my teacher’s desk. It was quite Spartan (I know that is Greek and not Roman), but that was how high school classrooms were supposed to be, functional with the focus on what was written on the chalkboard.

Please do not use my thoughts from 40 years ago when you prepare your classrooms here in 2024! The first thing you may wish to consider is the “flow” of the room. Are you going to be using tables rather than desks? If you are using desks, how are they going to be arranged? Research suggests that by putting student desks in a pod, it allows you to shift the arrangement of the desks based on the activity and the needs of all the students (Ibiloye, 2021). Understanding students’ individual needs as well as the tasks being asked of them helps to decide daily which arrangement may be best (Tobia, et al, 2020). Tables are good for creative activities or group work as well as fitting perfectly into the way we present information to our individuals. Don’t forget to have some alternative forms of seating that the students can select for activities as well! Having an exercise ball chair, a wobble chair, cushions, pillows, bean bag chairs, and even lawn chairs, can give students a break from the sensation of a standard plastic or wooden chair, allowing them to focus on their work rather than how uncomfortable they are.

Flow also refers to the ability to allow movement in the room. Is there enough space in your room to have the students move around and easily get to various stations you set up? Do you have room for any wheelchair users or students who may be using walkers to get around? Studies on the influence of movement on learning also suggest that having enough space where students can take movement breaks. Moderate movement, even something as simple as standing during a lesson, can increase focus and cognitive ability (Mehta, et al, 2016). This does not mean that every child needs a standing desk though. Remember that the critical piece of learning is putting each individual in a position where their abilities can function at a high level. So, do we need to invest in standing desks? One of our colleagues from CAST, Michelle Soriano, recently put forth a brilliant suggestion where she went down to the local thrift shop and bought an ironing board. She brought it to a classroom and put a thick piece of poster board on top of it. She then could let students use it when they wanted a “standing desk” as well as when they wanted a “floor desk” as the ironing board could easily shift its height. It could then be folded up and stored when not in use.

What about the walls? Remember that some of our individuals may have attention issues. Don’t create something overwhelming by having the room covered. Be purposeful in both areas for things like homework, calendars, reminder/learning charts (like letters and numbers), and celebration of their work. Reminder posters for things like washing hands, putting away materials, and positive classroom interactions are great as long as their placement makes sense. Putting a poster reminding them to wash their hands by the windows doesn’t make sense and can actually encourage them to look outside and lose attention. Be careful not to have too many colors and pictures as that can become overwhelming and create unwanted stimulation. Have fun with your room and decorate it to make it an inviting and positive learning environment. Just be careful not to overdo it and make it look like a party room.

Find a space in your room where you can have a “decompression area.” Put down some carpeting, bring in a Sensory Blackout Tent, or have some pillows and a beanbag chair separated from the rest of the room by a cabinet or even a shower curtain where students can go to calm themselves or take a brain break. Establish rules around how that can be used, when it can be used, and how to take turns in order to have it function most effectively. Don’t be afraid to use it yourself during lunch or right before the students arrive so you have your stress breaks as well!

If you can use modular seating or desk pods, consider how you might set those up into stations for different activities as well. I have had some teachers and administrators concerned that the students might have to move those desks or seats and I understand. Know though; by moving their own desks in a supervised format, they are actually getting some heavy work which can then add to their focus and attention as the next activity begins. Don’t make it too complicated and turn it into a game where everyone wins. Moving desks or chairs into new arrangements is another way of putting items where they belong based on the needs. This translates into daily activities like pushing their chairs in, separating clean and dirty clothes, putting food and milk away, and cleaning up after using the bathroom.

By thinking through how your classroom will flow into your lessons, you are setting yourself and your students up for a successful year. You are adding a level or organization and purpose into any changes you make during the day, increasing their tolerance to change. You are also creating shifts in the environment while making this part of their routine (e.g. my desk belongs over against that wall for writing time and over in the middle for math). Although you may make those shifts the daily routine, these are still environmental changes. They are also adding in movement to these shifts and the view of different areas of your room. The subtlety of change may have long-lasting positive effects beyond your classroom as they have to learn to navigate the world beyond the classroom walls.

Over the next few blogs, I am going to be building upon ideas around movement, accessibility, and engagement so that we can continue to help our students adjust to the world they encounter outside of your classroom and positive guidance. As always, if you have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.

May the 2024-25 School Year be your best one ever!