Dr. Raymond Heipp

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

As we move into the start of the 2025-26 academic year, literacy is one of the most discussed topics within our districts. Districts are taking a serious look at how to best address issues they may be having in the area of literacy while also making sure that their curricula are supported by the latest research. In this blog, I am going to look at how literacy can be supported for students using tools which have been proven through research to provide proper support. We have to be aware that just because some device might work for one of our students, it does not mean we can generally assume that it will work for all. We also have to have the common understanding that for certain conditions, the use of an assistive technology device is the best way to help students and should NEVER be considered “cheating” or “letting students slide.”

Let’s start with some facts so that we can look at the reality of what is happening with literacy in the US and why it is so important that we work on it at school level. According to the National Literacy Institute, 21% of adults in the US are illiterate as reported in 2024-2025 Literacy Statistics | National Literacy Institute. They also share that 54% of adults have their literacy below a 6^th grade level (which is the level that newspapers, back in the day, and common online news articles are written) with around 20% of adults below the 5^th grade level which, if their abilities hinder reading and other daily tasks for life and work, may fall into the category of functionally illiterate. This does not mean that those adults cannot communicate. However, literacy rates like that do create limitations on the jobs and roles those adults can actually do. This can cause much frustration for those individuals. 

Just last week (from the time I am writing this), the latest NAEP (2024) results have been published: NAEP Reading Grade 12: Reading Results. The news that people are seeing is that the 12^th grade results are 10 points lower. That is true, when compared to the 1992 results. The 2024 results are 3 points lower than the 2019 results. Some of that is being correlated with the influence of being out of the classroom due to the pandemic. The concern that I have when looking at the chart is that with the exception of students in the 90^th percentile (so our students with very good reading skills) the other percentiles have seen a statistically significant drop in scores across the board, with that significance being from 2019 as well as the other results dating back to 1992.

Why am I starting with these facts? First, I want to make sure that you have an understanding of what the numbers actually are. Second, as we continue to work on curricula that strengthen what we do in literacy, we can begin to work on future generations having much lower numbers in the functionally illiterate range. Third, we need to be more consistent in our approaches and understanding of the tools which can help as literacy levels can dictate much of what an individual is able to accomplish throughout the rest of their lives.

With that in mind, here are some manipulatives which are great to use when our students are in the early stages of literacy development. One of the important facts to remember is that using manipulatives as a tool when putting words together and learning about how to spell enhances the student’s ability to comprehend. If we stick to the idea that a student should just write the letters out or trace them with a writing instrument, then the overall concept is visual with fine motor inputs. This approach can be frustrating to those students who have not yet achieved a level of gross motor planning that can move them into the fine motor work. That frustration can then interfere with learning around the letters and creation of words. Having simple tools like Sensory Gel Letters from Playlearn or Trace Alphabet and Trace Numbers from SiliShapes can add a gross motor side that promotes a smoother transition into the fine motor through tracing. These work better than simple plastic magnetic letters as the texture adds a tactile dimension to the learning. As the students get older and the usage of the words takes on specific contexts, using tools like Alphabet Pebbles or Phonics Pebbles by Yellow Door make more sense as the depth now becomes focused on the creation of phrases and sentences.

As we move into the middle stages and later stages of literacy development, we want to take a look at those assistive technologies which can augment what the students are doing, even if they deal with conditions like dyslexia or other reading issues. I am a proponent of reader pens for those individuals who struggle with reading. The auditory support is NOT cheating or limiting the ability for an individual to read. Rather, it enhances the ability of the individual to process the words and comprehend the text. We have to be cautious about which pens we use though. Those of you who have heard me speak know that I only recommend three manufacturers when it comes to reader pens and those are C-Pens, Scanmarker, and OrCam. All three manufacturers use an evidence-based approach to the design and features of their pens with high quality cameras and processors to keep high levels of accuracy and translation. When people ask me which is the best, the simple answer is to ask about the end user and their needs. Each pen from these manufacturers has features that can help individuals based on their needs. However, the “best” pen for any individual is the one that is easiest to use with the most impact. If you do have questions about which pen makes sense for certain individuals or your institution in general, feel free to reach out to our resident expert, Jodi Szuter at jszuter@schoolhealth.com or me so we can learn more about the end users.

Outside of pens, we have found that various types of software are also helpful, especially when we are dealing with older students and adults. If we start with basic communication, Widgit is a wonderful software that can create communication pages as well as creating templates for AAC devices. One of the nice alternative uses of Widgit is to use it and its library to create mini flashcard sets which can then be saved and printed when necessary. The power of this software outside of direct communication is that it can be utilized for projects like outdoor communication signage, creation of charts for various courses, flashcards as mentioned above, and many more. You can test this out with a 30 day trial courtesy of School Health and Widgit at: https://widgitonline.com/en/offer?code=SH2024

Another piece of software that helps indirectly with literacy, more on the notetaking side, is Genio Notes, which was formerly Glean. Notes are able to be taken with focused insights while the lecture is being recorded. This allows for those who need more time to process to cue in on significant points without the concern of missing other important pieces. It also has imbued AI to allow for synthesis of the notes afterwards. One can also generate quizzes to enhance their own review for upcoming tests. Why do I include this on the literacy side? Notetaking can be quite difficult for those with a variety of conditions. That can make earnest studying difficult and create learning gaps for those students who are academically able.

On the communication side, some individuals may have the cognitive ability to communicate but have physical restrictions. Voiceitt is a software which can give those individuals the opportunity to communicate their thoughts more effectively than having to rely on a series of communication buttons in some standardized AAC types of software.

Finally, most computers today have text-to-speech options. If the student has a good computer, be sure to have those activated. Reading and communication are the foundation for living the best life possible. As we continue to develop how we are working with all of our students in literacy, be sure to include the right tools to augment the learning process, especially for those students who need additional support.

Should you have any questions about your own approaches and how some of these tools can be added to your toolkit, feel free to reach out to me directly at rheipp@schoolhealth.com. May this be a year where we all take literacy to the next level for all of our students!

The beginning of the New Academic Year has meant a lot of things to me over the years. In the late 1960s and early 1970s, it meant seeing if my clothes and shoes still fit and making sure that I had the necessary school supplies which included pencils, both colored and number 2, paper, and something to carry everything in to and from school. Duffel bags were the most common way of carrying things and things were easy to find in them for the first few weeks. For my teachers, they worked to put appropriate decorations on the walls and mark where the desks needed to be as they were placed in straight rows.

As I moved into teaching in the 1980s and 1990s, my classroom preparation at the secondary level focused on areas on the walls for homework and expectations along with some posters and pennants as the only other decorations needed. For the first five to seven years, the idea of keeping desks in rows was still the most accepted way of setting up a classroom. In the mid-1990s, as some classrooms moved into having tables, I began setting up desks in pods. In all that time, the idea of accessibility and purposeful staging never came up. It wasn’t until I moved into being a Special Needs Program Director that purposeful planning, training, and staging came into focus for me.

Purposeful planning and staging can mean different things to different people. The way that I am suggesting is to begin by taking a look at the overall student body in one’s classroom or building. It begins with understanding which students are going to be a part of inclusive classrooms and which students may be staying in a single classroom each day. The approach and planning for these two groups has individual focal points that we need to consider. For example, with the group that is staying in a single classroom all day, how are we having them sit or, if they are in a specialized chair, be positioned? From that knowledge, we can then create aisles and movement patterns. I am a big proponent of having floor tape and arrows on the floor as it helps with understanding how to move as well as giving some examples of what individuals might see in other areas, like the line to stand behind waiting for a bus or subway.

Staying with the group in the single classroom, I always suggest making sure that any decorations on the walls are purposeful and not overwhelming. Although lots of colors, sparkling objects, and cool pictures are fun, if there is not a purpose associated with them, they can become a distraction instead of academic support. Think about what is being studied that term or year and have decorations which celebrate and support that theme. An example that several schools use regularly is to have an area dedicated to people in the community like firefighters, first responders, and police. Real pictures of people, especially if they have come in to visit in previous years, help to provide a foundation to build upon. This area can be added to throughout the year as pictures of new visitors or parents and guardians at work can also be added. This demonstrates who we encounter in our communities along with providing a basis for social skills.

In these classrooms, we also want to be sure to have specific areas for each student with baskets or drawers that house the supplies they use on a regular basis. We are then able to teach the life skills of using our own supplies as well as how to put things away when we are done with them. Some of these classrooms have also created sensory spaces where students can go to de-escalate when things become overwhelming. The critical idea to keep in mind is that these classrooms should be purposeful in each area as it will be the formal educational environment for the year and we want the skills learned here to be able to be transferred into the world beyond the walls.

As we look at our students who will be going from classroom to classroom, we want to make sure that the teachers have the training they need to assist all their students, especially those operating with IEPs or 504s. Teachers are overwhelmed with the amount of work they have to prepare for as well as increasing expectations within the educational community as a whole. Simply sending a copy of the IEP or 504 is not enough. One of the programs I instituted as a Special Needs Program Director and then utilized as a general education administrator was “Student Support Lunches.” I would host four lunches during teacher preparation days with pizza and salad and invite teachers based on grade level at the high schools I was at. I had a list of those students with 504s or IEPs who would be moving from classroom to classroom and shared strategies that would help them as well as potentially other students. This provided a foundation for the teachers to work from with concrete strategies. I would then host four more lunches six weeks into the year as a follow-up and to see if any other students were struggling. It was difficult the first year I brought these lunches into buildings. However, by the second or third year, these lunches became a vital part of sharing what was working both individually and generally. I saw teachers who did not want “that type of student” in their classes become advocates for differentiated learning and be unofficial support teachers for other teachers. As an administrator, I had my counseling department run these lunches but always attended myself as it gave me insights into how I could further support my faculties.

With the idea of supporting my faculties, I had to laugh recently as I ran into a colleague that I had hired almost twenty-five years ago. As we caught up, he asked if I remembered how I had worked with the curriculum team to adjust how we scheduled classes and created a new daily class format. He was one of the ones who did not like that change at first. However, as more students found themselves with opportunities they did not have before and teachers found more opportunities to work with students, the schedule caught on. He shared that it had lasted for twenty years, and they used it as a foundation for their new schedule last year. The idea for it came from listening to teachers and students, their successes as well as their frustrations. We can’t do that without proper training and being open to listening though.

Within those inclusive classrooms, training should be given on how to approach students who need accommodations and how to work those accommodations in so that the students do not feel “different.” An awareness of how to interact with all students should also be a priority. We take a lot for granted. Sometimes focusing on the basics in an open dialogue may be more important than another guest speaker on the latest educational trend. Just don’t forget the blood-borne pathogen video!

Finally, take some time out of the early days of teacher preparation for oneself. Take the time to create living classrooms that engage yet not overwhelm all students. Take time to set realistic expectations for yourself as well as your students. Know that each student has amazing potential and may not respond to the approaches other students use. Have teachers and administrators who can listen and give support to questions on these students. Most importantly, take time to know that it will be a great year and it all starts with you!

As always, if you have questions or would like more information on how to create environments beyond what you are currently doing, feel free to contact me at rheipp@schoolhealth.com. May the 2025-26 academic year be the best one yet for you and your students!

As mid-July arrives, we look at the fact that the school year is upon us. Technically, the academic year started on July 1^st. But with the limited time we might have off, this is usually when things kick into high gear for the final preparation for the upcoming year. We want to look at some of the areas where we need to remember to have items ready but may have those areas in the backs of our minds as we focus on the incoming students.

We spend much of our time in two areas as we prep. First, we look at the classroom environment. We decorate as is appropriate for our students and look to have an organizational structure which works. My caveat here is to remember not to overload your classrooms with walls or ceilings that contain a lot of potential distractions or areas that might be visually overwhelming for some students. The second area in which we spend time is focusing on our students and having the supplies that we will be using for them in the upcoming year. I love the idea of individualized bins for certain materials to train the behaviors of taking care of what is yours and cleaning up after yourself. Coupling that with general bins which support the behavior of sharing and working together is a brilliant way of staying on top of supplies and other classroom items. It also gives a level of accountability to our students, which is such an important life skill.

So, what are the areas we sometimes push to the background? The first has to do with how we support the handwashing and toileting of the students. First, have we received enough hand soap and towels to make the handwashing easier for our students? Do you have something like a Time Timer Wash or Time Timer Twist where we can do visual countdowns for our students while they are washing their hands? We want to make sure that our students are learning behaviors that are transferable to the outside world which they might not always learn at home. The idea of having some visual timer at the sink supports healthy hand washing and not just sticking hands quickly under the water and saying “Done!”

As we look at the toileting side of things, do we have enough wipes? How about spare briefs in case of accidents? Do we have menstrual products for our older students? Is our Hi-Lo changing table up-to-date and ready to function. I am always concerned with the idea of changing tables. I have seen districts who have chosen to go with athletic tables that are “ADA compliant” instead of changing tables. Just because something is ADA compliant does not mean it is the correct device for the classroom. One district explained to me that they were just fine and didn’t need the rails as they just pushed it against a wall. In my mind, I hoped that they would never have a situation where a student might roll the wrong way and get stuck in the area between the bed and wall. Hi-Lo changing tables have rails to protect our students as well as legally protecting ourselves.

Along with the tables, does your school have Hoyer lifts? If so, are they working well? Do you have the slings that will best meet the needs of your students? Remember that different slings are designed to support the different sizes and needs of the students. I recently had a colleague share a story where a school nurse needed to get a sling for a new student arriving this upcoming year. When my colleague asked questions about the size and weight of the student as well as any physical issues, the nurse simply replied that she didn’t know but a medium sized sling should work. Fortunately, my colleague kept asking questions and the nurse engaged the parent in the conversation. After determining the size of the student as well as those physical conditions, the correct sling was purchased. As for that “medium sling,” that would have been a disaster waiting to happen. Although the height of the child was on the border of a medium size, her weight and condition would have had her easily slipping out of the sling. You may want to review the slings that you already have too and look for areas that may be worn down, creating a need to be replaced if there are students who will be needing it this year.

As teachers, we do a great job of making sure the general school supplies like paper, pencils, crayons, and materials are set. Anything we can’t find; we look to grab at Staples when they have their teacher appreciation day! The one area we are not always thinking about reviewing is our assistive technology devices. Many of us have our cabinets with devices in them. Many of you also have them so well organized, which is so impressive. Then there are a few of us who have the cabinets that, when opened, look like a jungle of wires and switches. My first recommendation is to get either plastic containers or dollar store baskets for each type of device. The last thing you want to have happen is on day 2 of the students being present, you must spend significant time looking for a specific device to assist a student. Have everything arranged in an orderly way before they come in to make it easy on yourself. Then, look at what size batteries some of the devices might need. Buy yourself some packs of those batteries and have them on hand. You do not want to replace them all now as you may not need some devices and that would waste the batteries. If some of the devices have a screw which holds the battery compartment in place, be sure to have a screwdriver (or two) in that size in the cabinet as well. I always suggest having a Ziploc bag duct-taped to the inside of the cabinet door where you keep these and can easily access them.

Finally, review the IEPs of the students with your AT Specialists to see if there is anything else you might need. If so, try to order it now so that it is ready when school begins. Your district might already have what you need, just in a different building. Sometimes, the devices do need to be updated or refreshed. For any devices that use rechargeable batteries, be sure to plug them in and test the battery. Over the course of time, those batteries can run down and hold less of a charge. Another thing to be aware of is that if a rechargeable device, like a Reader Pen for example, is not charged and used for a long period of time, the battery can stop holding a charge. Be sure to have your devices tested so that there are no bad surprises later.

If you need any support with this, please let me know!  As always, I thank you for what you do and wish you happy preparation time!

As we travel through our journey of supporting exceptional individuals, we are able to gain so much insight and take so many lessons with us. We recognize that there is not a “one-size-fits-all” approach as each of our individuals are just that, an individual. Part of our current journey lies within the boundaries of uncertainty. We are uncertain of how future funding and support is going to work and that can keep us up at night worried about how to be there for our individuals. This is the point that we can go back and look at those lessons that earlier individuals.

I began my journey with this recently when I heard of the passing of a wonderful young woman who taught me so much. 25 years old is too young to pass on, but when you understand that she was given 72 hours to live upon her birth; that length of time is amazing. B (I will not be using any names in this piece) overcame so many barriers and obstacles. Her conditions were physical in nature as she only had one partial limb. Her spirit and mind were amazing though. I first met her when she was about five years old. It is so interesting at that age as her peers simply acknowledged her condition and connected with her as they would any other child. It was the adults who had difficulties understanding and overcoming pre-conceived notions about what her abilities might be. It was wonderful to see her go across the stage in her power wheelchair at her high school graduation and fantastic to hear of her college graduation and then role as an advocate. She brought so much to the people with whom she interacted.

The lessons that I learned from her were the following. The first lesson is one that we learn every day with any of our individuals, “don’t judge a book by its cover.” Our individuals bring so much to the world no matter what conditions they are seeking to overcome. The second lesson is “access is essential.” Products like the Candy Corn Switch or Movement Sensor Switch can give alternative forms of access for those individuals who might have severe limitations in access. The old product, the TAP-it was designed with B in mind. Newer products like Visilift+ can give the same unique access. We can never simply assume that by handing any individual an iPad or Tablet that they will suddenly have access. Use the SETT framework when assessing what their needs are as then you will find more personalized approaches that can allow that specific individual to access information and share their abilities.

The next individual who came to mind was A. He has severe Cerebral Palsy which limits many things he can do. He is in his mid-20s now and the issue he faces is that he cannot find a job. The idea of judging a book by its cover comes into play here as so many jobs he applies for focus on his limitations and not who he is. They are not always looking at what he can do and how things that they do one way might be able to be done another way which he could do. He is also a high school graduate and has taken some college courses. The irony is that if you were ever to play video games against him and his adapted controls, you probably would not win.

Access is so important for A as he encounters the world. Another lesson that I did learn from him was “prepare everyone for the world beyond high school.” He has not had the courses that would help him understand how to best interview or to even understand what some good opportunities might be that he might be able to pursue. Too many times, when we think of transition programs, we are thinking of moving from one building to another. What are we doing to help students understand their strengths and abilities for the world beyond the classroom. If they need adapted tools, do they know what they might need or how to ask for it?  What might we be doing during high school years to give students the experience of different positions and the opportunity to network with business owners. Rather than focusing on the right tools, this lesson focuses on the right training and initial support.

The third individual really made an impact on me, and it was not until many years later that the lesson from him was learned. R was non-verbal and autistic (this was in a time when autism was a single category and was also a sub-category of schizophrenia.) I was asked to work with him as others were frightened by him. He communicated through non-verbal grunts or yells along with hitting the table or desk in front of him. We did not have the technology we have today. I did notice a couple of things about him though. He liked to draw but did not like pencils or pens. He used crayons briefly before they moved into his mouth. He would also use markers, but only briefly as he would sometimes make faces when using the markers. So, I tried something a little “higher tech.” I got a package of scented magic markers to see how he might interact with those. He suddenly began to use those markers to draw everything. He did like to smell the markers and would end up with colorful mustaches on some days.

It was not until many years later that I learned the lesson he set aside for me. I was in a supermarket and ran into my cooperating teacher that I had with R. We greeted each other and exchanged pleasantries. She then shared with me that she always remembered us working with R. He had passed on years prior to this, and she still kept in contact with his family. They would talk about how the shift to scented markers allowed him to create self-soothing behaviors. I had never heard this and asked her what she meant. She shared that it would be the following year when they noticed that he had less colorful mustaches. As a matter of fact, it was only on days when he was having a hard time that they would see one and it would always be red. Red at that time was cherry scented. Even at home, if he was having a hard time, he would go to the red marker, smell it, and then begin to calm down. She shared that R’s parents were so grateful that we had taught him how to self-soothe and how that was such a simple way to do it for him. The lesson he gave to me was “look at all aspects of the individual and try things, no matter how simple they seem.” Is there something simple that our individuals need to stay focused on work or to move towards de-escalation? What about a tangle toy or a sensory stone? Might something like that help an individual when they feel overwhelmed?

What each of you do matters, every day! Take time for yourself and know that you make a difference. Know that even some of the simplest actions may have unbelievable outcomes. Find those tools that work for the individual and allow each one of them to best display their abilities. Believe in them by believing in yourself first. Know too that I believe in you and know that you are doing amazing work!

There has been a lot discussed since the debut of the “Skinny Budget” proposal for 2026. I have had a lot of administrators and teachers reach out to try to get some clarification on what it means for our classrooms. Let me try to break it down for you as best I can to give you some insights in handling your budgets and things you may expect to see down the road.

First, let me share with you a qualification of this budget proposal. Anytime that educational funding is discussed on a federal level for a given calendar year, that budget actually takes effect July 1, 2026, at the beginning of the new academic year (2026-27). I have had a lot of groups concerned that if this is passed, it would directly affect buildings beginning on January 1. While that is not the case, we still want to be aware that cuts could still be made to the academic year of 2025-26. So, we want to make sure that we are planning our budgets with protections for more cuts. We will have a better idea of potential cuts by October 1, 2025, for the upcoming academic year when the budget funds are formally released to the schools.

Many of the readers of this blog are focused on what will happen with IDEA funding. At this point, IDEA funding is to remain at current levels. While that sounds positive, and is to a degree, right now, there is something that we definitely want to keep our eyes on moving forward.

One of the discussions in the background of this budget is how federal funds will be distributed out to the states. There is a proposal that would change the structure of how all federal funds are distributed. This would effectively be a “grant program” going out to the states as part of what is being referred to as a “single funding stream.” That would allow the states to then determine how the funding would be allocated. There is a concern that some states might choose to decline IDEA funds and look to use the funds from the stream to support special education under their own guidelines. We will want to keep on top of that discussion for certain.

For the moment, it appears that Head Start funding will also not be changing. The concern with Head Start, as some of you are already aware, is that 5 out of the 10 regional support offices were closed when the government did their cuts. This has caused a disruption in having questions answered as well as causing some delays in funding being processed. We hope to see the funding maintained and have a return to timely support for our programs.

Title I funding has brought a significant amount of questions to me. As it is written, it appears that Title I funds will remain intact. This bodes well for our students and school communities that utilize those funds for a variety of purposes. The concern lies in the fact that in a separate area of the budget, there is a proposal to eliminate two grants that support migrant students. There is also no mention of the state grant for literacy instruction. These will be areas that might reduce some of the funding we are seeing in Title I.

So where are the current cuts hitting if those areas are as stable as possible? Title III funding is on the block to be cut. The Teacher Quality Partnership grant is also in that same boat. Title II is in limbo as the specifics within that grant are being reviewed. There are many other programs that are being reviewed to be either combined into a single funding lane or eliminated entirely. There is one area where the recommended budget actually sees an increase and that is with our Charter Schools.

What does this all mean for education? I wish I had a specific answer for you. One thing that I can share is that it will take some time to see how things begin to move. Much of what we have heard over the last few months does tie into the suggestions for this budget. We will probably begin to see a streamlining of the funding as it is sent to the States for distribution. Within this streamlined model, the States would have significant say in how the funding is to be used and who can actually receive it. Overall, it could mean a reduction in funding for some districts over the next few years.

How can we better prepare for these adjustments? My first suggestion is for districts to work on identifying how they are using their federal funds and look at alternatives moving forward. We know that some districts use that funding as a critical support for their students. Are there any other avenues to replace some of the funding which might be lost? I recently spoke with a district CFO who shared that he was working with his administration across all buildings to see how they could take state and local funding and use those funds for more. He shared that they were looking at how some of his Title I classrooms were looking at stocking up on supplies and materials now. They were also taking a hard look at class sizes as well. None of these are easy decisions or choices we wish to make. He left me with an interesting thought in saying, “We learned so much about how we could change the educational environment during COVID. Now, can we apply some of the positive things we learned to continue to provide solid educational programming in the face of budget reductions.”

As you start taking a look at what you can do, think about ideas around getting the devices and materials which will benefit the most students and the greatest number of environments. As you wrap up this academic year, plan out the first quarter and how that might flow for yourself and your students.

I have had some administrators ask what they should be doing over the summer. The first suggestion is the most important one. In my work on mental health, almost all of the professionals are telling educators and administrators alike to take at least one week of staying away from anything that deals with school. Whether it be taking a vacation, doing a project around the house, or staying busy with family events, do not think or address anything from school. Administrators, I know that is not as easy as it sounds. However, we have to take that time to recharge. We are surrounded by continued uncertainty. Unless we have given ourselves a break, we cannot be our most effective in supporting those students and staff in our school community. Take that time for yourself as we will all need to be ready for what is coming in education.

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.