Dr. Raymond Heipp

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!

Hope: Understanding How We Create It in Ourselves and Our Individuals

By: Dr. Ray Heipp

May is a wonderful month - it is a time when spring has taken root here in the Midwest and hints of summer are in the air. From an academic perspective, it is a time of many transitions. When I was an administrator, it came to signify the end of the current year along with the beginning of the preparation for the new year. Those endings came in the shape of graduations and the movement to the next level of academia or movement into the workplace. In all of this, there was and still is a feeling of hope and excitement for all involved.

But what is hope and why is it so important, especially after the pandemic? Let’s start with the current levels of anxiety and stress in everyone. The pandemic brought about a lot of changes in how we interact with others. It was a traumatic experience which created ripple effects in the way people deal with daily activities. That anxiety has also led to a level of frustration that we see played out in the world around us. Part of what helps us address that anxiety and stress is the hope that things will get better.

The mistake many make is to assume that the ideas of wishing and hoping are the same. It is not a matter of semantics here. Instead, it is a matter of approach to the world that differentiates the two. A wish is a passive idea. “When you wish upon a star….” and other phrases around wishes surrender the idea to the power of someone or something else. A hope, by its very nature, includes some action on our part. Let’s go back to school ourselves. “I hope to play varsity this year.” “I want a lead role in the fall production.” I want to get a 3.0 GPA.” “I want to pass physics.” These are all statements of hope that require us to put in the practice or the work that will help us to get there. Unfortunately, we allow a lack of understanding of the difference between these two ideas to hinder ourselves and our students from perceiving the actions which need to take place.

Think of it this way. “I want to pass Physics” is a statement of hope that includes an awareness that homework needs to be done, tutoring may need to be a part of the plan, and studying will be required. We lose some of that deeper understanding when we say things like “I hope I have Ms. Flabitz and not that crazy Dr. H.” That is not a statement of hope, it is simply a wish which could lead us down a bad path if we end up with that crazy guy.

So how can we grab onto hope and demonstrate it to our students, our colleagues, our families, and our communities? First, we want to understand that we will be taking some action. I have recently had the privilege of taking a course on hope through the work of our owners here at School Health. We aligned ourselves with Kathryn Goetzke and her SHINE Hope Company to take a look at this idea of hope and how we could incorporate it into the workplace. There are also versions for schools. Here, I simply hope to focus on what we can be doing as individuals. We can start by taking a quick survey to determine our “Hope Score” and begin to work from there.  Here is the link for that survey: Measure Your Hope - The Shine Hope Company

From there, we are able to look at our own strengths in this area.  Always focus on your strengths first as that supports us subconsciously. You and your students have amazing strengths that can heighten hope around what you are doing and help get through those difficult times. Once you have taken the survey, you are able to move into the process which entails movement through the idea of SHINE. So how do you SHINE as you seek to increase your hope?

We start by looking at the ways in which we can address our stress. Stress Skills make up the “S” in SHINE. These are skills that most of us will recognize and can probably even identify why they are important. These are not extensive skills which require hours of study or practice. Simple ideas like controlled breathing, walking, exercise, listening to soothing music, and counting to 10 are all examples of how we can act when dealing with stress. The more that we can utilize skills that reduce stress the better the opportunity we have for increasing hope.

The “H” brings us to Happiness Habits. What are those activities that both make us happy and can create a positive sensation (for which there is a physiological reason!) within us. These habits include things like listening to music, being in nature, practicing affirmations, and playing games. Those are some of the activities one might expect. There are others though that focus on our health, like getting the proper sleep, eating in a healthy manner (yes, it is okay to have a cheat day!), and practicing affirmations. There are also a few habits which may surprise you.  These are habits like donating time, talent, and treasure to groups in need, giving a hug, and smiling. All of these help produce chemicals in the brain which add to our happiness and well-being.

Next, we move into taking Inspired Actions. Basically, think of this as setting goals for yourself that can help you navigate the challenges of any given day. Many of you have heard me speak of SMART goals before and those fit quite well into bringing hope to your life. SMART goals are those which are specific, measurable, achievable, relevant, and time bound. Set these goals for all aspects of your life and look to help students understand how goal setting works. Don’t be afraid to set some short-term goals to achieve levels of success leading up to your long-term goals.

The “N” refers to Nourishing Networks. Who is it you spend your time around? What are they inspiring you to do? It is a researched fact that spending time with a set group of people acclimates you into feeling, believing, and reaching similar levels as those in the group. If you are around positive people who are focused on making life better, you will tend to do the same. However, if you are around negative people or people who chose the couch over other activities, you will tend to act in the same way. For those of us who have children, think of the warnings we may have given to our children when it came to their friend groups. Hope is achieved through positive action and the belief that there is another level for you to reach. Hanging around the right people reinforces your belief in yourself and gives you the potential for a support team as you move forward.

Finally, the “E” represents Eliminating Challenges. The greatest challenge many face is limiting beliefs around what they can become. Believe in yourself, work to enhance your strengths, and then address areas for improvement. When you see something you believe in, go after it and do not let naysayers hold you back.

This post is not long enough to take your completely through the process of using hope to achieve your goals and to bring you through the challenges of each day as unscathed as possible. Should you have more questions about hope, this program for your school or students, please feel free to reach out to me.

April is such a unique month when it comes to our work with students. It’s a time when we are making sure that they are staying on top of their learning, especially upon returning from spring break. At the same time, we are making sure that they are prepared for the end of this academic year.  We cannot forget that we are also finalizing IEPs and making sure that we are ready to transition our students into the following academic year. I know it often feels like we are straddling academic years like the Colossus of Rhodes standing over both sides of the port. As we look at our own mental health and anxiety levels, what are some activities we can be doing to make this month and the rest of this year go as smoothly as possible?

Let’s start with planning for next year as the IEP process has us thinking that way already. Do you know who your students will be next year? In some cases, you may be continuing with a group or at least a few students.  Those are the ones that you can use to set a foundation for next year. Take their IEP information and as you continue to work with them this year, set aside worksheets, a list of activities, and a list of devices that you will need for them. As you create your lists, when possible, bring some of those devices into your classroom. Set them in a container that you can set in a cabinet for the summer. If your returning students still need them, verify with your AT Specialist or Special Education Director that you can store them over the summer to make it an easier transition for you in the fall.  

As you look toward the end of this year and the summer, you also want to start supporting the students with life skills that can be utilized throughout their lives. We spend time working on that end-of-year transition and do a wonderful job with that. We also want to start promoting behaviors for our students that make sense for the summer. Begin talking about nutrition and hydration, especially when it comes to the summer months. If your students are not participating in your summer program where these things can be monitored and supported, introduce lessons that create some of those behaviors now. Have some hydration breaks and talk about lunch and proper snacking. Some of you will have your students with you during the summer months and can reinforce these lessons. Know that either way, you are giving your students the skills they need to create some independence in the future. Another thing to consider when working with your students for the summer months is properly preparing themselves for being outdoors. See if you can work with local dollar stores to make sure that your students have proper eyewear when out in the sun. Speak a little about sunscreen as well. We recognize that the feeling of sunscreen might trigger some adverse reactions in some students, but we still want to provide information. For those students who do not like the feel of a spray or cream on their arms, legs, and face, work with them on understanding how to use shade, wearing hats if possible, and taking precautions by having some awareness of time in the sun.

In preparing for next year with devices or products you do not currently have, remember that ESSER III funding is open until September 30 when all monies must be encumbered. Many of your districts have a page on their website which shares how much ESSER money has been spent and how much is left. One of the suggestions I have been making to districts is to utilize these funds by projecting what devices might be needed over the next two to three years. Looking at products like the Scanmarker Pro for its use in ELL settings or the Big Mack in all areas of the building because they can serve multiple purposes may give you some guidance in buying. I have explained to districts that using their ESSER funds for things bought annually from your regular or IDEA funding, like classroom supplies, workbooks, or online subscriptions should continue to be aligned with those budgets. The ESSER III funds, based on how they are written, are perfect for stocking up on those devices which are regularly used, but may rely on grants in future years. Take some time, speak with those with whom you trust, and come up with a plan that has you better prepared for future students and budgets. Know that I am always there to support you with questions around this and can be reached at rheipp@schoolhealth.com.  

I am seeing districts right now using their funds on Ablenet products since they meet all government guidelines a couple of years ahead of the guidelines being formally put into place. I have seen the increase in systems like Simply Works to create accessible classrooms and workspaces. Some districts are supporting those with visual impairments by bringing in products like the OrCam Read3 which has AI that can support students in so many more ways than just reading documents out loud. Take some time (I know that is a precious commodity!) and think about how you can make your classroom environment even more inclusive and sensory friendly, like adding in a Sensory Blackout Tent. Looking ahead now can save you time and budget space in future years.

Finally, I want to share the most important activity for you at this time of the year. That activity is taking time for yourself! I know I sound like a broken record as I am continually reminding you about this.  Even five minutes a day of silence, self-reflection, meditation, breathing, or some other activity that lets you relax and focus on you. I have been speaking with colleagues throughout the country who are overly concerned about both the teacher and substitute teacher shortages. Many of these colleagues have shared with me that the greatest reason for teachers leaving is not retirement, but wanting to get away from the stress and feelings of overwhelm that are prevalent in so many aspects of education today. I am not saying that by taking five minutes a day that you will stay in education. What I am saying is that by taking those five minutes a day, you will be more centered and able to make the best decisions for yourself, your family, and your students. Know you are valued and appreciated!

Looking at Special Olympics as a Key to Community Involvement

By Dr. Ray Heipp

When many of us think of Special Olympics, we think of our individuals participating in games and finding success in their efforts. Special Olympics has evolved into so much more and is making a strong push to become part of the fabric in connecting the larger community to our individuals. I recently attended the “Sports for Inclusion Event” and saw various groups within the Special Olympics organization come together to expand their impact. Much of what they are doing can have an influence on what we do in our schools and therapy centers as well.

I first began volunteering with Special Olympics in the mid-1980s. It was great to see individuals receive an opportunity to demonstrate their abilities in more of the public eye. It was wonderful to observe the camaraderie between athletes and the support they gave each other. To me, the most amazing part came when I witnessed one of my athletes compete in the 100-meter dash. He was fantastic in training. When he competed in the finals, his time would have placed him in the top 6 at the high school level if he had the opportunity. The other volunteers were as amazed at his efforts as I was. The difference lay in the fact that I understood that he had the potential to do something like this. The others were not as aware and made comments like, “how can someone like him run so fast?” It would take another decade until the arrival of “Forrest Gump” where the public would have a wider sense of our individuals’ abilities.

One of the aspects discussed at the “Sports for Inclusion Event” was of the Unified School Program. Many of you may already be familiar with our Unified sports where our individuals are on teams with their neuro-typical peers and compete with other teams in sports like basketball and soccer. We are seeing more schools move toward this program which benefits everyone involved. I recently had an opportunity to work with one of the districts in my home state of Ohio as they put together this program for their students. The moderator of the program described how neuro-typical involvement increased dramatically once a few games had been played. The excitement generated by these games and the overall interactions with individuals who would not have had other opportunities was contagious. This story reminded me of the student with CP, whose use of a Zip Ball to play catch with the school’s varsity quarterback created a lasting relationship as well as changed the way others viewed the individual.

The “Sport for Inclusion Event” also brought in the idea of community support and activities. We definitely want to consider moving beyond a single day in the summer to provide games for individuals of all ages. Here are some “what ifs” to consider for your community:

• Can we create leagues for those outside of school ages to compete in things like basketball?
• Does your community have a wheelchair basketball league?
• Would one of your schools be open to hosting these leagues in their gyms?
• Can you have some of your students learn life skills by having them support the concession stands and ticket booths?
• If you are able to create these leagues, what about indoor soccer, so that those in wheelchairs can also be included?
• We have seen the rise of “Champion Leagues” for baseball, so what about expanding those into softball for all ages?
• Are there available fields and can we also encourage support from our communities for sponsorship?
• How about the inclusion of these teams in any kick-off parades?

Those sports, along with track and field, tend to be the ones that we think of for our individuals and Unified teams. Did you know that other sports are also at the heart of what Special Olympics does? How about some adapted bowling or bocce? The hottest sport which was discussed at the conference was Paddle Ball. Are there ways that we can get our individuals into other leagues? The beautiful thing is that Special Olympics already has kits designed for these sports to assist with the adaptations as well as getting the sponsors of these games a start on the equipment needed. What would it be like to have inclusive bocce or paddle ball tournaments as part of community days? There are so many opportunities to create events like these and I encourage you to reach out to me or to Special Olympics for other ideas!

Inclusion must take place within and beyond the walls of our schools! Special Olympics offers us an opportunity to take inclusion to our communities. Together, we can make the “tomorrow” of everyone a little better by allowing everyone to demonstrate their abilities. If you have any questions about how you can look to create this inclusion, please feel free to reach out to me at rheipp@schoolhealth.com!

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

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

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

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

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

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

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

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

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

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

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

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

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

Making 2024 the Best Year Ever for All

By: Dr. Raymond Heipp

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

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

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

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

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

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

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

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

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

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