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!