SH Special Education Today Newsletter

As we move through the month of February, the outside world thinks of bouquets and chocolates. In the world of Assistive Technology, we begin thinking about assistive technology and the bouquets of spring and new opportunities to access the world around us. ATIA is a great reminder of the assistive technology which can make a difference in the lives of the individuals with whom we work and this year, that reminder rang out like the songs of the birds of spring.

Many of the discussions in which I was engaged at ATIA focused on two topics; what the funding might look like, and what assistive technology was making the most impact on students today. The discussions on funding elicited emotions ranging from cautious optimism to absolute frustration. Since those discussions were happening before the funding from the government was formally approved and signed into action, the anxiety associated with funding was quite high. That is not to say that everything has worked out perfectly for funding. However, with the recognition that we will, at least, have funding equivalent to FY25 for FY26, that anxiety can be lessened to a degree.

We will not see the idea of block grants being passed down into the states. That is important as we were uncertain of what that would actually entail when trying to access those funds. Hence, the current formula will be similar to what we have had to this point. There will be some pressure on us though as the future continues to be clouded due to the ever-changing shape of the Department of Education and where exactly that our Special Education department will be housed.

Knowing that we will have funding available to us, it is important that we use those funds for next year and with an eye toward the future. That leads us to the crossroads of the two topics which came up at ATIA. The folks who engaged in discussions around the technology which was making the most impact looked at the areas of literacy and access that could be used throughout one’s life. I do want to take some time to address those two areas and some of the products I encountered which fit into those areas.

 When starting with the idea of literacy, one must begin with Reading Pens. I will begin with my usual caveat which is to beware of inexpensive pens on Amazon as you get what you pay for. Even though some of the pens look like the name brand ones, that does not mean that they are of the same quality. There is no such thing as a “generic” version of a reader pen. There are different styles and versions from the major manufacturers which we will discuss here. However, the costs for producing these pens stem from the quality of the camera and the internal computing capabilities.

Our colleagues from Scanning Pens were at ATIA and had great information to share. They are the ones who have the C-Pen line and have maintained high levels of research into their products. Currently, their offerings include the Reader 2, the Exam Reader 2, and the Reader 3. I like the Reader 2 for a couple of reasons. First, its slim style fits into many different sizes of hands, including smaller ones. Next, it does its work of reading, having a dictionary, being able to scan, and saving documents without being connected to the internet. It’s ability to have each of those areas locked so that they cannot be easily accessed, especially during a test, is very helpful. The Exam Reader 2 does much of the same, but comes in a different color so that it is identifiable to proctors and teachers. The Reader 3, which has been out for about a year now, adds the dimension of being able to be connected to the internet as well as offering some translation capabilities. Its user-friendly touch screen allows differentiated access. These three reader pens have set the bar for consistency, usability, and evidence-based success. I always recommend them based on the needs of the individuals.

Scanmarker’s own Ioana Lazar spent time in our booth as they were promoting their latest release, the Scanmarker Max. The Max takes all of the features of the Scanmarker Pro and adds in some great new features as well. The new features include “Photoscan” which allows the pen to operate like an OCR device by capturing a picture of words and speaking them out. They also include “Transcription” which allows for the spoken word to be converted into editable text. Finally, for those of us who work with the Science of Reading, the “Phonics Support” button allows some scanned words to be broken down into phonemes with those phonemes being sounded out. As a Reading Diagnostician, I am quite impressed with the work they have done to create this feature. They are also engaged in educational studies right now to review the effectiveness of this feature for all students.

There were some other reader pens at ATIA. However, as I shared with those who attended my session, I have not been able to personally review them and do the research I do before making any recommendations. Some could work, but I am not comfortable recommending them for specific instances at this point.

When we look at access, we want to target the manufacturers who are tried and true in our environment. The big news was the launching of the new Cosmo Learning System. It was wonderful to have our colleagues from Filisia there showing what the Learning System is able to do. It was also great to catch up with the folks in whom I believe and recommend on a regular basis. Those groups include Time Timer, LoganTech, Adaptivation, OrCam, Pretorian, and Widgit. Of course, School Health represented AbleNet there as well. All of those groups spoke about their commitment to maintaining high levels of quality within their products and doing what they could to offer products at reasonable prices. The concern from all of these groups is what will happen with the upcoming potential for increased tariffs. Hence, the need to make wise purchased now when the funding is available to us.

I had many folks ask about virtual presentations as well as calls about students. Please feel free to reach out to me at rheipp@schoolhealth.com so that I can support you in making the best decisions for your students. Remember, there is no “one-size-fits-all” when it comes to assistive technology, so you want to be sure that your funding is being used in ways that allow for access and engagement for the most individuals. In the next few months, I will be focusing my blogs on other aspects of the best assistive technology along with best practices around those devices. I look forward to working with you in your creation of accessible and inclusive environments!

We tend to begin New Years with so much hope for the better in the upcoming months. As we transitioned into 2026, that hope is still there. However, unlike other years, there is still a cloud of uncertainty floating around hindering long term planning. With that in mind, we need to refocus our thoughts, look toward what is new, and design what we can with the tools we know will still be here.

We began this academic year with a focus on literacy and we are seeing that continue. The movement back to basics within literacy has shifted how we approach all students, let alone those who may struggle due to conditions beyond their control. What are those tools we can continue to count on and how do we make sure that they are being implemented properly? As we get ready for ATIA let me share my favorite tools going into the conference and any insights on updates that may be announced there.

Reader Pens have become an essential part of supporting our individuals who struggle with reading due to processing issues or other conditions like dyslexia. It seems that each year, a new pen appears at ATIA that seems to address the cost factor while doing everything we need. Unfortunately, those companies tend to be short-lived as their products, which seem to be too good to be true, in essence, are not what they are cracked up to be. Whether is be the installed hardware or the design and material of the pen, those pens do not work well, break down easily, and end up costing more in the long run. Those pens also give a bad name to reader pens in general and have IT Directors saying that a student simply needs and iPad/Tablet and text-to-speech software. 

As you know, there are two manufacturers that I firmly believe in and recommend. They are C-Pen and Scanmarker. The research that has gone into the design and implementation of these pens is solid. Students have found consistent success with these pens. Both companies make adjustments necessary to enhance the capabilities of the pens in order to continue to address the evolving needs of students. For those who argue with the reasoning of using an iPad/Tablet to capture a picture and then use text-to-speech software miss the fact that some of our individuals would find that approach confusing, cumbersome, and, sometimes, impossible. Reader pens, when used properly, allow for independent reading and a feeling of competence.

C-Pen introduced us to the Reader 3 pen last year. This touchscreen pen offers a great upgrade from the Reader 2 pen. For those who began by using a Reader 2, the transition was easy to the Reader 3. The fact that it offered touchscreen access to its controls promoted more confidence in the users. I still recommend the Reader 2 as well due to its design and the fact that it does not connect to the internet, adding a layer of security for students and districts alike. I like the features of both which support students in accessing physical text in so many different ways.

Scanmarker is introducing a new version of its pen this year with the Scanmarker Max. I have had the opportunity to try this pen and like that it has all of the features of the Scanmarker Pro, along with some new features, including a Phonics area which breaks words down into their phonemic sounds. This feature aligns itself with the Science of Reading, permitting students with dyslexia or other reading conditions to understand words from a phonics base.

I am also excited to see the developments within Cosmo by Filisia. This group is releasing their new Cosmo Learning System which takes the place of the older Explore and Excel versions. The new version comes with 8 Cosmo Dots allowing many more uses, including being able to play a full octave of notes. They also have their app suites which now include some STEM activities.  When purchasing the Cosmo Learning System, users will have full and lifetime access to all of their apps.

I will share other ideas that I learn from ATIA in our next blog. I always prefer to see and interact with any new devices or software, come to an understanding of the research that has been done in the field, and hear of potential applications before I begin recommending it to others. I also enjoy meeting with so many of the presenters at ATIA to hear their stories as well as see the positive effects that they are having with their students and individuals with whom they work.

Attending conferences like ATIA and interacting with presenters throughout the year is what gives me the continued hope that there will continue to be successful approaches to making learning and life more accessible and inclusive. I understand the uncertainty that is out there. However, by working together, we can create a better world for our students and ourselves.

When we think of the holiday season, we often look at the ideas of happiness and cheer. While these can be themes for many out there, there are some individuals who are not looking forward to the holidays for a few reasons. Some of those reasons are within our control and can help guide us to creating a sense of safety for those who are dreading this time.

One of the reasons that some individuals do not like this time of the year is due to the sights and sounds around them. It almost sounds counter-intuitive as the sights and sounds are exactly what creates feelings of happiness and joy in many. However, for those with sensory processing issues, all those sights, sounds, and even scents can create anxiety and lead to sudden escalations. We don’t want those individuals to become the one who “ruined the holidays” due to an escalation in front of others. So how can we help?

First, as we decorate our classrooms and buildings, let’s keep the lighting tasteful and fitting of the area. We are not looking to land airplanes in our hallways or trying to out do Clark Griswald in decorating with lights. Keep it simple with the lights. I have had people ask if there is a specific type of lighting that is best and the answer is no. We recognize that the issue is often too much lighting making it too bright and overwhelming. Think of the lighting on trees, walls, or even ceilings as an alternative to the fiber optic lighting we see in sensory rooms. Different colors and styles are fine, just don’t attempt to have your classroom seen from space!

The second item to consider is music and sounds. There are so many wonderful songs associated with the holidays, and they are nice to have in the background. It is the volume that can cause anxiety with some of our individuals. Aside from the music, loud excited groups of students and faculty can also add to the din potentially causing an escalation. For the students who are affected by loud noises, consider having a set of noise reducing headphones available. By reducing that sound, anxiety levels can be better controlled. Consider if this student uses noise reduction in other daily activities. If that is something which is part of their daily routine, be sure to include any activities where the sounds of songs and excitement need to be lowered.

One of the items some of you have heard me address before is that of scent. Please be careful before adding any artificial scents to the area, like pine or peppermint. While scents, especially ones like peppermint and citrus, may enhance aspects of the focus and attention of some students, they can also be a trigger toward escalation for others. Throughout the year, if you have introduced scents to all the students without issue, then feel free to continue those scents in moderation. However, new scents may bring about disruptions if you are not careful. We must remember that the olfactory is the strongest of the senses for some. We know that Olfactory Dysfunction is made up of several different types. Outside of those types, scents can be directly associated with traumatic experiences as well. We just want to be careful when introducing any new scents and not operate to excess with others.

The next item to be aware of is food allergies. We have so many students with food allergies these days that we need to be cautious of any treats brought into the building or classroom. Share with those offering to bring in treats some of the products to avoid, especially products made in locations where nuts may be present. Many more people are accepting of these types of allergies today as almost everyone knows someone with them. Be sure to have products like Neffy® available too just in case one of the individuals finds themselves going into anaphylactic shock. I like using Neffy® as an alternative to epi pens as it works and does not look as frightening as giving someone a shot.

As we look at those ways of support, we see that they are focused on physical inputs. We cannot forget the mental/psychological inputs that also occur at this time of year. Some individuals have lost people close to them during this time in other years. Losing a family member or even a dear pet can adversely affect how one views the holidays when that grief is not fully processed. Another issue which arises stems from how some of our individuals may be spending their holidays. We forget that for some of our students and even peers, the school environment is safe and protective. When they are home, that safety may not always be there. Even if the home environment is safe from physical or mental duress, it may be a time of loneliness. So, if some of our students shy away from the celebrations, talk to them first.

How do we support these students? First, find a time and space to talk to them about it. If they can communicate their concerns to you, honor those concerns. Look at some of the resources which Anne Kubitsky has put together for trauma-based instruction and support. She has done a wonderful job of creating products which can help without having to go to professional support. If things do seem serious for that individual, be sure to bring in counselors who can assist that individual in processing their own feelings and coming to a better understanding of the support systems in place for them.

As you prepare for guests at your house or being the guest in others’ homes, take some of these ideas with you. Make your environment festive and supportive. Understand how some in your family might be affected in your own home and seek to address it before it happens. When you travel, bring along items that can help you or yours deal with the sights, sounds, and scents in other places as well. Having plans to “escape” for breaks as well as signals when things get overwhelming can assist in maintaining calm, even when the environment is not.

Finally, take time for yourself this holiday season! Find a few minutes each day just to be you. Relax with a good book, some nice tea – my favorite at the holidays - hot chocolate! By starting with yourself, you are best able to be aware of the needs of others and be prepared for potential escalations along the way.

May you and yours have a wonderful holiday season and may 2026 be your best year ever!

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.