Special Education

Just shining a spotlight to bring public awareness toward the new more rigorous standards for accommodating passengers with disabilities in commercial air travel, especially for passengers who use wheelchairs or who have medical equipment. 

Effective on January 16, 2025, the U.S. Department of Transportation (DOT) has issued a final rule to strengthen its regulation implementing the Air Carrier Access Act (ACAA) and to address the serious problems that individuals with disabilities using wheelchairs and scooters face when traveling by air that impact their safety and dignity, including mishandled wheelchairs and scooters and improper transfers to and from aircraft seats, aisle chairs, and personal wheelchairs. Final Rule on Ensuring Safe Accommodations for Air Travelers with Disabilities Using Wheelchairs.

The purpose of this action is to increase access to safe and dignified air travel for individuals with disabilities. The aim is to address damaged and delayed personal wheelchairs and assistive devices and unsafe assistance provided by airlines staff that can lead to life disruptions such as loss of mobility independence, personal injury, lost opportunities and wages, and other significant harms. Some wheelchair users even avoid flying altogether because of these risks and their past negative experiences. The legislation focuses on enhancing the training of airline employees on handling equipment used by individuals with disabilities, ensuring that they receive the necessary knowledge and support to provide a more inclusive and accommodating travel experience. 

The passage of this legislation is particularly important for individuals like me who have personally experienced a mishandled wheelchair by an airline. Several years ago, I was traveling from California to Florida for my company’s annual national sales meeting. Unfortunately, my power wheelchair, which has custom positioning supports, sustained damage when we arrived in Florida. The airline left my wheelchair exposed to a downpour of rain after it was unloaded from the plane. It was brought to me at the gate with the seat cushions completely soaked and water dripping from the chair. I was offered a plastic garbage bag to put on my cushion, so I wasn’t directly sitting on a wet seat, and also offered information of where to go in the airport if I wanted to file a customer service concern. At the customer service office, I raised my chair into the elevated standing feature to discuss the matter with the agent on the other side of the counter. At that moment, the full impact of the water damage set into the electric components of my chair, and it completely stopped working. There I was stuck in the standing position in my broken soaking wet chair, in a customer service office at an airport across the country from my home and needing to develop an impromptu emergency plan. I was so excited to go on this work trip to meet with my colleagues, but at that moment I felt the enormity of the situation which was disappointing and upsetting both emotionally and physically. My family member was able to safely get me out of my chair. The airline had a basic metal wheelchair I could borrow while at the airport. The next several hours we searched online listings of wheelchair medical supply vendors to inquire about renting a loaner and if anyone could bring it to the airport on a rainy Sunday evening. Ultimately, no loaners were available that night. Since we had been at the airport for many hours with no other way to leave the airport, the airlines agreed to let me borrow their manual transport wheelchair after a stern conversation. I left my broken wheelchair at the airport which was later deemed totaled. The customer service staff was empathetic but not highly trained for this situation and not able to directly offer the support I needed. A big shout out to the airline insurance group though - they were very accommodating and instrumental supporting with a loaner power chair and arranging for a replacement covering the cost which was well over 100k to buy a new one. 

It takes a considerable amount of time to receive specialty wheelchairs. Using loaner chairs in the interim resulted in long term health implications for me. Not to mention, I am fearful to fly with my powerchair and have limited my air travel as a result. This story is by far the worst for me of mishandled equipment, and just one story of millions of travelers with disabilities who have faced similar or worse situations while traveling related to their equipment or personal dignity. This subject could be another blog entirely!

This new legislation brings hope for many people with disabilities traveling as it is designed to safeguard specialty medical equipment and its handling, reduce the concern of being injured during transfers, provide better assistance and prompt enplaning, deplaning and travelling to connecting terminals. 

“An estimated 5.5 million Americans use a wheelchair, and many encounter barriers when it comes to air travel. DOT data shows that for every 100 wheelchairs or scooters transported on domestic flights at least one is damaged, delayed, or lost.” – U.S. Department of Transportation

Which topics were your favorite? What other topics are of interest for consideration for Access Angle? Contact me through email at gryan@scoolhealth.com. I’d love to know how you’ve used information from the School Health Access Angle segments.

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

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

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

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

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

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

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

As 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.

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.

By: Gabriel Ryan, School Health Blog Writer and Contributor

Access Angle: AbleNet Quick-Ready Mounting Solutions

The AbleNet Quick-Ready Mounting Solutions includes a variety of products that allow the user to control the positioning of assistive technology devices and/or tablet computers. Here is a brief description of four mounts currently available as described by AbleNet.

All mounts mentioned have a micro adjustment head for precise positioning. They are built to endure bumps and other environmental conditions. The mounting arm is compatible with any AbleNet Quick Ready mounting plates, mounting plates that use a ¼”-20 threaded rod to attach, or mounting plates from RehAdapt that connect with the Spigot Link System (SLS). The One, Latitude 360, and Flex all have a Super Clamp that attaches to almost any flat table edge or a round/square tube on a wheelchair or bed frame.

The Quick Ready Mounting Plate for Assistive Technology is used to mount most assistive technology to an AbleNet Quick Ready Mounting Solutions arm. Included with the mounting plate are Dual Lock strips used to attach the device to the mounting plates.

Also, part of the Quick Ready Mounting Solutions is a Quick Ready Tablet Holder which is used to mount an iPad or tablet computer to a mounting arm. The tablet holder is compatible with most tablets that have a screen size of 7 to 11-in and cases up to 1-in thick.

Recently, I had the opportunity to try the Quick-Ready Flex, Quick Ready Tablet Holder, and Quick Ready Mounting Plate for Assistive Technology. The following are some highlights and some considerations from my trial use. 

Overall, I enjoyed using the Quick-Ready Flex and Mounting Plate for Assistive Technology. Users will all have varying experiences depending on how and where the Super Clamp can attach to their wheelchair or positioning chair. The good news is the Super Clamp can easily attach to almost any flat table edge or bed frame offering a variety of mounting options. This just may be the perfect mount for your assistive technology or tablet computer mounting needs.

To learn more about the AbleNet Quick-Ready Mounting Solutions visit the School Health website.

I ran into a former colleague of mine at a local community festival last week. After some quick catching up, I asked how the preparations for the new school year were coming along. He responded with, “It is not like it used to be. Remember how the first day of teacher in-service was the plenary meeting followed by the trend of the year training, lunch, and then department or grade level meetings? Day two was simply setting up your classroom, textbooks, and lists. Ah, the good ol’ days!”

So, I asked him what his upcoming teacher in-service days were going to look like. He shared that day one was going to be a series of technology trainings focused on logging in to the new school system daily, proper email access, the new student management system and how to handle grades with attendance, updating and maintaining a webpage, and the proper methods for digital documentation for any classroom or parental issues. Day two was going to have the morning filled with state and federal updates (I did clarify that the blood-borne pathogens video would be part of these sessions!) while the afternoon session was a brief one led by the counselors on how to support the students.

To say I was shocked was a mild understatement! Where are the meetings with the departments or grade levels? Where is the focus on the student and the teacher – not on the administrative tasks? Now let me also state that there are many districts with whom I have spoken where more student-centric sessions are being conducted. I also know of districts where the conversations are focused on access and holistic support. Unfortunately, those do not appear to be the norm.  Even my son, who has entered the ranks of substitute teachers this year as he pursues his acting career, shared with me that he had a two-hour session completely focused on the “acceptable” ways to interact with students. The videos all focused on what not to do, without giving solid strategies for positive interactions. At the end of my meeting with my former colleague, he asked, “How would you recommend the school year start? Let me know as I will look to start next year differently.”

All of the described topics are very important for teachers, administrators, substitutes, and other staff to understand. Focusing on those at the beginning of the year does not always set a good tone for what we are attempting to do in school though – educating our students. These topics can be interspersed with other important student and teacher-centric topics as well as be presented in a virtual format with accountability measures built in to know that the material was reviewed. How can we align topics like the ones above with solid professional development at the beginning of the year? Simplify!

What I mean by simplifying is not to water down information or minimize it in any manner. Instead, review what needs to be shared and the way that information can be shared. After my conversation, I connected with colleagues throughout the country to see how they were handling the start of the year.  Major topics varied from district to district and state to state.  here were several that stood out, though, and those will serve as the basis for our simplified start to the school year.

1. Focus on the teachers - I had a couple of interesting ideas from administrators regarding this.  The one that stood out to me was an administrator who sent out a message in July asking each teacher to list out their three most important ideas for the upcoming school year. All the ideas were placed on a list and the suggestion mentioned the most was given a 90-minute block for discussion and idea sharing. In this school, there were eight suggestions that received four or more people bringing it up. Obviously, the first suggestion had its own session for everyone. The other seven sessions were each given a classroom and two 60-minute sessions.  her day was divided like this:

• 8:30-9:00 introduction to the day
• 9:00-10:30 most mentioned topic
• 10:45-11:45 Session 1
• 11:45 – 12:30 Lunch
• 12:45-1:45 Session 2  
• 2:00-3:00 Session 3

Each of the sessions contained seven rooms with each room dedicated to one of the other ideas. By the end of the day, teachers had attended four sessions, three of which they selected on their own. That was purposely done on day one so that the teachers knew they were being heard. Day two began with a 60-minute session by the administrator on the most important updates she had to share along with a link to videos she and others created to go more in-depth on those topics. There was also a two-hour session which focused on mental health support for the students and faculty. After lunch, there were brief grade level meetings and then time for classroom set-up.  

2. Create Sessions that can be used with all students - Years ago, some of us would see sessions that focused on specific groups of students or sessions that had great ideas but limited examples of how to utilize them throughout the year. Think about any experiences you might have had with interesting and potentially great sessions which died on the vine because the ideas were presented in a vacuum with no follow-up by anyone. Don’t minimize the time allotted to these sessions either. If the session and idea behind it is important for the students, then it is important enough to have significant amounts of time given to it initially and on a regular basis

3. Give Teachers the time for their own preparation - I remember back in the mid-80s, the first day of school was relegated to handing out textbooks and writing down the correct textbook number by each student’s name as well as developing a seating chart. Imagine that the first day of class was filled with administrative tasks for the students! We have come a long way.  However, teachers and administrators alike need time for the final touches on classroom and student preparation. Build that into the in-service days as well. That takes pressure off teachers by not having all classroom prep be done on their own time at the end of the summer.

4. Make the Classroom as User-friendly as possible - Set up the classroom with an organizational mindset to help facilitate the classroom behaviors you wish to see from them. Use color-coded areas for things like homework or daily activities. Have visual cues throughout the classroom to assist in understanding what goes on in certain areas. Have some simple AAC devices like Talking Brix2 or Big Macks in places where auditory reinforcement would be helpful. Finally, as you are creating presentations and videos for the students, make sure they are accessible with captioning and alt text to enable a larger number of students and their parents the ability to access them through different media. By creating accessible materials initially, you set the tone of inclusivity along with having materials that can be used and easily updated for years to come.

5. If it can be done and accessed by video, MAKE A VIDEO! - Administrators, review some of the administrative topics you must make sure the faculty and staff understand. Can you turn what you were going to say into a video? If so, do it and put it into a library where only individuals with permissions can access them. Speak to your IT people as well and learn if you can also receive reports on when people accessed these videos. That way, you have a record of their viewing. A question I get asked often is, “What if they simply turn on the video and walk away? Then they did not learn what they needed to learn.” My response to that is you have no way of making sure that they would be paying attention in person either. So, use your time with them for information to which they will pay attention.  

Teachers, make accessible videos for your students with instructions and guides that they can refer to at any time. These videos are helpful for those with processing issues as they can go back, watch, and listen to your information multiple times.

There are five ideas to help simplify the start of the academic year by focusing on what we can do to best support our students. Again, the other administrative information is important, but can also be shared in ways that support the members of the school community. The old days weren’t always better, and we did not have all the advantages that faculties have today because of technology. In the same way, the advantage we did have is that there was more simplicity in approach, and we did not have the same levels of information or anxiety as individuals have today. Simplify and your year will begin well!

Getting the Assistive Technology and Sensory Supports You Need, with the Funding You Don’t Know You Have!

By Dr. Raymond Heipp

As we move into 2023, we recognize that our students need so much support as the aftershock of the pandemic continues to reverberate in our schools. We have been faced with a funding struggle for decades as we have tried to support our individuals with differing abilities. Now, it is exacerbated by the needs of the neuro-typical students, as they too, struggle with mental health concerns stemming from the pandemic. We have heard of ESSER funding, but still find that many districts have not fully tapped into how those funds can be used to a wider extent while staying within the legal guidelines of the requirements for the funding.

A recent report showed that around 50% of the roughly $122.8 billion in ESSER III funds provided had yet to be used by our schools. There are many reasons for this. The primary causes stem from the fact that the original set of funds were focused on the return of the students into classrooms and had strict guidelines for usage. This has caused districts to evaluate their needs and strictly review the requests for technology and other supports within the school settings. There has also been some confusion as the rollout of these funding programs have caused much questioning about the dates for when the funds need to be spent. To be clear, the first wave of these funds which was about $13 billion has already been spent and the final date for accessing them has passed. That is why some administrators may be telling you that they already spent their funds. ESSER II funding which included about $54 billion in funding has a deadline of September 30th of 2023. Finally, the ESSER III funds have a deadline of September 30th, 2024. That is another reason that much of that funding has not been touched.

As we take a look at the ESSER III funding, we learn that there is significant emphasis on technology, recovery from learning loss, and support for mental health. There have been cases where those making the decisions on this funding are focusing on the upper layers of needs for all of the students, and not drilling down to other supports for both our neuro-typical and neuro-diverse learners. Your insights and support on this can assist them as well as your students in making purchases which address the concerns for the students and operate within the proper guidelines of usage for these funds. In the next few paragraphs, I will take a look at how some districts are using these funds and the rationale that they are using for proper funding usage.

When we look at technology purchases, we have seen so many districts focus on 1:1 initiatives with Chromebooks or iPads. These purchases cover the surface level of providing technology to the students, as these are devices that can be easily adapted to both in-person and virtual environments. The issue is that it does NOT address the needs of our neuro-diverse learners who cannot access these devices without assistance. The argument for fair and equitable access applies to these individuals as well. Thus, we are able to include those assistive technology devices which allow for access to Chromebooks, iPads, and any other technologies used within the classroom. When we look at devices that would be supported through this argument by ESSER III funding, we see items like the Glassouse, Blue2 Switch, alternative keyboards (including those that are designed for those with Dyslexia), other switches based on the abilities of the individuals, like the Movement Sensor Switch or the Finger Switch. In all of these cases, the devices create fair and equitable access to the technologies being purchased for the classrooms.

Using the same argument of fair and equitable access, we see that AAC devices can also be included in this technology-focused funding. We recognize that some students have higher dependence upon AAC and so their insurance may cover items from groups like Tobii-Dynavox and PRC-Saltillo. However, there are those students who do not qualify under insurance, yet still need support in communicating their immediate thoughts and needs within a classroom setting. This example leads to the acceptance of the purchase of devices like the 7 Level Communication Builder, the GoTalk 9+, and the Big Mack. Each of these devices provides a student the ability to communicate and participate in the classroom and a fair and equitable manner.

When we look at the idea of technology and learning loss, one may want to focus on the area of Literacy. We have found that a number of students in the stages of early literacy have struggled as the directed guidance of in-person learning was not available during the pandemic. We also witnessed some regression on the part of those with Dyslexia as our therapists did their best in virtual formats but still faced limitations. As a support to those with Dyslexia or other reading processing issues, the Reader Pen2 offers an effective approach to reading support for any print documents. The outside world often forgets that many texts are still in print and therefore screen readers are not going to work. Being able to have the words read to you through earbuds and have access to a dictionary is huge in combating these types of issues. As we look toward notetaking, both the Livescribe Echo II and the ScanMarker platform can assist in the ability to learn and have things in both visual and auditory formats.

On the side of mental health, our students need to feel less anxious and be able to handle situations that can occur both inside of the school and in their community. When dealing with social situations, a software solution like The Social Express gives students real scenarios and suggestions for how to deal with those situations. School and classrooms can also create sensory areas, including calming areas for when students are escalating or over-stimulated. These areas can be simply made by creating an area in the back of the classroom with smaller products like a Cuddle Ball, Beanbag Chair, or Vibrating Pillow. Larger scale sensory rooms also support mental health and can be purchased. Ready-made kits like the Serene Scene Sensory Bundle can support larger numbers of students and become a place of respite from the heightened anxiety the students are facing today.

The critical piece for you is to know what products will best support your students, approach those who handle the ESSER funds and supply them with the correct rationale for their purchase with those funds, and be sure to use them with as many students as possible. If you have questions or would like to discuss your needs, feel free to reach out to either of our Specialists for Special Education, Jodi Szuter, at jszuter@schoolhealth.com or me at rheipp@schoolhealth.com and we will be happy to assist you.

May 2023 be a year of helping our students and ourselves continue on the road of recovery from the pandemic and assisting in the educational development of all!

Creating a Happy Holiday Season for All!

By: Dr. Raymond Heipp

“It’s the most wonderful time of the year!” We hear that phrase echoing from the radio throughout the month. It's interesting to now see some radio and streaming stations moving toward “holiday favorites” from November 1st on until the end of the year. A recent poll showed that many working adults believed that they needed another two weeks to be sufficiently ready for the holidays. “Black Friday” now starts earlier online (like, by weeks, on some sites) and we have “Cyber Monday” carrying on for a full week. Take all these things and add to them the excitement that can be in many environments, and one has the recipe for either an amazing season or a state of dread and overwhelm, effecting both neuro-diverse and neuro-typical individuals. How can we find ways to make this that amazing season?

First, start with you! Take time every day for yourself. Those who have heard me speak or read my blogs know that I am a big proponent of the “five-minute me time” on a daily basis. Taking just five minutes at the very beginning or end of your day can help calm your nerves and reenergize your body for all that life throws at you. Unfortunately, there is not an easy way to get the marketing of this season completely off our screens or out of our ears. Keeping a strong sense of self, staying with any exercise or stretching routines, practicing breathing, and having a nice cup of tea or coffee can assist in the body and mind being focused and dealing with life one moment at a time.

Next, bring the individuals with whom you work or live into focus. Start with the holidays that you and they celebrate. How can the ideas and essence of each of those holidays be emphasized?  If they are not celebrating a holiday which some of their peers are celebrating, how can that be explained in a manner that is accepted by them? What about those who will only celebrate the New Year at some point and do not identify with other holidays? We have to remember that it might be difficult to understand why a friend celebrates with a cornucopia or Christmas tree, when they celebrate with a Hanukkah Menorah.  Sharing the reasons behind these celebrations helps to create an understanding around the beautiful differences each one of us has. The communication of these differences through these celebrations and the highlighting of their own celebration helps to bring a better understanding of how we are all one family. This is a good place to start in preparation of this season.

We hear a lot about the creation of switch-accessible or adapted toys at this time of the year. It is great that we can create toys for so many to access by simply using a soldering iron or a battery-interrupter.  My first question is why do some only focus upon it at this time of the year? My second question is where in your community can you go to bring toys and have the support you need in making these toys accessible? Look around your community and see if any groups are sponsoring days to create these toys.  I always like to shout-out my colleagues Matt and Holly at the Virginia Tech TTAC who host events like this and supply the training and soldering irons to make this happen. There are also sites like the School Health website where adapted toys are available for ordering.  Just make sure that the individuals have a switch that they can use.

In this month’s Talkin’ Tech with Dr. Ray, I also describe how to take stuffed animals or items like vibrating pillows and add a little weight to them to add another sensory dimension to favorite toys that can also serve to assist in calming individuals. Other options include weighted animals and weighted lap pads which have already been made at a certain weight. Please work with your OTs for precise ideas on the weighting for your individuals always keeping in mind the idea that anything weighted should be only 10% or less of their body weight unless reviewed and approved by an OT. The sensory side should always be considered for our individuals and sensory “toys” may be very appropriate!

As for the “sights and sounds” of the season, we need to have our individuals ready as well!  As a child, I remember my parents driving my sister and me around the city to see all the lights. That can be a wonderful experience. We also must be aware that the visual stimulation of too many lights or the flash patterns of some lights may also be overwhelming. Start slow and small. Be aware when an individual may become over-stimulated. Have space to go where there are less lights or even have them put on sunglasses to tone down the brightness.

On the auditory side, be certain to have tools that can allow an individual some quiet time. Bringing noise cancelling headphones may be a good idea for some. Other products that are not as easily seen and may give noise reduction rather than cancellation, like Vibes, might be a good call for other individuals. Again, it is important to know the limits of your individuals. 

Finally, be sure to dress appropriately for the weather. If you live in an area where it is cold outside and you will be outdoors for some time, bring hand warmers or additional layers of clothing. No matter what the weather, bring socially and event-appropriate fidgets like a School Health Sensory Tangle Toy or a Cuddle Ball to provide some soothing for those who may become overwhelmed by the emotions of those around them or the temperature of the environment they are visiting.

We need to be centered ourselves in order to think of those events which may be triggers for some of our individuals. We do not need to initiate a level of trauma by what we think is something simple. One example is trying to make sure our individuals who celebrate Christmas do not “catch” Santa or someone placing gifts beneath the tree. I can assure you that the escalation which comes with not “catching” the gift placer is not one you want to experience! 

With each one of us remembering to center ourselves and then support our individuals, we create a season of joy and celebration! We are also creating routines and actions which can be replicated throughout the year and for many years to come.

I wish you and yours a wonderful holiday season filled with much joy and minimal escalations!

Closing the Gap 2022 – Reconnecting and Recharging

By: Dr. Raymond Heipp

For the first time since the onset of the pandemic, we were able to gather in person at the Closing the Gap Conference. This convergence in person created an energy that was uplifting as well as refreshing.  We grew empowered with the success stories while looking at what we must continue to do to support our individuals through inclusivity. That work, although sometimes feeling like we are facing an uphill battle, becomes so much more manageable when we know we are not alone and that experts surround us. Here are some takeaways from sessions and discussions that I wish to share with you.

I was able to enjoy dinner one evening with three amazing people-- Mo Buti, Candice Steel, and Jodi Szuter. The energy from that dinner alone could light the world for decades. One of the topics of which we spoke was the pre-conference session which Mo and Candice presented. As they looked at addressing deficit areas within students on the Autism Spectrum, they included sensory processing and social emotional learning. I am always reminded in discussions like this how EVERY student can benefit from strategies which focus on the sensory and social emotional parts of daily activities. Mo never ceases to amaze me with her energy and ability to help districts focus on expanding their educational approaches. For those of you who have not had the opportunity to hear Candice present, be sure to sign up for any sessions you see with her in future conferences. Her pragmatic ways of handling students has been a calling card of hers during her career. Now, she can share so much more and spread ideas that work. Finally, Jodi has such a depth of work and understanding in literacy especially for those struggling to read. She spoke about the sensory side of literacy and going back to engaging the students in tactile feedback with letters as well as numbers to create an inclusive foundation.

Kelly Fonner is one of the busiest people in the AT world! That was evident with her pre-conference workshop as well as five other presentations! Although our interaction was brief (we keep threatening to present together and someday we will!), I appreciate her efforts around the idea of mentoring in our AT world. AT needs are as varied as our students. How does one keep up with everything?  How can one make sure that evaluations are done properly and with the strengths of the student in mind? Kelly is that person in our community who keeps us focused on the high level and not get bogged down in the minutiae which is easy to do. Reach out to her about this idea of mentoring!

Finally, one cannot engage in any presentation with a PowerPoint and not be influenced by the work of Kelli Suding around making material accessible. I am more aware now of how much digital information is not fully accessible because of her message. At CTG, she spoke on how to build capacity through effective PD. This message is essential within education as for too long, PD was something we had to do.  A well designed and developed PD program can expand inclusivity through a grassroots pedagogy and not detract from any educational progress.

When we looked at some of the new or “renewed” products, we saw a return to access and literacy support. We also recognize the need for overall sensory support in ways that we had not previously considered.

The C-Pen Reader Pen 2 made its debut in the US. Icons now make it easier to interact with the menu.  This device continues to assist those with dyslexia and other reading issues through giving access to printed texts without having to connect to the internet. The built-in dictionary offers individuals the ability to quickly review word meanings while staying within the text itself. The fact that the words are also highlighted while the text is being read aloud also helps with word-recognition.

The Scanmarker Reader also came to Closing the Gap. Introduced into the US earlier this year, the Scanmarker Reader offers individuals the opportunity to scan and read texts through the Scanmarker app. This device also comes with a unique way of helping those with fine motor issues move along text in a straight line. An amazing strength of this full platform approach is the ability to scan in one language and have it translated into one of many other languages almost immediately. The Scanmarker Reader platform is a game-changer for our ESL students and their families.

Livescribe has also returned to action and was demonstrated. I prefer the Echo II for its ability to record (up to 200 hours) and utilize the special notebooks just like before. The playback is also improved. As individuals get older and begin to transition into the workplace, the Symphony along with the Livescribe app can provide support necessary for individuals to remember and review important information.

When looking to support those with visual impairments, AbleCon devices provide excellent individualized support at a fraction of the cost of other products.  The AbleBaby made its impression on me and many others as a portable vision support system that can hook directly to a laptop or computer and allow magnification, contrast change, and OCR capabilities for less than a document camera without OCR. Its additional products like the AbleGrabber, which sends an individual the signal of what is being broadcast on an interactive whiteboard, as well as the AbleCenter, which gives an individual control of what is being shown around a room helps to make our classrooms even more inclusive for the visually impaired.

Many of you already know that I am a huge fan of Time Timer Visual Timers. The new Time Timer watch along with the ability to have it used in a fob instead of on the wrist lets those with sensory issues around the arms still have access to a smaller and more private visual timer. The dry erase board that works with an insert of a Time Timer Mod can help to lay out specific times or agenda items that can use that timer as well.

Many of you may be familiar with the Active Floor. I remember visiting their headquarters in Denmark back in 2012 and seeing one of the early versions of it. It is a fantastic way to bring interactive learning into any room. The issue that schools with whom I spoke had related to the fact that early versions were only able to be mounted in the ceiling; thereby limiting access. They still have the ceiling mounted version (Active Floor Pro2 or the Active Floor Giga for larger spaces). As you might imagine, the quality of the interactivity and projected images is amazing. I watched it demonstrated under the full light of the conference Exhibit Hall and still was able to see the floor clearly.  For me, the key addition they have to the Active Floor Family is the Mobile Max. They have taken the idea of the Active Floor and made it portable! I can envision buildings using it for many inclusive activities and have the students all work together in movement-based learning.

Finally, the Visilift+ made its US debut. When the TAPit came to its end, many districts began looking at alternative products. Simply using an interactive monitor on a stand does not give the same access that devices like the Visilift+ give to many groups of students. Yes, it is multi-touch and it allows for that touch to be established with any manipulative. I think back to students that I helped interact with the TAPit by using wiffle balls or wands and am excited for the possibilities.

Closing the Gap 2022 was a return to the energy and excitement we have around supporting our individuals. It was a concrete reminder that we have products, the likes of which we have never had before. We also have the ability to create our own products or work with groups like Enabling Devices to personalize devices for our students. Most important though, is the message that when we join together, utilizing each other’s knowledge, we can create a world where inclusivity is transparent because it is naturally occurring.

Thinking through October and all it brings for our Individuals

By: Dr. Raymond Heipp

During a brisk October morning, I thought about all the wonderful activities that occur in October and throughout autumn. Remembering my days as an administrator, October would bring us to the end of the first quarter of the academic year, along with student testing. The academic side of this month was only one endeavor October brought. We were in the midst of the fall athletic season and the beginning of the winter season. We moved closer to the start of major extracurricular activities in theatre, speech, and other clubs. Depending upon the district, we were potentially looking towards Halloween or other holiday activities. In all, October is both busy as well as transitional to progress the school year. Let’s review these ideas and what we might want to keep in mind.

Starting with the end of the month, I have read and written pieces about preparing our students for communities which celebrate Halloween. This can be one of the most over-stimulating holidays for individuals. The sights, sounds, tastes, and movement can create high levels of both excitement and anxiety. We want to make sure that individuals come to an understanding that some might dress in “scary” ways. If that preparation is not done, the first appearance of a werewolf or zombie could be confusing and frightening. Pictures and old costumes can be shared with individuals to prepare them for Halloween events. We also need to make sure that we are educating nutrition information to not eat all the candy or snacks in one sitting. Additionally, we should be aware of individuals who need unique costumes. Think of those in wheelchairs or those who use walkers and what can be designed specifically to their interests to allow them to participate with their peers. Do not forget that some of our individuals may not be able to afford a costume. How can we repurpose what we have or use items that we can pick up at a local dollar store or resale shop? Sometimes, simple costumes can be better as they might not cause sensory adverse reactions, allowing better participation. If you are in a building or community which celebrates Halloween, please be sure to have your individuals ready for a fun-filled and not fright-filled evening!

In addition, October brings back thoughts of outdoor sports. Having participated in and coach fall sports, one wants to be used to the needs of individuals based upon the weather. I had the wonderful opportunity to spend many October nights in the mid-to-late 1990s at the ballpark with my father watching playoff baseball with our Cleveland team! (Great to see them back in the playoffs this year! I know that Dad is looking down from some great seats above!) My father spent the last 30 years of his life in a wheelchair due to suffering from Multiple Sclerosis. That never inhibited his love of our pro teams and desire to see them in person. It was at these sporting events that I learned how clothing needs to be assessed individually. My father always had his winter coat, gloves, and hat ready. For a long time, it was assumed that his jeans would be enough to keep his legs warm. We later realized that having a wool blanket to cover his legs made it more comfortable for him. Gabe Ryan, in his Access Angle blog, discusses some of the clothing available today, which really works at keeping the entire body warm. This allows more enjoyment at any outdoor event or even the travel to and from events in cold or wet weather. Not all clothing works for everyone, so be sure to learn what works best for your individuals when they are going out in multiple environments. We want everyone watching these events to be included and not allow the weather to interfere.

As I mentioned above, October brings us to the end of the first quarter of the academic year. There are times when that transition between quarters is overwhelming. During October, we specifically “Go Red for Dyslexia” to bring attention to the number of individuals who struggle with this condition. We want to provide any support we can for these individuals and understand that the use of devices or software does not mean that these individuals are “cheating” when completing work or taking tests. We want to understand that there is not a “one-size-fits-all” solution. I was recently involved in a conversation with a district who simply wanted to address dyslexia in students with software on Chromebooks. I think that is a great idea, but let them know that they also need to have alternative devices for students who are trying to interact with papers or physical books. Many students become embarrassed if they have to use another person as a “Reader” when interacting with these materials. Having a device as simple as a Reader Pen can not only increase an individual's confidence in their own abilities, but also create a stronger sense of independence.

The more we are aware of conditions that can inhibit individuals from participating in academic, social, or personal events, the better we can prepare to help them. Consider all the various environments our individuals may be encountering and think through how we prepare to go to a high school football or soccer game. Now, expand what we do through the eyes of our individuals to pick up some other ideas about how to help them become more fully involved. Autumn can be a beautiful time of the year when everyone has access to all of its activities!