Tag: secondary

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Parents and Special Education Services, A Series: Part 3

So often when we think of special education, we only think about the individuals with the disability. In reality, however, there are many more people involved in the education and advocacy for these individuals. Part of that team includes the parents and caregivers of those with disabilities. For the past couple of weeks, I have been interviewing parents and sharing their experiences with the SPED system. You can find previous posts here and here.

Today’s post is from an interview with Marina, a former second grade teacher and mom to an adorable boy who has been diagnosed with Williams Syndrome. Let’s see what she has to say!

Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)

K. just turned 5 and will be attending kindergarten in the fall. He has attended 2 years of SPED preschool in our district and was with early intervention before that. 

What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)

K. will be in the least restrictive special class for kindergarten. It is called a Core Integrated Class. It is full time with a special ed teacher, smaller class size, and 2-3 paraprofessionals. In addition to academic support he also receives speech therapy, occupational therapy, and physical therapy through the district during school. 

What has been the most difficult thing about navigating the SPED world in schools?

The most difficult thing about navigating the SPED world in schools has been knowing the right questions to ask in order to receive the best services and make the best placement decisions. There is a lot of lingo in the SPED world that makes sense to those who work in it for their job but as a parent it has to be simplified and clarified which I have really had to ask for. The services are of course there but no one is a better advocate for your child than you are so it is crucial to ask all of the questions to stay informed of all of your options. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

The most rewarding part about working with various SPED services has been getting to watch the progress. I have been able to see how hard the whole team (teachers, aides, therapists, families) works together. Everyone celebrates the smallest progress and I truly believe that’s how the bigger goals are accomplished. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

Our experience so far has been nothing but amazing as far as teacher and student interactions. Teachers in other classes know who K. is and say hi to him often which makes his day. I wouldn’t say they haven’t been inclusive but I do think that is difficult at a preschool age. I am excited for him to experience more inclusivity this fall as that is one goal of the structure of his upcoming placement. 

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?

As a parent I recognize I am my child’s biggest advocate. I also recognize that there is a lot of emotion also tied to my child. I recently found a parent consultant and she helped be another set of eyes and ears. She was truly amazing. She and I met before the IEP meeting and discussed current goals, future goals, questions, concerns, and options. She attended the IEP meeting with me, took notes, and made sure I was feeling good about all of the decisions being made as well as got all of my questions answered. I involved myself as much as I could. Volunteered, helped with class parties, attended parent teacher conferences, asked for progress notes, worked on goals at home, etc. it is so much easier to advocate when you’re very involved. 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?

Find someone you can trust that does have experience and ask questions. For teachers, aides, educators: have compassion and patience not only for the child but the parents and families. It can be really overwhelming trying to navigate the SPED world on top of everything else that comes with having a child with special needs. Be an advocate, challenge the student appropriately and celebrate the small wins daily. To the parents: If you don’t feel good about something, speak up. Ask to see the data and have the data explained to you in a way you understand. I would highly recommend seeing if there is a parent consultant/advocate in your area. They are on your team and a good person to lean on. 

Thanks, Marina! I really appreciated her perspective, and loved that she was able to find a parent consultant to help her as she navigates the SPED world and making sure her son is getting the best care possible.

Next week, we will hear from a parent who has a child on an IEP in high school– I’m excited to hear her words of wisdom!

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Celebrating Differences

Have you ever been faced with a situation where your child loudly points out someone’s differences? The way we respond in situations like that can determine and change how our children perceive differences. If we respond with disgust, that is how our children will see differences. If, however, we respond with love, compassion, and kindness, our children will pick up on that and will learn to show empathy and love to those differently abled than them. 

It is so important— even crucial— to teach our children and students to view differences as a beautiful thing rather than something that sets them apart. Teaching inclusion is vital to raising a generation of kids who love and encourage people of all abilities. 

Sometimes it can be difficult to explain differences to kids in a way that makes sense to them. Thankfully, there are some incredible children’s books out there that do a beautiful job of teaching this. Here are a few that I found at my local library that were well written and that I feel do a good job of teaching the importance of inclusion.

Benji, the Bad Day, and Me by Sally J. Pla, Illustrated by Ken Min

Sammy is having the worst day ever. He comes home from school, feeling defeated and upset. But instead of being met with sympathy and kindness, his mother shushes him and tells him he needs to be quiet because his brother, Benji, had bad day and needed quiet. Sammy’s day continues to get worse, and he feels like no one notices him. Benji saves the day when he helps Sammy feel safe and comforted by wrapping him in a blanket, which is Benji’s favorite way to calm down and feel safe. 

Benji has autism, and is easily overwhelmed with loud noises or other sensory input. When Sammy doesn’t think anyone notices him, he is surprised to see that his brother does see him and is able to help him the best way he knows how.

This story is a tender example of how connected brothers can be, and the differences don’t have to separate them.

You Are Enough: A Book About Inclusion by Margaret O’Hair, Illustrated by Sofia Cardoso

Full of darling illustrations, this book celebrates the differences in each child. It shows that all people are enough, regardless of looks, abilities, race, etc. The story is inspired by Sofia Sanchez, a girl with Down syndrome who has embraced her differences and can be seen on TV, in ads, and on other media outlets. 

This books encourages all children to look in the mirror and celebrate what they see, and that they are enough, just as they are! 

When Charley Met Emma by Amy Webb, Illustrated by Merrilee Liddiard

Charley’s mom has always taught him that “Different isn’t weird, sad, bad, or strange. Different is different. And different is ok!” Charley and his mom go to the park and while there, they see a girl in a wheelchair with limb differences. For a moment, Charley forgets that different is okay, and loudly asks why the girl looks so weird. Rather than shaming, his mom uses the moment to remind and teach, encouraging Charley to go talk to the girl. 

He does, and discovers that her name is Emma, and that she likes to do all the same things Charley likes to do. Together, they play and have fun, and easily become friends. 

This book is a great reminder that ability isn’t always determined by what our bodies look like. Kids of all abilities and looks are able to have fun and be kids— because different is ok!

Different: A Great Thing to Be! By Heather Avis, Illustrated by Sarah Mensinga

Macy is a girl who is different than other kids around her. Sometimes she feels hurt by the comments and looks other kids give her. Rather than letting it hold her back, she embraces her differences and celebrates who she is. She finds ways to show other kids that while she is different, she is still a kid who can love, laugh, play, and be a friend.

Oona and the Shark by Kelly DiPucchio, Illustrated by Raissa Figueroa

Oona is a mermaid who likes all the things mermaids usually do. She loves to collect things, build inventions, and isn’t afraid of noise. One day she meets a shark who doesn’t seem to like all the things Oona likes. She is determined to make him like her things, inventions, and noise. With every attempt, she finds that the shark pulls further away. In one last attempt to win him over, she decides to throw a party. When shark doesn’t come, she retreats to the ocean floor to sit in quiet for a minute. There, she sees sea glass and has an idea. Using her brilliant mind, she creates a quiet sea glass sorting machine. When she presents it to shark, she is pleased to find that he likes it very much. She realizes that not everyone is the same, and that differences are okay.

The illustrations in this book are so beautiful, and the story is captivating!

We’re All Wonders by R.J. Palacio

Inspired by the novel Wonder, this children’s book follows Auggie, a child who was born with severe facial differences. Auggie takes readers on a journey of how people react to him, how he feels, and how he copes with the pointing fingers and mean words. The book ends with reminding readers that everyone is a wonder in their own way, and to “look with kindness and you will always find wonder.” 

Including all people, regardless of ability, appearance, or diagnosis is a vital thing for kids to learn. Many children are naturally inclusive. When adults display kindness, inclusion, and empathy, we encourage those around us to do the same. I encourage you to take a minute and help your children understand the importance of treating everyone with dignity and respect.

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Patriotic Learning Activities

In my last post, I shared a couple of printable worksheets/activities that you could use to teach your kids or students about Independence Day. Since not all kiddos are interested in worksheet-style learning, I’m back with a few more ideas! Teaching kids about the history of our nation is so important. It’s important for them to understand how our country was founded and to know about the incredibly brave men and women who fought (and still do fight) and worked so hard to establish America. 

Teaching kids about history doesn’t have to be boring. It’s easy to incorporate play and games into their learning. Below are a few ideas you can try!

Patriotic Sensory Bin

Using any sensory bin base you’d like (my favorites are rice or beans), you can add small patriotic themed items. Ideas include small flags, red, white, and blue gems/stars/pom-poms, small pictures of national monuments or presidents, and so forth. Bury the items in the sensory base, and let your kids get to work exploring and finding fun treasures!

Patriotic Matching

Print off two copies of several pictures of our national symbols, monuments, presidents, Founding Fathers, etc. Glue them on to paper squares and play memory. Whenever a match is made, take a minute to talk about why the object or person in the picture is important to America’s history. 

If memory style matching isn’t something your child likes, you can place one set of pictures on the table or wall, then hide the other set of pictures around the house or room. Again, as matches are found, talk about each picture.

Independence Day Trivia

This is a great activity for older kids. Write down several questions (and answers) about the history, places, and people of our nation. Divide kids into teams and have an Independence Day Trivia Face-Off. If the person whose turn it is can answer the question without their team’s help, two points are awarded to that team. If they need the team’s help, one point is awarded for a correct answer. If the first team is unable to answer correctly, the second team gets a chance, earning one point for a correct answer. You could place a small flag in the center of the table, and the first person to grab it gets the first chance to answer the question.

Tally the points as you go, and the winners get a red, white, and blue rocket popsicle!

Historical Story-Telling

Assign each child a story from our nation’s history. Give them a few minutes to prepare, then have them re-tell the story in their own words. Another version of this would be to have them write and illustrate a children’s book telling the story they have been assigned.

American Role Play

Rather than having them verbally re-tell a story or event, have children reenact an important event. Provide props and costumes if available!

A Star-Spangled Sing-A-Long

Teach kids the words to our national anthem and have them sing along. Be sure to explain what all the words mean, the history behind why the song was written, how it became our national anthem, and even a little bit about the man who wrote it! 

Patriotic Crafting

There are endless options here— have kids create a flag out of various materials, use different methods to paint “fireworks”, or create a mosaic of the flag, a monument, or person. Never underestimate the power of construction paper, scissors, and a glue stick! 

Whatever you decide to do, remember to keep it age appropriate, make it fun and engaging, and let kids use their imaginations! The material and skills learned are the most important part of activities like these, so there isn’t one “perfect” way to get things done. Relax, have fun, and remember that messes can be cleaned up!

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Parents and Special Education Services: A Series

As a teacher, I became very familiar with the educator side of Special Education. I knew how to read an IEP, how to accommodate the various needs of the students in my classes who had an IEP, and what to watch for to determine if any particular student presented themselves with a need for additional testing and help. I felt pretty confident in my knowledge of the Special Education terms, processes, and procedures. 

It wasn’t until I became a parent of a child who needed Special Education services that I began to see the SPED world in a whole new light. Suddenly, the testing process, IEP meetings, IEP teams, and services became very personal. I was anxious about what this would all mean for my son. 

Almost four years ago, my then two year old was not hitting his speech milestones as expected. We started him with our county’s early intervention program and saw great progress. When he aged out of their program, they set us up with the school district, and let them take over services. He has been on an IEP ever since then, and has made remarkable progress. 

Fast forward a few years, and our youngest three children are all on an IEP and are receiving SPED services for speech. My previous anxieties about having children who qualify for and receive Special Education services have since gone away. I have come to see, now more than ever, that Special Education is an amazing resource, and that I have an incredible role as a parent to advocate for my children and to develop good relationships with their IEP team. 

I know I am not the only parent who has gone through these thoughts and emotions surrounding having a child placed in any kind of SPED services. I interviewed a few parents who have at a child who is currently receiving or have previously received Special Education services for any kind or severity of disability. Join me as I share a series of these interviews over the next couple of weeks! 

My first interview was with Brandy, whose son received speech therapy services for part of his elementary school years.

Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)

* L. is 12 and going into 7th grade. He was in speech from 3rd to 6th.

What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)

* He was in general education with pull out for speech.

What has been the most difficult thing about navigating the SPED world in schools?

* When we first started I knew almost nothing about SPED lingo or the different tools and tests used. Going in for IEPs was difficult when I didn’t feel like I understood what was happening and therefore didn’t know how to be a good advocate for my child.

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

* Having a team of people who care about my child and are working to help him grow has been awesome.

How do you feel other students and teachers respond to and interact with your child? Do you feel like there is a good amount of inclusiveness at your child’s school?

* Inclusivity is huge at my kids’ school. L’s teachers have been super helpful with input during IEP meetings and with helping me know how to best advocate for additional help and testing where needed.

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?

* Being in speech, my child was already in a minimally restrictive environment. He was only pulled, at most, 10 minutes, twice a week. I feel like my kids’ school does a great job of getting students their service time, while making sure they aren’t missing areas of necessary general education.

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?

  • Love and caring always comes first. Children can’t effectively learn and grow without it. Once they start picking up on the skills they’ve been working towards, it’s so rewarding to see the pride they take in themselves.

I really enjoyed hearing from Brandy about her experience with the Special Education department in her son’s school. It’s always so great to hear about teachers and support staff who are genuinely concerned with the progress of their students! 

Thank you, Brandy, for sharing your experience!

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Humor in the Classroom

Teachers wear a lot of hats in the short amount of time they are with their students each day. At any given moment, they might be a teacher, a nurse, a disciplinarian, a peace maker, a counselor, or even a comedian or entertainer. This is only one of the ways that teachers are amazing. Elementary teachers especially find themselves switching hats frequently during the day. It’s quite the skill, and is very impressive. 

So often in a classroom, the need for humor or silliness arises. Obviously, teaching isn’t meant to be a comedy act every day, but when used at the right time, comedy can be a great tool. Think of the last time you laughed and how you felt afterwards. I’d bet that most people would say that they felt happier and less tense or stressed after laughing. 

Using humor in the classroom can do a lot for the overall feeling in the room, and can help put people at ease. Humor can be used in many ways and in many situations, such as using it to diffuse a tense situation, make a point, bond with students, or help students remember something you’re teaching. 

Saying or doing something funny can help students feel more at ease. I remember several times using humor to try help lighten the mood in the room right before I handed out tests. While I wanted my students to focus on the test and do their best, I also wanted them to know that the test wasn’t the most important thing in their lives. I also recall times where I was feeling grumpy, tired, or otherwise just not in the mood to be in the classroom. Those times were usually when a student would execute a perfectly timed joke or funny comment, and the result was almost always a happier mood in the room.

Using humor or silliness to illustrate a point or concept can be very effective. When there is an emotion tied to something, there is a greater likelihood that the brain will remember it. When my seventh graders were learning when and where to use each kind of punctuation mark, we watched a short video of Victor Borge, who had created a sound for each punctuation mark. Every time he got to a comma, he would make a specific sound, and would make a different sound every time he got to a period, and so on. (If you want to watch it, click here.) After watching the video, I had students create their own “punctuation sounds” for a reading passage and perform them for the class. The amount of laughter was great that day, and the students talked about it all year long. 

It can feel a bit vulnerable for some people to stand in front of a room and act silly or try to use humor. But, if students see you laughing and making the best of a situation, they are more likely to respond with the same vibe. So many students gather information on the mood in the room, and respond accordingly. 

While humor can be a very effective teaching tool, it’s important to keep in mind that it ought not be used to make light of a very serious situation or to ridicule or speak poorly of any group or individual. There is never a place for jokes, comments, or humor that targets a specific group or person, especially in a negative manner.

Silliness and humor don’t have to be used in every setting or situation, but when the time and place are appropriate, it can make a big difference for all involved. After all, laughter is the best medicine!

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The Great Debate: Is End of Year Testing Worth It?

End of year testing. State testing. End of level assessments. Whatever you call them, students dread them, and most teachers do too. Across the nation, most schools administer some kind of end of year assessment to measure progress in core subjects, usually English/Language Arts, Math, and Science. 

There’s always been debate surrounding these kinds of assessments. Many believe they do not offer a truly accurate picture of progress and growth, while others see them as an effective tool for measuring progress. If you’ve been a teacher in any of the core subjects and have had to administer end of year tests, you can probably see evidence for both sides of the argument. For some students, the tests really do show the progress that has been made and do offer a pretty good picture of the knowledge that has been learned. For other students, test results are not an accurate picture of what has been learned— many students deal with test anxiety, simply don’t care and therefore give little effort into the test (were you one of the students who would use your Scantron sheet to make a picture rather than trying to find the right answers?), or perhaps are just having an “off” day for whatever reason. 

From a teacher’s perspective, I had a love/hate relationship with test days. By the end of the year, I was always physically and mentally exhausted, and test days provided me with a few very low-key days where I didn’t have to plan any structured lessons. I was able to catch up on grading, plan out the rest of the year, and take a minute to breathe. On the other hand, test days often proved to be a struggle, as many students would finish their test the first day of testing, then would proceed to cause problems or distractions for the students who had not yet finished. It became a game of “how do I keep these kids entertained” while also keeping the test-takers focused. 

And while I am all for seeing the improvement and growth that my students made over the course of the year, state tests didn’t provide an full picture of that growth. As their teacher, I was able to see their progress from month to month, and could truly see how far they had come. Since I was not the one who wrote the test, nor did I know what questions they would encounter on the test, I could only do so much to prepare them for the test. I would obviously teach the core standards that I was expected to teach, but as far as how the test was worded or the kinds of questions that were asked, that was out of my control. 

In order to decrease test anxiety as much as I could, I would always do my best to review core concepts in the weeks leading up to the test. I would assure students that their test score had absolutely no impact on their grade for my class. As long as they tried and put in effort (and didn’t bother other students during testing), they would get a participation grade. I would remind them that this was a test that they were required to take, and that they should do their best, but that their results didn’t indicate their worth. I would also usually offer some kind of “reward” day after testing to give them a chance to unwind. 

Though I’m not currently teaching, I am now seeing testing from a parent’s view. I’m always sure to let my kids know that they are smart and capable, and that as long as they do their best, that’s what matters most. My husband and I do our part to get them to bed at a good time so they are well rested, and make sure to feed them a good breakfast before they go to school. We don’t make a big deal out of it because we don’t want them to feel any extra pressure or stress about taking the tests. 

I don’t know that there are any easy answers to the testing debate. Will there ever be a day when state tests are not given? Maybe. There will always be need to measure progress, but what that looks like and how it is measured may change. Until then, we will continue to do our best and encourage our students and kids the best we can!

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Creating A Unified Classroom

My third period class on A-days was something special. We started off the year a little disorganized and unsure, but by the end of the first term, we had settled into a rhythm and were in a groove. The kids all got along well, supported each other, cared about their learning, and genuinely cared about each other. It was magical. It was a stark contrast to my fourth period on B-days, who quickly became the class that I had to mentally prep myself for the most— the kids didn’t get along very well, didn’t care if their classmates succeeded, and just plain didn’t care about much. 

As a teacher, I did my best to create a classroom community where all of my students felt safe, included, and supported. I taught the same material, assigned the same assignments, and was consistent in my management. The biggest difference between the two classes? The kids. The students in these two classes came to school each day with different attitudes toward learning. One class came ready to learn, ready to be engaged, and ready to help each other. The other rolled into class, counting down the minutes until the bell rang and they were done. It was every man for himself. 

It’s probably not a surprise that the overall success and grades of the first class was higher than that of the second. It’s amazing what can happen when students care about each other and encourage each other, especially in junior high. When an already vulnerable teen feels safe and supported by their peers, they are more willing to take risks and ask for help when they need it. They are more willing to learn from each other and share their knowledge with others. Confidence increases as students work together to learn. 

The question here, then, is how do we as teachers encourage a tight-knit classroom community? Often times, we can do all that we can, and if the kids just aren’t interested, we can only do so much. But sometimes, students can be encouraged and gently nudged into supporting each other. When we provide opportunities for students to work together and cheer each other on, we are working toward that community feeling. When we give kids the chance to feel like they matter and are safe, the walls start to come down, and they begin to build trust in their peers. This usually isn’t an automatic or natural thing for kids to do, but it is worth working toward. 

We can encourage a classroom community by modeling what that looks like. Share and celebrate successes. Demonstrate what it means to show up and support someone in a time of need. Teach your students to invest in each other by asking questions about their lives and interests. Model what it looks like to genuinely listen. Show how students can have a meaningful conversation where they both hear and are heard. Provide them with opportunities to engage with one another and work together. 

It might take some work and practice, but once they get the hang of it, you will see a difference in your students and the way they show up for class and in the way they treat each other. It’ll be worth it, and you won’t regret it!