Basic Training

There’s really nothing “basic” about special education.  And it’s just as tough to use the words “typical” or  “usually.”  Every kid is different.  Each student, whether or not he has an identified disability, comes to us with different “inputs:” home environment, background experiences, cultural considerations, personal value and belief systems.  Things we can do nothing about.  So, we change and implement what we can to support each student’s unique needs.  And that’s really what’s “basic” about Special Education. 

Within the labyrinth that is Special Education, IDEA recognizes thirteen disability categories.  Some of those categories are subdivided into more specific diagnoses.  Take the category of Specific Learning Disability, for example.  A “learning disability” can fall into 8 subcategories, such as Reading Comprehension or Listening Skills or Math Calculation.  Confused yet?  Just wait! 

Besides the variety of possible labels, we are required to provide a “continuum” of educational service delivery models.  Some kids with severe disabilities rarely have the opportunity to be with “normal” kids their age at school.  There are other kids who require minimal supports and spend their entire school day in their regular classroom with their friends.  A lot of kids have their educational needs met somewhere in the middle. 

On top of all of these variables, we have the educational team, which looks different for every kid in Special Education.  It’s hard to always know where we as educators are supposed to fit in the team scheme.  If all of this Special Ed stuff is a struggle that you or your colleagues face, Module 2: “Special Education Basics,” can provide clarification and support through online learning and collaboration.  Take a look.

A Big Boat

Inclusion isn’t easy.  And it isn’t new.  And it isn’t going away.  IDEA makes clear that the default placement for all children is the general education classroom and there’d better be solid, documented reasons for doing anything different.  Schools and teachers have been trying to make inclusion work for decades.   But high caseloads, scheduling nightmares, and lack of confidence in general educators’ abilities in working with kids with special needs present barriers to success.

Study after study shows that when teachers are armed with knowledge about Special Education, they demonstrate greater confidence, competence, and comfort in teaching students with disabilities.  But what kind of information do they need?  Well, for starters, there’s Special Ed Alphabet Soup.  All teachers need to have a working knowledge about ETRs, IEPs, RtI, UDL, OTs, PTs, SLPs, AT, ASD, LD, OHI, AD/HD, OCD, SED…you get the idea.

Secondly, we need to know our role in developing and implementing educational plans for students with disabilities.  The classroom teacher isn’t off the hook because a student has an IEP.  As a matter of fact, general educators have a legal obligation to understand and implement the supports that are written in this legally binding document.  So if Steven needs large print in order to access the curriculum or a way to demonstrate his learning other than a written test, these needs must be supported throughout this school day in every area, not just when he’s with the resource teacher.

We need each other to accomplish everything the IEP proscribes. We need the expertise of our special education teachers who understand how to individualize instruction; we need our general educators’ knowledge of curricular demands; we need paraprofessionals who have a clearly defined support role; we need support at the administrative level that encourages and facilitates collaboration.

Inclusion says: “We’re all in this together.”  Take a look at how PLC Consultants helps educators across the curricular spectrum make sense of inclusion.

Watch this Space

Those of us in education, and in Special Education specifically, are faced with several realities:

·        Schools are under intense pressure and scrutiny to provide appropriate services to students with disabilities.

·        Parents of children with disabilities are taking a more active and vocal role in their children’s education than ever before.

·        Technology has changed, and will continue to evolve, in the ways we educate students with disabilities.

·        In political, educational, and policy-making circles, inclusion is desired and expected, regardless of the cost, challenges, or resistance by others.

Over the next several weeks, we’ll introduce how creating an online learning community within a building, district, or across districts can address some of these realities.  We already know that online learning is often the preferred format for adult learners who want more control of their "leisure" time.  And the interpersonal, collaborative relationships forged through an online community can facilitate real, incremental change that positively supports all learners, regardless of ability of disability.

So join me in the next few weeks as we highlight what PLC Consultants does best: support educators in their desire to improve learner outcomes for all.

~ The Smiling Moon~

Too often we have seen a child's disability or diagnosis used as an excuse for his/her behavior. Mike Kersjes held his students with disabilities accountable for their behaviors as they competed against students identified as gifted and talented at NASA Space Camp in Hunstville, Alabama; probably for the first time in their lives.He details the challenges and triumphs in his book Smile as Big as the Moon, which has been made into a motion picture for ABC Family. It is amazing what high expectations can do for children  - their confidence, their achievements, their social relationships, and their goals.
 
I have taught many Teacher Preparation Courses where I used his book as a required text for participation in literature circles throughout the semester. The undergraduate students truly connected with the story , the teachers, the students with disabilities, the high school peers, and Mike. I was fortunate that Mike spent 3 days on campus for me - where he shared his inspirational, motivational story with the undergraduates, with students at a neighboring high school, and faculty members. He touched so many pre-service teachers those days; ones who truly want to make the same kind of positive difference in the lives of students with disabilities. He is a phenomenal speaker!!! Many students chose to attend his presentation more than once and wanted to meet with him one-on-one. They were beyond impressed with him, he is enthusiastic, charismatic, down-to-Earth, a 'real' person who walks the walk.

This story is truly multifaceted and can be the springboard for professional dialogues on education, collegial relationships, goal creation, plan development and implementation, academic curriculum development, thematic teaching, creating classroom community, diplomacy, teaching math and science to children with disabilities, family and community relationships, peer relationships and the general trials and tribulations of being a special education teacher.

One of my students created this video montage for her final project : 

I was pleasantly surprised,as this is one small example of how a college freshmen interpreted the text.

Smile as Big as the Moon is a great starting point for staff professional development; all teachers regardless of specialization teach children with disabilities - this is just one interactive, engaging way to start those sometimes difficult conversations about inclusive practices.

I do hope you have an opportunity to read the book, if not, at least see the film - you will be touched and inspired to do great things for children, and for yourself.

 

It’s a Great Day!

Shawn