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Using Adapted Books Effectively for Special Education in Classroom or Distance Learning!

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Most Special Educators or Early Educators (Pre-K/K/1) teachers I know LOVE a good adapted book. But what do you do with these things? Just read them? Set them in front of your student and hope they participate?  

Like most things with our students, the engagement with these books must be taught, but once you teach it, these adapted books are an awesome tool to help build vocabulary, increasing sentence length, or even as an engaging social story to help practice and learn behavior basics.

How to Teach with Adapted Books:

There are a few ways you can practice and increase your student engagement with these books. When first introducing them to my students or with my lowest level learners, I will give errorless choices in a small group setting. For example, I present the page and read the sentence while filling in the blank with the word. Then I may ask “Who has the word “Yes!” The student will respond by handing over the icon to finish the sentence or placing it on the blank themselves if they are able.

I also can use these books in a 1-1 setting, even with students who need 1-2 choices. For example, when I used these books with students with MD who had limited arm movement, I would present the page to the student and read aloud. Then I would ask the student which word (icon) fits in the blank. I could place the icons farther apart on a choice board and have the student either move their arms or head to indicate which choice (also works for students who use eye gaze choices!)

In a larger group, you can give each student 1-3 icons to ‘hold onto’ for you. When you come to a blank you can either fill it in verbally and then ask “who has ___”. The students must look at their icons, determine if they have the correct one to fill in the blank, then raise their hand, and engage to answer! (That’s like 4 different skills with 1 activity)

Students can also use these independently or in centers. You can simply collect all icons on one page *icon storage pages are provided in my books* and have the student go through the book, matching the correct icon to each page. 

What can you learn with adapted books?

There are 3 types of Adapted Books that I create:

Social Story/Behavior Basics
These books are the ones I use most often in my large groups. These books are written in the first or second person to create a social story feel and go over specific situations. The adapted nature of the books allow students to choose their response. Some of my favorites include: Our Recess Rules (practicing appropriate behaviors on the playground) and I Can Make Friends (social skills for making friends).
These also include specific scenarios that may be more difficult for our students, such as Fire Drills, Lockdown Drills, and Celebrating Holidays. They walk students through the scripts of what things in their environments may change and what to expect. Going over differences in routines and expectations before the event can drastically reduce the chance of problem behaviors!

Specific Skills
Occasionally I will make books to target specific skills. Books like the What, How Many, What Color practice skills of IDing Colors and animals, and counting to ten.  The What is Where book used items to practice common positional prepositions such as IN, ABOVE, ON, UNDER, etc!

Informative/Lessons

The last type of book I create are ones that are intended to tell a story or lesson about a person or event. For example, our Black History Month series teaches about the lives of Ruby Bridges, Martin Luther King Jr, and Rosa Parks in an interactive and accessible way. The Community Helpers books teach lessons on types of helpers and their tools.

Once you determine your target teaching goals and pick your book, you can choose whether to use the book as a physical book or digital activity.  (This is my adapted book library, we do not have a binding machine so I keep them in binders!)

I had always used my adapted books as physical books for students who may need physical and visual icon choices, so when we moved to distance learning, I was hesitant to modify my books for use in my online classroom. However, I am SO glad I took that plunge. It took some time, but now we use adapted books ALL the time and we’re still full distance learning. If you have purchased one of mine in the past, you can re-download to get the Google Slides link for FREE!

One of my favorite ways to use them during ZOOM lessons (or Google Meets) during our speech consults. My SLP loves to see the students using the images to increase their sentence length and learn new vocabulary words. 

First, I will share my screen with a small group. I have placed 3 icons on the side of every page in the adapted book, one correct and 2 incorrect icons to choose from. You can copy and paste to add more or remove to create fewer choice options depending on the level of your students.  I will read through the sentence and ask the student to choose which icon fits in the blank. If the student can read on their own, they can! If the student is able to use “remote control” on the ZOOM app and drag it themselves, GO FOR IT! If you want the student to annotate and circle what they think is the correct answer, DO IT! The possibilities really are endless and they are so easy to adapt to each child’s learning needs. 

Don’t forget to browse my Adapted Book library HERE.

Did I miss anything?? How do you use Adapted Books in your classroom? Comment below!

INTRO: The Sh*t They Don’t Tell You: A Special Educators No Nonsense Guide to the Field

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Screen Shot 2019-09-08 at 2.19.23 PM**Caution, if you couldn’t tell by the title, this series may have some iffy language, if you’re easily offended, it may not be for you!**

Hello friends!

Welcome to my new Pet Project! The Sh*t They Don’t Tell You About Teaching Special Education!

I was inspired to write this series of posts while reading a similar book about Pregnancy and Newborns when I had my first kid.  I thought, “Hmm, this is some real shit, I wish they had this stuff about my job when I first started…”  This became more deeply my stance when I kept hearing stories from new Special Educators (Or Educators in general) listing all of the things that they DID NOT learn in Grad school!  I mean, what is even the point of going through 4 years of college and getting a post graduate degree if they aren’t going to prepare you for the Real World of Education?!

And so this blog series was born.

If you are a General Educator, Para-educator, etc, don’t worry! While most of this series was written from and for a Special Educators perspective, I’m sure you’ll find the information, and maybe even the humor, relative to your jobs as well.

Now as I mentioned above, the language may be a bit iffy.  And the topics may get a little intense.  I do not mean to cause a debate, although I welcome rational (lol) human conversations and discussions in the comments .  This information is coming from both my experience in the field, as well as actual research and discussions with other educators in the field. So it’s not all just my opinions.  But some of it is (it is My Blog after all).  So take it with a grain of salt and hopefully a glass of wine, and realize that while I hope you relate or learn something, it is also meant as entertainment. 

So lets dive right in to the First Post in this series:
What The Eff Can I Do With This SPED Degree?

Oh my sweet summer child, the opportunities are endless!

No really. You have a LOT of options.

In some states (California for example) you need to choose the direction you want to take your career before you get your degree.  The credential choices can include Mild/Moderate, Moderate/Severe, Deaf/Hard of Hearing, Visually Impaired, Orthopedic Impairment, etc etc.  And will all depend on where you ultimately see yourself teaching.

A lot of teachers I think are ‘afraid’ of that SpEd degree because they think that it will pigeon-hole them into a Self Contained Classroom or with learners they don’t think they can handle (trust me though, you can).  But that is so not the case!  Perhaps you see yourself leading a pull out Learning Center for kiddos with dyslexia and learning disabilities, or run a class for Emotionally Disturbed high schoolers, then a Mild Moderate Credential is the way to go.

If you see yourself working with kiddos with Autism or Multiple Disabilities, you should probably go for your Mod/Severe.

If you specifically want to work with people who are Deaf or Blind, you may need to try for a more specific credential of VI or DDH.

You don’t need to know everything before you get your credential, but considering it is going to cost money and take up years of your life, I suggest you have some idea.

My personal opinion, even if you are afraid of the ‘bigger’ disabilities (the fear is just of the unknown y’all), go for your mod/severe. Many places will hire a mod/severe for a mild/mod position anyways. But not the other way around.

Now let’s dig a little deeper into what exactly you might be doing with your fancy new credential.   Chances are, your program required at least some volunteer work or student teaching, so you should know what kind of program you COULD get.  I suggest volunteering/working in as many different types as possible before needing to get a real person job.  Maybe you even got lucky and were able to Intern during your credential! An internship is a *PAID* big boy/girl teaching job that you can have while you are still in school.  Usually your school will hook you up with a mentor and you still have to take all your classes and go to all your mentorship meetings.  While this sounds like a lot, and yes it usually is, it is an easy way to get into the field and pay your rent at the same time.  More on internships at a later date.  If you can’t intern, districts are ALWAYS hiring subs and paraeducators/instructional assistants! Another brilliant way to get into the field and find your dream classroom.

Once you have whatever your state/country requires for the field, it is time to job hunt! Lets hope you made some connections during your student teaching/volunteer work because Special Education jobs are so hard to get! *Insert Sarcasm Emoji here so you know I’m kidding*.  But seriously, unless the teaching world drastically changes in the next 5 years, I think it’s pretty safe to say that you have some job security.  At this point, the hardest thing is just making sure all of your paperwork is in order.  Did you know after I got my MASTERS degree and CREDENTIAL, I still needed to pass 3 state tests and pay a fee to register with the state? Do you know any other job where they do that? I mean maybe Doctors? But med school? No thanks.  (Although my pay might be a little better….)

If your state has a job site for education positions, it would definitely be worth it to sign up. Many districts in California post jobs with EDJOIN.ORG.  Once you upload your resume, tests passed, and credential, then its an easy few clicks to browse and apply for a teaching job.  If they don’t have an Edjoin equivalent and you find yourself searching through districts, you can help yourself out by searching using Google Keywords. Instead of searching by going through each districts webpage, you can search specific phrases on google and hopefully get narrowed down results.  This also helps if you aren’t really specific about where you want to be.

However if you have a dream district, you can stalk their job boards and hope something comes up, or you can send your resume and a stellar Cover Letter directly to HR and try to sweet talk them into an interview.

But let’s get real again for a sec, Your first job is probably going to suck.

Hey you may get lucky and find something you love right off the bat.  But chances are, you wont be in love with your first teaching job.  AND THAT IS OKAY!  Between the ridiculous learning curve, the difference between districts, and the fact that no two children with disabilities are alike, you couldn’t possibly have been fully prepared! And hopefully no crazy admin is expecting you to be.  My first teaching job was an internship.  I started late October to a Self Contained Autism Program that had been completely taken over by a new district.  They were understaffed. We were on an old run down elementary campus.  We had significant behaviors I had never experienced before. I cried quite a few days on my 45 minute commute home.  I luckily had kind paras and a dedicated admin that helped me survive and thrive.  And though I ended up moving and leaving that job, it will always hold a special place in my heart as a place I learned SO MUCH.

I am not scared to admit that my new classroom is classroom number 4 for me as a teacher.  I have taught in a Non-Public Setting, an LD Middle School classroom, a K-6 for Severe/Profound multiple disabilities, and currently I am in a K-2 Autism Classroom. I have been in charge of as few as 1 paraeducator and as many as 6. I have been the newbie on campus and the more experienced one.  And though I definitely did not LOVE every position, I was able to LEARN from each and every second.

My point being, you may not like it at first.  It may take you a while to crack where you fit in this vast system. There is SO much opportunity and diversity in the SpEd World.  Stick to your strengths and remember that even though they probably did not teach you this in grad school, it’s OK to not know what you want to do with your shiny new SpEd degree yet.

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Thank you so much for taking the time to read! If you liked it, leave a comment below or on my Instagram @funfunctionaleducation. And stay tuned for the next post in the series: TSTDTY About How to Nail Your Teacher Interview!

 

Reverse Mainstreaming! Is it right for your class?

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Reverse Mainstreaming is becoming, well, mainstream! (Please excuse my sloppy pun).

Here’s the deal.  If you’re like me, sometimes you have a classroom of students with pretty significant needs.  And sometimes you have Para’s out.  And sometimes you have a major blowout or puke and need all hands on deck. And sometimes…..well, you get the point.  Managing a classroom of students with mulitple levels, grades, and needs AS WELL AS a team of paras, specials, schedules, etc.  It can be tough to find time to send a student and a paraeducator out of your room for certain times of the day.

Lets be honest here.  In a perfect golden world, General Education (GE) teachers would be trained in Including students with different Needs. Class sizes would be smaller, they would have assistants to help differentiate materials, and full inclusion would be the norm.   THAT. DOES. NOT. HAPPEN.   I am 100% for full inclusion or mainstreaming when done correctly, but the honest truth is, if you are just throwing a 3rd grader in a 3rd grade class for an hour of ELA when he/she is at a Pre-K reading level, what are they really getting out of that experience? Most of my experience has been; they get overwhelmed, they get distracted because they don’t understand, or they shut down.   And that is an hour I could have been teaching him to read at HIS level!  To each their own.  If you mainstream and it is working for you and your class, KEEP DOING IT! But you may want to consider Reverse Mainstreaming as well!

Reverse Mainstreaming MAY be right for your class if:

  • Your students have behaviors that may be destructive or too distracting in a General Education setting.
  • You are short staffed or can’t spare staff members to attend a general education class with 1-2 of your students at specific times.
  • Your students are more than 2 grade levels academically below their actual grade and would be overwhelmed or bored in General Education classes.
  • You have uncooperative General Education teachers or teachers who are apprehensive about Mainstream Time. (I mean, not ideal, but it happens)
  • You want GE kids to be nicer and include your students more.
  • You want the GE kids to know more about your class and your students!

What you need to do:
I’m going to explain how I went about beginning this program with my school.  Feel free to leave additional information/tips in the comments! Not every school or district is the same so the more advice the better!

First things first, some background on my class situation.  I run a County Class – a Severely Handicapped Program that takes some of the more Severe medical and academic needs from 3 small local districts.  We are housed on a district campus, but I do not work for the district.  I have my own separate Principal and all of my staff also are employed by the County.  This can be/is super confusing.  So for example, I do NOT need to go to any of my Elementary Campus’s Prof Development days, after school meetings, etc.  The county has their own.  This is great because our county PD can focus on OUR classroom needs (I know many a District PD day I have been bored out of my mind because they were going over something we just didn’t use).  But it can also be isolating, I don’t get to bond with the campus staff as often. This is my 4th year with my current program but due to logistical reasons, we changed to a different Elementary Campus this year.  The change has been WONDERFUL for my students and staff and we feel very welcome here, but we needed to get a whole new staff and student body used to our students and their needs! Some kiddos haven’t even SEEN a student with this level of needs before! Daunting!

So first, you need get the staff at your school acquainted to your program. If you have been on your campus a while, you’re probably already close with your co workers.  If you’re new or you think your colleagues could use a refresher, ask to take over a 30 minute time slot during a training or PD day!   I love power-point so since we were new to this campus, I asked the Principal (who is an angel) if I could commandeer a slot of their first day back meeting in August.  I threw together a power point on my class, my students, our schedule, what we do, etc.  It looked a bit like this:

And ask if they have any questions!

After things got settled on campus and we were in our routine and our specials, I asked the principal if we could step it up with some visitors in our room.   We have 2 students who go into GE classes at specific times during the day, but I wanted more school involvement and social skill opportunities! I have 11 kiddos grades K-6 and only 3 paras and it would be extremely difficult to manage the Ins and Outs if my kiddos were travelling all day .

We started bringing in some kids during Music Class and loved how the dynamic was working out.  When my Principal gave the go-ahead, I put together a sign up sheet though Google Docs and Shared it with the teachers.  It looks kind of like this:

Friday Jan 11th

Time and Activity Class and Students (3-5 Preferable)
915-945 Library Mrs. Dawley – Molly, Olivia, Mackenzie
10:15-10:45 Music Mrs. Hugues- Savanah, Addison,
12:30-1:00 Games Mr. Moore – Amber, Gio, Anthony, Layla

We started with every Friday (Since we have fun Fridays anyways).  I put down 3 time slots and was overwhelmed with the response.  EVERY slot was filled from November through December!  I ended up adding 2 slots on Mondays for Jan/Feb to help with demand!   I would offer to have a para go get the younger students (K or 1st) and bring them back afterword.  Older students met us at our door.  I send reminder e-mails to teachers the morning of and send pictures of their students engaging with ours when the day is done.

I put together a paper based on the above power point that teachers can share with their students and I will talk to the group (usually 3-5 kids at a time) about what we are doing before they enter the room.  I tell them that ALL questions are welcome.  Fear comes from the unknown!  I considered giving them a big speech before they enter about “How people can be different” etc. But honestly sometimes I don’t say anything!  Why, You might ask? Because simply giving that speech implies that our students are “Different”, and that is NOT the message I want to give.    When I give simple instructions on what to do and who to hang out with, the students are more under the impression that things are ‘normal’ and less likely to be scared or apprehensive!  And if you do happen to have a behavior or issue come up, just re-direct and MOVE ON! You don’t need to dwell or feel like you need to explain yourself!
For Example: During game time, we had 4th graders with us in our room.  One of my students grabbed a handful of tiles from the memory game we were playing and threw them on the ground.   I simply smiled and said “Jimmy, no cheating!”  We all laughed and I sat near Jimmy the rest of the game.  The kids probably don’t even remember that happened.  Crisis averted.

We have students join us for:

  • Music Class- assisting with instruments and manipulatives, singing along.
  • Sensory Room- playing with students, doing Yoga, rolling/stretching
  • Games- Playing board games, practice turn taking, communication
  • Library or Reading- Read books to our students
  • Movies- watch movies with us, enjoy each others company, eat POPCORN!

THE BENEFITS
Hooooooooo boy, there are so many!  For my students, my top 2 are communication skills and social skills.  There are many more opportunities for communication when you have students who are unfamiliar come in and are asking lots of questions! Social skill opportunities come up more frequently and naturally with general education students than with being in our classroom learning in unnatural situations all day (sorry, but practicing making friends with your teachers just isn’t the same as the real thing!)
And for the General Education students, honestly they probably benefit the same or even more than my kiddos.  Forget the basic quality benefit of just exposure to people who are different than they are. They are learning empathy and how to communicate with nonverbal people.  They learn some sign, and they learn how they take easy things like going to the bathroom or saying yes and no for granted.  And most of all they learn that they CAN be friends and have FUN with our students!

THE DOWNSIDE
If you have behaviors in your class, such as aggression or tantrum, there may be a risk of a GE student getting hurt.  Personally, I will make sure that GE students are placed as helpers with students who are having a good day and making good choices.  It may be embarrassing/awkward to have to explain to a GE kiddo why your student is throwing toys or stomping his feet in the back of the room, but don’t make it a big deal, and they wont either.
If you have uncooperative admin, they may say that you are taking away from “Academic Time”.  I come back with the Benefits List.  You can also use the time for peer tutoring, have older student help with Math or Writing Centers and Younger students with Art or PE!  It is up to the GE teachers to decide when to send their kids.  Some choose during Free Read, and some during their Art or Library Time.  It is really up to them, so I do not know how they justify it.  But I know if MY child was going to help out in a special education classroom, I wouldn’t be worried about if they are missing some silent reading 🙂

Have you tried Reverse Mainstreaming in your classroom? How did it work out? What did you do?  Let us know in the comments below and be sure to share on Facebook or Pinterest!

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Field Trips!

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Depending on your class, a field trip can be exciting or as source of dread for you and your team. Today we went to the World of Wonder Science Museum! It is a fun children’s museum that allows your students to explore different science experiments on their own time.

Photo Feb 28, 11 52 11 AM.jpg

We ended up having a Sub Para as well as 2 students with significant behaviors today.  Luckily we had two students out sick so our ratios were not too skewed.  I’m happy to report it ended up being a great time!  Here are some tips to make any trip go a little smoother.

Prep your kids!
Even with more well behaved kiddos, a field trip can seriously throw off anyone’s day.  A lot of behaviors can stem from simply not knowing what is going on! A simple printed out schedule detailing the changes in the day or a social story for the child to read multiple times before the trip can prepare your student for changes.

 

Use what works!

It may be a little more work and a little more stuff to bring, but if something works in the classroom, bring it on your trip! For example, if the I-PAD can solve a meltdown or reinforce getting off the bus, no reason not to pack it in your bag.  If a First-Then Schedule works for transitions, bring it with you!

Photo Feb 28, 12 53 46 PM

 

Pick a Better Time

If you know that the place you are going has a slow time, try to schedule your trip for that time! The less people, the less likely a student is going to have a disruptive behavior involving someone else. Especially with behaviors that may hurt others.  Some venues may even open early for your group- ASK!

If Money is an Issue:

If money is an issue for some of your parents, there may be options for you! Some school districts allow you to apply for Student Body Funds to pay for fun field trips.  You may even be able to write to your Board to ask for donations, but if you try to keep the field trip cheap and give parents enough time to prepare you are more likely to get full participation and avoid paying out of pocket!

Try for Sensory Friendly:

We chose this museum because you DON’T need to be quiet, you can run around, and be messy! There is no loud music playing and the lights are dimmer.  Try to schedule a trip in a place that allows your students to have a little fun and be on their own!  If you ask, some places will dim the lights or turn down music for you! We were able to go bowling last year with a dim and quieter environment during off peak hours.

Don’t aim for perfection:

Things will go wrong. Behaviors will happen.  If you prepare for the worst, you may end up pleasantly surprised.  I’m happy to report that the worst thing that happened to us was a few drops to the ground and a student grabbing a random teacher’s Whistle on her landyard and trying to blow it (a bit embarrassing but hey, it happens! He Loves whistles!).  Feel comfortable explaining your students, you don’t need to defend yourself or them! At the end of the day, try to have fun! That’s what the field trips are for!

50 Things to Do Instead of Prepping on Sunday!

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Okay- I will be the first here to admit that I kind of like prep work- especially in special education where a lot of that is figuring out puzzles, visuals, cutting, glue, and Velcro. It can be therapeutic!

But I am NOT a fan of the way the teacher community often glorifies working on evenings and weekends! I recently came across the hashtag #SpEdPrepSunday on instagram.  My first thought was, “Cute, that is a cool project they are working on”.
My next thought was “Oh Crap, should I be working on that too? Does that make me a bad teacher? What cute Pinterest project could I be doing for my kids?” (Hello Teacher Guilt!)

But after my manic brain calmed down, all I could think was “But why the heck are they doing this on a perfectly good Sunday?!”  I don’t know about you guys, I do not get to turn in a Time-Sheet with the 4 extra hours I worked Sunday evening putting together crafts for this week or cutting out endless icons for our new Unit.  I do not get paid enough as it is and I certainly don’t get paid enough to be working for free on the weekends (let alone that I have to buy my own Ink, Velcro and Laminate most of the time).

The sad truth is that most teachers do not get a DIME more or less whether they work their butts off all weekend or sit on their butts eating Ice-Cream and Netflix binging.

Yes- I know. We do it because we love our jobs, our students, and there are never enough extra hours in our workday.  Believe me, I am super guilty of this as well.  But lets stop glorifying the extra work.  It should be the exception, not the rule.  You work hard enough as it is.  You are a champion for your students! You help with toiletting and feeding kiddos while also managing their legal paperwork AND you TEACH them academics! That’s a lot. So this weekend I challenge you to do NO PREP WORK! *gasp*

It took getting married (even then I have had hubby do his fair share of cutting and gluing on Sunday Nights, sorry boo) and having a baby to realize that while I love my job and my students with all of my heart, they are NOT my whole life.

So again, this weekend I challenge you to forgo the #spedprepsunday and make it a #SelfLoveSunday. Show your body, your mind, your family, your pets, whatever! Some love by doing one these things (or two, or seven, or fifty, it’s up to you)! Spread the love and share with an overworked and underpaid Teacher Friend!

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Hold a Better IEP Tomorrow!

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meeting

Imagine this:

You are sitting in a room at a table. At the table are 5 experts in their fields. You are a stay at home mom, or dad. Or you work full time and had to take a day off just for this meeting.  They start by introducing themselves. They all have fancy titles and letters after their names.  Then they ask your concerns.  You tell them. You’re concerned about behaviors, or grades, or academics, or your child simply making friends.  Then they start talking.  You’re handed page after page of reports, no time to read them all now. They tell you he can’t do this.  He can’t read his letters, can’t count to 50, can’t use the bathroom on his own.  He hits other kids, he pinches or pushes.  But that’s your baby- he’s never hit anyone at home? The ‘experts’ roll their eyes.  “Of course he doesn’t” they say, but you can hear the sarcasm dripping in their voices, like they know more than you. They are the experts after all.   You see the test scores from tests with more fancy labels. ABLLS, DOTS, AABR, etc etc. He scores in the 10th percentile, then the 2nd, then <.01%, <.01%, <.01%, <.01%……

  This is the reality for many parents with children with special needs.  Even if their child has a relatively ‘minor’ learning disability, the panel of experts grilling them and telling them what their child can not do can be devastating.  I have heard many parents come into the meeting with a sense that they have to ‘fight’ for their childs’ needs. And I hear teachers who dread IEP’s because they know that they will get push-back or questioned at every turn by parents or the dreaded “Advocate” telling them how to do their job. But the truth is, it DOESN’T HAVE TO BE THAT WAY!

I could go on and on about the importance of a good teacher-parent-team relationship.  And mostly because I learned all of this first hand.

I became a teacher because I LOVE WORKING WITH KIDS!  I did not join the special education world because I just love telling parents what their kids can and can’t do! In my first year teaching, I absolutely dreaded IEP’s.  I was SO scared the parents wouldn’t take me seriously as a young teacher.  I thought they would question my every goal, report, or present level.  And honestly, it has taken more than 5 years for me to really get comfortable with the parents in my program.  I definitely credit my placement I am at now for helping with that one.

Why? Because the County and Principal I work for focus on STRENGTHS! And it has made a world of difference in our IEP’s, and I will share with you how.

Before the meeting- I call the parents and ask about their concerns.  I also try to get my report and any providers reports at least a few days early and send them home with “Draft” on the top. Not only is this Best Practices, the parent is able to read it through and can feel as prepared as you do for the meeting.  They wont feel rushed or like they are missing something.  And it helps with time if you don’t have to read your report word for word during the meeting.

Then, during the IEP, the team always begins with things that are strengths for the student, funny stories, anecdotes about how well they are demonstrating their goals.
They ask parents what their concerns are, and instead of trying to instantly fix them (“Oh have you tried X Y Z??”), they actually Listen. They commiserate with the parents. They feel them.  And is not a pitying conversation, not in the slightest.  We genuinely feel for them, feel their struggles and heartache.  We know the child, but we can’t possibly know what you the parent are going through. We have these children for 6 hours a day. You have them in your day and in your heart 24/7/365.

Next we all try to write Strength Based IEP’s. I am working on a new blog post for how to write your own because it is something I feel so passionate about, but for now I will summarize.  During the writing and testing process before an IEP, I will simply write everything that needs to be said.  Then I go back and CTRL+F for any CAN’T or NOT ABLE. I try to change those into positive things the student CAN or IS ABLE to do. For example.  If I am writing that John is not able to use the bathroom independently, I can go back and change it to “John is able to currently complete 4/8 of the toiletting process independently”.  Still basically saying the same thing, but it is SO much easier for the parent to hear. Plus the data will still support me, and we know what to focus on next year specifically, instead of just a list of can’ts.

With Triennials and Assessments, depending on your district, you may HAVE to report with numbers and statistics.  I am in a program with significant physical and mental needs where standardized assessment is not always appropriate or applicable.  But if you do and the child is consistently scoring in the lower ranges (like .01%, what the heck does that even tell you?) I believe it would benefit not only the parent, but the team in general to put this disclaimer, stated by you or even in the report:

This report contains a lot of numbers that may seem low or depressing.  But numbers can not tell you how sweet, or caring, or bright your child truly is.  And while this test may measure X Y & Z, it is NOT a complete picture of who your child is and their true strengths and needs. 

Believe me, I LOVE data. And I love the important information that data can tell us about some kiddos, discovering learning gaps or knowledge we didn’t know the student has.  If the scores are impressive, by all means, share it! Share your joy for discovering all of these hidden talents this child has. But if it doesn’t, I really don’t see the point in focusing on all of those low numbers.

Behavior Data can also be equally depressing to parents, but as a teacher, super necessary to report! Especially if you are trying to justify needing a behavior plan, extra aides or classroom support, or just for your administrators to understand how difficult this student can be to accommodate! We need to be heard too!  But while it is important to have your needs met as an educator, it is also important to not solely focus on the detrimental behaviors and how “rough” the child can be.  Trust that the parents usually already knows.  When reporting behavior data, try to also tell about the days that the student didn’t show any behaviors.  For example “Yesterday Mike was able to choose a DVD to watch on Friday and worked so well for it, he only had two small instances of work refusal but redirected nicely.” While you are still reporting some behaviors, you are also reporting on successes. Bring your data with you. Make a nice chart if you can.  There is a reason for the data, and it’s not just because your Behaviorist wants you to do more work!  It is hard to argue against concrete data and facts.  It is also helpful to report on which interventions are working, and even offering to assist the family in creating their own interventions in the home environment.

Of course, despite your best efforts, some meetings will be difficult.  Sometimes it isn’t the best placement for the child despite what the parent thinks. Sometimes the goals or services they are asking for are unrealistic. Sometimes they are already so pitted against you, coming in ready for a fight that you really don’t stand a chance at peaceful mediation.

In those instances, it is important to make sure:

  • You are prepared and have prepared your team AND the parents!
  • Bring all of your data to back up your claims! Goal and Behavior Data!
  • That you report the facts- opinions are useless when trying to get everyone on the same page. You don’t KNOW that Johnny hits his aide because he hates math, but data can show the team for sure that Johnny usually has 5-6 instances of aggression during math time.
  • That you and your administrator are on the same wavelength.

But despite all that, you should still do everything in your power to focus on the child’s strengths and creating a sense of unity in the team.  It may help to bring a few pictures of the child to help re-center the discussion on positives and keeping everything in their best interests.  After all, you are all there for the same reason, to help that child succeed!

Quick and Easy Sensory Supports for ASD and SPD

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                  Your child is crying. Hitting their head. You know something is bothering them, but they can’t tell you what it is.  As a parent or provider, it can be SO frustrating not to know what to do when a child needs our help. And imagine how they must feel! 

             Sometimes our students just need a little extra support. When you are seeing excessive behaviors in the class or at home, we need to remember that it’s rarely personal. These behaviors are communicating unmet needs to us.  The first step is always to try to teach communication strategies.  It opens worlds when children are able to communicate their needs.  However, if the communication piece is not quite there yet, we can help mitigate some of the uncomfortable situations that our students may be feeling.

         Children and Adults with Autism, Sensory Processing Disorder, and even ADHD/ADD have consistently reported under or over-sensitivities in many of the basic senses (sight/smell/touch/taste/proprioception).  For example, a student with an UNDER-sensitivity to touch may SEEK out texture by touching objects, hitting his hands on things, or rubbing clothes, while a student with an OVER-sensitivity to touch may refuse to wear certain clothes or clothes with tags, refuse touch from others including hugs, or refuse some textured foods. 

The behavior the child is expressing may clue you in on what sensory support they need.  Need some tips for integrating quick and inexpensive sensory items into your home? Here is a quick look into some of my most frequently used.

“Chewlery”

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Got a child who is constantly chewing on their clothes, vocal stimming, or biting themselves or others? Try Chewlery or “Chewy’s”. They keep their mouths busy, give soothing pressure for their teeth and jaw, and can help keep mouths quiet during work time with minimal disruptions.

Sensory Vests

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These vests come in a variety of styles and sizes.  They even can come weighted and you can adjust the pressure for students who need some sensory pressure.  I recommend using these for only 30 or so minutes at a time as I have seen their effectiveness decrease if the student gets used to it.  The vest gives calming pressure to the student (like a big body hug) and can calm proprioceptive sensory-seeking students. We use ours during large group times like Circle and Art.

Another option for a student who is tactile driven but doesn’t like the deep pressure like with vests is Body Sox! See Below!

Sensory Bands for Chairs

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When we first started using these we had to tie Physical Therapy bands around the front legs of student chairs.  Now they make ones especially to fit school chairs! Students can bounce their feet or stretch with the bands for pressure on their feet.  Works well for kiddos that can’t sit still for long or have feet that are constantly tapping or bouncing. Caution, they can be a little noisy!
Another sensory fave for chairs and sitting time are these fidget discs!

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They allow for a wobble when sat on or the kiddo can use the bumpy side on their feet when sitting!

In our classroom, we scheduled 2-3 special sensory ‘activities’ for our afternoon centers per week.  One of our favorites was these sensory beads (similar to Orbeez)   I found these a few years ago at the CA State Fair for 3$ a bag and was hooked!  I’m sure you have seen them around, but you can buy the off-brand for super cheap on Amazon.

We place them in a big tub and take some out in bowls as needed for students who can’t quite reach the tub or need their own sensory space.  These can leave a little film on your hands but are non-toxic and easy to clean up.  They even can be “re-hydrated” When they dry out! Just add a little more water and let soak! We store ours in a plastic ziplock bag.

Some other simple activities for our sensory exploration time include:

  • Sensory Snow (Conditioner + Baking Soda = Messy but awesome fake snow!)
  • Rice or Bean Bins
  • Sand Bins
  • Kinetic Sand
  • Play-Doh
  • Sensory Boards
  • Gak/Slime (Make it yourself with glue/contact solution or store-bought)

There are so many more options for fun sensory diets in the classroom and at home. I am a huge proponent of turning sensory items into daily activities, but setting aside some time for strict sensory exploration or including it in a center can be helpful and give the sensory-driven student something to look forward to.

What other sensory options have you explored for your child? What was their favorite?