Problem solving is such an important life skill. IEP teams are no stranger to problems… so what are we doing to model collaboration and problem solving for students? How are we involving students in the problems that we are trying to resolve?
“Every opportunity to problem-solve provides students with a chance to practice the important skills required to solve real-life every day problems.”
Self-Care: Establishing and Supporting Healthy Roots
“On the surface we can all probably agree that self-care is important. We might even be able to recite the Top Ten Self-Care Strategies. But I’ve learned that believing in self-care and knowing the tools aren’t always enough. Putting these tools into practice, establishing healthy habits, accessing the support and resources to maintain these habits…. these things are all about trial-and-error.
But, there’s something else at the root of the matter, something that keeps self-care from our reach and that perpetuates the experience of depletion for parents, caregivers, and teachers alike…”
“Whenever I choose to share a post, I worry a little and wonder how my ramblings and perspective may come across to others. I want this blog to be a place for honest conversations and perspective sharing, a space that open doors to communication and brings insight into the realities that others experience, and that promotes empathy and collaboration between families and professionals…..”
“After over two hours of sitting at a table among dedicated team members, I could hardly believe the book we had written. This book of nearly 50 IEP goals outlined every hope and desire of one incredibly passionate mom, a mom who would not settle for anything less than the absolute best for her kid.
While the teacher and the therapists at the table struggled to imagine how any student would ever meet this many goals in one year, there was something special about that moment. We knew that this mom needed to see her hopes on paper. She needed us to experience the urgency that she felt every day as she imagined her child’s future….“
Source: http://ministry-to-children.com/special-needs-seminar/
Churches often struggle with knowing how to support children and adults with special needs. They may be ill-equipped or just don’t know where to begin. Thankfully, there are a number of organizations out there that are committed to provide support and resources that support inclusion, education, and care.
However, I think that we are only beginning to scratch the surface of what it means to serve individuals with special needs within the church. Collaboration between special education professionals and churches is such an important part of this conversation!
What resources have you found that support collaboration between schools and churches?
Here are a few organizations who have made it their mission to provide and develop special needs ministries:
Northwest Area Resources:
Bridge Disability Ministries: This Washington non-profit provides spiritual care, respite retreats, a mobility ministry, and guardianship services for individuals with developmental and physical disabilities.
Young Life Capernaum- Greater Seattle: Young Life Capernaum is a ministry for teens with disabilities in the Greater Seattle area. Through weekly clubs and camps, teens gain access to friendships, adventure, and acceptance. Capernaum ministries are also available nationwide.
Upward Bound Camp: This Christian-based camp located in Lyons, Oregon provides year-round educational and recreational activities and respite camps for teens and adults with disabilities.
National/International Resources:
The Inclusive Church: This blog provides a range of tools and resources to support churches with the development of special needs ministries.
Joni and Friends: This organization provides tools, resources, and training to support the development of special needs ministries around the world.
Snappin Ministries: This Christian non-profit organization provides opportunities for collaboration and mentorship to address the concerns and needs of parents of children with special needs. Their blog provides relevant tools and information and promotes discussions related to special needs ministry.
Special Needs Ministry Handbook: This handbook provides practical steps and methods to implement a special ministry in your church.
Imagine that you are in pain and no matter what you say or do, you are ignored. Would you continue to ask for help? Would you scream in desperation in an attempt to be heard? At what point would you give up or give in to your circumstances?
If an infant is crying, a parent will do his/her best to identify and respond to what the child needs.The cry is a baby’s means of communication. As a child develops, behaviors become more complex. Sometimes a child needs attention and sometimes a child wants attention. As the child develops their voice, they must gain the skills to communicate in ways that are appropriate and effective.
Students with special needs often struggle to communicate effectively and to be understood by others. Deficits associated with their disability make this especially difficult. Some students struggle to speak in words, some use words differently, and some have only gestures. Behaviors are a clue that many professionals and parents struggle to interpret. Led by educated guesses, assumptions, and our best deductions, it can become an endless exercise in trial and error.
Functional Behavioral Assessments (FBAs) are a tool that allows us to examine what we know about a student and to analyze the function of a behavior. Behavior Intervention Plans (BIPs) expand upon this information by outlining strategies for increasing or decreasing certain behaviors as well as accommodations to support the student’s specific needs.
I can’t begin to tell you how many FBAs and BIPs that I’ve read that point to the underlying cause of a student’s behavior as a means for gaining attention. The suggested response is to ignore the behavior because giving attention may reinforce the inappropriate behavior. While I understand the reasons for this approach and I have seen when ignoring may be an effective strategy, I feel that ignoring is often misapplied or over-used and in some cases it becomes an excuse for professionals or parents to stop thinking or pursuing the underlying need that is driving the behavior.
In my career, I’ve done my share of ignoring. I’m ashamed to admit that there was I time when I reached that point of indifference, where I settled for the belief that behavior is that simple. I had been desensitized by the realities of working with kids who demonstrate challenging behaviors. Kicking and screaming just came with the territory. I had learned to tune it out, and no longer had that sense of urgency to calm a child in distress.
I think we have to be careful with how we interpret behaviors, paying careful attention to the child’s intention. Is the behavior an issue of motivation or is there a missing skill? I would argue that most of the time, kids with special needs genuinely need attention and they rarely want to be disruptive. Even when a behavior looks like defiance, there is often an underlying missing skill that if present would result in a more appropriate behavior.
Am I saying that adults should let go of all expectations and appease every desire? Absolutely not. But I think we must never ignore a child in distress and we must demonstrate empathy so that students begin to feel heard. This begins with moving past ignoring and opening our eyes and ears to hear the message.
Giving students a voice and the skills to advocate for their needs is perhaps the most important aspect of their development. If students have to scream in order to be heard, then maybe we’re missing the most obvious clue of all. Screaming is a flashing red light indicating that there’s an important message worth listening to. We must rid ourselves of the assumptions and beliefs that hinder our ability to do so.
When we choose to ignore a student in distress, I wonder what gets reinforced. Are we teaching kids that what they think or feel doesn’t matter… that they have to scream louder and longer in order to be heard… or that it’s better to be compliant or quiet than to have a voice that allows them to say what they really need?
I’m amazed by the courage and the resilience of students who have refused to give up and who continue to fight to be heard. Still I wonder how many students have given up, seemingly compliant and calm, yet screaming on the inside.…
I’m ashamed to admit that I’m a sucker for singing shows: American Idol, The Voice… any sort of talent show really. For me, it’s the stories of each contestant that pull at my heart strings. I love hearing about all that people have overcome, and I’m often inspired by the courage so many have found to take the risk to follow their dreams.
Last night’s show was deemed “Battle of the Sob Stories” by the Hollywood Reporter. There was a veteran who is a survivor of traumatic brain injury, another contestant who sings in spite of a speech impediment, and more than one victim of bullying. Every one of them sang beautifully and made it through to the next round of the competition.
But this time I’m left thinking about a not-so-uplifting story: a sweet young man who auditioned because someone who overheard him singing in the bathroom told him that he should try out for the show. Unfortunately, he wasn’t the talent that the judges were looking for, and he was left with a big “no.” He walked away seemingly discouraged and a bit confused.
The bad auditions aren’t anything new. I suppose they make “good TV.” Some who fall into this category are clearly hoping to be discovered for their talent as a different sort of entertainer. Others are looking for the thrill of being featured on national television. The remaining members of this group seem to think that they are genuinely talented and are heartbroken when the opinions of the judges does not match their own perceptions. Somewhere within these stories, there’s almost always a mention of a teacher, choir director, friend… someone who affirms their “amazing talent.”
In our “everybody wins” culture, parents and teachers are often concerned about the self-esteem and well-being of students and children, and rightly so. However, when every little accomplishment is affirmed and little (if any) real, specific feedback is provided, we’re guaranteed to be left with more and more “bad” auditions in the form of confusion, denial, and deflated self-esteem.
As parents and professionals in this crazy world, we must examine how our words may be interpreted and consider our role in shaping the identities of our future generation.
Everybody doesn’t win. That’s the truth.
Years ago while working at a camp for adults with disabilities, I remember sitting at a picnic table on a sunny, summer day and having a pleasant conversation with a middle-aged camper named Joe. This camp was designed to provide rest and recreation for campers, but there was no set agenda. As counselors we were trained to slow down and to cater activities to the interests of the campers. This was their vacation, and we were there to serve them.
Joe spoke very slowly and struggled to string his words together. His experience in life was that few had time to listen, often assuming that he had nothing of value to say. For those who waited long enough to “listen,” it was not uncommon for them to fill in their own words in order to hurry the conversation along. That day, Joe had a captive audience and he had much to say. Before too long I learned that Joe had an amazing sense of humor. His witty jokes and stories were worth every minute.
Several years later, I remember walking down the hallway of a school to find a young man sitting cross-legged on the floor with a huge smile on his face. His teachers were working to get him “back on schedule,” but John, didn’t appear interested in his schedule. When I sat next to him on the floor, John looked at me and then turned his gaze toward the ring on my hand. While looking intently at my hand, he laughed the kind of laugh that’s contagious. We could have interpreted this behavior as avoidance and ignored his behavior in an effort to get him “back on schedule.” But, in this case, I have to say that it was worth letting go of our agenda to connect with John in this way. John, a young man with autism, doesn’t speak in words, but he has much to say.
In remembering these moments, I wonder how often I have missed out because of an urgency to move ahead. I wonder how many people I have failed to listen to in order to achieve some goal or to accomplish my own agenda.
Special education can be driven by a sense of urgency. While our efforts to help students to gain new skills and to progress toward a future goal is absolutely important, sometimes we need to slow down and take time to listen.
In reviewing the data on inclusion, I was struck by the lack of change in the percentage of students who are served in separate schools and facilities. So, I took a deeper look at the types of disabilities that tend to be served in separate settings. In a report from the National Center for Education Statistics (National Center for Education Statistics, 2012), I learned that of the 4-5% who are served in separate facilities:
• 30.6 % have Deaf-Blindness
• 18.5% have Emotional Disturbance
• 25% have Multiple Disabilities
Students who fall into these disability categories tend to require the most intensive supports and are often considered the most difficult to serve within regular education environments, so the statistics aren’t all that surprising. With the support of integration facilitators, speech/language pathologists, occupational therapists, paraprofessionals, and other specialists- students with severe disabilities have been successfully transitioned from separate facilities to neighborhood schools. In one study, 58 of 77 students made the transition to their home school without a re-referral to an out-of-school placement (Thousand, 1990). While there have been efforts like this to reduce social isolation for these students though increased integration in less restrictive settings, there appears to be little change in the actual number of students served in separated settings.
It’s hard to imagine that separate educational facilities will ever go away. Separate facilities may arguably be the best allocation of resources and in some cases may be the only option for addressing the complex needs of this vulnerable population of students. So, how do we address the concerns of social isolation for this group of students?
Least Restrictive Environment (LRE)
LRE should never be a onetime determination. As students gain new skills, we should see movement toward more and more inclusive environments. Schools that are designed to address emotional/behavioral needs can be a sort of educational “dumping ground.” These students are typically placed in separate settings because of disruptive behavior. Once placed in separate programs, these students are at risk for being forgotten and there may be insufficient efforts to support re-integration into less restrictive settings.
Professionals working in separate programs must make an extra effort to collaborate with professionals in less restrictive settings so that they can maintain a perspective of what’s next for students. When this collaboration is missing, the likelihood of a successful transition decreases.
Heterogeneous Groupings
Separate educational programs have a tendency to group students according to skill level. However, there is much to be gained by forming more heterogeneous classrooms. Every student, regardless of the severity of their disability, has a strength or skill that can benefit another student.
One way to do this is through school-wide shared experiences. I’ve seen this done by grouping students according to similar interests for participation in weekly clubs. Multi-age, multi-level groups of students participating in shared activities can promote unique opportunities for relationship development and skill building. This model also supports a sense of school-wide community and collaboration.
Reverse Inclusion and Peer Mentoring
Reverse inclusion and peer mentoring both involve bringing typically developing students into a special education environment. Reverse inclusion may involve pairing students for a shared social activity. Peer mentoring is usually more intensive in that it involves training a peer to provide instruction or tutoring within the special education setting.
Bringing students with intensive medical or behavioral needs into a general education classroom may not be appropriate or feasible. In these cases, reverse inclusion or peer tutoring can be a great option. It can take creativity to do this successfully. Effective implementation of either approach requires partnerships with general education teachers in area neighborhood schools who are committed to making it work.
Inclusion, undoubtedly, requires tremendous amounts of creativity and collaboration. Above all, there must be a commitment to the process for every student regardless of the severity of the disability. I’d like to believe that inclusion is possible in every setting.
References:
Data Accountability Center. (2005-2011). Individuals with Disabilities Education Act (IDEA) Data. U.S. Department of Education, Office of Special Education Programs. Retrieved from https://www.ideadata.org/default.asp
National Center for Education Statistics. (2012). Digest of Education Statistics. U.S. Department of Education. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=59
Thousand, J. a. (1990). Strategies for educating learners with severe disabilities within their local home schools and communities. Focus on Exceptional Children, 23, 3:4-24.
“As late as the middle of the 1970s, an estimated 1 million kids with disabilities didn’t even attend school (NEA, 1999).” We’ve come a long way since the Individuals with Disabilities Education Act (IDEA) was enacted. IDEA was the beginning of what continues to be a fight for inclusion and for the rights of students with disabilities.
In an effort to understand our progress in this fight, I spent a good portion of my day yesterday immersing myself in the numbers. Perhaps, my biggest take away is that we’re actually keeping data on the matter. The lack of data on students with disabilities prior to IDEA is further evidence of the separation and isolation experienced by so many for so long. Thanks to the DAC (Data Accountability Center, 2005-2011), I learned that since 2005, 15% more students (ages 6-21) receive their education in a regular classroom for at least 80% of their day. To my surprise, not a whole lot has changed for students who receive services in separate facilities.
What do these numbers really tell us about the effectiveness of inclusion today? While I’m sure a master statistician would have more to say on the matter, I’m not convinced that the numbers will ever tell the full story. If we’re pushing for an increase in the sheer numbers of students spending time with general education peers, then we’re on the right track. But numbers don’t give us information about the quality of each student’s experience or whether or not their placement is truly the best match for their unique needs.
Effective inclusion is a process in which certain guidelines and questions must be considered.
I – Individualized
Special education is built on an individualized approach to instruction. In the same way, what inclusion means for one student may be different than what it means for another student. The level and method to which a student interacts with the general education community must be purposeful, realistic, and supportive.
N – Necessary
Every student with special needs has the right to be part of the greater educational community. The process of determining the least restrictive environment is absolutely necessary, but there must be a clear rationale for every placement decision. Without an intentional discussion about what this placement will look like or feel like for the student, all we’re left with is a percentage of time… just another number.
C – Collaborative
Inclusion invites teams to collaborate on a deeper level. The general education perspective can only enrich the expertise of the IEP team and vice versa. However, collaboration takes time and a conscious effort on the part of each team member.
L – Listening
Inclusion must be adapted in response to the strengths, interests, and needs of the student and the community. In education, it’s easy to jump on the inclusion bandwagon. If we emphasize an outcome without responding to the experience of the student, then we’re missing the whole point.
U – Understanding
Effective inclusion requires understanding from leadership and administration. There are real issues and challenges that require creativity in the use of resources and the management of logistics. There is a learning curve and change takes time.
S – Safe
Safety of the student must always be considered. Some students may have difficulty with the number of transitions, the sensory input, and the level of information to be processed within a general education environment. Additionally, general education students may need to be prepared or taught certain skills. If peers don’t understand the disability or if they aren’t given information for what to expect, the student may also be at risk for bullying.
I – Ingenious
Inclusion challenges educators to think outside of the box, utilizing resources and technology in new ways. Inclusion challenges us to connect creative solutions to real world issues of accessibility. If an accommodation doesn’t promote access in a general education classroom then how can we expect it to promote access in life?
O –Ongoing
A student’s placement should never be static; rather, it should always be moving toward the next step as the student gains new skills. If there is a lack of progress, it may be time to take a step back and to re-evaluate the placement. If the skills aren’t generalizing, then additional support or teaching may be needed.
N – Natural
A student’s experience should be natural, not forced. If the student is resisting the environment or activity, then the team needs to consider whether or not the situation is realistic and meaningful.
Everyone wants to feel included, to be part of something, to be valued for their unique contribution. If there is anything to be gained by inclusion, then it is a commitment to promoting a sense community and connection that is meaningful for every student. And when the numbers fail to do so, may our shared experiences tell the story.
References:
Data Accountability Center. (2005-2011). Individuals with Disabilities Education Act (IDEA) Data. U.S. Department of Education, Office of Special Education Programs. Retrieved from https://www.ideadata.org/default.asp
NEA. (1999, May). Inclusion Confusion. NEAToday Online, 1. Retrieved from http://lobby.la.psu.edu/063_IDEA/Organizational_Statements/NEA/NEA_Today_Inclusion_Confusion_0599.htm
Special Education: Conflict or Collaboration? 