Tag: special education

Positive Behavioral Interventions & Supports (PBIS) in Schools

Posted on by Nicol Walsh

By Kelcey Schmitz, MSEd
Center for Strong Schools
University of Washington Tacoma

We wouldn’t exclude, humiliate or send a child home for making an academic error.

However, when it comes to misbehavior, a typical response has been to punish or wait until the behavior escalates or occurs at a high rate or intensity before intervening. But this is changing. The direction of discipline is moving from reactive, punitive and exclusive measures to more positive, proactive and preventative approaches.

According to the National Technical Assistance Center on Positive Behavioral Interventions and Support (PBIS) (www.pbis.org), over 21,000 schools (elementary, middle, high) across the nation are implementing PBIS. As a result of using the same methods for teaching academics to students for behavior, schools report a decrease in problem behavior, an increase in instructional time, an increase in perception of safety, more positive school and classroom environments and an increase in student achievement. Taking an instructional approach to behavior is much better than waiting for problems to occur.

Positive Behavioral Interventions and Supports (PBIS)

PBIS offers an alternative to traditional discipline methods. Evidence shows that harsh and punitive responses do not change behavior for the long term and may even contribute to the erosion of relationships between students and adults. Creating a positive climate and culture contributes to parents, students and staff feeling happier about the school environment and strengthening the bond between teachers, students, and families

PBIS is a framework schools use to organize behavior supports for students. Much like the public health model, PBIS emphasizes prevention instead of waiting for problems to happen. The practices and programs range in intensity and duration depending on the level of behavior.

Just like many health issues and diseases are preventable, there are many ways adults can prevent student problem behaviors.  Many students will respond to Tier 1 prevention strategies.  In fact, we expect 80% of students to be successful in Tier 1. Twenty percent of students will need additional support in the form of Tier 2 and Tier 3 supports.

Tier 1

To effectively implement PBIS, schools identify a team that is representative of the staff in the building to learn the steps. This team, with frequent input from their colleagues, students and families, create a school wide (Tier 1) PBIS plan. The first step the team takes is to establish 3-5 positively stated expectations or pillars. Some common expectations are “be responsible”, “be respectful”, “be kind” and “be safe.”

Next, they identify a few “hotspots” throughout the school where misbehavior happens frequently. For example, teams may conclude that the hallways, cafeteria or playground are good places to start. They generally pick two locations to get “quick wins.” Lesson plans, or “cool tools”, are developed expected behaviors for each setting are explicitly taught to students. Students are taught what being respectful looks and sounds like in the classroom and non-classroom settings and then are provided opportunities practice.

Every adult that interacts with students (i.e. nutrition services, transportation, custodians, teachers, para-educators) are trained on the specific effective practices. This way, no matter where students are, they are getting consistent, predictable and positive messages.

Students are acknowledged with specific positive feedback for showing the appropriate behavior.  Positive feedback is an essential component of PBIS. Some schools pair feedback with a ticket and students can turn in their tickets for drawings or save them up and spend them at a school store or exchange them for things like school dances, VIP seating at an assembly or a front of the lunch line pass. It is most effective that for every corrective statement, four positive statements must be given. This is referred to as the 4:1 ratio.

Another essential element of PBIS is using data to make decisions. Instead of being driven by tradition, emotions, or convenience to staff, regularly collected data is summarized and reviewed by teams. The types of data teams review include office discipline referrals, suspensions, expulsions, attendance, grades and even school nurse referrals. Office discipline referrals can give teams more detailed information about the problem behavior happening in school. This is called looking at the “Big 5” data (how often, where, when, why and by whom). Drilling down allows precise problem identification and more effective problem solving. It is one thing to say “the sixth grade boys are unruly” – but much more actionable if we can create a statement with the specific information such as “between 2:00 p.m. and 2:30 p.m. in the west hallway the sixth grade boys are using inappropriate language 15 – 20 times a day, motivated by peer attention.” Now the team can brainstorms solutions.

Regular review of data allows teams to identify problems early, before they become chronic. It is much easier to address a low-level behavior than behaviors that have been practiced over time.

It is expected that schools will take 2-4 years to fully implement their Tier 1 PBIS plan. Once a strong foundation is in place, the school begins to work on supports for students in need of more than what Tier 1 supports have to offer. In many cases, school teams are guided through the steps of the PBIS implementation process by an expert in the field either within their district or outside the district.

Tier 2 and Tier 3

Just like with academics, some students will need more instructional support for social behavior skills. Advanced tiers (Tier 2 and Tier 3) offer students more practice and feedback. Students with mild to moderate problem behaviors such as being off task, talking out, difficulty getting along with others, or not following directions are good candidates for Tier 2 supports. Some examples are the Behavior Education Program, a modification of Check-in/Check-out, social skills instruction, and homework club. A few students will still need very intensive support, or Tier 3, for chronic challenging behavior. Tier 3 supports include a functional behavior assessment and behavior intervention plan and may involve a wraparound or person-centered plan, as well. A professional with substantial behavioral expertise often provides the Tier 3 supports and services.

Get Involved

Ask your school if they have a PBIS plan. A fully implemented plan involves family input and involvement and there are many other ways you can support PBIS.  For example, families can use the same expectations and apply them to home settings such as morning, homework and bedtime routines. The common language and an instructional approach to behavior provide the much-needed consistency, predictability and positivity kids need across all learning, living and leisure settings.

Find more information:

Office of Special Education Programs Technical Assistance Center for PBIS

What is ESSA?

Posted on by Nicol Walsh

Information on Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA) replaced No Child Left Behind on December 10, 2015, as the re authorization of the Elementary and Secondary Education Act (ESEA).  ESSA will be fully operational in school year 2017-18.

Who’s helping to make the transition to ESSA?

The Every Student Succeeds Act (ESSA) requires the State Education Agency to be the key decision maker in the development and implementation of the ESSA Consolidated Plan.  In Washington, this is OSPI, Office of Superintendent of Public Instruction.  ESSA also requires consultation with a number of state leadership members, district and school representatives, and professional organization representative Consolidated Plan Team.

OSPI will consult with the Consolidated Plan Team to develop and implement our state plan. The team includes representatives from state government, districts and schools, and professional organizations.

You can sign up at the OSPI website to receive updates as they occur.  More to follow!

 

Stress and Children Ages 0-3

Posted on by Nicol Walsh

“The perception of stress varies from child to child; serious threats may not disturb one child, while minor ones may be traumatic to another” (American Academy of Pediatrics, 2015).

Parents can’t know how stress will affect their child.  Just like adults experiencing something new, the effect of stress is different for each toddler or infant.

What kind of stress can an infant or toddler experience?

Stress related to their own disability – medical testing and surgeries, evaluations, new doctors or therapists, and medications including injections or infusions.

Social/emotional stress related to how other children or their siblings treat them.

Abuse may be physical, emotional, sexual, and/or induced substance abuse to the child, a sibling or a parent.

Sensing something is wrong related to a parent crying, shouting, or even speaking faster than normal.

An infant used to hearing a normal heart rhythm in the parent holding them, can be stressed when the parent holding the child has an increased heartbeat.

Have a parent or family member with a new injury or illness, such as dad coming home from deployment with an amputated arm; or a sibling diagnosed with cancer who can no longer play with the toddler.

Relocations, divorce, new parental figures, new child in the house, loss of a family member, loss of a pet, etc.

Anything within the family structure can cause stress to the child ages 0-3, especially if it causes stress to others in the home.

PTSD is something typically thought of when a service member returns home with signs of nightmares, heightened anxiety, or inability to talk through what they have been through.  Stress and in some cases, PTSD can be found in the youngest of children which can present in social, emotional or physical problems.

Step back a moment, remember a time in your own life when something negative had happened.  Maybe a lost job, a family pet died, there was an unwanted job transfer, or you received bad news.  Did it only impact you, or did it affect the entire family?  The stress of one family member can affect (and change) everyone in a family. An infant or toddler may not understand what is happening around them, but they can feel the tension or stress in the parent, sibling or family as a whole.

The reality is that younger children do not recognize trauma or crisis on their own, but they actually watch their parents or older siblings for their reactions to unexpected situations.  For example: when Riley, age 2, sees mom crying when she talks on the phone with her grandmother – he knows something is wrong.  Even the youngest child is very intuitive.  Will he understand that Grandpa just died? Of course not, but he knows mom is sad – therefore Riley is unsettled and stressed.  How this may manifests in a 2 year old can be very different from how mom manifests her own stress or sadness.

The younger the child the more they are likely to be sheltered from the crisis or a traumatic event.  What is known is that a child’s “early development depends greatly on the health and well-being of their parents” (National Research Council and Institute of Medicine).  As life reaches out to each family, stress cannot be avoided.  Knowing some of the causes of stress in the young child; and the signs of how stress might be seen, will provide transition to a healthier, well-adjusted family.

Some of the Typical Signs of Stress in the child 0-3 are:

Stomach or headaches

Changes in mood, more irritable, cries more, doesn’t cry when appropriate

Isolates self from others, wants to stay in bed, or under table or in closet

Unexplained changes in sleeping habits

Unexplained changes in eating habits

Fear of previously accepted people, places or situations

Some children, especially those with low immune systems (Asthma and allergies included) may run fevers when under stress

Another concern is a child’s stomach or headache, for example, may or may not be due to stress.  Whatever the cause, these symptoms are very real and confusing to the child.  If there are recurring issues with physical symptoms, the child should be seen by the primary care physician to rule out any medical issues.  If cleared medically, take a step back and look at the family as a whole.  Not to put fault on anyone, but to recognize that there may be other issues not currently being addressed.

Although an infant/toddler would not have a clue what the stress is about, they can still sense when the parents are stressed.  He/she would in turn express their own form of stress, such as displaying excessive bouts of crying, making it challenging for the parent to understand.  Some children with low immune systems may even exhibit fever with stress.

Some symptoms such as irritability could be difficult to decipher in a two-three year old, as acting out can be developmentally age appropriate.  The family would be better served to start with their primary care provider to evaluate the child’s developmental, psycho-social, and physical well-being.

If therapy is discussed for the infant/toddler, he or she would be referred to the nearest Early Intervention Services available.  Therapy may include Play therapy, Speech, or even Family Therapy.

It is just as important for the family to get help as it is for the child.  Helping the rest of the family deal with their own stress, will in turn help the child feel safer and free from stress.

Stress hits individuals of all ages, from a parent returning from war to a domestic violence victim; from the first-hand observation of a traumatic event to losing a job.  Being a member of a household with someone who is going through stress, anxiety or PTSD can also have an overwhelming impact on the family.

A child feels the result of the stress on the whole family, no matter how sheltered he or she is.  The underlying issue, whether for the child or another family member must be addressed with the entire family in mind to start the healing.

Ways to Help Families in Stressful Situations

Help parents to understand that it is not their fault – stress is a natural response to things beyond their control.

Listening to their concerns – it may just be they need to talk it through

Share your own experience (if appropriate) with family stress

Share support group contacts (as appropriate)

Encourage parent to continue to reach out to their family and friends, or Primary Care Physician, Behavioral Health Agencies, Tricare, Clergy, or Counselor.

Everyone needs to know they are not alone, that there is someone they can lean on when times are overwhelming or simply beyond their control.  Giving up control is hard to do, so many may not ask for help.  All you can do in those times is be there, letting them know you aren’t going anywhere.  When a child can feel stress within the family it is not a healthy situation for anyone in the family.  The most important responsibility you have as a parent or professional is to listen first; support the parent or family second; and only then is it helpful to offer up possibilities.

 

Choosing Colleges for Success: Finding Schools That Pay Attention

Posted on by Nicol Walsh

Pay attention to what? Pay attention to the highly-diverse needs and abilities of learners!

Higher education schools don’t have the same legal obligations as public schools when it comes to providing individualized education plans, and they don’t have the same history of changing instruction and adapting teaching for different learning needs and abilities.  They ARE required to provide you with the ability to access their educational programs, but it’s going to be up to you to find a “user-friendly” school where you can thrive. (-see info on your legal rights in college in the Resource list below).

Most articles about college-readiness tell you to select schools for your academic interests, social environment, and other desired qualities first. Then they tell you to check the school’s “disability-friendliness” with a campus visit to a chosen few schools. Trust me, this is not the best way to do it.  Start checking user-friendliness when your list is still fairly long and widespread.  There are probably hundreds of colleges who offer great programs in your areas of interest.  You’ll get a better school if you pick ones that are more inclusive, because college isn’t only about academics, it’s about growing yourself as a person. Schools that pay attention to the needs of all their potential students let you focus your efforts on doing your best job.

The questions and strategies below can usually be answered with an exploration of the college’s website and/or a phone call or email to college staff in Admissions, Student Services, or Disability Services departments. We’ve only included questions you won’t find in other college-readiness guidelines.  See the Resources at the end of this article for some great step-by-step planning guides.

What to look for on the website:

How accessible is the website? If the school hasn’t bothered to make their website accessible to individuals with disability, will their campus and instruction be any better? Schools that accept federal funding (such as student financial aid) should have a website that complies with federal accessibility laws.

How to check: If you use screen-reader technology, decide whether the website works well with your hardware and software.

If you don’t: in your browser, copy the school’s URL. Go to wave.webaim.org. You’ll see a search box. Paste the school’s URL into the box and press ENTER. You’ll get screenshots of the school’s website page with lots of colored icons. You don’t have to know what all the icons mean. Just see how many of the items listed are ERRORS. More than 10 or 15? It’s not a good sign.  Also check out the “contrast” tab: many contrast errors mean difficulty for screen reading technology-again, not a good sign.

Is there a separate disability services office? How many professionals work in that office? Is the director of that office a member of AHEAD (Association on Higher Education and Disability)*?

It’s not a good sign when a school assigns disability support needs to a single individual (unless it’s a VERY small school) or someone who also wears other hats. If the director is a member of AHEAD, the professional organization for disability support specialists, you know that they follow the best practices in the field, and have resources to influence faculty and college administrators to become more inclusive.

Does the website mention anything about students with disabilities anywhere else besides the section on Disability Support Services?

Do school administrators and faculty support Universal Design for Learning (UDL)?

The use of UDL means that school administration and faculty are committed to teaching to and providing for the widest possible range of abilities. That means physical ease of access, alternative ways of teaching, flexibility in how student work is evaluated, and making sure that students have multiple ways to learn course materials.  It’s a lot of work to implement, so if a school has this process in some or all of its programs, it’s a very good sign.  UDL doesn’t entirely eliminate the need for certain accommodations, but for some issues it may mean that you won’t need accommodations in your classes.

How to check: in the school’s website search box, type “UDL” and/or “Universal Design”. Or, make a phone call to Academic Affairs (in charge of faculty and instruction), Student Services, and/or Disability Services. Ask if administrators and faculty at the school are familiar with UDL or have implemented it in any way. (There’s a short list in the resources section of some schools using UDL. Other schools may be implementing it but not yet be on the list).

What are the requirements for admission? Are they flexible? [For example, instead of an admissions essay, could you submit a YouTube or video of yourself answering the questions posed in the essay requirements?]. Admissions flexibility that’s already in place lets you know that the school is open to alternate ways of doing things and possibly more inclusive.

How many students with disabilities are on campus? Compare the percentage of students from one school to another.  Schools with higher percentages of students with disability for their entire student population indicate schools where they may be familiar with students with diverse needs.

What services and equipment (such as adaptive technology) does the college typically provide to students with disabilities? Who provides them? Where can services and equipment be used? REALLY IMPORTANT: will you need to use separate equipment/software to access/research in the library?

Generally, schools don’t have to provide services and/or equipment for your personal study time. Some schools do have technology that you can borrow for short periods for personal use.

What modifications have faculty and administrators made in the past for students with disabilities?

Ask for some honest feedback: have some faculty not understood their obligations to provide accommodations? Are certain types of adjustments more acceptable than others?

If the school offers online courses, or is online entirely:

May I get a temporary guest log-in to try out the school’s online learning platform, student “gateway”, and other software used for online access? E-learning platforms are supposed to be accessible, by law—but accessible isn’t always the same as user-friendly!

Hopefully, getting this information will help you make a decision about what schools may work best for you.  The resources that follow offer more ideas and information.

Resources

DVR counselors and DVR services: https://www.dshs.wa.gov/JJRA/dvr/school-transition

Legal: Your rights and responsibilities as a college student with a disability:

http://www2.ed.gov/about/offices/list/ocr/transition.html

http://www.wrightslaw.com/flyers/college.504.pd

College-readiness resources

http://www.parentcenterhub.org/topics/college-ready/?fwp_audiences=1102%2C1103

Especially, check out the enormous number of resources under:

https://www.washington.edu/doit/programs/accesscollege/student-lounge/college

This resource was developed for Virginia high school students, but it is an extremely thorough college readiness and timeline checklist for any student:http://www.doe.virginia.gov/special_ed/transition_svcs/outcomes_project/college_guide.pdf

From the Association for Higher Education and Disability: https://www.ahead.org

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Schools that have special programs for students with learning disabilities: http://www.collegexpress.com/lists/list/colleges-where-students-with-learning-disabilities-can-and-do-make-it/401/

How college differs from high school. This is a real wake-up call: http://www.baylor.edu/support_programs/index.php?id=88158

An amazing collection of how-tos at: http://www.howtostudy.org/

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Financial assistance beyond federal financial aid: http://www.bestcolleges.com/financial-aid/disabled-students/

http://www.washington.edu/doit/college-funding-students-disabilities

 

Accommodations and Advanced Classes

Posted on by Nicol Walsh

Great Information About Accommodations

There’s an unfortunate misunderstanding among some educators and disability professionals about accommodations and advanced classes (such as Magnet, Gifted, Advanced Placement, and/or Honors).  Schools have tried to tell students that accommodations can’t be used in advanced classes.  Some educators still labor under the impression that accommodations in some way “make it easier” for a student to do their work, and that they have no place in programs that are by definition selective, competitive, and/or academically challenging. In addition, students already in advanced classes whose parents believe they need an evaluation for special education have been told their child should return to the general education classroom.  “Obviously, Mary just can’t keep up”.

Even in the educational field some people still believe accommodations give students an unfair advantage. Accommodations are actually “work-arounds” to reduce the impact your child’s particular challenge has on his learning ability.  They’re designed to improve access to the learning process and certainly don’t guarantee academic success. Ask any child who has an accommodation-when it always takes you 60 minutes to read an assignment and your classmates take 30, being “given” the extra 30 minutes isn’t an advantage. It still takes you twice as long.

Modifications, another adjustment often found in IEPs and 504 plans, are different.  Modifications do change the curriculum and what’s expected from the student. As an example of the differences, look at a social studies test given to a fifth grade class. Tory’s test uses second-grade level language and concepts, and Tory’s test is a shorter length than the rest of his classmates’.  He has a modification. Jolene takes the regular test, but she sits in a “quiet study” carrel and takes a short break to refocus.  She has an accommodation. Children who use extensive modifications to the academic curriculum may not meet the academic criteria for advanced classes.

In 2007, the Office for Civil Rights (OCR) of the Department of Education published a letter giving school districts guidance on the subject of advanced classes and students with disability (read the letter here). Schools must give students with a disability the same opportunity to apply for admission into advanced classes as students without disability, and they can’t deny access to these programs based on a student’s having an IEP or 504 plan.  On the other hand, schools can set eligibility requirements for these classes, and a student with a disability must meet the same criteria as those without to qualify. Admission into advanced classes and programs are often determined by previous classroom performance or testing. It’s similar to trying out for a place on a team. Not everyone who tries out will make it, with or without a disability.

The same letter makes it clear that students receiving accommodations in their regular classes need to receive them in advanced classes as well.

What if your child is already in an advanced class and is struggling?  You suspect the reason isn’t that the material is too challenging, but that your son or daughter may have an as-yet-undefined challenge in accessing the material or with the way content is presented.  You worry that if you want an evaluation, the school will “suggest” (i.e., present as the only option) a return to the general education class.  The school can’t deny your request for an evaluation on the basis that a student is taking an academically-challenging class. Certainly your child can’t receive accommodations to “make sure” they succeed in a challenging environment. However there is a wide range of mental or physical conditions that could create a need for special education services. When your child is struggling, you want to know why, and while evaluations aren’t “fishing expeditions” they can be valuable tools to identify specific barriers your child may be facing.  Don’t hesitate to request one if you feel it needs to happen.

The United States Department of Education has just released a new memorandum clarifying, once again to school districts that “twice-exceptional” children (children who have high cognition and who also have a disability) also fall under the requirements of the Individuals with Disabilities Act (IDEA), and are entitled to the same protection and services under the law as any other student with disability.  The memorandum references an earlier letter from 2013 discussing the same issue.

If your school department tells you that they won’t evaluate your child because they have high cognition or refuses to let them use modifications in either advanced or general education classes (because they “have high cognition and shouldn’t need extra help”), then you might wish to draw their attention to both the original letter and the memorandum.  Both of these Department of Education documents were distributed to state superintendents of education and should have been forwarded to local school departments.

In summary: bright, creative and resourceful children can have challenges that can be worked around with proper accommodations. Schools are obligated to provide accommodations in advanced classes if the child has them in an IEP or 504 plan. Children already in advanced classes are also entitled to evaluation for special education services if a parent requests one.

Thanks to DisabilityScoop.com for their article on this topic!

Does my child qualify for Assistive Technology (AT) in school?

Posted on by Nicol Walsh

If your child is eligible for special education or Section 504 accommodations, then the answer is “yes” if the assistive technology (AT) is necessary to achieve a “free and appropriate public education”.

Individuals with Disabilities Education Act, (IDEA), states “The Individualized Education Program, (IEP), team shall consider whether the child requires assistive technology devices and services”.  The Washington State regulation (WAC 392-172A-02015) similarly states “each school district shall ensure that assistive technology devices or assistive technology services or both are made available to a student eligible for special education if required as part of the student’s: (a) Special education; (b) Related services; or (c) Supplementary aids and services.”  These are strong mandates to use in advocating for inclusion of assistive technology in your child’s IEP.

What Kinds of Devices Do Schools Have to Provide?   Both the State and Federal special education laws define assistive technology broadly to include a range of devices (from “off the shelf” to customize) and services.  The inclusion of “services” is very important. Such services can include evaluation and training for both school staff and family members.  Such training is often the key to successful use of the assistive technology.  Some examples of AT could be:  word processors, electronic communication devices, computers and printers, calculators, speech recognition software, print enlargement, text reading equipment, wheelchairs, electric scooters, etc.

How Do I Know What Kind of AT My Child Needs?  Get an evaluation from a competent professional.  If your school district does not have a staff person knowledgeable about AT, ask for an independent evaluation from the Office of the Superintendent of Public Instruction at the Special Education Technical Center or from another experienced AT evaluator.  There are many devices available.  Be open-minded.  There may be more than one appropriate solution for your child’s needs.  The most expensive device may not be the best match for your child. Such devices could be complicated and frustrating for the child, resulting in a total turn-off from technology.  Try different types with the child to determine which meets the child’s needs appropriately. The device can be brought home if it is necessary to achieve a free and appropriate education as for example, when the child needs the device at home for homework and/or additional and supplementary training.

Does the School Have to Pay for Any Device – No Matter How Expensive?  Not necessarily, the school is not required to buy the most expensive assistive technology if a more moderately priced device will work to achieve a free and appropriate education.  The school’s obligation is to “provide” assistive technology from their own inventory or an outside source and it cannot ask you to contribute.  If the device is paid for by the school district, the district maintains ownership of it.

What Will Happen to the Child’s AT When the Child Graduates or Leaves the District for Another Reason?  Because the district owns the equipment, the district keeps it unless you can convince the district to sell it to you, or the next program, at its depreciated value.  Planning for your child’s transition to post-secondary education, training, or directly to work is also a critical part of the process. Deciding future AT needs prior to that transition is critical. To help ensure a successful transition after high school, planning must begin by at least 16 years of age.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

Universal Design for Learning

Posted on by Nicol Walsh

What is Universal Design for Learning (UDL)?

Currently, the focus of education is to prepare all students to be experts in their chosen fields of study, turning the early learner into a lifelong learner building on individual needs and strengths to accomplish this goal.  Universal Design for Learning (UDL) helps educators by providing academically structured framework on which to create curricula that meets the varied needs of all learners.   With a guidance to curriculum formation and implementation, greater variety of instruction methods can occur to engage and motivate students to learn.  Educators have more freedom in instructing students when the typical methods did not provide optimal educational experiences.

The UDL Guidelines are organized by 3 guiding principles:

Principle 1: Multiple Means of Representation

Provide options for perception, language and symbols, and comprehension.

Principle 2: Multiple Means of Expression

Provide options for physical action, expressive skills and fluency, and executive functions.

Principle 3: Multiple Means of Engagement

Provide options for recruiting interest, effort and persistence, and self-regulation.

Each area has built in checkpoints moving away from the one-size-fits-all mindset to providing optimal teaching experiences through auditory, visual, and hands-on practical suggestions.  Checkpoints also provide guidance on accessing materials, assessments, enhancing value of learned material, expanding coping skills, as well as reflection on the work done.  UDL includes evidence-based resources and examples to guide implementation, ensuring that what is taught and how it is presented will have an impact on the students.  Teachers can benefit from UDL as it provides guidance on organization of the classroom and curriculum, reducing distractions, increased use of technology to enhance learning, and how to educate students with disabilities.

 

Guiding Principles that propel the development of UDL are:

Principle 1: Equitable use—The purpose is ensure the design is useful and marketable to diverse students, including those with disabilities.  Providing equal access is not enough, teaching students of all abilities and propelling them to excellence must be the goal of education.

Principle 2: Flexibility in use—The curriculum’s design must accommodate the wide range of abilities and preferences.  Disabled students, fast or slow learners, can all benefit as the range of education will match the abilities of each individual. Students can learn how they need to learn.

Principle 3: Simple and intuitive use—Curriculum should be easily understood regardless of the user’s experience, knowledge, language skills, or current concentration level.  Education should be easy with clear guidelines, steps, and protocols.  By removing the guesswork out of teaching, time can be saved because all the steps are included and a solid academic foundation is built from the beginning so that all students can excel.

Principle 4: Perceptible information—Information is effectively communicated to the learner, regardless of the student’s needs, challenges or disabilities.  This can provide comfort to families knowing that students that learn differently will have access to the curriculum provided to the student in ways that use their strengths to learn.

Principle 5: Tolerance for error—The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: Low physical effort—Curriculum should be designed so that it is efficient and comfortable without being tiring for the student, parents, and educators.

Principle 7: Size and space for approach and use—The focus of the design will not limit the size and space necessary for the students to learn, but will be accessible for all individuals, including those with body size, posture, or mobility concerns.  This assurance provides solutions for approach, reach, manipulation, and use in order to enhance the educational experience.  Access to everything will be available and provided for all individuals, which should eliminate discrimination concerns.

Information adapted from: Principles of Universal Design, version 2.0 (Center for Universal Design, North Carolina, 1997)

UDL provides excitement and hope for parents and educators that have struggled with students that are atypical learners.  The one-size-fits-all approach to education does not work for all students.  With the ability to adapt an inflexible curriculum, all elements are adapted for any student that may learn differently, requires real life examples, hands on experiences, or who needs more reinforcement to understand concepts.

With the curriculum intentionally written to be all inclusive, a better learning environment can be implemented, as stresses of last minute adaptions are eliminated.  The evidence-based adaptions are planned from the start and incorporated in to daily teaching for all learners.  The UDL will not take the place of the IEP or the 504 Plans, but will aid in the implementation of accommodations and modifications.

Educating disabled students with their peers can be promoted with the adoption of UDL standards because it allows for multiple levels of teaching and learning of the same subject in the same classroom.  UDL standards will not replace resources or other specialized education classrooms, but will enhance the teaching done in the alternative environments when placement away from the general education classroom is required by the IEP.

Students, parents, and educators will benefit by UDL.  Students will be prepared for the future by learning how they learn best, becoming academic experts as they prepare for college or work life. Parents can take comfort in knowing that all children will be provided access to education in the ways necessary for each student to learn.  This can be especially comforting for those parents who have students that learn differently.

As educators work to improve their curriculum, their teaching skills will be strengthened and the adaptation of curriculum will be done in advance, saving preparation time.  Educators will also gain confidence when teaching students with varying skills, abilities, and learning levels; making them experts at teaching a variety of individuals.

“Working Together with Military Families of Individuals with DisAbilities!”

 

The school wants to use Aversive Intervention, what do I do?

Posted on by Nicol Walsh

What is aversive intervention?

Washington Administrative Code (WAC) Section 392-172A-03120 sets out the following:

Aversive interventions means the systematic use of stimuli or other treatment which a student is known to find unpleasant for the purpose of discouraging undesirable behavior on the part of the student. The term does not include the use of reasonable force, restraint, or other treatment to control unpredicted spontaneous behavior which poses one of the following dangers:

(a) A clear and present danger of serious harm to the student or another person.

(b) A clear and present danger of serious harm to property.

(c) A clear and present danger of seriously disrupting the educational process.

This WAC section also states that “aversive interventions, to the extent permitted, shall only be used as a last resort. Positive behavioral supports interventions shall be used by the school district and described in the indivi-dualized education program prior to the determination that the use of aversive intervention is a necessary part of the student’s program.” More simply put, using an aversive intervention plan must be a last resort measure and positive behavioral supports interventions must be used and described in the IEP prior to determining that aversive intervention is a necessary part of the student’s program.

Requirements for Implementing Aversive Interventions

If an IEP team is considering the use of an aversive intervention because positive behavior support interventions have not worked in discouraging undesirable behavior on the part of the student, the team must follow WAC 392-172A-03135.  (http://apps.leg.wa.gov/wac/default.aspx?cite=392-172A-03135)

What do I need to know?

All students with Aversive Plans MUST have Behavior Intervention Plans as part of their IEP that have all of the above elements. Again, “aversive interventions” means the systematic use of stimuli or other treatment which a student is known to find unpleasant for the purpose of discouraging undesirable behavior on the part of the student. As such, Aversive Plans should not be focused on responding to unpredicted spontaneous behavior and should instead be focused on why the team believes an aversive measure is an appropriate tool to use to help a student meet a specific behavior objective and how the tool will be used.

Requirements for Monitoring Aversive Interventions

As set forth above, WAC 392-172A-03135(1)(h) requires that at least every three months when school is in session, the effect of the use of aversive interventions be reviewed. Each case manager insures that data is collected regarding the use of aversive interventions for this periodic review for each student on their caseload on the following schedule:

Preschool and elementary: with trimester progress reporting

Secondary: by 12/1, 2/1, 5/1

If changes need to be made to the current aversive intervention plan, those must be done through an IEP amendment, complete with all required paperwork. If no changes are necessary then the case manager completes a prior written notice documenting this review that is sent to parents and central files for the legal file.

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.