Do you ever get into a groove during a planning period only to realize you have less than 3 minutes to transition what you’re doing before all of your students rush back through your door? Panic sets in when your much needed prep time comes to an end and a quick feeling of overwhelm takes over. Been there? Life is full of transitions though, isn't it? We find ourselves sailing through different stages, like a ship coursing through the changing tides. For students with moderate to severe disabilities, navigating these transition times can often feel like setting sail into uncharted waters. But, with the right tools and strategies, we can help empower our students to navigate transition times with ease.
It’s common for people to use the phrases Applied Behavior Analysis (ABA) and Discrete Trial Training interchangeably. Yet, those of us who work in ABA know that while there is a relationship between the two, they are not the same thing. For example, you may say school and classroom interchangeably in conversation, yet most recognize that there is a clear difference. The school is the main structure, and the classroom is a segment of the school. Make sense? Discrete Trial Training, often called DTT, is just one piece that falls under the broader picture of Applied Behavior Analysis. Let’s take a closer look.
For many individuals with autism spectrum disorder, communication and social interaction may present a challenge. If a teacher were to approach a typically developing student and say, “Hey, Sally! How was your weekend?” - Sally may make eye contact with this teacher and say, “Great! How was yours?” For many students with autism, this interaction looks different. If the same teacher said the same phrase to a student with autism, “Hey Sally! How is your day going?,” the particular student may look toward the ground, or cover their ears, or reply back in a repetitive sequence. Social skills can be learned, however. Prosocial behaviors can be taught by a variety of professionals using a multitude of techniques, including Applied Behavior Analysis (ABA), to students with autism.
While it is common practice for students in general education to have access to a standards-based curriculum, this is not always the case for students with moderate to severe disabilities receiving special education services. Despite the need, districts are often met with limited funding and resources, among other reasons, that may prevent the purchase and implementation of an adapted curriculum. Let’s take a closer look at the benefits of an adapted curriculum and how to determine if an adapted curriculum is the right fit in your district.
As an educator, fall, winter, spring and summer vacations are often welcome breaks from the hustle and bustle of standard school routines. I think we can all agree that rest and relaxation are key in preventing burnout, right? This holds true for your students with moderate to severe disabilities, too. While we want to ensure that relaxation is baked into a break from school, it’s also important to provide parents/families with tips to provide structure, predictability and a sense of security for your students with extensive support needs during a break from their usual routine.
Heading to the beach? Looking forward to longer, slower days? Planning to teach ESY? For many special education teachers, the answers here are: check, check, check! When a traditional school year ends though, what comes next for students with moderate to severe disabilities? For many, an ESY program is an important part of their IEP that helps ensure they continue making progress on key skills.
Have you ever applied for a job and noticed that the application you were filling out had an Equal Opportunity Employment (EOE) disclaimer listed? That’s there because employers are required by law to notify applicants that they don’t (and legally can’t!) discriminate based on certain things, like disabilities. Similarly, as the EOE law is in place to protect workers, the Individuals with Disabilities Education Act (IDEA) has been established to protect the rights of special education students.
Today, schools are faced with heightened challenges brought on by special education teachers and related service providers leaving the profession at faster rates than new hires are entering it. Staff shortages can lead to disruptions in learning for students, and it's essential to find ways to support and retain the teachers who make a difference in their lives. Let’s talk about some strategies that can help to offset the burdens fueled by staff shortages, from professional development and mentorship to higher pay and providing high-quality curriculum resources.
Think about your everyday life as an adult involved in your community. What do you do? What skills do you need to have to go, for example, grocery shopping? Or to a restaurant? For students with disabilities, life skills – the skills needed to manage selfcare, are correlated to improved education, employment and independent living outcomes.
It goes without saying that learning safety skills is important for everyone, but it’s critical for students with moderate to severe disabilities. If these skills are not taught directly and systematically, they often will not be learned naturally. Let’s tap into key safety skills that can be taught in the classroom and practiced in natural environments, as well as how you can teach them effectively.