Special Education Archives

I work with struggling readers–here’s what’s standing in their way

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.”

I learned to love reading as a kid, spellbound by wizarding worlds and ghost stories. I wanted to share this love, so I became an intervention teacher, working with struggling readers and special education students.

Kids love reading. I don’t care what think pieces say about screen addiction, children still gravitate towards books. If they can’t read, they like looking at the pictures in “Dogman” or listening to Junie B.’s antics. …Read More

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5 strategies for first-year special education teachers

Key points:

Communication is key for all those involved in special education

Don’t forget to think creatively and look at the big picture when framing students’ goals

If you’re heading into your first job as a special education teacher, congratulations. Not only will you be able to use the knowledge you developed as a student to make a difference in children’s lives, you’ll be doing it in the most needed position in U.S. schools.

Two-thirds of schools with staffing shortages said special education is the hardest area to staff, according to the National Center for Education Statistics.…Read More

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Classworks Adds IEP Goals, Objectives, and Easy Tracking to CASE-Endorsed Platform

Classworks, a Special Education solution endorsed by the Council of Administrators of Special Education (CASE), added new IEP goal writing and progress monitoring features to their award-winning intervention and Special Education platform. ‍

Classworks now facilitates creating, writing, and achieving academic IEP goals for reading and mathematics.

Enhancements include:…Read More

3 ways telepractice helps combat burnout in special education

Burnout is one of the leading causes of workforce shortages in U.S. schools and its impact is being felt by students who need consistent, high-quality educators the most. Some of the hardest hit are students with unique needs that require services from qualified professionals, such as speech-language pathologists, sign-language interpreters, teachers for the vision and hearing impaired and special education teachers. Special education positions have some of the highest number of vacancies in school districts across the US.

As the number of students who receive special education services continues to grow, there is an increased demand for special educators. According to the National Center for Education Statistics (NCES), school age students who receive special education services in public schools represented about 15 percent of enrollment in the 2020-21 school year, up from 13 percent in 2009-10.

While staffing schools continues to be a priority, teacher retention is key to successful positive outcomes on campuses for students. School administrators are taking a hard look at how to prevent burnout. Preventing burnout is essential in building a positive school climate, improving morale, and keeping professionals in the field of education. …Read More

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How we built a whole-child, wraparound approach to special education

At the Center for Innovative Teaching and Learning at Ulster Board of Cooperative Education Services (BOCES), we have developed the architecture to accomplish and codify a leadership approach to help schools consider how to reach our most marginalized and vulnerable students.

Four years ago, my team and I designed, planned, and implemented a research-based, whole-child wraparound approach to special education. To get our initial pilot off the ground, we brought in stakeholders from across our organization: teachers, teaching assistants (TAs), aides, counselors, occupational therapists, physical therapists, speech language pathologists, positive intervention team members, administrators, and the wider community, along with content area experts through our instructional services.

The pilot grew from five classrooms into a full-school implementation in the second year due to the county’s demand and the success of the program. We recently had the honor of presenting our model to stakeholders from across the country at AESA’s most recent conference.…Read More

COVID-era teletherapy authorizations are expiring, but the problem persists

COVID-19 safety guidance has been relaxed and schools have returned to in-person learning, but it’s not yet time to breathe a sigh of relief. Many schools continue to encounter challenges in effectively serving their students, faced with special education staff shortages, backlogs of evaluations, and a youth mental health crisis.

Before the pandemic, a complex web of restrictions limited the ability of schools to leverage online services. From professional associations to state licensure boards, virtual therapy and evaluation services were discouraged or prohibited. In some cases, new graduates were prevented from obtaining their necessary practice hours through remote work. Many states imposed extensive barriers to allowing a licensed therapist to serve students across a state border, slowing down the ability to serve students through teletherapy.

These boards and associations then moved quickly to lift restrictions and clarify guidance to prioritize serving children in need. But as often happens in times that call for rapid action, these changes were made with a short-term mentality. Most of the removal of barriers to teleservices was done through temporary waivers and allowances, rather than taking action to permanently include remote and online services as a solution to serving the growing number of students with special education or mental health needs. These decision makers did not imagine the long-lasting impact of the pandemic, and they did not anticipate the evolution of educational services to a more technology-forward model.…Read More

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Special education students need a whole child approach

In early 2020, 7.3 million students received special education services as required by the Individuals with Disabilities Education Act (IDEA), according to the National Center for Education Statistics. That’s 14% of K–12 students in public schools in the United States who depend on additional—and often very specialized—services to support their ability to learn and live their lives fully.

But once the pandemic set in and schools closed their doors, the elaborately precarious systems that have been constructed to meet the needs of these students collapsed.

In October 2020, a little more than two- thirds of K-12 principals estimated that their students with disabilities would perform somewhat or much lower than they had before the pandemic. A year later, a November 2021 survey by the Council of Parent Attorneys and Advocates—an advocacy group for students in special education and their families—found that 86% of parents reported that their child experienced learning loss, skill regression or slower-than-expected progress in school.…Read More

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Presence Introduces New Therapy Platform to Enrich the Clinician Experience

NEW YORK – Presence, the leading provider of online therapy solutions for children with diverse needs, launches Kanga, a modern therapy platform for clinicians who serve children. Special education caseloads in schools have continued to rise, increasing backlogs, and driving clinician burnout. Presence is expanding the tools available to clinicians in schools, agencies, and independent practices. The technology company has developed a robust, clinician-designed online therapy platform for their own network of teletherapy providers, and made a version of it available to schools during the pandemic.

“Kanga was designed to respond to the challenges and opportunities our clinicians have experienced in their own practice,” said Kate Eberle Walker, CEO of Presence. “The resulting platform is a combination of their expertise and 13 years of our own data on how special education providers and students engage in therapy and evaluations.”

Presence is offering a free version of the platform for clinicians interested in exploring how they can incorporate technology into their therapy planning, documentation, and delivery. The free version gives access to a rich library of resources and caseload management features, including tools for documenting and tracking session notes and student profiles. It also allows them to conduct up to eight 30-minute teletherapy sessions a month. Individual clinicians can sign up for the free version of Kanga through Presence’s website.…Read More

How staff absences impact educator burnout

The average day in a K-12 school has little margin for error; educators have perfected the art of stretching resources. Yet the typical day rarely goes as planned. Staff absences are on the rise this year, and for each person who is out, others are asked to stretch themselves to make it work.

“We have staff who are consistently giving up prep periods to cover for absences, absorbing additional classes, and taking on higher caseloads,” shared one special education director who noted the extra strain staff are experiencing this year.

Research on school staff absences in the past has focused primarily on the impact on students, and the facts are clear that students suffer setbacks when facing chronic staff absences. These absences have been shown to be more prevalent in low income schools, a scary prospect when compounded with the other areas of disparate impact through the pandemic seen in reduced educational progress and increased mental health challenges in low income schools.…Read More

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Virtual schools can serve students with special needs—and do it well

The pandemic brought special education to the forefront of the dialogue about education, with the media focus mainly directed at sharing stories of students separated from the in-school supports that they had come to rely upon, and parents struggling to plug the gaps.

While the challenges were undeniable, there was also a more quietly growing chorus of stories from parents whose children experienced virtual education for the first time and found that the personalization and environmental stability it brought led to positive outcomes. When it comes to serving students with disabilities, a fully virtual school experience may, at the outset, seem like a less than ideal or even an improbable concept. But there can be compelling benefits.

“When I first began working with students virtually, I was skeptical that the therapeutic environment could be replicated online,” said Robin Corder, EdS, NCSP, who won the Idaho School Psychologist of the Year Award in 2020. “I was very wrong about that.”…Read More

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