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Her daughter, a rising fourth-grader, struggles with auditory processing and receives special education services. But McLaren says her daughter had trouble keeping up with teachers on an iPad because the instruction was almost all \u003cem>talk\u003c/em>.\u003c/p>\n\u003cp>\"They'd tell her, 'Look at this problem, look at that problem. No, show me your worksheet,' \" McLaren remembers. \"The teachers were doing the best they could, but all those rapid verbal directions just overwhelmed her.\"\u003c/p>\n\u003cp>McLaren says her daughter went from loving school to dreading it. \"[She] would literally run away from the iPad and hide in the closet or under the bed.\"\u003c/p>\n\u003cp>More than \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">7 million\u003c/a> schoolchildren receive special education services in the U.S. But this spring, when the nation's schools were forced to teach remotely, many of those children were left behind, and some vital services — including physical, occupational and speech therapies — simply stopped. With many districts planning to continue remote learning in the fall, parents and caregivers expect better this school year. And school leaders know: They've got to \u003cem>do\u003c/em> better.\u003c/p>\n\u003cp>Special education teacher Nikki Allinson, in Washington, D.C., says one of the greatest challenges she faced trying to teach remotely was that many of her students learn with the help of tactile, classroom-based tools — like laminated cards or magnetic letters for word decoding. But, in the spring, kids weren't given those tools for use at home. Allinson says that also made it \"nearly impossible\" to teach abstract math concepts. \"I recorded so many videos of me with Legos, you know, trying to find things that they could use that they would already have at home, like cereal boxes for volume.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Julie Malone, a speech-language pathologist in a San Diego-area school district, says she did her best to help students remotely this spring. \"I will tell you, I have never worked harder.\"\u003c/p>\n\u003cp>Malone put in 16-hour days, but says she still struggled to help her students over a video connection. Zoom was balky and a poor fit for her special sessions. Making matters worse, many therapy providers say they got little direction from school district leaders about how to deliver their services remotely.\u003c/p>\n\u003cp>\"I think districts were completely consumed with what to do with the majority of their kids,\" Malone says. \"And I think special [education] is the harder one to tackle. And I think they left it to last. And it was a mistake.\"\u003c/p>\n\u003cp>Or, as Sarah McLaren puts it: \"There's an assumption that if we just get iPads to everyone, you know, the kids will be OK. Well, some kids aren't going to be OK. And we need to talk about that.\"\u003c/p>\n\u003cp>Some families and advocates have \u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\">filed lawsuits\u003c/a> arguing schools broke federal disability law by providing insufficient services in the spring. The \u003ca href=\"https://www.apa.org/advocacy/education/idea\">Individuals with Disabilities Education Act\u003c/a> and \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/504faq.html\">Section 504 of the Rehabilitation Act\u003c/a> guarantee students with disabilities the right to a free appropriate public education and protect them from discrimination. In spite of the ongoing pandemic, those laws \"have not changed,\" says Diane Smith Howard, with the National Disability Rights Network. \"Those laws have not been repealed. There are no waivers to those laws. So they are \u003cem>in effect\u003c/em>.\"\u003c/p>\n\u003cp>David Jeck, the superintendent of schools in Fauquier County, Va., believes the reason there haven't been \u003cem>more\u003c/em> lawsuits is because, in the early months of the pandemic, parents of children with disabilities seemed to extend school leaders a certain amount of \"grace.\" He describes the jump to remote learning as \"every school leader's greatest nightmare,\" and says parents understood \"that we're only human. We're going to do the best we can, and that's what we did.\"\u003c/p>\n\u003cp>This fall is \"a different animal,\" he says. \"We've had more time to plan. We've had more time to prepare.\" And schools may no longer be able to count on the \"grace\" of parents.\u003c/p>\n\u003cp>\"The challenge that I give to schools is to really rise to the challenge, meet with families, be creative,\" says Shawn Ullman of The Arc, a national nonprofit that advocates on behalf of people with intellectual and developmental disabilities. \"But you're going to have to be even more creative than you've normally been.\"\u003c/p>\n\u003cp>For Malone, the speech-language pathologist, that's meant helping her district choose a new technology platform to replace Zoom for her speech-language sessions. She says now is \"the first time since March that I feel like I might actually be able to do my job.\"\u003c/p>\n\u003cp>Jeck says his staff have spent the summer reaching out to every family in the district with a child who receives special education services. They're talking through options for the fall, getting creative and updating students' special learning plans, known as Individualized Education Programs, or IEPs.\u003c/p>\n\u003cp>Though Fauquier County's schools will again be remote when classes resume, Jeck is making an exception for roughly 250 kids, many of them with severe disabilities. These students need physical therapy, occupational therapy and other services that often cannot be provided through a computer screen.\u003c/p>\n\u003cp>\"They need to be served in the face-to-face model,\" Jeck says, \"so that's what we're going to do.\"\u003c/p>\n\u003cp>Sarah McLaren's district, outside Minneapolis, is doing something similar, and McLaren is thrilled that her daughter will be heading back to a school building in September. But Kendra Mendoza, in Providence, R. I., says she feels trapped. Mendoza's son, Joshua, has cerebral palsy and a cluster of other conditions that put him in fragile health.\u003c/p>\n\u003cp>\"How do I send him to school if it's going to be a health risk?\" Mendoza asks.\u003c/p>\n\u003cp>Joshua loves school but got little of the therapy he needed this spring. And as a single mom, Mendoza needs him to be in school so she can work. But when she was told Joshua could go back this fall, Mendoza struggled with the decision.\u003c/p>\n\u003cp>\"He could land in the hospital,\" she says. \"One more mistake could leave him in the hospital and potentially kill him.\"\u003c/p>\n\u003cp>She says many children with severe disabilities aren't just immunocompromised — it's also hard for them to wear masks or keep socially distant. They may need help eating or using the bathroom. Their care is very physical, which puts them at even greater risk. Still, Mendoza says, she'll figure it out. It's other families she's worried about.\u003c/p>\n\u003cp>\"I can't even imagine another mom. What I have working in my favor is I'm stubborn. I'm a glutton for punishment, but what about the mom that's ready to give up?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Disability rights experts say, this fall, schools have to do better — for the parents who are angry or ready to give up and for the kids for whom remote learning wasn't just inconvenient or boring, it was a painful absence of vital care that could set them back for years.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Say+They+Have+To+Do+Better+For+Students+With+Disabilities+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When U.S. schools went online-only in the spring, many struggled to provide vital services to students with disabilities. Families, advocates and many educators say this fall has to be different.","status":"publish","parent":0,"modified":1598258796,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1192},"headData":{"title":"Schools Say They Have To Do Better For Students With Disabilities This Fall - MindShift","description":"When U.S. schools went online-only in the spring, many struggled to provide vital services to students with disabilities. Families, advocates and many educators say this fall has to be different.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools Say They Have To Do Better For Students With Disabilities This Fall","datePublished":"2020-08-22T06:44:53.000Z","dateModified":"2020-08-24T08:46:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56576 https://ww2.kqed.org/mindshift/?p=56576","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/21/schools-say-they-have-to-do-better-for-students-with-disabilities-this-fall/","disqusTitle":"Schools Say They Have To Do Better For Students With Disabilities This Fall","nprByline":"Cory Turner","nprImageAgency":"Scott Alario for NPR","nprStoryId":"902141314","nprApiLink":"http://api.npr.org/query?id=902141314&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/08/21/902141314/for-students-with-disabilities-schools-say-they-have-to-do-better-in-the-fall?ft=nprml&f=902141314","nprRetrievedStory":"1","nprPubDate":"Fri, 21 Aug 2020 12:42:00 -0400","nprStoryDate":"Fri, 21 Aug 2020 09:09:21 -0400","nprLastModifiedDate":"Fri, 21 Aug 2020 12:42:59 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/08/20200820_me_students_with_disabilities_struggle_to_learn_remotely.mp3?orgId=1&topicId=1013&aggIds=812054919&d=269&story=902141314&ft=nprml&f=902141314","nprAudioM3u":"http://api.npr.org/m3u/1904332116-4ea10d.m3u?orgId=1&topicId=1013&aggIds=812054919&d=269&story=902141314&ft=nprml&f=902141314","path":"/mindshift/56576/schools-say-they-have-to-do-better-for-students-with-disabilities-this-fall","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/08/20200820_me_students_with_disabilities_struggle_to_learn_remotely.mp3?orgId=1&topicId=1013&aggIds=812054919&d=269&story=902141314&ft=nprml&f=902141314","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Sarah McLaren, who lives in a suburb of Minneapolis, talking about the spring is painful. Her daughter, a rising fourth-grader, struggles with auditory processing and receives special education services. But McLaren says her daughter had trouble keeping up with teachers on an iPad because the instruction was almost all \u003cem>talk\u003c/em>.\u003c/p>\n\u003cp>\"They'd tell her, 'Look at this problem, look at that problem. No, show me your worksheet,' \" McLaren remembers. \"The teachers were doing the best they could, but all those rapid verbal directions just overwhelmed her.\"\u003c/p>\n\u003cp>McLaren says her daughter went from loving school to dreading it. \"[She] would literally run away from the iPad and hide in the closet or under the bed.\"\u003c/p>\n\u003cp>More than \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">7 million\u003c/a> schoolchildren receive special education services in the U.S. But this spring, when the nation's schools were forced to teach remotely, many of those children were left behind, and some vital services — including physical, occupational and speech therapies — simply stopped. With many districts planning to continue remote learning in the fall, parents and caregivers expect better this school year. And school leaders know: They've got to \u003cem>do\u003c/em> better.\u003c/p>\n\u003cp>Special education teacher Nikki Allinson, in Washington, D.C., says one of the greatest challenges she faced trying to teach remotely was that many of her students learn with the help of tactile, classroom-based tools — like laminated cards or magnetic letters for word decoding. But, in the spring, kids weren't given those tools for use at home. Allinson says that also made it \"nearly impossible\" to teach abstract math concepts. \"I recorded so many videos of me with Legos, you know, trying to find things that they could use that they would already have at home, like cereal boxes for volume.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Julie Malone, a speech-language pathologist in a San Diego-area school district, says she did her best to help students remotely this spring. \"I will tell you, I have never worked harder.\"\u003c/p>\n\u003cp>Malone put in 16-hour days, but says she still struggled to help her students over a video connection. Zoom was balky and a poor fit for her special sessions. Making matters worse, many therapy providers say they got little direction from school district leaders about how to deliver their services remotely.\u003c/p>\n\u003cp>\"I think districts were completely consumed with what to do with the majority of their kids,\" Malone says. \"And I think special [education] is the harder one to tackle. And I think they left it to last. And it was a mistake.\"\u003c/p>\n\u003cp>Or, as Sarah McLaren puts it: \"There's an assumption that if we just get iPads to everyone, you know, the kids will be OK. Well, some kids aren't going to be OK. And we need to talk about that.\"\u003c/p>\n\u003cp>Some families and advocates have \u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\">filed lawsuits\u003c/a> arguing schools broke federal disability law by providing insufficient services in the spring. The \u003ca href=\"https://www.apa.org/advocacy/education/idea\">Individuals with Disabilities Education Act\u003c/a> and \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/504faq.html\">Section 504 of the Rehabilitation Act\u003c/a> guarantee students with disabilities the right to a free appropriate public education and protect them from discrimination. In spite of the ongoing pandemic, those laws \"have not changed,\" says Diane Smith Howard, with the National Disability Rights Network. \"Those laws have not been repealed. There are no waivers to those laws. So they are \u003cem>in effect\u003c/em>.\"\u003c/p>\n\u003cp>David Jeck, the superintendent of schools in Fauquier County, Va., believes the reason there haven't been \u003cem>more\u003c/em> lawsuits is because, in the early months of the pandemic, parents of children with disabilities seemed to extend school leaders a certain amount of \"grace.\" He describes the jump to remote learning as \"every school leader's greatest nightmare,\" and says parents understood \"that we're only human. We're going to do the best we can, and that's what we did.\"\u003c/p>\n\u003cp>This fall is \"a different animal,\" he says. \"We've had more time to plan. We've had more time to prepare.\" And schools may no longer be able to count on the \"grace\" of parents.\u003c/p>\n\u003cp>\"The challenge that I give to schools is to really rise to the challenge, meet with families, be creative,\" says Shawn Ullman of The Arc, a national nonprofit that advocates on behalf of people with intellectual and developmental disabilities. \"But you're going to have to be even more creative than you've normally been.\"\u003c/p>\n\u003cp>For Malone, the speech-language pathologist, that's meant helping her district choose a new technology platform to replace Zoom for her speech-language sessions. She says now is \"the first time since March that I feel like I might actually be able to do my job.\"\u003c/p>\n\u003cp>Jeck says his staff have spent the summer reaching out to every family in the district with a child who receives special education services. They're talking through options for the fall, getting creative and updating students' special learning plans, known as Individualized Education Programs, or IEPs.\u003c/p>\n\u003cp>Though Fauquier County's schools will again be remote when classes resume, Jeck is making an exception for roughly 250 kids, many of them with severe disabilities. These students need physical therapy, occupational therapy and other services that often cannot be provided through a computer screen.\u003c/p>\n\u003cp>\"They need to be served in the face-to-face model,\" Jeck says, \"so that's what we're going to do.\"\u003c/p>\n\u003cp>Sarah McLaren's district, outside Minneapolis, is doing something similar, and McLaren is thrilled that her daughter will be heading back to a school building in September. But Kendra Mendoza, in Providence, R. I., says she feels trapped. Mendoza's son, Joshua, has cerebral palsy and a cluster of other conditions that put him in fragile health.\u003c/p>\n\u003cp>\"How do I send him to school if it's going to be a health risk?\" Mendoza asks.\u003c/p>\n\u003cp>Joshua loves school but got little of the therapy he needed this spring. And as a single mom, Mendoza needs him to be in school so she can work. But when she was told Joshua could go back this fall, Mendoza struggled with the decision.\u003c/p>\n\u003cp>\"He could land in the hospital,\" she says. \"One more mistake could leave him in the hospital and potentially kill him.\"\u003c/p>\n\u003cp>She says many children with severe disabilities aren't just immunocompromised — it's also hard for them to wear masks or keep socially distant. They may need help eating or using the bathroom. Their care is very physical, which puts them at even greater risk. Still, Mendoza says, she'll figure it out. It's other families she's worried about.\u003c/p>\n\u003cp>\"I can't even imagine another mom. What I have working in my favor is I'm stubborn. I'm a glutton for punishment, but what about the mom that's ready to give up?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Disability rights experts say, this fall, schools have to do better — for the parents who are angry or ready to give up and for the kids for whom remote learning wasn't just inconvenient or boring, it was a painful absence of vital care that could set them back for years.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Say+They+Have+To+Do+Better+For+Students+With+Disabilities+This+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56576/schools-say-they-have-to-do-better-for-students-with-disabilities-this-fall","authors":["byline_mindshift_56576"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_21347","mindshift_21359","mindshift_20934","mindshift_20933"],"featImg":"mindshift_56577","label":"mindshift"},"mindshift_55329":{"type":"posts","id":"mindshift_55329","meta":{"index":"posts_1591205157","site":"mindshift","id":"55329","score":null,"sort":[1582181843000]},"guestAuthors":[],"slug":"how-these-denver-schools-include-students-with-disabilities-and-why-more-could-follow","title":"How These Denver Schools Include Students with Disabilities, and Why More Could Follow","publishDate":1582181843,"format":"standard","headTitle":"How These Denver Schools Include Students with Disabilities, and Why More Could Follow | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/co/2020/02/06/denver-public-schools-inclusion-students-with-disabilities/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by Melanie Asmar on February 6, 2020\u003c/em>\u003c/p>\n\u003cp>Principal Blake Hammond slips into the back of a quiet fifth-grade classroom.\u003c/p>\n\u003cp>“Second row in,” he whispers. “He’s one of our kids.”\u003c/p>\n\u003cp>The boy is sitting next to an aide, a blank worksheet on his desk. The teacher is in the middle of a writing lesson. “What’s the difference,” she asks the class, “between revising and editing?”\u003c/p>\n\u003cp>The boy in the second row stands up. He walks to the front of the classroom and stops in front of the board so that his head and shoulders are blocking his classmates’ view. He’s there to fish around in a small blue bucket filled with sharpened No. 2 pencils. The pencils, pointed upward like flowers in a flower pot, rattle against the sides of the bucket.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Class continues. Students don’t complain that they can’t see the board. The teacher doesn’t tell the boy to sit down. Raised voices, the principal whispers, are a trigger for the boy, who before coming to Denver’s Green Valley Elementary was in a separate program for students with emotional disabilities. After about a minute and a half of softly jangling the pencils, the boy picks one. He calmly returns to his seat — and with his new pencil, begins his worksheet.\u003c/p>\n\u003cp>This is what inclusive practices look like at a Denver elementary school that is educating students with disabilities in general education classrooms, as opposed to separate special education classrooms, nearly all of the time. Denver Public Schools wants to move all of its schools in the same direction.\u003c/p>\n\u003ch3>A districtwide goal\u003c/h3>\n\u003cp>In June, the school board passed \u003ca href=\"https://go.boarddocs.com/co/dpsk12/Board.nsf/files/BD4VUF826E1D/%24file/Board%20Resolution%20Inclusion_61219.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">a resolution\u003c/a> committing the district to becoming “a model … in the nation” for inclusive practices. The resolution was inspired by a task force of parents, educators, and advocates. Their overarching \u003ca href=\"https://chalkbeat.org/posts/co/2019/03/18/improving-special-education-denver-task-force-suggests-more-screening-less-segregation/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendation\u003c/a>: Stop segregating students with disabilities when research shows including them benefits all students.\u003c/p>\n\u003cp>But Denver, like most districts, has a long way to go to get there. Only about 65% of the more than 10,000 Denver students identified as having a disability are included in the general education classroom more than 80% of the time, according to district data.\u003c/p>\n\u003cp>The district uses what it calls “center programs” to serve students with significant cognitive and emotional disabilities. The centers are separate classrooms, staffed by special education teachers and aides, where students do most of their learning. They may join their peers for lunch or recess, or for non-academic subjects like art. If they’re strong in math, they might go to the general education classroom for math lessons, but return to the center for reading.\u003c/p>\n\u003cp>A growing chorus of voices in Denver wants to blow up that model. District officials want to improve \u003ca href=\"https://chalkbeat.org/posts/co/2018/04/26/only-33-black-students-with-disabilities-in-denver-met-expectations-on-state-tests/\" target=\"_blank\" rel=\"noopener noreferrer\">startlingly low test scores\u003c/a> for students with disabilities. A majority of parents of students with disabilities said in a survey they want their child to spend more time in the general education classroom.\u003c/p>\n\u003cp>“If they’re just visiting classrooms once in a while for the projects people think they can handle, they will always be just outsiders looking in,” said Taryn Omran, whose 6-year-old daughter Maayan has Down syndrome and attends Willow Elementary, an exemplar for inclusive practices.\u003c/p>\n\u003cp>There was no public opposition to the resolution calling for Denver to become a national model for inclusion. But principals at schools experienced with it say some teachers initially worried if they’d be able to serve all students, especially those whose behavior could be disruptive.\u003c/p>\n\u003cp>“They were unaware and uneasy about, ‘How am I going to support a student of this severe need?’” said Hammond of Green Valley Elementary. “We had a conversation with staff the next year to say, ‘This is where we’re moving. If you want to be on board, stay with us. If it’s not something you’re interested in, there are other opportunities out there we can help you find.’”\u003c/p>\n\u003cp>Now, three years in, Hammond said the staff is committed. That was driven home recently, he said, when he heard a second-grade teacher say about one of her students with significant disabilities, “That’s my baby.” Hammond said it brought tears to his eyes.\u003c/p>\n\u003cp>“What a world we would be in if every person thought about kids as, ‘That’s my baby,’” he said. “If you take that mindset into the work that we do, there is no other way but inclusion.”\u003c/p>\n\u003ch3>The ‘why’ and the ‘how’\u003c/h3>\n\u003cp>Special Education Director Robert Frantum-Allen is tasked with shepherding the change at the district level. He is a former Denver teacher of the deaf and hard of hearing, and he has a disability — dyslexia — himself. He thinks most educators believe in inclusion, at least in theory.\u003c/p>\n\u003cp>“I think the community is compelled to understand the ‘why,’” Frantum-Allen said. “Where they struggle is ‘how.’ How do I do this when we have high-stakes testing?…How do we have diverse learners in classrooms and be able to meet the rigorous standards out there?”\u003c/p>\n\u003cp>Rather than starting with a mandate that all schools adopt inclusive practices immediately, Frantum-Allen is focusing this year on changing educators’ mindsets.\u003c/p>\n\u003cp>Over the summer, the district trained all principals on the basics of inclusive practices. Principals also completed a self-evaluation and chose one or two goals to work toward. This semester, principals will read a book on inclusive practices and discuss it.\u003c/p>\n\u003cp>“Some schools might perceive that they can’t serve these kids,” Frantum-Allen said. In those cases, the student is transferred from their neighborhood school to a school with a center program, which might require a long bus ride and separate the student from siblings.\u003c/p>\n\u003cp>“We want the attitude or belief to be, ‘We’re going to try everything we can to keep them at this school before we make an attempt to move them,’” Frantum-Allen said.\u003c/p>\n\u003ch3>Exemplar schools\u003c/h3>\n\u003cp>A handful of schools are already doing that. They include Green Valley and Willow, both in northeast Denver. (Willow was formerly called High Tech Elementary.) Rather than having a center program that serves students with one type of disability, such as autism, the schools take a “cross-categorical” approach to serve students with a range of disabilities. Every student is rostered to a general education classroom, where they spend as much of their day as possible.\u003c/p>\n\u003cp>“It’s an expectation they participate in everything,” said Hammond.\u003c/p>\n\u003cp>Green Valley made the switch to inclusive practices after the elementary school, the city’s biggest and perennially bursting at the seams, ran out of room for its center program. The school didn’t want to lose those students, so it began exploring what it would take to keep them.\u003c/p>\n\u003cp>By contrast, Willow was fully inclusive from the start. It opened in 2014 to serve a growing neighborhood, and its founding principal, Amy Gile, is a former special education teacher. She knew how isolating special education could be, and she didn’t want that for her school.\u003c/p>\n\u003cp>“In my previous experience, we’d have a mindset of, ‘We will include students with significant disabilities when they show us they’re ready for that,’” Gile said. “It seemed to me to perpetuate some of the isolation. … We’ve reached a place where that’s not happening.”\u003c/p>\n\u003cp>Willow has two classrooms that in a typical school would be set aside for center programming. But they’re not used that way. One is full of gym and play equipment, including a trampoline, a giant swing, and kid-sized tents filled with stuffed animals. Any student, whether they have a disability or not, can go there with an adult if they need a break.\u003c/p>\n\u003cp>The other is used by teachers to meet with students in small groups. The school has an innovative practice called “walk to read,” wherein every student, across grade levels, gets up and walks to a small group for instruction based on their academic level. The idea is to reduce the stigma of students with disabilities being the ones to leave the classroom for extra help.\u003c/p>\n\u003cp>Willow aims to further reduce that stigma by having special education teachers co-teach math lessons alongside classroom teachers, rather than focus on helping a single student.\u003c/p>\n\u003cp>“I’ve been in places in the past where it’s like, ‘You’re Amy’s teacher. You’re here for Amy,’” said Janis Dickman, who started at Willow as a special education teacher and is now the school’s director of culture. When a special education teacher shows up under the co-teaching model, she said, “it’s like ‘You’re here because it’s math time and you teach math.’”\u003c/p>\n\u003ch3>‘He’s going to be OK’\u003c/h3>\n\u003cp>Parents of students with disabilities appreciate Willow’s approach. Sharon Alvarez’s son Maurice has been at Willow since it opened. Alvarez adopted Maurice out of foster care when he was 3, and she said he’s always struggled with anger and impulse control.\u003c/p>\n\u003cp>He went to a different Denver public school for preschool, but Alvarez said that school told her it wouldn’t be able to handle Maurice in the more academic setting of kindergarten. A district administrator told Alvarez about Willow, and because the school was still under construction, Alvarez met Gile at a Starbucks. Gile, she said, told her she’d love to have Maurice.\u003c/p>\n\u003cp>And Maurice has thrived there, Alvarez said. While he still struggles with impulse control, he’s improving all the time. He has teachers he connects with, and friends who don’t ostracize him.\u003c/p>\n\u003cp>“He was a child that most people would have never let in their school because he’d be so out of control,” Alvarez said. At Willow, she said, “they’d just call me and we’d work through it. I’d be so upset, thinking they’re going to kick him out. They’ve never done that.\u003c/p>\n\u003cp>“They’ve always made me feel that he’s going to be OK.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Rather than having a center program that serves students with one type of disability, such as autism, every student is rostered to a general education classroom, where they spend as much of their day as possible.","status":"publish","parent":0,"modified":1707838649,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1815},"headData":{"title":"How These Denver Schools Include Students with Disabilities, and Why More Could Follow | KQED","description":"Rather than having a center program that serves students with one type of disability, such as autism, every student is rostered to a general education classroom, where they spend as much of their day as possible.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How These Denver Schools Include Students with Disabilities, and Why More Could Follow","datePublished":"2020-02-20T06:57:23.000Z","dateModified":"2024-02-13T15:37:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Melanie Asmar, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/55329/how-these-denver-schools-include-students-with-disabilities-and-why-more-could-follow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally posted on \u003ca href=\"https://chalkbeat.org/posts/co/2020/02/06/denver-public-schools-inclusion-students-with-disabilities/?utm_source=republish&utm_medium=web&utm_campaign=republish\">Chalkbeat\u003c/a> by Melanie Asmar on February 6, 2020\u003c/em>\u003c/p>\n\u003cp>Principal Blake Hammond slips into the back of a quiet fifth-grade classroom.\u003c/p>\n\u003cp>“Second row in,” he whispers. “He’s one of our kids.”\u003c/p>\n\u003cp>The boy is sitting next to an aide, a blank worksheet on his desk. The teacher is in the middle of a writing lesson. “What’s the difference,” she asks the class, “between revising and editing?”\u003c/p>\n\u003cp>The boy in the second row stands up. He walks to the front of the classroom and stops in front of the board so that his head and shoulders are blocking his classmates’ view. He’s there to fish around in a small blue bucket filled with sharpened No. 2 pencils. The pencils, pointed upward like flowers in a flower pot, rattle against the sides of the bucket.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Class continues. Students don’t complain that they can’t see the board. The teacher doesn’t tell the boy to sit down. Raised voices, the principal whispers, are a trigger for the boy, who before coming to Denver’s Green Valley Elementary was in a separate program for students with emotional disabilities. After about a minute and a half of softly jangling the pencils, the boy picks one. He calmly returns to his seat — and with his new pencil, begins his worksheet.\u003c/p>\n\u003cp>This is what inclusive practices look like at a Denver elementary school that is educating students with disabilities in general education classrooms, as opposed to separate special education classrooms, nearly all of the time. Denver Public Schools wants to move all of its schools in the same direction.\u003c/p>\n\u003ch3>A districtwide goal\u003c/h3>\n\u003cp>In June, the school board passed \u003ca href=\"https://go.boarddocs.com/co/dpsk12/Board.nsf/files/BD4VUF826E1D/%24file/Board%20Resolution%20Inclusion_61219.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">a resolution\u003c/a> committing the district to becoming “a model … in the nation” for inclusive practices. The resolution was inspired by a task force of parents, educators, and advocates. Their overarching \u003ca href=\"https://chalkbeat.org/posts/co/2019/03/18/improving-special-education-denver-task-force-suggests-more-screening-less-segregation/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendation\u003c/a>: Stop segregating students with disabilities when research shows including them benefits all students.\u003c/p>\n\u003cp>But Denver, like most districts, has a long way to go to get there. Only about 65% of the more than 10,000 Denver students identified as having a disability are included in the general education classroom more than 80% of the time, according to district data.\u003c/p>\n\u003cp>The district uses what it calls “center programs” to serve students with significant cognitive and emotional disabilities. The centers are separate classrooms, staffed by special education teachers and aides, where students do most of their learning. They may join their peers for lunch or recess, or for non-academic subjects like art. If they’re strong in math, they might go to the general education classroom for math lessons, but return to the center for reading.\u003c/p>\n\u003cp>A growing chorus of voices in Denver wants to blow up that model. District officials want to improve \u003ca href=\"https://chalkbeat.org/posts/co/2018/04/26/only-33-black-students-with-disabilities-in-denver-met-expectations-on-state-tests/\" target=\"_blank\" rel=\"noopener noreferrer\">startlingly low test scores\u003c/a> for students with disabilities. A majority of parents of students with disabilities said in a survey they want their child to spend more time in the general education classroom.\u003c/p>\n\u003cp>“If they’re just visiting classrooms once in a while for the projects people think they can handle, they will always be just outsiders looking in,” said Taryn Omran, whose 6-year-old daughter Maayan has Down syndrome and attends Willow Elementary, an exemplar for inclusive practices.\u003c/p>\n\u003cp>There was no public opposition to the resolution calling for Denver to become a national model for inclusion. But principals at schools experienced with it say some teachers initially worried if they’d be able to serve all students, especially those whose behavior could be disruptive.\u003c/p>\n\u003cp>“They were unaware and uneasy about, ‘How am I going to support a student of this severe need?’” said Hammond of Green Valley Elementary. “We had a conversation with staff the next year to say, ‘This is where we’re moving. If you want to be on board, stay with us. If it’s not something you’re interested in, there are other opportunities out there we can help you find.’”\u003c/p>\n\u003cp>Now, three years in, Hammond said the staff is committed. That was driven home recently, he said, when he heard a second-grade teacher say about one of her students with significant disabilities, “That’s my baby.” Hammond said it brought tears to his eyes.\u003c/p>\n\u003cp>“What a world we would be in if every person thought about kids as, ‘That’s my baby,’” he said. “If you take that mindset into the work that we do, there is no other way but inclusion.”\u003c/p>\n\u003ch3>The ‘why’ and the ‘how’\u003c/h3>\n\u003cp>Special Education Director Robert Frantum-Allen is tasked with shepherding the change at the district level. He is a former Denver teacher of the deaf and hard of hearing, and he has a disability — dyslexia — himself. He thinks most educators believe in inclusion, at least in theory.\u003c/p>\n\u003cp>“I think the community is compelled to understand the ‘why,’” Frantum-Allen said. “Where they struggle is ‘how.’ How do I do this when we have high-stakes testing?…How do we have diverse learners in classrooms and be able to meet the rigorous standards out there?”\u003c/p>\n\u003cp>Rather than starting with a mandate that all schools adopt inclusive practices immediately, Frantum-Allen is focusing this year on changing educators’ mindsets.\u003c/p>\n\u003cp>Over the summer, the district trained all principals on the basics of inclusive practices. Principals also completed a self-evaluation and chose one or two goals to work toward. This semester, principals will read a book on inclusive practices and discuss it.\u003c/p>\n\u003cp>“Some schools might perceive that they can’t serve these kids,” Frantum-Allen said. In those cases, the student is transferred from their neighborhood school to a school with a center program, which might require a long bus ride and separate the student from siblings.\u003c/p>\n\u003cp>“We want the attitude or belief to be, ‘We’re going to try everything we can to keep them at this school before we make an attempt to move them,’” Frantum-Allen said.\u003c/p>\n\u003ch3>Exemplar schools\u003c/h3>\n\u003cp>A handful of schools are already doing that. They include Green Valley and Willow, both in northeast Denver. (Willow was formerly called High Tech Elementary.) Rather than having a center program that serves students with one type of disability, such as autism, the schools take a “cross-categorical” approach to serve students with a range of disabilities. Every student is rostered to a general education classroom, where they spend as much of their day as possible.\u003c/p>\n\u003cp>“It’s an expectation they participate in everything,” said Hammond.\u003c/p>\n\u003cp>Green Valley made the switch to inclusive practices after the elementary school, the city’s biggest and perennially bursting at the seams, ran out of room for its center program. The school didn’t want to lose those students, so it began exploring what it would take to keep them.\u003c/p>\n\u003cp>By contrast, Willow was fully inclusive from the start. It opened in 2014 to serve a growing neighborhood, and its founding principal, Amy Gile, is a former special education teacher. She knew how isolating special education could be, and she didn’t want that for her school.\u003c/p>\n\u003cp>“In my previous experience, we’d have a mindset of, ‘We will include students with significant disabilities when they show us they’re ready for that,’” Gile said. “It seemed to me to perpetuate some of the isolation. … We’ve reached a place where that’s not happening.”\u003c/p>\n\u003cp>Willow has two classrooms that in a typical school would be set aside for center programming. But they’re not used that way. One is full of gym and play equipment, including a trampoline, a giant swing, and kid-sized tents filled with stuffed animals. Any student, whether they have a disability or not, can go there with an adult if they need a break.\u003c/p>\n\u003cp>The other is used by teachers to meet with students in small groups. The school has an innovative practice called “walk to read,” wherein every student, across grade levels, gets up and walks to a small group for instruction based on their academic level. The idea is to reduce the stigma of students with disabilities being the ones to leave the classroom for extra help.\u003c/p>\n\u003cp>Willow aims to further reduce that stigma by having special education teachers co-teach math lessons alongside classroom teachers, rather than focus on helping a single student.\u003c/p>\n\u003cp>“I’ve been in places in the past where it’s like, ‘You’re Amy’s teacher. You’re here for Amy,’” said Janis Dickman, who started at Willow as a special education teacher and is now the school’s director of culture. When a special education teacher shows up under the co-teaching model, she said, “it’s like ‘You’re here because it’s math time and you teach math.’”\u003c/p>\n\u003ch3>‘He’s going to be OK’\u003c/h3>\n\u003cp>Parents of students with disabilities appreciate Willow’s approach. Sharon Alvarez’s son Maurice has been at Willow since it opened. Alvarez adopted Maurice out of foster care when he was 3, and she said he’s always struggled with anger and impulse control.\u003c/p>\n\u003cp>He went to a different Denver public school for preschool, but Alvarez said that school told her it wouldn’t be able to handle Maurice in the more academic setting of kindergarten. A district administrator told Alvarez about Willow, and because the school was still under construction, Alvarez met Gile at a Starbucks. Gile, she said, told her she’d love to have Maurice.\u003c/p>\n\u003cp>And Maurice has thrived there, Alvarez said. While he still struggles with impulse control, he’s improving all the time. He has teachers he connects with, and friends who don’t ostracize him.\u003c/p>\n\u003cp>“He was a child that most people would have never let in their school because he’d be so out of control,” Alvarez said. At Willow, she said, “they’d just call me and we’d work through it. I’d be so upset, thinking they’re going to kick him out. They’ve never done that.\u003c/p>\n\u003cp>“They’ve always made me feel that he’s going to be OK.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://chalkbeat.org\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55329/how-these-denver-schools-include-students-with-disabilities-and-why-more-could-follow","authors":["byline_mindshift_55329"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_21223","mindshift_20934","mindshift_20933"],"featImg":"mindshift_55363","label":"mindshift"},"mindshift_46880":{"type":"posts","id":"mindshift_46880","meta":{"index":"posts_1591205157","site":"mindshift","id":"46880","score":null,"sort":[1523603019000]},"guestAuthors":[],"slug":"why-designing-for-disability-leads-to-better-solutions-for-everyone","title":"Why Designing for Disability Leads to Better Solutions for Everyone","publishDate":1523603019,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In her \u003ca href=\"http://ed.ted.com/on/ux137uws\" target=\"_blank\" rel=\"noopener\">TEDx talk\u003c/a>, Elise Roy describes how losing her hearing when she was a child forced her to become an excellent problem solver because she was able to identify issues someone else might not have ever noticed. Growing up, she had to design innovative solutions to challenges that arose in her everyday life, picked herself up from\u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\" rel=\"noopener\"> failure\u003c/a>, tried new strategies and eventually succeeded. She sees her disability as a tremendous strength now that she's a designer. She experiences the world differently from other people, and that unique perspective allows her to design innovative solutions.\u003c/p>\n\u003cp>Roy makes a strong case for designing environments and tools with disabilities in mind from the start. Solutions created this way are not only inclusive -- they're also better for everyone. Her pitch echoes calls for \u003ca href=\"http://www.cast.org/our-work/about-udl.html#.WBpdaEYrK70\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)\u003c/a> within the education community, as the entire field recognizes that children are all different and one size doesn't fit all.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/g2m97gPI70I\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Designing tools and learning environments for people with disabilities from the start not only creates an inclusive environment, but often results in a better experience for everyone.","status":"publish","parent":0,"modified":1523603020,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/g2m97gPI70I"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":165},"headData":{"title":"Why Designing for Disability Leads to Better Solutions for Everyone | KQED","description":"Designing tools and learning environments for people with disabilities from the start not only creates an inclusive environment, but often results in a better experience for everyone.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Designing for Disability Leads to Better Solutions for Everyone","datePublished":"2018-04-13T07:03:39.000Z","dateModified":"2018-04-13T07:03:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46880 http://ww2.kqed.org/mindshift/?p=46880","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/13/why-designing-for-disability-leads-to-better-solutions-for-everyone/","disqusTitle":"Why Designing for Disability Leads to Better Solutions for Everyone","path":"/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In her \u003ca href=\"http://ed.ted.com/on/ux137uws\" target=\"_blank\" rel=\"noopener\">TEDx talk\u003c/a>, Elise Roy describes how losing her hearing when she was a child forced her to become an excellent problem solver because she was able to identify issues someone else might not have ever noticed. Growing up, she had to design innovative solutions to challenges that arose in her everyday life, picked herself up from\u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\" rel=\"noopener\"> failure\u003c/a>, tried new strategies and eventually succeeded. She sees her disability as a tremendous strength now that she's a designer. She experiences the world differently from other people, and that unique perspective allows her to design innovative solutions.\u003c/p>\n\u003cp>Roy makes a strong case for designing environments and tools with disabilities in mind from the start. Solutions created this way are not only inclusive -- they're also better for everyone. Her pitch echoes calls for \u003ca href=\"http://www.cast.org/our-work/about-udl.html#.WBpdaEYrK70\" target=\"_blank\" rel=\"noopener\">Universal Design for Learning (UDL)\u003c/a> within the education community, as the entire field recognizes that children are all different and one size doesn't fit all.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/g2m97gPI70I\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46880/why-designing-for-disability-leads-to-better-solutions-for-everyone","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_20933","mindshift_21050"],"featImg":"mindshift_46884","label":"mindshift"},"mindshift_47347":{"type":"posts","id":"mindshift_47347","meta":{"index":"posts_1591205157","site":"mindshift","id":"47347","score":null,"sort":[1484684899000]},"guestAuthors":[],"slug":"creative-ways-to-manage-paperwork-load-for-special-education-teachers","title":"Creative Ways To Manage Paperwork Load For Special Education Teachers","publishDate":1484684899,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This time last year, Stephanie Johnson was miserable.\u003c/p>\n\u003cp>She was in her third year teaching special education at a junior high school in Lindon, Utah, about 40 minutes south of Salt Lake City.\u003c/p>\n\u003cp>On the outside it looked like she was doing great. Her classes ran smoothly, students loved her, parents loved her, but like many special education teachers, inside she felt as though she was drowning.\u003c/p>\n\u003cp>She said she thought about leaving all the time: \"I don't know how to describe it, it's just so much work. I just feel like I cannot do it.\"\u003c/p>\n\u003cp>It's a very different Johnson I find this year at her new school, the Renaissance Academy, a charter school in the nearby city of Lehi.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On a Friday afternoon, her classroom, which she shares with one other special education teacher, is empty of kids.\u003c/p>\n\u003cp>Monday through Thursday, these two teachers instruct all of the school's special education students.\u003c/p>\n\u003cp>On Fridays, though, they have the classroom to themselves, meaning they'll actually have the time to do the thing so many special education teachers find \u003ca href=\"http://www.npr.org/sections/ed/2016/01/02/461590749/its-not-easy-teaching-special-ed\">so difficult\u003c/a> — the record keeping.\u003c/p>\n\u003cp>\"There's still a lot of work to do and I love that we have Fridays to get that done.\"\u003c/p>\n\u003cp>In fact, Johnson says she loves a lot about her new job. And there's one person behind the scenes making that possible.\u003c/p>\n\u003cp>In a cramped office down the hall, four filing cabinets loom over Kim Beck, the school's special education director. Inside the cabinets, Beck keeps tons of paperwork on all special education students, required by law, showing they are receiving the help they need.\u003c/p>\n\u003cp>\"I try to take most of that paperwork load off of the teachers, so it allows them to teach during the day,\" Beck says.\u003c/p>\n\u003cp>And she does much more. She tests students to see if they need special education services, or if they're ready to move on. It's also her job to schedule meetings with parents.\u003c/p>\n\u003cp>\"I don't think the paperwork in and of itself is too cumbersome,\" Beck says. \"Where it becomes cumbersome is the teacher that's teaching all day is now having to do that paperwork.\"\u003c/p>\n\u003cp>She says this division of labor might not work everywhere. \"You have to find a special ed person who likes paperwork and those are few are far between,\" she says, adding, \"I do love paperwork.\"\u003c/p>\n\u003cp>This approach, dividing and conquering, wasn't a directive from any school administrator. The teachers just made it happen, and it's unique.\u003c/p>\n\u003cp>Laurie VanderPloeg, president-elect of the \u003ca href=\"https://www.cec.sped.org/\">Council for Exceptional Children\u003c/a>, says she is not aware of this happening anywhere else in the country.\u003c/p>\n\u003cp>What she is aware of is this — special education teachers are spending the majority of their prep time on paperwork, \"in lieu of assessing and designing and delivering that specially designed instruction that they need to be providing to the students with disabilities.\"\u003c/p>\n\u003cp>From VanderPloeg's perspective, that is taking a toll on student results.\u003c/p>\n\u003cp>Johnson says the students benefit from the division of responsibilities — and so does she. She admits that she still stays late and comes in early, but the difference is that she gets to focus on teaching her students.\u003c/p>\n\u003cp>She says a friend approached her at a party recently, commenting, \"Stephanie, have you been losing weight? You look so good. I don't know, you just look so good.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Johnson replied, \"Oh, that's my new job. That's what you're seeing on my face. It's my new job.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 KUER-FM. To see more, visit \u003ca href=\"http://www.kuer.org\">KUER-FM\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Maybe+Teaching+Special+Ed+Doesn%27t+Have+To+Be+So+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Ask any special ed teacher and they will probably tell you that paperwork is the bane of their jobs. These three teachers at Renaissance Academy in Utah have figured out how to keep it under control.","status":"publish","parent":0,"modified":1484684899,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":609},"headData":{"title":"Creative Ways To Manage Paperwork Load For Special Education Teachers | KQED","description":"Ask any special ed teacher and they will probably tell you that paperwork is the bane of their jobs. These three teachers at Renaissance Academy in Utah have figured out how to keep it under control.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creative Ways To Manage Paperwork Load For Special Education Teachers","datePublished":"2017-01-17T20:28:19.000Z","dateModified":"2017-01-17T20:28:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47347 http://ww2.kqed.org/mindshift/?p=47347","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/17/creative-ways-to-manage-paperwork-load-for-special-education-teachers/","disqusTitle":"Creative Ways To Manage Paperwork Load For Special Education Teachers","nprByline":"Lee Hale, KUER","nprImageAgency":"Dan Krauss for NPR","nprStoryId":"507425317","nprApiLink":"http://api.npr.org/query?id=507425317&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/01/15/507425317/maybe-teaching-special-ed-doesnt-have-to-be-so-hard?ft=nprml&f=507425317","nprRetrievedStory":"1","nprPubDate":"Sun, 15 Jan 2017 11:47:00 -0500","nprStoryDate":"Sun, 15 Jan 2017 06:31:00 -0500","nprLastModifiedDate":"Sun, 15 Jan 2017 20:39:14 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2017/01/20170115_wesun_maybe_teaching_special_ed_doesnt_have_to_be_so_hard.mp3?orgId=213&topicId=1013&d=237&p=10&story=507425317&t=progseg&e=509936399&seg=7&ft=nprml&f=507425317","nprAudioM3u":"http://api.npr.org/m3u/1509937084-8cfedb.m3u?orgId=213&topicId=1013&d=237&p=10&story=507425317&t=progseg&e=509936399&seg=7&ft=nprml&f=507425317","path":"/mindshift/47347/creative-ways-to-manage-paperwork-load-for-special-education-teachers","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2017/01/20170115_wesun_maybe_teaching_special_ed_doesnt_have_to_be_so_hard.mp3?orgId=213&topicId=1013&d=237&p=10&story=507425317&t=progseg&e=509936399&seg=7&ft=nprml&f=507425317","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This time last year, Stephanie Johnson was miserable.\u003c/p>\n\u003cp>She was in her third year teaching special education at a junior high school in Lindon, Utah, about 40 minutes south of Salt Lake City.\u003c/p>\n\u003cp>On the outside it looked like she was doing great. Her classes ran smoothly, students loved her, parents loved her, but like many special education teachers, inside she felt as though she was drowning.\u003c/p>\n\u003cp>She said she thought about leaving all the time: \"I don't know how to describe it, it's just so much work. I just feel like I cannot do it.\"\u003c/p>\n\u003cp>It's a very different Johnson I find this year at her new school, the Renaissance Academy, a charter school in the nearby city of Lehi.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On a Friday afternoon, her classroom, which she shares with one other special education teacher, is empty of kids.\u003c/p>\n\u003cp>Monday through Thursday, these two teachers instruct all of the school's special education students.\u003c/p>\n\u003cp>On Fridays, though, they have the classroom to themselves, meaning they'll actually have the time to do the thing so many special education teachers find \u003ca href=\"http://www.npr.org/sections/ed/2016/01/02/461590749/its-not-easy-teaching-special-ed\">so difficult\u003c/a> — the record keeping.\u003c/p>\n\u003cp>\"There's still a lot of work to do and I love that we have Fridays to get that done.\"\u003c/p>\n\u003cp>In fact, Johnson says she loves a lot about her new job. And there's one person behind the scenes making that possible.\u003c/p>\n\u003cp>In a cramped office down the hall, four filing cabinets loom over Kim Beck, the school's special education director. Inside the cabinets, Beck keeps tons of paperwork on all special education students, required by law, showing they are receiving the help they need.\u003c/p>\n\u003cp>\"I try to take most of that paperwork load off of the teachers, so it allows them to teach during the day,\" Beck says.\u003c/p>\n\u003cp>And she does much more. She tests students to see if they need special education services, or if they're ready to move on. It's also her job to schedule meetings with parents.\u003c/p>\n\u003cp>\"I don't think the paperwork in and of itself is too cumbersome,\" Beck says. \"Where it becomes cumbersome is the teacher that's teaching all day is now having to do that paperwork.\"\u003c/p>\n\u003cp>She says this division of labor might not work everywhere. \"You have to find a special ed person who likes paperwork and those are few are far between,\" she says, adding, \"I do love paperwork.\"\u003c/p>\n\u003cp>This approach, dividing and conquering, wasn't a directive from any school administrator. The teachers just made it happen, and it's unique.\u003c/p>\n\u003cp>Laurie VanderPloeg, president-elect of the \u003ca href=\"https://www.cec.sped.org/\">Council for Exceptional Children\u003c/a>, says she is not aware of this happening anywhere else in the country.\u003c/p>\n\u003cp>What she is aware of is this — special education teachers are spending the majority of their prep time on paperwork, \"in lieu of assessing and designing and delivering that specially designed instruction that they need to be providing to the students with disabilities.\"\u003c/p>\n\u003cp>From VanderPloeg's perspective, that is taking a toll on student results.\u003c/p>\n\u003cp>Johnson says the students benefit from the division of responsibilities — and so does she. She admits that she still stays late and comes in early, but the difference is that she gets to focus on teaching her students.\u003c/p>\n\u003cp>She says a friend approached her at a party recently, commenting, \"Stephanie, have you been losing weight? You look so good. I don't know, you just look so good.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Johnson replied, \"Oh, that's my new job. That's what you're seeing on my face. It's my new job.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 KUER-FM. To see more, visit \u003ca href=\"http://www.kuer.org\">KUER-FM\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Maybe+Teaching+Special+Ed+Doesn%27t+Have+To+Be+So+Hard&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47347/creative-ways-to-manage-paperwork-load-for-special-education-teachers","authors":["byline_mindshift_47347"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_20934","mindshift_20933"],"featImg":"mindshift_47348","label":"mindshift"},"mindshift_42636":{"type":"posts","id":"mindshift_42636","meta":{"index":"posts_1591205157","site":"mindshift","id":"42636","score":null,"sort":[1447334419000]},"guestAuthors":[],"slug":"a-fun-way-to-help-special-needs-students-feel-valued-by-school-community","title":"A Fun Way to Help Special Needs Students Feel Valued By School Community","publishDate":1447334419,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Schools are filled with all kinds of diverse learners, including some students with Individualized Education Programs (IEPs) that give them access to extra learning resources. Support for students with special learning needs varies. Many learners with IEPs are integrated into the same classrooms as other kids. But sometimes, if a student needs more individualized attention, he or she will be part of separate classes for some or all of the school day. That set-up can sometimes make it hard for those children to feel part of the broader school community.\u003c/p>\n\u003cp>When one San Francisco teacher, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\" target=\"_blank\">Sadie Guthrie\u003c/a>, recognized that few teachers at the public middle school where she works knew her special needs students, she came up with a plan. She didn't want the separate classes that her students need for learning to unintentionally segregate them from the rest of the school. So she launched a coffee cart staffed by her students. Now, her students often interact with adults in the building and the local businesses that contribute to the coffee cart. The students practice being responsible and working together.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/channel/UCaDVcGDMkvcRb4qGARkWlyg\" target=\"_blank\">SoulPancake\u003c/a> made a \u003ca href=\"https://www.youtube.com/watch?v=_1dBa6f0qyk\" target=\"_blank\">beautiful video\u003c/a> about the project, the students and one very dedicated teacher. Check it out.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=_1dBa6f0qyk?rel=0&w=640&h=360]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"By operating a coffee cart for the school's teachers, special education students gain some real-world skills while getting to know more people in their community. ","status":"publish","parent":0,"modified":1473810469,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":219},"headData":{"title":"A Fun Way to Help Special Needs Students Feel Valued By School Community | KQED","description":"By operating a coffee cart for the school's teachers, special education students gain some real-world skills while getting to know more people in their community. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Fun Way to Help Special Needs Students Feel Valued By School Community","datePublished":"2015-11-12T13:20:19.000Z","dateModified":"2016-09-13T23:47:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42636 http://ww2.kqed.org/mindshift/?p=42636","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/12/a-fun-way-to-help-special-needs-students-feel-valued-by-school-community/","disqusTitle":"A Fun Way to Help Special Needs Students Feel Valued By School Community","path":"/mindshift/42636/a-fun-way-to-help-special-needs-students-feel-valued-by-school-community","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools are filled with all kinds of diverse learners, including some students with Individualized Education Programs (IEPs) that give them access to extra learning resources. Support for students with special learning needs varies. Many learners with IEPs are integrated into the same classrooms as other kids. But sometimes, if a student needs more individualized attention, he or she will be part of separate classes for some or all of the school day. That set-up can sometimes make it hard for those children to feel part of the broader school community.\u003c/p>\n\u003cp>When one San Francisco teacher, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/25/wet-sundays/\" target=\"_blank\">Sadie Guthrie\u003c/a>, recognized that few teachers at the public middle school where she works knew her special needs students, she came up with a plan. She didn't want the separate classes that her students need for learning to unintentionally segregate them from the rest of the school. So she launched a coffee cart staffed by her students. Now, her students often interact with adults in the building and the local businesses that contribute to the coffee cart. 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Check it out.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_1dBa6f0qyk?rel=0'\n title='//www.youtube.com/embed/_1dBa6f0qyk?rel=0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42636/a-fun-way-to-help-special-needs-students-feel-valued-by-school-community","authors":["234"],"categories":["mindshift_194"],"tags":["mindshift_20784","mindshift_1040","mindshift_20934","mindshift_20933"],"featImg":"mindshift_42638","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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