A blackboard with the schedule taped on it.

A Typical Day in a Class of Students with Developmental Disabilities

When I started my new role of supporting students with Developmental Disabilities this year, my biggest question really was about the structure of the day. Since it was my first time doing this role, I asked many other teachers who have been doing this role for a long time for advice. They shared with me how their day was structured and ideas for potential programming. I took many of their suggestions and paired them with ideas that met the needs of my students. Without the kindness of so many of my Peel colleagues, I would have been LOST! For those of you out there that will be taking on this new challenge in September, below is a typical day in our classroom to hopefully give you some ideas to get you started.

It is important to note that my schedule has changed at least 30 times since September as we worked towards the perfect fit for our students. All of our students and staff were new to our class this year and there were many things that impacted our schedule that I didn’t anticipate such as medical needs, busing schedules, integration opportunities, behavioural needs and student goals. The schedule is something that I am constantly reflecting on and am constantly tweaking as I observe my students and team in action.

A typical day in my class:

 

We enter the building and put our stuff in our lockers.

locker

We have our morning meeting.

Morning meeting

We do our morning work.

Morning Work

Snack time

snack

Gym or art

gym

 

Lunch/Life skills (Today was public transit training and eating in a restaurant)


McDonalds

Hygiene Routine (brushing teeth, brushing hair, washing face and putting on deodorant)

Toothpasteonbrush

Afternoon work time/social skills


Games and work

Pack up and get ready to go home

Smaller Class Sizes Matter for Kids

class size matters

As I started researching smaller class sizes, my Google search made it evident that smaller class sizes are significantly better … for students in private schools. Private schools use small class sizes to sell their product. They also get to pick who will be in their classes and who will be in their schools.

With campuses in New York, Oxford, and Torbay, the EF Academy of international boarding schools cites the key features of optimum class sizes of 17 students as “each student gets noticed”, students have “higher grades” and “perform better”, “learning is enhanced”, “teachers can teach”, “classes become a community”, “small groups mean fewer voices” so students have “more chances to speak”, teachers can focus on learning and spend less time dealing with distracted students, teachers can give more “individualized feedback”, teachers can work “on-on-one”, and “ideas are shared”.

Based on my own 19 years of teaching grades 2 through to grade 8, I know that even with large class sizes up to 30 students, I’ve been able to provide individualized feedback and present all students opportunities to speak, share ideas, and to participate in the classroom. I did not have students with significant learning or behaviour issues. I was also supported by a special education teacher on a daily basis. My classroom ran smoothly most of the time but a lot depended on who was in my classroom.

Class Size Really Matters to Students with Special Education Needs

One big impact in teaching larger class sizes is for the work teachers need to do to differentiate instruction and assessment to meet students’ needs. This is especially relevant in supporting students with special education needs. Students with special education needs may not be learning at their age appropriate grade level, may have Individual Education Plans, and may have very specific emotional needs.

Over the last 19 years, I’ve taught students functioning at three grade levels below their peers. In this case, teachers must adapt or modify students’ work as these instructional needs are prescribed in students’ Individual Education Plans. When teaching students with specific individual learning needs, teachers cannot simply plan, instruct, and assess with the “one-size-fits-all” approach. Teaching students with varying learning needs requires a great deal of work, thus teachers need a nimble knowledge of instruction and pedagogy. In addition, some students may be functioning at their grade level in a subject like math but need accommodations and modifications for subjects dealing with subjects like language. This adds to the complexity of teaching.

Class sizes have concequences

Class Composition Matters

Another aspect of class size is class composition. This means that one class of 23 grade 6 students is not the same as another class of 23 grade 6 students. I’ve taught some classes where most students were functioning at grade level, however several students had significant issues that impacted their academic achievement and/or behaviour. Recently, from anecdotal evidence, I’ve noted a significant increase in classroom compositions of students with additional learning and behavioural needs. I’ve spoken to colleagues with class compositions where almost half of the students had special education and/or behavioural needs – these teachers dealt with these classes with little or no additional support.

In my own 11 years of middle school, I’ve taught mainstream middle school classrooms of students with multiple needs. These issues included autism, attention deficit disorders, anxiety disorders, oppositional defiant disorders, depression, eating disorders, and self-harming disorders (i.e. cutting). In addition, many students had learning disabilities that co-occured in complexity which made it tough to support the students in their learning. I’ve taught  students with a myriad of learning disabilities which included dyslexia (i.e. reading challenges), dysgraphia (i.e. writing challenges), and dyscalculia (i.e. math challenges), dyspraxia (i.e. motor skill challenges), aphasia/dysphasia (i.e. language impairment), auditory processing disorder (i.e. difficulty processing sound), and memory issues. Further, teachers must deal with students who have social and emotional issues due to learning challenges, familiar issues, and/or socioeconomic issues. When considering the intersectionality of students’ needs, it can be overwhelming for a teacher to take on even one more student.

Smaller Class Sizes Cost Money

Smaller class sizes results in teachers having more time to spend with students. Smaller class sizes also means that with fewer students, there are less chances of disruptions interfering with learning. Smaller class sizes allows teachers to direct their energy to the business of learning and not the task of managing behaviour.

According to the National Center for Education Statistics (2018) the pupils per teacher ratio “declined from 22.3 in 1970 to 17.9 in 1985 … the ratio declined from 17.3 in 1995 to 15.3 in 2008.” After the 2008 recession, the public school pupil/teacher ratio increased, reaching 16.1. In 2014, private schools (who select students) had class sizes of 12.2 pupils (National Center for Education Statistics, 2018). In 2011-2012, average class size was “21.2 pupils for public elementary schools and 26.8 pupils for public secondary schools” (National Center for Education Statistics, 2018). Note that these class sizes are significantly smaller than Ontario’s current numbers, and still Ontario leads in solid data showing student success.

In 2003, Allan Krueger of Princeton University and Eric Hanuskek of Stanford University’s Hoover Institution debated the merits of class size (edited by Mishel & Rothstein, 2002). Krueger’s stance maintained that smaller class sizes improved students’ performance and future earning prospects. Hanuskek argued that reduced class size was only one aspect of student success and that improving teacher quality made a significant impact on students’ performance. As in most aspects of education, the educational landscape is complex and does not respond to single-issue solutions.

Lazear (1999) highlighted the link between smaller class sizes as this “reduces a student’s propensity to disrupt subsequent classes because the student learns to behave better with closer supervision, or enables teachers to better tailor instruction to individual students” (Krueger, 2003, p. 23). Lazear (1999) indicated that the “optimal class size is larger for groups of students who are well behaved, because these students are less likely to disrupt the class” (Krueger, 2003, p. 23). Lazear further stressed that “if schools behave optimally, they would reduce class size to the point at which the benefit of further reductions are just equal to their cost. That is, on the margin, the benefits of reducing class size should equal the cost” (Krueger, 2003, p. 23-24). In other words, when students’ behaviour is optimal, larger class sizes can be as effective as smaller class sizes.

The big challenge with most research on class size is that it does not provide definitive numbers specifying benchmarks on the class size (i.e. number of students) to which they are referring (Filges, Sonne-Schmidt, & Nielsen, 2018).

By referring to the numbers published by the National Center for Education Studies (2018), 21.2 students per class in public elementary schools and 26.2 students per class in secondary schools can be used as a current reference. With recent changes to the Ontario public school system, having more than 25 students in grade 1 to 8 classrooms is 18% over the average for public schools in the United States. Further, having 28 students in secondary classes is 7 % over the average for public schools in the United States. Note that these are averages and do not take into account variables in class sizes for types of class and subject taught.

Living in the Real World of the Classroom

1973 1974

As a full time classroom teacher, I have the benefit of sifting through the literature and then putting it through the “real life classroom lens.”

When I was a grade 5 student in elementary school, classrooms were significantly different than they are today. We sat in rows and we did our work – there was no collaboration with other students and certainly no talking during class. Thus disruptions were minimal. I had 32 kids in my class (see the picture above – 3 kids were absent). Students who were not successful failed. Students who were deemed “special” and not at grade level were not integrated into our classroom – they were in the special classes.

As a classroom teacher, I have taught 33 students in a grade 8 classroom that could barely seat all the students – during the school year the students literally grew out of their desks. With 21st century learning, classrooms have become flexible in their seating and have pushed for a focus onto collaborative learning. Students get more say in how they are taught and assessed through co-created success criteria and self and peer assessment. This is a positive step as it makes students part of the learning and they are more engaged in the learning.

Recent research has shown that student behaviour continues to decline. There is much research documenting increases in student violence in schools. In an ETFO sponsored study it was reported that over 70% of Ontario elementary educators surveyed had seen or experienced classroom violence. A Canada-wide study conducted by the Canadian Teachers’ Federation (CTF) showed that at least four in 10 teachers experienced violence from students. I personally have been bitten, kicked, pushed, and had objects thrown at me by students. Students are experiencing significant behaviour challenges that go beyond being dealt with using standard classroom management strategies. To add to this, students’ instructional and assessment needs continue to grow, increasing the need for more special education support.

Larger class sizes not only challenge teachers, they also result in students with academic and emotional needs not being able to participate in their classroom. This results in frustration and sometimes behavioural challenges. With smaller class sizes, teachers can support students more fulsomely to help them with their learning needs and reduce behavioural challenges.

If the provincial government wants to increase class sizes, our provincial leaders need to first support teachers in dealing with student behaviour and to increase funding for special education needs. As Lazear stated in his research, when students are well behaved, larger class sizes are effective. Until this happens, class sizes should remain as is or even get smaller, as student behaviour is becoming untenable.

Collaboratively Yours,

Dr. Deborah Weston, PhD

References

Canadian Teachers Federation (Jul 09, 2018). Lack of resources and supports for students among key factors behind increased rates of violence towards teachers Downloaded from https://www.newswire.ca/news-releases/lack-of-resources-and-supports-for-students-among-key-factors-behind-increased-rates-of-violence-towards-teachers-687675241.html

Filges, T., Sonne-Schmidt, C. S., & Nielsen, B. C. V. (2018). Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review. Campbell Systematic Reviews 2018: 10. Campbell

Krueger, A. B. (2003). Economic considerations and class size. The Economic Journal113(485), F34-F63. Downloaded from https://www.nber.org/papers/w8875.pdf

Lazear, E. P. (1999). ‘Educational Production.’ NBER Working Paper No. 7349, Cambridge, MA.

Mishel, L., & Rothstein, R. (2002). The class size debate (p. 3). A. B. Krueger, E. A. Hanushek, & J. K. Rice (Eds.). Washington, DC: Economic Policy Institute. http://borrellid64.com/images/The_Class_Size_Debate.pdf

U.S. Department of Education, National Center for Education Statistics. (2018). Digest of Education Statistics, 2016 (NCES 2017-094), Introduction and Chapter 2. Downloaded from https://nces.ed.gov/fastfacts/display.asp?id=28

Attending ISRC (In-School Review Committee)

Most of us will attend an ISRC (In-School Review Committee) at some point during our career. Usually, it is for students that we have concerns about in a variety of areas including behaviour, academic success, emotional well being etc… In my experience, the ISRC will include an administrator, a Special Education teacher and a variety of other professionals from outside your school. The goal of the ISRC is to review and monitor students’ needs.

Like many other things in teaching, no one really sits you down and explains how to get the best out of your trip to the ISRC. I wish someone had told me how to prepare and what to ask for so that my students could get the best services possible.  After one year in a special education role, I have learned many things that I didn’t know before and I can share with you how I now prepare for an ISRC.

Before I go, I answer the following questions:

What is the problem? Is the student struggling academically, is attendance an issue, have they gone through some kind of trauma, is there severe behaviour, are they going through difficult financial times etc. Before you go before the panel have the issue that you are trying to address very clear in your mind. Basically, what is in the way of this student being an academically successful contributing member of the classroom? If it is multiple things, pick one to start.

Have I done my homework? Get out the OSR for this student to see if this student has ever had any kind of supports before. Referrals, signed consent forms and reports of service should all be in the OSR for you to review. A good team at the ISRC table will ask about previous supports for the student.

Do I have evidence to support my student’s need? Evidence will help you answer any questions that the panel may have for you. Evidence may include attendance records, assignments, report cards or behaviour tracking sheets. Basically, anything to demonstrate your student’s need.

Have I called the parents to communicate my concerns? Before you step foot in ISRC you should communicate your concerns with parents and explain that you will be going to discuss their child at an In School meeting.

What services does the student need? Before I started my current job, I literally had no idea what supports were even available to ask for. This is the mistake that I made many times early in my career. I went to ISRC not to ask for services but to highlight a student I was worried about. No one told me that going to talk about a student I was worried about was sometimes not a useful exercise.  I wish I could go back in time and request social work for my student who was always absent and Speech for my student who was struggling with his articulation.

Nobody told me that you could ask for:

  1. Speech and Language Therapy. Can address concerns about articulation, assistive technology, programming and communication needs.
  2. Occupational Therapy. Can address concerns about fine motor, gross motor, sensory needs and daily life tasks such as toileting, putting on clothing, holding a pencil and tying shoes.
  3. Physical Therapy. Can address concerns about physical mobility and safety around the school and in the classroom.
  4. Social Work. Can address concerns about family trauma, attendance and mental health. They can also provide support in making connections with community support.
  5. Phycologist. Can perform Physcoeducational assessments and support on the writing of a safety plan
  6. Behaviour Team. Can observe, plan and consult on behaviour at school and at home and help with behaviour that is interfering with academic success.

Obviously, there is usually a long, long wait list for many of the services and the services are often given to students that are most in need first. However, if you never ask, the student will never receive the help you are looking for.

One final thought

If the student is struggling academically, you can go to ISRC to get input on teaching strategies from the panel. However, please keep in mind that out of all of the people in the room you are the only one that has taught the student. It can be very frustrating listening to a group of people suggest strategies that you know will not work because of your experience with the student. It makes more sense to invite a colleague or a teacher in the school with special education experience to come in to your class and to co-teach a lesson and discuss strategies. After you have tried a few strategies and have some data to demonstrate the effectiveness of those strategies a trip to ISRC could be the next step and the experts in the room will be able to provide more effective feedback.

 

Thanks for all that you do every day to support your amazing students at your school!

 

 

Before you get hurt…again.

https://pixabay.com/photos/concrete-space-empty-3161863/
https://pixabay.com/photos/concrete-space-empty-3161863/

Student: (momentarily non-responsive to verbal interaction) slap, push, slap, hair grab, lunge, slap, yell, cry, run, crouch, cry, calm, apolgize

Staff: (1 CYW, 2 SERT) block, block, reassure, block, supportive stance, reassure, block, redirect, clear space, block, reassure, follow, remain calm, reassure, accept

The slaps(verbal/physical) are like slabs of concrete that a student piles up when they are in distress(feeling helpless, unheard, confused, frustrated, angry, trapped, hurt, and _________).

Our students are using these slabs to construct walls which will insulate and protect them from what they feel are are real threats to their wellbeing, happiness, and safety. All the while, staff are working tirelessly to keep them from walling off completely to the point of hurting themselves or others because the ability for flight has left, and the fight is on…again.

It has been happening a lot more frequently in our classrooms and it knows no age limit as educators are experiencing violence from JK to 12. Has it happened to you? How about to someone in your school?

A 2016/17 survey of elementary teachers showed that 70% of them had experienced or witnessed violence in their schools. That distills down to an average of 7 in 10 educators are on the frontlines of a serious problem. No one wants to work where threats and acts of violence are now daily bi-products of their job? Yet, that’s what many teachers are facing as they enter the classroom each day. Even with NVCI, CPI, SERT, CYW, EA, IBT, BHS, and Social Work support in the building or available from regional teams, incidents are increasing in number and intensity.

Students are taking out their frustration, anger, and anxiety in physical ways directed towards school staff. More than ever, it is being documented and reported more across all age panels. So what’s happening inside our schools where once seemingly uncommon incidents are now daily occurences? All of this cannot simply be dismissed as statistical anomalies.

A reminder

Before you get hurt, or hurt again. Each time a student slaps, bites, kicks, target throws, pushes, strikes with an object etc. a report must be made. If you are injured, seek medical help first. Make sure you tell someone (union rep, admin, a colleague). See the graphic below to make sure you are protected as you have the right to refuse work when you believe workplace violence is likely to endanger you. If you are hurt, it is not the time to play through pain or put on a hero cape. It is your health and well being that must be protected. No one should go to work expecting to be hurt on the job. If you need help, call your union rep or a colleague. Let your voice be heard.

http://etfohealthandsafety.ca/
http://etfohealthandsafety.ca/

Our schools cannot be left under-supported with an expectation to educate our students in the face of increasing violence and increasingly complex behavioural needs? Our schools need supports in place to ensure safety for all and that includes you.

I will leave you with this final question.

How have spaces of nurture, growth, hope, and community also become places of anxiety, stress, harm, and PTSD for both teachers and students? How are you managing in your school? Please keep the conversation going.


 In case you need some more food for thought

Our notifications, news outlets, and social media feeds are filled with stories, images, and video sharing what’s happening. As I draft this post. CBC News shared a disturbing news story that surfaced online involving a teacher being assaulted by several students in Toronto.

Read more about how ETFO has been lobbying our government to address the issues of violence in our schools.

https://www.thestar.com/yourtoronto/education/2017/01/17/teachers-union-raises-alarm-over-rising-violence-in-schools.html

 

A poster for "Rock Your Socks" World Down Syndrome Day.

World Down Syndrome Day

On March 21st, our class celebrated World Down Syndrome Day.  World Down Syndrome Day is designed to recognize and celebrate the contributions of people with Down Syndrome. It is also a day to highlight the rights, inclusion and well being of those with Down Syndrome.

It is common for many schools and places around the world to demonstrate their acknowledgement of the day by wearing unusual or mismatched socks. This simple act encourages all of us to celebrate uniqueness and diversity.

For us, preparing to wear our special socks was a great way to start the conversation about this fantastic day.We sang the song “Lots of Socks” every morning throughout the month of March and spoke daily about Down Syndrome.

On the 21st of March, we had a celebration in the morning where we all shared what was special about each of us. We spoke about Down Syndrome and all the amazing people in the world with Down Syndrome. And of course, we showed off our socks!

socks2

In addition to our class celebration, I thought I would share some of the things that I have learned this year.

I am very fortunate that I teach 5 students with Down Syndrome. It has been my first-time teaching students with Down Syndrome so I had a lot of misconceptions going into the role and I have learned a lot!

The first thing I learned fairly early in the year was the correct way to speak about someone with Down Syndrome.  In the past, I had the misconception that a person with Down Syndrome may be referred to as someone with Down’s. That plural form is incorrect. John Langdon Down was the person who classified the Syndrome but he did not have it and therefore, it is not possessive. The only proper way to speak about someone is to put the person first (as you would with any exceptionality) and follow it with either Down Syndrome or D.S.

Eg. Student with Down Syndrome or Student with D.S.

I also had the misconception that people with Down Syndrome are always happy. I can confirm for all of you with out a doubt that my students demonstrate a variety of emotions regularly. My 3 students who have just hit puberty, go through about 25 emotions an hour as many of you have experienced with your students who are adolescences. Whew!

However, my students do smile a lot and that sometimes prompts many of the adults at my school to speak about how “sweet” or “cute” my students are. Sometimes I have to gently remind the staff that my students are not young children and that they need to be spoken about the same way you would speak about other 11 and 12-year-old students. They need high expectations for behaviour and communication.

Finally, as I started reading articles about people in the Down Syndrome Community, I was surprised how many times they were referred to as being afflicted with Down Syndrome. Just this week I read an article that spoke about people being victims of Down Syndrome. I assure you that my students are not victims. They are some of the coolest, most interesting, charismatic, smart, caring students I have ever taught.

Happy World Down Syndrome Day!!

 

Why are your eyebrows grumpy?

One of my students asked me the funniest question during our morning meeting this week.  She stopped, looked at me and asked, “Why are your eyebrows grumpy?” It struck me as really funny and I burst out laughing and she did as well. I went home that evening and began to think more about her question. At the time that she asked me the question, I was talking about an exciting trip that was coming up for our class. My voice was animated and I thought I was conveying my excitement through the words that I was choosing but upon deeper reflection I am not sure my facial expression was matching my words.

One of the real gifts that my students bring to the school and the class is their ability to read emotion. Many of the students are very sensitive to the expression on my face, in my voice and in my body. They laugh with me often and can easily tell when I am upset with them by a simple look or a body position. The great thing about this is that I rarely have to use my voice to intervene on unwanted behaviour and I can show someone what a great job they are doing by a simple look. The tricky part of this is that my facial expressions are being analyzed all day long. As a person doing this job for the first time, I am often perplexed or thinking about next steps. When I was talking about the upcoming trip with the class, I was also thinking about all the logistics of how to make this trip successful. I am sure that is why my student thought my eyebrows were grumpy.

Working with this group of students has been a fantastic reminder to slow down, stay in the moment and enjoy the experience. Things will get done. I will make mistakes and learn from them. I will get better at this job every day.

My talented students will forever teach me the skill that the author Toni Morrison spoke about. Toni Morrison explained that children don’t care about weather you help them zip up their jacket or have everything prepared. They care about one thing ….“Does your face light up when a child enters the room?” She also encouraged all of us to “let your face speak what is in your heart.” My students are reminding me of Ms. Morrison’s important lessons everyday. Slow down. Stay present in the moment. Let them see everyday how much you care for them.

Inclusive Education for All Students Including Those With Special Education Needs

Rebecca

As Ontario teachers, we know that there is a current challenge in addressing the learning needs of special education students with significant behaviour issues including violence against school staff.

The Elementary Teachers Federation of Ontario has developed a multi-year strategy to address violence in schools. This states specific goals and includes resources such as videos on how to address needs:

  • Lobbying the Ministries of Education and Labour to address violent incidents in schools and improve school board compliance with health and safety legislation;
  • Working with Ministry and school board representatives to improve workplace violence reporting and compliance procedures and develop training materials;
  • Building community advocacy to press the government to review its education funding formula and provide more funding for special education and support for students with high risk behaviors; and
  • Providing ETFO locals and members with enhanced education, training and resources on dealing with workplace violence.

Today, I read an excellent article by Caroline Alphonso  (The Globe and Mail, January 5, 2019) discussing how students with special education needs are being excluded from school due to their behaviour and violent tendencies. Alphonso cites Annie Kidder of People for Education stating that in 2018 “58 percent of elementary school principals and 48 percent of high school principals reported asking that a student with special needs not attend school for a full day” (Alphonso, January 5, 2019) due to insufficient classroom support. In addition, in British Columbia, special needs students miss up to 35.5 school days a year (BC Confederation of Parent Advisory Councils, cited in  Alphonso, January 5, 2019).

Violence against teachers is documented in a 2018 Canada wide study, Pan-Canadian Research Review on Violence in Schools. The study showed that rates of violence against teachers ranged from 41% to 90% and that elementary teachers working in lower socioeconomic locations experience the most violence (Canadian Teachers’ Federation, July 8, 2018). Key findings included widespread funding needed to provide resources, services, and training to address inadequacies in services for student mental health, behavioural, and special education needs.

To put this bluntly, the study stated that schools do not have enough trained support staff to deal with the increases in students’ needs and the result of this discrepancy is that students are not attending school.

I was prompted to write this blog after talking to a colleague. She regularly calls me to seek advice and support for her daughter, Rebecca. When I mentioned that I would like to write about Rebecca, my colleague wanted me to use her daughter’s name. In the most recent crisis, Rebecca was banned from taking the bus to school and regularly sent home early, due to her behaviour. On the bus, Rebecca broke a school bus window, was accessing her dirty diaper and playing with its contents, and attacking the teaching assistant staff. Rebecca is a highly autistic youth who functions at about a 3 year old child’s level.

The first thing I did was question why Rebecca was in a dirty diaper on the bus. The school staff told my colleague that Rebecca said “no” to getting her diaper changed. The school staff also stated that Rebecca was having regular meltdowns in the hallways at school so they could not take her outside. The staff also said they were not allowed to touch Rebecca. Rebecca’s outbreaks and violence often resulted in her being sent home. After further discussion, I wondered how much training the educational support staff had to address Rebecca’s specific needs. In addition, Rebecca was being excluded from attending school.

Rebecca’s mother asked me to do some research specifically to help advocate for her daughter’s needs and advice on how to address these needs with the school principal. I looked into the policies and laws dealing with students with special needs. I specifically cited Policy/Program Memorandum No. 119, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, as it states that our “publicly funded education system is to support and reflect the democratic values of fairness, equity, and respect for all” (Ontario Ministry of Education, 2013). Through Policy/Program Memorandum No. 119, school boards, and teachers, must address barriers to learning that fall within prohibited grounds of discrimination set out in the Ontario Human Rights Code.

Rebecca was facing discrimination against her right to attend school due to her disabilities. After filling my friend in on the details of Rebecca’s rights, I suggested to her that she ask questions on how Rebecca’s specific needs were being met.

Just after New Year’s day I got a call from Rebecca’s mother. The school’s principal started putting measures in place to ensure Rebecca’s needs were being met. The school brought in specialized trainers to train the teaching assistants on how to deal with Rebecca and her outbursts. The school bus windows were changed to unbreakable Plexiglas and Rebecca was fitted with a specialized body suit so she could no longer access her body while on the bus. The teaching assistants were instructed not to allow Rebecca to have meltdowns in the school hallway and told to promptly pick her up and redirect her. The teaching assistants were also told that Rebecca must have regular, daily physical activity, inside and outside of the school, as well as daily quiet time. The teaching assistants were also told to change Rebecca’s diaper immediately after a BM.

The result of this training was impressive. Rebecca stopped banging the bus window because it was too hard on her hands. Rebecca quietly stayed seated until the staff came on the bus to get her. Rebecca stopped having meltdowns because she no longer had an audience to watch her very brief outbursts. Rebecca stopped hitting staff. Rebecca’s behaviour is not perfect but it is manageable. And here is the best part, Rebecca started to ask when she was going to school. I cried when I heard that!

This story shows that with enough support and trained staff, students with behavioural issues and violent tendencies can have their needs met. With this approach, students, staff, and teachers can have good quality school experiences.

I would like to thank Rebecca’s principal for supporting Rebecca’s needs – because this girl wants to go to school.

I ask of all teachers, principals, and school staff to reach out to advocate for students who are not so easy to teach so they can attend school – because this is their human right.

Collaboratively yours,

Deb Weston, PhD

References

Alphonso, C. (January 5, 2019). Educating Grayson: Are inclusive classrooms failing students? The Globe and Mail. Toronto. Downloaded from https://www.theglobeandmail.com/canada/education/article-educating-grayson-are-inclusive-classrooms-failing-students/

People for Education. (September 4, 2018). Changes needed to make Ontario schools more inclusive: Ontario Human Rights Commission policy includes recommendations for province and school boards, People for Education. Downloaded from https://peopleforeducation.ca/research/new-policy-recommends-changes-to-make-ontario-schools-more-inclusive/

Canadian Teachers’ Federation. (July 8, 2018). News release: Lack of resources and supports for students among key factors behind increased rates of violence towards teachers, Pan-Canadian Research Review on Violence in Schools, Canadian Teachers’ Federation, Downloaded from https://www.ctf-fce.ca/en/news/Pages/default.aspx?newsid=1983998942&year=2018

Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools, Government of Ontario. Toronto. Downloaded from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf

Elementary Teachers Federation of Ontario. (2019). ETFO Action on Violence in Schools, Elementary Teachers Federation of Ontario. Downloaded from http://www.etfo.ca/DefendingWorkingConditions/HealthandSafety/pages/actiononviolence.aspx

Our First Field Trip Into The Community!!

This is my first year being a teacher of students with developmental delays. Being new to the role, some days are very successful and some days are a definite work in progress. Even with the possibly of bumpy days, I decided that my lack of experience was not going to stop me from setting up activities in the community with my students. After getting advice from some other amazing teachers, I set up my first field trip. We went on the city bus to the Dollar Store to buy holiday decorations for our class!!

The Dollar Store is about a 6 minute bus ride from my school and it took us about of 20 minutes in the store to purchase all of our items. However, I planned for this trip like we were doing a backpacking trip across Europe for 45 days.

I began by preparing my students for the trip by explicitly explaining what would happen on the trip and my  expectations of their behaviour. I shared many pictures and explained them every day for a week. Here are a few of the pictures that I shared with my students:

SPD trip

I will be leaving school after lunch. I need to use the bathroom before I leave.

bathroom

mccrimmon middle school

Then we will walk to the bus stop and wait for the bus.

bus stop

I need to stay with the teachers while we are on our trip and listen to their instructions.

AXT

I need to stay with my teachers on the sidewalk while we walk to the Dollar Store.

walking to dollarstore 2

When we get to the Dollar Store Ms. Axt will give me my money.

dollar store

At the Dollar Store, we will each pick one decoration for the class.

shopping isle

Then we will go to the cash register to pay.

paying

After we reviewed the pictures with the students, we practiced walking around the school like we were out in the community. My team and I had a meeting and made groups according to speed, personality and need. Each staff member took two or three students and walked in the halls at school the week before the trip.

We also practiced expectations of shopping in a store. The staff and I became the cashiers and my students practiced finding something, bringing it into the checkout line and waiting to pay for their item. The more we practiced the more independent they got.

Finally, the day arrived and off we went. The whole trip lasted about an hour and we didn’t have one issue. Preparing the students beforehand went a long way into making the trip successful.

The day after our trip,  I showed all the students the pictures from our outing and asked about their experience. I put a few pictures and their thoughts in a little note and sent it home in their communication book. For many of my students, the pictures help them with their ability to explain what happened on the trip. It also gives parents some ideas about what happened on the trip, if their child has impaired verbal skills. The note I sent home looked like this…

note home

It took about 10 minutes to make and the parents really appreciated the communication.

We are off on our next field trip on Monday. Wish us luck…………

Behind the behaviour – seeing our students

I see you.
I see you trying.
I see you fidgeting.
I see you working hard.
I see you fighting the floor.
I see you being a peace maker.
I see you standing up to bullies.
I see you waiting for snack time.
I see your random acts of kindness.
I see you struggling to pay attention.

I see you trying to find the space where you fit in.
I see you when you haven’t had a good night’s sleep.
I see you watching the seconds slowly tick as time crawls.
I see you throwing things because words have escaped you.
I see you searching for representation in the books you read.
I see you when you are trying to make the distractions vanish.
I see you walking off your school bus with an emotionless face.
I see you when you arrive to school without warm winter wear.
I see you taking extra long water fountain and bathroom breaks.
I see you when you come to school without having a morning meal.

I see you working to make your classroom and school a better place.
I see your desire to move about, doodle or make things with your hands.
I see you looking around the room for something else to do. Anything else.
I see you in your worst in best moments as you learn and grow as a learner.
I see you trying to understand that one student who just doesn’t fit in. Yet.
I see you avoiding difficult things because of a fear of having the wrong answers.
I see you writing notes to comfort someone who is feeling down and needs a friend.
I see you getting frustrated when things don’t go as well as you thought they would at first.
I see you when you come to school exhausted after a previous night’s music, sports or tutoring.

I see you because you matter to me.
I see you because it matters to be seen.
I see the potential in you even when you don’t.
And if I see it, so do others. Now you matter to all of us.
We see you.

Love your teacher(s).

Building a Community

School begins by building the student community. We invite guardians into the space and include them in building the environment.  Often this is done with a newsletter or email introducing the subjects and the adults whom have contact with each child.  Any special events or classroom supplies are mentioned to assist students with a successful transition into the new year. September is a great time to host a, “Meet the Teacher” event. This is a time when family are invited into the school.  They are able to see where their child is spending 1500 minutes a week. They are able to see what students are doing and where they do it.  Samples of the work students produce are displayed in and around the school. The learning environment set up and seating arrangements are unique to each area. Some educators will include special items to make the space inviting and safe.  These objects, such as specific lighting, and seating will be board approved to meet Health and Safety standards.

Getting to know the students begins the moment your class list is in your hands.  Every educator is responsible for reviewing and updating the IEP’s (Individual Education Plans) of their students.  This can provide valuable information about one’s learning.  A survey or the wonderful, “One Page Profile” is another way students can share more about themselves. This is complimented by a conversation with the individual.  Each board suggests specific assessment in each subject.  As an educator choose the assessment that will be most valuable to your curriculum direction and the individuals you are educating. Ensure it will provide information to direct your year plan and understand your learners.  Continuous contact with guardians is important to help develop the necessary inclusion of those in the student’s community. Some educators will call each home at the beginning of the year to introduce themselves. Some will send home a letter with information about themselves and the class.  Each day includes a variety of interactions.  If you begin slowly with non threatening activities that keep students within their comfort level, they will grow to be more receptive of inclusion and community building. The community circle for these students includes peers, educators, support staff, custodians, administrators, family members and many more. Community involvement helps grow the circle of support.

My year began in a similar way.  As I was gathering information and building the school community I reflected on many of the unique situations our students encounter.

One students’ parent has a brain tumour, another child’s father died in a motorbike accident yesterday. One individual got their first goal in hockey, and another preformed as a main character in the local theater group.  Everyone including your peers bring something different to their day.  It is important that what you see in that individual, may not be what is actually going on. Empathy, patience and a smile every morning can make wonders in a person’s life. The small steps of communication and goal setting will provide the school group with a strength based community who will support each other when they feel others care.

This is a valuable time to build the community in order to provide a safe supportive space for all. Congratulations on setting the stage and tone for the valuable learning that will happen this year.

 

https://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/

http://www.sheffkids.co.uk/adultssite/pages/onepageprofiles-1.html

http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups