the individual needs of students with disabilities.” •
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The first step is to identify students with an IEP or 504 Plan at the beginning of the year or at enrollment. A list of enrolled students with an IEP or 504 should be provided to a teacher prior to the beginning of the school year. Read the IEP/504 Plan. Look for any reference in the document that addresses physical, behavioral, sensory or environmental conditions. - Review the new #16 guidelines with the parent/legal guardian to determine any factors that may hinder a successful school outing. If needed, ask if the parent is available to accompany the student on extracurricular activities, but note, you cannot make this a requirement for participation. An IEP/504 may not contain references to music education accommodations or off campus activities. This makes a conference with the parent/legal guardian very important. If the student is enrolled in a special education class, it would be helpful to speak to the Special Education teacher for their insight into a student's need for accommodation on an extracurricular activity. If an accommodation plan is needed, notify the parents/ legal guardian.
2. “Remain accessible for students with disabilities.” •
If a Direct Service Provider (DSP) is assigned to a student, i.e. a one on-one aide, and that person works at more than one location, that person needs to be asked if there have been Covid cases at their other assignment. Action regarding this request should be a protocol established by the school and/or school district.
3. “Adjust Strategies as needed.” •
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All the suggestions under this protocol are specific and helpful, especially the one regarding wearing a clear mask by the adult staff. - Investigate the venue of the activity in advance to determine if any accommodation cannot be adjusted for a student. - Determine whether the masking and other expectations by the event location is in compliance with any student accommodation. This would also apply to all students. Determine if you need to share that you have students with accommodations to the activity coordinator. Reviewing this information brings to mind other suggestions. If necessary, have a talk with the student about any concerns they may have regarding the travel or activity. Providing one-to-one reassurance can be very helpful. Many students need a great deal of lead time in emotionally preparing for an activity, which may be a response to a change in routine. This information may come from contact with parents or others, but could also be expressed by the student. If possible, check any food issues. The student may have food requirements that may not be accommodated by the menu planned for the activity.
Prior to Covid, the issues of accommodation on a field trip or extracurricular activity were addressed for Students with Disabilities. This additional CDPH guideline for Extracurricular activities is another layer of diligence that needs to be followed in order to continue the implementation of access to the curriculum and school events for all students. Submitted by: Angela Holmes Southeastern Section Representative Past CMEA Special/Diverse Learners Representative
Things are great at the bottom of the state!
Southern Border Section Update
Aaron Mulder is in his 13th year of teaching, currently as director of bands and music department co-chair at the San Diego School of Creating and Performing Arts. Since he moved to San Diego 3 years ago, his mastery of music education has become apparent to our community, also being elected to the Southern Border Section executive board as secretary this past September. As I’ve come to know Aaron, I’ve also been intrigued at his dual role as a full-time teacher and also a Sergeant in the 300th Army Band. We had a chance to sit down and talk recently about this unique paring.
by Dr. Jeff Malecki Winter Issue 2022
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