Let’s Use the Resources We Already Have to Support Exceptional Needs Students

By Karen Kaplan

THERE IS A GREAT DEAL OF DISCUSSION AROUND THE CHANGE IN INSURANCE COVERAGE FOR BEHAVIOR SPECIALISTS’ ASSISTANTS, IN HOMES AND IN THE CLASSROOM, THESE DAYS. APPARENTLY, SOME INSURANCE COMPANIES ARE NOT SURE THERE IS ENOUGH EVIDENCE TO SUPPORT THE HIGH COST OF THOSE INDIVIDUALS AND WHETHER OR NOT STUDENTS ARE TRULY MAKING ENOUGH PROGRESS.

It is also very expensive for schools to recruit and hire enough certified behaviorists to fulfill current needs. There appears to be a lack of certified speech and language therapists and speech and language assistants prepared to work in schools and centers as well. COVID-19’s closures of university programs, school programs, and clinics to complete clinical hours have affected the number prepared to support children, teens, and adults on the spectrum. It also appears the programs for speech therapists take fewer and fewer students each year due to reduced faculty size.

I happened to see a media site just this past week with 154 open positions for speech therapists. We need to think differently. We need to find a way to support our students’ needs with the resources we already have.

I suggest we look at the education and training of our special education teachers. The state requires every classroom have a credentialed teacher. They are a resource we must have. Why are teacher training programs not providing these teachers with the expertise to change behavior, facilitate communica- tion expression and understanding, and provide tools for sensory regulation? Are they only being trained to accommodate the curriculum?

Next, I suggest we look at the current paraprofessionals we already hire and place in classrooms, homes, and centers and provide them with the understanding of communication challenges of those they support and train them to use strategies to become a positive communication partner. Why are they not learning about sensory regulation and how to support the visual, auditory, tactile, and olfactory sensitivities of those they support? Those paraprofessionals we have come to depend upon are capable.

I believe we are not seeing a resource that is right in front of us: the parent. The parent is the first natural communication partner, shaper of behavior, and co-regulator to whom the child connects. Why doesn’t our education system and Individualized Education Programs (IEP) provide goals and objectives for the family and provide training to the most important resource each student has? The parent will be with the student throughout their life. The education system will only be with them until age 22.

If we had seen the parent as a true part of the IEP and provided them with the knowledge, understanding, and, most importantly, the tools and strategies they needed to help their student move towards independence, understand communication, use communication strategies, and self-regulate, there might not have been huge losses in progress during COVID-19. So, how can we integrate the parent and make effective use of our available resources?

Let’s encourage our State Department of Education to provide funding to each special education local plan area (SELPA) to provide training and ongoing professional development to each and every paraprofessional hired. This training should include an understanding of each disability’s challenges, learning styles, and strategies to support positive learning. For example, the paraprofessional should learn how to support sensory dysregulation, comprehension, and expression of language as well as how to support positive behavior.

Let’s mandate that the Commission on Teacher Credentialling work with each university credentialling program and ensure teachers receive understanding and training in speech and language challenges, becoming a communication partner, and sensory regulation challenges and strategies. Teachers need to understand the principles of behavior management and how to support their individual students. Let’s mandate that teachers learn how to supervise and train their paraprofessionals. During student teaching, teachers should be required to practice with an experienced teacher and be mentored throughout their credentialling program.

Let’s reevaluate the participation of a parent in each student’s educational plan. Why are schools afraid to have the parent observe speech sessions or occupational therapy regularly? How will they learn to implement these strategies at home for consistency if they don’t?

If districts are training the paraprofessional, why are they not funded to offer training to the parent, who is a key paraprofessional? Parents were asked to function as the primary paraprofessional during COVID-19.

Why not put in a training program at our local community colleges to train paraprofessionals? While they are obtaining twoyear degrees, those interested in helping people with special needs can enroll in two or three courses preparing them to offer support in the classroom, home, or center.

When paraprofessionals, teachers, and parents are all trained, there could be a reduction in the number of specialist hours needed. Parents may begin to trust that all who support the student are capable. They may then reduce their push to have only the specialist work with their child. The specialist might then become the mentor, trainer, consultant, and advisor, optimizing their time and knowledge.

These strategies make use of what we already have.

Karen Kaplan is a native San Franciscan. She completed her bachelor’s and master’s degrees at Arizona State University, Tempe, Arizona, in Speech Pathology and Audiology. Karen minored in Special Education. She obtained her Speech Therapist and Special Education credentials in California. She worked as a speech therapist for both public schools and private schools before opening her own residential and education program for students with autism spectrum disorders. She worked in credential programs at Sacramento State University as well as UC Davis. She spent 20 additional years directing private schools for those with autism and similar learning challenges. She founded a small non-profit, Offerings, which travels globally helping other cultures understand those with developmental challenges. She founded and facilitated an autism lecture series and resource fair for seven years in Northern California. She still facilitates an Autism Awesomeness event yearly, showcasing the strengths and talents of those who live on the spectrum. Karen is currently consulting, helping families, schools, and centers for children, teens, and adults. She has published articles to help bring ideas and strategies to families and professionals, providing hope. Karen authored Reach Me Teach Me in the early ‘70s and went on to publish her second book, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, in 2017. Her third book, Typing to Heaven and Back, is not about autism but about having important conversations with those we love. Be sure to connect with Karen—she is always ready to listen and think of the possibilities.

Website: www.karenkaplanasd.com