A particularly poignant quote as we think about going back to school after a long summer break. For students living with disabilities, a successful return to school can be a bit more complicated, but never impossible! The right preparations and an excellent support system will make all the difference. The result? Students with disabilities will have the same opportunities as students without disabilities to:<\/p>\n
- \n
- Thrive in their chosen community.<\/li>\n
- Excel in their chosen employment.<\/li>\n
- Explore and learn about their interests, strengths, and challenges.<\/li>\n<\/ul>\n
ALSO is a non-profit provider for people with intellectual and developmental disabilities, operating in 9 counties throughout Oregon. We know that equal access to a good education is absolutely necessary for living and working independently, and for the achievement of life goals. Our Direct Support Professionals (DSPs) are here to help out with all back-to-school transitions and challenges that you or your loved one might have.<\/p>\n
What Does it Mean for Students with Disabilities to Successfully Navigate Back to School?<\/h2>\n
![\"A](\"data:image\/gif;base64,R0lGODlhAQABAAAAACH5BAEKAAEALAAAAAABAAEAAAICTAEAOw==\")
<\/p>\nMost of us have childhood memories of excitement (combined with hesitation and anxiety) about starting a new school year after a relaxing and carefree summer break. Even the most confident of us were nervous about the clothes we wore on that first day. We were worried about what other kids would think of us, or if we would get lost going to the bathroom. We all had our own unique challenges!<\/p>\n
If you layer on top of that challenges such as:<\/p>\n
- \n
- Having enough strength to wheel yourself up a ramp<\/li>\n
- Being able to speak clearly enough so that other kids understand you<\/li>\n
- The increased difficulty you might have with using school computers<\/li>\n<\/ul>\n
…well, your anxiety and fears about returning to school would quadruple in no time. This would interfere in your ability to be included in the school community. On top of that, learning would be all the more difficult.<\/p>\n
So, in answering the question, “What does it mean for students with disabilities to successfully navigate back to school?” <\/em>It would mean that students feel:<\/p>\n
- \n
- Confident that they are getting the support they need to achieve learning goals.<\/li>\n
- Comfortable in communicating needs and concerns.<\/li>\n
- Socially included by staff, teachers, and fellow students.<\/li>\n
- That structural barriers in and within school grounds are properly addressed (this includes the playground).<\/li>\n
- As prepared for the school year as other students without disabilities as they enter the school doors.<\/li>\n<\/ul>\n
Top Overall Back to School Tips for Students with Disabilities<\/h2>\n
<\/p>\nThanks to the Americans with Disabilities Act (ADA)<\/a>2<\/sup>\u00a0and the Individuals with Disabilities Education Act (IDEA)<\/a>3<\/sup>, which are civil rights laws, learning and academic success is well within reach for students with disabilities. These and other federal laws lay a strong foundation for helping all students with disabilities get the education that they deserve.<\/p>\n
Continued advocacy, research, and innovation have helped us to continue the journey of equitable access for students with disabilities. If you have a disability, or know someone who does, the team at ALSO has several overall tips to share with you. We also have many suggestions for those with specific types of disabilities and conditions.<\/p>\n
Leverage Assistive Technology<\/h3>\n
Under IDEA, assistive technology<\/a>4<\/sup>\u00a0is defined in general as “any item, piece of equipment, or product system, …that is used to increase, maintain, or improve functional capabilities of a child with a disability.”(paragraph 1)<\/em><\/p>\n
Innovations in assistive technology have opened countless doors for students with disabilities. Direct support professionals (DSPs) at ALSO have extensive training in helping children with disabilities get back to school with the equipment they need for academic success. Here are some examples of both high-tech and low-tech assistive technology for students:<\/p>\n
- \n
- Adaptive computer controls for kids with physical disabilities<\/li>\n
- Audiobooks (very common in most classrooms)<\/li>\n
- Optical character recognition (OCR) devices<\/li>\n<\/ul>\n
Additional Information: <\/strong>Benefits of Assistive Technology for Students with Disabilities<\/a><\/p>\n
Stay Informed on Your Individualized Education Program (IEP)<\/h3>\n
The IEP is a written document that records the goals and objectives of the eligible student with disabilities. A child’s IEP isn’t a ‘cookie cutter’ report. It must be person-centered, because each child’s needs are unique.<\/p>\n
The IEP represents a commitment of the school district and related service providers who work with the student\u2014that they will honor their wishes and work diligently to achieve goals and objectives using specifically described interventions.<\/p>\n
The IEP team consists of a variety of individuals. First and foremost, the student must be included. The child’s teachers are usually highly involved in this important education plan. Other team members may include:<\/p>\n
- \n
- School administrators<\/li>\n
- Case managers<\/li>\n
- Speech, physical, and occupational therapy<\/li>\n
- Family members and guardians<\/li>\n<\/ul>\n
A child’s IEP can be quite lengthy and complex. For this reason, many families of children with disabilities recommend all IEP materials be organized in binders5\u00a0<\/sup>that families can refer to throughout the school year. This type of organization helps particularly when families need to dive into back to school tasks for their children with disabilities.<\/p>\n
Additional Information: <\/strong>Supporting Students with Disabilities with Individualized Education Plans<\/a><\/p>\n
Ask for Reasonable Modifications or Accommodations if Needed<\/h3>\n
In school settings, the term reasonable modifications is used to describe adjustments in policies, procedures, or practices necessary to avoid discrimination of students with disabilities. (This is sometimes used interchangeably with the term reasonable accommodation, which is more common in employment settings.)<\/p>\n
There are several examples of reasonable modifications that students, families, and teachers can explore to meet the child’s educational needs and goals. A couple of examples are allowing additional time to take tests or arranging for additional instruction from paraprofessionals.<\/p>\n
Whether you’re a student with a disability, or a part of that person’s support system, there are several specific things you can do to make requests for reasonable accommodations and modifications productive, including:<\/p>\n
- \n
- Put all requests in writing.<\/li>\n
- Use the IEP as supporting documentation.<\/li>\n
- Get support from other professionals, such as DSPs, physicians, social workers.<\/li>\n
- Communicate with clarity and honesty.<\/li>\n
- Be confident regarding how the modifications will help meet your (or the student’s) educational goals.<\/li>\n<\/ol>\n
Finally, it’s important to remember that requesting a modification is an interactive process. A teacher or principal may have had previous experience with a child’s disability, and therefore offer excellent solutions that work well for all parties concerned.<\/p>\n
Tips for Specific Types of Disabilities<\/h2>\n
<\/p>\nAlthough the same disability will affect different individuals in different ways, there are some similarities. Check out these strategies to consider for specific types of disabilities.<\/p>\n
Physical Disabilities<\/h3>\n
It’s fortunate that most schools nowadays are well-equipped with ramps, elevators, stair railings, and grab bars when needed. It might be a different story, however, when children go on field trips. It’s always a good idea to call the school and\u00a0to ensure that accommodations are made for students with physical disabilities.<\/p>\n
Often, people assume that someone with a physical disability also has a cognitive or intellectual disability. This is definitely not the case! As a disability advocate or self-advocate, you have the right to respectfully correct others on these facts (especially a child’s teacher).<\/p>\n
Intellectual Disabilities<\/h3>\n
According to the American Psychiatric Association,<\/a>6<\/sup>\u00a0an intellectual disability affects:<\/p>\n
- \n
- Cognitive function (learning, problem-solving, judgment)<\/li>\n
- Adaptive function\u00a0(daily living skills, communication, social skills)<\/li>\n<\/ol>\n
Preparation ahead of time for the beginning of the school year is helpful for anyone, but particularly for kids with intellectual disabilities. Planning ahead helps kids learn what to expect and diffuse anxiety. Try these strategies:<\/p>\n
- \n
- Do a ‘dry run’ in and around the child’s school building to help out with navigation skills.<\/li>\n
- Mark the remaining calendar days of summer vacation.<\/li>\n
- Review the time that the school day begins and ends.<\/li>\n
- As summer winds down, slowly help your child get up progressively earlier so the first day is not such a shock.<\/li>\n<\/ul>\n
Learning Disabilities<\/h3>\n
There are several types of learning disabilities<\/a>7<\/sup>\u00a0including and not limited to:<\/p>\n
- \n
- Dyslexia (difficulties with reading, writing, comprehension).<\/li>\n
- Dyscalculia (difficulties with mathematical concepts).<\/li>\n
- Auditory processing disorders.<\/li>\n<\/ul>\n
Just like with physical disabilities, if an individual has been diagnosed with a learning disability, it’s often assumed that they also have an intellectual disability. To the contrary, those with learning disabilities can be highly intelligent!<\/p>\n
Our best tip for kids with learning disabilities is to educate others just as much on what these kids can<\/em> do as well as about their challenges. These types of disabilities can be difficult to explain, so enlist the help of occupational or speech therapy professionals to clarify these students’ educational program needs.<\/p>\n
Visual Impairments<\/h3>\n
Children with developmental disabilities are at a higher risk for visual impairments.8\u00a0<\/sup>\u00a0Because these kids also have other disabilities, visual issues may get overlooked. But when it comes to educational needs, visual skills are extremely important. Fortunately, there are multiple ways to compensate for visual problems of varying degrees from screen readers to audiobooks. New innovations helping people with low vision are being developed and refined at a rapid pace. For these kids, we have two main suggestions:<\/p>\n
- \n
- Do regular research on new areas of knowledge for kids with low vision.<\/li>\n
- Children should get full<\/em> visual testing yearly prior to going back to school (including oculomotor, acuity, visual-perceptual, visual field testing, etc.)<\/li>\n<\/ol>\n
Autism Spectrum Disorders (ASD)<\/h3>\n
Transitioning back to the school routine can be very stressful for kids with ASD and their families. This is why it’s important to, even during holiday and summer breaks, maintain as much structure as is feasible.<\/a>9<\/sup>\u00a0Try to start establishing a new daily structure well before the start of the new school year.<\/p>\n
Be sensitive to what makes your child feel safe and calm, and what might cause anxiety. If possible, try to schedule play dates with future classmates, so your child can get extra practice with\u00a0appropriate social interactions.<\/p>\n
Chronic or Ongoing Illnesses<\/h3>\n
In many cases, children with disabilities are also living with other ongoing illnesses. For example, kids with Down’s Syndrome may also have to contend with heart issues<\/a>10\u00a0<\/sup>\u00a0and obesity. A physical examination in preparation for going back to school would be very helpful for family members and children. It would provide the opportunity to review good habits such as proper nutrition, the importance of exercise, and taking medications.<\/p>\n
Back to School with ALSO Support Services<\/h2>\n
At ALSO, we’ve supported people with intellectual and developmental disabilities at various stages of their educational journey, including transition services to secondary school, and even college. So, we have the experience and passion to help get them back to school. Furthermore, we have extensive knowledge of the IEP process, disability advocacy, and reasonable modifications in the school setting.<\/p>\n
We believe that equal access to\u00a0high quality education services is a necessary element on the path towards complete inclusion, which aligns with our vision:<\/p>\n
\u201cA future in which all people, including those living with developmental and other disabilities are fully included, participating members of their communities.\u201d<\/em><\/p>\n
Learn more about ALSO<\/a> and our support services<\/a> today!<\/h2>\n
<\/h2>\n
Sources:<\/h2>\n
- \n
- Schneiderwind, J. (Video). (2021, September 23). Normalizing disability begins in school. TedX MSU Denver. Retrieved August 24, 2024. https:\/\/www.youtube.com\/watch?v=gscAjUlKc7Y<\/li>\n
- US Department of Justice, Civil Rights Division. The Americans with Disabilities Act Protects People with Disabilities from Discrimination. [Home Page].\u00a0 Retrieved August 25, 2024\u00a0 https:\/\/www.ada.gov\/<\/a><\/li>\n
- US Department of Education. Individuals with Disabilities Education Act (IDEA). [Home Page] (n.d.). Retrieved August 25, 2024\u00a0 https:\/\/sites.ed.gov\/idea\/<\/li>\n
- US Department of Education. Individuals with Disabilities Education Act (IDEA). (2019, November 7). Section 1401 \u2013 Definitions. Retrieved August 25, 2024\u00a0 https:\/\/sites.ed.gov\/idea\/statute-chapter-33\/subchapter-i\/1401<\/li>\n
- Morin, A. (n.d.)How to organize your child\u2019s IEP binder. Retrieved August 25, 2024. https:\/\/www.understood.org\/en\/articles\/how-to-organize-your-childs-iep-binder<\/li>\n
- American Psychiatric Association [Physician Review- R. Luna] (2024, March). Intellectual Disability. Simple Ways to Transition Back to School With Autism. Retrieved August 24, 2024.\u00a0\u00a0 https:\/\/www.psychiatry.org\/patients-families\/intellectual-disability\/what-is-intellectual-disability<\/a><\/li>\n
- Walden University (n.d.). 7 learning disabilities every psychology professional should study. Retrieved August 24, 2024. https:\/\/www.waldenu.edu\/online-masters-programs\/ms-in-psychology\/resource\/seven-learning-disabilities-every-psychology-professional-should-study<\/a><\/li>\n
- Salt, A., Sargent, J. (2014). Common visual problems in children with disability. Arch Dis Child. Vol 99, 1163-1168. Retrieved August 24, 2024.\u00a0 https:\/\/adc.bmj.com\/content\/archdischild\/99\/12\/1163.full.pdf<\/a><\/li>\n
- Hopper, D. Simple ways to transition back to school with autism. Autism Parent\u2019s Magazine. Retrieved August 24, 2024. https:\/\/www.autismparentingmagazine.com\/transition-back-to-school-with-autism\/<\/a><\/li>\n
- National Down Syndrome Society. (n.d). The heart and Down Syndrome. Retrieved August 25, 2024. https:\/\/ndss.org\/resources\/the-heart-down-syndrome<\/a><\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"
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