Paraprofessionals are essential to effective special education teams. By preparing them, appreciating them, and supporting them, schools become more successful and kids thrive.
Most people think of trauma as something acute, obvious, and rare. Perhaps it’s a single terrifying event, or maybe a prolonged period of abuse, that sticks with a person forever. Unfortunately, the true nature of trauma is more complex and prevalent.
With so much competition for a slice of district budgets, how do schools meet ALL needs? Well, the short answer is that they probably can’t, but that doesn’t stop them from trying. And while there may be shortages in staff, there is no shortage of dedicated professionals giving their all to help kids.
In the first article of this series, we left you with the CDE’s important message that, “when a student has demonstrated limited or slower-than-expected progress, additional assessment is needed.” So, what exactly does that mean?
The goal of a mindfulness practice is to help exercise the skills you need to acknowledge and accept the moment you are in as well as the thoughts, emotions, and feelings you encounter in that moment. No judgment. No trying to ignore them. Just being aware and accepting of all the sensations: physical, mental, and emotional. Mindfulness is an effective tool for every human, and especially beneficial for children with disabilities.
As a parent of an exceptional student, we understand that you want to partner with your child’s school to ensure the best programming. We help you understand what inclusion is, how it can benefit children with and without disabilities, and what recommendations are research-based.
While many people can identify what problem behavior they are interested in reducing such as tantrums or aggression, the reason for the behavior—the why—is often not revealed until a Functional Behavior Assessment (FBA) is done.