3 QUESTIONS with Dr. Christopher Wooleyhand

1. LEeM: What is the definition of kids with special needs?
Dr. Wooleyhand: This is complex question. The definition of “special needs” is much broader than 20 years ago. Students with special needs are children who need specialized support to be successful in school. Typically, when we think of special needs, we think of students who require special education services under one of the 13 federal handicapping conditions. The Individuals with Disabilities Education Act (IDEA) ensures that all students receive a free and appropriate public education (FAPE). Students who are assessed and qualify for special education services have an Individualized Education Plan (IEP) written for them to meet their specific needs.
Students with certain health conditions may qualify for specialized services under Section 504 of the Rehabilitative Services Act. The Americans with Disabilities Act (ADA) protects children from being denied access to federally funded programs. Schools often write 504 plans to provide students with the accommodations and modifications they need to be successful.
In addition, there are other avenues that parents may pursue to help their child. Children may receive school-based interventions and additional support without the need for special education services. Good schools often have multiple strategies and supports for students who struggle in making adequate progress. These interventions often produce results that allow students to forego the need for special education services.
2. LEeM: In what ways are teachers integrating educational theory and practice in their classrooms to assist students with special needs?
Dr. Wooleyhand: The key to supporting students with special needs is the utilization of a team approach. In the past, students who performed below level would be isolated within a school building and would receive all of their instruction from a special educator. Fortunately, we now understand the importance of making all students successful in the general education setting. With that, however, comes the need for classroom teachers who are equipped with the skills to meet a range of abilities. The best training ground for new teachers is the co-taught classroom. Co-taught classrooms have the potential to provide comprehensive instruction when the general educator and special educator are highly collaborative. The theory and practice behind the co-taught classroom allows for students with special needs to receive support and access to the grade level curriculum. More than anything, success for special needs students is a product of high expectations. When special education teachers advocate for children and serve as a resource for classroom teachers, they increase the likelihood of student success.
3. LEeM: How can parents assist their child with special needs acquire skills that impact their abilities in schools?
Dr. Wooleyhand: Parents must be unapologetic advocates for their child. They must be willing to go to the school, speak to teachers, and ask for help and support. Children who have actively involved parents are much more likely to make significant progress. Parents should seek a collaborative relationship with the school. This can be challenging for parents who may not feel comfortable in that role. Adversarial relationships between families and schools are unlikely to yield the best results for students. Here are five ways parents can assist their child with special needs:
http://www.cec.sped.org/Tools-and-Resources/For-Families
BIO:
Christopher Wooleyhand, Ph.D., is an elementary principal in Glen Burnie, Maryland with 28 years of experience in education. He is an adjunct lecturer at McDaniel College focused on the connection between teacher leadership and school performance. Dr. Wooleyhand’s blog, Common Sense School Leadership, highlights the need for practical solutions to the challenges of modern school reform. A former Peace Corps volunteer in the West Indies, Wooleyhand writes about the achievement gap and the need for equitable practices in education. He has been published in Educational Leadership and Principal magazine. Dr. Wooleyhand has served as a prospectus reviewer for Corwin Press and Solution Tree Press. He is currently an editorial advisor for Principal magazine. He is also co-founder and co-moderator of Maryland Elementary School Chat (#mdeschat) which meets every Thursday evening at 8:00 p.m. on Twitter. He can be followed on Twitter @principal64.
Dr. Wooleyhand: This is complex question. The definition of “special needs” is much broader than 20 years ago. Students with special needs are children who need specialized support to be successful in school. Typically, when we think of special needs, we think of students who require special education services under one of the 13 federal handicapping conditions. The Individuals with Disabilities Education Act (IDEA) ensures that all students receive a free and appropriate public education (FAPE). Students who are assessed and qualify for special education services have an Individualized Education Plan (IEP) written for them to meet their specific needs.
Students with certain health conditions may qualify for specialized services under Section 504 of the Rehabilitative Services Act. The Americans with Disabilities Act (ADA) protects children from being denied access to federally funded programs. Schools often write 504 plans to provide students with the accommodations and modifications they need to be successful.
In addition, there are other avenues that parents may pursue to help their child. Children may receive school-based interventions and additional support without the need for special education services. Good schools often have multiple strategies and supports for students who struggle in making adequate progress. These interventions often produce results that allow students to forego the need for special education services.
2. LEeM: In what ways are teachers integrating educational theory and practice in their classrooms to assist students with special needs?
Dr. Wooleyhand: The key to supporting students with special needs is the utilization of a team approach. In the past, students who performed below level would be isolated within a school building and would receive all of their instruction from a special educator. Fortunately, we now understand the importance of making all students successful in the general education setting. With that, however, comes the need for classroom teachers who are equipped with the skills to meet a range of abilities. The best training ground for new teachers is the co-taught classroom. Co-taught classrooms have the potential to provide comprehensive instruction when the general educator and special educator are highly collaborative. The theory and practice behind the co-taught classroom allows for students with special needs to receive support and access to the grade level curriculum. More than anything, success for special needs students is a product of high expectations. When special education teachers advocate for children and serve as a resource for classroom teachers, they increase the likelihood of student success.
3. LEeM: How can parents assist their child with special needs acquire skills that impact their abilities in schools?
Dr. Wooleyhand: Parents must be unapologetic advocates for their child. They must be willing to go to the school, speak to teachers, and ask for help and support. Children who have actively involved parents are much more likely to make significant progress. Parents should seek a collaborative relationship with the school. This can be challenging for parents who may not feel comfortable in that role. Adversarial relationships between families and schools are unlikely to yield the best results for students. Here are five ways parents can assist their child with special needs:
- Volunteer, either from home or in the school, get involved.
- Introduce yourself to the teacher (often) until s/he knows you by name.
- Assist your child with homework and ask questions when you’re not sure of the content.
- Read to, and with, your child every day (encourage older children to read daily).
- Find resources when your efforts don’t lead to success.
http://www.cec.sped.org/Tools-and-Resources/For-Families
BIO:
Christopher Wooleyhand, Ph.D., is an elementary principal in Glen Burnie, Maryland with 28 years of experience in education. He is an adjunct lecturer at McDaniel College focused on the connection between teacher leadership and school performance. Dr. Wooleyhand’s blog, Common Sense School Leadership, highlights the need for practical solutions to the challenges of modern school reform. A former Peace Corps volunteer in the West Indies, Wooleyhand writes about the achievement gap and the need for equitable practices in education. He has been published in Educational Leadership and Principal magazine. Dr. Wooleyhand has served as a prospectus reviewer for Corwin Press and Solution Tree Press. He is currently an editorial advisor for Principal magazine. He is also co-founder and co-moderator of Maryland Elementary School Chat (#mdeschat) which meets every Thursday evening at 8:00 p.m. on Twitter. He can be followed on Twitter @principal64.