Consider This...
Things to Consider in March 2020 from RTSC
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News and information about education, research, and support for SESPs; adoptive, foster, and kinship caregivers; and child welfare and education professionals helping children with trauma and other special needs get the most from their education.
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Greetings!
COVID-19 Educational Information and Resources
U.S. Department of Education: Questions and answers on providing services to children with disabilities during the coronavirus outbreak.(
US DOE
)
MA Department of Elementary and Secondary Education: Information and resources regarding school closures. (
DESE
)
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Although we talk about Trauma Informed Education a lot when working with our students, what does that really mean? I often get asked if one needs to know the student's ACEs in order to truly be able to help them. As Matthew Portell, principal of Fall-Hamilton Elementary School, an internationally known trauma sensitive school says, "trauma-informed education is not solely concerned with students’ ACE score." It's the increased awareness that has the impact. Mr. Portell gives 6 misconceptions about what a trauma informed school is and is not.
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Epigenetics.
This is not a new word to the world of science, but looking at it from a trauma lens has been an emerging science. What is epigenetics? "The word has evolved to mean any process that alters gene activity without actually changing the original DNA sequence. Gene modifications are then passed on to newly birthed “daughter cells” and can be inherited by offspring", says author Debbie Hampton. In other words nature impacted by nurture. But are we destined by our grandparents experiences? Not necessarily. The good news is that there are ways today to help reverse the effects of epigenetics on an individual. EMDR (eye movement desensitization and reprocessing), neurofeedback, and Cognitive Behavioral Therapy are just a few of the treatments available today.
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As we know from various studies that it takes one stable, supportive adult to build resilience in a child. But what if we were to build a village for each child? And what might that look like? And what does it mean to be part of that village, to take ownership if you will for that child? A recent article in the Washington Post's lifestyle section by Anna Nordberg speaks of a community that many of us may have grown up in, where there were friends of our parents that were committed to helping raise us as their own. I can think of several adults and families that to this day are non-biological aunts and uncles. But what about the children of today? In a society where we live much more separate lives that can be a challenge, but as this article shows not an impossibility.
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"
Medical research
has linked procrastination to higher levels of stress, depression, anxiety, and fatigue," say author
Youki Terada
. So then why do so many people, including many famous ones, procrastinate? Did you know as this article points out, Leonardo da Vinci spent nearly 16 years painting the
Mona Lisa
—and
never completed i
t"? Many individuals say that they work best under pressure, but why put yourself under that stress if there were ways that you could learn not to. Take a look at some successful ways teachers can encourage their students to stop procrastinating.
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Listening to students talk about the need for a safe place or person to discuss their stress and mental health issues is helpful in understanding the need for supports for youth, as this video indicates
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Useful Tools and Resources
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The Massachusetts Statewide Family Engagement Center (MA SFEC) is conducting a survey to learn more about the relationships that schools and families have with one another. This survey asks about your experiences and will inform efforts to help promote and increase family engagement with schools. Your answers will be kept confidential by the MA SFEC team. The survey will take only 5-10 minutes to complete. We want to hear from you! Please complete one of the following:
Family Survey
--
Educator Survey
Vicarious Trauma is something many support individuals "down play" or overlook when working with people who have a trauma background. So, although these skills are great for working with students, they are especially useful for the adults.
The Disability Law Center is doing systemic work related to inappropriate use of time out spaces. This includes viewing and monitoring how exclusionary rooms are being utilized throughout the state. They are gathering data and anecdotes through an online survey. Please complete the survey to provide your input.
The Center for Law and Education’s “Lay Advocacy” project received a Cummings grant designed to help Boston students stay in school by assisting typically unrepresented students charged with non-violent, non-weapon, non-drug, school code offenses who are subject to short-term suspensions. CLE’s pool of ‘lay advocates’ are accepting referrals to assist BPS students at their discipline hearings for short-term suspensions of 10 school days or less. Contact Attorney Sky Kochenour;
skochenour@cleweb.org
; or call 617-451-0855).
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Upcoming Federation Events
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Announcement
: FCSN Workshops to be rescheduled or delivered online in response to COVID-19
In response to the evolving situation with COVID-19, the Federation for Children with Special Needs is heeding the advice from public officials and rescheduling workshops or shifting them to online format. This policy is scheduled to be in place until the end of March. If you have signed up for a workshop during that period, please check our website,
fcsn.org
, or monitor our Facebook and Twitter accounts.
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March Webinar
Presenter: Elizabeth McIntyre, Staff Attorney, Greater Boston Legal Services
Elizabeth McIntyre is a staff attorney at Greater Boston Legal Services and director of its School to Prison Pipeline Intervention Project. She represents young people of color in school discipline and related special education cases, collaborates with community groups and student organizers, and engages in systemic, coalitional education policy advocacy and impact litigation. Elizabeth graduated magna cum laude from the University of Missouri’s School of Journalism and Boston University School of Law. She is the recipient of Massachusetts Lawyers Weekly Top Women of Law Leadership Scholarship, Boston University Law School’s Community Service Award, and Supreme Judicial Court’s Adams Pro Bono Publico Award.
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Given the current situation with COVID-19, the Regional Networking Meetings scheduled for March 19
th
have been changed to a virtual meeting. This format will provide audio and video access ensuring that it continues to be an interactive and engaging experience.
Topic: Case Rounds Time: 10:30 am – 12:30 pm
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April Webinar
Presenter: Yulika Forman, PhD, The Expert Ally
Autism is a pervasive developmental condition that affects all domains of functioning. How can
you
identify children with autism, especially those who are less obviously affected? Once identified, how can you make sure that you fully understand their unique combination of strengths and challenges? What areas need to be supported in schools and how? How do you deal with challenging behaviors, stereotypies, and emotional issues? This webinar will address these questions based on the most current research and first-hand experience as a special education consultant
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Are you that special someone? Volunteer to be a ...
Free Upcoming Orientations
03/24/20 - Online
04/01/20 - Online
04/11/20 - Online
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For more information on becoming a Special Education Surrogate Parent
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Federation for Children with Special Needs
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