Learning with Laughter

Kelli laughing
Cachinnate: “to laugh loudly”


“You gotta have a sense of humor or this career will take you down,” was what Dr. Cathy Pratt, Director of the Indiana Resource Center for Autism (IRCA) said during her training titled: Understanding and Managing Challenging Behaviors. She hit the nail on the head.

If you know me, you will know that laughing is one of my favorite things to do. Whatever means of communication that we have, laughing is a universal expression and when shared, can be life changing in moments. I’ve always told my students that laughing is good for their insides and I firmly believe that. Laughter releases those feel-good chemicals called endorphins. It decreases the hormones that cause stress and even helps keep you healthy by increasing immune cells. Laughter is also believed to be able to temporarily relieve pain.


We have had a few weeks to spend with our students this school year and are busy building relationships, let us remember to get their blood flowing to assist with concentration. This can be done by offering several silly brain breaks during the day for any grade level. For example, each student tells a partner their name and address by keeping their tongue at the roof of their mouth. This could be done for a student using an AAC device by saying a sentence backward.

We are in the midst of offering the appropriate accommodations to meet all of the diverse needs in our classroom and it can all seem overwhelming at times. We all need laughter in some form. We need smiles that beam from the inside out at times. All students need a mode of communication. Laughing can assist students to build relationships and boost self confidence. While we continue to teach our expert learners on an academic level, let’s add a new word to their vocabulary: cachinnate. Not just give them the word, but live it often within the four walls of the classroom.

Let me get you started...
Lady laughing
Contagious Cachinnating Lady 



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Summer Musings, Student Thoughts


Summer. What a great time to store up some natural vitamin D, enjoy the outdoors, and clear our minds from the doldrums and cobwebs that some of us collect during the winter months and look for renewal for the upcoming school year.


At our house, we remodeled our kitchen and, that was an undertaking! It only took three times longer than anticipated but the end result is gorgeous. One does not realize how old something is until it is updated though to be sure, my daughter did try to advise me of this for a while. I took the opportunity afforded by dust, chaos, and disarray to purge the rest of the house. This made the mayhem worse. The saving grace for me was in knowing this messiness was temporary and actually, in my relative control. We have expanded some of the renewal to include new carpeting, which should be installed next week. So it is not smooth sailing yet. Then, of course our family get together is happening before the carpet comes in so it is not “perfect”. There is a lesson in there, too. Perfect is not necessary. 

As I gear up for the 2017-2018 school year, I cannot help but reflect on the daily lives of some of our students. This is not a statement of poverty, class, background or anything else. It is just life. The issue of clutter, chaos and stability crosses all the lines. So, how does this impact our students?   

On an individual level, consider how each of us is able to focus, find things, concentrate, think, create, remember or recall in an environment where we feel we have control, or where we feel we do not. A great example of this comes to mind with the topic of homework. How can homework get done in the midst of chaos? Let alone get done effectively. What does it take to set students up for success when it comes to homework completion? We have to look at individual needs on a universal level.

If we follow the UDL principles set by CAST and follow up work at the UDL Center we have an expectation to facilitate students ability to become expert learners. How can a child and young adult be resourceful and knowledgeable; strategic and goal-directed; purposeful and motivated amidst clutter, chaos, mayhem and limited choices? I think of students with complex disabilities.  Again, the issues cross all the demographic lines. Without a voice or a way to effectively communicate, an individual is dependent on the organizational style, timelines, thought processes of those around them. I do not see how this can promote the development of expert learners.

As an occupational therapist, we look at the whole person, not just the physical aspects of disability. When I see homework not getting completed, there are usually a number of reasons and punitive measures do not seem to get better results. These other reasons can include many issues including significant/subtle learning disabilities, no adult support, poor executive functioning, and emotional issues. This is obviously not a comprehensive list, but you get the idea. Also, a question that is good to ask is “What is the purpose of the activity?” The answer to that question alone can make a big difference in focusing on critical elements of performance for a student that is useful in growing their expert learner potential. This can even be explored with seating and positioning in the classroom. Without control and confidence of one’s physical state, learning becomes the secondary focus. So, homework, in-class work, whatever the work of a student is we need to know what we are working toward universally, know the student individually, and intentionally plan upfront for all the diversity and chaos eager to learn this year!

Let’s find “techy” ways to help students find their own control and stability in a chaotic world.
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The Hyphen

I never quite realized why I chose a career in special education until this spring. Both of my brothers are electrical engineers and I had a math minor in college. Ending up as a special educator certainly was not my intention when I went off to college. I always would joke that I selected a profession that did not require a government clearance.

Recently, I realized that my mother influenced my career. Mom made it a priority in her life to make sure everyone was cared for, that no one was forgotten. She single handedly took care of my dad for twelve years after he had a debilitating stroke. When I would take her to doctor's appointments she would always take time and ask the doctor how they were doing almost immediately after they would ask her how she was doing. I would often just chalk up this behavior as part of her dementia.

But then it hit me. She knew exactly what she was doing by asking the doctors how they were doing. It was not related to dementia at all. At her assisted living facility I would watch her make sure that fellow residents had everything they needed at meals. She would inform nursing staff if she thought a resident needed some attention. She always had a stash of Lifesaver mints to give to residents and employees. She truly cared for everyone and in her own little way worked to make everyone's life just a little better. For 93 years she had been tossing starfish back into the ocean!

Why did I end up in the special education field? I was destined by my upbringing! I was taught to seek out starfish and return them to the ocean. When I was in the classroom I would somehow always get a challenging student or two because 'I could work with their uniqueness '. At the time I would wonder what I did to make my supervisor continually give me challenging caseloads. I know now that my caseload was based on my ability to see the starfish in everyone. We all need to find the starfish and return them one at a time to the ocean.

I am sure my mom taught me a lot of things. It has just taken me 64 years to realize how she modeled and shaped my life and career. Thanks Mom for your patience with your middle child. You threw me back into the ocean many times!

You always hear it is the hyphen or dash that really counts between your birth and death. It represents the accomplishments, both good and bad, in the course of one's life. Mom has quite a distinctive hyphen, oh the stories it could tell!

Rest In Peace, Mom
February 14, 1924 - June 17, 2017

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Julie Kuhn
Jim, this brought me to tears. How beautiful and thank you for sharing this amazing reflection. What a rich life.
Thursday, 13 July 2017 10:42
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A Mighty (Laminated) Sword

A Mighty (Laminated) Sword
A preschool teacher consulted with me about a student who was struggling with behavior; one of most intense issues she’d ever seen. The little girl would bite and punch and roll on the floor, and it was a full-time job just to keep her in the classroom. She also had a severe communication impairment. She talked and you could understand the words, but there wasn’t any meaning behind them. She couldn’t tell you about her favorite movie or answer beyond a simple question. For four years, every adult and child had to guess what she wanted to say.

“We’ve got a lot of things started, a lot of plans,” she explained, rattling off all our favorite behavior acronyms: FBA, BIP, FERB, etc. The one thing she didn’t say: AAC - Alternative and Augmentative Communication. The student had a severe communication impairment; couldn’t that be a big part of why she’s having behavior issues? Did they consider AAC and giving her a voice?

“But she can talk,” the teacher said. “The issue isn’t talking, she just wants control.”

Before I could jump on my soap box, another preschooler yelled with perfect dramatic timing:

I don't wanna tootie!” edged with the desperation of a preschool boy who would probably explode if he had to eat an animal cracker cookie.

“This is what we have,” said the assistant, pointing to the snack menu visual. He screwed up his face. “Do you want anything?”

“My teez.”

“You have cheese in your lunchbox?” He nodded. “Go and get it.”

And life went on. Crisis diverted! Communication saved the day! And wouldn’t you know, he was awfully and age-appropriately controlling. It’s communication that gets us what we want: acceptance, love, and cheese. Adults are known to throw fits when they can’t communicate their order in a drive-thru. Imagine four years of being stuck in the Taco Bell drive-thru and never getting to talk to someone. You’d want to hit someone too.

In another preschool, I got to observe a program where AAC was wrapped around the entire classroom. Brightly colored AAC boards were taped to the walls and hung from the cabinets. Every kid, whether they needed to use it or not, had a core word communication board at their elbow and so did all the adults. I sat down next to one student, and the teacher smirked.

“I don’t know if you want to sit next to him.”

Oh no, I thought, panicking, Did he have pink eye? Was I going to get pink eye?!

“He’s our typical peer.”

This little guy, brand new to preschool and a little wary of everything around him, was talking with the communication board like he’d used it for a month. He didn’t have a communication impairment, and he wasn’t anyone’s idea of a typical AAC user. But we’ve all seen the new preschoolers cry and shut down at their first-ever activities, and he was using an alternative way of communicating and interacting with his brand new environment and classmates. Maybe he only needed it that day, maybe he’ll never want to use AAC again, but he’ll remember feeling safe and included in preschool from the beginning. Communication, in any form, saved the day.

According to their speech-language pathologist, Jenni, including robust and thoughtful AAC has been amazing:

“They know that they give them a voice… We've had so many days that we've just looked at each other and shouted, "Did you see that?", "Did that really just happen?" It's been so fun to watch these kiddos learn... I can't believe how quickly she is learning. She carries her board around with her like it's a mighty sword.”

So teachers, therapists, administrators everywhere, (I can’t believe I’m saying this): all students must have swords*, whatever sword(s) fit them best. Make sure they have their swords everywhere. Make time for sword practice. Seek sword specialists, talk to other sword users. Don't favor one type of sword over another, because it was never about the sword, but the person wielding it.

Expect swords to be mighty and all students have strength to wield them, and they will conquer dragons.

*the sword is communication, all types of communication, for those who still aren't into my ridiculous analogies


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Spring

I grew up in a Belgian neighborhood. Most of my adult neighbors were immigrants or first generation Americans. ‘Broken English’ was the neighborhood language, English was the second language. The Belgians take great pride in the appearance of their household and neighborhood. Lawns were perfectly manicured, weeds were pulled. Neighbors could be seen twice daily sweeping the curbs due to cars kicking stones up onto the sidewalk.

The hobby of choice was racing pigeons. Every Saturday they would take a crate of their best birds to a designated location to have them turned loose early the next morning to see whose pigeon would return back to their respective coop the fastest and give their owners bragging rights.

Annually in spring and fall were two very special events……Spring cleaning and Fall cleaning. They would wait for the perfect string of days so that windows could be opened to air out the house. Over the next few days every inch of the house got a thorough cleaning. Furniture had to be moved and every wall in the house was washed. Carpets were shampooed. Draperies were taken down and cleaned! All the closets were reorganized! Windows were washed inside and out! The neighborhood smelled like Spic n Span! Six months later a repeat performance.

Well it’s spring again. The neighborhood I grew up in is now ‘integrated’ with non-Belgians who don’t have the same work ethic as old timers once did. But something can be said about that work ethic. It sort of provided each household with a clean slate that was refreshed and renewed.

As educators, a good spring cleaning may just be in order. With ESSA (Every Student Succeeds Act) and the Dear Colleague Letter, we as educators are being asked to do a thorough cleaning. But instead of washing walls and shampooing carpets in our classrooms we are being asked to refine out teaching styles by insisting that all students live up to high standards and incorporating UDL principles into everything we do. It is not a simple task. Nor is it a task that can be completed in just a few days. Nevertheless, it is an important task. Generations of students will benefit.


And just like when I was growing up the deep cleaning was an annual event held twice a year, we cannot be complacent with an occasional deep cleaning of our teaching style. It, too, needs to undergo a good cleaning and rejuvenation often. So get out the proverbial ‘Spic n Span’ frequently and transform your classroom into a learning environment where everyone has an opportunity to learn. Our students will be grateful for it.


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Happy Birthday to...Me?

Please wait, I'm thinking
I recently attended a training and the presenter asked us all to introduce ourselves and then share one thing about us that would not be on our résumé. I instantly went into panic mode and could not think of one thing about myself to contribute. Luckily, my colleagues came to the rescue and offered this unique information about me when I was failing. My response was, “One thing that is not on my résumé is that when I am put on the spot to answer a question about myself, I totally forget who I am and what I like.”

For instance, I’ll never forget the time I was in gym class when I was in second grade. It was January 12. To make teams, the PE teacher had us line up and tell him the date of our birthdays. I was third in line, and he wanted this to happen very quickly. When he pointed at me, I said: “January 15.” (My birthday is September 23.)

I was horrified when he responded, “Oh! Your birthday is only a few days away!” He then proceeded to let me pick whatever team I wanted, and I was first in line for everything. Then the worst (but kind) thing happened on January 15...he had the whole class sing “Happy Birthday” to me.

Birthday Balloons


I mention this story as a reminder to give students multiple ways to respond to your requests, alleviating many of the barriers to expression. This will allow students to access themselves. Even if we feel our requested tasks are simple things to ask of our students, we must also make it simple for them to respond.

Being cognizant that some students may struggle with verbal responses for various reasons can be a game changer in getting to know our students and allowing them to open up to their peers. It may not even be a struggle to express; but a matter of their own processing time as we hurriedly skip them or show frustration, translating their actions into defiance.

This coincides with the Universal Design for Learning (UDL) principle of offering multiple means of action and expression. Having a universally designed environment in all areas, all locations, all subjects, all the time within the walls of your schools is essential for equitable education.

Just a few examples to start or continue;

  • Get to know your students. Ask them how they like to respond.

  • Have visuals available for responses.

  • Allow students to write or use speech-to-text (STT) responses.

  • Using backchannels in your classroom are not only a beneficial way to remove the barriers of anxiety of having to verbally respond on the spot; but they are also a good way to expand the classroom outside of school hours. There are many free tools to make that happen.

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Yes Virginia, There is a Santa Claus!

The turkey has been devoured! The belt has been adjusted one notch! The thought of eating leftover turkey at one more meal is nauseating! “Jingle Bells”, “Grandma Got Run Over by a Reindeer”, “The 12 Days of Christmas” and other Christmas music are jamming the radio stations! The annual showing of girl with SantaIt’s a Charlie Brown Christmas” will preempt a favorite show. The Christmas season is here whether we are ready for it or not!

When my children were younger they would pour through catalogs and newspaper inserts to create that perfect wish list. “Don’t worry these are just toys we are asking from Santa!” would be echoed each year. And Santa’s helpers would go from store to store looking for items on the wish list trying to get the best deal. (This was prior to the days of the internet and online shopping.) It certainly wasn’t an easy task the year they wanted Ghostbuster toys! But it was all worth it to see the wonder of Christmas through the eyes of a child!

Finding the perfect gift for some children can be very difficult and frustrating. Searching the internet has provided some resources to assist in that gift selection. The Toy Guide for Differently-Abled Kids from Toys R Us not only provwrapped Christmas Giftides toy suggestions but tips for buying toys and safe play tips. Purdue University has a 2016 Engineering Gift Guide that provides STEM related gift suggestions for children. Sensory University provides suggestions for sensory needs. A Day in Our Shoes has toy ideas for ‘kids with autism or developmental delays’. And of course, Enabling Devices has a variety of items that can be considered as potential gift items. Just remember the box the gift came in and the wrapping paper will be one of the most played with item for a few days!!!! Also, One Place for Special Needs provides some very helpful suggestions on visiting Santa, creating holiday traditions and, in general, surviving the holidays.

Naturally, my adult children’s Christmas list has evolved over the years. Items have become fewer. Some items are practical. Some items have become costlier. No longer do Santa’s helpers get newspaper ads with items circled or pictures cut and taped to paper to create a visual list. Now Santa’s helpers hear things such as ‘my list is on Amazon’ and ‘I just added a couple more things to the list’! And to my children’s dismay Santa’s helpers still seem to find ways to deviate some from their list. (And for the record this Santa’s Helper is glad he can shop online!) Enjoy the wonders of the holiday season and enjoy them through the eyes of a child! And, Yes Virginia, There is a Santa Claus!    


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Break it… Just Break it.

collage of Daniel, laptop, guitars, motorcycles, and a truck

...Buy it broken. Accept it damaged and worn. Welcome it ripped, ragged, and rough. 


…Don’t just stand there because it works ok right now. Don’t just stand there and talk about the pieces of it that don’t work ok right now. Dive in, take it apart, try something new with it!  For Daniel’s sake, take a chance on breaking it! Here’s why...

When I literally steal a moment away from other things I should be doing to sit in the breeze to assuredly think about the things I’m truly good at; the list is definite, short, and the items on the list are unmistakably bound together with 3 common threads…

The things I feel confident other people would identify as those I’m good at are all things I’ve: 1. Had to learn out of necessity to fix something, 2. Taught myself by seeking out resources and through trial and error, 3. Were born out of deep passion. 

Not many people likely know this about me, but almost every single thing I know about computers, programming, assistive technology, motorcycles, cars, photography, welding, or music, I’ve taught myself. These things, I taught myself because I either HAD to learn to fix problems I created for myself, couldn’t afford something without pre-existing problems, or simply NEEDED to know NOW…before I could wait for someone to teach me!  

When I was 16 years old, I broke my leg playing the sport I was best at. A subsequent domino effect from this unfortunate event proved highly negative to the point I lost almost all of my friends; some of whom I’d had since kindergarten. Long story short, I could no longer march in the marching band as a snare drummer, which meant that I couldn’t be in any other bands in my high school. Devastated to have lost two of the things that I most valued, in addition to my friends, I sunk deep. I bought an old Peavey guitar with the last $150 I had from working the previous summer cutting grass. Not being able to walk, drive, or even hang out… I taught myself to play that guitar. It kept me going and the necessity to have something to keep me going required me to learn something I may not have learned otherwise. Now, playing the 6-string is a return-ticket to a place where I’m deeply rooted and can return, re-focused and recharged to some extent. 

At 17, I was so ready to have my own car. I had loved motorized and mechanical things for as long as I can remember. As a child, I remember very limited things, but I most definitely remember disassembling nearly every toy I owned.  ...taking them apart, exchanging pieces with other toys, sanding off the paint and repainting in differing colors, and sometimes never actually getting them back together. I always felt like I’d gained something though and never felt like I’d “lost” a toy. I always gained the knowledge of the inner workings of my things, which meant so much to me. It was a most certain gain that would apply positively to the next thing I took apart! I’m not so confident my mom saw it the same way as she stepped on parts and pieces of toy cars, action figures, bicycles, speakers, radios, and OUCH…legos! So, I bought my first truck for $700 with money I’d earned by tagging successfully hunted deer at the local sporting goods store in my small town. You’d be accurate in thinking it needed a lot of work.  …work I had no real idea how to do and parts I didn’t have and couldn’t afford. Long story short, I got really good at searching salvage yards, applying-sanding-painting bondo, and shifting that manual 4-cylinder in such a way that I could limit it’s back-firing, which would cause me undue attention in that little red truck that could. 

When I bought my very first computer in 2000 (yes, just 16 years ago), I pushed that poor laptop to do things that nearly made it blow smoke and cry… which in turn caused it to have issues that required me to blow smoke and cry! I spent MANY late nights learning coding and writing script to fix the problems with my Windows 98 installation that I didn’t have a disc to fix and couldn’t afford to buy. I was literally eating macaroni and cheese 4 nights a week out of a Frisbee with the same plastic fork. I had a special education degree to finish and well …that computer simply HAD to live and I was the only surgeon on call!

The same is true about photography (which I learned DURING the professional transition from film to digital), website building (back when we had to do it all in html code), and both riding and maintaining motorcycles. 

Almost everything I know on a deep-understanding, passionate, and highly confident level with regard to all of those things...is self-taught for the reason that I HAD to fix things, learn things, try things, rebuild things, redesign things, and seek resources. These were (and still are) problems that I mostly made for myself. But many kiddos are not permitted the opportunity to create situations for themselves which require such trial and error type of learning. We have been taught to set them up for success, which isn’t entirely bad! But…

While this may sound a bit silly to some, I feel there's no better, deeper, more comprehensive or true way to learn something.  …to fully KNOW something in a way that you feel confident in pushing it to it’s potential, than to experience breaking it …and subsequently repairing it, seeking resources, improving it, redesigning it, and ultimately gaining OWNERSHIP of experiential knowledge. 

This is one area I think we often may fail our students. We care about our students and we want to protect them and keep the space in which they exist safe and secure.  In doing so, we sometimes limit their space to ‘existence,’ which is not the same as ‘living.’ While I’d never advocate for creating an unsafe environment for a student, I undoubtedly feel that without allowing them the dignity of risk to fail, frustrate, and re-build, we are plainly denying them the opportunity to truly and deeply KNOW a thing at it’s core measure.   

We CAN offer that opportunity to students in a way that props up curiosity and DEEP understanding of THINGS in a way that is secure and encouraging!  We can! …and in doing this, we encourage independent people! I recently heard a speaker say something that nearly made my eyes too wet… “We don't have to TEACH kids CURIOSITY...they came to us that way. We have to NOT siphon it out of them!” Thanks @goursos. 

We have to focus more on the result of the 27th re-build, when they finally “get it” and it works, than the 26 times we stepped on Legos, thought about the cost of dis-assembled ‘things,’ or placed our own value of whole-things over the value of BREAKING IT and learning to re-create, improve, re-design, rebuild that’s so essential to our job of building independent little individuals. Independent and proud little faces ONLY ever result from allowing the dignity of risk, which can require a difficult transformation of philosophy about what’s best for learners. 

I’d go so far as to say that many education professionals have denied themselves or have been denied through a variety of reasons, the same opportunity to explore something, potentially break it, and subsequently truly LEARN it by having to re-construct it. Many who’ve heard me speak probably know my “just jump in the shark tank” philosophy.” If you don’t, just ask me sometime. I like to share. 

Likely through a combination of policy, fear, and conditioning, many educators may feel discouraged from pushing anything to it’s limit without the confidence of being reinforced, propped up, and encouraged to struggle through repairing it.   

When we consider the weight and prominence of “HIGH EXPECTATIONS” and “SHARED RESPONSIBILITY” for ALL STUDENTS set forth for us in both ESSA and the November 2015 Dear Colleague Letter, I feel strongly that we often have had safety goggles on when we should have been sporting binoculars, microscopes, and welding helmets! To arrive at achievement levels beyond what we currently are experiencing, we MUST value the dignity of risk in being the reinforcement for teachers to TEACH DIFFERENTLY, and for students to LEARN DIFFERENTLY, which might require rebuilding and redesigning, and we MUST value the opportunity for ALL of our students to feel absolute pride in THEIR confident stride toward independence through temporary downfall and subsequent, necessary, and repeated rebuilding! 

It is only through this process of experiential acquisition of knowledge with an authentic purpose or audience, that one becomes an “expert learner,” which should be the ultimate goal of what we are trying to achieve through all educational experiences. The task, the tools, and the method can be counted on to evolve. Those things will not be the same in 5-10 years, I promise. The desire, passion, and experiences to be an ever-growing LEARNER is what separates existence from living. 

So…Twist the throttle until something smokes. Smash the brakes until traction is temporarily lost. Take something apart solely for the purpose of knowing how it works in order to put it back together BETTER. Sit on the floor and just look at something that works OK as it is and IMAGINE what it COULD BE if you took off panel A  and B and moved some things around between the two compartments or found a totally new component to install. Or …Just simply take it apart, look at the pieces, put it back together exactly as it was….and truly KNOW how it works. 

PATINS has parts and pieces. We have passionate people who want to support your journey.  We have high-fives, encouragement, strategies, data, opportunities to push expectations for yourself and for your students. In fact, THIS is WHY WE are here…we’ve taken ourselves and the things around us apart and we’ve arrived HERE to support you during your experiential road-trip. …just find one of us and say, “watch this….”  We’ll be there. Break it.  


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Universally Designed Blended Learning

The term Blended Learning is all abuzz in the world of education — and why shouldn’t it be? Our students were born into a digital age, and using technology comes naturally to them. So it only makes sense to use it in our daily lesson plans to give students opportunities to explore online content, allow new forms of expression and displays of content knowledge, and to connect with other students from all around the world.

face-to-face plus self-paced plus online equal blended learning
While we are enthusiastic about engaging our students by implementing technology into our teaching, we must remember Universal Design for Learning. This makes it important to ask yourself — How will I make my blended learning environment, content, and activities accessible to every student in my classroom? Will students who have visual, hearing, motor, and/or cognitive needs have the ability to access my curriculum just like my other students?
 female student using braille reader


Well, making that content accessible without practice is no easy task, and intentional planning is necessary, but I assure you it can be done!  

We know that images and videos increase interest in our content and that many students are visual learners. Yet, in order to make these features accessible to all students, videos should be closed-captioned and images should have alternative text (allowing a screen reader to read a short description of the image).

Fancy fonts can be fun to use, but sticking to a minimum 12-point font size in fonts such as Arial, Helvetica, or Verdana is preferred. These types of fonts, known as sans serif fonts, can be easily magnified for students with low vision. 

Format your documents with the tools given to you in the program you are using. Avoid using multiple spaces for indenting, creating your own spacing for bullet points, or using text boxes as screen readers will not read these elements correctly. 

I personally love color-coding for my own use, but relying on using only color to convey meaning makes a document inaccessible for students who are colorblind, have low vision, or are blind. 

Blinking and flashing content should be limited to no more than 3 seconds — if not completely eliminated – due to risk of headaches or seizures.

Check out http://webaim.org/intro/ and https://www.ada.gov/websites2.htm for additional guidelines on website accessibility that you can translate into accessibility standards for your content. I expect to find new rules coming down the pipeline over the next few years that will mandate specific accessibility features in state and federal government websites, which includes K-12 public schools and public universities. This could certainly affect how your content is being delivered to your students as well as the content itself. 

In the meantime, making a conscious effort to ensure all of your students have access to the curriculum, will only make following the future rules that much easier. And, of course, we are always here to help you along the way.


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If I knew then what I know now.

Jena and her grandmaFuture teacher, Jena, and one of the
best teachers in her life, Grandma.


We can all likely agree that teaching is not what it used to be. In fact, the profession I found myself in as an elementary school teacher was worlds away from what I envisioned.

I believe that one reason for this disconnect is that I expected to teach the way that I was taught- following along with my teacher’s lesson and directions quietly from my desk; then completing my assignment and checking it twice before handing it in. I hope that some of you can relate; however, I wouldn’t be surprised to hear that my preferred method of learning couldn’t sound more like beating your head against a brick wall… Yet to me there’s almost nothing better than being given information, asked to complete a task, completing it to the best of my ability, and receiving praise for my work. Needless to say, I’m a people-pleaser.

Not only did I love being a student, I revered my teachers- such poise, such excitement, and so much love for and genuine interest in their students. They were the bee’s knees to me, and I can proudly name every one of my elementary school teachers. Of course teaching was in my future! Bee clipart

Nowadays, the education pendulum has shifted. For better or for worse, teachers face more state testing, rigid evaluations, changes in general attitudes towards the profession, and increasing daily demands. This includes planning for and meeting the needs of all students.

It is the last of the changes — meeting the needs of all learners — that inspires this blog post. There were many days in the classroom that I viewed this expectation as a mountain I could never climb, especially alone. With so many students, each one with a unique set of needs, how could I ever meet each student on his or her level?? 

If only I could have know then what I know now. You see, as a third grade teacher, I wasn't aware of the wonderfully valuable resources that PATINS has to offer until I left the classroom and found a job posting online for the PATINS Data & Outreach Coordinator. Lucky for me, the position was something I was very interested in; I landed an interview and was offered the job. Now I am able to reach out to educators, who were just like me, in order to offer them invaluable resources that would have been an immense help to me while in the classroom.


For instance, I would bet it's safe to say that every teacher has experience with a student that has autism spectrum disorder (ASD). The U.S. Centers for Disease and Prevention identify 1 in 68 American children as having ASD. As educators, we know that these students bring a different set of talents and challenges to our classrooms.

One of the most common struggles for these students is social interaction and communication, which can lead to heightened frustration among the student, classmates, and teacher. Check out this video of Dillan, a student who describes himself as “autistic,” as he describes his experience with ASD.



This is an incredible example of the way that we can help you meet the needs of your students. We lend iPads and other devices with text to speech software, so that you can give a voice to a student who may so desperately want one. Not sure how to implement them or use the software? We’ll come to your classroom and educate you, so that you get what you want out of the technology!

If you’re reading this, then you are probably already aware of our lending library and services; yet so many educators across the state have never heard of us, and this is my cause. I am passionate about the services we provide to the students across the entire state of Indiana. I want every educator to understand what we offer and to feel comfortable reaching out when they are in need of some guidance.

Not sure what to do to help a student who struggles with focusing on tasks? Give us a call. Need recommendations when searching for the right assistive technology? Let us know. Have you borrowed an item that you are excited about, but aren’t quite sure where to start? Reach out. The list goes on and on.

We are here for, and because of you! So please help spread the word about PATINS to as many friends, family members, and fellow educators as you can. The more educators we can support, the more student lives we can positively affect. We are here to help teachers climb the mountains that can stand in the way.

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Recent Comments
Glenda Thompson
Ahh, Dillan's video brought tears of joy! Thanks for the beautiful post, Jena. We all need to take more time to "open our minds"... Read More
Thursday, 28 April 2016 12:07
Daniel G. McNulty
Jena... YOU are the bees knees to PATINS Data & Outreach, which means that you're also the bees knees to the teachers out there st... Read More
Friday, 29 April 2016 10:56
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