My office overlooked the quad entrance of the school. Every morning after greeting student in the early morning, I would return to my office to spend my allotted time on answering emails. It was four weeks into the school year, I noticed a young middle school student pacing near the school's front entrance every morning for two consecutive class periods. Intrigued by his behavior, I decided to approach him by the second week to ask which class he was supposed to be in. As soon as I began speaking, it became clear that he struggled to communicate in English. The student nodded repeatedly, trying to express himself, but he only managed to point at his philosophy book and speak in Mandarin.
Immediately, I sensed that this student might be on the autism spectrum and likely a VIP or Government exception student. After some inquiries, I discovered my assumption was correct and that the two classes he was avoiding were P.E. and Music—both of which had noise levels that were overwhelming for him. Further investigation revealed that the staff was at a loss on how to accommodate his needs and to further complicate matters, refused to deal with the student because it took to much time away from the other class students.
As I delved deeper into the situation, it became evident that many teachers had disregarded the counselor's advice and the suggestions provided during parent and therapy meetings before the school year began. Why do teachers not listen to the therapist who have spent hours working with a child, so that this child can meet the academic culture of expectations of the classroom? This is what I call " The Gray Area" which refers to a situation, topic, or issue that is not clearly defined or where the rules are not easily applied. This term is often used when discussing ethical dilemmas, legal ambiguities, or complex situations where the correct course of action is unclear.
I have found that many international schools tend to lack the correct support for children with Autism Spectrum Disorder (ASD) or differently abled students with disabilities. Having experienced PreK-Grade 12 students who are on the spectrum and disabilities, it’s evident that many international teachers lack the understanding, experience, training and knowledge of what to do for these students. In many cultures, discussing therapy for an un/diagnosis disability or autism is still considered shameful or taboo. Parents of differently-abled children struggle emotionally and often feel isolated, as they navigate a system that may not fully acknowledge or support their child's needs. This lack of awareness and proper training among educators can exacerbate the challenges faced by these students, leaving parents to shoulder the burden alone. It is crucial for schools to create inclusive environments where every student, regardless of their abilities, can thrive with the appropriate resources and understanding in place.
As a Principal and Head of School, my experiences have evolved as I worked in different countries. Leaders are faced with the challenge of meeting the goal of seats to be filled, accommodating the government and political requests as well as the classroom teachers. The following are steps I have taken as a founding school educational leader that have helped parents, classroom teachers and principals find middle ground for all parties. To start, let me share the middle ground steps I have used for the academic perspective of schooling for students. These steps allow for the principal to determine if the placement of the student in the school fits. I will address two areas: school academic policy and navigating the schools political environment.
Let’s Start with School Academic Policy.
Firstly, setting up a collaborative meeting between the students therapist and parents before the start of school. By including the parent, therapists and classroom teachers is increasingly seen as essential in supporting children with any diagnosis weather on the spectrum or having a learning disability in academic settings. By ensuring collaboration of all parties (allowing ABA (Applied Behavior Analysis) or any Occupational, Speech or Learning specialist) and focusing on behavior modification, using techniques like positive reinforcement, discrete trial teaching, and naturalistic teaching to improve communication, social skills, and academic performance. When these two groups work together, they can create an environment that is both structured and responsive to the individual needs of students, leading to better learning outcomes and overall well-being.
I will not lie, that the biggest challenge is getting the classroom teacher onboard. The classroom teacher brings their expertise in the general curriculum and educational strategies they feel work best for them. Many classroom teacher will state this is not my job. My response is, every child is entitled to receiving an education. That is why they were hired. As a leader you will have to massage teacher’s ego and encourage working together, ensuring that the behavioral interventions the therapist has can be seamlessly integrated into the daily learning routine, making the student more effective in the academic classroom.
Secondly use data driven approaches. Data collection and analysis, can help track a student's progress and identify areas that need adjustment. When classroom teachers are involved in this process, they can provide valuable insights from daily interactions with students, allowing for more precise and individualized interventions. To ensure proper data tracking, it’s essential to give teachers training with the support of the therapist on which areas need to be tracked. For example using a simple ABC (antecedent , behavior, consequence tracking chart) empowers the therapist and teachers to identify subtle behavioral or academic changes. See downloadable chart below.
With consistent monitoring and communication, both the parent, therapist and teacher can adjust strategies in real-time, ensuring that the interventions remain effective and responsive to the student's evolving needs.
Thirdly creating consistency is key for all theraphys, and when classroom teachers adopt the strategies provided by therapists, it helps reinforce positive behaviors across different settings. For example, using a token economy system or visual schedules in the classroom can help maintain structure and predictability for students with autism, which is crucial for their success. For example providing a simple way for the student to communicate with the teacher by using stoplight color coded cards, cups or objects on the desk, a hand signal, or sign language signal for support. This simple strategy allows for the teacher to address a wide range of needs, from communication and social interactions to sensory integration and motor skills development.
Now Let’s Turn To the School’s Political Environment.
Navigating the inclusion of students with special needs presents a delicate challenge for heads of schools. They must carefully balance the requirements set forth by the Ministry of Education, while also maintaining strong relationships with government officials whose support is crucial for the school's success. Additionally, it is essential to address the concerns of influential parents, who, through their financial means and social media presence, can significantly impact the school community. Striking this balance is key to ensuring a positive and inclusive educational environment for all students, while safeguarding the school's reputation and the well-being of its educators.
Firstly, working with marketing and admission allows one to learn about the individual parents or government individuals applying for their child to enter the school. Meet with the parent/s to determine what the concerns are. Having a written entry clause upon acceptance of admission (a 3-4 month probation period of placement) for the school and student allows for no surprises. Placement of a student with special attention can be a slippery slope. Finding the right classroom teacher who is understanding and students who will be able to bond with the child is critical.
Secondly, maintaining a written record of key events throughout the probation period is essential for informed decision-making as its conclusion approaches. Meeting notes, anecdotal observations, and records of academic progress are critical components in determining the student's status at the end of this period. Upon completion of the probationary timeframe, a formal notice is issued regarding whether the child has successfully met the requirements, requires an extension of the probation period, or will be released from the school. The thorough documentation of all accommodations and interventions provides the most robust evidence for making sound, well-informed decisions.
Thirdly, training all staff, including specialists, cafeteria workers, and bus personnel, ensures that every child with special needs is supported across all facets of their school experience, both academically and socially. When everyone who interacts with the child understands their unique needs, it creates a more inclusive environment that fosters success. By proactively planning for the needs of a child with special needs, schools help parents and the child adapt more effectively to the demands of the modern world. This holistic approach also prepares students for real-world challenges, empowering them to navigate society with greater confidence and independence.
In summary, the collaboration between all parties: leaders, therapists, and classroom teachers not only enhances the learning environment but also provides a more comprehensive support system for students with autism or other disabilities that sets the student apart from norms of academia expectations. This teamwork ensures that students receive consistent and tailored interventions that help them thrive both academically and socially.
Whether you're leading a startup school, stepping into a new role as principal, or taking on the responsibilities of Head of School, making change can be daunting and liberating. As you consider the benefits of meeting all students needs, International Educational Consultants is here to support you every step of the way. We offer leadership services policy revision and academic support for students who need to be part of our world and community. Do not hesitate to connect with us and ask for help.
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