Welcome to our discussion on supporting special education students, brought to you by Common Sense Education. I’m Sue Thoughts, the Senior Program Manager here, and today we have an insightful conversation lined up with our guests, Tori Watlington and Amanda Morin. This discussion will also be available on our Common Sense YouTube channel, along with all the resources we mention.
Tori Watlington is a dedicated special education teacher at the Marietta Valley Unified School District. With nearly six years of experience, Tori specializes in working with students facing behavioral challenges and trauma-related cognitive issues. Her passion for technology plays a crucial role in her teaching, as she integrates tools like soft music, specific lighting, and gamification to make learning more engaging and supportive for her students.
Amanda Morin is a writer and senior expert in family advocacy and education at Understood.org. With a background as a teacher and early intervention specialist, Amanda’s work is deeply influenced by her personal experiences as a parent of children with disabilities. Her current focus is on aiding teachers in navigating the complexities of remote learning.
Amanda emphasizes the importance of the principle “Maslow before Bloom.” This means prioritizing the basic social-emotional needs of students before focusing on academic goals. During these challenging times, fostering strong parent-teacher relationships is crucial to effectively support children learning at home.
Tori shares her approach to creating a virtual classroom environment that closely resembles the physical one. She maintains tabs for homework, fun activities, and calming media, ensuring open communication with parents through weekly contacts and a daily blog. Encouraging students to express themselves creatively through art and music, Tori prioritizes their emotional well-being alongside academic learning.
Amanda advises teachers to proactively build trust with parents, especially those of children with disabilities who may feel judged or anxious. Sharing positive updates and engaging in open communication helps create a partnership based on mutual understanding.
Tori adds that treating parents as partners rather than children fosters genuine relationships, making it easier to discuss their child’s needs and progress.
As we conclude, Tori shares a heartwarming story from her classroom. She looks forward to reuniting with her students and celebrating their progress. One student, in particular, has been actively engaged, sharing drawings and videos, showcasing their creativity and development.
Thank you, Tori and Amanda, for sharing your valuable insights and experiences. Your dedication to supporting students and their families is truly inspiring. This conversation, along with all the resources discussed, will be available on the Common Sense YouTube channel. Thank you for joining us!
Engage in role-playing exercises where you take on the roles of teachers, parents, and students. This will help you understand different perspectives and develop strategies for effective communication and support in special education settings.
Participate in a workshop focused on integrating technology into special education. Explore tools like gamification, calming media, and virtual classroom setups to enhance learning experiences for students with special needs.
Analyze real-life case studies of special education students. Discuss the challenges faced and the strategies implemented by educators like Tori Watlington. Reflect on how these strategies can be adapted to different educational contexts.
Simulate parent-teacher meetings to practice building trust and fostering partnerships. Focus on sharing positive updates and addressing concerns in a supportive and understanding manner.
Develop projects that encourage creative expression through art and music. These projects should aim to support the emotional well-being of students, similar to the approaches used by Tori in her classroom.
Sure! Here’s a sanitized version of the transcript:
—
Hello everyone, thanks for joining us today. We are here with Common Sense Education, and our topic today is about supporting special education students. My name is Sue Thoughts, and I’m the Senior Program Manager for Common Sense Education. This conversation will be posted on our Common Sense YouTube channel, along with all the links and resources discussed today. You can sit back and relax and enjoy our conversation.
We’re going to get started by introducing our guests. We have Tori and Amanda, who will share valuable information today. Let’s learn a little more about who they are and what they do. Tori, can you start by telling us about yourself?
Hi, my name is Tori Watlington. I teach for the Marietta Valley Unified School District. I am a special education teacher, primarily working with students who have behavioral issues or trauma-related cognitive challenges. I’ve been doing this for almost six years, and I love it. It’s a challenge, but I enjoy it. I’m also passionate about technology and use it to help develop coping mechanisms for my students, such as playing soft music, using specific lighting, and incorporating gamification into my lessons to make learning more engaging.
Thank you, Tori! Amanda, can you tell us about yourself?
Sure! I am Amanda Morin, a writer and senior expert in family advocacy and education for Understood.org. I’m also a former teacher and early intervention specialist. I started my career in a classroom similar to Tori’s, and I have three kids, two of whom have disabilities. This intersection of my personal and professional life drives my work. Recently, I’ve been focusing on supporting teachers navigating remote learning.
It’s great to have both of you here. Amanda, what do you think is the most important thing for parents and teachers to understand right now about teaching students with special needs at home?
I think the key idea is “Maslow before Bloom.” This means we need to prioritize meeting the basic social-emotional needs of our students before we dive into educational goals. Parents are doing their best to support their children at home, and it’s crucial to foster strong parent-teacher relationships during this time.
Tori, how are you implementing this in your virtual classroom?
I’ve set up a virtual classroom that mirrors our physical classroom as closely as possible. I have tabs for homework, fun activities, and calming media. I also contact parents weekly and maintain a daily blog to keep communication open. I encourage students to express themselves creatively, whether through art or music, and I focus on their emotional well-being rather than strictly academic work.
That’s wonderful to hear! It sounds like you’re creating a supportive environment for your students. Amanda, what advice do you have for teachers working with parents during this time?
Building trust is essential. Parents of children with disabilities often feel judged or anxious, so it’s important to reach out proactively, share positive updates, and ask how things are going at home. This helps create a partnership based on mutual understanding.
Tori, how do you strengthen your relationships with parents?
I focus on building genuine relationships with parents, treating them as partners rather than children. This approach fosters trust and makes it easier to communicate about their child’s needs and progress.
As we wrap up, let’s celebrate the successes and joys of our students. Tori, can you share a positive story from your classroom?
I’m excited to see my students again soon as we hand out their belongings. Many of them have made significant progress, and it’s heartwarming to see their growth. One student has been particularly engaged, sending me drawings and videos regularly. It’s rewarding to witness their creativity and development.
Thank you both for sharing your insights and experiences. Your passion for supporting students and their families is truly inspiring. This conversation will be recorded and available on the Common Sense YouTube channel, along with all the resources shared today. Thank you for joining us!
—
Let me know if you need any further modifications!
Support – Assistance provided to students to help them succeed academically and socially. – The school implemented a peer mentoring program to offer additional support to students with special needs.
Education – The process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. – Inclusive education aims to integrate all students, regardless of their abilities, into the general education classroom.
Students – Individuals enrolled in an educational institution for the purpose of learning. – Teachers are encouraged to differentiate instruction to meet the diverse needs of their students.
Disabilities – Physical or mental conditions that limit a person’s movements, senses, or activities, often requiring special education services. – The school provides tailored resources and accommodations for students with disabilities to ensure equitable access to education.
Parents – Guardians or caregivers responsible for a child’s upbringing and education. – Effective communication between teachers and parents is crucial for supporting a child’s educational progress.
Learning – The acquisition of knowledge or skills through study, experience, or teaching. – Adaptive learning technologies can personalize the educational experience to suit each student’s pace and style of learning.
Strategies – Plans or methods developed to achieve a specific educational goal or outcome. – Teachers use various instructional strategies to engage students and enhance their understanding of the material.
Emotional – Relating to a student’s feelings and emotional well-being, which can impact their learning process. – Schools are increasingly focusing on emotional intelligence as part of their curriculum to help students manage their emotions effectively.
Communication – The exchange of information between teachers, students, and parents to facilitate learning and understanding. – Open communication channels between educators and families are essential for addressing the needs of students with special education requirements.
Trust – The reliance on the integrity, strength, and ability of educators and the educational system to support student development. – Building trust with students is fundamental for creating a safe and supportive learning environment.
