Back to School- Inclusion
Like me, many of you may be relieved school has finally returned after Summer School Holidays.
However, for kids living with Disability the new school year can bring many challenges.
Common problems Parents tell me their ASD kids are experiencing are refusal to go to school, being suspended due to behaviours of concern at school, shutting down and falling behind. Kids can report a feeling of disconnect from their peers and develop an anxiety around how to navigate social aspects of school as well. Sadly this can become a downward spiral when there is not a management plan in place to set kids up for success in school.
As Parents it’s hard to know where to turn to help our kids. The catch-22 is we have to send them to school, but know it’s causing them psychological distress and aggravation of symptoms in some cases. The good news is if your child is stuck, there are some great options to access inclusive education which addresses your Childs triggers.
If your child seems distressed by school, set up a meeting with the school. I understand some schools are not as inclusive as others. But we can offer to connect schools with supports to make the role easier for both your child and the teaching staff. This can include having a Head of Special Education sit and develop a Behaviour Support Plan where triggers are listed and choices offered which can assist with symptom management. Picking compromises is key where there is minimal disruption to the school day, but a tweak can be made to accommodate a student to cope.
An example of this may be: Sit somewhere quieter for lunch, access to fidget toys for listening in class, 5 minute walking break when feeling overwhelmed with a Teachers Aide, use of communication cards when unable to speak due to stress.
Ask your school if they are agreeable to having a Specialist such as an Occupational Therapist or Behaviour Specialist attend to observe at school. The Specialist can then develop resources for teachers to use and educate them on the benefits of using tools in the class with children with ASD or ADHD. The Specialist will need to obtain permission from the school to attend and show their current working with children screening.
Go slowly with demands to participate in school or complete activities. I have used gradual attendance at school which edges up the hours and days over time. This is a common approach used by the Department of Education so kids can acclimatise and be set up for success. Other strategies you can discuss with the school can include time between completing work in class and in the office if a big or noisy class is a trigger. If the cognitive load is too high, look at how this can be accommodated with an Individualised Education Plan developed with goals that are relevant to the level your child is at.
Ask your Support Coordinator to arrange NDIS funded supports to assist your child participate in school. Having a Carer delegated to transport your child to school and for hand over can be highly beneficial. Support Workers can be chosen based on their expertise, with some specialising in behaviours of concern and able to be trained in a Childs Positive Behaviour Support Plan. The Support Worker can then ‘roll with resistance’ and reassure your child a plan is in place at school to set them up for success.
Compromise on afterschool activities. Chances are the kids will be exhausted afterschool from managing triggers and regulating themselves throughout the day. This is why many parents report they don’t have behaviours reported by the school however their kids ‘let it all out’ when they get home. As an example, we avoid afterschool activities and don’t participate in homework afterschool- leaving this to weekends. I let my kids guide me regarding what feels achievable for them and I’m guided by their behaviour.
I hope some of these tips are helpful for the return to school. If you need to consult regarding barriers your kids are experiencing participating in school please feel free to get in contact with me here to setup a confidential chat.
