Letter to Education Department

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School

University of Washington *

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435

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Sociology

Date

Apr 3, 2024

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Uploaded by BrigadierMoleMaster3707

600 Washington St SE Olympia, WA 98504 November 29, 2023 Grace Videle 1410 NE Campus Pkwy Seattle, WA 98195 Dear Chris Reykdal, I hope your day is going well. My name is Grace Videle, and I am a special education teacher in the Seattle Public Schools district. I am also in charge of leading the inclusion task force. Bryant Elementary serves as a model school for inclusion, but the recent budget cuts have severely harmed the learning environment for students with disabilities such as Autism spectrum disorder (ASD). This letter wishes to prevent the loss of support staff, resources, and inclusion efforts, while advocating for funds that promote inclusion practices. Research revolving around Autism spectrum disorder is relatively recent, so scientists can’t say what causes ASD. Although, many agree that genetics are a likely role. In 2023, the CDC reported that 1 in 36 children had been diagnosed with autism. Prevalence rates for children with ASD have risen noticeably throughout the last decade, not because the disorder is “spreading” but due to more research and focus, which creates more attention. It’s important to note that all individuals diagnosed with Autism spectrum disorder are unique, as autism affects everyone differently. One student with ASD may show completely different language skills than another student with ASD. I want to share information regarding how students with autism are affected in the current learning environments. Each individual with ASD is different, but characteristics such as social,

communication, and behavioral domains become impacted. In schools, struggles with understanding social cues, problems forming and maintaining friendships, and challenges in adapting to changes in routine can all occur. Meanwhile, communication limitations may hinder a child’s ability to express needs or understand instructions, potentially leading to frustration for both the student and their teacher. These challenges will occur, but Bryant Elementary uses evidence-based intervention practices targeting different domains of development in hopes of making the environment the best fit for the students with ASD so they can learn efficiently and be happy. Evidence-based practices are procedures used to produce a positive outcome for children with autism. They require time and effort. If students lack a meaningful and beneficial goal, evidence- based practices will not work. For example, in the classroom, my support staff and I have used Discrete Trial Training (DTT) to teach a student who is improving their expressive language skills. I would hold a picture of an apple and prompt the student to say a three-word sentence like “I want apple.” If the student does so, I would provide immediate positive reinforcement. Another evidence-based practice used in the classroom is Antecedent-Based Intervention (ABI), which focuses more on how the environment affects the student’s behavior. For example, a student may show difficulties throughout the week but near the same time every day. Data collecting and analysis could pinpoint the reason for a student’s challenging behavior. Perhaps the transition from music to math class is a trigger. ABI works to target and address the factors that cause the student’s actions. Both evidence-based practices mentioned have beneficial results for students with ASD. To continue implementing these and other evidence-based strategies, funds are needed. Adequate

investment is essential to support the training of educators in evidence-based practices, provide necessary resources, and maintain a supportive learning environment that addresses the diverse needs of students with ASD. This will enhance the overall well-being and development of students on the autism spectrum. Funding would also be spent towards providing proper support staff in classrooms. These professionals work closely with the multidisciplinary team, offer one- on-one assistance, and help students with ASD navigate learning environments and social settings. It’s also important to consider that teachers already have to manage the diverse needs of the classroom. Providing the necessary attention and support to students with ASD without the assistance of trained professionals harms the learning environment for everyone. Finally, inclusion efforts and adequate learning environments will lead to the promotion of disability justice. Learning in diverse styles fosters a classroom where every student, regardless of background, ethnicity, socioeconomic status, and (dis)ability, are able to participate fully in educational experiences. It emphasizes the importance of breaking down barriers that impede the academic and social progress of its students. Ensuring that every learner receives the necessary resources and support to thrive during their educational journey should be the Office of Superintendent of Public Instruction’s priority. Sincerely, Grace Videle

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