PTA Special Needs Representative
Utah PTA encourages every local PTA and PTSA to have a special needs representative on their local board.
A special needs representative can help students with disabilities and their families to be connected and more fully included and to enjoy the benefits of associating and participating with others in the school community.
The job of PTA special needs representative is:
Communication - Facilitate communication so that students with special needs and their families receive needed information about activities and events as well as other important information about the school community.
- Let them know who to contact with questions about PTA and school activities.
Encourage inclusion - Work with the school and the PTA to make sure that activities are adapted to be inclusive and accessible for everyone, including those with special needs.
Make connections - Help families and students make connections with others.
Build a good relationship with the special education team at your school so you can help each other.
- Get to know teachers, speech pathologists, guidance counselors, psychologists, administrators, etc. They can all help inform parents about the special needs representative and can help deliver information to students with disabilities and their families.
Publicize the role of special needs representative so people will know who to contact and let them know you are there to help. (Schools will not be giving you a list of special needs students due to privacy laws.)
- This position could look different at different schools. The special needs representative can be a person with or without a child with special needs. (This is a PTA position, it is not the same as positions with special needs groups organized by districts.)
The job of PTA special needs representative is not:
- Special needs representative does not attend Individualized Education Programs (IEP) meetings for or with other parents
- Special needs representative does not need to be a specialist on any or all disabilities or an IEP expert
- Special needs representative should not share personal information about children or families
How to get started as the special needs rep:
- Put your contact information in the front office and on the school website or Facebook page, put an article in the school newsletter, speak at Back to School Night, etc. Let people know who you are and how to contact you
- Ask your school’s special education team to pass out fliers at Parent-Teacher Conferences and IEP meetings with information about the special needs representative
- Become familiar with resources for students with disabilities and their families
- Make sure you know about the Utah Parent Center and all they have to offer through their free services. Check out their website at utahparentcenter.org and be sure to share this info with others
An Important Note on Privacy and Respect
- Through work as a special needs representative, you might become aware of private information about students and their disabilities (like who is receiving special education services and details about a student’s disability). It’s very important that you keep that information private and not share it with others
- It is illegal to share this type of information without written permission
- When sending group emails, use Bcc (Blind carbon copy) so the list of recipients is kept private
- Some people are more open about their child’s disabilities and others are more reserved about giving out information. Even if families have shared information with you or others, it’s not your information to share.
The main points of focus for the special needs rep are:
Communication, Flexibility, Awareness, Inclusion, Resources
Communication
- Make sure families get the message or information they need in a way they can receive it
- Figure out the best way to communicate – email, paper fliers, phone calls, regular newsletters, web page, Facebook, posters in the halls, etc. – you may need to communicate with them in multiple ways
- Don’t just assume everyone will hear about activities and know all the details
- Don’t count on students verbally relaying the information and details to their parents
- Get information to these families as early as possible
- Special education students often need more time than others to prepare for a change in schedule or a special activity and they often end up being told at the last minute
- Be careful with acronyms (special education is full of them)
- Make sure to clarify acronyms. If you don’t understand an acronym – ask for clarification
Flexibility
- All special needs are not the same. Some are purely physical and others are cognitive or behavioral or a mixture. Some are temporary and others are long-lasting or permanent.
- What is appropriate for one person with a special need may not be appropriate for another. Different children may need different accommodations to fully participate.
- Focus on what accommodations are needed rather than what the specific disabilities are.
- Work with special education teachers and parents. Communicate with them. Keep them informed on activities.
- Be flexible – be willing to adapt and adjust programs and activities to accommodate children with special needs.
- Possible Adjustments
- A buddy or extra help during field day
- Informed ahead of time about loud noises or surprise elements of an assembly
- Time at a carnival before the rest of the students come
- Let them know what will happen, what they will be expected to do, best place to sit during program, etc.
- Support Special Ed Teachers and Aides
- Recognize and support special education teachers and don’t forget their aides
- They have extra work – IEPs, testing, reports, working closely with many classroom teachers, wide range of abilities and needs in the same class, etc.
- Help them find needed volunteers and resources
- Make sure they have people to help with parties and field trips or in the classroom, if needed
- Give them the same help (or more) that is given to regular education classes
Awareness
- Help others be more aware of those with disabilities and how to treat them and include them.
- People First Language
- People First Language focuses on the person rather than on the disability. A person with a disability is still a person. The words we use reflect our attitudes and perceptions and can have a powerful effect on those around us. When speaking to or about those with disabilities, it’s important to use People First Language (PFL).
USE person with a disability NOT disabled person
USE person who uses a wheelchair NOT wheelchair bound or confined to a wheelchair
USE person with a physical disability NOT cripple, quadriplegic, etc.
USE person with a learning disability NOT learning disabled
USE person with a cognitive disability NOT mentally retarded
- Disability Etiquette (MN State Council on Disabilities, used with permission) Tip: Relax! People with disabilities are ‘just people’ – like you.
- Never assume you know what an individual with a disability wants or needs.
- When talking to a person with a disability, talk directly to that individual, not the friend, companion, or sign language interpreter who may also be present.
- Treat adults in a manner befitting adults.
- If offering any assistance, ALWAYS wait for a response.
- Never automatically push someone who uses a wheelchair.
- Do not raise your voice or shout unless instructed to do so.
- Do not look away while talking with a person who is deaf or hard of hearing. He or she may be reading your lips.
- Do not assume a deaf or hard of hearing person can read lips. It’s very difficult and a good lip reader can usually only decipher about one-third of what you are saying.
- Do not pretend to understand if you do not. You may agree to do something accidentally.
- If greeting someone who is blind or low vision, identify yourself and those who may be accompanying you.
- When guiding someone who is blind or low vision, allow him or her to take your arm, and give verbal directions, if appropriate.
- When ending a visit with someone who is blind or low vision always communicate your actions, don’t just walk away.
Inclusion
- Many students who are in special ed classes are attending schools that are not their neighborhood schools.
- The families may feel isolated because they are not from the area and they may feel isolated because their children are in a different kind of class and maybe participate in different activities than the rest of the children in that grade do.
- Many students are bussed to the schools and parents don’t get the opportunity to be in the school when dropping off and picking up students. They may not have friendships and connections with other parents in the school.
- Being part of PTA could help parents of students in special education connect with other parents and feel more a part of things.
- Sometimes other parents might even be afraid to approach these parents for fear of offending them.
- Everyone wants to feel welcome and included. It’s nice to be invited and informed whether they participate or not.
Resources
1. Law Enforcement: Crisis Intervention Teams (CIT) include specially trained law enforcement officers. These officers are trained in tactics to effectively deal with a situation involving a person experiencing a mental health crisis. These officers are certified by the State of Utah Division of Substance Abuse and Mental Health. A CIT officer has received training in preventing psychiatric crises and de-escalating a crisis when it occurs, without the unnecessary use of physical force.
Officers are also trained in identifying characteristics of various mental disorders. Along with a newfound empathetic approach, officers of this program are trained to provide a safer intervention for the person experiencing a mental health crisis, their family members, the community, and the officers themselves.
Tips for dealing with law enforcement:
a) Students should meet their school officer and have a positive interaction with the officer and the officer should be especially familiar with special ed students in the school.
b) Students should be instructed on following officers’ instructions when asked
c) All school staff should know what CIT officers are, especially anyone who might be calling police such as secretaries, administrators, psychologists, bus drivers, teachers, custodians, etc.
d) School staff should know to request CIT officers – just ask for a CIT officer when calling the police.
e) Some police departments have forms where you can list information that might be needed in a crisis, such as contact information and description for a child who likes to wander, etc.
2. CIT Utah - cit-utah.com - Ron Bruno – Executive Director, (801) 535-4653, CITUtah@CIT-Utah.com
3. Utah PTA -utahpta.org
a) Utah and National PTA Resolution – HIGH EXPECTATIONS FOR STUDENTS WITH DISABILITIES
In June 2017 this resolution was approved by the Utah PTA membership and in 2018 it was approved by the National PTA membership. PTA supports high expectations for all students. The majority of students with disabilities can successfully function much like anyone else in society. What they primarily lack is the self-confidence and support to plot their own course in life.
Our hope is that with this resolution we can begin to change the mindset of all the stakeholders–parents, teachers, the community, and the students themselves–that we will have high expectations for students with disabilities and that we will give them the opportunities, tools, accommodations, and instruction to empower them to go as far as possible toward achieving their full potential.
utahpta.org/files/docs/UT%20High%20Expectations%20%20Updated%20Feb%202018.pdf
b) Reflections – Special Artist Category for students with disabilities. Check the Utah PTA website utahpta.org in May or June for Special Artist information, rules, guidelines, judging process, and guidelines for judges.
4. Utah Parent Center—utahparentcenter.org
Also on Facebook: Information, resources, support, advocacy and training for families of people with disabilities, including IEP and 504 training and support. Services are free of charge. (Advocates can attend IEP meetings with parents, if requested)
The mission of the UPC is to help parents help their children, youth, and young adults with all disabilities to live included, productive lives as members of the community. They accomplish this mission by providing accurate information, empathetic peer support, valuable training, and effective advocacy based on the concept of parents helping parents.
5. UPC Disability Resource Directory - utahparentcenter.org/disability-resource-book This directory is available to parents and professionals to help them connect with organizations, agencies, service providers, and local disability support groups. Directory contains contact information and brief descriptions of services provided. Two versions – a two page condensed list or a longer, more detailed booklet.
6) Disability Awareness Activity Packet:
“Activities and Resources for Teaching Students about Disabilities” by Bev Adcock and Michael L. Remus (Deer Valley Unified School District, used with permission)
Includes information and activities to help students be more aware of and empathetic with those with disabilities and how to help and understand them better.
7. USBE (Utah State Board of Education) Special Education Services
Information on Accessibility, Effective Instruction, Annual Performance reports, Multi-Tiered System of Supports, and many other topics. www.schools.utah.gov/specialeducation
8. National PTA Resolution - High Expectations for Students with Disabilities
This resolution was adopted by the delegates at the National PTA Convention in New Orleans, LA in June 2018.
9) Special Needs Toolkit—pta.org/home/family-resources/Special-Education-Toolkit
Includes information for getting needed services, dictionary of terms, list of resources, etc. Lots of information.
10) Ideas to support children with special needs—pta.org/home/family-resources/Special- Education-Toolkit
- Day of Encouragement
- Day of Pairing
- Special Needs Task Force
11) People First Language - Information, examples, and the importance of People First Language disabilityisnatural.com/people-first-language.html
12) Buddy Bench - A simple idea to end loneliness and foster friendship on the playground washingtonpost.com/news/inspired-life/wp/2016/04/04/kidsdont- have-to-be-lonely-at-recess-anymore-thanks-to-this-boy-and-hisbuddy- bench/?utm_term=.b085c7ae73c7
Informational Websites and Articles
- Understood for learning and attention issues website—understood.org/en
This website has many articles for parents and teachers of students with disabilities on such topics as special services, social situations, managing feelings, etc.
- Least Restrictive Environment (LRE): What you need to know
- Friendship Circle: special needs resources website—friendshipcircle.org
Friendship Circle is a non-profit organization in Michigan that works to create friendship in the lives of children and adults with special needs. This site has many posts about different aspects of having a child with a disability, including information on inclusion
- 13 ways a Parent Teacher Association can help a student with special needs
If you think the PTA can’t or won’t help your special education student, you are wrong! friendshipcircle.org/blog/2015/01/21/13-ways-a-parent-teacher-association-can-help-a-student-with-special-needs
- Let’s talk about inclusion friendshipcircle.org/blog/2013/04/12/lets-talk-about-inclusion
- Inclusion: What it is and what it isn’t friendshipcircle.org/blog/2014/01/02/inclusion-what-it-is-and-what-it-isnt
Utah PTA Special Needs Committee
Children with special needs and their parents and teachers are an important part of PTA. This group faces a unique set of challenges and they deserve our support and recognition. All special needs are not the same. Some are purely physical and others are cognitive or behavioral or a mixture. What is appropriate for one person with a special need may not be appropriate for another. Different children may need different accommodations to fully participate.
We have formed a Utah PTA Special Needs Committee, a coalition of special needs groups, parents and teachers. The goal of this committee is to assess what elements, programs, and resources are needed for local PTA units and for special needs schools to help meet the needs of the families and teachers of children with special needs across the state and to help them feel included and valued.