Discipline Discussions: Preparing Future Educators to Proactively, Positively Address Behavior

Preparing Future Educators to Proactively Positively Address Behavior

Valerie C. Williams Director, Office of Special Education Programs Office of Special Education and Rehabilitative Services

By Valerie C. Williams
Director, Office of Special Education Programs

Recently, I asked my sixth-grade son to complete this sentence: School is a place where I ______.

Without hesitation, Matthew responded, “School is a place where I go to learn and have fun.” Matthew is my 12-year-old son who happens to have Down Syndrome. His journey has been shaped by the dedicated educators and instructional support personnel who have held high expectations for his success and growth, and I see their efforts echoed in Matthew’s perspective about school.

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Discipline Discussions: Informal Removals Matter

Discipline and Behavior: Informal Removals Matter

Valerie C. Williams Director, Office of Special Education Programs Office of Special Education and Rehabilitative Services

By Valerie C. Williams
Director, Office of Special Education Programs

When my cell phone rings in the middle of the day and I see my son’s school is calling, I immediately have a moment of unease: did Matthew get hurt, is he sick, what happened that warrants this call in the middle of the day? Matthew is a sixth grader with Down syndrome, but I know these feelings are shared by parents of children with and without disabilities alike.

I count myself lucky that with each of these calls I am relieved to hear about situations that, while important enough to call, are typically intended to share information about my son’s day or report on a minor issue. I am thankful that the school staff overcommunicate and keep us informed, as well as share potential solutions if a problem arises. In short, they are proactive, so after a brief chat with school personnel, I resume my day.

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