Shodair partners with Helena schools for therapeutic learning programs
Independent RecordDec 25, 2018
This is the second story in a two-part series about the rising number of
Autism isn't the only condition on the rise in the
In 2013, 75 students within the district struggled with emotional disturbance. That number has grown to 115 in 2018.
Emotional disturbance is a term that many people who work with special needs students don't like.
"The list is really long," Eisenhart added.
Emotional disturbance is a blanket term that can refer to anything from a child who suffers from a mental health issue like schizophrenia to a child who suffered traumatic abuse in their early life. And it is often accompanied by various behavioral concerns.
This increase in students with emotional disturbance led the district to enter a partnership with
The Positive Behavior Support program addresses some of the same needs as the
"
"We serve kids who have had something happen in their life where they need a higher level of care," said
"One big thing is that every kid doesn't fit into the square box that we try to put them in. A traditional school system is built to fit one kind of student."
The students in the program are those that need more one-on-one assessment regularly. Shodair achieves this through a very low student-teacher ratio, currently about 2 to 1.
The program services kindergarten through fifth-grade students.
Alongside Brewer himself and therapists such as Eisenhart, the program focuses on each student's education using a team approach. Each classroom has a therapist, teacher, teacher's assistant and behavioral coach.
Shodair is contracted for up to 16 students and can go to 18 students if necessary. Currently, the two classrooms educate six and four students, respectively. Brewer said more are being recommended on a regular basis.
The staff reiterated the importance of always having an adult available for a student if they need a moment away from the classroom setting. The ratio is also important for medication management of the students.
Despite the constant availability of adults and teachers, Brewer said the program strives for the least restrictive environment possible based on student need.
"We have a philosophy to address all of the needs of each student," Brewer said. Students going into the learning center are analyzed both socially and academically.
"Each student has a plan that addresses both their academic and therapeutic needs," Brewer said. "We want this to feel like it's an extension of the regular school district."
Class size in traditional classrooms often contributes to the behavioral issues of the students who enter the learning center.
"When a kid is in a public setting they might experience increased stress if they suffer from a condition," Brewer said. "But here the class size is lowered and stress is decreased."
Another factor in the decreased stress is a better understanding of fellow students, and Steffan said he often sees students providing constructive peer support.
Most students feel significantly better when they enter the program because they don't feel like the "bad kid" anymore, said
Horning teaches the skills necessary for middle school, when students will no longer be in the program's classrooms. "This includes organization and accountability," she said. "I teach more respect in lines and hallways than in math."
Brewer added that many students shut down out of fear of being wrong. Here, students can learn that it's okay to be wrong sometimes and they are coached on behavior and reaction skills.
This system of support leads to the program's goal of students being able to return to traditional classrooms with an individualized plan.
Brewer said the staff will continue to work with and support each student after they leave. Support continues as long as the student is a minor and needs it. Staff also makes recommendations to each student as they enter adulthood.
In the meantime, Brewer works to dispel myths, misconceptions and stigmas against programs like the
"The misconception would be that these kids are violent or bad," Brewer said. "In reality they just need help."
Brewer hopes to continue to expand the program to meet
"Our goal is to serve as many kids as possible," Brewer said. "But a secondary goal is to serve the community. We want to be a valued community partner."
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