Supporting Students with PTSD | Origin: ED130
This is a general discussion forum for the following learning topic:
Teaching Students with Post Traumatic Stress Disorder --> Supporting Students with PTSD
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
This module explained the importance of following an IEP or 504 plan and the legal oblications for educators to accommodate students to best meet their individual needs. The part that resonated most with me was the idea that veterans may be new to disability and that a mentor can be a strong advocate to help them transition into post-secondary education. My experience is in K-12, so I have taught many students who receive special education services but I have not taught students who are new to disability, the way that a veteran might be. This was illuminating to me and made me think about all of the 504s that I have seen to address developing conditions. It's important for teachers to consider the impact of a new diagnosis in addition to the barriers that this condition may create for students.
IEPs can help students succeed
We need to accomendate the student with there learning in the class.
This module highlighted the importance of the IEP. Identifying and properly addressing an individual's needs is vital. The IEP is the agreement that assures necessary services will be put into place.
This module was very helpful in ways to help students with special needs, help the to feel confortable, fit, and understanding the best ways to help them in their learning process and social skills. Complying with ADA and, emphaty, emphaty, emphaty
Great to know the IEP. It surely can help students in their future endeavor and success.
I was not aware of the K-12 IEP's but pretty familiar with 504 accommodations. This information was very helpful
This section clarified that accommodations must be made but to at the loss of rigor of the program. The statistics were alarming. New knowledge was about Education for all. handicapped child Act Pl 94-142 where an individual educational plan must be on record for each student. The poverty rate of 11% was disheartening as they struggle with daily life in poverty.
It is becoming clear as I go through these modules that early intervention and health promotion activities for families are paramount to reduce the number of children who will to succumb to trauma based on their environment.
On a personal note, my nephew was hit by a school bus, flew up into the air, and hit his head. I do not recall my sister talking about an individual plan for him. His behavior changed and he was labeled bad. He had mood swings and could not retain content. This knowledge would have helped me advocate for him, but I was not a nurse at the time and did not have a clue.
Students with a Disability are provided legal protections under IDEA while in School and under Section 504 both during and after completion of High School. An IEP or 504 Plan provides specific Accommodations, Modifications, and Supports that Professors and Teachers are required to provide to help students with a Disability be successful.
It is interesting to view IEPs as a tool for student \s even after they have graduated high school. I like the thought that it can be helpful ot them in identifying strategies that helped them be successful.
I taught SpEd for 6 years so I am familiar with IEP's, 504's and accommodations, but it is nice to see this information being taught in an easily understandable manner
I'm curious about the diagnosis of students at an early age with PTSD. In a different training I attended recently, it was discussed that the label may be premature for students and families to accept - let alone accommodate. If students are in retraumatizing enviornments, realizing they have limited options may be less valuable than assisting them in being resilient. I'm curious the process for the diagnostic.
I am the 504 coordinator at our school so I am knowledgeable about the 504 and IEP process. I did really appreciate that even though a person cannot have an IEP past high school, it's important that they speak with their instructors and let them know the accommodations they have received in high school.
Other than the specific statistical numbers I was already familiar with most of the information presented.
I learned that there are specific civil rights law that are for the
benefit of the disabled.
IEPs can be valuable resources to instructors as they show what accommodations and resources were helpful in the learning success of the student.
the need to help peolple lead a productive life and working around the conditions that inhibit their learning abilities without singling them out and making them a productive member of society with a job that they can make a living and be proud of their accomplishments
The importance of accommodations. The need to study and know what a student's IEP says and what a student's 504 Plan accommodates.
This section provided very useful information about how to provide accomidations for students with PTSD. Being in a high school, these students would most likely have an IEP, but at the college level they would not have an IEP, but still some sort of accomidation.
