Category: Blog

Find expert-level advice about raising kids with ASD. Read stories about living with autism and working in the ABA field.

Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 

FEATURED POSTS

Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 
June 26, 2025
teacher and student
Why Is Professional Development Important for Teachers?  
June 26, 2025
Navigating Mental Health in Today’s Workforce: A LEARN Behavioral Perspective
Navigating Mental Health in Today’s Workforce: LEARN’s Perspective
May 15, 2025
The Silent Battle: Caregiver Mental Health in the Realm of Autism
The Silent Battle: Caregiver Mental Health in the Realm of Autism
May 15, 2025

 For many families raising a child with autism, one of the biggest fears is a child slipping away. That might mean walking out the front door, leaving the playground or disappearing into a crowd. This behavior, often called “wandering” or “elopement,” can happen in a matter of seconds. It’s more than stressful. In some cases, it can be life-threatening. 

Summer brings even more opportunities for this to happen. Routines shift, outings increase, and kids are often near water, one of the biggest safety hazards for children with autism. Understanding why wandering happens and how to prevent it can help families stay prepared and safe. 

What Is Wandering? 

Wandering happens when a child leaves a safe place without permission or supervision. This can include leaving home, school, a playground, or a caregiver in public. 

In children with autism spectrum disorder (ASD), it’s especially common. A 2012 study in Pediatrics found that nearly half of children with autism had tried to wander or run away at least once after age 4. Of those, 26% were missing long enough to cause concern. 

The reasons vary. Some children may seek out a place they enjoy, such as water. Others may run to escape overwhelming sounds, sights, or situations. But no matter the cause, the risk is high. 

Why Summer Brings Added Risk 

Wandering can happen any time of year, but summer adds new layers of risk. Families are more likely to be out of their routines, exploring new places, or visiting pools, lakes, and beaches. New environments can be exciting, disorienting, or overstimulating for kids with autism. 

Water presents the greatest danger. According to the National Autism Association, accidental drowning accounted for 71% of all deaths resulting from wandering in children with autism under age 15. 

And it can happen fast. The Centers for Disease Control and Prevention (CDC) reports that it takes as little as 20 seconds for a child to drown. 

Safety Strategies That Can Help 

Many families aren’t told about wandering risks when their child is first diagnosed. But there are proactive steps that can help reduce danger. 

Swim lessons are one of the most effective strategies. Some insurance plans may cover swim lessons for children with autism as part of behavioral treatment. Read more in Why Swimming and Water Play Benefit Kids with ASD. 

Families can also partner with a board certified behavior analyst (BCBA) to teach safety skills. BCBAs can support children in tolerating wearable tracking devices, reducing bolting behaviors, and recognizing safe adults or “community helpers.” 

Other tools include: 

  • Personal ID wristbands or GPS trackers 
  • Secure fencing or home alarms 
  • Creating emergency plans with neighbors 
  • Registering with local police or Smart911.com, which lets families share medical or behavioral information that pops up for 911 dispatchers 

Planning Ahead Brings Peace of Mind 

Not every child with autism wanders. But for those who do, preparation can save lives. 

Summer outings should be fun, not stressful. These 4 Steps to Swim Safety for Your Child with Autism offer practical tips families can use right away. 

For more information on wandering and autism safety planning, visit the National Autism Association’s Big Red Safety Toolkit. 

Why Is Professional Development Important for Teachers?  

Picture a teacher at the front of a classroom with fresh ideas and real tools that make learning easier for every student. That’s what professional development provides. 

Research from the Learning Policy Institute shows that ongoing training can improve student outcomes by up to 21%. For students who need extra support, that kind of growth matters even more. 

Professional development helps teachers build skills, grow their confidence, and improve classroom environments. It’s more than a one-time seminar. It’s a way to keep learning how to meet every child’s needs. 

Professional Development Sharpens Teaching Skills 

Education changes quickly. New tools and strategies appear every year. Teachers need regular training to stay current and effective. 

At LEARN Academy, teachers take part in training based on real research. They learn how to break tasks into smaller steps, use positive reinforcement, and adjust lessons to fit different learning styles.  

Teachers learn new ideas and how to use them right away. These skills help build stronger, more supportive classrooms. 

Key Takeaways 

  • Teachers learn new, proven strategies and how to use them 
  • Workshops and coaching provide hands-on practice 
  • Better teaching leads to better outcomes for students 

Tailoring Education to Every Student 

Classrooms are full of students who learn in different ways. Some need visuals. Others rely on assistive technology. Some need more structure or movement. 

Professional development helps teachers adjust how they teach and know how to differentiate their instruction for all learners. They learn how to support communication, plan individualized lessons, and create sensory-friendly environments. 

What Teachers Learn 

  • How to support communication and behavior 
  • How to use visuals and assistive tools and manipulatives 
  • How to tailor instruction to meet student needs 

Confidence in the Classroom 

Teaching students with complex needs can be hard. It takes skill—and confidence. Training helps teachers feel ready to handle tough situations. 

Confident teachers are more likely to try new ideas and speak up for their students. They also build stronger relationships with families. That trust and confidence create a safe and supportive space for learning. 

Teachers Learn Best Together 

Teachers don’t work alone. The best training brings them together to share ideas and learn from one another. 

Programs like professional learning communities give teachers a space to swap tips, troubleshoot problems, and learn from their experiences. This collaboration builds better classrooms and stronger support systems. 

Staying Current with Research and Tools 

Good teachers stay up to date. What worked 10 years ago may not work now. 

Professional development helps teachers respond to new needs. They learn how to support students with anxiety, sensory challenges, or learning delays. They also learn to use new technology to keep students engaged. 

Better Outcomes for Students 

When teachers improve, students benefit. That’s especially true for students who need more support. 

Well-trained teachers help students focus, stay on task, and build skills. Research shows a clear link between teacher training and student progress. 

What Makes Training Work 

Not all training is equal. The best programs are focused, ongoing, and useful in real classrooms. Teachers need time to practice and support from coaches or peers afterward. 

An Investment That Changes Lives 

Professional development isn’t just about teacher growth. It directly affects students’ success. 

When teachers have the right training, they create classrooms that lift every child. That’s not just good teaching. That’s life-changing. 

Navigating Mental Health in Today’s Workforce: LEARN’s Perspective

Author: Maggie Ruvoldt, Chief Human Resources Officer |

Why Mental Health Is a Leadership Priority

As leaders, we hold a unique responsibility: shaping environments where people can thrive—not just in productivity, but also in well-being. Mental Health Awareness Month is a timely opportunity to reaffirm our role in normalizing conversations around mental health in the workplace and embedding care into the very fabric of our organizations.

Recognizing Mental Health Struggles in the Workplace

As a Chief Human Resources Officer, I’ve witnessed firsthand how employee mental health challenges show up in the workplace—often quietly, through disengagement, increased absenteeism, or strained team dynamics. Behind performance metrics are people navigating anxiety, burnout, caregiving responsibilities, or personal loss.

How Intentional Mental Health Support Transforms Organizations

I’ve also seen the powerful effect of intentional support: when organizations create space for vulnerability, provide access to care, and train leaders to respond with empathy, they transform not only individual well-being but organizational resilience. Mental health at work isn’t a “soft” issue—it’s a core business priority that shapes culture, productivity, and retention.

Mental Health in the Workplace: Key Stats Leaders Should Know

The Workforce Institute at UKG published a recent study reporting that 70% of people say their manager’s impact on employee mental health is greater than that of a healthcare provider or therapist—and equal to their spouse or partner.

The data is both concerning and motivating. According to the American Psychological Association (2023), 77% of employees have experienced work-related stress in the past month, and 57% report negative mental health impacts because of their job. The World Health Organization estimates that depression and anxiety cost the global economy $1 trillion each year in lost productivity.

A Multidimensional Approach to Supporting Employee Mental Health

Our approach must be multidimensional:

  • Normalize mental health in the workplace conversations by training managers to respond with empathy and equipping teams with mental health literacy. This creates psychological safety and gives managers tools to refer employees to appropriate resources.
  • Design benefits that reflect modern needs: Mental health apps, embedded mental health care, and inclusive time-off policies aren’t perks—they’re workforce essentials.
  • Embed mental health in leadership expectations: When executives model transparency, prioritize balance, and advocate for wellness, they shift culture more powerfully than any policy can.

HR’s Role in Supporting Mental Health at Work

HR is not merely a facilitator in this work. We are architects of the employee experience. When mental health at work is recognized as a key component in engagement, retention, and performance, Mental Health Awareness Month becomes more than a moment of recognition—it becomes a catalyst for sustained change.

LEARN’s Proactive Approach to Employee Mental Health Programs

At LEARN, we recognize the importance of addressing these challenges head-on. We have several key resources aimed at supporting our staff’s well-being and employee mental health programs:

  • Employee Assistance Program (EAP): Our EAP is the first stop for accessing a variety of support services, including confidential assessments, short-term counseling, referrals, and follow-up care. Learn more at www.liveandworkwell.com.
  • Caregiving Network: Understanding the demands of caregiving in the midst of a growing shortage of childcare, we offer access to resources for finding caregivers through Care.com—for children, adults, or pets.
  • 24/7 Therapy Access: Through our benefits, employees have access to therapy services, including virtual options such as Talkspace, initiated through the EAP.
  • Well-Being Video Library: Our United at Work Health & Wellness ON DEMAND Videos cover more than 70 health-related topics, providing valuable information on everything from mental health to physical wellness. 

Creating a Culture of Mental Health and Support

As we continue shaping a workplace where people feel seen, supported, and valued, mental health at work must remain a core focus—not just during Mental Health Awareness Month, but every day. At LEARN, our commitment to well-being is more than a benefit—it’s a reflection of who we are. By caring for our people, we strengthen our teams, mission, and, ultimately, the communities we serve. If you’re struggling, know that support is available—and reaching out is a sign of strength.

The Silent Battle: Caregiver Mental Health in the Realm of Autism

In the quiet corners of countless homes, a silent battle is being waged every single day. It’s not fought with weapons or on a battlefield. It’s fought within the hearts and minds of caregivers for those with profound autism and intellectual and developmental disabilities (ID/DD).

The mental health challenges these caregivers face are often overlooked. However, some studies say they’re as intense and real as those that war veterans or caregivers for terminally ill children face.

The Unexpected Battlefield

Post-traumatic stress disorder (PTSD) symptoms are increasingly common for mothers of children with autism. Some researchers have compared the stress profiles to those of combat veterans.

That might seem shocking until you consider the constant stress these mothers face daily.

Unpredictable behaviors, communication barriers, and overwhelming needs are associated with profound autism. They can trigger a constant state of high alert.

Some compare those maternal cortisol levels to hypervigilance of a soldier on the battlefield. It’s a feeling of always on guard, always ready for the unexpected. Over time, this sustained state of stress can lead to PTSD. It manifests as intrusive thoughts or emotional numbness. Some people feel the need to avoid situations that remind them of traumatic experiences.

Stress Can Be Debilitating

Parents and caregivers of children with profound autism and ID/DD also share another similarity. Their mental health profiles can reflect higher levels of strain than those with parents of children with other disabilities. These caregivers experience chronic sorrow, anxiety, depression, and stress. It can be debilitating.

Some studies link these overwhelming feelings to caring for a child with a terminal illness. This comparison isn’t meant to equate autism with terminal illness. Instead, it highlights the significant emotional burden some caregivers carry. They grieve for the typical life their child might have had. They worry incessantly about their child’s future. They grapple with feelings of helplessness and exhaustion.

Understanding the Differences

It’s important to note that there are differences between DD (developmental disabilities), IDD (intellectual and developmental disabilities), and autism. While autism can be classified as a DD or an IDD, not all DD/IDD diagnoses are autism. Autism is characterized by social interaction difficulties, communication challenges, and a tendency to engage in repetitive behaviors. However, the severity of these symptoms can vary greatly from one person to another. Autism exists on a spectrum, and it’s different for every child.

Recognizing Caregiver Burnout

The first step to providing better support is recognizing the burnout caregivers can face. Mental health professionals, friends, and family are starting to acknowledge the emotional war some caregivers fight.

Some caregivers find support through resources like respite care, peer support groups, and counseling. Some providers offer stress management strategies, and researchers are trying to better understand caregiver PTSD to come up with more effective interventions.

Recognizing burnout and offering resources and relief are part of supporting the autism community. The silent battle these caregivers face doesn’t have to be one they face alone. The road ahead may be long, but with increased awareness and support, together, we can make it a little less daunting for those who tread it every day.

Collaborative Learning for Students with Severe Speech Disabilities

Author: By Katie Staniszewski, M.S, CCC-SLP |

Nearly one in every 12 children, ages 3 to 17, in the United States has a disorder related to voice, speech, language, or swallowing, according to the National Institute on Deafness and Other Communication Disorders (NIDCD). More than half receive intervention services each year to help improve those skills.

Intervention improves outcomes in a special education learning environment. Collaborative intervention improves outcomes exponentially.

When children with severe disabilities need assistance in multiple facets of learning because of medical, behavioral, cognitive, and educational challenges, teams from different disciplines often work together, particularly at school. These teams — including speech-language pathologists, occupational therapists, behavior analysts, and school psychologists — can make great strides in improving student skill sets within individual disciplines. Specifically, intervention services help reduce developmental delays and improve limited language skills, even with behavior challenges and medical issues.

As team intervention models have evolved, a collaborative approach called transdisciplinary teamwork now leads to the creation of comprehensive programs that meet each child’s overall needs.

What Does the Student Need?

Every person who works with a child is a potential collaborator in the transdisciplinary model. Key team members may include the student, teachers, social workers, speech-language pathologists, occupational therapists, physical therapists, behavioral analysts, case managers, parents, coaches, paraprofessionals, and others.

The team works together to assess student needs, share expertise, and set goals for a personalized treatment plan. One member acts as the plan’s service coordinator, while another leads meetings and manages communication. Other team members monitor goals and track progress, allowing the group to focus on multiple goals at once.

Most importantly, all team members share the same goals. They focus on the question, “What does the student need?” to view each child holistically and address needs from different perspectives. Transdisciplinary teamwork blends professional skills and boundaries into a seamless, student-focused approach.

Collaboration Strategies

Many providers are skilled in their specific areas and improve outcomes within a narrow focus. Some pull students out for individualized instruction, set up classroom stations for small groups, or offer home-based services. In a transdisciplinary team, providers can be more creative, collaborate with peers, and view challenges from different perspectives — all while improving a student’s limited or delayed skills.

Once goals are set, team members can creatively address the child’s need for practical life skills. For example, a speech-language pathologist might have students practice speaking by asking questions at the school library, or a physical therapist and behavioral analyst might work with a child during recess to boost physical activity and social interactions. Using real-world activities in lessons helps students improve communication skills beyond the narrow structure of each discipline.

Some Other Intervention Approaches in a Collaborative Service Model Are:

  • Co-teaching — working together for customized treatment
  • Cross-disciplinary Mentorship – learning and implementing new skills from other professionals
  • Overlapping instruction — approaching the same goal from multiple disciplines
  • Varied environments — classroom, playground, home, field trips, etc.
  • Text/curriculum review and modification
  • Positive and empowering learning environments
  • Naturalistic intervention practices and techniques
  • Scaffolding strategies

Professional Perks

When professionals collaborate in a transdisciplinary team environment, not only do students make more progress in less time, but also providers experience greater professional growth and job satisfaction.

Studies and statistical analysis reveal a significant relationship between team characteristics and collaborators’ attitudes to­ward their jobs. In general, the more purposeful and inclusive a team acts, the more motivated its members are to improve their own performance.

Collaboration showcases individual talents and values provider contributions. As professionals share their expertise and design intervention programs with other talented team members, they:

  • alleviate the stress and burden of solo work
  • foster professional relationships and networks
  • gain fresh perspectives on strategies and procedures for continued professional development
  • establish a model for student-family collaboration

Transdisciplinary teamwork creates collaborative learning environments that enhance the lives of speech-language professionals and their students.

Meet the Author

Katie Staniszewski, M.S., CCC-SLP

Katie Staniszewski is a speech-language pathologist. With more than 15 years of experience, she specializes in working with students with moderate to severe disabilities, specifically children with autism. She has received training in the SCERTS model with a focus on social communication and visual supports. She has also led a multidisciplinary team of clinicians and has presented on the topic of collaboration between speech-language pathologists and the educational staff at multiple conferences.

Speech-Language Telepractice: What Schools Need to Know

Author: Lara LaZear, M.S, CCC-SLP |

A nationwide shortage of speech-language pathologists (SLPs) is hitting schools hard. Missing an SLP for even a month can significantly disrupt student progress and special-education compliance.

A rising solution to the problem is telepractice, a way for SLPs to provide services remotely using video conferencing, phone calls, or other digital means. According to a 2022 article by the American Speech-Language-Hearing Association (ASHA), the necessity to provide remote services during the COVID-19 pandemic accelerated the adoption of telepractice. Since then, many SLPs have continued to use this model because of its effectiveness and convenience.

Understanding Telepractice

Telepractice can include assessments, interventions, and consultations. It can be a convenient way for people to receive services in their homes, even if they live in remote areas or have trouble accessing transportation. It’s increasingly recognized as a viable and effective solution to the SLP shortage, especially in underserved areas.

1. Replicate In-Person Services

Telepractice, done well, replicates the in-person experience between therapist and students, with SLPs using the same strategies and techniques that they use face-to-face — only from a distance.

SLPs can still participate in meetings, conduct assessments, and create reports, ensuring continuity of care.

2. Blend Digital and In-Person Experiences

Telepractice isn’t solely online. Onsite support is crucial for setting up equipment, facilitating communication, and troubleshooting IT issues. Occasional in-person sessions by SLPs can also enhance the therapy experience.

3. Customize the Experience

A flexible approach tailors services to each school’s and each student’s needs. Whether fully remote or a mix of onsite and online sessions, customization allows for high-quality, personalized care.

4. Comply With Regulations

In this era of increased accountability, credentials and compliance matter. When it comes to telepractice, the regulations are complicated and always evolving. Did you know, for instance, that telepractice requirements vary across states? Likewise, if you hire an SLP from, say, California to work with your school in Utah, that SLP needs to hold a license in both states. Add technology to the mix, and compliance becomes even trickier. The Health Insurance Portability and Accountability Act (HIPAA) requires that telepractice services comply with specific privacy and security standards to protect patients’ health information. Choose a provider well-versed in these regulations.

5. Provide Strong Oversight

As you weigh your options, remember that you need a telepractice provider who can provide strong oversight services. This will allow you to create an effective, high-quality program that meets the needs of your students, school, and families.

Meet the Author

Lara LaZear, M.S, CCC-SLP

Lara LaZear brings more than 20 years of K-12 special education experience to Light Street. As executive director of special education and quality services, Laura oversees Light Street’s clinical teams, all special education services and related programs, business development, and client satisfaction for every aspect of Light Street’s vast suite of services. As the leader of the Light Street team, Laura ensures that every school, district, and educational partner not only remains highly satisfied with Light Street’s services but that Light Street’s team of highly qualified special education providers continues to grow to meet our clients’ fast-changing needs.

Find the Right Mentor in Your SLP Fellowship

By Amy Hill, M.A., CCC-SLP

Years ago, when I completed my fellowship in speech-language pathology, I learned a valuable lesson that remains with me today. This is what I’d like to share with anyone pursuing a career as a speech-language pathologist (SLP) in a school setting. The lesson is simple: The mentor who supervises your clinical fellowship matters and can make or break not only your experience as a fellow but also your long-term career.

Why, exactly, does your mentor matter? For one thing, your fellowship is a chance to put into practice everything you’ve learned in graduate school. It’s an exciting but not easy part of your program, with the American Speech-Language-Hearing Association (ASHA) setting the bar high with a rigorous set of requirements.

Your mentor will be with you through thick and thin, doing such things as:

  • Conferring with you on clinical treatment strategies
  • Evaluating your diagnostic and treatment records, correspondence, and treatment plans
  • Monitoring your participation in case conferences
  • Evaluating how you consult and interact with professional colleagues, employers, clients, and families

In addition, working as a school-based SLP comes with a unique set of challenges.

Your mentor should provide support in several key areas:

1. High-level support

A dedicated mentor offers personalized attention, helping you manage caseloads, schedules, and paperwork. Not every SLP assigned the role of mentor has time for it. In fact, plenty of mentors have full caseloads of their own to manage. But you deserve one-on-one support to learn the ropes, and a good mentor will make time for that.

2. Solid foundation

Your first year as an SLP will come with challenges, especially if you work in a school, where priorities can shift quickly. To prepare, you need a fellowship that lets you do more than put in your hours and a mentor who not only gives you top-notch support but also makes sure you get the broad foundation you need. That foundation should include everything from evaluation techniques to state and federal requirements. But most importantly, it’s the ability to adapt.

3. Work-life balance

Balancing work and personal life can be challenging but essential. A mentor should help you managing your time effectively, making sure you know when to step back and recharge.

4. Culture of learning

Look for mentors who are lifelong learners, encouraging you to develop problem-solving skills and critical thinking rather than just providing answers.

5. Long-term relationship

Ideally, your mentor will support your long-term success, fostering a professional comfortable relationship. This connection can last throughout your career.

For more than a decade, I’ve mentored one or two clinical fellows a year, and to this day, I keep in touch with each and every one of them. They know they can call, text, or email me with a question — or just to say hello.

As you weigh options for your clinical fellowship, remember that the right mentor can make all the difference. Look for programs that offer comprehensive support and growth opportunities.

Meet the Author

Amy Hill, M.A., CCC-SLP

Amy serves as Light Street’s Arizona executive director of clinical support. With more than 25 years of experience in the field of special education, Amy provides support, training, and mentorship to employees and clients throughout Arizona. She is trained in a variety of autism diagnostic and therapeutic skills — including the Autism Diagnostic Observation Schedule, TEACCH Autism Program, Picture Exchange Communication System, Floor Time, applied behavior analysis (ABA), Pivotal Response Training, and certified in the Affect Based Learning Curriculum. In addition, she is trained in AT/AAC, apraxia, early intervention, and certified in the Hanen It Takes Two to Talk program.

Navigating Mental Health in Today’s Workforce: A LEARN Behavioral Perspective

Author: Maggie Ruvoldt, Chief Human Resources Officer |

In our rapidly evolving world, the nature of work has transformed dramatically. In the past few years, prioritizing mental health and destigmatizing conversations around support have brought about progress. This shift has brought to light the critical issue of mental health in the workplace, particularly for those in high-stress professions like ours at LEARN Behavioral.

As Chief Human Resources Officer at LEARN, I’ve seen firsthand the emotional and physical toll this noble profession can take on our staff, including behavioral analysts, clinicians, behavior technicians, and our invaluable staff in roles across the company.

The Rise of Workplace Burnout

Research indicates that workplace burnout is becoming increasingly prevalent across various sectors, marked by symptoms such as emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment.

For those in the behavioral health field, these challenges are compounded by the emotionally charged nature of our work, making it imperative for organizations like ours to prioritize the mental well-being of our team.

Understanding the Impact

Burnout not only affects the individual experiencing it but also has a ripple effect, impacting their colleagues, the quality of care provided, and ultimately, the families we serve.

Symptoms can include chronic fatigue, anxiety, depression, and a decrease in job performance, which can lead to higher turnover rates and a reduction in overall workplace morale.

LEARN’s Proactive Approach to Mental Health

At LEARN Behavioral, we recognize the importance of addressing these challenges head-on. We have several key resources aimed at supporting our staff’s mental health and well-being:

  • Employee Assistance Programs (EAPs): Our EAP provides confidential assessments, short-term counseling, referrals, and follow-up services to help employees manage both personal and work-related problems.
  • Caregiving Network: Understanding the demands of caregiving in the midst of a growing shortage of childcare, we offer access to resources for finding caregivers through Care.com for children, adults, or pets, easing one aspect of our employees’ lives.
  • 24/7 Therapy Services: Through partnerships with platforms like Talkspace, our team has access to dedicated therapists any time, anywhere, making sure they have the support they need when they need it.
  • Library of Well-Being Videos: Our collection of videos from UnitedHealthcare covers more than 70 health-related topics, providing valuable information on everything from mental health to physical wellness.
  • Self-Care App: The AbleTo app connects our staff with coaches and offers self-care resources and strategies, helping them manage the demands of life more effectively.

A Human Resources Perspective

From a human resources standpoint, investing in these resources is not just about enhancing productivity. It’s about valuing our employees as individuals with unique needs and challenge—just as we do our clients. It’s a testament to our commitment to creating a supportive, compassionate work environment where everyone feels empowered to seek help and take care of their mental health.

As we navigate the complexities of today’s workforce, it’s clear that mental health must be a priority. At LEARN Behavioral, we’re proud to be at the forefront of this effort, offering our team the support and resources they need to thrive, both professionally and personally.

By acknowledging the challenges and taking proactive steps to address them, we’re fostering a culture of well-being that benefits not only our employees but the families we serve.

For those in the behavioral health sector experiencing burnout or mental health challenges, remember, you’re not alone. Resources are available, and it’s OK to seek help.

Focus on Accountability and Compliance in Charter Schools

Author: Lila Almond, M.S., CCC-SLP |

Public charter school enrollment has skyrocketed in the last decade to more than 3.7 million students in nearly 7,800 schools nationwide. And, this growth presents challenges that are often difficult for charter schools to predict and fulfill.

According to the National Alliance for Public Charter Schools, charter schools are an attractive option for teachers and families because they offer innovative, free education for all children and have the flexibility to customize teaching methods and school culture.

Tailored approaches that meet diverse learning needs make charter schools especially enticing for families of students with learning differences and disabilities. At the same time, charter schools may be unprepared for the challenges of serving this student population. For example, during one school year, some students might require a half hour of inclusion service weekly. The next year, a student may require daily special education support in all core content areas in a resource classroom. Such diverse and changing needs can be difficult for schools to manage and afford, which can lead to compliance issues.

Accountability and Compliance

Federal and state guidelines help ensure children get the services they need in public and charter school classrooms. Section 504 and Individualized Education Plan (IEP) regulations, for instance, require educators to evaluate and identify student needs and provide appropriate educational services designed to meet these needs.

“Just like public schools, they must accommodate the diverse population of students with learning, cognitive, behavioral, and physical disabilities.”

Charter schools are held accountable for adherence to the guidelines and for student success. Just like public schools, they must accommodate the diverse population of students with learning, cognitive, behavioral, and physical disabilities. And, if any school fails to implement a plan, they may be at risk of non-compliance.

Working Together for Student Success

The Every Student Succeeds Act (ESSA), signed in 2015, aims to improve education standards and create equal opportunity for all students. It replaced the No Child Left Behind Act and focuses on providing fair access resources and preparing students for college and careers. It also holds public charter schools accountable for their performance.

Families can trust that teachers and administrators will strive to provide the best possible education for children with special needs. However, public charter schools might face challenges in meeting state and federal requirements. That is why it is crucial for everyone involved – parents, caregivers, teachers, administrators, providers, and students – to work together to ensure excellent outcomes. Charter schools are well-positioned to lead this effort.

Here are a few key initiatives for moving forward together:

• Creating better tools for student support

• Offering ongoing professional development for educators

• Providing innovative therapies, such as online speech and language programs

• Understanding legal requirements for special needs education

• Following federal guidelines for disciplining students with disabilities

• Managing program costs effectively

• Consulting experts to ensure quality care and avoid penalties

It is more important than ever for public charter schools to partner with families and providers to improve the quality, efficiency, and compliance of services to children with special needs. Through this caring, collaborative support, students will progress toward their educational goals and success in life.

Meet the Author

Lila Almond, M.S., CCC-SLP

With more than 25 years of experience in the field of special education, Lila is the director of special education services and quality services for Light Street Special Education Solutions. She has spent the last 20 years working exclusively in the public education setting. She is a certified Educational Leadership Coach through the Institute for Professional Excellence in Coaching (iPEC). Lila is responsible for quality training and implementation of best practices for all special education providers.