Trending
In today's diverse educational landscape, the Marshalltown Community School District continues to lead the way in recognizing the importance of addressing the unique educational needs of our special education learners. This particular journey started around 11 years ago when we recognized that certain students were struggling to follow rules at school due to underlying mental health conditions, which had manifested into observable, defiant behaviors.
In order to further support these unique learners with their educational disabilities, we became one of the few districts in Iowa to proudly offer a Therapeutic Classroom program. Within this program, we use many tools and approaches to further the success of our students in their academic ventures.
Collectively, we utilize Trauma-Informed Practices, the Collaborative Problem Solving Approach, and many environmental accommodations in order to ensure our students' social, emotional, behavioral, and mental health needs are met. In order to properly understand the significance of what the Therapeutic Classroom program offers, it is important to know what these tools are and the crucial roles that each tool plays to ensure the success of our special education students.
First, what are Trauma-Informed Practices? Trauma-Informed Practices aim to create a safe, supportive learning environment that takes into account the unique traumatic experiences and needs of each student. Educators supporting this program are taught to recognize signs of trauma and mental health conditions and respond with empathy and understanding rather than consequence. This shift in perspective helps us better understand the factors relating to these behaviors, as well as how to properly find solutions that best support our students' needs.
Second, what is the Collaborative Problem Solving Approach? The Collaborative Problem Solving Approach recognizes that challenging behaviors occur when we expect things of people that exceed the person's skills and/or abilities in that moment. Rather than focusing our attention on unwanted or disruptive behavior, teachers and students work together to identify the underlying issues that cause those behaviors and then collaborate to find constructive solutions.
This approach empowers students to become active participants in their own education. Moreover, it fosters a sense of control over their lives, which can be particularly transformative for students who have not previously experienced educational success.
Finally, what is provided to help keep those with special educational needs safe within the classroom? The physical and emotional safety of students is paramount in the Therapeutic Classroom program. The environment is designed to be highly predictable, calming, and focused on addressing things that may cause or intensify trauma-related reactions. Calming spaces and sensory tools are also provided in order to help students feel more comfortable and in control within their environment.
A licensed mental health professional is also accessible daily in case further emotional counseling is needed. In addition to these accommodations, we emphasize the importance of positive relationships between teachers and students. When students feel safe and connected to their educators, they are more likely to engage in learning and express their needs and concerns.
Many strategies and tools that we use in the Therapeutic Classroom program have been beneficial in assisting our special education students get more out of their academic experiences. By utilizing Trauma-Informed Practices, The Collaborative Problem Solving Approach, as well as our environmental classroom resources, our students are empowered to overcome obstacles and develop the resilience necessary to thrive in and out of the classroom. These students are more likely to form positive relationships, engage in healthier coping mechanisms, and experience improved mental health outcomes. As we grow our understanding of social-emotional learning, many of the practices utilized in this small specialty program are also utilized in every school in Marshalltown. The Therapeutic Classroom program is currently only available for special education students who consistently struggle to meet the behavioral expectations in their school. If you have any questions about the Therapeutic Classroom program, please contact Director of Special Services Matt Cretsinger at mcretsinger@marshalltown.k12.ia.us.
-------
Melissa Brummel is the Behavioral Management
Coordinator for Marshalltown Community School District. She can be reached at mbrummel@marshalltown.k12.ia.us. The district educates over 5,000 students to have the skills for a rapidly changing world. Learn more by visiting
www.marshalltown.k12.ia.us.