I had the best time talking to Destiny Huff about IEP accommodations and modifications that are neurodiversity-affirming. I know that we are all trying to write IEP’s that are strengths-based and neuro-diversity affirming, so you are definitely going to want to carve out the time to read this post! We also chat about how we can partner with advocates like Destiny, vs seeing them as an adversary.
Meet Destiny Huff
Tara: Can you tell me a little bit about yourself and what you do?
Destiny: Sure. I'm a mental health professional with nearly 15 years of experience. My background includes working with both adults and children, focusing particularly on children in the juvenile justice system and those who have experienced abuse. I am also a trauma-certified therapist for children. Additionally, I have worked in early childhood development centers and school settings as a mental health professional.
My advocacy journey began when my oldest child entered the public school system undiagnosed. As a military spouse, I knew I needed to advocate for his education. Despite his verbal skills and intelligence, there were challenges that required a clinical and educational psychologist for a proper autism diagnosis. This experience, coupled with advocating for my younger child with a speech delay, fueled my passion for supporting families navigating the special education system.
Tara: With military families moving around so often, a parent has to be educated and an advocate or hire someone to help them out, because that's a lot to navigate going to schools.
Destiny: Yes, indeed. We're preparing for another move this June or July. By third grade, my son will have attended three different elementary schools. This highlights the importance of being the most consistent member of your child's IEP team. Staff changes frequently, but as a parent, you remain the constant advocate for your child.
Tara: Absolutely. Transition periods can be particularly challenging for autistic kids. They need to build new relationships with staff, which can be tough. Your role is crucial in bridging that gap.
Destiny: That's right. I'm also a social media manager and advocate for Partners in PROMISE, a military organization focusing on special education. We conduct research and advocacy to support military families with children in special education. Educators need to understand the unique challenges military families face, and vice versa.
Neuro-Diversity and Accommodations Vs. Modifications in IEP's
Tara: Definitely. Let's talk about accommodations and modifications in IEPs. What is the difference between an accommodation and a modification?
Destiny: Accommodations change how a student learns and completes their work, like providing larger print or speech-to-text tools. Modifications, on the other hand, alter what's taught or expected to be learned. For example, a third-grader might work on first-grade curriculum if that’s more appropriate for their learning level.
Tara: That makes sense. I'm picturing things I had in my classroom, loop scissors for easier cutting would be an accommodation, while altering the level of activities would be a modification.
Destiny: Exactly. Accommodations are about accessing the same content in different ways, whereas modifications adjust the content itself. Sensory tools, like fidget toys, are accommodations because they help students focus on the same tasks as their peers without changing the task itself.
Tara: Where do sensory tools and fidget items fall in this?
Destiny: Sensory tools are accommodations. They help students, especially those with executive functioning barriers, focus on their tasks. For instance, allowing a student to use a fidget tool while working on a writing assignment helps them concentrate without changing the assignment itself. You're accommodating them so that they can complete the task.
Examples of Neurodiversity-Affirming IEP Accommodations
Tara: What are some examples of neurodiversity-affirming accommodations that you recommend?
Destiny: Just as a recap, I always like to say when we talk about neurodiversity-affirming, we're really saying meeting everyone where they're at. A lot of times individuals think giving neurodivergent learners this is an unfair advantage. When you understand the neurodiversity movement and you know that model, it's saying that we honor that everyone has differences, and we support that. Examples include alternate seating options, noise-canceling headphones, and unrestricted access to sensory tools. Honoring all types of communication, whether it's through an AAC device, gestures, or vocalizations, is also crucial. Visual schedules and breaking down assignments into smaller tasks are other effective accommodations.
Tara: Incorporating special interests can be very effective. I had a student who loved Pokémon, and using Pokémon stories helped him engage better in writing tasks. How important is it to incorporate special interests?
Destiny: Very important. Special interests can significantly enhance engagement and learning. Understanding and incorporating what a child loves into their academic tasks can lead to better outcomes. For example, using Pokémon characters in math problems or writing assignments can make a big difference.
Goals Vs. Accommodations
Tara: Can you explain when something should be listed as an accommodation or modification versus an actual goal on an IEP?
Destiny: Goals are measurable targets that students work on and eventually no longer need. For example, a goal might be to increase the number of CVC words a student knows. Accommodations and modifications, however, are ongoing supports that help students access the curriculum. Video modeling, for instance, is an accommodation that might be necessary throughout a student's educational career, whereas goals should evolve and change as the student progresses.
Tara: At the early childhood level, we often encounter newly diagnosed children or those new to special education. What challenges do you see in setting appropriate goals?
Destiny: In early childhood, it can be challenging to set appropriate goals because you might not fully understand the child's learning trajectory yet. It's essential to communicate with parents and adjust goals as needed. Goals should be realistic and achievable, with accommodations and modifications in place to support the child's progress. Early childhood educators are essentially the testers in a structured setting. Children might exhibit behaviors that parents haven't seen at home, mainly because it's their first exposure to such an environment. This can be challenging, but also an opportunity for educators to observe and learn how best to support each child.
Challenging Behavior
Tara: How should educators respond when an accommodation isn't working and the child exhibits challenging behavior?
Destiny: The first step is to ensure the accommodation is implemented with fidelity. This involves examining when and where the behavior occurs and the circumstances surrounding it. We often overlook this, but understanding these details can highlight whether the accommodation is effective. If the behavior persists, it's essential to collect data and include all team members' input, from general education teachers to speech therapists. Sometimes, the accommodation might work in one setting but not another, so it's crucial to gather comprehensive feedback.
Collaborate to Create Effective Accommodations
Tara: How can parents and educators collaborate to create effective accommodations?
Destiny: Parents often naturally accommodate their children without realizing it. For instance, they might use prompts to help their child transition from one activity to another. Educators can ask parents about these home strategies and adapt them for the school setting. It's about understanding and implementing what works for the child at home in the classroom.
Seeing an Advocate as a Partner VS an Adversarial
Tara: What role do advocates play in IEP meetings, and how can educators collaborate with them?
Destiny: Advocates aim to ensure the child's needs are met and the parents' voices are heard. Educators should view advocates as partners rather than adversaries. Advocates bring valuable perspectives and can facilitate more comprehensive support for the child. Being responsive to feedback and open to questions from advocates can enhance the collaboration process.
Tara: Can you share the different services you offer for families?
Destiny: I offer various services, including evaluation results reviews, IEP reviews, and guidance on drafting letters to schools. My background in psychology allows me to dissect and explain evaluation results, ensuring they align with the child's IEP. I address parent concerns and suggest necessary additions to the IEP, helping parents navigate the process more effectively.
Connect with Destiny:
Instagram: https://www.instagram.com/destinyhuff_iep_advocate/
Facebook: https://www.facebook.com/profile.php?id=100086179467473
Website: https://www.destinyhuffconsulting.com/
Click Here For Neuro-affirming Accommodations Freebie
Watch the episode here:
Or listen to the podcast version: Episode 74
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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