Yue Yin

1. Instead of setting evidence-based standards for dyslexia screening, Indiana currently allows individual school districts to determine the criteria used to help identify students at-risk for dyslexia. How would you work with your superintendent to ensure your district uses robust, evidence-based screening practices? 

I asked our superintendent about this question, as I am not familiar with the context. He explained, "WLCSC uses the screening tools required by the state and has multiple trained dyslexia specialists, as mandated." If you have specific concerns, such as those related to accuracy, reliability, or validity, I would be happy to hear them.

2. What screening practices for other disabilities could be improved in your district?

I am not familiar with the screening practices used in our district. Recently, I learned from several parents that their children may be eligible for an IEP or 504 plan, but their requests have not been accommodated. I am still learning about this issue to understand who makes these decisions, how the tests are conducted, and how the reliability and validity of the tests are ensured. Given the number of concerns I've heard about special education, I suggested at a board meeting that our district form a committee for parents of students with special needs to provide feedback. This has not yet been implemented. If re-elected, I will continue to advocate for this approach. I want to hear from parents, students, teachers, paraprofessionals, and administrators about special education issues, brainstorm together, and find solutions that everyone feels comfortable with.

3. The Individuals with Disabilities Education Act (IDEA) states the following according to Wrightslaw:

Schools are required to locate, identify and evaluate all children with disabilities from birth through age 21...This includes all children who are suspected of having a disability, including children who receive passing grades and are "advancing from grade to grade." (34 CFR 300.111(c)) The law does not require children to be "labeled" or classified by their disability. (20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).

a) How well does your district inform caregivers and the community of your district's obligation to evaluate a student for IEP eligibility, even when a student is merely suspected of having a disability, and even if the student is advancing academically?

b) What would you do to better inform caregivers and the community that evaluation and more help is available?

I asked our district about this issue, this is what I learned, ""WLCSC works with GLASS to provide families with information about local services and informs families of their rights as required by law. Our schools have MTSS teams who work directly with families to share academic and/or behavioral concerns, as well as, share interventions and supports available to help children. "

Below are my additional thoughts. 

a) I have communicated with several parents whose children have special needs and have heard both frustration and appreciation. I would suggest that we actively solicit feedback from parents of students with special needs to understand their experiences—what’s working well and what areas need improvement. This feedback should be gathered through surveys, interviews, and focus groups. I also believe it’s important to hear from teachers and administrators to get a comprehensive view of the situation. Ultimately, all stakeholders should come together to share their perspectives and work toward solutions.

Regarding the district's obligation to evaluate a student for IEP eligibility, even when a student is only suspected of having a disability and is advancing academically. I believe that ""Twice exceptional"" students exist in our district. These students may excel academically but still have special needs, such as emotional or behavioral challenges, that must be addressed.

b) I feel that there are issues I haven’t yet had the opportunity to fully explore. Therefore, I would first want to learn more about the current practices and challenges. If caregivers and the community have not been well-informed about evaluation processes and available support, I believe we need to address that. In fact, I believe that education for parents and guardians is essential, as many may not realize that there are better ways to address certain student challenges than what is typically done. Honestly, I myself constantly need to learn new parenting skills as my children grow and face new issues. Schools should provide learning opportunities for parents and guardians about special education. 

4. How many schools in your district have seclusion rooms? Have you viewed these rooms, and if so, do you feel students have been and will be safe in these seclusion rooms?

After receiving this survey, I asked our superintendent to arrange a visit to the seclusion room. He requested the WLES principal to facilitate my visit to the seclusion room at WLES. I also asked several questions about the use of this room and learned the following:

1. In the school, the seclusion room is referred to as the "calm room."

2. It is used as a last resort when some students are unable to control themselves and pose a danger to themselves, other students, or teachers. When a situation becomes unmanageable, the student is taken to the calm room to de-escalate. Other options include a quiet corner in each classroom and a larger multi-sensory room where students can make adjustments.

3. The calm room is not frequently used.

4. If a student does need to use the calm room, parents are notified, and the entire process is recorded.

5. Teachers try to avoid using the room unless absolutely necessary to ensure the safety of everyone involved.

6. The room is well padded all around. 

Regarding this issue, I also consulted two of my colleagues who specialize in special education. Although both focus on learning disabilities rather than behavioral issues, they offered limited insights about seclusion. Both suggested:

1. They have not used seclusion rooms in their practice.

2. It does occur that some students may hurt themselves or others when they lose control.

3. Teachers and staff need to be vigilant and guide students promptly to address problems before they escalate.

I still need to learn more about this practice. Intuitively, I feel that the calm room could be made warmer and more inviting, with more color, cozy feeling, natural light from windows or softer light, soft music, and perhaps some fun stuffy animals if it has to be used. I would also like to speak with parents whose children have experienced the room to gain their perspectives.

5. Do you plan to propose your district budget funds to install cameras inside your district’s special education classrooms?

I don't believe funding is the issue here, as they won't be very expensive. If necessary, we can install cameras. The key question is whether we should install cameras in special education classrooms. As I’m not certain of the pros and cons, I’ve spoken to several people about it:

1. Administrators: They feel that it should not be installed, citing concerns that it would violate the privacy of both special education students and teachers, especially the special education students who may feel uncomfortable to be recorded all the time.

2. A parent of a child with special needs: She supports installing cameras in special education classrooms for two reasons:

a. To prevent any potential abusive treatment.

b. To help certain students, such as those with autism, learn from recorded interactions. For example, autistic students might miss social cues, but by watching a video of their interactions, they could better understand those cues.

3. A scholar in special education: She raised the following points:

a. Given the shortage of special education teachers, installing cameras may discourage more educators from entering the field. Teachers could feel a lack of privacy, being watched all day, even during moments when they are alone.

b. Teachers and paraprofessionals should receive sufficient training to ensure their interactions with students are professional so no abusive behavior will happen.

c. Classroom cameras alone are not effective for coaching students. For coaching purposes, a specific protocol should be followed, including having students carry a camera on themselves. She also mentioned video modeling as a strategy for helping students learn certain behaviors and interactions.

I would like to hear more from parents, teachers, and scholars before deciding whether cameras should be installed in special education classrooms.

6. How would you allocate district funds to tailor training for educators to cover less common disabilities (e.g., Tourette Syndrome) when needed?

I believe that all teachers and staff members should receive professional development on special education issues, regardless of whether they are special education teachers. This training should cover a wide range of disabilities, including less common ones, so that educators are better equipped to identify and accommodate diverse needs. Without proper knowledge, teachers and staff may misinterpret certain behaviors—such as being disruptive, inattentive—when, in fact, these behaviors may indicate a need for special accommodations. Likewise, parents need this education as well, which I’ve mentioned previously.

Thank you very much for asking these questions. My ultimate goal is to improve education for ALL the students. My knowledge and experience is limited about special education, but I am eager to learn from students, parents, teachers, and scholars about this important issue. I also hope to have opportunities to observe special education firsthand, rather than only hearing about it from others. Students with special needs are vulnerable and deserve our care, love, and attention. I hope that they can be well supported by our team! "