Sensory Enrichment Training for this episode focuses on mental image and self-awareness with a game called Mr. Pokey.
Shelley Halverson's experience in a youth incarceration system in Salt Lake City led her to a profound realization. Most of the youth in the justice system would be labelled as having special needs in the educational system. What if we could help these youth on the front end of their challenges, rather than at the other end?
Shelley's mission has been to create an educational environment that is the safe space, where everybody has potential, everybody can learn, everybody has something to offer, and "it's my job to help them learn how to mitigate and advocate and all of those things for themselves."
Shelley believes the biggest need in special education is "If I could give them anything, I would give them adults that believe in their abilities."
As the Special Education Director in two districts, Shelley Halverson embarked on a groundbreaking project to restructure the allocation of special education services. She noticed that the scattered distribution of different programs across various schools posed significant challenges for students and their families. With Pre-K, diagnostic, behavior support, and academic support programs spread out, students often transitioned between schools, leading to disruptions in their education and personal growth. Understanding the impact of frequent school changes, especially on students with disabilities, Shelley envisioned a consolidated approach. She proposed the concept of "hub schools," where all necessary programs would be centralized within one location, enabling a seamless educational experience from Pre-K to sixth grade.
However, this transition was met with resistance and apprehension from some teachers and stakeholders. Recognizing the need for strategic planning and effective communication, Shelley and her team strategically selected schools with existing inclusive cultures to implement the new system. They facilitated individual conversations with hesitant staff, emphasizing the benefits of the proposed changes. Additionally, they arranged visits to schools successfully implementing similar models, demonstrating the potential positive outcomes.
Throughout the process, Shelley relied on open communication, fostering trust among the faculty, and providing ongoing support to address concerns. While encountering challenges and unforeseen obstacles, her persistence and commitment to creating a more inclusive educational environment ultimately led to the successful implementation of the new system.