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1. “Can I hurt someone if I use an AED?”
This is one of the most common fears and one of the biggest barriers to action. AEDs are designed to be foolproof—they analyze the heart rhythm and will not deliver a shock unless it’s needed. You can’t make the situation worse by using one.

2. “Do I need to be trained to use one?”
Many people assume AEDs are only for medical professionals, but that’s not the case. AEDs provide clear step-by-step voice and visual prompts that guide the user through the process. While training is helpful, anyone can use an AED in an emergency.

3. “When should I use an AED vs. CPR?”
It’s not an either-or situation—you use both. Start CPR right away, apply the AED as soon as it’s available, and follow the device’s instructions. Together, CPR and AED use give someone the best chance of survival.

4. “Will it shock someone who doesn’t need it?”
No. AEDs analyze the heart rhythm before delivering a shock and will only shock if a shockable rhythm is detected. If a person has fainted or doesn’t need a shock, the AED simply won’t deliver one.

5. “Can AEDs be used on children?”
Yes. AEDs can and should be used on children. Pediatric pads or settings lower the energy level when available, but if they aren’t, adult pads can still be used. Using an AED is always better than waiting.

6. “Are AEDs always ready to use?”
Many people assume an AED works forever once it’s installed, but that’s not true. Pads expire, batteries have a limited lifespan, and regular readiness checks are critical. This lack of awareness is one of the biggest gaps in AED preparedness.

7. “Where are AEDs located?”
In an emergency, people often don’t know where to find an AED. Devices should be clearly marked, registered, and included in emergency action plans—but many facilities don’t communicate locations as well as they should. It is recommended that everyone familiarizes themselves with where AEDs are located in each building they visit, especially at sporting events. Whether they are staff, student, parent or visitor, they should always identify where the nearest AED is to where they are located.

8. “Am I legally protected if I use an AED?”
In most cases, yes. Good Samaritan laws generally protect individuals who act in good faith to help during an emergency, including using an AED.

9. “One AED is enough for a building.”
Survival rates drop rapidly after 3–5 minutes, so placement and response time matter more than simply owning an AED. Many facilities underestimate how many devices are actually needed to provide adequate coverage.

10. “AEDs are only for cardiac patients.”
Sudden cardiac arrest can happen to anyone—students, athletes, staff, and visitors—often without warning. AEDs aren’t just for people with known heart conditions; they’re for everyone.

We're here to help you with everything AEDs. Have more questions? Let's meet. 

Gabriel Ryan, School Health Blog Writer and Contributor

As we embark on the new year, we kindly remind everyone to be mindful of the preferences of individuals with disabilities when communicating with and about them.

Words shape how we see people—and how people see themselves. Person-first language is a way of speaking and writing that puts the individual before a condition, diagnosis, or disability. Instead of defining someone by one characteristic related to their disability or only their disability, using person first language recognizes the whole person first. For example, saying “a person with a disability” emphasizes that disability is just one part of who they are, not their entire identity. This small shift in language can make a big difference. It helps reduce stigma, avoids stereotypes, and promotes respect and dignity.

Person-first language is especially important in education, healthcare, and media, where words influence attitudes and decisions. However, it is also important in customer service and places we frequent in the community. When professionals and communicators choose respectful language, they help create more inclusive environments where people feel valued rather than labeled. When we incorporate these simple considerations into our conversations at work, and among our family and friends, we are actively part of the greater shift toward a culture of respect for one another. That said, it’s also important to listen. Some communities prefer identity-first language (such as “autistic person”) as a way of embracing identity and pride. Respect means being open to individual and community preferences. Everyone is unique, and their preferences may differ.

This brings me to highlight the importance of presuming competence in those with disabilities, which means starting from the belief that a person is capable of thinking, learning, understanding, and communicating, even if they communicate, move, or behave in ways that are different from what society expects. Rather than assuming limitations, presuming competence means giving people access and opportunity before judging ability.

What it looks like in practice

• Speaking directly to the person, not only to caregivers or aides
• Offering choices, in education, materials and opportunities
• Providing communication supports (AAC devices, visuals, extra time)
• Avoiding “baby talk” or oversimplifying unless the person asks for it
• Allowing someone to try and learn, even if progress is slow

Many people with disabilities—especially those with intellectual, developmental, or communication disabilities—have historically been underestimated. When competence is not presumed, people may be excluded from education or decision-making, spoken about instead of spoken to, or denied opportunities to show what they know. Presuming competence helps protect dignity, supports inclusion, and often reveals abilities that might otherwise be missed.

As a person that uses a wheelchair and with cerebral palsy, the number of times people at restaurants, stores, service providers, etc. who direct their conversation to a family member that may be with me, instead of to me, are too many to count. My family member will typically direct the comment/question to me, or pause for me to respond. I’ve learned that most people mean well and likely have not had experiences around people that may look and move like I do. Even after it becomes clear that I can speak for myself, some individuals will still jump right back to asking those that are with me, additional comments/questions or my preferences. We are used to the cycle of my family redirecting back to me. I do think these experiences have brought awareness to many people along the way that might have assumed those with physical disabilities can’t communicate or participate in the conversation with others. Another example I experience is sometimes people are not sure how to include me in certain activities, so my participation is awkward in a variety of ways, sometimes frustrating, or they don’t include me at all.  As with everyone, there are some activities I am just not able to do, but the most successful experiences have been when someone asks me how I can participate or is open to my ideas of how I could be involved.

We can all find ways to be a kinder and more thoughtful about what we say and do and including and practicing person first language and presuming competence. Being intentional about this can help build a more understanding and inclusive world.

Here are a few additional resources for your reference:

·      National Institutes of Health (NIH) Style Guide: Person-First Destigmatizing Language- additional examples of person first language

·      ADA National Network Guidelines for Writing About People With Disabilities

·      SNRD Space (YouTube) What is Person-First Language? | Respectful Communication Explained  importance of people-first language—a way of speaking that puts the person before the condition. Whether you're a student, educator, healthcare professional, or just someone who wants to communicate more thoughtfully, this video breaks down the concept with easy examples and tips for everyday use.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.

We tend to begin New Years with so much hope for the better in the upcoming months. As we transitioned into 2026, that hope is still there. However, unlike other years, there is still a cloud of uncertainty floating around hindering long term planning. With that in mind, we need to refocus our thoughts, look toward what is new, and design what we can with the tools we know will still be here.

We began this academic year with a focus on literacy and we are seeing that continue. The movement back to basics within literacy has shifted how we approach all students, let alone those who may struggle due to conditions beyond their control. What are those tools we can continue to count on and how do we make sure that they are being implemented properly? As we get ready for ATIA let me share my favorite tools going into the conference and any insights on updates that may be announced there.

Reader Pens have become an essential part of supporting our individuals who struggle with reading due to processing issues or other conditions like dyslexia. It seems that each year, a new pen appears at ATIA that seems to address the cost factor while doing everything we need. Unfortunately, those companies tend to be short-lived as their products, which seem to be too good to be true, in essence, are not what they are cracked up to be. Whether is be the installed hardware or the design and material of the pen, those pens do not work well, break down easily, and end up costing more in the long run. Those pens also give a bad name to reader pens in general and have IT Directors saying that a student simply needs and iPad/Tablet and text-to-speech software. 

As you know, there are two manufacturers that I firmly believe in and recommend. They are C-Pen and Scanmarker. The research that has gone into the design and implementation of these pens is solid. Students have found consistent success with these pens. Both companies make adjustments necessary to enhance the capabilities of the pens in order to continue to address the evolving needs of students. For those who argue with the reasoning of using an iPad/Tablet to capture a picture and then use text-to-speech software miss the fact that some of our individuals would find that approach confusing, cumbersome, and, sometimes, impossible. Reader pens, when used properly, allow for independent reading and a feeling of competence.

C-Pen introduced us to the Reader 3 pen last year. This touchscreen pen offers a great upgrade from the Reader 2 pen. For those who began by using a Reader 2, the transition was easy to the Reader 3. The fact that it offered touchscreen access to its controls promoted more confidence in the users. I still recommend the Reader 2 as well due to its design and the fact that it does not connect to the internet, adding a layer of security for students and districts alike. I like the features of both which support students in accessing physical text in so many different ways.

Scanmarker is introducing a new version of its pen this year with the Scanmarker Max. I have had the opportunity to try this pen and like that it has all of the features of the Scanmarker Pro, along with some new features, including a Phonics area which breaks words down into their phonemic sounds. This feature aligns itself with the Science of Reading, permitting students with dyslexia or other reading conditions to understand words from a phonics base.

I am also excited to see the developments within Cosmo by Filisia. This group is releasing their new Cosmo Learning System which takes the place of the older Explore and Excel versions. The new version comes with 8 Cosmo Dots allowing many more uses, including being able to play a full octave of notes. They also have their app suites which now include some STEM activities.  When purchasing the Cosmo Learning System, users will have full and lifetime access to all of their apps.

I will share other ideas that I learn from ATIA in our next blog. I always prefer to see and interact with any new devices or software, come to an understanding of the research that has been done in the field, and hear of potential applications before I begin recommending it to others. I also enjoy meeting with so many of the presenters at ATIA to hear their stories as well as see the positive effects that they are having with their students and individuals with whom they work.

Attending conferences like ATIA and interacting with presenters throughout the year is what gives me the continued hope that there will continue to be successful approaches to making learning and life more accessible and inclusive. I understand the uncertainty that is out there. However, by working together, we can create a better world for our students and ourselves.

Schools rely on consistent pricing to manage tight budgets. But when prices change without warning, it becomes harder to buy what students need — and harder to stretch every dollar.

Unexpected prices can derail even the best planned school budgets. According to a recent report by the Institute for Local Self-Reliance, Amazon Business does not guarantee locked-in prices, resulting in huge pricing swings for schools. Traditionally, schools use contracts with local suppliers, like School Health, who bid to offer the best rates.

So, what does using a platform with fluctuating pricing mean for schools? Well, an employee of one school district could purchase a 12-pack of markers for $8, but an employee at a different school district in the same area might end up buying the same pack of markers for $20.

That deal you think you are getting? You may want to reconsider!

School budgets are already very tight and the lack of transparency when it comes to business practices like this make it even harder for schools to get what they need and use their budgets efficiently. Plus, according to the report, a price comparison between Amazon and an independent supplier found that the independent supplier was able to beat Amazon’s prices on 68 percent of products.

Shop Smarter & Discover the School Health Difference

School Health offers reliable, budget-friendly pricing, support for multiple state and national contracts, and PunchOut integration — making the buying process simple. Plus, our team of Specialists can guide you to the solutions that fit your students’ needs and meet your unique budget.

Shop the brands you trust: With our curated selection of quality supplies and name-brand equipment at consistent prices, you’ll always know what you’re getting with School Health.

This is great news for school-based professionals, like our customer, Brenda, who said, “Your company never fails our school nurse. Everything that we order is always in stock and shipped out within 2 to 3 days of placing the order."

Real-person support from start to finish: Our team is here to help you place your order and ensure it’s delivered to you on time. Not satisfied with your order, or have questions? Our in-house customer care team is here to help. Plus, our experts offer product training on vision and hearing screening devices, professional development for our curriculum, and more.

One of our customers, Elizabeth, had this to say about her experience: “The customer service representative I spoke was so kind, she made my experience so easy!!"

Taking the guesswork out of shopping: From our catalogs to our pre-made supply lists, we’re your one-stop partner – helping you make shopping more convenient and purchasing more streamlined.

Another one of our customers, Ashley, said, “I find your site easy to use and love that I can search by a product number for quicker ordering. I also had an issue getting a coupon to work and emailed School Health Representative, Tim Michigan, back to let him know that it was causing an error and he got back to me so quickly and was willing to help me.”

Price Match Guarantee and Free Shipping: Our products are competitively priced, and our price matching policy guarantees we will match a price in a competitor’s catalog for the same published year, for identical items and quantities. Plus, qualifying orders over $125 get free shipping!

For the last 70 years, our mission has been to support education professionals, like you, by providing the quality supplies and equipment you need to help students succeed and stay healthy. Ready to discover the School Health difference? Connect with us today.

When we think of the holiday season, we often look at the ideas of happiness and cheer. While these can be themes for many out there, there are some individuals who are not looking forward to the holidays for a few reasons. Some of those reasons are within our control and can help guide us to creating a sense of safety for those who are dreading this time.

One of the reasons that some individuals do not like this time of the year is due to the sights and sounds around them. It almost sounds counter-intuitive as the sights and sounds are exactly what creates feelings of happiness and joy in many. However, for those with sensory processing issues, all those sights, sounds, and even scents can create anxiety and lead to sudden escalations. We don’t want those individuals to become the one who “ruined the holidays” due to an escalation in front of others. So how can we help?

First, as we decorate our classrooms and buildings, let’s keep the lighting tasteful and fitting of the area. We are not looking to land airplanes in our hallways or trying to out do Clark Griswald in decorating with lights. Keep it simple with the lights. I have had people ask if there is a specific type of lighting that is best and the answer is no. We recognize that the issue is often too much lighting making it too bright and overwhelming. Think of the lighting on trees, walls, or even ceilings as an alternative to the fiber optic lighting we see in sensory rooms. Different colors and styles are fine, just don’t attempt to have your classroom seen from space!

The second item to consider is music and sounds. There are so many wonderful songs associated with the holidays, and they are nice to have in the background. It is the volume that can cause anxiety with some of our individuals. Aside from the music, loud excited groups of students and faculty can also add to the din potentially causing an escalation. For the students who are affected by loud noises, consider having a set of noise reducing headphones available. By reducing that sound, anxiety levels can be better controlled. Consider if this student uses noise reduction in other daily activities. If that is something which is part of their daily routine, be sure to include any activities where the sounds of songs and excitement need to be lowered.

One of the items some of you have heard me address before is that of scent. Please be careful before adding any artificial scents to the area, like pine or peppermint. While scents, especially ones like peppermint and citrus, may enhance aspects of the focus and attention of some students, they can also be a trigger toward escalation for others. Throughout the year, if you have introduced scents to all the students without issue, then feel free to continue those scents in moderation. However, new scents may bring about disruptions if you are not careful. We must remember that the olfactory is the strongest of the senses for some. We know that Olfactory Dysfunction is made up of several different types. Outside of those types, scents can be directly associated with traumatic experiences as well. We just want to be careful when introducing any new scents and not operate to excess with others.

The next item to be aware of is food allergies. We have so many students with food allergies these days that we need to be cautious of any treats brought into the building or classroom. Share with those offering to bring in treats some of the products to avoid, especially products made in locations where nuts may be present. Many more people are accepting of these types of allergies today as almost everyone knows someone with them. Be sure to have products like Neffy® available too just in case one of the individuals finds themselves going into anaphylactic shock. I like using Neffy® as an alternative to epi pens as it works and does not look as frightening as giving someone a shot.

As we look at those ways of support, we see that they are focused on physical inputs. We cannot forget the mental/psychological inputs that also occur at this time of year. Some individuals have lost people close to them during this time in other years. Losing a family member or even a dear pet can adversely affect how one views the holidays when that grief is not fully processed. Another issue which arises stems from how some of our individuals may be spending their holidays. We forget that for some of our students and even peers, the school environment is safe and protective. When they are home, that safety may not always be there. Even if the home environment is safe from physical or mental duress, it may be a time of loneliness. So, if some of our students shy away from the celebrations, talk to them first.

How do we support these students? First, find a time and space to talk to them about it. If they can communicate their concerns to you, honor those concerns. Look at some of the resources which Anne Kubitsky has put together for trauma-based instruction and support. She has done a wonderful job of creating products which can help without having to go to professional support. If things do seem serious for that individual, be sure to bring in counselors who can assist that individual in processing their own feelings and coming to a better understanding of the support systems in place for them.

As you prepare for guests at your house or being the guest in others’ homes, take some of these ideas with you. Make your environment festive and supportive. Understand how some in your family might be affected in your own home and seek to address it before it happens. When you travel, bring along items that can help you or yours deal with the sights, sounds, and scents in other places as well. Having plans to “escape” for breaks as well as signals when things get overwhelming can assist in maintaining calm, even when the environment is not.

Finally, take time for yourself this holiday season! Find a few minutes each day just to be you. Relax with a good book, some nice tea – my favorite at the holidays - hot chocolate! By starting with yourself, you are best able to be aware of the needs of others and be prepared for potential escalations along the way.

May you and yours have a wonderful holiday season and may 2026 be your best year ever!

Gabriel Ryan, School Health Blog Writer and Contributor

The holiday season is here! It’s a busy time for everyone with various gatherings of family and friends. This is a friendly reminder to stay hydrated throughout the year, but especially during the holidays.

Staying Hydrated Is Crucial!

Staying on top of your water intake throughout the holiday season can help maintain routine and keep your body healthy. Some key signs your body needs more water are thirst, decreased urination, fatigue, dry mouth, lips and eyes, headache, dizziness, lightheadedness, muscle cramps/spasms and more.

To help keep your body hydrated, here are some helpful tips:

• Set alarms on your watch, phone, smart speakers with a water reminder.
• Download a water-tracking app on your mobile device.
• Carry a water bottle with you wherever you go.
• Add a little flavor to your water to have some variety
• If you are having a meal or a snack, make sure you also have some water.

A product that I use every day for hydration is called the Giraffe Bottle Hands-Free Drinking System. This is a great adaptive water bottle for people with disabilities that have physical limitation in their arms or hands or just want an easy way to have a water bottle nearby. It has an extended straw for easy hydration and independence, depending on the individual’s situation. I’ve been using this type of water bottle for several years now and still love it! I’ve written a couple of different articles about my experiences with it. You can find those articles here Bottles and Accessories for Giraffe Bottle Hands-Free Drinking System.

From all of us at School Health, we hope everyone has a wonderful holiday season…and remember to stay hydrated!

If you enjoyed this topic or if you’d like to see a different topic highlighted in future Access Angle articles, please feel free to reach out to me through my email. My email is gryan@schoolhealth.com.

Clear vision is foundational to student success, but traditional screening tools often slow down workflows, miss key indicators, or create challenges for students who can’t complete standard eye charts. That’s why more districts are turning to instrument-based screening, and one device consistently leads the charge: the Spot Vision Screener.

In our latest webinar, Micah Freeman, MSN, RN, from Trenton Public School District, shared firsthand from the school nurse’s perspective how the Spot truly allows schools to screen smarter and improve overall academic performance in the classroom.

Why the Spot is a Game Changer:

Unlike traditional tools that require verbal responses, letter recognition, or precise student cooperation, the Spot Vision Screener is a portable, instrument-based device that empowers nursing staff to screen children of all ages both accurately and efficiently in a short amount of time.

• Screens from a comfortable, three-foot distance—no touching, no complicated instructions.
• Uses lights and gentle sounds to hold students’ attention.
• Features a 97% capture rate, generating results of both eyes in just seconds.
• Displays results instantly so nurses know immediately if a full eye exam is recommended.

“Purchasing the Spot Vision Screeners was an investment in our nursing staff. We knew it would make their jobs easier to complete.” – Micah Freeman

Spot’s Benefits from Nurses’ Lens:

Nurses have been specifically impressed with how quick the Spot screens, its ease of use, and how it helps them productively meet district goals for screenings. They have also observed improvements in students with vision issues who received follow-up care, such as enhanced reading skills and positive behavioral changes. Core benefits include:

• Speed: Screens an entire class quickly, with minimal training required for new staff.
• Accessibility: Ideal for individuals with special needs, attention issues, or language barriers.
• Accuracy: Identifies amblyopia and refractive errors that standard charts often miss.
• Consistency: Offers objective, repeatable results, ensuring state screening requirements are met.

“We consider these strategic purchases that allow us to meet state mandates, but more importantly, help support overall academic success of our students, as vision loss is often tied to literacy and behavior issues in the classroom.” – Micah Freeman

To get the most out of instrument-based screening, schools have found these strategies especially effective:

• Using a dimmed room to reduce glare.
• Keeping students lined up and ready to maintain flow.
• Positioning the device about three feet away for optimal capture.
• Reducing environmental distractions to help students stay engaged.
• Leveraging teachers or support staff to assist younger grades or large groups.

Tips for Implementation & Training:

• Host a professional development day to kick off initial Spot Vision Screener training.
• Bring in the School Health team for on-site, hands-on instruction.
• Have nurses complete at least two screenings to build confidence with the device.
• Schedule refresher sessions a few months later with School Health for any refresher training needed.
• Encourage experienced users to train new staff within the district.

What You Get Working with School Health:

• Expert training: Receive personalized support tailored to your district’s unique needs from experts who know school workflows and state requirements.
• Baxter Service Program: Enjoy peace of mind with comprehensive coverage, maintenance, and support for your devices, at no extra cost.
• Robust inventory levels: With our wide assortment of screening tools readily available, you’ll always have everything you need to keep your program running smoothly.
• Exclusive rebates: Savings on new Spot Vision Screener purchases help stretch your budget further while implementing cutting-edge vision screening equipment.

At School Health, we’re more than just a distributor. We’re your full-service partner for building a vision screening program that makes a lifelong difference in students’ lives.

Start transforming student vision care today by connecting with our team.

“We praise our school nurses for following up with the referral to the parents to make sure students who need vision corrections get the treatment that they need. When students come to school with their new glasses, our nurses feel they’ve helped make a difference in their lives.” – Micah Freeman

Vision screening isn't just a best practice—it’s a requirement in most states. Experts say that 1 in 4 school-aged children have an undiagnosed vision problem that can interfere with their ability to learn, making regular vision assessments critical. The challenge? The “what, when, and how” of screenings look completely different from state to state— from which grades require testing to what equipment can be utilized.

In our recent webinar, School Health’s Senior EHR, Vision, and Hearing Specialist, Maryellen, broke down state vision screening guidelines and shared best-practice strategies to help districts build a reliable, compliant screening program for better student outcomes.

Why State Screening Mandates are a Must:

• Early detection of amblyopia and refractive errors is crucial to prevent vision disorders from hindering a child’s development.
• Accessibility for children who are non-verbal, have developmental delays, or language barriers (ESL).
• Accuracy in identifying risk factors before school age.
• Education and development to ensure all children have an equal opportunity to succeed in school.
• Improve academic performance as vision problems can directly impact a student’s ability to learn, read, and thrive in the classroom.

Quick Guide to Navigating State-Level Guidelines:

1. Understand state requirements: Each state has its own mandates for frequency, grade levels, and types of vision screening. Find state-specific tools that align with your needs here.
2. Align with evidence-based practices: Use validated screening tools, like the Welch Allyn Spot Vision Screener, and follow standardized procedures.
3. Train and certify screeners: States often specify who can conduct screenings.
4. Foster strong follow-up systems: Track referrals and confirm that students get eye exams and treatment.

State-by-State Vision Screening Requirements:

Approximately 40 states and the District of Columbia mandate vision screening for school-age children, though the specific grade levels and screening frequency vary significantly. Preschool screening is required in about half of all states, and Head Start adds another layer of expectations by requiring evidence-based vision screenings within the first 45 days of enrollment. While not a mandate, the American Academy of Pediatrics (AAP) also influences best practices by recommending instrument-based screening beginning at 12 months and continuing annually until a child is ready for traditional visual acuity testing.

Best Practices Checklist for Compliance

                                                                                                                                                                               Source: Prevent Blindness

Clear vision is the gateway to learning, and a strong program plays a pivotal role in student success. With the right tools and expert guidance from School Health, districts can build confident, effective programs that make a meaningful difference for the students they serve.

Ready to take the next step towards healthier student vision? Connect with our specialist for personalized guidance on navigating your state’s guidelines, training support, and more.

As we approach Thanksgiving, we are often reminded about being grateful for many of the things in our lives. Yet, much like other ideas, we should not limit gratitude to a set time frame like some Hallmark card. Rather, we need to recognize the science behind gratitude and how it can help us deal with our daily lives, especially in the unique times in which we live.

I refer to the science behind gratitude much like I have referred to the science behind hope. In the fantastic work done by Kathryn Goetzke, we have learned that hope is indeed a science and by practicing activities around it, we can change both our physical and mental well-being. In her book, The Biggest Little Book About Hope, Goetzke spends time identifying gratitude as one of her “Hopeful State Practices.” She speaks to the fact that adopting gratitude can lead to healthier relationships and positive internal feelings. Her discussion of gratitude as a part of the science of hope is important for us to understand as gratitude begins to change the body and mind in many ways.

We have heard about or even read books from various authors who focus on gratitude as a seminal piece of setting a healthy approach to life. One of my favorite modern authors/ coaches is Christy Whitman who addresses the need for gratitude in all of her books including her recent one, The Flow Factor. Whitman lists gratitude as one of the components we feel when we are in the “Flow State.” In her work, she emphasizes that gratitude creates a resonance within us that draws more attention to those positive things which occur as well as giving a better perspective on those negative things which occur.

Brene Brown, noted researcher, author, and organizational guru, lists gratitude as an important piece in how we approach the world. For those of you who follow her (and I recommend you do), she consistently speaks to the research she and others have conducted which demonstrate that vulnerability is such an important factor in those leaders who are considered great. Ironically, her stance on gratitude differs from my title of this piece as she sees gratitude as an important practice and not just an attitude. I defer to her on that point as she is spot on. She also points out that this practice of gratitude is what can cultivate joy within us. If you haven’t read or heard her, you definitely want to! Her latest book, Strong Ground, is fantastic and her discussion on paradox will have you thinking multiple ways at one time!

There is a lot of research on gratitude. If you take some time and visit the site positivepsychology.com, you will find a recent (September) article from Melissa Madeson, PhD entitled “The Neuroscience of Gratitude and Its Effects on the Brain.” She demonstrates that gratitude activates parts of the brain that deal with emotional wellbeing, reward, and contentment. Regular practice with gratitude can create changes within the brain which support positive mental health as well as resilience to many external pressures. Madeson, as well as many other researchers including those listed above, suggest that one of the simplest ways to maintain this practice of gratitude is to write things down in a journal which can be referred to on a regular basis.

So what does this mean for us within our schools or workplaces? First, gratitude can create a state of mind for us where we become proactive and not always reactive. There are times in many of our lives when we react to some stimulus which has happened to us and come to regret it later. That immediate reaction may also lead to moving ourselves into a negative place which can have its own less than desirable outcomes as well. This does not mean that we let things simply slide. It means that we look at things differently. An example which many of us can identify with would be when someone cuts us off on a road or highway. A reactive response is to share some non-verbal language (as well as a few things said inside your own vehicle) and anger. That anger can diminish how well we react to other issues further along on the road and even affect how we interact with others as soon as we complete our journey. A proactive response would be to consider how grateful we are that there wasn’t an accident and that we are safe.

Take that idea into your dealings with individuals then. You can be more present, especially to the needs of some of our individuals, teachers/therapists having a bad day, and respond in a manner that helps them. The times we currently live in focus too much on issues that are presented as “black or white.” Through the practice of gratitude, we can become better listeners and understand all of the shades of gray in between. That can help us be the guide those individual need at that moment.

When we adopt the practice of gratitude and, as the research demonstrates, our brains begin to adapt, we also model how to handle situations differently. It is through that modeling that we can begin to influence others as to how to handle situations differently. Gratitude at that point becomes so much more than simply saying “I am grateful for you.” It becomes a feeling which manifests itself far beyond words. One can still say “I am grateful for you,” but the words gain a palpable depth.

I am grateful for all of those who dare to research ideas like gratitude and hope. I am grateful for all of those individuals (students, colleagues, friends, acquaintances, and family) who have influenced my career and my life. I am especially grateful for all of you who tirelessly work towards helping others towards living their best lives. May the gratitude of this season spread well beyond the holidays and surround you in all that you do!

Did you know that this November marks the 50th anniversary of a significant piece of legislation that has had a profound impact on individuals with disabilities in the education system? This legislation, commonly known as the Individuals with Disabilities Education Act (IDEA), has opened the doors for individuals like me to be fully integrated into classrooms, access general education curriculum, and receive diplomas alongside peers, provided they have the necessary supports.

“Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), also known as the EHA, in 1975 to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. This landmark law’s name changed to the Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization. The law was last reauthorized in 2004, and the department has periodically issued new or revised regulations to address the implementation and interpretation of the IDEA.” US Department of Education- History of Individuals with Disabilities Education Act.

I am deeply grateful for this legislation, as it enabled me to actively participate in classroom discussions, learn alongside my classmates, and contribute to the overall learning environment, in the community and beyond. This has been instrumental in my growth and development from preschool through high school I was fully included in general education classrooms, in my neighborhood school, with support and assistance of teachers and specialists. Notably, I earned my high school diploma and proudly crossed the stage with my fellow graduates in 2013. This was a momentous occasion for me and my family.

Inclusion in my neighborhood school and access to general curriculum was not always the smoothest path. There were teachers who thought I didn’t belong, staff lacking the skill set to provide the best outcomes, it wasn’t always clear how to create access to materials and learning concepts, homework and assignments were exhausting at times, and there were some things just not able to be coordinated for someone using a wheelchair and with a visual impairment. That said, I had access to assistive technology including audio and visual supports, trained staff specializing in varied disciplines, instructional assistants, and educators who accepted the challenge and adventure of trying their very best to create access to learning. I also have a mother who learned everything she could about educational rights, inclusion, and how to partner with those in the school system and community to actualize services and support to meet my individual needs. I would like to express my sincere gratitude to my family and the superhero administrators, teachers and specialists who were right there paving the pathway to inclusive opportunities with us, for their unwavering support, guidance and work to carry out the intent of IDEA legislation for me and other students with educational support needs. I also want to acknowledge those disability advocates like Judy Heumann, Ed Roberts, and countless other individuals and their families who showed up and shared out the importance of speaking up for human rights. Lives have been positively impacted by their contributions to this legislation and other related efforts.

If you are a family member or an individual with disabilities who is new to receiving special education services and support, partner with your school and school district to continue learning more about educational supports, also access the parent/family related supports in your state to ask questions, and learn about opportunities and possibilities in your region.

Let’s keep up the efforts and awareness! Additional funding for IDEA is needed to ensure ongoing and expanded access to our citizens. To learn more access this YouTube video from the U.S. Department of Education – The Individuals with Disabilities Education Act (IDEA)- History & Evolution.

Have any comments on Access Angle articles or ideas for future topics? Feel free to reach out to me at gryan@schoolhealth.com.