Selective Mutism: Demystifying School Lingo
Photo by PixabayWhile many students receive support in school, understanding how to obtain these supports and determining which would be most appropriate is often confusing for families. This process can be especially challenging for parents of children with selective mutism (SM). Since parents are the primary advocate for their children, it is important to understand what is available for children with SM, how to obtain those services, and which services are appropriate for your individual child. Below is an introduction to our “special education dictionary” to help you better understand the language and terminology your school may use.
Helpful Tip: Familiarize yourself with the basics of special education before entering a school meeting to ensure your child receives the support they are afforded by special education law.
IDEA
Individuals with Disabilities Education Act (IDEA) is a federal law that entitles students with disabilities to special education services. IDEA requires that schools provide a free and appropriate public education to all students, tailored to the individual needs of children who have a disability. Students must qualify as a “child with a disability” under one of the 13 disability classifications. Children with SM are often classified under Speech-Language Impairment (SLI); Emotional Disturbance (ED); or Other Health Impairment (OHI). At Growing Minds Psychology, our clinical opinion is that OHI is the most appropriate classification since neither SLI or ED accurately identifies the root cause: anxiety.
FAPE
Under IDEA, schools are required to provide a free and appropriate public education (FAPE). This means that a child’s education must be provided at the expense of the state, giving all children access to the general curriculum. It is important to note that the state is required to provide an appropriate education, as opposed to the ideal or preferred education. If your child with SM cannot access their education due to social-emotional needs (i.e., anxiety), the current education plan would not be considered appropriate. This might sound confusing for families, as many children with SM are well-behaved and academically-inclined students. However, it is important to keep in mind that social-emotional goals are also an important role of the education system.
IEP
An Individualized Education Program (IEP) is provided for every student in the special education system. It states the needed programmatic changes to the curriculum and acts as a roadmap for understanding the student’s current level of performance. The IEP identifies goals to work toward as well as any classroom or testing accommodations a student requires in order to learn effectively. An IEP is a working document that can be revisited at any point during the school year and is reevaluated on an annual basis, at minimum.
504 Plan
A 504 Accommodation Plan also provides a free and appropriate education to children with disabilities through Section 504 of the Rehabilitation Act. A 504 Plan guarantees certain rights to students with disabilities who do not meet the IDEA definition of a “child with a disability”, yet still have challenges accessing the educational curriculum. This may apply to children who do not require a change of educational program or setting and therefore are not part of special education. A 504 Plan covers accommodations, services, and supports to help a child access their education. To note, specific goals are not identified nor monitored within a 504 Plan. Many children with SM receive 504 Plans, as more global changes to the educational curriculum are not necessary since the primary need is to address the anxiety, which is impeding learning.
Modifications vs. Accommodations
Modifications change what a student is taught, meaning the curriculum differs from that of other students in the same grade. Children who receive a modified curriculum are not expected to learn the same material as their peers. Typically, an IEP provides modifications to the educational curriculum. Accommodations alter how a student learns the material, without changing the curriculum. Accommodations help students meet the same expectations as their peers with identified changes to classroom instruction or tests. An IEP can provide both modifications and accommodations for a student, while a 504 Plan will only provide accommodations.
Appropriate accommodations for students with Selective Mutism
Below are possible accommodations (a non-exhaustive list!) that would be appropriate for students with SM. It’s important to remember that all accommodations as part of an IEP or 504 Plan will be specific to the particular student and their individual needs. Most importantly, all accommodations must be altered as the child becomes more successful in the classroom. This is to avoid enabling and ensure verbal goals are constantly evolving.
Prompting for speech only once a teacher or staff member is successfully “faded in” to avoid contamination.
Provide verbal practice in individual settings and small groups prior to prompting for speech in large group settings. (This can be done in a pull-out or push-in counseling session.)
Wait 5 seconds following each question to give the student an adequate opportunity to respond.
Provide opportunities for classroom and teacher visits prior to beginning the school year.
Use reflections to subtly call attention to the student’s speech in the classroom.
Schedule monthly calls with school staff and treatment provider.
Allow for scheduled bathroom breaks even if the student does not say they need to use the restroom.
Provide forced-choice prompts for writing assignments rather than open-ended prompts until the child can consistently respond to forced-choice prompts independently.
Provide a separate room for reading assessments.
Provide preferential seating nearby to the teacher to facilitate responses in the classroom setting.
If your child needs school support related to selective mutism, reach out to our team for a complimentary informational call.
