I am also excited to be learning about the laws and protections of children who are disabled. I have only worked with a handful of students with an IEP and 504 so I would love to continue expanding my knowledge on this. I am hopeful to be able to work with special needs children in the future. 

In this conversation and collaboration, I would seek to communicate the numerous benefits of community circles in the education setting. As the text mentions, positive developmental outcomes emerge from a nurturing environment, in which students can have their needs for belonging, affiliation, self-esteem, autonomy, and safety met (Bernard, 2004). The protective factors to ensure such needs are able to be met include caring relationships, high expectations, and opportunities to participate and contribute (Bernard, 2004). 

Community circles have the ability to incorporate all of these protective factors when conducted intentionally and appropriately. They can create a sense of caring and community between the teacher and the students, as well as among the students themselves. Teachers are able to hold students to high expectations related to behavior and participation in these circles, such as active listening, appropriate responses, and respectful communication. They also provide students an opportunity to contribute and participate, sharing about those topics that matter to them personally. Circles have the ability to address student desires for connection, identity, and meaning (Bernard, 2004).

The benefits of community circles are many. As circles contribute to the nurturing environment of a school, they stand to positively influence student behavior. According to the text, the more time students spend in schools with nurturing elements such as circles, the more problem behaviors decline (Bernard, 2004). Additionally, circles would likely positively contribute to students bonding with the school environment, viewing it as a positive and rewarding space. School bonding is incredibly important to developmental outcomes, as some research shows it functions as an even stronger protective factor than family bonding (Bernard, 2004).

I would coach and support this teacher to develop strong routines for her circles. They should occur at the same time throughout the week, and typically in the same space. The teacher may want to incorporate a mindfulness routine to start their circle, such as bringing the group together, asking the question of the day, and then playing a relaxing song while students have time to consider their answers. Expectations should be set related to sharing and responding. For example, the teacher may want to set the expectation that students should not respond audibly or interrupt one another. As a class they could develop their own signal of support for the person sharing, such as snapping your fingers in appreciation after someone has gone. In addition to creating an opening routine, the teacher should consider some sort of closing ritual as well. 

The text identifies circles as something that might be part of a health class or afterschool program. I would stress to the teacher the importance of dedicating prime time for their community circle. The message should be sent to students that this activity, building community and giving attention to their social emotional development, is just as if not more important than any other subject one learns about in school. Additionally, I am such a fan of community circles, I would likely recommend to the teacher conducting them more than once a week. This would be challenging in a middle- or high-school setting due to shortness of periods and more appropriate for elementary school in which the same teachers are with the same students each day, all day. In the secondary setting, I would likely seek to bring circles across the school community, collaborating with administrators to set time aside on Mondays and Fridays for circles to happen among advisory groups or homeroom sections. 

Lastly, I would truly seek to empower as many teachers in my community to adopt circles into their classroom practice on their own. If it would be helpful or beneficial, I would offer to attend the first few circles for support.

Source
Bernard, B. (2004). Resliency: what we have learned. West Ed.

My view of school social work also continues to shift as I learn more and more about how different laws guide the work that we do, not only with students in special education but all students. It is important for school social workers to be knowledgeable about different laws and regulations in order to better advocate and provide appropriate services for vulnerable students and for families that may be needing additional support. 

Although this chapter really outlines the importance of rights for students in special education it is also extremely important for social workers to be aware of the disproportionality there is of students from different backgrounds in special education. Some disadvantaged populations are over represented which may lead to stigma and segregation of these students. Social workers should be aware of this disproportionality as families with disadvantaged backgrounds may also face language barriers to advocate in meetings, may lack understanding of educational plans, and barriers attending meetings. Overall, there continues to be many things in the readings that are expanding my view of what school social workers do. 

- Yadira Nieto

In my experience, I have found it challenging for teachers to implement group activities because of the trust they have developed with the children or the picture they have painted for themselves to these students. I will remain optimistic. In chapter 7, Bonnie Bernard (2004) summarizes the importance of adult support on school campuses, the importance of setting a neutral, safe, caring climate for students to be in. One caring adult can make all the difference for these students. Classrooms serve as a place to function as a small community, collaborate to resolve any conflicts, and support one another. Circles consist of that, to have students come together, work collaboratively in a group setting surrounded by supportive adults. Circles are fairly new to me but I have found them to work effectively with my students at multiple sites. It is interesting to see students grow.

 
ruth

In chapter seven of the book School Social Work: National Perspectives on Practice in Schools, I learned more about special education and expanded on what I learned in class. Again this information assists me in viewing school social work to have more opportunities to help and awareness of how to help. Before this class, I was unaware of the exact difference between an IEP and a 504 plan. I am now aware that they fall under different legislation and that 504 plans do not require specialized instruction and can have accommodations made within the classroom. I feel this is basic information that I should have known prior, but I am grateful I have taken this course. I am learning more about specific legislation and how to be more effective at assisting students as a school social worker.

Much like a couple of my classmates who have shared stories of feeling helpless in their school social work roles, I have also felt that sense of helplessness. Some of us may have gone against what was most beneficial for the student or justly due to a lack of awareness of legislation or facing politics within school systems or school admin. Unfortunately, some schools run in ways that somewhat ignore (though not usually purposely) the legislation that protects their most vulnerable students or those facing great challenges and hardships. I do not believe most of these school administration staff and teachers do this purposely. Nonetheless, I have observed a school intentionally go against the California Minor Consent & Confidentiality Laws with a student who was mature and intelligent enough to make the decision and found in great need. This student's mom opposed the student being seen though the student was 13 years old and sought out services via a self-referral. Unfortunately, this student went without services. Though advocating via sharing legislation information & the student's needs/requests were made, I learned that, at times, school politics could make this process difficult.

-Denise Baldwin

Based on the readings, I have gained in depth knowledge about the school social work role. Social workers are children, family advocates in the school settings, they offer support to teachers, they provide information on the variety of resources available in the community, and do so much more. It is essential to have a social worker in every school to address challenges/barriers/needs. It is known social workers wear many hats in different work settings. Therefore, my view on social work has remained the same.

Although, not having experience in a school setting, being introduced to the variety of models used in the schools has provided me with a broader perspective. One of the models used, such as the Multi-Tiered Systems of Support identified classroom behavioral issues and special needs. MTSS was very informative and focused on early intervention. The Multi-Tiered systems in place obtain early interventions to decrease needs, which can be helpful long term to the students and classroom environment. One of the problems mentioned (p.45) was that school social workers did use the MTSS however preferred to use individualized treatment rather than universal interventions and other factors that contributed to the lack of efficiency in the MTTS models. As school social worker roles expand across the state, I hope the use of evidence practices are in place and proper training is provided to target the overall needs in schools. In addition, providing adequate training to get the staff and admin on board with using evidence-based practices will provide early intervention and help long term.

Sally