Education Week - November 23, 2022 - 22

UPDATED 10/24/2022
PRESIDENT & CEO Michele J. Givens
EDITOR-IN-CHIEF Beth Frerking
MANAGING EDITOR Lesli A. Maxwell
Schools Are Choosing Money Over Experience.
Educators Are Fed Up
To the Editor:
I read the article, " Paraprofessionals: As the 'Backbones' of the
Classroom, They Get Low Pay, Little Support " (July 13, 2022), and
thought, " Finally, someone is acknowledging our plight! "
I have an associate degree in early-childhood education and have
been working in the education field for 20 years. I have previously been
the lead teacher of a preschool classroom and have also worked as
an elementary computer teacher. Currently, I am a special education
paraprofessional for a school district in Arizona. I am passionate about
what I do! I want every child to feel successful and reach their full
potential! But the lack of appreciation for my position coupled with my
meager pay is making it hard to continue.
Unless there are drastic pay increases, I will not be returning next
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school year.
I make $13.80 an hour, which is just a dollar over minimum wage in Arizona. What I make in a year would
be considered poverty level. My years of experience and passion account for very little. They are definitely
not reflected in my pay! So many of the paraprofessionals at the school I work at are burnt out and frustrated
with all the issues mentioned in the article.
I could go on and on with all the details, but the bottom line is that I wanted to thank you for the article.
Thank you for recognizing us and the hard work we do because sadly nobody else does!
Carrie Nichols
Special Education Instructional Aide
Tucson, Ariz.
We Must Recognize the Significance of
Occupational Therapy in Schools
To the Editor:
The Oct. 26 article " Older Students Face Time Crunch in Getting Crucial Special Education Services "
provides a much needed spotlight on transition services for students with disabilities and the crisis schools
are facing to provide them as mandated by the Individuals with Disabilities Education Act. It essentially
addresses the core of an educator's purpose, which is to prepare all students for their future.
However, as an occupational therapy practitioner for 32 years who has been working in schools for 18,
I was disappointed that the article made no reference to related services, such as occupational therapy. In
schools, occupational therapists work with students on the skills proved to be predictors of transition
success, including employment and leisure skills, self-regulation, social participation, and self-advocacy.
Occupational therapy practitioners perform activity or task analysis to identify each student's strengths
and needs and work with them to adapt and modify all activities and occupations-including communitybased
instruction-to ensure success. The article specifically mentions that community-based instruction,
such as job sampling or learning how to ride the city bus, is a very important part of transition planning, yet
occupational therapy is never mentioned.
As states seek to address the crisis faced by all students impacted by COVID, especially those with
disabilities, transition services must remain a priority. It is important that occupational therapy services are
considered an important part of the mix to ensure success.
Deborah B. Schwind
Occupational Therapist
Loudoun County Public Schools
Ashburn, Va.
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Educators,
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10/24/22

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Education Week - November 23, 2022

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