Accomodations for selective mutism (MCPS)

[Anonymous]

My child will be starting kindergarten next year (2024). She is receiving therapy for selective mutism and has made great progress, but I want to do everything possible to make her transition to kindergarten successful. Her therapist recommends that we do "sliding in" sessions before school starts.

In an ideal world, what this looks like is DD and I would be in the classroom playing, I use strategies to make sure DD can be verbal there, then the teacher comes in, sits to the side, we make sure DD can be verbal with the teacher there, then prompt the teacher to get closer and eventually ask DD questions. The goal is to get DD comfortable being verbal with the teacher. We would ideally do two or three of these sessions. Probably at least 15 minutes each.

Can something like this be done in the real world in MCPS/public school systems?

[Anonymous]

I'm sorry but I don't think this is going to happen in a public school. The teachers come back to school on a specific day to prepare their classrooms and according to their union contract. They aren't going to come to school on 3 separate occasions to meet with your daughter. Forget about it after school starts - there will be 25 other 5-year-olds in the classroom.

It sounds like your daughter would really benefit from a small and nurturing environment.

[Anonymous]

Anonymous wrote:I'm sorry but I don't think this is going to happen in a public school. The teachers come back to school on a specific day to prepare their classrooms and according to their union contract. They aren't going to come to school on 3 separate occasions to meet with your daughter. Forget about it after school starts - there will be 25 other 5-year-olds in the classroom.

It sounds like your daughter would really benefit from a small and nurturing environment.

Thanks, and there is no need to apologize. This is exactly the kind of information I'm looking for. I appreciate it!

[Anonymous]

I disagree. Teachers return with a few days to prepare and I don’t think 3, 15 minute visits is a crazy thing to ask, especially with a teacher who works with students in an inclusion setting.

[Anonymous]

PS I’m a special education teacher

[Anonymous]

Anonymous wrote:PS I’m a special education teacher

Thank you for this and for the work you do!

[Anonymous]

I am a special educator and would do this, as would some but not all of the K teachers I’ve worked with, and all of the SLP’s I’ve worked with.

Have you had the initial IEP meeting yet? That’s the place to discuss it.

[Anonymous]

Anonymous wrote:I am a special educator and would do this, as would some but not all of the K teachers I’ve worked with, and all of the SLP’s I’ve worked with.

Have you had the initial IEP meeting yet? That’s the place to discuss it.

Oops! I missed the 2024 part. Of course you haven’t had the IEP meeting yet!

[Anonymous]

I know this isn’t what you asked about, but also make sure there is a clear plan for when there is a substitute teacher. A friend’s kid had a child with selective mutism and the teacher kept calling on the child and basically demanding she respond until another student said she doesn’t talk ever.

[Anonymous]

Anonymous wrote:My child will be starting kindergarten next year (2024). She is receiving therapy for selective mutism and has made great progress, but I want to do everything possible to make her transition to kindergarten successful. Her therapist recommends that we do "sliding in" sessions before school starts.

In an ideal world, what this looks like is DD and I would be in the classroom playing, I use strategies to make sure DD can be verbal there, then the teacher comes in, sits to the side, we make sure DD can be verbal with the teacher there, then prompt the teacher to get closer and eventually ask DD questions. The goal is to get DD comfortable being verbal with the teacher. We would ideally do two or three of these sessions. Probably at least 15 minutes each.

Can something like this be done in the real world in MCPS/public school systems?

Hi OP,

We're in APS, and we went through the same thing. It was very helpful to have do something like this. If you'd like to talk off line, please send me a way to reach you, and I'd be happy to share out experience. Although my child who went through this between preschool and K, is now a rising 4th grader.

[Anonymous]

My daughter has selective mutism and we send her to a small private school with experienced teachers - similar to Beauvoir but different city. We've been blown away at the progress she's made. All the faculty and staff know her and have gone out of their way to make her comfortable. She will be in 5th this year and at school you would not notice a difference between her and the other children.

She was diagnosed at 4 years old and still gets triggered in some environments, school is not one of them. When she was diagnosed I made an appointment with the HOS, dean, principal, and her 2 teachers. Ever since then, the school ensures the right mix of kids in the class and teachers that will be best for her (and all the other students). Please take the time to get this right for your daughter; our progress has been amazing.

I'm not sure any public school has the capacity to do this for all the students they have. My other children are bright social kids and benefited from this thoughtful class selection too. One of the teachers at the school told me "I believe all children have a special need". She was trained as a GT teacher, but at the time was teaching 2nd grade.

[Anonymous]

Great information and general tips in this article.

https://childmind.org/guide/teachers-guide-to-selective-mutism/#block_1e2c1cc1-f579-4b07-abb3-af9bfbba8f39

Teachers and staff should be aware that selective mutism is an anxiety disorder and your child is not being oppositional by not talking. And that forcing her to talk will make her shut down more.

[Anonymous]

My daughter’s public school made accommodations like this for her SM beginning in kinder. She had an IEP at the time though as well as a wonderfully supportive admin and staff. I would say it depends on the teacher and it never hurts to ask. The likelihood of it occurring is higher if it’s specified in an IEP or 504, so pursue a 504 at the very least. I highly recommend an IEP so she can also work on goals.

As for PP’s comment about subs, i provided teachers with an intro letter about my daughter to give to other adults who might work with her (subs, parent volunteers, paras). The letter described SM and do’s/don’ts for interacting with my daughter.

Good luck on your journey.

[Anonymous]

Anonymous wrote:My daughter’s public school made accommodations like this for her SM beginning in kinder. She had an IEP at the time though as well as a wonderfully supportive admin and staff. I would say it depends on the teacher and it never hurts to ask. The likelihood of it occurring is higher if it’s specified in an IEP or 504, so pursue a 504 at the very least. I highly recommend an IEP so she can also work on goals.

As for PP’s comment about subs, i provided teachers with an intro letter about my daughter to give to other adults who might work with her (subs, parent volunteers, paras). The letter described SM and do’s/don’ts for interacting with my daughter.

Good luck on your journey.

Thank you so much, this is really helpful!

[Anonymous]

Anonymous wrote:I know this isn’t what you asked about, but also make sure there is a clear plan for when there is a substitute teacher. A friend’s kid had a child with selective mutism and the teacher kept calling on the child and basically demanding she respond until another student said she doesn’t talk ever.

Appreciate this!