I have yet to hear a solid, convincing argument on why we shouldn’t do everything possible to make sure that disabled students retain the same EPA throughout the school year. That consistency can absolutely make or break their experience. Probably a thread.
I appreciate that life happens and sometimes a change must take place, but in those cases a transition plan should be prioritized with the students unique needs centred.
I can’t tell you how many times I have heard, and experienced, the news that a students EPA is being changed immediately. Meaning there is no time for them to adjust. They simply just meet a new EPA and have to roll with it.
This goes against everything we have learned about Autistic students especially. Routine and structure is something that they depend on. An EPA is the person who often works with them the most, knows them the best, is the recipient of their trust.
There is a lot to feel demoralized about when it comes to inclusive education, but nothing makes me more infuriated (and exhausted) than how we treat our EPAs, and the kids who depend on them.
We treat this position like it’s disposable, and as a result, we undermine the students great need for that support.
You want to see a dramatic impact in the delivery of inclusive education? Focus on the EPAs. Train them, pay them, respect them. Then watch our kids actually get a chance to thrive.
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