Tom Doebler, the Great Hearts National Director of Exceptional Student Services discusses a questionnaire that can identify Asperger’s in kids.
Interview conducted by Ivanhoe Broadcast News in June 2017.
We were talking about the screener, what do you think of it?
Doebler: I think it’s a really great tool for us to identify social challenges in students in our schools.
As somebody who works with these kids, and sees these kids all the time. Does it seem like it’s a very simple tool for teachers to use?
Doebler: Yes, I think what’s great about it is that it describes behaviors and indicators, things that teachers see as they’re walking around the classroom and just interacting with their students. It doesn’t require any specialized training other than hey, this is what it is and if you could take a look at these indicators and see if your students exhibit any of them. It’s all yes or no so it’s pretty much do you see this in the classroom with your students or don’t you.
When SARRC approached you to try this out in the schools, were you immediately receptive to it or what was your general reaction?
Doebler: Yes, I saw this as something that’s very necessary. I think Great Hearts is really about human flourishing. One of the things that I hold really close to my heart is the fact that if we’re going to pursue that with any student, we need to pursue it with all students. Identifying students with social challenges or students who might be on the autism spectrum is a big part of that work. The idea that we could easily use a screener to identify student’s needs early was something I was excited about. I think it’s just another step in breaking down misunderstanding about autism spectrum disorder in schools and outside of schools and that’s something that I just jumped on.
Chris said that about four kids turned out that they should have some kind of follow up, is this surprising to you?
Doebler: Correct and not at all. I mean that’s what we predicted and we saw that. I think what the most powerful thing about engaging this with SARCC is how it’s transformed the communities of the schools that I’ve worked with. Right now it’s small; it’s starting with the headmasters of these schools and the faculty. Each one of these schools that we’re working with, we’re also communicating and working with the community, the parents are interested in it, having them come to an understanding of what it is we’re doing and why has it been I think the biggest change. I think these four students that were at the school that we piloted at they’re going to benefit no doubt. I see it as it’s a bigger piece of moving the needle in the right direction, towards recognizing and understanding autism spectrum disorder.
Were parents pretty receptive to the idea?
Doebler: Overwhelmingly yes. I think autism is an emotional topic. There are all kinds of different responses, some very variable and overwhelmingly positive. Some of the responses come from fear and misunderstanding. That’s why I feel like it’s the right thing to do. Those challenges that come from that, they slow everything down and they slow this whole process down but it’s been worth it to engage in it certainly.
What’s the process, what’s next?
Doebler: The process this year was all about learning how to bring it to our communities, because it’s not something that’s mandated by the state or federal government, it’s really an initiative that we took on with SARCC. This year was about learning how to bring this to our communities so that it’s received well and that our teachers, parents, headmasters, everybody is excited about engaging in it. Because it is a little bit more work, not much honestly, we learned that process well this year in the schools. So next year is about approaching more schools and starting with that, speaking with the leadership, then the faculty, and then the community. After that, it’s just about logistics and setting up the screening so that our teachers are screening students at the grade levels that we’ve chosen.
Tell me a little bit about this track of schools?
Doebler: Yeah, Great Hearts is a public charter school, so we’re publically funded but that word charter school means that we develop our educational offering in a way that’s unique and independent from the local public school districts. We really choose what we offer and we’re classical liberal arts preparatory academy starting in kindergarten and going all the way through twelfth grade. I said it before, we believe in human flourishing. The purpose of education is to enable our students to lead lives of fulfillment through the pursuit of Truth, Goodness, and Beauty. You can find that on our website, but it’s also something we deeply believe.
Do all the charter schools all operate together or is this school independent from another school?
Doebler: Technically and legally in Arizona they are independent operators. We are all together under the same charter management organization, and we all are deeply rooted in the classical liberal arts tradition. There is something very wonderful and very great that unifies us even as each campus is independent and operates in response to the needs of that particular community it operates under. It’s the same network and I think we’re more than sister schools, but at the same time, I think there’s a great deal of independence that the schools enjoy relative to the community that they serve.
Are you director of special ed in the charter schools or in the public school?
Tom Doebler: Charter is public and I’m the Director of Special Education for all of the Great Hearts academies and we have 23 academies here in Arizona, six in Texas as well: four in San Antonio, and two in Irving . When I say those numbers I’m dividing up the lower school K-5 from the upper school 6-12, each one of those counts as two schools; it depends on how you calculate the number of academies we have. It’s a big network and it’s growing.
What haven’t I asked you about the screening that you think is important to include?
Doebler: The power of a screener like this and the power of what SARCC is doing are twofold. We have an opportunity to identify students early, those who may have autism spectrum disorder or showing signs of autism spectrum disorder. I think the other thing that’s really powerful about this is the way that it’s going to normalize and help everyone really be comfortable with and understand that students and people with autism live with us, learn with us, and work with us, and really it’s something that we should embrace and learn as much as we can about it. That’s going to be the lasting effect of the screener in my belief for our school specifically. Also, I hope for the larger community around them.
END OF INTERVIEW
This information is intended for additional research purposes only. It is not to be used as a prescription or advice from Ivanhoe Broadcast News, Inc. or any medical professional interviewed. Ivanhoe Broadcast News, Inc. assumes no responsibility for the depth or accuracy of physician statements. Procedures or medicines apply to different people and medical factors; always consult your physician on medical matters.
If you would like more information, please contact:
Karen Scott
602-340-8717
Sign up for a free weekly e-mail on Medical Breakthroughs called First to Know by clicking here.
