Tara Bozek

Tara Bozek

Director of Special Education

Ayer Shirley Regional School District

[email protected]

Lessons Learned

• Children’s behavior is a form of communication, especially children with disabilities that have experienced maltreatment. One of the most important lessons I have learned through my work is that behavior must be viewed as communication rather than simply as a problem to eliminate. Many children with disabilities may not have the language, emotional regulation skills, or sense of safety needed to verbally communicate their experiences, needs, fears, or distress. For some students, behaviors such as withdrawal, aggression, avoidance, refusal, escalation, or changes in functioning may be the only way they are able to express that something is wrong.
• One of the strongest protective factors for children with disabilities is collaboration. Collaboration creates a network of support where concerns are more likely to be recognized; information is shared appropriately, and children have multiple adults committed to their safety and success. Effective collaboration requires strong partnerships among educators, families, administrators, related service providers, behavioral specialists, mental health professionals, and community agencies. Each person brings a different perspective that helps create a more complete understanding of the child. Preventing maltreatment is not the responsibility of one individual; it requires a community of adults committed to seeing, listening to, and advocating for children with disabilities.
• Systems and culture matter (we want to be able to respond but also create systems to help prevent maltreatment of children with disabilities). One of the most important lessons I have learned as a special education leader is that preventing maltreatment of children with disabilities requires more than responding appropriately when concerns arise. Prevention depends on the systems, structures, and culture that exist every day within our schools. Children with disabilities are often among our most vulnerable students. They may communicate differently, require individualized supports, or have difficulty advocating for themselves. Because of this, schools have a responsibility to create environments where students are known, valued, monitored, and supported by adults who understand their unique needs.

Resources Developed

• Professional development resources for educators and paraprofessionals focused on trauma-informed practices, understanding behavior as communication, and supporting students with complex learning, behavioral, and emotional needs.
• Program planning and transition resources supporting students with significant disabilities in accessing inclusive, safe, and appropriate educational environments while reducing barriers and preventing exclusion. Aided in created the Strategic Plan for the Ayer Shirley Regional School District. https://www.asrsd.org/district/strategic-plan
• A comprehensive Special Education Procedural Manual designed to create consistent, equitable, and legally compliant practices across the district. This resource supports staff in understanding their roles and responsibilities, ensuring students with disabilities receive appropriate services, protections, and supports. Special Education Manual

Suggested Resources

• National Child Traumatic Stress Network www.nctsn.org/
• Supporting the Wellbeing of Children with Disabilities
• Massachusetts Department of Elementary and Secondary Education (DESE)
• Childwelfare.gov

Collaborative Areas of Interest

• Trauma informed practices in special education
• Preventing maltreatment through systems and culture change
• Family and school partnerships and building educator capacity