Sensory Integration: Special

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2012年9月15日星期六

5 Reasons Why Your Child Receiving Special Education May Be Misbehaving

Does your child with autism have increased behavioral difficulty at school? Do you sometimes wonder, why your child misbehaves at certain times of day at school, or while doing certain activities? To determine what your child is receiving from the behavior a functional behavioral assessment (FBA) must be conducted. But this article, will give you a few things that could be causing your child's behavior.

Reason 1: Your child could be having difficulty with their behavior, due to a health concerns. When my daughter Angelina was younger she would have behavioral outbursts that seemed to be tied to not feeling well. I would take her home, she would go to bed, and wake up and do just fine.

Also if your child has seizures, the behavior could be seizure related. Keep track of the behavior and check with your child's doctor, if you think there could be a health reason for the behavior.

Reason 2: Many children with autism or other disabilities have sensory integration dysfunction; which can negatively affect their behavior. Some children misbehave, because they are wanting, sensory stimulation. Or some children are trying to avoid sensory stimulation.

You can learn more about sensory integration dysfunction, by reading a book about the disorder. Or search the internet for treatments and things that can be done in the classroom to help your child.

Reason 3: Your child could be trying to escape hard academics, or a situation that they cannot handle.

Investigate and make sure that your child is being taught academics at their level so that they do not get frustrated.

Reason 4: Some children misbehave because they are trying to get attention, from other students or special education personnel.

Reason 5: If your child is not receiving an appropriate education in the right type of placement, they may experience a lot of behavioral difficulty.

When my daughter Angelina was younger, she would throw herself on the ground to avoid hard academics. Also if a child is unable to learn academics, it might be time to consider functional skills training. In my advocacy I have seen many children positively respond to functional skills, without behavior. Angelina also responded very well to increased functional skills training rather than a focus on academics.

By learning if any special circumstances are causing your child's behavior difficulties, you will be able to try some different things to see if they help! Good Luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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2012年8月27日星期一

Teenagers and Sensory Processing Disorder: The Special Challenges

Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

1. Finding the right OT can be difficult. Few occupational therapists are trained or experienced in working with teenagers who have sensory processing disorder. Play-based SI therapy may seem silly and embarrassing to teens.

2. Poor self-esteem. Teenagers who have had sensory issues for years will have learned at least some accommodations to get around them and are less likely to experience the extreme behaviors and responses they did when they were younger. However, years of feeling different and not knowing why, and noticing that they have never been quite as mature and self-controlled as their peers, take their toll. Teens with sensory processing issues usually struggle with self-esteem. They need a lot of encouragement to admit they have sensory issues and need some help.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

4. Desire to fit in. Even teenagers who don't feel the need to have a lot of friends or be conformist want to have some friends they feel they fit in with. Sensory challenges can embarrass them and may make them feel isolated, and different in a negative way.

5. Changing hormones. Teenagers have ever-changing hormones that can exacerbate sensory issues by making them more sensitive to input than they were in the past. The normal changes of adolescence can also make them more moody and emotionally sensitive.

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

1. Modify traditional SI therapy techniques to be more teen friendly. As a substitute for playing with a tray of shaving cream or finger-paints, encourage the teen to cook, garden, do art or arts and crafts, and engage in other activities that challenge his tactile issues. Work with a sensory-smart occupational therapist who is willing to alter her approach to helping your teenage son or daughter to reduce any embarrassment or defensiveness.

2. Talk about sensory issues positively. Reassure your teenager that sensory issues are simply a difference in brain wiring that can have advantages but that can also be controlled and addressed to make life a little easier. Explain what SPD is and why in some cases, it's good to be extra sensitive or to crave certain sensations, and that people with sensory issues often have other gifts as well, such as the ability to "think in pictures." Then explain that there are "tricks" you and/or an OT can teach them to "make their lives easier." Everyone wants his life to be a little easier! Acknowledge how hard your teen has to work to be organized or tolerate certain sensations and praise her for her efforts.

3. Offer accommodations and sensory diet ideas for him or her to choose from. Present accommodations and activities to teenagers and let them decide which they would like to use. Honor and respect their choices and encourage them to engage in collaborative problem solving with you. If they don't want to be seen doing a brushing protocol for tactile issues, can they do it discreetly in the bathroom at school? If all the kids are wearing loose clothes and they prefer them tight, can the teen wear tight clothing, such as bicycle shorts, underneath looser clothes that seem more stylish?

4.Help your teen with sensory issues to feel okay as he is and find a group of peers he's comfortable with. Practical solutions for grooming, picky eating, and dressing, and encouraging talks about the upside of being different, can help your teen with sensory issues feel more comfortable among his peers. However, he may also feel better about himself if he expands his group of friends. Encourage your teen to develop hobbies and engage in new activities from individualized sports that don't require high levels of skill and competitiveness to enjoy them to groups that engage in the arts, community service, spiritual growth, etc. Extracurricular activities can help kids find their "tribe" and feel the power to make a difference in the world as well.

5. Accept that your child may be more emotionally sensitive at this stage. Be alert to signs of increased anxiety and depression and consult a medical health professional with any concerns you have. Remember, addressing sensory issues will reduce overall anxiety that can lead to mild or moderate depression (when you feel you can't manage your discomfort, over time, you can develop depression). Don't forget some of the most effective treatments for mild or moderate anxiety and depression include physical exercise, time spent outdoors, meditation, and breathing exercises. Mindfulness practices from yoga and tai chi to tai kwan do and karate can help, too.

6. Focus on self-awareness and accountability for self-regulating. It's very difficult to get others to accept poor self-regulation in a teen, even if you educate them on hidden disabilities. Therefore, the sooner you collaborate with your teen in creating a workable sensory diet that prevents negative behaviors, the better. It will be easier for your teen to develop better self-regulation if she is trained in using specific self-calming and self-alerting techniques that she knows work for her. Hold her accountable for using her alerting music and gum, taking time out to sit in a quiet space and do breathing exercises or use a brushing protocol, etc. Have her participate in creating a sensory diet tailored to her needs to keep her sensory needs met and to prevent fight-or-flight behaviors. Let her experience the natural consequences if she refuses to use her calming, focusing, alerting techniques.

Above all, never forget that kids with sensory issues need a "just right" challenge, a balance of accommodations to make them more comfortable and challenges that take them out of their comfort zone. Sensory diet activities for teenagers help them to develop a higher tolerance for situations and activities they'll encounter in life, and over time, retrain their brains to process sensory information more typically. Be creative and encouraging in setting up a sensory diet for a teenager, and always be collaborative to respect the teen's need for independence.

Finally, if you're a parent frustrated by trying to get your teenager's sensory issues under control, consider joining an in-person or online support group or creating one. Knowing that you aren't alone, and having practical and emotional support from other parents going through the same experiences with their teen, can help you enormously at this stage of your child's development.

Nancy Peske is the coauthor of the book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. Learn more about sensory issues at http://www.sensorysmartparent.com and visit Raising a Sensory Smart Child on Facebook.

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2012年7月1日星期日

Lies About Special Education Eligibility and 6 Ways to Overcome Them!

Are you the parent of a young child who thinks that their child may have autism? Do you think your child's reading difficulty may be related to a learning disability? Have you tried to have your child tested for special education eligibility and your school district said no? This article will discuss lies that are related to special education eligibility and 6 ways to overcome the lies for the good of your child.

Lies associated with special education eligibility:

1. We will test your child but we get to pick the tests, and the areas to be tested. The Individuals with Disabilities Education Act (IDEA) states that parents must give informed consent for testing (and to give informed consent the parent must know areas to be tested and what tests are going to be performed), and that the child is to be tested in all areas of suspected disability.

2. You must sign this medical release form so that we can get your child's medical records before we do the testing. Medical records are private under HIPPA and school districts do not have a right to them.

3. Your child is on the waiting list for testing, be patient. IDEA does not allow waiting lists for testing or special education services. Testing must be complete within 60 days after the consent form is signed.

4. Your child has a disability but it does not affect their education. To be eligible for special education a child must have two things: A. A disability, and B. Educational needs; that is it, nothing else.

5. Your child does not have autism but has an emotional/behavior disorder. Many school districts state that a child does not have a particular disability; without even testing them.

6. We do not do those type of tests for initial eligibility. Remember that IDEA requires a child to be tested in all areas of suspected disability.

7. We met and decided that your child does not meet the criteria for special education. Parents must be included in all meetings and receive a 10 day written notice for all meetings for their child. Also, parents are equal members in the team that make any decision about their child, including eligibility for special education.

6 Things that you can do to overcome these lies:

1. Go to wrightslaw.com and educate yourself about the Individuals with Disabilities Education Act. Then you will know when you are being lied to.

2. Anytime special education personnel tell you that they can do something under the law; ask them for written proof of state or federal special education law that says that they can do it. Do this in writing, so that they cannot ignore you.

3. Try and find an advocate or another parent that is familiar with special education to help you navigate the system.

4. Put in writing all areas that you believe need to be tested, and the reason why. Recommend specific tests, if you are familiar with them. For example: If you think your child has Sensory Integration Processing Disorder (SIPT) ask for an Occupational Therapist that is SIPT qualified to test them.

5. Ask for copies of all of the written reports (includes testing and interpretation of testing), 10 days before the eligibility meeting, and ask an advocate or another parent to help you interpret the test results. That way you will understand what the test results say before the meeting.

6. If you are concerned that your child may have autism, ask for a Childhood Autism Rating Scale (CARS). When you request the Cars, tell the school that you will expect them to send you the parent survey for the CARS.

By using these 6 tips you will be prepared for any lies told by special education personnel. Stand up to them because your child is depending on you!

JoAnn Collins is the author of Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game! As an educational advocate for over 15 years she has successfully helped hundreds of parents navigate the special education system. For more advocacy skills and information on special education go to: http://www.disabilitydeception.com

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2012年6月30日星期六

Help - I Need a Sample Special Education 10 Day Written Request Letter!

Are you the parent of a child receiving special education services that is considering placing your child in a private program, for denial of a free appropriate public education (FAPE)? Would you like to have a sample letter that will help you in your advocacy? This article will include a sample of a letter that will help you in your fight for an appropriate education for your child.

Mr. Stone

Special Education Coordinator

Seagull School District

1200 Rock Rd.

Seagreen Il. 60902

Date: June 25, 20___

Dear Mr. Stone:

This letter is to notify you that we are placing our daughter Gwen (Date of Birth 06-02-20__) in a private school (called Hope Academy), and will be seeking reimbursement for the placement, due to the fact that the school district is denying my child's disability, and found her ineligible for special education services. This ineligibility is denying our daughter a free appropriate public education!

When Gwen was in Early Intervention we participated in all of the transition meetings. We made sure that the schools representative had copies of all of Gwen's evaluations, that had been done up to that point. A domain meeting to discuss testing was held, which my husband and I participated in. We totally disagreed with the IEP team that Gwen did not need further testing to see if she was eligible for special education services. The IEP team then stated that Gwen was ineligible for special education services; which we also disagreed with. Gwen has now been without her needed special education services for over 6 months and we see regression in what she is able to do and communicate!

Gwen has had several Early Intervention and private evaluations where she was diagnosed with: Receptive-Expressive Language Disorder, Severe developmental delays in several areas, Sensory Integration Dysfunction, and fine motor difficulty. All of the evaluators agree that Gwen has several disabilities and that she requires special education services to benefit from her education! Also, a long list of recommendations was totally ignored by the school district.

In a recent US Supreme Court ruling the justices found that: A reading of the Act that left parents without an adequate remedy when a school district unreasonably failed to identify a child with disabilities, would not comport with Congress's acknowledgment of the paramount importance of properly identifying each child eligible for services.

Because of this ruling my husband and I are eligible for reimbursement of private school expenses because our daughter is being denied FAPE, and because we believe that Hope Academy is an appropriate placement for her. We are enclosing information on the Hope Academy with this letter.

Please let us know if you would like to evaluate Gwen because we would be happy to make her available to you.

Bob and Sara Michaels

123 Cullins St.

Seagreen Il. 60902

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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2012年6月29日星期五

An Independent Consultant's View of Mental Health Disorders and Special Needs

According to the National Center for Children in Poverty, one in five children from birth to 18 has a diagnosable mental disorder. Moreover, one in 10 youths has mental health problems that are serious enough to impair how they function at home, in school, or in the community in which they live. Among the diagnosable mental disorders common in children are anxiety, mood disorder such as depression, and disruptive disorders such as attention deficit and hyperactive disorders.

Special needs, however, are a different concern. Special needs is an umbrella term under which a broad array of diagnosis can be put. Children with special needs may have learning disabilities that range from being mild to profound mental retardation. They may have developmental delays from which they may catch up quickly or some from which they may not catch up at all. Also they may have an occasional panic attack or serious psychiatric problems. Some special needs that can be clearly diagnosed include fetal alcohol spectrum disorder, dysfunction of sensory integration, autism, and dyslexia.

Problems peculiar to children with a mental disorder and special needs are not uncommon. It is not unusual for a child with attention deficit hyperactive disorder to have a learning disability such as a central auditory processing disorder and may struggle with school work regardless of their intellectual abilities.

As a independent mental health consultant, here is the distinction that I make. Mental disorders are essentially psychological problems while special needs are disabilities that affect how a child can effectively function in society. The psychological problems such as mood swings, fits of depression, and feelings of anxiety can be addressed by a competent psychotherapist using one or more approaches such as cognitive-behavioral therapy, social skills training, and parent counseling. Medication may be required, but should never be the sole therapy. It is often most effective when used in combination with a behavioral based treatment. A child will not learn socially acceptable behavior if it is never addressed in therapy. A child with special needs represent a set of different concerns and approaches. They may require specialized learning strategies to help the child to meet his potential and to avoid the loss of the child's self-esteem and reduce behavioral difficulties.

Effective approaches will also involve the school system which is lawfully required to engage the child in an educational program designed to meet his needs. However despite these efforts and time, the child may not respond. Still, you have to continue with love, seek to understand the situation, and have child work towards self-sufficiency.

Keep up to date with timely financial and personal growth tips and strategies. Visit http://www.yourconsultantsite.com and http://www.youcontrol.blogspot.com. You can subscribe to the monthly Financial/Personal Growth newsletter at either site as well as read and download the free articles and e-books. Will Barnes is a financial and personal growth consultant based in Illinois. Mr Barnes has conducted hundreds of workshops on parenting and counseled parents for decades.

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My Special Needs Child - A Challenging Journey

Due to prematurity and then neglect by her biological parents, my daughter, now seven, was greeted into the world by a life full of challenges. The first time I saw her, she was three and a half years old and lying in an institutional bed with her nose tubed to an oxygen tank and her stomach tubed to a feeding bag as she lay in bed pulling strands of her hair out. No, this was not some orphanage in Romania, but the USA. Sounds terrible, looked terrible, but she was actually receiving the best care that could be given in the circumstances. Several weeks earlier, she been removed from her biological parents by an emergency court order.

"Caged in" to prevent her falling to the floor, everything she was given to try and amuse her, she threw over the top of her "cage" and into the opposite wall. What does "play" mean when you're still struggling to coordinate your mind and body and make your basic needs understood?

Weighing in at about 25lbs, she looked no more than eighteen months old. Unable to speak, caused by oral apraxia, she spent most of her time screaming in frustration when she wasn't sleeping. When she tried to stand or walk she would suddenly topple over. Nor could she crawl. She was like a floppy rag doll to hold on the few occasions she would allow you to hold her for more than a few seconds. Still in diapers, she behaved and sounded like a feral child who had been living with wolves. She behaved, physically and mentally, below he level of a six month baby. Also diagnosed as possibly autistic and/or with mental retardation, her condition was labelled global development delays. With no disrespect meant to the medical profession, I think really meant "the causes and prognosis of her condition remains unknown. "

To cut a long to cut a long story short, I became her foster mother. When the judge terminated her parents' rights, I was allowed to adopt her at the age of five. A single parent and in my fifties, let that rock your world. The good news? Over the last three years everything has changed. Parental advocacy, love, dedication, chosen medical care and therapy have opened doors I never thought would open. We discovered that inside her uncoordinated body, there was a perfectly intelligent child trying to get out. One who understood at her age level what was going on around her, even though she couldn't physically or socially express herself at that level. One of the challenges she faced was (is) sensory integration dysfunction. Originally, when placed on her back, she was unable to roll over like an eight month old baby. Her limbs had no coordination. Not even her fingers would work independently of each other, leaving her unable to communicate with sign language. Today, nearly four years later, she rides a three-wheeler, walks, runs, climbs and is learning to swim. Mostly not with all the grace of other kids(yet) but she can do it all without having to rely on a helping hand. She is learning to speak and eat orally. Her progress is amazing.

These are some of the books I read that educated me to understand and advocate for her.:

The Out of Sync Child

The Out of Sync Child Has Fun

The Special Needs Planning guide: How to prepare for Every Stage

The Learning Disability Myth

A Parents Guide to Development Delays

Life Skills Activities for Special Children

Poor Eaters

The Primal Wound

Adoption and Advocating for the Special Needs Child

Sign Language for Babies

Brains that Work differently

Attaching In Adoption

The Special Needs Child - Encouraging Intellectual and Emotional Growth

Assessment of Children and Youth With Special Needs

Married With a Special Needs Children

More Than A Mom: Living a Full and Balanced Life When Your Child Has Special Needs

Parenting Children With Health Issues: Essential Tools, Tips and Tactics

Sleep Better

http://kidbreak.blogspot.com/

http://breakingnewsreviews.com/futuristic-wheel-chair-hits-the-news/

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2012年6月28日星期四

Is Auditory Processing Disorder Affecting Your Child With Autism in Special Education?

Does your child with autism struggle to understand verbal information? Do you sometimes think that your child must not be listening enough, because they always mix up verbal directions? Have you heard of Auditory Processing Disorder and wonder if your child has it? This article will be discussing APD, diagnosis and possible characteristics of this disorder.

It is important to understand that many disabilities have Co Morbid conditions that may occur with them. For example: a child with Autism may also have Sensory Integration Disorder, ADHD, learning disabilities and also Auditory Processing Disorder. By having knowledge of all disabilities that a child has, you will be able to advocate for appropriate needed special education services.

Auditory Processing Disorder is the inability to attend to, discriminate among, or understand auditory information. Language is developed by children by listening. When auditory skills are weak, the child may experience auditory overload; which makes learning much more of a challenge.

Also much of school learning is done verbally, which puts the child with this disorder at a terrible disadvantage!

Here are a few characteristics and symptoms of APD:

1. Has normal hearing but has difficulty in the reception (receiving) and interpretation of auditory information. Trouble making sense of what he or she hears.

2. May have difficulty staying on task.

3. May look around for visual cues, since they do not understand directions.

4. Responds fairly well in quite situations but may have great difficulty listening in noisy environments.

5. May have difficulty telling the difference between words that sound familiar.

6. May have difficulty remembering information in the order it was said?

7. May be visually alert.

8. May perform poorly on tests requiring verbal language information.

9. May have difficulty working independently.

10. Inconsistent performances.

If your child is showing some of these signs, you may refer them to your special education personnel in your school district, for an Audiological evaluation. Most school districts do not have Audiologists on staff, so they would have to pay for the evaluation for you to take your child to a private Audiologist (if they agree of course-though some hearing officers have given parents Independent Educational Evaluations at public expense, if the school district refuses to evaluate a child in all areas of suspected disability).

A complete Audiological evaluation includes all of the following:

1. Referral

2. Case History

3. Complete Audiological Evaluation

4. AP test battery

5. Results of whether the child has the disorder; and any recommendations for needed special education services or equipment.

Use this information to refer your child for an evaluation if you think that your child may have this disorder. Auditory processing Disorder negatively affects a child's education, but with appropriate special education services and equipment, your child can continue to learn and have a bright future!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com.

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2012年6月20日星期三

Categories For Special Education - Which One Fits My Child?

Have special education personnel stated that your child was ineligible for special education, because they do not fit into one of the 13 eligible categories? Does your child have Pervasive Developmental Disorder (PDD) but you were told by school personnel that this does not fit into the 13 eligible categories? Has your child been diagnosed as emotionally disturbed and you believe the child has autism? This article will discuss how you can determine what category of classification that your child can receive special education services under. By knowing these categories you can advocate for the one that meets your child's needs.

The Individuals with Disabilities Education Act (IDEA) states that every child with a disability must receive a free appropriate public education (FAPE). Also special education services to meet their unique needs. Labels or classifications do not determine, if a particular child is eligible for a particular special education service, though sometimes special education personnel act like it does.

Categories:

1. Autism: If you suspect that your child has autism ask special education personnel to give him or her, a childhood autism rating scale (CARS). The scale is done by the parent answering 13 questions about their child, and a knowledgeable person giving a score to the scale. The higher the number the more chance that the child has autism. If the scale is positive take your child to a specialized Pediatrician that specializes in autism.

Pervasive developmental disorder is on the Autism spectrum. Autism is one of the eligible categories for special education services. So a child with PDD is eligible for special education services under the category of autism.

2. OHI: For a child to be eligible under this category usually requires some type of documentation from the child's physician. Many children with ADD and ADHD receive special education services under this category.

3. Mental Retardation: Determined by IQ score; a child's IQ score under 75 is considered to be in the mental retardation range. Be careful if your child's IQ is normal and decreases as they grow older, this is indicative of an inappropriate education, not necessarily mental retardation.

4. Emotional Disturbance (ED): Many children with autism are being given an ED label-Why? Because in my opinion special education personnel are reluctant to give a child an autism label due to cost of special education services. For a child to truly be ED, they must have no other disability!

5. Deafness: This is a total loss of hearing and usually requires physician documentation.

6. Hearing Impairment: Not a total loss of hearing as above!

7. Visual Impairment: Severe impairment not fixed by glasses or contacts.

8. Deaf-Blindness: Total loss of hearing and total loss of sight.

9. Specific Learning Disability (LD): Children with reading difficulty despite appropriate instruction, math difficulty despite appropriate instruction, dyslexia, visual processing disorder, sensory integration disorder (SID), auditory processing disorder, all qualify under LD.

10. Multiple Disabilities. Must include another disability and also mental retardation.

11. Orthopedic Impairment: A child with Cerebral Palsy would qualify under this category.

12. Speech or Language Impairment. Includes delayed speech, communication disorder, language disorder such as dyslexia, receptive and expressive language disorder etc.

13. Traumatic Brain Injury: Any injury to the brain either at birth or when the child was older.

By understanding the 13 categories and what is required for each one, you will be able to be an informed advocate for your child. Children who need special education services and do not get them may have their lives ruined forever!

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2012年6月7日星期四

Teenagers and Sensory Processing Disorder: The Special Challenges

Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

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2012年5月5日星期六

School Refusal Behavior and Special Education - Does Your Child Have It?

Do you have a child that receives special education services and seems reluctant to go to school? Do you have a child that comes home from school upset, and now is having physical or emotional symptoms, around school attendance? Would you like to know what symptoms may be associated with school refusal behavior? This article will help you understand possible signs and symptoms and also reasons that this may be occurring to your child.

School refusal behavior can happen at any age but the most common age that this occurs is between ages 10-13. Long term studies indicate that if this behavior is not addressed it could lead to serious problems such as academic regression, family conflict, and difficulties with peers.

Some of the common emotional symptoms are:

1. Depression

2. Fatigue and tiredness

3. Panic attacks

4. Social Anxiety

5. Worry

6. Aggression

7. Noncompliance and defiance

8. Refusal to get up in the morning

9. Running away from home or school

10. Crying and Temper Tantrums.

Some of the common physical symptoms are:

1. Diarrhea

2. Headaches/stomachaches

3. Nausea and Vomiting

4. Recurrent abdominal pain or other types of pain

5. Shaking

6. Sleep Problems

If your child has any of these signs and symptoms related to school attendance you need to get to the bottom of what is causing this school refusal behavior.

Below are a few reasons that your child may have developed this behavior:

1. To avoid academics that they cannot do! Many schools continue to give children with disabilities school work that is too hard for them. The child becomes anxious and may either develop negative behavior or school refusal behavior.

2. Your child may not be getting appropriate special education and related services that they need to benefit their education.

3. Your child may be experiencing issues with sensory integration difficulty, and may be sensory overloaded. Addressing these issues that occur in the classroom can be helpful.

4. The child may be being bullied at school by peers, and may not have told anyone. It is amazing to me the amount of children that are getting bullied at school nowadays. Some children are even going to the extraordinary and committing suicide due to the bullying. Check with your child and their friends to see if they are being picked on, perhaps due of their disability.

5. The child may be being bullied by a teacher or school personnel. A recent widely televised case occurred where a teacher beat up a child in the classroom, and the only way anyone knew about the incident is that another student video recorded, it with their cell phone. Parents need to visit their child's school unannounced and see what is truly going on in their child's classroom.

6. The child may have developed tangible rein forcers outside of the school such as sleeping late, watching television, or playing with friends.

How is the diagnosis made? There is a School Refusal Assessment Scale-Revised that a professional can use to determine if your child has school refusal behavior. The scale has 24 questions which are easy to understand and quick to answer. For more information on this scale go to: http://www.jfponline.com/Pages.asp?AID=4322&UID

By having this scale filled out and trying to get to the bottom of what is causing this behavior, you will well be on your way to helping your child getting an appropriate education and being willing to go to school!

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2012年5月4日星期五

How To Determine The Best Autism Treatment For Your Special Needs Child

In this article I am going to tell you how to determine the best autism treatment for your special needs child. The reason I am going to tell you this is because each autistic child is unique and has different strengths and weaknesses so there is no "one size fits all" when it comes to determining the best autism treatment for your special needs child.

In this article I am going to teach you the questions you need to ask first to determine the best autistic treatment for your child the types of autism treatment for special needs children, and how to determine the most appropriate autism treatment tailored to meeting your child's needs.

When considering an autism treatment, it is important to ask yourself the following questions which will help point you in the right direction.

1. What are my child's strengths and weaknesses?

2. What is the main concern I have that I want to address for my child?

3. What is the main skill I want my child to have, that they are lacking at present?

4. What activity does my child like that could possibly be incorporated into a treatment?

When you can answer all these questions you will then be in a better position to look at an autism treatment that best suits your child.

The types of autism treatment available include Applied Behavior Analysis (ABA), verbal behavior intervention, Gluten Free (GF), Casein Free Diet (CF), occupational therapy (OT), Sensory Integration Therapy, Relationship Development Intervention, Speech therapy, PECS, TEACCH, and Floortime.

Some of the above therapies address behavioural issues, developing social skills and communication. Other therapies are for sensory issues, motor skills development, emotional problems and dealing with food intolerances/sensitivities.

To select the best autism treatment for your child, you need to do your research and ask questions of the specialists working in this field. The program you select needs to address what is covered in the numbered bullet points above.

Try to observe a therapy taking place even if it's a video presentation, talk to other parents of special needs children, and ask how the treatment is structured and how progress is measured.

See if this program meets the needs identified for your child and ask for an estimated timescale for achievable targets and objectives. You need to be confident that the therapy selected will fit in with your Childs needs and abilities work with their strengths and develop areas in which they are week.

Do not be afraid to ask for feedback and regular progress reports so you can gauge how your child is responding to the autism treatment. This way you can assess whether a different treatment needs to be sourced.

If you would like to know more about being the best parent you can be for your special needs child, download my free guide "Care for the Carer-A Short Guide To Parenting Special Needs Children" at http://www.parenting4specialneeds.com

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2012年5月2日星期三

Teenagers and Sensory Processing Disorder: The Special Challenges

Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

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2012年3月16日星期五

Special Education - How to Use an Independent Educational Evaluation to Benefit Your Child

Do you have a child with a learning disability or with autism that is

not making academic progress, even though they are getting special

education services? Would you like to know what educational and

related services your child needs in order to learn how to read, or do

other academics? This article will discuss what an Independent

Educational Evaluation (IEE) is, and how you can use one to benefit

your child with a disability.

The definition of an Independent Education Evaluation (IEE) is:

An independent educational evaluation is an evaluation conducted by a

qualified person, who does not work for the school district. Parents

of children with a disability often get IEE's so that they understand

what educational needs their child has and what services they require.

Most independent evaluations are parent initiated and paid for by the

parent.

Once you have decided to get an IEE, there are several things to

consider about the evaluator:

a. Make sure that they are qualified to perform the educational

evaluation. For Example: a registered Occupational Therapist could

conduct an Occupational Therapy evaluation. If sensory processing

disorder (used to be called sensory integration disorder) is an issue,

make sure that you find a registered Occupational Therapist who is

SIPT certified. If your child has autism, make sure the evaluator

specializes in educational evaluations for children with all types of

autism.

b. Whether this person is now, or ever has been an employee of

your school district. Talk to the person, and make sure that they do

not have a relationship with your school district. Be careful, even if

they used to work for another school district, make sure they are

truly independent, and willing to make recommendations for what your

child needs.

c. Make sure that the evaluator is willing to write a detailed

report, to include recommendations for related and educational

services. Ask the evaluator if they are willing to recommend specific

amount of minutes of service and specific methodology for educational

and related services. If they are not, consider going to a different

evaluator.

Once you have answered these questions, make an appointment and take

your child. Bring up any concerns that you have, and make sure that

you understand what tests will be conducted on your child. When the

report is finished, have the evaluator mail a copy to you. If you have

concerns about what is written, you may contact the evaluator and tell

them your concerns. Make sure recommendations are specific for

minutes, #of times per week, goals, methodology, etc.

Call the school district and set up an IEP meeting to discuss the

results of the IEE. If they request a copy up front, you can give it

to them. If possible, set up with the evaluator, a time that she or he

can participate in the IEP meeting by telephone. By having the

evaluator participate, special education personnel will have a harder

time not including the evaluators recommendations.

At the IEP meeting, if the school personnel will not put the

recommendations in your child's IEP, they must give you prior written

notice (PWN), as to why they are not willing to accept, the evaluators

recommendations. This notice must include the reason that they are not

accepting the recommendations, and what evaluations they are using to

refuse. If at the IEP meeting the school personnel do include the

recommendations, ask for reimbursement of the independent educational

evaluation.

An independent educational evaluation can be invaluable to your child.

By understanding what your child's educational and related needs are,

you may be a more effective advocate, for needed educational and

related services. If your child does not receive an appropriate

education their future may be in jeopardy!

JoAnn Collins is the parent of two adults with disabilities, has been an educational advocate for over 15 years, an author, as well as a speaker. JoAnn's recently released book: Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game helps parents develop skills to be an assertive and persistent advocate for their child. For more free articles, press release, upcoming speaking engagements, go to http://www.disabilitydeception.com Can be reached at Phone Number 815-932-9263

You are welcome to publish this article in its entirety, electronically or in print, free of charge, as long as you include my full signature file, and my Web site address in hyperlink for other sites. Please send a courtesy E-mail to JoAnn@disabilitydeception.com.

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2012年3月14日星期三

Finding a Dentist for Special Needs Kids

Good dental hygiene can be almost impossible for some special needs kids. The daily routines of life can make it easy to forget about brushing and flossing, and some kids with sensory integration issues may be very resistant to the activity.

Finding a good dentist may help. Dentists and their staff can help educate children about dental health and encourage children to brush, floss, and rinse. Parents may be able to learn tips on how to help their children take care of their teeth.

When seeking out a dentist for your child, keep in mind the uniqueness of your child and his or her needs. Here are some helpful questions to ask as your seek out a dentist.

Are your familiar with my child's disability?Many dentist offices will express their willingness to see patients with disabilities. However, as many parents know, sometimes "disabilities" are all "lumped together." There are many types of disabilities, each with unique characteristics. Successful dental appointments depend upon the dentist's and the dental staff's willingness to learn about your child's specific needs.

May we tour your facility before we visit? Going to the dentist can be scary! Touring the facility ahead of time will eliminate some of the "unknown" and perhaps ease some of your child's fears. He or she can sit in the dental chair (and maybe even make it work), look at the tools, and maybe even get a free toothbrush before the scheduled appointment. Receptionists and other staff will also be familiar with your child before the appointment. Meeting the dentist and staff ahead of time is especially helpful. However, scheduling and multiple locations may limit staff availability.

If touring is not practical, check out the office's website. Some have pictures and bios of the staff, as well as virtual office tours.

Do you have a private room for your special needs patients? In many dental offices, patients are seen in one big room, perhaps partitioned by cubicles or curtains. Kids with sensory issues could be overwhelmed by sounds such as drills, cleaning tools, or by other children. Some offices provide a calmer atmosphere in private rooms for their special need patients.

How do you handle tantrums and refusals of treatment? Pediatric and adolescent dentists are well-acquainted with these issues. The best prevention of tantrums is educating or preparing the parent and child before a procedure. Some kids will refuse to have their teeth polished. Find out if there is an alternative to the cleaning tools, such as simply brushing the child's teeth.

Do you provide anesthesia for dental work? If your child is already fearful of strangers and dentists, or has severe oral sensitivities, anesthesia may be an option for cleaning and dental work.This may be found on the dentist's website. If so, familiarize yourself with the different options they offer.

Is dental work done under anesthesia performed in the office or elsewhere? Some offices offer general anesthesia for major dental work, provided by an anesthesiologist. This might be done at an out-patient surgery center. If the child needs a filling, root canal, or crown, general anesthesia might be a good option. While the child is "under," the dentist may also provide a thorough cleaning.

How do you prepare your special needs patients for the procedures? Some dentists show the tools, demonstrate on dolls or their own teeth, or even have pictures of procedures. The dentist may have suggestions for preparing the child at home, too.

Will my child see the same dentist at every visit? For people with developmental disabilities such as autism, this may be important for continuation of care. The more interactions the child has with a dentist, the more trust builds.

Do you take Medical Assistance? Many dentists do not take medical help. However, if financially feasible, paying out of pocket for a dentist that fits the child can be worth it in the long run.

Finding a good dentist can be a long process. The search is worth it!

Elizabeth Givler and her husband raise three kids, two of which are on the autism spectrum. Elizabeth has a passion for equipping other special needs families to live as "normal" lives as possible. Elizabeth consults for non profit and faith-based organizations regarding inclusion and natural supports. Currently she teaches clarinet lessons to students with and without special needs and assists families with special dietary needs through her Wildtree business. Read her blog at http://www.elizabethgivler.com or contact Elizabeth at ehgivler@yahoo.com.

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Sensory Integration

2012年9月15日星期六

5 Reasons Why Your Child Receiving Special Education May Be Misbehaving

2012年8月27日星期一

Teenagers and Sensory Processing Disorder: The Special Challenges

2012年7月1日星期日

Lies About Special Education Eligibility and 6 Ways to Overcome Them!

2012年6月30日星期六

Help - I Need a Sample Special Education 10 Day Written Request Letter!

2012年6月29日星期五

An Independent Consultant's View of Mental Health Disorders and Special Needs

My Special Needs Child - A Challenging Journey

2012年6月28日星期四

Is Auditory Processing Disorder Affecting Your Child With Autism in Special Education?

2012年6月20日星期三

Categories For Special Education - Which One Fits My Child?

2012年6月7日星期四

Teenagers and Sensory Processing Disorder: The Special Challenges

2012年5月5日星期六

School Refusal Behavior and Special Education - Does Your Child Have It?

2012年5月4日星期五

How To Determine The Best Autism Treatment For Your Special Needs Child

2012年5月2日星期三

Teenagers and Sensory Processing Disorder: The Special Challenges

2012年3月16日星期五

Special Education - How to Use an Independent Educational Evaluation to Benefit Your Child

2012年3月14日星期三

Finding a Dentist for Special Needs Kids

2012年3月11日星期日

Special Education Acronyms - What Do All Those Letters Mean?

2012年3月1日星期四

Children's Special Need Equipments

2012年2月29日星期三

Toy Ideas for Children with Cerebral Palsy and Special Needs

2012年2月6日星期一

5 Areas of Special Education Testing and Test Recommendations to Help Your Child

2012年1月30日星期一

5 Effective Special Education Methodologies For Children With Autism

2012年1月11日星期三

Summer Activities For Children and Children With Special Needs

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