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2012年8月30日 星期四

Educating Your Child's Teachers When He Has Sensory Integration Disorder


My 5 year old child Jeremy was diagnosed with Sensory Integration Disorder this year. Learning to deal with a child with SID has been a challenge. Even more challenging has been teaching his teachers how to work with Jeremy and getting us both to the point where we were bound and determined to help this child who was clearly different. It has been somewhat of a struggle at times, but over the months we've developed into a team. One who works with Jeremy during the day, and me, the mom who parents him in the afternoons, evenings and on the weekends. Now, we share our discoveries with each other. But it wasn't always that way.

We discovered that he might have this disorder one night last summer while going out with some friends to dinner. The lady we dined with is a children's occupational therapist and listened to me and my husband discuss our child and how challenging he is.

She listened intently and didn't make a diagnosis but encouraged us to buy the book "The Out of Sync Child". Even though my husband was clearly skeptical, he went home that night and bought the book on line.

Our lives have been different ever since.

We started reading about SID and realized that we weren't alone. There are literally thousands of other parents who were also suffering without the knowledge or the support like we were. We knew we had a child who was challenging. We just didn't know that it wasn't a personality problem. What we learned, was that it was a difference in the way his brain operated.

There was about a 6 week gap in between the time where we self diagnosed Jeremy because of the book and getting the real evaluation. I would have had him diagnosed the next day but there are so few resources and we had to wait until an opening occurred and we could get into see the Occupational Therapists. During that time, Jeremy was getting in trouble at school every day and I was receiving bad notes home regarding Jeremy.

The notes mostly were about his lack of attention, focus and his constant talking. He was punished daily because he couldn't finish his work on time and was forced to sit out for 10 minutes during the 15-20 minute recess. Many days he was taken out of recess for the whole time and forced to sit on the sidelines while the other kids played or had to sit at a table to finish his work.

Other punishments have been that they took away his crayons for months on end because he broke 2 crayons. He's been sent to the principal's office several times for acting up and many days Jeremy was physically restrained when he had complete melt downs when either Mommy or Daddy left him behind.

Over the past several months we've gotten the diagnosis and have entered occupational therapy once a week. We've noticed remarkable changes in our son, but still know we have a long way to go. One of the hardest things is to know whether the problems are because of discipline, or SID. After reading, speaking with other parents and trying different therapies, I've gotten better at solving the problems.

When dealing with the teachers, I have never taken a "me versus you" approach. I have written notes to the teacher several times a week explaining what I do at home to correct a problem. I threw a complete and nasty fit I must admit when I discovered quite by accident that Jeremy was taken out of recess every day for bad behavior. Activity, running and jumping is the ONE thing that should NEVER be taken away from a kid with SIDS. It's a complete set up for failure. I marched right to the principals office and got a meeting.

Since then, we've scheduled regular meetings to discuss Jeremy and his progress. Our principal saw how completely frustrated, fried and upset I was over the whole thing. She had great wisdom when she told me, "Mary, don't do anything rash. It's going to take some time but lets keep working on it.". Somehow, I got off my personal high horse and listened to her encouraging words. I also opened up and started telling everyone who would listen that my kid had SID. The mothers were sympathetic and started introducing me to OTHER moms who had kids with the same problem.

The frustrating thing is that the other mom's kids didn't have the exact same issues as my kid, yet they were all diagnosed with the same problem. That is when educating yourself is so important. There are so many different characteristics of SID and it's helpful to know that your child's brain is different. And it's helpful for you to help remind the teacher of that as well.

Because I've been open about our struggles, our teacher has been so willing to learn about it too. She is now working with the counselor to arrange some different things in the classroom that will help all of the kids, not just Jeremy. Our counselor has grabbed the bull by the horns and is pushing the teachers to embrace these differences and she's becoming a resource for other counselors at other schools. She's recommending on line resources to parents and has just been a God send to so many of the parents who suffer daily with this issue.

I'd love to say that our issues with the teachers are completely resolved. But, as issues arise, we have to look patiently for a solution to the problem. As recently as 2 weeks ago I went to the principal and showed her Jeremy's journal that they work on every day. He used to be clearly one of the most gifted artists in the class and now is only allowed to work with pencils and is scribbling in frustration. One look at those journals by the counselor and she had him using crayons the next week. I had mentioned this to the teacher in writing a few times via my notes and still she didn't change her mind. It did take me going to the counselor to get a change. Yet, we maintained our solidly good relationship. I know she understands that I'm trying to do the best for my child.

The relationship between the teacher and the parent can absolutely make it or break it for the child. If the teacher hates the parent, then how effective will he really be in dealing with the kid if the child is a complete challenge to everyone? I wish there was a program in every school to help the parents know how to deal with the counselors. It does take patience and wisdom and the knowledge that it's going to be bad for a while, until everyone gets educated and finds a way to work together.

Supporting each other is the first step. I'm now hearing from other mom's who are out there struggling all alone. I encourage them to speak up in their communities and support the other moms, to get educated, to educate their families and to educate their teachers.

One day, Sensory Integration Disorder won't be such a mystery. Every class will have the ability to integrate these challenging children and will be set up with quiet corners, have balls for the kids to sit on, bean bags to lay on during reading time, heavy weights to sit on their laps, gum will be allowed to be chewed for the kids who need something to help them keep quiet, and the other children will understand and accept the differences. Once we educate our own kids how to manage their brains, their bodies and teach them all how they can learn best, then we'll be at a much better place in education.

We have to dream before it can happen. Then, we can get to work together to make it happen!




Mary Gardner, The Charisma Coach! is an executive communications consultant and coach. She's appeared on many national TV shows and travels the country as a trend reporter on local TV stations around the country. Mary is married and has a son with Sensory Integration Disorder and she welcomes other parents to write to her about their children. Her website is http://www.marygardner.com





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2012年6月6日 星期三

Educating Your Child's Teachers When He Has Sensory Integration Disorder


My 5 year old child Jeremy was diagnosed with Sensory Integration Disorder this year. Learning to deal with a child with SID has been a challenge. Even more challenging has been teaching his teachers how to work with Jeremy and getting us both to the point where we were bound and determined to help this child who was clearly different. It has been somewhat of a struggle at times, but over the months we've developed into a team. One who works with Jeremy during the day, and me, the mom who parents him in the afternoons, evenings and on the weekends. Now, we share our discoveries with each other. But it wasn't always that way.

We discovered that he might have this disorder one night last summer while going out with some friends to dinner. The lady we dined with is a children's occupational therapist and listened to me and my husband discuss our child and how challenging he is.

She listened intently and didn't make a diagnosis but encouraged us to buy the book "The Out of Sync Child". Even though my husband was clearly skeptical, he went home that night and bought the book on line.

Our lives have been different ever since.

We started reading about SID and realized that we weren't alone. There are literally thousands of other parents who were also suffering without the knowledge or the support like we were. We knew we had a child who was challenging. We just didn't know that it wasn't a personality problem. What we learned, was that it was a difference in the way his brain operated.

There was about a 6 week gap in between the time where we self diagnosed Jeremy because of the book and getting the real evaluation. I would have had him diagnosed the next day but there are so few resources and we had to wait until an opening occurred and we could get into see the Occupational Therapists. During that time, Jeremy was getting in trouble at school every day and I was receiving bad notes home regarding Jeremy.

The notes mostly were about his lack of attention, focus and his constant talking. He was punished daily because he couldn't finish his work on time and was forced to sit out for 10 minutes during the 15-20 minute recess. Many days he was taken out of recess for the whole time and forced to sit on the sidelines while the other kids played or had to sit at a table to finish his work.

Other punishments have been that they took away his crayons for months on end because he broke 2 crayons. He's been sent to the principal's office several times for acting up and many days Jeremy was physically restrained when he had complete melt downs when either Mommy or Daddy left him behind.

Over the past several months we've gotten the diagnosis and have entered occupational therapy once a week. We've noticed remarkable changes in our son, but still know we have a long way to go. One of the hardest things is to know whether the problems are because of discipline, or SID. After reading, speaking with other parents and trying different therapies, I've gotten better at solving the problems.

When dealing with the teachers, I have never taken a "me versus you" approach. I have written notes to the teacher several times a week explaining what I do at home to correct a problem. I threw a complete and nasty fit I must admit when I discovered quite by accident that Jeremy was taken out of recess every day for bad behavior. Activity, running and jumping is the ONE thing that should NEVER be taken away from a kid with SIDS. It's a complete set up for failure. I marched right to the principals office and got a meeting.

Since then, we've scheduled regular meetings to discuss Jeremy and his progress. Our principal saw how completely frustrated, fried and upset I was over the whole thing. She had great wisdom when she told me, "Mary, don't do anything rash. It's going to take some time but lets keep working on it.". Somehow, I got off my personal high horse and listened to her encouraging words. I also opened up and started telling everyone who would listen that my kid had SID. The mothers were sympathetic and started introducing me to OTHER moms who had kids with the same problem.

The frustrating thing is that the other mom's kids didn't have the exact same issues as my kid, yet they were all diagnosed with the same problem. That is when educating yourself is so important. There are so many different characteristics of SID and it's helpful to know that your child's brain is different. And it's helpful for you to help remind the teacher of that as well.

Because I've been open about our struggles, our teacher has been so willing to learn about it too. She is now working with the counselor to arrange some different things in the classroom that will help all of the kids, not just Jeremy. Our counselor has grabbed the bull by the horns and is pushing the teachers to embrace these differences and she's becoming a resource for other counselors at other schools. She's recommending on line resources to parents and has just been a God send to so many of the parents who suffer daily with this issue.

I'd love to say that our issues with the teachers are completely resolved. But, as issues arise, we have to look patiently for a solution to the problem. As recently as 2 weeks ago I went to the principal and showed her Jeremy's journal that they work on every day. He used to be clearly one of the most gifted artists in the class and now is only allowed to work with pencils and is scribbling in frustration. One look at those journals by the counselor and she had him using crayons the next week. I had mentioned this to the teacher in writing a few times via my notes and still she didn't change her mind. It did take me going to the counselor to get a change. Yet, we maintained our solidly good relationship. I know she understands that I'm trying to do the best for my child.

The relationship between the teacher and the parent can absolutely make it or break it for the child. If the teacher hates the parent, then how effective will he really be in dealing with the kid if the child is a complete challenge to everyone? I wish there was a program in every school to help the parents know how to deal with the counselors. It does take patience and wisdom and the knowledge that it's going to be bad for a while, until everyone gets educated and finds a way to work together.

Supporting each other is the first step. I'm now hearing from other mom's who are out there struggling all alone. I encourage them to speak up in their communities and support the other moms, to get educated, to educate their families and to educate their teachers.

One day, Sensory Integration Disorder won't be such a mystery. Every class will have the ability to integrate these challenging children and will be set up with quiet corners, have balls for the kids to sit on, bean bags to lay on during reading time, heavy weights to sit on their laps, gum will be allowed to be chewed for the kids who need something to help them keep quiet, and the other children will understand and accept the differences. Once we educate our own kids how to manage their brains, their bodies and teach them all how they can learn best, then we'll be at a much better place in education.

We have to dream before it can happen. Then, we can get to work together to make it happen!




Mary Gardner, The Charisma Coach! is an executive communications consultant and coach. She's appeared on many national TV shows and travels the country as a trend reporter on local TV stations around the country. Mary is married and has a son with Sensory Integration Disorder and she welcomes other parents to write to her about their children. Her website is http://www.marygardner.com





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2012年3月13日 星期二

Identifying Attention Deficit Hyperactivity Disorder in the Classroom: Eight Things Teachers Should


Attention Deficit Hyperactivity Disorder (ADHD) is the phrase that is used to describe children who have significant problems with high levels of distractibility or inattention, impulsiveness, and often with excessive motor activity levels. There may be deficits in attention and impulse control without hyperactivity being present. In fact, recent studies indicate that as many as 40% of the ADD kids may not be hyperactive. Research shows that there are several things happening in the brain of the ADHD child which causes the disorder. The main problem is that certain parts of the Central Nervous System are under-stimulated, while others may be over-stimulated. In some hyperactive kids there is also an uneven flow of blood in the brain, with some parts of the brain getting too much blood flow, and other centers not getting as much. Certain medications, or other forms of treatment can be used to address these problems. Often the Attention Deficit Hyperactivity Disorder child has special educational needs, though not always. Most Attention Deficit Hyperactivity Disorder kids can be successful in the regular classroom with some help. Teachers can find over 500 classroom interventions to help children be successful in school at http://www.ADDinSchool.com. As a teacher ask yourself these questions: 1. Can the child pay attention in class? Some ADHD kids can pay attention for a while, but typically can't sustain it, unless they are really interested in the topic. Other ADHD kids cannot pay attention to just one thing at a time, such as not being able to pay attention to just you when you are trying to teach them something. There are many different aspects to "attention," and the ADHD child would have a deficit in at least one aspect of it. 2. Is the child impulsive? Does he call out in class? Does he bother other kids with his impulsivity? These kids often cannot stop and think before they act, and they rarely think of the consequences of their actions first. Impulsivity tends to hurt peer relationships, especially in junior high school years. 3. Does he have trouble staying in his seat when he's supposed to? How is he on the playground? Can he wait in line, or does he run ahead of the rest of the class? Does he get in fights often? 4. Can he wait? Emotionally, these children often cannot delay gratification. 5. Is he calm? They are constantly looking for clues as to how they are doing. They may display a wide range of moods, which are often on the extremes: they act too sad, too angry, too excited, too whatever. 6. Is the child working at grade level? Is he working at his potential? Does he/she stay on task well? Does he fidget a lot? Does he have poor handwriting? Most ADHD kids have trouble staying on task, staying seated, and many have terrible handwriting.

7. Does he have difficulty with rhythm? Or the use of his time? Does he lack awareness about "personal space" and what is appropriate regarding touching others? Does he seem unable to read facial expressions and know their meanings? Many children with ADHD also have Sensory Integration Dysfunctions (as many as 10% to 20% of all children might have some degree of Sensory Integration Dysfunction). SID is simply the ineffective processing of information received through the senses. As a result these children have problems with learning, development, and behavior. 8. Does he seem to be immature developmentally, educationally, or socially? It has been suggested by research that children and teens with Attention Deficit Hyperactivity Disorder may lag 20% to 40% behind children without ADHD developmentally. In other words, a ten year old with ADHD may behave, or learn, as you would expect a seven year old to behave or learn. A fifteen year old with ADHD may behave, or learn, as you would expect a ten year old to behave, or learn. There is a lot to learn about ADHD. Both teachers and parents can learn more by visiting the ADHD Information Library's family of web sites, beginning with ADDinSchool.com for hundreds of classroom interventions to help our children succeed in school.




Douglas Cowan, Psy.D., is a family therapist who has been working with ADHD children and their families since 1986. He is the clinical director of the ADHD Information Library's family of seven web sites, including http://www.newideas.net, helping over 350,000 parents and teachers learn more about ADHD each year. Dr. Cowan also serves on the Medical Advisory Board of VAXA International of Tampa, FL., is President of the Board of Directors for KAXL 88.3 FM in central California, and is President of NewIdeas.net Incorporated.





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2012年3月4日 星期日

Speech Therapy Concerns - Do's and Don'ts for Preschool Teachers


It seems there are more and more children in speech therapy before kindergarten each year. Parents are hyper-sensitive to how their children speak and how "well" they compare in speech issues as other children they know of the same age.

As teachers, we need to remind them that, as with other areas of development, each child progresses in their speech and language at different rates. It is very common to say "Otay" instead of "Okay" or "tefelone" instead of "telephone" in the preschool years. Many three year old children will say "Him goed to beach". It may progress to "Him go to beach" or "He goed to the beach." Correct use of pronouns (personal and proper) as well as verb tenses are part of their preschool speech and language growth and development. It is when a pattern of usage that it out of the developmental norm can be seen in their speech or language that a red flag goes should be raised by teachers.

As teachers, we are called on by parents to answer some questions that are not easily answered. When asked if we think their child has a speech problem or a language problem, we need to be very careful about how we answer. If we answer yes, we have just labeled that child and the parent assumes we are correct because we are, after all, the expert when it comes to children.

Now, don't lose it over my next statement, it is blunt but true: we need to remember that we are NOT the experts in speech and language (unless, of course, you have your degree in speech and language pathology!). We should NOT be telling parents that we feel their child has a speech problem or a language problem. Once we say that to a parent their child has been "diagnosed by an expert".

A speech problem refers to a problem with the production of sounds. A language disorder refers to having difficulty either understanding or putting words together to communicate thoughts or ideas.

The child's issue, many times, is not simply a speech or language disorder. A child may have one of many number of other things going on that are affecting them and the issues you see in their speech and language may actually be a symptom of this other issue.

A child with speech issues may have a hearing or inner ear problem that has not been detected yet. The child with language issues may have sensory/sensory integration issues or they may simply speak a different language at home and their "problem" is learning of a new language.

As preschool teachers, we have training and experience that lets us know when children do not appear to be developing within the typical stages. Our role is to know what the developmental norms are for speech and language acquisition (as well as other areas of growth and development ) for the ages of children that we care for.

The best and most appropriate steps we can take to be sure that we handle developmental concerns in a professional manner and within limits of are training are:

1. Stay current in growth and development training.

Contact a local speech/language pathologist to set up a basic training on what to look for as far as developmental norms and red flags.

2. Observe and record.....OFTEN!

Part of our day should be spent recording observations of children in our programs. If you or a parent are concerned about a child's speech or language development, record conversations. Write down EXACTLY what the child says. Do this over a period of time and then review your results. Are there common patterns (for example of sound replacements- the child replaces the "ch" sound with a "t" sound).

Once you have reviewed your observations, look at the developmental expectations of that age. Is what you are observing common for this age group?

3. When in doubt-ask an expert in the field. We are experts in typical child growth and development. Once you have determined that a speech or language pattern with a child seems to be outside the norm, ask an expert for their opinion on whether or not to refer this family for a professional evaluation.

4. When speaking with parents about concerns regarding their child's development, do not present yourself as an expert in that field (again, we are not speech therapist, occupational therapists, etc.).

Let the parents know that based on your training and experience, you feel it would be a good idea for them to get an opinion from their child's doctor or a specialist with regard to ________(fill in the blank: speech, motor control, etc.).

Remind parents that all children grow and develop at different rates and there can be a six to eight month window for each age group. Qualify your concern by letting them know what you, as a trained professional in child growth and development, would expect to see children of this age doing with regard to your area of concern. Offer them a written summary of your observations. (Not a copy of your observation reports from each day, but a typed summary "replaces "ch" sound with "t" sound consistently").




Cheryl Hatch has been working with preschool children and their families since 1995. She has over 16 years experience teaching and directing in preschool programs. For preschool themed activities and ideas, articles and information to help you in your preschool classroom or with your preschool children, you can visit her website at http://www.preschool-plan-it.com





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2011年12月2日 星期五

Educating Your Child's Teachers When He Has Sensory Integration Disorder


My 5 year old child Jeremy was diagnosed with Sensory Integration Disorder this year. Learning to deal with a child with SID has been a challenge. Even more challenging has been teaching his teachers how to work with Jeremy and getting us both to the point where we were bound and determined to help this child who was clearly different. It has been somewhat of a struggle at times, but over the months we've developed into a team. One who works with Jeremy during the day, and me, the mom who parents him in the afternoons, evenings and on the weekends. Now, we share our discoveries with each other. But it wasn't always that way.

We discovered that he might have this disorder one night last summer while going out with some friends to dinner. The lady we dined with is a children's occupational therapist and listened to me and my husband discuss our child and how challenging he is.

She listened intently and didn't make a diagnosis but encouraged us to buy the book "The Out of Sync Child". Even though my husband was clearly skeptical, he went home that night and bought the book on line.

Our lives have been different ever since.

We started reading about SID and realized that we weren't alone. There are literally thousands of other parents who were also suffering without the knowledge or the support like we were. We knew we had a child who was challenging. We just didn't know that it wasn't a personality problem. What we learned, was that it was a difference in the way his brain operated.

There was about a 6 week gap in between the time where we self diagnosed Jeremy because of the book and getting the real evaluation. I would have had him diagnosed the next day but there are so few resources and we had to wait until an opening occurred and we could get into see the Occupational Therapists. During that time, Jeremy was getting in trouble at school every day and I was receiving bad notes home regarding Jeremy.

The notes mostly were about his lack of attention, focus and his constant talking. He was punished daily because he couldn't finish his work on time and was forced to sit out for 10 minutes during the 15-20 minute recess. Many days he was taken out of recess for the whole time and forced to sit on the sidelines while the other kids played or had to sit at a table to finish his work.

Other punishments have been that they took away his crayons for months on end because he broke 2 crayons. He's been sent to the principal's office several times for acting up and many days Jeremy was physically restrained when he had complete melt downs when either Mommy or Daddy left him behind.

Over the past several months we've gotten the diagnosis and have entered occupational therapy once a week. We've noticed remarkable changes in our son, but still know we have a long way to go. One of the hardest things is to know whether the problems are because of discipline, or SID. After reading, speaking with other parents and trying different therapies, I've gotten better at solving the problems.

When dealing with the teachers, I have never taken a "me versus you" approach. I have written notes to the teacher several times a week explaining what I do at home to correct a problem. I threw a complete and nasty fit I must admit when I discovered quite by accident that Jeremy was taken out of recess every day for bad behavior. Activity, running and jumping is the ONE thing that should NEVER be taken away from a kid with SIDS. It's a complete set up for failure. I marched right to the principals office and got a meeting.

Since then, we've scheduled regular meetings to discuss Jeremy and his progress. Our principal saw how completely frustrated, fried and upset I was over the whole thing. She had great wisdom when she told me, "Mary, don't do anything rash. It's going to take some time but lets keep working on it.". Somehow, I got off my personal high horse and listened to her encouraging words. I also opened up and started telling everyone who would listen that my kid had SID. The mothers were sympathetic and started introducing me to OTHER moms who had kids with the same problem.

The frustrating thing is that the other mom's kids didn't have the exact same issues as my kid, yet they were all diagnosed with the same problem. That is when educating yourself is so important. There are so many different characteristics of SID and it's helpful to know that your child's brain is different. And it's helpful for you to help remind the teacher of that as well.

Because I've been open about our struggles, our teacher has been so willing to learn about it too. She is now working with the counselor to arrange some different things in the classroom that will help all of the kids, not just Jeremy. Our counselor has grabbed the bull by the horns and is pushing the teachers to embrace these differences and she's becoming a resource for other counselors at other schools. She's recommending on line resources to parents and has just been a God send to so many of the parents who suffer daily with this issue.

I'd love to say that our issues with the teachers are completely resolved. But, as issues arise, we have to look patiently for a solution to the problem. As recently as 2 weeks ago I went to the principal and showed her Jeremy's journal that they work on every day. He used to be clearly one of the most gifted artists in the class and now is only allowed to work with pencils and is scribbling in frustration. One look at those journals by the counselor and she had him using crayons the next week. I had mentioned this to the teacher in writing a few times via my notes and still she didn't change her mind. It did take me going to the counselor to get a change. Yet, we maintained our solidly good relationship. I know she understands that I'm trying to do the best for my child.

The relationship between the teacher and the parent can absolutely make it or break it for the child. If the teacher hates the parent, then how effective will he really be in dealing with the kid if the child is a complete challenge to everyone? I wish there was a program in every school to help the parents know how to deal with the counselors. It does take patience and wisdom and the knowledge that it's going to be bad for a while, until everyone gets educated and finds a way to work together.

Supporting each other is the first step. I'm now hearing from other mom's who are out there struggling all alone. I encourage them to speak up in their communities and support the other moms, to get educated, to educate their families and to educate their teachers.

One day, Sensory Integration Disorder won't be such a mystery. Every class will have the ability to integrate these challenging children and will be set up with quiet corners, have balls for the kids to sit on, bean bags to lay on during reading time, heavy weights to sit on their laps, gum will be allowed to be chewed for the kids who need something to help them keep quiet, and the other children will understand and accept the differences. Once we educate our own kids how to manage their brains, their bodies and teach them all how they can learn best, then we'll be at a much better place in education.

We have to dream before it can happen. Then, we can get to work together to make it happen!




Mary Gardner, The Charisma Coach! is an executive communications consultant and coach. She's appeared on many national TV shows and travels the country as a trend reporter on local TV stations around the country. Mary is married and has a son with Sensory Integration Disorder and she welcomes other parents to write to her about their children. Her website is http://www.marygardner.com





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