New Attachment & Trauma Center Opens

We offer a full range of mental health services with a special emphasis on the needs of children, adolescents, and families. As a mental health clinic and training center, our therapists cover a range of experience levels and training. Our therapists are trained in EMDR, Theraplay®, Play Therapy, Sandtray, and TBRI with a focus on attachment issues, depression, anxiety and Eating Disorder Issues. In addition to attachment/trauma challenges. We believe in the power of healing relationships and families needs of children, adolescents. They also work with children with special needs. How We Help Our Clients Relationships are the heartbeats of our lives. When there are problems relating to others in the family and socially it can impact every area of an individual’s life. For these unique issues, there are several different types of therapy in which our therapists have specialized training, to help each client’s unique needs. Our therapists allow children to “work through” their challenges through the play itself or provide targeted intervention through specific activities by combining EMDR with other types of therapy. Utilizing a trust-based approach, we assist young people to identify the causes of their distress. Our specially trained therapists help them to acquire the skills necessary to encourage lasting change and a deeper self-understanding. Through a cooperative process, individuals are able to become more self-aware. Through the course of their development, our highly trained therapists provide the support and caring necessary to navigate this journey. Our therapists feel privileged and grateful for the opportunity to work with our clients; as they work hard to move forward with a clearer understanding of themselves and the important relationships in their lives. Our Mission Our mission is to promote the growth and healthy functioning of individuals and families through professional guidance. We offer a full range of mental health services, with a special emphasis on services for clients with attachment, trauma, and eating disorder challenges Attachment & Trauma Center of Houston 101 Southwestern Blvd. #105 Houston, TX 77478 281-903-5353 www.atchouston.com

Advocating for Your Child with Special Needs in a Way That Promotes Self-Advocacy

Advocating for Your Child with Special Needs in a Way That Promotes Self-Advocacy As the mom of a now-adult special-needs kid, I’ve been thinking a lot about what we did that helped, what I wish we hadn’t wasted time and money on (there will always be a lot in that category, so don’t beat yourself up!), and what I think was most important. That last category, in particular, has changed since I was actually “in the trenches.” From this vantage point, I now realize that one of the most important things, a quality without which nothing moves forward, is emotional resilience. By that, I mean the ability to take in struggles and failures, wrestle with them, get back up, and move on. I mean the incredible strength of spirit it takes to be acutely, constantly aware your own inadequacies, or what the world sees as such, and still believe that you are worthy and capable of reaching for your dreams. I recently asked my son CJ what he thought had helped the most with this, and his answers surprised me. In my last blog post, I discussed the importance of getting into your child’s world as much as possible. Today, I’d like to talk about advocacy. Parents of kids with special needs know that advocating is forever part of the territory. You’re the hub that holds your child’s world together—explaining his needs to teachers, family members, other caregivers. It’s ongoing, it’s exhausting, and it sometimes makes you want to scream, “Can’t you people deal with a little variation?!” And eventually, you probably need to step back and let your child fight his own battles. When and how to do that varies, but I believe that is one of the most important steps toward empowering your child to navigate the world. We never actually sat down with our son and said, “This is how you talk to people about your issues; this is how you handle these kinds of situations.” But we did discuss his issues with him in a very matter-of-fact, “this is just how your brain works” kind of way. He surprised us more than once by distilling those conversations beautifully. I once spent an hour overexplaining my son’s issues to a homeschool group facilitator, only to have CJ later explain himself more effectively and in a fraction of the time. I would get caught up in the neurological details, which—according to my son—made people want to run screaming from the room. (Note to other brain research geeks: Almost no one is as interested in that as you are.) Despite my tendency to overdo things, however, he did learn something from my approach. I didn’t realize how much he had overheard me advocating for him, and the tone I set (if not the content) seemed to help him find his voice. “You were always just clear and firm—not apologetic, not hostile, not defensive. And when you explained why I needed this or that, you made it sound like ‘Look, it’s not a big deal, but this just is how he works and this is just what he needs.’ You showed me the right note to hit when I talked to teachers myself.” Whew! I now believe that advocating for a child is more important, on more levels, than I realized at the time. It isn’t just a matter of telling a teacher what techniques will or won’t work. It’s a message about who your child is, how he needs to be treated, and what’s going on for him as a human being, not just a little learning machine. How you see your child and his challenges translates powerfully to others. Ultimately, you are trying to create this message in his world: You are seen, you are understood, you are accepted. Therefore: You are safe. All children (indeed, all humans) need this, but I would argue that children with special needs require it more because they experience it so rarely. How we present them, and how we teach them to present themselves, is crucial to their self-identity. Friendship Circle - Written on June 6, 2017 by: Marijke Jones,

Help Your Child Imrpove Self-Control and Practice Self-Modulation

To modulate, according to Dictionary.com, is “to regulate or adjust, soften, tone down, to alter or adapt.” Applying that, self-modulation means being self-aware enough to regulate/adjust/alter/adapt one’s behavior choices to better fit a situation. This is a valuable lifelong skill—and one that many children with disabilities struggle with. Self-modulation feeds independence. To encourage it, let your child practice decision-making.  I encourage you to offer this opportunity to your child in spite of possible risks and fears. Your child gets to (and needs to) practice responsibility using intrinsic motivation to feel empowered. The following are some ways I’ve worked on this with my son. You may be able to use these same ideas, or adapt them to the particular situations and interests of your child. Using Time Wisely (Redirecting from Stalling) On school mornings, we often struggle with getting out of the house on time. I want my son to take his vitamins and eat his breakfast. He wants to win the power struggle, and therefore he dawdles. My nagging doesn’t help him move faster. Perhaps you have this dynamic at your house. So I give him a choice: “Want to eat here at the table or in the car?” He knows from experience that as soon as he clicks his seat belt, he will have a small towel and a bowl of healthy food on his lap as we drive. He has to eat it all before he gets anything else to eat, and I don’t let him talk me out of it. Happily, he hates that bowl on his lap in the car. But having a choice makes him feel empowered. He chooses to self-regulate and almost always redirects himself to take a bite at the table. As you fade your prompts, ask “Are you hungry?” or say, “If you are done eating, please put your bowl in the fridge.” These redirect questions can also work for things like brushing teeth or tying shoes. Ask, “Do you want to brush your teeth in the bathroom or in the car?” or “Do you want to tie your shoes here or in the car?” If you have a preference, phrase the question to bias your child toward what you want. Showing Responsibility by Appropriate Behavior In restaurants, let your child order her own food and do her own negotiating. As an example, I take a carful of my son’s neurotypical friends to Chick-fil-a every Friday after school. Each child does his own ordering, and I let my son pay the tab with his youth debit card. Paying for things he cares about is meaningful to him. When we go to restaurants together, another way we work on responsibility is that I let him choose two books to take in. We then do reading aloud until the food arrives. My son prefers that I read and he listens, so we work out a compromise. I read one page, and he reads the next one. It has created some very nice family moments. Checking in and checking out at therapy or a doctor’s office is now my son’s job. He gets practice waiting in line, conversing face-to-face, and using an appropriate tone of voice. It is also his job to carry the school “excuse” note into the school office. Use backward chaining, with practice, and soon your child will have the entire process mastered. That involves letting your child do the final step in an activity, and then the one before that, and the one before that, until he is doing the whole thing himself. Choosing Appropriate Language Our children know how to push our buttons. My son can get a mischievous look in his eyes and start talking nonsense and using bathroom words. This often occurs when we are reading. To redirect him, I tell him at that time it is his turn to read. When he resists, I give him a choice of “read or listen.” If I can remove my side of the power struggle, even for a moment, that works as an effective reset. If you find a need to withdraw yourself from a power struggle as a reset or redirect when you’re in the public eye, I have found that something as simple as dropping a napkin on the floor and reaching down to get it works. I have also have picked up a menu and asked him what he wants to eat. A break in the action gives kids the time they need to transition out of unproductive behavior. Personal Space (Hands to Yourself) When you visit a museum or other places requiring “hands off,” let your child choose two books from home to carry, one for each hand. Keep a box of books in the car, as I do, so they are always available. Give your child a choice of carrying two books or keep hands in pockets. It gives me a sense of peace as a parent, as carrying books is what a regular kid would do. These and other everyday situations give your child opportunities to practice modulation in the real world. If you struggle with what an appropriate choice looks like, my litmus test is “What would a typical child do?” Article from Friendship Circle. Written by Gayle Fissher

5 Special Education Terms Parents Need to Know

FAPE … LRE … IDEA … I confess: my children’s IEPs read like they were written in a foreign language. It took me a while to figure out what I was even reading, let along what it all meant. But special education law and your children’s documents should always be understandable. To that end, let me share a list of five must-know acronyms and terms (or groups of terms) that every parent of a child with learning differences or other special needs should know. Knowing how to speak the language of special education helps you as a parent make effective requests. It also lets the school team know that you are an educated parent advocate–which is just what your child needs. 1. IDEA = Individuals with Disabilities Education Act IDEA (with all its subsequent modifications) is the federal law that gives children with disabilities the same right to an appropriate education as children without special needs. Parents should know that IDEA is not just about test scores. IDEA has three stated purposes: • readying students to pursue their education after high school • preparing students for employment • helping students learn to live independently, to the extent possible. Federal law lists thirteen classifications under which children can qualify for special education. While the program known as Early Intervention provides services to children ages 0-three, public school districts are charged with providing special education and related services to students from age three through 21 (in some cases) whose disabilities necessitate it in order to make progress. Another key provision of IDEA is that parents are vital participants in decision-making for their children. This means that parents have a right not only to share information and voice concerns, but also to decide as part of a team along with teachers and/or other professionals what programs and services are appropriate for the child. 2. FAPE = Free Appropriate Public Education IDEA states that children with special needs are entitled to a “free, appropriate public education”. Free means at no cost to the parent—including the cost of transportation if needed to take a child to a school other than the child’s home school in order to place the child in an appropriate program. Appropriate is a critical term that parents need to understand. A program is considered “appropriate” for a child when the child in that program makes meaningful gains. “Meaningful,” in turn, means that the child is benefiting from the program, not regressing or stagnating. An “appropriate” program is not necessarily the best program. Also, progress is determined not by report cards but by measuring the child’s achievement versus his or her potential using standardized tests. 3. IEP = Individualized Education Program An IEP is the written document that the school, in conjunction with a student’s parents, creates in order to describe the special education program for the child. Parents should know that the IEP grows out of the child’s needs. If the school does not have in place the program or services that the team believes the child needs, IDEA charges the IEP team with finding that program or creating it. The IEP should set goals for the child for one year, but the team should revise it throughout the year, as needed, to ensure that the child’s program is appropriate. If parents are concerned about their child’s progress, it is completely appropriate for them to request a meeting of the IEP team to address those concerns. IDEA gives parents the right to do so. 4. LRE = Least Restrictive Environment Educating children in the “least restrictive environment” is part of IDEA’s mandate. What this means is that schools must educate students, to the extent possible, close to home and with their non-disabled peers. Parents need to know that LRE is not the same location for every child. The IEP team needs to consider the child’s unique profile. An environment cannot be the LRE for a child if the child fails to make meaningful progress in that environment. Special education attorneys often speak of finding the so-called “sweet spot”—that placement in which students are in an environment that is not unnecessarily restrictive, but also is tailored enough so that the student receives the supports that he or she needs to make meaningful progress. 5. OTs, PTs, SLPs = Occupational Therapists, Physical Therapists, Speech-Language Pathologists This set of acronyms represents three of the most common related services that children with special needs have as part of their IEPs, and the folks who provide them. The school provides these so-called related services to children, most often during the child’s school day. Parents should know that schools are required to assess students in all areas of suspected disability. Parents may ask for their child to evaluated for OT, PT, and speech therapy, but also in other areas if they have concerns. Physical therapists will help your child with gross motor skills, like walking, running, and jumping. Occupational therapists will help with fine motor skills, like writing,, coloring, and cutting, and may also address sensory-integration issues. Speech-language pathologists help children with producing the sounds of speech, using language to express themselves, and processing the language they hear. Schools have provided psychiatric evaluations, functional behavioral assessments, and assistive technology evaluations, to name a few. Parents can also bring private evaluations to the school districts. IDEA requires school IEP teams to consider this information. Parents should take heart in the fact that education is more than academics, and special education is not just for students with poor grades or who are failing in school. Education is a broad concept that encompasses emotional, social, and behavioral challenges that may interfere with a students ability to function in school. Students’ IEP programs have included supports for such emotional, behavioral, social, and other concerns. In addition to OTs, PTs, and SLPs, parents should know that behaviorists and school psychologists are two additional types of professionals who can play an important role in helping children whose disabilities affect their ability to function in school. … and lots more There are, of course, many many other acronyms and technical terms that may be thrown around by professionals in IEP meetings and the reams of paperwork that go along with them. Yet to work effectively to meet each child’s needs, all members of the team need to be able to speak the same language. Sp don’t hesitate to ask for clarification of a term or any other procedure, program or policy. Federal law makes you, the parent, a vital part of your child’s IEP team. Find a source of strength in you to be that confident mom or dad at the IEP table, unafraid to ask any question that helps you get the information you need. Because no one cares like you. You are your child’s best advocate, and your child needs you. For longer lists of special education terms, visit these online resources: • “Glossary of Special Education and Legal Terms” from Wrightslaw • “Disability Terms and Definitions” from Council for Exceptional Children • “Terms in Special Education” from Do2Learm • “IEP Terms to Know” from Understood.org • “Glossary” from The Iris Center Article from Friendship Circle and written by Greer Gurland - a Harvard Law School graduate and a mother of children with special needs, is the author of the 2016 multiple award winning How To Advocate Successfully for Your Child: What Every Parent Should Know About Special Education Law available in English and Spanish

The Supreme Court Case Every Parent of a Child with a Disability Should Be Following

Legal experts predict that the US Supreme Court will take a major step towards advancing the legal rights of children who have special needs when the justices decide the case of Endrew F. v Douglas. The Court heard oral arguments last week in the case and is expected to provide a decision by the summer. The decision, in this case, could impact several million children and define what a free appropriate public education entitles them to. For the second time since 1975, when Congress passed the Individuals with Disabilities Education Act (IDEA), the Supreme Court is expected to define and further clarify the legal mandate of the IDEA. The IDEA states that school districts that receive public funding are required to provide each student who has a disability with a free appropriate public education (FAPE). The only previous Supreme Court case to define the term FAPE was Board of Education v Rowley 458 U.S.176 (1982). An Earlier Ruling on FAPE From the perspective of some parents and special education attorneys and advocates, the Rowley holding did not provide adequate legal protections. In addition, there has been disagreement between lower court federal judges concerning the application of the Rowley decision; therefore, the meaning of the term FAPE varies according to location. In Board of Education v Rowley, the Supreme Court stated that the purpose of the IDEA is to provide “access to a free public education” and that there are two definitions of FAPE. First, a child receives FAPE when the educational instruction is “specially designed to meet [his] unique needs … supported by such services as are necessary to permit the child ‘to benefit’ from the instruction.” The second definition of FAPE is an “individualized educational program … reasonably calculated to enable the child to receive educational benefits.” The determination of whether or not FAPE is being provided is relative to the expectations for each child, based on the child’s developmental needs. The justices wrote in Rowley that “the benefits obtainable by children at one end of the spectrum will differ dramatically from those obtainable by children at the other end… We do not attempt today to establish any one test for determining the adequacy of educational benefits conferred upon all children…” The case limits the obligations of school districts in their education of students who have special needs. The opinion states explicitly that states are not required to “maximize the potential of handicapped children” or to “guarantee any particular level of education.” Setting a Standard for Special Education Circuit Courts have interpreted the decision in Rowley with varying results; there is no uniform standard in the meaning of FAPE. The case of Endrew F. will provide an important opportunity for parents and advocates to gain further insight into the Court’s understanding of the IDEA. The case of Endrew F. v Douglas County School District involves a seventeen-year-old male, Endrew, who has autism. When he was in fifth grade, Endrew’s parents felt that he was not making adequate progress towards his social-emotional goals. Endrew, known as ‘Drew,’ was banging his head on the floor, removing his clothes, and bolting from school. Drew’s parents withdrew him from public school and placed him in a school that specialized in treating children who had autism. He started to make progress immediately, and his parents sued the school district for reimbursement of the $70,000 annual tuition. The federal judges ruled that because the school was providing “some educational benefit,” the parents were not entitled to reimbursement. Defining “Free Appropriate Public Education” The case before the Supreme Court is based on the meaning of FAPE. At the oral arguments, three lawyers presented varying interpretations. On the Scotus blog, reporter Amy Howe describes the positions, gives the responses of the justices, and provides commentary of the likely outcome. According to this report, the justices seemed to reject the proposal advanced by the school district’s lawyer, namely that even with minimal progress, a “non-trivial benefit” at school satisfies FAPE. The lawyer representing the family modified his argument at the oral argument in order to address the justices’ concerns about cost and the need for a national standard. His new proposal had two alternatives, according to the Scotus blog post: “A student’s IEP should generally ‘be tailored to achieve a general educational curriculum at grade level’; if that is not possible, the IEP should use alternative benchmarks that are ‘the highest possible achievable by the student.’” The lawyer for the Justice Department stated that the IDEA required “significant educational progress in light of the child’s circumstances.” The Scotus blog report states that this is the standard most likely to be assumed by the Court because it follows legal precedent most closely. The Scotus post also states that the federal government’s suggestion “comes from the Department of Education, which – as Breyer noted – has expertise in issues related to education and the IDEA.” Parents should pay attention to the decision in this vital case. It is expected to provide a long-awaited definition to the crucial phrase “free appropriate public education.” By: Rachael Wurtman Friendship Circle

When Your Child Turns 18: A Guide to Special Needs Guardianship

When someone turns 18, they become an adult and are expected to make the right to make decisions about their medical treatment, finances and life.
In order to make these decisions binding (in a legal sense), the person should be competent to understand the decision being made and the consequences of that decision.

What is Guardianship?

Guardianship is a legal proceeding in which someone (usually a family member) asks the court to find that a person is unable to manage his or her affairs effectively because of a disability. A guardian steps in the shoes of the person with a disability and makes the decisions for them.
The process to set up a guardianship can be long and expensive and is not a decision to be taken lightly. This article presents five things to think about when considering whether to seek guardianship for your child once he or she turns 18.
There are different types of guardianship depending on the person’s needs. Generally, there is a guardian of the person and guardian of the property and one person can serve as both.
A guardian of the person can make decisions about a person’s healthcare, housing, food, clothing, and other subjects that affect the person.
A guardian of the property makes decisions about a person’s money, income, property, public benefits and other financial matters.

1. Will your child need a guardian?

Appointment of a guardian is a serious issue. Guardians are appointed by the court and it can be difficult, costly, and time consuming to establish and maintain a guardianship.
Because the guardian makes all the decisions as ordered by the court, the individual under the guardianship loses a great deal of independence. He or she will no longer have the authority to make decisions about his or her personal life or property because that authority has been delegated to the guardian.
In general, a guardian should be appointed only if there are no less restrictive alternatives. A diagnosis of a mental illness or intellectual disability does not automatically mean that a person lacks the capacity to make decisions.

2. Alternatives to guardianship

Below is a list of some general alternatives to guardianship. These alternatives can be used alone or in whatever combination is necessary to support the person to live as independently as possible. Ideally, these choices will begin to be discussed as you, your child, and your child’s teachers and providers begin to discuss the transition plan from school.

Special needs trusts

A Special Needs Trusts can be very helpful for an adult with special needs. For more information about this topic check out my previous post: The Pros and Cons of a Special Needs Trust

Family guidance

If a family member is available to provide advice and help and individual with special needs make a decision voluntarily there may be no need for a guardianship. However, if the person is too easily influenced, there is a potential for that person to be taken advantage of and guardianship may be appropriate.

Assistive or Supported living services

If there are only a few areas where the person needs assistance, there may be programs, providers, or professionals who can assist with just those tasks. For example, if transportation is an issue, there are services available to take the person to and from medical appointments. There are various levels of services available to meet varying levels of need. Usually a case manager can help coordinate services for the person.

Durable power of attorney

If the person has periods where he would be considered competent, he can enter into a power of attorney which names one particular person to make certain types of decisions on his behalf.

Financial Representative 

Representative payees or joint ownership of bank accounts to help the person manage his or her finances.

3. Who should be named as guardian?

States usually have a preference for persons to be named guardian. For children with disabilities who turn 18, the preference is usually for the parents, or if parents are not available, an adult sibling or other adult family member. If no family members are able to serve as guardian, then a close friend. And if no friends are available, then the court can appoint a professional guardian.
Guardians are subject to court supervision, which provides a powerful tool to prevent the guardian from mishandling the person’s finances or taking advantage of them. Sometimes, especially with professional guardians, the guardian must post a bond (a special type of insurance that protects the person’s estate from mishandling).
In some cases, guardians can be reimbursed for their expenses and paid for their services from the assets of the person they are taking care of. Generally payments are made only to professional guardians, but a family member who has been appointed as guardian may, depending on state law, also seek compensation by making a request to the court.
When a guardian can no longer serve, the guardianship itself does not end. Rather, a new guardian is appointed by the court. In the case with a parent of a child with a disability, as the parent ages, he or she may no longer be able to care for their child. The guardian should consider who would replace him should he no longer be able to serve.

4. Obtaining guardianship through the court

A guardian is appointed by the court upon petition by an interested person. The petition contains all the basic facts including the petitioner’s relationship to the person to be under guardianship and a brief description of the disability and how it affects the person’s ability to make decisions. The petition should also include the reasons why the court should appoint a guardian. This may generally include an affidavit or certification from a doctor attesting to a person’s level of functioning.
There will be a hearing before a judge. The petitioner must present evidence of the need for guardianship. The petitioner usually must prove: that the person lacks sufficient understanding or capacity to make responsible decisions; that this lack of capacity is caused by a disability; and that no less restrictive alternatives are available.The petitioner must also show that the proposed guardian is fit to be appointed, is capable of carrying out the responsibilities of a guardian, and that no one of higher priority (for example a parent) is available.
Generally, for the hearing, two attorneys are involved (one representing the person asking the court to appoint a guardian and one representing the best interests of the person to be cared for. Witnesses such as the person’s doctor or other providers or friends or family may be called to provide information on the person’s level of functioning.
Anyone, including the person who is to be under the guardianship, can object to the appointment of a guardian in general, or to a specific choice that the guardian makes. There are different processes through different courts but generally, any objections involve a hearing and filing papers with the court.

5. Determining competency

To obtain a guardianship, a judge must determine that the person does not have the capacity to care for him or herself in some way. Determining capacity is important because the degree to which a person is capable of making an informed decision relates to which decisions he or she can make. Capacity is a fluid concept depending on the person, the circumstances, and the decision to be made. A person can be competent to make some decisions, but not others.
Usually, an affidavit, a statement written under oath, from a medical doctor attesting to the person’s level of functioning, decision-making ability, prognosis and diagnosis must be used to support a claim that a guardianship is necessary. However, depending on the state law, more evidence, like an evaluation by a psychologist, school performance records, prior medical records or testimony from the person and his or her support network may be necessary to establish the need for a guardian.
The standards differ from state to state so it is important to check the law where you live. In general, there must be clear and convincing evidence that a person lacks understanding to make or communicate decisions or is unable to manage his property and affairs effectively due to disability.

6. What are the powers and duties of a guardian?

The court will outline the powers and duties given to the guardian and those powers and duties will be only those necessary to provide for the demonstrated need of the person with a disability (i.e., for a specific type of decision, or of the person, of the property, or both).
There are some instances where the guardian must ask special permission from the court like in the case of a life-threatening medical treatment or changes in where the person will live (i.e., selling property or moving the person to a facility or group home).
The guardian usually must file a regular (usually annual) report with the court. The report allows the court to supervise the guardian’s actions, to verify the person’s needs are being met, and to question whether the guardianship should be modified or terminated. In the case of finances, the guardian must provide a record of everything done with the property under the guardianship order.
If a guardian fails to perform the duties of that position appropriately, she may be removed or subject to other court sanctions.

In Conclusion

It is important to keep in mind that laws governing guardianship can vary from state to state. The information in this article is general and not intended to present the rules for any particular state. Prior to seeking guardianship in your state, be sure to check the applicable laws or consult with an attorney specializing in guardianship issues.

By Melissa Stuart: Friendship Circle

When You Feel Guilty for Not Being a 'Superhero' Special Needs Parent

Parental guilt time. The other day I unwittingly sent my 7-year-old autistic son to school with the beginnings of a stomach flu. I am fortunate in that he is verbal and did tell me his tummy hurt when we arrived at the drop-off gate that morning. But when I pressed for details, he struggled to indicate he had to use the bathroom. OK, this was doable. I hurried him through the gate, explained the situation to the classroom aide and off he went just as the bell was sounding the beginning of the school day.

                                                                                                     

In my mind, the problem was solved, so I didn’t give it a second thought. A short time later when the school nurse called to report he’d vomited all over the science lab, the guilt came rushing in. He’d obviously been feeling worse than simply needing a potty break but was incapable of telling me. Instead, he soldiered through his daily schedule as best he could until, well, he couldn’t. How had I missed this? I’m certainly no stranger to playing detective and trying to decipher things he says. I couldn’t help but feel I totally blew it in the mommy department.

While my son has made some amazing strides in the ability to express himself verbally, his autism makes it challenging for him to describe the depth of what or how he’s feeling. Even just initiating communication in general has been, and continues to be, an uphill climb. Considering that, I guess I’m lucky he was able to tell me about his tummy ache that day in the first place. But as usual, my tendency to torture myself with the clarity of 20/20 hindsight rears its ugly head: I should have taken a moment to pause and observe him more closely and perhaps then I would have picked up on the fact it was more than just him needing to use the bathroom. Shoulda, coulda, woulda. In the midst of the morning rush to get to school, I took him at his (limited) word.

Before I beat myself up too much, I must remember these moments of guilt and frustration serve as my reality checks. They do not define the bigger picture. As much as I’d like to, I will never — nor will any parent — be some kind of all-knowing, mind-reading superhero. When it comes right down to it, we’re all winging it as best we can, special needs parent or not. We will inevitably make mistakes along the way. That’s just life.

                                                                                                      

The fact of the matter is, while the nuances of verbal communication remain elusive, my son is improving. His progress from a completely nonverbal 3-year-old to where he is now still utterly boggles my mind. Slowly but surely, he’s gaining skills and coping techniques to help navigate a world, which often makes little sense to him.

When you’re the parent of a child with autism, it’s so very easy to put this tremendous pressure on yourself to be some kind of caregiver extraordinaire. We transform into these hyper-vigilant mama and papa bears who become incredibly hard on ourselves, even in the face of an honest snafu. But — and believe me, I know this is easier said than done — we must resolve to take a step back and give ourselves permission to be human. It’s OK to take a breath, it’s OK to not be able to think 1,000 steps ahead to avoid the unavoidable, it’s OK to be wrong sometimes. It’s also overwhelming and stressful but not insurmountable.

So until the my son reaches a point of being able to elaborate on his own, I’ll listen to what he says but also pause and remind myself to look — really look — at him for some inkling of any deeper meaning that might be bubbling just below the surface. However, on the flip side, often there are no hidden details to what he’s telling me. And somewhere in the middle lies my challenge to discern the difference. In the meantime, I’ll try and forgive myself for the mistakes I know I’ll make.

And when I have remembered to take that step back and breathe a moment, I’m struck by the larger perspective that keeps me ultimately grounded. Even with the challenges my son and I encounter as we navigate these uncharted waters, there is not a day that goes by I’m not truly thankful he is in my life — autism and all. That’s what matters. That’s my reality check. And so it goes.

 

By Erin Kirschner

 

www.themighty.com

 

Present Level of Education

Understanding Sensory Processing Disorder

Understanding Sensory Processing Disorder

7 Ways To Bring Self-Advocacy To Your Next IEP

It’s IEP season. Will your child attend the meeting?
According to the Individuals with Disabilities Education Act (IDEA 2004), , children are permitted to attend their own IEPs, “whenever appropriate.”  The State Department of Education in Kansas requires a student to be invited to his or her IEP at age 14 or younger if postsecondary goals or transition services will be discussed.  But much younger students can also benefit greatly from being a part of the IEP process.  An increasing number of school districts invite students to make a self-advocacy statement or presentation starting in fourth or fifth grade.
How does that work when the student does not comprehend language well?  Or when the student is non-verbal?  How can sensitive topics be discussed without upsetting the student?  The truth is that these situations are when self-advocacy is needed the most!
Isn’t Self-Advocacy out of the reach of most students?
Self-advocacy, especially at an IEP, seems out of reach for many students.  How does a person get to the point where it becomes a reality?  I know that it took my son several years before he understood what his IEP is and why his opinions are important.  I found it necessary to introduce these ideas early and repeat them often so that he would be prepared for transitions to middle school, high school and – in the future – adulthood.  These are some steps that you can take to prepare your child to become a self-advocate, beginning with his or her IEP.

1. Practice “I” statements

Advocating for oneself means explaining wants, needs, likes and dislikes.  The first time my son made a self-advocacy statement at his IEP, it was a simple fill-in-the-blank worksheet with statements such as:

• My name is _____.
• I like _____.
• I don’t like _____.
• At school, I need _____.
• At school, I don’t want _____.
• At home, I want _____.
• At home, I don’t want _____.

Augmentative and alternative communication (AAC) offers one path to learning how to make these “I” statements.  A speech therapist can assist by helping to teach the student how to say, “I need help,” a difficult concept to express on both cognitive and oral-motor levels for some students.  If your student isn’t ready this year to make a self-advocacy statement at the IEP, then first-person statements can be written into the IEP as speech goals or as social-adaptive goals so that he or she will be ready at next year’s IEP.
Indiana University and the Connecticut Parent Advocacy Center have self-advocacy checklists with enough goals for 10 years’ worth of IEPs.

2. Offer choices

Autism Speaks has compiled a self-advocacy guide based on best practices in the field.  One of those practices is to teach decision-making by offering choices beginning early in life.  For example, “Eggs or cereal for breakfast?”  Over time, these choices turn into a wealth of personal experience that guide future decision-making processes.

3. Ask for help

Asking for help can be difficult for just about everyone with and without disabilities.  But no one is an island, so we all have to ask for help sooner or later – it’s a necessary life skill.  Learning how to request assistance – through sign language, AAC or verbally – can be written into the IEP as a social-adaptive goal, and it’s an important step in self-awareness.

4. Self-disclosure

Does your student know what his or her diagnosis is and how to explain it?  Knowing the right time and place to disclose one’s disability, if at all, is a sensitive topic among adults with disabilities.  Self-disclosure is necessary at the doctor’s office and in crisis situations.  A medical alert bracelet or necklace can be worn discreetly and shown to community helpers on an as-needed basis.  A few individuals give out business cards that explain their special needs.  My son has learned that he is more likely to receive assistance from peers when he self-discloses during recess or transitions at school.

5. Person-Centered Planning

Person-Centered Planning is a set of processes that helps a person determine his or her desired outcomes in life and to put supports in place so that those outcomes can be achieved.  For example, the focus person chooses supportive individuals who can be members of his or her team, and the team works together to identify obstacles and opportunities to help reach the goals of the focus person.  Person-Centered Planning is already used in some school districts as early as first grade to create and achieve social-adaptive goals.

6. Practice self-reflection

Reflection and self-analysis are complex cognitive activities that can be modeled for years before they are actually put into practice.  Share your thoughts with your student as you ask and answer these questions for yourself:

• What would happen if….?
• How did you feel when….?
• Next time I would like to…

7. Keep trying!

If it didn’t work out today, don’t give up!  Self-advocacy is a lifelong project that moves slowly at first and gradually builds up momentum over time.
All through his elementary years, my son could not find the words to express his feelings and wishes.  Then one day he told his speech therapist that he didn’t like it when she pulled him out of math class – so she returned him to class.  From there his interest in self-advocacy snowballed, and last month he was named Student of the Month in middle school for his communication skills: he checks in with teachers at the beginning of every class, takes notes, and follows up with questions via email.  And he has already submitted his annual self-advocacy presentation to the IEP team.

Written on 2015/03/25 by:

Karen Wang

Why I Created a Vision Statement for my Child with Special Needs

I’m a sales guy, a commercial real estate broker in the Detroit market, which means I do a lot of prospecting and spend a lot of time working on my business planning. Every year I spend the few weeks before the New Years focusing on what goals and aspirations I have for the coming year. These are goals relevant to business, family, health and other aspects of my life.

This year in December I had a few extra days to do my business planning, and I really took advantage of it. One conversation I had with my 5-year-old daughter, Na’amah, was about her own goal setting. She is ridiculously smart, she’s beautiful, and she’s funny. I like to call her my Hat-trick .
We were talking about what she wants to do when she grows up, and while she was contemplating her answer, I told her “You can be anything you set your mind to, but your options are 1) President of the United States 2) an astronaut or 3) a brain surgeon–anything less would be a waste of your talents.”

The Vision Statement

I also had a conversation with my wife about my younger daughter Ellah, who is 4 and has a rare brain disorder called Agenesis of the Corpus Callosum. You can read more about ACC here. We were talking about our hopes for her as she gets older based on what we had learned at the end of the NODCC conference last summer. Together we came up with a vision statement for Ellah that we now work hard to deliver for Ellah:
We work to ensure that Ellah has every opportunity to learn and grow, so that she can have good communication skills with the people around her, meaningful relationships with people in her life, and feel satisfied in her life.
Occasionally I feel ridiculous having that mantra, it sometimes feels “too foofy” for a “guy like me” but I think about Napoleon Hill, and his book Think and Grow Rich. His own son was deaf, and through his intentions he was able to attract the people into his life who could help his son hear. That’s really all I want for Ellah. Just to give her every opportunity to have good communication skills, meaningful relationships, and feel fulfilled.

A Vision For Our Family

At some point during my goal setting process this year, I realized that while money is important, and business success is important, and the health goals and the hobbies are all important things, they shouldn’t be the main focus of my attention.  No, the vision that we have for Ellah is not only important for her, but for all of us. In the end, I don’t care if Na’amah is not a brain surgeon or an Astronaut, like Ellah, most important to me is that she has good communication skills, meaningful relationships, and is feeling fulfilled in her life.  In trying to support Ellah, we realized that our vision for her should be what we envision for ourselves as a family. Thanks, Ellah, for teaching me an important life lesson!

By: Benji Rosenzweig via Friendship Circle

Is Constraint Induced Therapy Right for Your Child?

 

Is Constraint Induced Therapy Right for Your Child?

By Lee Vander Loop
CP Family Network Editor
You may have heard the term Constraint Induced Therapy (CIT) in a special-needs moms’ circle or during a therapy session with your child. Perhaps you’ve heard of its potential benefits in recent news stories. How much do you really know about CIT, and how do you determine if it’s right for your child?

Constraint Induced Therapy Defined

Pediatric Constraint Induced Movement Therapy or CIT is a type of treatment that teaches the brain to “rewire” itself following a brain injury. The focus is to restrict a child’s good extremity (arm, hand, leg, etc.) in order to force usage and improved function of the extremity needing rehabilitation. CIT often involves intensive training of the more-impaired extremity for a certain number of hours per day for a designated period of time. Children with a more severe level of spasticity or mobility impairment may require more daily hours of constraint and a longer period of intense therapy.
The CI Research Institute states that Constraint Induced Movement Therapy is the only rehabilitation technique shown to markedly change the organization of activity in the brain. Various studies have shown favorable outcomes suggesting that CIT may be a useful tool in the treatment of upper-extremity dysfunction in hemiplegic CP and other forms of CP.
Depending on the specific goals and level of achievement, it may take multiple sessions to realize the intended benefit.  Remember, you’re re-training the brain!!! Be patient.

Is Your Child a Candidate?

CIT is not appropriate for every child with cerebral palsy. Talk with your pediatrician, therapists and orthopaedic specialist to discuss whether or not your child could achieve positive results from Constraint Induced Movement Therapy.
Your child will need to be monitored throughout the course of treatment to check for any complications. Discuss with your therapist what “trouble signs” you need to look for, such as chafing, rash or skin breakdown with the restrained limb. Check fingers and toes to make sure there’s no impediment of blood flow as a result of a cast or restraining device that is too tight.

Goals

Your therapist should have a Care Plan mapped out, detailing the specifics of your child’s therapy plan, including hours per day, additional therapies being implemented and the overall duration of the CIT sessions. Request a copy of the Plan. You may want to create a chart or journal tracking and annotating your child’s daily sessions. Detail the length of time the constraint device is used and what skills your childed work on during the session.  Make notes of improvement and struggles.  This will give the therapist a better picture of your child’s progress or need for additional assistance.

Coping Mechanisms

What is CIT like for a child? Here’s an analogy. If you’re right-handed, imagine someone casting that hand, forcing you to do everything with your left! Keep in mind, you probably have normal abilities and range of motion in your left hand. What if you didn’t? What if you had no good function in your left hand and now your right hand is immobilized! While adults you have the maturity and psychological skills to cope with frustration, many children do not. Couple that with a child’s immaturity and possibly an inability to communicate and you can imagine the reaction your child may have to this type of therapy.
There will be tears! Ask your therapist how to help your child establish coping mechanisms and ways to help your child get past the frustration. Make it fun! Incorporate play therapy in your CIT sessions! You want these sessions to be productive and fun, not a screaming match between you and your child. For children with developmental disability and cognitive delay, discuss with the therapist the best ways to introduce this therapy to your child.
For children with the cognitive skills to understand, have your therapist help you explain to your child the concept and goals of the therapy. Explain the number of hours per day the constraint session will last and try to set a schedule that everyone can agree with. Be sure to consider whether or not any of the constraint hours will overlap hours your child is in school. You may want to start out small and work up. Also try to schedule hours when you can play an active roll in your child’s session. Pediatric therapy based on stringency is unrealistic. You need to be consistent but flexible. There may be days when your child just isn’t being cooperative, and you find yourself skipping an hour here or a day there. Discuss with your therapist some ideas that will give you flexibility for the unexpected.

Conclusion

As with any new therapy, consult your child’s doctors and care providers before embarking on a treatment plan. Do your research and weigh the benefits and risks before deciding whether or not Constraint Induced Therapy is right for your child.

25 Great Toys for Kids Who Don't Play With Toys

Does your child play with toys?  If so, this article isn’t for you. You should probably Google “hottest toys of 2012.”

• Is your child scared of blinking, beeping toys?
• Is your child unable to understand the rules of most games?
• Does your child lack interest in typical toys?
• Is your child delayed when it comes to basic play skills?

If the answer to any of these questions is yes, then keep reading.
All human beings learn through play.  A delay in play skills means a delay in other skills.  Toys are not necessary for play, of course.  All that’s needed are two people interacting in a fun way.  But children’s toys can be useful for engaging the attention of a child with special needs, and even more useful for expanding circles of communication and teaching other developmental skills along the way.
If you’re looking for gifts for a child who doesn’t play with toys, then here’s a list of what’s been most successful with my son and his buddies over the years.

Everyday items

1. Flashlight

My son was frightened by toys with blinking lights when he was little, but he has always enjoyed playing with flashlights.  Turning the flashlight on and off exercises fine motor skills, and provides an opportunity to practice simple words like “on” and “off.”  It also helped my son overcome his phobia of bright lights. The Mini Maglite is the right size for little hands, and it has a blink mode if you need to work on desensitizing to blinking lights.

2. Shark Sweeper

I know a few kids who don’t like toys, but they love vacuums.  The Shark Cordless Sweeper  is motorized but much quieter than a typical vacuum, plus it’s light and easy to maneuver.  There’s a clear plastic cover in front of the bristles, so curious kids can watch it spinning.  We had many hours of fun with this sweeper, and it sure got some good conversations started.  Plus our carpets were super clean.

3. Handheld Massager

Occupational therapists often recommend vibrating toys for children with special needs, and the Ribbit massager by Homedics is great for all ages.

4. Real Tools

Play often starts with imitating adult activities.  A set of garden tools with garden gloves or a real tool kit with a small hammer, screwdriver and file, along with a wood board, are a good way to teach a child to slow down and focus on fine motor activities.  Of course, adult supervision is required at all times with these tools.

A Big Box of Cool Stuff

5. Raw materials

Let’s face it – most kids would rather play with a box than the toy that came inside it anyway. Collect your empty oatmeal canisters, cereal boxes and paper towel tubes.  Help your child tape the pieces together and create something new out of cardboard and Styrofoam.  Here’s a video that shows what happened when a teacher got rid of all of the toys in his classroom and replaced them with raw materials.

6. Box of toiletries

Since kids like to imitate their parents, collect some safe toiletries and allow some messy sensory play in the bathroom: scented lotion, aloe vera gel, baby powder, bandages and gauze, a bar of soap, shaving cream and an old towel to wipe it up when playtime is finished.

7. Box of office supplies

One year, my sister-in-law gave my older son a box of office supplies, all with the logo of his favorite office store.  It took more than a year for him to work through the index cards, tape, pencils, highlighters, sticky notes, a ruler and much, much more.

Sensory Play

8. Disco Ball

Anyone who has visited the Friendship Circle’s Snoezelen knows that the lights and disco balls can be relaxing and entertaining for kids with special needs.  So a small, rotating, multi-color disco ball is a fun addition to the sensory environment at home.

9. Body Sox

A body sock is made of stretchy fabric and has an opening so that a person can step inside. Its purpose is to encourage body awareness and creative movement. For my family, it has been successful on both counts.

10. Exercise Machine

If I had a nickel for every time I had to drag my children away from the exercise machines at the rec center, I’d be able to buy my own elliptical trainer.  A mini-trampoline, child-size treadmill or air walker can get a child’s attention while working toward physical therapy goals.

11. Musical wand

My son had a phobia of bells when he was a toddler, so toys like the musical wand helped him explore metallic sounds while feeling safe and secure in my arms.  The musical wand can be a tool for pretend play as well, especially when paired with a book like “Alice the Fairy” by David Shannon.

12. Punching bag

Instead of trying to stop aggressive behavior cold turkey, which is usually impossible anyway, a punching bag  redirects the aggression in an appropriate manner.

13. IKEA egg seat

This egg-shaped seat was designed for vestibular and proprioceptive sensory needs, plus it’s perfect for playing peek-a-boo.

14. Stomp Rocket

The Stomp Rocket helps work out aggressive energy while teaching a simple science lesson.  My kids never get tired of it.  Sometimes they make their own paper rockets, too.

15. Kazoo

The box said, “If you can hum, you can kazoo.”  So I bought it for $2.  It opens the door to oral-motor skills.

16. Bean bag toss

I have a child who has the urge to throw things ALL THE TIME.  Most toys are not safe for him because of this.  I decided that he may as well improve his aim if he’s going to throw things, and a bean bag toss is safer than a baseball at this point.  The bean bag target can be varied – for example, he can throw the bean bags at cards with sight words or letters of the alphabet.

Attention-grabbing quiet toys

17. Marble run

I’ve never met a kid who didn’t love a marble run.  These toys help with visual tracking, and the best part is the building process with kids.  But they’re not safe for any child who puts toys in his or her mouth.

18. Folk toys

I remember playing with traditional wooden folk toys at my grandparents’ house when I was little.  When I was brainstorming to find toys that would get my son’s attention, I went back to my roots.  Toys like the Jacob’s Ladder and Falling Boy  engaged my son and really made him think about how they work.

19. Magformers

The magnets in this building set are encased in plastic, so there are no small pieces.  The set encourages open-ended play, and it’s a good way to explore the sensory features of magnets.  It’s one of the “quiet toys” that travels with us.

20. Magnetic gyro wheel

Kids can’t take their eyes off this toy, and it’s great for long road trips or kids who just want to watch something spin.

21. Whoopee cushion

Yes, it’s crude and vulgar.  It’s also a quick way to get a speech-delayed kid to talk.  You’ll probably get quite a bit of eye contact, too.  At $1.75, it’s a lot less expensive than an hour of speech therapy!

22. Globe

If your child loves to spin things, get a globe.   It will help with pre-literacy skills and open up new conversations about the world.

23. Hoberman sphere

I used the Hoberman sphere to teach my son the names for the colors and some simple opposite terms like “big” and “small,” “in” and “out.”  It can be hung from the ceiling as a mobile that expands and contracts, but my kids prefer to hold it on the ground.

Introducing Pretend Play

24. Play silks or old scarves

Even children who don’t want to play dress-up like the texture of scarves and play silks.  These are a good way to introduce open-ended play to kids who prefer to stick with a script.

25. Box of hats

Over the years I’ve collected all sorts of hats  for my kids.  Trying on different identities is the first step to pretend play.


By Karen Wang from Friendship Circle

The Importance of Special Needs Planning

The Importance of Special Needs Planning
Caring for an individual with special needs takes special planning. All too often we put off the task of planning as it can be overwhelming. The thought is often daunting as it is difficult to begin what can be an involved, complicated process that takes a lot of time and energy. This article will outline some of the necessary steps you, with the assistance of a qualified attorney and other professionals, need to take to plan appropriately and thoroughly and will identify some pitfalls in the Special Needs Planning Process.
Letter of Intent
Putting together one's plans for the future of a child or dependent with special needs can be a daunting task laden with emotions. One way to get started is to compose a Letter of Intent. While the Letter of Intent is not a legal document, it is designed to serve as a roadmap for anyone involved with your child's situation to utilize in understanding your child, their needs and your wishes for your child when you are no longer able to carry them out yourself. This letter should detail medical history, daily care needs, activities, housing,and services as well as your specific wishes as it relates to your child's future. This document is a working document for your future caregiver to follow.
Your Will
Addressing legal issues is a crucial step in planning for the future. Creating and planning your estate is vital to meeting your child's lifetime needs. Prepare a will if you do not already have one. Update your will if you already have one in place. Make sure that it reflects exactly what you want for your child. A will declares how you want your estate to be distributed and also allows you to select a guardian for your child when you die. It may be especially important if you want to prevent or limit distributions directly to a child with Special Needs. Without a will the governing state will determine the distribution of assets and guardianship.

Special Needs Trusts
Many well intentioned parents don't realize that an inheritance may cause many problems for their child. Under current federal law, any inheritance of more than $2000 disqualifies individuals with diabilities from most federal needs based assistance. Benefits from state public assistance programs may also be affected. A Special Needs Trust, however offers a means of protecting your child's eligibility for these benefits, while addressing the ongoing care and needs of your child or family member with special needs. Design a special needs trust of update your old one. Be sure to include the individual or other key family members in the planing process when appropriate.
Guardian/Trustee
Select a guardian to take your place. Make sure you explain to this individual exactly what is involved. Be sure to give specifics to in an effort to make clear what the individual is taking on and what their role and responsibilities will be. Make sure that they want the job. Choosing the wrong people can be devastating for everyone involved. You may want to consider having a guardian, a trustee, and a trust protector. All three would have different roles in managing your child, the money and investments yet all involved and all contributing to the overall well being of your child. The important thing is to explore the options and identify what is right for your an your unique situation. There isn't a standard set up that is right for everyone.
Please be sure to avoid the following critical mistakes with Special Needs Planning

• Disinheriting your child- You do have options. Often times individuals think that the only way they can protect their child's right to government benefits is to leave them nothing or not name them in their will. This action could possibly leave what happens to your child up to the state admistrators. These people don't understand the unique needs of your dependent. Chances are this is not what you want!
• Procrastinating-Tomorrow will come and will seem much faster if you are not prepared.
• Relying on your children to take care of their sibling. Put it in writing. Spell it all out in a Special Needs Trust accompanied by a Letter of Intent.
• Choosing the wrong Trustee. Choose carefully and communicate your decision, your wishes, hopes and dreams for your dependent.
• Poorly drafted Trust documents. Be sure to work with qualified professionals.
• Failure to properly fund the trust. An unfunded or underfunded trust will not do anyone any good.

When doing your planning, please keep the following items in mind:

• Observe the $2000 Federal Limit
• Have a special needs trust drafted or update your old one
• Select a Guardian/Trustee to take your place
• Process Guardianship/Power of Attorney/Health Care Proxy papers for an individual who can not make any of these decisions for themselves
• Include the individual with special needs in the process whenever appropriate
• Prepare a Will if you do not already have one
• Create a Letter of Intent
• Update your documents. Make sure they reflect your current scenario and are valid in you present state of domicile
• Review all documents with the person/persons named as Guardian/Trustee. Make sure that they want to take on this role and understand the responsibilitiy.
• Work with qualified, experienced professionals. No short cuts. Everyone in the planning process needs to understand your family dynamics and your family member with special needs.
• Team Work! Create your team of advisors. Always remember that it takes a whole village to raise a child.
• Start Planning It's never too late or too early to start planning, it's the getting started that counts!

Thank you to Consolidated Planning Group for these important tips and for hosting our January gathering.

Toys for Children with Special Needs: What to look for and where to find them

While most of the U.S. is looking for the latest gadget or the newest toy, families of children with special needs maybe looking for something very different. Many of the common toys available hold no interest or are not suitable for children with Autism and other special needs.

For families of children with special needs we have collected 19 articles discussing toys for children with special needs in the hope that it will inspire some new ideas and make your toy shopping easier.

Have a great toy to share or a new store selling them? Please share them in the comments below.

1. 8 Tips for Special Needs Holiday Toy Shopping

Playing with toys helps children with special needs develop and grow. Before purchasing a toy read these important toy buying tips.

2. 15 Great Online Toy Stores for Children with Special Needs

Finding the perfect toy is always difficult. Here are 15 stores that provide great toys and educational products for babies, children and teens with special needs.

3. 25 Great Toys For Kids Who Don’t Play With Toys

For Children with special needs who don’t play with toys here are a list of 25 things that they will play with!

4. 21 Great Fidgets For Your Child With Special Needs

Fidget toys are great self-regulation tools to help with focus, attention, calming, and active listening. Check out these 21 Fidgets For Your Child With Special Needs.

5. 10 Toy Stores that Provide Great Activities for Children with ADD/ADHD

If you are looking for alternative toys for children with ADD or ADHD check out one of these 10 toy stores.

6. 10 Sensory Chew Toys For Children With Autism & Other Special Needs

Many individuals with special needs feel a need to chew on anything that crosses their path. Here are 10 safe chew toys that will calm your child with autism and other special needs.

7. 19 Toys & Apps that can help develop Language and Social Skills in Children with Autism

These toys and apps can help your child with autism develop important social and language skills.

8. 10 Tips for Selecting Toys for Your Speech Delayed Child

As a speech-language pathologist, I am asked what toys I recommend most for children with speech and language delays. Here are my 10 tips for selecting toys for a child with speech/language delays.

9. 8 Great Toys That Help With Cognitive Development

Check out these eight toy suggestions that can assist children in developing critical cognitive milestones.

10. 9 Toys That Can Help Children who have Special Needs with Independent, Parallel and Cooperative Play

Play is a vital element to the development of children with special needs. Here are 9 toys that can help children with Independent, Parallel and Cooperative Play.

11. 10 Great Balance Toys For A Child With Special Needs

One of the key elements to gross motor skills is balance. Here are 10 toys that will help a child with special needs improve their balance.

12. 5 Toys to Promote Problem Solving for a Child With Special Needs

In our daily routine there are many different activities we take part in that require problem solving. Here are five toys for children with special needs that incorporate problem solving.

13. 10 Toys And Household Items To Help Develop Fine Motor Skills

Developing Fine Motor Skills is an essential part of a child’s growth. Here are 10 toys and household items that will help build fine motor skills.

14. The Five Types of Toys for Children with Special Needs

For a child with special needs, toys can cater to specific areas of development or preference and serve as a therapy aid. Here are the types of toys that can help a child with special needs.

15. Toys and Tips for Blending Nature and Play for Children with Special Needs

Outdoor play is an important part of a child’s development. Here are 15 tips and toys to help your child with special needs enjoy the outdoors.

16. Five Toys That Can Help With Social Development

Social Development is a crucial element in the growth of children, specifically children with special needs. Here are 5 toys that can help children develop socially.

17. 6 Toys & Play Products To Help Develop Gross Motor Skills

Play is essential to help children with special needs develop gross motor skills. Here are 6 toys and play products that can help with gross motor skills.

18. 8 Toys That Can Help A Child With Emotional Development

Ensuring that a child with special needs develops emotionally is extremely important. Here are eight toys that will help foster emotional development through play.

19. For a Child with Special Needs It’s Not About the Toys!

When it comes to play we often tend to focus on the toys instead of actual play. Here are three crucial factors to consider when preparing your child with special needs for play.

Written on 2014/11/28 by:

Tzvi

Tzvi Schectman is the Family Coordinator for the Friendship Circle of Michigan and the Editor of the the Friendship Circle Blog

Lawmakers Poised to Vote On ABLE Act

Congress is set to act this week on legislation that would allow people with disabilities to save money without jeopardizing their government benefits.

Supporters say they expect the U.S. House of Representatives to vote on the Achieving a Better Life Experience, or ABLE, Act on Wednesday and they’re hopeful that the Senate will follow suit on Thursday.

“This is historic for the disability community,” said Sara Weir, interim president of the National Down Syndrome Society, which has pushed for the ABLE Act since 2006. “I can’t think of another piece of legislation that puts a stake in the ground that says that people with disabilities can work and save money.”

The bill would allow people with disabilities to create ABLE accounts at any financial institution where they could deposit up to $14,000 annually under current gift-tax limitations. As much as $100,000 could be saved in the proposed accounts without risking eligibility for Social Security and other government benefits. Moreover, individuals could retain Medicaid coverage no matter how much money is deposited.

Modeled after the popular 529 college savings plans, interest earned on savings within the accounts would be tax-free. Money saved could be used to pay for education, health care, transportation, housing and other expenses.

With 85 percent of Congress co-sponsoring the bill, it is widely thought to have the votes needed for approval. However, the legislation is not without its critics.

Both the National Council on Independent Living and the National Disability Rights Network have taken issue with a requirement that an individual’s disability must have occurred prior to age 26 in order to qualify for an ABLE account.

“It’s completely arbitrary,” said Kelly Buckland, executive director of the National Council on Independent Living. “Why 26? Why not 27, or 28 or 30?”

Meanwhile, the conservative group The Heritage Foundation has attacked the bill as a “decisive step in expanding the welfare state.”

Weir from the National Down Syndrome Society said that assessment could not be further from the truth.

“This is a bill that allows families and people with disabilities to save their own money. This is not a handout,” she said.


By Michelle Diament
December 2, 2014
Disability Scoop

How Do I Get Special Education Services for My Child with Special Needs?

How Do I Get Special Education Services for My Child with Special Needs?

Tips on Creating an IEP

During Independent Education Plan (IEP) season, parents everywhere are preparing, researching, talking to other parents, consulting with advocates, case managers, and a variety of professionals. All in hopes of hitting the nail on the head and creating a comprehensive plan that will take their special needs child to the next level, academically and otherwise.

As one of those parents, you may be thinking that maybe next year will be the year your child will flourish and become more independent, more social, more engaged. That is definitely possible. A lot of that will depend, of course, on what type of approach you take with your child in the home setting. It is my feeling as a developmental consultant that home is the best place to start working on addressing your child’s deficits, whatever they may be. However, with the right IEP, a lot can be accomplished as well. In my experience, shifting the focus to developmental growth in an IEP can dramatically alleviate a child’s stress level and improve their functioning both at home and school.

Chances are your child’s IEP this year will focus on academic objectives and outlining special services like speech and occupational therapy. Social skills may also be represented in the document. Of course, all these things are important. Sometimes, however, they are just too much too soon. Children who have autism spectrum disorder (ASD) or a related disorder, for example, often are not prepared to “use” the academic and even social skills they are learning in school in a meaningful way. This often leaves the child and the parents frustrated with feelings of incompetency. As a consultant with over 17 years of experience writing IEP goals and objectives, I have learned a few important things for us as parents and professionals to consider during the IEP process.

One of the most important things, I believe, when writing IEP goals or accommodations, is to meet them where they are. In a nutshell, meeting your special needs child “where they are‟ means understanding and programming for where they are not just in their academics but also in their socio-emotional development. It is upon this rock that everything else grows and takes flight. Requesting (or, requiring) your child’s school to do the same is extremely important.

As a parent, you can and should encourage all those who come into contact with your child to understand where they are in terms of not just their academic level but also in their socio-emotional development. Teachers can and should begin to provide opportunities that will not overwhelm your child or make them feel incompetent.

It is important to understand that your child’s teacher and entire team may need support and even training to learn how to put these accommodations in place. You may also need to gently push your team towards an understanding of the developmental importance of these items and how not programming for them can negatively impact your child’s progress in the classroom.

Our team of developmental consultants strongly recommends for our clients to request certain accommodations in their child’s IEP that focus on developmental milestones that are often overlooked by others.

Here is a list of possible accommodations that can be built into your child’s IEP that will help alleviate stress, increase feelings of overall competency, and improve functioning in and out of the classroom.

As a parent of a special needs child, consider requesting your child’s teacher and staff to:

1. “Go Non-Verbal” and increase their use of non-verbal communication. This includes increasing the use of gestures, facial expressions, and body language. A shrug indicating “I don’t know”, a

point indicating that an item they are looking for is “over there”, a confused look – these are all things that can go a long way in encouraging your child to reference the most important thing in the room (and it’s not the paper and pencil), it’s the teacher!

2. Go for quality over quantity when it comes to language and limit their use of spoken language including lengthy explanations, instructions, questions, and prompted responses and conversations. I am well aware that this request is one that seems contradictory to what schools are trying to accomplish with children who struggle with language (and that the goal is typically to get them to talk more). However, the children we see who struggle with language (both processing and use of expressive language) often are at pre-verbal stage developmentally and can quickly become overwhelmed and confused by language. This often sparks behaviors as the child tries to make sense of their environment and reduce their confusion and anxiety by fighting for control.

3. Talk to share experiences – teachers can enhance the student-teacher relationship by increasing language that focuses on sharing experiences (“I’m so hungry today!”, “Oops, I made a mistake. I’ll try again,” “I think it’s going to rain today”) rather than focusing on questions or quizzing them on seeing what they have learned or are retaining. Increasing this type of communication serves as a model for children to use their language in a more meaningful and shared way that is quite natural and invaluable for children’s language and communication development.

4. Decrease prompt dependency by drastically decreasing the use of direct prompts so that your child begins to engage in more problem solving and cognitive growth. This means that you will have to request the teacher and staff to NOT directly tell your child what to do, when to do it, and how to do it. No more telling them, “You need a pencil. Take out your pencil box and open it.” Rather, ask them to increase their use of indirect prompts. In the pencil example, this would look like “Hmm, you need something…I bet you can find it.” And then, wait!

5. Implement “The 30 Second Rule” and increase “wait time” – children with special needs like ASD and related disorders often have processing issues and therefore they can quickly become reliant on those around them to problem solve and take action. However, they are often very capable of doing a lot more than we think they are capable of…if only given the time to process and figure out what they need to do next. So, asking your childs teacher and support staff to wait after they ask a question or give a direction, give an indirect prompt (“Uh oh!” while pointing to floor when something has fallen and shifting gaze back and forth from child to the floor) is a wonderful way to increase your child’s confidence and ability to learn that they can figure things out on their own. Remember, patience is a virtue.

6. Implement “A Picture a Day” and incorporate the use of pictures in the classroom to help your child encode positive memories about their own personal accomplishments or positive interactions with their peers. Autobiographical memory is often very weak or non-existent in children with ASD and related disorders. This means that they do not hold on to memories of positive personal memories in the same way as their neurotypical peers do. They may not remember the emotional feeling they had during a great experience working with a peer on a class project or that they shared a funny moment with a peer. And, if they do not remember the feelings of shared success or shared humor, how can we expect that they would bother to do it again? What is the point in seeking out that peer again tomorrow?

With this in mind, it is up to the adults around your child to help them encode positive moments in their memory. Taking pictures on a regular basis, printing them out, and reviewing the pictures with your child daily is something you can ask to be put into your child‟s IEP this year. Then, a simple “Memory Book” can be created (with your child‟s help to personalize it by decorating it, making title page, etc) and reviewed on a regular basis to help your child encode those memories.

If the list above seems to be a lot to ask for all at once, start with just one or two and work from there. If you are doing these things at home, communicate to the school and teachers how it is helping and give examples. In the end, you may need to enlist the help of a consultant who is experienced in working with schools to help them understand what you are hoping to accomplish for your child and their future.

 

This article was originally written and published in 2012 by RDI® Certified Consultant  Libby Majewski