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Do Unto Others

April 8, 2011 in Featured, Future Glimpse by Kristen Witucki

Sixth grade was almost over, and I was looking forward to the summer, a long stretch of time during which I could read, write and think without my classmates’ harassment. Although this was almost definitely not accurate, I knew everyone hated me, and I would move on to seventh grade in the junior high, which meant a bigger school where even more people could hate me.

The spring morning was gorgeous, and the sixth grade was lined up in two lines: boys in one line, girls in the other. That time before the morning bell rang was the second worst time of the day. (The only time which was worse was lunch and recess. I had lined up lots of activities to get out of these times: newspaper, helping in the computer lab, art lessons, writing enrichment. But they didn’t work every day). I stood between the lines, talking to my male co-helper in the computer lab when a kid named Bryan Otis, who had made fun of me every day for the last two years or so, began to tease me by ordering me to get into the right line.

My mother knew about the teasing kids, of course, and her advice to ignore them flashed across my brain. I knew she was right, but … “Why would I want to, Otis?” I heard myself say. I was as startled as my classmates were, maybe even as startled as the kid who had suddenly been moved into the scapegoat position with one quick move.

“You call me my right name!” he shouted, “Or don’t talk to me at all!”

“Ok,” I told him, my serenity surprising me even more. “Why would I want to, … Bry-an?”

Then I stopped, my bravado gone. The bell commanded us to go inside. A few kids congratulated me under the clamor of our entrance. But I felt ashamed.

For so many years, I had tried to listen to my mother, to ignore kids who made fun of my blindness and geekiness. But I always ended up crying instead, giving them more ammunition. Still my mom’s advice stayed the same. She would advocate for any of my academic needs, but the social issues were mine to work out. After all, her telling the teachers to intervene would only make things worse for me. I was just as conflict-phobic as my mother, and yet here I was, starting conflict. I burned with this new power, a combination of pride and intense shame. And after that incident, the kids more or less left me alone. I moved on to junior high and made more friends, and oddly enough, the few relapses were easier for me to ignore. Just one outburst had helped.

Now as a parent myself, I wonder what to say if and when my son comes home from school with a story about being teased. Of course, I don’t want to advocate violence or even insults. I don’t want him to feel like he is alone in his feelings either. Perhaps I will tell him this story, letting him read between the lines: on very specific and desperate occasions, verbal retaliation is not always a bad thing. Or maybe by then, I’ll figure out another way to help him work it out.

Kristen Witucki is a writer whose work has appeared in The Huffington Post. She has been totally blind since birth. She graduated from Vassar College with a BA in English, a minor in German and certification to teach English in New York State.  To support herself, Kristen works in the Member Services Department at Recording for the Blind & Dyslexic. She has written a novel which she hopes someday to publish. She lives in Central New Jersey (where New York is the big city) with her partner, James, who is also totally blind, and with her guide dog, a black lab named Tad and with their new baby boy, Langston.

You can follow Kristen at her blog and on Twitter. We would also LOVE for you to vote for her to win a new Medela breastpump for her return to work next week. As Kristen says, “This pump is lighter and just as powerful, which is extra valuable to someone who uses public transit and a Seeing Eye dog with which to travel. I had to put up a picture and write a 25-word caption, so I used my caption to highlight the fact that blind people can and do parent. I would appreciate your sending this to any friends you have who are interested in promoting breastfeeding, promoting blind or nontraditional parents, or procrastinating.  It would also be wonderful for the fact of a successful blind parent to be shown to Medela and all the hospital professionals and other medical personnel who use the site.”

How to make it through Spring Break without tearing your hair out

April 4, 2011 in Ask the Behaviorist, Featured, Insider Insight by Holly M. Adams M.Ed.

If spring break is bearing down on you, you might be thinking 5 more days of school and…THEN WHAT. Perhaps you are worried about the vacation to the beach you have planned with your family, or about the “staycation” you are planning. You and your child might even be using the week off to try some new therapies, or have a medical procedure that requires too much time off from school. Well I am here to tell you all of the above scenarios can be completed seamlessly, yes seamlessly, without meltdowns and tantrums using only a few simple tricks.

Trick number 1

Start talking to them about it NOW. Waiting until the weekend of the big trip does not allow your child enough time to process the information you are giving them.

Trick number 2

Peace comes in the details. If you are prepared, they will be prepared. Make sure you have thought through all of the activities you have planned and that you are taking or have access to all the necessary equipment. You have the ability to stop most anxiety outbursts by planning ahead and sharing the details with your child.

Trick number 3

A calendar can be your best friend. Use a weekly calendar with pictures to show your child what to expect each day. A calendar can also help them count down the days until they can return to school and see their friends.

Trick number 4

A stopwatch or a visual timer will help to make foreign transitions easier. There are a variety of timers that a can be downloaded onto almost any smart phone to help with transitions. ( I recommend Time Timer) Often on vacation, you are doing things that highly preferred and are followed by a non preferred activity. i.e. play in the ocean, then shower. A portable timer will help your child anticipate transitions and cut down on meltdowns.

A vacation is meant to be just that, a break from all the stresses of daily routines and structure. You only need to take a few tools from your daily life to make your vacation life fun and relaxing for everyone.

I have provided a social story to read with your child to prepare them. You can download it in PDF format by clicking here.

Wikki Stix Giveaway!

March 23, 2011 in Featured, Giveaways by Julia Roberts

I get a lot of press releases that come to Support for Special Needs.com because they may (or honestly may not and the press person is taking a long shot) be related to kids or special needs. I saw this one about Wikki Stix™ and had a flashback about them helping my son while he was fighting with anxiety.

I could tell you  what their press release said…”Wikki Stix, the first-ever line of colorful, moldable sticks that can be used to create anything a child can dream up.  Made and manufactured in the USA, the unique food grade, non-toxic wax and acrylic yarn formula was designed to stimulate a child’s imagination without parental concern over safety or clean-up.”

But I really want to tell you that they helped my son get through the day. We sent many packages to school with him to be pulled, bent, twisted and well, lost. Many, many packages because he isn’t so well organized. They are a little waxy and bendable and they offer hours of finger play to keep kids like my son occupied. For him it kept him from chewing his clothes or ripping up his shoes at school when it seemed he was most stressed out. Now that he’s gotten proper treatment for anxiety, we can play with them for how they were intended! Just for fun!

The press release continues to say “Simple to peel up and reposition, Wikki Stix foster a play environment that is mistake-proof and endless – there is no right or wrong way to play and the sky is the limit on what can be created.  If a child is not happy with the end result, simply unroll and start again.” I like that because my kids struggle with self-esteem and these aren’t hard to use with their abilities.

We’re giving away an activity set! Simply go to this topic in the Anything Goes Group and let us know what something your little one (or big one) busy when they (or we) need them to focus for a few minutes (or 15)!

We’re going to keep this open through Sunday, March 27 at midnight. Go! Share!

Wikki Stix products are sold at hundreds of retailers in every U.S. state and consumers can do a search by state on the website. The products are available internationally in Canada, Spain, Japan, Italy, England, Australia and France and online at www.wikkistix.com They do not contain lead, latex, peanut or nut oils. Unlike imitators in the marketplace, which are mostly made overseas, top-ranked Wikki Stix have always been proudly made in America.

 

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Doodling: bane to teachers but a boost to the brain

January 31, 2011 in Ask the Occupational Therapist, Featured, Insider Insight by Susan N. Schriber Orloff, OTR/L

I went to “teacher school”; even was one for a while. And I have to say unequivocally that there was no information about how a child learns — just what they should learn.

I guess that is why I became an occupational therapist. I needed to know what was going on “inside” not just the outside — as they say, can be deceiving.

And so it is the case of “doodlers”. Admonished for “not paying attention” they are often made to feel belittled and self-conscious about something they really do on “auto-pilot”.

Recent research has shown that doodling actually helps learning!! The child may not look like he or she is paying attention but science says otherwise. In findings published in Applied Cognitive Psychology (2009) test subjects who doodled while listening to recorded messages had a 29% better recall than those who didn’t.

The article goes no to state that, “If someone is doing a boring task, like listening to a dull telephone conversation, they may start to daydream,” study researcher Professor Jackie Andrade, of the School of Psychology at the University of Plymouth, said in a news release issued by the journal’s publisher. “Daydreaming distracts them from the task, resulting in poorer performance. A simple task, like doodling, may be sufficient to stop daydreaming without affecting performance on the main task.”

Various articles on associative memory contend that doodling can boost retention up to 50% for immediate recall. In other articles there is information that doodling actually helps the learner “opt-IN” to discussions by enhancing recall invigorating multiple neural pathways.

Science is giving a new slant on doodlers, fidgeters, and, Heaven forbid – whisperers!! Reprimands from teachers (and even bosses) may soon be a thing of shame to them NOT to the “culprit”. “Pay attention”, “Are you listening, I will not repeat myself” and “Am I bothering you?” and similar phrases are more than inappropriate, demeaning and harsh – they scientifically wrong.

TIME Magazine (Feb. 2009) states a study that defines the benefits of doodling very simply. It prevents daydreaming. Daydreaming tends to trigger the brain to recruit other networks that shift your attention to other things so you cannot focus on the tasks at hand. Doodling does just the opposite; it keeps the motor running so the brain can focus. And historically we have had some rather impressive doodlers: Winston Churchill, John F. Kennedy, Franklin D Roosevelt, John Keats and Bill Gates to name a few.

Other studies support that doodlers tend to be more organized than their non-doodler counterparts. Doodling, it is reported, actually helps clear the mind by relieving stress and aiding in relaxation. So what is the problem? Obviously with the people that doodling seems to upset. (Teachers??) “Paying attention” in class usually means sitting up straight, feet on the floor, not touching anyone else and eyes on your work or the teacher.

Research has a different slant on doodling. Similar to the analysis of dreams, the inspection of doodles can actually create a better understanding of how a mind works. It is the connection between the conscious and unconscious and that is where we learn. Rather than a distraction, doodling can assist in triggering many major routes for us to store information into long-term memory.

Margaret Livingstone, a Harvard University neurophysiologist writes in her book, Vision and Art: the Biology of Seeing that art is a “spin-off” of our brains visual system and this connection cues neurons. Not only does it help us pay attention, it also helps our mind wander into unimagined areas stimulating associative thinking aiding in symbolic expression.

What is known about doodling is that it increases arousal in the brain and forces it to use up just enough energy to STOP it from daydreaming. Doodling seems to stimulate the right side of the brain that mediates visualizations (reading and writing) leaving the left side (information gathering) to relax and absorb information more readily. Both sides together allow the person to synthesize the total concept being presented.

Encouraging doodling may be a route to increasing attention in class. Wouldn’t it be amazing if “Increase doodling while listening” became an IEP goal?

Susan N. Schriber Orloff, OTR/L, is the author of Learning Re-enabled, a guide for parents, teachers and therapists and Write Incredibly Now™ 12 hours to better handwriting. She is the Executive Director of Children’s Special Services, LLC, in Atlanta, GA. She can be reached on the Web at www.childrens-services.com Her WIN™ program is available through YourTherapySource.com.

Wading Through the Alphabet Soup: An Introduction to Federal Special Education Law

December 11, 2010 in Ask the Special Ed Lawyer by dianaglick

One of the first things I explain to clients during an initial intake appointment is the basic federal standard for educating students with disabilities. This is frequently referred to as the “alphabet soup” of special education: the IDEA mandates that schools provide FAPE in the LRE according to the child’s IEP. Keeping in mind that talking in acronyms is just job security for attorneys, let’s break it down:

IDEA = Individuals with Disabilities Education Act

This is the federal law ensuring that special education services are provided to children with one or more qualifying disabilities, whose disability interferes with their ability to receive an education. The IDEA originated in 1975 under President Ford and has been reauthorized and changed several times, most recently in 2004. While the IDEA is federal law and applies to all public school children in the country, each state also has its own education laws that may be slightly different than the federal requirements; states may provide more protections than those available under federal law, but may not provide fewer or less than the federal standard.

FAPE = Free Appropriate Public Education

The IDEA defines a free appropriate public education as special education and related services that are provided at no cost to parents and are in accordance with the child’s Individualized Education Plan (IEP), among other requirements. 20 U.S.C. 1401(9) (2009). The majority of legal disputes are about the meaning of “appropriate” for a child’s particular circumstances. In 1982, the Supreme Court issued a decision in Board of Education v. Rowley, which provides a working definition of FAPE as “a basic floor of opportunity” providing “some educational benefit.” Bd. of Education v. Rowley, 458 U.S. 176, 200 (1982).

What does “a basic floor of opportunity” mean in real terms? Because children who are eligible for special education have such a wide range of disabilities and needs, it cannot be defined as a specific set of services. However, most children who have passing grades or are making progress towards their IEP goals will be found to have received a basic floor of opportunity.

LRE = Least Restrictive Environment

This is one of the major improvements that the IDEA has made for students with disabilities. No longer does the law allow disabled children to be warehoused or educated exclusively in a special education setting, as long as their IEPs indicate some mainstream time during the school day. The LRE requirement has led to better outcomes, both academically and socially, for disabled students. It can also be a double-edged sword in some instances when parents are seeking a more restrictive environment for their child.

IEP = Individualized Education Plan

All students who are eligible for special education are to receive services in accordance with an IEP, which must be developed to meet the child’s individual needs. Those of you who already have some experience with special education have probably spent many hours at IEP meetings and have a sense of what they entail. We will talk more about IEPs in future columns.

I am excited to be included in this new community of families supporting children with special needs and look forward to sharing more of the legal perspective with you all. In future columns, I will address such topics as the difference between IEPs and 504 plans, discipline issues, assessments, the fair hearing process, private placements and knowing when to seek out legal help, among others.

We are also interested in hearing from you! Feel free to suggest topics for further discussion; just keep in mind that I cannot provide legal advice for your specific situation.

Author Diana B. Glick

Disclaimer:

This column reflects the views of Diana B. Glick in her individual capacity. It does not necessarily represent the views of her law firm or her clients, and is not sponsored or endorsed by them. The purpose of this column is to assist in dissemination of information about federal special education law, but no representation is made about the accuracy of the information. The information contained in this column is provided only as general information for education purposes, and topics may or may not be updated subsequent to their initial posting.

By using this column you understand that this information is not provided in the course of an attorney-client relationship and is not intended to constitute legal advice. This blog site should not be used as a substitute for competent legal advice from a licensed attorney in your state. This column is not intended to be advertising and Diana B. Glick does not seek to represent anyone desiring representation based upon viewing this blog site in a state where this blog site fails to comply with all laws and ethical rules of that state.

Special Needs, Special Holidays

December 8, 2010 in Featured Member by Sylvia Ross

Ahhh, the holidays. Time to relax and enjoy having family gathered around you, eating delicious, fattening food before renewing your annual resolution to lose weight, right? Sadly, when you have someone in your life with special needs, it doesn’t always work out that way.

Two days before Thanksgiving 2008, our family received a crushing blow. The baby we were expecting in April was diagnosed with what has been described as “the most devastating congenital defect compatible with life”. Spina bifida. My husband didn’t understand what the doctor was saying. As a nurse, I did. A pall had been cast on the whole holiday season. I had to get through it while worrying about how much it would affect the lives of our entire family. I had to explain to family and friends that we didn’t know how Micah would be affected until he was here and even then we would still have to watch and wait to see what he could do as he grew.

I wanted to hide. But I had a toddler who needed her Mummy to share the excitement of the season and the coming baby. I didn’t want there to be an “elephant in the room” at family gatherings. You know, the thing that is so overwhelmingly big that you can’t help but notice it, and wonder why no one else is talking about it? I didn’t know how friends would accept a “disabled” child. We don’t have family close by and didn’t really have any good friends either, having relocated to Ohio only a year before. My husband works for a school district and shared Micah’s diagnosis with a few of his colleagues. One of the librarians learned of it and after hearing that we didn’t have plans for Thanksgiving, insisted that we come to dinner at her home. I didn’t want to. Our daughter was young enough that she wouldn’t know she was missing out on anything, so why not stay home and not have to talk to anyone? Why not hide from the questions of well meaning strangers? But we didn’t.

I wish I could say I knew we needed to get out and live our lives as usual, but that’s not why we went. We went because my husband, an Aussie, has grown to love turkey drumsticks. And stuffing. And mashed potatoes. And pie. Any excuse to make a pig of himself with unlimited access to food? He’s there. So we went. And I’m glad we did. Yes, it was difficult. Vickie, his colleague, was kind enough to ask her questions about Micah’s health in private, and didn’t share with the rest of the group, so as far as they knew, I was just your average pregnant woman. It helped to know that I didn’t have it written across my face “I HAVE A CHILD WITH SPECIAL NEEDS!” It helped me realize that we will have lots of holidays to celebrate with both kids. Even though Micah has a disability, he has a right to celebrate like everyone else! Christmas was a blur spent with family and friends out of state. I went through the motions, and tried to just concentrate on my daughter’s pure joy over all the pretty presents, lights and fun.

It’s nearly two years later–and Micah has surprised us all. We didn’t know if he would even be able to stand on his own. He not only stands, he loves using his walker to chase his big sister. It has not been easy, though. So far, we’ve been through 7 surgeries and spent our 9th wedding anniversary, Palm Sunday, Easter, the 4th of July, and my birthday in the hospital, courtesy of those surgeries. How do we handle it? Honestly, first I cry. Then, I try to replace the tears with laughter. I bring in treats for the nurses who have to work those days. They don’t exactly want to be there either. My husband brings us food from our favorite restaurant since we can’t get there. Our favorite drinks taste just as good from a disposable plastic cup as they would from an expensive crystal goblet, right? When friends and family offer to help out, I try to find some way to let them help–accepting help is so important when you have a special needs child! One friend in particular brought me a pint of my favorite sorbet when I had to spend my birthday on the rehab floor with Micah, who was recovering from spinal cord surgery. She sat there and enjoyed her own pint of sorbet with me, since my husband was on a business trip. Was it how I wanted to spend my birthday? Oh heck no! I would have chosen to spend it at a fabulous spa being pampered and massaged and treated like a queen! But my little man needed me, so there I was. Sitting on the pull-out couch eating sorbet with a plastic spoon and laughing with a friend.

What have I learned from having kids with special needs? You really have to be flexible in every area of your life. If something isn’t going the way you wanted it to, don’t fight it. Accept it, and make the best of it. Celebrate, no matter what blow you’ve been dealt. As a youth pastor of mine used to say… fake it ’til you feel it. You’ll get there. And your family will thank you.”

Kevin Michael Connolly: Staring Back

September 1, 2010 in Future Glimpse by Admin Dawn

Kevin Michael Connolly is a world-traveler, a scholar, a photographer an author and a world-class athlete. He was also born without legs. We spoke with Kevin about the ways his parents inspired him, how athletics helped his confidence and why he doesn’t consider himself an inspiration.

Double Take turns the tables on people who are looking at you. As a child, how did you come to terms with the staring? Was it a process? How did your parents help you handle it?

I would say that I was reasonably fortunate that I grew up in small town, and after my first few years around the community, the staring subsided as the novelty died off. Even as a small child, I enjoyed being the center of attention – and with how normally my parents treated me growing up, I never really came to understand that being stared at could be a “bad thing.” It wasn’t even until I was out of the country and on my own that I began to realize the level of frustration that it could sometimes cause.

In the third chapter of the book, my Mom introduces a very simple game to me called “What If”, in which she posed a series of hypothetical scenarios, and it was my job to try and figure out what to do in any given situation. I think it was this early exercise that helped with my problem solving skills, as well as my ability to deal with the stares later on in life.

You were a silver medalist in the 2007 Winter X-Games. How did your athleticism growing up contribute to your self-esteem?

I also received a bronze in this year’s X Games! I think that just like anyone growing up, athleticism allowed me to find something that I was good at outside of school and team sports. I think that everyone – especially at a young age – needs to have at least one thing they feel they are good at. It’s what helps you define yourself at a young age – and I think it was that early sense of personal definition that helped give me a confidence in my teenage years.

You mention (in other interviews) your frustration with being pegged as “an inspiration” or “heroic” because of your physical challenges. How does this perception from others hinder you? How have you learned to separate how others see you from how you see yourself?

Yeah, I’ve really made an effort to make that separation, and I think that through the writing and publishing of Double Take, I have largely come to terms with that distinction. I think they main issue that I take with the “heroic” and “inspirational” labels is that it sometimes comes across as another, slightly more positive way, of calling someone disabled. Having been born without legs, I’ve never known any sense of contrast or ‘loss’, and as a result it feels like a bit of a misnomer to labeled as an inspiration for simply existing. One thing I talk about in the book is this idea that the dualism of “disabled” and “abled” doesn’t really exist. Instead, I believe that it is more of a fluid, moment-to-moment spectrum that is largely dependent on our ability to carry out an action at any given time.

For instance – when I’m carrying my board and camera up a big flight of stairs in Ukraine, I could be considered disabled because I’m less able than those around me to complete the given activity. However, when I’m passing those same people a minute later on my skateboard – thus performing more efficiently than they – is it really fair to leave on such a label. I think that any static labels – whether its ‘disabled’, ‘inspirational’, or ‘heroic’ – are really for me. I prefer the more practical – ‘no legs.’ Simple, practical, and no false expectations!

People have a tendency, too, to infantalize both children and adults who have a visible or apparent disability. How can parents help their children to confront this and challenge it?

My Dad would probably say “make sure to give ‘em a kick in the ass” and I don’t know if I would disagree. I think that the best thing my parents did from a very young age was challenge me both physically and intellectually. Between my Dad’s hiking trips and wrestling matches, and my Mom’s games of causality – I was forced to grapple with, and compensate for many of my physical shortcomings from a young age. My parents were always present in my life, but very adamant that I figure things out for myself. Whether it was hopping onto a countertop or hiking my way through a forest – my folks always thought it would be best if I figured it out. I think that sort of a self-sufficiency is probably the most important thing to drill into someone at a young age. That, and being proud of your independence – so that when someone questions it, you can give them a kick in the ass.

You can see more of Kevin’s work at his flickr page. You can also read his blog and follow him on twitter. We’ll leave you with one of the videos from his YouTube channel showing you what it’s like to get through a crowded city on his skateboard.


Parents May Have More to Learn About Special Needs Than Kids

August 19, 2010 in Special Needs News by Admin Dawn

When I was a kid, there were no “special needs” kids. There were “handicapped” kids and “retarded” kids, and they were separated from the rest of us in every way possible. They went to different classes in a different part of the school. I felt sorry for them, and when other kids made fun of them on the bus, it broke my heart.

But I didn’t do anything. I was too afraid.

via Maggie Lamond Simone: Parents May Have More to Learn About Special Needs Than Kids.

Fund through private school provider helps special-needs kids’ families

August 4, 2010 in Special Needs News by Admin Dawn

Three-year-old Ayden Laughman needs intensive speech therapy, about three to five sessions a week, to treat a neurological disorder that affects his ability to speak properly.

Ayden was diagnosed at 18 months old with apraxia. Basically, said his mother, Dana Laughman, his brain knows what he wants to say but can’t coordinate the muscles in his lips and tongue to say it.

Co-pays for his therapy sessions — which can be about a quarter of the cost of the session — add up.

“It can be more than a car payment a month,” said Laughman, of Penn Township. “Financially, it can add a strain to what your budget is.”

via Fund through private school provider helps special-needs kids’ families – The York Daily Record.

Payment delay for special needs vouchers could limit choice and cost parents money

July 28, 2010 in Special Needs News by Admin Dawn

A notice to private schools delaying payment of state special needs scholarships was met with criticism recently from lawmakers who said the move was a bureaucratic attempt to “kill” the voucher program.

The Georgia Department of Education’s new payment structure could mean that children with Down syndrome, autism, dyslexia and attention deficit disorder will be shut of the schools of their choice. The state DOE has asked that campuses accepting Georgia Special Needs Scholarships now wait until Nov. 29 for their first tuition installment after services are rendered, as the statute requires. Some parents who have to pay up front for their tuition will be asked to foot a larger chunk of the bill and get reimbursed even later. If they can afford it.

read more at Payment delay for special needs vouchers could limit choice and cost parents money  | ajc.com.

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