Holidays are a time for family, friends and…endless eating. That can be tough for kids with sensory processing issues who are sensitive to the tastes, smells and textures of foods. These tips can help reduce food battles—and let you and your child enjoy the holidays.
The behavioral challenges seen in children with Down syndrome are usually not all that different from those seen in typically developing children. However, they may occur at a later age and last somewhat longer. For example, temper tantrums are typically common in 2-3 year olds, but for a child with Down syndrome, they may begin at 3-4.
When evaluating behavior in a child or adult with Down syndrome it is important to look at the behavior in the context of the individual’s developmental age, not only his or her chronological age. It is also important to know the individual’s receptive and expressive language skill levels, because many behavior problems are related to frustration with communication. Many times, behavior issues can be addressed by finding ways to help the person with Down syndrome communicate more effectively.
Every child on the autism spectrum is unique, with different strengths and needs at different ages. It is the family’s challenge to cobble together an individualized treatment plan based on a wide variety of options, from speech and language therapy to applied behavior analysis, from medication to special diets. One intervention many families consider is social skills training. A lack of intuitive social ability is a hallmark of autism. Social skills training is aimed at addressing the challenges that result, and often plays a central role in treatment plans. But what does “social skills training” mean? What is it intended to achieve? And what research has been done so far to demonstrate whether it works?
A new Career and Technical Education (CTE) Resource Center and Website from TEA (Texas Education Agency) offer students personalized, flexible learning delivered by experts with over 120 programs of study in more than 79 career pathways. Career and technical education programs offer a sequence of courses that provides students with coherent and rigorous content. CTE content is aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.
As the concept of chronic absenteeism gains traction across the country, some people are under the impression that it’s just a politically correct way of saying truancy. However, the two terms describe different aspects of our absenteeism problem and require different approaches to bringing students back to school every day.
First, let’s take truancy, a term that generally refers to unexcused absences. In the past, federal law required states to track truancy but left it to states to come up with the definition.
With its focus on unexcused absences, truancy naturally leads to a focus on compliance with the rules. Students are missing school without an excuse, skipping school and violating mandatory attendance requirements. Fixing the problem becomes a question of ensuring compliance, often left to front-office administrators, and in the most severe cases, to the legal system. Policymakers often recommend punitive consequences for truancy – such as suspensions, jail time and fines – for children and parents. Some communities and courts have devised effective approaches to reducing truancy, but in other places, punitive efforts are pushing students out of school.
Chronic absenteeism, on the other hand, incorporates all absences: excused, unexcused and suspensions. The focus is on the academic consequences of this lost instructional time and on preventing absences before students miss so much school that they fall behind. It recognizes that students miss school for many understandable issues such as asthma or homelessness or unreliable transportation, for which a punitive response is not appropriate.
Like truancy, chronic absence has no common definition, though many researchers and schools monitor how many students are missing 10 percent or more of the school year. That’s about two days a month, or 18 days in most school districts.
Too often public schools do not have, within their educational structure, someone who is trained to provide direct one to one tutoring, nor do they have the staffing to provide such.
Tutoring is typically provided at least one period per day if the child attends a private special education school, such as one of the Orton-Gillingham based (reading) programs around the country. This period of tutoring is not viewed as either an accommodation or modification, but a direct educational service.
Tutoring and/or direct one to one remediation of a required academic skill, such as reading, is clearly supported in IDEA 2004.
If you do not have an IEP, I think it can be argued as necessary as part of a 504 Plan in that the child needs to be taught how to read in order to be able to access the curriculum in the same manner as typical non special education, regular education children.
The Office of Special Education and Rehabilitative Services (OSERS) announced this month its release of a Question and Answer (Q&A) document addressing the Endrew F. decision. OSERS is issuing this Q&A document to provide parents and other stakeholders information on the issues addressed in Endrew F. and the impact of the Court’s decision on the implementation of IDEA.
The Q&A explains the case and provides a summary of the Court’s final decision and prior case law addressing the FAPE standard. The document also explains how FAPE is currently defined, clarifies the standard for determining FAPE and addresses how this ruling can support children with disabilities.
When a child’s emotional needs get in the way of his or her education, a request can be made for an assessment to see if the needs are severe enough for Special Education or a 504 plan. Put this request in writing. If your child is already in Special Education, the assessment would find out if counseling should be added to the IEP as a related service.
Because Special Education counseling is to help students with their emotions so they can benefit from their education, when writing a request for an evaluation, use school examples. Areas might be grades and meeting grade level standards. School attendance, behavior, or discipline are other areas.
My child has a learning disability. Her teachers want her to enroll in advanced classes. She is eligible based on her test scores and school performance. The School will not let her enroll her because she has an Individualized Education Plan (IEP). What are her legal rights?
Wrightslaw.com says: Your child has an IEP because she is a child with a disability that adversely affects her education.
Because of her disability, she needs special education and related services.” 20 U.S.C. § 1401 (3). Wrightslaw: Special Education Law, 2nd Ed., p. 49.
Children with IEPs receive protection from discrimination under Section 504 of the Rehabilitation Act (Section 504).
With mounds of homework, looming SAT tests, and worries about the future – being a teen in today’s world can be incredibly stressful. Add a learning disability (LD) to the mix, and you’ve no doubt witnessed your fair share of short fuses. You can’t eliminate stress altogether for your teen – nor would you want to. But when stress is taking too high a toll, what’s the answer?
A growing body of research shows that instilling positive emotions, such as gratitude, hope, awe, and compassion, can make a big difference. Not only can it counteract the fight-or-flight stress response and improve well being, but it may also enhance the goals of traditional classroom learning.