I haven’t seen the movie yet – as I don’t think I want to have anything interfere with my impression of Temple Grandin.

I saw Temple speak years ago….  before she became a star…..  and what sticks in my mind the most was her discussion of how she thinks….  in pictures….  hence her book “thinking in pictures”

She refers to her thought process as going back in her mind, retrieving a video tape from her mind’s library and then playing the proper video to think….  This hit me like a 2×4 across the head…. 

I am mostly an auditory thinker….. so I guess it didn’t dawn on me that this could be so impactful on educating,  Now, when I teach my son, I always have visuals.  Of course, he was most successful with video, but after years of strictly video, we have been able to branch out into many other inputs including auditory.  But the learning is always faster with visual inputs ….. 

What we need to realize is that not all people think alike – and we need to find each child’s talent and teach to that talent…..  and in my son’s case, visual is the way to go…

If you have a chance and you think you may know someone who requires visual teaching, watch this clip and read her book.   It really is very moving.

http://www.ted.com/talks/temple_grandin_the_world_needs_all_kinds_of_minds.html

Appropriate education - Where??????

I invite you to chime in here and tell me what you think about private “chartered” schools -

Why are they good, why are they  bad?    And what exactly is soooooo great about inclusions when every year you have a huge fight and the bottom line is….  there is not enough help in these classrooms and it is only going to get worse.  The economy is pushing everyone out of their homes, a possible spending freeze on education from fed…..  and in NY state – we are just about bankrupt?

So – where is the hope for inclusion – and why not go private “chartered”?

please send in your comments..

Finding Answers

By Mary Beth Palo

The population of children with developmental delays is growing at an epidemic rate.  Parents and teachers are facing many unknowns:

·         Is this child affected by a developmental delay?

·         If so, what is this delay?

·         How do we know what the problem is?  Where do we go to determine?

·         How extensively is he affected?

·         What do we do and how can we treat it?

·         How do we overcome the obstacles?

·         Why? 

Answering these questions and taking a proactive stand can greatly affect the outcome of the child’s life.  Implementing appropriate educational and medical strategies to treat a developmental delay can be a means to fill the gaps left empty by a developmental delay.

The first and most important step is recognition of a problem.  If you are suspicious that something is not right, you are probably right and you should follow your instincts.  The first step to resolution is recognizing that a problem exists.  With a developmental delay, the earlier intervention is implemented, the more likely it is that treatment will be effective.  There is a window of opportunity to affect child development and it is crucial that you don’t allow that window to close just because of your doubts.  When in doubt, seek help, advice and opinions.

The first major signs of delay include:

·         Lack of language or delayed language

·         Impaired social skills

·         Impaired motor skills

·         Medical problems

·         Impaired immune system

The above is a list of very broad categories.  The severity of an impairment can fall anywhere within a very expansive range.  As an example, the diagnosis of autism is often referred to as ASD or Autism Spectrum Disorder.  A child diagnosed with ASD can be severely impaired with motor problems, lack of speech, absence of social skills while another child diagnosed with ASD may be diagnosed with aspergers; another form of ASD that is affiliated with significant social impairment.

What Can You Do?

1.  Determine if there is a delay or disorder.  Visit doctors or centers specializing in assessing developmental delays.  Options may include:  developmental pediatricians, neurologists, neuropsychologists, specialty centers for autism or developmental delays.

2.  Obtain a diagnosis.  Getting a diagnosis allows you to begin treatment.  Many parents are hesitant to “label” their child as they fear the impact a label can create.  They are concerned their child will be treated differently by their peers, ostracized, or humiliated.  Therefore, obtaining a diagnosis is imperative in treating a disorder or delay.  The diagnosis will have a significant impact on the options available to your child.  It should be noted that state services and school services are usually only available to children with a diagnosis.  It is IMPERATIVE to obtain a diagnosis in order to obtain the services the child needs, deserves and is legally entitled to. 

3.  Develop resource lists.  Start asking for available resources, recommendations, treatment information, centers, support groups and online resources.  Ask doctors, therapy providers, state education agencies, local and national organizations.  Begin researching services and treatment options on the internet.  Look for support groups and online chat groups and newsletters.  There is a wealth of information available online and the process of educating yourself begins with finding those resources and immersing yourself into them.  At first, this experience is quite overwhelming, but with time, you will become more comfortable and will sort out what is appropriate for your situation and what is not. Talking to others that have traveled this road will also give you comfort and confirm that you are moving in the right direction by looking for help.

4.  Research the condition.  Begin to research the condition, the symptoms, the available treatment options, the causes, etc….  While research remains inconclusive regarding the cause of most delays, the controversial issues should be taken into consideration at some point during treatment by seeking medical attention for existing medical conditions.  The severity of medical impairment can range widely.  Often, more severe cases of developmental delay are accompanied by medical conditions that require medical intervention.  Less severe impairments may not require medical intervention but may be treated successfully with educational therapy only.  Medical conditions associated with delays may include immune system dysfunction, allergies, motor issues, seizures, impaired auditory processing… 

5.  Learn your rights and the child’s rights.  Probably one of the most powerful tools available to you….knowing what a child is legally entitled to.  This will enable you to be the child’s advocate and obtain the educational services that he/she needs!  Individual states have websites that outline special education law, provide options for ordering copies of the laws and provide links to other relevant sites.  Many advocacy websites are available online to support you and to provide friendly, easy to read resources and navigation tools to assist you in your advocacy.

6.  Obtaining a FUNCTIONAL education.  There is a whole world of educational products and teaching methods available for special education.  The MOST important skills necessary for children to acquire are functional skills.  Functional skills are the skills needed to allow a person to take part in the real world.  Education and learning is only useful when it can actually be used!  The degree to which a child is affected by a delay will affect the level of skills he or she is able to learn.  Regardless of the child’s ability, it still remains that all of the skills he learns, the skills MUST BE useful to the child and this requires them to be functional.

The methods of education, the goals of the education and the amount of teaching is usually decided by an IEP (Individualized Education Program) committee.  This committee can include any therapy provider, school psychologists, school administration, teachers and a parent.  Determining the appropriate education to be implemented requires an assessment of skills to be administered prior to making future education decisions.  Anyone involved in this decision process should be familiar with the assessment tools used and the associated functionality of the skills.

Treatment should always lead to acquisition of functional skills.  As an example, a child can be taught vocabulary or speech.  Teaching speech and language skills are a prerequisite to building communication.  For communication to be functional, the language should be language that is appropriate and is a part of the child’s everyday life.  It is appropriate for a 2 year old child to learn to ask for items he wants or needs like food or toys, or learn to wash his hands and use the bathroom.  Learning his ABC’s or counting may not be a priority at this time as it does not provide the child with a needed skill to communicate or perform his basic needs.  The goals of education should always consider the functionality of the skills.

Education treatment should follow a logical path based on the child’s needs.  The form of intervention should also cater to a child’s learning style.  If a child is not an auditory learner, obviously other sensory methods should be utilized.  Developmentally delayed children are often visual learners and not auditory learners.  Naturally, the methods used to teach should be based on visual input. 

This is all very overwhelming when considered at once.  Breaking down the process and taking into consideration the obvious will allow for a logical path to be constructed.

Teaching and or caring for a child with special needs is an extremely difficult job.  Every day presents a new challenge.  The number of variables is endless.  The answers to education and treatment are not definitive.  There is no map to obtaining the perfect treatment and education plan.  BUT…..the reward of educating and treating a child and obtaining even the smallest successes is the greatest reward of all!  Every success is priceless because it has brought a change that will last for a child’s entire life! 

Take one day at a time, one project at a time, one skill at a time – education and treatment is an evolving process that will never truly end but instead by refined.  Pathways will be found…… with patience and perseverance.  And remember…. Knowledge is power and Rome was not built in a day…. 

For more information and articles, go to www.watchmelearn.com in the news section

Does your public school district have a plan or procedure in place for spending the federal money that is being distributed under the umbrella of the 2009 stimulus package?

After having asked many people this question, I have come to the conclusion that developing a plan and/or procedures to utilize this money effectively is not exactly happening.  The responses to this question that I have received have led me in many different circles.  No one is sure who is making the appropriation decisions, who is approving the proposed use of funds and ultimately what is happening with the money and when….

The final approval seems to be with the Board of Education in most districts.  Who exactly is providing the recommendation to the district seems to vary by district and state.  

Working with administrators, special education teachers, general education teachers, therapists and other school personnel, I have listened to their needs and have reached the conclusion that procedural guidelines and a plan are desperately needed in every school district NOW!  

As a mother of a special needs child, I am sharing this thought with you in the hope that you will reach out to your district personnel and work together to see that this desperately needed money will be utilized for its intended use – to help the special needs children learn …. NOW!  

Without input from a child’s best advocate…  the parent….  these funds may go unspent or misappropriated due to the parameters attached to the funding.  Please advocate for your child and assist the schools and teachers to put into place the programs that our very special children deserve!

Don’t let this opportunity go…..  start asking questions.  What’s the worst thing that can happen – someone tells you no or that they don’t know the answer….   so ask someone else.

After all…  they are our children and they are the future of this country.

2.   SKILL:   Gain Attention from child and child responds with verbal response or                                    communication device. (When you call child’s name, child looks at you and responds)

 1.      Model skill for child – show video portion to child (multiple scenarios available)

2.       Call child by name (expecting child to turn attention to you and respond with a verbal response)

a.      If child looks at you, but does not verbalize, prompt them to respond verbally.

List of possible Prompts from most invasive to least invasive

o   Say “Say what”

o   Say “what”

o   Make “wh” sound

o   Make “wh” sound formation with your mouth

o   Hold up visual prompt such as an index card with the word “what” written on it (hold close to your face so as to maintain eye contact)

b.      If child tries to imitate any of the above prompts, immediately reward them.    Always use the lease invasive prompt to obtain a response from the child.  If the prompt does not work, use a more invasive prompt until child responds.  Once child starts responding to your prompts, begin using less invasive prompts and continue fading prompts (use less prompts as you gain success).

c.       If child looks at you, and says “what”, reward!  Skill has been executed!

d.      Continue teaching and practicing skill

o   Vary environment in which you are calling the child

o   Vary the reward

o   Vary person calling child for attention and response

e.      As child gains success with this skill, the next progression is to begin fading the rewards so that the skill is not ALWAYS paired with a reward.  The goal is for the child to generalize this skill (use the skill in any environment without prompt reliance)

o   Reward every other time

o   Reward every third time

o   Reward every fourth time

o   Fade reward completely

      TIP:  ALWAYS make the activity FUN! And to do at an appropriate time (e.g. when you want the child to look at you or have something of interest for them to attend to, you know the child needs something or needs your attention)

      TIMING

·         Be eating a favorite food of the child’s and have some available for child as a reward

·         Be playing with a child’s favorite toy and prepare to share or give toy to child as reward

·         Be prepared to go out to a place of interest to the child like the park, pool or playground

 REWARD

      When beginning to teach this skill, as the reward, use the MOST motivating reward you know of and most importantly make it FUN for the child.

  Reward or Reinforce:  be prepared to reward the child with one of their favorite items such as food, toy, stuffed animal, activity, interaction, etc…  Have that item in sight of child before attempting to gain their attention and obtain verbal response

I’ve had moments over the past few years when I’ve been VERY frustrated with school personnel over various issues to do with my daughter’s IEP.  More recently, perhaps as a result of my own progress as a parent advocate, these moments are less frequent.  It is still never easy to approach a PPT meeting without a me versus them attitude.

I have a friend who is known to be an outstanding educator in her district–one of the best.  She is a 2nd grade, general education teacher.  She also has 2 autistic children in her class this year.  I know first hand how dedicated she is to her profession, but she is frustrated.  And, I can’t blame her.  She said these two students were placed in her classroom because of the administration’s belief that she would be the most capable of the 2nd grade team of teachers in her school to ‘handle’ autism.  Hmmmmm….handle autism……? Obviously, the principal doesn’t know what she doesn’t know. Too late.  Too late for the kids.  Too late for my friend.

Through tears, she told me about how excited she was at the beginning of the year.  She spent hours on the internet, searching behavior strategies for autism, teaching students with aspergers, teaching social skills in school ….and more. She came to school each day, armed with an all new strategy to teach these kids with autism.  No aide.  No curriculum.  No help.  Just…..handle.

Last week, the principal decided to send a special ed aide from another class (assigned to a child with Down’s syndrome) to ‘handle’ the situation.  When I asked my friend what the aide might know about autism, she said, ‘nothing.’  So, it won’t surprise you to know that her ’strategy’ was to put one of the autistic students, a boy, into the teacher’s supply closet when he became agitated.

To my friend’s credit, she refused to allow this and has determined that she, and these two boys she so desperately wants to help, are better off in her classroom without the help of anyone else.

My question…..where are these boys parents?  Where is the principal?  Where is the legislation?  What must this come to?  How many more teachers will be left with no training, no budget, no solutions?  How many more children will pay a life long price for senseless irresponsibility?

I know there are some success stories out there.  Hat’s off to cutting-edged administrators whose vision, common sense, and denial of the status quo have won out.  We need more of you!

The other day, it was my pleasure to meet with a man named, Vincent.  He is a teacher in a District 75 school in NYC.  He works with kids who have autism.  Though I’ve never been in his classroom, I can tell that he is an outstanding teacher.  Why?  Because he gets ‘it.’

I had the chance to ask him a lot of questions about the strategies he uses in his classroom to ‘get through’ to the kids he teaches.  This is something I think I know quite a bit about, but Vinnie taught me things I didn’t know.  He tries a lot of strategies to help his kids.  He does a lot of searching on the internet.  He’s looking for help to teach his students.  Ideas.  Activities.  Behavior strategies for kids with autism.

The thing I liked most about Vinnie was that he doesn’t just try to meet the requirements of an IEP.  No.  He’s not going to be happy unless he actually gets through to a kid.  He wants to unlock the door to learning for each of his students.  He used one of the most poignant metaphors I think I’ve heard on this subject.  He said, “I think of myself as a guy with two GIGANTIC rings full of keys….and I….well, I have to try every last one of them with every single student until I find the one that opens the door for them.”

I’m just saying that if your child is in a District 75 school somewhere in the Bronx and there’s a teacher by the name of Vinnie, consider yourself and your child lucky!