Debt to China, Toyota, Developmental delays – Do you see a trend?

I am happy to say that more and more I hear people talking about America’s imports from China and the problem it caused for our economy.  My daughter is mortified every time she shops with me – as I look at all the tags and can’t buy 9/10 of the items we pick up…. because they are made in China.  It seems that people are actually starting to understand that purchasing our imports puts people in the US out of work.   The present situation with China has been in the works since the 1980’s.

The present epidemic of the growing population of children with developmental delays is being handled in a similar manner as our trading practices with China.

We are ignoring the long term effect….  pushing it into the corner and ignoring it.

Importers of product are mostly importing for the cheap price….. stuff can be made in China for a small percentage of what it would cost to make in the US.  So – lets make more money ……

Developmentally delayed children – same treatment.  Insurance companies and schools can’t possibly pay for the treatments needed …..  it would lower their income or prevent them from balancing the budget. 

Problem is that some day we are going to have to pay for all of this.  Cutting corners results in an inferior product….  Look at Toyota right now. 

The problems we have now with the epidemic of developmental delays are being pushed into the corner – and eventually they will come back to haunt us…..  They always do….

Everyone needs to wake up – we are just creating our next recession for 2030’s…. we are just setting ourselves up for bankrupting America….  not to mention ruining lives!

Debt to China:  http://en.wikipedia.org/wiki/United_States_public_debt

Cost of raising an autistic child – per CBS broadcast:  http://www.cbsnews.com/stories/2009/06/21/eveningnews/main5101691.shtml

Special Education Teacher in Meetings – illegal…

it is that time of the year when all of our special education teachers are sent to meeting after meeting…

Well, here in NY, if the teacher is in meetings, then she isn’t teaching…..   and if the school doesn’t hire a substitute teacher, then they are breaking the law!

So, document when the teacher isn’t there…..  hold on to this information and use it when necessary, like when they are trying to decide on services for your child and are arguing with you….

 

 

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..

This morning presented yet another dilemna…. due to Brett being sooooooo very literal. Every day we have a “literal” dilemna- something that was said or done that Brett does not understand.
Yesterday Brett ran out of lunch tickets and this morning asked me to write a check to buy more. Unfortunately I ran out of checks and gave him cash instead. He said it wouldn’t work, that he needed to have a check…. and proceeded to look for one in my Office ….
Beyond stubborn, he threw the money on the counter and said “its not worth it”…. well I tended to agree with him – knowing how yummy school food is! The episode went on and on and Brett was just determined that the cash would not work and that he HAD to have a check.
So – for the next 20 minutes or so, I tried to explain how you get money, put it in the bank, write a check, etc….
Of course the most effective way to teach this would be to have Brett earn money, put it in the bank and then write out a check for it…. so – this weekend he has decided to make up fliers to get a job for money – he will empty trash, fold clothes, vacuum….

I’ll keep you posted on our progress teaching about the gray area- I’m sure there will be another literal dilemna in this series of events….. but I’m going to let him do it – and maybe someday he will take everything a little less literally….

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

In today’s society, we generally rely on professionals for answers and for guidance on how to teach a child.  We receive medical reports, educational assessments and scientific data to answer this question.  Then a method of treatment and teaching is formulated.

 

The problems are:

1. Reliance on data that may or may not be accurate.  Test/assessment results are only as reliable as the methods used to administer the test. In other words, the test results are only as good as the test delivery method.   As an example, if you assess a deaf child by asking auditory questions, your results will indicate a very low functioning cognitive ability.  If you assess the same child by using a method of communication the child can comprehend, you will get VERY different results.
2. Scientific information used may not be current with today’s science and the data are only as good as the knowledge, experience and skills of the person doing the interpretation.  Medicine is a science that relies on scientific proof, history and independently verified results.

            When making a decision about how to educate a child, do we analyze the brain     connections being built when a child is provided with a sensory stimulation?  No!

            Do we base our selection of materials to provide to a child based on brain wave     activity? No!

            We don’t have either of these available. So, basing our education decisions on       what we do know is obviously insufficient.

1. Treatment/teaching methods are usually formulated based on what we have available to us or what we know is available. Educational placements are usually based on what is available, not what is needed.  More insufficiency.
2. Grouping children by learning disabilities does not provide all children the opportunity to learn: yet one more insufficient element in our decision.

 

In summary, when determining whether a child can learn and how the child learns, we are relying on data that may not be accurate or up-to-date, and educational opportunities that are insufficient or inappropriate for the learner. The result is bad decisions.

 

It sounds so complicated…  In many ways, it is complicated but it doesn’t have to be and it shouldn’t be.  Society and time have created pathways we use when deciding whether a child can learn.   But as we all know, existing pathways may not be the fastest or most efficient ways to get to a designated place.  Often they will not allow us to get there at all. 

 

Many children are able to follow existing paths and learn effectively.  For these children, the established paths are sufficient.  For many other children, however, the paths are not sufficient nor will they reach the destination.  Learning and the complex job of teaching requires us to get off the path and figure out another route to reach the destination.

 

What does this mean?  It means we have to look past the test results, the assessment results and the inventory of teaching tools available to us, and look at the individual child and how that child learns.  Next, we need to determine what means are needed to teach this child.  What we find will allow us to create a new individual path for learning. It will create new experiences and learning opportunities for EVERY child.  These new pathways will benefit all children, not just the children in need.  Every child will experience new things and maybe even learn about how people are different and learn and experience differently.

 

The child who can’t understand what you are saying will understand if you show him. The child who can’t understand what you are showing him will understand what you are saying.  The child who can’t understand what you are saying or showing will understand what you are doing. The child who can understand what you are saying, showing and doing will gain a much more comprehensive understanding when saying, showing and doing are combined.

 

We must provide each child with the best available means and delivery to maximize his learning.  Use the information and tools you have but realize that they may not be sufficient to make an accurate decision about a child’s ability to learn.  Look past the assessments, tests and resources and determine what the individual child needs and then provide the tools to the caregivers, the parents and the teachers.

 

Can this child learn?  The answer to this question is YES.  What a child learns, how a child learns and how much a child learns depends on YOU!  YOU are every member of society. At some time, in some manner, YOU influence decisions about a child’s life, about education, about science and about opportunities.  The opportunity to learn is a right.  It is your duty and my duty to provide this opportunity.