Mount Diablo Unified Community Advisory Committee on Special Education

Happy Mother’s Day to Moms with Kids with Special Needs

2013-05-12T18:13:00.001-07:00

By Marie Hartwell-Walker, Ed.D. from PsychCentral

A recent TV ad says it all.

It follows a mom through her day with a little boy who appears to have some kind of developmental delay. The voice-over tells us he was in the neonatal intensive care unit for over 100 days. Now he looks somewhere between 3 and 4 years old. She makes him a peanut butter sandwich and laughs when he spills the milk. She plays with him and keeps a watchful eye while she goes about daily chores. She washes his hair as he kicks and squirms. She struggles to brush his teeth. Then there’s story time and a kiss good night. All the while, she is the epitome of patience and all smiles.

Then the ad gets real. Having tucked her little boy in, having said she wouldn’t trade him for any other kid, she has a moment alone on the front porch. In that moment we see “the look.”

Anyone who has been there knows what it means. To see it cross another’s face is to feel it in the gut. It’s the shadow that passes through in a moment of exhaustion. It’s the small piece inside that does wish, if only for a moment, that she did have another kid; one who didn’t need her every single minute of every single day.

Then she does what loving parents do: She takes a breath, remembers the blessings of being a mom to this special child, and goes in to get ready for another day and another round of constant care.

Moms, and dads with kids who are disabled or chronically ill know that look and the feelings that create it. They also know the moment that comes next: the moment of renewed commitment that is born of love and hope and determination. Raising a disabled or chronically ill child is not for sissies. If parents weren’t strong before this special child became theirs, they’ve developed strength they never knew they had in them.

Mother’s Day is almost here. Let’s all take a moment to appreciate the mothers who do everything every other mom does plus a whole lot more.

They are the moms for whom the first months of sleeplessness extend into years. They are the moms who become experts on their child’s diagnosis and therapies and education plans. They have learned to manage endless appointments with medical specialists and endless meetings with educational experts. They have learned an awesome vocabulary of medical terminology, education jargon and insurance codes.

Complicated schedules and routines and star charts have become second nature. Those who have kids with special diets know how to spot dangerous ingredients in a cupcake from a hundred yards away. Those with behaviorally challenging kids can handle a tantrum while folding laundry and planning dinner. Many even find the energy to organize support groups, get involved with agencies that offer activities for their kids, and advocate for other families as well as their own.

Contrary to conventional wisdom, most of their marriages are strong. Sure, the demands on these couples are many and constant. But most do better than just cope. They succeed as partners and as parents and develop positive feelings and values about raising a child who is challenged and challenging. The birth or adoption of a child with special needs has taken their lives in unexpected directions that aren’t always pleasant but are nonetheless meaningful and important. When asked, most will say that parenting their child has made them better people.

That strength and love and commitment extends to their nondisabled kids as well. If they thought about it, they could take enormous pride in their success in raising compassionate, competent kids whose experience with their brother or sister with a difference has made them sensitive to the needs of others. Most moms don’t think about it. They are just doing what feels right and good for their families.

For mothers of children with special needs, Mother’s Day rarely means a dinner out or diamonds. A qualified babysitter is hard to find. Money is more likely to go to bills than jewelry. Often the child who made her a mother can’t understand a holiday, can’t carry a tray to give her breakfast in bed and won’t be bringing her a bunch of violets or a card made all by himself. These moms celebrate their day with their different child in a different way.

And celebrate they do. They find joy in the knowledge that they are nurturing a child’s spirit as well as her health. They take satisfaction in knowing that each accomplishment, however small it may look to others, is a major victory. Each of her child’s achievements is at least partly her own. She knows the value of her efforts and the importance of keeping a positive attitude and counting the blessings of every day.

Still, it never hurts to hear all this acknowledged. Loving words of appreciation from a partner, spouse, friend or extended family members do mean a lot. If you know such a mom, reach out this Mother’s Day and let her know that you see her for the amazing person she is. A phone call or visit or card may seem like a small thing but for a mom in the special needs trenches, it can really make her day. The support of others added to her own commitment is what makes it possible for her to take that breath and get ready for another day.

Article HERE.

Exploring the Parent-Child Dynamic within the IEP Team

2013-05-11T23:58:00.006-07:00

By Guest Blogger Zachary Fennell for Think Inclusive

Think inclusive… about the IEP process and IEP team from the child’s perspective. Tim Villegas does an excellent job here gathering parental and professional insights on educating students with disabilities. Today I hope to add a new comprehensive layer by discussing the student viewpoint. Disclaimer, rather than providing you with answers my post aims to raise questions and stimulate dialogue.

First though, perhaps I should make a proper introduction. I’m Zachary Fenell, an author and freelance writer who enjoys exploring different disability related issues. My interest in disabilities remains personal considering I was born with a mild case of cerebral palsy (CP). In my teen memoir Off Balanced (available on the Kindle and Nook) I share how my CP affected me socially as an adolescent.

Additionally I write articles for The Mobility Resource, an organization with handicap van dealers across the United States. Plus I serve as the Guest Blog Coordinator for Handicap This Productions, a critically acclaimed group attentive on educating, entertaining, and empowering the world on disability orientated topics. Also worth noting I contributed articles to Special Education Guide, an informational website dedicated to covering all things special education.

Doctors Deviate From Guidelines When Treating ADHD in Preschoolers

2013-05-11T23:48:00.001-07:00

By Christina Samuels from On Special Education

In 2011, the American Academy of Pediatrics released guidelines on how doctors should treat preschoolers with attention deficit hyperactivity disorder. The first step should be parent and/or teacher-administered behavioral therapy. If symptoms continue, the next step is medication with methylphenidate, better known under the brand names Ritalin or Concerta.

But only about 10 percent of medical specialists responding to a survey on their treatment methods said that they followed those guidelines exactly. Many chose medication as a first-line treatment; others chose to prescribe different types of medication, or refused to prescribe drugs even when behavioral therapy was not showing success.

The findings were released at a recent meeting devoted to research in child development, the Pediatric Academic Societies.

Read more HERE.

2nd ANNUAL PRESCHOOL FIELD DAY FUN DAY

2013-05-09T19:15:00.000-07:00

2nd Annual Preschool Field Day Fun Day
Saturday, June 1, 2013
10 a.m. - 12 p.m.
Gregory Gardens Elementary School Field
See more information and registration/permission slip HERE.

Types of Accommodations to Include in an IEP or 504 Plan

2013-05-08T23:56:00.001-07:00

By the National Center for Learning Disabilities (NCLD) Editorial Team

Students with learning disabilities (LD) — such as dyslexia, dysgraphia, or dyscalculia — often need accommodations in order to complete the same assignments as other students. Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures. They do make it possible for students with LD to show what they know without being impeded by their disability.

Once your child has been formally identified with a learning disability, you may request accommodations for your child's specific needs. If your child is eligible for an Individualized Education Program (IEP), the IEP team — which includes the parents — must decide which accommodations are appropriate and include them in the student's IEP. If your child is not eligible for special education services under IDEA, he or she may still be eligible for accommodations under a 504 Plan.

Read more HERE.

Transition: Join the Conversation for Change

2013-05-08T23:50:00.001-07:00

From Office of Disability Employment Policy (ODEP)

Help shape federal agency strategies for helping youth and young adults with disabilities successfully transition from school to work

Overview

To examine the impact of existing federal regulations and legislation on the successful transition from school to work of youth with disabilities, a free, public online dialogue will be held May 13-27, 2013. The U.S. Departments of Labor, Education, Health and Human Services and the Social Security Administration will host the event and invite policymakers, service providers, advocates, youth with disabilities and others to join this online dialogue to improve transition outcomes for youth with disabilities.

Why is this happening?

The four host agencies want to ensure that all youth benefit from collective federal resources to achieve economic empowerment and maximize independence. Your input in this conversation is extremely important because studies and reports have shown that, compared to their peers without disabilities, students with disabilities are less likely to receive a regular high school diploma; twice as likely to drop out of school; and half as likely to enroll in and complete postsecondary education programs. Up to two years after leaving high school, about 4 in 10 youth with disabilities are employed, compared to 6 in 10 same-age, out-of-school youth in the general population (National Center for Education Statistics, 2000; National Longitudinal Transition Study-2 [NLTS-2], 2005).

Why participate?

Your input can help these agencies identify federal legislative and regulatory barriers and opportunities to improve transition outcomes for youth with disabilities. It will also facilitate their working together strategically on an interagency basis to foster the alignment of policies, programs and practices that support the successful transition from school to work of youth with disabilities. Once the dialogue has closed, a summary report will be made public.

Who Should Participate?

Anyone with a personal or professional stake in supporting the aspirations of youth and young adults with disabilities to live, work and thrive in their communities is invited to register and participate.

How to Participate

Online registration will begin May 7, 2013. You will be able to provide input from May 13 until May 27, 2013. (Instructions for registering are available at http://fptepolicyworks.ideascale.com/. Once registered, participants may submit ideas, submit comments about ideas, and rate those ideas they think are the most important. The dialogue will be facilitated to ensure participants experience a robust and productive exchange.

Office of Disability Employment Policy, U.S. Department of Labor
1-866-ODEP-DOL (633-7365) TTY: 1-877-889-5627 www.dol.gov/odep/

Bridge Open House & Recital - Monday, May 13th

2013-05-08T23:38:00.001-07:00

For information, please contact:

Samantha Espinosa
Bridge Administrator
Program Specialist
Workability Coordinator
Extended School Year Coordinator
(925) 798-1299 (Bridge)
espinosas@mdusd.org

How to Find Jobs for Students with Intellectual Disabilities

2013-05-07T23:42:00.004-07:00

By Cindy Fendley Sweeney from specialEDpost

People who work with students with mental disabilities say more needs to be done to strengthen resources after they graduate from high school. It’s rare to see a graduate transition straight from high school into a job.

“There could be a couple of years delay between when they graduate high school and when an agency is able to support them,” Lauren Emanuel, the head of a high school learning center department said.

Emanuel said some families are left scrambling to piece together a meaningful future for their children. She wants employers to be more receptive to graduates with learning disabilities.

“They do a lot of jobs that others aren’t interested in. But they pride themselves on their work. We train them to be there on time and ask questions,” said Emanuel.

Success story

Tyler Seto is defying the odds. Seto is set to graduate, and he’s secured his first job.

“Graduating is great for me,” said Tyler. “It’s come to that time for me to go get my job.”

Tyler is already working with the store to learn his new responsibilities.

“My mom and dad are impressed that I am working,” said Tyler.

Emanuel wishes more students with intellectual disabilities could have similar opportunities.

“Tyler’s story is a success story just because there is a complete transition from high school into the community working, supported by Building Futures,” she explained.

Parents prepare for transition

Kim Seto, Tyler’s father, worked tirelessly to find a suitable employer for his son and arranged on-the-job training to begin while Tyler was still supported by the high school learning center.

“Between his mother and I, we were wondering what’s next for him and there’s not a lot out there for special needs students after high school,” said Seto.

Emanuel said it’s a win-win for the community. The employer gets loyal, hard-working employees and the employees teach the community to be accepting and inclusionary.

“Everyone needs to be a contributing factor in their community and going to work is exactly what they need,” she said.

Tyler’s parents are amazed at how far Tyler has come with the support of the school and the life-skills training provided to their son.

When Tyler was diagnosed with a developmental learning disability at the age of three, his parents were told he wouldn’t amount to much.

“Doctors always give you the worst case scenario. The worst case was that he’d never go beyond a five to six education, that he would be housebound,” said Seto.

“This is a dream for us. It’s a miracle for us because it’s enabled him to do something, commit to society, be able to contribute to society.”

Long wait for help

But not every child has this opportunity.

Building Futures Employment Society is providing a job coach to aid Tyler in his transition. But they have a wait list of 70 people.

Unless they receive government funding to expand their facility, they expect that number will continue to grow.

Read more at Job hunt a struggle for students with mental disabilities.

Article HERE.

'Hackathon' Yields Review Site For Autism-Friendly Businesses

2013-05-07T23:33:00.004-07:00

By Christina Samuels from On Special Education

Cyrus Stoller (left) and Ryan Stevens, winners of the AT&T and Autism Speaks hackthon. Photo courtesy of AT&T.

People with disabilities and their families have long relied on word-of-mouth to find disability-friendly community businesses, but that recommendation system has been given a new twist after a "hackathon" sponsored by AT&T in partnership with the advocacy group Autism Speaks.

Ryan Stevens, 25, and Cyrus Stoller, 24, both living in San Francisco, won $10,000 for creatingRevTilt, a review site that allows users to suggest businesses that accommodate people with autism.

For example, a Chinese food restaurant gets high marks for always having the same order ready to go for a patron. A hair salon was praised for gently easing a five-year-old through a haircut. The hairdresser "showed him the razor and put the trimmer side against her hand. He did not flinch or anything! It went quick! I think it was the owner, he was walking around and offered water. Everyone was just so nice," the reviewer wrote.

Stevens and Stoller compiled their results from real-life reviews, and say the website is ready for more contributions from around the country.

"Some of that information does exist on [the review site] Yelp but to find it is just dumb luck," Stoller said in an interview. "We should be able to find that information all in one place."

This is especially helpful for businesses that are accommodating but may not be marketing themselves specifically to the autism community, said Stevens.

Both developers have ties with the autism and medical communities; Stevens has a cousin with autism, and Stoller's mother is a pediatrician. The final project is open source, so the developers are welcoming other programmers who would like to enhance the product. The website will also be easy to expand to include other disability categories if there's enough interest, he said.

The hackathon event, held in mid-April, invited programmers to bring to life ideas that had been suggested by visitors to the Autism Speaks Facebook page. The category of apps geared towards the autism community is growing, according to a recent article in the Los Angeles Times. RevTilt was selected as the winner from 26 entries; the other prizewinners and descriptions of their apps can be found here. (You'll see RevTilt referred to by an earlier name, "Puzzled.")

Article HERE.

The Horse Boy | Documentary

2013-05-06T20:09:00.001-07:00

The Horse Boy does more than chronicle Rowan and his parents' journey across the vast, wild landscape of Mongolia. It delves into the strange world of autism itself, the relationship between humans and animals and between different cultures and different ways of being (autistic vs. normal, or "neuro-typical"), and the nature of healing. Audiences hear the varied theories on autism from the experts in the field, well-known researchers of autism such as Dr. Simon Baron-Cohen of Cambridge University; Dr. Temple Grandin, recovered autist and professor of animal behavior at Colorado State University; and anthropologist and researcher Roy Richard Grinker of George Washington University. But above all, The Horse Boy tells the story of a couple that goes to the end of the earth to find a way into their son's life. More and more films are being made about the vital role that fathers play in the development of their children. Society is entering a new era of parenting, when fathers, instead of being emotionally distant breadwinners, are stepping up to the plate of direct, hands-on parenting. The special bond between father and son is one of the greatest gifts life can offer. The Horse Boy tells this story.

Why and How to Read Your Child’s IEP

2013-05-06T19:56:00.002-07:00

By Marcie Lipsitt, National Center for Learning Disabilities (NCLD) Parent Leader

I know few parents who look forward to attending their child’s Individualized Education Program (IEP) team meeting. IEPs are difficult to read. Comprehending the IEP jargon and legalese can be daunting. Many parents are so intimidated by the document and the process surrounding its implementation that they “give up.” This is a mistake. Parents need to be engaged in this educational journey that will continue until their child’s very last day in high school or a post-secondary special education program.

I often ask why it is that only parents of children with special needs have to become experts in how to educate their children. Why do these parents have to understand and synthesize current research-based instruction, data-based decision-making or draft measurable and accountable IEPs? When is the last time that you heard the parents of a healthy, neuro-typical child lament the daily grind of learning how to educate their child or navigate state and federal education laws, rules, and policies?

Read more HERE.

CAC Meeting, Tuesday, 5/7 at 7 p.m.

2013-05-05T22:04:00.000-07:00

MDUSD Community Advisory Committee for Special Education Meeting

Tuesday, May 7 at 7 p.m.

Dent Center

All welcome!

Board of Education Meeting, Monday, May 6 at 7:30 p.m.

2013-05-05T22:00:00.000-07:00

Board of Education Meeting
Dent Center
7:30 p.m.
Agenda

Jack Carroll - Britain's Got Talent

2013-05-01T21:11:00.000-07:00

DREDF Transportation Research Update

2013-04-30T12:15:00.000-07:00

Dear Friends,

DREDF has always considered transportation the linchpin to full integration for people with disabilities into the society at large. We have a long history of transportation access advocacy, headed by Senior Policy Analyst Marilyn Golden, as well as participation in key policy research and the provision of technical assistance on transportation under the Americans with Disabilities Act (ADA).

Over the last year, we have participated in two research projects on ADA transportation that have the potential to improve our nation's public bus and train systems, as well as ADA paratransit programs across the country.

Read more of the DREDF article HERE.

Which of Your Child’s Services are You Willing to Give Up?

2013-04-29T16:21:00.002-07:00

Take a moment and reflect on your child’s IEP and the programming and services that are in that IEP. Which of those are you willing to give up? For more on this article click here

10 Art Projects for Kids with Sensory Issues

2013-04-29T16:20:00.002-07:00

Kids with sensory issues are sometimes resistant to art projects because they don’t enjoy being messy or they don’t enjoy touching the mediums that are squishy, wet, or are made up of smaller parts, such as sand or rice. For more on this article

Miss Montana, Alexis Wineman: Determined Beauty Queen Doesn't Let Autism Get in Her Way

2013-04-29T16:19:00.000-07:00

School Leader Group Proposes Change to Special Education Due Process

2013-04-29T16:10:00.002-07:00

Due process hearings are adversarial, expensive, and distracting, says the American Association of School Administrators, and the organization believes it has a fix: a new process that would bring in an outside consultant who would create an education plan for a student with disabilities that parents and a school would have to follow for a mutually agreed-upon period of time before any lawsuits were filed. For more on this article click here.

From Social Skills to Social Thinking

2013-04-29T16:06:00.000-07:00

Teaching "social skills' had been of interest to me for the past ten years. For more on this article click here.

Autism Symptoms Detected via Blood Test May Help Early Diagnosis

2013-04-29T16:04:00.002-07:00

April is Autism Awareness Month and a recent study offers promise of earlier diagnosis in children, which leads to earlier treatment. For more on this article click here.

Things aren't as they always seem!

2013-04-29T16:02:00.001-07:00

We are on Google +

2013-04-29T16:00:00.000-07:00

You can find us on Google Plus now!

"Is ADHD Sleep Deprivation in Disguise?"

2013-04-29T15:59:00.000-07:00

IN the spring of 2010, a new patient came to see me to find out if he had attention-deficit hyperactivity disorder. For more on this article click here.

What Are the Benefits of Standards-Based IEPs?

2013-04-28T19:40:00.002-07:00

The Individualized Education Program (IEP) is the key contract and plan for every student who receives special education services. But not all IEPs are created equal. For more visit Learning Disabilities blog