Monday, October 26, 2009
Intro to Special Ed in Indiana
Saturday, October 24, 2009
Halloween tips for children with autism
By Lisa Jo Rudy, About.com
Many children on the autism spectrum look forward to Halloween. It's a time when they can dress up as their favorite character and (at least in some homes) eat piles of candy. But Halloween can be stressful and demanding for kids on the spectrum. Follow these tips to prepare for a pleasant, positive Halloween experience.
Here's How:
1. Use videos and books to prepare your child for Halloween expectations. There are many Halloween options out there, so choose the ones that are most like your own real-life situation.
2. Together, decide what costume your child will choose. Take into account not only his or her preferences, but also sensory concerns. For example, a Spiderman costume may include a full mask - which can become overwhelming. Some children love face paint, but others can't take the sticky sensation.
3. Make a plan that you can stick to. Choose a time to leave the house, plan a path, and know what will happen when you come home (can he dump the candy on the floor? What may he or she eat? If the candy is not a good choice, what substitute treat will she get?).
4. Keep it simple. Knowing your child, what's reasonable to expect? If he can handle just one house, that's fine. Know that, even when you see other kids running up and down the street, it may not be the right choice for your child.
5. Create a social picture story. Use digital photos, images from the web, or other sources to show and tell exactly what your child will do. Include all the steps, not forgetting that he must knock at the door, say "Trick or Treat!" and "Thank You!"
6. Read the social story together, not once but as often as possible. From time to time, toss in a clinker: ask - "what if no one is home?" Help her understand that it's ok to skip a house, to take a piece of candy from a basket (if that's ok with you), and so forth.
7. Practice, practice, practice! Put on the costume many times before the Big Night, and work out any kinks. Role play the entire treat or treat scenario as often as you can.
8. Act out a number of scenarios so your child has a small repertoire of possible responses. For example, what should she say when someone says "You look beautiful (or scary or creepy)!" What if you don't like the treat that's offered? What if you meet kids you know?
9. Scope out the neighborhood ahead of time. Do you see any decorations that might upset your child? Flashing lights that might trigger sensory reactions? If so, consider skipping that house (or visiting ahead of time) to avoid melt-downs.
10. Consider recruiting peer support. If your child with autism has no siblings (or his siblings have other plans), consider recruiting another typical peer to go house-to-house with you. Explain to that child and his parents that he will be helping your child to understand Halloween a little better. You may be surprised at how helpful another child can be!
11. On the big night, remember to be flexible. If your well-prepared child suddenly rebels against his costume, consider letting him go in just a silly hat. Remember that Halloween is for fun - and it really doesn't matter what he wears or how many homes he visits.
12. Take pictures. Get excited. Have fun! Even if you're only going to one house, make it an event. When you're done, put together a memory book that can help you prepare for next year.
Wednesday, October 21, 2009
Transition Resources at NICHCY
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Saturday, October 17, 2009
RTI in Indiana
The Core Components of RTI: A Closer Look at Leadership, Parent Involvement, and Cultural Responsivity, is the last in a three-part series on Response to Intervention (RTI) in Indiana.
The first report discussed the research and policy impetus for the use of the RTI framework, as well as what the state of Indiana is currently doing to support this new initiative. The Indiana Department of Education
has devised a framework of RTI that addresses six core components on which to focus:
- evidence-based curriculum, instruction, intervention, and extension;
- assessment and progress monitoring;
- data-based decision making;
- leadership;
- family, school, and community partnerships; and
- cultural responsivity.
The second report in the series looks closely at the first three core components. This third report examines the last three components of the RTI framework.
Click HERE to view the new report in PDF format.
Click HERE to view the first report on RTI, and HERE to view the second report in this series.
Thursday, October 15, 2009
Transportation
Monday, October 12, 2009
Preventing the flu
What this means is that our students with severe and multiple disabilities are at very high risk should they become infected with the H1N1 flu, or really any influenza infection. Already some strains of the virus are resistant to anti-viral medication, so prevention is our number on weapon. We as teachers, working with our supervisors and program or classroom nurses are at the forefront of ensuring that our students do not become infected with any strain of flu virus, including H1N1 at school.
Popout
Prevention Guidelines (from the CDC)
- If you are ill, stay home until fever is gone without medication for 24 hours
- If students are sick they should be required to stay home until temperature is normal for 24 hours without medication
- Frequently wash your hands with soap and water and assist students with hand washing following hand washing guidelines (warm water, use soap, rub for twenty seconds, etc.)
- If soap and water is not available use an alcohol based sanitizer frequently (rub until dry)
- Wash/sanitize all the areas of your hands palms, backs, between fingers, fingertips, thumb & wrist, nails
- Avoid touching eyes, nose and mouth and wash hands after touching face
- When coughing or sneezing over mouth/nose with a tissue and dispose of immediately in waste basket, then wash hands
- H1N1 can survive 2-8 hours on surfaces, decontamination can be done using heat 167-212°F, chlorine (bleach), hydrogen peroxide, detergents (soap), iodophors (iodine-based antiseptics), and alcohol (such as alcohol based cleaners/sanitizers)
- Surfaces like phones, keyboards, and doorknobs (not to mention switches) should be cleaned with alcohol wipes or anti-flu cleaning wipe often
- Clothes and linens can be washed with other items using regular laundry detergent and tumbled dry on high heat, care should be taken not to "hug" the dirty laundry to you before washing and wash hands after handling dirty laundry
- Eating utensils should be washed in a dish washer or by hand using soap and water
- For the record you cannot catch H1N1 from eating pork or pork products
H1N1 Symptoms (from the CDC)
- fever
- cough
- sore throat
- runny or stuffy nose
- body aches
- headache
- chills
- fatigue
- some people may have vomiting and diarrhea
Other Flu Links
Sunday, October 11, 2009
The Learning Program
Why |
The Learning Program was created to bridge the gap between research and practice. Although researchers continue to discover more about how people with Down syndrome learn, their insight has been slow to filter to parents and teachers. The program focuses on parents as first-teachers for their children, bringing the fruits of research into practice. Knowledgeable parents can work more effectively with their children and give them a jump-start on education. The program also arms parents to serve as capable advocates for their children in the educational process. The Learning Program is designed to supplement traditional education. Despite some wonderful teachers, traditional education too often fails children with Down syndrome due to poor educational placement, lack of trained assistants and outdated stereotypes. Through this program, we hope to strengthen the educational potential for children with Down syndrome, irrespective of their formal educational setting. The Learning Program section of this website enables parents and teachers to access informational guides, download materials and follow links to reliable information about best practices for instruction. |
What |
The Learning Program complements formal instruction in literacy and math. It also has occupational and speech therapy components. DSF has partnered with educators, researchers, therapists and administrators to develop a program that uses effective teaching strategies and customized materials to support parents, teachers and children in the educational process. Literacy Materials include Instructional Materials, DSF Sight Word readers (books and worksheets), Lakeshore Emergent Readers (worksheets), and alphabet and phonics worksheets. Math Materials are aimed at prenumber and early number concepts (Introduction to Numbers) and progress toaddition and subtraction as well as time and money concepts. Daily Activity Guides are documents that we provide to parents monthly and serve as a list of suggested activities. |
Thursday, October 8, 2009
Speak Up: your guide to self advocacy
No One Knows You Better Than Yourself
There are lots of experts to help people with developmental disabilities succeed. But the best expert, and the most consistent one, is often found within. After all, no one knows you better than yourself.
Whether you’ve got the words to express yourself or are reliant on actions alone or others to interpret, Ari Ne’eman, president of the Autistic Self-Advocacy Network, shares the tools to turn anyone into a self-advocate.
It’s easier than you think. Start small, advises Ne’eman, who is on the autism spectrum himself. The key is to make yourself heard however you can.
“When other people make decisions for you without you, the decisions that are made often don’t fit your needs,” Ne’eman says. “Self-advocacy helps people get the outcomes that they desire and it becomes necessary — as a person grows from a child to an adult — in order to succeed in this world.”
The Time Is Now
Whether you’re in formal discussions with a lawmaker or simply telling mom that you’re sick of peanut butter and jelly, self-advocacy is the very basic idea of asserting yourself.
“You are the person with the most at stake and thus the person who should have the most control over your own life,” Ne’eman says.
Remember that old phrase today is the first day of the rest of your life. Take it to heart. You’re never too young or too old to start communicating what’s best for you.
Know Yourself
People with developmental disabilities are often the least able to explain their needs. Why? Their parents tend to do that for them.
Ne’eman tells the story of a friend who runs a university program for people with learning disabilities. “The single largest problem that he has when students come to his office is he asks them, ‘can you explain your disability to me,’ and they don’t know how to do that,” Ne’eman says. “It’s hard to advocate for yourself if you don’t understand your own needs.”
So, study up. Know your strengths and your needs.
Navigate The System
Home, work, school and the list of systems we live within goes on and on. The key to getting what you want out of each environment is to understand the infrastructure and what role you play within it.
“Understanding how to run your own IEP doesn’t mean you have to understand every line of IDEA. It just means you have to understand what role you play in the IEP meeting and how to assert your own needs and aspirations and get what you want,” Ne’eman says.
It’s the little things in life too, like learning to share a toy with a friend or interacting with other passengers on a bus.
Cut The Cord
Yes, it is a parent’s job to protect their child. But no matter a person’s age or ability level, doing all the talking for them is probably not in their best interest long-term.
The best way to become a self-advocate, Ne’eman says, is slowly over the course of childhood. Ideally, by the time a person enters high school and transition planning begins, they’re capable of expressing their own desires. After all, many decisions are made in high school that will impact the rest of a person’s life.
“A lot of times parents don’t realize that what they’re doing — which was very important and necessary at one time in their life — needs to transition to something different and help support their child to speak for themselves,” Ne’eman says. “There’s a very big difference between the kind of assistance that fosters dependence and the kind of assistance that empowers independence.”
Have A Goal And Stick To It
Speaking up isn’t ever a bad idea, but how you do it could be.
“Obviously you want to select the means that are going to accomplish your ends,” Ne’eman says. “It’s often not terribly productive to start screaming and yelling at people.”
Instead Ne’eman advises a four-point plan:
- Know what you’re looking to accomplish.
- Have a plan to get your way that works within the system that you’re in.
- Consider how you’ll express your position and determine what success will look like.
- If you’re not successful the first time, consider working outside the system to achieve your goal.
Find A Role Model
Anyone can be a self-advocate, but sometimes you have to see things to believe them. That’s where a role model comes in.
“Parents as well as children can see people who are succeeding and advocating for themselves and realize that it is possible for people with a wide array of disabilities to achieve success through self-advocacy,” Ne’eman says. “It’s very important for those who are seen as the weakest and most dependent in society to see others like them succeeding and advocating for themselves even against significant odds or significant opponents.”
Want to connect with others like you? The Autistic Self-Advocacy Network has list-serves for teens and adults on the autism spectrum. Or, contact ADAPT, the American Association of People With Disabilities or your local Center for Independent Living.
You can also contact Self Advocates of Indiana.
Have No Fear
Speaking up can be tough. But remember, the hardest things in life are usually the most rewarding.
“It’s very scary sometimes,” Ne’eman acknowledges, particularly when you’re just starting out or if you’re surrounded by a bunch of experts who think they know best.
But it gets easier. “People have to realize and internalize that they are the number one experts in their own lives and once they understand that, they should have the self confidence to speak out and to communicate their own needs regardless of whatever forms of backlash they may get.”
By Michelle Diament Disability Scoop
Saturday, October 3, 2009
Community living
Family Voices Indiana acknowledges that many families do not have knowledge and/or access to services and supports that they need for their children with special health care needs and/or disabilities. Often, this impacts families in different parts of the state differently. We have become aware of a provider in Southern Indiana who is circulating requests for support of an ICF/MR (institution) for children in their area. We would like to ensure that families have adequate knowledge of programs that might exist to support their children in the home and community as a preferable and more appropriate option.
Families should be sure they have applied for the following:
Children with Special Health Care Services (for eligible conditions and income levels)
Medicaid Disability (for eligible individuals-this often covers more than Hoosier Healthwise)
Medicaid waivers (this waives family income for children under 18 and provides addtl services)
Crisis Assistance (if needed)
You can find additional fact sheets on other programs here.
Agencies that can assist with these issues include About Special Kids, The Arc of Indiana andIN*SOURCE. If your child's needs are not being met, please call these agencies and ask for assistance.
Family Voices continues to support life in the home and community for individuals with special health care needs and/or disabilities.