Special Education » Autism

Sensory Integration Dysfunction – What Is It, Diagnosis, And Treatment

admin — Sat, 20 Mar 2010 09:40:55 +0000

Is your child with autism over responsive to sensation which shows by withdrawing from touch, or getting upset by loud noises? Or is your child under responsive to sensations which shows by hyperactivity, unawareness of touch or pain, and likes loud sounds? Your child may have sensory integration dysfunction, which could be affecting their education and life. This article will discuss what sensory integration disorder is, and also about diagnosis.

Sensory integration refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), interpret that information, and respond to it. Sensory Integration Dysfunction (SID) is the inability of the brain, to correctly process information brought in by the senses. People with SID may misinterpret everyday sensory information such as touch, sound and movement.

Below are a few symptoms of SID:

1. Loves to spin, swing, jump-this may calm them down,

2.Complains that some clothing feels scratchy, or doesn’t like tags,

3. Picky eaters-doesn’t like how some foods feel in their mouth,

4.Over sensitive to smells or sounds-may sniff people or food-will frequently cover ears to sounds,

5. May have high pain tolerance,

6. Can be impulsive or distractible.

The Star Center puts out a checklist for Sensory Integration Dysfunction. The Star Center calls it Sensory Processing Disorder (SPD). Below are a few items on the checklist:

1. Difficulty eating,

2.Resists cuddling or holding,

3.Easily startled,

4.Over sensitive to stimulation,

5.Difficulty learning new motor tasks,

6.Constant movement,

7.Overreacts to touch noise or smell,

8.Appears clumsy and stumbles a lot, and

9.Avoids visually stimulating environments.

SID could be affecting your child in many different ways. There are two separate types of SID: Sensory Avoiding and Sensory Seeking. Children with sensory avoiding do not like to be touched or cuddled, they are fearful of fast movement, are cautious and unwilling to take risks or try new things, are very pick eaters and do not like to be in loud or busy environments. Children with sensory seeking can have hyperactivity, unawareness of touch or pain, take part in unsafe activities, enjoy sounds that are too loud.

Children with Sensory Integration Dysfunction may also have motor skill problems. These children may have: 1.Poor fine motor skills, 2.Poor gross motor skills, 3.Difficulty imitating movements, 4.Trouble with balance, and 5.A preference for seating activities, such as video games.

To determine if your child has SID, they should be evaluation by a SIPT qualified occupational therapist (OT). Many school districts hire occupational therapists, but may not be SIPT qualified, and therefore not qualified to test in this area. You may need to advocate for your child to have them tested by a SIPT qualified OT.

Treatment for SID is occupational therapy, by a qualified therapist. Check with your school district to see if there OT has experience with Sensory Integration Disorder. If they do not, consider getting an Independent Educational Evaluation (IEE) with a SIPT qualified OT. Make sure that the evaluator makes specific recommendations on amount of therapy needed, goals and objectives.

By understanding what Sensory Integration Dysfunction is, how it is diagnosed and treated you may help your child. SID can negatively affect your child’s life, but with proper treatment you child can reach their potential.

By: JoAnn Collins

Autistic Residential Schools vs Day Schools

admin — Tue, 16 Mar 2010 07:41:38 +0000

It’s difficult for any parent to get used to the idea of sending their children away to school, and perhaps even harder for parents of special needs children, such as those who suffer from autism, to do so. Is your child getting a good education? Are other children treating him or her fairly? Will your child enjoy this new situation? Many schools are now set in place to put these fears to rest by solely devoting their attention towards special needs children, and the concept of sending an autistic child to residential school for autistic children instead of a day school program is becoming more popular among parents. Although it may be difficult to adjust to your child living away from home, this may be where the best care and education is available for you child, so carefully consider the advantages before dismissing the idea of residential school for your autistic child.

Residential school programs are often no different than day school programs, but here the student has the opportunity to interact with others outside of a classroom setting. This is sometimes exactly what an autistic child needs to learn socialization skills with people outside of the family.

These schools are also very safe and organized in a way that is conducive to learning. For example, Franklin Academy in Connecticut, which specializes in teaching non-verbal students, has a three to one student to teacher ratio and an average class size of six students. They also plan small-group field trips to public places, so your child has an opportunity to interact in public places.

This is as opposed to day schools, which typically have larger class sizes and therefore cannot handle public outings. Even if the day school specializes in teaching autistic children, they simply may not have the resources and time during the school day for field trips.

Another advantage over day schools, whether public of private, is the living aspect. Although the students who attend these schools are greatly supervised, they learn living skills that they will need in an adult world. Whereas you may feel obligated or want to do things for your child at home, at a residential school, your child will be encouraged to live more independently. At Brehm Preparatory School in Illinois, students learn time and money management and are in charge of simple home maintenance (chores), study time, and recreational activities. Here also, the emphasis is on family.

Family is an important thing to consider with any type of residential school. While your child is learning valuable social skills, he or she may become more distant from his or her immediate family. At schools like Brehm, including Hampshire Country School in New Hampshire, have parents’ weekend often to so parents can visit their children. Consider also the stress this may relieve for you and your family. Since you will need to spend less time helping your autistic child with learning everyday life skills, you can devote more time to enjoying their company when you see them. Spend time on your marriage and with your other children, activities that would normally be hard to achieve or ignored with an autistic child at home.

However, it is important to note that residential schooling is not for everyone. Typically, your child needs to be high functioning to handle this school atmosphere. You will need to consider cost, since tuition , room, and board for residential schools can be quite expensive. Remember, residential school is not for everyone, but you should definitely consider the option. Research this type of program so that you can make the best decisions possible for your child’s education.

By: Rachel Evans

Too Much Early Education May Cause Autism

admin — Thu, 28 Jan 2010 05:10:42 +0000

In South Korea, it was popular that parents take babies born for only weeks to learn english. Recently, it’s fashionable to make babies learn yoga, philosophy, even walking. These inappropriate early education are not healthy for infants, after having too much lessons, many babies display autistic tendencies. Doctor Sun from Institute of Cognitive emotional and Psychiatric in Seoul said:” 30-40 percent of mental patients in Korea are infants. The main cause of this situation is too much early education imposed by family.”

Many parents are afriad of their children being left behind, so they force young kids to learn all kind of things. In fact, studying memory, language and other skills too early could inhibit the normal development of other cognitive ability, such as color, hehavior, feelings and so on. Children between 18 and 36 months old should learn necessary skills in the process of playing, like climbing, grasping, and other acts of cognition.

Too much early education may lead to excessive development of the child. For example, letting children learn sports too early allows excessive development of the child’s bones and causes bone deformation. Experts suggest that children shouldn’t memory before 3 years old, shouldn’t learn writting words before 5 years old, shouldn’t learn another language before 9 years old. Many children also shows autism behaviors because of excessive early education in our country.

According to researshes in this area, 70-80 percent of children are normal and should accept regular education. Other kids, like genius and those on autism spectum should be given special education and trainings.

http://www.autism-world.com/index.php/2008/04/07/too-much-early-education-may-cause-autism-tendencies/

http://www.autism-world.com/

By: Echo Armman

5 IDEA Requirements for Independent Evaluations at Public Expense

admin — Sat, 16 Jan 2010 18:20:09 +0000

Are you the parent of a child with autism or a learning disability that needs an Independent Educational Evaluation (IEE), to determine their educational needs or services? Have you heard that parents can ask special education personnel in their school district to pay for an IEE at public expense? This article will discuss the 5 IDEA (the Individuals with Disabilities Education Act) requirements for an IEE at public expense.

1. IDEA 300.502 under (b) (1) states that parents “Have the right under this part to obtain an independent educational evaluation at public expense if the parent disagrees with the evaluation obtained by the public agency.”

2. Special education personnel may ask why you disagree with their evaluation, but they cannot require you to give an explanation of what you disagree with. In fact I recommend not telling them what you disagree with, because they may try and limit the IEE.

3. IDEA 300.502 (b) (2) states “that if a parent requests an independent educational evaluation at public expense, the public agency must without unnecessary delay either; 1. File for a due process hearing to show that its evaluation is appropriate, or 2. Ensure that an independent educational evaluation is provided at public expense. . .”

4. IDEA 300.502 (5) (e) states “If an IEE is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the public agency uses when it initiates an evaluation, to the extent those criteria are consistent with the parent’s right to an IEE.” Many school districts try and put a lot of criteria on parents for IEE’s at public expense. For Example: geographic, cost, name of evaluator must be on a list etc.

5. Except for the criteria in 4 above, school districts may not impose other conditions or timelines on the IEE at public expense.

The Office of Special Education Programs (OSEP) has stated, that school districts may develop criteria for IEE’s at public expense; with these two exceptions.

a. The school district cannot make criteria, that prevent the parent from getting an IEE at public expense. For Example: If you live in a small town, with no available evaluators, and your district states that the evaluation must be done within 30 miles; it would be impossible for you to find an evaluator. Or the special education personnel make the cost so low that you cannot find anyone to evaluate your child. This may prevent you from getting the IEE at public expense, so stand up to special education personnel.

b. School districts must allow parents, to prove that their child’s circumstances are unique, and require a waiver of the criteria. For Example: If you feel that your child needs to be seen by a Clinical Psychologist, the cost is probably going to be more than a psychologist would charge. If you can prove unique circumstances, why your child needs to be evaluated by a Clinical Psychologist, then the school district is supposed to pay for the Clinical Psychologist. Whether a school district is willing to do that, without a due process hearing, depends on your school district.

Remember any criteria that a school district makes for an IEE at public expense must not prevent the parent from getting the IEE; and they must allow for waiver of criteria if the child’s circumstances require it. A good independent evaluation can benefit your child by determining their disabilities or educational and related service needs.

By: JoAnn Collins

4 Parenting Tips to Avoid School Districts Attorney at Special Education IEP Meetings

admin — Mon, 14 Dec 2009 03:11:06 +0000

Are you the parent of a child with autism or a learning disability? Are you a single parent who sometimes feels intimidated by special education personnel, at IEP meetings? Have school personnel told you that they will be bringing their attorney to your child’s next IEP meeting, and you are upset? Some special education personnel state that they want their attorneys at IEP meetings, to try and intimidate parents, and have them not ask for additional services. This article will give you 4 easy to use parenting tips, to help you prevent your school district, from bringing their attorney to your child’s IEP meeting.

The Individuals with Disabilities Education Act (IDEA) is silent, on any attorney’s at IEP meetings, parents or school districts. But if the school district has an attorney at an IEP meeting and the parents cannot afford an attorney, then the parent will not be able to be an equal participant in the IEP process.

Tip 1: Once you are notified that the school’s attorney is coming to your child’s IEP meeting, notify them in writing that you will be canceling the meeting. Also tell them your reason for canceling the meeting (cannot afford an attorney and feel that I would not be an equal participant), and that they do not have your permission to have the meeting without you. This last part is important, so that if they have the meeting, you can file a state complaint and ask that everything done at the meeting be thrown out, because the meeting was illegal.

Tip 2: After you have canceled the meeting, go to the Department of Educations Web site at ed.gov, and type in Special Education in the box. Once you get to special education, in the Search box put “OSEP policy letter to Hillary Clinton July 23, 2001.”

The letter was written by Hillary Clinton asking whether it is appropriate for a district to invite its attorney to IEP meetings. OSEP answered Hillary’s letter by stating that: School districts can invite people that have knowledge or special expertise regarding the child. However ever if the attorney possessed knowledge about the student, his or her presence would have the potential of creating an atmosphere that would not be in the child’s best interest. . .Therefore the best interest of the child compelled OSEP to strongly discourage attendance of attorneys for school districts at IEP meetings.

Tip 3: Write another letter to your school district and include copies of the Hillary Clinton Policy Letter on School Attorneys at IEP meetings. Ask them to reconsider their decision to bring their attorney to your child’s IEP meeting. If they will not reconsider go on to Tip 4.

Tip 4: File a state complaint with your state department of education, stating that your school district is violating IDEA, by not allowing you to be an equal participant in your child’s IEP. Special education personnel are doing this by inviting their attorney to your child’s IEP meeting. The state has 60 days to complete the complaint. Send in copies of all letters, to and from school personnel, as well as the Hillary Clinton Policy Letter with your complaint.

I actually had this happen to me several years ago. I told the special education person that I would be canceling the meeting. After thinking about it, the school district changed their mind about having their attorney come to my son’s IEP meeting. The meeting was held without the presence of an attorney.

By using these 4 easy to use tips, you will be able to advocate for your child to try and prevent the school district, from bringing their attorney to your child’s IEP meeting. Good Luck, the fight is worth it!

By: JoAnn Collins

9 Things to Know About Use of Restraint and Seclusion For Children in Special Education

admin — Sat, 12 Dec 2009 21:20:48 +0000

Are you the parent of a child with autism or another disability that has behavioral issues, especially at school? Are you concerned about what how special education personnel are handling the behavioral issues? Has your child told you that “so and so hurt me today?” This article will be discussing 9 things that every parent must know about the use of restraint and seclusion in school settings.

Here are 9 things that you need to know about the use of restraint and seclusion in school districts:

1. Definition of A restraint is–Any manual method, physical or mechanical device, material, or equipment that immobilizes or reduces the ability of an individual.

2. Definition of Seclusion is–The involuntary confinement of an individual alone in a room or area from which the individual is physically prevented from leaving.The involuntary confinement of an individual alone in a room or area, from which the individual is physically prevented from leaving. Seclusion should only be used for the management of violent or self-destructive behavior.

3. The Alliance to Prevent Restraint, Aversive Interventions and Seclusion (APRAIS) has stated that: Aversives, restraints, and seclusion can cause emotional, psychological, and/or physical damage as well as death.” The most dangerous practice which causes the most injury and death; is of prone restraints which has the child face down! They cannot breath, and some children have died as a result of this barbaric method!

4. The National Education Association has issued guidelines that discuss restraint or seclusion of violent students, stating that physical restraint should be used with a student only when there is an imminent risk either of harm to a person or property damage.

5. Parents, community members, and professionals have had concerns about the length of time, that students are in time-out, as well as the supervision and safety of students in seclusionary time-out settings.

6. National Disability Rights Network examined all state laws, policies and guidelines. Including the District of Columbia shows that, of the 56 states and territories in the United States:

Forty-one percent (41%) have no laws, policies or guidelines concerning restraint or seclusion use in

schools;

Almost ninety percent (90%) still allow prone restraints;

Only forty-five percent (45%) require or recommend that schools

Automatically notify parents or guardians of restraint/seclusion use.

7. The Office of Special Education Programs (OSEP) in the United States Department of Education oversees the enforcement of IDEA. OSEP has funded a technical assistance project – one focused specifically on positive behavioral interventions and supports and of best practices, including behavioral supports. Because of its emphasis on positive behavioral intervention and supports, you would expect OSEP to be supportive of alternatives and against the violent and abusive practice of restraint or seclusion, but they are not!

8. OSEP has done little, if anything, over the past 33 years to protect children with disabilities, from the use of restraint or seclusion. The most unfortunate outcome of OSEP’s lack of back bone is that these procedures continue to be used causing injury, emotional difficulty, and death!

9. Best Practices: IDEA recommends that students with behavioral challenges receive a system of positive behavioral interventions and supports. Positive behavioral interventions and supports is a research-based method for improving student behavior and creating a safe and productive school climate. The practice of positive behavioral interventions and supports is: proactive, comprehensive and data driven. It should be noted that this approach has been shown to significantly reduce problem behaviors, disciplinary referrals, and suspensions.

By having this information you will be able to fight for your child, so that they are not injured or killed, by the dangerous practices of restraint and seclusion. Also by knowing what best practices are, you may be able to advocate that these are carried out for your child. This will help your child be safe and also be in an environment where they can learn!

By: JoAnn Collins

Special Needs Children’s Education

admin — Tue, 17 Nov 2009 12:35:53 +0000

It’s almost as though homeschooling was invented for a special needs children’s education. Kids afflicted with ADHD, autism, dyslexia or Asperger’s among other learning difficulties can all benefit from being taught at home by their parents. Some public school systems can afford to hire trained therapists for these fields, but the extra attention and time afforded a student at home by a loved one can make a big difference in a child’s ability to learn. It’s just natural for a parent to be able to teach their own child more effectively. They’ve been doing it for the student’s whole life and know how to best approach new things with them. They will likely be more patient than a public school teacher and offer the extra time it might take to learn. A classroom would likely not be as able to offer the one-on-one time it might take until a student “gets it”.

It’s likely a parent would also know better than a public school instructor what manner of teaching would best suit their child. Some learn better with visual aids, some by repetition and some by seeing it done for them and copying what they’re taught. It’s very likely a parent would already know this from their own experience. They’ll also know what to look for when a special needs child is getting frustrated and ready to act up or quit, thereby avoiding a bad learning experience for the child.

If you’re wondering what sort of curriculum would best suit your special needs children’s education, there are several avenues to get started.

We would first look on the Internet. Non-profit groups who support your child’s disorder will likely have a presence there and should have good information about learning difficulties and how to overcome them. They will likely make suggestions or direct you to other good sources. They may even list case studies of various methods of learning and their success rates.

We would also try to find support groups on the Internet for your particular disease. There will likely be several forums on the Web where you can read others’ posts and ask questions directly. Parents on these websites are often very willing to share their experiences and will offer help when they can. Although your child is an individual, often there can be common practices that will help almost all children suffering from a common ailment.

There are also many books available about homeschooling your special needs children. Some are written specifically for particular disorders and offer teaching suggestions as well as curriculum selection guides. Most are written by people who have been homeschooling their own special needs children, so they speak with experience and write in every day language, rather than from theory with medical-babble-speak.

If you start with these suggestions, you should quickly be on the road to solving how to best get your special needs children educated. It can be as rewarding for you as it will be for your child since you will have contributed directly to his education and well-being.

By: A J Adams

3 Things To Do Before You File For A Special Education Due Process Hearing

admin — Thu, 12 Nov 2009 20:38:51 +0000

Are you considering filing for a due process hearing, to resolve a dispute between yourself and special education personnel, about your child with autism? Would you like to learn 3 things that need to be done before you file? This article will discuss 3 important things that you must do before you file for a due process hearing. This will help you be prepared for filing, and increase your chances of winning.

1. Make sure that you have been documenting everything that happens, to your child at school, especially anything that helps your case. Write as many letters as you need to, to document what you have asked for as well as any evidence that you have. If you have not included letters or other type of documentation in your child’s school record, you can start now.

Write a letter immediately to the special education person in your district. Put what you are asking for, what educational and related services that you think your child needs, the evidence for these services etc. Also put recollections of conversations with special education personnel that document your case.

2. Go to your district office and ask to see a complete copy of your child’s school record. Some districts require an appointment, call and ask. Ask for temporary, permanent, internal memos, e mails, audio and video recordings, anything with your child’s name on it. Ask for copies of anything you do not have, and anything that helps your case. Most states require that parents get a complete copy of their child’s records when they file for due process. But by looking at the records, you can ensure that something that helps your case, is not left out.

3. You must get an Independent Educational Evaluation (IEE), before you file for a due process hearing. This way, you will know what the specific issues are, and you will know what resolutions to ask the hearing officer for (in other words, what services your child needs). IDEA 2004 only allows changing of due process issues if the school and hearing officer agree.

By knowing what things you must do before you file for a due process hearing, you will be prepared, in case you decide to file. Good luck!

By: JoAnn Collins

What Is Due Process For Special Education – And What Information Do I Need To Know?

admin — Wed, 11 Nov 2009 06:25:14 +0000

Have you had a dispute with special education personnel, and wonder if a due process hearing will resolve it? Have you heard that parents have difficulty during due process, and should try to avoid it? This article will discuss due process hearings for special education, and important things you need to know about the process.

Due Process is a conflict resolution process, where parents and school personnel bring evidence in front of a hearing officer, who makes a decision on who wins. Due process is not a court hearing, but an administrative hearing. Due Process is a tough, adversarial process, but it is possible for parents to prevail. You should keep your issues few and simple. Below is a list of things that you must know about due process:

1. Before you file for a due process hearing, you must take your child to get an independent educational evaluation (IEE). You cannot win a due process hearing, without a detailed report, from a independent person in the field. If your child has autism, try and find a person who specializes in autism.

The person, who conducts the evaluation, must also testify, at the due process hearing. The report will be entered into evidence as part of your case. The person may testify by telephone, make sure that the due process sight includes a telephone with a conference call feature.

2. After you file for due process, have little verbal contact with special education personnel. Keep your communication in writing, as much as possible.

3. Some school personnel try and retaliate against parents for filing for a due process hearing. By keeping communication in writing, this may cut down on some of the verbal retaliation. In fact, I would expect retaliation, and be surprised if it doesn’t happen. Try and meet other parents who have gone through due process, to help you prepare and also with the emotional difficulties, associated with due process.

4. Once a hearing officer is appointed, they may not have contact with one party without the other party present. This is called ex parte communication, and is not allowed under the due process rules. If you need to speak to the hearing officer, call the school districts representative, and you can have a three party phone call.

5. Due process requires pre hearing conferences be held between parents, school personnel, and the hearing officer. Most times these are done by telephone; which makes it easier for everyone. The conferences set up the issues, date, time of the hearing, witnesses, if you need a telephone for witnesses that will be testifying by telephone.

6. You need to understand, that some states are one party due process states and some states are two due process party states. One party means that the state board of education hires the hearing officers. In Illinois, where I live, we are a one party due process state. In a two party state the school district hires the hearing officer, and the person who loses can appeal to the second state level. I understand that New York is a two party state. Check with your state board of education on which due process party your state uses.

7. You may be able to conduct the due process hearing yourself, or with the help of an experienced advocate. Keep the case simple! Check with local disability organizations to see if they have advocates who help with due process. Also try and meet parents who have experience with due process, their own or another parents.

This article has helped you learn some important information about due process. This will help you make a decision about whether you will file for a due process hearing. Good luck in your advocacy efforts!

By: JoAnn Collins

Successfully Overcoming Special Education Deny Or Delay Tactics

admin — Mon, 26 Oct 2009 07:57:28 +0000

Does your young child with autism need applied behavioral analysis (ABA) treatment? Are special education personnel delaying making a decision or totally denying needed educational services? This article will discuss, how you can successfully overcome deny or delay tactics, by some school personnel.

Many research studies have shown how important early intervention is for all children with disabilities. But if you waste time waiting for special education personnel to give your child the educational and related services that they need, your child’s life will be negatively affected.

Below are a few ways, to stop the deny or delay tactics, of some school personnel:

1. Make school personnel accountable for IDEA time lines. Learn about the time lines because a lot of delays that some school personnel try and get away with, are because parents do not understand the time lines, or do not make special education personnel accountable for the time lines. After you learn about the time lines are, write school personnel a letter, telling them that you know what the time lines are, and you will be holding them to the time lines.

Some things are not covered by time lines. For these I usually use 14 days. For Example: I would like a written response to my letter. I expect to receive it within 14 days. On the 15th day I write them again, and give them a shorter time frame, 5 days. If they refuse to answer my letter in writing, I would file for a state complaint. Your complaint would be, that you school district is preventing you from being an equal participant in your child’s education and Individual Education Plan (IEP) process.

2. Get an independent educational evaluation (IEE) of your child. This evaluation will give you evidence of what services your child requires. The evaluation should include, testing on academic and functional progress, educational and related services that your child needs, and what placement they require. Once you receive the in depth report from the independent evaluator, set up an IEP meeting to discuss the results. Make sure if possible, that the independent evaluator can participate in the IEP meeting by telephone. This will increase your chances of have special education personnel accept the evaluation.

3. If the school district refuses to give your child the recommended educational and related services, consider filing for a due process hearing immediately. By getting an IEE before you file for a due process hearing, you will be able to use the independent evaluators report, as evidence at a due process hearing.

Some parents wait for months, negotiating with school personnel, only to find out that the school district refuses to give the child what they need. Do not waste your child’s precious time! File for a due process now!

While due process is not an easy thing and can be adversarial, the special education personnel will continue to delay a decision, if they know that you will let them get away with it. I have heard from some parents that have waited for years, while school personnel delayed a decision.

By using these advocacy strategies you will be stopping the deny or delay tactics, of some special education personnel. Remember all the time that you waste, waiting for a decision on whether needed services are going to be given to your child, will negatively affect your child’s life. Keep up the fight!

By: JoAnn Collins