Brodkin, Adele M. (2006). “That’s Not Fair!” Helping the Child with a Sibling Who Has Special Needs. Early Childhood Today, 20, 18-19.
Adel Brodkin has a Ph.D. in psychology. She is also a consultant and author of several books that deal with problematic behavior as well as a producer and writer of educational videos. In this article, Brodkin is approached with a difficult situation dealing with a sibling of a child with disabilities. The sibling is a preschool student who had been doing well in preschool until her younger brother with a disability joined the school. Before her brother’s attending of the preschool, Audrey had been a well-behaved, happy little girl. Brodkin suggests that the teacher quietly praise the young girl and plan activities that Audrey does well with. Brodkin suggests to the parents they have someone go along with them on outings and to the school so Audrey can have more time with her parents as well as counseling with a therapist that has experience dealing with families of children with disabilities. Though Brodkin’s suggestion seem to be valid, asking both parents to be around most of the time. Often with families affected by disabilities, one parent does all of the appointments, therapies, and work with the children while the other provides for the family.
Eberly, Jody L. (2007). Communication with Families Across Cultures: An Investigation of Teacher Perceptions and Practices. School Community Journal, 17, 7-26.
The authors of the article are professors in the department of early childhood education at the College of New Jersey. The authors state the purpose of the study is to help teachers learn how to work and effectively communicate with families of students from cultures different than their own. Their methodology was to develop protocol for two different focus groups. The sessions with the focus groups were tape recorded as they were interviewed. There were four themes the interview questions related to: “ways in which family values and beliefs impact learning, ways of communicating with and involving parents from diverse cultures, specific questions participants would like to ask parents about their cultural practices, and specific needs for professional development in working with parents from diverse questions.” The study found that defining culture is difficult, many participants understand the importance of understanding culture but still look at some beliefs as negative, had difficulty dealing with race and class differences, in diverse groups people are forced to confront cultural biases, and professional development programs would be beneficial to help teachers confront their cultural biases. The importance of understanding cultural diversity is also supported by Lam’s finding in her study. The reliability of this study should be called into question because of the small focus groups and the centralized area in which the study was done.
Lam, Sarah Kit-Yee. (2005). An Interdisciplinary Course to Prepare School Professionals to Collaborate with Families of Exceptional Children. Multicultural Education, 13, 38-42.
Sarah Kit-Yee Lam is an Assistant Professor of the Department of Counseling and Special Education and Rehabilitation at California State University in Fresno, California. Lam centered her study on determining what kind of methods could be used to teach professionals to work with families of students with exceptional children. Lam shows that effectively working with families is key to help students with disabilities succeed. Furthermore, she explains that being to work with families who are culturally diverse also affects the outcome of students with disabilities’ educations. Lam found that a course for future professionals could help them communicate families of children with disabilities including those with cultural differences, which supports Eberly, Joshi, and Konzal’s claim that professional development programs would be beneficial to help teachers confront their cultural biases. The limitations of the study include small sample, the centralization of the study in an area that may not be representative of other areas, and the method of collecting data may be skewed because of subjectivity.
Llewellyn, G., McConnell, D., Schneider, J., and Wedgewood, N. (2006). Families Challenged by and Accommodating to the Adolescent Years. Journal of Intellectual Disability Research, 50, 926-936.
The authors of this article are faculty members at the Australian Families and Disability Studies Research Centre. This is an ecocultural study that centers on the difficulties faced by families of children with disabilities and strategies used to support the family routine to help the child with their development. The methodology of the families included interviews with families of adolescents with disabilities. The authors had the families deviate from their regular routines and studied the effect of the changes they made. The study found that the family routine stimulates the growth of adolescents with disabilities. The study also suggest awareness of cultural differences of the family can help professionals better support the families. The need for professional understanding of culture to helping the growth of the student with disabilities is supported by the articles by Lam, and Eberly, Joshi, and Konzal’s findings. Only 20 families were studied. Limitations to the study include the small sample size, the centralized area of the study, and subjectivity of the respondents.
Lord Nelson, L.G., Summers, Jean A., and Turnbull, A.P. (2004). Boundaries in Family-Professional Relationships. Remedial and Special Education, 25, 153-165.
The authors of this study are Professors of Education. The purpose of the study was to explore the development of the parent/professional relationship and the need for boundaries in these relationships. The methodology was to produce 34 focus groups of 107 participants in three states, Kansas, North Carolina, and Louisiana. The focus groups were diverse in their demographic characteristics. However the demographics do not prove to be representative of the population at large. The limitations of the study include subjectivity, lack of participation in all phases, no back translation, the lack of extensive data for sufficient analysis, and the study took more time than expected. The study suggests that professionals be accessible to parents so that there is an open line of communication about preferences based on their involvement with the students and the boundaries to the parent/professional relationship. By explaining their involvement preferences early in the relationship, the professional is less likely to go beyond the call of duty or be spread too thin.
Monday, February 18, 2013
Sunday, February 17, 2013
Community Based Instruction
Alberto, Paul A.; Cihak, David; and Frederick, Laura D. (2007). Use of Brief Functional Analysis and Intervention Evaluation in Public Settings. Journal of Positive Behavior Interventions, 9, 80-93.
Cihak is an Assistant Professor at the University of Tennessee in the Department of Theory and Practice in Teacher Education. Alberto is a Research Professor in Mental Retardation and the Director, Bureau for students with Multiple and Severe Disabilities at Georgia State University. And Fredrick is an associate professor in the College of Education at Georgia State University, the director of the Office of Direct Instruction, and an author, who specializes in Behavior Analysis, Education, and Effective Schooling. Their purpose of the study was to identify and select intervention models to prevent inappropriate social behaviors of students with intellectual disabilities in a public community behavior. Their method was to have four high school students participate in functional analysis in order to help them maintain target behaviors. They found that teaching the students to self-monitor their behaviors by using auditory prompts was more effective than any other method they had tried. The major limitation to their study is the small sample size used. With so few students studied, one must be cautious when using the methods they have suggested.
Bang, Myong-Ye.; and Lamb, Peg. (1997). Impacts of an Inclusive School-to-Work Program. (Report No. EDO-408-752 EC-305-623). Utah. 2-14.
Lamb is the Director of NSF Bridges Transition Project and Myong-Ye Bang is a professor who works with the Holt Public Schools in Michigan. The purpose of their study was to “investigate the effects of this inclusive School-To-Work program [Holt High School’s Transition Coalition] on students” (5). The authors had noted that most school-to-work programs did not allow access for most students with intellectual disabilities because of their grades, social skills, and attendance. The researchers found that the students became self-advocates and were able to set goals for their own futures. They also better understood their own strengths and weaknesses. Overall the students were able to determine what factors were important for success in the work place, their social skills improved, and their performances were improved. The students with intellectual disabilities were able to advocate for supports necessary for future success. The employers also benefited because the program helped to change their views about hiring younger employees, particularly those with disabilities. The main problem with this study is that it only includes one high school in a rural area. The results may not be representative of the population, particularly those in an urbanized area.
Bowman, Garry. (2007). Employment Lifestyle Training: A New Approach to Vocational Rehabilitation Teacher Services. Rehabilitation Education for Blindness and Visual Impairment, 39, 141-148.
Garry Bowman is a Teacher Consultant at Texas Division for Blind Services. Bowman discusses the recent changes in the Texas Division for Blind Services program. He explains participants in the previous programs were not given the opportunity to increase their employment opportunities. Therefore, the new program combines both functional homemaking skills and employment lifestyle training. The individuals are trained rehabilitation teacher and given access to self-help guides. Bowman explains the program is important because people with visual impairments often have great difficulty generalizing homemaking skills to non-homemaking environments. Bowman asserts the group and community strategies of the program helps build social skills and confidence. He further explains that the individuals should develop self-direction and problem-solving strategies. Bowman explains the new program will train individuals on developing “job-related skills such as writing resumes, doing job searches, and interviewing” (147). A potential limitation to the program is that it has been developed for only one state. There may be more effective programs in other areas of the country. Also the complete removal of services is not good practice. A better program would be to re-evaluate participants annually and keep supports in place to address unforeseen problems.
Burcroff, Teri L.; Radogna, Daniel M.; and Wright, Erika H. (2003). Community Forays: Addressing Students; Functional Skills in Inclusive Settings. TEACHING Exceptional Children, 35, 52-57.
Teri L Burcroff is a Professor and Graduate Coordinator in the Department of Special Education & Rehabilitation at East Stroudsburg University. Daniel M. Radogna I am a Disability Services Specialist employed at Northampton Community College. The authors developed a 2 year program at one middle school designed to help students with disabilities develop their functional skills without having to spend too much time out of their inclusive classrooms. The researchers set up a set of guiding principles that resisted a return to self-contained classrooms. The researchers developed a definition for inclusion and worked in teams to develop goals and objectives based upon each students’ IEPs. The curriculum in the general education classrooms was modified based upon their need for functional skill development outside of these classrooms. In order to generalize sills learned in their inclusive settings, the small groups of students went on trips into the community in order to participate in community-based activities. Though the programs showed success in the areas of social skills and self-advocacy in the first year, the program appeared to have returned to a self-contained program. The authors argue that was not the case.
Kluth, Paula. (2000). Community-Referenced Learning and the Inclusive Classroom. Remedial and Special Education, 21, 19-26.
Dr. Paula Kluth is a former special education teacher who has served as a classroom teacher, consulting teacher, and inclusion facilitator. Dr. Kluth explains that community-referenced learning has been a part of education for quite some time, and specifies three types of education that can be implemented in the community, work experiences, research teams, and service learning. Therefore, Dr. Kluth suggests that teachers “reexamine traditional approaches to curriculum and instruction.” Kluth argues CBI helps students generalize classroom skills to the community and broadens their community awareness. Kluth suggests interactive education received outside of the classroom is more meaningful for students with and without disabilities, as well as ESL students, and gifted students. Kluth asserts the need for working as a team between administrators, general educators, and special educators in order to develop an effective CBI. Kluth further suggests that communicating the importance of CBI to the future welfare of students to their families is crucial for the success of such programs. Although Kluth feels that communities, teachers and all students benefit from CBI, she suggests future research and studies in order to enhance effectiveness, and develop solutions to problems such as funding and staffing.
Cihak is an Assistant Professor at the University of Tennessee in the Department of Theory and Practice in Teacher Education. Alberto is a Research Professor in Mental Retardation and the Director, Bureau for students with Multiple and Severe Disabilities at Georgia State University. And Fredrick is an associate professor in the College of Education at Georgia State University, the director of the Office of Direct Instruction, and an author, who specializes in Behavior Analysis, Education, and Effective Schooling. Their purpose of the study was to identify and select intervention models to prevent inappropriate social behaviors of students with intellectual disabilities in a public community behavior. Their method was to have four high school students participate in functional analysis in order to help them maintain target behaviors. They found that teaching the students to self-monitor their behaviors by using auditory prompts was more effective than any other method they had tried. The major limitation to their study is the small sample size used. With so few students studied, one must be cautious when using the methods they have suggested.
Bang, Myong-Ye.; and Lamb, Peg. (1997). Impacts of an Inclusive School-to-Work Program. (Report No. EDO-408-752 EC-305-623). Utah. 2-14.
Lamb is the Director of NSF Bridges Transition Project and Myong-Ye Bang is a professor who works with the Holt Public Schools in Michigan. The purpose of their study was to “investigate the effects of this inclusive School-To-Work program [Holt High School’s Transition Coalition] on students” (5). The authors had noted that most school-to-work programs did not allow access for most students with intellectual disabilities because of their grades, social skills, and attendance. The researchers found that the students became self-advocates and were able to set goals for their own futures. They also better understood their own strengths and weaknesses. Overall the students were able to determine what factors were important for success in the work place, their social skills improved, and their performances were improved. The students with intellectual disabilities were able to advocate for supports necessary for future success. The employers also benefited because the program helped to change their views about hiring younger employees, particularly those with disabilities. The main problem with this study is that it only includes one high school in a rural area. The results may not be representative of the population, particularly those in an urbanized area.
Bowman, Garry. (2007). Employment Lifestyle Training: A New Approach to Vocational Rehabilitation Teacher Services. Rehabilitation Education for Blindness and Visual Impairment, 39, 141-148.
Garry Bowman is a Teacher Consultant at Texas Division for Blind Services. Bowman discusses the recent changes in the Texas Division for Blind Services program. He explains participants in the previous programs were not given the opportunity to increase their employment opportunities. Therefore, the new program combines both functional homemaking skills and employment lifestyle training. The individuals are trained rehabilitation teacher and given access to self-help guides. Bowman explains the program is important because people with visual impairments often have great difficulty generalizing homemaking skills to non-homemaking environments. Bowman asserts the group and community strategies of the program helps build social skills and confidence. He further explains that the individuals should develop self-direction and problem-solving strategies. Bowman explains the new program will train individuals on developing “job-related skills such as writing resumes, doing job searches, and interviewing” (147). A potential limitation to the program is that it has been developed for only one state. There may be more effective programs in other areas of the country. Also the complete removal of services is not good practice. A better program would be to re-evaluate participants annually and keep supports in place to address unforeseen problems.
Burcroff, Teri L.; Radogna, Daniel M.; and Wright, Erika H. (2003). Community Forays: Addressing Students; Functional Skills in Inclusive Settings. TEACHING Exceptional Children, 35, 52-57.
Teri L Burcroff is a Professor and Graduate Coordinator in the Department of Special Education & Rehabilitation at East Stroudsburg University. Daniel M. Radogna I am a Disability Services Specialist employed at Northampton Community College. The authors developed a 2 year program at one middle school designed to help students with disabilities develop their functional skills without having to spend too much time out of their inclusive classrooms. The researchers set up a set of guiding principles that resisted a return to self-contained classrooms. The researchers developed a definition for inclusion and worked in teams to develop goals and objectives based upon each students’ IEPs. The curriculum in the general education classrooms was modified based upon their need for functional skill development outside of these classrooms. In order to generalize sills learned in their inclusive settings, the small groups of students went on trips into the community in order to participate in community-based activities. Though the programs showed success in the areas of social skills and self-advocacy in the first year, the program appeared to have returned to a self-contained program. The authors argue that was not the case.
Kluth, Paula. (2000). Community-Referenced Learning and the Inclusive Classroom. Remedial and Special Education, 21, 19-26.
Dr. Paula Kluth is a former special education teacher who has served as a classroom teacher, consulting teacher, and inclusion facilitator. Dr. Kluth explains that community-referenced learning has been a part of education for quite some time, and specifies three types of education that can be implemented in the community, work experiences, research teams, and service learning. Therefore, Dr. Kluth suggests that teachers “reexamine traditional approaches to curriculum and instruction.” Kluth argues CBI helps students generalize classroom skills to the community and broadens their community awareness. Kluth suggests interactive education received outside of the classroom is more meaningful for students with and without disabilities, as well as ESL students, and gifted students. Kluth asserts the need for working as a team between administrators, general educators, and special educators in order to develop an effective CBI. Kluth further suggests that communicating the importance of CBI to the future welfare of students to their families is crucial for the success of such programs. Although Kluth feels that communities, teachers and all students benefit from CBI, she suggests future research and studies in order to enhance effectiveness, and develop solutions to problems such as funding and staffing.
Friday, February 15, 2013
Self-Determination and Students with Low Incident Disabilities
Campbell-Whatley, Gloria D. (2008). Teaching Students About Their Disabilities: Increasing Self-Determination Skills and Self-Concept. International Journal of Special Education, 23, 137-144.
Dr. Campbell-Whatley is a Professor at the University of North Carolina at Charlotte. Campbell-Whatley suggests that students who learn self-determination skills are more successful students than those who do not. Campbell-Whatley suggests that students should begin to learn awareness skills in elementary years, exploration in the middle school years, preparation in the high school years, and placement in the post school years. Campbell-Whatley’s method was to comprise a study by including 13 participants from the mid-west area, who range from elementary to high school. The special education teachers of the students gave the students The Piers Harris Self Concept Scale before and after the implementation of the guided study. The students were taught what it means to have a learning disability, about successful people with learning disabilities, characteristics of learning disabilities, about special education programs, to discover their strengths and weaknesses, how to deal with problems and to self-advocate, and behavior management. The study showed that the students were more aware after the program and their self-esteem was raised. Potential limitations to the study include small sample size, centralized location, and the study does not show whether or not students were able to generalize their newfound skills.
Chambers, Cynthia R.; Lee, Youngsun; Lida, Kerry M.; Saito, Yumiko; Singh, Vandana; and Wehmeyer, Michael L. (2007). Self-Determination: What Do We Know? Where Do We Go?. Exceptionality, 15, 3-15.
The authors suggest though there are numerous studies on self-determination, “there has not been a review of interventions and outcomes measuring global self-determination” (4). The authors gathered data-based, peer-reviewed studies that measure global self-determination. Of the 1000 articles reviewed, the authors included the results of only 31 of the articles. These articles were split up into three categories: nonintervention or descriptive studies, perceptions about self-determination, and efficacy of interventions to promote self-determination. The researchers found that people with disabilities who have high levels of self-determination are more successful than those with low levels of self-determination. Furthermore, those who reside in more restrictive environments have lower levels of self-determination. The research shows though teachers value self-determination, the value is often not translated into practice. The research further shows that there still needs to be more studies done on the impact of interventions on global self-determination. The authors suggest there is a need for teacher training and support, implementation of strategies in the classroom, family education and involvement, promoting self-determination in young students with disabilities.
Marks, Susan U. (2008). Self-Determination for Students with Intellectual Disabilities and Why I Want Educators to Know What It Means. Phi Delta Kappan, 90, 55-58.
Marks asserts self-determination and inclusion are related to “the principles of democratic education” (55). Marks defines self-determination as the ability to make things happen. Marks argues that students with disabilities often want to learn and want to be given the opportunity to make decisions for themselves. Marks further argues that most special education programs do not address self-determination. Therefore, students with disabilities are “an oppressed group” (56). Marks suggests that varied experiences must be introduced to students with intellectual disabilities in order to allow them to become self-determined. Marks asserts this can be done by giving students with disabilities an opportunity to work with a diverse group of people by taking them out of the segregated classrooms and allowing them access to extra-curricular activities. Marks reminds the audience that self-determination is “a lifelong learning process” that follows us into adulthood (58). Marks asserts that educators and parents often teach self-determination skills in a hierarchical pattern, which denies them “the opportunity to express greater self-determination” (58).
McCarthy, Deborah. (2008). Teaching Self-Advocacy to Students with Disabilities. About Campus, 12, 10-16.
McCarthy is a disability educator as well as a former student with a disability. McCarthy differentiates between disability educator and a service provider by suggesting that a disability educator is more of a companion to her students with disabilities. McCarthy also differentiates between the two by suggesting that the service provider only address the immediate needs of the students while a disability educator is more focused on addressing long-term needs. McCarthy argues that higher education requires students with disabilities to be their own advocates; how-ever, many of the students with disabilities going into college lack the skills to be their own advocate. This is supported by Marks article. McCarthy suggests as does Campbell-Whatley in her article that students should be taught self-advocacy beginning in the elementary years instead of only having day-to-day decisions addressed. McCarthy asserts that as disability educators, we need to acknowledge the uncertainty by helping students with disabilities know how to weigh options and take calculated risks. Disability educators should present students with disabilities with options to teach them self-advocacy, and educators should help their students frame new expectations. McCarthy further asserts that educators should “reinforce the notion that effective advocacy is a journey…[and] Interdependence and self-advocacy could coexist” (15).
Turnbull, Ann P. (2006). Self-Determination: Is a Rose by Any Other Name Still a Rose?. Research and Practice for Persons with Severe Disabilities, 31, 83-88.
Turnbull and Turnbull’s focus of their paper is to research literature on self-determination funding and look for consistencies and inconsistencies relating to the use of terminology and anticipated outcomes. Turnbull and Turnbull’s research found that students who have been taught self-determination skills in the academic setting have difficulty understanding the use of the term self-determination as it is related to funding into adulthood, and many of the stakeholders are confused by the use of the terms relating to self-determination funding. Turnbull and Turnbull show that terminology is often defined either in a values perspective of a functional perspective. However, Turnbull and Turnbull found that all of the articles agree that the outcome should be autonomy. Therefore, Turnbull and Turnbull suggest that terminology should be kept uniform in order to “enhance individual control,” and students with disabilities and their parents should be properly educated to gain a understanding of terms, which is correlated to an understanding of policy that directs self-determination and autonomy.
Dr. Campbell-Whatley is a Professor at the University of North Carolina at Charlotte. Campbell-Whatley suggests that students who learn self-determination skills are more successful students than those who do not. Campbell-Whatley suggests that students should begin to learn awareness skills in elementary years, exploration in the middle school years, preparation in the high school years, and placement in the post school years. Campbell-Whatley’s method was to comprise a study by including 13 participants from the mid-west area, who range from elementary to high school. The special education teachers of the students gave the students The Piers Harris Self Concept Scale before and after the implementation of the guided study. The students were taught what it means to have a learning disability, about successful people with learning disabilities, characteristics of learning disabilities, about special education programs, to discover their strengths and weaknesses, how to deal with problems and to self-advocate, and behavior management. The study showed that the students were more aware after the program and their self-esteem was raised. Potential limitations to the study include small sample size, centralized location, and the study does not show whether or not students were able to generalize their newfound skills.
Chambers, Cynthia R.; Lee, Youngsun; Lida, Kerry M.; Saito, Yumiko; Singh, Vandana; and Wehmeyer, Michael L. (2007). Self-Determination: What Do We Know? Where Do We Go?. Exceptionality, 15, 3-15.
The authors suggest though there are numerous studies on self-determination, “there has not been a review of interventions and outcomes measuring global self-determination” (4). The authors gathered data-based, peer-reviewed studies that measure global self-determination. Of the 1000 articles reviewed, the authors included the results of only 31 of the articles. These articles were split up into three categories: nonintervention or descriptive studies, perceptions about self-determination, and efficacy of interventions to promote self-determination. The researchers found that people with disabilities who have high levels of self-determination are more successful than those with low levels of self-determination. Furthermore, those who reside in more restrictive environments have lower levels of self-determination. The research shows though teachers value self-determination, the value is often not translated into practice. The research further shows that there still needs to be more studies done on the impact of interventions on global self-determination. The authors suggest there is a need for teacher training and support, implementation of strategies in the classroom, family education and involvement, promoting self-determination in young students with disabilities.
Marks, Susan U. (2008). Self-Determination for Students with Intellectual Disabilities and Why I Want Educators to Know What It Means. Phi Delta Kappan, 90, 55-58.
Marks asserts self-determination and inclusion are related to “the principles of democratic education” (55). Marks defines self-determination as the ability to make things happen. Marks argues that students with disabilities often want to learn and want to be given the opportunity to make decisions for themselves. Marks further argues that most special education programs do not address self-determination. Therefore, students with disabilities are “an oppressed group” (56). Marks suggests that varied experiences must be introduced to students with intellectual disabilities in order to allow them to become self-determined. Marks asserts this can be done by giving students with disabilities an opportunity to work with a diverse group of people by taking them out of the segregated classrooms and allowing them access to extra-curricular activities. Marks reminds the audience that self-determination is “a lifelong learning process” that follows us into adulthood (58). Marks asserts that educators and parents often teach self-determination skills in a hierarchical pattern, which denies them “the opportunity to express greater self-determination” (58).
McCarthy, Deborah. (2008). Teaching Self-Advocacy to Students with Disabilities. About Campus, 12, 10-16.
McCarthy is a disability educator as well as a former student with a disability. McCarthy differentiates between disability educator and a service provider by suggesting that a disability educator is more of a companion to her students with disabilities. McCarthy also differentiates between the two by suggesting that the service provider only address the immediate needs of the students while a disability educator is more focused on addressing long-term needs. McCarthy argues that higher education requires students with disabilities to be their own advocates; how-ever, many of the students with disabilities going into college lack the skills to be their own advocate. This is supported by Marks article. McCarthy suggests as does Campbell-Whatley in her article that students should be taught self-advocacy beginning in the elementary years instead of only having day-to-day decisions addressed. McCarthy asserts that as disability educators, we need to acknowledge the uncertainty by helping students with disabilities know how to weigh options and take calculated risks. Disability educators should present students with disabilities with options to teach them self-advocacy, and educators should help their students frame new expectations. McCarthy further asserts that educators should “reinforce the notion that effective advocacy is a journey…[and] Interdependence and self-advocacy could coexist” (15).
Turnbull, Ann P. (2006). Self-Determination: Is a Rose by Any Other Name Still a Rose?. Research and Practice for Persons with Severe Disabilities, 31, 83-88.
Turnbull and Turnbull’s focus of their paper is to research literature on self-determination funding and look for consistencies and inconsistencies relating to the use of terminology and anticipated outcomes. Turnbull and Turnbull’s research found that students who have been taught self-determination skills in the academic setting have difficulty understanding the use of the term self-determination as it is related to funding into adulthood, and many of the stakeholders are confused by the use of the terms relating to self-determination funding. Turnbull and Turnbull show that terminology is often defined either in a values perspective of a functional perspective. However, Turnbull and Turnbull found that all of the articles agree that the outcome should be autonomy. Therefore, Turnbull and Turnbull suggest that terminology should be kept uniform in order to “enhance individual control,” and students with disabilities and their parents should be properly educated to gain a understanding of terms, which is correlated to an understanding of policy that directs self-determination and autonomy.
Thursday, February 14, 2013
Transition from the Education Setting to Community Living
Black, Rhoda S., and Langone, J. (1997). Social Awareness and Transition to Employment for Adolescents with Mental Retardation. Remedial and Special Education, 18, 214-222.
The authors of this article explore literature in order to evaluate instruction focused on social awareness of students with intellectual disabilities rather than social skills. They argue that the lack of social competence in individuals with disabilities hinder successful employment of individuals with intellectual disabilities. The authors suggest that individuals with intellectual disabilities may be able to use the social skills they receive in an instructional setting to be able to function as others in the community do, but they may still “engage in attention-seeking behavior.” The authors define the differences in social skills, social competence, and social awareness as well as explain how the three are interrelated. The authors assert that many people with intellectual disabilities often loose their employment because of their inability to recognize social reciprocity. Therefore, they suggest that educating individuals with intellectual disabilities should be taught appropriate social skills as well as instruction to help them understand social events and processes in as many environments as possible. They further suggest that these skills should be taught in the elementary years of the individuals with intellectual disabilities by using cognitive process approaches.
Bloomberg, Laura, Bruininks, Robert H., Johnson, David R., Lin, Hung-Chih, and McGrew, Kevin. (1996). Postschool Outcomes and Community Adjustment of Young Adults with Severe Disabilities. Project Crest. (Report No. EDO-392-209 EC-304-640). Minnesota: University of Minnesota: The College of Education & Human Development. 2-11.
The researchers assert that parents, professionals, and policy-makers are concerned aobut the transition of individuals with disabilities from school to the work place. The purposes of the study were to provide information on the post-school outcomes and to document transitional difficulties of students with disabilities. The researchers selected 398 subjects in five states, who had graduated from high school in the last four years before the study. The sample was gathered in order to be representative of individuals with disabilities. The subjects were surveyed on their school experiences and completion, employment and daytime activities, living arrangements, family and friends, community involvement, financial independence, personal choice, family needs and supports, and waiting for services. The study found that the subjects received limited access to postsecondary education programs, exhibited employment instability, gained an dependence on others, did not participate in community events, and were socially isolated. Therefore, the researchers suggest methods for evaluating the success of transitional programs should be reevaluated and improved.
Dave, Penny, J’Anne, and Peterson, Patricia. (2003). The Continental Project: A Model Program for School Work Transition for Students with Disabilities. (Report No. EDO-475-155 CE-084-781). Arizona: Northern Arizona University. 2-9.
The authors assert that transitional services for students with disabilities can benefit both the students and their communities. However, they feel that most of the services offered to students fail to properly prepare students with disabilities to a vocational environment. Therefore, they argue that programs outside of the school often can better meet the post-secondary needs of students with disabilities. The authors use the Continental Project in Flagstaff, Arizona as a model for such programs. The students in the programs receive jobs at the Continental Country Club and transportation to these jobs. The students’ jobs include skills used in the workforce. The students rotate assignments to provide them with multiple job skills. Although the program seems to be successful and may expand into different venues, the education of the students does not seem to be priority. Most of the students work in the morning and are given instruction in the afternoon in a self-contained classroom on the job site. The content of academic material is focused on job-related skills. Therefore, the program limits the education and potential of the students as well as isolating them from their peers.
Dutey, Gary, Gold, Veronica, Stowers, Elissa, and Williams, Ellen. (1997). Transition to the Community, Work, and Independent Living: The Rural Community as a Classroom. Project Crest. (Report No. EDO-406-111 RC-021-012). Ohio: Bowling Green State University. 249-255.
The authors state that many rural communities are unable to provide adequate transitional services for students with disabilities. Therefore, they have come up with Project CREST (Collaboration in Rural Education for Special Teachers). The purpose of this product is to provide transitional training for students with disabilities by meeting their academic, social, vocational and ancillary service needs. The focus group consisted of students from a four-county, impoverished area in Ohio, where unemployment rates and high school drop-out rates are higher than the national average. The researchers worked to engage parents, agencies, and community business to address the planning and implementation of transition services. The researchers developed training models to benefit the students with disabilities based on their critical knowledge and skills. The program required students to be trained in both the classroom and the communities in which they lived. The success of the program was based on the students’ overall achievement of goals related to skills needed for successful future employment.
Grigal, Meg, Moon, M., and Neubert, Debra A. (2002). Post-Secondary Education and Transition Services for Students Ages 18-21 with Significant Disabilities. Focus on Exceptional Children, 34, 1-11.
The authors assert that students with disabilities between the ages of 18-21 require transitional education for future success. They point out that many transitional programs are often based on the individual needs of students with disabilities, and these programs also differ due to the philosophy of the educational system the students are a part of. From their research, the authors suggest that all students with disabilities receive transitional and educational experiences both in and out of the classroom, and they point out that many of these programs are being implemented throughout the country. Some of the programs listed are those in post-secondary settings, such as college campuses. In these programs, the students receive education both in and outside of the classroom, where they learn functional skills. The authors feel this program is beneficial because the students are kept with their age-group and are given opportunities to take classes with their peers. Another program addressed in the article is the use of individual supports in post-secondary settings (college, employment sites, or community environments). This program is “provided and coordinated for one student at a time” (6). The major benefit for this program is that it is more flexible to the students’ individual needs.
The authors of this article explore literature in order to evaluate instruction focused on social awareness of students with intellectual disabilities rather than social skills. They argue that the lack of social competence in individuals with disabilities hinder successful employment of individuals with intellectual disabilities. The authors suggest that individuals with intellectual disabilities may be able to use the social skills they receive in an instructional setting to be able to function as others in the community do, but they may still “engage in attention-seeking behavior.” The authors define the differences in social skills, social competence, and social awareness as well as explain how the three are interrelated. The authors assert that many people with intellectual disabilities often loose their employment because of their inability to recognize social reciprocity. Therefore, they suggest that educating individuals with intellectual disabilities should be taught appropriate social skills as well as instruction to help them understand social events and processes in as many environments as possible. They further suggest that these skills should be taught in the elementary years of the individuals with intellectual disabilities by using cognitive process approaches.
Bloomberg, Laura, Bruininks, Robert H., Johnson, David R., Lin, Hung-Chih, and McGrew, Kevin. (1996). Postschool Outcomes and Community Adjustment of Young Adults with Severe Disabilities. Project Crest. (Report No. EDO-392-209 EC-304-640). Minnesota: University of Minnesota: The College of Education & Human Development. 2-11.
The researchers assert that parents, professionals, and policy-makers are concerned aobut the transition of individuals with disabilities from school to the work place. The purposes of the study were to provide information on the post-school outcomes and to document transitional difficulties of students with disabilities. The researchers selected 398 subjects in five states, who had graduated from high school in the last four years before the study. The sample was gathered in order to be representative of individuals with disabilities. The subjects were surveyed on their school experiences and completion, employment and daytime activities, living arrangements, family and friends, community involvement, financial independence, personal choice, family needs and supports, and waiting for services. The study found that the subjects received limited access to postsecondary education programs, exhibited employment instability, gained an dependence on others, did not participate in community events, and were socially isolated. Therefore, the researchers suggest methods for evaluating the success of transitional programs should be reevaluated and improved.
Dave, Penny, J’Anne, and Peterson, Patricia. (2003). The Continental Project: A Model Program for School Work Transition for Students with Disabilities. (Report No. EDO-475-155 CE-084-781). Arizona: Northern Arizona University. 2-9.
The authors assert that transitional services for students with disabilities can benefit both the students and their communities. However, they feel that most of the services offered to students fail to properly prepare students with disabilities to a vocational environment. Therefore, they argue that programs outside of the school often can better meet the post-secondary needs of students with disabilities. The authors use the Continental Project in Flagstaff, Arizona as a model for such programs. The students in the programs receive jobs at the Continental Country Club and transportation to these jobs. The students’ jobs include skills used in the workforce. The students rotate assignments to provide them with multiple job skills. Although the program seems to be successful and may expand into different venues, the education of the students does not seem to be priority. Most of the students work in the morning and are given instruction in the afternoon in a self-contained classroom on the job site. The content of academic material is focused on job-related skills. Therefore, the program limits the education and potential of the students as well as isolating them from their peers.
Dutey, Gary, Gold, Veronica, Stowers, Elissa, and Williams, Ellen. (1997). Transition to the Community, Work, and Independent Living: The Rural Community as a Classroom. Project Crest. (Report No. EDO-406-111 RC-021-012). Ohio: Bowling Green State University. 249-255.
The authors state that many rural communities are unable to provide adequate transitional services for students with disabilities. Therefore, they have come up with Project CREST (Collaboration in Rural Education for Special Teachers). The purpose of this product is to provide transitional training for students with disabilities by meeting their academic, social, vocational and ancillary service needs. The focus group consisted of students from a four-county, impoverished area in Ohio, where unemployment rates and high school drop-out rates are higher than the national average. The researchers worked to engage parents, agencies, and community business to address the planning and implementation of transition services. The researchers developed training models to benefit the students with disabilities based on their critical knowledge and skills. The program required students to be trained in both the classroom and the communities in which they lived. The success of the program was based on the students’ overall achievement of goals related to skills needed for successful future employment.
Grigal, Meg, Moon, M., and Neubert, Debra A. (2002). Post-Secondary Education and Transition Services for Students Ages 18-21 with Significant Disabilities. Focus on Exceptional Children, 34, 1-11.
The authors assert that students with disabilities between the ages of 18-21 require transitional education for future success. They point out that many transitional programs are often based on the individual needs of students with disabilities, and these programs also differ due to the philosophy of the educational system the students are a part of. From their research, the authors suggest that all students with disabilities receive transitional and educational experiences both in and out of the classroom, and they point out that many of these programs are being implemented throughout the country. Some of the programs listed are those in post-secondary settings, such as college campuses. In these programs, the students receive education both in and outside of the classroom, where they learn functional skills. The authors feel this program is beneficial because the students are kept with their age-group and are given opportunities to take classes with their peers. Another program addressed in the article is the use of individual supports in post-secondary settings (college, employment sites, or community environments). This program is “provided and coordinated for one student at a time” (6). The major benefit for this program is that it is more flexible to the students’ individual needs.
Monday, February 11, 2013
Resources for Autism
Texas Department of Assistive and Rehabilitative Services Early Childhood Intervention Services ~ Abilene, Texas
Early Headstart ~ Abilene, Texas ~ Early Head Start is a federally funded program providing early, continuous, intensive, and comprehensive child development and family support services on a year-round basis to low-income families with children ages birth-to-three, and pregnant women. The purpose of the program is to enhance children's physical, social, emotional, and intellectual development; to support parents' efforts to fulfill their parental roles; and to help parents move toward self sufficiency.
The Legacy Complex ~ Many of our therapeutic horses are rescued horses from the surrounding area. Whether neglected or mistreated in some way, our Equine Specialists have taken them and loved them back to health. These horses are special in that they are empathetic to the people they help in the individual healing process.
AKC's "Canine Good Citizen" program ~For years research has shown that pet ownership provides certain health benefits. Pets help lower blood pressure and lessen anxiety, boost immunity and help socialize people who tend to be more withdrawn. Pets provide an unconditional love that can turn a bad day into something positive.
New Horizons' mission is to provide an environment where children and families are able to heal and grow through caring relationships, unconditional love and acceptance.
Advice for Asperger's and Autistim Association ~ Identifying Sensory overload and sensory seeking behavior in people with autism and advice on how to deal with it.
Kenley School has been a pioneer in the field of teaching students with dyslexia and other learning disabilities since its establishment in 1971. Governed by a board of directors, Kenley School is a non-profit day school for boys and girls in first through eighth grade. Kenley School features small classes with a staff-student ratio of one to four. A highly trained staff provides individual and small group instruction for students while incorporating hands-on experiences to facilitate learning.
King David's Kids ~ When a child is diagnosed with a developmental disability, the entire family is affected. The special needs child often has physical, sensory, emotional, or behavioral needs that affect social and community involvement. Thus, the entire family can become isolated from friends, community activities, and church.
Find Community Resources ~ 211 Texas
Angels of Care Pediatric Health ~ Angels of Care is a pediatric home health care agency serving the State of Texas, with it's corporate offices in Sherman (about 45 minutes north of Dallas) and branch offices across the state. We provide exceptional services with our highly skilled, caring, loving and motivated staff. "Special Care for your Special Child" is more than a slogan to us, it's a passion and a promise.
Abilene ISD Special Education Services
Directory of Community Resources in Texas ~ A Project of the Center on Disability and Development at Texas A&M University
Abilene Performing Arts Company, Inc. is a 501c3 non-profit, youth centered organization focused on helping students pursue their dreams through performing arts education. APAC has been offering classes in Musical Theatre, Theatre, Dance, and Kindermusik taught by a highly qualified and professional staff since 1999. APAC is located on the second floor of 1049 Industrial, on the corner of Spindletop and Industrial across from the Abilene Country Club.
Adaptive Recreation Services ~ General Purpose of Adaptive Recreation Services: to provide specialized leisure and adaptive recreational activities for persons with disabilities. $32 / mo.
BETTY HARDWICK CENTER ~ The Mental Health and Intellectual and Developmental Disability Authority for Callahan, Jones, Shackelford, Stephens and Taylor Counties
Texas Department of Assistave and Rehabilitative Services
Day Nursery Abilene Twitter Page ~ The mission of the Day Nursery of Abilene is to provide affordable quality child care for a diverse community.
"The mission of the Day Nursery of Abilene, Inc. is to provide affordable quality child care for a diverse community."
U.S. Air Force Fact Sheet ~ AIRMEN & FAMILY READINESS CENTER ~ The Airman & Family Readiness Center is located at 382 Avenue D. It is the focal point for family matters and provides a variety of services to military members, retirees, Department of Defense civilians and family members.
Texas State Library and Archives Commission Twitter Page ~ Preserving yesterday, informing today, inspiring tomorrow.
Texas Talking Book Program Providing free library service to Texans of all ages who are unable to read standard print material due to visual, physical, or reading disabilities-whether permanent or temporary. Our books are available on digital cartridge, Braille, large print, and cassette, and we loan playback equipment to be used with TBP materials. Our materials can also be downloaded from the Web via BARD by registered readers. And best of all, books are delivered right to your door.
TED Conferences on Autism
Smart Apps for Kids
Wrightslaw Special Education Law and Advocacy
The Americans with Disabilities Act Online Learning ~ The ADA Audio Conference Series is Coordinated by the Great Lakes ADA Center. For assistance with any of our conferences contact us at (877) ADA - 1990 or (877) 232 - 1990 (V/TTY). We reserve the right to cancel sessions at any time without notice. A full refund will be provided for all paid sessions should the sessions be cancelled.
Autism Supplement ~ Parents of Texas' roughly 20,000 students who are on the autism spectrum hope that a November 2007 addition to the requirements for special education students will help resolve one of special education's more contentious areas. Known as the “Autism Supplement” this additional requirement for IEP consideration include the following points: AUTISM SUPPLEMENT – 11 POINTS THAT MUST BE DISCUSSED.
The purpose of the Peaceful Playground Program is to introduce children and school staff to the many choices of activities available on playgrounds and field areas. Each playground blueprint is designed to assist with measurements, layout, spacing and game placement, as well as provide an overall picture of the final design outcome of a Peaceful Playground.
The mission of PACER (Parent Advocacy Coalition for Educational Rights) Center is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents.
National Dissemination Center for Children with Disabilities ~ NICHCY is very pleased to offer you a wealth of information on disabilities! We serve the nation as a central source of information on disabilities in infants, toddlers, children, and youth. Here, you’ll also find easy-to-read information on IDEA, the law authorizing early intervention services and special education. Our State Resource Sheets will help you connect with the disability agencies and organizations in your state.
Learning Disabilities Online Twitter Page
Sexuality & Disability ~ Sexuality Information and Education Council of the United States
Parent Advocacy Coalition for Educational Rights (PACER) Twitter Page
National Dissemination Center for Children with Disabilities Twitter Page ~ NICHCY Twitter Page
National Center for Learning Disabilities Twitter Page
Partners Resource Network ~ Partners Resource Network (PRN) is a non-profit agency that operates the Texas statewide network of Parent Training and Information Centers (PTI's funded by the US Department of Education, Office of Special Education Programs (OSEP) . The PTI Projects are: PATH, PEN, and TEAM. The Texas PTIs provide training, education, information, referral, emotional support, and individual assistance in obtaining appropriate services.
National Center for Learning Disabilities ~ The National Center for Learning Disabilities (NCLD) is committed to ensuring that all students with learning disabilities graduate from high school with a standard diploma—prepared for college and the workplace. Learn more about our credo, programs, events, and more below.
LD OnLine: The world's leading website on learning disabilities and ADHD
Jobs for Autism Twitter Page
Emergency & Disaster Planning for Children with Special Health Care Needs ~ Children with Special Health Care Needs Services Program ~ Texas Department of State Health Services
Grandparents of Kids with Special Needs ~ If you have a grandchild with special needs, no one will understand your joys and concerns better than another grandparent. On our simple website, you’ll have a chance to meet other grandparents through our Yahoogroup or Facebook groups, share ideas for supporting your kids and grandkids, and even post pictures of you and your grandkids! We hope you’ll join us!
Generation Rescue ~ When a parent hears the words “your child has autism” everything changes. Generation Rescue is here for that change and the many more to come throughout their lifetime. Many individuals with autism suffer from treatable conditions like gut issues, sleep disorders and mitochondrial dysfunction which directly impact speech development, behavior and focus. Our grant program provides the opportunity to pursue treating these underlying symptoms of autism.
Jobs and Resources for Autistic Young Adults ~ It is time to open our eyes and alter the job force to include the ever increasing number of abled individuals.
The International Dyslexia Association ~ Promoting Literacy Through Research, Education, and Advocacy.
Independent Living Research Utilization ~ ILRU, founded in 1977, has a long history of providing research, education and consultation in the areas of independent living, the Americans with Disabilities Act, home and community based services and health issues for people with disabilities.
disability.gov ~ Disability.gov is the federal government website for comprehensive information on disability programs and services in communities nationwide. The site links to more than 14,000 resources from federal, state and local government agencies; academic institutions; and nonprofit organizations. You can find answers to questions about everything from Social Security benefits to employment to affordable and accessible housing.
Child & Family Web Guide ~ The WebGuide is a directory that evaluates, describes and provides links to hundreds of sites containing child development research and practical advice. Topics are selected on the basis of parent recommendations; they cover all ages, from early child development through adolescence.
$19.09 ~ Apps for Autism: An Essential Guide to Over 200 Effective Apps for Improving Communication, Behavior, Social Skills, and More! by Lois Jean Brady
Generation Rescue Twitter Page ~ Dedicated to recovery for children w. autism spectrum disorders by providing guidance & support for medical treatment to directly improve a child’s life
Autism Society Twitter Page
Autism Speaks
Autism Speaks Twitter Page
Center for Autism and Related Disorders Twitter Page
Center for Autism and Related Disorders Twitter Page ~ CARD Specialized Outpatient Services (SOS) provides assistance with specific areas of concern for a family and develops and implements strategies to diminish problem behaviors and teach necessary skills.
Autism Training Solutions
Autism Classroom Twitter Page
Apps for Autism ~ Information on APPS that address 3 academic areas, organizational/study skills & increasing self-confidence. I hope that these can be of assistance to you or someone that you know.
Apps in Education ~ One of the hardest things with using the iPad in the classroom is finding the time to go through all of the apps in the iTunes Store listed under the education banner. We have started to list some of the apps we've found under each of the Key Learning Areas.
Reach for a Difference will support individual, family & community actions to address identified needs & issues of the autism spectrum & other neurodevelopmental delays in the West Central Texas area surrounding Abilene. To this end, the corporation will engage in responsive support activities to promote greater understanding of these needs & issues & to help develop, locate, & provide resources to meet expressed needs.
AGC Statewide Leadership ~ Education service centers (ESCs) provide state leadership for special education related decentralized functions. Each lead ESC is responsible for identifying a contact and coordinating with a 20-region network for their decentralized function. The purpose of the 20-region network is to ensure ongoing communication between ESCs about state-level needs assessments, program planning/implementation, and evaluating statewide activities.
National Institute of Mental Health ~ The mission of NIMH is to transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure. For the Institute to continue fulfilling this vital public health mission, it must foster innovative thinking and ensure that a full array of novel scientific perspectives are used to further discovery in the evolving science of brain, behavior, and experience. In this way, breakthroughs in science can become breakthroughs for all people with mental illnesses.
Early Headstart ~ Abilene, Texas ~ Early Head Start is a federally funded program providing early, continuous, intensive, and comprehensive child development and family support services on a year-round basis to low-income families with children ages birth-to-three, and pregnant women. The purpose of the program is to enhance children's physical, social, emotional, and intellectual development; to support parents' efforts to fulfill their parental roles; and to help parents move toward self sufficiency.
The Legacy Complex ~ Many of our therapeutic horses are rescued horses from the surrounding area. Whether neglected or mistreated in some way, our Equine Specialists have taken them and loved them back to health. These horses are special in that they are empathetic to the people they help in the individual healing process.
AKC's "Canine Good Citizen" program ~For years research has shown that pet ownership provides certain health benefits. Pets help lower blood pressure and lessen anxiety, boost immunity and help socialize people who tend to be more withdrawn. Pets provide an unconditional love that can turn a bad day into something positive.
New Horizons' mission is to provide an environment where children and families are able to heal and grow through caring relationships, unconditional love and acceptance.
Advice for Asperger's and Autistim Association ~ Identifying Sensory overload and sensory seeking behavior in people with autism and advice on how to deal with it.
Kenley School has been a pioneer in the field of teaching students with dyslexia and other learning disabilities since its establishment in 1971. Governed by a board of directors, Kenley School is a non-profit day school for boys and girls in first through eighth grade. Kenley School features small classes with a staff-student ratio of one to four. A highly trained staff provides individual and small group instruction for students while incorporating hands-on experiences to facilitate learning.
King David's Kids ~ When a child is diagnosed with a developmental disability, the entire family is affected. The special needs child often has physical, sensory, emotional, or behavioral needs that affect social and community involvement. Thus, the entire family can become isolated from friends, community activities, and church.
Find Community Resources ~ 211 Texas
Angels of Care Pediatric Health ~ Angels of Care is a pediatric home health care agency serving the State of Texas, with it's corporate offices in Sherman (about 45 minutes north of Dallas) and branch offices across the state. We provide exceptional services with our highly skilled, caring, loving and motivated staff. "Special Care for your Special Child" is more than a slogan to us, it's a passion and a promise.
Abilene ISD Special Education Services
Directory of Community Resources in Texas ~ A Project of the Center on Disability and Development at Texas A&M University
Abilene Performing Arts Company, Inc. is a 501c3 non-profit, youth centered organization focused on helping students pursue their dreams through performing arts education. APAC has been offering classes in Musical Theatre, Theatre, Dance, and Kindermusik taught by a highly qualified and professional staff since 1999. APAC is located on the second floor of 1049 Industrial, on the corner of Spindletop and Industrial across from the Abilene Country Club.
Adaptive Recreation Services ~ General Purpose of Adaptive Recreation Services: to provide specialized leisure and adaptive recreational activities for persons with disabilities. $32 / mo.
BETTY HARDWICK CENTER ~ The Mental Health and Intellectual and Developmental Disability Authority for Callahan, Jones, Shackelford, Stephens and Taylor Counties
Texas Department of Assistave and Rehabilitative Services
Day Nursery Abilene Twitter Page ~ The mission of the Day Nursery of Abilene is to provide affordable quality child care for a diverse community.
"The mission of the Day Nursery of Abilene, Inc. is to provide affordable quality child care for a diverse community."
U.S. Air Force Fact Sheet ~ AIRMEN & FAMILY READINESS CENTER ~ The Airman & Family Readiness Center is located at 382 Avenue D. It is the focal point for family matters and provides a variety of services to military members, retirees, Department of Defense civilians and family members.
Texas State Library and Archives Commission Twitter Page ~ Preserving yesterday, informing today, inspiring tomorrow.
Texas Talking Book Program Providing free library service to Texans of all ages who are unable to read standard print material due to visual, physical, or reading disabilities-whether permanent or temporary. Our books are available on digital cartridge, Braille, large print, and cassette, and we loan playback equipment to be used with TBP materials. Our materials can also be downloaded from the Web via BARD by registered readers. And best of all, books are delivered right to your door.
TED Conferences on Autism
Smart Apps for Kids
Wrightslaw Special Education Law and Advocacy
The Americans with Disabilities Act Online Learning ~ The ADA Audio Conference Series is Coordinated by the Great Lakes ADA Center. For assistance with any of our conferences contact us at (877) ADA - 1990 or (877) 232 - 1990 (V/TTY). We reserve the right to cancel sessions at any time without notice. A full refund will be provided for all paid sessions should the sessions be cancelled.
Autism Supplement ~ Parents of Texas' roughly 20,000 students who are on the autism spectrum hope that a November 2007 addition to the requirements for special education students will help resolve one of special education's more contentious areas. Known as the “Autism Supplement” this additional requirement for IEP consideration include the following points: AUTISM SUPPLEMENT – 11 POINTS THAT MUST BE DISCUSSED.
The purpose of the Peaceful Playground Program is to introduce children and school staff to the many choices of activities available on playgrounds and field areas. Each playground blueprint is designed to assist with measurements, layout, spacing and game placement, as well as provide an overall picture of the final design outcome of a Peaceful Playground.
The mission of PACER (Parent Advocacy Coalition for Educational Rights) Center is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents.
National Dissemination Center for Children with Disabilities ~ NICHCY is very pleased to offer you a wealth of information on disabilities! We serve the nation as a central source of information on disabilities in infants, toddlers, children, and youth. Here, you’ll also find easy-to-read information on IDEA, the law authorizing early intervention services and special education. Our State Resource Sheets will help you connect with the disability agencies and organizations in your state.
Learning Disabilities Online Twitter Page
Sexuality & Disability ~ Sexuality Information and Education Council of the United States
Parent Advocacy Coalition for Educational Rights (PACER) Twitter Page
National Dissemination Center for Children with Disabilities Twitter Page ~ NICHCY Twitter Page
National Center for Learning Disabilities Twitter Page
Partners Resource Network ~ Partners Resource Network (PRN) is a non-profit agency that operates the Texas statewide network of Parent Training and Information Centers (PTI's funded by the US Department of Education, Office of Special Education Programs (OSEP) . The PTI Projects are: PATH, PEN, and TEAM. The Texas PTIs provide training, education, information, referral, emotional support, and individual assistance in obtaining appropriate services.
National Center for Learning Disabilities ~ The National Center for Learning Disabilities (NCLD) is committed to ensuring that all students with learning disabilities graduate from high school with a standard diploma—prepared for college and the workplace. Learn more about our credo, programs, events, and more below.
LD OnLine: The world's leading website on learning disabilities and ADHD
Jobs for Autism Twitter Page
Emergency & Disaster Planning for Children with Special Health Care Needs ~ Children with Special Health Care Needs Services Program ~ Texas Department of State Health Services
Grandparents of Kids with Special Needs ~ If you have a grandchild with special needs, no one will understand your joys and concerns better than another grandparent. On our simple website, you’ll have a chance to meet other grandparents through our Yahoogroup or Facebook groups, share ideas for supporting your kids and grandkids, and even post pictures of you and your grandkids! We hope you’ll join us!
Generation Rescue ~ When a parent hears the words “your child has autism” everything changes. Generation Rescue is here for that change and the many more to come throughout their lifetime. Many individuals with autism suffer from treatable conditions like gut issues, sleep disorders and mitochondrial dysfunction which directly impact speech development, behavior and focus. Our grant program provides the opportunity to pursue treating these underlying symptoms of autism.
Jobs and Resources for Autistic Young Adults ~ It is time to open our eyes and alter the job force to include the ever increasing number of abled individuals.
The International Dyslexia Association ~ Promoting Literacy Through Research, Education, and Advocacy.
Independent Living Research Utilization ~ ILRU, founded in 1977, has a long history of providing research, education and consultation in the areas of independent living, the Americans with Disabilities Act, home and community based services and health issues for people with disabilities.
disability.gov ~ Disability.gov is the federal government website for comprehensive information on disability programs and services in communities nationwide. The site links to more than 14,000 resources from federal, state and local government agencies; academic institutions; and nonprofit organizations. You can find answers to questions about everything from Social Security benefits to employment to affordable and accessible housing.
Child & Family Web Guide ~ The WebGuide is a directory that evaluates, describes and provides links to hundreds of sites containing child development research and practical advice. Topics are selected on the basis of parent recommendations; they cover all ages, from early child development through adolescence.
$19.09 ~ Apps for Autism: An Essential Guide to Over 200 Effective Apps for Improving Communication, Behavior, Social Skills, and More! by Lois Jean Brady
Generation Rescue Twitter Page ~ Dedicated to recovery for children w. autism spectrum disorders by providing guidance & support for medical treatment to directly improve a child’s life
Autism Society Twitter Page
Autism Speaks
Autism Speaks Twitter Page
Center for Autism and Related Disorders Twitter Page
Center for Autism and Related Disorders Twitter Page ~ CARD Specialized Outpatient Services (SOS) provides assistance with specific areas of concern for a family and develops and implements strategies to diminish problem behaviors and teach necessary skills.
Autism Training Solutions
Autism Classroom Twitter Page
Apps for Autism ~ Information on APPS that address 3 academic areas, organizational/study skills & increasing self-confidence. I hope that these can be of assistance to you or someone that you know.
Apps in Education ~ One of the hardest things with using the iPad in the classroom is finding the time to go through all of the apps in the iTunes Store listed under the education banner. We have started to list some of the apps we've found under each of the Key Learning Areas.
Reach for a Difference will support individual, family & community actions to address identified needs & issues of the autism spectrum & other neurodevelopmental delays in the West Central Texas area surrounding Abilene. To this end, the corporation will engage in responsive support activities to promote greater understanding of these needs & issues & to help develop, locate, & provide resources to meet expressed needs.
AGC Statewide Leadership ~ Education service centers (ESCs) provide state leadership for special education related decentralized functions. Each lead ESC is responsible for identifying a contact and coordinating with a 20-region network for their decentralized function. The purpose of the 20-region network is to ensure ongoing communication between ESCs about state-level needs assessments, program planning/implementation, and evaluating statewide activities.
National Institute of Mental Health ~ The mission of NIMH is to transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure. For the Institute to continue fulfilling this vital public health mission, it must foster innovative thinking and ensure that a full array of novel scientific perspectives are used to further discovery in the evolving science of brain, behavior, and experience. In this way, breakthroughs in science can become breakthroughs for all people with mental illnesses.
Damienism #49
"You know. When I was in kindergarten, I hated writing to celebrities and waiting for an answer. I wrote to George Washington and never got a letter back."
~ Damien A. Brown
Tuesday, February 5, 2013
School Lunches & Bullying
Yesterday, Damien let me know that he has not been eating at school because the new rules are that they are to eat outside. I sent an email to Xxxxxxx Xxxxxxxx, the counselor for the SPED Department, about it.
Ms. Xxxxxxxx,
It has come to my attention that Damien has not been eating at school anymore. He has been going through the day without lunch. I asked him why, and he has told me that he is not able to get away from the crowd and cannot eat when he is in a crowded area. When he was in Xxxxx [middle school], Damien was given preferential seating at lunch for the same reason. We took that out of his IEP due to him being able to choose where he sits for lunch. Now, because of the new rule, he can no longer to choose to sit away from the crowd at the school. The result is him coming home with a headache and starving. It is beginning to affect his ability to concentrate, and I am afraid that his education is going to begin to suffer as well. He has told me that he is not the only student that has stopped eating for the same reason. However, my concern is for my child and his well-being. Ms. Xxxxxxxx, we do not have the monetary funds to send Damien's lunch to school with him on a daily basis as due to my present unemployment. I do feel that the additional stress on Damien is negatively affecting him. Is there anyway that he can begin to eat lunch outside again to eleviate his stress level? He has used this time to de-stress and pace since he has gone to school at Xxxxxx. I have talked to some of the teachers at Xxxxxx that know Damien, and they have told me about his daily pace (de-stress) sessions. Please help him with this issue.
Thank you,
Pamela N. Brown
Today, I received the following response:
Mrs. Brown,
I was unaware that Damien was not eating. Thank you for letting me know. I contacted Ms. Xxxxx [the principal] and she has agreed to allow Damien to eat outside. She will let the Associates be aware and allow him to eat outside.
Tell Damien to come see me if there is ever a problem and I will help correct it.
Have a great day.
Xxxxx Xxxxxxxx
Special Education Counselor
Xxxxxx High School
(XXX) XXX-XXXX ext. XXXX
Also, Damien told me that Ms. Xxxxx [the principal] spoke to him, and reassured him that he can eat outside as needed. I am so glad when the faculty at the school address our issues and agree that the main objective of us all is for Damien to have the opportunity to get the education that he deserves.
On a different note, I have learned that Damien is still being bullied at school. As I mentioned in the above email to Damien's counselor, Damien uses lunch as an opportunity to de-stress. As a child with autism, the method is seen in stimming rituals. Damien's is to walk in a circle, specifically, at school, it is around one of the trees at school. He has been pacing around this tree since he was a freshman in high school.
One of my friends that I went to university with is a special education teacher at the school. She told me that during Damien's freshman year, she noticed he was circling that tree every day at lunch. She said that the tree had grass around it, but by the end of the first semester, Damien had worn the grass away. She went on to tell me that by the end of Damien's freshman year, there was a small trench around the tree, and by the end of his sophomore year, the trench had grown in depth. She said that she was not a least bit surprised to see Damien circling the tree at the beginning of this, his junior, year.
My friend was not the only person to notice this, as we all know, a routine is easily recognized by observers. One day, a group of football players circled the tree and started pushing Damien, laughing at him for circling the tree, and calling him "retard." One of these boys' teammates, approached the group and told them, "Stop it. That is not cool. Damien is a nice guy and far from being retarded. He is the smartest kid I know, a lot smarter than all of you."
Damien was more excited that this classmate of his that he has developed a relationship with over the years took up for him than he was upset about being bullied or picked on, but my heart is still broken over the way people continually treat my son. Damien did say that one of the boys approached him the next day and told him, "I'm sorry I was so mean to you yesterday. I feel just awful about the way I treated you, and there is no excuse for the way I acted. I have learned not to judge people because they are different." Now, Damien does not only have one person to take up for him, he has two. According to Damien, no one has treated him that way since.
Caring For An Autistic Child
Specific Goal: I
would like to teach the audience how to care for an autistic child.
Introduction
I. How
many of you plan to have or already have children?
Thesis Statement: Autism
in children is more prevalent in the United States now than in the recent past.
Body
I. What
is Autism?
A. Key
Indicators
1. does
not babble, point or make meaningful gestures by one year of age
2. does
not speak one word by sixteen months
3. does
not combine two words by two years
4. does
not respond to name
5. loses
language or social skills
6. poor
eye contact
7. doesn’t
seem to know how to play with toys
8. excessively
lines up toys or other objects
9. doesn’t
smile
10. at
times seams to be hearing impaired (National Institute of Mental Health)
B. Types
of Autism (more common in males than females)
1. Low-Functioning
Autism
2. Rett
Syndrome (more common in females than males)
3. Childhood
Disintegrative Disorder
4. Pervasive
Developmental Disorder – Not Otherwise Specified
5. Asperger’s
Syndrome
C. Other
Disorders
1. Epilepsy
or other seizure disorders
2. Schizophrenia
3. Anxiety
Disorder
4. Childhood
Depression
5. Central
Audio Processing Delays
6. Physical
Delays
7. ADD,
ADHD, or Bi-polar Disorders
8. Pyromania
D. Prevalence
1. 10
times more prevalent than 20 years ago (one in every 166)
2. More
common in children than diabetes, spinal bifida, and down syndrome
3. Percentages
of those afflicted with Autism rose by 556% in the 90’s alone
(Once the type of Autism has been diagnosed, we can start
treatments.)
I. Autism
is on the rise in the United States.
Sources
I. Attwood,
Dr. Tony. “Albert Einstein, Andy Kaufman, and Andy Warhol: The Controversial
Disorder They May Have Shared.” Biography Magazine. Dec. 2003:
86-88,114.
II. “Autism.”
ASHA. May 1994: 83.
III. “Autism
Study Branded ‘Poor Science’.” Reuters.
23 Feb. 2004
<http://www.msnbc.msn.com/id/4352771/print/1/displaymode/1098/>
IV. Cowley,
Geoffrey. “Understanding Autism.” Newsweek. 31 July 2000: 46-54.
V. National
Institute of Mental Health. Autism Spectrum Disorders (Pervasive Developmental
Disorders. <http://www.nimh.nih.gov/publicat/autism.cfm>
VI. Niebelski,
Dr. Andrzej L. Personal Interview.
13 Sep. 2005.
Friday, February 1, 2013
What is Autism?
Specific Goal: I
would like to teach the audience about autism.
Introduction
I. How
many of you plan to have or already have children?
Thesis Statement: Autism
in children is more prevalent in the United States now than in the recent past.
Body
I. What
is Autism?
A. Key
Indicators
1. does
not babble, point or make meaningful gestures by one year of age
2. does
not speak one word by sixteen months
3. does
not combine two words by two years
4. does
not respond to name
5. loses
language or social skills
6. poor
eye contact
7. doesn’t
seem to know how to play with toys
8. excessively
lines up toys or other objects
9. doesn’t
smile
10. at
times seams to be hearing impaired (National Institute of Mental Health)
B. Types
of Autism (more common in males than females)
1. Low-Functioning
Autism
2. Rett
Syndrome (more common in females than males)
3. Childhood
Disintegrative Disorder
4. Pervasive
Developmental Disorder – Not Otherwise Specified
5. Asperger’s
Syndrome
C. Other
Disorders
1. Epilepsy
or other seizure disorders
2. Schizophrenia
3. Anxiety
Disorder
4. Childhood
Depression
5. Central
Audio Processing Delays
6. Physical
Delays
7. ADD,
ADHD, or Bi-polar Disorders
8. Pyromania
D. Prevalence
1. 10
times more prevalent than 20 years ago (one in every 166)
2. More
common in children than diabetes, spinal bifida, and down syndrome
3. Percentages
of those afflicted with Autism rose by 556% in the 90’s alone
(Once the type of Autism has been diagnosed, we can start
treatments.)
I. Autism
is on the rise in the United States.
Sources
I. Attwood,
Dr. Tony. “Albert Einstein, Andy Kaufman, and Andy Warhol: The Controversial
Disorder They May Have Shared.” Biography Magazine. Dec. 2003:
86-88,114.
II. “Autism.”
ASHA. May 1994: 83.
III. “Autism
Study Branded ‘Poor Science’.” Reuters.
23 Feb. 2004
<http://www.msnbc.msn.com/id/4352771/print/1/displaymode/1098/>
IV. Cowley,
Geoffrey. “Understanding Autism.” Newsweek. 31 July 2000: 46-54.
V. National
Institute of Mental Health. Autism Spectrum Disorders (Pervasive
Developmental Disorders. <http://www.nimh.nih.gov/publicat/autism.cfm>
VI. Niebelski,
Dr. Andrzej L. Personal Interview.
13 Sep. 2005.
“Universities are renowned for their tolerance of unusual characters, especially if they show originality and dedication to their research. I have often made the comment that not only are universities a 'cathedral' for worship of knowledge, they are also 'sheltered workshops' for the socially challenged.”
~ Tony Attwood
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