The Importance of Family Preparedness

An important facet to Family safety is having a plan and being prepared in case an emergency strikes.

Preparing yourself and your family for all types of emergencies is very important because you should increase your personal sense of security and peace of mind and to know you will be ready in case of an emergency.

When an emergency strikes, knowing what to do can save time, property and most of all, lives.

The three main priorities to emergency preparedness are getting an emergency preparedness kit, making a plan, and being informed.

FEMA is also a great source of information with downloadable forms, lists and resources.

The first step every Family should take is having an emergency kit ready.

When assembling an emergency kit ensure you have essential items necessary to sustain you and your family for three to four days.

Clean water will be the most important item you will want to have on hand.

Water is not only important for drinking, but also to prepare foods and for hygiene.

Store one gallon of water for each member of the Family, for a three day supply.

Identify the hazards or emergencies that are common and what the early warning systems are for each one.

Familiarize yourself with the area so you will know where to go and if you and your Family will need help or need to evacuate.

Get to know the emergency plan at your workplace as well as that of the school or activities your children attend.

Remember emergencies can occur at any time and your Family might not be together.

Decide ahead of time what you will do to get in contact with one another, as well as how and where you will meet up.

Be prepared, have a kit, a Family plan and always stay informed.

Other essential items to have are:

• Food - at least a three-day supply such as canned food items, bread/crackers and cereal/breakfast bars.

• Items for infants/small children/seniors, or disabled persons -including formula, diapers, bottles, prescription medications, copies of medical prescriptions, extra eyeglasses and special foods.

• Kitchen accessories - a manual can opener; mess kits or disposable cups, plates and utensils; utility knife; condiments; aluminum foil and plastic wrap; re-sealable plastic bags.

• Battery-powered radio, flashlights and extra batteries.

• A first aid kit - including non-prescription medications that are regularly used; anti-inflammatory drug, antibiotic cream.

• One complete change of clothing and footwear for each.

Person -including sturdy work shoes or boots along with seasonal items such as rain gear, hats and gloves, thermal underwear, sunglasses, dust masks, sunscreen and insect repellent could be needed.

The priority of each family is to have a plan and work the plan in case of an emergency or disaster. We have accumulated evidence and carefully selected products to assist families with their plans, browse with confidence http://www.familysurvivalshop.com/

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Should I Take the Bipolar Test?

Do you suffer from bipolar? Do you know if you have it or not? Bipolar disorder affects many people and may easily be misdiagnosed at first. Bipolar is a mental illness that is most characterized by the extreme changes in the mood. Bipolar can be so extreme, it may make you feel out of control of your emotions, breaking up friendships and relationships. It may even cause you to consider suicide. You won't know if you have bipolar for sure unless you take the bipolar test first.

Bipolar disorder affects teenagers through young adults but it can affect children from the age of six years old and up, although this is rare. Women who are diagnosed as bipolar may feel more of the depression than any other symptom. Women are capable of having four or more extreme mood swings per year.

The cause of bipolar disorder cannot be distinguished for certain. It is well know that it runs in families and may be genetically passed on. Both men and woman have equal chances of developing bipolar. There are no particular races or ethnic groups more prone to this disorder than the other. Anyone can get it if they are susceptible.

To diagnose bipolar disorder, you will need to undergo the bipolar test which may vary from doctor to doctor however most doctors use the same test that was created in order to understand the different type of moods associated with this disorder. A bipolar test can help doctors determine the diagnoses and give you the right prescription to get back on track.

A bipolar test can be done before you go to the doctor to see if you may suffer from this disorder. Questions on this self bipolar test include,

- Do you shout at others or try to start a fight or argument without no apparent reason?

- Do you take spells of feeling so hyper that people around you think that you are not acting like you normally do? Or have you ever gotten in trouble with feeling good or hyper?

- Do you no longer feel confident about yourself?

- Does it matter how much sleep you actually get? You feel fine whether you have 8 hours or 4.

- Do you sometimes find yourself speaking way too fast or unusually loud?

The test like this can help you decide if you should see a doctor about bipolar disorder or if something else may be wrong.

You can also take a bipolar test at the doctor's office or clinic. These tests are tried and proven to determine if you have bipolar disorder or not.

When it comes to bipolar everyone is affected; family, friends, children, co-workers, store owners, everyone. You owe it to yourself and to others to take the bipolar test to find out if you do indeed have bipolar and then see a doctor to determine what your next move will be. Once you are diagnosed with bipolar you can manage your condition by taking medication and learn of different ways to live with it.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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3 Critical Reasons for Children to Receive Special Education Functional Skill Training!

Are you concerned that your child with autism may need to receive training in all areas of functional skills? This article will be discussing the definition of functional skills, and three important reasons why every child receiving special education services, needs to be given functional skill training.

Functional Skills are defined as life skills that persons use every day, in different environments. Functional skills focus on different areas such as home, family, self help skills, social skills, independent living skills. Also, skills needed for employment and job retention, recreation, community living, as well as functional academics that can be used every day.

While academic skills are important for all children with disabilities, many parents and advocates seem to overlook, the importance of functional skill training and instruction. These skills need to be addressed during a child's school career, but absolutely during the child's transition from high school to adulthood.

Reasons that children need functional skills:

1. To be prepared for post school learning. One functional skill that is often overlooked is social skills, but is important for not only post school learning but in every aspect of a child's life. If the child attends a vocational program after high school they need to learn to interact with other students as well as teachers.

2. To be prepared for employment. A lot of functional skills are used every day, during job hours. For example: Employers expect workers to come in clean, and in uniform. The functional skill of grooming and making sure that they are groomed properly and in uniform, may need to be taught to some children with disabilities, as it may not come natural to them.

3. To be prepared for independent living. Some children with severe disabilities may never be able to live by themselves, but can be taught skills to be independent, in certain areas. These areas could be dressing and grooming, picking what they are going to wear, learning to match clothing to the weather, etc.

Accessing transportation is another functional skill that children with disabilities may need specific instruction in. For example: How to access the bus system, how to read the bus schedule, and how to determine what bus to take to make it to work on time, and back home. Being independent in the area of transportation is an important skill for a child with disabilities to have.

Money skills are also important for children with disabilities to learn. Other skills that are critical to learn for independent living are: How to open a bank account, how to sign checks, how to set up a budget and how to pay bills. Cooking and shopping are other functional skills that young people with disabilities need to receive instruction in.

One area that is often overlooked when thinking about functional skills is the importance of children with disabilities learning appropriate behavior. This is the one aspect that will keep a child or adult from being able to live and work in a community setting. An appropriately developed positive behavioral plan will help a child increase their positive school behavior while decreasing their negative behavior. Specific training needs to be given to the child so that they can learn appropriate behavior, and how to act in school, at a job, and in community settings.

Functional skills are important for all children and soon to be adults with disabilities to learn! They will help the child become as independent as possible as they can be in their life!

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/. For more information on the book and special education as well as testimonials on her book, please go to: disabilitydeception.com. For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

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How to Help Your Child With Autism Begin The School Day

The beginning of the school year, and the start of each school day, can create potentially stressful situations for you and your child with Autism Spectrum Disorder (ASD). Most children with Autism not only need routines, they require them in order to cope with an ever-changing environment. This article is designed to help prepare your child for the transition to a new year and for the beginning of each school day.

For children with autism, who typically have difficulty with transitions, the daily requirement of getting up and ready for school can cause tremendous stress and frustration. Starting school can present extreme difficulties for children with autism because children with ASD are required to conform to unpredictable and demanding schedules, rules, behaviors, and social norms.

As you prepare your child for a school year, begin by introducing new school supplies gradually. When purchasing clothing attempt to keep within the parameters of what fabrics, colors, and textures are suitable for your child. Tags may need to be cut out of clothes and all items should be clearly labeled. Depending on your child's specific needs, select materials that will appeal to his or her unique interests. For example, your child may want a certain cartoon character on his or her lunch box. For another children, this might pose too much of a distraction. Item can be purchased, set aside out of view, and introduced gradually. By the time school begins, however, your child needs to have the chance to become acquainted with each new item.

Visit the school, discuss, and walk through routines. For example, pack your child's lunch box and have a picnic in the lunch area at the school prior to the beginning of the year. As teachers begin to set up their new classrooms plan to visit the school. If possible take your child to see the classroom, the nurse's office, the library, etc. You also have the right to arrange a meeting before the school year starts. This is a good opportunity to get to know the team members and to make certain that your child's Individualized Education Plan (IEP) is up-to-date. Discuss concerns with the support staff and let the school know what your child needs in order to be successful. Request a follow-up meeting a week or two after the year begins to iron make adjustments.

Many children with autism respond well to visual stimuli and are comforted by what is familiar; establishing and maintaining a daily routine helps your child feel secure. Create a daily picture schedule to help your child prepare for the day and to transition between home and the external world. You may want to use picture cards. These cards can be laminated and attached with Velcro to laminated cardboard. This daily schedule will help your child with transitions. The picture schedule includes photos in chronological order that represent key transitional activities. Pictorial schedules may, but do not have to, include captions. If a picture schedule is used at home it may readily be adapted into the school setting. A picture symbol, such as a question mark, can indicate when an unexpected or unpredictable event may occur. Becoming familiar with such a symbol will help even the unexpected become more predictable. Another idea is to use timers and alarms to indicate the time for a transition from one activity to another. Your child's temperament will help in determining which schedules and devices will alleviates rather than promote anxiety.

Social stories that explain procedures and routines may also help your child to understand events and behavioral expectations.

Keep an open line of communication with the school, particularly the principal and teacher(s). While email is helpful, communication logs provide a hands-on method for relaying information between home and school. A small notebook for daily comments can eliminate hours of frustration for your child and his or her caretakers/teachers. Any change in routine can be documented in order to facilitate an understanding of unsettling events or changes in your child's routine.

While every child with ASD is unique the suggestions listed above have proven helpful in preparing for a smooth transition to a new school year and, with minor adjustments, to the daily school routines.

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How to Choose Your Child's Therapist

After learning that a child has special needs, the next big step for parents is finding a therapy team that can help their child meet their goals. It sounds easy, but it can be more challenging than most parents think. Here are ten things to keep in mind:

1. Review family goals: The first thing a family needs to do is review their own approach to their child and what their ultimate goal will be. If the family wants the child to have a nice therapy experience, the therapist they choose will be different than one who wants strong results. Families want to find a therapist who will meet their ultimate goals and work well within their long-term plan.

2. Develop realistic goals: Going into a therapy experience expecting miracles will only set a family up for disappointment. Be realistic in what therapy goals you have when shopping for a therapist. Otherwise, you'll be disappointed every time.

3. Be honest: Before hiring a therapist you'll want to interview them. You want them to be honest with you so you need to be honest with them. If you are not dedicated to working with your child at home or can not commit to a set weekly schedule, say so. A therapist will appreciate your honesty up front and a good therapist will tailor your treatment plan to work within your limitations.

4. Talk to them: Take some time to really chat with the therapist before committing to an ongoing relationship. It's kind of like dating. If this relationship works for you and your child you are going to be spending a lot of time together. Do they listen to you? Do they hear what you are saying? Will they brainstorm solutions with you or do they just tell you what to do?

5. Ask questions: If you have questions or concerns; ask. Therapists appreciate a family who is invested in their child's future. Those who hire a therapist willy-nilly can come across as a family who just want someone to fix the problem or does not take the process seriously.

6. Do some research: There are a lot of options in the world of therapy. Doing a little research about your therapist can really pay off in the end. Do they have a website? Do they have published articles or blogs? Many times, these documents will tell what is really important to a therapist more than their spoken words. What are their credentials? Someone with a doctorate is not necessarily the best therapist and someone with only a bachelor's degree can be amazing. Make sure they have the correct credentials to practice in your state. If they require supervision, check on their supervising therapist as well as many times they will be the one to dictate what happens in the sessions. Are they willing to provide references? If they give references take some time to call them. Other families are good measures of a therapist. Parents whose children have similar diagnoses can paint a nice picture of what your therapy sessions may look like with a given therapist.

7. Ask to observe: Some therapists do not allow others to observe their sessions because of confidentiality, but others are more open to allowing parents to see what is going on. Some parents are also happy to share their therapy experiences with others because they want to help others find the "gem" they have in their therapist. Even if the answer is no, it can ease your mind to know that you can either get a glimpse of therapy or that the therapist has standards which they are willing to uphold

8. Learn about their team: Most therapists have a group of professionals that are their "go to" team when they have questions, concerns, problems, or need input in areas where they are uncertain. Knowing about their team helps to not only know that they are open to other ideas, but that they are not the Lone Ranger when it comes to treating your child. It can also come in handy if you need additional services. Finding one great therapist can often lead to more wonderful people in the life of your child.

9. Ask about the toys: Some therapists are minimalists, others are techno-savvy, and still others are willing to use just about anything in a session to get the job done. Think about what kind of therapist will compliment your child's skills and needs. None of these approaches are the right answer, but one of them is right for each child. There are different types of therapists for different types of kids for a reason. Everyone has the perfect therapist out there for them.

10. Price: Most families would put this first, but like most things, you get what you pay for. Many traditional therapists (occupational, physical, and speech therapies) will accept insurance and other third party payment programs. Less traditional therapies (music, ABA, floortime, art) are not always covered by insurance but can make a huge impact in the progress of children with special needs. Look at your budget and talk to your therapist. Many will work with you to help your child get what they need without breaking the bank.

While there is no exact way to find the perfect therapist for a child with special needs, a little leg work can make a big difference. Even if you make a poor choice, you can always find someone else. The right therapist-client relationship is important in meeting your child's goals. If it is not working for you and your child, don't wait. Find what you've been missing!

©R.Wellman 2011

Rebecca Wellman, PhD, MT-BC/DT is a board certified music therapist and developmental specialist. She ha s a private practice in the Chicago suburbs where she works with children with special needs and older adults with memory loss. Dr. Wellman is a regular presenter at state, regional, and national conferences. She can be contacted through http://www.wellmantherapy.com/.

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5 Simple Diet Changes That Can Stop Your Child's Bad Behavior

We all know that there are foods out there that are better for us than others. Most of the time, people only cut back on sugary foods that contain large quantities of carbohydrates when they are trying to lose weight. What about your brain? Foods full of sugar and carbohydrates can damage brain cells and deplete the functioning of neurotransmitters. Neurotransmitters are essential in human behavior and mood. The depletion in neurotransmitters can be a cause of your child's bad behavior and could make the difference on whether your child is going to have a "good day" or a "bad day".

The number one place for great mental function should start is the food you eat. Overly processed food full of refined sugars and carbohydrates can prohibit focusing and concentration. Neurotransmitters are responsible for communication in the brain. If you are eating foods high in sugar and carbohydrates, vital cells are being damaged and killed off. Your memory, your focus and your concentration are all going to suffer.

In this article, I am going to talk about five super foods that that not only are good for you, but also have the power to optimize your brain. The foods covered provide your brain with the nutrients that it needs to perform properly. By replacing the sugary foods that you eat with these substances, you are feeding the brain cells that you have and are keeping them healthy with the proper nutrients. Healthy cells equal a clear thinking mind, ability to focus and concentrate better than you ever have before.

Hemp Seeds & Oil:

Hemp seeds and hemp oil are a super food produced by nature. The benefits are so great that during times of famine, whole populations have survived on them. They provide a superb balance of omega 3 and omega 6 oils that are essential for healthy brain cells. Hemp seeds and oil are full of protein since they provide a full amino acid spectrum. Not only is it good for the brain, but it is also excellent for the skin. It works on the cellular level, meaning that it is highly absorbed by the skin enabling it to work quickly. You can buy these products at any health food store or online and you can enjoy them in smoothies, or add the seeds to soups, salads, dips, or sauces. You can also use the oil in the same way. They are very similar to sunflower seeds and are actually cheaper.

Bananas:

The natural sugar in bananas replaces the refined sugar found in snacks that pack on pounds and tear our cells apart. Bananas also contain the vital mineral potassium, which leads to proper cell and neurotransmitter health. Potassium gives the brain oxygen, which aids in clear thinking and controls allergic reactions in the body. Studies have shown that potassium can even help promote a decrease in stress and confusion.

Apples:

Apples contain nutrients and minerals which are vital to proper health and brain function. Apples contain water as well, which keep the body and cells hydrated. This fruit, which has been recommended in the medical field for years, can cure a sweet tooth with natural sugar rather than unrefined processed sugar.

Free Range, Grain Fed Eggs:

Free range eggs come from chickens which are not contained. They are able to roam and feed on the grains in the pasture rather than eating processed chicken feed. The chemicals and hormones found in chicken feed can also be contained in the egg which is produced. Free range eggs are higher in omega 3s, proteins, vitamins and contain less cholesterol. In the morning, it is vital that you eat a healthy breakfast containing proteins and omega 3 oils to get your brain boosted. Studies have shown numerous times that eating a breakfast rich in protein can help you focus and think clearer throughout the day. Children who eat a well-balanced breakfast also do better in school than those who do not. Free range eggs are a much better alternative to high carbohydrate packed breakfast items such as sugary cereals and bagels.

Coconut Oil:

Another great source of omega 3 oils is coconut oil. Coconut oil is extracted from the coconut. As we have learned, omega 3s are vital for optimal brain and cell functioning, but it doesn't stop there with coconut oil. Using coconut oil in and on foods has shown to help relieve stress, increase immune system functioning, aid in digestion, maintain cholesterol levels, help with kidney problems, heart disease, and high blood pressure and has even been linked to helping fight HIV. It is full of antioxidants and is also used as an antifungal. The list of healthy benefits when using coconut oil is long. One of the most important factors about coconut oil however, aside from the omega 3s, is its ability to help clean the body of toxins, viruses and bacteria. Coconut oil contains lauric acid which is converted into monolauren in the body. Monolauren has been proven to help cure disease in the human body.

Making these five simple diet changes may not stop your child's behavior all together, but it will help improve brain function and allow other behavior strategies to work more effectively. Healthy brain function is the key factor in our overall mental health and behaviors. Next time your brain starts feeling a little foggy, you memory is not what it used to be, there are behavioral problems, concentration issues or issues relating to focus, start yourself on a super food boot camp. You will see a dramatic improvement within a matter of days and improve you overall health at the same time. To obtain more information and get a free report, be sure and visit our website.

For a FREE report on How to Stop Your Child's Bad Behavior visit our website:
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10 School Causes for Denial of Special Education FAPE for Children With Disabilities!

Do you have a child with Autism or other disabilities that is currently not receiving a free appropriate public education (FAPE), despite your continued advocacy? Would you like to learn about a few school causes to help you in your advocacy? This article will be discussing 10 school reasons why few children in special education truly receive a free appropriate public education, that is required by federal special education law.

1. Many schools require parents to pay for independent educational evaluations (IEE) to prove that their child needs related and special education services. If parents are paying for experts to help them determine needed services for their child, the education is not free.

2. Most school district evaluations are not comprehensive enough to identify all of a child's disabilities. Disabilities must be known before appropriate services can be determined.

3. The continual use of deny and/or delay tactics by many special education personnel prevent children from receiving an appropriate education.

4. Special education personnel sometimes refuse to take responsibility for a child's lack of educational progress. Blaming the parent and child is a prevalent tactic that harms children.

5. The use of old antiquated non-scientifically based research in curriculums used to teach children. IDEA 2004 and No Child Left Behind do not allow this, but lack of enforcement is causing schools to continue this practice.

6. Minimal remediation given for children's disabilities, in academic and functional areas. As children get older many schools want to use modifications for disabilities, rather than offer remediation.

7. Predetermination by many special education personnel of services that will be offered to children. This practice harms children by not taking their individual disabilities into account as is required by IDEA 2004.

8. Low expectations by most school personnel prevent children from learning academics that they need for their adult life.

9. Lack of teacher training in scientifically research based curriculums is harming children and preventing them from receiving FAPE.

10. Failure of many school districts to deal with negative behavior in the research based way, but continue the use of suspensions and expulsions. Functional Behavioral Assessments, development and use of positive behavior plans have been shown by research to work to increase a child's positive school behavior, while decreasing their negative school behavior.

What could change this for children with disabilities? If school districts would work with parents to determine a child's disabilities, educational needs, and offer remediation that is scientifically research based more children would receive an appropriate education. Also, educating school staff on research based ways of dealing with negative behavior, and teaching deescalating techniques to help children. Expectations must be high for all children with disabilities so that they will be prepared for post school learning, jobs and independent living.

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/. For more information on the book and special education as well as testimonials on her book, please go to: http://www.disabilitydeception.com/. For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

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How to Help Your Child Improve Their Handwriting

As a teacher helping children with dyslexia I see many children struggle with their handwriting. There are many reasons why this is so and they are all correctable. Handwriting is a fine motor skill and takes time to develop the small finger movements required for neat, tidy writing. You can help your child in a number of ways by using the following 5 tips.
Ensure that your child is sat with both feet flat on the floor and sat up straight. This helps concentration and gets children ready to write. Slouching over their desk and resting their head on their hand is not good for being alert and concentration. It could also mean that they need to visit an optician that specialises in helping children with handwriting and vision problems.Turn the paper about 20 degrees away from the hand that they write with, this will give their elbow room to move as they write and their hand can relax on the paper.Hold the pencil with a tripod grip, this is the most effective way to hold a pencil for neat handwriting.Grip the pencil by imagining it is a baby bird, you don't want it to fly away but you don't want to squash it either. This is helpful for children to understand just how tightly they need to hold it, especially for children who hold on to their pencil so tightly their fingers go white at the knuckles.If your child is having problems holding the pencil then invest in a good quality pencil grip to help them master the tripod grip with ease.

You will undoubtedly be met with some resistance to these changes but do persevere with lots of fun practise focusing on pencil holding skills regularly, not just with writing but with drawing and painting. They will take time to master, but once mastered, they will lead to success in handwriting for a lifetime.

You can learn more about the tripod grip and the right kind of pencil grip for your child's handwriting by reading more at Let Me Learn.

Sue Kerrigan is a teacher helping dyslexic, dyspraxic and dyscalculic children in the UK.

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How To Teach A Child With Learning Disabilities

Education is very important and when a child suffers from learning disabilities it is still vital that you influence his or her learning experience in a positive way in order to make a difference in how they interpret things. Every child sees and hears things differently but if your child has been diagnosed with learning disabilities, don't worry you can still encourage your child and help them to learn just in different ways.

Sometimes disabilities in learning can be misdiagnosed as ADHD. While they may have similar symptoms, they may be completely different in the end. ADHD or Attention Deficit Hyperactivity Disorder affects more people than you realize. Learning can be more difficult because the individual cannot keep their attention on any one thing for too long.

There are seven types of learning disabilities according to the American Medical Association. These are:

* Dyslexia, or special impairment

* Dyscalculia or the inability to understand basic math concepts

* Dysgraphia or the inability to write correctly

* Language problems

* Time and space management problems

* Memory complications

* Sensory integration complications

When someone suffers from disabilities in learning they are challenged in some way or several ways while trying to perform a simple job or task that wouldn't normally be a problem. In fact, learning disabilities may not be diagnosed until later on in the school year. You may be able to pick up on it if your child is good in one subject such as science but cannot comprehend basic math problems.

If you have been told that your child suffers from one or more learning disabilities you may first blame yourself for not picking up on symptoms or clues earlier. You may continuously blame yourself while you try to back up in time figuring out when your child started showing signs that something wasn't being understood.

Attention deficit disorder is different from other learning disabilities in several ways. When someone suffers from ADHD all normal cognitive reactions are affected instead of only one or two like in the example above. ADHD is more of a medical condition then it is a learning disability and therefore it is picked up during an examination from a medical professional and not during a test given by the school.

If you feel that your child may suffer from a disability such as the ones listed below, these learning disabilities your child's school will know how to further test your child in order to determine which disability he or she may suffer from. Once it has been diagnosed, your child can receive special help and counseling in order to learn how to deal with their learning disabilities and how to better help themselves. If you suspect that your child may be suffering from a disability contact your school to set up a test that can determine if this is correct or if something else may be wrong. A child should be able to learn without any disabilities however when a disability exists a child can still learn.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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Home School High School

Yes for someone who haven't tried home schooling high school, making their own child's home school records and transcripts sounds impossible. They have lots of doubts and uncertainties thinking they will ruin or jeopardize the college life of their child. Well, it's normal to feel that way if we have the reason to do so. But there are times we need to check twice if the way we judge our abilities is right. Maybe we are just lacking self-esteem. Of course we cannot be professional teachers but we can educate our children since we know them better than anyone else does.

First we like to know the reasons why we hesitate to home school our child.

Possible reasons below:

IgnoranceIntimidated by others who criticize youComplicatedTakes a lot of your timeWe would rather pay someone to do it.We haven't heard of someone who made their own child's records and transcriptsWe don't know where to find help

Now we try to weigh them up with these solutions:

To be an educator of your child requires having the right tools and information. As long as we know how to read, write and willing to learn, we can do it.We must not to listen to misleading and intimidating words around us since they don't know how we feel about the importance of educating our child. Knowing that it is our responsibility as parents to provide quality education to your children will move us to go on.We must avail the necessary tools such as videos, audio, books, e-books and coaching programs that cover all the difficult areas of accomplishing your task.Making records and transcripts is easy, fun and simple. Just to give one example is to learn how to record our student's experience on our own Official Home School Transcript, by subject and by year. This can be delightful since we can do it anywhere, anyplace and at our own convenient time. It need not to be formal.Working to earn money to pay for agency demands a lot of our time than the hours we will spend educating our child. Teaching our child will cost us very minimal amount while agencies will cost thousands of dollars.Many parents have been successful in home schooling high school I'm sure we can too. And college love children who were homeschooled.Today coaching program is available. We are not alone to carry the load. We just need to find out where to avail the assistance that we need.

Reading these solutions may still not convince us that we have the capacity to stand as an educator to our child. We may still have the fear and doubts that we will jeopardize our child's college chance. As I said, it is normal to feel that way. But knowing that thousands of parents had been successful and in homeschooling their child, so we can do it too.

I confidently said the above solutions because I learned the information about the total transcript solution. I discovered how to home school high school and stop worrying about how to make home school records and transcripts. I like to share with you what I learned and how I was helped if you visit my website below:

http://www.thehomeschooltranscripts.com/

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Developing Social Stories for Children With Autism/Asperger's Syndrome/PDD

Social stories have proven successful when working with students on social skill development. Social stories have helped many children develop behaviors that are more appropriate to given settings. Social stories may also help the child understand why certain behaviors are necessary in different situations. But what exactly is a social story and how can it be used in a way that will be helpful and supportive? A step-by-step guideline on how to develop a social story is provided.

First it is necessary to prioritize what behaviors you are seeking to change or develop. Select one behavior at a time. For example, if your child/student has difficulty walking into the library quietly, target this particular activity. Write the story in the first person "When I walk through the door of the library I need to be quiet!" For some children, it is also helpful to include drawings or photographs of the event. Many children may be able to participate in the development of the social story. This involvement encourages "buy in" and a better understanding of the expectations.

Explain the situation that presents difficulty. "On Tuesdays my class goes to the library."

Include a description of the child's behavior along with a description of the desired behavior. "When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also am excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library."

Continue by explaining why this behavior is unacceptable and by describing the desired behavior. "When I yell it bothers other people in the library. It makes it hard for them to work. Even though I like to yell in the library, I need to be quiet because the library is a quiet place. It is not the place to yell."

End the story with a description of the acceptable behavior. "When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library quietly it makes my class and teacher happy. I can yell when I'm on the playground."

Following is a sample of a social story:
Social Story: Going to the Library

"When I walk through the door of the library I need to be quiet! On Tuesdays my class goes to the library. When we walk into the library the room is very quiet. I feel a little nervous because we have left the classroom where I feel safe. I also get excited when we go to the library. Sometimes I yell. When I yell, I like the sound my voice makes and I feel good. It is okay to get excited, but is not okay to yell in the library. When I yell it bothers other the other people in the library. It makes it hard for them to work. Even though I like to yell in the library I need to be quiet because the library is a quiet place. It is not the place to yell. When I walk into the library I will not yell or make any other loud noise. I will walk quietly through the door, smile at the librarian, and sit down quietly on the carpet and wait for directions. When I walk into the library I will try to be quiet because it makes my class and teacher happy. I can yell when I'm on the playground."

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Not Talking Vs Not Having Anything to Say

Not talking is not the same as having nothing to say. This is a common statement from speech and other therapists about their clients who are considered non-verbal, but not always non-communicative.

Many children with special needs are what we consider non-verbal or having limited language skills. When therapists say this they mean that the children are using few or no spoken words. They may make some sounds in communication and they may not. They may or may not use gestures to support these sounds and communicate with those around them. Working with children with limited expressive language skills can be frustrating for the adults around them, but even more frustrating for the child trying to communicate.

Often, these children understand much more of what is said around them than they can express in return. In other words their receptive language skills are more developed than their expressive language skills. They can feel trapped in their own minds and behave accordingly. Hitting, kicking, slapping, pinching, and other "negative" behaviors can be used to express their frustration. Rather than immediately labeling them as a behavior problem, good therapists and teachers look to find solutions for these communication problems.

The first approach for many of these children is sign language. Because fine motor skills can develop sooner than oral motor skills children can move their hands to talk before they can use their mouth. Simple signs like more, all done, help, please, and mine can convey many different needs and desires. These can also be learned through a hand-over-hand technique where the parent or therapist moves the child's hands for them to communicate until the child is either able to do it on their own or finds their words in other ways.

Another technique is using photographs or line drawings to communicate. Some children are visual learners. Pictures make more sense to them and make it easy to learn and use for communication. Being able to hand an adult a picture and receive what they want can be a huge accomplishment for a child who has struggled to communicate in the past.

For those who continue to have difficulty letting others know what they want and need there is an ever growing arsenal of communication devices. From simple switches which turn on toys or make single statements when pressed to miniature computers or iPads programmed for complex sentences and multiple screens for communication, more and more children are turning to technology to communicate with others in their environment. For many families, using a communication device is the first time they heard their child's thoughts or understood what they need.

Speech therapists and communication specialists can determine through an evaluation which device is appropriate for each child. No two children are the same and the same system may not work as well for ever child. These tools are not necessarily the last word in communication for these children. For some, removing the frustration of not being able to communicate increases their ability to make gains in speech. The end goal is to allow every child access to the tools they need to express themselves. After all, not talking is NOT the same as not having anything to say.

©R. Wellman 2011

Rebecca Wellman, PhD, MT-BC/DT is a board certified music therapist and developmental specialist. She ha s a private practice in the Chicago suburbs where she works with children with special needs and older adults with memory loss. Dr. Wellman is a regular presenter at state, regional, and national conferences. She can be contacted through http://www.wellmantherapy.com/.

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You Can Fight Back Against Special Education Denials That Hurt Your Child!

Are you the parent of a child with autism, learning disabilities, or another disability receiving special education services? Are you sick and tired of special education personnel in your district denying your child needed related and special education services? This article will empower you to fight back for your child by addressing important advocacy skills.

Advocacy Strategy 1: Educate yourself about the Individuals with Disabilities Education Act 2004 (IDEA 2004) and your states regulations on special education. You can do this by reading books, attending conferences and developing friendships with more experienced parents of children with disabilities. By being educated on federal and state law your chances of success with your advocacy increase.

Advocacy Strategy 2: Documentation is critical in winning a special education dispute. Begin sending letters to document what is occurring in your child's education. Important verbal conversations must be followed up by a short letter, to the person you spoke to. For Example: Your child's teacher states in a phone conversation that your child is not progressing, and needs more intense related and special education services. Immediately write a letter to the teacher, including the date and time of the conversation, and what was said. The letter needs to be Hand delivered to the teacher, or sent certified with a return receipt. This will document what the teacher said, even if she denies that she ever said it.

Also, save any letters or other documentation sent from special education personnel. You should save important school papers, any notes about negative behavior, any documentation that you need to strengthen your advocacy position. I once advocated for a young boy who had negative behavior at school. The school was sending home daily behavior sheets, and I advised the mother to date them, and not throw them away. We used them at a due process to show that when the school district stated the child's behavior was out of control, the behavior sheet said he was fine. Documentation can win a case, or lack of documentation can lose a case.

Advocacy Strategy 3: Tape record all IEP meetings, and if possible and necessary have a transcriber transcribe them for future use. Transcriptions of IEP meetings can be used at due process as documentation.

In all my years of advocacy, I have never been a huge fan of tape recording, but I have recently changed my mind. School districts have become so bold in denying things they tell parents, that it is critical that parents have documentation of what is being said in meetings, and what the school district is agreeing to. I find a huge discrepancy between what many special education personnel agree to in a meeting, and what is being documented in a child's IEP. A transcript of a tape recorded meeting could be used as evidence in a due process hearing, to show what the school district agreed to.

Advocacy Strategy 4: Whenever special education personnel want to change a child's label placement or refuse to change your child's label or placement, they must give prior written notice (PWN) to you. Also, if they deny services that your child needs, they must also give PWN. For example: If you take your child to an independent evaluator and bring the report of recommendations to the school district, and they refuse to follow the recommendations, they must give you PWN, on why they are not following the recommendations.

Advocacy Strategy 5: Be willing to file state complaints or due process for non compliance with IDEA 2004, or if the school district does not give your child FAPE. Going over the school districts head is the best way to ensure that your child is getting the appropriate services that they need.

With these advocacy strategies under your belt, you will have a better chance of prevailing in a dispute with your school district. Your child is depending on you so work hard for their benefit.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://disabilitydeception.com/.

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The Importance of Identifying If a Child Has a Learning Difficulty, Learning Disability or Dyslexia

Recent study by The International Dyslexia Association states that 74% of students who are weak readers in 3rd grade remain weak readers in the 9th grade. Several students still don't read well even as grown- ups. However, it is certainly not too late for individuals with learning difficulties, learning disabilities, or dyslexia to learn to read, process, and express details and information more effectively. I have seen it first-hand. Even 50 a year old can enhance their abilities. In fact, those adults that have had strokes have been able to restore some of their cognitive abilities once they knew exactly what the fundamental areas were that the stroke impacted.

Determining what your student's learning problems are and working with them is crucial because if they go unidentified and unaddressed, students may spend their school years either feeling stupid, struggling with their schoolwork, or disliking school. They may feel that their work is never going to be good enough so they stop striving. They may seem to stare off into space, not attending to instruction. They may regularly interrupt the class. Eventually, they may not be able to get into the college of their choice or get the job of their choice.

The Most Common type of Learning Disability: Language Learning Disability

Language learning disabilities are disorders that affect one's ability to either interpret what is observed or link information coming from different parts of the brain.

Difficulties with linking information throughout the brain can show up in a variety of ways. There can be certain difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math.

How We Learn

The best way to talk about learning disabilities is to discuss about learning. We learn 3 ways, by seeing (visual processing), hearing, and (auditory processing) and doing (tactile/kinesthetic processing). Within each of these 3 categories there are 9 sub-categories of processing. Generally when one is struggling with learning reading, writing, or math it is due to one or more of these sub-categories of processing not working as efficiently as they could, should, and can. These skills are all learned and can easily be enhanced.

There is a simple way for you as a parent or teacher to find out if your child has learning problems, dyslexia, or learning disabilities. Using the informal assessment, the Learning Disability Screening Tool, gives you the ability to identify the fundamental causes of learning problems. With this knowledge and understanding about your child's learning problems, you become the 'expert' on your child. You will know what has been holding your child back. You can now be pro-active and deal with your child's learning difficulties, learning disabilities, or dyslexia.

Bonnie Terry, M. Ed., BCET

Bonnie Terry, M. Ed., BCET is a LD Specialist. Ms. Terry helps parents identify, understand, & address the underlying causes of their child's learning problems. Dyslexic, LD and ADHD kids advance 2-4 years in 20 minutes a day with Ms. Terry's books, games, and guides http://bonnieterrylearning.com/.

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Advocating for the Child With Autism

For families of children with autism the relationship between the family, school, and community is critical. Parents who are blessed with a child with autism must refrain from self-blame and need to advocate for their child. If you suspect that your child has autism it is helpful to seek medical attention and professional advice as early intervention is highly recommended.

Each child's needs are individual and must be recognized as an integral part of his or her complete development.

The type of educational setting that is most beneficial depends on the age and specific needs of the child.

Don't be afraid to ask questions. Speak with individuals you trust and ask for their suggestions.

A creative and flexible approach is beneficial as the child's needs will fluctuate depending on age, severity of autism, changes within the environment (home and school), and physiological changes.

Within the course of a day the child with autism will experience a wide range of situations that require supportive guidance.

As a parent you have the right to meet with the teachers and administrators within your child's school as often as necessary to facilitate an appropriate assessment and educational plan.

It is important to learn what educational providers are available to help with autism training and autism treatment. For example, your child may benefit from such services as speech/language support, occupational and/or physical therapy, and adapted physical education.

While academic skills are a necessary component of your child's education, social skill development is critical for academic and life-long success.

In becoming an advocate for your child, information is critical. Access written materials, articles, books, and the many informative web-sites that provide up-to-date autism resources, autism news, and information regarding autism. Speak to your health care providers, professionals within your child's school, other parents of children with autism, your child's caregivers and teachers, and become involved in support groups.

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3 Parenting Tips to Advocate for Functional Skill Training for Your Child in Special Education!

Are you the parent of a child with autism or another disability receiving special education services? Is your child struggling with academics, and you think could benefit from learning functional skills? Learning to read and write are important, but so are functional skills, that can help a child live a full and enriched life! This article will be discussing 3 parenting tips that you can use in your advocacy efforts!

Tip 1: Use Federal special education law Individuals with Disabilities Education Act or IDEA 2004 to strengthen your advocacy efforts for functional skill training. IDEA states that every IEP that is developed for a child must contain a statement of the child's present levels of academic achievement and functional performance. What does this mean for your child? Your child's IEP should state what level your child is at in the area of functional skills. Make sure that these statements are based on objective data such as tests and not subjective opinion.

The law also states that the child's IEP must contain a statement of annual goals in not only academic areas, but functional areas as well. Make sure that the functional goals are specific and are measurable.

Also, make sure that any skills training given to your child is written clearly on your child's IEP and has specific amount of times that the training will be given. Training needs to be given in natural environments and at natural times. For example: Teeth brushing training needs to be given after the child has eaten, either after lunch or after a snack. Training also needs to be community based, so that the child will be able to generalize the skills to all environments.

Tip 2: Use the purpose and findings of IDEA 2004 to convince special education personnel how important functional skill training is for your child. The purpose of IDEA is to help prepare children for further education, employment and independent living. Children must have appropriate functional skills in order to be prepared for their adult life.

The findings of IDEA 2004 from Congress state that the law is to help improve educational results for children with disabilities, so that there is equality of opportunity, full participation, independent living, and economic self sufficiency.

Behavior and social skills are two areas of functional skills that are often overlooked by parents and advocates. Ensure that appropriate social skills and behavior is being taught to your child, so that he or she will be able to be a full participant in the community, when they are an adult.

Tip 3: According to IDEA parents have the right to be full participants in any decision that is made regarding their child's education. The law also includes a section under IEPs, where any information provided by parents needs to be included. Educating yourself not only on why functional skills are important but what is the appropriate type of training that a child needs is important.

Consider writing your own parent input statement about what type of functional skill training needs to be given to your child. Bring this input statement to your child's IEP meeting, and make sure that it is attached to your child's IEP.

Anticipated needs must be addressed by special education personnel and parents. This is a good time to think ahead of the skills that your child will need as an adult, and include functional skill training in your child's IEP or transition plan.

Use these three tips to help you succeed in your attempt to include functional skills training in your child's IEP. They will appreciate your efforts to make sure that they are prepared for adult life!

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/. For more information on the book and special education as well as testimonials on her book, please go to: http://www.disabilitydeception.com/. For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

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Finally A Theme Park Where Everyone Can Have Fun

One of the perks of being a school bus driver is that you have a chance to see some interesting sites around the area. At times I will venture out with the group and other times I will stay behind and rest or read. One trip that I was excited about driving was to Morgan's Wonderland. Morgan's Wonderland is a new park in San Antonio. I first heard about it a number of years ago when it was only a dream. Being in the construction business for a while I knew the name Gordon Hartman Homes. Gordon Hartman is the builder and Morgan is his daughter who the park is named for. I heard about the park when it was undergoing the construction phase and I watched the special on the local TV channel informing the public about the wonderful new attraction for everyone. I was intrigued and anxious to find out everything I could.

Morgan's Wonderland is designed specifically for adults and children with special needs, their family members, caregivers, friends and the entire community. I was impressed with the price of admission. Admission is free to special needs persons. For the Person(s) accompanying special needs individuals the cost is $10.00. General admission is $15.00 and age 0 to 2 are free. The park is uniquely funded. Next to Morgan's Wonderland is the STAR Soccer Complex. The STAR Soccer Complex is a premier soccer facility located on a site that once was the Longhorn Quarry. The site was developed into 13 fully lit, quality championship size fields as well as one smaller practice field. Alongside the fields are facilities such as playgrounds, bathrooms, refreshment stands. The spacious size and outstanding quality of the STAR Soccer Complex enables San Antonio to host a variety of soccer leagues and to accommodate large local, statewide, national and international soccer tournaments. Proceeds from soccer leagues and competitions will assist the operation and maintenance of Morgan's Wonderland.

It is suggested that you call ahead for reservations to Morgan's Wonderland. For security purposes, and to help keep your visit as stress free as possible, entry and exit strategies have been put into place. Special bracelets will be put on each person in your party when you arrive. They have a security chip included. By scanning the wristbands at one of several location station monitors located throughout the park, you can find the location of any member of your party. This security feature is a luxury that calms the fears of caregivers in the event that a child disappears and helps to prevent the possibility of a child leaving the park without the knowledge of the caregiver. If you have ever lost a child at a park you know that the panic that will ensue can ruin and otherwise happy day.

Everything in the park is easily wheel chair and special needs accessible. The train, the amphitheater, an off-road adventure ride, sand box, a playground built especially for kids with wheelchairs in mind and a large, wheelchair-accessible playscape will make the day fun for all. A carousel has adaptive electronic animals created to serve guests who are incapable of sitting upright, and will allow a friend or caregiver to sit next to them. Custom chariots designed for wheelchairs go up and down like the other creatures on the ride. A lake allows for catch and release fishing, or you can shoot a water cannon at brightly colored spinning targets, or pilot remote-controlled boats. Providing a number of stimulating experiences is a Sensory Village which includes a simulated test drive through San Antonio and a TV station that allows guests to do a weather forecast and see themselves on TV. There is even a Village Market with fun and colorful groceries providing interactive sensory stimulation through the use of colors, sounds, lights, and textures. And the one feature that really caught my attention was that the park has more than 30 traditional and adaptive swings including wheelchair swings. Now kids and adults do not have to sit on the side watching. They can enjoy the experience of swinging.

One of my daughters said that she was getting goose bumps as I told her about the park. I asked the special needs teachers their impression of the park and to describe it, all they say is that it's incredible, and wonderful, tremendous, and the most fun, a great place to take any child too. I am anxious to take my young grandchildren there next time they visit. I can't wait.

Jacquelyn Graham is the mother of 8 children and grandmother of 5. She also drives a school bus in her spare time. She is President of Operations at Fiesta Toy Store.

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Facts About ADD and ADHD in Children

If your child suffers from Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) you may feel overwhelmed at times and even frustrated. That is why it is important to get the support you need and learn more about each one of these disorders as well.

The most common side effect of having ADD or ADHD is the inability to plan ahead so they act out on impulse and do not consider the consequences for their action. A child who acts out in public by annoying you or even embarrassing you is not willingly aware of what they are doing at the time. They don't plan to behave that way and have no control on it at all.

Instead of consistently dealing with your child's behavior in a negative way, by yelling, crying, not giving them choices, you need to understand more about how to deal with these disorders in children in a positive way. This will affect how they mature. The entire family can be affected when a child has these disorders. They can be disruptive, distracted, require more attention in the home and outside of the home. Siblings may get less attention then the child with Attention Deficit Disorder (ADD). Parents tend to give the other siblings responsibility in watching the child in order to talk on the phone, take a shower, or just to have a break. This sometimes causes jealousy among siblings.

Believe it or not, as a parent you can set the controlled environment for your child. In your environment you have control and your child can become more aware of love and understanding. First, you need to remember that your child is acting out due to a behavior not because he wants to. Learn when to let go of small responsibilities because children with Attention Deficit Disorder (ADD) do require more attention so do what you can around the house or work when you can and enjoy being with your child the rest of the time. Be an advocate for your child, a life coach, a support group, and everything else they need.

It's important to take care of yourself when taking care of your child. Yes, you are frustrated and you feel overwhelmed but when you take care of yourself, you are able to keep a positive attitude on everything else. Create a diet plan that gives you more energy in the afternoon when he or she comes home from school, so you will be able to keep up with them. When you are tired, you may not be up to keeping up with them when they get home. Learn of way that you can meditate, calm down, or just relax.

Don't feel guilty when you need a break. Call on friends and family to give you a night out once a month or every other week. If someone offers to babysit, take them up on it. Parents tend to feel guilty when it comes to leaving their child alone with someone else especially if they suffer from Attention Deficit Disorder (ADD).

Find Attention Deficit Disorder (ADD) support groups online or in your local area. Sometimes you may not have the opportunity to break away long enough to go to support meetings close by but you can find an abundant amount of support online and it is available 24/7.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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8 Parental Causes for Denial of Special Education FAPE for Children With Disabilities!

Are you the parent of a child with a disability receiving special education services? Have you been fighting for your child to receive an appropriate education but are afraid that you are losing the battle. This article will be addressing the definition of FAPE as well as 8 parental reasons that may be contributing to your child not receiving a free appropriate public education.

Definition of FAPE

In a US Court of Appeals Case in the Third Circuit N.R. vs. Kingwood Township FAPE is defined as: a satisfactory IEP must provide significant learning and confer meaningful benefit. The definition of FAPE in IDEA 2004 states that FAPE means related and special education services that are free to the parent, and meet the standards of the State Educational Agency. Recently, many states have passed National Core Educational Standards to make the standards more uniform from state to state.

Possible Parental Causes

1. Some parents may not educate themselves about all of the federal and state laws that they can use to advocate for their child. These laws are: IDEA 2004, Section 504 of the Rehabilitation Act, ADAAA, etc. It is critical that parents read books, and attend conferences to educate themselves.

2. Parents may be unwilling to confront or stand up to special education personnel who are refusing to provide FAPE to their child. This may be due to parents upbringing of not confronting authorities or educators

3. Schools have low expectations of what a child can learn in academic and functional areas. Parents must stand up to low expectations by some special education personnel, to the benefit of their child.

4. Not making sure that their child is held to the same educational standards as children without disabilities. If children do not learn academics and functional areas they could be hindered in their adult life.

5. Some parents may not learn appropriate remediation that their child needs to help them in their education.

6. Some parents may be unwilling to file a state complaint, 504 complaint, or file for a due process. As an advocate for over 20 years I have seen many school personnel draw a line in the sand, and absolutely refuse to listen to any parental input on services that their child needs. This situation requires going outside of the school district in the filing of complaints or due process, in a timely manner.

7. Some parents may accept lack of FAPE year after year without doing anything about it, even trying to find private services (and asking for school reimbursement). I recently read about a family in San Francisco that fought their school by filing for a due process hearing when the school district refused to provide their 3 year old child with Autism Applied Behavioral Analysis (ABA) services, even though independent evaluators stated that the child needed this service. The parents did not wait year after year to let their child fail, they filed immediately. The family won after a 7 month fight, and was reimbursed for the private ABA services, that was given to their child.

8. Parents often approach school districts asking for the best services for their child. IDEA 2004 does not require that schools offer the best, but just related and special education services that are appropriate to meet the child's educational needs.

How can parents turn this around? By educating themselves about special education law and research based remediation for their child. They also must be assertively persistent in their advocacy, for as long as it takes for their child to receive an appropriate education. Going outside the school district the first time they deny your child FAPE sends a message that you will not tolerate the civil rights violations to your child. Parents have a tough job, but if they work hard and advocate hard their child can receive an appropriate education.

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/. For more information on the book and special education as well as testimonials on her book, please go to: http://www.disabilitydeception.com/. For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

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Kinaesthetic Ideas for Letter Reversals

If your child is struggling with the confusion of b and d letter reversals, you can use these multi-sensory activities to help them remember the difference.

Multi-sensory activities are the best kind of learning for children with learning difficulties - especially dyslexic children. This is because it gives the information to them in different ways other than just auditory or visual which might not be their strongest learning style. The more ways that you can think of to get the learning across, the better.

Our best memories are the ones where we have lots of fun and when we create something ourselves. As teachers and parents it can be hard to resist helping BUT it is so important for your child to have their own ideas, to produce their own work, to be proud of it AND to enable them to remember it. Keep this in mind when you are doing learning activities by letting your children have their own ideas and create their own fun for long lasting memories.

You can use any of the following ideas to have lots of fun creating letters and sounds.

String: Use string to make the shape of the sound with the string on the floor Paint: Paint and decorate sounds in the shape of the letter they are reversing. Tell the children to shut their eyes and do it, messy and fun!

Empty plastic bottles: Fill with water and draw the sounds with the water on the ground. Give the children some short words to spell. This is also a good activity for encouraging smooth cursive handwriting.

Glue and Glitter: Paint 'b' or 'd' sounds in glue and sprinkle with glitter.

Sandpit: Children can dip their fingers in and make letter shapes.

3D: play dough, pasta tubes, twigs, leaves etc, colourful (blue and red) pipe cleaners. Create the confused letter sounds using any of the above. Each child can make their own collage or a group of children can make a collage together. I've used wikki stix here in the photo. Colour is very helpful for dyslexics, try and always keep the b blue and the d red.

In the kitchen and garden there are lots of opportunities for making letter shapes in cooking and gardening

Give the children dot to dot b and d pictures to complete. They can draw in the lines with, crayons, paint, glue and glitter or any of the ideas mentioned above.

Draw lines on paper, hold up a picture of a 'd' or 'b' word and give the children big fat felt tips to draw the circle on the correct side of the line.

More Kinaesthetic Ideas: You can use all sorts of textured materials to cut out letters that your child is confusing. The texture will help embed the memories deeper, helping them to remember more frequently.

Like these ideas and want more? Get your free demo pack and complimentary worksheets that your child can start using right now to help with b and d confusion And for more ideas for dyslexic children, signup to my newsletter and download your complimentary Dyslexia Playbook.

Sue Kerrigan is a teacher and private tutor helping children with dyslexia and dyscalculia in the UK.

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IT Freelance Jobs For Web Development and Design

It is common knowledge already that IT freelance jobs for web development & design are one of the most lucrative occupations on the internet. In the world wide web, websites are mediums used by entrepreneurs in order to convey their messages to the public. Whether these websites are disseminating important information, promote all sorts of products or services, used in e-commerce business, and etc., there is only one thing that is very certain. All of them need web development & design professionals in order to make their presence a reality.

To become a website design developer, one needs to have some special training in a school or a university, although it is quite possible you can learn the subject all by yourself on the internet. Opportunities for IT freelance jobs for web development & design are so plentiful that it's not hard for anyone who has this skill to find a job. If you have some artistic inclinations, then mastering this trade is a breeze.

The following is a list of some top freelance sites who are offering opportunities for IT freelance jobs for web development & design. You have to bear in mind that all of these opportunities cater to all freelance professionals all over the world.

Freshwebjobs.com

This is actually a job board where companies and website design developers, who all share the same interests and passions, converge and conduct their businesses for their own benefits. The former arrives at this site in order to recruit, while the latter is there in the hope of finding a job. There is a $75 fee for a 60 day job listing, but it's free just to browse through the same.

Krop

This is also a job board like the previous one, except that it is much more expensive to post a single 60 day job listing which starts at exactly $199. But then, the site boasts of the quality of the creative talent that they can provide is unmatched, and the employers are assured that their offers are extended to the most qualified candidates only. Browsing through the job listings is free and you can send in your application through the contact info being provided.

Authentic Jobs

Again, this site is no different from the previous two just mentioned. Job listings are classified into four types such as internship, freelance, contract, and full-time. Fees are quite reasonable which starts at $99 for internship and freelance job types, and $249 for contract and full-time job types. This site distinguish itself from the others by offering a no question asked 100% money back guarantee in the event of an unsatisfactory result from the job listing. As usual, browsing through all of these listings is free and you can apply for any position by clicking the apply button.

Coroflot

A single job listing will cost $265 but it runs online for a much longer period of 90 days. Creating a portfolio is free and easy and you will be in business in no time. It has a full site support to respond to different inquiries which will be answered within 24 hours. Anyone can go over the job listings without any problems, and a contact information can be found from each one of the same for sending your applications.

Conclusion

IT freelance jobs for web development & design has been a boon to many and the envy of others. Whichever side of the fence you are in, it is indisputable that websites are the only reasons why the internet has become of what it is today. Without them, the world wide web will be an empty space where no one knows that it existed.

Any one can make a good amount of money with IT freelance jobs and web development & design is most profitable one of all.

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Alphabet Stencils: Innovative Uses

The application and uses of wall stencils can be a very attractive and easy means of giving an entirely new look to your home walls. These are inexpensive and affordable for the variations that they are capable of providing. Apart from designs, there is also an equal use of stencils for writing purposes on the walls.

You will be amazed to see a huge stock of quotes and sayings to even creative messages that have been categorized for the different areas of a house. These are sometimes incredibly funny and hilarious and at other places extremely meaningful and loving. It is just what your home needs to put a smile on your face every time you see them.

There are companies where stencils are made professionally. If you are looking for the right message or design, you can avail their stocks as well. There are also plenty of resources to be availed on the internet through the websites of some companies.

Alphabet Stencils

Designs and patterns or even continuous writing isn't the only thing that can be made for a stencil. There are other types of stencils available and these are put to a numerous different uses too. Let us consider alphabet stencils. These can replicate alphabets in various designs and sizes. And they are also available in capital letters and lower case letters.

You can use them not only on home walls but also in classrooms and school nurseries. Their application on the walls of the children's room can enable a better learning and recognition of the same for your child who is in the process of learning alphabets. Nevertheless, their uses in schools are multiple.

You can use them in crafts classes for cutting and coloring work among children of certain age groups. These can also be downloaded in various sizes for placement on the walls and boards of the classes. Children can be more interested in learning from these.

You can customize them as per your needs regarding font sizes and the use of styles and color in these stencils.

Large Alphabet Stencils

There are stencils that can be made for large alphabets. These are useful for signage uses and notification purposes. Here too you can make a choice of different fonts of the alphabets as well as the style.

For more information on alphabet stencils, check out the info available online; these will help you learn to find the large alphabet stencils!

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