Dental Braces for Children: Do's and Dont's

View the original article here

Finding Best Information About ADHD in Children

When a parent hears the diagnosis that their child has ADHD or Attention Deficit Hyperactive Disorder, they are filled with questions and emotions. They want to cry. They want answers. They want to help. They want assistance.

It is possible to get ADHD under control. Parents can help their child deal with this disorder. If you are an ADHD parent you are not alone. You might have a million questions, feel lost and don't even know how to clear the confusion and learn to deal with the situation. Well, all parents with ADHD kids undergo the sense of disbelief as the diagnosis is told. However, you learn to adjust to the situation with the help of caregivers, educators and doctors. It may require a lot of love, patience and properly guided sessions to ensure that the child develops better concentration and some levels of stability.

First you will be able to find support. There are groups and other parents to help you. It could be giving you suggestions that might assist you and it could be just to listen while understanding your problems or concerns. They will also be there for you emotionally because it can be upsetting and frustrating at times. If there is not a local group you might be able to find online groups that can help you along with helping your child.

Start seeking out information that will help you and your child by talking to your doctor. ADHD in children can be a topic your doctor will have pamphlet on as well as other information. This is a good source for guidance when it comes to finding groups for your support as well as your child's support. Your doctor will already be working with you to find ways to help your child cope and be treated for ADHD. It might be medications, a change in diet, alternative methods or other treatments that are being introduced frequently.

Another way to get information answers regarding ADHD in children is going to the library. There are research books, newspaper and magazine articles and even books for children. Some articles can talk about the latest in helpful techniques or natural remedies to tips to helping you and your child cope. You might be dealing with some possible side effects for medication your child is taking. There could be articles on this as another example.

You can also always go on the internet and search for information for ADHD in children. There will be websites devoted to you and your child and ADHD. You will also find articles, books and essays. The internet could have information from diets including various recipes that can help reduce hyperactivity in the child. You might also learn of such natural remedies as massage therapy and music therapy. ADHD in children might not be common, but it is wide spread. There are many sources to give you information to help the entire family deal with this issue. ADHD is manageable and with support and love, children find the assistance that they need.

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

View the original article here

Medicaid Waivers for Children With Special Needs

Special Needs children can present a whole host of challenges completely aside from their actual physical or mental impairments. They may present a physical danger to themselves that requires constant supervision or they may need living assistance to help them with daily activities such as eating. Often these children have significant difficulties communicating and moving about their environment which then results in significant anxiety disorders. Physical and mental delays can be further exacerbated by the sensory disorders that often accompany the original disorder.

Autism, which is one of the leading disorders among children with disabilities, affects 1 in 110 children, or currently 730,000 children (up to the age of 21). Autistic children and those considered to be in the spectrum, face sensory challenges that prevent them from learning alongside other typical children. An aversion to sound for instance can cause that child to shut down when placed in a noisy school environment and as a result block out any potentially beneficial input. In the case of intellectually challenged children, just wandering out of the house could be disastrous. They often don't know their own strength and can present a danger and challenge to potential caregivers - so the typical avenues of childcare and daycare become out of the question. In these situations, a special care facility, or in-home provider often becomes necessary.

The costs for this type of care and accommodation can be exorbitant if not prohibitive. This is where the Medicaid waivers come into play. While the usual category of Medicaid eligibility for children is a parent who is below a particular federal threshold of poverty, special needs children are assessed on need alone if they personally have no income or assets/resources. The family financial status is not a factor.

There are three main waivers that generally apply to special needs children including the ID, DD, and the EDCD waivers. Each of the waivers exist to provide an alternative to institutional care. The DD Waiver is for the developmentally disabled child and would include children with physical disabilities that limit their functioning. The DD waiver is a first-come first-served waiver that can take many years to be implemented. These waiting lists are a sticking point for many individuals simply because if the child needs services today, then why are they not getting them for many years? The reason is funding.

The ID waiver is also known as the MR waiver, Intellectually Disabled and Mentally Retarded. This waiver requires an IQ test result of below 70. There is another test that can sometimes be used in its placed called the Adaptive Behavior test. The ID waiver too has a waiting list; however this waiver is applied based on need and emergency need will trump those waiting on the list. Again, due to funding the wait can be many years.

Lastly is the EDCD waiver (Elderly or Disabled with Consumer-Directed Services) which was originally designed to provide services and benefits to the elderly who would otherwise have needed institutionalization. However, children (re: children, not family) that meet the financial criteria can apply as disabled if they meet the skilled nursing and physical supervision requirements of the Waiver. The consumer directed services aspect of the waiver allows for the client or clients guardian, to direct the care by hiring the care-givers themselves without agency intervention. There are guidelines, and the provider cannot be a parent, or someone that lives in the home and they must meet state licensing requirements. Most qualifying children in need fall into this Waiver category and it is implemented immediately. Services begin as soon as paperwork is completed unlike the two previous waivers which can have extremely long waiting lists.

The Medicaid waiver system is administered by the states and their individual agencies. This is an important fact to consider as moving from one state to another will negate the clients status and the client would have to reapply and wait on a new list. As the administrators, the states individually determine the types of services that they offer. These services can change from one legislative period to another based on budgets and of course politics. Check with the local DSS, heath department, or consumer directed services bureau in your area to find out more information regarding these Waivers.

View the original article here

Bedrooms for Educating Visually Impaired Children

Designing a bedroom for a visually impaired child can be a challenging task. With some understanding of your child's visual impairment and careful preparation and planning in the design process, you can create a practical, safe and engaging bedroom.

A great start in the design process is to involve your child in the planning and design process wherever possible. Discuss their likes and dislikes and their hopes, needs and wishes for the room.

It's important to always consider safety throughout the decorating process. If your child is required to use a cane, then make sure the bedroom is easy for them to navigate and completely clutter free. Keep the area around the bed clear so that they can move about safely. Ensure that the path to the bathroom is clear and easy to navigate to eliminate stumbling.

It's more than likely that a child who is visually impaired or with special needs will spend more time in their bedroom than other children, so make the room as comforting and practical as possible. If a child is blind or visually impaired, they have to rely on their secondary senses, so have toys in an accessible position in the room that can encourage and develop on their secondary senses.

Placing hooks at your child's reaching height and within easy reach for commonly used items, such as bed robes and jackets are a great idea. It's important to ensure that your child can maintain their independence wherever possible, while also keeping safety a priority.

Kids Bedding Dreams offers children's bedding that includes quilt and duvet covers, doona and other kids bedding sets for children of all ages, from toddlers all the way through to teens. The bedding sets will transform a bedroom into a wonderland and include Toy Story bedding for boys, Disney Princess for girls, Elmo bedding for toddlers and many more character bedding sets for children.

View the original article here

Tips To Recognize ADHD in Children

Are you wondering if your child has ADHD? Attention Deficit Hyperactivity Disorder, or ADHD is a concern for parents of children who may find that their child cannot sit still for long, forgets their homework at school, or gets a note home from their teacher about their lack to listen and participate in school. Kids don't always have to sit still in class in order to not be classified as ADHD. So how will you know if your child really does have ADHD?

ADHD in children is not so easy to diagnose sometimes because it is usually brought to the attention of parents by others, such as neighbors, doctors, or teachers. ADHD usually appears early in childhood and can make it difficult for a child to control responses. They may not have complete control on their movement or their speech or both.

Signs and Symptoms of ADHD in Children

Most signs and symptoms of ADHD will appear before the age of seven. There is a thin line between normal child behavior and ADHD so this is not something that is easy to recognize but with a doctors help you can determine which one you are looking at. Not all children who suffer from ADHD are hyperactive and uncontrollable. Some children appear inattentive, active but not over-active, or they may even appear as though they are not very motivated. The most common symptom is that they cannot focus on something if they are not interested in it. If it is repetitive they may not stay with it. Children with ADHD cannot sit still, stay quiet, or pay attention. When in school or day care they may appear as though they are acting out purposely when they really are not.

There are three basic characteristics to look for in ADHD in children.

* Inattentive - however they do not act out impulsively and they are not hyperactive
* Inattentive - hyperactive and impulsive
* Hyperactive and impulsive however they can still pay attention

When children are not very disruptive they are usually not classified as ADHD however when a child goes with out treating this disorder they may end up getting in trouble as they get older.

If you notice your child making careless mistakes, has trouble remembering things, gets bored with certain tasks before they complete it, loses toys, books, or homework easily, can't stay organized, plan ahead, or finish projects, cannot remember things, cannot follow details or instructions then you may want to talk to your doctor. Other symptoms to be aware of include fidgeting constantly, leaves his or her seat when everyone is supposed to stay seated, runs or climbs when it is not okay, talks excessively, cannot play quiet, cannot relax, on the go constantly, or shows a quick temper.

Your doctor may want to watch or observe your child for a certain period of time to see if he or she indeed suffers from ADHD in children. If so, you may need to consider all your options including medication to help regulate the behavior in your child. Your doctor will go over all your options and help you find a solution that is right for you.

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

View the original article here

Parenting Children: 5 Tips on Helping Deescalate Autistic Children

Parenting children with special needs often feels like a roller coaster ride: there are the slow climbs and the times when you look around at the top, admiring the world around you. Then there are those moments where you hang on by your canines, gripping the sides of the car with ferocious intensity.

It's frustrating to work with your child for hours and days and weeks, finally see progress, only to watch your child seemingly slip back to the same spot where they began. Here are some tips you can keep handy that will help you get through it the next time around:

1) Try and remember that all children's development consists of highs and lows.

Placid and peaceful one year olds turn into driven and conflicted two year olds. The calm, reflective six- year old rushes headlong into the moody, withdrawn seven year old. And the cheerful, happy go lucky ten year old transforms herself into a conflicted, on-the-verge-of-puberty eleven year old.

Remember to pay less attention to your child's physical age than their developmental age. This can be tricky because a 10 year old that acts like the wild, independent four year old is often hard for parents to accept emotionally even though intellectually they know it to be true.

2) Pay attention to the warning signs.

While it's natural for children to experience ups and downs, this doesn't mean you shouldn't keep an eye on your child's behavior. While it may seem pessimistic, it is in fact realistic to prepare yourself for a down turn.

Examine the last few times your child's behavior escalated. How did they react to regular stressors? Were they crankier? Did their sleep patterns become suddenly more erratic? Were they upset about things that usually don't bother them?

3) Avoid the ostrich syndrome.

Often it's hard for parents to accept emotionally that their child is about to lose it. It feels easier to ignore things: even though you know the problem won't go away, at least you'll have some time until you have to deal with what will undoubtedly be a less than fulfilling experience.

Instead, reframe the experience. Instead of assuming that you can do nothing to help the situation (other than damage control), take a proactive stance. Don't assume your child's behavior is the same as it always is a these times, because it isn't. If you examine the situation carefully, you will undoubtedly see several critical differences.

Use this information to reexamine the world from your child's point of view. What is the purpose of this behavior? What are they trying - albeit ineffectively- to achieve? Independence? Some children suddenly get frustrated with their capabilities and go haywire. Peace and quiet? Maybe their environment is too stressful.

Always consider what your child gains from their maladaptive behavior, and try and find a way to teach them or give them what they need.

4) Consider alternative medicine.

There are numerous treatments you can provide for your child that will help her get over this hump. Herbal remedies (check with your doctor or complementary medicine practitioner first) can often make a surprising difference. For example, passiflora with a bit of lobelia are wonderful for helping kids calm down, and lavender underneath a pillow or in a satchet near the bed helps induce restful sleep.

Other options such as massage or acupuncture can also provide relief. These are things that can be done as you need them; you don't need to commit to regular treatments in order to see good results.

5) Take time out for yourself.

After all is said and done, your home and your family will only function as well as you do. In fact, studies show that a mother's emotional and physical health are the critical factors in whether or not a family under stress survives.

Whether it's a night away with your husband at a luxurious hotel, or a luscious Swiss chocolate candy bar enjoyed from the confines of your closet, give yourself permission to jump out of the driver's seat every once in a while.

Had enough of parenting children who tantrum, backtalk, and engage in endless power struggles?

END misbehavior now.

Sign up for our FREE newsletter at http://teachingthefuture.net/, and you'll learn the powerful tools you need to raise happy, responsible children.

View the original article here

Parents of Special Needs Children Need to Advocate for Their Child's Rights

Children with special needs face unique and difficult challenges on a daily basis. Your child's rights are protected under federal and state laws. I recommend you get copies of all the federal, state and local laws that apply to special needs children. All children, but especially children with special needs, need advocacy. Remember, under the laws our children are afforded the right to a free and appropriate public education. Appropriate meaning you can not always put a child with a disability in a main stream classroom. With the state of the economy the school system is cutting back and getting services for your child keeps getting harder and harder. Special needs kids need an education plan tailored to them.

As parents, you must advocate for your child's rights in the public school system. There are several online sources the National Center for learning Disabilities website, it explains your child's rights. The Americans with Disabilities Act (ADA.gov) is a good source. On both websites you can learn more about the Individual with Disabilities Act (IDEA). You probably have more rights than you realize. The more information you have the more services you will b able to advocate for.

Adding further wood to the fire, special education law is extremely complicated and confusing. A lot of parents get discouraged by all the information out there but there are offices that can help you. Most counties have a disabilities services office. You should be able to find more information about your child's rights, workshops that you can go too. In some instants they can assign you a case worker to help you advocate for your child. You will hit a lot of roadblocks before you reach the right people to talk to. Keep asking questions and you will persevere.

It has been my own experience in advocating for my child that knowledge is power. If you don't know the laws and what your child is entitled to, how are you going to convince the public school system to pay for extra services? It is cheaper for them to tell you no, they have thousands of kids to worry about. Don't take no for an answer, make the school district show you why they can not provide a service. In the same aspect, you need to be able to show why your child needs a specific service. The only person that will be concerned about your child is you. The squeaky wheel gets the oil!

View the original article here

Learning Disabilities in Children

If your child has been diagnosed with a learning disability, he or she is not alone. Learning disabilities in children are common and can vary from mild to severe. If your child's disability was discovered in preschool years then you will have a better opportunity to grasp the idea and build on it in a positive way. However, if you didn't discover the disability until they were in school, it may take time to help your child.

There are many ways you can help your child at home once they have been diagnosed with a learning disability. First you need to learn how to recognize that your child may have a learning disability so you can get them the help they need. You may notice that some children have problems hearing information and others have problems with visual tasks. Some are nonverbal while others are verbal. Some disabilities may not come to surface until a child enters school. Look for problems that do not go away or that your child never learns to overcome.

When a child enrolls in school, they may be placed in a developmental class so they can receive the supplemental help they need. Activities at home may depend on the problem with your child. Children with disabilities improve when they have routines at home to help develop their basic skills and concepts. When a child has a routine that he or she completes every day this gives them a feeling of achievement and creates a more positive thought. For example, if your child can get up in the morning, pick out their own clothes, dress themselves, let the dog out to go to the bathroom, fix two pieces of toast for himself and his little brother and then get ready to catch the bus, this gives them a feeling of accomplishment before they even get to school. If your see that your child is struggling with routines, then shorten the routine so they don't feel so overwhelmed.

Meet with your child's teacher to form a support group. Your child's teacher has other children to work with as well so they can provide the instructional phase and you can provide support. When working together as a team there is no way that your child can fail. This also gives your child a sense of support and the ability to achieve almost anything.

Give your child as much love and support as possible. When something don't work, try something else. Show them that you are on their side and you can help them accomplish their goals. Have your child keep everything on paper so they can see their goals and chart their success. Re-evaluate your goals and plans often because your child needs to be able to reach some goals in order to feel encouraged to go on to the next goal.

Join support groups in your area if you can find one, if there is no support groups then consider starting one that covers learning disabilities in children. You would be surprised at how many parents are also struggling with the same learning disability or something similar.

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

View the original article here

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.

View the original article here

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.

View the original article here

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."

View the original article here

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/.

View the original article here

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.

View the original article here