Tag: disability

My Child, the Athlete: Coaching a Child with Hidden Disabilities

Posted on by Nicol Walsh

Over 30 million youth between the ages of 5-18 participate in youth sports every year.

Some of the most common hidden disabilities are Specific Learning Disabilities, Speech and Language, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder. Athletes with these disabilities can experience similar difficulties in understanding and developing a specific skill such as understanding a play for football or a routine for cheerleading/dance as they do in the classroom. Many coaches will have the opportunity to coach a child with one or more of these disabilities but will have no idea of the characteristics and learning strategies that are best suited for the child.

Tips to successful inclusion of athletes with hidden disabilities:

Routine is important, create an atmosphere where there is consistency. Conduct practices on the same days each week and begin and end practice at the same time.

To promote inclusion offer different skill levels during practice to help the development of each athlete (entry level, intermediate level, expert level).

Provide clear instructions/directions with an overview of how practice will occur.

The use of gestures and physical demonstration should accompany verbal instruction. Repeat and clarify instructions as needed. For example, when showing a football player how to hold a football, cue the athlete to hold one end of the ball in the bicep of the arm and the first two fingers hold the other end of the ball.

Break the specific skill into steps. For example, when teaching a basketball lay-up, first practice the dribble to the basket, second practice jumping off one foot with the basketball, and then practice shooting into the basket. Combine all three skills when the athlete is showing they are able to complete each skill.

Positive reinforcement is encouraged to keep athletes on tasks. Allow the athlete to earn a leadership role such as captain or co-captain.

Prevent challenging behaviors by redirecting the behavior. For example, if an athlete is interrupting or talking at the same time as the coach, have the athlete to help with the demonstration. This also encourages self-control.

Sports experiences can either have a positive or negative effect on a child. The interactions that a child has with their coach and teammates can affect their self-esteem. Creating a supportive environment that is respectful, inclusive, and celebrates the athlete’s development can enhance the child’s confidence and social skills.

 

So you’re at College…What Next?

Posted on by Nicol Walsh

Navigating the Higher Education Environment When You Live With Disability

Research over the past 20 years indicates that a fairly high percentage of college students with disability choose not to disclose that disability to a college administration.  They are tired of “being labeled” or singled out because of their situation and simply want to participate in the same way as students without disability.  This doesn’t necessarily mean hiding their disability (pretty difficult to hide a mobility device or service animal), they’ve just “had it” with permissions, meetings, and forms.

At the same time, many students get onto campus wanting not to disclose, and discover that yes, they *do* have to jump through the hoops at Disability Services in order to access strategic supports.

[If you’ve already met with the disability/access services office at your campus, and provided documents to receive services and equipment, you can skip this next section]

If you’re just beginning the access process, this is what you have to do:

  • Be able to clearly explain your disability and your specific requirements for services and equipment. It’s better to ask for more than you might expect to get, but be aware of the possibility that if the school can’t provide a service or equipment and you absolutely need it, you and your family will have to bear the expense, or you will have to find a school where such services/equipment is available.
  • Make an appointment at Disability/Access Services
  • Fill out any forms requesting services and equipment (usually available online)
  • Make certain you have all required documentation.

Below is an example of typical required documentation.  It can vary from school to school, and you will find a similar list again, usually on the school’s website under “Disability/Access Services”.

“In order for a student to receive an educational accommodation due to the presence of a disability, documentation from a professional service provider must be obtained. Professional providers may include, but not necessarily be limited to, those identified below:

Disability Category         Professional Provider

ADD ADHD                        Psychologist/Psychiatrist

Emotional disability       Psychologist/Psychiatrist

Auditory disability          Certified Otologist, Audiologist

Visual disability               Ophthalmologist, Certified Optometrist

Learning disability          Psychologist, Neuropsychologist, Learning Disability Specialist

Physical disability           Medical Doctor, Physical Therapist, Orthopedic Surgeon, Doctor of Rehabilitation

Chronic health impairment         Medical Doctor, Medical Specialist

Documentation from a professional service provider must be in writing, must be current within three years, and must include the following when appropriate:

A description of the student’s disability and how he/she is affected educationally by the presence of the disabling condition.

Identification of any tests or assessments administered to the student.

For students identified as having a specific learning disability, the assessment must be specific to the student, comprehensive, and include:

  • Aptitude
  • Achievement
  • Assessment of the student’s information processing capabilities,
  • Raw data and interpretation of the data
  • Specific educational recommendations based on the data interpreted.
  • Effect on the student’s ability to complete a course of study.
  • Suggestions for educational accommodations that will provide equal access to programs, services, and activities…”

-Source: Tacoma Community College, Tacoma, WA at: http://www.tacomacc.edu/resourcesandservices/accessservices/forms/

What Happens After the Appointment with Disability Services?

After the appointment, you’ll get an official notification from the Disability/Access Services administration informing you of your eligibility for services, and if eligible, what services you can expect to receive.

You may have to place additional calls to Disability/Access Services to determine when services begin, where to pick up equipment, arrange meetings with note takers, etc.

At most schools, YOU are responsible for notifying each of your instructors (every semester!) of your requirements for accommodations. Hang on to that eligibility letter–better yet, make multiple copies to hand out to instructors.  Having known many college instructors, I suggest you don’t send this by email alone. Hard copy rules in this case.

Informing instructors about accommodations means giving plenty of notice for them to order alternatives to conventional textbooks. If you’re doing this at the beginning of a semester, expect delays getting the material. This sometimes happens even when you had your appointment with Disability/Access Services many months in advance of the semester. If so, you may have to negotiate with your instructor for extensions on assignments.

Make sure you understand the limits of what the school is providing for assistive technology. For instance, many schools limit the loan of portable screen-readers to specified uses or time frames. You may have to provide your own equipment or software outside those limits.

Some Disability/Access offices are one-stop shopping, and can set you up with tutors, any necessary remedial courses and on-campus health services (including mental/emotional health).  At other schools, it’s very fragmented, and YOU will have to find these services separately, even when they are related to your disability.

Most such services are available through departments labeled “Student Services”, “Student Success Services”, “Counseling”, “Health Services” and the like.  If you are unsure of where to find services, you can contact staff in an office usually labeled “Dean of Student Services”.  College Deans are top-level administrators who oversee a number of related departments.  Their staff are knowledgeable about all departments under that Dean’s authority.

Who to Talk with About Issues

What if you have issues with instructors not allowing or ignoring your accommodations?

Your first step should be to re-issue your eligibility letter to that instructor, following up by requesting the Disability/Access office to notify the instructor of your eligibility through their office. If this doesn’t resolve the issue, all schools accepting federal funds will have a Section 504 Coordinator (or similar title) on campus. This person is probably on staff in the Disability/Access Services office, wearing additional hats. Complaints regarding your access to materials, instruction, and class activities go to this person.

If you’re not using a Section 504 plan but still require accommodations, all schools accepting federal funds will also have an ADA Coordinator (or similar title). This person may or may not be located in the Disability/Access Services office but that office will be able to direct you to them.

[The ADA Coordinator is also the person to see when you have an unresolved issue around physical access on campus or with any program offered away from the main campus.]

Complaints about instructors *not* relating to your accommodations are usually addressed to the Dean of Academic Affairs (yes, another Dean), or the Chairperson of the academic department for that instructor.

In most cases, it’s appropriate to discuss any concerns with your instructor before escalating a concern or complaint up the line.

Navigating the Campus:

If your disability includes physical limitations you’re already aware of how many barriers exist to full participation in any environment. Many, many schools were built prior to ADA, and their facilities reflect lots of poor accessibility design. [I attended a school that only had accessible restrooms on every other floor, and in each case those restrooms were at the opposite end of the hallway from the elevators! At another school, I had classes in a building that underwent (planned) replacement of the only building elevator during the height of the semester].

If possible, move onto campus (or visit the campus) early for some “dry runs”. Acquire a campus map to figure out the quickest to get to classes, dining halls and sports facilities.

Make friends with the administrators working at Campus Police. (They’re the ones who assign parking spaces and they also know the best and quickest ways around grounds and buildings.)

It also doesn’t hurt to know the phone number for the folks who run the facilities. This department is sometimes called Physical Plant, Facilities, or Buildings and Grounds. They’re really useful when the accessible restroom is out of order, when the elevator breaks down, and when you want to know if certain areas are clear of snow and ice.

Lots of Fuss-Why Bother?

All this navigation of a college’s bureaucracy seems overwhelming, listed here all at once. Don’t get discouraged. I’ve listed these possibilities here so you can make notes for yourself and be prepared. With luck, you’ll never need to contact some of these offices or people. On the other hand, “entropy happens”—things sometimes go sour. Knowledge is power!

Depression and the Autism Spectrum

Posted on by Nicol Walsh

It is a common misconception that people who have Asperger’s or Autism do not get depression.

In fact this is more common than you think!

Suicidal thoughts are ten times more likely in people with Asperger’s or in the Autism Spectrum.  Survey data was used on 256 men and 118 women who were diagnosed:

66% reported suicidal thoughts

35% reported plans or attempts at suicide

31% reported depression

Depression can be caused by:

Social troubles because you do not seem to fit in

Guilt or regret over past actions/outbursts/meltdowns

Overwhelming feelings and thoughts

Anxiety and Panic Attacks

Miscommunications / Misunderstandings

Fatigue or Tiredness due either to the condition or to medications taken for the condition (e.g.: Ritalin)

Here are some comments people with Asperger’s have made:
(Comments have been made anonymously)

“I have been diagnosed with Asperger’s syndrome and depression.
My repeated obsessive thoughts turn into that sadness and also when someone gets frustrated with me like my parents. I don’t even know how I feel sometimes. When I can’t learn from my mistakes as fast as everyone else. I feel hopeless because it’s how I’m made to make mistakes over and over without ending.”

“I understand. Repeating the same mistake over and over…I would always forget to leave my coat in my locker at school (because of some rule) and 4 days out of 5 I would forget it. Consistently. And my repetitive obsessive thoughts also turn into sadness, but for me this occurs irrespectively of being yelled at.”

“I have Asperger’s and am high functioning to a degree. I also suffer from depression and anxiety which a lot stems to the fact my circle of friends has drastically dropped since my teenage years, I’m nearly 23 and I don’t go out like most people my age do. Mainly because I socially isolate myself. I find situations arise when I go out, for example…a club I used to go to has very loud bands on Friday nights, I can’t hear my thoughts it screws with my head. It depresses me because when I was younger I had loads of friends, now I’m a social outcast who feels nothing but bitterness and anger towards a lot of society. Al lot of my friends don’t want nothing to do with me anymore. Best friends have come and gone and now I feel alone. I live alone which doesn’t help and rely on Xbox live to chat to people. I just wish sometimes I wouldn’t come out with weird stuff. It freaks me out as well as it does to other people.”

The first step to helping, is by recognizing the signs:

A suicide attempt is rarely made all of a sudden.  It is most common for individuals to shift between the stages on a continuum which range from thinking about suicide to committing suicide.

The stages can go back and forth and are not limited to:

Planning – for example, giving away possessions that were thought of as special to them.

Organizing means – a fascination with a certain weapon that they were not interested in before, for example.

Suicide attempt

Some may start in self harming behavior which can lead to death while the goal is not to actually die.  This is because these individuals may not have actually thought of the consequences and finality of suicide.

Pay attention to:

Statements like “I would be better if I just died”

Threatening to commit suicide

If they are more withdrawn or depressed: not participating in their routine activities, they avoid communicating even more than usual.

Recognizing the signs is even harder when some people with Autism or Asperger’s cannot communicate the conventional way.

Here is how you can help someone who is depressed

People who consider suicide mostly need to know that others do care:

Even if you don’t talk, just being there helps

Let them know that most people think about suicide at one time or another, and thinking about suicide does not mean that things can’t get better.

Listen to what they are saying about themselves and their life

Avoid saying things like “you should be grateful to be alive!” or “You will be fine”

Tell them that you will always be willing to talk and there are others who care

Inspire them to make new friends or contact old friends or even call the Suicide Prevention Lifeline. https://www.suicidepreventionlifeline.org/– 1-800-273-8255.  The Lifeline offers online chat, which is a good option when individuals are non-verbal or when social anxiety is high.

If you see that there is an imminent danger of the individual to commit suicide:

If it is an emergency, call 911

Contact outside help or make sure they contact their Doctor

Monitor their temperament and establish a follow up plan when there are changes – the plan can include calling the Doctor, making sure they call the National Suicide Prevention Lifeline – https://www.suicidepreventionlifeline.org/ or call 1-800-273-8255.

Make sure to remove any means that can facilitate suicide – prescription drugs, weapons, etc.

Most of all let them know that there are always people who are ready to help them.  It is important for them to know that it’s ok to ask for help and let either family members, friends or professionals how they feel.

References:

Synapse, Reconnecting Lives, Fact Sheets:  Depression, Suicide Risk and Autism
Retrieved from – http://www.autism-help.org/family-suicide-depression-autism.htm
Collingwood, J. Suicidal Thoughts 10 Times More Likely in Adults with Asperger’s.
Retrieved from http://psychcentral.com/news/2014/10/13/suicidal-thoughts-10-times-more-likely-in-
adults-with-aspergers/76016.html
Cassidy, S. et al. Suicidal ideation and suicide plans or attempts in adults with Asperger’s syndrome
Attending a specialist diagnostic clinic: a clinical cohort study. The Lancet Psychiatry, 25 June 2014 doi:
10.1016/S2215-0366(14)70248-2
Raja, M. Suicide risk in adults with Asperger’s syndrome. The Lancet Psychiatry, 25 June 2014
Doi:10.1016/S2215-0366(14)70257-3

 

Stress and Children Ages 0-3

Posted on by Nicol Walsh

“The perception of stress varies from child to child; serious threats may not disturb one child, while minor ones may be traumatic to another” (American Academy of Pediatrics, 2015).

Parents can’t know how stress will affect their child.  Just like adults experiencing something new, the effect of stress is different for each toddler or infant.

What kind of stress can an infant or toddler experience?

Stress related to their own disability – medical testing and surgeries, evaluations, new doctors or therapists, and medications including injections or infusions.

Social/emotional stress related to how other children or their siblings treat them.

Abuse may be physical, emotional, sexual, and/or induced substance abuse to the child, a sibling or a parent.

Sensing something is wrong related to a parent crying, shouting, or even speaking faster than normal.

An infant used to hearing a normal heart rhythm in the parent holding them, can be stressed when the parent holding the child has an increased heartbeat.

Have a parent or family member with a new injury or illness, such as dad coming home from deployment with an amputated arm; or a sibling diagnosed with cancer who can no longer play with the toddler.

Relocations, divorce, new parental figures, new child in the house, loss of a family member, loss of a pet, etc.

Anything within the family structure can cause stress to the child ages 0-3, especially if it causes stress to others in the home.

PTSD is something typically thought of when a service member returns home with signs of nightmares, heightened anxiety, or inability to talk through what they have been through.  Stress and in some cases, PTSD can be found in the youngest of children which can present in social, emotional or physical problems.

Step back a moment, remember a time in your own life when something negative had happened.  Maybe a lost job, a family pet died, there was an unwanted job transfer, or you received bad news.  Did it only impact you, or did it affect the entire family?  The stress of one family member can affect (and change) everyone in a family. An infant or toddler may not understand what is happening around them, but they can feel the tension or stress in the parent, sibling or family as a whole.

The reality is that younger children do not recognize trauma or crisis on their own, but they actually watch their parents or older siblings for their reactions to unexpected situations.  For example: when Riley, age 2, sees mom crying when she talks on the phone with her grandmother – he knows something is wrong.  Even the youngest child is very intuitive.  Will he understand that Grandpa just died? Of course not, but he knows mom is sad – therefore Riley is unsettled and stressed.  How this may manifests in a 2 year old can be very different from how mom manifests her own stress or sadness.

The younger the child the more they are likely to be sheltered from the crisis or a traumatic event.  What is known is that a child’s “early development depends greatly on the health and well-being of their parents” (National Research Council and Institute of Medicine).  As life reaches out to each family, stress cannot be avoided.  Knowing some of the causes of stress in the young child; and the signs of how stress might be seen, will provide transition to a healthier, well-adjusted family.

Some of the Typical Signs of Stress in the child 0-3 are:

Stomach or headaches

Changes in mood, more irritable, cries more, doesn’t cry when appropriate

Isolates self from others, wants to stay in bed, or under table or in closet

Unexplained changes in sleeping habits

Unexplained changes in eating habits

Fear of previously accepted people, places or situations

Some children, especially those with low immune systems (Asthma and allergies included) may run fevers when under stress

Another concern is a child’s stomach or headache, for example, may or may not be due to stress.  Whatever the cause, these symptoms are very real and confusing to the child.  If there are recurring issues with physical symptoms, the child should be seen by the primary care physician to rule out any medical issues.  If cleared medically, take a step back and look at the family as a whole.  Not to put fault on anyone, but to recognize that there may be other issues not currently being addressed.

Although an infant/toddler would not have a clue what the stress is about, they can still sense when the parents are stressed.  He/she would in turn express their own form of stress, such as displaying excessive bouts of crying, making it challenging for the parent to understand.  Some children with low immune systems may even exhibit fever with stress.

Some symptoms such as irritability could be difficult to decipher in a two-three year old, as acting out can be developmentally age appropriate.  The family would be better served to start with their primary care provider to evaluate the child’s developmental, psycho-social, and physical well-being.

If therapy is discussed for the infant/toddler, he or she would be referred to the nearest Early Intervention Services available.  Therapy may include Play therapy, Speech, or even Family Therapy.

It is just as important for the family to get help as it is for the child.  Helping the rest of the family deal with their own stress, will in turn help the child feel safer and free from stress.

Stress hits individuals of all ages, from a parent returning from war to a domestic violence victim; from the first-hand observation of a traumatic event to losing a job.  Being a member of a household with someone who is going through stress, anxiety or PTSD can also have an overwhelming impact on the family.

A child feels the result of the stress on the whole family, no matter how sheltered he or she is.  The underlying issue, whether for the child or another family member must be addressed with the entire family in mind to start the healing.

Ways to Help Families in Stressful Situations

Help parents to understand that it is not their fault – stress is a natural response to things beyond their control.

Listening to their concerns – it may just be they need to talk it through

Share your own experience (if appropriate) with family stress

Share support group contacts (as appropriate)

Encourage parent to continue to reach out to their family and friends, or Primary Care Physician, Behavioral Health Agencies, Tricare, Clergy, or Counselor.

Everyone needs to know they are not alone, that there is someone they can lean on when times are overwhelming or simply beyond their control.  Giving up control is hard to do, so many may not ask for help.  All you can do in those times is be there, letting them know you aren’t going anywhere.  When a child can feel stress within the family it is not a healthy situation for anyone in the family.  The most important responsibility you have as a parent or professional is to listen first; support the parent or family second; and only then is it helpful to offer up possibilities.

 

Choosing Colleges for Success: Finding Schools That Pay Attention

Posted on by Nicol Walsh

Pay attention to what? Pay attention to the highly-diverse needs and abilities of learners!

Higher education schools don’t have the same legal obligations as public schools when it comes to providing individualized education plans, and they don’t have the same history of changing instruction and adapting teaching for different learning needs and abilities.  They ARE required to provide you with the ability to access their educational programs, but it’s going to be up to you to find a “user-friendly” school where you can thrive. (-see info on your legal rights in college in the Resource list below).

Most articles about college-readiness tell you to select schools for your academic interests, social environment, and other desired qualities first. Then they tell you to check the school’s “disability-friendliness” with a campus visit to a chosen few schools. Trust me, this is not the best way to do it.  Start checking user-friendliness when your list is still fairly long and widespread.  There are probably hundreds of colleges who offer great programs in your areas of interest.  You’ll get a better school if you pick ones that are more inclusive, because college isn’t only about academics, it’s about growing yourself as a person. Schools that pay attention to the needs of all their potential students let you focus your efforts on doing your best job.

The questions and strategies below can usually be answered with an exploration of the college’s website and/or a phone call or email to college staff in Admissions, Student Services, or Disability Services departments. We’ve only included questions you won’t find in other college-readiness guidelines.  See the Resources at the end of this article for some great step-by-step planning guides.

What to look for on the website:

How accessible is the website? If the school hasn’t bothered to make their website accessible to individuals with disability, will their campus and instruction be any better? Schools that accept federal funding (such as student financial aid) should have a website that complies with federal accessibility laws.

How to check: If you use screen-reader technology, decide whether the website works well with your hardware and software.

If you don’t: in your browser, copy the school’s URL. Go to wave.webaim.org. You’ll see a search box. Paste the school’s URL into the box and press ENTER. You’ll get screenshots of the school’s website page with lots of colored icons. You don’t have to know what all the icons mean. Just see how many of the items listed are ERRORS. More than 10 or 15? It’s not a good sign.  Also check out the “contrast” tab: many contrast errors mean difficulty for screen reading technology-again, not a good sign.

Is there a separate disability services office? How many professionals work in that office? Is the director of that office a member of AHEAD (Association on Higher Education and Disability)*?

It’s not a good sign when a school assigns disability support needs to a single individual (unless it’s a VERY small school) or someone who also wears other hats. If the director is a member of AHEAD, the professional organization for disability support specialists, you know that they follow the best practices in the field, and have resources to influence faculty and college administrators to become more inclusive.

Does the website mention anything about students with disabilities anywhere else besides the section on Disability Support Services?

Do school administrators and faculty support Universal Design for Learning (UDL)?

The use of UDL means that school administration and faculty are committed to teaching to and providing for the widest possible range of abilities. That means physical ease of access, alternative ways of teaching, flexibility in how student work is evaluated, and making sure that students have multiple ways to learn course materials.  It’s a lot of work to implement, so if a school has this process in some or all of its programs, it’s a very good sign.  UDL doesn’t entirely eliminate the need for certain accommodations, but for some issues it may mean that you won’t need accommodations in your classes.

How to check: in the school’s website search box, type “UDL” and/or “Universal Design”. Or, make a phone call to Academic Affairs (in charge of faculty and instruction), Student Services, and/or Disability Services. Ask if administrators and faculty at the school are familiar with UDL or have implemented it in any way. (There’s a short list in the resources section of some schools using UDL. Other schools may be implementing it but not yet be on the list).

What are the requirements for admission? Are they flexible? [For example, instead of an admissions essay, could you submit a YouTube or video of yourself answering the questions posed in the essay requirements?]. Admissions flexibility that’s already in place lets you know that the school is open to alternate ways of doing things and possibly more inclusive.

How many students with disabilities are on campus? Compare the percentage of students from one school to another.  Schools with higher percentages of students with disability for their entire student population indicate schools where they may be familiar with students with diverse needs.

What services and equipment (such as adaptive technology) does the college typically provide to students with disabilities? Who provides them? Where can services and equipment be used? REALLY IMPORTANT: will you need to use separate equipment/software to access/research in the library?

Generally, schools don’t have to provide services and/or equipment for your personal study time. Some schools do have technology that you can borrow for short periods for personal use.

What modifications have faculty and administrators made in the past for students with disabilities?

Ask for some honest feedback: have some faculty not understood their obligations to provide accommodations? Are certain types of adjustments more acceptable than others?

If the school offers online courses, or is online entirely:

May I get a temporary guest log-in to try out the school’s online learning platform, student “gateway”, and other software used for online access? E-learning platforms are supposed to be accessible, by law—but accessible isn’t always the same as user-friendly!

Hopefully, getting this information will help you make a decision about what schools may work best for you.  The resources that follow offer more ideas and information.

Resources

DVR counselors and DVR services: https://www.dshs.wa.gov/JJRA/dvr/school-transition

Legal: Your rights and responsibilities as a college student with a disability:

http://www2.ed.gov/about/offices/list/ocr/transition.html

http://www.wrightslaw.com/flyers/college.504.pd

College-readiness resources

http://www.parentcenterhub.org/topics/college-ready/?fwp_audiences=1102%2C1103

Especially, check out the enormous number of resources under:

https://www.washington.edu/doit/programs/accesscollege/student-lounge/college

This resource was developed for Virginia high school students, but it is an extremely thorough college readiness and timeline checklist for any student:http://www.doe.virginia.gov/special_ed/transition_svcs/outcomes_project/college_guide.pdf

From the Association for Higher Education and Disability: https://www.ahead.org

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Schools that have special programs for students with learning disabilities: http://www.collegexpress.com/lists/list/colleges-where-students-with-learning-disabilities-can-and-do-make-it/401/

How college differs from high school. This is a real wake-up call: http://www.baylor.edu/support_programs/index.php?id=88158

An amazing collection of how-tos at: http://www.howtostudy.org/

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Financial assistance beyond federal financial aid: http://www.bestcolleges.com/financial-aid/disabled-students/

http://www.washington.edu/doit/college-funding-students-disabilities

 

Accommodations and Advanced Classes

Posted on by Nicol Walsh

Great Information About Accommodations

There’s an unfortunate misunderstanding among some educators and disability professionals about accommodations and advanced classes (such as Magnet, Gifted, Advanced Placement, and/or Honors).  Schools have tried to tell students that accommodations can’t be used in advanced classes.  Some educators still labor under the impression that accommodations in some way “make it easier” for a student to do their work, and that they have no place in programs that are by definition selective, competitive, and/or academically challenging. In addition, students already in advanced classes whose parents believe they need an evaluation for special education have been told their child should return to the general education classroom.  “Obviously, Mary just can’t keep up”.

Even in the educational field some people still believe accommodations give students an unfair advantage. Accommodations are actually “work-arounds” to reduce the impact your child’s particular challenge has on his learning ability.  They’re designed to improve access to the learning process and certainly don’t guarantee academic success. Ask any child who has an accommodation-when it always takes you 60 minutes to read an assignment and your classmates take 30, being “given” the extra 30 minutes isn’t an advantage. It still takes you twice as long.

Modifications, another adjustment often found in IEPs and 504 plans, are different.  Modifications do change the curriculum and what’s expected from the student. As an example of the differences, look at a social studies test given to a fifth grade class. Tory’s test uses second-grade level language and concepts, and Tory’s test is a shorter length than the rest of his classmates’.  He has a modification. Jolene takes the regular test, but she sits in a “quiet study” carrel and takes a short break to refocus.  She has an accommodation. Children who use extensive modifications to the academic curriculum may not meet the academic criteria for advanced classes.

In 2007, the Office for Civil Rights (OCR) of the Department of Education published a letter giving school districts guidance on the subject of advanced classes and students with disability (read the letter here). Schools must give students with a disability the same opportunity to apply for admission into advanced classes as students without disability, and they can’t deny access to these programs based on a student’s having an IEP or 504 plan.  On the other hand, schools can set eligibility requirements for these classes, and a student with a disability must meet the same criteria as those without to qualify. Admission into advanced classes and programs are often determined by previous classroom performance or testing. It’s similar to trying out for a place on a team. Not everyone who tries out will make it, with or without a disability.

The same letter makes it clear that students receiving accommodations in their regular classes need to receive them in advanced classes as well.

What if your child is already in an advanced class and is struggling?  You suspect the reason isn’t that the material is too challenging, but that your son or daughter may have an as-yet-undefined challenge in accessing the material or with the way content is presented.  You worry that if you want an evaluation, the school will “suggest” (i.e., present as the only option) a return to the general education class.  The school can’t deny your request for an evaluation on the basis that a student is taking an academically-challenging class. Certainly your child can’t receive accommodations to “make sure” they succeed in a challenging environment. However there is a wide range of mental or physical conditions that could create a need for special education services. When your child is struggling, you want to know why, and while evaluations aren’t “fishing expeditions” they can be valuable tools to identify specific barriers your child may be facing.  Don’t hesitate to request one if you feel it needs to happen.

The United States Department of Education has just released a new memorandum clarifying, once again to school districts that “twice-exceptional” children (children who have high cognition and who also have a disability) also fall under the requirements of the Individuals with Disabilities Act (IDEA), and are entitled to the same protection and services under the law as any other student with disability.  The memorandum references an earlier letter from 2013 discussing the same issue.

If your school department tells you that they won’t evaluate your child because they have high cognition or refuses to let them use modifications in either advanced or general education classes (because they “have high cognition and shouldn’t need extra help”), then you might wish to draw their attention to both the original letter and the memorandum.  Both of these Department of Education documents were distributed to state superintendents of education and should have been forwarded to local school departments.

In summary: bright, creative and resourceful children can have challenges that can be worked around with proper accommodations. Schools are obligated to provide accommodations in advanced classes if the child has them in an IEP or 504 plan. Children already in advanced classes are also entitled to evaluation for special education services if a parent requests one.

Thanks to DisabilityScoop.com for their article on this topic!

A Sibling Perspective

Posted on by Nicol Walsh

When I was younger I never noticed anything wrong with my brother.

Sure, he was very hyper at times and I do remember taking him to speech therapy with my mom but nothing crossed my mind. I never realized my brother was different. One day at school, I was about 9 and my brother was 12, we were waiting in line outside of the lunchroom to go inside and eat breakfast. Nothing seemed wrong or out of the ordinary, until a group of kids in my brother’s grade walked over to us. They all surrounded us. Suddenly, they looked at my brother and the leader of the pack suddenly called him a “creep”. The group around us laughed. The same boy then started to call my brother other crude names. My brother looked puzzled and just kept saying “stop” but no one listened.

I then had enough of this name calling game. I stepped in front of my brother and said, “Stop calling him those names. He is not what any of you say at all. Leave my brother alone.” After I said that I wished I hadn’t, but somehow, I knew what I was saying was right. Who am I? I was just a 9-year-old little girl. I had no knowledge of people with disabilities at all. I didn’t even know what “creep” or any of those other words meant, I just had that gut feeling in my heart that something wasn’t right and I knew I had to stick up for my brother at that very moment.

My brother picks on me like a normal brother is supposed to do, and sometimes he takes it way too far. Occasionally I do reply, not very nicely, but after I say something back I feel bad. I promise myself I will try harder next time to remember that yes, he does seem ok at times but he still has autism. I love my brother. I wouldn’t ask for any other sibling in my life. He has helped me and supported me at times too. He always knows when something is wrong and he always asks if I am ok.

So, what’s my perspective on having a sibling with a disability? Well, it’s not very simple you see, sometimes I do wish he was normal and understood everything correctly, but then again, I don’t. Having a brother with autism has taught me many things. No one is perfect, normal is fiction, don’t ever underestimate someone’s abilities, be a leader not a follower, learn from mistakes, and the most gifted are the least expected. My brother is actually a very talented person. I like to think of him as a sculptor. I remember when he was little he would make little men with weapons and tanks out of silly putty, gum wrappers, and Nerds boxes. Every once in a while, I still give him my extra Nerds boxes or gum wrappers because I know he really likes making new little men. He’s also very good at voice impressions; he makes me laugh every time he does one.

My brother makes me laugh in general.  Yes, it is hard to explain to everyone how my life with a sibling with a disability is but let me tell you something, he is one of those people that you could not forget. My brother is not normal but neither am I. I am not afraid anymore of being me, and yes, I am a very weird person but hey, at least I am me and so is my brother. I look up to my brother because he’s not afraid of being himself.

 

Self-Advocacy: Becoming an Active Member in Your Community

Posted on by Nicol Walsh

If you have ever stood up and defended the rights of yourself or others you were acting as an advocate.

Self-advocacy means taking the responsibility for telling others what you need and want in a respectful and direct way.   Anyone can be a self-advocate and while speaking up for you or someone else can make you feel empowered, independent and more in charge of decisions for your life, it is not always an easy thing to learn how to do. It takes time and practice.

Good self-advocates are informed about the topic they are sharing with others.  They speak clearly and calmly and they listen to others and consider the information that they are hearing as well.

Times that you might need to be a self-advocate could be:

  • In your IEP meeting if you are in high school
  • When you ask for accommodations for classes in high school or college
  • Asking for accommodations on the job.
  • Asking for assistance and accommodations so that you can be involved in your community.

Things you need to know to become a better self-advocate:

  • Understand your rights and responsibilities.
  • Make decisions based on what you want or need
  • Say yes or no
  • Know that its ok to change your mind
  • Know that its ok to make mistakes
  • Express your feelings in a safe and reasonable way
  • Know who your trusted support persons in your community are that you can ask for help when needed.
  • Be safe
  • Be treated with dignity and respect at all times
  • Learn to be assertive without being aggressive or disrespectful

It is important to have confidence in yourself, you know more than you may realize.  Being prepared is important and some things to remember are:

  • The goal is the wellbeing of the person you are advocating for
  • Communication skills, respond don’t react. Avoid seeing others as the enemy.  Try to be diplomatic
  • Learn how to read IEP
  • Maintain good records and request everything in writing.
  • Take notes or have someone take notes during meetings.
  • Don’t attend meetings alone. If you can bring someone with you for support and to help take notes, it really helps.  Try not to attend meetings alone.
  • Remember you are teaching by modeling good behavior and effective communication. Your efforts won’t just affect yourself and/or your loved one, but the community as whole as well.
  • Assert yourself with common courtesy but be firm. Begin with the end in mind and don’t let yourself get side tracked.

Another important thing to do in order to be a good self-advocate is getting to know your community.  What kind of resources are there that can help you?  You may gain knowledge and support from connecting with resources like: local support groups, advocacy agencies, faith communities, community associations, and private providers.

Each county has resources that can connect you to the special needs community.  PAVE has great programs and resources to help individuals build and strengthen self-advocacy skills such as Community Inclusion for Everyone (CIE) and Parent Training and Information (PTI).  You can go to PAVE’s website at www.wapave.org  to learn about additional programs.  Also, you can connect with your local DDA coordinator to get a listing of other local agencies and support groups/programs in your area such as Parent to Parent, People First, and others.  Attending local meetings is a way of connecting with like-minded people who have some of the same passions you do and can help you gain a deeper understanding of local relevant issues.

Becoming a strong self-advocate is key in achieving successful independence and healthy living as an adult in your community.  Always remember there are many people who are ready and willing to help you, so don’t be afraid to reach out and ask for assistance along the way!

Positive Behavior Supports: Continuing the model at home and in the community

Posted on by Nicol Walsh

By: Dr. Vanessa Tucker, PhD., BCBA-D

What is Positive Behavior Support?

Positive Behavior Support (PBS) is a special education initiative that informs school districts, schools and classrooms regarding prevention and intervention practices designed to teach and reinforce pro-social behaviors. Behavior supports, as we parents well know, do not end at the schoolhouse door. Interfering behaviors can and do continue to manifest themselves in other settings and present a real and present challenge to parents and caregivers raising children with special needs.

The field of PBS is built on the premise of universal interventions that are designed to teach behaviors that prevent negative or challenging ones from occurring. These universal interventions, or Tier I, are effective for most children, but approximately 15 to 20% will need something much more intense in order to experience success. These children require what are known as Tier II and Tier III Interventions. Tier II interventions are designed to address the 15% who need more focused interventions. These may be temporary or may be needed on an ongoing basis. A small number of children (approximately 5%) will require intensive interventions, or Tier III, designed to support the most challenging behaviors. As a parent, you may find that problematic behaviors are a top priority for you due to your child’s unique needs. Parents can benefit from applying the same basic system of PBS in the home and community in order to mitigate the presence of interfering behaviors as well as teaching and reinforcing acceptable replacements. The focus of this brief article will be on prevention tactics that parents and caregivers can implement in the home and community.

Prevention as Intervention

Challenging or interfering behaviors occur for a wide variety of reasons. In many cases a communication breakdown is the “culprit.” In other words, children who have communication delays often resort to behaviors we don’t want in order to let us know what they do want! Children may also engage in challenging behavior due to stress, fatigue, unmet needs for attention, or because they have learned a habit that “works” for them. For example, the child may engage in mild to moderate aggression toward a parent when they first arrive at home as a means of accessing attention. This is problematic as the child inevitably is reinforced for these behaviors when the parent provides the designed attention. The first order of business in PBS is to teach and reinforce behaviors and/or to change our own practices as a means of prevention. In addition, it is strongly recommended that you work with your school team and utilize the Functional Behavior Assessment (FBA) and Positive Behavior Intervention Plan (PBIP) to guide your interventions at home. Pay close attention to the described “function” or reason(s) why your child engages in challenging behaviors. You’ll want to plan your interventions based upon those hypothesized functions. For example, if your child’s aggression is due to escape from unwanted tasks, you’ll want to find ways to help him escape (e.g. ask for a break) successfully. Remember that whatever you select as an intervention should be acceptable to you and your family.

In order to be efficient, you will want to analyze the various times, areas and places where challenging behaviors are most likely to occur. Create a simple matrix of your activities and rate your child’s behaviors as (a) non-problematic, (b) somewhat problematic, or (c) very problematic. Target those areas that are “very problematic” first. Decide what could be creating or maintaining the problematic behavior. Is your child in need of communication supports? Does he understand what is expected of him? Does she need more visuals in order to do what you want? Is her need for attention being met in ways that are unacceptable? Are there sibling issues? Tackling the most difficult areas first will bolster your ability to dive into the smaller issues later and may actually address them inadvertently through your interventions with the bigger ones.

The following table (Table 1.0) presents a list of general recommendations and justifications for prevention of challenging behaviors at home or in the community.

Table 1.0 Tactics for Prevention of Challenging Behaviors

Tactic Rationale Example
Non-Contingent Reinforcement/Planned Attention Your child may need your attention and will engage in whatever behavior necessary to obtain it. You want your child to obtain your attention without having to engage in mild to moderate behaviors to receive it. When you come home spend the first 10 or so minutes with your child before you check email, answer the phone or do anything else. Plan this and stick with it. Give your child (or children) your undivided attention before you do anything else.
Schedules-Visuals and/or Written Your child may need the same structural supports that they use in the school setting in order to predict what is coming, what is done, and what is expected of them. They may not be able to predict these things as successfully if given with verbal prompts only. Create and use schedules with visuals or words for family routines. This might include an activity schedule for evening activities, for a bathing routine or a trip to the store. Rely on your school staff for support in this area. They can assist you to build and use these systems.
Transition Schedules and Objects Your child may need more information than you require in order to successfully understand and navigate transitions. You may need to provide him with more information about what is coming and what will happen. Challenging behaviors may result from a breakdown in understanding what is coming or what is expected. Create a transition schedule such as a white board with icons and/or line drawings. Some children benefit from a basic checklist that they can “check off” as they go. Others need a transition object (e.g. a teddy bear, or something else that is comforting) in order to successfully navigate transitions.
Demand-free time after school All children are tired to some degree or another after school. For some children, the social demands of school have left them with very little in the “tank” at the end of the day. Behaviors may occur because the child needs rest from social and other demands. Consider providing 30 minutes or more of demand-free time (e.g. no homework) after school. Pair this with a timer and allow the child to engage in something that is soothing, restful and relaxing. Don’t pair this with their favorite and most reinforcing activity-save that for after they complete what you want later in the evening, especially if that involves homework or chores. Engage them in a schedule with demands (homework and chores, etc.) after a period of rest.
Homework and Chores A child may balk at the idea of homework and/or chores, which are regular expectations of most parents after school. You may find that children engage in a lot of challenging behavior around these two areas. Consider the rest time after school as the first line of defense. Then, consider using a visual system that breaks down what they have to do, how long they have to do it, and when they are finished. Break things into smaller pieces (called “chunking”) and consider pairing with breaks in between each piece. Show visuals of what you expect the finished product to be. For example, what does a clean bathroom look like? Show each part in a picture format.
Token System Your child may not be particularly motivated to engage in things that are outside of his/her interest area. Challenging behaviors may occur despite your efforts to provide visual structure and break things into smaller pieces. She may need a more tangible way to motivate her to comply with what you want. Consider adding in a token system designed to provide reinforcement for desired behaviors. If possible, mirror the ones used at school if they are effective in motivating the child to comply. Creating a “First, then” procedure allows the child to see that after they do what you want, they will get something that they want. For example, “first clean bathroom, then 20 minutes of iPad” is a reasonable expectation. Provide tokens (stickers on a chart, poker chips on a velcro board) for each step of the bathroom clean up. Make sure you follow through with the earned reinforcer once they’ve complied.

Summary

Challenging behaviors in the home and community are never easy for parents or caregivers to address. Working with your school team, you can come up with ways to support your child so that they understand what you want and have the tools to engage in replacement behaviors that are acceptable to everyone. Many children with disabilities benefit from the same basic principles of PBS that are used in schools. A focus on prevention can decrease stress, increase compliance and teach replacements that lead to better behavior in all settings.

Does my child qualify for Assistive Technology (AT) in school?

Posted on by Nicol Walsh

If your child is eligible for special education or Section 504 accommodations, then the answer is “yes” if the assistive technology (AT) is necessary to achieve a “free and appropriate public education”.

Individuals with Disabilities Education Act, (IDEA), states “The Individualized Education Program, (IEP), team shall consider whether the child requires assistive technology devices and services”.  The Washington State regulation (WAC 392-172A-02015) similarly states “each school district shall ensure that assistive technology devices or assistive technology services or both are made available to a student eligible for special education if required as part of the student’s: (a) Special education; (b) Related services; or (c) Supplementary aids and services.”  These are strong mandates to use in advocating for inclusion of assistive technology in your child’s IEP.

What Kinds of Devices Do Schools Have to Provide?   Both the State and Federal special education laws define assistive technology broadly to include a range of devices (from “off the shelf” to customize) and services.  The inclusion of “services” is very important. Such services can include evaluation and training for both school staff and family members.  Such training is often the key to successful use of the assistive technology.  Some examples of AT could be:  word processors, electronic communication devices, computers and printers, calculators, speech recognition software, print enlargement, text reading equipment, wheelchairs, electric scooters, etc.

How Do I Know What Kind of AT My Child Needs?  Get an evaluation from a competent professional.  If your school district does not have a staff person knowledgeable about AT, ask for an independent evaluation from the Office of the Superintendent of Public Instruction at the Special Education Technical Center or from another experienced AT evaluator.  There are many devices available.  Be open-minded.  There may be more than one appropriate solution for your child’s needs.  The most expensive device may not be the best match for your child. Such devices could be complicated and frustrating for the child, resulting in a total turn-off from technology.  Try different types with the child to determine which meets the child’s needs appropriately. The device can be brought home if it is necessary to achieve a free and appropriate education as for example, when the child needs the device at home for homework and/or additional and supplementary training.

Does the School Have to Pay for Any Device – No Matter How Expensive?  Not necessarily, the school is not required to buy the most expensive assistive technology if a more moderately priced device will work to achieve a free and appropriate education.  The school’s obligation is to “provide” assistive technology from their own inventory or an outside source and it cannot ask you to contribute.  If the device is paid for by the school district, the district maintains ownership of it.

What Will Happen to the Child’s AT When the Child Graduates or Leaves the District for Another Reason?  Because the district owns the equipment, the district keeps it unless you can convince the district to sell it to you, or the next program, at its depreciated value.  Planning for your child’s transition to post-secondary education, training, or directly to work is also a critical part of the process. Deciding future AT needs prior to that transition is critical. To help ensure a successful transition after high school, planning must begin by at least 16 years of age.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

Justin’s Transition to College

Posted on by Nicol Walsh

My name is Sybille and I’m the parent of a 22 year old son, Justin, who is diagnosed with high functioning autism. I would like to share our experience with transition from high school to adulthood, as well as share a couple resources that have helped us tremendously.

Justin was introduced to the Division of Vocational Rehabilitation (DVR) of Pierce County where he quickly became an advocate for himself. Each county had a DVR office, find your local office at www.dshs.wa.gov/dvr today. After a presentation to the DVR council asking to have a chance to “prove” his skills and abilities, they agreed to work with him. They set him up with Freedom Consulting, a job placement program that helped him apply to Tacoma Community College. He is now attending his first semester at Tacoma Community College.

Things to consider when applying to college:

Most colleges have disability support. Research is highly recommended prior to applying, it’s never too early to start investigating!

Continue using successful and appropriate accommodations. See what worked in your student’s 504 Plan.

Look into the bus transportation buddy system in your county. Pierce Co. offers bus training to learn how to ride public transportation. See what’s available in your area.

Start thinking about transition to employment or higher education early—starting during their middle school years is recommended.

Resources my family has used:

Division of Vocational Rehabilitation

Washington State Offices: http://dshs.wa.gov/dvr/ContactUs/dvroffices.aspx

Services offered: Counseling & Guidance, Counselors for Deaf & Hard of Hearing, Assessment Services, Benefit Planning, Independent Living Services, Assistive Technology Services, Training & Education, and Job Related Services.

Freedom Consulting, LLC

http://freedomconsultingllc.com/

Services offered: Work Strides, Dependable Strengths, Job Club, Job Development, Job Retention, Community Based Assessments, Independent Living Services, Benefit Planning Group, and Adult Counseling

Phone: (509) 209-0947

Email: info@freedomconsultingllc.com

School Books photo by Wonderlane via flickr

 

College Considerations for People with Disabilities: An Interview with Troy Peterson, TCC Access Services

Posted on by Nicol Walsh

As we continue to further understand disabilities and those who experience them, continued education is becoming more of a reality for people who, in the past, might never have completed high school.

Going to college no longer seems out of the question, and we’re happy to see more individuals with disabilities pushing themselves and excelling in school. Organizations and companies like Microsoft are now setting aside funds for scholarships for individuals with disabilities to continue their studies in specific fields.

With this in mind, I set out to interview Troy Peterson, the Access Services & Technology Specialist at Assessment/Access Services office of Tacoma Community college. My goal was to find out more about what the steps to continue school, getting supports and accommodations in place, and any other tips or information that can help with the process. Here’s the first part of my interview with him; stay tuned to the next issue of PIPELINE for more information:

Troy, you work here in the Access Services Office at TCC, would you be able to tell me a little more about what this office does?

Troy: Specifically, the reason this office exists is because of the Americans with Disabilities Act (ADA), as it applies to colleges and universities, is primarily a non-discrimination law. Primarily it says, “Don’t discriminate.” Why we’re here is to prevent that discrimination from taking place, or to try to reduce it at the very least. Unfortunately, discrimination, from my perspective, isn’t something that we’ll ever get away from or get rid of as long as we’re human, but we definitely do our best.

For those looking at continuing their education after high school, when would be a good time to start researching schools like colleges and other learning opportunities?

Troy: Start as early as possible if you’re coming from high school, because what you do in high school is completely different from what you do in College, for the most part. The really big thing is that it’s a real big fundamental philosophy difference between the two; high schools and higher education. High schools are generally based on principles of normalization, thought up by [a gentleman] by the name of Wolfensberger way back in 1971. But, the shorter part of it is that [schools became] based on the principles of normalization, that’s all part of trying to get students to learn as “normal” as possible. And so the goal is “become normal”, whatever “normal” is… and that’s a completely different philosophy from here. Here, we don’t care how you do it as long as you do it. That’s kind of our philosophy here at TCC. There, it’s you have to do things the “normal way”.  Sometimes there’s a lot of difference between the “normal way” and what might be the best way for any particular student. So, trying to figure out what the best way is may take time, and there’s all kinds of other stuff that might take time, money, and perseverance to get. And if you’re trying to show up for school the very first day, that might not happen.

For somebody in their sophomore year of high school then, might that be too early to start researching schools and services?

Troy: No, no! If you’re in grade school you can come talk to me, as far as ME goes. Unfortunately, everything is very different between each one of these institutions. So, me, I’m always willing to talk to anybody. Now, that’s different from some of these institutions. Some of them have policies where a prospective student would submit their paperwork first, their paperwork would be evaluated, and by then the person who’s in my seat would have already made the determinations about what kind of accommodations would be reasonable. Then they would call [the prospective student] in for the intake interview, where they would be provided with that information, and then there would be possibly a follow up interview after that. But seriously, [some schools] wouldn’t even see them until after they’ve already submitted their paperwork and been accepted as a student, and gotten all their stuff.

Now, is that more the case for larger state schools, or is this also talking about other community colleges too?

Troy: This can be the case in community colleges as well. Well, there’s a lot of pressures on an office like this. So, for instance, some of the things that we deal with that some people don’t want to deal with are the “helicopter mothers”. So some places don’t want to deal with them, and legally they don’t have to. So while they don’t have to talk to somebody’s mother, I’m always willing to talk to anybody that the student brings, but a lot of these people [in Access Services at other schools] don’t want to because it’s sometimes not fun. Sometimes, the mother can walk in the door and all they see is red, and nothing you say or do is going to change them. And that’s stressful, but it’s something that we’re willing to do here at TCC that not everybody is.

[…to be continued next edition of PIPELINE]

In the next edition of PIPELINE Troy discusses what the typical pathway looks like for a student with a disability!

UW Tacoma photo by Scott Hingst via flickr

 

Person Centered Planning and Aging Families

Posted on by Nicol Walsh

At the age of 56, a single parent from the baby boom age, my youngest son is now 26, and at this time in my life I need to plan for my retirement.

In a few years I will be heading toward the twilight of my life, so I need to take into account how that affects the life of my son, Kyle, who experiences Down Syndrome. Just like many families who live with and care for their adult sons and daughters for most of their life, it is my responsibility to share vital information that I might be the only one who knows, such as how, what, when, and where services are to be received. This way all the hard planning that has made his routine and the quality of life possible can continue even when I’m no longer able to care for him or myself as I age.

Up to this point most families don’t plan for such events, thinking that they will outlive their loved one with a developmental disability, brushing aside thoughts of what the future might hold for them. If I don’t think about it won’t happen. So usually what happens is when the parent or care giver has a medical emergency there is no plan of care or support for themselves or for their adult son or daughter with a disability, leaving both in need of a plan of care. It will be important to identify who it is left to sort through the maze of services, or lack of services, to help during this very vulnerable time.

Person Centered Planning is a tool that is used to help people plan for the future. Just as you plan along awaited trip you use a simple guide to help you make the journey comfortable to enjoy your precious time you have set aside. When it is time to plan, bring together the people who will be in the family’s life at that critical time. Usually, it is left up to siblings who have not been very involved in their sibling’s day-to-day care. Their parents did a really good job of caring for their sibling, but most find out the hard way what the daily routine looks like for their sibling.

By using the Person Centered Planning method, you have a document on hand so that you are able to have input into a plan of care before a crises.

Aging parents must start thinking about drafting a will and learning about trusts for your peace of mind. Think about the use of Person Centered Planning as a tool, as it can help relay your wishes and concerns. Share information about their care, like who their doctors are, what their care plan is, and other things like a living will. This is in case the parent loses their ability to share vital information to the people who care and to service providers who need to plan action steps.  What history of care has been provided, what are the needs, who can help, what is the plan of care when you or I are not able to communicate the needs of our adult sons and daughters?  As we age, the plan becomes the family plan, not just for the individual but for the whole family, including the network of support and those who will be left to sort things out.

The process helps pull together all their important information so that people who come in and out of the person’s life have something with which to help plan a positive quietly of life for the  individual and their family.

Pierce County Parent to Parent has also put together a care notebook that helps families keep important information together for when the parent is no longer able to speak for themselves or share information that is important, not just for the individual with the disability, but for the family itself.

Learn more about Person Centered Planning

Reunited photo courtesy Jenn Durfey via flickr

‘What’s wrong with your brother?’

Posted on by Nicol Walsh

As a second grade student, this was a daunting question.

I knew Josh was different, but I didn’t know how to adequately explain the nature of his disability; he was just Josh, my brother. I was fortunate enough to grow up in an unwaveringly accepting and unconditionally loving family, as well as being a rather outspoken child, so I was able to converse with my parents about what exactly made Josh different and to find the best way to address these questions.

According to the Arc of the United States, an estimated seven million ‘typically developing’ American children have a sibling with a disability. These siblings often face many of the same challenges and joys as their parents, but they are also faced with their own set of unique tribulations. When a child with a disability is welcomed into the world an array of resources and supports become available to help educate and support parents as they begin their journey into the world of disability activism, but often times in the whirlwind of change and adaptation siblings aren’t directly addressed.

Growing up with a sibling with a disability gave me the opportunity to connect with others in similar situations to share stories and ask questions. We each share an unconditional love for our siblings—laughing about comical things they say or do, joking about the things that annoy us, the sort of stories you would expect to hear about ‘typical’ siblings. Amongst these conversations we also expressed the difficulties of having such a sibling; what it was like to be embarrassed to go out into public for fear of an outburst that would attract unwanted attention, dealing with less of our parents’ attention because our sibling required more, not knowing how to explain to our friends why they couldn’t come over to play, and most of all, dealing with the guilt of having these feelings in the first place.

In my opinion, my parents provided my brothers and myself with the most beneficial forms of support. We maintained open lines of communication and it was acknowledged and accepted that Josh had a disability. We were also provided with the scientific facts about his disability, so when posed with questions by uncertain peers we felt confident giving an intelligent answer. Often times that confidence put others insecurities at ease. Our feelings were always acknowledged and validated, and we learned as a family what it was that each member needed to feel appreciated and supported.

¿Qué es la Discriminación?

Posted on by Nicol Walsh

Encuentre más información en: www.k12.wa.us/Equity

Oficina del Superintendente de Instrucción Pública Equidad y Derechos Civiles

¿Qué es la discriminación?

La discriminación es el trato injusto o desigual hacia una persona o un grupo de personas por ser parte de un grupo definido, conocido como clase protegida. La discriminación puede ocurrir cuando una persona reciba un trato diferente o cuando se le niegue el acceso a programas, servicios o actividades por ser parte de una clase protegida. También puede haber una situación de discriminación cuando una escuela o distrito escolar no satisface las necesidades de un estudiante o empleado con discapacidad.

El hostigamiento (basado en una clase protegida) y el acoso sexual pueden ser formas de discriminación cuando generan un ambiente hostil.

¿Qué es una clase protegida?

Una clase protegida es un grupo de personas que comparten características comunes y están protegidas contra la discriminación y el acoso por leyes federales y estatales. Las clases protegidas definidas por el Estado de Washington incluyen:

 

Sexo

Raza/Color

Credo/Religión

País de origen

Discapacidad o uso de un perro adiestrado o animal de asistencia

Orientación sexual, que incluye identidad o expresión de género

Grado militar o veterano de guerra retirado con honores

La Oficina del Superintendente de Instrucción Pública (Office of Superintendent of Public Instruction, OSPI) es el organismo responsable de supervisar la educación pública desde el nivel preescolar hasta 12º grado en el Estado de Washington. Dentro de la OSPI, la Oficina de Equidad y Derechos Civiles brinda asistencia técnica a los distritos escolares, los padres y los estudiantes sobre cuestiones relacionadas con las leyes federales y estatales contra la discriminación.

Equidad y Derechos Civiles
Oficina del Superintendente de Instrucción Pública
P.O. Box 47200; Olympia, WA 98504-7200
(360) 725-6162 Fax: (360) 664-2967
TTY: (360) 664-3631
Correo electrónico: equity@k12.wa.us

¿Qué sucede si no es posible resolver el problema en la escuela?

Si no puede resolver su problema, quizás desee presentar una queja ante el distrito escolar.

Cualquier persona puede presentar una queja ante el distrito escolar.

Usted puede presentar una queja formal enviando una carta a su Superintendente que describa el hecho ocurrido y el motivo por el cual considera que se trata de discriminación. Es conveniente que incluya lo que usted desea que haga el distrito. La carta debe estar firmada.

¿Qué hará el distrito?

El empleado designado por el distrito para recibir las quejas investigará sus acusaciones y entregará al Superintendente un informe escrito de la queja y los resultados de la investigación. Además, usted y el distrito pueden aceptar resolver su queja a cambio de una investigación.

¿Qué hará el Superintendente del Distrito?

El Superintendente le enviará una carta por escrito dentro de 30 días calendario donde negará sus acusaciones o describirá las medidas razonables que tomará el distrito. La carta incluirá la forma en que debe presentar una apelación ante el consejo escolar si usted no está de acuerdo con la decisión del Superintendente.

Las medidas correctivas deben aplicarse dentro de los 30 días calendario de la carta del Superintendente.

¿Qué sucede si no estoy de acuerdo con la decisión del Superintendente o si nadie responde mi carta?

Su próximo paso es apelar ante el consejo escolar.

¿Qué es una apelación?

Una apelación es un pedido para que se cambie una decisión oficial.

¿Cómo presento una apelación ante el consejo escolar?

Usted puede presentar una apelación presentando una carta ante su consejo escolar. Allí debe incluir la parte de la decisión escrita del Superintendente que usted desea apelar y qué desea que haga el distrito.

Su carta debe presentarse ante el Secretario de su consejo escolar antes del 10º día calendario después de recibir la carta de respuesta del Superintendente.

¿Qué hará el consejo escolar?

El consejo escolar programará una audiencia dentro de los 20 días calendario después de recibir su carta de apelación. También puede acordar una fecha distinta.

¿Qué sucederá en la audiencia?

Usted explicará por qué no está de acuerdo con la decisión del Superintendente. Puede traer testigos u otra clase de información relacionada con su apelación.

El consejo le enviará una copia de su decisión dentro de los 10 días calendario posteriores a la audiencia. La decisión incluirá cómo apelar a la Oficina del Superintendente de Instrucción Pública si usted no está de acuerdo.

¿Qué sucede si no estoy de acuerdo con la decisión del Consejo Escolar?

Usted puede apelar la decisión del consejo escolar ante la Oficina del Superintendente de Instrucción Pública (OSPI).

¿Cómo presento una apelación ante la OSPI?

Usted puede presentar una apelación enviando una carta a la Oficina del Superintendente de Instrucción Pública. La carta debe incluir la parte de la decisión del consejo escolar que usted desea apelar y qué desea que haga el distrito.

Su carta firmada debe ser recibida por la OSPI antes del 20º día calendario de recibir la decisión del consejo escolar. Puede ser entregada en mano o enviada por correo a:

OSPI
Servicios de Recursos Administrativos
(Administrative Resource Services)
P.O. Box 47200
Olympia, WA 98504-7200
Teléfono: (360) 725-6133

¿Qué hará la OSPI?

La OSPI programará una audiencia con un juez contencioso administrativo a través de la Oficina de Audiencias Administrativas (Office of Administrative Hearings, OAH). Durante ese proceso, se le suministrará información sobre la audiencia.

En la audiencia, usted explicará por qué no está de acuerdo con la decisión del consejo escolar. Puede presentar testigos u otra clase de información relacionada con la apelación. Después de la audiencia, recibirá una copia de la decisión del juez.

¿Qué debo hacer si creo que se discrimina a mi hijo?

Usted debe manifestar sus inquietudes al maestro de su hijo o al director de la escuela inmediatamente, lo cual permitirá que la escuela se ocupe de la situación lo antes posible.

Si usted no puede reunirse con el maestro o el director, puede contactarse con la oficina central del distrito escolar. Cada distrito escolar cuenta con una persona a cargo de responder a las quejas por discriminación.

Algunas veces, esa persona se denomina Coordinador del Título IX o para problemas relacionados con discapacidad, Coordinador de la Sección 504.

Cuando un problema no puede resolverse con una reunión, usted tiene derecho a presentar una queja en el Distrito Escolar. Usted también tiene derecho a contactarse con los siguientes organismos en cualquier momento para solicitar una investigación de su acusación por discriminación:

Oficina de Derechos Civiles, Departamento de Educación de los EE.UU.
915 Second Avenue, Room 3310
Seattle, WA 98174-1099
(206) 607-1600 / TDD: (877) 521-2172
www2.ed.gov/about/offices/list/ocr

Comisión de Derechos Humanos del Estado de Washington
P.O. Box 42490
Olympia, WA 98504-2490
(360) 753-6770 / Llamada gratuita: (800) 233-3247 / TTY: (800) 300-7525
www.hum.wa.gov

La OSPI ofrece acceso equitativo a todos los programas y los servicios sin discriminar por cuestiones de sexo, raza, credo, religión, color, país de origen, edad, grado militar o veterano de guerra retirado con honores, orientación sexual incluso expresión o identidad de género, presencia de cualquier clase de discapacidad sensorial, mental o física, o uso de un perro guía o animal de asistencia entrenado por parte de una persona con alguna discapacidad. Las preguntas y las quejas sobre presuntos hechos de discriminación pueden dirigirse al Director de Equidad y Derechos Civiles, (360) 725-6162 o P.O. Box 47200; Olympia, WA 98504.

Encuentre más información en: www.k12.wa.us/Equity

Estas publicaciones proporcionan al participante una variedad de información. Este puede incluir información sobre las leyes estatales o federales con respecto a los derechos de personas con discapacidades. Esto se provee para informar o concientizar al individuo de estos derechos, definiciones legales o leyes / reglamentos, y no se ofrece representación legal o asesoramiento legal. El destinatario entiende que esta información es para educarlo, y no le proporciona representación legal.