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11 Ideas For Family Quality Time On A Budget

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Hey mama, we all know how important it is to make time for quality family bonding. But with busy schedules and tight budgets, it can be tough to come up with fun activities that won't break the bank.

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Team South Carolina has been announced for the 2022 Special Olympics USA Games, June 5-12, 2022, in Orlando, Florida. Team South Carolina has 199 total delegation members and with just a few team spots left to be determined - the entire delegation is comprised of athletes, Unified Partners and coaches from around the state.

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1800 Chapin Rd.
Chapin SC 29036

Donations should be mailed to:

Chapin We Care
Post Office Box 491
Chapin SC 29036.
Kindly note that we do not receive mail at our physical location.
"The U.S. Department of Agriculture (USDA) prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or if all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities). If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at program.intake@usda.gov. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (in Spanish). USDA is an equal opportunity provider and employer."

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We Care Center Community Outreach - Chapin We Care | Chapin, SC

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1800 Chapin Rd. Chapin SC 29036 Donations should be mailed to: Chapin We Care Post Office Box 491 Chapin SC 29036. Kindly note that we do not receive mail at our physical location. "The U.S.

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We provide over 20 million meals across our service area each year.

We rescue, pack, transport, and deliver nutritious food to soup kitchens, shelters, food pantries, and schools in twenty counties in South Carolina.

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Harvest Hope is South Carolina's largest food bank, providing over 50,000 meals a week for those suffering from hunger.

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Family Connection of South Carolina - Changing lives by making connections, raising awareness, and promoting inclusion for those with disabilities and special healthcare needs.

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Family Connection of South Carolina | Changing lives by making connections.

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Buddy Walk 2023 Register and start fundraising now, then join the Buddy Walk celebration on October 29 at Saluda Shoals Park Athletic Fields! LOOK! 2023 New location! A limited number of photos from the LOOK! 2023 Exhibit are now on display at the Irmo Branch Library--6251 St. Andrews Road.

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I'm really enjoying being on the Able SC email list! Particularly since one of my former students is enjoying being so involved in Able-SC activities.

I've seen her self-confidence grow by leaps and bounds as she has continued her growth to young adulthood working with your agency. I'm thrilled that she has found a place to "belong." So many of my students leave me at 21 and quickly become stagnant because of the lack of meaningful activities in their life after school. I'm encouraging ALL of my students to get involved with Able SC, even before they exit school.

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Capable. Doable. Valuable. We practice equity, disability justice and representation, and true inclusion through consumer-driven independence and disability pride. LEARN MORE ABOUT ABLE SC Services Programs Events Get Involved We...

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The Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate public education (FAPE) for children whose disabilities significantly hinder their learning. The SC Department of Education Office of Special Education Services (OSES) assists and supports the public school districts [ referred to as Local Education Agencies (LEAs) ] in providing services for students with disabilities as outlined on their Individualized Education Program (IEP). Parental participation in the IEP planning and overall education process is very important to the success of their child. The information provided below allows you as the parent/guardian to become more knowledgeable about the laws surrounding special education, your rights as a parent/guardian, as well as, resources and organizations available to assist you and your child on this educational journey.

Quick links

Dispute Resolution Information
Resources and options for dispute resolution.

Special Education District Director and Coordinator Listing
A complete and current list of all South Carolina Special Education Directors and Coordinators.

F&CP Event Calendar
Calendar of Family and Community Partnership events.

Information, Involvement, and Feedback

Navigating COVID #1
Webinar on the impacts of COVID 19 in South Carolina schools.

Adult Students with Disabilities Educational Rights Consent
Provides information on the many important rights and protections under IDEA that the parents previously held for adult students.

Disability Resources
Useful resources for disability including those from American Speech-Language-Hearing Association, Center for Disability Resources, and more.

Medical Homebound Instruction A Guide for Parents and School Districts
Information on students who cannot attend public school and are are eligible for medical homebound or hospitalized instruction.

Parent Involvement Survey

2022-2023 Parent Survey
Annual parent involvement survey available in multiple languages.

Notification of Confidentiality Rights
Confidentiality Rights regarding education records of students with disabilities.

SC Advisory Council
Advisory Council for Educating Students with Disabilities (ACESD).

Related Services & Supplemental Supports for Parents
Includes universal resources, assistive technology, educational interpreters, occupational therapy, speech-language services.

ASD Virtual Library
Provide resources, along with virtual trainings, printables and links to community agencies and universities that can further provide support for the ASD community.

Extended Service Options
The purpose of this document is to provide information and guidance to all stakeholders (parents, students, school personnel and service providers) on appropriate extended services for students with an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA).

External Resources

Clearinghouse on Postsecondary Education for Individuals with Disabilities
The HEATH Resource Center at the National Youth Transitions Center.

Family Connection of South Carolina
Making connections, raising awareness, and promoting inclusion for those with disabilities and special healthcare needs.

Family Resource Center for Disabilities and Special Needs
Promotes opportunities for learning, inclusion, and empowerment for individuals with disabilities and special needs, their families, and the community through education, advocacy, and outreach.

Parent Pals
A special education community where parents and professionals share information and offer support.

Wrightslaw
Accurate, up-to-date information about special education law and advocacy for children with disabilities.

Frequently Asked Questions (FAQ)

The Center for Parent Information and Resources is established by the US Department of Education Office of Special Education Programs (OSEP) and answers questions such as:

What is an evaluation and what can I expect during the evaluation process?
Requesting an Initial Evaluation for Special Education Services.

What if I don't agree with the IEP team decision?
IDEA provides several approaches that parents and schools can use to help resolve the dispute.

How do I find out my legal rights as a parent?
Safeguards designed to protect the rights of parents and their children with a disabilities while giving families and school systems several mechanisms by which to resolve their disputes.

The school isn't listening to me, what can I do?
For all cases where the family and school disagree.

The school has scheduled a manifestation determination. What is it and what can I expect?
Manifestation Determination in School Discipline

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The Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate public education (FAPE) for children whose disabilities significantly hinder their learning. The SC Department of Education Office of Special Education Services (OSES) assists and supports the public school districts [ referred to as Local Education Agencies (LEAs) ] in providing services for students with disabilities as outlined on their Individualized Education Program (IEP).

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Parents as Partners: Engaging Families in Schools

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By Laura Easterbrook, Child Protection and Forensic Medical Service

As parents, we generally do everything we can to keep our children safe and well, from getting them to 'slip, slop, slap' before going out in the sun, to being careful when crossing a road and always wearing a helmet when cycling. But what are you doing to protect them from bullies, predators and inappropriate content online?

Let's face it, the internet is here to stay and with eighty-three per cent of Australian teens going online three or more times daily (and this is increasing with more and more teens having smartphones), it's time, if you haven't already, to introduce some cyber safety know how to your parenting toolkit. Here's ten tips to get you started.
1. Talk openly with your child about their online activity
As soon as your child starts accessing the internet, talk to them about what they are reading, watching and who they are communicating with online - and keep the conversation going as they grow older. Ask your child what sites they visit or apps they use, write a list, and look at them together. Talk to your child about what you think is appropriate, and remind them that this may be different for other parents and their children.

Listen to your child and reach an agreement about what is right for your family. Remember the time will come when they will access the internet outside the safety of home and you want them to be prepared for that.

It's vital to teach them about their online reputation, too, and how they must be careful about how they behave, interact with people and represent themselves in such a public forum. They must always remember that the internet isn't private.
2. Keep screens and devices where you can see them
Always monitor your child's time online, particularly younger children. Keep the computer in a central spot in the home where it's easy to keep an eye on what your child is doing and viewing online. For mobile devices, you can set them to forget Wi-Fi passcodes so your children can not go online without you knowing. You can also try to make an agreement that there are no tablets, laptops or gaming in bedrooms.

For younger children, you might also consider checking browser histories after your child has been online to see what sites they are visiting. This approach obviously gets harder as children grow older and work out how to clear histories - which is more reason to open the lines of communication about internet use at an early age
3. Know your parental controls
Innocent searches online can lead to not-so-innocent results, so it's wise to know how to use the parental controls/search restrictions offered by web browsers, internet service provider and devices. For example, the SafeSearch Filters feature on Google will block sites with explicit sexual material. To turn it on, go to Settings/SafeSearch Filters. Although not 100 per cent accurate, parental controls can help prevent your child from seeing and accessing most violent or sexual material. See https://www.internetmatters.org/parental-controls/. Paid for security tools and features will offer extra protection and control.
4. Know who your children's online friends are
As adults, we know that some people online aren't who they say they are, but children and young people can be alarming naïve about who they are chatting with if they are not taught to be cyber wise from an early age.

Make sure you become friends and contacts within your child's social media circles and ensure you monitor posts. Your children may resist but tell them that is one of the conditions for you to allow them access
5. Be 'share aware' to protect your privacy
If your child is a regular user of social networks, they must be aware of the risk of personal information or images being made public once they post it. While they won't fully understand the consequences of revealing personal information online, you should teach them to be cautious and thoughtful about what they post and share. Encourage your children to ask themselves before posting anything if the information (i.e. name, phone number, home address, email, name of school) or photo is something they would give a stranger. If the answer is no, don't post it.

If your child is sharing photos or posts online ask your child to let you see what they are sharing or ask an older sibling to check any photos before they're shared.
6. Keep control of your family's digital footprint
Every picture and personal detail that is posted and shared on social media and the internet contributes to someone's digital footprint. The big risk with this is that once information is shared publicly, it can be used in ways you may not expect and cannot control. You should also assume that anything that is put online is permanent (it can sometimes be deleted but not always before others have seen it and saved it). For this reason, children and young people need to be smart about protecting their images and information. The same goes for parents who regularly post pictures of their children's online.

Teach your child to stay in control of their digital footprint, by only sharing with people who they know and trust. Rather than posting to all their friends on social media, encourage them to be selective and use the privacy settings on the social media platforms they use.
7. Teach your children to keep their location private
Most apps, networks and devices have geo-tagging features which make your whereabouts public and can lead someone directly to you. These features should be turned off for obvious privacy and safety reasons. Digital photos also contain metadata (information about the time, date and GPS coordinates) which may reveal more then you want to. Some social media platforms automatically hide or remove this data, but not all, so do your homework and know how much info you're sharing.
8. Keep track of online time
The Australian Physical Activity and Sedentary Behaviour Guidelines recommend children between the age of five and 17 should have no more than two hours of screen time a day. So, it's important to monitor your child's online time, particularly younger children, to ensure they do not develop bad habits. Get your children to agree on a period of time, say 30 minutes per session, and set a timer to go off - don't forget to make this a non-negotiable finish time. You should also switch off the home Wi-Fi at a set time each night (ideally before bedtime) so everyone has some 'time-out' from the internet. You can also try making some days 'screen-free' in your home to encourage everyone to pursue other more active and/or less technology-driven ways to entertain themselves.
9. Be #SocialNetworkSavvy
Educate yourself on ways to be safe on social networks so that you can give the best advice to your children. Sign up to the social networks and apps your children are using and find out how to use the privacy settings and reporting mechanisms. Talk about how they can stay safe on social networks, including talking to a trusted person when they are worried, and being aware of what constitutes online bullying - both as a perpetrator and a victim.

If your child uses social networks, be sure they know how to:

Report inappropriate and/or offensive posts

Block someone

Keep information private.

10. Lead by example
Lead by example and always model the kind of positive online behaviour you would like your children to use. If they see you being cautious and respectable when you are online, they are more likely to follow in your footsteps. And, yes, this includes limiting your own screen time.

Ultimately, you don't want to instil fear in your child or prevent them from experiencing the many educational, entertainment, social and other benefits of the internet, but rather give them the skills and knowledge they need to know how to make the most of it and avoid the dangers.
Useful websites https://www.esafety.gov.au/ https://kidshelpline.com.au/kids/get-help/webchat-counselling/

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10 things every parent can do to keep their kids safe online

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By Laura Easterbrook, Child Protection and Forensic Medical Service As parents, we generally do everything we can to keep our children safe and well, from getting them to 'slip, slop, slap' before going out in the sun, to being careful when crossing a road and always wearing a helmet when cycling.

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Ebooks, movies, music, and events free for Richland Library cardholders. Attend storytime, craft lessons, and performances at any of our locations. Access freely with Richland Library.

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Setting limits with kids means setting a guideline for behavior-even when there's not an official household rule. Since you can't set a rule about everything, limits are those spur of the moment guidelines that are situational.

You might not have an official rule that says, "No banging spoons on the table." So, you might need to say to your child, "Stop banging your spoon please," if they're interrupting your dinner.

Setting limits can be tough for several reasons. Sometimes, parents feel guilty about saying, "No." Or, they want to avoid a temper tantrum that will surely erupt when a child is told of a limit. And of course, partners don't always agree on what limits to set with kids.

But limits are good for kids. It teaches them appropriate behavior and gives them opportunities to sharpen some of their skills.

Limits Teach Kids Self-Discipline

Setting limits teaches self-discipline skills. When you say, "It's time to turn off your video game and do your homework," you are teaching self-discipline. Even though video games may be more fun, it's important to be responsible.

Help your child develop strategies that will impose limits on himself. Tell a young child to "beat the timer" when he's getting dressed in the morning and set a timer for five minutes. Or, tell an older child she can watch TV as soon as she gets all of her homework done.

Limits Keep Kids Safe

Limits teach kids how to keep themselves safe. Although it might be safe for your child to play outside, he might need limits about what he's allowed to do or where he's allowed to go when he's playing outside alone.

Give your child opportunities to show you that he can be responsible with the limits you've given them. If they're able to handle the limits you've set, they can show that they're ready to handle more responsibility.

Create behavior management contracts to help your child understand concrete ways you'll recognize when they need fewer limits.

Limits Keep Kids Healthy

By nature, most kids are impulsive and enjoy immediate gratification. Therefore, they need adults to teach them how to be healthy.

Limits should be set with a child's eating habits, for example. Without limits, many kids would eat junk food all day. Setting limits means saying, "No, you can't have a third cookie," or "You need to eat a healthy choice first."

Limits should also be set in regards to electronics. Many kids would be content watching TV or playing on the computer all day long.

Limits Help Kids Cope with Uncomfortable Feelings

Sometimes parents avoid setting limits because they don't want to make their child sad or mad. But, learning how to deal with uncomfortable emotions is actually an important skill.

Just because your child is sad that they can't eat that third cookie doesn't mean you should give in. Instead, it gives you a great opportunity to teach your child about feelings and help them find healthy ways to cope with it.

Instead, teach them how to do those things for themself. Kids who know how to handle uncomfortable feelings will be better equipped for the realities of adulthood.

Limits Show Kids that You Care

Often, kids test limits just to see how adults will react. A child who hits their sibling might feel relieved when their parent steps in. Or a child who jumps on the couch after you've told them to stop might be testing your leadership skills.

Giving negative consequences for breaking the rules, shows that you are not going to let things get out of control. It also teaches a child that you love them.

Saying to a teen, "I care about you and that's why I am giving you a curfew," might annoy your child on the surface. But, it shows that you are willing to work invest energy into your child's life even if it means having to tolerate hearing "you're the meanest parent ever."

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Establish Guidelines With Healthy Discipline for Your Kids

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Healthy discipline requires parents to set limits with their kids. Learn about why limit-setting is so important to a child's development.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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The Zones of Regulation for Children - Activity to do at home or in classroom

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How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may:

seem distracted

seem not to listen

have trouble paying attention

not follow directions well

need many reminders to do things

show poor effort in schoolwork

have trouble getting organized

Because they are hyperactive, kids with ADHD may:

climb, jump, or roughhouse when it's time to play quietly

fidget and seem unable to sit still

rush instead of take their time

make careless mistakes

be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may:

interrupt a lot

blurt out

do things without thinking

do things they shouldn't, even though they know better

have trouble waiting, taking turns, or sharing

have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better - or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child - even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

More on this topic
For Parents

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For Kids

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For Teens

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Parenting a Child With ADHD (for Parents)

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Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better (or worse). This article has parenting tips to help kids improve and do well.

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Wondering if you might be depressed? Learning the common signs of depression can help you figure out what to do next. Depression is a mental health condition that's often misunderstood. If you have depression, you may feel despair that prevents you from enjoying activities you once liked, have trouble sleeping, or find it hard to make decisions.

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Box breathing relaxation technique: how to calm feelings of stress or anxiety

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Centers for Disease Control and Prevention

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Many children have fears and worries, and may feel sad and hopeless from time to time. Strong fears may appear at different times during development. For example, toddlers are often very distressed about being away from their parents, even if they are safe and cared for. Although fears and worries are typical in children, persistent or extreme forms of fear and sadness could be due to anxiety or depression. Because the symptoms primarily involve thoughts and feelings, they are sometimes called internalizing disorders.

Anxiety

When a child does not outgrow the fears and worries that are typical in young children, or when there are so many fears and worries that they interfere with school, home, or play activities, the child may be diagnosed with an anxiety disorder. Examples of different types of anxiety disorders include

Being very afraid when away from parents (separation anxiety)

Having extreme fear about a specific thing or situation, such as dogs, insects, or going to the doctor (phobias)

Being very afraid of school and other places where there are people (social anxiety)

Being very worried about the future and about bad things happening (general anxiety)

Having repeated episodes of sudden, unexpected, intense fear that come with symptoms like heart pounding, having trouble breathing, or feeling dizzy, shaky, or sweaty (panic disorder)

Anxiety may present as fear or worry, but can also make children irritable and angry. Anxiety symptoms can also include trouble sleeping, as well as physical symptoms like fatigue, headaches, or stomachaches. Some anxious children keep their worries to themselves and, thus, the symptoms can be missed.

Related conditions include Obsessive-Compulsive Disorder and Post Traumatic Stress Disorder.
Learn more about anxiety in children
Depression

Occasionally being sad or feeling hopeless is a part of every child's life. However, some children feel sad or uninterested in things that they used to enjoy, or feel helpless or hopeless in situations they are able to change. When children feel persistent sadness and hopelessness, they may be diagnosed with depression.

Examples of behaviors often seen in children with depression include

Feeling sad, hopeless, or irritable a lot of the time

Not wanting to do or enjoy doing fun things

Showing changes in eating patterns - eating a lot more or a lot less than usual

Showing changes in sleep patterns - sleeping a lot more or a lot less than normal

Showing changes in energy - being tired and sluggish or tense and restless a lot of the time

Having a hard time paying attention

Feeling worthless, useless, or guilty

Showing self-injury and self-destructive behavior

Extreme depression can lead a child to think about suicide or plan for suicide. For youth ages 10-24 years, suicide is among the leading causes of death. Read about youth suicide prevention.

Some children may not talk about their helpless and hopeless thoughts, and may not appear sad. Depression might also cause a child to make trouble or act unmotivated, causing others not to notice that the child is depressed or to incorrectly label the child as a trouble-maker or lazy.
Learn more about depression in children
Treatment for anxiety and depression

The first step to treatment is to talk with a healthcare provider such as your child's primary care provider, or a mental health specialist, about getting an evaluation. The United States Preventive Services Taskforce recommends screening for anxiety in children aged 8 to 18 years and for depression in adolescents aged 12 to 18 years. Some of the signs and symptoms of anxiety or depression in children could be caused by other conditions, such as trauma. Specific symptoms like having a hard time focusing could be a sign of attention-deficit/hyperactivity disorder (ADHD). It is important to get a careful evaluation to get the best diagnosis and treatment. Consultation with a health provider can help determine if medication should be part of the treatment. A mental health professional can develop a therapy plan that works best for the child and family. Behavior therapy includes child therapy, family therapy, or a combination of both. The school can also be included in the treatment plan. For very young children, involving parents in treatment is key. Cognitive-behavioral therapy is one form of therapy that is used to treat anxiety or depression, particularly in older children. It helps the child change negative thoughts into more positive, effective ways of thinking, leading to more effective behavior. Behavior therapy for anxiety may involve helping children cope with and manage anxiety symptoms while gradually exposing them to their fears so as to help them learn that bad things do not occur.

Treatments can also include a variety of ways to help the child feel less stressed and be healthier like nutritious food, physical activity, sufficient sleep, predictable routines, and social support.

Get help finding treatment

Here are tools to find a healthcare provider familiar with treatment options:

Managing Symptoms: Staying Healthy

Being healthy is important for all children and can be especially important for children with depression or anxiety. In addition to getting the right treatment, leading a healthy lifestyle can play a role in managing symptoms of depression or anxiety. Here are some healthy behaviors that may help:

Prevention of anxiety and depression

It is not known exactly why some children develop anxiety or depression. Many factors may play a role, including biology and temperament. But it is also known that some children are more likely to develop anxiety or depression when they experience trauma or stress, when they are maltreated, when they are bullied or rejected by other children, or when their own parents have anxiety or depression.

Although these factors appear to increase the risk for anxiety or depression, there are ways to decrease the chance that children experience them. Learn about public health approaches to prevent these risks:

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Anxiety and Depression in Children | CDC

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Although fears and worries are typical in children, persistent or extreme forms of fear and sadness could be due to anxiety or depression. Learn about anxiety and depression in children.

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Substance Abuse and Mental Health Services Administration

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Frequently Asked Questions - What is SAMHSA’s National Helpline?

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Free tutoring services are being offered through South Carolina's Department of Education

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Do you frequently have homework struggles with your child or teen? Or, does your student procrastinate doing their work? Maybe they even fail to turn in assignments. If any of these scenarios resonate with you, a better homework schedule may help.

A regular homework schedule establishes predictable times when homework is to be completed. Once the homework schedule has been in place for a few weeks, you may even find your child will begin doing their homework without needing to be reminded-although you may still need to monitor their work progress.

Why Homework Schedules Are Effective

If you're struggling with homework completion in your household, or if you're having daily battles about allotting the appropriate amount of time to homework, you're not alone. That's why educators recommend developing a homework schedule-with input from your kids.

Once you set a homework schedule, then there are no questions about when the work will be done. It also communicates clear expectations; having a homework schedule helps kids understand what is required of them. And following the schedule encourages them to develop a good work ethic.

Schedules also help prevent procrastination and instill good habits like completing work on time. Homework routines also improve study skills and encourage kids to plan ahead.

Other benefits include developing your child's work ethic and organizational abilities. By helping your child complete their work at regular intervals, you are modeling how to manage time and projects in the future. When you send them off to college, they will know how to pace their work so they can avoid all-nighters at the end of the semester.

How to Develop a Homework Schedule

To develop a homework schedule, start by talking with your kids. Get their input on how they would like to manage their time and incorporate their homework into their daily routine. A successful homework schedule allows kids to finish their work and also have some free time.

Give Kids an Option

If you ask kids when they want to do their homework, their first answer might be "Never" or "Later." But if you dig a little deeper, your child may tell you what matters to them as they plan their schedule. This information will help you avoid scheduling homework during their favorite television program or when they usually get online to play games with friends.

When you include your child in the decision-making process, you also will get more buy-in from them because they know that their concerns were heard. You don't have to give them their way, but at least considering what they have to say will let them feel included. After all, this homework schedule is about them completing their homework.

Allow for Free Time

Some kids can step through the front door and buckle down on their homework right away. When this happens, they reap the reward of getting their work done early and having the rest of the evening to do what they want. But most kids need to eat and decompress a bit before tackling their assignments.

As you develop your homework schedule, keep in mind your child has already spent at least six hours in class. And this time doesn't include getting to and from school or participation in extracurricular programs. Allow kids some free time before beginning their homework if that's what they need to unwind.

Establish a Timeline

Generally, you can expect about 10 minutes of homework per grade level of school. This means that a third-grade student will need about 30 minutes to complete homework. However, the amount of time needed can vary dramatically between students, teachers, and schools.

Find out how much time your child's teacher expects homework to take each evening. If your child takes a lot of time to complete their work or struggles with homework, talk with the teacher. Your child may need extra instruction on a task or tutoring assistance-or fewer homework assignments.

Pick a Homework Spot

Designate a comfortable and efficient spot for your kids to do their homework. This workspace should be well-lit, stocked with supplies, and quiet. The workspace should allow you to provide some supervision.

If you have multiple kids trying to complete their homework at one time, you may want to find a separate location for each child. Sometimes kids can complete their homework together at the kitchen table, but other times having siblings around can be distracting. Do what works best for your family.

Put It All Together

Now that you know what your child's needs and concerns are for finding a time to do homework, you need to come up with the actual plan. Creating a homework routine is really just one piece of creating a daily school year routine.

For the homework time itself, get it down on paper so you can see exactly what they will be doing and when they will be doing it. Do this for each day of the week if you have different activities on different weekdays. Students who are assigned larger projects will need to review their homework plans regularly to make adjustments as needed.

Expect your child to work consistently throughout the assigned time. Avoid having multiple homework sessions, such as one before dinner and a second one after dinner. Starting and stopping may mean children may spend more time getting into what they are doing than working continuously.

Be Consistent

Once you have decided on a time to do homework, stick to the plan! It usually takes about three weeks for most children to really get into the habit of their new schedule.

If your child or teen has difficulty maintaining concentration for the length of time that their homework should take, then you may want to carefully consider breaking up the work to take advantage of the time when your child can focus.

This added step is especially important for children and teens with depression or attention deficit hyperactivity disorder (ADHD). They may benefit from multiple smaller work sessions and more frequent breaks.

Other Considerations

Even though the idea behind creating a homework schedule is to get your child to work consistently and independently, you may need to look over their work when they are done. This is especially important for younger children.

Make sure they understand their assignments and that they completed a reasonable amount of work during the homework session. If you find your child is having trouble actually working during their homework time, troubleshoot to find out what might be the issue. Sometimes kids need extra help and other times they simply need more motivation to get their work done.

If you find that your child continues to struggle with homework even with a schedule in place, you might need to dig a little deeper. Consider discussing your child's issues with their teacher or pediatrician.

Sometimes kids are reluctant to complete their homework because of undiagnosed learning disabilities. It could be that your child struggles with reading comprehension or has a processing disorder. Or it could be that your child is struggling with a mental health issue like anxiety.

A Word From Verywell

Establishing a homework schedule allows children to build some important life skills that will help them as they navigate high school, college, and eventually the workforce. Practice is important when kids are learning new skills. So, having a nightly homework routine enhances your child's learning. Just be sure you aren't requiring homework time at the expense of being a kid. Having time to play is just as important to a child's development as learning new material.

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How to Make a Better Homework Schedule for Your Family

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Do you frequently have homework struggles with your child or teen? Or, does your student procrastinate doing their work? Maybe they even fail to turn in assignments. If any of these scenarios resonate with you, a better homework schedule may help. A regular homework schedule establishes predictable times when homework is to be completed.

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Who are we? District Five of Lexington and Richland Counties Special Education Services provides a free appropriate public education to children with disabilities ages 3 to 21 in accordance with the Individuals with Disabilities Education Act (IDEA). Our faculty and staff of over 200 teachers, ass…

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Current as of September 2017
This info in Spanish | Esta información en español

Transition planning is a gigantic topic and a very important one for youth with disabilities, their families, and IEP teams. CPIR's Hub of Resources offers a virtual mountain of information about the subject, including articles written expressly for students themselves, school personnel, and parents. Here, in this article, however, we'll keep it short and focused on what IDEA requires in the IEP for transition-aged students.

IDEA's Exact Words

IDEA's provisions requiring transition statements in the IEP are found at §300.320(b) and read as follows:

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals. [§300.320(b)]

This means that the IEP team must develop measurable goals for the student that are focused on the postsecondary world and specify what transition services are needed to help the student reach those goals.

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Defining "Transition Services"

Transition services are intended to help youth with disabilities make the transition from the world of secondary school to the world of adulthood. That said, it helps to know how IDEA defines transition services. You'll find the definition at §300.43, as follows:
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

If you take a moment and think about what's listed in this definition, you'll see that it includes the domains of independent and adult living. The community... employment... adult services... daily living skills... vocational...postsecondary education. This definition clearly acknowledges that adulthood involves a wide range of skills areas and activities, and that preparing a child with a disability to perform functionally across this spectrum of areas and activities may involve considerable planning, attention, and focused, coordinated services.

Note that word- coordinated. The services are to be planned as a group and are intended to drive toward a result-they should not be haphazard or scattershot activities, but coordinated with each other to achieve that outcome or result.

What result might that be? From a federal perspective, the result being sought can be found in the very first finding of Congress in IDEA, which refers to "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." [20 U.S.C. 1400(c)(1)] Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible" is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]

Involving the Student in Transition Planning

For the students themselves, the outcome or result sought via coordinated transition activities must be personally defined, taking into account a child's interests, preferences, needs, and strengths. This is why the public agency must invite the child with a disability to attend the IEP team meeting "if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)" [§300.321(b)].

And if the student is not able to attend or doesn't attend? Then, the public agency "must take other steps to ensure that the child's preferences and interests are considered" [§300.321(b)].

Here are two resources of more information for, and about, students with disabilities participating in development of their own IEPs.

Student with a Disability on the IEP Team
https://www.parentcenterhub.org/iep-studentsonteam/

Students Get Involved!
https://www.parentcenterhub.org/student-involvement/

Conclusion

It's easy to see how planning ahead in the domains of adulthood, and developing goal statements and corresponding services for the student, can greatly assist a student in preparing for life after high school. There's a lot to know about transition, and you can find out more in the Transition to Adulthood section of our website.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Would you like to read about another component of the IEP?
If so, use the links below to jump there quickly.
Present Levels
How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the "present levels" statement in the IEP.

Annual Goals
Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Related Services
To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services. Find out all about these critical services here.

Accommodations in Assessment
IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

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Current as of September 2017 This info in Spanish | Esta información en español Transition planning is a gigantic topic and a very important one for youth with disabilities, their families, and IEP teams. CPIR's Hub of Resources offers a virtual mountain of information about the subject, including articles written expressly for students themselves, school personnel, and parents.