# data[].attributes.body
This is a video that teachers can use within the K-12 classroom to explore different ways to give their autistic students a sensory break. This is especially useful within the mainstream classroom because being around a big group of students, an autistic child can easily become overwhelmed, and they might need to get away from all the chaos for a second.
In the video, they demonstrate exercises that can be done in a classroom, at home, or in a physical education class.

# data[].attributes.attachment_link.authors[].name
National Center on Health, Physical Activity and Disability (NCHPAD)

# data[].attributes.attachment_link.title
Children with Autism can use Exercise as a Sensory Break

# data[].attributes.body
This article is full of resources for parents and teachers. For teachers it provides insight and strategies for supporting down syndrome students within the mainstream classroom. Specifically, it outlines some expectations that we should be aware of when working with these children, it describes some common characteristics about their behavior and how best to support them.

# data[].attributes.attachment_link.readable_text
What Teachers Should Know

Down syndrome, also called trisomy 21, is a chromosomal condition in which extra genetic material causes delays in the way a child develops, both mentally and physically.

Kids and teens with Down syndrome tend to share certain physical features such as a flat facial profile, an upward slant to the eyes, small ears, and a protruding tongue. They tend to grow at a slower rate and remain shorter than their peers.

Down syndrome can affect learning abilities in different ways, but it usually causes mild to moderate intellectual impairment. Children with Down syndrome have delays in speech and motor skills, and may need help with self-care, such as dressing and grooming.

Medical problems associated with Down syndrome can vary widely from child to child. While some kids and teens need a lot of medical attention, others lead healthy lives. People born with Down syndrome are at risk for:

Students with Down syndrome may:

need to go to school nurse for medications when necessary

miss class time due to frequent doctor visits

have behavior issues

need visual and auditory accommodations for classroom instruction

require physical, occupational, and speech therapies

need extra time and assistance with class work

require therapeutic staff support in the classroom

What Teachers Can Do

Students with Down syndrome can have a range of abilities. They can learn and develop new skills throughout their lives, but reach goals at a different pace. Remember to focus on the individual and learn firsthand about his or her capabilities and special needs.

Be aware of any medical concerns associated with Down syndrome that are specific to your student.

Students with Down syndrome are often enrolled in mainstream education systems and enjoy participating with peers in all kinds of classroom activities. Encourage physical fitness and involvement in all school activities, as well as extracurricular programs.

Realize that you can make a big difference in your student's life. Learn the student's interests so you can create opportunities for success in school.

# data[].attributes.attachment_link.description
Down syndrome, also called trisomy 21, is a chromosomal condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. Kids and teens with Down syndrome tend to share certain physical features such as a flat facial profile, an upward slant to the eyes, small ears, and a protruding tongue.

# data[].attributes.headline
Resource Platform for ELL Emerging Bilingual Students

# data[].attributes.subject
Resource Platform for ELL Emerging Bilingual Students

# data[].attributes.body
This is a wonderful resource primarily for parents of Spanish-speaking students, to further understand their child's needs and ways to support them. In this platform there is a plethora of resources and information regarding the Spanish-speaking community including interviews and tips for assessment and instruction from experts on bilingual special needs students.

# data[].attributes.attachment_link.title
Special Education and English Language Learners

# data[].attributes.attachment_link.description
Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

# data[].attributes.headline
Common teaching mistakes to avoid for Children with Autism

# data[].attributes.subject
Common teaching mistakes to avoid for Children with Autism

# data[].attributes.body
In this video, Dr. Mary Barbera discusses some common teaching mistakes that teachers make when working with Autistic students. In the video, this expert discusses some very important behavior techniques and strategies that teachers must be mindful of due to the sensitivity of autistic children. This is very useful particularly for the first few weeks or months of meeting the students to reduce tension and anxiety.

# data[].attributes.attachment_link.title
Common Teaching Mistakes to Avoid for Children with Autism

# data[].attributes.body
This is a resource provided by LAUSD about students with Dyslexia. It addresses the needs of struggling readers and provides support in the form of resources for a wide range of supports at schools and at home. This resource is extremely useful for parents and teachers so that they can provide tailored instruction, dedication, and support to improve their reading skills and succeed in school and life.

# data[].attributes.attachment_link.title
Division of Access, Equity and Acceleration / LAUSD Dyslexia

# data[].attributes.attachment_link.description
University of Florida Literacy Institute Virtual Teaching Hub

# data[].attributes.body
This is article is a compilation of theoretical resources and best practices for working with different types of special needs students. The important thing to note about the information in this article is that it provides perspective changing information not only for teachers and parents, but also for administrators and district personnel. It advocates for the pace and progress that our students might be making and emphasizes students output over input.

# data[].attributes.attachment_link.readable_text
When implemented well with a systems-thinking approach, these 10 best practices can help superintendents and district leaders improve outcomes cost-effectively for students with special needs and all students who struggle.
Improving special education is challenging. All school districts want to close the achievement gap and improve outcomes for students with special needs and for students who struggle, but school and district practices are not always aligned to meet this objective most effectively.

But there is reason to be hopeful. Best practices exist that, when implemented well with a systems-thinking approach, can help school districts of all sizes and types achieve dramatic gains in achievement and inclusion and expand services for students with disabilities. DMGroup has developed our top 10 best practices for improving special education based on extensive research by the What Works Clearinghouse, the National Reading Panel, John Hattie's Visible Learning, numerous major research studies, and our own hands-on work with hundreds of school districts. Surprisingly, the cost of this approach is no more, and in some cases less, than current efforts. One note: these best practices are appropriate for most students with mild to moderate disabilities or no disability at all. Other students need a different approach.

1. Focus on student outcomes, not inputs

In too many districts, if last year's efforts didn't work as well as desired, the response is to add more staff, more paraprofessionals, more co-teaching, and more hours of service. These changes seldom help students and always cost more. Over the past decade, districts constantly increased the number of special educators and paraprofessionals, and yet achievement levels have barely budged.

If the current approach isn't achieving great outcomes, current practices must be reviewed and modified. The districts that have successfully raised achievement for students with special needs and other students who struggle are the districts that keep the focus on results.

2. Effective general education instruction is key

Effective general education instruction is key: higher performance of general education students correlates to higher performance of students with disabilities, as shown by the National Assessment of Educational Progress (NAEP). Students with special needs and students who struggle spend most of their day in the general education classroom; therefore, core instruction provided by the classroom teacher must meet most of their needs. In some districts, a culture has emerged where special education staff take the lead in serving students with disabilities. In many schools, elementary school children who struggle to read are pulled out of the core reading block to be taught by a special education teacher or paraprofessional.

While well-intentioned, these common practices are not what's best for students with special needs and students who struggle-students are best served academically when their general education teacher takes primary responsibility for their learning. Beyond core instruction, even interventions are often best provided by general education staff, which is the hallmark of RTI. Fundamentally, RTI and efforts like it embrace general education as the foundation for all students' success.

3. Ensure all students can read

In many districts, up to half of the referrals to special education are, at their root, due to reading difficulties. Referral rates jump in third through sixth grades when reading problems make it difficult to learn math, science, and social studies. An overwhelming majority of students who have not mastered reading by the end of third grade will continue to struggle throughout high school and beyond. These students tend to have increased rates of behavioral problems in later grades and are less likely to graduate from high school or to enroll in college.

In order to raise achievement for all students who struggle, districts need to faithfully implement best practices for teaching reading and ensure that students with mild to moderate disabilities are benefiting from these best practices.

4. Provide extra instructional time every day for students who struggle

Students who have difficulty achieving grade-level standards often need more time for instruction in order to catch up and keep up with their peers. At both the elementary and secondary levels, this additional time can be used to pre-teach materials, reteach the day's lesson, address missing foundational skills, and correct misunderstandings.

In many schools, struggling students are provided extra adults, but not extra time. Struggling learners may receive additional support from a teaching assistant, paraprofessional, special education teacher, co-teacher, etc. while staying in the same classroom as their peers for the same duration. Some schools have specialized instruction in place, but it is typically not in addition to the regular period. Struggling students, for example, may be assigned to a "replacement" class, a lower-level general education class that covers less content with less rigor. Extra "help time" should not be confused with extra instructional time. It is common for students with special needs to have a resource room period or a support period where a special education teacher provides ad hoc help or test prep across multiple subjects, grades, and courses. This is not the same as a daily dedicated extra period focused explicitly on math skills, for example.

Districts that have successfully closed the achievement gap and significantly raised the achievement of students with and without special needs provide extra instructional time each day in addition to core content instruction time.

5. Ensure that content-strong staff provide interventions and support

As standards have risen and the complexity of the content has increased, staff's having a deep understanding and mastery of what they teach becomes even more important. A teacher who has engaged in extensive study and training in a particular subject is more likely to have a wider repertoire of ways to teach the material. However, in most districts, extra instruction is provided either by paraprofessionals, or by special education teachers, who have expertise in pedagogy but often are generalists without specialized expertise in teaching subjects such as math, English, and reading.

Districts that have made the most significant gains among struggling students have done so by providing these students, whether or not they have IEPs, with teachers skilled in content instruction during extra instructional time.

6. Allow special educators to play to their strengths

Districts that have made strides in improving services for struggling students have focused on ensuring that teachers are able to play to their strengths. For example, some special education teachers may have expertise in specific content areas, while others may be very efficient and skilled in assessing and managing the IEP process.

It is highly beneficial to leverage these areas of expertise:

Content-Specific Expertise

Teachers who have particular strengths in academic content areas (e.g. reading instruction, math instruction) should focus on maximizing their time supporting students in their academic area of specialization.

Pedagogical Expertise

Teachers with pedagogical expertise should coach general education teachers on accommodating the needs of students with disabilities and on using scaffolding, differentiation, Universal Design for Learning (UDL), chunking, and other teaching strategies.

Social-Emotional Expertise

Special education teachers with a strong background in providing social-emotional or behavior supports to students should focus on delivering these important supports.

Case Management Expertise

Some special education teachers are particularly efficient and effective in managing the IEP process. These teachers should focus on case management responsibilities and thereby allow other special education teachers more time to serve students.

Making these shifts in roles enables teachers to focus on applying their particular strengths to benefit students. Specialization of roles also simplifies professional development for special education teachers; teachers can develop deeper skills in one area rather than having to master many different skills and specialties.

Focus paraprofessional support on health, safety, and behavior needs, rather than academic needs

Across the country, the number of paraprofessionals supporting students has been steadily increasing in recent years. Paraprofessionals play a critical role in the lives and education of many students, especially those with severe needs, autism, or behavior issues, and have helped expand inclusion. However, paraprofessionals have also been given a growing role in supporting academic needs.

This seemingly logical, caring effort actually runs counter to many of the best practices. Students with special needs and students who struggle need to be receiving instruction from content-strong teachers, and they need to be receiving extra instructional time rather than having additional support during core instruction. What's more, the presence of an aide can actually decrease the amount of instruction a student receives from the classroom teacher; it is not uncommon for a classroom teacher to feel that a student with an aide already has 100% of an adult's time, and therefore to focus attention on those students without aides. As a result, students with the greatest needs receive the least attention from a teacher certified in the subject.

It is important that districts focus paraprofessional support on health, safety, and behavior needs, and have certified reading teachers, RTI interventionists, and other trained specialists focused on academic and other specific needs. Fortunately, most districts can shift their staffing to better meet the needs of students in a cost-neutral way.

Expand the reach and impact of social, emotional, and behavioral supports

Addressing students' social, emotional, and behavioral needs is critical, and many districts have responded to a growing need for these services by adding counselors, social workers, or paraprofessionals but still feel more is needed. The key is to expand the reach and impact of existing staff, expand staffing by shifting resources, and partner with others to provide free or low-cost services.

Some districts have managed to double the amount of student services delivered by existing staff by streamlining meetings and paperwork. But even if all non-student work were streamlined, many districts still would be understaffed. Fortunately, many districts can improve and expand social, emotional, and behavioral supports within their existing budget by shifting to having fewer lower-skilled paraprofessionals but more staff with the highly specialized skills required, such as certified behaviorists. Finally, some districts further expand social and emotional services by partnering with local nonprofit counseling agencies, teaching hospitals, graduate psychology programs, or even insurance-funded mental health counselors.

Provide high-quality in-district programs for students with more severe needs

In the past, many mid-sized and smaller districts decided against providing in-house special education programs; these districts felt they lacked sufficient numbers of students at any given grade level to justify the cost of such services. This needn't be the case. If a district has at least three students with similar needs within the same age range, it may be more cost-effective to establish an in-house program than to place the students in an out-of-district program. Of course, the savings resulting from decreased tuition payments and transportation costs must be invested in providing enhanced in-district services.

The key to providing effective and cost-effective programs is to hire staff with the right skills and training, to adjust staffing levels throughout the year as enrollment shifts, and to provide dedicated leadership for these programs.

Know how staff spend their time and provide guidance on the effective use of time

To implement best practices at-scale and in a cost-effective manner, districts must have a detailed understanding of how staff, including special educators, related services providers, and RTI staff, are currently serving students. Then, the district must work collaboratively to establish expectations regarding the service delivery model and to set guidelines on the amount of time to be spent with students.

Given the vast range of tasks that staff perform, it is challenging for districts to develop an in-depth understanding of how staff spend their time. When districts utilize schedule-sharing technology to gain a deep understanding of current practices, both staff and administrators are often surprised at how much time is spent in meetings, how much service is provided 1:1 or 2:1 even though the IEPs call for small groups, and how much instruction is provided by paraprofessionals. Armed with a detailed understanding of current practices, districts can thoughtfully plan what is the best use of time for each role, grade level, and student need.

Finally, school and district leaders must assist principals and special education and intervention staff to build thoughtful schedules in accordance with best practices. Too often, the master building schedule forces teachers to pull students from core instruction in reading or math, prevents grouping of students with like needs, or demands attendance at too many meetings.

Scheduling is both an art and a science, and effective scheduling is key to ensuring that student needs are best met. There is no reason to believe every teacher or principal is an expert scheduler; even if they are, their schedule is impacted by dozens of other people's schedules, so efficient and effective schedules cannot be built in a vacuum. Coordinated scheduling is essential to ensure that time is being used most effectively.

Implementing these best practices is not easy or quick, but it is worth the effort

While implementing these best practices can have a significant positive impact, to say that implementation is easy would be misleading. It takes time and hard work to effect large-scale shifts in service delivery, staffing, scheduling, and roles and responsibilities. It takes time, much communication, and attentiveness to foster buy-in and ensure fidelity of implementation. It requires participation from leaders across all functions of the district as well as dialogue with key stakeholders such as parents. Clear goals, careful planning, and lots of communication can help to pave the way.

Taking a close look at current practices and taking a systems-thinking approach to implementing best practices can make a significant difference in student outcomes. It is hard work, and a time-consuming process, but well worth the effort to improve the lives of students with special needs and students who struggle.
Want to dive deeper into these best practices for improving special education and supports for students who struggle? Check out these resources:

# data[].attributes.attachment_link.title
Improving Special Education: 10 Best Practices for School Districts

# data[].attributes.attachment_link.description
When implemented well with a systems-thinking approach, these 10 best practices can help superintendents and district leaders improve outcomes cost-effectively for students with special needs and all students who struggle. Improving special education is challenging.

# data[].attributes.body
This article is a great resource for parents, teachers and other school staff because it provides an in-depth profile on Muscular Dystrophy. This article is very concise and to the point, aside from the breakdown of what muscular dystrophy is, it also provides resources and tips for how to work with students suffering from this condition. One of the most useful parts of this section is that it provides a checklist for teachers which serves as a reminder of steps that we can take to support these students.

# data[].attributes.attachment_link.title
Muscular Dystrophy - Teaching for Inclusion

# data[].attributes.attachment_link.description
It is a genetic disorder caused by a faulty or missing gene, either inherited or occurring as a spontaneous mutation.

# data[].attributes.headline
Autism Resources for Teachers and Parents

# data[].attributes.subject
Autism Resources for Teachers and Parents

# data[].attributes.body
This website provides online resources for students, parents and educators such as visual calendars, worksheets with visuals and social stories. This website can provide great support for teachers, particularly those who might be new to working with autistic students because it provides printable resources that are easy to use and can save a new teacher a lot of time and energy.

# data[].attributes.attachment_link.description
FREE Autism Resources for Parents, Teachers, and Educators by InfiniTeach. Includes Academic, Behavior Supports, Communication Supports, Community, Daily Living, Games, Independent Leisure, Internet Supports, Math, Preacademic, Reading, Science, Seasons, Social Guides, Visual Organizers.

# data[].attributes.headline
Resources for Teachers working with Bipolar students

# data[].attributes.subject
Resources for Teachers working with Bipolar students

# data[].attributes.body
This is a great resource for teachers working with students suffering from bipolar disorder, it provides an in-depth explanation of the different levels of this disorder and specifically talks about how some students may be identified and provided a 504 Plan. This can be very useful for parents and teachers because it helps them understand what they may expect from working with these students.
This article talks in-depth about general expectations that parents and teachers may have when these students take particular medications and ways that they may provide them accommodations in the mainstream classroom.

# data[].attributes.attachment_link.readable_text
Error! You must specify a value for the Video ID, Width, Height and Anchor parameters to use this shortcode!

Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction in the United States, the IDEA controls the procedural requirements and an IEP is developed. "Special education" under IDEA means the child has been identified as having unique educational needs related to his/her disability and is entitled to an Individualized Education Program (IEP) to meet these needs.

The IDEA process is more involved than that of Section 504 of the Rehabilitation Act. The IDEA requires that measurable growth and progress towards written goals and objectives be documented.

For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Section 504 is a federal civil rights law. The purpose of Section 504 is to protect persons with disabilities against discrimination for reasons related to their disabilities.

While students with a 504 plan do not require specialized instruction, and specific goals and objectives are not necessarily outlines nor is data tracked, the plan should be reviewed annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.

Unlike IDEA, Section 504 does not guarantee that a child with a disability will receive an individualized educational program that is designed to meet the child's individual educational needs. Rather, it guarantees that accommodations will be made relative to their specific medical needs.

Eligibility for protections under Section 504 depends on the child in question having a physical or mental impairment which must substantially limit at least one major life activity. Major life activities include walking, seeing, hearing, speaking, breathing, learning, reading, writing, performing math calculations, working, caring for oneself, and performing manual tasks. Section 504 requires an evaluation that draws information from a variety of sources.

A child who receives Section 504 protections has fewer rights than the child who receives special education services under the IDEA. The child who receives special education services under the IDEA is automatically protected under Section 504.

Section 504 is designed to guarantee that children with disabilities will not be discriminated against. It is also important to understand that if your child does not qualify for special education services under IDEA, your child does not have the procedural protections that are available under the IDEA.

Under Section 504, the child with a disability may receive accommodations and modifications that are not available to children who are not disabled. These accommodations and modifications are also available under IDEA. For example; accommodations could include, but not be limited to, such things as:

Tests taken in a separate location with time limits waived or extended.

The use of a word processor due to fine motor, visual motor deficits.

Shortened assignments.

Standardized tests answers written directly in the test booklet and transferred onto answer sheet by teacher or assistant.

Class notes provided rather than having the student copy from the chalkboard or overhead.

Allowing the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways.

Preferential seating in the classroom.

Provision of a daily assignment sheet to be filled out by the student and verified by the teacher for accuracy. The parent could then check to make sure that all the work is accomplished. This would assist with homework prioritizing and management.

Please note: These are simply examples. All or none of these may be suitable for your child.

Students with bipolar disorder may or may not have a need for specialized instruction provided within an IEP. For some students, simply being granted accommodations that make allowance for the side effects of medications, related anxiety issues, or results of mood changes is sufficient.

Students with bipolar disorder who are well-controlled on medication may or may not be plagued by racing thoughts, distracting thoughts, an inability to concentrate, decreased energy; all of which will require modifications in the teaching environment or instructional strategies.

For other students, the side effects of medications may be significant enough to require changes in instruction provided or curriculum modifications. Some of the common side effects of medications include: tremors (trembling of hands), blurred vision, loss of coordination, slurred speech, sedation, ataxia (unsteady movement), dizziness, seizures. Some students with bipolar disorder may also have one of a number of other disabilities that impacts their access to the general education curriculum; such as vision or hearing impairment, learning disability, processing problems, or other disability. The co-morbidity rates of ADHD, anxiety disorder, conduct disorder, oppositional-defiant disorder and learning disabilities in students with bipolar disorder tell us that we should explore all avenues available to meet the educational needs of our children.

The following accommodations are meant to serve as a resource for parents unsure of what possibilities exist:

Students on some medications may need:

increased access to water, unlimited access to restrooms (particularly students taking Lithium)

decreased reading assignments or having books on tape or computer screen-reading due to blurred vision

modified school arrival, shortened day, scheduling of core content during the student's most alert time, reducing homework and extending deadlines, providing notes, allowing longer or more frequent breaks, allowing exercise or other movement due to sleep impairment or to sedation of medications

provision of notes and listening guides, work monitoring, extended time on assignments, extra set of books for home use, breaking assignments into more manageable pieces, use of checklists, providing written instructions and/or other visual cues, use of word banks on fill-in types of tests and other modifications that aid retrieval/memory, testing in a separate room, or extended test time, use of multiple choice formats, use of oral exams rather than written demands, use of noise-canceling headsets, - all for impaired concentration, memory

reducing or discontinuing homework may be necessary for some students due to difficulties with concentration, sleep patterns, mood irritability. For these students it may be necessary to schedule a resource room period at the beginning of the day to get assignments ready for the day, or at the end of the day to complete assignments before leaving school

preferential seating can be used to help with vision, focus, reduce visual or auditory distraction, allow for discrete monitoring

and while a 504 plan will simply list the type of accommodation needed and the reasons for it/them, an IEP must contain objectives that are written with specific criteria; such as -Given a grade level reading assignment of 1 chapter with 4 comprehension questions, (name) will answer the questions with 60/70/80% accuracy. Or given an assignment containing 5 long division problems, (name) will complete 3/4/5 problems at 80% accuracy.

# data[].attributes.attachment_link.title
Accommodations for Students with Bipolar Disorder and Related Disabilities - International Bipolar Foundation

# data[].attributes.attachment_link.description
Error! You must specify a value for the Video ID, Width, Height and Anchor parameters to use this shortcode! Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction in the United States, the IDEA controls the procedural requirements and an IEP is developed.

# data[].attributes.headline
Special Needs children- Know the types and know your rights

# data[].attributes.subject
Special Needs children- Know the types and know your rights

# data[].attributes.body
This blog provides a plethora of information about the four types of disabilities that you may encounter in the mainstream classroom: physical, developmental, behavioral/emotional, and sensory impaired. It is a great resource because it has many links, supporting articles and community resources for many different types of disabilities. It also provides parents and students information about their rights to an equal education and educates them about red flags to look out for in their school sites.

# data[].attributes.attachment_link.provider_name
PBWS - Albuquerque & Santa Fe Law Firm - Trust, Probate, Estate, Elder Law

# data[].attributes.attachment_link.readable_text
18.5% of American Children under age 18 are Special Needs Children. That doesn't mean that they aren't smart, talented or capable. Just that they have specific challenges that a "normal" student would not face.

There are four major types of special needs children:

1. Physical - muscular dystrophy, multiple sclerosis, chronic asthma, epilepsy, etc.

2. Developmental - down syndrome, autism, dyslexia, processing disorders

3. Behavioral/Emotional - ADD, bi-polar, oppositional defiance disorder, etc.

4. Sensory Impaired - Blind, visually impaired, deaf, limited hearing

Is your child being treated humanely? Know your rights.

1. IDEA (Individuals with Disabilities Education Act)

1. Students with disabilities must be prepared for further education, employment and independent living

2. If a child's strengths, endurance, or stamina cannot keep up with school activities, they qualify for "other health impaired" special education status

2. Section 504 of the Rehabilitation Act

1. Prohibits schools from discriminating against children with disabilities

2. Requires schools to provide accommodations for disabled students

3. Students with impairments that substantially limit a major life activity can qualify as disabled (learning and social deficits too)

3. Americans with Disabilities Act (ADA)
Schools must meet the needs of children with psychiatric problems

4. No Child Left Behind
Schools must uphold achievement standards for children with disabilities

Whether you already know or just believe your child may have special medical needs, finding the proper medical professional greatly enhances your ability to care for your child. Consider location if your child will need regular visits, you don't want to have to drive for hours to see a specialist. You want someone non-threatening who is understanding and able to accommodate special needs. Larger medical practices may have more experience in expediting insurance procedures or advocating for your child. Your doctor needs to be available to you when notes to school and other information is needed. Perhaps, most important is quality of service. Every doctor is different and their knowledge of your child's special needs may be different. Don't hesitate to schedule a short "meet and greet" to get to know a doctor first.

*with thanks to Masters in Special Education Program Guide

# data[].attributes.attachment_link.title
Special Needs Children - Know the Types and Know Your Rights - PBWS - Albuquerque & Santa Fe Law Firm - Trust, Probate, Estate, Elder Law

# data[].attributes.attachment_link.description
18.5% of American Children under age 18 are Special Needs Children. That doesn't mean that they aren't smart, talented or capable. Just that they have specific challenges that a "normal" student would not face. There are four major types of special needs children: Physical - muscular dystrophy, multiple sclerosis, chronic asthma, epilepsy, etc.

# data[].attributes.headline
504 Accommodations for Students with ADHD

# data[].attributes.subject
504 Accommodations for Students with ADHD

# data[].attributes.body
This is a medically reviewed article that provides parents, teachers and school personnel a lot of interesting information about the ADHD students, including the two federal laws that address the educational needs of students with disabilities—Section 504 of the Vocational Rehabilitation Act, and the Individuals with Disabilities Education Act, better known as IDEA.  It walks through each step in developing a 504 plan for students and identifies several areas that can be challenging for students with ADHD in the educational setting. It also provides a general list of accommodations for the classroom setting and added support along with a rationale for each resource.

# data[].attributes.body
This is a wonderful resource with experts in the field such as Dr. Rosemary Tannock PhD, where she discusses two different types of ADHD. The video provides in-depth insight into specific issues like working with ADHD girls, and three subtypes of ADHD. This resource also insight into understanding the memory capacity and limitations of ADHD students and provides instructional planning tools for educators. There also several interviews with ADHD students, researchers, and teachers.

# data[].attributes.attachment_link.title
Teach for Success - Rethinking ADHD - Teaching children with ADHD

# data[].attributes.body
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) was founded in 1987 in response to the frustration and sense of isolation experienced by parents and their children with ADHD. This foundation is a great resource for people living with ADHD, as well as their families and anyone affected by this condition. It provides a community of forums, community outreach resources and articles ranging from public policy to scholarships and weekly news updates and podcasts.

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

# data[].attributes.body
This website offers specialized summer camps exclusively for youth living with ADHD. This is a camp called Camp Excel, that is a specialized program for children with ADHD or other social skills challenges. They offer a comprehensive program that includes academics to help participants grow, therapeutic activities to build friendships, sports to hone skills and increase self-esteem, and recreational activities for their enjoyment.

# data[].attributes.attachment_link.readable_text
Camp Excel has made the very difficult decision to close for the summer 2021 season due to Covid -19. This has been an agonizing decision and one we came to after sitting down and carefully laying out what our program would really look like with the current limitations. Although we understand the necessity for the restrictions, we do not feel that we can provide the effective, quality program that our campers deserve.

We hope that everyone stays safe and hope to see you for Summer Camp 2022!

Camp Excel focuses on developing social skills and the social awareness necessary for better relationships with other children and adults.

Camp Excel is a comprehensive program that combines therapeutic and recreational activities to develop social skills and build self-esteem to assist in making friends and keeping friends. Throughout the day, our all adult staff provide encouragement and guidance in using appropriate social skills, giving children the opportunity to experience in the moment learning, learning that stays with them!

*Some programs may be reimbursable by insurance*
New Families: REQUEST INFORMATION
Our Locations

Bergen County
Call 732-282-0150 to arrange for a private tour

Monmouth County
Call 732-282-0150 to arrange for a private tour

# data[].attributes.attachment_link.description
Camp Excel has made the very difficult decision to close for the summer 2021 season due to Covid -19. This has been an agonizing decision and one we came to after sitting down and carefully laying out what our program would really look like with the current limitations.

# data[].attributes.headline
ADHD Expert Podcast: ADDitude Answers Your Questions

# data[].attributes.subject
ADHD Expert Podcast: ADDitude Answers Your Questions

# data[].attributes.body
This podcast is a great resource for parents and educators working with students with ADHD, because this podcast features a panel of experts in the field. This is a series that covers a vast range of topics including recognizing symptoms, researching treatment, raising children, living better with attention deficit, and much more.  It is a very complete resource that could serve anyone in the ADHD community and is a trustworthy source due to its panel of experts.

# data[].attributes.attachment_link.title
ADHD Expert Podcast: ADDitude Answers Your Questions

# data[].attributes.attachment_link.description
Listen to ADDitude's podcast series about all things ADHD - recognizing symptoms, researching treatment, raising children, living better with attention deficit, and much more. Add ADDitude's ADHD E...