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Lindsay Healthy Start Family Resource Center

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Lindsay Healthy Start was part of seven non-profits that initially received funding when First 5 launched in Tulare County in 1999. The program has evolved over the years to meet the needs of the community, Lindsay Unified School District and in alignment with First 5’s Strategic Plan. Lindsay Unified has fully integrated Healthy Start services into the district recognizing that early intervention will ultimately lead to better outcomes for children and when they start school they will be ready

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A mother and daughter communicate using sign language

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A mother and daughter spend a sunny day at the beach together where they swim, dance, build sandcastles, and, most importantly, communicate. But their communication is not spoken; rather, it is created by loving hands that use American Sign Language. is a picture book unlike any other, revealing the special bond between mother and child.
Readers will learn how to sign 15 words using American Sign Language with the help of sidebars that are both instructive and playful. And the beautifully illustrated beach scenes will appeal both to the deaf community and to hearing parents and children, who will enjoy this gentle introduction to some basic words in ASL. Hands & Hearts

Hands & Hearts Kirkus Reviews

"The book is recommended for libraries with an interest in ASL, and those in need of beach-themed picture books for the mommy-and-me crowd."
-- School Library Journal

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Hands & Hearts: With 15 Words in American Sign Language

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A mother and daughter spend a sunny day at the beach together where they swim, dance, build sandcastles, and, most importantly, communicate. But their communication is not spoken; rather, it is created by loving hands that use American Sign Language. Readers will learn how to sign 15 words using...

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Henry is on the spectrum and in search of a friend...

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Jenn Bailey (Author), Mika Song (Illustrator) Format: Hardcover

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A Friend for Henry: (Books About Making Friends, Children’s Friendship Books, Autism Awareness Books for Kids)

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A Friend for Henry: (Books About Making Friends, Children’s Friendship Books, Autism Awareness Books for Kids) [Bailey, Jenn, Song, Mika] on Amazon.com. *FREE* shipping on qualifying offers. A Friend for Henry: (Books About Making Friends, Children’s Friendship Books, Autism Awareness Books for Kids)

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An inclusive book about the different ways that people navigate their community

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We Move Together: Fritsch, Kelly, McGuire, Anne, Trejos, Eduardo: 9781849355605: Amazon.com: Books

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We Move Together [Fritsch, Kelly, McGuire, Anne, Trejos, Eduardo] on Amazon.com. *FREE* shipping on qualifying offers. We Move Together

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Maryann Cocca-Leffler (Author, Illustrator), Janine Leffler (Author) Format: Hardcover

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We Want to Go to School!: The Fight for Disability Rights

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We Want to Go to School!: The Fight for Disability Rights [Cocca-Leffler, Maryann, Leffler, Janine, Cocca-Leffler, Maryann] on Amazon.com. *FREE* shipping on qualifying offers. We Want to Go to School!: The Fight for Disability Rights

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Monthly CAC meetings feature presentations on special education and are open to the public

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Monthly CAC meetings feature presentations on special education and are open to the public

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Join us to connect and learn more!

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Able.inc: Job Placement for Individuals with Disabilities

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Able.inc: Job Placement for Individuals with Disabilities

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Able Inc. provides job training for adults with disabilities in Visalia, helping individuals gain confidence, skills, and access to employment opportunities.

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PSW | Empowering Individuals with Disabilities Through Support and Inclusion

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PSW provides person-centered services that promote independence, inclusion, and community engagement for individuals with intellectual and developmental disabilities.

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Parent Support Group at the Woodlake Family Resource Center

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Parent Support Group at the Woodlake Family Resource Center

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TCOE Special Education Parent Liaisons Parent Training 2026-27

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TCOE Special Education Parent Liaisons Parent Training 2026-27

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Join us for a training in your area!

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Social Recreation Opportunities for CVRC clients

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Social Recreation Opportunities for CVRC clients

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Top questions about Down syndrome answered by individuals with Down syndrome

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Top questions about Down syndrome answered by individuals with Down syndrome

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We want to express our gratitude to the team at FCB Toronto and all those involved for their support and creativity behind 'Down Syndrome Answers'.
Participants
Adam, Cameron, Caleigh, Dylan, Jan, Julia, Leah, Krystal, Travis, Valerie and their support, friends, and families.
Creative
Chief Creative Officer: Nancy Crimi-Lamanna/Jeff Hilts/ Jon Flannery

Art Director: Simon Tuplin

Writer: Peter Gardiner
Account Management
Group Account Director: Anabella Mandel

Account Executive: Joline Christiani

Agency Producer: Judy Hamilton
Strategy
Chief Strategy Officer/Sr. Planner: Shelley Brown

Sr. Strategist: Eryn LeMesurier

Digital Strategist: Shelagh Hartford

Production Credits

Production Company: Jigsaw Casting Shasta Lutz - Casting

Director: Elias Campbell

DOP: Stephen McLouglin

Editor: David Rodriquez

Other: Reprise Media Ryan Thomas

CDSS

National Executive Director: Kirk Crowther

Board Treasurer: Ed Casagrande

Board Member: Ben Tarr

Communications Manager: Kaitlyn Pecson

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We want to express our gratitude to the team at FCB Toronto and all those involved for their support and creativity behind 'Down Syndrome Answers'. Participants Adam, Cameron, Caleigh, Dylan, Jan, Julia, Leah, Krystal, Travis, Valerie and their support, friends, and families.

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Since We're Friends: An Autism Picture Book

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Since We're Friends: An Autism Picture Book

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Roxy uses a wheelchair and lives in the forest . . .

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Alice Reeves (Author), Phoebe Kirk (Illustrator)

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Roxy the Raccoon: A Story to Help Children Learn About Disability and Inclusion (Truth & Tails Children’s Books)

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Roxy the Raccoon: A Story to Help Children Learn About Disability and Inclusion (Truth & Tails Children’s Books) [Reeves, Alice, Kirk, Phoebe] on Amazon.com. *FREE* shipping on qualifying offers. Roxy the Raccoon: A Story to Help Children Learn About Disability and Inclusion (Truth & Tails Children’s Books)

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A book about a little girl with a physical disability

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Amazon.com: Susan Laughs: 9780805065015: Willis, Jeanne, Ross, Tony: Books

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Amazon.com: Susan Laughs: 9780805065015: Willis, Jeanne, Ross, Tony: Books

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2015 Schneider Family Book Award Winner calls, "the Indiana Jones of wildlife conservation" as he searches for his voice and fulfills a promise to speak for animals, and people, who cannot speak for themselves. This real-life story with tender illustrations by Catia Chien explores truths not defined by the spoken word.
* "A candid and deeply resonant account of a hard-fought battle against societal stigma, and an embrace of one's true talent and calling." -Publisher's Weekly, starred review Speaking for the animals he loves gives one boy's life hope, purpose, and truth in this gorgeous picture book autobiography. Time Magazine

Alan loves animals, but the great cat house at the Bronx Zoo makes him sad. Why are they all alone in empty cages? Are they being punished? More than anything, he wants to be their champion-their voice-but he stutters uncontrollably.

Except when he talks to animals...then he is fluent.

Follow the life of the man Publishers Weekly Best Book Ezra Jack Keats New Writer Honor Notable Social Studies Trade Books for Young People 2015 Winner of the 2015 Sigurd F. Olson Nature Writing Award 2015 Green Earth Book Honor book

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Alan loves animals, but the great cat house at the Bronx Zoo makes him sad. Why are they all alone in empty cages? Are they being punished? More than anything, he wants to be their champion-their voice-but he stutters uncontrollably. Except when he talks to animals...then he is fluent. ...

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Laurie Ann Thompson (Author), Sean Qualls (Illustrator)

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Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah

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Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah [Thompson, Laurie Ann, Qualls, Sean] on Amazon.com. *FREE* shipping on qualifying offers. Emmanuel’s Dream: The True Story of Emmanuel Ofosu Yeboah

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Strictly No Elephants (The Pet Club Series): Mantchev, Lisa, Yoo, Taeeun: 9781481416474: Amazon.com: Books

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Strictly No Elephants (The Pet Club Series) [Mantchev, Lisa, Yoo, Taeeun] on Amazon.com. *FREE* shipping on qualifying offers. Strictly No Elephants (The Pet Club Series)

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My Three Best Friends and Me, Zulay [Best, Cari, Brantley-Newton, Vanessa] on Amazon.com. *FREE* shipping on qualifying offers. My Three Best Friends and Me, Zulay

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Katie Couric (Author), Marjorie Priceman (Illustrator)

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The Brand New Kid [Katie Couric, Marjorie Priceman] on Amazon.com. *FREE* shipping on qualifying offers. The Brand New Kid

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All the Ways to be Smart [Bell, Davina] on Amazon.com. *FREE* shipping on qualifying offers. All the Ways to be Smart

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The Name Jar: Choi, Yangsook, Choi, Yangsook: 9780440417996: Amazon.com: Books

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The Name Jar [Choi, Yangsook, Choi, Yangsook] on Amazon.com. *FREE* shipping on qualifying offers. The Name Jar

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All My Stripes: A Story for Children With Autism

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All My Stripes: A Story for Children With Autism

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Zane rushes home to tell his mother about problems he faced during his school day, and she reminds him that while others may only see his "autism stripe," he has stripes for honesty, caring, and much more.

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All My Stripes: A Story for Children With Autism

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Zane rushes home to tell his mother about problems he faced during his school day, and she reminds him that while others may only see his "autism stripe," he has stripes for honesty, caring, and much more.

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Amazon.com: The Deaf Musicians: 9780399243165: Seeger, Pete, Jacobs, Paul Dubois, Gregory Christie, R. Gregory: Books

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Amazon.com: The Deaf Musicians: 9780399243165: Seeger, Pete, Jacobs, Paul Dubois, Gregory Christie, R. Gregory: Books

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Janine. [Cocca-Leffler, Maryann, Cocca-Leffler, Maryann] on Amazon.com. *FREE* shipping on qualifying offers. Janine.

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A story about diversity and inclusion

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Junot Díaz famously once said, "If you want to make a human being into a monster, deny them, at the cultural level, any reflection of themselves." "Moon Patrol" promotes the "story of us all," ensuring that children's bookshelves contain diverse, non-majority narratives of kids of all different races. A space exploration adventure and humor picture book series for young and early readers, focusing on themes of inclusion and diversity. Axis travels the galaxy helping the helpless, righting wrongs and solving problems! A race of aliens have altered their DNA to eradicate any diversity or specialty, leaving their world in ruins. With no one too smart or too strong, for example, there is no one to fix the machines, or lift debris out of the road. Axis helps show them the importance of diversity and the value of having different cultures in a society. Using his magical space age guitar, he adds color and variety to the planet and formally Grey Aliens.

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Junot Díaz famously once said, "If you want to make a human being into a monster, deny them, at the cultural level, any reflection of themselves." "Moon Patrol" promotes the "story of us all," ensuring that children's bookshelves contain diverse, non-majority narratives of kids of all different r...

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Mikayla's friends have an important message. This story of acceptance, understanding and blossoming friendship is one that should be shared with everyone regardless of age or physical diversity. It is a story of honesty and then ultimately trust and the realization that no matter one's limits, we're all the same. The children have dedicated Our Friend Mikayla to "all people with disabilities and their friends." When they chose the dedication, one of the children realized that might mean they were dedicating the book to everyone in the world. That is our hope - that this story will touch lives everywhere. How can you help them achieve their dream? Purchase a copy and donate it to local schools or libraries. Give one to your child's teacher as a gift. Volunteer to read the story in a school or library. These are just a few suggestions out of the many that will touch lives and make a difference. Our Friend Mikayla was made possible by a grant from the National Inclusion Project whose mission is to create awareness about the diversity of individuals with disabilities and the possibilities that inclusion can bring. Proceeds from Our Friend Mikayla will help fund programs for children with disabilities in our schools and communities. The children's journey to understanding and friendship represented in this book is the embodiment of what the National Inclusion Project strives for every day. With your purchase, you will help spread the word and make full inclusion the reality for children everywhere.

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Mikayla's friends have an important message. This story of acceptance, understanding and blossoming friendship is one that should be shared with everyone regardless of age or physical diversity. It is a story of honesty and then ultimately trust and the realization that no matter one's limits, we...

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Lori Demonia (Author), Monique Turchan (Illustrator)

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Leah’s Voice [Demonia, Lori, Turchan, Monique] on Amazon.com. *FREE* shipping on qualifying offers. Leah’s Voice

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Elizabeth Gerlach (Author), Yip Jar Design (Illustrator)

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Amazon.com: Ben’s Adventures: Day at the Beach: 9781732703407: Elizabeth Gerlach, Yip Jar Design, Yip Jar Design: Books

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Create a Parent Report to share with the IEP team

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Create a Parent Report to share with the IEP team

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Is your child ready for preschool? Now is the time to enroll four-year-olds in preschool school year!

Are you in need of child care? We can assist you in finding the education setting that is the best fit for you and your children.

Send an email to enroll@tcoe.org or leave a message at (559) 651-3026 to have someone contact you about programs available in your community! For over 50 years, the Tulare County Office of Education's Early Childhood Education Program has been assisting Tulare County families in creating lifelong learners!

Tulare County Early Childhood Education Program (ECEP) is under the umbrella of the Tulare County Office of Education. The agency helps offer and coordinate child care and development services to eligible families. These programs include Head Start, State Preschool, Migrant Head Start, Alternative Payment Programs, Voucher Programs, Resource and Referral, Early Stars, Local Planning Council along with other early childhood education programs aimed at supporting families and the community.

To learn more about these programs, click here.

Our Vision
The Tulare County Early Childhood Education Program provides children and families quality comprehensive services, tools and skills that build overall success in school and throughout life.

Read our 2020-2021 Annual Report: English

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Is your child ready for preschool? Now is the time to enroll four-year-olds in preschool school year! Are you in need of child care? We can assist you in finding the education setting that is the best fit for you and your children.

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Click on links in document to learn more!

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Autism Support Group for Parents in Visalia

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Autism Support Group for Parents in Visalia

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https://www.zimmermantherapygroup.com/group-therapy

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Autism Support for Caregivers Group Flyer

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Employment Checklist for Students with Disabilities

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Employment Checklist for Students with Disabilities

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Bright Start Parent Education & Support Groups

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Bright Start Parent Education & Support Groups

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Inclusive Education Resources for Students with Cognitive Disabilities

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Inclusive Education Resources for Students with Cognitive Disabilities

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Click on each section to access more resources!

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English/Spanish Glossary of terms in IDEA

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English/Spanish Glossary of terms in IDEA

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Book about a little boy with cerebral palsy

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Xander explains about cerebral palsy, what causes it, the 4 types, and how it affects him and his friends who also have cerebral palsy. He also shows how he is an important member of his family and how what HE can do MATTERS.

This book is a TOOL written by a mom/pediatric physical therapist to open discussions about cerebral palsy and inclusion. It demonstrates how to be an advocate for your friends with cerebral palsy and how they are important and have so much value. It is best for older elementary school kids or a book to read aloud to younger ones and could even be read in sections.

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Xander's Cerebral Palsy Superpowers (One Three Nine Inspired Book 3)

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Xander's Cerebral Palsy Superpowers (One Three Nine Inspired Book 3) - Kindle edition by Yarborough, Lori, Oslizlo, Roksana, Freeland, Lori. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Xander's Cerebral Palsy Superpowers (One Three Nine Inspired Book 3).

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Awesomely Emma: second in a series about a little girl with limb differences

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Awesomely Emma: second in a series about a little girl with limb differences

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Amy Webb (Author), Merrilee Liddiard (Illustrator) Format: Kindle Edition

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Awesomely Emma: A Charley and Emma Story (Charley and Emma Stories Book 2)

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Amazon.com: Awesomely Emma: A Charley and Emma Story (Charley and Emma Stories Book 2) eBook : Webb, Amy, Liddiard, Merrilee: Kindle Store

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Family/Community Support Groups for families in VUSD

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Family/Community Support Groups for families in VUSD

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Special Education Community Advisory Committee

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Special Education Community Advisory Committee

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Meetings in person or on Zoom!

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Adult Education Opportunities in Tulare & Kings Counties

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Adult Education Opportunities in Tulare & Kings Counties

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Date: Tuesday, November 7, 2023
Time: 8:00AM - 9:30AM
Location: COS, Sequoias Room 1

View details & meeting calendar "
Contact us for more information "

Agenda informaton available 72 hrs before meeting.

Date: Tuesday November 7, 2023
Time: 9:45AM - 11:45AM Date: Thursday October 26, 2023
Time: 3:00PM - 4:30PM
Location: Virtual Meeting
Location: COS, Sequoias Room 1

Resource Wall

Community Resources For All

Career Coach

COS has designed a website to help yo find a good career by providing the most current local data on wages, employment, job postings, and associated education and training. Click Here

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Sequoias Adult Education Consortium - Tulare and Kings County, California

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The Sequoias Adult Education Consortium facilitates the alignment and collaboration of adult education.

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Read about the many ways that using visual schedules at home or at school can help a child

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Resources to share for Down syndrome Awareness

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Resources to share for Down syndrome Awareness

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Book about a 6 year-old girl getting ready for a new baby brother with Down syndrome.

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Book about a 6 year-old girl getting ready for a new baby brother with Down syndrome.

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As six-year-old Emma anticipates the birth of her new baby brother or sister, she vividly imagines all of the things they can do together. Emma feels ready to be a big sister! Then when the baby is born, her dad tells her that it's a boy and he has something called Down syndrome. Finally she asks, "If Isaac has this Down thing, then what can't he do?". Her dad thinks about it, then tells her that as long as they are patient with him, and help him when he needs it, there probably isn't anything Isaac can't do. In this touching story, Emma helps her father as much as he helps her to realise that Isaac is the baby they dreamed of. The book concludes with a set of commonly asked questions about Down syndrome with answers for children and how it might affect their sibling and family. For ages 3-7.

Also by Stephanie Stuve-Bodeen The Best Worst Brother

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We'll Paint the Octopus Red [Stephanie Stuve-Bodeen, Pam Devito] on Amazon.com. *FREE* shipping on qualifying offers. We'll Paint the Octopus Red

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Parent Report to help prepare for IEP meeting

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Parent Report to help prepare for IEP meeting

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Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. This ADHD guide offers parents the information you need to understand the behaviors associated with the attention diso…

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Ever since it was first diagnosed in the 1960s, ADHD (attention-deficit hyperactivity disorder) has been a controversial topic. Even experts often debate over how the disorder should be defined and what causes it.

While we don't completely understand what causes ADHD symptoms - difficulty regulating attention and emotions, hyperactivity, impulsivity - we do know that it's a neurodevelopmental disorder. That means that the brains of kids with ADHD develop differently from those of other kids. Researchers have started to identify the structural and chemical differences in the brain that may cause the symptoms associated with ADHD.

Many of the characteristics of ADHD are related to executive functioning. This refers to a set of mental skills that include working memory, emotional control, and complex problem-solving. Essentially, executive functions are the skills we all use to manage day-to-day tasks, such as time management, staying organized, and planning. While there are several different parts of the brain that contribute to executive functioning, the prefrontal cortex is especially important in regulating these skills.

Research has shown that in children with ADHD, the prefrontal cortex matures more slowly than typically developing kids. It is also slightly smaller in size. Similarly, the cerebellum, hippocampus, and amygdala are also thought to be smaller in volume in kids with ADHD.

Like every part of the brain, the cerebellum is involved in many different functions, but its role in the regulation of movement may be especially relevant to ADHD symptoms. A smaller cerebellum could contribute to difficulty with what's called "motor response inhibition," which refers to the ability to suppress actions that interfere with a current task, such as staying seated during a class lesson. Smaller hippocampus and amygdala sizes can cause impairment in the regulation of memory, emotion, and behavior, which is a common symptom of kids with ADHD.

While these regions of the brain may remain smaller in people with ADHD, studies have shown that they do continue to grow and mature as children get older. By adulthood, the difference in size when compared to individuals without the disorder has appeared to be less significant.

Another way to measure functionality in the brain is through activity and connectivity. Scientists use functional magnetic resonance imaging (fMRI) to measure changes in brain activity through blood flow. When an area of the brain is active, the level of blood flow to that region increases. In people with ADHD, studies using fMRI technology have shown irregular activity in several regions of the brain involved in motor, cognitive, and emotional regulation.

There is a collective network of structures in the brain that is unusually active in children with ADHD. This is called the default mode network (DMN), and it was first discovered by accident when researchers noticed high levels of brain activity while their study participants were simply resting.

The DMN is a relatively new concept and there is still some debate over which parts of the brain may be involved. It is thought to be the most active when we let our minds wander. In neurotypical children, this network shows lower levels of activity while they're engaged in a task that requires paying attention, and higher levels of activity when they're awake but simply daydreaming or recalling a memory. In children with ADHD, the network still shows a high amount of activity during active tasks that require focused attention. This difference may explain why kids with ADHD struggle to focus or concentrate in the classroom.

The unusual DMN activity seen in people with ADHD may also be explained by what's called its "functional connectivity" to other networks in the brain. The concept of functional connectivity refers to the idea that certain areas in the brain are connected if their functional behaviors are frequently correlated with each other. This could be a positive or negative correlation. For instance, there is another network in the brain called the "task-performing network" that allows us to perform attention-demanding tasks. In terms of functional connectivity, the DMN normally has a negative correlation to this network. This means that the DMN is less active while the task-performing network is more active. In children with ADHD, the DMN is thought to have a reduced negative correlation with this network due to weakened connectivity. This means that it's more active than it's supposed to be, which can lead to lapses in attention during goal-oriented tasks. Therefore, the minds of children with ADHD may wander during a task that demands attention, like homework.

Studies have also discovered that in people with ADHD, there is an unusually high level of functional connectivity between the brain regions that form part of a mechanism called the "selective visual attention system." This system allows us to determine what's important to notice or pay attention to in the moment. Irregular connectivity within this system may cause children with ADHD to notice irrelevant things in their field of vision, making it hard to know what to focus on.

In addition to differences in structure and connectivity, chemical imbalances in the brain may also play a role in causing ADHD symptoms.

Serving as our control center, the brain needs to both send and receive electrical signals or "messages" throughout the body. The brain is able to do this via nerve cells (neurons). However, there are gaps between neurons. Neurotransmitters are the chemical messengers that fill the gap and allow for messages to be passed along.

One very important neurotransmitter is dopamine, which has several functions. There are pathways in the brain that allow the transport of dopamine from one region to another to relay important information. There are four major dopamine pathways, and two of them are thought to contribute to the impairment of cognitive functioning we often see in kids with ADHD.

The first pathway is called the "dopamine reward pathway." When we experience something that's pleasurable such as eating tasty food, an increased amount of dopamine is released along this pathway and activates feelings of pleasure and euphoria. It is theorized that these feelings of pleasure are reinforced by the connection between a part of the brain that processes pleasure and the hippocampus, which plays an important role in memory. That is, we remember what food is associated with this feeling of pleasure and it motivates us to eat it again.

The second pathway, known as the "mesocortical pathway," connects an area of the brain that's rich in dopamine to the prefrontal cortex. Via the transmission of dopamine, this pathway helps the prefrontal cortex facilitate executive functions such as cognition, working memory, and decision-making.

In children with ADHD, these two pathways are thought to be disrupted, which can lead to impairment of cognitive and motivational functioning. Scientists believe that these disruptions could be due to an unusual number of dopamine transporters in the brains of people with ADHD. A dopamine transporter is a protein that is responsible for removing dopamine from the gap between neurons and terminating dopamine transmission. An increased number of these transporters can lead to unusually low amounts of dopamine in the brain. One piece of evidence for this theory is that stimulant medications such as Adderall are often successful in reducing ADHD symptoms, and these medications suppress the reuptake, or removal, of dopamine.

While we may not know the exact causes of ADHD symptoms, advances in research have given us a better understanding of the disorder. Identifying the structural and chemical differences in the brains of children with ADHD will not only validate their struggles but may also lead to significant improvements in treatment.

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How Is the ADHD Brain Different? - Child Mind Institute

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Ever since it was first diagnosed in the 1960s, ADHD (attention-deficit hyperactivity disorder) has been a controversial topic. Even experts often debate over how the disorder should be defined and what causes it. While we don't completely understand what causes ADHD symptoms - difficulty regulating attention and emotions, hyperactivity, impulsivity - we do know that it's a neurodevelopmental disorder.

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How to take note of behaviors or concerns about your child

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How to take note of behaviors or concerns about your child

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Skip to content This page is in English

Are you wondering why your child is struggling?

Figuring out what's going on can feel overwhelming. That's why we're here to help. Introducing a simple step-by-step tool to help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

When you're ready, let's start your journey together!

First, you notice. We'll show you how you can be certain there's something going on with your child that's out of the ordinary.

Topics

Reading and writing

Math

Focus and organization

Self-control and hyperactivity

Frustration, stress, and anxiety

Developmental milestones

Next, you observe. In this step, you'll learn how to find and keep track of patterns in your child's behavior with observation tools that you can download.

Now, you talk. In this step, you'll find tips and conversation starters for talking with those who know your child best, like teachers, aides, and other caregivers. And of course, don't forget to talk to your child about what you're observing.

Finally, don't forget to engage. We'll guide you on how and when to connect with experts like pediatricians and school specialists, who can help you figure out if your child might have a learning and thinking difference.

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Take N.O.T.E. - Find Out Why Your Child Is Struggling

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Skip to content This page is in English Figuring out what's going on can feel overwhelming. That's why we're here to help. Introducing a simple step-by-step tool to help you figure out if the struggles you're seeing might be signs of a learning and thinking difference. First, you notice.

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Common Characteristics of Sensory Processing Disorder

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Common Characteristics of Sensory Processing Disorder

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A guide to the IEP from the CA Dept. of Ed. 

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A guide to the IEP from the CA Dept. of Ed. 

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Requesting an initial evaluation for special education services

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Requesting an initial evaluation for special education services

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From our series of model letters...because sometimes
you need to communicate with the school
about your child's education.

Current as of February 2022
En español | In Spanish
In PDF format
There are times when you, as a parent, may want to communicate in writing with your child's school about some problem or concern with your child's education or well-being. This page presents a model letter or email you might write the school to ask that your child be evaluated to see if he or she has a disability and is eligible to receive special education and related services.

_______________

Discussion
When would I request an evaluation for special education services?
If your child has been consistently struggling in school, his or her problems may be due to a disability. If the school thinks your child may have a disability, they will contact you to request your written permission to evaluate your child. Under the IDEA (the nation's special education law), you also have the right to ask the school to evaluate your child. The purpose of the evaluation is to see if he or she has a disability and needs special education services. This evaluation is free of charge.

For more information on evaluation, visit our evaluation pages online, at: https://www.parentcenterhub.org/evaluation/

If your child has been identified by your doctor or other professionals as having a disability, you will want to include this information in your letter to the school. You should also provide copies of any reports you have received that explain your child's condition.

If you decide to write the school and ask that your child be evaluated, the model letter below provides an example of what you may want to say.

General letter-writing tips

When writing any business letter, it is important to keep it short and to the point. First, start by asking yourself the following questions and state the answers in your letter:

Why am I writing?

What are my specific concerns?

What are my questions?

What would I like the person to do about this situation?

What sort of response do I want: a letter, a meeting, a phone call, or something else?

Each letter you write should include the following basic information:

Put the date on your letter.

Give your child's full name and the name of your child's main teacher or current class placement.

Say what you want, rather than what you don't want. Keep it simple.

Give your address and a daytime phone number where you can be reached.

Always end your letter with a "thank you."

What are some other tips to keep in mind?

You want to make a good impression so that the person reading your letter will understand your request and say "yes." Remember, this person may not know you, your child, or your child's situation. Keep the tone of your letter pleasant and businesslike. Give the facts without letting anger, frustration, blame, or other negative emotions creep in. Some letter-writing tips include:

After you write your first draft, put the letter aside for a day or two. Then look at it again and revise it with fresh eyes.

Read your letter as though you are the person receiving it. Is your request clear? Have you included the important facts? Does your letter ramble on and on? Is it likely to offend, or is the tone businesslike?

Have someone else read your letter for you. Is your reason for writing clear? Can the reader tell what you are asking for? Would the reader say "yes" if he or she received this letter? Can your letter be improved?

Use spell check and grammar check on the computer. Or ask someone reliable to edit your letter before you send it.

Keep a copy for your records.

Today's Date (include month, day, and year)

Your Name
Street Address
City, State, Zip Code
Daytime telephone number

Name of Principal or Special Education Administrator
Name of School
Street Address
City, State, Zip Code

Dear (person's name),

I am writing to request that my son/daughter, (child's name), be evaluated for special education services. I am worried that (child's name) is not doing well in school and believe he/she may need special services in order to learn. (Child's name) is in the ( _ ) grade at (name of school). (Teacher's name) is his/her teacher.

Specifically, I am worried, because (child's name) does/does not (give a few direct examples of your child's problems at school).

We have tried the following to help (child's name): (If you or the school have done anything extra to help your child, briefly state it here).

I understand that I have to give written permission in order for (child's name) to be evaluated. Before the evaluation begins, I have some questions about the process that I need to have answered (list any questions you may have). I would be happy to talk with you about (child's name). You can send me information or call me during the day at (daytime telephone number). Thank you for your prompt attention to my request.

Sincerely,

Your name

cc: your child's principal (if letter is addressed to an administrator)
your child's teacher(s)

Note: If your child has been identified as having a disability by professionals outside the school system, add the following sentence to the end of the first paragraph: "(Child's name) has been identified as having (name of disability) by (name of professional). Enclosed is a copy of the report(s) I have received that explains (child's name) condition."

Note: The "cc:" at the bottom of the letter means you are sending a copy of your letter to the people listed after the cc.

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________________________________________________________

**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.
________________________________________

Would you like to read another letter?

Requesting an evaluation for special education services
(you're already here)

Requesting mediation to resolve a conflict
https://www.parentcenterhub.org/mediation-2/

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Requesting an Initial Evaluation for Special Education Services

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From our series of model letters...because sometimes you need to communicate with the school about your child's education. Current as of February 2022 En español | In Spanish In PDF format There are times when you, as a parent, may want to communicate in writing with your child's school about some problem or concern with your child's education or well-being.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

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2-year non-degree independent living certificate program for young adults with intellectual and/or developmental disabilities at Fresno State

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2-year non-degree independent living certificate program for young adults with intellectual and/or developmental disabilities at Fresno State

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We believe that young adults with developmental/intellectual disabilities have a right to post-secondary education along with their peers. We believe that they have the same rights to life-long learning.

We believe that students with developmental/intellectual disabilities never stop learning and are capable of learning meaningful information that will provide lifelong enjoyment. By providing them with campus inclusion as well as community and vocational exploration they will become tomorrow's citizens, employees, and advocates.

We believe that students of the Wayfinders program will become contributing members of their community thereby breaking the cycle of needing public assistance and/or life-long responsibility by extended family. We celebrate the fact that all students have unique abilities and gifts to offer the communities in which they will reside.

We believe that persons with disabilities have the right to choose their life and direct their future.

Our Mission

The Wayfinders mission is to provide person-centered supports and services which advance self-determination, quality of life and life-long learning for students with intellectual and/or developmental disabilities.

Students of Wayfinders achieve their potential through campus inclusion experiences, independent living arrangements, and vocation placements both on and off campus.

Our Vision

Our vision is that students who complete Wayfinders will have productive and fulfilling lives in the settings of their choosing.

Our Philosophy

At Wayfinders we adhere closely to the Person-Centered Planning model. Person-centered planning attempts to identify and highlight the unique talents, gifts, and capabilities inherent in everyone. The planning focuses on the individual and his/her strengths, preferences, interests and needs (SPINs). It involves a whole team of family members, friends, professionals, and student. The team members are chosen by the student to help identify skills and abilities which can help achieve goals of competitive employment, independent living, continuing education and full inclusion in the community. The team then identifies where the student may need assistance and support and how to meet those needs.

Post-Program Outcomes

72% living independently

74% in paid employment

78% in continuing education

Wayfinders is a vendor that contracts with various regional centers in California for the provision of services to consumers. The following website and phone number may be used to obtain information regarding the appeals process that you may pursue with the California Department of Developmental Services if you have a dispute in connection with those services: Website address: www.dds.ca.gov/general/appeals-complaints-comments/ Department of Developmental Services telephone number: (915) 654-1987

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Kremen School of Education and Human Development at Fresno State

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We believe that young adults with developmental/intellectual disabilities have a right to post-secondary education along with their peers. We believe that they have the same rights to life-long learning. We believe that students with developmental/intellectual disabilities never stop learning and are capable of learning meaningful information that will provide lifelong enjoyment.

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Fillable form to create a "1-Page Profile" for your child

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Fillable form to create a "1-Page Profile" for your child

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A great way to share information with your child's school team!

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Alternate form to create a 1-page profile for your student

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Alternate form to create a 1-page profile for your student

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Transitioning from Early Start into Special Education Preschool Services

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Transitioning from Early Start into Special Education Preschool Services

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Difference between an accommodation and a modification

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Difference between an accommodation and a modification

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By The Understood Team

When a student has an Individualized Education Program (IEP) or a 504 plan, you'll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. Here is a chart that explains the differences.

Accommodations

Modifications

Classroom instruction

Accommodations can help kids learn the same material as their peers. This allows them to meet the same expectations.

Kids who are far behind their peers may need changes to the curriculum they're learning. These are called modifications.

For example, a student could be assigned shorter or easier reading assignments, or homework that's different from the rest of the class. Kids who receive modifications are not expected to learn the same material as their classmates.

A student with dyslexia, for example, might listen to an audio version of a book. But it's still the same book that the rest of the class is reading. Likewise, a student who has trouble focusing might get seated next to the teacher, but still has to do all the regular class assignments.

Classroom tests

Accommodations for testing can be different from those used for teaching.

Modifications in testing often mean that a student covers less material - or material that is less complex.

For example, a spelling test may require the class to study 20 words. However, a student with modifications might only have to study 10 of them. Or there might be two different lists of spelling words. With a modification, what the student is tested on is different.

For example, using spellcheck might help a student with writing difficulties take notes during class. However, it wouldn't be appropriate during a weekly spelling test. At the same time, this student might benefit from having extra time to complete the spelling test or using a keyboard if the physical act of writing is difficult.

Standardized testing

Statewide tests allow some accommodations like extra time or taking a test on a computer. It's best if these are the same accommodations a child uses to take class tests.

Some students take what's called an alternate assessment. This state test includes modifications to the regular test. Questions might be fewer or not cover the same material as the standard exams. Also, the results are interpreted differently. Before you agree to an alternate assessment, find out what the impact will be on your child's academic and work future.

PE, music, and art class

Accommodations for "special" classes like PE, music, and art can be helpful for some kids.

Sometimes, an assignment in a class like PE, music, or art is unreasonable for your child. When this happens, a modification may be made.

For example, the PE teacher might reduce the number of laps a student needs to run. The music teacher might not require a child to learn how to read music.

These are similar to accommodations in the classroom. Kids might get extra time to learn to play an instrument. Or they may be allowed to complete an art project in a different format.

To learn more, watch as an expert explains the difference between accommodations and modifications.

Tell us what interests you

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Donna Volpitta, EdD is the founder of Pathways to Empower. Her work draws on the latest research in neuroscience, psychology, and education.

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The Difference Between Accommodations and Modifications

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When a student has an Individualized Education Program (IEP) or a 504 plan, you'll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things. An accommodation changes how a student learns the material.

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Services provided by the COS Access & Ability Center

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Services provided by the COS Access & Ability Center

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Providing early-intervention to children with special needs between the ages of 0-3

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The Bright Start Parent Infant Program has provided Early Intervention Services to children and families within Tulare County since 1997. Children with special needs between the ages of birth to three may be eligible for services under Part C of the Individuals with Disabilities Education Act (IDEA).

Our Focus

We believe that parents are their child's best teachers. With that philosophy in mind, Bright Start staff works collaboratively with parents to identify developmental goals, incorporate effective teaching strategies into daily activities and routines, and monitor success as their child progresses through the program.
The Process
Children are referred to the Bright Start program once eligibility is determined by the Central Valley Regional Center (CVRC). An Early Childhood Special Education Teacher or Child Development Specialist is then assigned to the family in order to develop an Individualized Family Service Plan (IFSP) in conjunction with a CVRC Service Coordinator. Early Intervention Services are agreed upon as a team and provided in the family home.

Bright Start also provides Early Intervention Services to children who have hearing, vision, or orthopedic delays.

Early Intervention Services can include:

Ongoing developmental assessment

Parent-coaching and consultation

Direct instruction

Community-based activities and workshops

Physical, Occupational, and Speech Therapy consultation

Consultation for behavior and feeding difficulties

Parent training

Transition planning to preschool

For additional questions about our services, please contact Bright Start directly at (559) 740-4321.

Ron Pekarek, M.S., BCBA, Program Manager
(559) 747-3984, ext. 6811
ronp@tcoe.org

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TCOE | Bright Start Parent Infant Program

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The Bright Start Parent Infant Program has provided Early Intervention Services to children and families within Tulare County since 1997. Children with special needs between the ages of birth to three may be eligible for services under Part C of the Individuals with Disabilities Education Act (IDEA).

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Chart of typical speech sound development

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Chart of typical speech sound development

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How can I communicate better with my child's IEP Team?

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How can I communicate better with my child's IEP Team?

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Information about parent & student rights of parentally-placed private school students

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Information about parent & student rights of parentally-placed private school students

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Differences between K-12 & college services for students with disabilities

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Differences between K-12 & college services for students with disabilities

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Information about the COS Access & Ability Center

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Information about the COS Access & Ability Center

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Resources for Independence Central Valley

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Resources for Independence Central Valley

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Providing peer support & mentoring, independent living skills training, transition services, and youth empowerment services for those with disabilities

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RICV Cares is a program ready to help. Learn more.

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Resources from the Department of Rehabilitation to assist with employment / independent living for adults with disabilities

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Resources from the Department of Rehabilitation to assist with employment / independent living for adults with disabilities

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Home Page - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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Workability III Program at College of the Sequoias

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Workability III Program at College of the Sequoias

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | WorkAbility I Array of Services Definitions

Background Information

The California Department of Education (CDE) completed a two-year study in 1981 that provided substantive information concerning the status of vocational programs for students with disabilities. Results of the study indicated that these students were not being adequately prepared for the labor market.

WorkAbility I (WAI) was initiated in November 1981 as a pilot project to test the concept of work experience for youth with disabilities.

WAI continues to successfully conduct interagency coordination of services, which began with a September 1982 Employment Development Department (EDD), State Department of Rehabilitation (DOR), and CDE non-financial interagency agreement.

The WAI program is funded and administered by the CDE. The WAI program provides comprehensive pre-employment skills training, employment placement and follow-up for high school students in special education who are making the transition from school to work, independent living, and postsecondary education or training. Program services are appropriate to individual student needs, abilities, and interests.

The WAI program offers students with an Individualized Education Program (IEP) the opportunity to complete their secondary education while also obtaining marketable job skills. WAI provides secondary students with an understanding of job-seeking and job-keeping skills. The employability of students improves through occupational class training and on-the-job subsidized or unsubsidized work experience.

The WAI program seeks employers in the business community who will give students with disabilities a chance to prove themselves in a competitive integrated employment setting. Local program sites successfully coordinate state and local service providers to offer comprehensive services tailored to local economic, social, and geographic needs and abilities.

The WAI program is governed by the following:

California Education Code (EC) sections 56470-56474

The Legislature finds and declares all of the following:

(a) That an essential component of transition services developed and supported by the State Department of Education is project workability.

(b) That the workability program provides instruction and experiences that reinforce core curriculum concepts and skills leading to gainful employment.

(c) That since project workability was established by the State Department of Education in 1981, substantial numbers of individuals with exceptional needs have obtained full- or part-time employment.

(d) That project workability is a true partnership established at the state level through nonfinancial interagency agreements between the State Department of Education, the Department of Employment Development, and the Department of Rehabilitation, and has elevated awareness in the private sector of the employment potential of individuals with exceptional needs, and focuses its efforts in developing careers for these youth, and preventing needless economic and social dependency on state and community agencies and resources.

(e) That local education agencies in California establish linkage between agencies, eliminate duplication of effort, and develop precedent-setting employment training practices which should be preserved and advanced to better assure future productive employable citizens.

(a) The program shall be administered by the State Department of Education.

(b) The department shall establish an advisory committee. This committee will include representatives from local workability projects to ensure ongoing communications.

(c) The Superintendent shall develop criteria for awarding grants, funding, and evaluating workability projects.

(d) Eligible applicants shall include local educational agencies, including school districts, county offices of education, state special schools, and charter schools, and nonpublic, nonsectarian schools, as defined in Section 56034.

(e) Workability project applications shall include, but are not limited to, the following elements:
(1) recruitment, (2) assessment, (3) counseling, (4) preemployment skills training, (5) vocational training, (6) student wages for try-out employment, (7) placement in unsubsidized employment, (8) other assistance with transition to a quality adult life, and (9) utilization of an interdisciplinary advisory committee to enhance project goals.

The population served by workability projects may include secondary students with disabilities, adults with disabilities and other individuals who experience barriers to successful completion of school.

Project workability shall be funded pursuant to Item 6100-161-0001 of Section 2.00 of the annual Budget Act.

The superintendent shall continue to seek additional state and federal funding for project workability.

Mission of WAI

The mission of WAI is to promote the involvement of key stakeholders including students, families, educators, employers and other agencies in planning and implementing an array of services that will culminate in successful student transition to competitive integrated employment (CIE), lifelong learning, and quality of life.

Array of Services

The Array of Services comprise an effective transition system for Middle School (DOC) and High School (DOC) students. A WAI student must be provided curriculum integration of work readiness skills, a career/vocational assessment, and a minimum of one Connecting Activity and one Work-Based Learning Service. The Array of Services link provides a basis for ensuring program consistency.

WAI Funding
WorkAbility I Program (PCA 23011/Resource Code 6520)
Current WAI Site Information

269 local educational agency WAI projects sites are funded statewide.

55 California counties are served by a WAI program.

Coordination with Businesses and Corporations Statewide

Numerous employers statewide have found WAI students to be well prepared for entry-level employment, reliable employees, and assets to their businesses. Consequently, employers and labor unions have built strong, long-term partnerships with local WAI staff.

Last Reviewed: Monday, February 22, 2021

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WorkAbility I: A California Transition Program

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | WorkAbility I Array of Services Definitions The California Department of Education (CDE) completed a two-year study in 1981 that provided substantive information concerning the status of vocational programs for students with disabilities.

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Transition services under IDEA, IEP goals, and resources

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Transition services under IDEA, IEP goals, and resources

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. In fact, IDEA requires it.
Quick-Jump Index
A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood.

Transition planning begins during high school at the latest.

IDEA requires that transition planning start by the time the student reaches age 16.

Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing the student's Individualized Education Program (IEP).

The IEP team (which includes the student and the parents) develops the transition plan.

The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.

In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.

Transition services must be a coordinated set of activities oriented toward producing results.

Transition services are based on the student's needs and must take into account his or her preferences and interests.

Not enough detail? We can fix that! Keep reading...

IDEA's Definition of Transition Services

Any discussion of transition services must begin with its definition in law. IDEA's definition of transition services appears at §300.43. It's rather long but see it in its entirety first, and then we'll discuss it in parts.
§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.

Considering the Definition

A number of key words in the definition above capture important concepts about transition services:

Activities need to be coordinated with each other.

The process focuses on results.

Activities must address the child's academic and functional achievement.

Activities are intended to smooth the young person's movement into the post-school world.

You can also see that the definition mentions the domains of independent and adult living. The community.... employment.... adult services... daily living skills... vocational... postsecondary education. This clearly acknowledges that adulthood involves a wide range of skills areas and activities. It also makes clear 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. We italicised it above because it's very important. Transition activities should not be haphazard or scattershot. Services are to be planned as in sync with one another in order to drive toward a 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)]

Students at the Heart of Planning Their Transition

For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must take into account his or her interests, preferences, needs, and strengths. To make sure of this, the school:

must invite the youth with a disability to attend 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)," and

"must take other steps to ensure that the child's preferences and interests are considered" if the child is not able to attend [§300.321(b)].

As you keep reading below, keep the importance of student involvement in mind, because there are many excellent materials and guides available to help students become involved in their own transition planning...and many good reasons to do so. To connect with that info:

When Must Transition Services Be Included in the IEP?

What's not apparent in IDEA's definition of transition services but nonetheless critical to mention is the timing of transition-related planning and services: When must transition planning begin?

The answer lies in a different provision related to the content of the IEP. From §300.320(b):

(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.

So, the IEP must include transition goals by the time the student is 16. That age frame, though, is not cast in concrete. Note that, in keeping with the individualized nature of the IEP, the IEP team has the authority to begin transition-related considerations earlier in a student's life, if team members (which include the parent and the student with a disability) think it is appropriate, given the student's needs and preferences.

A Closer Look at What to Include in the IEP

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. This is also where the rubber meets the road, so to speak, because what's included in the IEP must:

state the student's postsecondary goals (what he or she hopes to achieve after leaving high school);

be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for achieving the postsecondary goals after high school; and

detail the transition services that the student will receive to support his or her achieving the IEP goals.

Writing goal statements can be a challenging business, because it's not always obvious what needs to be included in a goal statement. Goal-writing is a topic worthy of an entire discussion on its own. To shed light on how to write transition-related goals statements--both postsecondary goals and the corresponding IEP goals--we prepared just such a page.

To connect with info and examples on writing transition goal statements:

The Domains of Adulthood to Consider

The definition of transition services mentions specific domains of adulthood to be addressed during transition planning. To recap, these are:

postsecondary education,

vocational education,

integrated employment (including supported employment),

continuing and adult education,

adult services,

independent living, or

community participation.

These are the areas to be explored by the IEP team to determine what types of transition-related support and services a student with a disability needs. It's easy to see how planning ahead in each of these areas, and developing goal statements and corresponding services for the student, can greatly assist that student in preparing for life after high school.

Need more info about any one or all of these domains?

Try our separate pages on:

Types of Activities to Consider

Remember that IDEA's definition of transition services states that these are a "coordinated set of activities" designed within a results-oriented process? Specific activities are also mentioned, which gives the IEP team insight into the range of activities to be considered in each of the domains above:

Instruction;

Related services;

Community experiences;

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

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

Confused by all these lists? Putting them together, what we have is this: The IEP team must discuss and decide whether the student needs transition services and activities (e.g., instruction, related services, community experiences, etc.) to prepare for the different domains of adulthood (postsecondary education, vocational education, employment, adult services, independent living, etc.) That's a lot of ground to cover!

But it's essential ground, if the student's transition to the adult world is to be facilitated. A spectrum of adult activities is evident here, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.

Resources of More Information

Transition is a huge topic. Its treatment here is necessarily brief, given all that can be said on the subject. Perhaps it would be most useful now to connect you with the "transition experts"-the organizations and centers that focus with great purpose on transition planning for students with disabilities. You'll find those experts identified throughout the transition pages listed below.

Where would you like to go next-employment connections, education/training connections, independent living? Pick your path below!

Transition "Starters" for Everyone
Start with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.

Transition Goals in the IEP
What kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.

Students Get Involved!
Very important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.

Adult Services: What Are They? Where Are They?
Representatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category-other players and groups you may want to involve, too.

Potential Consultants to the Transition Team
In addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?

Education/Training Connections
Learn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.

Employment Connections
What about work? What about preparing for a career? What career? Who can help? Find out here.

Independent Living Connections
Independent living involves so very much--making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for!

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition.

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Esta información en español | This information in Spanish
Current as of July 2021

If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state. Early intervention services can help infants and toddlers with disabilities or delays to learn many key skills and catch up in their development. There's a lot to know about early intervention. We present the "basics" here to get you started.

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What is early intervention?

Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:

physical (reaching, rolling, crawling, and walking);

cognitive (thinking, learning, solving problems);

communication (talking, listening, understanding);

social/emotional (playing, feeling secure and happy); and

self-help (eating, dressing).

Examples of early intervention services | If an infant or toddler has a disability or a developmental delay in one or more of these developmental areas, that child will likely be eligible for early intervention services. Those services will be tailored to meet the child's individual needs and may include:

Assistive technology (devices a child might need)

Audiology or hearing services

Speech and language services

Counseling and training for a family

Medical services

Nursing services

Nutrition services

Occupational therapy

Physical therapy

Psychological services

Services may also be provided to address the needs and priorities of the child's family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development.

Authorized by law | Early intervention is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires it-Part C of IDEA, to be precise. That's why you'll sometimes hear early intervention referred to as Part C.

Who's eligible for early intervention?

Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents' consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth through the third birthday (and sometimes beyond).

For some children, from birth | Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Often this is so for children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born. Even before heading home from the hospital, this child's parents may be given a to their local early intervention office.

For others, because of delays in development | Some children have a relatively routine entry into the world, but may develop more slowly than others, experience set backs, or develop in ways that seem very different from other children. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral.

Parents don't have to wait for a referral to early intervention, however. If you're concerned about your child's development, you may contact your local program directly and ask to have your child evaluated. That evaluation is provided free of charge. If you're not sure how to locate the early intervention program in your community-keep reading. We give that information a bit further down the page.

However a child comes to be referred, evaluated, and determined eligible, early intervention services provide vital support so that children with developmental needs can thrive and grow.

What's a developmental delay?

The term "developmental delay" is an important one in early intervention. Broadly speaking, it means that a child is delayed in some area of development. There are five areas in which development may be affected:

Cognitive development

Physical development, including vision and hearing

Communication development

Social or emotional development

Adaptive development

Developmental milestones | Think of all the baby skills that can fall under any one of those developmental areas! Babies and toddlers have a lot of new skills to learn, so it's always of concern when a child's development seems slow or more difficult than would normally be expected. Our developmental milestones page outlines some of the typical skills that babies and toddlers learn by certain ages. It's a good resource to consult if you're concerned that a child may have a developmental delay.

Definition of "developmental delay" | Part C of IDEA defines the term "developmental delay." But the meaning of the term varies from state to state, because each state defines the term for itself, including:

describing the evaluation and assessment procedures that will be used to measure a child's development in each of the five developmental areas; and

specifying the level of delay in functioning (or other comparable criteria) that constitutes a developmental delay in each of the five developmental areas.

What's your state's definition? | To find out how your state defines the term "developmental delay," you can ask your child's pediatrician or the local health department. Most likely, the definition is also online, so you can also "search" for it, making sure to include the name of your state in the search.

Read more about developmental delay | We also offer a fact sheet on developmental delay that you may find helpful in understanding the developing child, what to do if you're concerned about your own child's development, and where to turn for more information.

If you're concerned about a baby or toddler's development

It's not uncommon for parents and family members to become concerned when their beautiful baby or growing toddler doesn't seem to be developing according to the normal schedule of "baby" milestones.

"He hasn't rolled over yet."

"The little girl next door is already sitting up on her own!"

"She should be saying a few words by now."

Sound familiar? While it's true that children develop differently, at their own pace, and that the range of what's "normal" development is quite broad, it's hard not to worry and wonder.

What to do | If you think that your child is not developing at the same pace or in the same way as most children his or her age, it is often a good idea to talk first to your child's pediatrician. Explain your concerns. Tell the doctor what you have observed with your child. Your child may have a disability or a developmental delay, or he or she may be at risk of having a disability or delay.

You can also get in touch with your community's early intervention program, and ask to have your little one evaluated to see if he or she has a developmental delay or disability. This evaluation is free of charge, won't hurt your child, and looks at his or her basic skills. Based on that evaluation, your child may be eligible for early intervention services, which will be designed to address your child's special needs or delays.

How to get in touch with your community's early intervention program | There are several ways to connect with the EI program in your community. Try any of these suggestions:

Contact the Pediatrics branch in a local hospital and ask where you should call to find out about early intervention services in your area.

Ask your pediatrician for a referral to the local early intervention system.

Visit the ECTA Center's early intervention "contacts" page, at:
http://ectacenter.org/contact/ptccoord.asp

What to say to the early intervention contact person | Explain that you are concerned about your child's development. Say that you think your child may need early intervention services. Explain that you would like to have your child evaluated under Part C of IDEA.

Referral | Write down any information the contact person gives you. You will probably be referred to either your community's early intervention program or to what is known as Child Find. Child Find operates in every state to identify babies and toddlers who need early intervention services because of developmental delays or disability. You can use the Parent's Record-Keeping Worksheet to keep track of this important information. In fact, in general, it's a good idea to write down the names and phone numbers of everyone you talk to as you move through the early intervention process.

The evaluation and assessment process

Service coordinator | Once connected with either Child Find or your community's early intervention program, you'll be assigned a service coordinator who will explain the early intervention process and help you through the next steps in that process. The service coordinator will serve as your single point of contact with the early intervention system.

Screening and/or evaluation| One of the first things that will happen is that your child will be evaluated to see if, indeed, he or she has a developmental delay or disability. (In some states, there may be a preliminary step called to see if there's cause to suspect that a baby or toddler has a disability or developmental delay.) The family's service coordinator will explain what's involved in the screening and/or evaluation and ask for your permission to proceed. You must provide your written consent before screening and/or evaluation may take place.

The evaluation group will be made up of qualified people who have different areas of training and experience. Together, they know about children's speech and language skills, physical abilities, hearing and vision, and other important areas of development. They know how to work with children, even very young ones, to discover if a child has a problem or is developing within normal ranges. Group members may evaluate your child together or individually. As part of the evaluation, the team will observe your child, ask your child to do things, talk to you and your child, and use other methods to gather information. These procedures will help the team find out how your child functions in the five areas of development.

Exceptions for diagnosed physical or mental conditions | It's important to note that an evaluation of your child won't be necessary if he or she is automatically eligible due to a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. Such conditions include but aren't limited to chromosomal abnormalities; genetic or congenital disorders; sensory impairments; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome. Many states have policies that further specify what conditions automatically qualify an infant or toddler for early intervention (e.g., Down syndrome, Fragile X syndrome).

Determining eligibility | The results of the evaluation will be used to determine your child's eligibility for early intervention services. You and a team of professionals will meet and review all of the data, results, and reports. The people on the team will talk with you about whether your child meets the criteria under IDEA and state policy for having a developmental delay, a diagnosed physical or mental condition, or being at risk for having a substantial delay. If so, your child is generally found to be eligible for services.

Initial assessment of the child | With parental consent, indepth assessment must now be conducted to determine your child's unique needs and the early intervention services appropriate to address those needs. Initial assessment will include reviewing the results of the evaluation, personal observation of your child, and identifying his or her needs in each developmental area.

Initial assessment of the family | With approval of the family members involved, assessments of family members are also conducted to identify the resources, concerns, and priorities of the family related to enhancing the development of your child. The family-directed assessment is voluntary on the part of each family member participating in the assessment and is based on information gathered through an assessment tool and also through an interview with those family members who elect to participate.

Who pays for all this? | Under IDEA, evaluations and assessments are provided at no cost to parents. They are funded by state and federal monies.

Writing the IFSP

Having collected a great deal of information about your child and family, it's now possible for the team (including you as parents) to sit down and write anindividualized plan of action for your child and family. This plan is called the Individualized Family Service Plan, or IFSP. It is a very important document, and you, as parents, are important members of the team that develops it. Each state has specific guidelines for the IFSP. Your service coordinator can explain what the IFSP guidelines are in your state.

Guiding principles | The IFSP is a written document that, among other things, outlines the early intervention services that your child and family will receive. One guiding principal of the IFSP is that the family is a child's greatest resource, that a young child's needs are closely tied to the needs of his or her family. The best way to support children and meet their needs is to support and build upon the individual strengths of their family. So, the IFSP is a whole family plan with the parents as major contributors in its development. Involvement of other team members will depend on what the child needs. These other team members could come from several agencies and may include medical people, therapists, child development specialists, social workers, and others.

What info is included in an IFSP? | Your child's IFSP must include the following:

Your child's present physical, cognitive, communication, social/emotional, and adaptive development levels and needs

Family information (with your agreement), including the resources, priorities, and concerns of you, as parents, and other family members closely involved with the child

The major results or outcomes expected to be achieved for your child and family

The specific services your child will be receiving

Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not)

When and where your son or daughter will receive services

The number of days or sessions he or she will receive each service and how long each session will last

Who will pay for the services

The name of the service coordinator overseeing the implementation of the IFSP

The steps to be taken to support your child's transition out of early intervention and into another program when the time comes.

The IFSP may also identify services your family may be interested in, such as financial information or information about raising a child with a disability.

Informed parental consent | The IFSP must be fully explained to you, the parents, and your suggestions must be considered. You must give written consent for each service to be provided. If you do not give your consent in writing, your child will not receive that service.

Reviewing and updating the IFSP | The IFSP is reviewed every six months and is updated at least once a year. This takes into account that children can learn, grow, and change quickly in just a short period of time.

Timeframes for all this

When the early intervention system receives a referral about a child with a suspected disability or developmental delay, a time clock starts running. Within 45 days, the early intervention system must complete the critical steps discussed thus far:

screening (if used in the state),

initial evaluation of the child,

initial assessments of the child and family, and

writing the IFSP (if the child has been found eligible).

That's a tall order, but important, given how quickly children grow and change. When a baby or toddler has developmental issues, they need to be addressed as soon as possible. So-45 days, that's the timeframe from referral to completion of the IFSP for an eligible child.

Who pays for the services?

Whether or not you, as parents, will have to pay for any services for your child depends on the policies of your state. Check with your service coordinator. Your state's system of payments must be available in writing and given to you, so there are no surprises or unexpected bills later.

What's free to families | Under Part C of IDEA, the following services must be provided at no cost to families:

Child Find services;

evaluations and assessments;

the development and review of the IFSP; and

service coordination.

When services are not free | Depending on your state's policies, you may have to pay for certain other services. You may be charged a "sliding-scale" fee, meaning the fees are based on what you earn. Some services may be covered by your health insurance, by Medicaid, or by Indian Health Services. The Part C system may ask for your permission to access your public or private insurance in order to pay for the early intervention services your child receives. In most cases, the early intervention system may not use your health care insurance (private or public) without your express, written consent. If you do not give such consent, the system may not limit or deny you or your child services.

Every effort is made to provide services to all infants and toddlers who need help, regardless of family income. Services cannot be denied to a child just because his or her family is not able to pay for them.

**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 visit another page in the Early Intervention Suite of pages?

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Esta información en español | This information in Spanish Current as of July 2021 If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state.

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Special education services for preschoolers

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Special education services for preschoolers

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A legacy resource from NICHCY
Updated, October 2016
Special education is instruction specifically designed to meet the educational and developmental needs of children with disabilities, or those who are experiencing developmental delays.
Services for preschool children (ages 3 through 5) are provided free of charge through the public school system. These services are available through the same law-the Individuals with Disabilities Education Act-that makes available:

How do children access special education preschool services?

There are several ways that children may begin receiving services. Children who are receiving early intervention services may begin special education preschool services:

upon their transition out of early intervention, typically at age three;

or, at the State's discretion, two-year-olds who will turn three during the school year may receive special education preschool services.

Still other children are first identified and found eligible between the ages of two and five, and thus, may begin receiving services as preschoolers.

One of the more common ways that very young children become identified as needing special services lies in the process of attending regular well-baby and child check-ups with a pediatrician. Often a referral to a Developmental Pediatrician or other specialist is made if there's a question or concern about a child's development. This can, in turn, lead to comprehensive evaluations to fully determine if a child has a significant delay or disability and as a result needs specialized help.

Another way for very young children to become identified is through the local Child Find office. In keeping with IDEA, each State must have comprehensive systems of child find in order to identify, locate, and evaluate children with disabilities residing in the State and who are in need of special education and related services. Before children are old enough to attend public school, however, it's not uncommon for a babysitter, a daycare provider, or preschool staff to express concern to a child's parents about a possible developmental or learning delay. They may suggest that the parents contact the appropriate agency to have the child screened and/or evaluated to determine if there is an underlying problem or delay that might need to be addressed. Such screenings cover a range of skill areas-vision and hearing, gross and fine motor skills, speech and language use, social and emotional behavior, and more.

Parents don't have to wait until someone suggests that their child be screened, though. If you are concerned about your child's development, you can contact the local child find office (through your local school system) and arrange to have your child screened. Such screenings are free of charge to parents. They are considered part of the State's responsibility toward the well-being of its resident children.

How can you get connected?

In addition to the assistance that can come when a child is receiving special education services to address a disability or developmental delay, there are also several other resources that can be very helpful to families, childcare providers, and educators. These include:

Support groups (such as Parent-to-Parent) for families of children with disabilities;

Parent training and information (PTI) centers and community parent resource centers (CPRCs) in every state;

Groups concerned with a specific disability, such as United Cerebral Palsy (UCP), the Autism Society of America (ASA), or the Arc;

Division for Early Childhood (DEC) through the Council for Exceptional Children
www.dec-sped.org

National Association for the Education of Young Children (NAEYC)
www.naeyc.org

Early Childhood Technical Assistance Center (ECTA Center)
http://ectacenter.org/

For more information related to moving from early intervention to preschool services, please see Transition to Preschool on our site.

For more on the process and steps involved in special education services, you may want to begin with the 10 Basic Steps in Special Education, then explore the other sections under Children 3-21.

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Special Education Services for Preschoolers with Disabilities

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A legacy resource from NICHCY Updated, October 2016 Special education is instruction specifically designed to meet the educational and developmental needs of children with disabilities, or those who are experiencing developmental delays. Services for preschool children (ages 3 through 5) are provided free of charge through the public school system.

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Disability Fact Sheet 19 (FS19)
Links updated, April 2017

En español | In Spanish
See fact sheets on other disabilities

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Mario's Story

Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving everyone crazy. At school, he couldn't stay in his seat or keep quiet. At home, he didn't finish his homework or his chores. He did scary things, too, like climb out of his window onto the roof and run across the street without looking.

Things are much better now. Mario was tested by a trained professional to find out what he does well and what gives him trouble. His parents and teachers came up with ways to help him at school. Mario has trouble sitting still, so now he does some of his work standing up. He's also the student who tidies up the room and washes the chalkboard. His teachers break down his lessons into several parts. Then they have him do each part one at a time. This helps Mario keep his attention on his work.

At home, things have changed, too. Now his parents know why he's so active. They are careful to praise him when he does something well. They even have a reward program to encourage good behavior. He earns "good job points" that they post on a wall chart. After earning 10 points he gets to choose something fun he'd like to do. Having a child with AD/HD is still a challenge, but things are looking better.

What is AD/HD?

Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.

Doctors do not know just what causes AD/HD. However, researchers who study the brain are coming closer to understanding what may cause AD/HD. They believe that some people with AD/HD do not have enough of certain chemicals (called neurotransmitters) in their brain. These chemicals help the brain control behavior.

Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.

How Common is AD/HD?

As many as 5 out of every 100 children in school may have AD/HD. Boys are three times more likely than girls to have AD/HD.

What Are the Signs of AD/HD?

There are three main signs, or symptoms, of AD/HD. These are:

problems with paying attention,

being very active (called hyperactivity), and

acting before thinking (called impulsivity).

More information about these symptoms is listed in a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000). Based on these symptoms, three types of AD/HD have been found:

inattentive type, where the person can't seem to get focuesd or stay focused on a task or activity;

hyperactive-impulsive type, where the person is very active and often acts without thinking; and

combined type, where the person is inattentive, impulsive, and too active

Inattentive type. Many children with AD/HD have problems paying attention. Children with the inattentive type of AD/HD often:

do not pay close attention to details;

can't stay focused on play or school work;

don't follow through on instructions or finish school work or chores

can't seem to organize tasks and activities;

get distracted easily; and

lose things such as toys, school work, and books. (APA, 2000, pp.85-86)

Hyperactive-impulsive type. Being too active is probably the most visible sign of AD/HD. The hyperactive child is "always on the go." (As he or she gets older, the level of activity may go down.) These children also act before thinking (called impulsivity). For example, they may run across the road without looking or climb to the top of very tall trees. They may be surprised to find themselves in a dangerous situation. They may have no idea of how to get out of the situation.

Hyperactivity and impulsivity tend to go together. Children with the hyperactive-impulsive type of AD/HD often may:

figet and squirm;

get out of their chairs when they're not supposed to;

run around or climb constantly;

have trouble playing quietly;

talk too much;

blurt out answers before questions have been completed;

have trouble waiting their turn;

interrupt others when they're talking; and

butt in on the games others are playing. (APA, 2000, p. 86)

Combined type. Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses.

Of course, from time to time, all children are inattentive, impulsive, and too active. With children who have AD/HD, these behaviors are the rule, not the exception.

These behaviors can cause a child to have real problems at home, at school, and with friends. As a result, many children with AD/HD will feel anxious, unsure of themselves, and depressed. These feelings are not symptoms of AD/HD. They come from having problems again and again at home and in school.

How Do You Know if a Child Has AD/HD?

When a child shows signs of AD/HD, he or she needs to be evaluated by a trained professional. This person may work for the school system or may be a professional in private practice. A complete evaluation is the only way to know for sure if the child has AD/HD. It is also important to:

rule out other reasons for the child's behavior, and

find out if the child has other disabilities along with AD/HD

What About Treatment?

There is no quick treatment for AD/HD. However, the symptoms of AD/HD can be managed. It's important that the child's family and teachers:

find out more about AD/HD;

learn how to help the child manage his or her behavior;

create an educational program that fits the child's individual needs;

and provide medication, if parents and the doctor feel that this would help the child.

What About School?

School can be hard for children with AD/HD. Success in school often means being able to pay attention and control behavior and impulse. These are the areas where children with AD/HD have trouble.

There are many ways the school can help students with AD/HD. Some students may be eligible to receive special education services under the Individuals with Disabilities Education Act (IDEA). AD/HD is specifically mentioned under IDEA's disability category of "Other Health Impairment" (OHI). We've included the IDEA's definition of OHI below and provide information on OHI in a separate fact sheet.

Despite the fact that AD/HD is specifically mentioned in IDEA's definition of OHI, some students with AD/HD may not be found eligible for services under IDEA. The AD/HD must affect educational performance. (To learn more about the eligibility process under IDEA, read Evaluating Children for Disability, looking specifically for the section on determining eligibility and what to do if you don't agree with the determination.) If a student is found not eligible for services under IDEA, he or she may be eligible for services under a different law, Section 504 of the Rehabilitation Act of 1973.

Regardless of the eligibility determination (yes or no), the school and the child's parents need to meet and talk about what special help the student needs. Most students with AD/HD are helped by supports or changes in the classroom (called adaptations). Some common changes that help students with AD/HD are listed under "Tips for Teachers" below. Much additional info is available from the organizations listed under "Additional Resources" at the end of this fact sheet.
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IDEA's Definition of "Other Health Impairment"
Many students with ADHD may qualify for special education services under the "Other Health Impairment" category within the Individuals with Disabilities Education Act (IDEA). IDEA defines "other health impairment" as...
...having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-

(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(b) adversely affects a child's educational performance. [34 Code of Federal Regulations §300.8(c)(10)]

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Tips for Parents

Learn about AD/HD. The more you know, the more you can help yourself and your child. The organizations listed under "Additional Information" (at the end of this fact sheet) can help you learn more about the disability.

Praise your child when he or she does well. Build your child's abilities. Talk about and encourage his or her strengths and talents.

Be clear, be consistent, be positive. Set clear rules for your child. Tell your child what he or she should do, not just what he shouldn't do. Be clear about what will happen if your child does not follow the rules. Have a reward program for good behavior. Praise your child when he or she shows the behaviors you like.

Learn about strategies for managing your child's behavior. These include valuable techniques such as: charting, having a reward program, ignoring behaviors, natural consequences, logical consequences, and time-out. Using these strategies will lead to more positive behaviors and cut down on problem behaviors. You can read about these techniques in many books. See "Resources" at the end of this publication.

Talk with your doctor about whether medication will help your child.

Pay attention to your child's mental health (and your own!). Be open to counseling. It can help you deal with the challenges of raising a child with AD/HD. It can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have AD/HD. Parents can share practical advice and emotional support. Call your state's Parent Center to find out how to find parent groups near you.

Meet with the school and develop an educational plan to address your child's needs. Both you and your child's teachers should get a written copy of this plan.

Keep in touch with your child's teacher. Tell the teacher how your child is doing at home. Ask how your child is doing in school. Offer support.

Tips for Teachers

Learn more about AD/HD. The resources and organizations listed under "Additional Information" (at the end of this fact sheet) can help you identify specific techniques and strategies to support the student educationally. We've listed some strategies below.

Figure out what specific things are hard for the student. For example, one student with AD/HD may have trouble starting a task, while another may have trouble ending one task and starting the next. Each student needs different help.

Post rules, schedules, and assignments. Clear rules and routines will help a student with AD/HD. Have set times for specific tasks. Call attention to changes in the schedule.

Show the student how to use an assignment book and a daily schedule. Also teach study skills and learning strategies, and reinforce these regularly.

Help the student channel his or her physical activity (e.g., let the student do some work standing up or at the board). Provide regularly scheduled breaks.

Make sure directions are given step by step, and that the student is following the directions. Give directions both verbally and in writing. Many students with AD/HD also benefit from doing the steps as separate tasks.

Let the student do work on a computer.

Work together with the student's parents to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at home and at school.

Have high expectations for the student, but be willing to try new ways of doing things. Be patient. Maximize the student's chances for success.

Additional Resources

CHADD | Children and Adults with Attention-Deficit/Hyperactivity Disorder
Find loads of info on ADD and AD/HD. Find a local chapter of CHADD.
301.306.7070 | Info available in English and in Spanish.
http://www.chadd.org

National Resource Center on AD/HD
A service of CHADD.
1.800.233.4050 | Info available in English and in Spanish.
http://www.chadd.org/NRC.aspx

Attention Deficit Disorder Association
1.800.939.1019 | info@add.org
https://add.org/
For Parents
Attention Deficit Hyperactivity Disorder.
From the National Institute of Mental Health (NIMH), this extensive resource pages defines AD/HD; describes its signs, symptoms, and risk factors; discusses treatment and therapies; and connects you with multimedia and federal resources.
https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

HealthyChildren.org on ADHD.
Scads of materials on ADHD in English and Spanish from this service of the American Academy of Pediatrics, including the article Understanding ADHD: Information for Parents.
https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/default.aspx

Information from the CDC.
https://www.cdc.gov/ncbddd/adhd/facts.html

If your child is having trouble at school, where do you start?
The resources listed on this page from CHADD will provide parents with a good background in the services and/or accommodations that may be available to their child. Every public school should also provide parents with information about local procedures and policies governing ADHD and support available through the school.
http://www.chadd.org/advocacy/education.aspx
For Schools
Teachers Guide to ADHD in the Classroom.
This guide focuses on what educators need to know about teaching kids with ADHD: how it affects children in the classroom - girls as well as boys - and how teachers can help kids with the disorder succeed in school.
https://childmind.org/guide/a-teachers-guide-to-adhd-in-the-classroom/

Teaching Children with ADHD: Instructional Strategies and Practices.
From the U.S. Department of Education.
https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg2.html

Teaching Students with ADHD: A Help Guide.
https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm

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Disability Fact Sheet 19 (FS19) Links updated, April 2017 En español | In Spanish See fact sheets on other disabilities __________________________________________________________ Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving everyone crazy. At school, he couldn't stay in his seat or keep quiet.

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Educational Rights for Children with Attention-Deficit Hyperactivity Disorder (ADHD)

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Educational Rights for Children with Attention-Deficit Hyperactivity Disorder (ADHD)

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Video explaining what ADHD is and what causes it

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Video explaining what ADHD is and what causes it

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ADD/ADHD | What Is Attention Deficit Hyperactivity Disorder?

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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Parent resources for children ages birth-5

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Parent resources for children ages birth-5

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Parent Resources | United States | First 5 Tulare County

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First 5 Tulare County resources for parents

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Link to another Padlet all about Mental Health

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Link to another Padlet all about Mental Health

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Celebrate a loved one with Down syndrome on March 21st!

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Down syndrome (or Trisomy 21) is a naturally occurring chromosomal arrangement that has always been a part of the human condition.

The best people to answer many questions about Down syndrome are people with Down syndrome, so over to them...

WHAT IS DOWN SYNDROME?

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We want to support everyone to make the most of World Down Syndrome Day. The team at Down Syndrome International have kindly produced resources to give you

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Great for sharing with students, teachers, schools!

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Providing speech therapy, ABA, and OT in Fresno & Visalia

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ABA, Speech Therapy, & OT | The Talk Team | Fresno & Visalia

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The Talk Team | Speech Therapy, ABA Therapy, and OT emphasizing play in a fun and encouraging environment.

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Tulare County behavioral health resources

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Tulare County behavioral health resources

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Behavioral Health | Health & Human Services Agency

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24-Hour Crisis and Access LinesMental Health Services Access and Crisis Line: 1-800-320-1616Suicide & Crisis Lifeline: 988

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Children's mental health is without a doubt the most important aspect of any child's social and cognitive development.

Children need to have a good mental health status if they are going to live up to their full potential and truly live a life that is filled with positive experiences and the willingness to do what is best for themselves and the people around them.

There are a myriad of factors that can impact a child's mental health status, both positively and negatively. Providing children with an environment that demonstrates love, compassion, trust, and understanding will greatly impact a child so that they can build on these stepping stones to have a productive lifestyle. Many children do not receive that type of lifestyle though. Some children have to deal with a childhood that is filled with angst, resentment, hatred, distrust, and constant negativity. They have a difficult time coping with their emotions. These children will usually make excellent candidates for mental health programs. It is a difficult process for any person, let alone a child, to overcome such adversity but being proactive and doing all that you can for the child will at least help their mental health in some positive fashion.

Some children may also be born with mental health issues. These issues are a product of nature rather than nurture so the child may have a more difficult time dealing with his or her emotional state. Many children just naturally feel depressed or have anxiety issues. When these issues are not dealt with in the proper fashion, the children tend to have lower self-esteem and they struggle in the educational environment.

Children with mental health issues will have a difficult time acclimating to different situations. Studies have shown that these children, if left untreated by a mental health professional, will likely to grow up and repeat these same behaviors with their children. These children tend to have a lower self-worth, negative feelings, perform poorly in school, and later become involved in unhealthy lifestyle decisions. However, when these children are properly treated they can learn how to live a more promising life. They can overcome many of the issues that affect them without their consent. These children can live happy and productive lives that are filled with love, harmony, and a great mental health status.

the latest pages

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Children need to have a good mental health status if they are going to live up to their full potential and truly live a life that is filled with positive experiences and the willingness to do what is best for themselves and the people around them.

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CADRE: The Center for Appropriate Dispute Resolution in Special Education

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CADRE: The Center for Appropriate Dispute Resolution in Special Education

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CADRE (The Center for Appropriate Dispute Resolution in Special Education) | CADRE

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We are excited to announce that registration is now open for the third Professional Development Opportunity for IDEA Hearing Officers on February 6-7, 2024. CADRE, in partnership with the Pennsylvania Office for Dispute Resolution and Oklahoma SERC look forward to hosting this event.

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Matrix Parent Network & Resource Center is a 501(c)(3) non-profit organization. Matrix does not recommend or endorse any treatment, philosophy, or program; nor do we lobby or campaign. We encourage you to obtain information from a variety of sources before considering any course of action.

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Hilarious and heartwarming stories that will empower you to make space for the other and discover the extraordinary, welcoming heart of God.

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Scoot Over and Make Some Room: Creating a Space Where Everyone Belongs

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Scoot Over and Make Some Room: Creating a Space Where Everyone Belongs [Avis, Heather, Shauna Niequist] on Amazon.com. *FREE* shipping on qualifying offers. Scoot Over and Make Some Room: Creating a Space Where Everyone Belongs