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Definitions of "abnormal" and "subnormal" in Special Needs discourse are based on an old-fashioned concept in Engineering that not only never applied to humans, but today no longer applies Engineering either.  Teachers in general classrooms struggle to manage students who have not qualified for special education programs while students who don't need them are forced to attend segregated schools (Audette & Algozzine, 1997).

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Alix and Lulu examine the surprising effect our expectations can have on the people around us. Plus, the story of a blind man who says expectations have helped him see. Yes, see.

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Studies comparing segregated special schools favor Inclusive settings for both social skills and communication skills development. There have not been conclusive studies supporting special schools as academically more productive than inclusive programs. Poor social and communication skills are correlated with ongoing isolation, exclusion, and bullying (McLaughlin, 2012; Sailor, 2002).

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Autism & Acceptance as Explained by an Autistic 10-year-old: "My Story" by Alex Bittner

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An autism awareness video animated by a 10-year-old, and a message of individuality and acceptance. He describes his strengths, his experience with autism, and also some of his struggles. He even explains a bit about sensory issues and stimming. This video can be a helpful tool to explain autism to children, especially in a classroom setting.

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A document representing worldwide consensus on the future of special needs education states:

"The guiding principle that informs this Framework is that: Schools should accommodate all children regardless of their physical, intellectual, social and emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups." (UNESCO, 1994)

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There are two measured outcomes for Inclusive Education.  In one outcome, there is no impact of inclusive classrooms.  In the second, all students benefit from inclusive classrooms.  The difference between those attaining either a neutral or positive result is the understanding of what is meant by "inclusive education" held by each.  Where inclusive education is defined by physical placement of students with educational needs in general education classrooms, there was no impact on learning positive or negative.  Where Inclusive education is defined as the creating of inclusive communities meeting the social and academic needs of all pupils, there is a positive impact on learning equivalent to increasing educational expenditure or reducing class size (Hattie, 2009; Szumski et al, 2017; Nilholm & Goranson, 2017).

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Students with special educational needs (SEN) are vulnerable to social exclusion, even where efforts have been made to include them in a mainstream classroom. The chart shows SEN received 1/3 fewer reciprocal friend nominations than peers in a study on friendship networks (Henke et al, 2017).

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Research suggests that students who are socially identified as "normal" but having "medical conditions" are no more likely than their peers to be bullied. However, as many as 91% of students identified as "different" because of diagnosed conditions such as learning or speech difficulties, autism, ADHD, physical disabilities and impairments, or social, behavioural and emotional disorders experience bullying that tends to get worse as students age. (McLaughlin, 2012).

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Research supports the understanding that peer acceptance is a protective factor, while peer rejection increases the likelihood of becoming a victim of bullying.  Being victimized itself turns the victim into a target, a stigma that leads to further rejection and bullying.  Those responsible for managing social environments in school and out have a tendency to blame the victims for characteristics that "cause" their victimization, and tend to react by isolating them from others. (McLaughlin, 2011; Equality and Human Rights Commission, 2011)

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Bullying cultures are a byproduct of cultures that routinely abandon and exclude vulnerable members.  Undiscussable topics are those that create such anxiety, that the individual seeking to broach the subject is stigmatized by doing so.  Common undiscussable topics include Teachers, Coaches and Administrators who bully, Parents who bully, the quiet support of bullying by teachers and administration who become passive bystanders to bullying, and prejudice based neglect of other-ed victims (Twemlow & Sacco, 2008).

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Key insights from all educational theory are still applicable in the inclusive classroom.  Evidence based psychological theories, ecological considerations, behaviourist methods, motivational strategies, and pedagogical approaches are all not only relevant, but all the more essential in the inclusive classroom (Mitchell, 2014).

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Inclusion Working in 2015 - Primary School, Hertfordshire

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A film made by World of Inclusion to demonstrate that inclusive education of disabled children is possible in 2015 in schools with the right policies and attitudes.

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Research in School Belonging found that Parents and Teachers are more influential than peers in fostering school belonging (Allen et al, 2016). Teacher treatment of SEN influences the way other students treat them far more than peers (Henke et al, 2017; Hyde 2014).

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Parents have knowledge and experience that become capital to draw upon in the classroom, and an effective partner relationship will both promote and secure cooperation, anticipation of difficulties, and successful resolution of problems as they arise.

Being the parent of a child with educational needs brings unique challenges to a household, and no two families will adjust in the same way.  There are cultural, emotional, and even logistical challenges that are unique to this situation.  Parents will require support in the form of active listening, as well as transparent communication to support them in trusting an inclusive community, and being willing to recognize the value in addressing their child's specific learning needs.

There are 5 levels of parent involvement:

1. Being informed

2. taking part in activities

3. dialogue or exchange of views

4. taking part in decision-making

5. having responsibility to act

(p.81)

Guidelines:

Be sensitive to cultural background of parents who may seek to avoid diagnosis and intervention approaches.

Empower and encourage parents to attend meetings and participate.

Qualities of love, sensitivity and respect are important.

Keep in mind parents themselves may have special needs, and have contacts in place for referring parents in need.

(Mitchell, 2014).

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TEACHERS at Oak Park Primary School flop into staffroom chairs to hear an expert tell them how to help children with disabilities, including learning disabilities such as dyslexia.

It's only the second week of term, and 35 degrees outside, so most look worn out after a busy day. But as Dr Kerry Woods of Melbourne University explains a new online program to improve individual learning plans for students, the teachers in this northern suburbs school perk up and pay attention.

One teacher admits she could use help to deal with the children in her classes with extra needs. More importantly, she would like some strategies to try once they have been identified.

For Dr Woods this is a pleasing moment. She is part of a team, led by Professor Patrick Griffin, that has been trialling the Abilities Based Learning and Education Support (ABLES) research project in 250 Victorian schools for more than five years. This year the program is being rolled out in all state schools.

The project began about eight years ago when researchers in the Assessment Research Centre of the Melbourne Graduate School of Education decided the best way to help children with disabilities was to provide teachers with better materials and advice to create individual learning plans.

An online program was developed that allows teachers to record observations about children and place them on a developmental path.

"It helps a teacher recognise what they are seeing from the child's behaviour. It points them to what the child can do and is ready to do next," says Dr Woods. "We are taking the knowledge special education teachers have when they look at these kids and giving it to other teachers."

Dyslexia expert Karen Starkiss, who trains teachers to identify and assist children, welcomes moves to improve teacher knowledge. But she shares the view of many parent lobby groups that parents also need help to fund a diagnosis, which can cost about $1000.

Dr Woods says the university wanted to provide practical help, but had to be aware of funding constraints. "The focus is on planning for instruction . . . how to engage the child and help them to move forward," she says.

"We don't think labelling conditions or talking about what the child can't do is useful. There is a role for a diagnosis in a medical form, but in the classroom, and for the teacher without training in that area, it is not always a helpful way to think."

Parent disability support groups may not see this as the top priority, but the research found teachers who tested the program found it useful.

The principal of Meadow Heights Primary School in the northern suburbs, Kevin Pope, says his staff have used ABLES for four years and welcome its detailed strategies.

For example, he says, it shows how to help a child who cannot communicate to say yes using hand movements. It shows how to help a child with Asperger's syndrome who cannot read to learn to do so through the use of pictures.

Mr Pope's school has about 120 of 600 students with some additional needs. "ABLES reminds us they don't have a disability, only ability," he says.

From the Education Department's perspective the program is a winner because schools can use it at no cost. The research was funded by the department.

To ensure teachers know how to use the program, some school regions are running workshops. Professional development materials are also being developed.

A teacher is likely to use the online tool for only a few students in each class. The four online assessments, which take about five minutes each, help build an individual learning plan.

ABLES is not the only new initiative. Melbourne University researcher John Munro has developed extensive resources for teachers to help children with learning disabilities and dyslexia. These were placed on the department's website late last year. The problem is that few teachers or parents know about them.

As the university's associate professor of exceptional learning, Professor Munro has worked with many schools to improve students' literacy and says more professional development for teachers is needed.

Education Minister Martin Dixon was first briefed about the department's work on ABLES in late 2010. As the former principal of three primary schools, he says he was impressed. "I thought, 'This is good, this is different'. It's useful for teachers to know as a starting point. Any work and resources that go into that child from then on are far more directed."

He also welcomes Professor Munro's online resources. "Part of the problem is that teachers aren't aware of the resources, and if they are, they don't know how to use them."

This may change, he says, when student support staff - including educational psychologists and speech pathologists - move back into schools from July 1. Such specialists need to be based in schools, he says, so that they build relationships with teachers and students, and to reduce the waiting time for a diagnosis.

In this time of education funding cuts, he says, their numbers will not increase but more money will be provided for professional development.

Many children with learning disabilities end up in alternative education programs. Mr Dixon says the government is working on a more flexible system in which the funding will be attached to a child rather than to a program, and this will be implemented by midyear.

Mr Dixon says he is a fan of programs such as Hands On Learning, which offers at-risk high school students a building and support program in schools, but he believes each principal should decide if they want to use their budget to provide it. "We trust schools to make the best decisions."

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TEACHERS at Oak Park Primary School flop into staffroom chairs to hear an expert tell them how to help children with disabilities, including learning disabilities such as dyslexia. It's only the second week of term, and 35 degrees outside, so most look worn out after a busy day.

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This is a condition that results from frequent failure. We know as teachers that failure is context dependent. Students with Educational Needs are especially vulnerable to learned helplessness because they are likely to be treated as helpless from an early age, depending on their community. Ensuring that activities are developmentally appropriate and scaffolded in the learners ZPD will improve their motivation.
(Hyde, 2014)

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"We must let go of having learners acquire our meanings and have faith in the processes of individuals' construction of their own and shared meaning" -John Hattie

Teaching and expecting learners to work as groups.

Teachers determine when appropriate to use group activities, develop appropriate group tasks, teach group process skills and facilitate problem-solving as groups cohere.

Group Features underlying successful groups are interdependence, individual accountability, cooperation, and evaluation by group members.

(Mitchell, 2014)

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The Victorian Government's commitment to establish Victoria as the Education State where every Victorian has an equal right to the knowledge and skills to shape their lives is being realised. Part of this work is to promote inclusive practices in schools so they can better support all children and young people, including those with disabilities and additional needs.

The Special Needs Plan is part of this vision because every child deserves a great education to reach their full potential. A fair and inclusive system will enable every child and young person to learn in a safe, positive and supportive environment in the setting best suited to their needs.

For information on how the Department is supporting students with disabilities and additional needs, see: Inclusive education for all students with disabilities and additional needs

The nine initiatives under the Special Needs Plan have now been delivered:

The Victorian Government has announced its response to the recommendations from the Review of the Program for Students with Disabilities (the Review), along with the publication of the Review's report. The response to the Review outlines how the Victorian Government will build on its commitment to inclusive education as part of the Education State, by spreading excellence in inclusive practices across Victorian schools and giving every student the best chance to succeed.

For more information on the Review and the Government's response, see: Inclusive education for all students with disabilities and additional needs

The Victorian Education Excellence Awards is an employee recognition program that demonstrates excellence in Victorian government schools and showcases the outstanding contributions made by teachers, principals, business managers and education support staff every day.

As part of the Special Needs Plan, in 2015 the Victorian Government introduced a new award category, Outstanding Inclusive Education. The award is an opportunity for government school teachers and support staff to tell us how you and your team have demonstrated outstanding ability in improving the achievement, engagement and wellbeing of students with disabilities and additional needs.

For more information about the awards, see: Victorian Education Excellence Awards

​The Department has appointed a Principal Practice Leader (Education), reporting to the Senior Practitioner, to work exclusively with the Department and schools to improve the management of challenging behaviours in government schools and to provide advice and foster best practice for supporting children with behaviours of concern.

For more information about the Principal Practice Leader, see: Principal Practice Leader (Education).

In 2016 the Government announced an additional $10 million investment into the Inclusive Schools Fund (the Fund), bringing the total investment to $20 million over the next four years. The Fund was established to help government schools better support the social and educational needs of children with a disability.

Guidelines for the Fund have been updated for round two and outline the types of projects that could be funded at existing schools, to make schools more inclusive for all students.

For more information about the Inclusive Schools Fund, see: Inclusive Schools Fund.

A highly-effective and unique curriculum, assessment and reporting program that helps teachers personalise learning programs for students who have a disability, is being expanded across Victoria.

For more information, see: Abilities Based Learning and Education Support​​.

The government is committed to supporting all teachers in Victoria to engage in professional learning activities to improve the quality of teaching in every classroom for students with disabilities.

To achieve this, teachers will be required to engage in relevant professional learning activities in preparation for renewal of registration with the Victorian Institute of Teaching in September 2016 and in each year after that. The next generation of teachers will also be prepared to teach in inclusive education settings by completing training on teaching students with disabilities as part of their tertiary studies.

These new requirements apply to all Victorian teachers in government, Catholic and independent schools and early childhood settings.

For more information see Building teacher capability for inclusive education.

Planning and building inclusive new schools

The Victorian Government has committed that all newly built government schools and schools undertaking significant building projects, will accommodate the needs of students with disabilities and additional needs.

The new Guidelines and updated Handbook are both informed by the approach to inclusive design being delivered through the New Schools Public Private Partnership Project. The Guidelines and Handbook combined will ensure that all schools are planned, built and modernised to be inclusive in the future.

For more information, see: Planning and building inclusive new schools.

For more information on the partnership see New schools public private partnership project.

To view the new School Provision Planning Guidelines for Students with Disabilities and the updated Building Quality Standards Handbook see: Inclusive new schools.

Early years screening to give every child the best start

The Government committed to strengthening early years screening for learning difficulties, to support teachers to meet the learning needs of all students and provide inclusive education.

Each year, teachers in government primary schools are required to assess every Prep child's literacy abilities using the English Online Interview assessment tool. The Victorian Government commissioned the University of Melbourne and Australian Council for Educational Research (ACER) to review the tool. The review identified areas for improvement to reflect the latest research on child development, including how oral language development can indicate future learning difficulties. As a result, the speaking and listening components of the English Online Interview are now being enhanced, and supporting resources are being developed to provide information for teachers on additional assessment options and further steps in the screening process to recognise learning difficulties, such as dyslexia.

The enhanced English Online Interview was made available for Insight pilot schools to review through the Insight Online Assessment Platform in 2016. All schools now have access to the tools.

For more information, see: Early Years Screening.

Improving the process for school dispute resolution

Expanding support for complaints resolution at the school and regional level will ensure Victorian government schools remain at the forefront of parent engagement and inclusive communities. As part of the Special Needs Plan, an investigation into a Schools Commissioner has led to the introduction of a new Responsive School Complaints Framework, and an Independent Office for School Dispute Resolution (the Independent Office) being established.

The Independent Office will receive complex complaints that have not been resolved at a school or Department level. The Office will add new independence, expertise and timeliness to safeguard a fair system for all.

For more information on the Independent Office, see: Independent Office for School Dispute Resolution.

The vast majority of complaints will continue to be successfully resolved by schools, regional offices and the central office, which are receiving additional support for complaints resolution. To lodge a complaint, see: Complaints.

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The Victorian Government's commitment to establish Victoria as the Education State where every Victorian has an equal right to the knowledge and skills to shape their lives is being realised. Part of this work is to promote inclusive practices in schools so they can better support all children and young people, including those with disabilities and additional needs.

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Additional research and resources include:

Australian Bureau of Statistics (2012). Survey of Disability, Ageing and Carers, (cat. No. 4330.0).

Australian Government (1992). Disability Discrimination Act 1992.

Australian Government (2005). Disability Standards for Education 2005.

Australian Government (2013). National Disability Insurance Scheme (Supports for Participants) Rules.

Australian Government (2010). Report on the Review of Disability Standards for Education 2005, Department of Education, Employment and Workplace Relations.

Australian Government (2015). Submission of the Australian Government Day of General Discussion on the Right to Education for Persons with Disabilities, Palais des Nations, Geneva, Switzerland.

Australian Institute for Teaching and School Leadership (2015). Australian Professional Standards for Teachers, retrieved from <www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list>.

Autism New Zealand n.d, About Autism.

Booth, T and Ainscow, M. (2000, 2002, 2011). The index for inclusion: developing learning and participation in schools, Centre for Studies on Inclusive Education, Bristol

CCS Disability Action New Zealand. (2015). Submission to the Committee on the Rights of Persons with Disabilities for the Day of General Discussion on the right to education for persons with disabilities. Palais des Nations, Geneva, Switzerland.

Children with Disability Australia (CDA). (2015). Committee on the Rights of Persons with Disabilities Day of General Discussion on the right to education for persons with disabilities CDA Submission. Palais des Nations, Geneva, Switzerland.

Claridge, I., Spinks, J., & Spinks, M. (2010). Responding to community diversity: Inclusive practices across the Victorian government school system, and supporting children and young people with additional learning needs. Department of Education and Early Childhood Development, Victoria.

Cleland, G. & Smith, A. (2010). Journey to work: Creating pathways for young disabled people in New Zealand. Discussion document prepared for CCS Disability Action and Workbridge New Zealand.

Committee on the Rights of Persons with Disabilities. (2015). Information note: right to education: UN disability rights committee holds day of general discussion. Palais des Nations, Geneva, Switzerland.

Collins, M. K. (1984). Integration in Victorian education: report of the Ministerial Review of Educational Services for the Disabled, Melbourne, Education Department of Victoria.

Cullen, R. & Brown, N. (1992). Integration and special education in Victorian schools: a Program Effectiveness Review, Melbourne, Education Department of Victoria.

Department of Education and Early Childhood Development (2012). Strength-Based Approach. Victoria.

Department of Education and Training (November 2014). Special Needs Plan, Victoria.

Department of Education and Training (2015). Framework for Improving Student Outcomes. Victoria.

Education Review Office (2012). Including students with high needs: school questionnaire responses (2), New Zealand Government.

Education Review Office (2013). Including students with high needs-primary schools, New Zealand Government.

Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: personnel and peers, in R. Rose (Ed.), Confronting obstacles to inclusion: international responses to developing inclusive schools, pp. 247-263, Routledge, UK.

Graham, L. & Slee, R. (2008). An Illusory Interiority: Interrogating the discourse/s of inclusion. Educational Philosophy and Theory, 40(2), pp. 277-293.

Grant, J. & Cadell, S. (2009). Power, Pathological Worldviews, and the Strengths Perspective in Social Work. Families in Society: The Journal of Contemporary Social Services, 90(4), pp.425-430.

Griffin, P., Murray, L., Care, E., Thomas, A., & Perri, P. (2010). Developmental assessment: lifting literacy through professional learning teams, Assessment in Education: Principles, Policy & Practice, 17(4), pp. 383-397.

Hattie, J. (2003). Teachers make a difference: what is the research evidence? Paper presented at the Australian Council for Educational Research annual conference on Building Teacher Quality, Melbourne.

Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement, Routledge, UK.

Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education. Educational Review, 63(1), 37-52.

Learning Difficulties Australia, Response to Intervention

Network of Disabled Persons Organisations and disability NGO organisations New Zealand. (2015). Submission to the Committee on the Rights of Persons with Disabilities Day of General Discussion on the right to education for persons with disabilities. Palais des Nations, Geneva, Switzerland.

O'Connor, M., Howell-Meurs, S., Kvalsvig, A., & Goldfeld, S. (2014). Understanding the impact of special health care needs on early school functioning: A conceptual model. Child: Care, Health and Development, 41 (1), 15-22.

Ofsted (2006). Inclusion: Does it matter where pupils are taught? England.

Powell, D. (2012). A review of inclusive education in New Zealand. Electronic Journal for Inclusive Education, 2(10).

Productivity Commission (2012). School workforce, research report. Australian Government.

Productivity Commission (2015). Report on Government Services 2015. Australian Government.

Reupert, A., Deppeler, J. M., & Sharma, U. (In press). Enablers for inclusion: The perspectives of parents of children with autism spectrum disorder. Australasian Journal of Special Education, doi: http://dx.doi.org/10.1017/jse.2014.17

Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. P. (2012). Understanding teachers' attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27, 51-68. doi: 10.1080/08856257.2011.613603.

Shaddock, A., MacDonald, N., Hook, J., Giorcelli, L., & Arthur-Kelly, M. (2009). Disability, diversity and tides that lift all boats: Review of special education in the ACT. Chiswick: NSW, Services Initiatives.

Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in development of individualized education programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-272). Boston: Pearson.

Simeonsson, R., Leonardi, M., Lollar, D., Bjorck-Akesson, E., Hollenweger, J., & Martinuzzi A. (2003). Applying the International Classification of Functioning, Disability and Health (ICF) to measure childhood disability, Disability and Rehabilitation. 25(11-12), pp. 602-610.

SPELD Victoria n.d., Our Mission. Available: <http://www.speldvic.org.au/about-us/mission-statement>

UNESCO (2015). Education For All 2000-2015: Achievements and challenges, UNESCO Publishing, France.

Üstun, T.B., Chatterji, S., Bickenbach, J., & Kostanjsek, N. (2003). The International Classification of Functioning, Disability and Health: a new tool for understanding disability and health. Disability and Rehabilitation, (25) 11-12, pp.565-571.

Victorian Auditor-General's Office (2012). Programs for students with special learning needs, Melbourne, Victoria.

Victorian Auditor-General's Office (1992). Integrated Education for Children with Disabilities, Melbourne, Victoria.

Victorian Department of Education, Employment and Training (2001). Better services, better outcomes in Victorian government schools: A review of educational services for students with special educational needs, including students with learning difficulties, disabilities and impairments, Melbourne, Australia.

Victorian Equal Opportunity and Human Rights Commission (2012). Held back: the experiences of students with disabilities in Victorian schools, Melbourne, Australia.

Victorian Government (2010). Equal Opportunity Act 2010.

Victorian Government (2006). Education Training and Reform Act 2006.

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Inclusive Education for Students with Disabilities

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Additional research and resources include: Australian Bureau of Statistics (2012). Survey of Disability, Ageing and Carers, (cat. No. 4330.0). Australian Government (1992). Disability Discrimination Act 1992. Australian Government (2005). Disability Standards for Education 2005. Australian Government (2013). National Disability Insurance Scheme (Supports for Participants) Rules. Australian Government (2010).

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A research program at the University of Melbourne under Patrick Griffin which served as the foundation for ABLES assessment and learning pathways in the Victorian Curriculum.

Additional Information On The Research Project

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Disability Support Services Victoria - Scope

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Scope is a not-for-profit organisation that exists to support people with physical, intellectual and multiple disabilities achieve their goals in life.

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The Disability Standards for Education 2005 (DSE)clarify the obligations of education and training providers under the Disability Discrimination Act 1992 (DDA). The DSE seek to ensure that students with disability can access and participate in education on the same basis as students without disability.

The Australian Government has released:

Information resources to help students with disability and their caregivers understand their rights under the DSE

Information resources for education providers and educators explaining their obligations under the DSE.

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The Department of Education works to ensure Australians can experience the wellbeing and economic benefits that quality education provides.

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K-6 - Board of Studies Teaching and Educational Standards NSW

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Board of Studies Teaching and Educational Standards NSW Australia serves teachers and a million students in both government and non-government schools. HSC examinations, School Certificate, state-wide curriculum online, e-Assessment, school registration.

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The Wroxham TLA / A Teaching School in Hertfordshire

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Visit our teaching school for the latest Professional Learning opportunities, and information on Research, Leadership, Initial Teacher Education and more.

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The National Catholic Board of Full Inclusion has a vision of full inclusion in Catholic schools for students with disabilities. Our mission is to inspire schools to begin the process of becoming inclusive, to educate teachers, parents, principals and priests on what it takes to be an ... [Learn more about OUR MISSION]

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national catholic board on full inclusion

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National Catholic Board On Full Inclusion

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The National Catholic Board of Full Inclusion has a vision of full inclusion in Catholic schools for students with disabilities. Our mission is to inspire schools to begin the process of becoming inclusive, to educate teachers, parents, principals and priests on what it takes to be an inclusive school and to provide the educational research and real life experiences that support it.

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Learning that your child has cerebral palsy can be devastating news. Yet, by educating yourself, including learning about treatment options and how to help manage the disorder, your child can still live a productive life.

What is Cerebral Palsy?

Cerebral palsy (CP) is a neurological disorder that affects a child's movement, motor skills, and muscle tone. In most cases, cerebral palsy is caused by brain damage that develops while the baby is still in utero or during or shortly after birth.

Cerebral palsy is a congenital disorder, affecting around 500,000 in the U.S. There is currently no cure for cerebral, but there are numerous treatment options that can help babies and children live quality lives that turn into successful adult lives.

Unfortunately, cerebral palsy can lead a number of other medical conditions, depending on the severity of the disorder. Other medical issues associated with cerebral palsy include:

Speech problems

Learning disabilities

Problems with hearing and vision

Types of Cerebral Palsy

The severity and type of cerebral palsy a child has can vary.Some children may just have some muscle spasms, while others are unable to walk. Some may have seizures and some may have cognitive disabilities. The condition can affect any muscles in the body, so possible complications include trouble with balance, eye problems, bladder or bowel problems, poor range of motion in joints, and difficulty swallowing. Cerebral palsy does not get worse with time.

There are different types of cerebral palsy that affects babies and children in different ways:

Spastic Cerebral Palsy

Spastic cerebral palsy is the most common type of the disorder, affecting around 76.9% of all people with CP. Spastic cerebral palsy differs from other types of CP due to it distinct symptoms and characteristics. Common symptoms and characteristics of spastic CP include:

Failure to reach milestones in walking, crawling, and sitting up

Abnormal movement

Movement inhibition

Stiff muscles

Muscles tend to become stiffer the more the child moves

Difficulties with controlling individual muscles

Difficulties moving from one position to another

Spastic quadriplegia is the most severe form of spastic CP. This type of cerebral palsy can affect a child's entire body, placing them at risk of limb deformities. Many children with spastic quadriplegia will also experience chronic seizures, so it's important to work with a healthcare team to figure out the best treatment options.

Another form of spastic CP is spastic diplegia. It's not as severe as spastic quadriplegia, as children are still able to walk. However, they often walk on their toes and have issues with balance and coordination. Other symptoms of spastic diplegia include delayed milestones, fatigue, seizures, "flexed knees," and a crouched gait. Legs are often affected more than arms.

Dyskinetic Cerebral Palsy

Dyskinetic cerebral palsy (also known as dystonic and athetoid) is the 2nd most common form of cerebral palsy, although it only affects around 2.6% of all cases of the disorder. Symptoms of dyskinetic cerebral palsy include:

Repetitive, twisting motions (dystonia)

Slow, writhing movements (athetosis)

Unpredictable, irregular movements (chorea)

Awkward posture

Movements can range from slow to rapid and can be accompanied by pain

Ataxic Cerebral Palsy

Ataxic cerebral palsy is named after the word ataxia, meaning "without order." It's the least common type of cerebral palsy, marked by poor balance, incoordination, tremors, and shaky movements.

Mixed Cerebral Palsy

Mixed cerebral occurs when the child has two or more types of the aforementioned types of cerebral palsy. Spastic-dyskinetic cerebral is the most common type of mixed cerebral palsy. When children have mixed cerebral palsy, they may exhibit a combination of symptoms, matching each type of the disorder they have.

What If I Notice Symptoms of Cerebral Palsy in My Child?

If you see obvious symptoms of cerebral palsy, you should consult your child's pediatrician right away. Even if you notice things that might not be the more obvious signs of cerebral palsy (such as muscle spasms, stiff muscles, and abnormal movements), you should always take your concerns to your child's doctor. Early intervention is key when helping children with cerebral palsy.

Also keep in mind that there is no need to panic. In some cases, it will turn out that the child doesn't have CP. In other instances, parental instincts are spot-on, and treatment can begin shortly after.

What Causes Cerebral Palsy?

In some instances, the cause of cerebral palsy remains unknown. However, research indicates that the disorder can be caused during pregnancy when the baby's brain fails to develop correctly or gets damaged. Brain damage can occur from maternal illnesses and diseases, genetic factors, or using illegal drugs while pregnant Cerebral palsy can also happen during childbirth. Infants born too early are at risk of developing the disorder. Premature infants run the risk of oxygen loss and a host of other medical issues that can lead to brain damage, which may eventually lead to cerebral palsy.

Cerebral palsy doesn't always occur during pregnancy or childbirth. In some instance, children may have an accident during childhood that can lead to brain damage and cerebral palsy. Additionally, babies or toddlers may develop a severe medical condition, such as meningitis, that can lead to brain damage and cerebral palsy.

Another possible cause of cerebral palsy is brain damage caused by medical negligence. When the baby is deprived of oxygen during birth, the damage can be enough to cause cerebral palsy. Improper use of forceps and other tools during delivery can also cause damage.

A doctor may also be at fault for failing to do something, like delaying a Cesarean section or failing to perform one altogether, not properly monitoring the health of the fetus, or not detecting and treating infections. Many parents have started lawsuits against doctors and hospitals when negligence was suspected in a cerebral palsy case.

Is Cerebral Palsy a Disease?

No, cerebral palsy isn't a disease. As aforementioned, it's a neurological disorder which affects movement and muscle control. Cerebral refers to the brain and palsy refers to movement.

Will My Child Have an Intellectual Impairment?

There's a huge misconception that all children with cerebral palsy are intellectually impaired. Not only is this myth untrue, but many children with cerebral palsy have above average intelligence. There are doctors, attorneys, teachers, and more, who live with cerebral palsy yet carry out demanding careers. Remember, the part of the brain that's damaged is the part that controls movement only.

Some children, however, will develop some form of cognitive impairment, due to the injury that caused CP in the first place. The National Institute of Neurological Disorders and Stroke (NINDS) reports that around 2/3 of all people with cerebral palsy have some form of intellectual impairment. The degree of the impairment depends on individual circumstances. Healthcare professionals will be able to work with your child to determine what level, if any, of cognitive impairment exists.

How is Cerebral Palsy Diagnosed?

In many instances, cerebral palsy isn't diagnosed until the child reaches the age of walking and talking. If parents suspect a problem with lack of muscle control and coordination, they'll usually find out from the child's physician if he/she has cerebral palsy.

In other instances, especially if a baby is born prematurely or has a heightened risk of developing the disorder, there is a chance that the infant will get a diagnose in the first few months of life.

When diagnosing cerebral palsy, doctors look for poor coordination skills, spastic movements, uncontrolled muscle movements. Based upon a muscle movement test and the child's medical history and a physical exam, a doctor will be able to ascertain whether your child has cerebral palsy or not.

Physicians will also perform development screenings on the infant or child. A development screening test will allow doctors to see if the patient has motor movement delays or any other type of developmental delays.

It's important to remember that diagnosing cerebral palsy is not done in one day. It will take time to get a proper diagnosis, although premature infants may get a quicker diagnosis than a toddler.

Can Cerebral Palsy Be Prevented?

Most cases of cerebral palsy cannot be prevented because most causes of the disorder are still unknown. However, there are always steps you can take while pregnant to help lower your risk of having a baby with cerebral palsy.

If you're not pregnant yet, make sure you're eating healthy, wholesome foods and that any pre-existing medical problems are under control. If you're already pregnant, it's crucial to continue to eat healthy while taking prenatal vitamins and avoiding drinking alcohol and smoking.

Unfortunately, no one knows when an infant will suffer brain damage at the hands of a physician. As mentioned earlier, pulling too hard on an infant, especially while using birth-assisting tools (forceps) can result in severe injuries, including brain damage.

On the other hand, infants who are not pulled out in time during childbirth run the risk of being deprived of oxygen, so doctors must extremely careful not only when pulling the infant out, but ensuring the infant doesn't get hurt when a quick delivery is needed.

Sometimes an emergency C-section is needed if an infant is not progressing as he/she should during a normal delivery. If the C-section isn't ordered and carried out in time, the infant may suffer brain damage, which can lead to cerebral palsy.

If you already have an infant or toddler at home, be certain to "baby proof" your home. This includes making sure cleaning supplies and other toxic substances are out of reach.

What Are the Treatment Options for Cerebral Palsy?

Currently there's no cure for cerebral palsy, but a variety treatment options can provide help and improve the quality of life of babies and children.

Therapy is common for almost all children with cerebral palsy as it helps them with the crucial aspects of growth and development. Therapy is usually started shortly after a diagnosis and can include both physical and speech therapy. Therapies help patients learn techniques for movements, stretching, hearing, eating, drinking, learning, speech, hearing, and social development.
Medications
Generally, medications are used to help control spastic movements, seizures, and control pain. Your physician will go over what kind of medication your child will need, depending on his/her symptoms. The following medications may be prescribed to help with cerebral palsy symptoms include:

Baclofen

Diazepam

Anticonvulsants

Anticholinergics

Stool softeners/laxatives

Dantrolene (Dantrium)

Surgery
Surgery, in some cases, may be a treatment option. Surgery for cerebral palsy is usually to help children have better orthopedic functions. Common surgery for cerebral palsy patients include repairing hip dislocations, as well as scoliosis surgery. Surgery also may include nerve root repair, tight/stiff muscle repair, and surgery to reduce spasticity.

Leg braces, wheelchairs, communication boards, and other assistive devices may also be a part of the treatment care plan. In addition, your child may have numerous healthcare professionals assisting him/her, including physical therapists, physicians, counselors, social workers, nurses, special education teachers, and more.

Surgery in the upper extremities is also common, especially on the arms and shoulders.
Therapy
Therapy, provided in various forms, help people with cerebral palsy with physical, mental, social, and academic benefits. If it's started early enough after diagnosis, many forms of therapy for cerebral palsy can reduce impairment and the risks of developing other conditions associated with cerebral palsy.

Therapy is usually combined with other treatments, such as drug therapy, surgery, and assistive technology, which help benefit the child even further. When physicians determines the child's medical goals, they can then develop an individualized therapy plan.

Keep in mind that therapy can also be extremely beneficial to parents and caregivers. For example, nutritional therapy can help people understand specific dietary needs, while behavioral therapy can help teach parents the benefits of positive reinforcement.

Common types of therapy used to help children with cerebral palsy include:

Is Cerebral Palsy Fatal?

Prior to the mid 20th century, many children with cerebral palsy didn't live through adulthood, but that was before today's medical advancements. Cerebral palsy is not a fatal disorder, but it generally requires early intervention and good medical care, especially for children with severe forms of the disorder. Today, the odds of reaching adulthood are much more favorable for children with cerebral palsy.

It's important to note that some of the conditions of cerebral palsy can be life-threatening if not treated in time or correctly, such as breathing and swallowing difficulties (which can lead to pneumonia or malnutrition), chronic seizures, or life-threatening pressure sore infections.

What Are the Associated Conditions of Cerebral Palsy?

Associated conditions, also known as associated disorders, are medical conditions that co-exist with another medical condition. However, associated conditions shouldn't be confused with secondary conditions, which are caused directly by the primary condition (cerebral palsy).

For instance, a secondary condition of cerebral palsy could be the inability chew and swallow directly, skin problems due to drooling, or bowel issues. In other words, secondary conditions happen because of cerebral palsy itself, while associated conditions are different medical issues altogether that some children with cerebral palsy will develop.

There are a number of cerebral palsy associated conditions. It doesn't mean that every child with cerebral palsy will develop these, but generally, kids with CP have at least one co-existing medical disorder. The most common associated conditions of cerebral palsy include:

Hearing and/or vision impairment

Seizures

Cognitive issues

ADHD

Behavioral, emotional issues

Autism

Sleepdisorders

What is Life Like for Someone with Cerebral Palsy?

The prognosis for cerebral palsy depends on each individual, but most people with the disorder have a typical life expectancy, no different from anyone else. Many children with cerebral palsy have average or even above average intelligence measures, although many may have some form of cognitive issues that will require additional educational assistance. Yet, most kids can go to school with their peers, but may need adaptive equipment for physical needs, to communicate, or for mobility.

Some children have "light" cerebral palsy, as mentioned earlier, and aside from muscle spasms and muscle tightness, they may be able to carry on as non-disabled child, with no associated disorders. Other cases of cerebral palsy, are of course, more severe, and a child with severe CP may have a number of associated conditions. The associated conditions are typically what cause many medical problems, which, in some cases, can affect lifespan, especially without early intervention.

What Do I Do If I Can't Afford My Child's Expenses?

Children with special needs often need additional medical care and other requirements that can become quite costly. According to the Morbidity and Mortality Weekly Report (MMWR), the average cost to raise a child with cerebral palsy, including direct and indirect medical costs, is around $921,000 (this doesn't include out-of-pocket expenses, lost wages, or emergency room visits). If you find yourself struggling to keep up with expenses, there are several options that you and/or your child may qualify for.

For example, kids with motor dysfunctions qualify for cash assistance from the government. This falls under section 111.000 of the Social Security Disability Evaluation. There is a process you need to follow to get your child qualified, including gathering pertinent medical information, labs and tests results, social security number, birth certificate, etc. Those approved for cash assistance from the Social Security Administration (SSA), generally qualify for full medical insurance at little to no charge.

Additionally, you may qualify for free or reduced child care for special needs children under the Americans With Disabilities Act (ADA) and educational assistance under the The Individuals with Disabilities Act of 2004.

Last but not least, if your child's cerebral palsy was caused due to negligent medical mistakes, you have the option to file for compensation against the responsible party. Negligent medical mistakes can happen in a variety of different ways.

How Do I Know if My Child's Disorder Was Caused by Medical Errors?

As previously mentioned, medical errors occur when a doctor or another healthcare professional make careless and negligent mistakes during the mother's pregnancy, or during or shortly after childbirth. The following are some of the common ways that medical errors occur:

A doctor failing to diagnose a maternal condition that could lead brain injuries (which can cause cerebral palsy)

A doctor, nurse, or healthcare professional failing to monitor, detect, and treat maternal or fetal distress

Improper use of birth-assisted tools

A doctor failing to schedule and carry out an emergency C-section

A doctor failing to detect and treat infant jaundice (which can lead to brain damage, and in turn, cerebral palsy)

Malpractice is a tricky area, however, because not only does there have to be enough proof in place to file a case, but there are also certain rules in place that must be met. For example, most states require that a patient/doctor relationship must have existed when the medical negligence took place. Additionally, you'll need to ensure that injuries did indeed come from the negligent mistakes of a healthcare provider (s). However, if the case is valid, a successful legal suit can help you take care of your child for life.

What is the United Cerebral Palsy?

The United Cerebral Palsy (UCP) is a non-profit organization dedicated to helping people with cerebral palsy. Assistance from UCP comes in many different ways from over 80 nationwide affiliates, and can include help with transportation, housing, recreational activities, traveling, health awareness, assistive technologies, and much more. According to the official UCP site,
"UCP educates, advocates and provides support services to ensure a life without limits for people with a spectrum of disabilities. UCP works to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network that has helped millions."
Is There a Cure For Cerebral Palsy?

Currently, there is no cure for cerebral palsy. However, the disorder itself doesn't get worse as someone ages (although associated medical conditions of CP can sometimes increase in severity). That being said, scientists and researchers conduct ongoing studies in hopes of one day finding a cure.

Some of the current cerebral palsy research includes studies on stem cells, which has shown promise. In a study done by Dr. Evan Snyder, a neurologist at Harvard Medical School, mice injected with stem cells had damaged brain cells replaced with healthy ones. It's still unclear whether this method will work with children, but scientist continue to research to determine if there is a safe and proven way for damaged brain cells to repair themselves or replenish with new cells.

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Cerebral Palsy | Answers to Top Questions

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Learning that your child has cerebral palsy can be devastating news. Yet, by educating yourself, including learning about treatment options and how to help manage the disorder, your child can still live a productive life. Cerebral palsy (CP) is a neurological disorder that affects a child's movement, motor skills, and muscle tone.

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Think Inclusive | Inclusive Education Advocacy, News, and Resources

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Inclusive Education Advocacy, News, and Resources

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Norman Kunc and Emma Van der Klift's work on inclusion and belonging continues to be a cornerstone of the Harvard Principals' Summer Institute. The power of their argument for inclusive learning environments comes from their ability to summon our principals to think globally about the learning and social needs of all students, not just those with disabilities.

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Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2016). What Schools Need to Know About Fostering School Belonging: a Meta-analysis. Educational Psychology Review.

Deaf Children Australia (2012).  A Deaf or Hard of Hearing Student in the Classroom.  Retrieved from:  www.deafchildrenaustralia.org.au

Equality and Human Rights Commission. (2011). Hidden in plain sight. Wiley-Blackwell. Retrieved from https://www.choiceforum.org/docs/hid.doc

Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London ; New York: Routledge.

Henke, T., Bogda, K., Lambrecht, J., Bosse, S., Koch, H., Maaz, K., & Spörer, N. (2017). Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms. Zeitschrift Für Erziehungswissenschaft.

Hyde, M., Carpenter, L., & Conway, R. N. F. (2014). Diversity, inclusion & engagement.

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

McLaughlin, C. (Ed.). (2012). Perspectives on bullying and difference: supporting young people with special educational needs and/or disabilities in school. London: National Children’s Bureau.

Nilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North American journal articles with high impact. European Journal of Special Needs Education, 32(3), 437–451.

Sailor, W. (2002). President’s Commission on Excellence in Special Education. Department of Special Education.

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21, 33–54.

Twemlow, S. W., & Sacco, F. C. (2008). Why school antibullying programs don’t work. Lanham, Md.: Jason Aronson.

UNESCO. (1994). The Salamanca statement and framework for action on special needs education.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.

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1. Ensure that all students interact in the classroom.

2. Never judge the way they communicate with you.

3. Facing the teacher at all times.

4. Give them regular breaks.

5. An attractive classroom can make a huge difference to their learning.

6. Minimise background noise.

7. Speak naturally.

8. Repeat answers to questions.

9. Do not isolate them from other students.

10. Ensure there are subtitles when showing a video clip or a film.

11. Try not to move a lot when speaking with them or the class in general.

12. Don't stand in front of a window as there could be shadow.

13. Mime and gesture as natural as possible.

14. Speak naturally without exaggerating.

15. Allow regular breaks where possible.

16. Talk at a slow pace.

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A list of all organisations and services working with/for Deaf and hard of hearing people state-wide, nationally and internationally.

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Some parents become more protective of children with hearing impairment than those with good hearing.  They should be as exposed to the real world as all other children the same age as well as be expected to engage in daily routine and chores.

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Socialising With Hearing Loss | Aussie Deaf Kids

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Aussie Deaf Kids provides information for parents raising a deaf child

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A teacher that is able to sign, mostly! But there are some other tips here, too.

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There seems to be one in almost every classroom. That student that just can't get it together. Maybe it's the homework that never gets turned in or the desk that resembles a pigpen. Possibly the student is disruptive, blurting out inappropriate remarks or just can't stop tapping her pencil even when you have asked her a million times to stop.

As teachers, we know its normal for students to forget their homework or daydream and get fidgety from time to time. But how do we distinguish between "normal" kid behavior and ADHD behavior? Are we too quick to diagnose and medicate in hopes that these behaviors simply disappear? Is ADHD being over diagnosed when kids are just really being kids? And if it really is ADHD, how do we accommodate these students so they succeed in our classroom?

The 3 Sub-Types of ADHD

Here are a few facts to consider about ADHD, also known as Attention Deficit Hyperactivity Disorder.

ADHD is the most commonly studied and diagnosed psychiatric disorder in children. It is considered a neurobehavioral developmental disorder.

ADHD affects approximately 3-7% of all children globally with symptoms typically presenting before the age of 7.

Boys are 2 to 4 times more likely than girls to be diagnosed with ADHD.

Scientists are not sure exactly what causes ADHD, although many studies suggest that genetics and brain chemistry play a large role. It is thought that ADHD may result from a combination of factors including genetics, brain injuries, nutrition, environmental factors and/or social influences. (NIMH, National Institute of Mental Health).

To make the disorder even more confounding, ADHD has three subtypes according to the DSM-IV. A child who is diagnosed with ADHD will fall into one of the following categories:
ADHD- Predominantly Inattentive (also known as ADD)
A child with this diagnoses presents symptoms that are more inattentive in nature. They are easily distracted, forgetful, have trouble with organizing and completing a task, become bored easily, struggle to follow directions, have difficulty focusing on one thing, daydream and/or have trouble completing or turning in homework assignments. Children with this subtype are less likely to act out or have difficulties getting along with other children. In fact, they tend to be very quiet and are often overlooked. Parents and teachers may not notice that he or she has ADHD.
ADHD- Predominantly Hyperactive-Impulsive
Students who are diagnosed with this type of ADHD may display symptoms such as talking nonstop, fidgeting and squirming in their seats, having difficulty doing quiet tasks, are very impatient, blurt out inappropriate comments and act without regard for consequences.
ADHD- Combined Hyperactive-Impulsive and Inattentive
These students have the symptoms of hyperactivity, impulsivity and inattention. Most children who are diagnosed with ADHD fall into this category.

Diagnosing ADHD Is Not a Simple, Single Event

ADHD, and other mental illnesses, do not allow for a blood test to provide a definitive diagnoses. Instead, diagnosing the disorder is based upon the observations of the student by parents, teachers and other caregivers.

Questionnaires regarding behaviors in the classroom and at home help a mental health professional or doctor determine if a child is indeed suffering from the disorder. Professionals also look at how long the symptoms have been present and whether the behaviors are excessive or not age appropriate.

What To Do As Teachers and Parents If We Suspect ADHD?

Erin's son, Matt, started having trouble once he began Kindergarten. He was placed on a behavior chart for inattentive behaviors. Every year, Erin would get the same email from his teacher. "Matt has trouble focusing, so we are going to start him on a behavior chart." Erin became so sick of the smiley face, frown face chart, as they just didn't seem to work.

Matt's 3rd grade teacher realized that his inattentive behaviors were something that Matt couldn't help, so she asked if she could have him observed by the Vice Principal. From there, Erin and Matt saw his pediatrician who suggested a psychologist for a diagnosis as well.

Once Matt was officially diagnosed with ADHD-Inattentive type, Erin and the school professionals wrote a 504 Plan. Erin honestly didn't think it worked well, if at all, because the teacher didn't follow it. She was not a good communicator and didn't check Matt's backpack like what was written in the plan.

At home, Erin tried a no sugar diet and found that didn't help either. What does help is making sure to check Matt's backpack every night and talking to him about school, pointing out the positives. Erin also has Matt repeat back to her directions given at home.

After about 10 months and no success using the 504 Plan, Erin decided to start Matt on ADHD medicine. Matt began on a low dose and the teacher reported seeing a difference right away, much more participation, attention and interest in math. Matt takes a low dose in the morning with the school nurse on the days he is at school. There has been a real positive change in Matt since beginning the medicine.

Is ADHD Over Diagnosed?

Are we too quick to label a student as ADHD just because he can't sit still or because a student's grades are slipping? A recent study conducted by the CDC (Center for Disease Control) showed that 11% of school-age children in the United States have received a diagnosis of ADHD.

What has alarmed many is that in which the rate has climbed. According to the study, the rate has skyrocketed 16% since 2007. The rise was most dramatic among boys, with an estimated 1 in 5 boys of high school age diagnosed with ADHD.

Like most mental health disorders, ADHD is not black and white.

Like most mental health disorders, ADHD is not black and white. It is a perplexing condition that can affect the academic and social lives of affected children, possibly into adulthood. A few points to consider about the rising rates of ADHD: Family doctors, who aren't always adequately trained in providing the detailed evaluation that a reliable diagnosis requires, are diagnosing many children with ADHD when there really may be another condition going on, or in fact, nothing at all.

This problem may lie in the detail that doctors are required to sort out a very complex condition in a short amount of time. Just because a child is showing a few symptoms does not necessarily point to a positive diagnosis. The symptoms must be present every day for a long period of time and must lead to an impairment on the child's life.

20 Ways To Support Students With ADHD

Regardless of the how's and why's of ADHD, as teachers it is vital that we support our students on their academic journey. How do we support parents and students who are affected by ADHD?

1. Learn about which subtype of ADHD the student has been diagnosed with. Get to know the individual student and be mindful of his or her uniqueness.

2. Seat the student away from doors and windows that may distract him or her. The student may work best closest to the teacher.

3. Allow physical activity breaks (stretching) and incorporate movement activities into a lesson. If possible, allow for outdoor instruction time.

4. When possible, provide academic instruction to these students with ADHD in the morning. Evidence suggests that on-task behaviors of a student with ADHD worsen over the course of a day.

5. Write important information down where the student can easily reference it, most likely at their desk.

6. Divide large assignments into small segments. Write these segments down. Have the student cross the items off as they are completed.

7. Provide frequent breaks for the student to get a drink or walk around the room.

8. Allow the student with ADHD to run errands for you (take a note to the office) or have them be in charge of sharpening the classroom pencils.

9. Provide the student with a stress ball or other object for the student to play with discreetly at their seat, especially when they need a break.

10. Write the schedule of the day on the student's desk and allow him or her to cross off each item as it is completed.

11. Recognize and praise aloud all good behaviors. Be specific in what the student is doing correctly.

12. Provide an assignment book for the student to keep track of homework and daily work. Encourage this book to be signed by parents so parents know what is going on in the classroom. Communicate with the parent as much as possible.

13. Form small groups for students with ADHD to work in so as not to get distracted and lost in a large group.

14. Allow the student with ADHD to work in a quiet zone within the classroom. This should be a place in the room that is quiet and free from visual stimulation.

15. Establish a secret signal with the student to use as a reminder when he or she is off task.

16. When giving directions, make eye contact with the student and be as brief as possible.

17. Use visuals. Highlight words in colored chalk or bright ink. Underline and circle important things to remember.

18. Use auditory cues. Set a timer and encourage the student to work uninterrupted until the timer goes off. Allow the student a break following the work period.

19. Provide specific, well-defined rules to the student with ADHD. Write these rules down and tape them to the student's desk. These rules should have clear consequences.

20. Most importantly, students need guidance, compassion and understanding from their parents and teachers as they navigate the path of dealing with ADHD. It isn't their fault that they have been diagnosed with ADHD.

Laura Reynolds is a former fourth grade teacher with a Masters degree in Education from Drake University and a BA degree in Psychology from the University of Iowa. She currently works as an education consultant and curriculum writer. You can find her on @laurareynolds75 and Google+.

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Teaching Children With ADHD: Classroom Strategies To Engage The Easily Distracted | InformED

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There seems to be one in almost every classroom. That student that just can't get it together. Maybe it's the homework that never gets turned in or the desk that resembles a pigpen. Possibly the student is disruptive, blurting out inappropriate remarks or just can't stop tapping her pencil even when you have asked her...

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AbilityPath - Support for Parents of Children with Special Needs

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Our panel of experts combine medical and therapeutic perspectives with years of experience working passionately alongside families and kids with special needs.

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I know we all really struggle with lesson planning in our special education classrooms. It's probably one of the most common questions I get. In addition, I recently took a poll on Instagram and Facebook, and the vast majority of you said that you weren't happy with your lesson planning systems.

I know there are many out there who think we don't need lesson plans in special education. Their thinking is that the IEPs will drive the lesson plans for each student. Or that every student is so individualized that lesson plans don't make sense. I'm sure there are other reasons, but there are so many more reasons why lesson plans are important

Lesson Planning Considerations

There are so many things we have to think about.

Are the materials teaching the skill I intended?

Have I differentiated group activities for all the students to participate?

Can the student generalize the skills I taught?

Do the paraprofessionals know what the lessons are?

Do the paras know the objectives we are trying to teach with the lessons?

Can visitors and families to the classroom understand what the lesson objectives are?

And more

For all of these reasons, I would say that we DO need lesson plans in the classroom. And they probably will be more detailed than those in a general education classroom because you need more information. However, you can create lesson plans that are manageable, yet still communicate the information that the staff need to know. Here are some tips for doing that along with my system for doing it.

Create a Lesson Plan Template

You may work in a school in which the principal requires lesson plans to be turned in. More and more I am finding this not to be the case. However, if your principal does, determine if the format will work for your classroom. If not, ask the principal if you can use a different format and show her what you would like to use. It's OK to advocate for your classroom so you aren't doing double work. Your needs in a special education classroom (or even as support staff for students in the general education classroom) are different.

If you don't have a required template, create one. I'm including a couple examples here so you can download them and modify them as you want. There are 2 primary things I like about them.

1. They state what the activity is, the materials (so the paras know what to get out) and the objectives. This way everyone knows what skills are being targeted within the lesson. So, the para knows that she shouldn't give all the materials to the students if an objective is to practice requesting.

2. Once you complete them and refine them, many of the activities' information stays the same. So you just have to fill in the parts that change. For instance, your objectives for morning meeting may not change for much of the year, so those would stay the same.

Once you get a lesson plan template in place, you will just need to change the parts from week to week that change, like the individual activities and materials. In the downloadable example for preschool I've highlighted the parts that would change.

You can download a word document of the middle school and preschool example so you can use the format if you would like it. All I ask is that you keep the credit on the bottom and that you don't share it these lesson plans beyond your school without asking me. You can send others interested in getting a copy back to this site. And you can share lesson plans you created in the same format, though if you share them I would love a shout back but it's not required.

Click Here to Download Preschool and to Download Middle School documents.

Make Sure Chosen Materials Teach the Right Skills

Our students can get really misled by the wrong cues. We need to make sure we choose materials that focus their attention on the parts we want them to focus on. I've written several posts that touch on this topic. 6 Considerations in Choosing and Preparing Materials for Discrete Trials covers this issue. In addition, 2 Mistakes to Avoid When Using Commercial Products in Structured Work Systems focuses on how to identify problems with materials and provide possible fixes. By including materials in your lesson plans, you assure that the rest of the staff is using the materials you intend for the activity.

Age-Appropriate / Developmentally Appropriate Activities

I've written a number of posts on this issue in part because it's something I feel passionate about. I like Teaching Learners with Multiple Needs's take on it being age-respectful and it's a tricky issue. However, I feel strongly that when you choose materials for instruction, we need to present materials that are age-appropriate. But they obviously also have to meet the developmental level of the students. Here are some ideas to help with what can sometimes be a tricky issue.

Choose Materials and Lessons that Promote Generalization

Students with autism, and really many students in special education, have difficulty learning skills in a broad way. This impacts their ability to apply their skills across environments, people and materials. Many people think that because we often work on the same skills for long periods of time, we can use fewer materials than other classrooms. However, in reality, it is exactly the opposite. To promote generalization, provide repetition, and keep engagement high, you need LOTS and LOTS and LOTS of stuff.

# 6 in this post focuses on generalization and the need to use lots of different presentations of materials.

5 Ways to Practice Applying Color Concepts for Generalization has ideas for promoting generalization with different types of materials.

Facebook Live

So to wrap it up, there is obviously a lot to think about when lesson planning in the autism or special education classroom. However, with a good lesson plan template you can plan it all out and assure consistent instruction across the room. Good lesson planning means that you are pulling information from the students' Teaching Intervention Plans and embedding them into the scheduled activity. But it also allows for changing out materials, thematic lessons, seasonal activities, etc. all while using the same classroom and lesson plan structure.

If you didn't catch the Facebook Live session, you can check out the replay. I shared an explanation of the lesson plan forms in the video below.

Finally, make sure you are signed up (and replied to the confirmation email) for the monthly newsletter. It will go out early this week and will have a data collection freebie only for newsletter subscribers! You can sign up just below this post!

Until next time,

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Lesson Planning in the Autism Classroom: How to Make it a Success

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I know we all really struggle with lesson planning in our special education classrooms. It's probably one of the most common questions I get. In addition, I recently took a poll on Instagram and Facebook, and the vast majority of you said that you weren't happy with your lesson planning systems. I know there are many out there who think we don't need lesson plans in special education.

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Hi! My name is Paula Kluth. I am a researcher, consultant, and presenter interested in differentiating instruction, UDL (Universal Design for Learning), active learning, and inclusive schooling. I have worked as a special education teacher, an inclusion facilitator, and as a professor of education (most recently at Syracuse University).

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PLAY IS THE WAY® is a practical methodology for teaching social and emotional skills using guided play, classroom activities and an empowering language - behaviour education using wisdom, not force. Read more

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Occasionally the media focuses on those with particular challenges, such as animals with special needs and people whose likenesses - in the form of unique mannequins - shed light on the meaning of "perfect."

But the truth is, positive depictions in the public sphere of people and nonhuman animals who have special needs are not all that common.

That's true for children's books, too. For example, a study from a few years ago discovered in award-winning children's books from 1975 to 2009 a "disproportionately smaller percentage of children with disabilities and ethnic diversity than actual classroom numbers."

Introducing children - including very young children - to stories whose characters have physical or mental challenges, especially when the framing is healthy and positive, helps expand their concept of "normal" and exposes them to a wider array of experiences, building empathy and acceptance.

Here are 13 children's picture books featuring human and nonhuman characters who have special needs.

Looking for more titles like these? The Schneider Family Book Award honors books that embody "an artistic expression of the disability experience for child and adolescent audiences."

Check out more suggested children's books in our Resource Center.

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13 Children's Picture Books Whose Characters Have Special Needs - Institute for Humane Education

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Occasionally the media focuses on those with particular challenges, such as animals with special needs and people whose likenesses - in the form of unique mannequins - shed light on the meaning of "perfect." But the truth is, positive depictions in the public sphere of people and nonhuman animals who have special needs are not all that common.

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Evidence-Based reviews of prominent programs including 1 sheet summaries and recommendations for or against use

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macquarie university special education centre