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BRADFORD new

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LIVING WITH AUTISM | My Life With Autism

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Developmental Coordination Disorder

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[Editor's note: Don't miss our companion piece, "5 things to avoid saying to students suffering from anxiety."]

Understanding anxiety is something that educators, parents, doctors, therapists, students, sufferers, and non-sufferers are still working on. Just like anything else we attempt to understand, we will never get there if we don't, first, ask questions.

Yesterday, I explored five things I've heard and/or experienced being said to students suffering from anxiety that miss the mark in being supportive. Although parents, guardians, counselors, classmates, staff, and friends have great intentions, their comments are rarely productive. The statements they make are often judgmental and ignorant. The negative impact of saying the wrong thing to a student with anxiety might seem minimal-it's supposed to be the thought that counts-but the long-term effects can be severe.

I challenged educators to consider the same comments being said to someone with diabetes. The statements in that context reeked of absurdity. The challenge becomes for people to view a mental illness from the same lens as that of a physical illness. Diabetes is easy to understand; if you don't have insulin, you will not survive. No one diagnosed with diabetes is going to deny themselves the opportunity to be treated. Why, then, are individuals with mental illnesses expected to will themselves to happiness, i.e., healthy levels of neurotransmitters?

Understanding anxiety

Students with anxiety don't understand the physiology of their own brains, and therapists tend to work to reduce symptoms instead of explaining the underlying causes. When students become symptomatic, they become fearful, panicky. What's happening to me? Why do I feel this way? Not knowing the answers to these questions in the moment is a feeling of powerlessness unlike any other. And if those with anxiety don't understand it, how can we expect those who don't suffer to comprehend it?
Related: Student wellbeing & SEL are more important than you think
Fear from a lack of understanding mental illness has resulted in those with healthy physiology creating a stigma, and students with anxiety perpetuating it. It might not be well understood, or even make sense, but the students with the illness are the biggest culprits of the stigmatization of the disease. Trivializing the struggles associated with mental illness, even unintentionally, can reinforce the stigma. The pressure students put on themselves to "be okay," "just relax," and convince themselves that it's not worth getting so upset about is all encompassing. No one wants the student to be "normal" more than the student him/herself. This intense desire to not have anxiety increases the intensity of the illness. We don't need additional reasons to feel any more stigmatized than we already do.

How to speak to students suffering from anxiety

The responsibility of educators, parents, and guardians in scenarios where students are suffering from anxiety is to empower the students to learn the nuances of their disease and work with them to establish a comfortable, understandable, and fearless "normal." We can do this by making use of the following five statements when dealing with students in crisis.

1. "Can you describe to me how you're feeling?"
In most cases of anxiety or panic, it's obvious how the student is feeling. But remember, she is trying everything possible to not stand out. When we tell her to just relax or breathe, it communicates to the student that her symptoms are visible to everyone and creates a snowball effect.

Asking her to describe how she's feeling accomplishes two things: It helps her believe that her panic is not visible to everyone else and it empowers the student to speak for herself and have a sense of control over what she's experiencing.

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5 things to say to students suffering from anxiety

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Editor's note: Don't miss our companion piece, "5 things to avoid saying to students suffering from anxiety ."] Understanding anxiety is something that educators, parents, doctors, therapists, students, sufferers, and non-sufferers are still working on. Just like anything else we attempt to understand, we will never get there if we don't, first, ask questions.

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Back to School

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Sensory Processing Help

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What to do when kids refuse to put on certain clothing

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Some kids are highly sensitive to information that comes through the senses - smells, tastes, noise, light, and touch. They try to avoid the things they find intolerable. For some, that includes certain types of clothing, bedding, or other things their skin comes in contact with. Learn more about sensory overload.

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Visual Supports at Home

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Ohio Center for Autism and Low Incidence

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The Including Samuel Project is part of the Institute on Disability/UCED, a non-profit 501(c)3 organization at the University of New Hampshire. The project's mission is to build more inclusive schools and communities through curriculum, training, and outreach.

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Think Inclusive | The Official Blog of MCIE

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I don't know which side of the fence you are on regarding inclusive education. And for all intents and purposes...it does not matter. This post could just as easily have been called, No...Really...I'm Not Crazy...Inclusive Education Works! Usually, when I talk to people who are not familiar with the idea of having students with disabilities (including significant disabilities) in the general education setting, they say they are having a hard time "wrapping their head around it" or want to see "what it actually looks like." So...just for those of you who need to see it to believe it, I have picked out five videos that will most definitely change your mind about whether inclusive education is really a good thing or not (or at least they should).

Including Issac

Including Issac is a 13-minute video about a boy with Spinal Muscular Atrophy (SMA) and his story of inclusion in a private Christian school in Michigan. It takes commitment from a school on all levels to make inclusive education work for students with significant disabilities and this a clear example of how coming together for the benefit of one student can benefit all students. Watch this beautifully filmed and powerful video.

Damian's Inclusion Project

This video was made by the Georgia Department of Education (2011) to highlight a pilot inclusive education program for students with the most significant cognitive disabilities in cooperation with Cobb County Schools. Check out the follow-up video to see how Damian progressed through his 4th-grade year (from 2014).

Thaysa

Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication.

Tana Vogele's Story

Every year since Kindergarten, Tana Vogele has been included in general education classrooms despite her significant physical and intellectual disabilities. Watch this compelling video about the friendships that have been nurtured during her 4th grade year and what inclusion does to a classroom and school community.

Axel

AXEL open captioned FINAL HD 1080p from Dan Habib on Vimeo.

This short film (16:39) focuses on Axel Cortes and the staff at Idelhurst Elementary School in Somersworth, NH. Axel is a fifth grader with autism who is non-verbal and exhibited significant behavioral challenges when he arrived at school. Axel came to Idelhurst during his 5th grade year from another school where he was exclusively in self-contained settings and was being taught preschool/kindergarten level. Through effective implementation of supports - including AAC, UDL, RtI, social stories, visual schedules and positive behavioral supports - Axel was able to learn 5th grade general education curriculum in a general education classroom within a few months. His challenging behaviors also decreased, and he thrived through interaction and engagement with 'typical' peers. Once Axel had an effective means of communication, the staff found that Axel was was bilingual and bi-literate (his family speaks Spanish at home).

This film illustrates the potential for students with significant cognitive disabilities to achieve high academic outcomes. The film has received support from the National Center and State Collaborative (NCSC).

The video shows how Axel accesses his environment via Augmentative and Alternative Communication as well as how his classmates accept him into their community. Watch how Axel is learning to type independently and makes strides with communicating his wants and needs in the general education setting.
Sometimes we need to see examples of inclusion to really understand that it is possible and happening all over the world. Perhaps you are the one who can influence your local school to implement inclusive practices.

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5 Videos That Will Change Your Mind About Inclusive Education

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I don't know which side of the fence you are on regarding inclusive education. And for all intents and purposes...it does not matter. This post could just as easily have been called, No...Really...I'm Not Crazy...Inclusive Education Works!

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

With each time-out, detention, suspension, expulsion, paddling, restraint, seclusion, and arrest at school, there are children who aren't getting the help they need and are being pushed away from caregivers who could instead be helping them.

The cost to all of us is profound. Overwhelmed, discouraged educators. Frustrated, desperate parents. Expensive placements. Disenfranchised, marginalized, alienated kids. A pipeline to prison.

It doesn't have to be this way.

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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Social Emotional Learning (SEL) Program, Activities & Curriculum - Harmony

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Harmony SEL is a social and emotional learning program for Pre-K-6 grade students, accessible online and at no cost. Harmony fosters knowledge, skills, and attitudes boys and girls need to develop healthy identities, create meaningful relationships, and engage productively by providing SEL learning resources, tools, and strategies.

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Listen in to our Podcast!

Listen in to this new bi-monthly podcast from Conscious Discipline creator, Dr. Becky Bailey. Together with Conscious Discipline Master and Certified Instructors and special guests, Becky explores trends in social-emotional learning and classroom management.

View in iTunes

Latest Episode

Like what you're hearing?

If you liked what you heard on Dr. Bailey's new podcast, Real Talk for Real Teachers, we hope you'll take 30 seconds to share your feedback by leaving a review and rating on iTunes and encouraging others to listen.

Have A Great Idea For A Podcast?

We would love to hear what topics and conversations are most important to you. Take 3 minutes to fill out this form, and help our team continue to help others get the tools and information they need most.

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Listen in to this new bi-monthly podcast from Conscious Discipline creator, Dr. Becky Bailey. Together with Conscious Discipline Master and Certified Instructors and special guests, Becky explores trends in social-emotional learning and classroom management.

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The 1-2-3 Care Toolkit is intended to support caregivers on their journey towards trauma sensitivity. It is organized by topic, each offering a brief overview, specific tools that can be used with children, and where to find more information. Also included are handouts that can be used as teaching aids.
Public health nurses at Spokane Regional Health District (SRHD) developed this toolkit for caregivers of children. Caregivers are defined broadly to include parents, grandparents, child care providers, teachers, and others who care for children daily. Recent advances in the understanding of how early childhood experiences shape the way the brain works over the lifetime reveal just how critically important the job of caring for children is. It turns out that the brain grows and develops differently in response to nurturing versus traumatic environments.

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The 1-2-3 Care Toolkit is intended to support caregivers on their journey towards trauma sensitivity. It is organized by topic, each offering a brief overview, specific tools that can be used with children, and where to find more information. Also included are handouts that can be used as teaching aids.

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Excellent video

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Florida Department of Education Bureau of Exceptional Education and Student Services Bureau of School Improvement CPALMS Florida Students Tutorials Just Read,.

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WALKING TOUR TEST - LIVES IN THE BALANCE

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Step one begins with a close look at your beliefs about why and when a child exhibits concerning behavior. Thanks to an enormous amount of research that's been conducted over the past 50 years, we've learned that what we've been saying about kids with concerning behaviors (and what we've been doing to them) has often been counterproductive and ineffective.

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2-Minute Tutorial: How to Use Home Assistant Devices as Assistive Technology

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How can home assistant devices like Amazon Echo and Google Home serve as assistive technology? An AT consultant explains.

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FREE and Fabulous

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ADHD symptom tests, ADD medication & treatment information, behavior & discipline advice, school & learning essentials, organization help and more information for families and individuals living with attention deficit disorder and related conditions.

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October 24, 2017

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Wonderful site

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The I Care By campaign gives people specific, personal actions to support students with emotional/behavioral challenges, along with easy ways to share their actions on social media and encourage others to do the same. Watch this video, and if you feel inspired, submit your own video to show that YOU care at ICareBy.org.

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The I Care By campaign gives people specific, personal actions to support students with emotional/behavioral challenges, along with easy ways to share their actions on social media and encourage others to do the same. Watch this video, and if you feel inspired, submit your own video to show that YOU care at ICareBy.org.

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The Florida Inclusion Network (FIN) provides services to schools and districts to increase and improve inclusive practices for students with disabilities in general education classrooms and other natural settings. FIN services are provided by a number of facilitators who have experience and expertise in planning and implementing inclusive practices at the school and district levels.

FIN facilitators are organized into five regions and work in partnership with districts and schools within a specified geographic area: Region 1, Region 2, Region 3, Region 4 and Region 5. FIN facilitators serve districts and schools by developing and increasing opportunities for meaningful inclusion of students with disabilities. Services provided to schools and districts are identified through a collaborative, problem solving process focused on increasing outcomes for ALL students in inclusive environments.

When contacted for support and assistance, FIN can provide families with a variety of information and resources and may, upon request, contact the district's exceptional student education (ESE) office or school to discuss concerns on behalf of the family. Family concerns and needs are always carefully considered as part of FIN's planning and problem-solving with districts and/or schools.

While FIN facilitators do not attend IEP meetings, they can provide information about the following: effective inclusive practices, family-school collaboration and communication, opportunities for networking with other families, and ways to access local resources and support. For information about your child's educational program or Individual Education Plan (IEP), please contact your child's teacher or school administrator.

Following is a list of FIN resources that are available, at no cost, to families and educators. For more information, please click on the links provided or contact your local FIN facilitator at https://www.floridainclusionnetwork.com/.

Communication Tips for Families of Children with Disabilities
This resource, also provided in Spanish & Haitian Creole, provides communication tips on working and communicating positively with school staff for meaningful inclusion of your child/student. This resource is divided into four communication topics that include samples of what it may look like and sound like during positive discussions. The topics include:

Know your child

Know your child's right to an inclusive education

Working and communicating positively with your school staff

Believing that your voice and your child's voice are important!

Family FACT Folios
This resource is a series of colorful, four-page booklets with "Inclusion Tips" for families of students with disabilities. Each volume is available in both English and Spanish and provides families with information and strategies to form partnerships with school personnel and collaboratively plan, develop, implement, and enhance inclusive opportunities for students with disabilities. The series includes:

TATS/FIN Talk About Universal Design for Learning
This resource has two informational, four page booklets focused on the topic of applying Universal Design for Learning (UDL) in pre-kindergarten inclusive environments. Classroom scenarios are used as examples to show how UDL can help with designing Pre-K learning environments that are accessible for all students, with or without disabilities.

7 Back-To-School-Tips for Parents: Start the Year Off Right
This resource, also provided in Spanish & Haitian Creole, has been adapted and reprinted with permission from PEAK Parent Center. It provides several tips for families of students with disabilities to begin a positive and collaborative partnership with your child's school staff.

Best Practices for Inclusive Education (BPIE): Assessment Tool for Districts
The BPIE process for districts is a self-assessment tool and is designed to be used primarily as an improvement planning and technical assistance tool rather than an instrument to monitor compliance of district practices and programs. It is intended to identify and prioritize critical areas of need to facilitate inclusive practices in schools where all SWDs achieve to their highest potential and enjoy life of meaning and value. Sometimes a parent is invited to be part of the district team and participate in this process.

For strategies and tips on how you can support inclusive education, check out the following website resources:

http://www.pealcenter.org/images/Achieving_Inclusion_for_web.pdf
http://www.pbs.org/parents/education/learning-disabilities/inclusive-education/making-inclusion-a-reality
http://www.ldonline.org/article/5901
http://www.ndss.org/Resources/Education/Implementing-Inclusion
http://www.parentcenterhub.org

Building Inclusive Schools: eLearning Module
Building Inclusive Schools is an on-demand, eLearning module that provides an overview of effective inclusive practices for students with disabilities. The module is comprised of five separate learning sessions that can be viewed or reviewed at any time that is convenient for you! (The eLearning module is best viewed using the Google Chrome web browser.)

Session One: What is Inclusion?

Session Two: Why is Inclusion Important?

Session Three: Who Makes Inclusion Work?

Session Four: What Makes Inclusion Work?

Session Five: Laying the Foundation of Inclusion

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The Florida Inclusion Network (FIN) provides services to schools and districts to increase and improve inclusive practices for students with disabilities in general education classrooms and other natural settings. FIN services are provided by a number of facilitators who have experience and expertise in planning and implementing inclusive practices at the school and district levels.

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The goal of My Health Care is to empower persons with intellectual or developmental disabilities (ID/DD) to better meet their own health and wellness needs through improved communication with providers, the use of adaptive tools, and development of self-advocacy skills. The project is funded by the Florida Developmental Disabilities Council, Inc. (FDDC) and was developed in partnership with the University of South Florida.

My Health Care is organized around the mnemonic "GLADD," a teaching model developed at University of Florida's Institute for Child Health Policy. GLADD serves as a reminder about important skills to use when communicating with health care providers and others: Give (information)-Listen- Ask (questions)-Decide-Do (follow through on the action plan).

My Health Care activities within the GLADD model include:

Being prepared with questions and issues to discuss at office visits

Providing a health summary to the physician

Being assertive when communicating and paying attention to body language

Using rating scales and visual aids to communicate health issues

Learning negotiating skills; providing feedback to the physician

Utilizing caregivers to assist with communication

Recording communication with physician to enhance information recall andcomprehension

Utilizing technology to improve health care communication and self-management

In addition to using GLADD to guide skill-building, learners are introduced toother fun and easy-to-remember mnemonics such as SLANT (Sit up-Lean in-Askquestions-Nod-Track the speaker; to use when talking to a provider) and Handy High 5 (Who-What-When-Where-Why; to use in describing a medical event orcondition).

The following resources are available for the implementation of My Health Care:

Instructor and Learner Guides

PowerPoint Presentations
These presentations were created with Microsoft PowerPoint 2010 and will playback in PowerPoint 2007 or newer. If you do not have the required software, you may install the FREE PowerPoint Viewer from Microsoft. You may need Adminstrator privlidges to install the software.
Bingo Cards

Caregiver Handout (for Parents/Family)

Promotional Flyer (general information about the program)

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The goal of My Health Care is to empower persons with intellectual or developmental disabilities (ID/DD) to better meet their own health and wellness needs through improved communication with providers, the use of adaptive tools, and development of self-advocacy skills. The project is funded by the Florida Developmental Disabilities Council, Inc.

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Contact me smythed@nefec.org Give me  the year your child was born and a valid email address. I can sign you up.

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Contact me smythed@nefec.org Give me  the year your child was born and a valid email address. I can sign you up.

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WONDERFUL RESOURCE

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"We are happy with telehealth. We have actually prioritized ABA over school as school has not been helpful."

"Telehealth keeps me on track to work with my child. The behavior analyst trains me to run lessons applying the principles of ABA, which I really appreciate."

covered by insurance*

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Home - Center for Autism and Related Disorders

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"We are happy with telehealth. We have actually prioritized ABA over school as school has not been helpful." "Telehealth keeps me on track to work with my child. The behavior analyst trains me to run lessons applying the principles of ABA, which I really appreciate." covered by insurance*

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REDUCE VERBAL STIMMING AND SCRIPTING

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TEACHING; " MORE, PLEASE AND THANK YOU"

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The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. OSEP, directly and through its partners and grantees, develops a wide range of research-based products, publications, and resources to assist states, local district personnel, and families to improve results for students with disabilities. LEARN MORE

The Leadership Conference enhances leadership roles through opportunities to hear from experts in the field and to learn about evidence-based practices that will support participants' ability to improve results for infants, toddlers, children and youth with disabilities and their families.

Learn more

The Project Directors' Conference supports OSEP's goal of improving results for infants, toddlers, children and youth with disabilities, and their families.

Learn more

Each year, OSEP conducts a virtual Symposia Series to provide high-quality, timely, and evidence-based strategies focused on improving performance in a specific topic.

Learn more

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Welcome to OSEP's IDEAs That Work Website

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The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. OSEP, directly and through its partners and grantees, develops a wide range of research-based products, publications, and resources to assist states, local district personnel, and families to improve results for students with disabilities.