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Ten tips to improve your child's special education

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Toys for varied abilities

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Toys to help develop fine motor skills

Kids with cerebral palsy, Down syndrome, and other disorders often have difficulty with fine motor skills. Fine motor mastery is important for writing and other skills, so look for toys that help
kids work on these small movements.

Kids who have difficulty manipulating objects almost immediately take to the (pictured) Tangle Toy. Children love the smooth and easy
twisting and turning motion, and the textured surface creates a massage-like effect. The toy also helps organize mind and body function and soothes children with autism spectrum disorders who crave
repetitive stimulation. $10.

A classic toy for all children, Mr. Potato Head
has long been used as a therapeutic game to aid fine motor development. Working the different body parts into and out of positon builds critical skills - and it's just plain fun. $10-$20.

Smart playtime toys

When you're buying toys for kids with cognitive delays and disabilities, you have to think outside the box. Printed age ranges don't always mean much for these kids. Focus on fun, but look for toys that can help them gain and enhance the skills they
need to master.

These two-sided wooden pattern boards offer ten designs children can explore while building shape, pattern, and color
recognition skills. $20.

Why teach math and numbers with pen and paper? The Smart Snacks Counting Fun Fruit Bowl (pictured)
lets kids devour learning to count and exploring parts of a whole. This sturdy bowl holds 5 fruits. Numbered pieces with embedded magnets and friction fitting pieces let kids fully understand math
concepts. $20.

Go beyond ordinary flash cards with Touch & Feel Flash Cards,
double-sided cards with double-sided cards with different textures to help children learn more about what they're seeing. These cards provide an introduction to early reading and counting skills,
and offer activities for parents and children to do together to enhance learning. $15.

More articles on kids with special needs

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Kids with cerebral palsy, Down syndrome, and other disorders often have difficulty with fine motor skills. Fine motor mastery is important for writing and other skills, so look for toys that help kids work on these small movements. Kids who have difficulty manipulating objects almost immediately take to the (pictured) Tangle Toy.

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Information and support for families who deal with special needs on a daily basis

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Essential articles and resources for parents of children with disabilities and special needs. Hundreds of articles, over 20 years of online support from and for professionals and parents.

Advocating for your child with special needs

Expert advice and a look into the lives of special needs families

Articles and resources for specific disabilities

Supportive people and services

Tuperman Meet Superman - Successful Speech Therapy
A young child with autism makes amazing progress in her speech therapy, in this true story.(Margaret Gonzalez)

How to Raise a Child with Different Neurological Wiring
Encouragement for parents of children with autism, ADHD, learning difference, sensory integration disorder and other neurological issues from Deborah Reber, the famous author of Differently Wired.

Raising Resilient Kids
Mark Bertin, MD, pediatrician and author of How Children Thrive, explains how parents can increase resilience in their children.

Recommended Books
Original reviews to help you choose the best disability resource.

Author Interviews
Exclusive interviews with authors you read. Found only on this site!

List of Groups
A vast directory of disability support forums.

For more than twenty years, the purpose of the childrens' disabilities site is

to show what life is like with a special needs child and

to provide expert information and support for families who deal with this every day.

It is a cooperative approach of parents and professionals.

Personally, my life changed forever when my son was born extremely premature (weighing only one pound) in 1988. After his earlier struggles to survive, our family began the subsequent struggle of raising a child with multiple special needs, most of which are not obvious or well understood. As you know this is no easy task!

Since that time all three of my children and myself have been diagnosed with some form of special need. Over the past twenty years, as I investigated resources for each, I expanded the website. Along the way I have been deeply committed to providing online support. This website was created to help other parents of children with special needs, like yourself, with articles on topics that I have found to be helpful. Some of these articles have really made an impact for me and many others, and I hope they do for you as well.

If you find this website useful, please share with others or link to the site - childrensdisabilities.info.

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A Better Me for Products to support you and your children in your quest for a calmer, more relaxed self.

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Essential articles and resources for parents of children with disabilities and special needs. Hundreds of articles, over 20 years of online support from and for professionals and parents.

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Information on disabilities, law for parents and resources

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Special Education and the Law for Parents Resources for Parents Transition Services - Information for Parents
Read a touching and special essay, The Little Bus, submitted by a NAPCSE Member Carolyn F. Curran, President -Cherry Hill Special Education PTA (SEPTA) - Click on the title below

The Little Bus
To the world you might be one person, but to one person you might be the world.
- Unknown
Welcome to the NAPCSE website: A place where parents of children in special education can find everything they need to know to be their child's best advocate.

Are you a special
education teacher?

Visit NASET
National Association
of Special
Education Teachers

Awards
Nominate parents, special educators, and organizations for NAPCSE awards.

Find products and services geared specifically for children with special needs.

Learn about advertising opportunities with NAPCSE.

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curriculum for children with disabilities

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Special Education Web Site for Parents With Children in Special Education NAPCSE

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Special Education and the Law for Parents Resources for Parents Transition Services - Information for Parents Read a touching and special essay, The Little Bus, submitted by a NAPCSE Member Carolyn F. Curran, President -Cherry Hill Special Education PTA (SEPTA) - Click on the title below The Little Bus To the world you might be one person, but to one person you might be the world.

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Information about Autism, resources, and support networks

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The mission of Autism Support Network is conveyed in our tagline: connect, guide and unite.
Our goal is to short-cut the uphill battle individuals and families undertake when faced with autism - whether that means the initial diagnosis, the day-to-day living and coping needed, relationship and therapeutic strategies and the latest information.

Our support community, which is free for anyone to join, is intended to further reduce the need to "reinvent the wheel" and collectively pool global knowledge and support from all those touched by ASD wherever they might live.

We all experience frustration and can feel isolation in our journeys with ASD. The Autism Support Network is designed as a place by those living with ASD for those with ASD and those seeking social connection, peer guidance and a feeling of community with those that understand.

Contact Us Here
Autism Support Network
Box 1525
Fairfield, CT 06824 (USA)
Tel: (203) 404-4929
Fax: (203) 404-4969
info@AutismSupportNetwork.com

Join our free support community and connect with thousands of other families and individuals touched by ASD. Find out what's working for others, coping strategies, and life guides from others living what you're going through now. Click here to join for free!

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The mission of Autism Support Network is conveyed in our tagline: connect, guide and unite. Our goal is to short-cut the uphill battle individuals and families undertake when faced with autism - whether that means the initial diagnosis, the day-to-day living and coping needed, relationship and therapeutic strategies and the latest information.

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The Wrightslaw Way | to Special Education Law and Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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americans with disabilities education act

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individuals with disabilities education act

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The Wrightslaw Way Wrightslaw Way to Special Education Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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Infant & toddler programs, individualized physical therapy and occupational therapy

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Parents of Special Needs Children Come Together to Support Free Program | UCLA Intervention Program

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TBI & PTSD information, expert Q & A and resources

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BrainLine | All About Brain Injury and PTSD

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Triggers are weird. A seemingly innocuous thing happens or there is a tiny deviation from routine and you or your loved one loses it. From the outside, it seems like a total overreaction but for the person who has been triggered, it is a fight-or-flight response.

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Information and resources about treating and living with traumatic brain injury (TBI) and PTSD: research-based articles, videos, personal stories, expert Q&A, research updates and more for people living with brain injury, caregivers, family, friends and professionals.

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Ted Talk/Parenting a Disabled Child:Nurturing Self-Worth

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Ted Talk/Parenting a Disabled Child:Nurturing Self-Worth

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Instilling self-worth in your child and not allowing their disability to define who they are

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Parenting a Disabled Child: Nurturing Self Worth | Shailen Singh | TEDxTexasStateUniversity

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Getting Help for Your Special Needs child

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Getting Help for Your Special Needs child

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Understanding special education and the law

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What Is Special Education?

Many kids with special needs qualify for extra help in school. A child who has a problem that makes it harder to learn might be able to get:

When a child has these services, it's called "special education." To qualify for special education, kids need to be tested.

If you're concerned about your child's ability to learn, don't delay testing. The sooner kids get the help needed, the more likely they'll succeed in school.

What's the Law?

The Individuals with Disabilities Education Act (IDEA) makes sure that children with disabilities get the same free, quality public education as other kids. (A disability is any physical or mental condition that limits a child's ability to learn.) The law covers kids from birth to age 21.

Children who quality for extra help receive a written plan that sets learning goals for them, and explains how to reach those goals. Parents, teachers, therapists, school psychologists, and others work as a team to create the plan. Plans are offered based on ability and age:

Individualized Family Service Plan (IFSP): This is given to infants and toddlers up to age 3 who have developmental delays or medical problems that can lead to delays (such as hearing loss, being born early, or genetic problems likeDown syndrome).

IEP: This is given to kids ages 3 to 21 who have physical or mental disabilities.

What Do I Do First?

Talk to your doctor. If your child has special needs that make it harder to learn or seems behind in development, tell the doctor. The doctor can see if your child is on track or needs testing. Your child may be seen by a specialist (such as a speech therapist or psychologist).

If needed, get testing. A child who may need extra help to reach milestones will be referred for testing. Testing for special education services can be through your state's early intervention program or through your local school district.

You can request a free test, even without a referral from your doctor. Here's how:

If your child is under 3, call your state's early intervention program.

If your child is age 3 or older, call your local school district.

If your child is older and struggling in school, you can ask for an evaluation at any time. Talk with teachers, the principal, a school guidance counselor, or psychologist to set up testing.

How Will My Child Be Tested?

The kind of tests given depend on your concerns and the needs of your child. Tests can check for language skills, motor skills, development, behavior problems, IQ, and achievement.

What Services Are Offered?

Babies & Toddlers

Babies and toddlers are enrolled in their state's early intervention programs. Most services are given in the home and include help learning to walk, talk, play, and develop other skills. Families and caregivers learn to help children reach their goals. Families also may get help managing problem behaviors and social work support.

Before kids turn 3, they are tested again to see if they need to continue with special education. If a child qualifies, a plan is put in place for preschool.

Preschoolers

After age 3, kids usually get services outside the home. Preschoolers learn best when they're around their peers, and teachers help prepare them for kindergarten. This happens in special education preschools or other learning centers. If needed, a child may get extra services - such as speech therapy - to help meet learning goals.

After preschool ends, kids are tested again to see if they need to continue with special education services in elementary school.

School-Age Kids

Depending on their need, students from kindergarten age through age 21 may qualify for either an IEP or a 504 education plan:

An IEP is a custom learning plan. It tells a child's current grade level creates reachable goals for learning, and has a plan for how the school will help the child reach those goals. The IEP includes yearly planning and progress reports.

504 plans make sure that kids with special needs get the extra support they need in the regular classroom. Support might be having an aide in the classroom, having more time to work on tests or homework, or having a keyboard for taking notes. These things are called "accommodations."

These two plans might seem the same, but they are different. The IEP provides individualized special education and related services, depending on a student's need. To qualify for an IEP, a child must have a disability recognized by the IDEA. The 504 plan helps a child with a disability succeed in a regular classroom setting.

Students with needs that go beyond what the school district can offer may be placed in a special school or program.

Teens

The IEP will start to prepare a child at age 14 for adult life. This is called "transition planning." Transition planning focuses on what a teen wants to do after graduation - such as college or vocational school, working, or volunteering - and the skills needed to reach those goals.

The transition plan also includes where a young adult might live and whether he or she can live independently. It addresses life-skills education (like money management, transportation, grooming, and household chores), and sets a plan for switching to adult health care services.

How Often Are Plans Reviewed?

IEPs and 504 plans are reviewed every year. A major review (which usually includes re-testing) should happen every 3 years.

Can I Change My Child's Plan?

You (or anyone one else on your child's planning team) can ask for a review at any time. If you disagree with your child's IEP, request a meeting with the IEP team to discuss your concerns. Parents have the right to be in all IEP planning meetings, to look over school records, and to disagree with and/or ask to change the plan.

If this effort does not get the results wanted, you can work with a mediator or make a "due process" complaint to help resolve the issues between you and the school district. You also can file a complaint through your state education agency or file a lawsuit.

Your child will continue with services while you go through the resolution process.

What Else Should I Know?

Your child's pathway to learning may be different from what you expected. It may sometimes feel like an overwhelming process. But remember that you do not need to go through it alone.

Find support at school and in the community. Talk to other parents who have been through it before you. Join a support group, either online or in person.

With careful planning and patience, working together with the school, you can help your child learn and reach his or her full potential.

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Special Education: Getting Help for Your Child

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Many kids with special needs qualify for extra help in school. A child who has a problem that makes it harder to learn might be able to get: When a child has these services, it's called "special education." To qualify for special education, kids need to be tested.

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Program's team works closely with parents to design a program to meet child's educational needs

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Toddler classroom schedule *

Parent and me: Parents get hands-on experience helping their child with support from staff and learn how to carryover activities at home.

Open circle: Children and parents take part in circle song time developing language, social skills, and group participation.

Free play: Through various classroom activities, children develop in areas of cognition, language, and creativity.

Snack time: Opportunity to practice feeding, self-help skills, language and group socialization.

Group activity: Varies daily and includes such activities as cooking, art, and sensory play.

Outside time: Outside free play is an opportunity for social play, independent exploration as well as practice of gross motor skills.

Lunch: Practice feeding with possible use of adaptive plates and utensils.

Closing circle: Children and parents participate in closing circle song time, marking the end of the school day.

* Infant services follow a similar format.

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Parent and me: Parents get hands-on experience helping their child with support from staff and learn how to carryover activities at home. Open circle: Children and parents take part in circle song time developing language, social skills, and group participation. Free play: Through various classroom activities, children develop in areas of cognition, language, and creativity.

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Advice & Supports, Travel Tips, & Campaigns

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Real life stories, issues and experiences of day to day life by special needs parents and healthcare professionals.

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Classroom strategies to practice at home with your child

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Special education teachers have specific training to work effectively with students with disabilities. But they also use simple classroom strategies that drive engagement and increase achievement. Learn how you can practice these at home with your own child.

Teachers work hard to meet the needs of their students. And so do parents.

But is the expertise of educators making it into the home, especially when it comes to children with special needs?

6 Smart Teaching Strategies

In K-12 schools throughout the U.S., specialized supports for students with learning disabilities and differences are implemented in classrooms specifically based on children's needs within a large-group setting. These range from assistive technology to extra time on tests or assignments to the support of a paraprofessional.

What may surprise parents, though, is that teachers also rely daily on a variety of simple classroom strategies that have a significant impact on the success of students with special needs.

Below are six highly effective teaching practices and advice for how to implement them at home.

1. Proximity

Proximity refers to how near a teacher is to her student. While this strategy is often used as a behavior management technique, it can also serve as a non-verbal reminder to students who struggle with inattention or hyperactivity, such as those with Attention Deficit Hyperactivity Disorder (ADHD), as the mere presence of an educator nearby has a positive effect on a child's learning. When a teacher stands close to a student, she helps this child recall where her attention needs to be - that is, on her teacher and the academic instruction she is providing.

You can use the same practice at home by creating a shared study environment where your child completes homework or school projects while you focus on your own tasks. As you work alongside one another, you will be able to keep an eye on your child, be nearby to help out when she needs it, and model focus and close attention to your responsibilities.

2. Clear Expectations

Strong teachers create clear practices to increase student engagement and foster high-quality work. To this end, students need to know what success looks like in a teacher's class. Understanding exactly what is being asked of them and how these expectations relate to subjects that they care about is especially important for students with disabilities; such instructional practices satisfy their need for consistency in routine and familiarity.

Children with special needs may struggle to comprehend what an educator means if expectations are unclear or muddled. They may lack the ability to search for context clues or to infer meaning. Activities or assignments with multiple steps may also be too complex for them to process. Clarity and brevity are key to success for these children.

Teachers who work effectively with students with disabilities articulate the learning targets for each student's work and identify the quantity and quality required. They model the ways in which a child can achieve her individual goals and offer visual examples to support her in this effort. Many educators provide rubrics or other specific grading criteria that align with learning aims, and provide each student with the opportunity to assess her own work.

Maintaining clear, consistent expectations is just as necessary at home since children with special needs thrive on predictable environments. Just as educators who work with these students seek to distinguish and meet individual needs, parents too can support each child according to her abilities and interests and provide a clear path to success.

Post your household rules, chore lists, and schedule in a location that is easy for everyone to see, and be sure to review them with your kids if you need to make any changes. Most importantly, demonstrate your expectations for your children at home by using an "I do, we do, you do" model. That is, show them how to complete a task, practice with them, and then let them carry it out independently.

Recognize that it may be challenging at first for a child with a disability to understand why expectations differ for each sibling, but this abstract concept can be reinforced through explanation and discussion. Help your child identify similarities and differences between herself and her siblings, and explain why it's important that you tailor your expectations to these individual differences. Allow her to identify an expectation for herself as well in order to promote ownership of her behaviors and responsibilities.

And be sure to provide specific recognition to each child when she meets the goals you've established.

3. Leadership Opportunities

Students with disabilities frequently feel as if they are set apart from their peers - and indeed, they often are. Many must leave the classroom one or more times throughout the school day in order to receive special education services and academic supports. While these are vital to children's success, such absences also disrupt the opportunities for a child with a disability to be fully integrated into a general education class, an approach known as inclusive education. The older a student gets, moreover, the more she understands this separation and difference from her peers, and such awareness can lead her to feel a sense of isolation.

Providing small opportunities for a student with special needs to act as a leader can make a significant difference in shrinking this gap between her and her peers. For example, teachers may ask a student with a disability to head the class line to lunch once a week or lead the Pledge of Allegiance in the morning. Regardless of how minor a particular act may seem, providing opportunities to demonstrate leadership will give a child a sense of responsibility and pride that she may not experience elsewhere.

At home, you can create chances for your child to use her abilities for leadership as well. For instance, let her teach you the latest technique she learned in math or guide you through a science experiment she worked on in school. You can ask her to be responsible for writing down the grocery list each week or calling everyone together for dinner nightly. Seemingly small tasks still allow children to lead and feel proud of their accomplishments.

4. Choice

While there are schools that have adopted a "no excuses" educational model in which small student infractions are met with significant disciplinary actions, there are many K-12 institutions that use practical, positive techniques to make schools safe and create calm, successful learning environments. These instructional strategies are focused on ensuring that students feel respected and have educational choices, contributing to greater motivation.

For many children with disabilities, large groups can be stressful, resulting in disruptive behavior that may emerge unintentionally. These students are often not able to express their needs or wants appropriately when they feel overwhelmed. Giving children with disabilities a number of choices can help them manage an environment that may feel uncontrollable. This practice also enables them to develop skills to solve their own problems within defined limits, in turn strengthening their self-esteem, independence, and motivation.

It's important for parents to understand that children with disabilities - just like all kids - need opportunities to take risks and make decisions within controlled and enforced boundaries. The difference is that those with special needs may not be provided with sufficient experiences to develop these skills at school. Offering your child choices at home and respecting the decisions she makes will enable her to experience the consequences of such risk-taking - both positive and negative - in a supportive, safe environment. This, in turn, provides an opportunity to discuss the factors that contribute to successful decision-making and demonstrate that you appreciate her efforts to learn and grow. And these experiences can help your child gain the confidence to take greater chances in the classroom as well.

5. Preferential Seating

Where a student is seated in a classroom can greatly support her individual needs. Some children attend to instruction better when seated nearest to the teacher, while others work better when their place is far from the classroom door and out of direct sight of a classroom window. Or, it may be that being too close to the computers or the block area is distracting for a child.

Students with disabilities often have difficulty controlling their impulses, in part because it is exhausting to filter out the other distractors in their classroom. Providing these children with preferential seating can remove them from many of the attentional challenges they contend with in their learning environment, enabling them to focus on their work or the instruction.

Understanding the effect that distractions may have on your child can help you reassess the spaces where she works at home. She may benefit from a separate area free from distractors or extra stimuli, one that is comfortable and soothing after an already-exhausting day at school. For many children with special needs, the calming effect that such spaces foster is essential for them to focus effectively on their schoolwork. Indeed, this setting can serve as the area where you work side-by-side with your child.

6. Recognizing Effort

Teachers often use a variety of rewards to reinforce children's efforts to meet the performance standards set for each of them. Tangible rewards are not always necessary, as symbolic recognition can motivate a student just as successfully. Effective teachers are welcoming and respectful when they acknowledge how a student met expectations; they encourage children to share their ideas and thoughts, and build on the individual abilities and learning styles that they use to reach their goals.

In addition, the feedback these educators give when they reinforce a student's effort is highly specific. Simply stating "Great job!" does not provide a child with insight into the exact actions she took that enabled her to succeed. Rather, a teacher will praise the steps a student took by saying, for example, "I really appreciate how you immediately began working quietly at your desk when you came back into the classroom. That is exactly what you were asked to do!"

As a parent, you can implement these strategies by allowing your child to share her schoolwork, express her thoughts and opinions on the work that she did in the classroom, and explain how she believes her unique strengths helped her accomplish these tasks. In addition, using descriptive praise will help your child understand the desired actions or behavior she is practicing. For instance, shifting from a simple "thank you," which may not convey what you are thankful for, try "I really appreciate that you put away your laundry without me having to remind you" or "Thank you for beginning your homework at 5 p.m. as we agreed."

Ask the Teachers

Supporting student achievement requires the participation of educators and parents alike. Teachers can be a remarkable resource, with seemingly small strategies that have an outsized effect on helping children attain their learning goals. These six practices are a great start, but ask your child's teacher for others - she's almost certainly got a trove of suggestions she'll share.

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Parents, Try These 6 Tips from Special Ed Teachers - CES Schools

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Special education teachers have specific training to work effectively with students with disabilities. But they also use simple classroom strategies that drive engagement and increase achievement. Learn how you can practice these at home with your own child. Teachers work hard to meet the needs of their students. And so do parents.

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Children with Chronic Health Issues, Disabilities and special Needs

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Children with Chronic Health Issues, Disabilities and special Needs

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Basic guide for your child's health issue(s), disability or special needs. Helpful information and resources

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If you are looking for something specific that does not appear to be covered on our website please PLEASE CONTACT US!

Disclaimer: Every effort has been made to assure the quality and accuracy of information provided on this website. Though we have tried to include as much detail as possible, the information contained here in is intended only as a guide to pointing you in the right direction. Each individual's circumstances are unique and may require additional steps or effort above and beyond that which is specified. Inclusion on the Resource links list does NOT imply endorsement by SNRP. While we have made every effort to provide quality Resources it is the responsibility of the viewer to exercise reasonable discretion when using ANY sources.

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Special Needs Resource Project (SNRP) provides a basic guide for parents of children with chronic health issues, disabilities and special needs. This site is designed to help you get a jump-start in your search for helpful information and resources.

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Homework Strategies for children with Disabilities

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Homework Strategies for children with Disabilities

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Apply homework accommodations to help children with learning disabilities