Patti's Blog - Advocate for Elders, People with Disabilities and Their Families

High Test Scores, Disruptive in Class…Academic or Discipline Issue?

Excerpt from: The Wrightslaw Way (click for full article)

 

I cannot tell from your e-mail what help your daughter needs, or what is already being provided in her IEP. However, if her needs were being met, it is unlikely that she would be failing, disruptive, or having significant disciplinary issues.

If you can afford to enroll her in an appropriate private school, then by all means do that.

Unless your daughter has had a very recent private sector neuropsychological evaluation, you probably do not know specifically what she needs.  Without knowing what she needs, it is more than likely you will not be successful in finding an appropriate school. Disruptive high school students can become disruptive adults. The legal system is not supportive or kind to disruptive adults.

If you can afford the several hundred thousand dollars that a private special education high school will likely cost you, take that route. Or, work with an experienced advocate in your area.

If the advocate reviews the file and tells you that the case is past advocacy and requires an attorney, do not hesitate to follow that advice.

There may not be a lot of time left to get help before the disruptive behavior becomes a more immediate issue than the academic issue.

Raising Awareness of Williams Syndrome

Excerpt from: The Arc (click for full article)

 

In 2010, the Williams Syndrome Association designated the 1^st full week in May as “Williams Syndrome Awareness Week.”  In the years since, the number of awareness events for Williams syndrome held annually has grown tremendously, and this year, Congressman Jim Moran (D-VA) will introduce a resolution in Congress (H-Res 194) in recognition of the entire month of May as Williams syndrome Awareness month.  What do you know about Williams syndrome?

Williams syndrome is a genetic condition that is present at birth and can affect anyone.  It is characterized by medical and cognitive problems, including cardiovascular disease, developmental delays, and learning disabilities.  These occur side by side with striking verbal abilities, highly social personalities and an affinity for music.

WS affects 1 in 10,000 people worldwide – an estimated 20,000 to 30,000 people in the United States. It is known to occur equally in both males and females and in every culture.

Unlike disorders that can make connecting with your child difficult, children with WS tend to be social, friendly and endearing.  Parents often say the joy and perspective a child with WS brings into their lives had been unimaginable.

Up to 10 Percent Children Affected by Specific Learning Disabilities

Excerpt from: Science World Report (click for full article)

 

A recent study published in the journal Science states that up to 10 percent children fall victim to special learning disabilities, which translates to 2-3 pupils in every classroom.

The study was conducted by academics at UCL and Goldsmiths. The study suggests that children are frequently affected by more than one learning disability, such as dyslexia, dyscalculia and autism.

It is reported that learning disabilities such as dyslexia, dyscalculia, attention-deficit/hyperactivity disorder, autism spectrum disorder and specific language impairment are a result of a typical brain development with complex genetic and environmental causes.

Support the Sensory Project

Excerpt from: Supporting People with Intellectual Disabilities (click for full article)

 

The Sensory Story Project aims to create high quality affordable sensory stories that schools, families and other interested parties can purchase. Are you able to support this project, you can donate as little as £1 here.

Sensory Stories are a simple way of telling stories using all the senses. The stories are short, each sentence within them is combined with a rich sensory experience. They are fun and engaging for children (and adults) of all ages but hold particular benefits to some groups:

• Individuals with profound and multiple learning disabilities may learn in a sensory way; sensory stories are a way of supporting sensory learning. 
• Children who have sensory processing disorder or for whom sensory processing issues co-occur alongside conditions such as Autism, ADHD or Tourettes can benefit from sensory stories as they provide them with safe opportunities to encounter stimuli and learn to regulate their responses to it. 
• Sensory stories can also help children who have proprioception difficulties, as through exploring different sensory stimuli it can be possible to find a stimulus that is calming to a child which can then be used at other times (not just during story telling) to provide reassurance.

The Sensory Story Project will only go ahead if backed by people who understand it's worth.

Is Your Child's IEP Really Individualized?

Excerpt from: Wrightslaw (click for full article)

 

What's the "I" in IEP? IEPs must be Individualized to the unique needs of each child with a disability. That means your child's IEP should be tailored to his specific needs.

In this issue of the Special Ed Advocate, you will get an IEP checklist to help you make sure your child's education plan is individualized. Learn what specific information IDEA requires in the IEP.

‘Learning disabilities’ movement turns 50

Excerpt from: Washington Post (click for full article)

 

This month, we will commemorate an important historical event that opened doors for generations of students with learning differences and, in essence, may have made Landmark College, where I teach possible. At Landmark, we specialize in teaching students who learn differently, using methods designed specifically for those with dyslexia, ADHD and Autism Spectrum Disorders.

Fifty years ago, on April 6, 1963, a group of concerned parents convened a conference in Chicago to discuss a shared frustration:  they all had children who were struggling in school, the cause of which was generally believed to be laziness, lack of intelligence, or just bad parenting.  This group of parents knew better.  They understood that their children were bright and just as eager to learn as any other child, but that they needed help and alternative teaching approaches to succeed in school.

Improving communication for people with learning disabilities

Excerpt from: Supporting People with Intellectual Disabilities (click for full article)

 

There is a free online article from the Nursing Standard describing how communication for people with learning disabilities can be improved in healthcare settings. Download it here.

Study finds people with learning disabilities are more likely to have a premature death compared with general population

Excerpt from: Medical Press (click for full article)

 

Researchers from the University's Norah Fry Research Centre and School of Social and Community Medicine, together with colleagues from NHS Bristol and the Royal College of General Practitioners, reviewed the sequence of events leading to all known deaths of 233 adults with learning disabilities, 14 children with learning disabilities and 58 comparator cases (adults without learning disabilities who died in the study area during the same period of time). All deaths occurred over a two-year period in any of five Primary Care Trust (PCT) areas of South West England. The findings showed that people with learning disabilities are more likely to have a premature death than those in the general population. Researchers found that men with learning disabilities died, on average, 13 years sooner than men in the general population. Women with learning disabilities died, on average, 20 years sooner than women in the general population. Overall, 22 per cent of the people with learning disabilities were under the age of 50 when they died, compared with just nine per cent of people in the general population.

Read more at: http://medicalxpress.com/news/2013-03-people-disabilities-premature-death-population.html#jCp

Researchers from the University's Norah Fry Research Centre and School of Social and Community Medicine, together with colleagues from NHS Bristol and the Royal College of General Practitioners, reviewed the sequence of events leading to all known deaths of 233 adults with learning disabilities, 14 children with learning disabilities and 58 comparator cases (adults without learning disabilities who died in the study area during the same period of time). All deaths occurred over a two-year period in any of five Primary Care Trust (PCT) areas of South West England.

The findings showed that people with learning disabilities are more likely to have a premature death than those in the general population. Researchers found that men with learning disabilities died, on average, 13 years sooner than men in the general population. Women with learning disabilities died, on average, 20 years sooner than women in the general population. Overall, 22 per cent of the people with learning disabilities were under the age of 50 when they died, compared with just nine per cent of people in the general population.

Researchers from the University's Norah Fry Research Centre and School of Social and Community Medicine, together with colleagues from NHS Bristol and the Royal College of General Practitioners, reviewed the sequence of events leading to all known deaths of 233 adults with learning disabilities, 14 children with learning disabilities and 58 comparator cases (adults without learning disabilities who died in the study area during the same period of time). All deaths occurred over a two-year period in any of five Primary Care Trust (PCT) areas of South West England. The findings showed that people with learning disabilities are more likely to have a premature death than those in the general population. Researchers found that men with learning disabilities died, on average, 13 years sooner than men in the general population. Women with learning disabilities died, on average, 20 years sooner than women in the general population. Overall, 22 per cent of the people with learning disabilities were under the age of 50 when they died, compared with just nine per cent of people in the general population.

Read more at: http://medicalxpress.com/news/2013-03-people-disabilities-premature-death-population.html#jCp

Your IEP Roadmap: Education Pathways for Your Child

Excerpt from: National Center for Learning Disabilities (click for full article)

 

An Individualized Education Program (IEP) is the first stop on the road after determining your child’s eligibility under the IDEA 2004. That road can be hard to navigate without guidance, so we've produced a roadmap to guide you.

The thorough graphic gives a visual and easy-to-use overview of the IEP process, from intervention and evaluation to classification and planning accommodations. You'll see the different pathways you and your child can take, including developing an IEP or 504 Plan.

People With Learning Disabilities More Likely To Die Prematurely

Excerpt from: Medical News Today (click for full article)

 

People with learning disabilities are at an increased risk of premature death compared to the general population, according to a new report published by the Department of Health in the UK.

The findings come from a three year study which evaluated the extent of premature death in people with learning disabilities, the agency also made recommendations that could improve service of care.

The study, led by researchers at the University of Bristol, analyzed the deaths of 233 adults who had learning disabilities, 14 children who had learning disabilities, as well as 58 adults who died at the same time without learning disabilities.

They found that people who had learning disabilities were more likely to have a premature death compared to the general population. Men with learning disabilities died 13 years younger than the general population, on average - women die 20 years earlier.