Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
Exceptional Living Abroad Quarterly Exceptional Family Member Program Newsletter from Fleet & Family Support Centers of Navy Region Europe, Africa, Southwest Asia
411 on IEPs & 504s
Bullied? Get Help.
Coping with ADHD
What’s the difference between them? How do you decide which your child needs?
Help your child with tools to deal with & prevent bullying, plus more resources from the Pacer Center online.
PLUS... iPad/Android Apps for special needs and new e-‐book & video resources at your FFSC.
We’re Back to School! Are You Ready? Prepare Your Child With Special Needs For Success The days of summer vacation have come to a close all too soon and school is upon us. It's time to get your family back on a school schedule. Children with special needs often function better when there is structure and routine. Summer has its own rhythm and routine that differs from the hectic pace of the school year and the impending holidays. There are a few things you can do to make this school year smoother and better organized, all the while setting your kids up for success. •
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Organize your home before the school starts or as soon as you can. A little work up front will pay off as school schedules and other commitments take over the white space on your calendar. Identify a regular place for homework that meets your student's special needs, preferably with as few distractions as possible. Pick up extra school supplies to keep at home and store them in the
We know the system. We can help.
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"homework area" to have on hand. Have a place to put school papers, field trip permission slips, and other important documents that need to be signed and returned to school. Know what programs and tools are available to help you support and advocate for your child with special needs.
If you are not already familiar with the Department of Defense Parent Toolkit (http://1.usa.gov/Q2hUvu) take time to review it, especially Module 2. A new school year often brings new educators and other care providers. Knowing the benefits, rights, and programs available to your child will ensure
the Special Care Organizational Record (SCOR) (http://1.usa.gov/UoVWWm) for children with special health care needs. Not only does it help you organize medical information, therapies, medications, and other important details, it also is invaluable in the event someone else must step in and care for your child in your absence. (continued on page 6)
your child's school is also aware of what's available to support children with special needs in and out of the classroom. Review, update, or start using
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Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
IEP? 504?
Here’s the 411! By Erin N. King, Ed.S., Nationally Certified School Psychologist Which is better, a 504 Plan or an IEP? This is a question I often hear in the schools and see in message boards: Which is better an Individualized Education Plan (IEP) or a 504 Plan? That's a hard question to answer, because they both serve different purposes and have their own strengths. In a broad sense, they are both detailed plans, created by the school and parents to outline how a student with a disability will learn.
A 504 Plan and an IEP are both intended to protect a student with a disability to ensure that they are learning in the least restrictive environment. Both IEPs and 504s are enforceable under federal law.
What’s the difference? To qualify for a 504 Plan, a student must have a disability that is affecting a major life function. There does not have to be educational impact, but merely the need for accommodations to support the educational process. For example, a student can be doing well academically, but need accommodations such as social skills assistance due to Asperger's Syndrome, or organizational skills due to ADHD. Accommodations are not considered special education services.
It is more difficult to qualify for special education services and receive an IEP. A student must meet criteria under one of the categories of special education. A student can have a disability, yet not demonstrate a need for special education services. Generally an IEP is developed by a team made up of special education teachers, psychologists, administrators, parents and the child. Observation and assessment of the child for a period of time is often necessary to develop detailed goals and action plans. With either plan, a direct connection must be made from the
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disability to the impairment in school. For example, a student who struggles in writing and has an anxiety disorder would not automatically qualify for a 504 Plan. One would have to prove that the writing problems are a direct result of the anxiety disorder.
When is a 504 Plan is a better option? A 504 Plan is a better option when the student is able to function well in a regular education environment with accommodations. The 504 is generally less restrictive than the IEP, and it can also be less stigmatizing for the child. Cons of the 504 Plan are that schools sometimes do not take the accommodations as seriously and reminders are often necessary (even though this should not be the case.) There are fewer services available through a 504 Plan and the 504 Plan may not be as detailed as the IEP.
When is an IEP is the better option? An IEP is a better option for students with a disability that is adversely impacting education. Students who need more than just accommodations to regular education would need an IEP. Eligibility in Special Education opens the door to a variety of services. Cons to the IEP are that it can be more stigmatizing than the 504 Plan. The process to determine eligibility for an IEP can also be very long, which may create delays in accessing services.
The answer to the question "Which is Better, a 504 Plan or an IEP?" depends on the child and his or her unique needs. I recommend that parents look carefully at both options before pursuing one over the other. Learn more and find special education resources at http://www.schoolpsychologistfiles.com
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Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
Techniques to Use with ADHD or Autistic Children & Teens: Expert Parent Training Offered Free in Naples, Rota , Sigonella September 24-‐29
Applied Behavioral Analysis (ABA) Techniques Highly Effective in “Helping Kids Learn How to Learn”, Say Experts
When young children are diagnosed overseas with autism, ADHD or similar development disorders, there are few local resources to support their development. However, it’s not always possible, and sometimes can be more disruptive, for a family to return immediately to an area where ABA therapy and other services are available. Many studies have shown Applied Behavioral Analysis (ABA) techniques to be particularly effective for children and adults with developmental conditions such as autism and ADHD. However, families lose valuable time by waiting to apply developmental techniques that can significantly impact their child’s long-‐term development. To help these families, CNREURAFSWA is presenting a series of three two-‐ day workshops for parents of children with autism and ADD/ADHD in Rota, Sigonella and Naples. Rota is scheduled for Sep. 24-‐25, Naples Sep. 26-‐27 and Sigonella Sep. 28-‐29. To register for the free workshop, call your installation FFSC and speak to the FFSC EFMP Liaison. The in-‐depth introductory workshop will give parents background and hands-‐on practice in implementing techniques to help manage the consequences of behavior, promote positive behavior, minimize the likelihood of problem behavior, and teach skills that allow children and teens to be more successful and less reliant on problem behavior. Workshop facilitator Robert Schramm, MA, BCBA, of Knospe ABA in Hanover, Germany, is widely considered a leading expert on ABA Therapy in Europe. He says the workshops will teach parents how “be their child’s best teacher”. Contact your FFSC to register and read more about the workshop content at www.knospe-‐aba.com. You can also download a free ABA toolkit from Autism Speaks at http://bit.ly/NpxSxE.
FFSC EFMP Liaisons: Your Connection to Resources New Region-Wide “Family Connections Group” Launches This Fall In every Fleet and Family Support Center, you will find an EFMP Liaison who is trained to help you navigate the system, connect you with resources and help you solve problems. You can also request case management support if you’d like to work with a professional who can help you identify goals for your family, action plans to achieve those goals, and provide assistance in helping you overcome challenges in accessing resources through providers both OCONUS and back in the states.
NEW THIS FALL: Look for announcements around your installation from your FFSC for a new “virtual” Family Connections Group.
DID YOU KNOW? Your FFSC has a Special Needs Resource Library with materials to assist you in learning about and managing a broad range of medical, psychological and educational conditions. Find books, e-‐books and videos for adults & kids covering anxiety, depression, asthma, stress reduction, autism, ADHD, chronic illness, cancer, meditation & much more.
If you have questions about how the EFM Program works, who qualifies, how to enroll, and options available to participants, please get in touch with your FFSC EFMP Liaison; find contact information on page 4.
We know the system. We can help.
These monthly meetings will connect families from ALL installations across the region via Skype and webinars to share resources, hear presentations from experts, and make personal connections with each other. If you’ve had a hard time connecting with other families who can empathize and offer support or resources, this is your chance.
To help kick off the new Family Connections Group, send your suggestions on topics you’d like to hear about or preferences for time of day to EFMPEURAFSWA@eu.navy.mil or call
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Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
What You Can Do About Bullying Students with disabilities are much more likely to be bullied than their nondisabled peers, which can make dealing with an already-‐challenging academic environment even more difficult. Bullying affects a student's ability to learn, and when it is related to a child's disability, it can be considered harassment and a violation of civil rights laws. Schools and states have responsibilities under the law, but adult response is equally important. Adults are the most important advocates that a student with disabilities can have, and it's important to know how to talk with someone in a bullying situation. The Pacer Center's Bully Project provides parents, teens and children with useful and realistic tools to deter and deal with bullying. Tips help kids become “self-‐ advocates”, which includes knowing how to: speak up for yourself ; describe your strengths, disability, needs, and wishes; take responsibility for yourself; find out about your rights; get help or know who to ask if you have a question.
child’s disability, they may become allies in helping the child. The children may also be less likely to view accommodations or individual support as unfair advantages. One of the best ways to teach children about a disability is to talk to them at school. For many families, presenting at school is an annual event. Discuss why a child may look or behave differently from other children in the class; point out the many ways in which the child is like classmates and offer classmates tips for interacting with the child. Sometimes, the event can be written into a child’s IEP document. Use Positive Protection Strategies A great deal of student interaction happens outside the view of adults. Your child's classmates could be powerful allies in bullying situations. Work with the school to offer training to selected students and create a unique support network.
Tips for Parents: How You In addition, the IEP can Can Help Your Child Learn to be a helpful tool in a The Pacer Center created a toolkit for families with special Be a Good Self Advocate bullying prevention plan. needs who are coping with bullying. Bullying, especially at school, The IEP team, which is one challenge that can includes the parent and Find excellent tips, action plans and coping strategies for sometimes be hidden from the child, can identify children, teens, and parents at parents. It is never too early strategies that can be http://specialneeds.thebullyproject.com/toolkit to learn how to talk to your written into the IEP to child about bullying, and help stop the bullying. teaching him or her to advocate. It begins with your child learning by watching you, as a parent, be a good advocate. Such strategies include: identifying an adult in the school whom the child can report to or go to for assistance; determining how The Bully Project toolkit includes conversation starters for you to school staff will document and report incidents; allowing the child open the door with your child, template letters to notify to leave class early to avoid hallway incidents; holding separate in-‐ authorities, a policy and law database, how to use the IEP services for school staff and classroom peers to help them process to spell out anti-‐bullying precautions, and tips for understand a child’s disability; educating peers about school explaining your child's disability to his or her classmates. district polices on bullying behavior; shadowing by school staff of the student who has been bullied. Help Build Acceptance and Understanding By Talking to Other Students Bullying can be stopped when parents and children or teens take Parents and professionals find that if classmates understand a action. Find worksheets, action plans, scripts and more at http://specialneeds.thebullyproject.com.
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We know the system. We can help.
Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
There’s An App For That! With iPads, Kindles and smartphones in every pocket, there are more tools than ever to help you manage your conditions and thrive.
Check out this list of top-‐rated apps recommended by the MomsWithApps blog, Stair Lifts Blog and the “Hacking Autism” initiative. Most apps are available on both iTunes and Android.
SoundAMP Lite
Autism/Developmental Apps
This app turns your iPhone into an amplifying listening device for people who are hard of hearing or have difficulty in loud areas. Use your ear buds to hear friends, lectures or TV programs. The app is discreet and has many options to adjust your listening preferences.
ConversationBuilder™
Helps high-‐functioning autistic children identify and construct appropriate conversations with peers in a range of social settings.
What Are They Thinking?
Food Additives 2
Food additives can be very dangerous to those with celiac disease, allergies and genetic DNA mutations. The database of 450+ food additives and foods that contain them resides on your device – no internet connection is needed to use it.
Allergy Runner
Tracks your exposure to allergens, monitors allergy symptoms and records new triggers, so you can learn to manage your allergies more efficiently and help you avoid future suffering.
Excellent for developing social language skills, reading facial cues, and learning to interact with others.
Proloquo2Go
This app is a lot more expensive than a standard app, but is a vital support for those with difficulty speaking. The app turns written words into speech and is ideal for Autism, Cerebral Palsy, Down Syndrome, developmental disabilities, Apraxia, or stroke. Compared to AAC devices that cost thousands of dollars, this app is a great solution that has comparable quality.
LifeArmor
iComm
Helps non-‐verbal users communicate by pointing out pictures on screen using their eyes. Also records voices for greater recognition.
This DoD app is packed with 17 mental health topics, information, assessments, videos with personal stories and interactive exercises to help military families with common mental health concerns to develop coping skills.
iEarnedThat
Diabetes Buddy Lite
Diabetes Buddy Lite makes diabetes management simple; tracks your daily carb intake, glucose, water intake and weight chronologically. Log/monitor glucose levels, insulin injections and physical activity.
An amazingly simple motivational tool to help children work toward tangible goals & develop desirable behaviors. Turn any picture of a desired reward into a 3D interactive jigsaw puzzle, set the goal and have your child earn their reward one puzzle piece at a time.
Published by Fleet and Family Support Programs of Commander, Navy Region Europe, Africa, Southwest Asia. To submit story ideas, questions or concerns email EFMPEURAFSWA@eu.navy.mil. For program information or assistance with family support needs, contact your installation FFSC EFMP Liaison. For assistance with enrollment, disenrollment or status updates, contact your installation MTF EFMP Coordinator. Like EFMP on facebook at http://on.fb.me/EURAFSWAEFMP for news and helpful tools. Unless otherwise noted, the sites and resources listed within this newsletter are provided by organizations outside the U.S. Department of Defense (DOD) and U.S. Navy (USN) and are offered as a convenience and for informational purposes only. Their inclusion here does not constitute an endorsement or an approval by DOD or USN of any of the products, services, or opinions of the external providers. DOD and USN bear no responsibility for the accuracy, efficacy or content of external sites.
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Navy Region EURAFSWA EFMP Newsletter
Get the latest scoop. Find us on
http://on.fb.me/EURAFSWAEFMP
Your Local EFMP Points of Contact
Fleet & Family Support Center EFMP Liaisons offer information, resources and assistance to families. MTF EFMP Coordinators help with enrollment and status updates. Command POCs are being appointed for all units across the region. Check with your command leadership to be connected to your Command EFMP POC. Naples (Italy) FFSC EFMP Liaison: DSN 629-‐6559 USNH Naples EFMP Coordinator: fleetliaison@med.navy.mil, DSN 629-‐6325
Rota (Spain)
FFSC EFMP Liaison: DSN 727-‐3232 USNH Rota EFMP Coordinator: fleet2@med.navy.mil, DSN 727-‐3554
Sigonella (Italy)
FFSC EFMP Liaison: DSN 624-‐4291 USNH Sigonella EFMP Coordinator flt-‐liaison@med.navy.mil, DSN 624-‐4842
Bahrain (Bahrain)
FFSC EFMP Liaison: DSN 318 439-‐4046 BHC Bahrain EFMP Coordinator: DSN: 318.439.4260 flt-‐liaison@med.navy.mil
Souda Bay (Greece)
FFSC EFMP Liaison: DSN 266-‐1590 BHC Souda Bay EFMP Coordinator: DSN 266-‐1590 flt-‐liaison@med.navy.mil
Germany/Benelux/United Kingdom FFSC EFMP Liaison: DSN 314 626 6951 EFMPEURAFSWA@eu.navy.mil RMC Landstuhl EFMP Coordinator: DSN 314 486-‐8127 navyliaison@amedd.army.mil
Camp Lemonnier (Djibouti)
FFSC EFMP Liaison: DSN 311 824-‐4539 or 314 626-‐6951
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Back to School Edition 2012
(continued from page 1) Visit and become familiar with the Exceptional Family Member Program Mobile Website (http://1.usa.gov/Q2jptt). Having this at your fingertips will help you easily and quickly access information about the EFMP and services. Transitioning from the routine of summer to the more structured routine of the school
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stress to your family. Have a set schedule in the afternoons of downtime, homework, review of the day, and free time if possible. Keep a calendar handy and visible to help keep everyone and everything on track. Nothing throws a schedule off more than a forgotten appointment or school project.
With a little preparation, preplanning, and a
Back to School Success Tips year is not always easy. Figure out what works best for your family and then try and stick to it. Before and after school routines are the bookends to your child's school day. •
Preplan breakfast and after school snacks. Thinking of what to fix — much less having the ingredients on hand — can be frustrating and add unnecessary
few weeks of sticking to a new routine, life will quickly fall into place, and you'll be able to enjoy the school year as it picks up speed. With a little preparation, preplanning, and a few weeks of sticking to a new routine, life will quickly fall into place, and you'll be able to enjoy the school year as it picks up speed.
Free Homework Help and More Tutor.com gives students in eligible military families access to free online tutoring and free homework help from live, expert tutors in more than 16 subjects.
are expert in the subjects they tutor. They tutor every skill level from elementary to advanced, and they can also help eligible military adult students with introductory college courses, adult learning, and career transitions.
Students in military families who move frequently, are dealing with a deployed parent, or need extra support due to educational challenges can rely on our tutors for expert help staying on top of tonight’s homework or catching up on missed concepts and lessons—at no cost.
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Q: When can I use the program?
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Q: Where do I access the free program?
Eligible military adult learners can get back-‐ to-‐school, college and career transition help, including GED prep and resume writing.
Everything is online, so you can access the program from any internet-‐enabled computer worldwide. Q: Free tutors? Are they qualified to help me? Absolutely. All tutors are real people who
Visit www.tutor.com to sign up for this invaluable FREE service for military families.
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Navy Region EURAFSWA EFMP Newsletter
Back to School Edition 2012
Back to School Strategies for ADHD Families Good communication, advance planning help your child participate... and THRIVE
The classroom environment can be a challenging place for a child with ADD/ADHD. The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways. As a parent, you can provide the most effective support: equipping your child with learning strategies for the classroom and communicating with teachers about how your child learns best.
Tips for supporting teachers
There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child with ADD/ADHD learn to find his or her feet in the classroom and work effectively through the challenges of the school day. Strategy 1: Communicate with teachers As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate his or her needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say. You can make communication with your child’s school constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the
We know the system. We can help.
phone, email, or meet in person, make an is having any problems in school, including on effort to be calm, specific, and above all the playground. Find out if your child can get positive—a good attitude can go a long way in any special services to help with learning. communication with school. Strategy 2: Develop and use a behavior plan Create goals together. Discuss your hopes for Children with ADD/ADHD are capable of your child’s school success. Together, write appropriate classroom behavior, but need down specific and realistic goals and talk about structure and clear expectations in order to keep their symptoms in check. You can help by how they can be reached. developing a behavior plan for your child—and Listen carefully. Like you, your child’s teacher sticking to it. Whatever type of behavior plan wants to see your child you put in place, succeed at school. create it in close Listen to what he or she Create a B ehavior P lan collaboration with your has to say—even if it is child’s teacher and That Works sometimes hard to hear. your child. Avoid interrupting. Understanding your Kids with attention Download a highly regarded child’s challenges in deficit disorder behavior plan called The Daily school is the key to respond best to Report Card at http://bit.ly/QiaxCf finding solutions that specific goals and daily which can be adjusted for positive reinforcement work. as well as worthwhile elementary, m iddle a nd h igh s chool Share information. You rewards. Yes, you may students with ADD/ADHD. know your child’s have to hang a carrot history, and your child’s on a stick to get your teacher sees him or her every day: together child to behave better in class. Create a plan you have a lot of information that can lead to that incorporates small rewards for small better understanding of your child’s hardships. victories and larger rewards for bigger Share your observations freely, and encourage accomplishments. your child’s teachers to do the same. Tips for managing symptoms Ask the hard questions and give a complete ADD/ADHD impacts each child’s brain picture. Communication can only work differently, so each student can look quite effectively if it is honest. Be sure to list any different in the classroom: some seem to medications your child takes and explain any bounce off the walls, some daydream other treatments. Share with your child’s constantly, and others just can’t seem to teacher what tactics work well—and which follow the rules. don’t—for your child at home. Ask if your child
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Navy Region EURAFSWA EFMP Newsletter You can help your child with ADD/ADHD reduce undesirable behaviors by choosing appropriate strategies for tackling their individual problems. Distractibility Students with ADD/ADHD may be easily distracted by noises, motion or their own thoughts and miss class information. They have trouble staying focused, or may seem to be listening but something gets in the way of retaining information. To help, increase movement, decrease distractions, and break long work into shorter chunks. • Sit away from doors and windows. Put pets in another room or a corner while working. • Alternate seated activity with movement. Incorporate physical activity into lessons. • Write important information down so it’s easily read and referenced. Remind your child where to find the information. • Divide big assignments into smaller ones, and allow frequent breaks. Interrupting Kids with ADD may struggle with controlling their impulses, and often speak out of turn. Outbursts may come across as aggressive or rude, creating social problems as well. Children with ADD/ADHD often have fragile self-‐ esteem, so pointing this issue out in class or in front of family members doesn’t help the problem—and may even make matters worse. Develop a “secret language” with your child with ADD/ADHD. Use discreet gestures or words you have previously agreed upon to let him know he’s interrupting. Praise her for interruption-‐free conversations. Impulsivity This is perhaps the most disruptive symptom of ADD/ADHD, particularly at school. Impulsive kids act before thinking and may come off as aggressive or unruly, creating difficult social situations or problems in the classroom. Manage impulsivity with behavior plans, appropriate/ immediate discipline, and tools to give kids a sense of control over their day.
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Back to School Edition 2012
Make sure a written behavior plan is • Give him a stress ball or other object to nearby, i.e., taped to the wall or a child’s squeeze or play with discreetly. desk. • Limit TV/video game/ computer time in • Give consequences immediately following favor of time for physical activity. misbehavior. Be specific in your Trouble following directions explanation, making sure the child A common problem is that kids may look like understands how they they understand and misbehaved. might even write • Recognize good What Parents Should Know down directions, but behavior out loud. Be specific with praise, so About ADD/ADHD Medications then aren’t able to do what’s been asked. the child knows what Schools or doctors may recommend Sometimes students they did right. medication for your child. You should know miss steps and turn in • Write a daily schedule medication can greatly help with symptoms incomplete work, or and cross off each of ADD/ADHD, but they are not a cure. misunderstand an item as it is assignment Medications m ay l ose e ffectiveness o ver completed. Children altogether and wind time and also have side effects. with impulse problems up doing something may gain a sense of Do your research, consult with your doctors else entirely. control and feel and educators, and weigh the benefits and Break down steps calmer when they risks of medications for ADD/ADHD before involved in your know what to expect. giving them to your child. instructions, and Fidgeting and hyperactivity redirect when ADD/ADHD causes many necessary. students to be in constant physical motion; it’s a struggle just to stay in • Be extremely brief when giving directions their seats. Combat hyperactivity with creative • Allow your child to do one step, then ways to allow your child to move in come back to find out what is next. • If he gets off track, give a calm but firm appropriate ways at appropriate times. reminder. • Ask him to run an errand or do a task, • Write directions down in a bold marker or even if only to walk across the room to in colored chalk on a blackboard. sharpen pencils or put dishes away. • Encourage her to play a sport—or at least Get more tools to help cope with ADD/ADHD run around before and after school – and at http://www.nichq.org/adhd_tools.html. make sure he never misses recess/P.E. •
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