2022 Your Child With Special Needs

Anderson School is an approved private special education school, providing individualized academic instruction and therapeutic services to students age 3-12 with medical complexities and/or multiple disabilities.

Early Intervention at PCCD is an integrated developmental service offering evaluation and therapeutic services for children under the age of 3 who have, or are at risk for, developmental delay.

Sibshops at PCCD provides young brothers and sisters (age 6-13) with peer support and information in a lively, recreational setting. For enrollment in the 2022-23 sessions, email sibshops@thepccd.org

Your Child’s Learning

Health & Wellness

Tolerance & Understanding

Resources

4 Ways

My Spirited Child Made Me a Better Mom

By Cheryl Maguire

While reading an article on the Internet, I discovered the book Raising Your Spirited Child by Mary Sheedy Kurcinka.

I wish I knew about it eleven years ago when my spirited daughter was born. I learned a lot of the techniques of how to parent a spirited child by trial and error. I never knew there was a positive classification for her personality.

According to the book a spirited child is defined as, “a child who is more intense, persistent, sensitive and perceptive than the average child”. Kurchinka coined the term spirited when she was looking for informa tion regarding her son, she only came across words like difficult, strong-willed or stubborn. She felt framing the description of her child using a positive word, such as spirited, would help her to focus on her child’s strengths.

When I was in graduate school earning a degree in counseling psychology, I remember a professor saying to me, “You will learn the most from the challenging cases.” This comment has stayed with me throughout the years. After reading this book I couldn’t help but think of how I became both a better parent and a better person from knowing my daughter.

Determination

In the book, Kurchinka states spirited children are persistent. She points out this is can be considered a positive characteristic and gave examples of people such as Martin Luther King or the Wright brothers who were persistent. However, it can also lead to power struggles with your child. The key is to use positive words like com mitted, decisive or I prefer the word determined.

My daughter is the most determined person I have ever met. She learned how to ride a bicycle in three days, at

The Gifford School is part of the Massachusetts Association of Approved Private Schools for students with special education needs.

Gifford is a therapeutic day program serving students who have complex social, emotional, and learning challenges that may include autism spectrum disorder, anxiety disorder, executive functioning difficulties, mood and self-regulation disorders, and trauma related disorders.

We provide individualized educational and integrated clinical services for students in 4th grade through high school on our beautiful 27 acre campus in Weston. For more information, please visit our website: www.gifford.org or contact our admissions department.

Scan with your smartphone’s camera to quickly go to The Gifford School website.

Where Education Happens in Special Ways www.gifford.org

age five, mostly on her own. She spent every moment of those three days attempting this skill. It didn’t mat ter how many times she fell or how many scrapes and bruises she received, she got back on her bicycle until she could ride it without falling.

She used the same amount of determination while learning to play the piano. One day she decided she wanted to learn how to play and instead of asking for lessons she looked up YouTube videos of how to play the piano. She spent the next week practicing the same song over and over. By the end of the week, everyone in the family was amazed at her ability to play the song which she learned entirely on her own.

When I see her willingness to go after her goals de spite any obstacles she may encounter, I can’t help but feel motivated to do the same with my goals.

When I’m feeling frustrated, I merely en vision her riding the bicycle or playing the piano and realize I can’t give up.

Curiosity

Spirited children often are percep tive. Kurchinka states, “their senses are keen, draw ing in every aspect of stimulation around them.” She then men tions how this abil ity helps the child to have creative thoughts.

In my daughter’s case, her per ceptiveness has led to curiosity which caused some interesting moments when she was younger and seemed to get into everything.

One time she grabbed the diaper cream without me knowing it. I only realized it when I found it smeared all over the couch.

She is always in terested in how things work and asks lots of

questions or tries to figure it out on her own as was the case with playing the piano. Seeing her attempt new experiences has caused me to try activities I might normally never consider such as an alterna tive fitness class or reading a different book genre. Normally I’m a shy person who doesn’t willingly take risks. When I see my daughter attempting something like climbing a rock wall, I can’t help but feel inspired to try new things as well.

Patience

When you are the parent of a spirited child you are going to encounter temper tantrums. Kurchinka even devotes an entire chapter about tantrums in her book. She states, “all kids throw tantrums, but spirited children do it with much more pizzazz, finesse, and frequency.”

Over the years I developed patience and under standing for my daughter’s tantrums which has resulted in a decrease in her behavior. Patience was required for my daughter’s curiosity such as the example above where she decorated the couch with diaper cream. Patience is necessary with re gard to her persistence which does result in power struggles especially as she gets older. My patience has helped me in dealing with other areas of my life

Spirited children often are perceptive, their senses are keen, drawing in every aspect of stimulation around them.

When I see my daughter attempting something like climbing a rock wall, I can’t help but feel inspired to try new things as well.

such as waiting for customer service or interacting with my other children.

Empathy

Kurchinka notes, “sensitive spirited kids feel emo tions see sights, hear sounds, and smell odors to a degree that most of us mortals will never know.”

At times this translates to a lot of crying especially when my daughter was younger. I can now identify when she is feeling overwhelmed or overstimulated and needs to be in a more quiet, less stimulating envi ronment when this occurs. I feel empathic towards her experience.

My favorite aspect of this trait is how she loves to help others or make other people feel special. On Mother’s Day, she always showers me with various home-made gifts and baked goods. She truly loves making me breakfast in bed.

During teacher conferences, her fifth-grade teacher told me at the end of every day my daughter makes a point to say thank you for teaching her. She said in her fifteen years of being a teacher she never encountered a student who did this, yet this simple act made her feel appreciated.

Loving the Spirit

Even though being the parent of a spirited child can be challenging, I have loved every moment of it (not just because she is my daughter either). My daughter has helped me to accomplish my goals, try new experi ences, and most importantly appreciate others. •

Cheryl Maguire holds a Master of Counseling Psychology degree. She is married and is the mother of twins and a daughter. Her writing has been published in The New York Times, National Geographic, Washington Post, Parents Magazine, AARP, Health line, Your Teen Magazine, and many other publications. She is a professional member of ASJA. You can find her at Twitter @

CherylMaguire05

Sensitive spirited kids feel emotions see sights, hear sounds, and smell odors to a degree that most of us mortals will never know.

GREAT WORK GREAT SCHOOLS

Start or advance your career at an approved special education school! Now hiring:

ABA and behavior professionals Classroom assistants Residential program staff Teachers

Licensed counselors OT, PT, SLP, BCBA Building support staff

Find a school, find a job Resources and information at maaps.org

Understanding Special Education Funding Free and Appropriate for All

The decision to place a child in the setting that is most appropriate for their needs should be based on the I E P , not the cost

The CIRCUIT BREAKER program was started in FY’04 to provide additional state funding to districts for high cost special education students

The CIRCUIT BREAKER program

reimburses local school districts for a portion of their prior year's costs above a certain threshold for educating severely high needs special education students

Prior to , there were significant struggles over who was responsible for the students with high cost special education placements

2004

And how paying for critical special education services would impact the school district's budget

When an approved special education school is determined to be the least restrictive environment for a student, Massachusetts helps districts protect the integrity of the IEP process by agreeing that students with significant special needs are not just the responsibility of one school district, but rather the collective responsibility of the Commonwealth

The baseline cost assumes that educating a student with severe needs will cost more than for a typical student

Currently, CIRCUIT BREAKER reimburses of costs above that baseline and is subject to appropriation by the legislature each year

R G

Visit maaps org to learn more about approved special education schools and careers

50th Anniversary of Special Education in Massachusetts

Pioneering law ensuring ‘free and appropriate public education’ for children and youth with special needs became a national model

BOSTON – The Massachusetts special education community gathered with elected officials, public officials, past and present leaders, advocates, students, and parents at the State House’s Grand Staircase to celebrate the 50th anniversary of the landmark special education law, Chapter 766 of the Acts of 1972, which opened the doors for thousands of children and young adults with special needs to receive the “free, appropriate public education” promised them by the Massachusetts Constitution.

PHOTOS BY ANDREA SPANO

The event kicked off with a performance by the Perkins Secondary Musical Chorus and concluded with over a hundred special education leaders of the past and present. gathering in a group photo.

Sponsored by the Massachusetts Legislature’s Joint Committee on Education co-chairs Senator

Jason Lewis and Rep. Alice Peisch, the event was attended by Sens. John Keenan, Joan Lovely, and Walter Timilty; and Reps. Denise Garlic, Tackey Chan, Paul J. Donato, Mark Cusack, Nika Elugardo, Sean Garballey, Carmine Gentile, Dan Hunt, Steven Owens, Sarah Peake, Ted Philips, David T. Vieira, and Tommy Vitolo; Marylou Sudders, Secretary of Health and Human

Services; James Peyser, Secretary of Education; Maria Mossaides, Director of the Office of the Child Advocate; Katherine Craven, Chair of the Board of Elementary and Secondary Education Elizabeth Denniston, Assistant Secretary of HHS; Dan Shark, Assistant Secretary of A&F at HHS; Ann Reale, Assistant Secretary DOE; Amy Kershaw, EEC Commissioner; Jane Ryder, DDS Commissioner; Elizabeth Morse, Assistant Commissioner of DDS; Jaqueline Brown, Director of Financial Compliance

OSD; and Matt Deninger, DESE Chief Strategy Officer.

It was the first public event hosted at the Grand Staircase since the start of the COVID-19 pandemic.

Signed into law by thenGovernor Francis W. Sargent, known locally as the Mike Daly-David Bartley law, it was implemented beginning with the 1974-75 school year. The model and approach of Chapter 766 became the heart of nationwide legislation enacted by Congress in 1975 that today is known as

continued next page

The extraordinary connection of health and human services and education is so important to the needs of children with different abilities. I want to thank the parents, for your heart and your soul, and your grit, always believing in your children and the opportunities that they have to offer all of us.

— Secretary Sudders

the Individuals with Disabilities Education Act (IDEA).

Remarks at the event were given by Marylou Sudders, Secretary of Health and Human Services; James Peyser, Secretary of Education, Sen. Jason Lewis, Chair of the Joint Committee on Education; Maria Mossaides, Director of the Office of the Child Advocate; Katherine Craven, Chair of the Board of Elementary and Secondary Education; Michael Ames, President & CEO of the RFK Alliance, and President

of the board of directors of the Massachusetts Association of 766 Approved Special Education Schools (MAAPS); Elizabeth Dello Russo Becker, Executive Director of MAAPS; Pam Nourse, Executive Director of the Federation for Children with Special Needs; Rosemary Alfredo, parent, advocate, author, and coach; and Sophia Gabor, a 12th grade student at Dr. Franklin Perkins School.

“The extraordinary connection of health and human services and education is so important

to the needs of children with different abilities. I want to thank the parents, for your heart and your soul, and your grit, always believing in your children and the opportunities that they have to offer all of us,” said Secretary Sudders. “I really want to give a shout out to the residential schools. In those early, darkest days of COVID the residential schools serving more than 2,000 of our most vulnerable kids in the Commonwealth never closed your doors. You understood that you could not close your doors. So, from my heart to yours, we will always stay strong with our youth of different abilities in the Commonwealth of Massachusetts.”

“Chapter 766 was indeed a landmark piece of legislation that had a positive effect on literally billions of Massachusetts students over the past 50 years. Before 766, students with special needs were all too often treated as second-class students or excluded from school altogether,” said Sec James Peyser. “In no way were they given the level of educational services and supports that they needed an deserved … As you all know, 766 did not solve everything, but it fundamentally changed the way students with disabilities were treated and taught, and significantly affected the allocation of resources for students with special needs. It also opened up new opportunities for parents to advocate for the support their children so

desperately need. Importantly, 766 became the model for the federal I.D.E.A., which extended the 766 model for the rest of the country, and ultimately laid the groundwork for Americans with Disabilities Act. Needless to say, this brief history demonstrates that Chapter 766 is one of the most important laws ever enacted in the Commonwealth.”

Chapter 766 was indeed a landmark piece of legislation that had a positive effect on literally billions of Massachusetts students over the past 50 years.

Before 766, students with special needs were all too often treated as second-class students or excluded from school altogether.

—Secretary James Peyser

“Nelson Mandela famously said that education is the most powerful weapon you can use to change the world. What I would add to that is, that can only be true if every single child has access to high quality education opportunities,” said Senator Lewis. “We are all very proud to live in Massachusetts because we see ourselves as leaders, and this is another example: The passage of 766 inspired the passage of the federal law,

the I.D.E.A. legislation. I was to give my thanks to all the special education teachers, staff, administrators, families, parents and guardians, and students for the incredible work you all do every day.”

“On behalf of our many stakeholders in the special education community here today, we welcome you to the celebratory event celebrating 50 years of special education advancement and success,” said Michael Ames, President & CEO of the RFK Alliance, and President of the board of directors of the Massachusetts Association of 766 Approved Special Education Schools (MAAPS). “As the head of an organization that runs three separate 766 schools, I know firsthand what a difference our schools make. As many parents have shared with me, your schools have been a lifesaver.”

Many speakers remarked on how far special education has come in 50 years and also the challenges ahead. While celebrating the achievement, Elizabeth Becker reminded the leaders that there is currently a serious staffing shortages and rising needs following the pandemic. Despite these challenges, it was a day of celebration, bringing together the many different facets of special education, and honoring those who crafted this great shift and those who implement it every day. •

Anxiety

IN CHILDREN

By Sarah Lyons

Anxiety is a feeling of unease or nervousness that of ten goes along with an upcoming event or something with an uncertain outcome. This feeling typically will come with physical signs such as increased heart rate or muscle tension. It is normal for children to have occa sional feelings of anxiety when faced with something new or if they must confront their fears. Just like adults, kids experience periods of sadness, nervous feelings, and hope lessness during childhood. As parents, we can support our kids while they have these episodes and give them tools to work through them.

Many parents question the difference between feelings of anxiousness in children that stem from reasons that are typical developmental challenges, and when the anxious feelings become more than is manageable leading them to seek professional help. For example, it is common for babies 7-9 months old to have anxiety about strangers. It is common for preschool age kids to be afraid of the dark, monsters, and insects. School age kids often have anx ious feelings about school and friends. These feelings are expected for kids and part of them learning to manage the world around them. When these fears begin to interrupt their ability to learn, interact with peers, sleep at night, or function normally in daily life, it might be a sign that your child is dealing with an anxiety disorder.

Anxiety can appear at any age but children experience these feelings much differently than adults. True anxiety can cause anger and aggression, bedwetting, changes in appetite, insomnia, fatigue, trouble focusing, irritability, muscle tension, nervous habits such as nail biting, rest lessness, headaches, or stomach aches in children. Anxious feelings can cause children to refuse to go to school or other activities or make them want to avoid situations. The Centers for Disease Control Prevention (CDC) says “7.1% of children aged 3-17 years (approximately 4.4 million) have diagnosed anxiety.” If your child is struggling with anxiety, the statistics show they are not alone.

Feelings of anxiousness protect us from dangerous situ ations and warn us when to avoid things that may put us

If you feel that your child’s behavior is stemming from their anxiousness about a situation, try to understand where the problem stems from.

at risk. This is the positive side of anxious feelings. How ever, an anxiety disorder can be debilitating and cause us to make decisions that are no longer protecting us.

Anxiety in children can be difficult to identify because it can appear to be a child acting out or behaving strangely rather than an underlying concern. For example, if your child is having anxiety about school they may refuse to go, they may complain about a stomach ache and ask to see the nurse to get out of class, or they may act out and distract their peers. If you feel that your child’s behavior is stem ming from their anxiousness about a situation, try to un derstand where the problem stems from. “We ask questions that get them to discover the root of the worry themselves.” says a mom of 3. She suggests using questions like “What are you most afraid of happening in this situation?” This will help kids determine the root of the problem. “If they don’t know what scares them, we walk through a possible scenario of the whole event and stop when they get to the scary part so we can further discuss it.”

No one will argue that anxious feelings are normal on oc casion. When these feelings interfere with school work, ac tivities, relationships, disrupt the entire family, or become unmanageable, it may be time to seek professional help. If your child is threatening to hurt themselves or others or if their behavior feels scary or out of control, see a profes sional right away. A therapist will be able to give you and your child tools to manage the anxiety in a healthy way, identify the root of the problem, determine symptoms and triggers, and prescribe medication if needed. This will help anxiety become manageable and leave your child feeling healthier and happier.

Sarah Lyons is a mom of six children, including seven-year-old triplets.

School is an independent boarding/day school which offers programs for middle school, high school and post high school transition educational

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is a leader in educating students with complex language and learning

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• Milestones Day School and Transition Program is a therapeutic day school serving students ages 5-22 with an extended school year (216 days) in a therapeutic milieu.

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• Dual enrollment college programming is available for interested seniors and transition program students.

• Full-time therapeutic staff, including psychologists, speech-language pathologists, occupational therapists, and Board Certified Behavior Analysts (BCBA), provide support in both group and individual settings.

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• Employment skill development is part of the programming for both high school and Transition Program students.

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a school as unique as your child

Service and therapy animals have become increasingly popular for children with special needs, and for good reason. Research shows that animals can make a huge difference in kids’ physical independence and emotional well-being. Additionally, service and therapy animals are being trained to help a very wide range of people with many different disabilities, in many settings.

Types of Service Animals

Service, emotional support, and therapy animals are trained differently, perform different tasks, and have access to public places at different levels.

According to the Service Animal Association, a service dog works to help the owner perform tasks they cannot perform on their own because of their disability, an emotional

support animal works to improve the health of their owner who is disabled, and the therapy animal works with their owner to improve the health of others.

SERVICE ANIMALS: The vast majority of service animals are dogs. Service dogs may guide individuals who are blind or deaf, alert others to an individual who is having a

seizure, pull a wheelchair, retrieve dropped items, and otherwise perform meaningful physical services to a person with a physical disability.

Service dogs are not pets; they are highly trained, and are considered to be “medical equipment.” As a result, they have special legal status and may accompany their owner virtually anywhere they can fit.

EMOTIONAL SUPPORT ANIMALS:

Emotional support animals may be dogs—but may also be almost any other species. They are medically prescribed by a doctor and provide support for a single disabled person.

Emotional support animals are not continued on next page >>>

highly trained, but they do provide significant support and comfort; as a result, they are allowed on airplanes and in “no pets allowed” hotels, restaurants, and other public facilities.

THERAPY ANIMALS: Therapy animals are pets that have been trained, registered, and insured. They belong not to a disabled individual but to someone who brings the animal to facilities for therapeutic purposes. A therapy animal might visit nursing homes, hospitals, clinics, or schools to provide stress relief and comfort. Unlike service animals and emotional support animals, therapy animals are not medically required and thus can’t (for example) be brought into a school without special permission.

TYPES OF NEEDS MET Service and emotional support animals can do a great deal for your child, no matter what their disabilities. Of course, the animal must be trained in order to be more than just a warm, friendly companion—and you must learn how to work with the animal to get the most of its abilities and skills. Here are just a few of the things a

service or emotional support animal could do for your child:

• Guide a child who is blind, deaf, or has focus issues to be sure they cross roads safely, avoid obstacles, and avoid collisions with other pedestrians

• Alert others to an event, such as seizure or a low blood sugar, that requires immediate medical attention

• Pull a wheelchair or provide physical support for transferring, balance, and other needs

• Help to pick up dropped items

• Support learning by (with proper training) attending to the child as they read aloud

• Provide companionship and emotional support

• Enhance social skills by responding to a child’s input (horses, for example, respond to a child’s touch while dogs respond to commands)

• Build self-esteem and responsibility

• Help to manage anxiety and moodrelated challenges

• Help to model appropriate behaviors (dogs can actually show children how to appropriately relax in bed, rise for the day, respond to requests, etc.)

BENEFITS

No matter what your child’s special needs are, there’s a good chance that an animal can help. But before leaping into action, remember that animals are living, feeling beings that need a safe environment and an owner who is capable of understanding their needs and limitations.7 Before saying “yes” to a service or support animal, consider these questions:

• Is my child old enough (usually 12+) to physically and intellectually work with and (to whatever degree possible) care for an animal?

• Are my child’s needs likely to be met by an animal? Obviously, a therapy animal is a poor choice for a child who is afraid of animals or is likely to ignore, injure, or neglect them.

• Is our family ready to own and care for a service or emotional support animal? Yes, there are laws to protect the animal from a landlord, but do you have space and time to own (for example) a large dog?

• Are you able to make a long-term commitment to an animal that may be living with you for many years?

• Is an animal the best tool to achieve your child’s goals? For example, an emotional support dog may delight a child with autism, but it might also wind up being a substitute for (rather than a tool for improving) important human interactions.

• Where and how would your child work with a service or support animal? Are those settings likely to be safe and appropriate for your animal?

ACCESS

If your child’s animal is considered “medical equipment” or has been prescribed by a doctor, the ADA (Americans with Disabilities Act) says the animal can be with your child at all times The one important exception is when the animal itself is behaving badly and thus causing a nuisance or danger to others.

You will, however, need to check with your state’s policies regarding the definition of service and support animals to be sure your animal meets their criteria. According to the ADA:

“The ADA requires State and local government agencies, businesses, and non-profit organizations (covered entities) that provide goods or services to the public to make “reasonable modifications” in their policies, practices, or procedures when necessary to accommodate people with disabilities. The service animal rules fall under this general principle.

AT SCHOOL

The same rules are required at schools. Allergies and fear of dogs are not valid reasons for denying access or refusing service to people using service animals.

When a person who is allergic to dog dander and a person who uses a service animal must spend time in the same room or facility, for example, in a school classroom or at a homeless shelter, they both should be accommodated by assigning them, if possible, to different locations within the room or different rooms in the facility.

Rules that pertain to service animals and most emotional support animals do not apply to pets. Even if your child is emotionally attached to their animal friend, they may have to leave the animal at home if you don’t have the right documentation.

If you want your doctor or therapist to prescribe an emotional support animal for your child with special needs, you can ask them to write an official letter explaining your child’s disability and why the animal is required for their mental health. That letter must be provided, in advance, to airlines and other public facilities that prohibit pets.

HOW TO GET ONE

If you simply want an animal companion for your child, your best bet is to research types and breeds, have your child visit with a few potential pets, and then buy the animal that suits your needs. Such an animal, however, will not have access to public places as they are not covered by the ADA.

If needed, you can ask your child’s medical practitioner to write a letter describing your pet as an emotional support animal.

If you are interested in a trained service animal, you’re in for a very different experience. Service animals are expensive because they are highly trained. In addition, your child will only be given a service animal if he or she is trained and capable of interacting properly with the animal. You may even have to submit to a home inspection to be sure you own a suitable home for the animal.

While the cost of service animals is high, there’s an excellent chance that you will be provided with an animal at a discount or even free through a non-profit service animal provider. If you have non-Medicaid health insurance (including veterans insurance) you may also be able to defray some of your costs. ✷

W hen young Cody joined the peer inclusion preschool at his neighborhood public school, he fit in from the start. His class was a mix of neurotypical “peer mentors” and children with disabilities, including students like Cody with apraxia of speech, a motor speech disorder that made communication complicated. The school’s curriculum encouraged understanding and advocating for students with disabilities, says Cody’s mom, and he felt accepted and included.

Because the peer inclusion program wasn’t offered after preschool, Cody enrolled in another local school for kindergarten. That’s when the bullying began—Cody began experiencing harassment and physical bullying nearly every day, mostly from students in his own class. When he reacted, he was punished by missing recess or simply sitting in “time out,” recalls

By Malia Jacobson

his mother, an active member of the local Special Needs PTA. “We were getting 4, 5, 6 disciplinary notices every week, and I knew something was really wrong, because that wasn’t an issue at his other school.”

Bullying and Disability

Bullying at school—defined as disrupting or interfering with a student’s educational environment through intimidating, threatening, or physically harming a student or the student’s belongings—affects children with disabilities more often than other kids. While around ten percent of neurotypical kids experience bullying, the number jumps five-fold for students with disabilities.

Through bullying is harmful to all children, it’s especially hurtful for children with disabilities. Children with certain conditions that affect speech or communication may not be able to tell teachers or caregivers

what they’re experiencing, making bullying harder to identify and correct, says David Camenisch, MD, a psychiatrist with the Seattle Children’s Hospital Autism Center. “A child with special needs who is bullied may internalize their distress, becoming disruptive at school or at home, developing feeding or toileting problems, or physical complaints like stomachache or headaches.”

And bullying doesn’t just harm the child being bullied. Bullying negatively impacts students who observe it—the so-called bystanders—along with teachers and adults connected to the school.

“Bullying is insidious because it erodes feelings of confidence and safety not only for those directly involved in bullying but for bystanders, teachers and parents,” says Camenisch.

School districts are starting to take notice. “In recent years, there’s

been greater awareness and more education around what bullying is as it relates to students with disabilities, and the fact that students with disabilities have protections under the law,” says Jen Cole, MA, director of Parent Training and Information with Tacoma’s PAVE (Partnerships for Action Voices for Empowerment), which provides support and resources for individuals, youth and families impacted by disabilities.

All states have anti-bullying laws to protect kids. Students with an identified disability have added layers of civil rights protection via federally guaranteed right to a free, appropriate public education (sometimes referred to as FAPE).

Awareness of the impacts of bulling on multicultural and English learning children with disabilities is also increasing, Cole says, thanks to the advocacy effects led by caregivers and organizations like Open Doors for Multicultural Families.

“Students with disabilities experience a lot of intersectionality with identity,” says Cole. “That means that when a student with a disability is also transitional bilingual, English learning, a student or color, or experiencing homelessness, they’re more vulnerable to bullying and also have less access to resources to help.”

How Adults—and Kids—Can Help

When it comes to bullying, caregivers for students with disabilities can’t afford to be unprepared, says Cole. “I encourage families to be proactive because it’s so hard when it happens to and we are unprepared,” she says.

One of the best ways to prepare: Make your child’s individualized education plan (IEP) or 504 plan part of your anti-bullying toolkit. “Make this [harassment, intimidation and bullying] part of your student’s IEP meeting so that things like social-emotional growth and self-determination become something you’re talking about regularly with the school,” Cole says.

Self-determination, or the student’s ability to voice their own needs and wants, can be a benchmark within an IEP plan, as well as a school-wide focus. “A healthy school climate is one in which everyone is actively working on skills like showing respect, being safe, being responsibility, and specific skills elated to bullying, specifically self-determination— students learning how to speak up for themselves,” says Cole.

While anti-bullying education is now common in schools, some programs are more effective than others. Peer advocacy—teaching

students to stand up for others— can be one of the most effective forms of anti-bullying education, says Camenisch. “Bullies are more responsive to peers pointing out that their behavior is wrong than they are to adults.”

Outside of school, caregivers can help encourage the growth of proactive social skills that help protect kids from bullying, says Camenisch. “Proactive social skills include the ability to identify and respond to bullying, situational awareness, and very fundamentally knowing ‘what is a friend.’”

Role-playing through potential playground interactions and reading books like Don’t Pick on Me by Susan Green are more ways parents to promote proactive social skills, says Camenisch.

A combination of peer advocacy and parent-to-parent education shifted the climate in Cody’s kindergarten classroom. His mother used social media and the classroom contact list to educate other parents about Cody’s condition and ask for their support. As the class learned more about disability and bullying, Cody’s primary tormentor ended up becoming a strong peer advocate. “It was an exhausting few months, but it made me aware of the resources that are available for things like this,” she says.

Most importantly, Cody now feels accepted and included at his school, she says. “He absolutely loves his friends. He just wants to feel like everyone else.”

Bullying isn’t a learning experience anyone wants for their child—it’s far too damaging and dangerous. “But addressing bullying can be very empowering for kids and for adults,” Camenisch. “It can jumpstart learning and give kids an opportunity to help others understand their unique challenges.”

“It is possible to navigate this successfully,” he adds. “But it takes a team.” ✷

Malia Jacobson is a nationally published health and family journalist.

“Proactive social skills include the ability to identify and respond to bullying, situational awareness, and very fundamentally knowing ‘what is a friend.’”

Each year in March and April Boston Parents runs a survey to find out from our readers who are the Family Favorites in over 100 categories. This year we published the complete list of winners in the August issue of Boston Parents and are reprinting categories here most related to health and special needs for this guide. The complete list of Family Favorite Winners is avail able at BostonParentsPaper. com in the “Our Magazines” tab under the Annual Guides section.

Hospitals

THE TOP 5

• Boston Children’s Hospital, Boston

• Brigham and Women’s Hospital, Boston

• CHA Cambridge Hospital, Cambridge

• Mass General Hospital, Boston

• Newton-Wellesley Hospital, Newton

THE WINNER

• Boston Children’s Hospital, Boston

BostonParents

Family Favorite Winners in Health and Special Needs Categories

Learning Disabilities Specialists

THE TOP 5

• Boston Ability Center, Wellesley

• Learning Solutions LLC, Norwood

• Lurie Center for Autism, Lexington

• Riverside Early Intervention, Newton

• Y3K Tutor In Your Home

THE WINNER

• Riverside Early Intervention, Newton

Mental Health Practices

THE TOP 5

• Be Inspired Counseling, Stoughton

• Brigham and Women’s Hospital, Boston

• Counseling Services of Greater Boston, Wakefield

• Learning Solutions, LLC, Norwood

• Morse & Rosenbaum Counseling & Consultation, Sudbury

THE WINNER

• Be Inspired Counseling, Stoughton

Optometrists

THE TOP 5

• NECO Center for Eye Care Commonwealth, Brookline

• New England Eye Institute, Brookline

• Newton-Wellesley Eye Associates, Newton

• Robert Crawford, OD, Brockton

• The Optical House, Wakefield

THE WINNER

• Newton-Wellesley Eye Associates, Newton

Orthodontists

THE TOP 5

• Anthea Resnick, DMD, Newton

• Halvorsen Orthodontics, S. Easton

• Starr and Glick Orthodontics, Medfield

• The Center for Pediatric Dental Care and Orthodontics, Brookline

• The Medford Center for Orthodontics and Pediatric Dentistry, Medford

THE WINNER

• The Center for Pediatric Dental Care and Orthodontics, Brookline

Pediatricians

THE TOP 5

• Centre Pediatrics Associates P.C., Brookline

• Charles River Medical Associates: Paige Meisheid, M.D.l, Natick

• Harvard Vanguard Medical Associates, Burlington

• Longwood Pediatrics, Boston

• Needham Pediatrics: Greenes David S MD, Needham

THE WINNER

• Harvard Vanguard Medical Associates, Burlington

Speech-Language Therapy

THE TOP 5

• Back Bay Speech & Occupational Therapy, Boston

• Marshfield Speech & Language Therapy, Marshfield

• North Shore Children’s Therapies, Peabody

• South Shore Therapies, Multiple Locations

• Speech-Language Pathology Center, Norwell

THE WINNER

• Back Bay Speech & Occupational Therapy, Boston

Special Needs Preschools

THE TOP 5

• Cotting School, Lexington

• May Center School, Multiple Locations

• New England Center For Children, Southborough

• Norwood Montessori School, Norwood

• The Kennedy Day School, Brighton

THE WINNER

• New England Center for Children, Southborough

Special Needs Elementary Schools

THE TOP 5

• Campus School at Boston College, Newton

• League School Of Greater Boston, East Walpole

• May Institute, Multiple Locations

• The Professional Center for Child Development, Andover

• The Wolf School, Rumford, RI

THE WINNER

• The Wolf School, Rumford, RI

Special Needs Middle Schools

THE TOP 5

• Campus School at Boston College, Newton

• Cotting School, Lexington

• League School Of Greater Boston, E. Walpole

• The Accord School, Norwell

• The Wolf School, Rumford, RI

THE WINNER

• League School Of Greater Boston, E. Walpole

Special Needs High Schools

THE TOP 5

• ACCEPT Education Collaborative, Natick

• Center For Applied Behavioral Instruction, Worcester

• League School of Greater Boston, East Walpole

• Learning Prep School, Newton

• Nashoba Learning Group Inc, Bedford

THE WINNER

• Center For Applied Behavioral Instruction, Worcester

Special Needs Legal Assistance

THE TOP 5

• Education Consulting, Advocacy and Legal Services, Saugus

• Fletcher Tilton Attorneys, Multiple Offices

• MAAPS, Wakefield

• Ramos Law Education and Disability Advocates, Wellesley

• Special Needs Law of MA, Framingham

THE WINNER

• Fletcher Tilton Attorneys, Multiple Offices

Special Needs After School Programs

THE TOP 5

• Applied Behavioral Learning Services, Wellesley

• Commonwealth Learning Center, Danvers and Needham

• Open Door Theater, Acton

• SMILE Mass, Sudbury

• The Lark Center, LLC, Norwood

THE WINNER

• Commonwealth Learning Center, Danvers and Needham

Special Needs Recreation Programs

THE TOP 5

• Academy MetroWest, Natick

• Best Buddies Massachusetts, Boston

• SMILE Mass, Sudbury

• Special Olympics Massachusetts, Marlborough

• The Common Room, Boston

THE WINNER

• SMILE Mass, Sudbury

Health and Special Needs Summer Camps

THE TOP 5

• Camp Howe, Goshen

• Grotonwood Camp, Groton

• JCC Camp Grossman, Dover

• New England Hemophilia Association Family Camp Moultonburough, NH

• Oceanwood Christian Camp, Ocean Park, ME

THE WINNER

• Oceanwood Christian Camp, Ocean Park, ME

Early Intervention

Who, What, Where, When, and Why?

By Ellen (McGrail) Waddill, M.Ed. Parent Liaison, Professional Center for Development Andover & Lawrence, MA

Many parents I meet say, “What is Early Intervention (EI)?” when the doctor or a friend suggests the services. EI is the type of service that if you don’t need it, you may not know about it.

EI helps to maximize growth and development in babies and toddlers. Anyone who has concerns about a child’s development due to a diagnosis, a delay or risk of a developmental delay could refer to EI.

Who

EI in Massachusetts provides services to eligible children from birth to three years of age. Any child can be referred to EI if questions about their development are raised. Anyone may call to refer. Most calls come from a parent, physician, childcare provider, or family member. A condition or circumstance that may result in delayed development could prompt this call.

What

EI services are comprehensive and integrated across six areas of development — social/emotional, self-help, gross motor, fine motor, cognition, and expressive and receptive language. Your child’s EI Specialist may be trained as a Physical, Speech, or Occupational Therapist, an Educator, a Nurse, a Social Worker, a Nutritionist, Music Therapist, or other specialist. Each has expertise in working with children and families. Depending on the needs of the family and child the EI Specialist will work on specific outcomes to help enhance the child’s growth and development.

Where

EI is family centered. Visits could take place in the child’s home, at childcare, or in the park - any place that would be the child’s natural environment. For example, a family may meet the EI Specialist at the local playground to work on gross motor skills such as climbing and jumping. Or, if a child has a delay in their language development, a community or EI playgroup may be suggested. A child playgroup encourages children to express wants and needs. At times, having young children interact with other toddlers in a playbased setting provides an extra incentive to develop some needed skills.

When

As soon as questions about a child’s development are asked, it would be appropriate to call an EI program. At the time of referral, with the parent’s permission, an EI team will conduct a developmental assessment. The team will look at the six areas of development. After establishing eligibility for EI, the team will write an Individualized Family Service Plan (IFSP). In this document the team will develop strategies and outcomes to maximize the child’s potential. The family is always an important member of the team!

Why

Children should be given the chance to reach their full potential. Child development in the first three years of life is critical, as this is the time when their developing brain is most capable of change. With intervention in the early years, a child may not need special education as they enter school, or the services needed may be better identified or decreased. The family is the first and most important teacher in a child’s life. Together with the family, EI helps children acquire skills and reach milestones to develop into happy and healthy individuals.

Ellen is the mother of a young man who benefited from Early Intervention. During those important early years in EI, Ellen and her son (Timmy) learned how to advocate for needs, begin an educational foundation, and navigate life with medical complexities and developmental delays. All these years later… Timmy still does not walk, talk, or even move very much and the family is still using skills learned in Early Intervention.

www.MassFamilyTIES.org.

Child development in the first three years of life is critical, as this is the time when their developing brain is most capable of change.

TOLERANCE

UNDERSTANDING

When a Siblinghas Special Needs

Growing up as the typi cally developing sibling of a brother or sister with mental health challenges or other special needs can be confusing, embarrassing and sometimes scary. Life at home with brothers or sisters who are explo sive, withdrawn or alternate between periods of normal and inappropriate behavior is not easy, and “walking on eggshells” is not a healthy way to live.

THE SIBLING EXPERIENCE

Siblings of children with mental health needs tend to experience a wider range of highs and lows than other children. Common dynamics include:

• CONFUSION. About the unpredict able behavior and shifting moods of their brothers and sisters, who seem to be held to a different set of rules. Relatives and family friends might interact differently with the child with special needs than they do with the child’s sibling.

• SAFETY CONCERNS. Siblings may be subjected to physical and verbal aggression, resulting in general ized anxiety, symptoms of posttraumatic stress disorder, sleep problems, impaired concentration in school and other issues. These concerns can be minimized with professional help.

• SHAME AND EMBARRASSMENT. About a brother or sis ter’s behavior, making a sibling

reluctant to invite friends over, be seen in public or participate in activities.

• “PARENTIFICATION.” A child takes on adult responsibilities before she is developmentally ready. While this can be the child’s way of managing stress, siblings may miss out on childhood.

• INDEPENDENCE. Accustomed to having less parental attention, young siblings are often capable of tasks that exceed their age range, such as putting themselves to bed or preparing their own meals.

• OVERPROTECTIVENESS. Highly aware of their brother or sister’s vulnerabilities, siblings may become overprotective on the play ground and in family arguments,

By Emily Rubin

or cover up for poor choices made by the sibling.

• COMPETING FOR ATTENTION. Because a brother or sister with mental health issues requires unusual amounts of attention, some siblings resort to negative behavior to get attention of their own. Others see how emotionally taxed their parents or guardians are and don’t want to add to the burden so they keep too many personal problems to themselves.

• LOVE/HATE RELATIONSHIP.

Siblings may have times when they get along well together followed by bouts of intense dislike. It’s con fusing when a best friend suddenly becomes a worst enemy.

• ANGER AND RESENTMENT. About the seemingly preferential treatment received by a brother or sister. Siblings don’t understand the difficult choices parents and guardians make when they “pick and choose their battles.”

HOW TO SUPPORT SIBLINGS

Siblings need to know that it is not acceptable to be treated poorly by someone they love or who loves them. When siblings accommodate themselves to a brother or sister’s dysfunctional behaviors, they learn an unhealthy model for building relationships in the future. To minimize the risk of entering abusive relationships as adults, siblings need the opportunity to address their conflicting feelings about their

complicated families. They need to understand they aren’t responsible for their brother or sister’s mental health problems. It’s not their fault nor can they fix it.

It is also important for siblings to understand their brother or sister’s condition and why it leads them to act the way they do. As they age, siblings tend to become primary advocates for their brothers and sisters with disabilities; this is especially true of female siblings. The more information and education siblings receive growing up, the more likely they are to advocate for their brothers and sisters later on with awareness and compassion.

The most effective intervention is for parents or guardians to talk openly with siblings, acknowledging the challenges of their family life in age-appropriate language. Sometimes siblings tell parents things that parents don’t want to hear, such as “I hope my brother doesn’t come home from the hospital.” When this hap pens, it’s best for parents to validate

the child’s experience: “I can under stand why you would feel this way. I know it makes you really angry when your brother does such and such.” This will let the siblings know that their concerns are important and that parents understand how difficult it is for them.

Try not to blame the child with mental health needs and remind siblings that everyone has something they struggle with. Help them figure out what to say to others about their situation and help to identify “safe buddies” – friends or relatives they can turn to when home life becomes difficult. Give them opportunities to express their feelings outside of the family in a safe and nurturing setting and encourage them to lead their own lives. ✷

Emily Rubin is president of the Massachusetts Sibling Support Network, which provides education, community building and resources, such as a listing of sibling support groups. This material is adapted from the pamphlet “Supporting Siblings of Children with Mental Health Needs.”

LOCAL RESOURCES

• Massachusetts Sibling Support Network; www.masiblingsupport.org

• Federation for Children with Special Needs; www.fcsn.org

• Massachusetts Advocates for Children; www.massadvocates.org

• Children’s Behavioral Health Institute; www.mass.gov/childrens-behavioralhealth-initiative-cbhi

• Wayside Youth & Family Support Network; www.waysideyouth.org

• Parent/Professional Advocacy League; www.ppal.net

• Massachusetts Department of Mental Health; www.mass.gov/dmh

• Asperger’s Association of New England; www.aane.org

Siblings need to understand they aren’t responsible for their brother or sister’s mental health problems. It’s not their fault nor can they fix it.

The sibling of a child with special needs tends to grow up being a bit more loyal, understanding and accepting of others and a bit more mature than other kids. Much is expected of these siblings within the family, and they tend to rise to the occasion. But who is looking out for their needs while their brothers or sisters are requiring so much attention and care?

At a workshop in Boston entitled “No Sibling Left Behind,” panelists with the Massachusetts Sibling Support Network, prompted by questions from workshop participants, shared these recommendations for helping siblings cope with their unique experiences:

• Acknowledge the siblings’ complex lives and conflicting feelings. Validate their experiences of living in a home with a child with special needs. Use age-appropriate language. Make sure siblings know they do not have to assume the role of caregiver.

• Assure siblings they are not responsible for their brother or sister’s lot in life. Encourage them to have their own experiences.

• Spend one-on-one time with them. This doesn’t have to be expensive; it can just be a simple activity like baking or taking a walk together.

• Communicate positive feelings for them and the difficult role they play in the home. Write a loving letter, for example.

• Stress that there’s no “right” or “wrong” type of family.

• Stay aware of your own attitudes about a disability, as your children will most likely mirror those attitudes.

• Connect with other families going through similar issues.

• Seek individual and/or family therapy.

• Find a sibling support group.

• Develop a plan with kids to help them determine what statements are OK to be shared with neighbors, family and friends, and what things are private. Siblings shouldn’t have to harbor secrets. There’s a difference, though, between secrecy and the family’s right to privacy.

• Inform teachers and others at school of your family’s situation so that they can better understand the sibling’s experience.

• If a sibling is embarrassed by a brother or sister’s behavior (and perhaps reluctant to invite friends to the home), remind kids that everyone in every family has something to work on.

Parents might want to create a plan (which may be a written document) to define the sibling’s role in the family. When they get older, some siblings will have to make crucial and very difficult decisions about guardianship. Growing up with a brother or sister with disabilities also prompts the way siblings will look at important life decisions, such as where to go to college and whether to have children (if there’s a genetic component). Throughout their lives, they will need to examine how to balance their personal lives with their role as siblings. As they do this, they will benefit from the support and encouragement of parents and other caring adults. ✷

Mary Alice Cookson

Expanding and enhancing life’s options for children, adolescents and adults with special needs —

We Serve

Children, adolescents and adults, ages 3 and older, who have difficulty with cognitive and behavioral challenges including:

autism spectrum disorders

acquired brain injuries and trauma, neurological diseases, brain tumors and illnesses

developmental and intellectual disabilities

dual diagnoses

severe challenging behaviors

We Provide

Clinical, educational, residential, vocational, adult day and allied health services. Consultation services and support are available in the home, community or public school setting. All programs and services are delivered within the framework of Applied Behavior Analysis.

For competitive career opportunities or referral information, please call or visit our website at www.melmarkne.org

461 River Road, Andover, MA 01810-4213 Phone: 978.654.4300, Fax: 978.654.4315 www.melmarkne.org

TIPS FOR Playdates with Special Needs Kids

By Sarah Lyons

Playdates are an important part of childhood. They offer time for kids to interact socially without the structure of school or extracurricu lar activities. They also help kids learn to share, socialize, and play freely while still having support from their parents as needed. Kids with special needs are no exception and benefit from playdates as much as their peers. While they may take a little more planning and patience, it is well worth the efforts for everyone involved. Here are some tips for hosting a playdate with kids with disabilities.

BE OPEN

Our natural reaction may be to avoid talking about any disabilities a child may have but it is better to address any questions or concerns beforehand so everyone is more comfortable and knows what to expect.

“I am upfront and honest about my daughter before we

go to anyone’s house for a playdate.” says Barb WalkerShapiro, mom of six from Omaha, NE. “Her brain doesn’t work like other kids. She may have a seizure and is prone to major meltdowns. I find that when other parents know what’s ‘wrong’ with my daughter, they are more tolerant and compassionate towards her.” It is also a good idea to talk to your children openly about differences they may have with their friends. Explain that just because others may seem different or express their joy differently, it doesn’t mean they don’t enjoy playdates or making new friends as well. Prior to the playdate, it is also a good idea to check in with the other parents about whether there are any food allergies or restrictions and anything important you should know.

BE STRATEGIC

Prior to the playdate, discuss with the other parents about what would be the best location to have the

playdate. For some, their own home is more comfort able and successful. For others, staying at home may encourage the special needs child to say hello then retreat to their room while company visits. In this case, it may be better to go to a public place that everyone can enjoy, such as a park, museum, or zoo.

On the other hand, parents who have a child that is prone to running away or hiding may find a public place overwhelming. Discuss your plans with all the parents involved and come up with the best solu tion for everyone. Another great strategy is to plan activities that unite the kids. Kids who struggle with talking to peers or sharing toys may find that a com mon interest helps them feel more at ease. Find out the interests of the kids you are hosting and offer an activity around one that excites all of those invited. Ideas could include a craft, a game, or visiting somewhere that fosters that interest. For example, if they are interested in nature, visit the Overland Park Arboretum or go on a backyard scavenger hunt. If they are interested in tractors and farm animals, visit a farm, such as Deanna Rose.

BE PATIENT

Whenever kids are involved, patience is impor tant. Try to understand that kids may have different reactions to situations, things may not go exactly as expected, and that it may take some time for kids with special needs to warm up to the situa tion. Some children with special needs may prefer to participate in parallel play. Parallel play is when kids play beside each other, but do not interact with one another. Children who play alone during paral lel play still enjoy the time together and are usually interested in what the other children are doing. If things do not go as planned, it is okay to cut the playdate short and try again in the future.

BE INCLUSIVE

It is most important to note that kids with dis abilities or special needs are just like anyone else; they want to interact with friends and be loved and appreciated. When hosting a play date with kids with disabilities it’s important to greet them and interact with them as you would anyone else you meet. “Please say hi to my son. Smile at him, even if he doesn’t smile back.” says Marie Taylor, Olathe, KS mother of two. Even if the child is nonverbal or doesn’t seem to hear you, it is important to speak to them. Angela Leever, special education teacher and mother of three says “Encourage the parents and children to speak to the child with special needs, not about them. If the child with special needs does something your child isn’t happy with or that isn’t appropriate, allow them to use words to tell them. Sometimes that is more powerful than the adults intervening.”

BE UNDERSTANDING

Parenting is not easy and we all struggle with different challenges when it comes to our children. Ask the parent if they need help with anything prior to the playdate. “I almost always have a few extra things to carry so please don’t be shy about asking if I need help.” says Taylor. “I also need a lot of grace.” Try to be patient and understanding. The other parent may be overwhelmed or tired. It may have been challenging to get there. All parents have great days where everything goes as planned and tough days where it seems nothing does. Listen and offer a hand when needed and they will most likely offer the same in return.

The most important tip for having a playdate with a special needs child is just to have them. It may take a little more planning and patience than the average playdate, but it is so worth it to both the parents and kids involved. Playdates offer a great chance for kids to interact with peers and make friends in a non stressful way, and they are also a great time for parents to con nect and build each other up as well.

PLAYDATE ACTIVITIES THAT UNITE

Choosing activities that encourage common interests will help foster friendships. Here are some ideas:

• Build something - Legos, blocks, wooden train sets

• Pick something they are both interested in and go do it

• Arts and crafts

• Go outside and play

• Quiet stations for the quieter group - set up puzzles, coloring sheets, books, blocks

• Set up a sensory bin

• Pick a neutral location - museum, park, or zoo. ✷

Sarah Lyons is a busy mother of six children.

Helping ADHD Kids Organize for a Successful School Year

By Kerrie McLoughlin

If

you have a child with ADHD, you witness their normal daily struggles. School poses even more challenges when a child is trying to juggle staying organized, getting homework done, keeping track of permission slips, keeping up with hygiene, activities, etc. PsychCentral.com says, “… ADHD affects the very skills that are required for success in school. Kids with ADHD have difficulty getting started, prioritizing, planning, man aging their time and emotions, stay ing on task and focusing... It’s the nature of the disorder, which impairs the executive functions of the brain.” So where do you start when it’s time to head back to school?

Make a fresh start… every month

Start with a massive cleaning ses sion to clear out the clutter from last school year. Clear out the backpack, the closet, the bookshelves. Put regular (monthly) cleaning sessions on the calendar to keep up with the paper monster.

Take ownership

Your child won’t keep up with any system they didn’t help to cre ate themselves. One mom of three

shared, “… your kid needs to do what works for them--they should be the one to come up with an organiza tional method.”

Limit choices and decision fatigue

“One helpful tip a teacher told me (and has worked) is less is more. I got my son all these binders with tabs, but she said one simple folder is sometimes more helpful,” says a mom who wishes to remain anonymous.

Color-coded supplies

Dr. Lisa Adams, Ph.D. and school psychologist for 10 years, suggests, “Depending on age, organize and color code binders. Use the same color for all math, etc.” Choose colored binders with clear front/side areas for clear labeling. Staples has a great line of colored 2-inch binders with a large attached pocket in the front cover with customizable front and sides.

Homework

A spot designated just for doing homework and nothing else is key. No phones or other distractions are allowed. Start with the most difficult subjects first, and take frequent activity breaks. Dana

Baker-Williams, mom of X, says, “She and I would set up a quiet place for her to study and set a schedule for homework. She had pens that she could use on her mirror closet doors to write out assignments and due dates. Then she could prioritize bet ter. We’d also break assignments into more bite-size pieces if they were large or long projects.”

Dr. Adams adds, “Develop a sys tem of retrieving assignments, a time for doing them, a time for turning them in. Provide continuous parent oversight until system is learned.”

If you still need a helping hand, check out the various tutoring ser vices found on our site so your child can catch up, stay on track, or get ahead (https://www.fredericksburg parent.net/guides/tutoring-services).

You can help make school more exciting for your ADHD kid by teaching them organization skills, working with teachers for long-term success throughout the coming school year and beyond. These are skills they can use their whole lives to help them out in college, jobs, and relationships as well. ✷

Kerrie McLoughlin (TheKerrieShow. com) is a 40-something ADD writer and homeschooling mom of 5 surviving AND thriving.

ADHD Organizational Tips for Kids

• WORK THAT PLANNER! Commit to 15 minutes each morning to prepare for the day and 15 min utes at night reviewing and think ing about what could have gone differently. Rebelling against the planner is normal; create rewards for sticking with it. (There are a zillion different planners, so review a bunch on YouTube first.)

• DO THINGS IN SMALL CHUNKS. Instead of sitting down until you are done with All. The. Math. Homework… try setting a timer for 15-20 minutes and then get up to move around and come back to it. Just don’t wander too far!

• NO PAPER EXPLOSIONS. Keep a small notebook with you and transfer the little jots over to that ONE SPOT (the perfect planner)

in a timely manner. This goes for notes created on phone apps as well. If reminders aren’t put in the right place, they are lost forever.

• A PLACE FOR EVERYTHING. Once the homework is finished, put the binder/textbook back in your backpack. Keep the backpack in the same spot all the time. File papers in a milk crate system so you always have a spot for them. Once the mess is out of your

brain, you don’t have to worry about constantly losing things and trying to find them again, wasting precious time.

• CAN’T STRESS COLOR CODING ENOUGH! Post-it notes and tape flags in various sizes and colors; bins in various sizes and colors; flat drawer organizers; Washi tape for extra personalization; pens, pencils, Sharpies and highlighters they love and will actually use. ✷

fmisilo@fletchertilton.com

agrenier@fletchertilton.com

druran@fletchertilton.com

Universal Playgrounds: Where All Children Come Together

Every child has the essential and undeniable right to play, and to experience the magic and freedom that comes from an ordinary day at the park. And there is nothing children love more, regardless of their abilities and needs, than playing and socializing alongside one another at the playground!

Massachusetts has always been among top-ranking states working hard to ensure and support equal participa tion for children with disabilities and special needs, and it’s no different when it comes to recreation. Universal play grounds, accessible to all and designed for children with physical disabilities to experience mobility and have access to equipment and fun, multi-sensory designs is something Boston communities can and should be proud of! Here are some local, inclusive playgrounds that serve as a model for our entire nation that families of all abilities should check out.

Rising Star Playground — Beverly

The big draw for Rising Star Playground is its interactive musi cal ground components, perfect for kids of all ages to explore together. There are also ramps to access higher structures and a ground level window area for imaginative play. Kids can even visit the Sign Language learning board to learn how to communicate with friends.

Touch The Sky Playground — Beverly

Open to the public when school is not in session on afternoons and weekends, this fully accessible North Shore playground features a slide constructed out of roller balls for touch sensations along with learning boards and wide ramps with rubber surfaces. The latest addition to the school’s dedication to children with disabili ties, and also open to the community when not in use, is the Doug las Marino Community Field, a rubberized, completely level field that allows children in wheelchairs or with vision impairments to play ball! The school’s executive director, Mark Carlson, wants parents of children with disabilities to know about this community asset, and that it is available to them.

Martin’s Park at the Smith Family Waterfront — Boston

Martin’s Park, a City of Boston park, honors the youngest victim of the Boston Marathon bombings, Martin Richard. Martin’s Park is a symbol of Martin’s welcoming and inclusive nature, and a

unique outdoor play space created to support outdoor adventure and nature play. The Park, with its many inventive structures, is an inclusive play space offering opportunities for children of all abili ties to experience discovery and exploration. Designed to encour age interaction with natural materials including plants, stone, and wood the Park offers the opportunity for rich outdoor play experi ences that connect children with nature and with each other.

Mayor Thomas M. Menino Park — Charlestown

The city’s first universally accessible playground, steps from the Spaulding Rehabilitation Hospital in the Charlestown Navy Yard incorporates a ramped play structure, embankment slides and climbers, and a swing chair. This dramatic, waterfront space has been noted for its cleanliness, and was envisioned by Mayor Menino in the wake of the Boston Marathon bombings to afford special needs children, patients, and families the opportunity for active play as well as a place of respite for recovery and relief. In his words, “This is Boston at its best—people coming together to improve the quality of life for the residents of our city.”

Harambee Park — Dorchester

Unveiled in 2009, this bright and vibrantly colored playground was Boston’s first “Boundless Playground”, and was designed to maxi mize play with elevated structures such as a gazebo affording chil dren with physical disabilities a greater perspective that was once unreachable, while at the same time encouraging independent play with peers. This site features plenty of high-backed swings and play panels along with multiple handrails, and was furnished through another of Mayor Thomas Menino’s programs.

Buttonwood Park Playground and Zoo — New Bedford

Named “one of the finest small zoos in the United States”, the Buttonwood complex is wonderfully designed for an outing. The Black Bear Express and Wildlife Carousel are both ADA certified, making them wheelchair accessible for children and just down a path lies the accessible playground with wide ramps and elevated surfaces that allow plenty of room for turning in a wheelchair. Bring some bread to feed the ducks in the idyllic pond, all located on the grounds of Buttonwood Park.

Noah’s Place Playground — New Bedford

Located at Marine Park on Pope’s Island, this community-inspired and generously funded and dedicated site is the largest and most sensory-rich inclusive playground in New England. Features of

this park include a toddler playground, wheelchair swing, a natural embankment slide, and a seesaw-like apparatus that children of all abilities can enjoy.

Fore River Field and Playground — Quincy

Fore Playground features wide walkways, wheelchair ramps, and wheelchair accessible play equipment, including a seesaw. There are also ground-level sensory activities, like chimes. Along with the playground there are also two little league fields, a street hockey court, tennis court, basketball court, and football field.

Adventures for Angels — Peabody

This playground features rubber matting surface throughout, high back swings, and a ramp system for children in wheelchairs. Adventures for Angels also has slides with rollers for touch stimu lation, as well as special panels, including an interactive Braille clock and wind chimes.

Amelia Grace Place — Rockport

The town of Rockport’s public elementary school playground, Amelia Grace Place, is open to the public during non-school hours.

The playground includes accessible swings, climbing structures that enable a wheelchair to go to the top, and many ground-level activities, including Braille, Sign Language, and English to Spanish learning boards.

Bill Adelson Playground at Haskell Recreation Area — Sudbury

Billed as a toddler playground for younger children, the smooth surfaces and ramps throughout this playground make it super accessible. There are also transfer stations, platforms where chil dren can lift themselves out of their wheelchairs onto play equip ment. Multiple sports fields and a concession stand are all on-site.

Barton Road Playground — Wellesley

Opened in 2013, this privately funded, 10,000 sq. ft. universal playground hits all the marks of inclusive play for children and is well equipped with completely accessible rubber surfacing, ADA swings, and multiple ground components. Learning boards feature Spanish to English language and the impressive site is sectioned for kids ages 2-5 and 5-12.

Ronan McElligott Memorial Playground — Westford

Located at Edwards Beach, the Ronan McElligott Memorial Playground is full of outdoor fun for kids of all abilities. The play ground features universally accessible surfacing and pathways for wheelchairs so every child can reach the highest play deck. There are swings and bouncers with neck and back supports. Along with play structures there is interactive fun for all kids, including metal tubes that make music and a rotating sensory bin.

Boston Area Museum Inclusion Programs

Boston Children’s Museum

Morningstar Access offers families of children with special needs the wonderful oppor tunity to visit and experience the exhibits at a less crowded time, with less concern about infection, and a limit of only 100 guests. Read what parents had to say about this program on their website. First Saturdays. www.bostonchildrensmuseum. org

Discovery Museum

This museum’s Backyard and Beyond: Sensory Sundays is a great way for the whole family to enjoy time outdoors, no mat

ter the weather! Every Sunday morning do a nature-based activity based on the weather and season, either in Discovery Woods or out on the adjacent conservation land. All ages are welcome but activities are designed for 2-6 year olds. The museum also holds Especially for Me series of events with dedicated hours for families with disabilities with limited capacity and the opportunity to network with other families. www.discoveryacton.org

Museum of Science

This museum’s dedicated Accessibility Coordinator will

assist families with all aspects of accessibility for children with disabilities from everything to the sensory-friendly restrooms and the quieter places and lesscrowded exhibits throughout the museum. www.accessibil ity@mos.org

Museum of Fine Arts

The MFA’s Beyond the Spec trum is a program designed to introduce the Museum to chil dren and teens on the autism spectrum, including Asperger’s Syndrome. Classes are divided by age for 8-12-year-olds and for teens aged 13-18. www. artfulhealing@mfa.org

New England Aquarium

The aquarium offers Sensory Inclusive Access periodically. During these special hours, the aquarium is closed to the general public and families are welcome to explore all levels. Along with the use of soft lighting and limited use of the microphone, and other modifi cations to ensure a comfortable environment for all participants.

Museum of Science

New England Aquarium

Discovery Museum

Museum of Fine Arts

Boston Children’s Museum

By Kimberly Baker

Mental Health Care Providers

Finding a Quality, Knowledgeable Therapist

develop anxiety so serious that they will merit psychiatric diagnosis and would benefit from the services of a mental health care professional,” according to Larry E. Beautler, Bruce Bongar and Joel N. Shurkin in A Consumer’s Guide to Psychotherapy: A Complete Guide to Choosing the Therapist and Treatment That’s Right for You.

continued on next page >>>

“AT LEAST 100 MILLION PEOPLE CURRENTLY LIVING IN THE UNITED STATES WILL, AT SOME TIME IN THEIR LIVES, EXPERIENCE PROBLEMS IN RELATIONSHIPS, become depressed, or

Should your child be faced with such a crisis, know how to find a reputable mental health care provider with the expertise you need and that you can trust.

Finding a Trustworthy, Reputable Therapist

Most mental health care professionals adhere to ethical guidelines but, as with any field, there are always a few bad apples. Know how to screen. Begin your search by asking family or friends for recommendations or check out the local resources on the next page. Phone three or four therapists and ask about their credentials, policies and treatment methods. You should ask the following questions:

• What are your areas of expertise?

• How much experience do you have with my particular issues?

• Are you licensed or certified by the state?

• Has your license ever been suspended or revoked? If so, can you tell me about the situation?

• What are your professional affiliations?

• What forms of treatment and therapy do you provide? What evidence is there to support its effectiveness? Is there controversy among mental health care professionals regarding this treatment?

• What are your fees? Do you accept my insurance or work on a sliding scale?

If you can’t get answers to these basic questions over the phone, look elsewhere. If you’re satisfied with the therapist’s responses, check with your state licensing department to verify the license status and to make sure no actions have been taken against the therapist.

Evidence-Based Practice

Once you begin therapy, complications still may arise. According to Beautler, Bongar, and Shurkin, therapists who base their beliefs on personal experiences often reject scientific findings that don’t coincide with their beliefs.

As a consumer, do your research to assure the validity of your diagnosis or form of therapy or treatment. If you discover contradictions from reputable sources, discuss it with your therapist. It

may be a simple misunderstanding or data of which your therapist was not aware. If your therapist rejects the information, ask why and determine if the reason is valid or is based on personal opinion. If it’s preventing you from obtaining a proper diagnosis and/or treatment, find a therapist that recognizes those findings.

Though rare, unethical therapists have been known to misdiagnose for financial gain. More commonly, those with questionable practices may recommend unnecessary, inappropriate, outdated or unproven treatments. That said, “Your therapist is obligated not to take advantage of you, either intentionally or unintentionally through negligence or ignorance, and to act only in your best interests,” explain Jack Engler, Ph.D., and Daniel Goleman, Ph.D., in The Consumer’s Guide to Psychotherapy: The Authoritative Guide for Making Informed Choices About All Types of Psychotherapy.

Mental Health Care Ethics

There are certain rules set by state licensing divisions as well as the American Psychological Association and other mental health associations that providers must follow. Some serious ethical violations you should be aware of are that mental health care providers may not:

• Disclose information about you without prior written consent or even verify that you are being seen by the therapist except under certain situations, such as when child abuse is reported;

• Suggest that you do something that is undeniably harmful, immoral or illegal;

• Treat you for or offer services that are outside his or her area of expertise;

• Offer experimental or unproven therapies without informing you of such; or

• Degrade you because of your values or problems or pressure you to change them.

Handling Ethics Violations and Negligence

If you feel your rights have been violated or your therapist has treated you with negligence, there are several options according to Engler and Goleman. If the violations are minor, you might want to discuss the problem with your therapist. You can

As a consumer, do your research to assure the validity of your diagnosis or form of therapy or treatment. If you discover contradictions from reputable sources, discuss it with your therapist.

also seek a second opinion to determine whether it’s a misunderstanding or a valid complaint.

If your complaint seems valid and is serious enough to warrant such, you can file a formal complaint with the appropriate ethics committee or with the state licensing or certification board. This is an important step if there’s concern that someone else might be harmed by the therapist’s practices.

Finally, if your therapist acted negligently rather than simply unethically, a civil malpractice suit may be in order.

Remember, most people have positive experiences with their therapist. Just be aware of unforeseen problems and take precautionary steps, and you’ll avoid the risk of a negative experience. ✷

Kimberly Blaker is an author and freelance writer.

MENTAL HEALTH CARE RESOURCES

Arbour Health System – 855-575-2273; www.arbourhealth.com

Cambridge Health Alliance – Adult: 617-591-6033, Child: 617-665-3458; www.challiance.org

Federation for Children with Special Needs –617-236-7210; www.fcsn.org

Massachusetts Department of Mental Health –617-626-8000; www.mass.gov/eohhs/gov/departments/dmh

McLean Hospital – 877-626-8140; www.mcleanhospital.org

New England Center for Mental Health –978-679-1200; www.nementalhealth.com

Riverside Community Care – 781-329-0909; www.riversidecc.org

Executive

CHILDREN ARE APT TO FORGET TO REMEMBER

By Kat Marsh, M.Ed.

Executive functions are a collection of mental processesthat guide our everyday actions and help us plan forthe future. Think of them as the characteristics and behaviors a person in charge of running a companywould need to succeed.

Some executive functions help us pay attention and remember

functions. Others suggest there could be more than thirty.

Although all executive functions interact and some overlap, we can make sense out of most executive functions by categorizing similar ones together into four groups:

GROUP ONE IS WHAT I CALL THE STP GROUP: SPACE, TIME, AND PLANNING. This group has to do with keeping physical space organized, having a sense of the sweep of time, and planning that has to do with time management. Caution: organized space can look messy to another person. The key factor is whether the organizer can work effectively in the space. For children, these spaces are typically their homework space, backpack, and locker. If your child’s spaces look messy, but they know where everything is and can find things they need, then they have some kind of organization scheme that makes sense to them. Sensing the sweep of time means be ing accurate when estimating how much time a task will take, and as you work, gauging whether you need to speed up to finish.

GROUP TWO IS THE GET UP AND GO GROUP. This group has to do with getting started on your work, keeping your attention focused on the work, and sticking with a goal that you work at little by little, like saving up money over several weeks to buy a toy or game.

GROUP THREE IS THE HOLD ON! GROUP. This group has to do with holding back knee-jerk responses and being aware of when your emotions are getting out of control so you can pause and calm down.

GROUP FOUR IS THE PROBLEM-SOLVING GROUP. This group manages your working memory, your ability to think flex ibly, and your ability to step back and look at your overall progress.

Executive functions can be as sessed using both formal and informal methods. Formal assess ments were designed for clinical use with adults and test language, memory, and motor skills. Infor mal assessments were designed to uncover information about naturally occurring behavior in an everyday environment. With formal methods some tests to measure one executive function can mask other executive functions. For example, test items are often presented in brief groupings that may mask sustained attentional issues.

INFORMAL ASSESSMENTS CAN BE USED TO SUPPLEMENT FOR MAL ASSESSMENTS, AND ARE OFTEN PREFERRED BECAUSE THEY MAY REVEAL MORE ABOUT HOW YOUR CHILD FUNCTIONS IN EVERYDAY LIFE. Two compo nents of the assessment process are

important to consider: standardized behavior rating scales and classroom observations. Parents, teachers, and sometimes the child, can be inter viewed, or can fill out a structured interview form for behavior rating scales which provide a statisticallynormed comparison to highlight areas of concern. They gauge how well your child’s environment and behaviors may be contributing to struggles with executive functions and can be a starting point for devel oping interventions.

CLASSROOM OBSERVATIONS, CONDUCTED BY A TRAINED OBSERVER, CAN PROVIDE MORE OBJECTIVE VIEWS OF YOUR CHILD IN THE CONTEXT OF THE DE MANDING ENVIRONMENT OF THE CLASSROOM. Observations can be reviewed to select interventions that will be most effective for your child in different types of classroom situations. For example, your child may need more guidance during less structured times like gym or lunch.

Executive function assessments will generally provide informa tion on attention, working memory, organization, concept formation, and flexible thinking.

A CHILD’S ABILITY TO PAY ATTENTION IMPACTS ALL AREAS OF LEARNING—NOT ONLY ACADEMIC, BUT PHYSICAL AND SOCIAL AREAS AS WELL. Some childhood daydreaming is to be expected, but moderate inattention may impact your child’s success when teachers are giving instructions or when chat ting or playing with peers.

A CHILD’S ABILITY TO HOLD BACK FROM AUTOMATIC RESPONSES, OR PAUSE BRIEFLY TO THINK BEFORE ACTING IS TIED

TO SELF-CONTROL. Although self-control takes time to develop, it is important when children must assess a new situation and consider the correct or most effective way to respond.

WORKING MEMORY MAKES IT POSSIBLE TO HOLD ONTO INFORMATION TEMPORARILY IN ORDER TO PUT IT TO USE. If a teacher gives a three-step instruction, your child may lose track of where she is in the sequence, resulting in frustration or anxiety. Planning, sequencing, and organizing information are essen tial for learning new information, for problem-solving, for completing tasks efficiently, and for participat ing in complex discussions.

Concept formation is the ability to categorize items based on what they have in common, select items that are different and explain why, and figure out patterns or relationships between items. If your child cannot readily see relationships between items, he will struggle to link new ideas with what he already knows. Concept formation is also the basis for more abstract thinking.

FLEXIBLE THINKING MEANS

YOUR CHILD CAN SHIFT FROM ONE TASK TO ANOTHER OR BE OPEN TO A CHANGE IN PERSPECTIVE WHEN LEARNING NEW INFORMATION. If your child can think flexibly, she can see new ways of doing things, or be willing to think of or try out a new solution to a problem. Speaking of solving problems, in part two we will look at how to support your child’s executive functions.

Executive Functions

DOWN THEY FORGOT AS UP THEY GREW

By Kat Marsh, M.Ed.

As your child grows and develops, his executive functionswill develop along with him. Executive functions continue todevelop into early adulthood, so it’s never too late to raise yourexpectations of what your child may be able to do in this area.

YOUNG CHILDREN AGES 3-4 SHOULD BE ABLE TO FOLLOW A SIMPLE DIRECTION SUCH AS, “GET YOUR COAT,” OR, “PUT THESE TOYS IN THE TOYBOX.” They should be able to hold back from touching a hot stove or hitting another child. Over the next few years and into first grade, your child will expand on those skills by carrying out simple two-step or three-step instructions, and recalling safety rules. With some reminders, your 5-7-year-old can carry out more generalized chores such as, “make your bed,” or, “unpack your backpack,” because they will be able to sequence the specific details on their own. Children this age will begin to sense the sweep of time, understanding that if they get out of bed late, they will need to speed up their morning routine to get to school on time. With some reminders, they will be aware of papers that need to be brought home and some that need to be brought back to school.

By the time your child is well into elementary school, between 8 and 11 years old, she should be able to work more independently with chores, keep track of belongings, and recognize when best behavior is required. Children at this age will also experience and learn to manage days with different schedules, unexpected changes in schedules, and assignments that require some

planning such as selecting a choice book to read or creating a poster with printed pictures, drawings, and words. At this age your child’s ability to get started on homework, stick with it until it’s done, or ask for help when needed are signs that executive functions are in the process of developing.

PRE-ADOLESCENT CHILDREN MAY TRY OUT DIFFERENT SYSTEMS FOR ORGANIZING SCHOOLWORK, AND RECOGNIZE THE NEED FOR PLANNING AFTER SCHOOL TIME, BUT THEY MAY NEED REINFORCEMENT OR SOME TRIAL-AND-ERROR TO FULLY EMBRACE THESE SKILLS. Preadolescents are also developing their sense of how to manage themselves when they are away from adults, such as when babysitting or when their teacher is temporarily out of the classroom. By the time your child enters high school, he should be ready to take on more complex tasks such as managing a varying workload of homework, projects, upcoming tests, and after school activities. He should recognize social situations where recklessness or taking risks is too dangerous, and he should start thinking about longer term goals such as developing plans for after high school. Executive functions will continue to develop and be refined as your child moves beyond high school, but be on the

lookout for a progression of skills, and prepare for setbacks along the way.

TO SUPPORT YOUR CHILD’S DEVELOPMENT OF EXECUTIVE FUNCTIONS, CONSIDER PLANNING EARLY FOR A GRADUAL HANDOFF OF RESPONSIBILITY, AND ALLOW FOR BOUTS OF TRIAL-ANDERROR. One of the most helpful supports for a child is the time you take to reflect briefly on what’s working and what’s not working for your child and your family. Caution: aim for a truly reflective discussion, rather than jumping right to a lecture about how you think your child should manage things. It’s important for a child to have the benefit of their own experiences along with tales of your struggles and successes. It can take three times as long for a three-year-old to put on and zip his own jacket, rather than having you do it for him, but the experience is worth the time.

Consider how to further your relationship with your child around executive functions.

CHILDREN WHO ARE WORKING ON OR STRUGGLING WITH EXECUTIVE FUNCTIONS BENEFIT FROM KNOWING THAT YOU RECOGNIZE THEIR STRUGGLE AND THEIR EFFORTS. Acknowledge the current situation and try to keep discussions focused on the future.

Tell them about how you struggled to organize your backpack or desk. Then, instead of telling them what you think they should do, ask them about some possible things they think they could do. Once they start thinking about solutions, you can offer some suggestions of your own.

Another important consideration is the language you use when talking to your child about executive function struggles. If you are frustrated or worried about whether they have completed their homework, you might ask, “Did you do your homework?” Even if you say this in the most comforting and solicitous tone, it may sound like an accusation to your child, resulting their anxiety or frustration. Instead ask, “Did

the homework get done?” Now, you have removed the possibility of direct accusation and raised a joint concern along with your child about the homework. Oh, the poor homework, did it get done?

LANGUAGE CAN HELP CUE YOUR CHILD TO DEVELOP HER EXECUTIVE FUNCTIONS. INSTEAD OF TELLING YOUR CHILD WHAT TO DO, ASK HER WHAT OR WHEN SHE PLANS TO DO SOMETHING. “Clean out your backpack now,” becomes, “When would be a good time to clean out your backpack?”

If you cue them to know what to do by themselves, it becomes easier to follow up without a confrontation because, “you didn’t do what I told you to do,” is going to lead to an

argument, but, “you didn’t do what you said you were going to do,” will lead your child to follow through on her own promises. If reinforcement is needed, you can always ask, “How can I help you with your task?” You avoid a direct confrontation, and emphasize that they are capable, and you are supportive. You may have to guide them through the initial step to get them started. Afterwards, you can revisit and talk about what they think worked and didn’t work and what they might do differently next time. As they grow, they will benefit from these initial experiences developing executive functions that will serve them well in the future. ✷

Kat Marsh teaches study skills at Commonwealth Learning Center in Danvers

SPECIAL EDUCATION

A REFERENCE GUIDE FOR PARENTS

Addressing Challenging Behavior and How it Relates to the IEP Process

By Dana Howell Board Certified Behavioral Analyst Easterseals Massachusetts

ABA Services | Rehablitation Services Department

When you have a child with academic, social, or behavioral challenges, providing them with the correct supports can be an overwhelming and confusing process. How do you ensure that teachers and therapists effectively meet the needs of your child? For many families, the creation of an Indi vidualized Education Plan (IEP) accomplishes this goal.

An IEP is a legal document that outlines the specific sup ports, services, and instructional methods a child needs to make meaningful progress in a school setting.

If your child also engages in challenging behavior, ad ditional supports, assessments, and written plans may be necessary. These documents provide the educational team with a structured protocol, ensuring that they work collaboratively to reduce challenging behaviors, teach functional replacement behaviors, and assist with creat ing an optimal learning environment for your child.

WHAT IS AN FBA?

A Functional Behavioral Assessment (FBA) is the first step of the behavior evaluation process. Typically, an FBA is conducted after the classroom teacher or a related ser vice provider identifies concerns about the frequency or intensity of certain behaviors. The goal of an FBA is to de scribe a child’s challenging behavior, discover the reasons why those behaviors are occurring, and to develop a plan to teach adaptive alternatives to those behaviors.

Once concerns have been raised, a Board Certified Behavior Analyst (BCBA) will conduct a FBA. They will gather information systematically through both direct and indirect measures. Direct measures include observa tions and data collection. ABC data collection is a direct measurement tool that evaluates the antecedents (i.e. what happened before a behavior occurred), behavior (i.e. what the child did), and the consequences (i.e. how the adult responded) in relation to challenging behavior. ABC data indicates the factors that influence behavior and helps discover why a particular reaction may occur. In addition to ABC data, the evaluator completes several observations of the child in his or her natural environment. The purpose of conducting an observation is to watch and document behavior as it is happening. Direct observation allows the BCBA to see, not only the frequency and severity of the behavior, but also the antecedents and consequences that impact each situation. BCBAs also use indirect mea sures which often include informal rating scales, parent/ teacher/therapist interviews, and a review of the child’s records. Each of these indirect measures allows the people who know the child best to contribute information about why a particular behavior occurs.

The information collected during the FBA process helps to answer the question “Why are challenging behaviors occurring?” After assembling the relevant information

and reviewing it thoroughly, the BCBA will identify the reasons why behaviors are occurring. The information from the FBA is then used to create a Behavior Interven tion Plan.

WHAT IS A BIP?

A Behavior Intervention Plan (BIP) is a set of protocols aimed to address a child’s challenging behavior. This document provides the educational team with a consis tent set of written strategies to use on a day-to-day basis with a child.

The first step is to describe, in detail, the child’s challenging behaviors. It is important to write these descriptions in a way that explains what the behavior “looks like.” This ensures that the behaviors can be easily tracked and recorded by the educational team. In addition to behavioral descriptions, the BIP also includes anteced ent-based interventions, adaptive alternatives to chal lenging behavior, a reinforcement plan, and consequence procedures.

Antecedent-based interventions are strategies de signed to stop a behavior before it begins. Some examples include the use of visual supports, transitional warnings, and the arrangement of the environment. Replacement behaviors are behaviors that provide a functional alterna tive to challenging behavior. For example, children who engage in escape-maintained behavior are often taught to request a break. Asking for a break is a functionally equivalent request. It allows the child to escape from the

task briefly but also ensures that they return to work once the break is over.

Designating a reinforcement system is another essen tial aspect of a BIP and ensures the delivery of positive praise or rewards in response to desired behaviors. When appropriate behaviors are rewarded in a positive way, it increases the likelihood of appropriate behaviors recur ring in the future.

The final section included in a BIP is a list of conse quence procedures. This list provides staff with consis tent responses to challenging behavior. Having an outline of procedures decreases the opportunity for accidental reinforcement of challenging behaviors. A well written BIP will ensure your child’s success in developing adaptive alternatives to any challenging behavior.

HOW DO THESE DOCUMENTS RELATE TO THE IEP PROCESS?

Functional Behavioral Assessments and Behavior Inter vention Plans are both legal documents and are individu alized for each child. Frequently, when an FBA and BIP are completed, the team will also develop an IEP goal area that focuses on behavior. A behavior goal area ensures the teaching of replacement behaviors, the use of data collec tion systems, and progress monitoring.

If you feel that your child’s behavior impacts their progress in school, you may want to request a Functional Behavioral Assessment to gain more information about the reasons why those behaviors are happening in the first place. ✷

An IEP is a legal document that outlines the specific supports, services, and instructional methods a child needs to make meaningful progress in a school setting.

Knowing When You Should Request a Third Party Evaluation

By Paul Medeiros OTR/L President & CEO Easterseals Massachusetts

During the Individualized Education Plan (IEP) creation process, it is not unusual for a parent to disagree with a recommendation from one or more of the school’s team members. If a compro mise cannot be reached, there is a risk that this difference in opinion can lead to an IEP not being signed by one or both sides. Since the ultimate goal of the IEP is to ensure that your child receives the services they need to suc ceed, it is in your best interest to understand all of your options. However, before determining your best course of action, you need to understand the basis for the disagree ment. The more effectively you can evaluate the situation objectively, the better you can advocate for services.

WHY IS THE IEP TEAM MEMBER MAKING THIS RECOMMENDATION?

While there can be exceptions, most educators and pro fessionals have your child’s best interests in mind. If you do not agree with the recommendations of the profession al it can be easy to assume that there are other factors that are impacting their recommendation such as budget constraints or personality conflicts. It is important to note the professionals assessing your child are making recommendations that they believe are appropriate based on their education and experience. As trained profession als they will work with you and the team to establish measurable goals that your child will be able to meet, and ideally throughout the course of treatment frequency of services will decrease and po tentially even stop.

Another factor to consider is that the IEP team may be see ing different results than you see at home. It is not unusual for children to behave and perform differ ently in different en vironments. Your Oc

cupational Therapist may be watching your child cut or write effectively at school while they refuse to even pick up a pair of scissors at home. After a long day at school, it is not uncommon for children to rebel against more work with the people they love and trust the most.

WHY DO YOU FEEL THE RECOMMENDATION IS NOT APPROPRIATE?

If it appears that the IEP team is not willing to com promise on their recommendation, it is in your best inter est to examine exactly why you feel it is inaccurate. Many parents have to work hard to get their child onto an IEP, and it is completely natural to be nervous about giving up services. Make sure that you can clearly explain the areas that you feel your child needs assistance. If you can give examples that will only strengthen your case to the team, or at the least give them the opportunity to explain why they disagree. It’s important to relay your concerns as professionally as possible to prevent the team from becoming defensive. An effective IEP meeting is a collab orative process! You are an important part of this team and your opinions and insights matter.

IS IT TIME FOR ANOTHER OPINION?

Sometimes after all of this consideration and discus sion, you still cannot come to an agreement. Unfortunate ly, at this point both sides are probably a bit frustrated and compromise has become unlikely. As the parent, you should not sign an IEP that you feel does not meet your child’s needs, so what do you do? If this is your first time going through this process, it can be intimidating to stand up to a team of teachers, administra tors, and therapists. All too often, at this point a parent will either

give in or seek legal counsel to protect their child’s rights.

There is third option. This is the perfect opportunity to request a third-party evaluation. A third-party evaluator should be an individual or organization that is not related to the school or parent. The school district is responsible for contracting and paying for the evaluation. This con tracted individual will perform an unbiased evaluation and make a recommendation to the entire IEP team based on the findings of that assessment.

WILL YOUR SCHOOL DISTRICT AGREE?

Assuming the clinician and administration believe in the recommendation, it is actually beneficial for them to pursue a third-party evaluation. The role of the evaluator is not to take sides. As a parent, you should also be pre pared for the possibility that the evaluator will agree with the recommendation in the IEP. At that point, you can feel comforted by the fact that your child is making progress towards their goals. On the other hand, if the evaluator does not agree with the recommendation, it will be harder for the school district to remain inflexible.

While there is a cost to pursuing a contracted evalua tor, even that should not be a barrier to obtaining one. The cost of a one-time evaluation will be far lower than the time investment and cost of entering mediation or other legal dispute. Most school administrators will understand this and approve the evaluation rather than choosing to engage in a legal battle.

The Educator or Clinician may also value another opin ion. Often teachers, doctors, and therapists are thought of as knowing everything, but this is not the case. More importantly, they realize this and the best will welcome an opportunity to have their assessment validated by an outsider. In addition, if the IEP team member is inex perienced, they may truly value the opinion of a more experienced professional. Particularly in smaller districts, it is not unusual for a therapist to be the only one in the district. If this is their first job, they may benefit from the mentorship that a third party evaluator would provide without feeling threatened.

CONCLUSION

In the end, an effective IEP team will have one goal in mind: To collaboratively develop a plan to ensure the child has all of the resources in place to maximize success. Like any effective team, disagreements will occur, but how those disagreements are resolved will be the difference between a positive and negative outcome. As a parent, it can be difficult to balance your role as advocate for your child with trusting and respecting the opinions of the professionals at the table. Sometimes getting an unbiased opinion can provide you the reassurance you need to ac cept a recommendation, or provide the support you need to be an even stronger advocate. ✷

It is important to note the professionals assessing your child are making recommendations that they believe are appropriate based on their education and experience.

Every Child Can Succe ed

Understanding the Special Education Process and Feeling Positive About Support Received in a School Setting

By Andrea Freeman, PT, DPT & Tiffany Palenscar, PT, DPT Doctors of Physical Therapy and Mothers of Two

As parents, we are always asking ourselves these types of questions and worrying about each step in our children’s lives. Each child learns differently, which may mean that additional support in school is needed in certain areas. If this is the case, your child’s teacher or a school administrator may discuss having your child evaluated for special education services with you. At the first mention of these words, you may feel nervous, overwhelmed, or even angry as a parent; however, special education services were created to help children succeed in school and should not be considered a negative or scary experience. By knowing what to expect, it can help to minimize these confusing or negative feelings when it comes to special education services in school.

WHAT ARE SPECIAL EDUCATION SERVICES IN SCHOOLS?

The Individuals with Disabilities Education Act (IDEA) is the law that ensures all children receive free appropriate public education (FAPE). Special education services are provided under IDEA and are required to be individualized. Special education is created to be specific to each student’s needs and is not a “one size fits all” type of program. A child qualifies for special education services when he or she has a disability that impacts their ability to access the school curriculum or environment. If your child qualifies for special education, an individualized education plan (IEP) will be created in order to implement goals and accommodations to help your child succeed.

WHAT ARE THE FIRST STEPS?

You will receive a consent form from your child’s school asking for your permission for the school staff to complete a formal evaluation in one or more areas to help determine if your child is eligible for special education services. Once you return your signed consent forms to the school district, the specialists in the school will schedule their assessments and proceed with testing. The specialists will complete reports summarizing the results of the evaluations as well as provide recommendations in each specific area. Based on the results of the initial evaluations, you will meet with the school district to discuss the results and determine if services, accommodations, or interventions should be provided to ensure your child has the best possible opportunity to succeed in school.

WHAT AREAS WILL BE EVALUATED?

The school district will propose specific areas for evaluation to assess your child’s needs and guide their recommendations for support. Educational assessments completed by the classroom teacher, special education

team, school psychologist, or reading specialists will give the team information regarding your child’s academic performance and participation in the school day. Related services, such as Speech and Language Pathology, Occupational Therapy, Physical Therapy, Vision, or Applied Behavior Analysis may be included in the evaluation plan depending on your child’s individual need.

WHAT HAPPENS WITH THE RESULTS OF THE EVALUATIONS?

Once all assessments have been completed, you will be sent an invitation for a team meeting by the school district where you will sit down with your child’s teacher, the specialists who completed evaluations for your child, and special education or school district staff. During the meeting, you will discuss as a team the results of the evaluations. As a parent, you are a full member of the team and you will have the opportunity to provide input, ask questions, and share your child’s strengths. Your participation in the team meeting is incredibly important. As a parent, you can provide information to the school team that is necessary for your child’s success. Together, it will be determined if your child has a disability that is impacting their ability to make progress with the school curriculum and if specially designed instruction is needed for success. If it is determined that your child qualifies for special education services, the group will work together during the team meeting to develop an IEP.

WHAT IS AN IEP?

The IEP is a document that outlines the specific program created for your child during the team meeting. The IEP document will contain information regarding your child’s strengths, current performance in school, placement information, and specific recommendations

regarding goals and objectives to be addressed for a period of one year. The IEP will outline the frequency and duration in which the special education services will be provided. The team will also include information regarding any necessary accommodations and modifications to the school or classroom environment in order to ensure that your child has the ability to successfully participate in the school curriculum.

WHAT HAPPENS NEXT?

Based on the outcome of the team meeting, an IEP will be developed by the school district. The document will be sent to you within 10 days for your review. If you agree with all of the information and recommendations included in the IEP, you will sign that you accept the document and return it to the school district. The IEP will then be implemented by the educational team once it is received. If you do not agree with the IEP or feel that changes need to be made, you are able to reject a specific portion or the IEP in its entirety. In this case, the team would reconvene to establish a plan that all members of the team support. Once the IEP is finalized and accepted, it will be your child’s specialized plan for one full year. The team will then meet again annually to update the document.

As parents, we want our children to succeed in every way possible. When our children struggle in school, it can often feel overwhelming and discouraging. Working with the school district to support your child’s individual needs can help alleviate some of these feelings. Special education services are meant to ensure that your child will receive the tools and support needed to be successful and empower your child to achieve their greatest potential. Remember that you are a vital member of your child’s educational team and will be included in the process from beginning to end. ✷

A new school year can bring feelings of excitement, but for some families it can also bring anxiety and stress.

Transition Assessments

What are they? Why are they beneficial?

Provided by the Community Support Services Transition & Employment Services team, Easterseals Massachusetts

WHAT ARE THEY?

Transition Assessments are most commonly performed when a child has an IEP (Individual Education Plan) or a 504 plan. By Federal law the transition age begins at 16 years old but in the state of Massachusetts it begins at 14 years old. When students reach the age of 14, they are given the Transition Planning Form (TPF). The student and his or her team then focus on establishing transition goals to assist in preparing for life after high school. The TPF is used to assess the student’s ability to determine his or her strengths and weaknesses, how they inter

act with others in school or in their community, their decision-making process on personal or work tasks, their career interests, and independent living skills. Transition assessments are tailored to meet the student’s level of comprehension and are age specific.

WHY ARE THEY BENEFICIAL?

It is incredibly important for individuals with disabilities to feel independent and be seen as an equal in their working environment and in their community.

Parents need to remember that the support their child receives in school will change in post-secondary education and in employment. It is important that your child becomes an active participant in his or her IEP team.

As your child matures some skills that are impor tant have in mind and nurture are the following:

SELF-ADVOCACY AND SELF-DETERMINATION. These are two important skills that should be instilled early on in a child’s life. Research performed by the National Center on Secondary Education Transition (NCSET) (Wehmeyer & Schwartz, 1997) followed youths with developmental delays or learning disabilities one year after graduating from high school. “The study showed a ‘consistent trend characterized by self-determined youth doing better than their peers one year out of school. Members of the high self-determination group were more likely to have expressed a preference to live outside the family home, have savings or checking account and be employed for pay” (Wehmeyer & Schwartz, 1997, p.253).

COMMUNICATION SKILLS. Outside the family unit, how does your child reach out to community, employment, volunteering, or post-secondary education?

SOCIAL SKILLS. Friends, classmates, extended family, community, employment.

PERCEPTION AND AWARENESS OF STAMINA. What tools do you need to be successful in your personal life, school, or work?

EXECUTIVE FUNCTION SKILLS. Decision making, time management, planning, task initiation, etc. In college or employment your child will not have the support or reminders to carry out these skills. What tools does your child need to do tasks independently?

TRANSPORTATION SKILLS. Navigating public transportation or mode of transportation, when in the community or post-secondary education.

INDEPENDENT LIVING SKILLS. Shopping, understanding a paycheck, paying bills, paying rent, how to use an ATM, etc.

A transition assessment done by an objective evaluator can be used to help determine your child’s baseline and assist the IEP team in identifying and developing transition goals he or she might need to learn and develop while they are still in school. A transition assessment is a roadmap for your child’s life journey. ✷

Transition assessments are tailored to meet the student’s level of comprehension and are age specific.

By Barbara Dianis

Students diagnosed with dyslexia, ADD, ADHD or a learning disability may wonder whether they will be able to graduate from high school and/ or collegiate studies. I worried over the same issue myself because I was diagnosed with dyslexia in a time period when there were very few strategies to help strengthen my learning disabilities.

Education was very important to me, and I wanted to graduate from high school and college despite my scholastic challenges. Therefore, I set out to teach myself ways to overcome my learning obstacles and graduate. Through the implementation of systematic step-by-step educational solutions, I, like my students with learning issues, began to master how to overcome learning challenges.

1Plan

homework schedule and study times to begin the school year. The planned work and review times will help your child or teen to help meet the scholastic increase of the new grade level. The plan should include additional study time even if the child or teen has study halls during their school day. The times can be adjusted on a successful academic achievement basis.

2Children and teens entering a higher grade level typically need to upgrade their study skills to help them keep pace with their current cur riculum. Children and teens benefit from reviewing the notes they take in each of their classes for at least five minutes a day. Reviewing the class notes taken will help children and teens retain more core learning con cepts. Consistent review will also assist their ability to access the information on tests. Younger students can benefit from a few minutes of reviewing concepts such as grammar and phonetic rules.

3A parent and their child benefit from checking the student’s grades online together several times a week. Parents who check grades online with their son or daughter show them they care about education. Additionally, if there are downturns in their grades or missing assignments, then educational solu tions can be applied before their difficulty becomes a scholastic issue. The extra accountability gener ally helps students of all grade levels stay on track throughout the school year. Students of all ages often respond positively to their parents’ praise when they see good grades.

4Tests

and quizzes become an important part of the academic experience. Children and teens should add more study and preparation time to the system they used in the previous grade level. Students of all ages benefit from studying for tests and quizzes several days before they are given. Parents can help their student understand that their brains may need time to absorb and readily access the educational concepts they will be tested over. Waiting until the day before a test may not be the best option for students because of the increase in information, which is associ ated with each new scholastic level.

5As

soon as a student begins to slide, academi cally educational solutions should be applied to help the child or teen overcome their academic obstacles. All too often scholastic slides are not addressed early enough because the parent may feel it is a problem that will correct itself. It is generally bet ter to address the academic difficulty early on before the child’s or teen’s grades begin to spiral downward. One way to address scholastic slides is to help your child correct mistakes on graded assignments that have multiple mistakes on them.

6Parents

can help make learning fun during home work and study time. Children and teens can make review and drill time into a game show format using flash cards. They can make these from their study material. When review time is presented in a game show format, students generally are more engaged throughout the learning process. Parents may wish to host a study review time for their child with several students in their son’s or daughter’s classes. Students of all grade levels generally enjoy the review process when it is made into a game they are playing with their friends.

7Parents

can help their child or teen develop an interest in learning by asking their teen to tell them three concepts they learned in their classes each day. Asking your child or teen to report several core concepts learned in class can also help improve his or her ability to focus in class. In addition, the student typically will report the class to be more interesting and fun.

8If

a child or teen is struggling in the area of math, then prelearning the mathematical formulas can really help increase the student’s understanding of new concepts. Previewing the key concepts from the upcoming lesson can help the student absorb and glean more information from the instructional teaching lesson. Students can pre-learn new math concepts by reading the following day’s lesson in their online text or textbook.

Next, the student should make a notation of concepts that are not understood. The child or teen should ask the teacher for further instruction on the more difficult mathematical concepts. In addition, students benefit from reviewing key terms to increase their mathematical vocabulary to improve their understanding during the lectures.

Students of all grade levels and ages who implement educational solutions to help them overcome areas of academic weakness can improve in their educational skills. Generally, children and teenagers will discover over time they are accurately able to spend less time learning new scholastic concepts as their organiza tional skills and study habits improve. Students may find learning to be fun as they become capable to meet scholastic challenges and overcome their learning weaknesses. Another added benefit from implementing educational solutions into their daily study time is they may have a renewed sense of academic self-esteem, dignity and a restored positive attitude toward their studies. By igniting students’ interests and understand ing, improved grades can be the result of their increased scholastic skills. ✷

Barbara Dianis overcame dyslexia in her own life using self-taught strategies and techniques. She is the author of Grade Transformer for the Modern Student (LuLu Publishing Services, 2014) and has counseled parents of children with special needs for 24 years.

These Massachusetts organizations offer support, information and/or advocacy for individuals with special needs, their parents and their caregivers. Many of these groups also offer referrals or links to related services.

Advocates for Autism of Massachusetts 781-891-6270; www.afamaction.org – Public advocacy organization offering resources regarding autism spectrum disorder. Click “links” for support centers in your area.

The Arc of Massachusetts 781-891-6270; www.thearcofmass.org - The Arc of Massachusetts provides education and systems advocacy to consumers, families, human services organizations, the public, legislators, other public officials, and the executive branch. Asperger’s Autism Network of New England 617-393-3824; www.aane.org – The Asperger / Autism Network (AANE) works with individuals, families, and professionals to help people with Asperger Syndrome and similar autism spectrum profiles build meaningful, connected lives.

Autism Services Association, Inc. (ASA) 781-237-0272; www.autismservicesassociation.orgAutism Services Association (ASA) provides community employment services, supported employment, Day Habilitation Program, and other clinical supports to young adults and adults with autism and other chal lenging developmental disabilities.

Camp Jabberwocky 508-687-0967; www.campjabberwocky.org – From the end of June to the end of August, Camp Jabberwocky offers children and adults with a wide range of disabilities the chance to

enjoy the summer in a small family-like community. Doug Flutie, Jr. Foundation for Autism www.flutiefoundation.org – Provides family and technology grants through its programs, along with grants to nonprofit organizations that provide services to individuals with autism. Dream Day on Cape Cod 508-896-8949; www.dreamdayoncapecod.org – Serves families that have children with life-threatening illnesses and or serious conditions by “bringing a ray of sunshine” into their lives through their family camp, Camp Nan-Ke-Rafe, located in Brewster.

Federation for Children with Special Needs 617-236-7210; 800-331-0688 (in Mass.); www.fcsn.org – Advocacy, resources and information for parents and professionals.

Home Modification Loan Program www.mass.gov/mrc/hmlp – Facilitated by the Massachusetts Rehabilitation Commission, this program helps individuals with disabilities to fund access and safety modifications to their homes.

Jewish Community Centers of Greater Boston 617-558-6507; www.bostonjcc.org – Offer a full array of special needs programs for children and adults.

Learning Disabilities Worldwide 978-897-5399; www.ldworldwide.org – This professional organization (for researchers, educators, clinicians and others) has a “parents” section on its website with current articles.

MAAPS: Massachusetts Association of Approved Special Education Schools

781-245-1220; www.maaps.org – MAAPS represents 81 member schools serving approximately 6,800 children with

special needs from Massachusetts and other states and countries. MAAPS’ mission is to represent private special education schools in their goal of providing the highest quality education to students with special needs

Massachusetts Branch of The International Dyslexia Association 617-650-0011; www.ma.dyslexiaida.org – Information and links to resources, such as recommended reading for parents and kids, as well as professional development workshops.

Massachusetts Advocates for Children 617-357-8431; www.massadvocates.org – Free legal services for income-eligible families on educational issues for children 3-22. Advocacy for parents, including Autism Special Education Legal Support Center.

Massachusetts Commission for the Blind 617-727-5550; www.mass.gov/mcb – Provider of services that promote independence and community participation.

Massachusetts Commission for the Deaf and Hard of Hearing 617-740-1600; www.mass.gov/mcdhh – Services for deaf and hard of hearing, including interpreting, case management and technology.

Massachusetts Department of Elementary & Secondary Education 781-338-3000; www.doe.mass.edu – The State’s education website offers information on special education, standardized testing, public schools and related topics.

Massachusetts Down Syndrome Congress 781-221-0024; www.mdsc.org – Statewide parent organization holds annual conference, picnic, and workshops throughout the year. Publishes a newsletter for parents. Maintains a list of parent support groups.

Massachusetts Family TIES

800-905-8437; www.massfamilyties.org – Statewide information, referral, and parent-to-parent support network for families of children with special needs or chronic illness.

Massachusetts Office on Disability 617-727-7440; 800-322-2020 (in Mass.); www.mass.gov/ mod – Information and support concerning community, government and individual services for those with disabilities. Its primary mission is to ensure access.

Massachusetts Sibling Support Network 617-807-0558; www.masiblingsupport.org – Committed to supporting brothers and sisters of people with disabilities by creating welcoming communities for siblings across the lifespan.

Massachusetts Special Olympics

508-485-0986; www.specialolympicsma.org – Sports training and athletic competition in a variety of Olympictype sports for individuals with disabilities.

MassFamilies Organizing for Change

774-855-6001; www.massfamilies.org – Provides Family Leadership Series and works to educate the community about advocacy, services, and local, state and federal resources for individuals with disabilities. Regional chapters throughout the state.

Parent/Professional Advocacy League (PPAL) 866-815-8122; www.ppal.net – A statewide network of families, local family support groups, and professionals who advocate on behalf of children and adolescents with mental, emotional or behavioral special needs, and their families.

Parental Stress Line

617-926-5008; www.parentshelpingparents.org – This 24-hour call line is staffed by Parents Helping Parents of Massachusetts and provides a supportive ear for parents. Parents support groups are also offered by staff and volunteers.

Partners for Youth with Disabilities

617-556-4075; 617-314-2989 (TT Y); www.pyd.org -Provides adult mentors, one on one and in groups, to kids ages 6 through 22 with disabilities.

Special Needs Advocacy Network

508-655-7999; www.spanmass.org – Supports professional advocates for people with special needs, offers referrals to Massachusetts special needs advocates, and provides special education workshops and training.

Wayside Youth and Family Support Network

508-879-9800; www.waysideyouth.org – We provide a wide variety of mental health counseling and family support services to children, young adults and families in Massachusetts.

Applied Behavior Learning Services (ABLS)

Wellesley • Plymoth • Fall River

• Worcester 617-467-4136 www.ablspartners.org

At ABLS we offer three models for learning: in-person, remote, or hybrid. We will, together, determine which model works best for your family during the intake process.

Berklee Institute for Accessible Arts Education (BIAAE)

22 Fenway and 7 Haviland St., Boston (Saturday Arts Education Programs)

8 Fenway, Boston (ABLE Day Sessions Summer Music Program) 617-747-2760 www.berklee.edu/biaae

The Berklee Institute for Accessible Arts Education is a catalyst for the inclusion of individuals with disabilities in all aspects of performing and visual arts education.

Campus School at Boston College

140 Commonwealth Ave, Chestnut Hill 617-552-3460 www.bc.edu/campusschool

The Campus School at Boston College educates students ages 3 to 21 with extensive support needs, including complex health care needs. Our dedicated educators, therapists, and nurses utilize a transdisciplinary approach to realize the potential in each one of our students.

Cass & Company

75 State St., Boston Portsmouth, NH 888-453-2277

www.casscompany.com

Cass and Company can assist you with all your household and domestic staffing needs. We maintain a large pool of professional candidates who provide a wide variety of services for your family and home. Cass & Company places quality candidates for live-out as well as live-in and full time/part time situations for our clients which includes private families, formal households, high profile individuals and celebrities as well as businesses and corporations.

Commonwealth Learning Center 220 Reservoir St., Suite 6, Needham • 781-444-5193 130 Sylvan St., Danvers 978-774-0094

www.commlearn.com

Commonwealth Learning Center is an independent nonprofit organization which provides 1-to-1 tutoring and education evaluation services to all ages (kindergarten through adulthood), in all subject areas. We specialize in assisting those who learn differently, including individuals with dyslexia, ADHD, high-functioning autism, executive functioning challenges, etc. Schedules are flexible, and financial aid is available for those who qualify.

Cotting School

453 Concord Avenue, Lexington 781 862-7323

www.cotting.org

Cotting School meets the unique needs of students with a broad range of learning and communication disabilities, physical challenges and complex medical conditions by providing an array of collaborative services. Our day

and boarding programs are designed to enable students to realize their highest potential, both during and after enrollment.

Education Consulting, Advocacy & Legal Services, LLC

999 Broadway, Suite 301, Saugus 781-231-4332 www.educationandjuvenilelaw.com/ ECALS, LLC. is a private law firm that regularly works with parents and schools on a wide range of special education and regular education issues. We review IEPs and evaluations and attend disciplinary proceedings, Team meetings and BSEA Hearings. Please visit our website for further details.

The Federation for Children with Special Needs 529 Main Street, Suite 1M3, Boston • 617-236-7210 www.fcsn.org

The Federation for Children with Special Needs (FCSN) provides information, support, and assistance to families of children with disabilities, their professional partners, and their communities. We are committed to listening to and learning from families and encouraging full participation in community life by all people, especially those with disabilities.

The Gifford School

177 Boston Post Rd., Weston 781-899-9500 www.gifford.org

The Gifford School provides educational services in a clinical milieu to students with special academic, behavioral, and emotional needs so that they may achieve their full potential.The entire school community is committed to helping students increase their selfesteem, gain academic knowledge and develop social skills.

Kennedy Day School at Franciscan Children’s 30 Warren Street, Brighton 617-779-1581 www.kennedydayschool.org

Kennedy Day School at Franciscan Children’s combines nearly sixty years of experience and proven expertise with an updated facility that reflects our reputation for excellence and innovation. We provide fully collaborative special education, therapeutic and health services to students from all across Massachusetts, ages three to twentytwo with significant, complex medical, physical and cognitive needs. Kennedy Day School has a year-round open admissions policy. Kennedy Day School, so every kid can learn.

League School Of Greater Boston

300 Boston Providence Turnpike Walpole • 508-850-3900 www.leagueschool.org/

For more than fifty years, League School of Greater Boston has remained committed to helping children and young adults, ages 3-22, with Autism Spectrum Disorder (ASD) by teaching them the skills they need to be as independent as they possibly can in all aspects of their lives: social, emotional, academic, behavioral, and vocational. We uphold this mission through three distinct programs designed to teach social, academic, behavior and community-life skills based on a student’s age and ability. Each program includes: content area academics (reading, math, science and social studies); full array of services (social pragmatics, communications, sensory integration, occupational therapy and behavior therapy); adapted physical education, art, music, culinary arts, daily living skills, community field trips and vocational training.

MAAPS

92 Montvale Ave., Ste 4150, Stoneham 781-245-1220 www.maaps.org

MAAPS represents 81 member schools serving approximately 6,800 children with special needs from Massachusetts and other states and countries. MAAPS’ mission is to represent private special education schools in their goal of providing the highest quality education to students with special needs.

May Institute

Multiple Locations 800-778-7601

www.mayinstitute.org

We are an award-winning nonprofit organization that provides educational, rehabilitative, and behavioral healthcare services to individuals with autism spectrum disorder and other developmental disabilities, brain injury and neurobehavioral disorders, and other special needs.

Melmark New England 461 River Road, Andover 978-654-4300 www.melmarkne.org

Melmark New England serves children, adolescents and adults with autism spectrum disorders, acquired brain injuries, neurological diseases and disorders, developmental and intellectual disabilities, and severe challenging behaviors. We provide clinical, educational, residential, vocational, adult day and allied health services. Consultation services and support are available in the home, community or public school setting.

Milestones Day School and Transition Program

410 Totten Pond Road, Waltham 781 895-3200 www. AdvancingMilestones.com

Milestones serves students ages 7-22 with ASD, ADHD, learning disabilities, and/or mental health challenges in our state-of-the-art facility. Students participate in customized academic instruction with embedded therapeutic programming. Our robust teams explicitly teach executive functioning, sensory/motor, social/language skills and psychological intervention. Our rigorous 21st century academic program, supported by reading and math specialists, permits AP coursework and dual enrollment opportunities in high school alongside community-based instruction. The collaboration of our skilled clinical, academic & transitions faculty culminates in a community that intuitively responds to each student’s unique needs. Student outcomes translate to individuals emerging with the confidence & skills to achieve a variety of successes including re-entry to public school, college admissions, meaningful relationships, and fulfilling employment. At Milestones, students find a place where they feel they belong, often for the first time and leave prepared for the next step in their journey.

Dr. Moldover & Associates 555 Washington Street, Suite 5, Wellesley • 781-237-1735 www.drmoldover.com

Dr. Joseph Moldover and associates provide high quality neuropsychological, psychological and educational evaluations for children and adolescents presenting with learning, developmental, and emotional challenges. We emphasize a high level of responsiveness and continuity of care.

The New England Center for Children© 33 Turnpike Road Southborough, MA 01772 508.481.1015 www.necc.org

The New England Center for Children’s (NECC) mission is to create a global network of educators, researchers, and programs so that those living with autism may live fuller lives. NECC provides comprehensive services for children with autism through day and residential programs, partner classrooms in public school systems, consulting services, and autism curriculum software for teachers. NECC provides staff with

initial training, ongoing professional development, and graduate program opportunities in order to train future educators.

Perkins School for the Blind 175 North Beacon St., Watertown 617-924-3434 www.perkins.org

Perkins School for the Blind offers equitable education for every student. Offering a full continuum of educational services for students with visual impairments, deafblindness and multiple disabilities, ages 3-22. Our experts individualize programs and provide customized instruction in academics,

independent living, assistive technology, vocational training, and more. Visit us: Perkins.org

The Professional Center for Child Development 32 Osgood St, Andover 439 S. Union Street, Bldg. 1, Ste. 110, Lawrence 978-475-3806 www.theprofessionalcenter.org

The Professional Center for Child Development is dedicated to providing children, of all abilities, with a solid foundation for life-long learning through our educational programs. With the support from our highly-skilled professionals, children are able to achieve their full potential.

Riverview School

551 Route 6A, East Sandwich 508-888-0489 www.riverviewschool.org

Riverview School is an independent boarding/day school which offers programs for middle school, high school and post high school transition educational programs, as well as summer programs, all located on Cape Cod, Massachusetts. We are a leader in educating students with complex language and learning challenges. Our mission is to help each of our students gain academic, social, and independent living skills to achieve their goals.

Riverview School is committed to developing student competence and confidence in academics, wellness, social-emotional growth, vocational

learning, and independent living skills. Find out what Riverview can do for your child!

Speech Language Pathology Center

Norwell • 781-792-2700 www.slpcenter.com/

The Speech Language Pathology Center is owned and operated by speechlanguage pathologists. We are an award-winning clinic and have been featured on CBS 60-Minutes for total communication methods. Our team is dedicated to providing exemplary speech, language and feeding therapy in a supportive and nurturing environment.

At Speech Language Pathology Center we conduct in-depth assessments that include clinical observations as well as standardized tools. Upon completion of testing, a diagnosis is formulated and a comprehensive report is written along with an individualized plan of care outlining the course of treatment. The therapists have advanced training in augmentative communication (iPads), feeding therapy/oral motor function, speech, language, dyslexia, social skills, voice and stuttering. Therapy is conducted using evidence-based strategies while providing carryover activities to enhance a family-centered service delivery.

If you have concerns about your child’s speech or language skills, please call 781-792-2700 to schedule a FREE pediatric screening to determine if a full assessment is recommended.

The Wolf School

215 Ferris Ave., East Providence, R.I. • 401-432-9940 www.wolfschool.org

The Wolf School is a nationally recognized K-8 private special education school located in East Providence, RI. Opened in 1999, The Wolf School works to address the needs of children with multiple learning differences, also known as Complex Learners. Complex Learners have great capacity for learning, problem solving, creative expression, and social relationships, but do not thrive in a traditional classroom.

The Wolf School is able to unlock our student’s potential through our innovative learning approach, the Immersion Model©. This approach

“immerses” an occupational therapist and speech therapist in every classroom to work directly alongside the special education teacher, building the necessary services and lessons directly into the curriculum. This unique approach is in contrast to a “pull out” model of special education where students are provided with speech or occupational therapy in a separate room and then required to apply what they learned when brought back to the classroom. By immersing OT and speech/language support into each lesson, students prepare their bodies to listen and attend to task, and develop strategies to learn.