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Is your child struggling with:
School? Attention? Socializing? Tantrums? AREAS OF SPECIALTY
•Learning Disabilities
•ADHD
•Autism
•Developmental Delays
Help with:
•Anxiety, Depression, behavioral issues
•Families in court over custody, education or legal reasons
• Extra time on tests, both in classrooms, SATS, ACTS, SHSATS
• IEPs, 504 plans, private school placement
• Forensic (injury, special education, child custody, immigration) cases
• Medication management
Dr. Sanam Hafeez, a renowned and widely sought expert in the field of mental health and neuropsychology, leads the clinical team at CTM. Our doctors are trained to help not only the child but their ecosystem in supporting their needs. Well-being, emotional and academic, goes hand in hand, and we can guide you to both. Please call or visit our website to learn more.
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Helping Your DifferentlyAbled Child Succeed
BY JACQUELINE NEBER
Good parent-teacher communication is crucial for any successful school year, but being on the same page becomes even more important when your child has a learning disability. There are a few steps–from understanding your rights to communicating on a regular basis with your child’s teacher–that can help ensure your child has the best year possible, arming you and your child with the knowledge to succeed in and out of the classroom.
Know your rights and speak up. Parents are entitled to receive information about special education from their schools and teachers—reading up and staying informed is the best way to advocate for your kid.
When attending Committee for Special
Education meetings, annual review meetings, or parent-teacher conferences, if you don’t understand something, ask questions.
Communicate with teachers frequently.
Kathy Devine and Emily Cole co-teach at an elementary school in Long Island. They say parents of students with special needs must be extra communicative with teachers.
“We would like to know sooner when things might be happening at home, whether it’s medication changes or maybe something in the home life has changed,” Cole says.
When it comes to homework, “reach out to us as soon as possible so that we’re not waiting until the end of a trimester to know [kids are] struggling,” Devine says.
Another tip? Write a letter describing your child and his needs at the beginning of the year.
Understand Individualized Education Plan goals.
Equally important is understanding your child’s IEP goals—which can differ from her classroom goals.
This difference often confuses parents who see their student accomplishing goals on one end of the spectrum and not the other.
Involve your child.
Cassie Reilly, Transition Coordinator at a Long Island high school, suggests involving your kid in IEP and parent-teacher conferences. Being open with kids from the time of diagnosis helps them stand up for themselves and understand their learning disability does not make them inferior to others.
Be sensitive to difference.
Parents should understand their kids might be different at home than at school, Reilly adds. And, even more importantly, their kids might have an atypical path toward success. Communicating with teachers is key to understanding how your kid can progress in the best way.
The Hagedorn Li�le
The Hagedorn Li�le Village School, Jack Joel Center for Special Children (HLVS), is a not-for profit program that provides services for infants and children up to 12 years of age with learning, language, social delays, motor impairments, and au�sm with no direct cost to families:
Interven�on
Interven�on (El) and Commi�ee for Preschool Special Educa�on (CPSE) services are for children who have or who are suspected of having a developmental delay or disability. Evalua�ons must be referred by NCDOH/SCDOH for El and/or to the local school district for CPSE. Services are provided based on an individual child's elegibility as established by NYS DOH and/or NYS ED department and local government at no direct cost to parents. Parents are responsible for fees/costs associated with children.
How To Choose a Babysitter for a child with special needs
By Dana GreenBerG
My son has autism, so when I need to leave him with a babysitter, I am extremely picky about who that person is going to be. There are so many things that go through my head as a parent of a child with special needs. Who can I trust with him, especially since he has limited verbal skills? Will his babysitter understand his wants and needs? Will he be happy and engaged while I am gone? Over the years, I have come up with a system for choosing a babysitter that has worked well for us. This is how I do it.
Where to Find Babysitters
There are some very good places that you may not have thought of for finding sitters for kids with special needs.
I contact local special education schools and therapy centers, both of which are wonderful resources for this. Try calling them, and you will usually be put in touch with the right person to help you out, such as a social worker or psychologist. When you speak with that person, let them know exactly they type of person you are seeking as a babysitter. Let her know how old your child is and anything else you think may be important to share. You will find that many teachers, teaching assistants, and therapists are looking to earn extra money. The social worker or psychologist can circulate your contact information among the staff. One of the best reasons to get sitters from these places is that they are already fingerprinted and have had background checks done. Referrals from other parents with special needs children can also work as a great resource for finding people. I find that we parents are each other’s best sources of information. You can fully describe your child to other parent without feeling like you need to hold anything back. With that information, they will know if they have someone who would be a good fit.
Meet as Many Candidates as Possible
I like to meet as many potential sitters as I can. You may find that different people or personalities work better in different situations. I have some sitters that I prefer to use if they will be staying at home with my son and others that I prefer to use if they will be doing an outing with him. It is great to have choices, and not everyone may feel comfortable taking him out.
Another reason I like to meet a variety of people is more basic: We all need back-up. You just never know who will be free when you need someone. There have been times when I have gotten to my fourth call before getting a yes. I certainly was glad I had my list of trusted babysitters to call upon when that situation came up. The bigger the list you can compile, the better it will be in the long term. It is important to know that you have multiple great, trusted people to call upon.
Conducting an Initial Interview
After compiling my list of who I would like to meet, it is time to have initial interviews with them. The first time I meet a new person I prefer to do it alone, just me and them, without my son present. That’s because my son has very good receptive language and I do not like to talk about him in front of him. At these meetings, I like to tell the candidate all about
my son--his likes, his dislikes, his routines, what makes him happy, what bowl he likes for his snacks, that he likes ice cubes in his water, everything and anything that might be important to know while watching him.
I truly feel that I cannot give a sitter too much detailed information. I need to be his voice. We can also discuss how much I will pay. This is also the candidates’ opportunity to ask me anything that they want. Based on how this meeting goes, I will decide if I want to continue the process with each person I meet.
Check References
Now that I have done initial interviews, it is time to check references for those I am highly interested in hiring. It is a good idea to do this regardless of where someone’s full time job is. You may want to speak with someone else for whom they babysit (or babysat in the past) or maybe a supervisor or co-worker at their current job. Have your list of questions prepared before you make the calls.
You should feel free and comfortable to ask anything; after all, this is your child’s welfare we are talking about. Ask specific questions about the candidate’s interactions with children, how they’ve handled certain situations, and the like. I always like to ask about punctuality, too. This is the opportunity to get a feel for whether this person may be the right fit and if you want to
continue moving along with them.
Meeting My Child
Assuming the references check out, I next schedule a meeting between the potential new sitter and my child. The meeting takes place in my home. I will prepare my son the best I can, by telling him the person’s name and that they are coming over to see where he lives and what he likes to play with. Once they arrive I will make the introduction. I will show them around, pointing out where my son likes to hang out and where his favorite snacks are, for instance. I will go over how we do certain things, and our routines. I want all his babysitters to be comfortable handling anything that may arise while I am out.
This is another instance in which I have a list ready so I do not forget anything that may be important. Discussing all of these details in depth at this time will make it a lot easier the first time I go out and leave him with this person. I will not have to take the time then to go over everything from scratch, and instead we can just do a review.
This is also the chance to see how they
interact with him. I pay close attention and try to feel the vibe. Usually I can tell at this point if a particular candidate would be a good match for my son.
Joining Us for an Outing
For those sitters who might take my son out, I will invite them to go on an outing with us. This is where I will train them on how to be outside with him, which is a very different situation than just staying indoors. There is a lot to know: He likes to scare birds, he may not want to hold your hand, he will constantly ask you how many more blocks you’re going. How will the babysitter react to all of this--or whatever else may come up while outside? His safety must be the priority. This person will need to be on high alert the entire time. I need to feel 100% confident that this sitter is up to this task, and they need to be prepared for the unexpected with him. I will guide them through this outing and see how they feel, and again ask if they have any questions or concerns.
The Babysitter’s Commute
Where a sitter lives is important to me. Just
because you are identifying candidates via a school or center it does not necessarily mean that they live nearby. I need to know that all candidates can independently get to and from my apartment. I need to make sure they understand that they will need to leave enough time for the trip. If you have a younger child, you will not want to have to pack them up to pick up or take the sitter home, especially at night. I find that most sitters can come and go on their own, but this is something I like to confirm before hiring someone. It is always good to make sure you are on the same page about anything that you think is important.
This is my process, the steps I like to go through when choosing a sitter for my child who has special needs. Every question is important and no detail is too small to mention. Make your lists, and do whatever it takes to put your mind at ease. Who we leave our children with is one of the most important decisions we make as a parent. We need to feel comfortable and confident with our decisions so we can go out and have peace of mind.
autism b ehavioral consulting s ervices
Karen Bottalico, SAS, SDA 516-851-8330
kbottalico2002@yahoo.com
An Educational Consultant serving Queens and Long Island and the NY Metro area. Working directly with families, services include: Evaluating placement and service options; Accompanying parents throughout the entire CPSE or CSE process which includes meetings, screenings, observations and extensive education history reviews. Other services include Staff Training, School-Based Consultation, FBA Assessment and BIP Implementation, ABA and Verbal Behavior Training Techniques, Behavior Management Strategies, Home/ School Intensive Behavior Intervention Services, Crisis Intervention and Prevention, Home-Based Services and Parent Education Training.
comprehend the Mind P.c . 114-20 Queens Blvd., Suite CS 2, Forest Hills 718-441-0166
comprehendthemind.com
Comprehend the Mind is a group of school and neuropsychologists that diagnose and assess a variety of conditions. Neuropsychological, educational, speech and language, and psychiatric evaluations are performed to help you understand your child’s strengths and weaknesses, and plan for their educational success and emotional wellbeing.
d ragonfly a pplied b ehavior analysis P c
550 North Country Road, Saint James 516-531-3673
Dragonflyaba.com
hello@dragonflyaba.com
Dragonfly ABA aims to offer exceptional ABA services throughout Long Island. They provide school, home, BIS,
and center-based opportunities for early learners and young adults with disabilities all year round. Each individual’s plan is customized to their specific needs, and Dragonfly ABA encourages parent involvement and education. Their team undergoes ongoing professional development training and consistent supervision to ensure clinical excellence with each clients.
the
h agedorn little village school
Jack Joel Center for Special Children
750 Hicksville Road, Seaford 516-520-6000
littlevillage.org
jon.feingold@littlevillage.org
The Hagedorn Little Village School is a not-for-profit school highly regarded for providing outstanding educational and therapeutic services for children with a wide range of developmental disabilities. HLVS provides
year-round programs and services that include diagnostic evaluations and treatment, early intervention, a preschool, an elementary school, SEIT and related services.
long i sland s peech
Nine locations
844-5-SPEECH
lispeech.com
Long Island Speech is the leading speech therapy provider on Long Island with 9 locations in Nassau and Suffolk County. They specialize in Myofunctional Therapy, PROMPT, Voice Disorders, Fluency, Augmentative Communications, Articulation, Feeding Therapy, Auditory Processing, Expressive/Receptive Language Disorders and so much more. Long Island Speech participates with most major health insurance companies and offers evening and weekend hours.
Sp E cial
N EEDS Glossary
Keywords that every special needs family should know
By Mia Sala S
Part of navigating a special needs diagnosis is knowing the words used to describe it. But it can be intimidating to ask what everything means, especially when doctors or websites seem to be speaking another language with acronyms like “ERSS” and “OT”. We’ve all been in that confusing place before and, as parents, it’s not a fun feeling. That’s why, we’ve created a glossary for keywords that you may want to know as a parent of kids with special needs. This guide includes common special needs words, phrases, and acronyms so that you can feel more confident in your parenting journey!
Special Needs Diagnosis
Developmental disability: Physical, learning, language, or behavioral impairments that will delay your child’s development. ADHD, Autism, learning disabilities, etc. are all examples of developmental disabilities.
ADHD– Attention Deficit/Hyperactivity Disorder: A developmental disability that makes it difficult for your child to pay attention or stay focused. Look out for squirming and fidgeting, talking a lot, not being able to wait for their turn, or trouble concentrating.
ASD– Autism Spectrum Disorder: A developmental disability that may delay your child’s speech, motor, learning, and social skills. Early intervention (see below) can help improve skills.
Down Syndrome: A condition caused by an extra chromosome that affects how your child’s brain and body develop. Diagnosis typically happens before or during birth. Emotional Disturbance: Mental health disorders such as anxiety, bipolar, OCD, etc. that have no direct, identifiable cause. Be on the lookout for aggressive behavior,
withdrawal or nerves related to social environments, and vocal outbursts in public places.
Learning Disability: Difficulty learning and grasping new concepts. Learning disabilities include dyslexia (reading), dysgraphia (writing), and dyscalculia (math). See Special Education for more. Stutter: A speech disorder that makes it challenging for your child to say what they want to say. You may hear them repeat a sound a lot, hold one sound for a long time, or stop speaking mid-sentence.
Special Needs Resources
OPWDD– Office of People with Developmental Disabilities: A New York organization that can help connect your family to nonprofit services, based on what kind of treatment/therapy they need, and provide funding.
Transition planning: Creating an action plan for what your child with special needs will do after high school. This is often a part of your IEP (see below).
Service provider: An agency or organization that will help your special needs family navigate some aspect of your journey. This could be everything from speech therapy to after school programs with a focus on special needs to horseback riding as a form of physical therapy.
INCLUDEnyc: A non-profit organization that
advocates for young people in NYC to be included in their communities: classrooms, workplaces, etc. They have super informative resources for parents of kids with special needs, and they can connect you with professionals who can help you navigate your options even further.
Special Education
Inclusion: Everyone in the classroom feels welcomed by the school, teacher, and classmates. For special needs kids, inclusion is definitely a keyword to look for when choosing a school!
IEP– Individualized Education Program: A written plan for your child’s education as a special needs student. According to the NYC Department of Education (DOE), this means your child is guaranteed a free and appropriate public education in a Least Restrictive Environment (see below). Your child’s IEP will also include development and progress reports, evaluation results, specific needs, and anything else that is relevant to your child’s success.
IEP Teams: Your IEP team will be made up of you (as a parent/guardian), a school psychologist, a special education teacher (and sometimes a general education teacher), and the district representative. It may also include a school physician or other service providers who have worked with your child.
LRE– Least Restrictive Environment: Your child will be in a classroom with kids who do not have special needs.
SETSS– Special Education Teacher Support Services: Either a special education teacher will design specific activities for children with special needs or the special education teacher will collaborate with the general education teacher to modify the entire classroom to accommodate.
SEDL– Special Education Distance Learning: Modifying special needs education for virtual/online students. This became especially important during the pandemic.
SWD– Students With Disabilities: Used to refer to special needs children in the classroom.
SC– Special Class: If your child’s needs cannot be met in a general education classroom, they will have all classes taught specifically by a special education teacher. These classes are typically very small in NYC schools, with up to 12 students for elementary/middle school and up to 15 for high school.
PBIS– Positive Behavioral Interventions & Support: NYC school-wide approach that encourages positive behavior instead of punishing or pointing out the negative. One example of this is changing a poster from “No Food. No Weapons. No Drugs.” to “School Rules: Be Safe, Responsible, Respectful”. This positive environment is especially important for special needs education.
Special Needs Treatment & Evaluation
ADL– Activities of daily living: Day-to-day actions like brushing your teeth, going to the bathroom, walking up and down stairs, etc. that are used to determine your child’s diagnosis and progress.
Early intervention: Services and support for infants and young children with developmental disabilities. Early intervention can often help improve your child’s skills and progress.
OT– Occupational Therapy: Focuses on ADL’s (see above) and other everyday skills that your child will work on.
PT- Physical Therapy: Focuses on physical
developmental disabilities and helps your child with mobility and movement.
Speech pathology: Focuses on language and speech disabilities to help your child communicate their thoughts.
Regression: Your child loses skills that they previously had. If regression happens, you may want to revisit and revise your child’s IEP (see above).
AT– Assistive technology: Any device that helps your child’s special needs by improving their capabilities. AT’s include wheelchairs, text to speech, voice recognition, and more.
ABA– Applied Behavior Analysis: A positive-reinforcement program designed to understand your child’s behavior in real life situations. It is most commonly used for children with Autism, but it can also be effective for other developmental disabilities.
Developmental milestones: Key movements, expressions, speech etc. that show your child’s progress. For little ones, this may include smiling at people, crawling, copying sounds, and reaching for toys.
