Exceptional Kids Resource Guide July - August 2023

Siblings of Children with Disabilities

It’s touching when we see our children become friends, teachers, protectors, coaches, and companions to our child who has a disability or special health care needs. Over the years, however, – or even tomorrow – we also might see a sibling’s frustration, jealousy, and anxiety.

Although these emotions are found in all sibling relationships, it’s important for parents to be aware of the unique benefits and challenges faced by siblings in families with children who have disabilities and special health care needs. Our children live uniquely complicated childhoods. Whether bringing a friend home and worrying about a sister’s embarrassing behaviors, or wishing for a brother able to play baseball with them, they are always facing situations many of their peers don’t face. Having a sibling with disabilities or special health care needs is a complex experience but can also be rewarding. Some siblings feel their place in the family gives them an understanding of difference, diversity, and helping others. Other siblings do not feel this connection and might struggle with these differences.

How to Support Your Children

As our children grow up, they usually become more conscious of how they look and how the world sees them. They might suddenly become more aware of people staring at their sibling in public or of what their friends think. They may even grow angry and consider their sibling who has a disability or special health care need a burden. But, as parents we can work with all of our children to create a home life that includes acceptance, love, and honesty.

There will be times when one child needs more care, but there are always things parents can do to tip the balance and make siblings feel more supported:

• Leave it up to your child to explain a sibling’s disabilities or special health careto a friend. Children are often much more flexible and open-minded than adults think.

• Don’t forget that arguing is part of typical social development, as in sibling rivalry. When reasonable, let your children work out their own differences with each other.

• Be prepared to talk to your children without disabilities or special health care needs about the future. Siblings might be curious or worried about their role and what the future could look like for your family – and for them.

• Try spending a few minutes a day alone with each of your children to talk about anything. Communication is key to encouraging shared activities between all your children.

Ways to Increase Communication

One way to help your family come together over chores, activities, and daily family life is to hold a family meeting. Making family decisions together can encourage a family to share opinions, seek understanding, and solve problems - all good life skills. These meetings can range from a chore list to TV schedules or more serious topics of jealousy or anger.

A Sibling’s Life

“My brother and I are on parallel lines on the same plane. We both have a form of autism, so I understand some of his perspectives of the world. We don't talk to each other, play with each other, or do much with each other. However, when he sees me, he has this huge smile on his face, and the same goes for me with him. I think that's really all that matters for us.”

“Everyone else in my sibling’s life will treat him like he’s different – take care of him, enforce rules, try to teach him things most kids his age already know – but you are their normality. You can play together and laugh together. If they take your things you can get mad, and if someone is bullying them you can stick up for them. They don't need another parent or teacher in their life; it's okay for you to just be the brother or sister.”

Celebrating Each Child

You are working hard to create a world that accepts and celebrates differences; don’t leave your typically developing child out! Show that you value and celebrate them, too. Remember: How we, as parents, frame a disability or special health care needs will largely determine how our children experience it.

Suggested Links to Additional Resources

• Encourage hobbies or extracurricular activities that are just for the sibling, such as art classes, sports, or playing a musical instrument. These activities boost your child’s self-esteem by providing them something all their own.

• Respect an older sibling’s right to increase time with friends and teen activities and to spend less time with their sibling with disabilities or special health care needs.

• If the sibling is younger, make time for age-appropriate activities and toys specific to that child’s interests too.

• Don’t forget to show siblings your appreciation by spending time with them separately. Even if you only have a few minutes, sharing a cookie or talking about a movie can mean a lot; if you have more time, just the two of you going out (even if just on errands) is really special too.

• Sibling Support Project’s website (www.siblingsupport. org) is dedicated to addressing lifelong concerns as well as providing resources and information on workshops hosted by the group.

• Sib Teen (www.facebook.com/groups/sibteen/) is a Facebook page and closed listserv for teenagers wanting to connect with other teenagers about being a sibling of a brother or sister with a disability.

• The Sibling Leadership Network (www.siblingleadership.org) is a nationwide organization dedicated to advocacy and research regarding sibling issues. They have sibling stories — podcasts, videos, blog links and other stories by siblings.

• The Center for Parent Information and Resources offers some useful information about siblings, as well as a suggested list for further online reading.

Self Care for Parents

This year has been a challenging season for many parents as they attempt to adjust to a new normal that consists of having children schooling from home while also caring for their child with special needs. As parents, it is important that we also focus on our own self-care so that we can maintain an equilibrium. This is important so that we can effectively care for our children without suffering exhaustion. Below are some tips to help encourage you in a season of much needed self-care.

Try to develop a routine for you and your children. Kids find comfort and safety in routines and usually routines help ease their fears and anxiety. Establish morning routines that will also help you set the tone for your day. When your kids are down for a nap, enjoy the quiet moments and instead of trying to accomplish other tasks make sure you rest too. Consider diffusing aromatherapy such as lavender or another essential oil that helps you

feel relaxed. Listen to music that makes you feel calm or that brings you joy. Try to schedule time into your day where you can do things like taking a walk. Exercise is recommended by the American Heart Association at 150 minutes per week and is an important part of self-care. Lastly, work on a bedtime routine that puts your children to bed before your bedtime. This might provide you with an opportunity to unwind, take a bubble bath or read a book for pleasure?

Everyone is working towards a new normal and making adjustments based off of your daily routines will help you perfect your own self-care.

Natalia Farias, MSN, BSN, FNP-BC, RN VP, Director of Clinical Services San Rafael Healthcare Inc 210-255-1466

What is Special Needs Dentistry?

Balancing the requirements of a child with special needs can be very challenging for parents. Pressing medical issues often take focus, and dental care can take a back seat.

e problem is that children with disabilities or special needs are more likely to develop dental problems compared to children without. You must pay particular attention to your child's dental health care. Below are some tips on how you can approach it.

Special Needs in Dentistry

e Academy of Pediatric Dentistry de nes special needs children as those with chronic physical, developmental, behavioral, or emotional conditions. ey usually have limitations on daily activities and require more extensive dental and medical services. Cleft lip or palate, Down syndrome, neurological disorders, cerebral palsy, and vision, and hearing impairments are common medical conditions requiring special dental care, as well as learning and developmental disabilities.

Oral Conditions

According to the National Institute of Dental and Craniofacial Research, Down syndrome and other genetic disorders can cause delays in tooth eruption, sometimes up to two years. ese children may also develop malformed or extra teeth that erupt or even have congenitally missing teeth. Crowding and poor alignment, in general, can leave children prone to gum disease

What is Special Needs Dentistry?

and tooth decay because it makes their teeth difficult to keep clean. In cases of severe intellectual disability or cerebral palsy, children may also habitually grind their teeth, making them flat as they gradually break down the enamel.

Tooth decay and gum disease can also result from a child's impaired immune system and connective tissue disorders. Many of the medications your child may be taking could contain sugar or lead to dry mouth as a side effect, which is especially conducive to tooth decay. Certain medications can also cause an overgrowth of the gum tissue, so be sure to ask your doctor and dentist about the side effects of the medication your child may be taking.

Home Care

It's essential to establish your child's home care routine as soon as you bring them home from the hospital by wiping their gums with a wet gauze pad or a damp washcloth. Once teeth have erupted, brush their teeth at least twice a day with a soft toothbrush, and be sure to floss daily. Be sure to ask your dentist when to start using toothpaste and how much to use. Suppose your child can't rinse or gags easily. In that case, you can brush with antiseptic rinse if your child is older and tolerates the strong taste, which can improve your child's defenses against tooth decay.

Nutrition

Serving nutritious meals and restricting sugary or starchy foods can help baby teeth develop properly and limit exposure to the acid that forms from eating sugar, contributing to tooth decay. Keep healthy snacks in the house and save special sweet treats for mealtime. Brush your child's teeth after eating or have them drink or rinse with water to neutralize those sugary foods' adverse dental effects.

Finding a Dentist

Dentists recommend children have their first dental visit before the age of one, which is especially crucial for children with special

needs. Many general and pediatric dentists are equipped to treat children with physical or behavioral disabilities. If you're unsure which dentists in your area are up to the job, look at the advertisement for Children’s Dentistry and Dentistry for Little Folks or check the physician resource directory under Pediatric Dentists of Exceptional Kids for other dentists. During these first visits, the dentist can evaluate your child's dental development and help you create the most appropriate home care routine for your family. There is ample opportunity for children with special needs to get good dental care. By working closely with your child's dentist to put a prevention plan in place, many potential dental problems can be avoided entirely.

Oral Care Center articles are reviewed by an oral health medical professional. This information is for educational purposes only. This content is not intended to be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of your dentist, physician or other qualified healthcare provider. Medically Reviewed By Colgate Global Scientific Communications. Information about local resources was provided by Kameron Chicoine, Publisher of Exceptional Kids Resource Guide and is not part of the original article.

Red, White, and Blue Fruit Salad

You are going to love this red white and blue fruit salad. This easy recipe is one of my favorite 4th of July Salad ideas. The fruit glaze in this 4th of July Fruit salad recipe is amazing! So tangy and sweet.

PREP TIME 10 MINS

TOTAL TIME 10 MINS

SERVINGS 8

CALORIES 110

INGREDIENTS

• 16 oz Strawberries (cleaned and cut in half)

• 1 pint Blueberries (rinsed)

• 3 bananas (sliced in thick chunks)

• 1/8 cup honey

• 1 lime juiced

INSTRUCTIONS

• Wash and cut all your fruit.

• Combine in a bowl.

• In a small bowl whisk together the honey and freshly squeezed lime juice.

• Drizzle the honey lime glaze over the fruit and stir slightly to coat.

• Serve immediately or refrigerate.

https://www.eatingonadime.com/red-whiteand-blue-fruit-salad/#wprm-recipe-container-15019

RESOURCE DIRECTORY

For our complete list of resources go online to www.ExceptionalKidsTexas.com ◆Donate

ABA THERAPY

Centria Autism

248-436-4578

referrals@centriahealthcare.com

◆Autism Treatment Center

210-590-2107

15911 Nacogdoches Rd Building 2 www.atcoftexas.org

Bloom Behavior & Educational Solutions

210-643-1119

1850 Lockhill Selma Suite 106 www.bloom-aba.net

Mindcolor Autism

833-646-3222

8507 Culebra Rd Suite 101 info@mindcolorautism www.mindcolorautism.com

ACUTE/SKILLED CARE

LifeSpan Home Health Pg 6 877-434-3153

6243 IH-10 W Suite 375 www.lifespantx.com

ADAPTIVE EQUIPMENT/MEDICAL SUPPLIES

Romo Medical Equipment Pg 2 210-532-3895

3453 Pan Am Expwy Suite 105 www.RomoMedical.com

ADAPTIVE SPORTS (COMPETITIVE & RECREATIONAL)

◆Kinetic Kids

210-748-5860

11931 Starcrest Dr info@kinetickidstx.org www.kinetickidstx.org

BEHAVIORAL HEALTH

Pathways Youth & Family Services

210-733-7117

1919 NW Loop 410 Suite 201 www.pathway.org

CHILDREN'S MENTAL HEALTH SERVICE

◆Artvango Therapeutic Services Inc. 210-387-2218

3201 Cherry Ridge Suite B202 artvangosa@gmail.com artvango.org

COUNSELING PROVIDERS

◆Artvango Therapeutic Services Inc. 210-387-2218

3201 Cherry Ridge Suite B202 artvangosa@gmail.com artvango.org

Romo Medical Equipment

2 915-307-2684

1141 Larry Mahan, Suite C, El Paso www.RomoMedical.com

RESOURCE DIRECTORY

For our complete list of resources go online to www.ExceptionalKidsTexas.com

COUNSELING PROVIDERS (cont'd)

Catholic Charities

210-377-1133

San Fernando Community Center

231 W Commerce

DEAF SERVICES

Deaf Interpreter Services, Inc.

210-545-2946

15600 San Pedro Ave #302

info@deaf-interpreter.com www.Deaf-Interpreter.com

DURABLE MEDICAL EQUIPMENT & SUPPLIES

Romo Medical Equipment Pg 2 210-532-3895

3453 Pan Am Expwy Suite 105 www.RomoMedical.com

Romo Medical Equipment Pg 2

915-307-2684

1141 Larry Mahan, Suite C, El Paso www.RomoMedical.com

WAVE Healthcare Pg 3

866-235-2762

121 Interpark Blvd #300 www.wavehealthcare.com

EDUCATION ADVOCACY RESOURCES

uEpilepsy Foundation Central & South Texas

210-653-5353

8601 Village Dr, Suite 220 staff@efcst.org

www.efcst.org

EDUCATIONAL SERVICES

Achievers Center for Education

210-690-7307

5084 De Zavala Rd

www.aceschool.org

Compassionate Consulting, Meaningful Results

512-825-2744

jlevy@joshuaconsults.com

joshuaconsults.com

uDonateu

uEpilepsy Foundation Central & South Texas

210-653-5353

8601 Village Dr, Suite 220 staff@efcst.org

www.efcst.org

uFACT Institute, Inc.

210-267-9134

13032 Nacogdoches Rd #207 ksimpson9@satx.rr.com www.factinstituteinc.com

FINANCIAL SERVICES

Catholic Charities

210-293-1009

202 W. French Place

www.ccaosa.org

FOSTER CARE AND ADOPTION

Pathways Youth & Family Services

210-733-7117

1919 NW Loop 410 Suite 201

www.pathway.org

Crisis Intervention (Foster Care Only)

1-866-912-6283 (press *)

1919 NW Loop 410 Suite 201

www.pathway.org

GENERAL COMMUNITY RESOURCES

www.unitedwaysatx.org

2-1-1 Texas is a free, anonymous social service hotline available 24 hours a day, 7 days a week, 365 days a year.

Alamo Local Authority

Intellectual & Disability Services (IDD)

Phone: (210) 832-5020 Fax: 1-866-689-1843

2700 NE Loop 410 Suite 101

iddservices@aacog.com http://www.aacog.com

City of San Antonio - Utility Assistance

210-207-7830

uDown Syndrome Association of South Texas

1127 Patricia info@dsastx.org

www.dsastx.org

RESOURCE DIRECTORY

GENERAL

COMMUNITY RESOURCES

uEpilepsy Foundation Central & South Texas

210-653-5353

8601 Village Dr, Suite 220 staff@efcst.org www.efcst.org

Hill Country MHDD Centers

358 Landa Street, Suite 300, New Braunfels 888-315-3277

http://www.hillcountry.org

Kerr County MH Center 955 Water Street, Kerrville 888-445-5232

http://www.hillcountry.org

Project Warm - Bexar County Dept of Community Assistance

210-335-3666

Salvation Army

210-226-2291

226 Nolan St

San Antonio Food Bank

210-337-3663

5200 Old Hwy 90 West

Society of St. Vincent de Paul

210-225-7837

WIC Program

210-207-4906

LEGAL SERVICES

The Law Offices of Carol Bertsch, PC Pg 4

210-672-1034

8703 Broadway

www.assistingseniors.com

LOCAL IDD AUTHORITY (LIDDA) FOR BEXAR COUNTY

AACOG IDD Services - Alamo Area Council of Governments: Intellectual & Developmental Disabilities Services

210-832-5020

2700 NE Loop 410 Suite 101

https://www.aacog.com/66/Intellectual-Developmental-Disability-Se

MEDICAL CARE

uEpilepsy Foundation Central & South Texas 210-653-5353

8601 Village Dr, Suite 220 staff@efcst.org www.efcst.org

MEDICAID WAIVER PROGRAMS

CDS in Texas Pg 6 210-798-3779

Toll Free 866-675-7331

www.cdstexas.com

CLASS - Medically Dependent Children's Program 877-438-5658

DBMD-Deaf/Blind Multiple Disabilities Program 877-438-5658

Disability Services of the Southwest 210-798-0123

6243 IH-10 West Suite 114 www.dsswtx.org

HCS - Home & Community-Based Services Program 210-832-5020

MDCP - Medically Dependent Children's Program 877-438-5658

LifeSpan Home Health Pg 6 877-434-3153

6243 IH-10 W Suite 375

www.lifespantx.com

Texas Home Living Waiver 210-832-5020

MUSIC THERAPY

Crescendo Center PLLC

210-343-2545

2401 S. Presa St www.crescendosatx.com

NATIONAL ORGANIZATIONS

American Red Cross 210-224-5151

RESOURCE DIRECTORY

For our complete list of resources go online to www.ExceptionalKidsTexas.com

NATIONAL ORGANIZATIONS

Cerebral Palsy Foundation

ucp.org

210-520-1686

uEpilepsy Foundation

24/7 Helpline 1-800-332-1000 (en espanol 1-866-748-8008) www.epilepsy.com

Muscular Dystrophy Association (MDA) 800-572-1717

National Alliance for Mental Illness (NAMI), SA

210-734-3349

National Down Syndrome Society

800-221-4602

www.ndss.org

Scleroderma Foundation

www.Sclerodema.org

Spinal Bifida Association

Texas Chapter

972-238-8755

Williams Syndrome

800-806-1871

www.Williams-syndrome.org

OCCUPATIONAL THERAPY

uAutism Treatment Center

210-590-2107

15911 Nacogdoches Rd, Building 2 www.atcoftexas.org

CHCS-ECI (Early Childhood Intervention)

Specializing in Infants & Toddlers, Birth to 36 Months

Easy to refer, no medical referral needed

Call 210-261-3300 or visit www.chcs-eci.org

Medicaid, CHIP, Private, all insurances accepted

Sliding scale available

San Rafael Healthcare Inc Pg 7

210-255-1466

400 N Loop 1604 #3350

www.sanrafaelhealthcare.com

PEDIATRIC

Entrusted Pediatric Home Care Pg 10 512-591-0796

111 W Anderson Lane, Suite E322, Austin www.entrustedphc.com

Entrusted Pediatric Home Care Pg 10 210-447-1650

4502 Centerview Dr, Suite 233, San Antonio www.entrustedphc.com

Entrusted Pediatric Home Care Pg 10 254-207-0887

2027 S 61st Street, Suite 121, Temple www.entrustedphc.com

275 W Campbell Rd, Richardson www.entrustedphc.com

San Rafael Healthcare Inc Pg 7 210-255-1466

400 N Loop 1604E #350 www.sanrafaelhealthcare.com

PHYSICAL THERAPY

CHCS-ECI (Early Childhood Intervention)

Specializing in Infants & Toddlers, Birth to 36 Months

Easy to refer, no medical referral needed

Call 210-261-3300 or visit www.chcs-eci.org

Medicaid, CHIP, Private, all insurances accepted Sliding scale available

San Rafael Healthcare Inc Pg 7 210-255-1466

400 N Loop 1604E #350

www.sanrafaelhealthcare.com

uKinetic Kids

210-748-5860

11931 Starcrest Dr info@kinetickidstx.org

www.kinetickidstx.org

San Antonio Parks and Recreation Department 210-207-3018

RESOURCE DIRECTORY

For our complete list of resources go online to www.ExceptionalKidsTexas.com

SPECIAL EDUCATION/504 ADVOCATE

MC Educational Advocacy & Consulting LLC

210-901-9695

maryc@mceac.info www.mcedac.com

SPECIAL NEEDS ADULTS

uMarbridge Foundation

512-282-1144

2310 Bliss Spillar Road, Manchaca TX info@marbridge.org Marbridge.org

Romo Medical Equipment

915-307-2684

1141 Larry Mahan, Suite C, El Paso www.RomoMedical.com

Pg 2

Department of Assistive & Rehabilitative Services

NOW Texas Work Force

www.twc.state.tx.us

North Field Office

210-561-8600

12000 Network Blvd #210

West Field Office

210-522-8010

5309 Wurzbach, Suite 102

Northeast Field Office

210-590-5740

10303 Nacogdoches

South Field Office

210-927-8300

1011 Ada St

WAVE Healthcare Pg 3

866-235-2762

121 Interpark Blvd #300 www.wavehealthcare.com

SPEECH THERAPY

uAutism Treatment Center

210-590-2107

15911 Nacogdoches Rd, Building 2 www.atcoftexas.org

CHCS-ECI (Early Childhood Intervention)

Specializing in Infants & Toddlers, Birth to 36 Months

Easy to refer, no medical referral needed

Call 210-261-3300 or visit www.chcs-eci.org

Medicaid, CHIP, Private, all insurances accepted Sliding scale available

San Rafael Healthcare Inc

210-255-1466

400 N Loop 1604E #350

www.sanrafaelhealthcare.com

STATE ORGANIZATIONS

Customer Service Line (Ombudsman)

877-787-8999

www.hhsc.state.tx.us

Pg 7

DONATE

Thank you for picking up a copy of Exceptional Kids. There are so many great organizations that provide services for children and young adults.

Many of the non-profit organizations who provide services for our community rely on donors like you, to help support and expand their programs.

Our Resource Directory has many nonprofits with their organizations name, phone number and website. Please go to website, click on the "Donate" button and give. Your contribution will be helping a child or young adult receive the services they need so they can grow and develop into young men and women, working and living independently in our community.

Just look for the u symbol next to the nonprofit company in the resource directory.

Thank you for your support!

Twice-Exceptional And

“Your child is gifted and needs special education?” Many parents are all too familiar with this kind of comment. You may hear it from friends. From family. Even from some teachers and doctors.

Yet there are lots of people who have exceptional ability in some academic areas and significant learning difficulties in other areas. Educators use a special name to describe students who qualify for gifted programs as well as special education services. These children are referred to as “twice-exceptional” learners.

“Some organizations estimate that there are hundreds of thousands of twice-exceptional learners in U.S. schools.”

Consider Tessa: She’s a bright, insightful and enthusiastic fourth grader who is reading at a 12th-grade level. At the same time, she can’t pass her spelling tests, and writing is a huge struggle.

Consider Jamie: At 16, he knows everything about the Civil War, writes beautifully, and can talk endlessly about politics. Yet he needs a calculator to help him with even the most basic math. And he couldn’t tie his shoes until he was in seventh grade.

Consider Steven Spielberg:  He’s one of the most successful filmmakers of all time, but reading has been a lifelong struggle for him because he has dyslexia.

TWICE-EXCEPTIONAL AND EASILY OVERLOOKED

Some organizations estimate that there are hundreds of thousands of twice-exceptional learners in U.S. schools. But there are no hard numbers because so many of these students are never formally identified as being gifted, having a disability or both.

Twice-exceptional children tend to fall into one of three categories. These categories help explain why students often go through school without the services and stimulation they need:

• Students whose giftedness masks their learning and attention issues.  These kids score high on tests for giftedness but may not do well in gifted programs. These students use their exceptional abilities to try to compensate for their weaknesses. But as they get older, they may be labeled as “underachievers” or “lazy” as they fall behind their gifted peers.

• Students whose learning and attention issues mask their giftedness.  Learning and attention issues can affect performance on IQ tests and other assessments for giftedness. For example, since

many of these tests require language skills, kids with language-based challenges may not perform well. These kids may be placed in special education classes, where they become bored and possibly act out because they aren’t being challenged enough. Some of these children are identified, wrongly, as having emotional problems.

• Students whose learning and attention issues and giftedness mask each other.  These kids may appear to have average ability because their strengths and weaknesses “cancel each other out.” Consequently, these students may not qualify for gifted programs or for special education programs.

IDENTIFYING TWICE-EXCEPTIONAL STUDENTS

Federal law protects students with disabilities. School districts are required to look for children with disabilities and provide special education to those who qualify for it. Gifted education is a different animal.

There is no federal requirement for gifted education. Decisions about gifted programming are made at the state and local level. Few states specify what these services should be and which talents should be nurtured. This is often left up to individual school districts. And funding for gifted services can vary greatly from district to district.

Identifying twice-exceptional students tends to be a low priority. Often it takes a proactive parent to push for testing for both giftedness and learning and attention issues. But sometimes teachers are the first to raise the possibility.

Here are some early tip-offs that your child could be a twice-exceptional learner:

• Extraordinary talent in a particular area, such as math, drawing, verbal communication or music

• A significant gap between your child’s performance in school and his performance on aptitude tests

Continued on next page

Easily Overlooked

• Signs of a processing disorder, such as having trouble following spoken directions or stories that are read aloud

There isn’t a simple, one-test way of identifying twiceexceptional children. Ask your child’s school how it evaluates kids for giftedness and learning and attention issues. The process will likely include assessing your child’s strengths and weaknesses as well as observing him in class and other settings.

It may be helpful for you and the teachers to keep records of what your child excels in and struggles with. Be on the lookout for “disconnects” between how hard he’s studying and what kinds of grades he’s making.

SOCIAL AND EMOTIONAL CHALLENGES

Giftedness can add to the social and emotional challenges that often come along with learning and attention issues. Here are some challenges that twiceexceptional learners may face:

Frustration:  This is especially common among kids whose talents and learning issues have gone unnoticed or only partially addressed. These students may have high aspirations and resent the often-low expectations that others have for them. They may crave independence and struggle to accept that they need support for their learning and attention issues.

Like many gifted students, twice-exceptional learners may be striving for perfection. Nearly all the students who participated in one study of giftedness and learning disabilities reported that they “could not make their brain, body or both do what they wanted to do.” No wonder these kids are frustrated!

Low self-esteem:  Without the right supports, children with learning and attention issues may lose confidence in their abilities or stop trying because they start to believe that failure is inevitable. This kind of negative thinking can add to the risk of depression.

Social isolation: Twice-exceptional kids often feel like they don’t fit into one world or another. They may not have the social skills to be comfortable with the students in their gifted classes. They may also have trouble relating to students in their remedial classes. This can lead twice-exceptional learners to wonder, “Where do I belong?” These children often find it easier to relate to adults than to kids their age.

HOW TO HELP YOUR CHILD

With the right supports and encouragement, twiceexceptional learners can flourish. (Just ask Steven Spielberg!) Here’s what you can do to help your child: Talk to the school. If you suspect your child may be twice exceptional, request a meeting with the school’s

special education coordinator. Discuss your concerns, and ask about types of tests.

Ask to stay in the gifted program.  If your child has been identified as gifted but is not doing well in that program, request that he be assessed for learning and attention issues before any decisions are made about removing him from the program.

Make the most of your child’s IEP. If the school determines that your child is twice exceptional, use the annual goals in his Individualized Education Program (IEP) to address his weaknesses and nurture his gifts. Be prepared to brainstorm—and to be persistent!

Find other twice-exceptional kids.  Encourage your child to spend time with children who have similar interests and abilities. This can help him celebrate his strengths and feel less isolated. You may be able to connect with twice-exceptional families through Understood’s parent community.

Empower your child. Help him understand what his gifts and weaknesses are. Reassure him that he can get support in the areas where he struggles. But resist the urge to rush in and rescue him every time he gets frustrated. It’s better to help him learn to cope with his mixed abilities.

By partnering with your child’s teachers, you can help your child develop his talents and achieve his full potential. Learn more about how to be an effective advocate for your child at school. Explore Parenting Coach for strategies on how to handle frustration and other everyday challenges. With your love and support, your child can move ahead and make the most of his gifts.

KEY TAKEAWAYS

• Gifted children with undiagnosed learning and attention issues may appear to be “underachievers” or “lazy.”

• Twice-exceptional children are often at risk for social and emotional challenges.

• Your child’s IEP can address his weaknesses and nurture his strengths.

https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/gifted-childrenschallenges-with-learning-and-attention-issues

You have to try this easy Red, White, and Blue Jello next time for your 4th of July party. It is easy to make, the kids love it and everyone will be impressed.

PREP TIME 1 HR • TOTAL TIME 1 HR • SERVINGS 10 INGREDIENTS

• (1) 6 ounce package of Cherry Jello (or other red flavor)

• (2) 3 ounce packages of Berry Blue Jello

• (1) 8 ounce container of Cool Whip

• Maraschino cherries (with stems)

• Clear plastic cups

INSTRUCTIONS

• Make the Berry Blue Jello according to the package instructions. Fill your cups 1/3 full with the Berry Blue Jello (I used about 1/3 cup for my cups).

• Place in fridge for 1 hour (or 10 minutes in the freezer if you’re in a hurry).

• Fill cups another 1/3 full with Cool Whip, smoothing out the top. (I used about 2 tablespoons for my cups).

• Place in freezer.

• Make Cherry Jello immediately. Let cool in fridge for 20 minutes. You don’t want to Jello to solidify at all, you just need it to cool down so you can pour it on top of your Cool Whip without melting it.

• Remove cups from freezer and jello from fridge. Fill the remainder of your cup with red jello (leave a little bit of room at the top).

• Refrigerate for another 20 minutes or just until jello starts to set slightly. Push one maraschino cherry with stem into the red jello, leaving the stem stick out like a little firework.

• Refrigerate for another 30 minutes, or until jello is firm. Enjoy!

Understanding the Texas ARD Meeting Process

The admission, review, and dismissal (ARD) process is designed to provide support and information to families and parents of students who are eligible for special education services. It also aims to support and educate families who have children who may be eligible. It is a standardized process that brings uniformity and consistency to the system.

An ARD meeting consists of several key components:

Review of assessment data

All of the data from key assessments, observations, and evaluations are reviewed and discussed.

Determination of eligibility

Based on the assessment data a determination

is made whether the student meets eligibility requirements for services.

Competencies and needs

This portion of the meeting addresses the student’s competencies and needs including behavioral, physical, emotional, discipline, vocational, and technology needs.

Determination of services

Modifications, classroom assignments, amount of services delivered, and instructional arrangement will be discussed and determined based on the student’s individual needs.Exceptional Kids is designed to be a resource to family and includes information on a wide variety of topics including the ARD process in Texas. We understand how important it is for parents and families to be educated about the process.

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