TAG: Special Education
The information contained on this blog is not a substitute for training, continuing education, clinical supervision, or the importance of individual consultation for each child and family. All identifying information, including names and other details, has been changed to protect the privacy of individuals.
Sitting on my office couch, Shawna let out a sigh. “We need help,” she said, barely getting the words out before she began to cry. Her face was gaunt and she had dark circles under her eyes.
Over the next hour, she explained what had led her to seek my help. Shawna and her husband [...]
When parents enroll their children in a school, they often don’t realize they’re choosing not only a program, but a whole approach.
I was reminded of this when I was asked to observe a little girl at a state-sponsored preschool for children with developmental differences. “Ana”, 3, was happily playing when she noticed that a [...]
December 17th, 2017
I recently visited a kindergarten classroom to observe a child with “behavior problems.” When I arrived, the little boy was busying himself with an art project. He and his classmates were building towers out of cardboard box pieces. Everything seemed fine until a peer suddenly grabbed the glue from him, knocking his beloved project to [...]
Since his first day of kindergarten, “Justin” had struggled to manage the demands of his new school. When teachers asked him to transition from one activity to the next, he would often fuss, kick or run away. He routinely “overreacted” to simple tasks and activities, and it seemed that no matter how much praise, or [...]
January 18th, 2017
Every IEP team should assure that a child has the chance to develop emotional regulation through trusting relationships. Without that opportunity, meaningful learning is impossible.
November 16th, 2016
Rose’s parents and teachers were concerned about how to help her find success in kindergarten. Sometimes she went with the flow but at other times Rose fussed so much that she disrupted the whole class.
Then her teachers devised a plan that everyone thought would help. They designated a small, separate section of the classroom [...]
June 16th, 2016
Far too often, children with special educational needs experience disruptions in relationships, including frequent changes in aides, teachers and school placements, causing stress.
When professionals automatically equate “nonspeaking” with “low functioning,” they underestimate student’s intellectual capacities, often removing children from inclusive programs to place them in separate special education classes that may not be appropriate or academically sufficient.
February 2nd, 2015
Recently, while waiting in a school office for a meeting to begin, I noticed a little boy at an empty desk, staring out a window. A secretary was busy working as staff came and went, and as I waited, I wondered why this little boy was there. On my way out he was still there, [...]