note:

Some titles on the survey say "pre-survey" but don't worry, the link will only take you to the correct "post-survey." Once I launch it, it's difficult to edit, sorry about the typo!

Post-survey

Next week will be the last official post for my project. Please take the time over the next couple of weeks to respond to the post-survey by clicking to the link on the right. This will help me finish up and submit my final project. Thank you all for your participation and support! I will be keeping the blogs open and will check back to them even after my project is done, if you ever want to discuss any of these topics! Thank you!

The Raising Children Network (2010) has some great suggestions for talking to professionals about your child with special needs. Some of the suggestions are to speak honestly and be specific, and to try to be positive as much as possible (Raising Children Network, 2010). It’s also important to be a good listener, and have an open mind. It’s okay to bring someone along for support as well (Raising Children Network, 2010). It’s a good idea to be aware of how the professional communicates with and around your child as well. The professional should acknowledge that your child is present, and talk directly to your child if appropriate (Raising Children Network, 2010). The professional should be able to put your child at ease, and watch for signs that your child is uncomfortable (Raising Children Network, 2010).

Raising Children Network. (2010). Disability professionals: what to expect. Retrieved from http://raisingchildren.net.au/articles/disabilities_professionals_what_to_expect.html

According to Johnston (2005) a great obstacle to teens with disabilities is overcoming isolation. Helping a teen with a disability get out of their shell can be a challenge! The first concern of course is safety. Any activity a teen with disabilities is involved in must have an adult who is prepared for possible emergencies in attendance. That alone is a big hurtle to overcome. MassGeneral Hospital for Children (2010) states

All youth with disabilities, as their counterparts without disabilities need to move through the following developmental tasks to reach adulthood:

*Develop a personal identity with an acceptable self-image

*Establish intimate relationships outside the family including some expression of sexuality

*Move toward a level of independence

*Define a role in the community by undertaking a vocation

The teen years are hard enough for anyone, and teens with disabilities have extra challenges to overcome, which means they need extra support!

Johnston, S. (2005). Getting around:do-it program helps disabled teens overcome isolation. Retrieved from http://www.washington.edu/doit/Press/09.06.00.stimes.html

MassGeneral Hospital for Children. (2010). Disabilities. Retrieved from http://www.mgh.harvard.edu/children/adolescenthealth/articles/aa_disabilities.aspx

The Nemours Foundation (2010) states that because of the Individuals with Disabilities Act, updated in 2004, parents can be an important part of their child’s educational team and help develop and individualized education plan (IEP) if your child needs extra support. Children with disabilities, or developmental delays may qualify (The Nemours Foundation, 2010). An IEP allows the team to make goals for your child’s educational progression (The Nemours Foundation, 2010).

Section 504 is a part of the Rehabilitation Act of 1973. This Act prohibits discrimination based on disability (Durheim, 2010). According to section 504, public schools must meet the needs of disabled children as well as they meet the needs of nondisabled children (Durheim, 2010). If a child qualifies as disabled, then the school can put a 504 plan into place (National Resource Center of AD/HD, 2007). According to the National Resource Center of AD/HD (2007), some examples of 504 accommodations are:

1. Reducing the number of homework problems without reducing the level or content of what is being taught.

2. Giving the student a quiet place to work or a place without many distractions.

3. Providing clear and simple directions for homework and in-class assignments.

4. Giving tests in a quiet place and/or providing extra time.

5. Using tape recorders or giving the student a copy of notes.

6. Using behavior management techniques, including positive reinforcement.

7. Having a nurse or administrator oversee a student's medication.

8. Meeting with the school counselor.

9. Creating a notebook so that parents and teachers may keep each other informed of the child's progress or difficulties (para 12).

Durheim, M. (2010). A Parent's guide to section 504 in public schools. Retrieved from http://www.greatschools.org/LD/school-learning/section-504.gs?content=868

National Resource Center on AD/HD. (2007). Educational rights for children with ad/hd in public schools (wwk4). Retrieved from http://www.help4adhd.org/en/education/rights/WWK4

The Nemours Foundation. (2010). Kids health. Retrieved from http://kidshealth.org/parent/growth/learning/iep.html

Just found this page of links from the Utah Department of Health. Looks like there might be some good stuff http://health.utah.gov/able/otherresources/resourceslinks.html#transition

I have changed some settings that will hopefully make commenting easier! Hope this helps!