A Smooth Transition to a New School Year Starts in the Spring

A Smooth Transition to a New School Year Starts in the Spring

Are your summer months marred by a child’s anxious questions about his next school term? Is the first day of school marked by tears and meltdowns? Is the Fall term at school a failure due to stomach aches and headaches resulting in many absent days? What can parents do to make the transition to a new school year or a new grade easier for the child and themselves? Back to school is always a big transition because your child needs to cope with a new teacher, more academic demands and probably a changing social circle. Timely preparation can make all the difference your child needs.

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A Parents’ Guide to Extended School Year Services: Summer Break a Teaching and Learning Opportunity

A Parents’ Guide to Extended School Year Services: Summer Break a Teaching and Learning Opportunity

A Parents’ Guide to Extended School Year Services: Summer Break an Extended Teaching and Learning Opportunity by Marie Jackson is reprinted with permission from the Autism Asperger’s Digest magazine, March/April 2008 issue.  We have added the photos and subtitles. Check out this bimonthly magazine at www.AutismDigest.com.

Some information on the  Extended School Year Services (ESY) may have changed since this post has been written but it is important for families of children with special needs to know about Extended School Year Services; therefore, I am reposting it.  You may also find information on the web site of the U.S. Department of Education – Sec. 300.106 Extended school year services and also on WrightsLaw.com 

At a Glance by Amanda Morin:

  • Not all students are eligible for extended school year (ESY) services.
  • ESY services are customized to meet each child’s specific needs.
  • Not all kids with IEPs need ESY services.
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Students with Autism: Take Advantage of Special Interests and Strengths

Students with Autism: Take Advantage of Special Interests and Strengths

Often caregivers, educators, and parents are not sure what is the best way to reach and help students with autism spectrum disorder (ASD) or Asperger’s syndrome. By taking advantage on a student’s special interest area (SIA) it allows them to interact with this student that in no other way would be possible. The child’s special interests can be integrated effectively into home, school, and community activities. Over fifty years ago, Hans Asperger (1991/1944) already knew that special interests are the key to fulfillment and maximized potential in children and youth with Asperger’s syndrome (AS).

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Homework: When and How to Ask for Help, Completion and Rewards – Organizational Skills Part 5

Homework: When and How to Ask for Help, Completion and Rewards – Organizational Skills Part 5

Homework: When and How to Ask for Help, Completion and Rewards is part 5, the last part, of  Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder  (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual who needs a boost in their organizational skills will benefit greatly from Garcia’s sound and sage advice.

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Homework: Prioritize, Plan, Follow Instructions – Organizational Skills Part 4

Homework: Prioritize, Plan, Follow Instructions – Organizational Skills Part 4
Homework: Prioritize, Plan, Follow Instructions – Organizational Skills is part 4 of   Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual who needs a boost in their organizational skills will benefit greatly from Garcia’s sound and sage advice.
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Homework: Chunk and Time It, Use Visual Structures – Organizational Skills Part 3

Homework: Chunk and Time It, Use Visual Structures – Organizational Skills Part 3

This is part 3 of Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with  autism spectrum disorder (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder; therefore, teachers, parents, and all who live or work with an individual who needs to learn organizational skills that include Executive Functioning will benefit greatly from Garcia’s sound and sage advice. Part 3 has tips on how to self-organize to complete homework on time for students with weak organizational skills who and are unable to interpret and predict deadlines.

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Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills Part 2

Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills Part 2

During the coming week,  I will continue posting parts of Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with  autism spectrum disorder (ASD). This post is Part 2 and is entitled,Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills”  Marcia Garcia Winner‘s article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual lacking organizational skills will benefit greatly from Garcia’s sound and sage advice.

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Teaching Organizational Skills to Individuals with Autism: Executive Functioning Part 1

Teaching Organizational Skills to Individuals with Autism: Executive Functioning Part 1

During the coming week, I will post parts of Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder; therefore, teachers, parents, and all who live or work with an individual who needs to learn organizational skills that include Executive Functioning will benefit greatly from Garcia’s sound and sage advice.

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Two Books on Behavior Solutions IN and BEYOND the Inclusive Classroom

Two Books on Behavior Solutions IN and BEYOND the Inclusive Classroom

Parents and teachers should know about two great books on behaviors solutions by Beth Aune, OTR/L, Beth Burt and Peter Gennaro. The first published was Behavior Solutions for the Inclusive Classroom: A Handy Reference Guide that Explains Behaviors Associated with Autism, Asperger’s, ADHD, Sensory Processing Disorder, and other Special Needs. However as all who work in the school system know that challenging or different behaviors do not only happen in the classroom but in all areas of the school, the authors wrote a second book, a great companion for their first one, More Behavior Solutions In and Beyond the Inclusive Classroom.

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Teens with Special Needs Transitioning to High School

Teens with Special Needs Transitioning to High School

One successful Tweetchat for The Coffee Klatch  I had was with Julie Clark, author of Asperger’s in PINK: Pearls of Wisdom from inside the Bubble of Raising a Child with Asperger’s . Julie Clark’s book is a must read for all whose paths intertwine with a child who has Asperger’s sydrome. True, she wrote it based on the experience she had raising their daughter, Kristina, who has Asperger’s and sensory issues but there is a lot in this book for teachers, parents, grandparents, and all who work with or are raising children who have various special needs. Today you will learn more about Julie Clark, who is author, artist, advocate and mom. She will give us advice on teens with special needs transitioning to high school.

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Kids, Tweens and Teens with ADHD Focus Better when Allowed to Use Chewelry or Fidgets

Kids, Tweens and Teens with ADHD Focus Better when Allowed to Use Chewelry or Fidgets
(This article has been updated 22 Sep, 2018)

Excessive chewing or fidgeting is sometimes an indication that your child with Attention deficit hyperactivity disorder (ADHD) needs to MOVE! Moreover, some youngsters with ADHD will chew or bite on anything within their reach, because chewing IS movement. For hygiene, safety and even economical reasons, we are seeing that safer alternatives to commonly chewed items like pen tops, pencils, shirt sleeves and collars, cords, etc. should be provided to satisfy this overwhelming need to chew, bite or/and fidget.

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Nine Ways How Special Dogs are Helping Children with Special Needs

Nine Ways How Special Dogs are Helping Children with Special Needs

When Jasmine Hall messaged me about her informative post on how dogs are now allowed in schools to help children with special needs feel more secure, happy, and in return more apt to learn, I knew this information would benefit many of our readers. For  students with autism spectrum disorders (ASD), Asperger’s syndrome (AS), sensory processing disorder (SPD), social anxiety, Tourette’s syndrome, life threatening allergies, etc.  going to school is a challenge.  Getting them ready and willing to go is often a nightmare for the caregivers! Parents, teachers, and therapists should look into the possibility of introducing dogs in the mix of treatment and support.

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