How to Help Students with Disabilities Transition to Adult Life

How to Help Students with Disabilities Transition to Adult Life

posted on Lesley.edu

Planning for Life After High School

Perhaps one of the most challenging times in a young adult’s life is when he or she is ready to leave the routines of high school and transition to adult life. This can be even more daunting for students who receive special education services. They are leaving secure supports that are mandated by law and moving into a system where services are less certain.

The Individuals with Disabilities Act of 1990 ensures that all children with disabilities receive a free and appropriate public education that prepares them for transition to further education, employment, and adult living. Some key components of services under the act include:

  • Transition planning beginning at the age of either 14 or 16, depending on the state
  • A coordinated set of activities
  • A results-oriented process
  • Instruction, community experiences, planning for employment and other outcomes, daily living skills, and vocational evaluation.

Once transition planning begins, the roles of special education teachers, students, and families shift. School transition services are provided by secondary special educators, transition specialists, guidance counselors, and others as identified by the Individualized Education Program (IEP) team. Families and students are also a critical part of the process. What can each participant do to ensure a good outcome?

What Schools and Teachers Can Do

  • Engage in person-centered planning, where a group of people focus on a student and help him or her plan for the future
  • Give students in inclusive high school environments access to the general education curriculum
  • Identify someone who specializes in transition services, such as a transition specialist
  • Support students in developing self-determination, leadership, and self-advocacy skills
  • Teach communication and social skills across a variety of settings
  • Encourage student involvement in current and future IEP, assessment, or transition meetings
  • Learn the available adult services, and educate students and families about those services
  • Teach students about the options for employment, continued education, and community and recreational activities
  • Develop a program of further study and activities

Book Review: Smart but Scattered

Book Review: Smart but Scattered

Review by Deborah Tiel Millard, MA – PEC Office Manager

Does your child have difficulty finishing homework assignments, losing personal items, putting things away and following instructions? If so, your child may have challenges with Executive Function Skills. Smart but Scattered, written by Peg Dawson, EdD and Richard Guare, PhD, is a practical, easily-accessible and well-written parent’s guide to understanding and helping children ages 4-13 who have challenges with executive function skills.

The book breaks down specific executive function skills into two main areas. Those skills involving thinking (cognition) and those involving doing (behavior). Those included in cognition: working memory, planning/prioritization, organization, time management and metacognition. Those included in behavior: response inhibition,  emotional control, sustained attention, task initiation, goal-directed persistence and flexibility. Each of these skills is defined and practical examples are given which help to identify strengths and weaknesses in each of these areas.

Simple quizzes are included, as the authors encourage parents to identify their own strengths and weaknesses as well as those of their children. This helps parents to understand how their own strengths and weakness matter as they work with their child. Once these are identified, the book goes on to teach parents how to do several things: modify the environment, teach skills directly and motivate their children to learn and use these skills.

The book contains a large section on how to help a child complete daily routines. This extensive guide contains ready-made routines, adaptations for specific age groups and challenges a child may have, and checklists parents can utilize. These can be downloaded and printed out for everyday use.

The following chapters focus on each specific executive function skill and help parents understand how the skill develops, has parents rate how well their child currently displays this skill and then gives specific examples with steps for how to help their child build this skill in every day life.

The book finishes with a section that covers how to know when to seek more help and how to work with the schools to help their child with information on how to create accommodations and modifications that address these issues.

As the parent of a child with challenges in these areas, I found this book incredibly helpful. I was able to easily identify both my own as well as my child’s strengths and weaknesses in this area. I also utilize the practical examples, ideas and worksheets on a daily basis as I help my son manage these issues. I’d highly recommend this book to anyone working with children who struggle with executive function skills.

The authors have also written Smart but Scattered books directed to teens and adults. To learn more about the Smart but Scattered books, please click the button below.

 

 

 

Which Accommodations Are Available for My Child With ADHD?

Which Accommodations Are Available for My Child With ADHD?

written by Dr. Liz Matheis, posted on Psychology Today

Our children, teens, and young adults with ADHD often struggle to get through daily routines at home and in school even though these routines have been in place since the beginning of the school year. As parents, setting up the expectation, in our heads, that our kids are going to be able to get things done at school without accommodation can mean we are setting them (and us) up for failure and frustration.

Some may argue that we are not preparing our children for “the real world” when we accommodate our kids. However, I respectfully disagree. Our children with ADHD often need a little more time and space to gain the skills they will need for the next phase of their development. For example, we can teach our children in elementary school the skills they need as they prepare for middle school and so on. These skills we call executive functioning skills are prioritizing tasks and assignments, managing time, organizing materials and belongings, and the ability to self-regulate. All of these skills ultimately help our children, teens, and young adults with ADHD to get school and life tasks done and develop a sense of self-efficacy or a solid sense of self.

ADHD and School

ADHD and School

Jeanne Segal, Ph.D.Melinda Smith, M.A., posted on Help Guide

School can be a challenge for students with attention deficit hyperactivity disorder—but here’s how you can help your child or teen succeed in the classroom.

Setting up your child for school success

The classroom environment can pose challenges for a child with attention deficit hyperactivity disorder (ADHD or ADD). The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most of these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.

As a parent, you can help your child cope with these deficits and overcome the challenges school creates. You can work with your child to implement practical strategies for learning both inside and out of the classroom and communicate with teachers about how your child learns best. With consistent support, the following strategies can help your child enjoy learning, meet educational challenges—and experience success at school and beyond.

Tips for working with teachers

Remember that your child’s teacher has a full plate: in addition to managing a group of children with distinct personalities and learning styles, they can also expect to have at least one student with ADHD. Teachers may try their best to help your child with attention deficit disorder learn effectively, but parental involvement can dramatically improve your child’s education. You have the power to optimize your child’s chances for success by supporting the steps taken in the classroom. If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADHD at school.

There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child learn to find their feet in the classroom and work effectively through the challenges of the school day. As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate their needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say.

You can ensure that communication with your child’s school is constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the phone, email, or meet in person, make an effort to be calm, specific, and above all positive—a good attitude can go a long way when communicating with the school.

To Test or Not to Test Privately?

To Test or Not To Test Privately?

written by Dr. Liz Matheis, published on Psychology Today

You know your child is struggling academically, whether he’s not reading at the same level as the other kids in his grade or she’s struggling to write her thoughts on paper.

You’ve spoken to your child’s teacher, who is on board with you and confirms what you see and know. With that said, what’s the next step?

The natural next step is to reach out to the child study team (CST) of your school. From my experience during the last three years, there is often redirection back to the general education arena for an intervention and referral services plan (IRSP), which includes the accommodations to be implemented for 4-6 weeks.

Teachers are asked to offer more differentiated instruction and try more strategies before the child can be referred for a child study team evaluation.

Where does this leave our struggling child? Waiting. Waiting for intervention while more time in the school year passes by. During that time, the gap widens, and remediation opportunities are lost.

I speak from both personal and professional experience. This means that both you and your child are frustrated and flailing.

What’s another option? The private psycho-educational evaluation.

Build Your Child’s Executive Functioning Skills

Build Your Child’s Executive Functioning Skills

written by Dr. Liz Matheis, posted on Psychology Today

As parents, we want to give our children the tools they need so they can be successful. Unfortunately, when our children enter late elementary or middle school, there isn’t a class to teach them how to organize their materials and plan ahead for their assignments, projects, and tests.

When my son and daughter started middle school, they were overwhelmed with how many responsibilities their teachers now expected them to juggle. They weren’t prepared to handle the demands of each class with a different teacher, a locker, so many notebooks to carry, and the weekly array of quizzes, tests, journals, and so on. Throw in a pandemic, and the result is that many kids lost out on building these skills during a critical time.

For children and teens with ADHD, it’s OK if parents need to coach and mentor with a more hands-on approach. Many parents even continue to coach their young adult children while in college, and that’s OK. Keep in mind that each child’s journey is going to be unique. The goal is to make progress without the pressure (on you and your child) to achieve a certain goal by a specific age. That will only serve to frustrate the both of you.

3 Homework Strategies for Teens With ADHD

3 Homework Strategies for Teens With ADHD

written by Dr. Liz Matheis, posted on Psychology Today

It’s the start of a new school year, the honeymoon phase is slowly beginning to fade, and the rigor of academics is taking off. Every year, I begin the new school year with a mountain-high amount of hope that the summer served as a source of maturation and consolidation of a new set of skills. In many ways, I’m correct and my three children show a new level of growth.

For kids with attention-deficit/hyperactivity disorder (ADHD), or executive functioning struggles, the start of a new school year often comes with a greater need for organization of school materials, time management, prioritization, and study skills.

One thing I hear from parents is that their child may spend hours “working” on homework and have nothing to show for it. How can that be? Well, I went to my best source of information: adolescents.

The responses were honest and raw. I heard that they start their homework, but then the phone dings, or they get an idea about a show or a game, and look it up (because they can). Before they know it, so much time has passed and little or no progress on their assignments has been made.

This is usually the time when a parent checks in and the young man or lady tries to “look” busy, but truly, no real work has been done. Or, teens have said to me that’s when they “bark” at their parents and ask to be left alone. Part of that response is the awareness that they have been sitting in front of their homework for a while but little has been done, and the other part is pure frustration and procrastination.

Setting A Routine for Success at School

Setting a Routine for Success at School

written by Neetika Prabhakar, posted on PBS

We’ve all been there. Sometimes, it’s just not easy to get up and get going in the morning. For young children who are still developing the ability to cope with new situations, preparing to have a successful day at school can feel overwhelming. Yet, there are tactics parents can use to help their kids leave the house feeling healthy, confident, and energized. You can reduce your child’s anxiety and help them feel empowered for success by establishing a predictable routine. Following a schedule each day makes children feel safer and happier, which often leads to better behavior and cooperation. When they know what to expect, and what’s expected of them, kids feel more comfortable and confident about what lies ahead.

What Is Non-Verbal Learning Disorder?

What Is Non-Verbal Learning Disorder?

written by Caroline Miller, posted on childmind.org

When we think of learning disorders, we tend to think of kids who have a hard time learning to read. But there’s another kind of learning disorder, non-verbal learning disorder, or NLD for short. NLD affects other, “non-verbal” kinds of learning like the ability to notice patterns and learn concepts. These include visual patterns, social patterns, and concepts in language and math.

In school, kids with NLD usually have no problem memorizing facts, but they have trouble with ideas and organizing information. Kids with NLD can also be physically clumsy and awkward because they have a hard time understanding what they see and how things take up space.

Like autistic kids, kids with NLD often have trouble picking up social cues. In fact, many kids with NLD also have an autism diagnosis. Non-verbal social cues are a kind of pattern that’s hard for these kids to read.

Sometimes kids with NLD are great at the early stages of math because they’re good at memorizing. But more advanced problems get tricky because they involve noticing and applying a pattern. NLD also affects the set of skills we use to plan and organize our thinking. So kids have trouble breaking down a project into steps, knowing what skills to use for a given problem or figuring out how to organize an essay.

Lots of kids with NLD have all these issues. But some just have a few. For example, they might just struggle with planning and social cues.

Adults tend to realize something’s going on with these kids around 5thgrade. That’s when school becomes less about memorizing and more about applying concepts. For example, kids need to be able to grasp the important idea from a passage or take notes on the main ideas of what a teacher says. NLD makes those skills much harder to learn, but with the right support and strategies kids with NLD can catch up with their peers.

Preparing for Success: How Technology Can Enhance Your Test Preparation Efforts

Preparing for Success: How Technology Can Enhance Your Test Preparation Efforts

written by Jennifer Woods

Preparing for tests and exams can be a daunting task, particularly for young learners who may feel nervous about their abilities. However, with the right tools and resources at hand, it is possible to approach test prep with confidence and ease. One of the most helpful tools available today is technology, which offers a wide range of resources that can make test prep more efficient, effective, and even enjoyable.
In this article, we will explore some of the ways that technology can enhance your test preparation efforts, making studying easier and more engaging for young learners.

Interactive Practice Tests
Most people agree that practice tests are a valuable tool when preparing for exams, as they help learners become familiar with the types of questions they will encounter and the format of the test itself.
Interactive practice tests take this one step further by providing learners with immediate feedback on their answers, enabling them to identify areas where they need to improve. Platforms like Khan Academy, Quizlet, and RiSE+ offer a multitude of practice tests and questions for learners of all ages, from elementary school through high school and beyond.

Learning Apps
Another way that technology can enhance test prep is through learning apps. These apps provide learners with a fun and engaging way to practice key skills, such as maths, reading, and writing.
Many learning apps are gamified, making the process of learning feel like play. For example, apps like Duolingo offer engaging language practice in bite-sized chunks, while maths apps like Prodigy Math Game make maths practice more enjoyable than ever before.

Online Tutors

While classroom or in-person tutoring is an effective way to boost learning, online tutoring is becoming increasingly popular among learners of all ages. Young learners can benefit from working with online tutors who can provide personalized attention and targeted support. Platforms like VIPKid, Chegg, and Study.com offer access to online tutors who can help learners prepare for specific tests or provide extra support with homework and assignments.

Online Resources and Tools
The internet itself is a powerful tool for learners, providing access to a vast array of resources that can be used to support test prep efforts. From online textbooks and study guides to educational videos and interactive simulations, the internet offers a wealth of information that can help learners understand and master key concepts. Many of these resources are free and easily accessible, making it easier than ever for young learners to learn at their own pace and in their way.

Collaborative Learning Platforms
Finally, young learners can benefit from collaborative learning platforms that facilitate communication and interaction between learners. Platforms like Google Classroom, Edmodo, and Canvas provide learners with a centralised place to access and submit assignments, ask questions, and engage with other learners and teachers. Collaborative learning platforms can help young learners feel more connected and engaged in the learning process, which can ultimately lead to better performance on tests and exams.

In Summary
Preparing for tests and exams doesn’t have to be a stressful or overwhelming experience, particularly for young learners who may be new to the process. By leveraging the power of technology, learners can access a wide range of resources and tools that can make test prep more efficient, effective, and even enjoyable.
From interactive practice tests and learning apps to online tutors, online resources and tools, and collaborative learning platforms, technology offers an array of options that can support learners at every stage of the test prep process. Whether you’re preparing for your first spelling test or a high-stakes entrance exam, technology can help you achieve your goals and unlock your full potential.

"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Julie C.
"Dr. Matheis has a remarkable ability to understand the unique needs of her patients and address them constructively. She builds strong, meaningful relationships with patients and their families, encouraging trust and collaboration. When working with my son who struggles with autism-related anxiety, she created an environment in which he was able to calm down and open up to her in ways I had not seen before. She was able to reach him and helped him work through his crisis/problem. Most importantly, she empowered him to move forward."
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"Dr. Matheis has an amazing ability to read kids and connect with them. She has been an invaluable resource for our family over the past several years and has helped us with everything from educational consulting, to uncovering diagnoses as well as family therapy. Working with Dr. Matheis never feels clinical and most importantly, our children love and trust her. We can not thank you enough Dr. Liz!"
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"My teenage son had been seeing Dr. Matheis through his senior year of high school, as he was only diagnosed with ADHD at 16 years old.  Dr. Matheis came highly recommended from our pediatrician and she has done wonders for our son as well as our family, navigating new ways for him to deal with his diagnosis without the use of medication.  She taught him ways to organize himself and even when something did not work for him, she patiently continued teaching him new ways to keep himself on track.  She has also helped us as parents to understand how his mind works so that we did not continue to blame his lack of focus on him, rather on his unique way of thinking.  Thank you Dr. Matheis!!!!"
- LG
"Dr. Liz is the best! Our family was directed to her by our Pediatrician to assist with figuring out severe mood changes, severe anxiety, strange new fears and food aversion that had come onto one of our children literally overnight. After just a couple of visits, she suggested that the issues may actually be rooted in a physical issue and suggested we immediately take our child to be swabbed for strep, because Dr. Liz suspected PANDAS (a pediatric autoimmune disorder brought on by strep). The same Pediatrician that suggested Dr. Liz would not do the swab (they do not believe in PANDAS and we no longer go there) but I took my child to my doctor who did the swab and it was positive for strep. When our child went on antibiotics, within 24 hours all symptoms went away and our child was back :-) Dr. Liz then recommended a PANDAS specialist who helped us and our child is in complete remission and is happy and healthy. We are incredibly grateful to Dr. Liz for her knowledge of all things, even the most remote and unusual and for helping us so much! Thank you!"
- Anonymous
"The various psycho-educational testing Dr. Liz conducted on our son gave us critical clues about where his learning strengths and weaknesses lie so that his needs could be better addressed at home and school. Moreover, because of their warm, kindhearted personalities, both Dr. Liz and her associate, Stephanie, formed an immediate bond with my son. He eagerly looks forward to his weekly therapy sessions. We are so lucky Dr. Liz came into our family's lives when she did! For stressed-out families trying to help their children as best they can, she is a calming voice of reason!"
- Anonymous
"Thank you, Dr. Liz. Although we have told you countless times, it will never feel enough. You have listened when J could barely speak and continued to listen when he was sad, angry and confused. You've challenged him and directed us in our roles as parents. You've helped J face his fears while the list evolved and changed, and yet you've stayed committed to 'the course.' We pray that your children realize that time away from them is spent helping children learn and that vulnerability is a sign of strength and bravery."
- June I
"My son was admitted to an Ivy League school when only 2 years ago, you assessed him and saw his struggles, his Dyslexia. We are grateful that he no longer has to carry that deep feeling of inadequacy or shame that must have kept him so self conscious and from reaching his potential. He has the PERFECT program for him. He has A's in high math and economics. He became a Merit Scholar, a Boys State legislature, the HEAD captain of the football team and help a job ALL while studying and managing his classes and disability. I am PROUD of you, a young doctor, who knows and sees the vulnerability of children and helps them recognize "it's NO big deal" God bless."
- Anonymous

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