School Support Plans Archives - Page 5 of 7 - Psychological and Educational Consulting

What are Executive Functioning Skills Anyway?

Posted on August 21, 2019March 4, 2020

Executive functioning skills (EF) are the cognitive processes that assist us in regulating our emotions and behavior, making decisions, as well as setting and achieving goals. They can be viewed as our “air traffic control tower” in everyday life. They are our ability to think, plan, and prioritize.

Think about EF as the skills that we want our children to begin to develop in different phases of their development. These skills are also referred to as:

self-regulation
inhibition of impulses
performance monitoring
working memory
planning/organization
task initiation.

Looking closer at our children’s EF skills will help us better understand our child’s areas of strength and weakness, which will ultimately help us as parents to better be able to effectively communicate and advocate for our children in school. In the book, Smart but Scattered, Dr. Peg Dawson and Dr. Richard Guare beautifully outline 11 sub-skills of executive functioning:

Response Inhibition
the ability to think before we act.

Working Memory
the ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future.

Emotional Control
the ability to manage emotions in order to achieve goals and complete tasks.

Flexibility
the capacity to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to adaptability to changing conditions.

Sustained Attention
the capacity to maintain attention to a situation or a task in spite of distractibility, fatigue, or boredom.

Task Initiation
the ability to begin projects without undue procrastination, in an efficient or timely fashion.

Planning/Prioritization
the ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.

Organization
the ability to create and maintain systems to keep track of information or materials.

Time Management
the capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines.

Goal‐directed persistence
the capacity to have a goal, follow through to the completion of the goal and not be put off or distracted by competing interests.

Metacognition
the ability to stand back and take a birds‐eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self‐evaluative skills. This is a higher-level skill that we try to build with our teens and young adults.

Stress Tolerance
the ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands.

Let’s be very clear – children are not born with these skills, nor do they develop as part of regular growth and maturation. These skills are learned and develop with practice.

As their parents and teachers, we can set the framework to help build these skills by setting routines, breaking big tasks into smaller, attainable chunks, and creating activities to improve impulse control and emotional regulation.

Children with delayed executive skills may display challenging behaviors and parents may find themselves in a reactive pattern. Executive functioning coaching can help families better understand their child’s unique profile as well as develop a plan to strengthen these capacities in order to build self -esteem and raise independent thinkers capable of regulating their emotions and reaching their fullest potential across environments.

Dawson, P., & Guare, R. (2009). Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential. New York: Guilford Press.

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Recess Supports for Children with Autism

Posted on May 17, 2019March 4, 2020

An Autism diagnosis can have various challenges for children. Social skills is one of the main deficits children with autism can experience. They have a difficulty reading and interpreting social cues. This can cause them to withdraw from social situations or engage in inappropriate behavior. One of the hardest times of the day is recess. Recess is the time where most social opportunities take place. Here are some ideas to help improve social skills during this time.

Children are Motivated
Locke, Shih, Kreutzmann and Kasari (2015) conducted a study comparing the playground habits between children with and without autism spectrum disorder. The results indicated that children with autism did spend majority of their time engaging with another student. Though the students may not be communicating and relating to each other on the same level, there is motivation from the students with autism to socialize.

Four Steps of Communication
One important strategy to teach students is the four steps of communication. Created by Winner (2000), these steps break down social interaction more concretely for students. Step 1 is to be aware of others and our own thoughts. This is the time we want to make sure we are on the same topic of conversation. Step 2 is to make a physical presence known. We have to approach the group or wave to initiate conversation. We just cannot get too close that would invade their personal space! Step 3 is to use our eyes to read others emotions and monitor how the person is reacting. The final step is use language to convey our thoughts. This can be done by asking questions and sharing thoughts. These steps can help students with their interactions.

Engage teachers and aides
The hardest part about social skills is the students generalizing their skills in different environments. Winner and Crooke (2016) stress the importance of having teachers and aides be apart of the students’ “social team”. Not only do teachers and aides directly observe what is happening on the playground, they can help guide play, reinforce social stories and vocabulary. One of the most important skills to teach children with Autism is observation. When you observe a social cue, you can interpret the most appropriate response. While this can be done in therapy rooms, the playground offers more opportunities for students to observe social cues. Naturally, this skill is difficult for students to do on their own. Having teachers help reinforce the concept of observation to students could improve their social skills.

Pair with Peer Models
Another common strategy is to utilize peer mentors. Higher functioning students can help guide students in need. These students would need to be trained on how to respond to children with Autism and on the nature of the condition. Most schools have a similar model for peers to help others. The one challenge to this strategy is peer pressure: often the mentors might face exclusion and stop helping. Teachers would still need to be closely monitoring in effort to ensure the success of the approach.

Create Structured Activities
Students with Autism tend to work in isolation with repetitive, predictable tasks. There are various activities that can meet their interests and help them socialize. The monkey bars, see saws, and swings often lend to pairs playing together. Alternate activities such as side walk chalk or scavenger hunts are predictable but increase participation. Indoor recess has easier options to structure. Art activities, Lego buildings and board games lend themselves to cooperative play. Another important strategy is to allow the students to bring toys from home. They can use this opportunity to share with others and make potential friendships.

Practice In the Classroom
The classroom and therapy room is a vital place to work on recess goals. This is a time where social skills can be taught and practiced. Teachers can instruct students on games they can play, the rules and expectations of the game, and why people like this game (Lucci, 2019). These are concepts that are hard for children with Autism. Videos showing recess activity and games help students see a clear picture of what will happen. Reinforcement systems in the classroom can motivate students to interact in an appropriate manner. Our goals for students is to feel connected with others during social times. These strategies can help students build successful peer relationships.

References

Locke, J., Shih, W., Kretzmann, M., & Kasari, C. (2015). Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism, 20(6), 653-662. doi:10.1177/1362361315599468

Lucci, D. (n.d.). Helping students with Asperger’s make sense of recess. Retrieved May 11, 2019, from https://www.aane.org/helping-students-aspergers-make-sense-recess/

Winner, M. G. (2000). Inside out: What makes a person with social cognitive deficits tick?: The I LAUGH approach: Asperger syndrome, high-functioning autism, non-verbal learning- disabilities (NLD), pervasive developmental disorder-not otherwise specified (PDD-NOS), hyperlexia. San Jose, CA: Michelle

Garcia Winner. Winner, M., & Crooke, P. (2016, September 21). 9 Strategies to Encourage Generalization of Social Thinking Concepts and Social Skills. Retrieved May 12, 2019, from https://www.socialthinking.com/Articles?name=9

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4 Questions to Ask Before Your Child’s IEP Annual Review Meeting

Posted on April 24, 2019March 4, 2020

Annual review season is here, and your child’s meeting is probably already on your schedule. As a former School Psychologist on the Child Study Team (CST), I know that annual review meetings are coming, which means you need to get ready to make the most of this important Individualized Education Plan (IEP) meeting.

For some, this provokes a great deal of anxiety. The worry of:

“Will they change my child’s program?”
“Will they take away services?”
“Is my child making any gains?”
“Does my child have the best program?”
“Does my child need more or different related services?”

Before I dive in to the topic, let me review the different types of IEP meetings that you can have:

An IEP annual review is your yearly meeting when you sit down with your case manager, general education teacher, special education teacher, and related service providers in an effort to review your child’s program as it has been set for the last year, and to decide what your child’s program will look like for the upcoming year.

A re-evaluation eligibility meeting is one you will with your Case Manager, general education teacher, special education teacher and related service providers every 3 years in order for your child’s continued eligibility for special education and related services to be reviewed. That is, your child will be re-evaluated (psychological, educational assessments, as well as necessary related service therapies) so that you may review your child’s progress. During this time, you can bring forth any diagnoses that your child has that were made by private professionals (e.g., ADHD, Sensory Processing Disorder, Dyspraxia, Central Auditory Processing Evaluation, etc).

Sometimes, your case manager may decide that there is enough data from your child’s teachers that shows that your child continues to be eligible and requires the program that has been established. As a result, your case manager may ask you to waive testing and re-convene in 3 years.

An initial eligibility meeting takes place after you or your child has requested a CST meeting in order to review your child’s learning needs in an effort to gain testing. The eligibility meeting occurs when all testing has been completed and eligibility is being determined…

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I&RS vs. 504 Accommodation Plan vs. IEP

Posted on January 25, 2019March 5, 2020

You’ve heard about the I&RS Plan and the 504 Accommodation Plan as well as the IEP, but what are these documents? How are they different? When are they relevant to your child? And most importantly, how do you get one if your child needs one? We’ll take a look at the I&RS vs. 504 Accommodation Plan vs. IEP.

Within the public school environment, when you begin to notice that your child is struggling and needs accommodations, you can request an Intervention and Referral Services Action Plan (I&RS). As you begin to have more data, you can request different plans, but let’s start with the I&RS Plan.

Intervention & Referral Services Action Plan

Based on the NJ Administrative Code (6A; 16-8.1; Establishment of Intervention and Referral Services) all school districts are required to have an I&RS committee available for students who are struggling with a learning, behavioral or health issue. The I&RS team is typically composed of the Principal, Guidance Counselor, teachers and the I&RS Coordinator. Other members, such as the Reading Specialist, Occupational/Physical or Speech therapist, and School Nurse can also be members.

An I&RS plan is developed and implemented within the school in order to provide accommodations and support to the student. This plan is created by the I&RS team in conjunction with the student’s parent(s). Accommodations are based on teacher observations and interventions already used. No testing is required.

The types of accommodations that can be a part of an I&RS plan range from preferential seating, extended time on assignments or tests, providing a bathroom or snack break, providing verbal and non-verbal cues to help re-focus, and providing study guides. This plan is reviewed every four to six weeks with the intent to remedy the situation and eliminate the plan.

Although this plan provides supports, the ultimate goal is to find solutions to the issue at hand. The belief is that the area of difficulty is short-term and by implementing a few strategies, it will be resolved.

The 504 Accommodation Plan

The 504 Accommodation Plan is guided by the American with Disabilities Act (ADA) to ensure that a student with a disability has access to accommodations to improve academic functioning, as the disability affects the student’s ability to access the general education curriculum, perform academically and make progress.

In order to qualify for a 504 Accommodation Plan, a student must have a diagnosis; however, a diagnosis does not ensure that your child will be granted a 504 Accommodation Plan. The diagnosis can include a physical or emotional disability, recovering from a chemical dependency, or impairment (e.g. Attention Deficit/Hyperactivity Disorder), a food allergy, a concussion that restricts one or more major life activity.

A document is created that specifies the disability as well as the accommodations needed by the student. Accommodations can consist of: moving a child’s seat, permitting a child to have frequent snacks or drink in the classroom due to a diagnosis (e.g., diabetes, etc), providing extended time on tests or assignments, modifying test questions, and/or providing statewide testing accommodations. Other accommodations include a personal aide to ensure safety around food allergies, or modifying the duration of a day for a child who has suffered a concussion.

Note that a student is not able to receive specialized instruction (e.g., In Class Resource program or Out of Class Resource Replacement) through a 504 Accommodation Plan.

The Individualized Education Plan (IEP)

An IEP is guided by the Individuals with Disabilities Education Act (IDEA) and is a plan and program that provides special education and related services to a student who is identified as having a disability that negatively impacts ability to receive academic instruction. A student who receives special education services is entitled to modification of curriculum, classroom accommodations, specialized instruction, and related services such as occupational therapy, physical therapy, speech therapy and/or counseling.

An IEP is a comprehensive and legal document that incorporates a student’s present levels of academic achievement and functional performance (PLAAFP) in which each teacher/therapist provides feedback about the student’s performance within the subject area and related service. Information from the PLAAFP guides the goals and objectives, which are specific identification of skills and areas that will be addressed through the IEP program. Goals and objectives are also ways of measuring growth within those areas over the course of the school year.

A child who is referred for special education and related services is tested by the Child Study Team. These evaluations can consist of the following: Psychological Evaluation, Educational Evaluation, Social Evaluation, Speech Evaluation, Physical Therapy Evaluation, Occupational Therapy Evaluation. Other evaluations, such as a Central Auditory Processing Evaluation, neurological exam, or psychiatric evaluation are often conducted by professionals outside of the school. Parents can request that the school cover the cost of these evaluations, or pay for them privately. Note that a parent can also gain an independent evaluation (Psychological, Educational) on a private basis, and submit these reports for the Child Study Team to review.

A student with an IEP is re-evaluated every three years to determine continued eligibility. However, a parent can request a re-evaluation sooner than three years, but not less than one year. An IEP is also reviewed annually; however, a parent can request a review of the child’s program as well as related services at any time.

I&RS vs. 504 vs. IEP

To clarify things a little better, an I&RS plan is what you can seek when your child needs formal accommodations, but does not have a documented disability (learning, behavioral or emotional).

You can request a 504 Accommodation Plan when your child has a diagnosed disability and requires classroom and statewide testing accommodations.

You can request a Child Study Team evaluation for a potential IEP when your child has a disability (learning, emotional, medical or behavioral) that requires the modification of curriculum and other special education programs, related services, and classroom and statewide testing accommodations.

I hope this has taken the mystery out of which plan is right for your child! If you still have questions, feel free to email me: drliz@psychedconsult.com.

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What School Supports Are Available for my Child With Anxiety?

Posted on November 27, 2018February 5, 2020

“Your child has anxiety. Your child may be struggling to get to school each day. Maybe he is downright refusing to go. Maybe she is complaining of stomachaches and headaches before bed or before school. Your child may be struggling to make friends or keep them. Maybe certain subjects are difficult. Maybe he is having a hard time taking in all of the stimulation in the classroom or school, and needs a break.”

If your child is struggling with anxiety during classes, they are likely experiencing difficulty paying attention to the lesson or completing assignments because of this. Today’s blog discusses two different options you have in order to assure your child gets the academic support they need!

Click Here to Read This Blog From The Mighty!

School-Based Accommodations for Children with Dyslexia

Posted on November 19, 2018February 5, 2020

“The new school year is upon us! With a over a month under our belts, our children with special needs are beginning to accept that summer is over and this new school year is for real! For our children with dyslexia, school work, homework, and any task that includes reading or writing is tough. Children with dyslexia are relieved during the summer when this demand is decreased significantly, and begin to dread the new school year with all of its perceived difficulties.”

Today’s blog discusses the signs of learning disabilities such as Dyslexia, what to do if you suspect your child is struggling, and the classroom accommodations that are available to your child!

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You are Your Child’s Best Advocate

Posted on November 15, 2018February 5, 2020

Trying to figure out the special education system in your school district can be a full-time job. One thing I learned early on as a parent with a child with special needs is that if you don’t advocate and ask for help, then your child may not receive the accommodations that will make classroom functioning possible. In many cases, by the time that your teacher suspects learning difficulties, critical years of remediation have been lost.

As a Special Education Teacher, Educational Consultant, and Executive Functioning Coach, I’m exposed to the many sides of special education… sometimes all in one day! If I can offer just one piece of advice: DON’T WAIT. If you are noticing that your child is struggling to identify letters and their sounds consistently, is reversing letters and numbers, speak to your child’s teacher. Consult with a Psychologist with specialty in education. Ask questions. Request accommodations based on what you are doing at home that is helpful. Share your child’s struggles at home with homework or meltdowns about going to school if your teacher doesn’t see this.

This will require you to advocate for your child. What does this mean? According to Dictionary.com, advocating is defined as, “to speak or write in favor of; support or urge by argument; recommend publicly.”

Let’s discuss a few places to begin in advocating for your child:

Know your child’s strengths, their attention issues and specific learning challenges so that you can communicate their needs effectively to the school and you and his teachers can find the best way to support his needs.

Build a partnership with your child’s Teacher, Principal, School Nurse, and Guidance Counselor. and any other staff members that work with your child. Keep the lines of communication open and e-mail, call or write a note if you a have a question or concern, remember you are part of the team too. Also, take into consideration any positive or negative comments the school has to say about your child and always be curious.

Talk to your child about school. Look over her assignments and quizzes. Ask simple questions like, “What is easy to do each day?” or “Which subject do you wish you had only once a week instead of every day?” Carefully consider their answers. You can also teach your child lingo so that he can self- advocate for himself if he doesn’t understand a particular concept in school.

Teach your child to advocate for his/herself. If your child is in High School or College, she can begin to advocate for herself. Once your child enters into middle school, you can request for your child to participate in IEP meetings and Parent-Teacher meetings so he can hear what you are hearing. You can play a big role in helping him learn how to do this by helping him come up with a plan, role playing and/or assisting with writing an e-mail to his teacher.

Know Your Rights. If your child has a 504 Accommodation Plan or an Individualized Educational Plan (IEP), you must become familiar with the process in order to effectively advocate for your child. (Click here to access NJ Special Education Code)

An IEP is a personalized education plan that takes into account a child’s specific needs and can offer special education programs (e.g., In Class Resource, Out of Class Resource) and related services (e.g., counseling, occupational therapy, speech therapy, physical therapy). Your Child Study Team (CST) is composed of a Learning Disabilities Teacher Consultant (LDTC), Social Worker, and School Psychologist. This is the team that performs your initial evaluations and determines eligibility.

A 504 Accommodation Plan is designed to provide accommodations tostudents with physical or mental impairments in public schools, or publicly funded private schools. These 504 plans legally ensure that students will be treated fairly at school.Know that you are your child’s best advocate as you know her profile better than anyone, and you know it across all domains (home and school). Schedule follow up meetings and review your child’s progress consistently throughout the school year, perhaps once per month or once every two months.

Executive Function Skills; Accommodations For Your Child At School

Posted on April 11, 2018March 7, 2020

Executive Function Skills Accommodations For Your Child At School

Is it possible for a student to have a high IQ and still fail school classes? The answer, sadly, is yes. You may have a student who is able to learn and retain new concepts and apply them, but maintaining school materials, remembering to write down homework assignments and turn them in, managing time, prioritizing assignments are all skills known as executive functioning skills that our kids are not born with, nor are these specific skills taught specifically to our children.

According to Dr. Russell Barkley, an ADHD guru, executive function (or EF) refers to the cognitive or mental abilities that people need to actively pursue goals. In other words, it’s about how we behave toward our future goals and what mental abilities we need to accomplish them.

EF is made up of seven skills:
1. Self-awareness
2. Inhibition
3. Non-Verbal Working Memory
4. Verbal Working Memory
5. Emotional Self-Regulation
6. Self-motivation
7. Planning and Problem Solving

When a student has a deficit in one or more of the EFs, they may experience some difficulty in school with planning, organizing, motivation and problem-solving.

So how do we help our children at school? If you have a child diagnosed with ADHD, you may be eligible for a 504 Accommodation Plan or Individualized Education Plan (IEP) if you child requires a special education program and other services.

If your child doesn’t have a 504 Accommodation Plan, reach out to your child’s Guidance Counselor and request one along with a diagnosis provided by your Pediatrician, Neurologist or Psychologist. If you feel that your child requires an IEP, prepare a written request for a CST meeting for your child.

If your child already has a 504 Accommodation Plan or IEP, you may want to consider adding any or all of the following accommodations to help build and maintain your child’s EF skills on a daily basis:

Teach students the importance of “future thinking”. Help students envision having a start, mid and endpoint to a task. Having a well-defined target helps to focus students’ efforts. Some questions to consider, for example: What do I need to start? How will I start? Where will I start? How long will each step take? How much time should I work on the assignment each night? What will it look like when it’s completed? How will I feel when I complete the assignment?

Use a calendar or daily assignment pad/planner to help students schedule and pace the tasks that lead to completion of the assignment.

Provide multi-sensory instruction and methods of assessing what the student has learned

Practice estimating how long a task might take to complete. Compare the actual length of the activity and the estimation.

Break down assignments into smaller steps

Break down long term assignments into smaller assignments with short-term deadlines

Provide daily repetition, rehearsal, and review to move information from working to long-term memory. 10-20 minutes daily.

Help students develop checklists for daily routines, homework completion and turning in assignments on time.

Next time you encounter a student that turns in all their assignments late or can’t seem to get to class on time, they could have lagging executive function skills. Remember, our children don’t wake up with the intent to forget to hand in their homework, or leave their books at school. Dr. Ross W. Greene says, “They would if they could.”

When our children haven’t yet developed their EF skills, it doesn’t make sense to be punitive. Instead, when a child is struggling with a particular EF skill, help them build it up instead of breaking them down.

For more information on EF, you can look up Dr. Thomas Brown or Dr. Russell Barkley, both gurus on executive functioning.

ADHD – There’s an Accommodation for That

Posted on March 6, 2018March 7, 2020

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ADHD – There’s an Accommodation For That

It’s no secret or surprise – our children with ADHD or learning disabilities are going to need accommodations within their home and school environment. Although some may argue that we are not preparing our children for ‘the real world’, it’s important to give our children the space and time to gain the skills they will need in the future. These skills we often reference are really executive functioning skills, confidence and the ability to self-regulate in disguise.

What is Your Child’s Learning Style?
First things first, how does your child processes information most naturally? There are two general learning styles: visual spatial and auditory sequential.
Visual Spatial Learning Style
This learning style is commonly seen in children with ADHD or a learning disability. In essence, this is the type of learner who thinks in pictures, not words. For example, if I said the word ‘bike’, the visual spatial learner would imagine a picture of a bike. This is also the type of learner that thinks in big picture terms. Instead of following the sequence of one detail after another in order to reach the big picture, this is the type of learner who sees the big picture first, and then needs help breaking down that big picture into its details. In fact, details are a bit treacherous and boring.

Auditory Sequential Learning Style
This learning style is best characterized by the student who thinks in words. Again, if I said the word ‘bike’, this type of learner would envision the letters, ‘b-i-k-e’. This child with this learning style is an auditory learner that is in tune with the details and is able to build on the details until the big picture is gained. That is, this is the step-by-step learner who is analytical and attends well to details.

By understanding your child’s learning style, you will be able to direct your teacher how your child learns best, and to also use the types of strategies that are best suited to your child’s needs at home. For example, for the visual spatial learner, note cards are boring and a horrible waste of time. Instead, draw diagrams, watch a video, or discuss how the concept works. Color, songs and music are also great ways to help your child to learn new information that can be overwhelming or tedious.
Organizational Strategies
At home and at school, because our children don’t process the details of how to maintain an organizational system, we have to use their visual spatial tendencies to help them stay organized.

Share these strategies with your child’s teacher and create a supportive plan for your child. You can also use these strategies at home:

Break down a multi-step task into 1-2 steps at a time
Color code notebooks and folders for each subject so that your child isn’t processing the word ‘M-a-t-h’ but rather the color red, for example
Set a timer for a homework assignment and work against the timer. This will take a task that can feel endless and give it a time limit.. and an end.
Create a visual depiction (aka graphic organizer) for a writing assignment using the ice cream, hamburger, or spider.
Post reminders or information to be remembered (e.g., pack lunch) on a post-it note and put it in a place that your child will definitely pass or look at in the morning.
Take pictures of your child doing the activity, step by step, and use that to guide the morning or bedtime routine.
Go through your child’s backpack once a month to take out the extra ‘stuff’ that’s hanging out without use
Place your child’s desk in a corner between two walls, away from windows and doors. Keep the surface empty. Place all materials in bins in the drawers.

Time for a Sensory Break!
Is your child sensory seeking or are they under stimulated? The need or avoidance of sensory input can lead to poor focus and distraction, as well as restlessness and fidgetiness. Consult with your school or private Occupational Therapist (OT) to gain an understanding of your child’s sensory profile. Use those sensory strategies both at home and in the classroom:

Add Kinetic sand into a bin and have your child explore and play.
Use flexible seating in the home, yoga balls and bean bag chairs instead of traditional chairs.
Chewing gum for calming and concentration
Silly putty for hand strengthening
Wall push ups
Jumping jacks
Deep breathing

By understanding your child’s strengths and how he processes the world, you and your teacher will be better able to reach your child at home and in school with less resistance and greater ease.

When Is private testing right for a Child struggling academically

Posted on February 22, 2018March 7, 2020

What do you do when you recognize that your child is struggling academically? As parents, our first line of defense is to reach out to the teacher and then the Child Study Team. Unfortunately, getting your child the academic program and support services is not always a clear and direct process. Parents are left to decide how to gain information to determine eligibility for their child, and there are two routes: wait for the Child Study Team or seek a private psycho-educational evaluation. Click below to read this blog prepared by Dr. Liz for Different Dreams.

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School Support Plans