Singing and music have always played an important role in learning and the communication of culture. Kids learn from the role models what they see and hear. For many years, some kids's television has very effectively used the combination of words, music and fast-paced animation to achieve learning.
Most moms & dads are concerned about what their young kids see and hear, but as kids grow older, moms & dads pay less attention to the music and videos that hold their kids's interest.
The sharing of musical tastes between generations in a family can be a pleasurable experience. Music also is often a major part of a teen's separate world. It is quite common for teens to get pleasure from keeping adults out and causing adults some distress.
A concern to many interested in the development and growth of teens is the negative and destructive themes of some kinds of music (rock, rap, hip-hop, etc.), including best-selling albums promoted by major recording companies. The following troublesome themes are prominent:
· Sex which focuses on control, sadism, masochism, incest, kids devaluing women, and violence toward women
· Pictures and explicit lyrics presenting suicide as an "alternative" or "solution"
· Graphic violence
· Advocating and glamorizing abuse of drugs and alcohol
Moms & dads can help their teens by paying attention to their teen's purchasing, downloading, listening and viewing patterns, and by helping them identify music that may be destructive. An open discussion without criticism may be helpful.
Music is not usually a danger for a teen whose life is balanced and healthy. But if a teen is persistently preoccupied with music that has seriously destructive themes, and there are changes in behavior such as isolation, depression, alcohol or other drug abuse, evaluation by a qualified mental health professional should be considered.
Sarah started off her junior year of high school with great energy. She had no trouble keeping up with her schoolwork and was involved in several after-school activities. But after the Thanksgiving break she began to have trouble getting through her assigned reading and had to work harder to apply herself. She couldn't concentrate in class, and after school all she wanted to do was sleep. Her grades began to drop, and she rarely felt like socializing anymore. Even though Sarah was always punctual before, she began to have trouble getting up on time for school and was absent or late many days during the winter.
At first, Sarah's mom & dad thought she was slacking off. They were upset with her, but they figured it was just a phase — especially because her energy finally seemed to return in the spring. But when the same thing happened the following November, and Sarah's mood and her grades plummeted again, they took her to the doctor, who diagnosed her with a type of depression called seasonal affective disorder, or SAD.
What Is Seasonal Affective Disorder?
A form of depression that follows a seasonal pattern, SEASONAL AFFECTIVE DISORDER appears and disappears at the same times each year. People with SEASONAL AFFECTIVE DISORDER typically experience symptoms of depression as winter approaches and daylight hours become shorter. When spring returns and the days become longer again, they experience relief from the symptoms and a return to a normal mood and energy level.
Signs and Symptoms—
Like other forms of depression, the symptoms of SEASONAL AFFECTIVE DISORDER can be mild, severe, or anywhere in between. Milder symptoms minimally interfere with someone's ability to participate in everyday activities, while more severe symptoms can interfere much more.
The symptoms of SEASONAL AFFECTIVE DISORDER are the same as those of depression, but simply occur during a specific time of year. It's the seasonal pattern of SEASONAL AFFECTIVE DISORDER — the fact that symptoms occur only for a few months each winter (for at least 2 years in a row) but not during other seasons — that distinguishes SEASONAL AFFECTIVE DISORDER from other forms of depression.
Symptoms of SEASONAL AFFECTIVE DISORDER may include:
· Low energy: unusual tiredness or unexplained fatigue
· Less time socializing: spending less time with friends in social or extracurricular activities
· Lack of enjoyment: loss of interest in things that are normally enjoyable; feeling like tasks can't be accomplished as well as before; feelings of dissatisfaction or guilt
· Difficulty concentrating: more trouble than usual completing assignments on time; lack of usual motivation (which can affect school performance and grades)
· Changes in sleep: sleeping much more than usual (which can make it difficult for kids with SEASONAL AFFECTIVE DISORDER to get up and get ready for school in the morning)
· Changes in mood: seasonal affective disorderness, irritability, and/or feelings of hopelessness or worthlessness most of the time for at least 2 weeks; tendency to be more self-critical and more sensitive than usual to criticism; crying or getting upset more often or more easily
· Changes in eating: craving simple carbohydrates (i.e., comfort foods and sugary foods); tendency to overeat (which could result in weight gain during the winter months)
The problems caused by SEASONAL AFFECTIVE DISORDER — such as lower-than-usual grades or less energy for socializing with friends — can affect self-esteem and leave people feeling disappointed, isolated, and lonely, especially if they don't realize what's causing the changes in energy, mood, and motivation.
What Causes SEASONAL AFFECTIVE DISORDER?
It's believed that with SEASONAL AFFECTIVE DISORDER, depression is somehow triggered by the brain's response to decreased daylight exposure. How and why this happens isn't yet fully understood. Current theories about what causes SEASONAL AFFECTIVE DISORDER focus on the role of sunlight in the brain's production of certain key hormones that help regulate sleep-wake cycles, energy, and mood. Two naturally occurring chemicals in the body, melatonin and serotonin, are currently thought to be involved in SEASONAL AFFECTIVE DISORDER.
Melatonin, which is linked to sleep, is produced in greater quantities when it's dark or when days are shorter. Increased production of melatonin can cause sleepiness and lethargy. Serotonin production increases with exposure to sunlight. Low levels of serotonin are associated with depression, so increasing the availability of serotonin helps to combat depression. Shorter days and longer hours of darkness in fall and winter may cause increased levels of melatonin and decreased levels of serotonin, the combination of which may create the biological conditions for depression.
Who Gets SEASONAL AFFECTIVE DISORDER?
About 6 in every 100 people (6%) experience SEASONAL AFFECTIVE DISORDER. Although SEASONAL AFFECTIVE DISORDER can affect kids and young teens, it's most common in older teens and young adults, usually starting in the early twenties. Like other forms of depression, females are about four times more likely than males to develop SEASONAL AFFECTIVE DISORDER, as are people with relatives who have experienced depression. Individual biology, brain chemistry, family history, environment, and life experiences may also make certain individuals more prone to SEASONAL AFFECTIVE DISORDER and other forms of depression.
The prevalence of SEASONAL AFFECTIVE DISORDER varies from region to region, and it's far more abundant among people who live in higher latitudes. For instance, one study found the rates of SEASONAL AFFECTIVE DISORDER were seven times higher among people in New Hampshire than in Florida, suggesting that the farther someone lives from the equator, the more likely they are to develop SEASONAL AFFECTIVE DISORDER. Interestingly, when people who get SEASONAL AFFECTIVE DISORDER travel to lower latitude areas during winter where there is more daylight, they don't experience their seasonal symptoms.
However, most people don't experience seasonal depression, even if they live in areas where days are shorter during winter months. Why certain individuals are more likely to experience SEASONAL AFFECTIVE DISORDER isn't yet fully understood. It may be that they are more sensitive than others to the variations in light, and therefore may experience more dramatic shifts in hormone production depending on their exposure to light. Research into the causes and mechanisms of SEASONAL AFFECTIVE DISORDER continues, as does research into why some people are more likely than others to experience SEASONAL AFFECTIVE DISORDER.
Treatment—
Treatment for SEASONAL AFFECTIVE DISORDER, which varies depending on the severity of the symptoms, includes:
· Talk Therapy (Psychotherapy). Helping to ease the sense of isolation or loneliness, talk therapy focuses on revising the negative thoughts and feelings associated with depression. Talk therapy can also help people with SEASONAL AFFECTIVE DISORDER to learn about and understand their condition as well as learn what to do to prevent or minimize future bouts of seasonal depression.
· Medication (Pharmacotherapy). Medications, which might be used in combination with talk therapy and light therapy, may be prescribed for a youngster or teen with SEASONAL AFFECTIVE DISORDER and should be monitored by a doctor. Antidepressant medications help to regulate the balance of serotonin and other neurotransmitters in the brain that affect mood and energy. Be sure to let your doctor know about any other medications your youngster takes, including over-the-counter or herbal medicines, which could interfere with prescription medications.
· Light Therapy (Phototherapy). Stronger symptoms may be treated with light therapy involving the use of a special stronger light that simulates daylight. A special light box or panel is placed on a tabletop or desk, and the person sits in front of the light for a short period of time every day (45 minutes a day or so, usually in the morning) with their eyes open, glancing — not staring — occasionally at the light (to work, the light has to be absorbed through the retinas). Symptoms tend to improve within a few days or weeks. Generally, light therapy is used until enough sunlight is available outdoors. Some mild side effects of phototherapy might include headache or eyestrain. Lights that are used for SEASONAL AFFECTIVE DISORDER phototherapy must filter out harmful UV rays. Tanning beds or booths should not be used to alleviate symptoms of SEASONAL AFFECTIVE DISORDER. The ultraviolet rays emitted by tanning beds can damage skin and cause wrinkles, age spots, and even lead to skin cancer such as melanoma. Phototherapy should be used with caution if your youngster has: another type of depressive disorder, skin that's sensitive to light, or medical conditions that may make his or her eyes vulnerable to light damage. Be sure to discuss any of these situations with your doctor. Like any treatment, phototherapy should be used under a doctor's supervision.
· Increased Light Exposure. Because the symptoms of SEASONAL AFFECTIVE DISORDER are triggered by lack of exposure to light and tend to go away on their own when available light increases, treatment for SEASONAL AFFECTIVE DISORDER often involves increased exposure to light during winter months. For someone with mild symptoms, it may be enough to spend more time outside during the daylight hours, perhaps by exercising outdoors or taking a daily walk. Full spectrum (daylight) light bulbs that fit in regular lamps can help bring a bit more daylight into your home in winter months and might help with mild symptoms.
What Moms & dads Can Do—
Talk to your doctor if you suspect your youngster has SEASONAL AFFECTIVE DISORDER. Doctors and mental health professionals make a diagnosis of SEASONAL AFFECTIVE DISORDER after a careful evaluation and a checkup to ensure that symptoms aren't due to a medical condition that needs treatment. Tiredness, fatigue, changes in appetite and sleep, and low energy can be signs of other medical problems, such as hypothyroidism, hypoglycemia, or mononucleosis.
When symptoms of SEASONAL AFFECTIVE DISORDER first develop, it's not uncommon for moms & dads to attribute low motivation, energy, and interest to an intentional poor attitude. Learning about SEASONAL AFFECTIVE DISORDER can help them understand another possible reason for the changes, easing feelings of blame or impatience with their youngster or teen.
Moms & dads sometimes are unsure about how to discuss their concerns and observations. The best approach is usually one that's supportive and nonjudgmental. Try opening the discussion saying something like, "You haven't seemed yourself lately — you've been so seasonal affective disorder and grouchy and tired, and you don't seem to be having much fun. It seems like you've been feeling kind of worn out and exhausted — like you just can't get enough sleep. So, I've made an appointment for you to get a checkup. I want to help you to feel better and get back to doing your best and enjoying yourself again."
Here are a few things you can do if your youngster or teen has been diagnosed with SEASONAL AFFECTIVE DISORDER:
· Be patient. Don't expect symptoms to go away immediately. Remember that low motivation, low energy, and low mood are part of SEASONAL AFFECTIVE DISORDER — it's unlikely that your youngster will respond cheerfully to your efforts to help.
· Encourage your youngster to get plenty of exercise and to spend time outdoors. Take a daily walk together.
· Establish a sleep routine. Encourage your youngster to stick to a regular bedtime every day to reap the mental health benefits of daytime light.
· Find quality time. Spend a little extra time with your youngster — nothing special, just something low-key that doesn't require much energy. Bring home a movie you might enjoy or share a snack together. Your company and caring are important and provide personal contact and a sense of connection.
· Help with homework. You may have to temporarily provide hands-on assistance to help your youngster organize assignments or complete work. Explain that concentration problems are part of SEASONAL AFFECTIVE DISORDER and that things will get better again. Kids and teens with SEASONAL AFFECTIVE DISORDER may not realize this and worry that they're incapable of doing the schoolwork. You may also want to talk to the teachers and ask for extensions on assignments until things get better with treatment.
· Help your youngster to eat right. Encourage your youngster to avoid loading up on simple carbohydrates and sugary snacks. Provide plenty of whole grains, vegetables, and fruits.
· Help your youngster understand SEASONAL AFFECTIVE DISORDER. Learn about the disorder and provide simple explanations. Remember, concentration might be difficult, so it's unlikely your youngster will want to read or study much about SEASONAL AFFECTIVE DISORDER — if so, just recap the main points.
· Participate in your youngster's treatment. Ask the doctor how you can best help your youngster.
· Take it seriously. Don't put off evaluation if you suspect your youngster has SEASONAL AFFECTIVE DISORDER. If diagnosed, your youngster should learn about the seasonal pattern of the depression. Talk often about what's happening, and offer reassurance that things will get better, even though that may seem impossible right now.
Experimentation with alcohol and drugs during adolescence is common. Unfortunately, adolescents often don't see the link between their actions today and the consequences tomorrow. They also have a tendency to feel indestructible and immune to the problems that others experience.
Using alcohol and tobacco at a young age has negative health effects. While some teens will experiment and stop, or continue to use occasionally, without significant problems. Others will develop a dependency, moving on to more dangerous drugs and causing significant harm to themselves and possibly others. It is difficult to know which teens will experiment and stop and which will develop serious problems. Adolescents at risk for developing serious alcohol and drug problems include those:
· who are depressed · who feel like they don't fit in or are out of the mainstream · who have low self-esteem, and · with a family history of substance abuse
Adolescents abuse a variety of drugs, both legal and illegal. Legally available drugs include alcohol, prescribed medications, inhalants (fumes from glues, aerosols, and solvents) and over-the-counter cough, cold, sleep, and diet medications. The most commonly used illegal drugs are marijuana (pot), stimulants (cocaine, crack, and speed), LSD, PCP, opiates, heroin, and designer drugs (Ecstasy). The use of illegal drugs is increasing, especially among young teens. The average age of first marijuana use is 14, and alcohol use can start before age 12. The use of marijuana and alcohol in high school has become common.
Drug use is associated with a variety of negative consequences, including increased risk of serious drug use later in life, school failure, and poor judgment which may put teens at risk for accidents, violence, unplanned and unsafe sex, and suicide.
Moms & dads can prevent their teens from using drugs by talking to them about drugs, open communication, role modeling, responsible behavior, and recognizing if problems are developing.
Warning signs of teenage alcohol and drug abuse may include:
· Social problems: new friends who are less interested in standard home and school activities, problems with the law, and changes to less conventional styles in dress and music.
· School: decreased interest, negative attitude, drop in grades, many absences, truancy, and discipline problems.
· Physical: Fatigue, repeated health complaints, red and glazed eyes, and a lasting cough.
· Family: starting arguments, breaking rules, or withdrawing from the family.
· Emotional: personality change, sudden mood changes, irritability, irresponsible behavior, low self-esteem, poor judgment, depression, and a general lack of interest.
Some of the warning signs listed above can also be signs of other problems. Moms & dads may recognize signs of trouble and possible abuse of alcohol and other drugs with their teenager. If you have concerns you may want to consult a physician to rule out physical causes of the warning signs. This should often be followed or accompanied by a comprehensive evaluation by a child and adolescent psychiatrist or mental health professional.
Substance Abuse Treatment For Teens: Questions To Ask
Many teens use alcohol and other drugs. Some develop serious problems which require professional help to control. Such as inpatient treatment, outpatient treatment, twelve step programs, and dual diagnosis units for individuals with emotional and substance abuse problems.
There are a variety of substance abuse treatment programs. The decision to get treatment for a teenager or adolescent is difficult, and moms & dads are encouraged to seek consultation from a child and adolescent psychiatrist when making decisions about substance abuse treatment. Other psychiatric disorders often co-exist with substance abuse problems and need assessment and treatment.
When substance abuse treatment is recommended, moms & dads can obtain the information they need by asking the following questions from professionals:
1. As my teenager's problem improves, does this program provide less intensive/step-down treatment services?
2. Based on your evaluation, does my teenager have other psychiatric problems in addition to the substance abuse problem? If so, will these be addressed in the treatment process?
3. How long will this phase of the treatment process continue? Will we reach our insurance limit before treatment in this phase is completed?
4. How will my teenager continue education while in treatment?
5. How will our family be involved in our teenager's substance abuse treatment -- including the decision for discharge and the after-care?
6. How will the issue of confidentiality be handled during and after treatment?
7. If this treatment is provided in a hospital or residential program, is it approved by the Joint Commission for the Accreditation of Healthcare Organizations (JCAHO)? Is this substance abuse treatment program a separate unit accredited for youngsters of our teenager's age?
8. What are the credentials and experience of the members of the treatment team, and will the team include an adolescent psychiatrist with knowledge and skills in substance abuse treatment?
9. What treatment approaches does this program use regarding chemical dependency; detoxification; abstinence; individual, family, and group therapy; use of medications; a twelve-step program; mutual-help groups; relapse prevention; and a continuing recovery process?
10. What will treatment cost? Are the costs covered by my insurance or health plan?
11. When my teenager is discharged from this phase of treatment, how will it be decided what types of ongoing treatment will be necessary, how often, and for how long?
12. Why do you believe this treatment in this program is indicated for my teenager? How does it compare to other programs or services which are available?
Severe substance abuse and chemical dependence in adolescence may be a chronic relapsing disorder. Moms & dads should ask what treatment services are available for continued or future treatment.
If questions or doubts persist about either admission to a substance abuse treatment program or about a denial of treatment, a second opinion may be helpful. Online Parent Support
Moms & dads are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Kids with learning disabilities usually have a normal range of intelligence. They try very hard to follow instructions, concentrate, and "be good" at home and in school. Yet, despite this effort, he or she is not mastering school tasks and falls behind. Learning disabilities affect at least 1 in 10 school kids.
It is believed that learning disabilities are caused by a difficulty with the nervous system that affects receiving, processing, or communicating information. They may also run in families. Some kids with learning disabilities are also hyperactive; unable to sit still, easily distracted, and have a short attention span.
Child and adolescent psychiatrists point out that learning disabilities are treatable. If not detected and treated early, however, they can have a tragic "snowballing" effect. For instance, a child who does not learn addition in elementary school cannot understand algebra in high school. The child, trying very hard to learn, becomes more and more frustrated, and develops emotional problems such as low self-esteem in the face of repeated failure. Some learning disabled kids misbehave in school because they would rather be seen as "bad" than "stupid."
Moms & dads should be aware of the most frequent signals of learning disabilities, when a youngster:
· Cannot understand the concept of time; is confused by "yesterday, today, tomorrow"
· Easily loses or misplaces homework, schoolbooks, or other items
· Fails to master reading, spelling, writing, and/or math skills, and thus fails
· Has difficulty distinguishing right from left; difficulty identifying words or a tendency to reverse letters, words, or numbers; (for example, confusing 25 with 52, "b" with "d," or "on" with "no")
· Has difficulty understanding and following instructions
· Has trouble remembering what someone just told him or her
· Lacks coordination in walking, sports, or small activities such as holding a pencil or tying a shoelace
Such problems deserve a comprehensive evaluation by an expert who can assess all of the different issues affecting the child. A child and adolescent psychiatrist can help coordinate the evaluation, and work with school professionals and others to have the evaluation and educational testing done to clarify if a learning disability exists. This includes talking with the child and family, evaluating their situation, reviewing the educational testing, and consulting with the school. The child and adolescent psychiatrist will then make recommendations on appropriate school placement, the need for special help such as special educational services or speech-language therapy and help moms & dads assist their child in maximizing his or her learning potential. Sometimes individual or family psychotherapy will be recommended. Medication may be prescribed for hyperactivity or distractibility. It is important to strengthen the child's self-confidence, so vital for healthy development, and also help moms & dads and other family members better understand and cope with the realities of living with a child with learning disabilities.
Determining whether your youngster has a learning disability is a complicated process. After going through all of the assessments and evaluations you may feel overwhelmed if a learning disability is identified. It’s not uncommon to feel relieved that you now have a word for what you’ve known all along. On top of dealing with the emotional issues that are coming up, you have to figure out what you’re going to do about it, and what your options are. The first thing to do is to take a deep breath.
This overview will provide you with important information about the resources at your disposal to help you through this. As you will see, the public school system has a legal responsibility to provide your youngster with free services. This guide for moms & dads and caretakers includes tips for coping during this stressful time and suggestions on how to work with teachers and school administrators in securing the best education for your youngster.
Many gifted and talented kids (and adults) sadly have been misdiagnosed by mental health professionals and other health care providers as having a disorder that they really don’t have. This occurs because there are many characteristics of gifted kids, both social and emotional, that are mistaken to be a symptom of different disorders.
Moms & dads often lack information about characteristics of gifted kids, and as a result the relationship between parent and youngster can suffer. These kids can be both exhilarating and exhausting. Their behaviors can appear extreme, they are impatient, argumentative, and have temper tantrums. It is common for them to engage in sibling rivalry, power struggles within the family or with authority figures, or disengaging by withdrawing or underachieving. The youngster’s behaviors can be seen as mischievous, impertinent, weird or strong willed. The youngster is often criticized or punished for behaviors that really represent curiosity, intensity, sensitivity, or the lag of judgment behind intellect. They are easily bored while waiting for the other kids in the classroom to keep up with them and as a result can become disruptive because of their frustration and impatience.
The difference between the highest and lowest scores on individual subscales within intelligence and achievement tests is often quite notable in gifted kids. When the youngster is tested using the Wechsler Intelligence Scale for Children - III, it is not uncommon to find subscale differences greater than seven scale score points for gifted kids, particularly those who are highly gifted. Most psychologists interpret these score discrepancies to indicate a learning disability, and in a functional sense they do represent that but most gifted kids show a scatter of abilities ranging from Very Superior to Average level of functioning depending upon the area tested.
In kids with a full-scale IQ score of 140 or greater, it is not uncommon to find a difference of 20 or more points between Verbal IQ and Performance IQ. Most psychologists think that such a discrepancy is a serious cause for concern and is an indication of a serious brain dysfunction or learning disability. However, for the highly gifted individual, such a discrepancy is far less likely to be an indication of a pathological brain dysfunction, although it would suggest that the youngster has an unusual learning style and they may have a learning disability.
Without intervention, self-esteem issues are almost certain in the life of a youngster who is both gifted and has a learning disability. You can help your youngster have a more appropriate sense of themselves by reassuring them that there are specific reasons for their behaviors and sharing with them what the realities are of their particular and unique abilities.
Tips for how kids with learning disabilities can succeed at school—
· Special education - instruction taught by specially trained personnel in smaller classes which focuses on working on specific skills
· Self-advocacy skills - empowering students to ask for what they need in order to learn in the most effective way. Motivate the youngster to ask questions if they don’t understand the instructions
· Compensatory strategies - ways to use their cognitive strengths to offset weaknesses. If they have poor auditory memory but strong visual memory, have them draw or write down the instructions
· Accommodations - these can be as simple as being seated in the front row, having extra time on tests, or can involve electronic equipment and auxiliary personnel
When you work with your youngster at home on academic and life skills, you help them recognize their own strengths and increase their self-esteem. Examples of activities you can implement at home fall into several categories – accommodations, organization, critical thinking, and emotional support.
Ways to cope—
· Accommodate for the youngster’s primary learning style by allowing them to pace around, listen to background music, attach visual displays to the walls, or wear earplugs or headphones if distracted by noise
· Know your youngster’s primary learning style and adjust accordingly
· Provide a computer for written assignments if the youngster has difficulty writing
· Take frequent breaks when doing homework
Organization—
· Give your youngster a task that requires organization: grocery shopping required for a recipe, planning a birthday party on a budget, using a map to figure out the route from one place to another
· Model and teach them how to make “to do” lists and prioritize their homework
· Set aside a regular time each week for organizing workspace, belongings, schoolwork, and activities; make a game of it or provide a reward
Critical thinking—
· Encourage all sorts of age-appropriate reading and writing · Play games of strategy · Talk about current events and ideas with multiple points of view
Emotional support—
· Encourage activities that your youngster enjoys and excels in
· Engage them in social problem-solving: how to resolve conflicts with friends, teachers, and kids who may be bothering them at school
· Keep open lines of communication so your youngster feels comfortable discussing feelings with you
· Let your kids know that you enjoy their company by playing and talking with them. It’s important not to ignore other kids in the family. Many activities geared for learning disabled kids can include and benefit kids without disabilities as well
· Praise your youngster for the positive qualities they exhibit during the whole process of doing homework not just when they finish their homework
· Regulate your stress and help your kids learn to regulate theirs
The role of schools in accommodating learning disabilities—
If you know your rights and are informed, you have a better chance of getting the services you are entitled to under the law. Your youngster may be eligible for many kinds of accommodations and support services, but the school might not provide them unless you ask for them. You can request that the school district pay for tutors and other service personnel, you can teach your youngster at home, or even request tuition for a private school (nonpublic school) that specializes in teaching kids with learning disabilities. Understanding your rights under certain laws, which protect the learning disabled can help you be a better advocate for your youngster.
Federal law on disabilities: access and accommodation—
Section 504 of the Rehabilitation Act of 1973 and its successor, the Americans with Disabilities Act (ADA), are civil rights laws that prohibit barriers to people with disabilities in a number of institutions, including public schools, which receive federal funding. They define “disability” as a “substantial” and “pervasive” physical or mental impairment that affects one or more basic life activities, including learning.
The ADA and Section 504 are limited: they keep schools from denying education to kids with learning disabilities and require “reasonable accommodations … for eligible students with a disability to perform essential functions,” such as extra test time or large-print books. However, they don’t mandate specialized education for kids with disabilities and therefore can’t guarantee that the schools will have the environment needed to maximize your youngster’s learning potential.
Special education law—
Because Section 504 clearly didn’t provide for the educational needs of disabled students, in 1975 Congress passed Public Law 94-142, which was revised as the Individuals with Disabilities Education Act (IDEA) in 1997, and updated in 2004. Also there is a commentary to the regulations published in 2006. This is the federal law that mandates “a free, appropriate public education” in the least restrictive environment, for kids who meet the law’s criteria for disability that impedes educational performance. Services provided by IDEA include special education facilitated by specially trained teachers and even interventions provided by companies outside the public-school system, such as nonpublic agencies that provide behavior intervention services. If it is written into the youngster’s Individualized Education Program (IEP), the youngster can work with a behavioral intervention therapist one on one in the classroom.
IDEA calls for a more rigorous evaluation process and much more paperwork than the ADA does, along with regular reevaluation and the direct participation of moms & dads. Having a youngster identified with a learning disability warrants classroom accommodation, specialized teaching and related services.
Understanding Individualized Education Programs—
While some accommodations cost nothing and are easy to carry out in the classroom, many interventions that help learning-disabled students require that they have a formal diagnosis. Such identification can give these students access to special education, equipment, and support personnel that they would not be entitled to otherwise. So once your youngster has been diagnosed with one or more learning disabilities, it’s in your youngster’s best interest for you to pursue a formal identification through the IEP process.
IDEA is the Federal government’s special education law. Prior to receiving special education services in the public school system, a youngster must have an IEP. The IEP enables teachers, moms & dads, school administrators, related services personnel, and students (when appropriate) to collaborate and design a customized educational program for the student’s unique needs to help them participate in the general curriculum and make continued progress. The IEP is the blueprint, which guides the delivery of special education services for the student with a disability.
Communicating with your youngster’s school—
Being a vocal advocate for your youngster can be challenging. You’ll need superior communication and negotiation skills, and the confidence to defend your youngster’s right to a proper education. If you need help, one option is to hire a parent advocate who can speak on your behalf.
Following are a number of helpful tips that can help you communicate clearly and effectively with your youngster’s school:
1. Be a good listener. Allow the school officials to explain their opinions and desires. If you don’t understand what someone is saying, ask for clarification. Statements such as “What I hear you saying is…” can help ensure that both parties are communicating well. Also, make sure your own points are being clearly understood. If you don’t think they are, ask them to reflect back to you what you just said.
2. Clarify your goals. Before entering into a meeting with school personnel, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate on. Take the list with you and don’t be afraid to consult your notes – this can help keep your mind on track and reduce feelings of distraction or intimidation.
3. Don’t give up easily. If you are unsatisfied with the school administration’s response to your requests, ask them to reiterate why they can’t come to a compromise. Let them know you understand their position, but that you believe there is a better way to help your youngster.
4. Keep the focus. The school system is dealing with a large number of kids, you are only concerned with your youngster. Help the meeting stay focused on your youngster and their individual needs. Mention your youngster’s name frequently, don’t drift into generalizations, and resist the urge to fight larger battles.
5. Offer an alternative. You have the advantage of not being a “part of the system.” Therefore, you may have solutions or ideas that no one has thought of. Perform your own research, find examples of what other schools have done to help the learning disabled, and bring this research to your meeting. At the very least, it will provoke some healthy brainstorming.
6. Stay calm, collected and positive. Go into your meeting assuming that everyone is on your side. It doesn’t help anyone to start out in a negative state of mind. However, emotions may get the best of you because you are fighting for your youngster’s education. If your temper flares up or you say something you regret, don’t let it ruin the entire meeting. Simply apologize and get back on track.
Adjusting to a newly diagnosed learning disability—
One of the trickiest aspects of adjusting to a newly diagnosed learning disability is how it affects other members of the family. Extended family and friends may not understand the disability and mistakenly think your youngster’s behavior is stemming from laziness, being spoiled or hyperactive. Siblings of a youngster with a learning disability may feel that their brother or sister is getting more attention then they are. Dealing with your other kids at this time can be particularly challenging. No matter how much your kids understand on an intellectual level, they can easily feel jealous or neglected when moms & dads are so focused on the sibling with special needs. Moms & dads can help curb these feelings by reassuring all of their kids that they are loved, and by including siblings in any special routines established for the youngster with a learning disability.
Some moms & dads attempt to keep their youngster’s learning disability a secret. Unfortunately, even with the most heartfelt intentions, this secrecy can come off looking like shame or guilt to others, including the youngster who has the learning disability, which can be detrimental to their self-esteem. Many people actually find that sharing the details of a learning disability diagnosis with those closest to them can help fuel positive feelings of support and reduce isolation. Once friends and relatives are aware of what’s going on, they are far less likely to say harmful things to you or your youngster regarding their behavior or progress.
Keep in mind that some people may need time to fully grasp the meaning of a learning disability. Certain members of your family may be more resistant to the idea at first and need a bit more time to adjust. If problems within the family do crop up, you may be able to turn to people outside the family for help. Parent support groups, in which you can talk with other moms & dads who have the same kinds of problems, can make you feel less isolated and offer encouragement, information, and advice. Family counseling, psychotherapy for the family as a group, allows everyone in the family to air their feelings and to seek solutions that address everyone’s needs.
Becoming a more involved parent—
Moms & dads of kids with learning disabilities must be especially involved with the educational process, both at school and at home to ensure optimal progress is made. There are ways to strengthen alternate skills to compensate for cognitive challenges. There are things that can be done to retrain parts of the brain to take over for the affected areas of the brain, a term called neuroplasticity. Neuroplasticity describes the brain’s dynamic capacity to change and reorganize neural pathways after new experiences and learning occurs.
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