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Los Padres Preguntan

ENTENDIENDO EL MUNDO DE DISCAPACIDADES UNA PREGUNTA A LA VEZ

Parents Ask

UNDERSTANDING THE WORLD OF DISABILITIES ONE QUESTION AT A TIME

Bilingual Professional Periodical

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AVAILABLE TO CHILDREN WITH

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SPECIAL EDITION 2 - www.parentsask.net

NEEDS?


There are countless different family structures that exist in the homes of a child with special needs. Some parents work all day, commute home and pick up their children from school or after care. Some family structures have one parent working and one parent staying home others are single parents or grandparents raising the child with special needs. The Parents Ask Initiative understands that every family, and every child, is unique. Regardless of the circumstances, parents and extended family members are challenged with balancing day-to-day responsibilities and with the desire to help their child with special needs. Parents Ask Workshops were developed to assist parents in creating an “Individual Education HOME Plan” (IEHP) utilizing their home resources. The workshops encourage parents to select between 1-3 activities that support the IEP to do at home with their child.

Hay un sinnúmero de diferentes estructuras familiares que existen en los hogares de un niño con necesidades especiales. Algunos padres trabajan todo el día, viajan a casa después de recoger a sus hijos de la escuela o del lugar donde lo cuidan. Algunas estructuras de la familia trabajan un padre trabaja y uno de los padres queda en casa en otros casos son padres solteros o abuelos que crían a los niños con necesidades especiales. La Iniciativa de padres preguntan entiende que cada familia y cada niño, es único. Independientemente de las circunstancias, los padres y miembros de la familia tienen el reto con el equilibrio de las responsabilidades del día a día y con el deseo de ayudar a su hijo con necesidades especiales. Los talleres de los Padres Preguntan talleres fueron desarrollados para ayudar a los padres a crear un "Plan de Educación Para el Hogar" (IEHP) utilizando sus recursos domésticos. Los talleres animan a los a seleccionar entre 1-3 actividades que apoyan el plan educacional e imprentarlo en casa con sus hijos.

www.parentsask.net


ARTICLE CONTRIBUTORS •

Dr. Theresa Garfield Dorel – Assistant Professor in Special Education and Program Coordinator at Texas A&M University San Antonio

Dr. Ernest Thomas – Department of Educator and Leadership Preparation, Lecturer at Texas A&M University San Antonio

Dr. Lydia Gerzel-Short – Assistant Professor of Education – Rockford University, Rockford Illinois

Dr. Esther Garza – Associate Professor of Education (Bilingual/ESL) – Texas Wesleyan University

Dr. Norma A. Guzmán - Associate Professor. Department of Teacher & Bilingual

Education – Texas A&M – Kingsville

Tracy Speelman – Education and Program Services Manager in educational non-profit organization; Certified Adult Literacy Tutor Trainer for ESL and Basic Literacy; Certified Best Plus Oral Proficiency Tester; TABE Administrator.

Jeannette Robinson – Information Technology Specialist – Capella University

Wendy Garza – Licensed Massage Therapist, Reflexology, Hydro-therapist – Milan Institute – San Antonio

Catherine Carreon – Special Education Advocate

Elina Terrill – Bexar County Dispute Resolution Center

Founder: Javier Morales, Founder of Parents Ask is a successful Grant Writer and author of Parental Involvement Factors That Impact School Readiness Among Pre-School Age Children Of Migrant Farm workers (Education Among Children Of Farm workers) who has more than 20 years’ experience advocating for Special Education and Migrant Education. Javier’s resourceful networking has led to many successful projects. Morales has been advocating and promoting the educational rights of students with disabilities focusing on the specific population of parents who are not able to read or speak English. As a result, he has developed unparalleled experience and expertise in special education. Loretta Zayas-Revai; Special Education Specialist/Trainer - Loretta has a Master’s Degree in Education a second Master’s Degree in Counseling and a third Master’s Degree in School Psychology. Loretta Zayas-Revai counts with over 19 years’ experience working for school districts and is highly knowledgeable on Local Education Agency operations. Loretta's years of experience has made her a specialist in education laws, resolutions and special education codes. Additionally Loretta understands the functions of special education services, placements and programs available to children with learning disabilities. Loretta's passion for providing support and guidance to families who have children with disabilities has moved her to become a Certified Special Education Mediator. Loretta's experience and mentorship is a key element in the success of Parents Ask.


BOUNDLESS – By Jeannette Robinson

How Tech’s Beating Disabilities What is it that makes someone disabled? In its simplest form, it’s someone that is not able to operate within our world in a customary manner. But with the incredulous advancements in technology, these barriers are being overcome at an amazing rate! As the mother of a “disabled” child, I urge caretakers to stay the course. Endure! Hope is on the way and our world is changing. Tech is curing the very definition of “disabled”. Here are some of the most recent and amazing game changers on the rise: Talkitt - This app, created by Voiceitt (an Israeli startup), is transcending communication barriers for those with Autism, Traumatic Brain Injuries, Parkinson, ALS, and similar conditions. Their motto, “This is My Voice”, sums it up. This mobile app can essentially convert “damaged” verbal communication into customized and intelligible voice translation, thus giving people back their own voice. It’s amazing and soon to hit the market in full form. For now, it’s at the tail end of beta testing and they’re accepting volunteers and supporters. Go to www.talkitt.com to sign up! Mobile Lorm Glove - In a world run off mobile devices, the Mobile Lorm Glove is giving those in the deaf blind community the same type of access. Lorm is a tactile alphabet used commonly in Europe and somewhat in the US. The Lorm Glove is the most advanced of its kind thus far, and allows the user to both send and receive messages through a series of sensors placed in specific points throughout the glove. Interestingly enough, it’s even being considered for purposes far outside the deaf blind community, such as industrial settings where clear and concise communication is complicated by the environment. Additional information can be found at www.design-research-lab.org. SubPac - SubPac is revolutionizing the experience of music far beyond what the ear can hear. Fun for hearing and hearing impaired alike, SubPac takes music to a tactile level. Worn like a back pack, it is able to “translate” sound to touch. Making the music experience more comprehensive, SubPac can allow those with hearing impairment or other audiosensory challenges to truly “feel” the beat. Rather in an educational setting or for recreation, the value of having music incorporated in one’s life is priceless. SubPac makes it possible for all. Products like these, and so many more, are being developed every day all around the world. Our greatest responsibility is to remain informed and never cease to find ways to overcome these challenges. As we raise our children to become as independent and functional as possible, never forget the words of Helen Keller: “Your success and happiness lies in you. Resolve to keep happy, and your joy and you shall form an invincible host against difficulties.” We will persevere and we will find a way!

P: 210.787.2217 | C: 210.740.5431 - www.consultis.com


BOUNDLESS – Escrito Por Jeannette Robinson Como La Tecnología Esta Venciendo Las Discapacidades ¿Qué es lo que hace que alguien este discapacitada? En su forma más simple, se trata de alguien que no es capaz de operar dentro de nuestro mundo de una manera habitual. Pero con los avances en la tecnología estas barreras se están superando a un ritmo increíble! Como madre de un niño "discapacitado", insto a las familias a mantenerse firme en el camino. ¡Perseverar! La esperanza ya está en camino y nuestro mundo está cambiando. La Tecnología esta curando la misma definición de "personas con discapacidades". Éstos son algunos de los más recientes y sorprendentes avances: Talkitt - Esta aplicación, creada por Voiceitt (un inicio israelí), esta rompiendo las barreras de comunicación para las personas con autismo, lesiones cerebrales traumáticas, Parkinson, ALS, y condiciones similares. Su lema: "Esta es mi voz ", lo resume todo. Esta aplicación móvil puede convertir la comunicación verbal "dañada" en comunicación entendible con una voz personalizada, dando así a las personas de vuelta a su propia voz. Es increíble y que pronto llegará al mercado en forma completa. Por ahora, está en la pruebas finales y están aceptando voluntarios y colaboradores. Vaya a www.talkitt.com para inscribirse! LORM Guante móvil - En un mundo lleno de dispositivos móviles, el Guante LORM móvil está dando a la comunidad sorda y ciega el mismo tipo de acceso. LORM es un alfabeto táctil utilizado comúnmente en Europa y a cierta medida en los EE.UU. El Guante LORM es el más avanzado de su tipo hasta la fecha, y permite al usuario enviar y recibir mensajes a través de una serie de sensores colocados en puntos específicos a lo largo del guante. Curiosamente, esta siendo considerado para usos ademas de la comunidad sorda y ciega, tales como instalaciones industriales en las claras y ambientes donde la comunicación es dificil. Información adicional se puede encontrar en www.design-research-lab.org. SubPac - SubPac está revolucionando la experiencia de la música mucho más allá de lo que el oído puede oír. Divertido para los que tienen una discapacidad auditiva como para los que no lo tienen, SubPac convierte la música a un nivel táctil. Se usa como una mochila, "traduce" la música a algo táctil que se puede sentir. Logra que la experiencia musical sea más completa, SubPac permite que las personas con discapacidades auditivas u otros desafíos auditivos "sientan” el ritmo de la música. Ya sea en un ambiente educativo recreativo, el valor de tener música en su vida no tiene precio. SubPac hace que eso sea posible para todos. Productos como estos, y muchos más, se están en desarrollo todos los días en todo el mundo. Nuestra mayor responsabilidad es mantenerse informado y nunca dejará de encontrar formas de superar estos desafíos. Debemos criar a nuestros para que lleguen a ser tan independiente y funcional posible, no olvidando las palabras de Helen Keller: "Su éxito y la felicidad está en ti. Resuélvase a mantenerse feliz, y su alegría formará una defensa invencible contra las dificultades.” Vamos a perseverar y encontraremos la manera!

P: 210.787.2217 | C: 210.740.5431 - www.consultis.com


Parents of Bilingual Children Also Have Very Special Needs By: Esther Garza, Ph.D. - Associate Professor of Education (Bilingual/ESL) Texas Wesleyan University Parents of children who have special needs are often not regarded as having particular linguistic needs for themselves or their children. A common accommodation attempted for parents who are either dominant in a native language with some English proficiency or who are bilingual is the translation of verbiage that is often used in written communication between parents and schools or organizations that parents are affiliated with. As a former bilingual education teacher and currently a University Professor in the southern part of the US, there are many observations and experiences that have prompted me to share in this article some possible suggestions to improve the bilingual parent’s experience in the special education process. As a bilingual educator, one of my roles has always been to serve as an advocate for students who are bilingual, English Learners and in need of special services. The following are some suggestions or ideas that parents can review and utilize if appropriate.1 Always request information in both languages about your child’s education and instructional decisions based on their special needs. Follow up with a meeting to discuss this new information in your preferred language. Always discuss with school or appropriate personnel about your thoughts on how your child’s special needs will be addressed and how these are influenced by your language and culture. Parents should request a meeting to discuss this further. Always request every year and understand your child’s proficiency levels in Spanish (or another language) and English. Request that this information be shared with you and become aware of child’s progress in developing their bi-literacy or literacy skills in both languages. Ask if the child’s process of acquiring and learning a new language is not the cause of the student’s difficulty in the learning process versus a true learning disability or another learning challenge. Ask for an interpreter during your meeting if needed to address all your needs in your language of choice. In addition, note and get to know who will be representing your child’s linguistic needs as well as their special needs. Always know that as parents you have the right to understand, inquire and learn more about your child’s linguistic and learning needs. 1.

These are just suggestions or ideas that can be voluntarily used by bilingual parents or parents who are dominant in a native language that is not English.

Navigating Special Education Workshops Workshops are sponsored by community businesses and individuals who are committed to Parent Education and Parent Involvement

How Does Special Education Work? This is a 2 part workshop designed for parents of children in special education or that might need special education of their child. Parents will gain a working knowledge of the special education process, including their role in the development of an appropriate education program (IEP) and how to be an effective partner with the school team in the process.

To Request a workshop at no cost to families or agency email request to: parentsask@post.com


Los Padres de Niños Bilingües También Tienen Necesidades Muy Especiales Por: Esther Garza, Ph.D. - Associate Professor of Education (Bilingual/ESL) Texas Wesleyan University

A padres Hispanohablantes con niños que tienen necesidades especiales a menudo no se les considera que tienen necesidades en comunicación para sí o para sus hijos. Una práctica común es el intento de comunicarse con los padres que tienen un poco de dominio del inglés o que son bilingües utilizando comunicación por escrito entre los padres y las escuelas u organizaciones con las cuales los padres están afiliados. Como ex maestra de educación bilingüe y actualmente como profesor de la Universidad en la parte sur de los EE.UU., hay muchas observaciones y experiencias que me han llevado a escribir este artículo que contiene algunas sugerencias para mejorar la experiencia de los padres bilingües en el proceso de educación especial. Como educador bilingüe, uno de mis papeles siempre ha sido ser un defensor de los estudiantes que son bilingües o que están aprendiendo inglés y que tienen alguna necesidad de servicios especiales. Las siguientes son algunas sugerencias o ideas que pueden utilizar si lo ven apropiado.1 Cuando solicite información a la escuela sobre la educación de su hijo y las decisiones de enseñanza relacionada con las necesidades especiales de su hijo, siempre pídalo en los dos idiomas. Haga un seguimiento con una reunión para hablar sobre esta nueva información en su idioma preferido. Siempre hable con la escuela o el personal apropiado acerca de sus pensamientos sobre cómo se abordarán las necesidades especiales de su hijo y cómo éstas se ven influidos por el idioma y la cultura. Si lo ven necesario, los padres deben solicitar una reunión para hablar más de esto. Siempre solicite información de todos los niveles de competencia de su hijo en español (u otro idioma) e inglés. Solicite que esta información sea compartida con usted y siempre este al día sobre el del progreso del niño en el desarrollo de las habilidades de alfabetización bilingüe o de alfabetización en ambos idiomas de su niño. Pregunte si proceso de adquisición y el aprendizaje de una nueva lengua del niño no es la causa de la dificultad del estudiante en el proceso de aprendizaje frente a un verdadero problema de aprendizaje o de otro de los retos de aprendizaje. Solicite un intérprete durante su reunión si es necesario para entender todas las necesidades de su hijo en el idioma de su elección. Además, tenga en cuenta que usted puede pedir conoces quien estará proveyendo el apoyo con el idioma y con las necesidades especiales de su hijo. Como padre usted tiene el derecho de entender, investigar y aprender más acerca de las necesidades lingüísticas y de aprendizaje de su hijo. 1.

These are just suggestions or ideas that can be voluntarily used by bilingual parents or parents who are dominant in a native language that is not English.

Talleres Sobre Como Navegar La Educación Especial Los talleres son patrocinados por empresas de la comunidad y personas que están comprometidos a apoyar la Participación de Padres en las Escuelas ¿Cómo funciona la educación especial? Se trata de un taller de 2 partes diseñado para padres con hijos que tienen necesidades especiales educativa. Los padres obtendrán un conocimiento práctico del proceso de educación especial, incluyendo su papel en el desarrollo de un programa adecuado de educación (IEP) para su hijo y cómo ser un socio eficaz con el equipo de la escuela de su hijo.

Para Pedir Información escriba al correo electrónico: parentsask@post.com


How to Provide your Child with a Learning Disability the Opportunity for Success While Receiving Special Education Supports - 1 of a 2 part series Dr. Ernest E. Thomas Special Education Lecturer Texas A&M University-San Antonio 1 of a 2 part series This is a continuation in the series of articles on How to Provide your Child with a Learning Disability the Opportunity for Success While Receiving Special Education Supports. In the previous edition of this publication the various pieces of legislation i.e. IDEA, Public Law 94-142 and No Child Left Behind were addressed. In this edition I will provide information on another important topic area related to your child’s academic success. Referral and Assessment: This area is not intended to provide full and complete information regarding the referral or the assessment process. Contact your child’s school for complete information. If your child struggles in school and you are not sure what you should do, maybe the information found here will give you some assistance. It is at this point that you as a parent must become wholeheartedly involved in your child’s academic program. The term parent includes anyone that has primary responsibility for the child. This could be a grand-parent, adult sibling, or other person. You may have questions on what you can do to help your child improve your child’s academic success. It is at this point that you will want to contact your child’s teacher(s) to find out if your child has a particular academic deficiency and what you may be able to do to help your child at home. If you are able to help your student at home, you will help the teacher, if you are able to, provide additional or reinforcement instruction at home. If after a period of time, to be determined by you and your child’s teacher, more academic interventions may be required. The teacher will make the counselor aware of the student’s particular academic difficulties. It will be the teacher’s responsibility to develop a program of classroom interventions to assist your child in becoming more confident and competent in performing academic tasks. This program is required to be developed by the most recent re-authorization of IDEIA. This law states that “in determining whether a child has a specific learning disability, states may rely on a process that determines whether the child responds to scientific, research based intervention as a part of the evaluation.” This process has become known Response to Intervention or RtI. RtI refers to a student’s change or lack of change in academic behavior as a result of instruction (Duhon, Messmer, Atkins, Greguson & Olinger, 2009; Fuchs, Mock, Morgan & Young, 2003; O’Connor and Sanchez, 2011). An RtI program requires that the student receive high quality instruction in the general education setting before being considered for services in a special education program. The RtI model is a three level system where your child’s teacher is able to gather data and make a determination if regular instruction is benefitting your child. At Level One of this model the teacher performs universal screening on all students in their classroom to identify students, including yours, that may be at risk of academic difficulty in a particular area. They must use research based instruction and weekly monitoring to tell if your child is academically benefitting from instruction. If your child is academically successful at Level One, there will be no need for any further assessment to receive special education services. However, if your child is not academically successful at Level One, the teacher will collect enough classroom assessment data to provide additional research based interventions to your child under Level Two of RtI.


Sylvia Farber; Special Education Advocate -101 Advocacy

BA in Special Education and Elementary Education from Florida Southern College and a Master's Degree in Special Education from Florida State University

Tips for Back to School:

Now that school bell has rung bringing summer to an end, here are some tips to help make sure the transition to a new school year is successful. • Send a brief email to teachers welcoming them to the new year and introducing them to your child and child's needs. Also, provide a reminder of the modifications and/or accommodations your child is to receive from the IEP Accommodations/Modifications page. Be sure and ask if there are any questions about how to implement any of the accommodations and/or modifications. • By now your child's schedule should be set. Ask for a copy of your child's daily schedule to include location and staff. This schedule should also include any therapy your child receives. Compare this schedule to the schedule of services in your child's IEP to make sure your child is receiving the right amount of support and in the right location. • Let staff know that you expect data to be a measure of progress for your child. Inform staff that you expect data to be reported in your child's IEP Progress Report. Letting staff know you expect data driven progress reports will hopefully result in receiving an accurate measure of progress upon the end of the grading period. • Lastly, know that you are allowed to observe your child in class. Districts have procedures like advance notice and limiting the time of the observation. However, should you feel an observation is necessary to ensure your child's needs are being met, it is acceptable to request an observation. Have a fabulous school year! Sylvia Farber; Special Education Advocate -101 Advocacy Consejos al regresar a la escuela: Ahora que ha sonado la campana de la escuela y el verano a llegado a su fin, he aquí algunos consejos para ayudar a asegurarse que la transición a un nuevo año escolar sea un éxito. •

• •

Envié un breve correo electrónico a los maestros al iniciar el nuevo año y introduzca a su hijo y explique las necesidades de su niño. Además, proporcione un recordatorio de las modificaciones y / o adaptaciones que su hijo está recibiendo en los años anteriore. Asegúrese de preguntar si hay alguna pregunta acerca de cómo poner en práctica cualquiera de las adaptaciones y / o modificaciones. Para ahora el horario de su hijo debe ser fijo. Pida una copia de la programación diaria de su hijo que incluya la ubicación y el personal. Este calendario deberá también incluir cualquier terapia que su hijo recibe. Compare este calendario a la lista de servicios en el IEP de su hijo para asegurarse de que su hijo está recibiendo la cantidad correcta de apoyo y en el lugar correcto. Explique al personal que usted quiere saber del progreso de su hijo. Informe al personal que usted espera ser notificado sobre el progreso del IEP de su hijo y si es necesario que se traduzca a su idioma natal. Pida un reporte exacto de los avances en cada período de calificación. Por último, usted pida observar a su niño en la clase. Los distritos tienen procedimientos como sobre notificación previa de la observación, pida información sobre este procedimiento. En caso de que usted sienta que una observación es necesaria para asegurar que se están satisfaciendo las necesidades de su hijo, es aceptable para solicitar una.

Tenga una fabuloso año escolar!


The Many Benefits of Coloring with your Child: Los Muchos Beneficios de Colorear Con Su Hijo By: Tracy Speelman Coloring with your child is not only a fun way to bond, but it also helps your child develop and improve cognitive skills, express creativity, and improve confidence. Coloring provides your child with an opportunity to be creative - to color an elephant green; to color a giraffe purple with red spots; or to make a rainbow in the moon. In the choosing of a crayon, your child becomes familiar with the many different colors and hues, as well as the name of each color displayed on the chosen crayon. In addition to the basic red, green, yellow, and blue, your child will learn that Burnt Sienna is a specific shade of brown, and Mahogany is a specific shade of red. Coloring also teaches your child about different shapes and patterns. Coloring is also an effective way to improve focus and develop fine motor skills. It teaches your child how to grip and move the crayon in a way that gets the job done. This will help prepare your child to write neatly and clearly. Just as the word ‘red’ is included on a red crayon, ‘Coloring in English’ is a coloring book that includes the word of the image to be colored. For example, the word ‘ball’ is included with the image of ball. The word ‘flower’ is included with the image of a flower. This can help your child become familiar with everyday sight words and vocabulary while coloring.

To print free sample pages to color with your child, please visit www.ProLinguaAssociates.com and scroll down to the book, ‘Coloring in English ESPAÑOL: Coloreando con su hijo no sólo es una manera divertida de cultivar el amor con su hijo/a, sino que también ayuda a su hijo/a a desarrollar y mejorar las habilidades cognitivas, expresar creatividad, y mejorar la confianza. Colorear proporciona a su hijo la oportunidad de ser creativo - colorear un elefante verde; colorear una jirafa morada con manchas rojas; o para hacer un arco iris en la luna. Al elegir el lápiz de color, su hijo se familiariza con los muchos colores y matices diferentes, así como el nombre de cada color de crayón elegido. Además de aprender sobre los colores básicos rojo, verde, amarillo y azul, su hijo aprenderá sobre los diferentes tonos de cada color rojo. Colorear también enseña a su hijo acerca de diferentes formas y patrones. Colorear es también una forma eficaz de mejorar el enfoque y desarrollar habilidades al colorear. Se le enseña a su hijo cómo agarrar y mover el lápiz de una manera que pueda controlar los lápices. Esto ayudará a preparar a su hijo para escribir claramente y ordenadamente. Al igual que la palabra "rojo" se incluye en un lápiz de color rojo, 'Colorear en Inglés' es un libro para colorear que incluye la palabra de la imagen que se coloreara. Por ejemplo, la palabra "pelota" se incluye con la imagen de un pelota. La palabra "flor" se incluye con la imagen de una flor. Esto puede ayudar a su hijo/a a familiarizarse con palabras que ve y escucha a diario.

Para imprimir una muestra gratis del libro para colorear con su hijo, por favor visite www.ProLinguaAssociates.com y baje la muestra del libro, 'Colorear en Inglés.


By Wendy Esparza Licensed Massage Therapist, Reflexologist, Hydro-therapist

Relax. This is a word parent of special needs kids don’t hear, feel or speak often or at all. I can understand because I have worked with adults and kids with developmental disabilities for eight years. I have to say I was always tired, stressed and in need of some serious relaxation. The only difference is that I was able to “go home”. Parents of children with developmental disabilities cannot do that. Parents or guardians of children with special needs live with the challenge of having these beautiful, loving but hard to manage bundles of joy day in and day out. You don’t get time to breathe, much less relax. So, how do you find time to de-stress? Make time. I know what you’re thinking, “yeah, sure easier said than done”. You’re right - however clearing your head and heart is important for everyone involved. The American Physiological Association (APA) says: “Tuning into emotional or behavioral cues is important in identifying potential problems and working with your young person to provide guidance and support to successfully work through difficult times”. All you need is ten minutes of deep breathing with your eyes closed, a bath instead of a shower, a cup of hot chamomile tea or some stretching (It works, believe it or not). There are some great essential oils you can use in your lotion, tea or bath. Lavender, chamomile, mandarin and jasmine are a few to try. Remember to mix these with a carrier oil to avoid burning your skin. Most oils are safe for children as well and can effectively and naturally help to balance your child’s emotional state, giving you one extra deep breath.

ESPAÑOL RELAJARSE. Esta es una palabra padres de niños con necesidades especiales no escuchan, sienten o hablan a menudo o en absoluto. Puedo entender porque he trabajado con niños y adultos con discapacidades del desarrollo durante ocho años. Tengo que decir que siempre estaba cansada, estresada y en necesidad de una cierta relajación grave. La única diferencia es que yo era capaz de "volver a casa". Los padres de los niños con discapacidades del desarrollo no pueden hacer eso. Vives con las luchas de tener estas hermosa, cariñosa pero difícil de manejar paquetes de alegría en el día a día. No te dan tiempo para respirar y mucho menos relajarse. Así que, ¿cómo encontrar el tiempo para eliminar el estrés? HACER TIEMPO. Sé lo que estás pensando. Usted está pensando, "sí, dicho seguro más fácil que hacerlo". ? Tienes razón, pero no está despejando la cabeza y el corazón importante para todos los involucrados lo fisiológico Asociación Americana (APA) dice: "Sintonizar cuesis emocional o conductual importante en la identificación de problemas potenciales y trabajar con su joven para proveer orientación y apoyo a trabajar con éxito en tiempos difíciles ". Todo lo que necesita es de diez minutos de respiración profunda con los ojos cerrados, un baño en lugar de una ducha, una taza de té de manzanilla caliente o algo de estiramiento (Funciona, aunque no lo crean). Hay algunos aceites esenciales se pueden utilizar en su loción, el té o el baño. Lavanda, manzanilla, mandarina y jazmín son unos pocos para probar. Recuerde mezclar estos con un aceite portador para evitar que se queme la piel. La mayoría de los aceites son seguros para los niños, así y puede con eficacia y eficaz y, naturalmente, puede ayudar a equilibrar el estado emocional de su hijo, que le da una respiración profunda adicional.


Bexar County Dispute Resolution Center Part 1 By: Elena Terrill. Having problems with your noisy neighbors? Unsatisfactory work performed by a home repair business? Landlord keeping the security deposit or not making repairs? Tenant not paying rent? Have a conflict and don’t know where to turn? The Bexar County Dispute Resolution Center (BCDRC) can help! The Bexar County Dispute Resolution Center offers mediation and referral services to residents, businesses and organizations in Bexar County at no charge.Located on the first floor of the Cadena-Reeves Justice Center, the BCDRC has been serving Bexar County for thirty-two years resolving conflicts and rebuilding relationships one case at a time through mediation. Mediation is a voluntary, common-sense alternative to resolving disputes without the expense and inconvenience of going to court. Parties in conflict meet with a neutral, impartial mediator in a secure setting. The mediator helps all parties work towards a mutually agreeable solution. Mediations are confidentialand are scheduled in a timely manner. Bilingual mediators are also available. Types of disputes mediated at the Bexar County Dispute Resolution Center include family conflicts, neighbor complaints, rental property issues, business/customerproblems, real estate matters, child visitation issues, consumer problems and workplace issues. If you have a conflict please call the Bexar County Dispute Resolution Center at 210-335-2128 or visit us at 300 Dolorosa, Suite 1102, San Antonio, Texas 78205. We are open Monday-Thursday 8-8 PM and Friday 8-12 PM and 1-5 P.M. To download instructions and mediation request forms please visit our website atwww.bexar.org/drc. (Contacto)

Centro de disputa del Condado de Bexar Parte 1 Tiene problemas con vecinos ruidosos? deficiencia en el trabajo realizado por una empresa de reparación de viviendas? Arrendador se quiere quedar el depósito de seguridad o no hace las reparaciones? El inquilino no paga el alquiler? Tiene un conflicto y no sabe a dónde acudir? El Centro de disputa del Condado de Bexar (BCDRC) puede ayudar! El Centro de disputa del Condado de Bexar ofrece servicios de mediación y resolución a sus residentes, empresas y organizaciones en el condado de Bexar sin costos . Localizado en el primer piso del Centro de Justicia Cadena-Reeves, el BCDRC ha estado sirviendo al Condado de Bexar durante treinta y dos años resolviendo conflictos y reconstruyendo relaciones un caso a la vez a través de la mediación. La mediación es una opción alternativa y voluntaria para la resolución de conflictos sin el costo y la inconveniencia de ir a corte. La personal con en conflicto se reúnen con un mediador neutral e imparcial en un lugar neutral. El mediador ayuda a todas los involucrados a trabajar hacia una solución mutuamente aceptable. Los casos son confidenciales y se programan de manera accesible. Hay mediadores bilingüe disponibles si es necesario. El Centro de disputa del Condado de Bexar ayuda con conflictos familiares, quejas de vecinos, cuestiones de propiedad de alquiler, negocios / problemas con clientes, asuntos de bienes raíces, asuntos de visita paternal o maternal, problemas de consumidores y diversas cuestiones que necesiten resolución. Contacto: at 210-335-2128 o visítenos en 300 Dolorosa, Suite 1102, San Antonio, Texas 78205.


La organización (DFTM) Sueños Realizados Por Medio de Música es Lleva la delantera en el desarrollo de la enseñanza creativa para los estudiantes con cualquier tipo de discapacidad. Si las necesidades del estudiante es terapia de música o un programa de estrategias de enseñanza de adaptación música.

Dreams Fulfilled through Music (DFTM) is a pioneer in the development of creative teaching for students with all types of disabilities. Whether the student's needs are for music therapy or a program of adaptive teaching strategies in a private lesson setting.

DREAMS FULFILLED THROUGH MUSIC WWW.DFTM.ORG

Dreams Fulfilled Through Music

La música enriquece la vida, y por este motivo es necesario que rodee a la persona con necesidades especiales con un ambiente rico y controlado en estímulos.

Dreams Fulfilled through Music is the first to offer the nationally acclaimed ColorSoundation Program for students with disabilities in a mainstream, inclusion setting.

Music enriches life, and for this reason it is necessary to surround the person with special needs with a rich atmosphere and controlled stimuli. Music Literacy Absolute & Relative Pitch Rhythm Comprehension SelfEsteem & Self Discipline Critical Listening & Communication Fine & Gross Motor Skills CONTACT INFORMATION Email: dftm@alamoangels.org (210) 771-5809

www.parentsask.net


Objectives Improve:

Parents Ask / Los Padres Preguntan LOGIC MODEL The purpose of our logic model is to provide stakeholders with a road map describing how we will reach our planned program goals and our program’s desired results. Mapping our program will help members and families visualize and understand how our investments can contribute to achieving the intended short and long term program goals which will lead to an increase in the numbers of Parent Advocates..

- Improve Parent Engagement, - Improve Parents Knowledge of Special Education - Improve Parents Communication with Providers - Improve transition of children with disabilities from pre-k – College - Improve the quality of the Childs Education through consistent Parent workshops and webinars

Parents Ask Will

Local Agencies

Will provide:

Provide space for a Workshops:

1. Capable staff to conduct workshops. 2. Develop and disseminate Special education parent toolkits. 3. Host requested Special Ed. workshops.

Focusing on: Special Education Transition trainings from Birth to College.

Implications/Impact Short-term

Mid-term

Long-term

Provide Parent Advocacy workshops on special education

*Increase Successful Completion of academic transitions ranging from Pre-k to College.

*Foster community understanding and support families of special education students

* Parents will be knowledgeable and able to identify resources and develop goals which need to be accomplished during their child’s academic year and planning for the students’ goals for pre and post-high school. * Increase Community awareness and Partnerships supporting Parent Advocacy Trainings.

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*Increase and improve the number knowledgeable Parents, educators and community resources that support special education student's goals and strengths and provide them with options and plans for their future *Create local Special Education Advocacy support groups at 5 school districts

*Increase Educational opportunities for young adults with learning disabilities. *Create Parent Advocacy Certificate training at community colleges.

www.parentsaskQHW


PARENTS ASK UNDERSTANDING DISABILITIES ONE QUESTION AT A TIME

 How can I Support My Child with Special Needs at Home?  Identifying your Child’s Learning Style  Strategies for Coping

To Request a Free Workshop go to: www.parentsask.net _____________________________________________________________________________________________________________________________

 ¿Cómo puedo apoyar a mi hijo con necesidades especiales en el hogar?  La identificación del estilo de aprendizaje de su hijo  Estrategias para hacer frente a los retos

Para solicitar un taller gratuito vaya a: www.parentsask.net

September2016parentsaskperiodical  
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