10. Transitioning your Special Needs Child to Life after High School by Kelly McGuire
Your 15 year old child with a disability has just announced to you that he or she would like to go to college. You’ve heard that young adults with disabilities are attending college more than ever, but before you run head long into the ivory tower, there are some things you need to do. Read More
9. Four Common Myths Associated with Handwriting by Kerri Bailey, OTR/L
What Has Happened to Handwriting??
Handwriting instruction, when most of us went to school, was a part of our daily routine. Our teachers demonstrated where to start the letter, how to form it, and how to place it on the line. When our parents or grandparents attended school, handwriting was more of an art form. They were taught that handwriting was to be a thing of beauty. They were entered into competitions and awarded prizes for the most flowing script. Read More
8. Messy Handwriting Is a Predictor of ADHD and School Problems in Girls By Claire Nissenbaum, M.A., F.A.O.G.P.E
Messy handwriting in second grade girls, when no other symptoms are present, is a reason to look for ADHD, inattentive type. It can predict problems with written English in third grade and with organization and social skills, says Martha Denckla, M.D., developmental neurologist at Kennedy Kreeger Institute (Baltimore). Read More
7. Independent Educational Evaluations: It’s a Testy Business! By Steve C. Imber, PhD and Candace Cortiella
Q. What is an IEE?
A. The language regarding IEEs is found in the regulations implementing IDEA. Specifically, the right to an IEE is defined as:
“A parent has the right to an independent educational evaluation at the public expense if the parent disagrees with an evaluation obtained by the public agency. However, the public agency may initiate a hearing under Reg, 300.506 of this subpart to show that its evaluation is appropriate. If the final decision is that the evaluation is appropriate, the parent still has the right to an independent educational evaluation, but not at the public expense.” (34 CFR. Part 300.503 (b) Read More
6. A 10-point Financial Checklist for Special Needs Families and Caregivers By Todd Daniel
Generally speaking, parents everywhere want the best for their children – from infancy through old age. They want them to be as happy as they can be, as healthy as they can be, as successful as they can be. And for children with disabilities or special needs? The wishes are the same, of course! It just may take more time and effort to turn those wishes into reality. Read More
5. What Makes a Good Classroom for Student’s with Autism Spectrum Disorders By Ronald Leaf, Rick Schroeder, Leticia Palos-Rafuse & John McEachin
There are numerous factors that contribute to a good classroom for student’s with Autism Spectrum Disorder (ASD). First and foremost, the teacher and the aides are essential to the quality of the class. The support of Administration, from the Superintendent to the Principal, is critical. When one observes a classroom, there are several factors that are telling about the quality of that classroom. Read More
4. What Is The Orton-Gillingham Approach? By Walter E. Dunson, PhD
The Orton-Gillingham approach is a unique language training system that was designed by Dr. Samuel Orton and Anna Gillingham. Dr. Orton, a neuropsychiatrist and pathologist, was a pioneer in focusing attention on reading failure and related language processing difficulties. He revolutionized modern thought concerning learning disabilities, determining that language-based disorders were biological and not environmental in origin. He brought together neuroscientific information and principles of remediation, having extensively studied children with the kind of language processing difficulties now commonly associated with dyslexia and formulating a set of teaching principles and practices for such children. Read More
3. Intensive Sensory Integration Instruction Transforms Handwriting By Jan Kuyper Erland
A recent Wall Street Journal article, “How Handwriting Trains the Brain”  could conversely be stated that “Brain Training Changes Handwriting.” Technically speaking, increased and retrained brain activity can transform handwriting following twenty hours of intensive multi-sensory integration instruction. Read More
2. Response to instruction and intervention (RtI2) in LAUSD: Reading and the special needs student By Dr. Kari Miller
In 2004, the federal government set new guidelines for effective instruction in core disciplines, including reading. IDEA, the Individuals with Disabilities Education Act, strengthened the requirements for identifying and educating students with disabilities.
One approach to both identification and instruction that has gained widespread acceptance is Response to Intervention. Broadly speaking Response to Intervention provides increased instructional services to struggling learners to help them succeed. Read More
1. If Acceptance Does Not Mean Giving Up: What Does It Mean? By Robert A. Naseef. Ph.D.
I thought I could never accept my baby’s autism. After 29 years there are times when I still wonder who my son might have been, and who might I have been as well. Sometimes it seems like only yesterday when I held Tariq for the first time. My heart pounded with excitement as I held his soft body next to my heart and our eyes met. Instantly he made me a father with visions of playing baseball and building model airplanes together and having a warm, close relationship. Read More
Thank you to all of the guest authors that have submitted articles to Special Education Advisor in 2010. The quality of articles and their content has been outstanding and we really appreciate every single submission. Without your submissions we would not be able to fulfill our mission to families with children who have special education needs. To see all of this year’s submissions please click here.