Mentally Challenged Introduction
There are several ways to have a limited ability to think:
Born that way by genetics as with Down's Syndrome.
Born that way by mother's bad habits as with fetal alcohol syndrome.
Get hit in the head, traumatic brain injury, concussion.
Stress of life.
Substance abuse, prescription drugs that alter brain chemistry
Chemicals in ordinary objects like aspartame, lead, mercury, etc.
Electro-magnetic waves
Self-delusion, people get depressed, think too much, etc.
My main purposes in writing this book are:
To find all the conventional knowledge about mental challenges as I could and centralize it here.
It is evident when a child is born with down syndrome or his or her performance seems slower than normal but everything else is someone's opinion as with autism spectrum disorders and learning disabilities. People who diagnose these so-called disorders have no specific test that can with certainty say they have this disorder therefore need this drug.
That's why you can't take it on face when some medical or mental health professional sits with your child for 40 minutes then tells you that he or she needs to go on ritalin or some other drug for the next x number of years.
No matter how you cut it, it's a profit-driven industry. The school gets extra money for every kid diagnosed as LD or special ed. The mental health people make money diagnosing and counselling these kids plus writing drug prescriptions. The drug companies make tons of money.
None of this stuff existed fifty years ago. It's not divine knowledge created by advanced beings. People came up with all this stuff which to me is kind of a joke when they say a child exhibiting x number of behaviors on a list has some kind of learning disability because children go through the entire spectrum of human behaviors all the time. It doesn't mean they're brain damaged. Every individual is holistic. They should be treated that way not dumped into some group for all kids that are not quite "normal" by current school standards.
The system has created a standard for normal intelligence and anyone who doesn't fit this definition is branded as mentally challenged, autistic or learning disabled in some way.
Human life is big and abundant. The school system's definition of normal intelligence is narrow. Any individual's purpose in life is to become who they are naturally born to be. Some kids are great with animals. They have a special touch. Some are born creative, esthetic, athletic, visionary, sociable, good with their hands, etc. but they're not inspired or naturally good at the normal definition of intelligence.
It doesn't mean they're stupid or inferior. It just means they have their own talents that do not fit into the standard skills of a grade school education.
This is why I'm telling all parents of kids who don't seem to be successful at a normal grade school that you can't believe everything the supposed mental health experts and school authorities say about your child.
You can't just blindly accept the label of learning disability, put the kid on drugs then feel reassured because the mental health person told you it's not your fault.
They say your kid was born with this inherent brain defect but the truth is that some guy can't drill a hole into your kid's brain, take out a biopsy sample, do tests on it then say with absolute certainty that he's stupid because of some organic, physiological defect in his brain.
That's why this special education field is at least partially a fraud. They make quick judgments based on no real knowledge of the child.
Your job is to help your child discover what they're good at and interested in so they can reach their full potential as individuals and possibly earn a living from what they do. You don't really need the school system with all its prejudice and faults to do this.
You have to get that brainwash out of your head that the school and the mental health experts have some divine knowledge laid in stone about the mental states of kids. They don't.
Take everything anybody says about your kid with a grain of salt. With love and patience, try to steer your child towards what they're naturally interested in.
Some people are late bloomers. They don't thrive until they're adults.
The purpose of this book is to provide the conventional knowledge but to warn you to be wary of it too.
I cover early learning in my education book.
Volume 1. Mentally Challenged People/ Developmental Disabilities
Chapter 1. Special Needs Children Basics
Special Needs Children Info
Instead of walking with you
I will crawl with you
Instead of talking with you
I will find ways to communicate with you
Instead of focusing on what you cannot do
I will reward you with love for what you can do
Instead of feeling sorryfor you
I will respect you.
Huygen Hilling
Special Needs Children is an umbrella term describing children with some manner of emotional, motor, physical and/ or intellectual impairment so it doesn't necessarily apply to children with mental impairments.
It could be just a physical disability. Special needs kids are mainly children with autism, PPD, communicative disorders, fetal alcohol syndrome, cerebral palsy, Down syndrome, ADD, ADHD, etc.
According to conventional wisdom, learning disabilities can be inherited, result from problems during pregnancy or birth, can be caused by toxins in the environment or accidents which involve hits to the head.
The main thing about SN kids is that we often put a label on them and assume that's it. They're cast in iron for life. They'll never change but this is not necessarily true especially in this modern era of high technology.
We have the means to help some children improve so much that they can function in the real world and hold down a regular job but for others, they're irreversibly stuck in one limited state for life.
We've been indoctrinated to think that once you get some disorder or disease, you'll be permanently limited but the many individual case studies of people defying their labels prove otherwise. Forget about the label. See the child as who he or she is as an individual.
Define his strengths, likes, dislikes, talents and weaknesses. Don't withdraw, deny, overprotect, avoid or overcontrol the child. Support him or her. Interact with him actively. Engage him in life and encourage to learn and go where his intrinsic inspiration takes him.
Focus on developing his strengths and ignoring his weaknesses. We're too programmed to look at success in terms of achievement at a "normal" school but whereas a child could be "slow" in school, he might be great with animals, great with his hands, a natural at carpentry, etc.
Don't measure children by conventional academic standards. Let them develop what they like to do that's positive and constructive.
As a researcher in this area for three of my books that cover this area, medical, family and education, countless times over different special needs conditions, I've seen incredible success stories and the common thread among all was firstly, intense interest and attention from either one or both parents who didn't live in denial, blame it on something beyond their control therefore unable to be fixed or hide the kid away somewhere.
They were there in the trenches spending countless hours with the child, observing them then initiating interaction with them and trying to get involved with their solitary play such that the kid eventually sees them as an ally and includes them in his pursuits.
From there, you guide him along and get him out there with other people simply for the exposure and to get him involved with other supportive mentors and friends. This is the key; constant individualized attention.
Although everybody has limits, with mentoring and constant attention, you can help any child reach their highest potential but the hook is don't try to pigeonhole them into the standard life plan set up for them starting with the several or so academic subjects that grade school is reduced to.
The world is abundant. Find what they like and are good at then work at developing these abilities.
Wheras before, there wasn't much knowledge and research about SN children and they basically left them alone until they went to SN schools starting at five years old, the new paradigm is that the earlier you start working with an SN kid, the better his chances of recovering from his ailment and going mainstream.
The wiring in the brain is plastic throughout early child so the more connections you can make in there at an early age, the better hope the child has for the brain developing and his intellectual faculties improving.
We often assume a child who is intellectually slow in the traditional academic subjects is slow in every area of life but this is not true. Most are emotionally sensitive, they know what's going on with the people around them, some are very creative and good in other areas of life.
You can potentially help SN children develop their unique abilities but it generally ain't a walk in the park.
It takes incredible patience and dedication but if you put in the effort, most kids will develop fundamental skills at some point in time and maybe even excel in a few things.
Expose him or her to as many things as you can in the realm of life and when something seems to click with him or her, pursue it as long as they're interested in it. A lot of these children go on to live productive lives, contribute to society and earn a pay cheque but you have to help them find what it is inside of them that they can and like to do.
Listen to the doctors and counselors to a certain extent, they're there to help but they live through stereotypes and conventional knowledge so they're moving too fast to spend too much time with any child since they probably got 20 more patients waiting in line.
As the child's parent, you have a vested interest in him, you see him as the individual he is and it's your responsibility to get beyond all the psychobabble to connect with the essence of who he or she is as a human being.
In order to develop functionally, the child's three most basic needs are:
Enough self-awareness to take care of himself.
The ability to reach, connect with other people emotionally and maybe love some of them.
The ability to communicate, i.e. talk to others, express what they feel.
This is the foundation you must help your child develop. If you can bring your child to a level where he or she can get beyond their natural self-centered ways to see life from other people's points of views and empathize with them, you're doing a fantastic job but once again, with some kids, it won't be easy.
Whatever you do, don't lose patience in front of them too much. Accept them as they are. Live and let live.
Show love, happiness, playfulness and fun. Don't be too controlling. Give him enough stress to challenge him but not enough to rustrate him or burn him out.
Let him be creative. Don't have a concrete agenda. Let the inspiration go where it goes naturally. If the child gets angry, very excited, aggressive, etc., back off then try again later.
Intellectual intelligence (book smarts) is not what makes an individual functional, it's emotional ability, the ability to be civil with others, engage in a pleasant conversation, have fun with them occasionally and know what they're feeling by sensing their mood through their talk, facial expression, tone of voice, body language, etc.
If you can get your child to this level, at some point you can get him a job in the real world.
I've seen it myself with the people at a school for mentally retarded people which I lived near when I was a kid. They got jobs cleaning in hospitals and nursing homes, landscaping, restacking library books, etc.
Some children are withdrawn, some are hyperactive. Most will be both at times. No matter what, your intent is to try to develop a personal caring relationship with them such that they know they're being loved.
Get in their face if you must in order to communicate. Even if they seem unresponsive, the wheels are often churning inside and if they determine that you're in their best interest, they'll accept you and let you into their imaginary world in their minds to play together. When you play, be real, don't fake it. Try to be as natural, spontaneous and fun as possible.
With down syndrome, the child will always have an upper limit on traditional intellectual abilities but with something like autism, many children eventually grow out of it if nurtured properly and go on to get college degrees so it's a matter of degree.
Know the limits. Focus on helping the child interact with other people in the real world and doing things he likes on his own over conventional academic smarts.
Teach in small steps at a time. Increase expectations and challenges little by little. Give praise and rewards for little successes. Learning takes place in a relaxed atmosphere of love, empathy, ease and nurturance.
If the child reaches some level of self-awareness and empathy, it's alright to admonish him for negative behaviors like swearing, spitting, being selfish, being childish, cranky, etc.
Giving birth to an SN child or finding out your child is SN later will often tax both the marital relationship and the relationship with the other children in the family. The solution is always COMMUNICATION, not denial or withdrawal.
Holistic medicine is sometimes called Integral Therapy because it focusses on the whole of the child not just the specific disease or disorder he or she has. This is what you should do when focussing on your child.
Look at his nutrition, the foods he eats, the chemicals he's around, what stimulates him, the time you spend with him, etc. Use everything to try to help him develop into being a functional, personable member of the community without being a task master about it.
Be nice about the process of educating him about life. There are many therapies and medications out there. Explore some of them and try them.
Some public schools are now trying to mainstream all children, even the very slow ones.
They often hire a one-on-one teacher's aide who sits with the child, spends part of the time in the regular classroom and part of the time alone with the child. This has all been mandated by federal law which gives all children the right to a fair education.
Encourage the child to play with other kids and make friends. Encourage him or her to join a group like the scouts.
Get him a computer or a piano. It might be his salvation.
Preschool Learning Disability/ Preschool Mentally Challenged/ Preschool Special Education
pacerparentstalk.blogspot.com, pacer parents talk blog.
cdc.gov/ncbddd/actearly/pdf/parents_pdfs/milestonemomentseng508.pdf, milestone moments, learn the signs. act early
nichcy.org/babies, what if it seems your child isn't learning and progressing as quickly or easily as other children.
zerotothree.org, zero to three national center for infants.
pacer.org/webinars/archive-info.asp
pacer.org/parent/php/php-c159.pdf, how to communicate effectively with early childhood professionals.
parentcenternetwork.org/assets/files/national/all17.pdf, understanding the special education process: an overview for parents.
parentcenternetwork.org
adaptech.org
alternatives4children.org/preschool-special-education.html
at4schools.wetpaint.com/page/adaptions+in+preschool+special+education
azed.gov/early-childhood/preschool
azed.gov/early-childhood/preschool/preschool-programs/eligibility
bbdps.com/programs/special-education-preschool-classes
blogs.edweek.org
breakthroughs.education.illinois.edu/publications/learning-disabled-preschool-child
brighttots.com
brighttots.com/developmental_disorders/mental_retardation.html
brighttots.com/preschool_special_education.html
brighttots.com/print_page/preschool_special_education.html
cdbegin.com/special-education.htm
cde.state.co.us/early/preschoolspecialed.htm
citytowninfo.com/employment/preschool-and-elementary-special-ed-teachers
dearbornschools.org/departments/special-education/preschool
doe.mass.edu/sped/parents.html
doe.virginia.gov/special_ed/early_childhood/index.shtml
earlyed.newamerica.net, identifying_and_addressing_learning_disabilities_in_preschoolers
earlylearning.nc.gov
edresourcesohio.org
education.com/activity/preschool
education.com/question/preschool-kindergarten-projects-special-education
education.nh.gov/instruction/special_ed/preschool.htm
emsc.nysed.gov/specialed/publications/preschool/brochure.htm
en.wikipedia.org/wiki/preschool_education
essortment.com/early-warning-signs-child-learning-disability-62896.html
heionline.org/preschool.htm
hoagiesgifted.org
justkidsschool.com
k12.wa.us/specialed/earlychildhood/default.aspx
kidsource.com/kidsource/content/preschool.disabilities.html
ldonline.org
leewayspecialeducationpreschool.com
legal-aid.org/selfhelp/education/special/preschool.html
losninos.com/services/preschool-special-education
marylandpublicschools.org/msde/divisions/earlyinterv/infant_toddlers/about/preschool_services.htm
merckmanuals.com/home/childrens_health_issues/learning_and_developmental_disorders/intellectual_disability.html
naset.org, special education teacher
nyc.gov/html/acs/education/preschool.html
nysed.gov/specialed/preschool/home.html
nytimes.com/2012/07/17/opinion/oversight-for-preschool-special-education.html
nytimes.com/2012/12/26/opinion/fraud-in-preschool-special-education.html
our-kids.org
ovesc.k12.oh.us/preschool_special_education.htm
peake.k12.oh.us/preschoolspecialeducation.aspx
preschooleducation.com
preschoolers.about.com/od/parentingglossary/g/special-education-preschool.htm
prioritizepre-k.com/tag/preschool-special-education
ptan.seresc.net/preschool-special-education
rackercenters.org/index.cfm/page/services/earlychildhood/preschool_special_educ.htm
reacheverychild.com/specialed/preschool
sfusd.edu/en/programs/special-education/pre-school-special-education-services.html
specialchildren.about.com
specialeducationadvisor.com/preschool-for-children-with-special-needs
starkcountyesc.org/preschoolspecialeducation.aspx
teachervision.fen.com
vclc.org/preschool-special-education.html
wcpss.net/special-education/preschool
wcpss.net/what-we-teach/services/pre-k-special-education.html
wrightslaw.com
wwcsd.net/preschool-special-education
nichcy.org/schoolage/preschoolers, special education services for preschoolers with disabilities.
parentsknow.state.mn.us
pacer.org/publications/earlychildhood.asp, families are important!: an early childhood guidebook for families of young children with disabilities.
pacer.org/publications/specedrights.asp
education.com/reference/article/ref_parents_successful, kindergarten transition: a parent's guide to success.
pacer.org/newsletters/ec/summer11.pdf, off to school: preparing you and your child for the transition to kindergarten.
pacer.org/parent/php/php-c179.pdf, how to prepare your child with disabilities for kindergarten.
pacer.org/parent/php/php-c196.pdf, making the move to kindergarten.
Detect a Mental Challenge in a Child
Mentally challenged babies are usually irritable from birth. They might have problems with feeding.
They are slower than other kids their age to do the normal things.
Your intuition tells you what is normal and what is not.
The biggest mistake you could make is to think a physical disability is a mental disability.
Bad eyesight could mean the baby or child doesn't look directly at things.
Bad hearing could be mistaken for autism.
The child could have a physical disability. Uncoordinated bodily movements could be beyond his or her control.
Don't make assumptions. If you see odd behavior, get a medical check-up before you assume it's a developmental delay.
At the same time, there are lots of children who look normal and act normal but when it comes to certain thinking skills or certain types of schoolwork, they are missing something.
People take babies and young children to psychologists to try to get an assessment for mental abilities.
There are what they call developmental milestones that provide a rough baseline for normal behavior. There are Developmental Milestones Lists around. The one I looked at seemed very trivial and meaningless. Here is the way I summarized it:
Developmental milestones are general skills that most children of a certain age master. They are guidelines only.
Two to Three Years Old
walk
walk up stairs
shuffle side to side
can climb children's playground equipment like a slide
can jump with both feet together.
can kick a soccer ball
can draw a picture with things that other people can recognize like a tree
can build somrthing recognizable with blocks
can drink from a cup
can eat with a spoon
can say simple things clearly
Three to Four Years Old
walk on tip toes for a few steps
can throw a ball
can ride a tricycle
can cut with scissors
can copy simple pictures
can put on his or her clothes
can speak in simple sentences
asks questions sometimes
is curious
Four to Five Years Old
can balance on one foot for at least ten seconds.
can hop as in hopscotch, the game.
can walk or run upstairs and downstairs, one step at a time.
can print letters
can draw a person with head, legs and body.
can remember things and say them so they're understood
can say simple things clearly
Five to Six Years Old
does basic things better
is starting to be empathetic
From seven to twelve years old, a child should be:
learning more complex things
developing a memory of facts and ideas
learning to speak using more words
becoming more sensitive to other people's emotions
getting physically stronger and more coordinated
learning to be sociable
able to do things with his or her hands like draw, sew, type a keyboard, use tools, etc.
Every child develops at their own level. They do not all develop equally at the regular functions of life. Every child is unique. They go towards what they naturally like to do.
Some parents are too concerned with the natural development of their children. They panic if the child seems to be a late-bloomer in something like if the kid can't ride a two-wheeler bike at seven, they think he's mentally challenged.
There is really no such thing as normal. That is something school administrators and psychologists have created in order to categorize everybody.
The greatest thing a child can do is to grow up to become who he was born to be by nature not what the school or parents want him to be.
Too much criticism too early turns kids off to a spontaneous exploration of life.
The biggest possible indicators of a bonafide organic mental challenge are as follows:
the child is slow in general everyday movements
the child is slow to catch on to the same things his peers are doing
short attention span or a seemingly long attention span, sitting still doing nothing but looking like he is in deep thought.
poor eye contact
inability to express himself with words after four years old
flat emotional temperament, no passion
inability to draw reasonably well with a pen
lack of empathy
inability to catch a ball or swing on a swing
seems oblivious to people, seems to live in his own world
angry, throws temper tantrums
doesn't seem curious about life
doesn't want to go outside to play
all over the place, can't sit still to focus on one thing for longer than ten minutes
The Lie of the Critical Period of Learning
Intelligence is not fixed at birth.
Intelligence is plastic or neuro-plastic which means you can improve it by exercising it.
All the standard literature about childhood development says you have one chance to learn language and other cognitive skills which is in the first three years of life. If you don't get it then , you'll never get it.
What about Helen Keller, deaf, blind and mute who did not have any language skills until she was about eleven or so.
Some slow learners have bonafide organic brain defects which limits their intelligence potential but even they can improve on the intelligence they have right now with good teaching practices.
The Brain is Neuroplastic For Most Kids; Intelligence Can Improve
A lot of kids written off as autistic, learning disabled or special education kids can increase their intelligence to normal levels with enough love, attention and good teaching methods that get to the child who gets inspired then has fun learning.
The key is to find the unique way into a child's mind and soul. Every child is different.
Learning is not just academic. It's life skills. Focus on educating the kid for all aspects of life. Plenty of kids who do poorly in school find success because of their ability to wheel and deal on the street with people. I saw the PBS documentary American Masters about David Geffen, pbs.org. He said he was a poor student, dyslexic or something although in them days, they didn't have these labels.
There are plenty of programs for LD kids which use alternative teaching methods like:
physical motion
touch
music
pictures rather than words
stories
creativity
puzzles
games
crayons, drawing
computer, different programs
educational TV shows
eating habits
physical exercise
martial arts, yoga
They all work for some children. The common ground is to take the time with every child to help him or her discover what interests them. One thing could open up their world and make them go on to work regular jobs and succeed in life.
Radical Methods to Change the Physical Brain
The Institutes for the Achievement of Human Potential try to repatterning other parts of the brain to take over from damaged cells and sections.
Dr. Alfred Tomatis wrote a book called What To Do About Your Brain-Injured Child in 1974 which outlined the Tomatis Method which uses filtered and unfiltered sound to "re-educate" the ability to listen and process sounds both through the intricate mechanisms of the inner ear and through the body.
Good listening ability leads to good speaking, reading, writing, sports, social interaction, motor development and music ability.
How the System Determines a Child is Learning Disabled
The System has a few rating scales such as the Vineland Adaptive Behavior Scales or Adaptive Behavior Assessment System which assess daily adaptive functioning or living skills in areas such as self-care, independence, communication skills, social skills, leisure activities, etc.
A System Professional asks the parents a number of questions about the child's developmental history such as when the child started walking, talking, etc. They look at the child's medical history too.
Here are some questions a System Professional might ask the parents if a child shows sub-normal development in learning either before he or she ever attends school at five years old or during the first few grades:
Child Growing Up
At what age did your child first, sit, stand, walk, speak and understand speech?
Was your child easy or difficult as a baby?
Did your child have any major illnesses or injuries?
Was your child overactive?
Is your child a good sleeper?
How is your child's appetite?
Family History
Is there a family history of mental illness, ADHD or learning disabilities?
How many children are in the family? Do they all live at home?
How well does the child get along with his siblings?
Is this a single-parent or two-parent family? If a single parent, who has custody of the child and what are the visitation arrangements?
What chores is your child responsible for at home?
What is the main method of discipline? Who is the disciplinarian? How does your child respond to being disciplined?
Child's Health
How is your child's health? Is he ill or healthy?
Does your child complain of aches and pains often?
Is your child currently taking any medications?
Child's Life
Does your child look forward to going to school or would he prefer to stay home?
Does your child have friends in the neighborhood?
Does your child belong to any groups or clubs like the church?
What does your child like to do best when he is at home?
Child at School
How long does your child spending on homework each evening?
Does your child play with the other children in the neighborhood?
Does your child have friends at school?
Is there anyone your child is afraid of at school? Has your child been bullied?
What subject does your child like best?
What subjects is the child having problems in?
How do you (the parent) help with the child's schoolwork or intellectual development?
Assessment Test to Identify a Learning Disability/ Identify a Slow Learner
55mytutor.com/assessment.html
about.com/learning+disability+test
academicdiagnosis.com/evaluations.html
additudemag.com
ahead.org
apa.org
bonnieterrylearning.com/products/learning-difficultydisability-pre-screening-tool-and-informal-comprehensive-identification-tool/
brighthubeducation.com/special-ed-law/13496-types-of-assessments-for-special-education/
brighthubeducation.com/special-ed-learning-disorders/13502-what-is-the-kaufman-assessment-battery-for-children/
childparenting.about.com/cs/learningproblems/a/wisciii.htm
childparenting.about.com/cs/learningproblems/a/wisciii_2.htm
drkot.com/assessment_learningdisability.html
dyslexia-ncbida.org
ed.gov
education.com
ehow.com, assessment tools for learning disabilities
elanarosencrantz.com/assessment-testing.php
en.wikipedia.org/wiki/kaufman_assessment_battery_for_children
en.wikipedia.org/wiki/learning_disability
en.wikipedia.org/wiki/wechsler_intelligence_scale_for_children
ets.org/disabilities/documentation/documenting_learning_disabilities
greatschools.org/special-education/ld-adhd/1608-long-testing-road.gs
greatschools.org/special-education/ld-adhd/901-understanding-and-preparing-your-child-for-psychoeducational-testing.gs
helpguide.org/mental/learning_disabilities.htm
hoagiesgifted.org/eric/faq/ld-esl.html
kidsource.com/nichcy/assessing.1.html
ldanatl.org
ldanatl.org/aboutld/professionals/screening.asp
ldassessment.com
ldlink.coe.utk.edu/screening.htm
ldonline.org
ldonline.org/indepth/evaluation
ldrc.ca/contents/dealing/assessment.php
learningdisabilities.about.com/od/assessmentandtesting/a/assessmentoflds.htm
learningdisabilities.about.com/od/assessmentandtesting/a/spedtesting.htm
learningdisabilities.about.com/od/assessmentandtesting/assessment_and_testing_for_learning_disabilities_and_special_educatio n.htm
learningrx.com/learning-disability-tests.htm
learningrx.com/student-assessment-faq.htm
mathandreadinghelp.org/learning_disability_tests.html
mind-works.org/assessment.html
movetolearn.com.au, an interactive test that will help to identify problem areas.
nichcy.org/research/ee/assessment-accommodations
nichcy.org/schoolage/evaluation
parents.berkeley.edu/advice/school/ld_assess.html
pediatrics.about.com/od/screeningquizzes/l/bl_ld.htm
ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/pdf/assessmentoflearningdisabilities_bender.pdf
rtinetwork.org/learn/ld/identifyingld
school.familyeducation.com
schoolpsychologistfiles.com/learningdis
schoolspecialty.com
screenlearning.com, diagnostic assessment tools to help identify learning disabilities
Special Needs Children Need to Make Friends
bravekids.org/families-and-caregivers/finding-friends-for-a-special-needs-child, finding friends for your special needs child.
paulakluth.com/readings/inclusive-schooling/making-relationships-a-priority, making relationships a priority.
ici.umn.edu/products/impact/162/over6.html, ideas for encouraging children's friendships through recreation, institute on community integration
Mentally Challenged Child Starts School For the First Time
pacer.org/parent/php/php-c154.pdf, tantrums, tears, and tempers: behavior is communication.
ldonline.org/ldbasics/parenttips, learning disabilities: parent tips.
parentsknow.state.mn.us/parentsknow/index.html, trusted parenting information, resources, and activities to help your child grow, develop and learn.
pacer.org/parent/php/php-c183.pdf, plan ahead for academic success using the iep meeting checklist.
pacer.org/parent/php/php-c78.pdf, how will i know if my child is making progress?
nichcy.org/schoolage/accommodations, supports, modifications, and accommodations for students.
projectparticipate.org/inclusion.asp, project participate.
pacer.org/webinars/archive-info.asp
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