early childhood direction center summer 6-17-14.pdf · strategies for managing and preventing...
TRANSCRIPT
![Page 1: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/1.jpg)
Early Childhood Direction Center
Keep Your Child Within Arm’s Reach:
A child with special needs makes it difficult to
remain safe around any type of water. If your
child has a cognitive disorder, they are often
drawn to water and have a difficult time un-
derstanding that it can be dangerous. These
children and children who are unable to swim
independently must have their parents or
caregiver always within an arm’s reach, even
though they are always wearing their life jack-
et. This applies to any body of water, whether
that’s a neighbor’s pool, lake, community pool,
beach, bathtub, toilet, hot tub, and open water
of any kind. Staying within arm’s reach of
your child when they are in water is very im-
portant.
Safety Precautions in the Home:
To make the home environment as safe as pos-
sible, make sure to drain water immediately
after a bath, install locks on toilet lids, and
immediately empty all buckets, wading pools,
and other containers after each use. Also ex-
plain basic water safety practices to your child
on a regular basis and remind them never to
go near or in the water without an adult.
Take Adaptive Aquatic Classes:
One way to help your child feel more comforta-
ble around water and learn how to swim is by
taking adaptive aquatic classes as a family.
These classes can be especially useful for chil-
dren with cognitive disorders and will teach
the parents or caregiver how to work one-on-
one with the child, helping them to adjust to
water and learn important swimming skills
and general water safety principles. You can
sign up for classes through your local parks
and recreation division or at your local YMCA.
For more safety information go to www.safekids.org
Summer Edition, 2014 135 East Frederick Street, Binghamton, NY 13904 - 607.724.2111 - [email protected]
Water safety is important
for any family, but this is
especially true for families
of children with special
needs. Children with
disabilities face many
challenges when it comes to water safety.
It is very important that parents and caregiv-
ers be extra-vigilant during this time of year.
Here are some important steps to insure chil-
dren with special needs are safe around water:
Finding the Right Life Jacket:
If you are the parent of a child with special
needs, fun in the water starts with finding the
right life jacket. They must al-
ways wear a life jacket when
playing near a pool, lake, river,
or any body of water. Getting
out of a wheel chair for water
therapy is both a good time and
good for the child’s health. It is
important that the life jacket
be supportive and comfortable for the child.
There are multiple designs for children with
unique needs. Finding the right life jacket may
include an adaptive life jacket or a standard
type 1 or type 2 life jacket.
According to statistics, drowning is the
leading cause of death for children with
autism, with many of these incidents occur-
ring during wandering-related episodes.
![Page 2: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/2.jpg)
Page 2 Mid-South Early Childhood Direction Center
This memorandum is to inform you of
the changes in the New York State
(NYS) Procedural Safeguards Notice:
Rights for Parents of Children with Dis-
abilities, Ages 3-21 to reflect the recent
amendment to section 4402 of New York
State Education Law by Chapter 56 of
the Laws of 2014, relating to parental
consent for initial provision of extended
school year services. Chapter 56 re-
peals the requirement for parental con-
sent prior to the initial provision of spe-
cial education services and programs
during the months of July and August.
The amendment was effective March
31, 2014.
The procedural safeguards notice must
be provided to parents of a student with
a disability, at a minimum of one time
per year and also upon:
initial referral or parental request for
evaluation;
request by a parent;
the first filing of a due process com-
plaint notice to request mediation or
an impartial due process hearing;
a decision to impose a suspension or
removal that constitutes a disciplinary
change in placement; and
receipt of a parent’s first State com-
plaint in a school year.
School districts are required to use this
revised notice effective immediately.
The specific change is highlighted on
page 4 of the Notice. Please also note
that the contact information for the Spe-
cial Education Quality Assurance
(SEQA) Regional Offices on the final
page has been updated. Districts are
encouraged to develop their own cover
letter to parents to accompany the re-
quired notice and may add an addendum
of local district policies but may not
change the content of the State-
mandated procedural safeguards notice.
This notice and updated versions will be
available through the State Education
Department’s (SED) web site at
http://www.p12.nysed.gov/specialed/for
msnotices/.
For additional information regarding
requirements related to parental con-
sent for the use of public benefits or in-
surance to pay for services under IDEA,
see SED’s March & July 2013 field
memorandums at
http://www.p12.nysed.gov/specialed/pub
lications/datelist.html.
Questions relating to the IDEA require-
ments for parental consent may be di-
rected to the Special Education Policy
Unit at 518-473-2878 or
[email protected] or the SEQA Of-
fice in your region:
Central Regional Office - (315) 428-4556
Eastern Regional Office - (518) 486-6366
Western Regional Office - (585) 344-2002
To ensure dissemination to appropriate
individuals within a school district, I
ask Superintendents to please share
this memorandum with individuals
such as Direc-
tors of Special
Education,
School Psy-
chologists,
Committee on
Special Educa-
tion and Com-
mittee on Pre-
school Special Education Chairpersons,
Guidance Counselors and Directors of
Pupil Personnel and Parent Teacher
Associations.
ew York State Ed Department Update:
Summer Edition
![Page 3: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/3.jpg)
Proposed Amendent of Section 200.5(b)(1) of the Regulations of the Commis-sioner of Education Relating to Parental Consent for Initial Provision of Special Education Services in a 12-Month Spe-cial Service and/or Program
The New York State Education Depart-
ment’s (NYSED) P-12: Office of Special
Education is seeking public comment on
the proposed amendment of section
200.5 of the Regulations of the Commis-
sioner of Education relating to parental
consent for initial provision of special
education services and programs during
the months of July and August (i.e., 12-
month special service and/or program).
The proposed amendment conforms the
Regulations of the Commissioner of Ed-
ucation to Chapter 56 of the Laws of
2014, which became effective March 31,
2014. Chapter 56 amended Education
Law section 4402(2)(a) to repeal the re-
quirement for parental consent prior to
the initial provision of special education
services and programs to a student with
a disability during the months of July
and August.
A Notice of Proposed Rule Making will
be published in the State Register on
May 7, 2014. It is anticipated that the
proposed amendment will be submitted
to the Board of Regents for action at the
July 2014 meeting with a proposed ef-
fective date of July 30, 2014.
Written comments on the proposed
amendment will be accepted for 45 days
after its May 7, 2014 publication in the
New York State Register (comments
must be received on or before June 23,
2014) and may be submitted to:
We request that written public com-
ment regarding the proposed amend-
ment be provided using the Public Com-
ment Submission Sheet.
James P. DeLorenzo,
Assistant Commissioner,
P-12: Office of Special Education, 89
Washington Avenue
Room 309 EB
Albany, NY 12234
Attention: Proposed Amendment –
Section 200.5
Email:
Facsimile: (518) 473-5387).
ew York State Ed Department Update:
Page 3 Mid-South Early Childhood Direction Center Summer Edition
![Page 4: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/4.jpg)
Page 4 Mid-South Early Childhood Direction Center Summer Edition
Positive Strategies for Managing & Preventing Out-of-Control Behavior
Keynote Speaker: Jed Baker, Ph.D.
Date: Friday, September 19, 2014
Time: 9:00 AM - 3:00 PM
Registration begins at 8:30 AM
Lunch: Noon - 1:00 PM (on your own)
Location: Walton Theatre
31 Gardiner Place, Walton, NY 13856
Jed Baker, Ph.D. Director of the Social
Skills Training Project
http://www.jedbaker.com
The Social Skills Training Project is a private organiza-
tion serving individuals with autism and social communi-
cation problems. He is on the professional advisory board
of Autism Today, ASPEN, ANSWER, YAI, the Kelber-
man Center and several other autism organizations. In
addition, he writes, lectures, and provides training interna-
tionally on the topic of social skills training and managing
challenging behaviors. He is an award winning author of
five books, including Social Skills Training for Children
and Adolescents with Aspergers Syndrome and Social
Communication Problems; Preparing for Life: The Com-
plete Handbook for the Transition to Adulthood for Those
with Autism and Aspergers Syndrome; The Social Skills
Picture Book; The Social Skills Picture Book for High
School and Beyond; and No More Meltdowns: Positive
Strategies for Managing and Preventing Out-of-Control
Behavior. His work has also been featured on ABC World
News, Nightline, the CBS Early Show, and the Discovery
Health Channel.
No More Meltdowns Positive Strategies for
Managing and Preventing
Out-Of-Control Behavior
By Dr. Jed Baker
It could happen at the grocery
store. At a restaurant. At school.
At home. Meltdowns are stressful
for both child and adult, but Dr. Baker can help! Author
of the award-winning Social Skills Picture Book series,
Dr. Jed Baker offers parents and teachers strategies for
preventing and managing meltdowns. His 20+ years of
experience working with children on the autism spectrum,
combined with his personal experiences raising his own
children, have yielded time-tested strategies, and results!
Dr. Baker offers an easy-to-follow, 4-step model that will
improve your everyday relationships with the children in
your life:
1) Managing your own emotions by adjusting your ex-
pectations,
2) Learning strategies to calm a meltdown in the mo-
ment,
3) Understanding why a meltdown occurs, and
4) Creating plans to prevent future meltdowns.
- - - - This conference is FREE - - - -
But, you must register in advance by
emailing [email protected]
or calling (607) 432-0001
![Page 5: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/5.jpg)
The kids are out of school and summer vacation is
in full swing. The first week or two of summer vaca-
tion usually goes pretty smoothly. The kids are ex-
cited to be out of school and they feel that sense of
freedom to do just about anything they want.
Then the boredom and moodiness starts to set in.
You start hearing, "I don't have anything to do!" or
"Why do we have to that?". You know what I'm talk-
ing about. Most of us have been there. Sometimes
it's hard to know what to do with all your free time.
Here are some ideas you can try to make this sum-
mer go by a little more smoothly.
Start by trying to plan something special each
day during summer break. You don't need to
plan out the entire day for every day, but think
of a couple of things to schedule each day; it lets
your kids know what to expect and maybe they
will even offer some of their own recommenda-
tions on things they would like to do.
Find some local parks you could go to regularly
so the kids could run around and play or even a
skate park where they could skate or roller
blade. It's good exercise for them and it burns
off some of their pent up energy.
Go to the movie theater and catch a good movie
once a week or every other week.
Spend some time each week at your local pool or
a water park and let them splash around and
get wet during these hot months.
Take that summer
trip you are always
talking about. Get
your entire family to-
gether and brainstorm
where you would like
to go and what you would like to do and then go.
Start a reading program with your children.
Take them to the library often and have them
read a certain number of books a week. Read
with them.
Enroll your kids in some activities like team
sports, summer camps or bible schools. Try to
keep them socializing with other children
throughout the summer.
Use some time during the summer vacation to
have your child tutored if they need it so that
they can get a good jump start on the upcoming
school year.
By being a little creative and taking some time to
listen to what your children want to do during the
summer you can come up with enough activities to
keep them busy and you a little less stressed. A
summer vacation is meant to be fun. Spend time
with them. Keep them active. Let them socialize.
Make it an adventure.
http://voices.yahoo.com/a-summer-vacation-survival-
guide-parents-with-442087.html
urviving the Summer
WHAT YOU WILL NEED:
Ice cubes (enough to fill each gallon-size bag about
half full)
1 cup half and half
1/2 cup salt (The bigger the granules, the better.
Kosher or rock salt works best, but table salt is fine.)
2 tablespoons sugar
1/2 teaspoon vanilla extract
1 pint-size Ziploc bag
1 gallon-size Ziploc bag
Your favorite mixings such as chocolate chips, cere-
al pieces, or fresh fruit.
Serves 1
ummer Fun - Homemade Ice Cream
Forget endlessly cranking the handle of an ice-
cream maker. After combining the ingredients,
each kid can simply shake up his or her own
pouch of soft serve and it's do ne in 5 minutes.
HOW TO MAKE IT:
1. Combine the sugar, half
and half, and vanilla ex-
tract in the pint-size bag
and seal it tightly.
2. Place the salt and ice in the gallon-size bag, then
place the sealed smaller bag inside as well. Seal
the larger bag. Now shake the bags until the mix-
ture hardens (about 5 minutes). Feel the small
bag to determine when it's done.
3. Take the smaller bag out of the larger one, add
mix-ins, and eat the ice cream right out of the
bag. Easy cleanup too!
Courtesy of FamilyFun Magazine
http://static.spoonful.com/sites/default/files/styles/square_420x420/
public/recipes/homemade-ice-cream-in-a-bag-recipe-photo-420-
FF0601CELEBA11.jpg?itok=JlIEqL2
Page 5 Mid-South Early Childhood Direction Center Summer Edition
![Page 6: Early Childhood Direction Center Summer 6-17-14.pdf · Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline,](https://reader033.vdocuments.net/reader033/viewer/2022060412/5f10c3897e708231d44ab3cb/html5/thumbnails/6.jpg)
C O N T AC T U S AT:
Laurie Wightman Director of ECDC
Vacant Community Outreach
Specialist
Kathy Ryan Community Outreach
Education Coordinator
Elaine Maxam Office Assistant
O U R S T AF F :
Five Solutions:
1. Being alone can be restorative. Do not
force the child into a crowed situation until
he is ready to return. Allow him time away
from the situation (in the office, Resource
Room, or another designated “safe place”)
until he has de-escalated.
2. Try to help the student “burn up”
some of the emotional energy that has
been put in motion by the triggering event.
A vigorous walk or time on the swing can
help.
3. Use pre-selected rules or stories to as-
sist the student back into his routine. En-
courage him to use a preset plan the next
time he has those feelings.
4. Attempt to identify and predict when
such times will occur. If your experience
tells you, for instance, that the confusion of
a fire drill brings out these response in the
student, take steps to see that he is pre-
pared ahead of time.
5. Above all, do not take the behavior
personally. Under stress, kids can often
say inappropriate things that they do not
mean.
Behavior Solutions for the Inclusive Classroom, Beth Aune,
Beth Burt, Peter Gennaro, Future Horizons, Inc., 2010
ositive
ehavior
ointers
Hiding or Running Away When Upset
A student looks into his lunch box,
sees that something is missing, lets
out a loud cry and bolts for the door.
Students who hide or run away when upset
are displaying the “flight” response. These
students may react to a seemingly ordinary
event as if their lives were
on the line.
Triggers for this response:
Confusion
Lack of ability to problem
-solve
Emotional buildup
It is when the student is
presented with the unex-
pected, or something out of the ordinary, that
he is most likely to display this behavior.
When these events occur, the student can ap-
pear markedly different from his peers. He is
smart enough to know the rules, but is will-
fully not following them due to unexpected
events that may appear trivial and unim-
portant to us, but seem monumental to him.
Do not take this behavior personally. It fre-
quently is a reaction to too much stimulation.
Your first response should be to get the stu-
dent somewhere he feels safe, so he can
“regroup.” Only after he has been given
enough time to settle down will he be able to
communicate his distress to you. Attempting
to force communication when he is over-
stimulated will lead to an even more intense
escalation.
Early Childhood
Direction Center
@ STIC
135 East Frederick St.
Binghamton, NY 13904
Phone: (607) 724-2111
Fax: (607) 772-3615
Email: [email protected]
Facebook: Mid-South
ECDC
Website: http://www.stic-cil.org/ecdc.html