Professional Education and Respite Service Inc. Newsletter

DECEMBER 2009

Dear Friends,

During this holiday season, Molly and I would like to wish all of you a happy and healthy holiday season and a very happy New Year. As always, it seems as though the years pass oh so ever quickly and a new year is just around the corner. Its our hope and prayer that you and your family continue to count your blessings each and every day during the remaining days of this year and in 2010.

Additionally, its our hope that you continue to work with your children and ask them to do everything that they are capable of accomplishing independently. Yes, they are special because they are yours and are very much a blessing, however, we always ask that you do not treat them as "special" and ask less of them.

Please enjoy our holiday newsletter with some light but informative selections.

God Bless, enjoy our most recent snowfall and have a healthy and safe holiday.

Molly and Jesse Kushner
Professional Education and Respite Service Inc.

www.thePERS.com

Heaven`s Very Special Child

A meeting was held quite far from Earth.
It was time again for another birth.
Said the Angels to the Lord above

"This special child will need much love.
Her progress may be very slow,
Accomplishment she may not show.
And she`ll require extra care
From the folks she meets down there.
She may not run or laugh or play,
Her thoughts may seem quite far away.
So many times whe will be labeled different, helpless and disabled.
So, let`s be careful where she`s sent.
We want her life to be content.
Please, lord, find the parents who
Will do a special job for you.
They will not realize right away
The leading role they are asked to play.
But with this child sent from above
Comes stronger faith, and richer love.
And soon they`ll know the privilege given
In caring for their gift from heaven.
Their precious charge, so meek and mild
Is heaven`s very special child"

Written by: Edna Massimilla, after the birth of her daughter, born with Down syndrome.
Taken from Dear Abby in the Winchester Star, December 2009

Down Syndrome

Student Inducted into Honor Society

By Grace Hobson

Sarah Sherman is no more special than any of the 141 other students inducted into Blue Valley North High School`s chapter of the National Honor Society.

Her 3.75 grade-point average is high, yes, but they all have at least the required 3.5 Every one of the students worked hard to pull the grades while participating in school activities and logging at least 40 hours of community service.

She is, however, the only one, who has Down syndrome.

As she was called to walk across the Blue Valley North stage, her achievement was not singled out. Her name carried no extra weight on the program. She blended in.

She belonged. "That`s the part of it that`s the greatest achievement, " said Nancy Pence, the faculty co-sponsor of the National Honor Society. "That she`s a part of this group"

The society`s national headquarters doesn`t keep statistics on how many students with Down syndrome have been inducted into the elite honor society. But Sarah`s achievement is unusual enough that she is the first in Pence`s seven years as a sponsor, and the only inductee with Down syndrome that Carter Burns has known in more than 30 years of being a principal.

Unusual, but not surprising to Sarah`s teachers. Or her parents. They`ve watched their little girl surpass expectations all her life. She`s so social, she runs into friends wherever she goes. So good at memorizing facts, she`s a "Jeopardy" whiz. She`s been in three school musicals. She taught herself sign language.

People would look at us like, `She can`t be doing that,` "said her mother, Pam Sherman. "She can. She did."

Sarah never considers what she can`t do. She just knows what she can do. "I learned from experience, hard work does pay off,"Sarah said. "I feel if I persevere, the work will get done, and hard work does pay off"

The 17 -year old junior has to work hard for everything she has accomplished, starting as a baby with the basics, like sitting up. Her mother spent hours on occupational, physical and speech therapies to help her reach developmental milestones.

Early on, her parents learned they were lucky, Sarah didn`t have many of the health problems that thwart progress for many children with Down syndrome, a series of birth defects caused by an extra chromosome. Babies with Down Syndrome are born with cognitive impairment, low muscle tone and othe health problems.

Jim Sherman remembers when they had to feed baby Sarah hourly because two holes in her heart left her too weak to drink much from a bottle. One night when he got up to take his turn, he peeked into her bassinet and found her babbling and playing with her feet in her face. "I thought, `This is all right,` "Jim said. Two weeks later, the cardiologist said the holes had healed themselves.

Sarah set a goal of being inducted into the National Honor Society, just as her big sister was. She had the grades. She volunteered with Meals on Wheels, at her grandparents` church and at a nursing home doing sign language with a resident who is hearing-impaired, and she kept track of her hours until she hit the magic 40. She got the requisite teacher recommendations. "I didn`t even know if I was going to get in, "Sarah said. "I`m really excited about that." But her parents say it never occurred to her she wouldn`t make it. Why wouldn`t she? "She doesn`t doubt for one minute that she can do what she tells you she wants to do,"Pam said. "There isn`t anything in her head that says, "Oppph, don`t try that. You might fail.` She doesn`t doubt for one second."

After accepting her honor society sash, Sarah got an onstage hug from chapter co-president Drew Gaddie, her good friend. "I try hard not to cry when those things happen," Sarah`s mother said after the ceremony. "I had to try not to cry, too." Sarah said.

This article was written in the Winchester Star, December 2009.

Find the Perfect Toy For a Child with Special Needs

By Claire Green

Picking out the perfect toy or game for the kids in your life may be challenging and for family members and friends looking for a holiday gift for a child with special needs, the process can be overwhelming.

To address that need, Parents` Choice Foundation has partnered with Kennedy Krieger Institute, a Baltimore-based research, patient care and special education organization that is dedicated to helping kids with disabilities. That goal: to establish a national resource for uniform testing, certification and labeling of toys for kids of all ability levels.

Working together; Kennedy Krieger and Parents` Choice have selected some of the best toys available for children with a variety of special needs. For example, Oball($5.99, All ages, Rhino Toys) can help build fine and gross motor skills and when playing with another person, also improves social skills. Mario & Sonic at the Olympic Games for the Wii and DS (starts at $34.95, ALL AGES, Nintendo) can help develop coordination and gross motor skills. First Snaps ($17.99, 6 months, Alex Jr.) are good for improving dexterity and the ability to manipulate things with little hands.

Elisa Mintz Delia, Kennedy Krieger`s assistant clinical administrator; says parents can find plenty of affordable and therapeudic toys. They just need a resource that explains which toys or games can help their children improve their skills.

To learn more about great toys for children with special needs, go online and check out parents-choice.org/holiday.

Claire Green is president of Parent`s Choice Foundation, a non-profit guide to quality children`s media and toys. For more information, visit parents-choice.org.

Published in USA WEEKEND December 11-13, 2009

Preparing for the Holidays with Special Needs Children

The holiday can be an over-whelming time for many people. Those of us, who have special needs children, find that our children can react to this busy time of year and get stressed as much as we do.

As a Mom to a special needs child, I understand that the needs of each child are different and each child responds differently to particular situations. We want everyone to enjoy their time with family and friends this year and every year.

There are many ideas we can try, to help get everyone through this holiday season. Please remember, each child is different. What works for one, may not work for another. Keep trying different ones to find which of them work best for you and your family.

As the holidays are approaching, try scheduling activities with some distance between them. Being on the go constantly can result in 'sensory overload'. You know how much sleep your child needs at night, to get through the day and to not tire too early before festivities begin.

Let family and friends know ahead if there are any special things or accommodations needed before arriving. If your child needs a place to retreat to so they can calm down and gather themselves together before continuing on with the event, let them know. If there is a particular diet for your child or extra things are needed for them to enjoy the meal with everyone, be prepared. Remember any and all medications needed for the time away from home as well. Don't assume the host's will have all you need, communicate prior and figure out what you will need to bring/supply for your child.

Talk to your child about what's coming up and what the day/evening will involve. Help prepare them with what to expect. Let them know who's going to be there; particularly if there is/are favourite guest(s) attending. Assure them that if they get tired and want to go home, it's ok. Remind your child about these events in the weeks leading up to it, so they can prepare themselves mentally as well. Perhaps having a 'countdown calendar' would be an idea that may work for your child. Putting a sticker on each day at the end of the day as it passes.

If your child likes to help pick out clothes to wear each day, the day before, involve your child in what they'd like to wear to the event. Try not to make too much of an issue if they don't want to wear what you want them to. What they're wearing is not as important as spending time with family and friends. Your family and friends should hopefully understand and will surely be happy that you are there whatever the dress.

Talk to your child about what's expected of them as well. Using manners, whether it may be a gesture, picture card, sign language, a hand held sign with Thank you on it...whatever will work for your child.

If you can only stay for a short period of time, let your family/friends know. Perhaps they can arrange or schedule the main 'event's' while you're there. Do not feel bad for having to leave early. You know yours and your child's limits. It's better to be there a short time and it be a wonderful time, than to stay longer and have to deal with a tired, over-stimulated child. We want this time to be fun and happy for everyone!

Keep an eye on your child. Watch how their doing and how they're reacting to the event. This way, you can keep on top of any possible issues and can be on top of any problem that you may see brewing. Bring some familiar things from home for the child to play with and/or hold for comfort and assurance.

Arrange a time and/or signal for your departure. Even if it means missing some of the festivities, leaving while everyone is happy, is good. If you feel things are going well, and feel comfortable extending your visit by a little, then go for it.

If you are the one hosting the event at your house, designate an area/room that is off limits to others, so you have a quiet place for your child to go if a break is needed. Having an extra pair of hands available, someone who you and your child are comfortable with to help out is a great idea as well.

If you're able to have that extra help, just remember to stay calm, whatever situation may arise. Knowing and seeing that you are calm will help your child, as well as family/friends who may be unsure of what's happening. Do not be afraid to ask for help if you need it, after all what is family for J

Be prepared to be tired! Don't over-plan things, worry and rush around. Plan your time, get organized, things will go much smoother than you probably think they will. Each of you; your child, your spouse, yourself and your other children will be quite tired. Make sure the next day is a 'down' day, or a slow day, so everyone can take it easy and let the memories of the previous day's events sink in and be enjoyed.

Take some time the following day to look back and see how things went. Were there any changes that you think should be made? If things didn't go too well, or there were a couple situations, think about how you could change it or prepare for it, to make it better for everyone next time.

This seems like so much information and so much to think about, but most of us already know as parents, a lot of this becomes almost second nature in time. This seems like a lot of work, but you'll be a pro in no time and have every event become a wonderful memory for you all.

If you have any comments, other ideas that work for you and may work for others, please share them with us. We would love to hear them.

Merry Christmas!
Renée MacLachlan

http://atreasurechestofresouces.com/2009/12/02/preparing-for-the-holidays-with-special-needs-children/

The New Toys "R" Us Toy Guide for Differently-Abled Kids

August 24, 2009 at 11:00 AM by Cafe Sheri

Have you heard of the Toys "R" Us Toy Guide for Differently-Abled Kids? Sounds like an awesome idea for families with special needs children.

Apparently, this guide isn't new, but it's new to me. And now, with support from Whoopi Goldberg, the 2009 edition of the toy guide, especially for special needs kids has been released. The new guide offers toy suggestions, using recognizable skill-building icons for each toy, as well as safe play tips for children with special needs.

Hopefully, this guide can help make it easier for parents to choose the most beneficial kinds of toys for their special needs kids. It's also helpful for those of us who might want to buy a gift for friends or family members with special needs.

Here are a few toy suggestions from the guide:

http://www.cafemom.com/dailybuzz/toddler/6848/

The_New_Toys_R_Us_Toy_Guide_for_Differently_Abled_Kids

The toy guide is available in Toys "R" Us and Babies "R" Us stores nationwide and online, in English and Spanish.

Upcoming Events in the Spotlight

http://ttaconline.org/staff/s_events/s_events.asp?disability=true

Paula Kluth, Ph.D - A Land We can Share: Teaching Literacy to Students with Autism.

Date and Time: 2/1/2010 8:00 am ---- 2/1/2010 4:00 pm
Description: During this interactive session, Paula will explain how many learners have been excluded from reading and writing experiences that are inclusive, rich, challenging, and meaningful. She will discuss trends in literacy instruction for those with autism labels and examine how teachers can respond to communication differences, sensory differences, movement differences, and learning differences during literacy lessons in their inclusive classrooms. Participants will also learn some strategies for including and supporting students with autism in reading, writing, speaking, and listening activities. Ideas for enhancing learning and skills in comprehension, fluency, and vocabulary will be highlighted. Come and learn about how we can give all students- including those autism, Down syndrome, and low-incidence disabilities- access to the literate community. Participants will also receive the book "A Land We Can Share: Teaching Literacy to Children with Autism", authored by the presenter. Look for registration information in the next issue of the T-TAC Network News and online at ttac.odu.edu. Location: Hilton Norfolk Airport 1500 N. Military Highway Norfolk, VA 23502 (757) 466-8000

An Overview of Secondary Transition Requirements of the Individuals with Disabilities Education Improvement Act (IDEA)

Date and Time: 2/10/2010 8:30 am ---- 2/10/2010 3:30 pm
Description: To educate target audiences concerning IDEA transition regulations and State Performance Plan Indicators 1, 2, 13, and 14 so they are equipped to support the implementation of these requirements. Location: Jamestown Settlement, 2218 Jamestown Road, Route 31 S. Williamsburg, VA 23185

From Indifference to Empowerment: Preparing Students to Lead Self-Determined Lives

Date and Time: 2/17/2010 9:00 am ---- 2/17/2010 3:30 pm
Description: IDEA requires that Individualized Education Program (IEP) teams address functional, as well as academic skill development. This institute prepares educators and parents to help students learn and practice the component skills of self-determination, a cluster of functional skills that support successful transition to adult life. Location: Jamestown Settlement, 2218 Jamestown Road, Route 31 S., Williamsburg, VA 23185

Building on the Foundation Part II: Creating Environments and Intensive Interventions to Support Students with Challenging Behaviors in Inclusive Settings

Date and Time: 3/3/2010 9:00am ---- 3/3/2010 3:30pm
Description: Using a team approach, participants will examine environmental contexts and instructional factors in order to develop intensive interventions to support students with disabilities. Participants will focus on how the skills of communication, thoughtful planning, and instructional design foster the development of classroom environments that naturally build the social competencies of students with disabilities within inclusive settings. Location: W&M Graduate Peninsula Center, Newport News, VA

The Virginia Transition Forum 2010 (Roanoke, VA)

Date and Time: 3/15/2010 9:00 am ---- 3/17/2010 12:30 pm
Description: The theme of this conference is "Virginia: The State of Transition- 25th Anniversary." It will be held at the Hotel Roanoke & Conference Center in Roanoke, VA.

CEC 2010 Convention & Expo (Nashville, Tenn.)

Date and Time: 4/21/2010 9:00 am ---- 4/24/2010 4:30 pm
Description: Join us April 21-24 for the CEC 2010 Convention & Expo -- the largest professional gathering of the special education community. This event offers you an unparalleled learning experience with more than 800 educational hours to help you learn the latest in evidence-based practices; explore innovative technologies, products, and services; and network with others working with children with exceptionalities and their families. It will be held at the Gaylord Opryland Hotel and Convention Center in Nashville, Tenn. Register by January 15, 2010 to save up to $100. Presentation proposals are due by Weds., October 28, 2009. Online exhibitor registration will be available until March 1, 2010.

New Resources in the Spotlight

http://ttaconline.org/staff/s_resources/s_resources.asp?disability=true

Iowa Transition Assessment

Description: This website provides resources and tools to assist in the identification of the interests, preferences, strengths and needs of students with IEPs, so that the student will be better prepared for employment, further education and independent living. The information on this website has been developed by a team of educators from Area Education Agencies, Local Schools, University of Northern Iowa and University of Kansas, and the Iowa Department of Education. (transition assessments)
Visit: transitionassessment.northcentralrrc.org/

Age Appropriate Transition Assessment Guide

Description: The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as an "ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
Visit: www.nsttac.org/products_and_resources/tag.aspx

Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales, 4th Ed. (2006)

Description: Transition Planning in the Schools assists educators with administering and scoring the ESTR (Enderle-Severson Transition Rating) scales. It contains case studies for three students and helps educators plan assessment and IEP needs using the ESTR scales. It includes updates for the 2004 Individuals with Disabilities Education Improvement Act. The ESTR is typically used with students with cognitive and more severe disabilities. (Transition Assessments)
Visit: transitioncoalition.org/transition/assessment_review/view.php?id=10

ESTR Publications: Transition rating scales for learners with disabilities

Description: This website cantains the ordering information for the publications for Enderle-Severson Transition Rating Scale. (Transition Assessments)
Visit: www.estr.net/publications.cfm

TPI-UV: Transition Planning Inventory - Updated Version (2006)

Description: The Transition Planning Inventory (TPI) is an instrument for identifying and planning for the comprehensive transitional needs of students. It is designed to provide school personnel a systematic way to address critical transition planning areas that are mandated by the Individuals with Disabilities Education Act (IDEA) of 2004 and that take into account the individual student's needs, preferences, interests, and strengths. (Transition Assessments)
Visit: www.proedinc.com/Customer/productView.aspx?ID=875

Transition Behavior Scale Second Edition (TBS-2) (2000)

Description: The TBS-2 is based on the most current literature on behavioral evaluation and predictive reliability for employment and transition success. (Transition Assessments)
Visit: www.hes-inc.com/hes.cgi/01250.html

Informal Assessments in Transition Planning (Book) (2000)

Description: Informal Assessments in Transition Planning is a resource that school-based personnel can use to determine transition needs and to develop appropriate transition plans. This resource contains three major sections. The first section describes the framework on which this resource is based and how it can be used for transition planning. The second section is a comprehensive listing of competencies that have been identified as important to adult functioning.
Visit: www.proedinc.com/customer/ProductView.aspx?ID=1645&sSearchWord=

Parent Transition Survey

Description: This survey was created by a local transition council to assist in identifying parents/family members preferences and thoughts for their son/daughter for life after high school. Developed by: The Family and Consumer Task Force of the Transition Council of Douglas and Jefferson Counties (Mary Morningstar, Inez Crawford, Jane Scarff, Martha Blue-Banning). (Transition Assessments)
Visit: transitioncoalition.org/transition/tcfiles/files/docs/PARENT_TRANSITION_SURVEY1238601804.pdf/
PARENT_TRANSITION_SURVEY.pdf

Choosing Outcomes of Accommodations for Children (COACH): A Guide to Educational Planning for Students with Disabilities, Second Edition (1998)

Description: Substantially revised in response to research and consumer feedback, the second edition of this flexible planning tool is more user-friendly, family oriented, and focused on life outcomes such as social relationships and participation in typical home, school, and community activities. (Transition Assessments)
Visit: www.brookespublishing.com/store/books/giangreco-3238/index.htm

Functional Independence Skills Handbook (FISH) - Assessment and Curriculum for Individuals with Developmental Disabilities (2003)

Description: The Functional Independence Skills Handbook, or FISH, is a material used for determining a person's ability to perform certain functional activities from daily life. It was developed for special education teachers, paraeducators, and parents working with individuals with severe developmental disabilities. The outcome of the program, when successful, is a direct increase in personal independence in those with autism, mental retardation, and related disorders. (Transition Assessments)
Visit: www.proedinc.com/customer/ProductView.aspx?ID=1392&sSearchWord=Functional%20Independence

AIR Self-Determination Assessments

Description: The American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University in New York City, developed the student, parent, and educator versions of the AIR Self-Determination Assessments with funding from the U.S. Department of Education, Office of Special Education Programs.
Visit: education.ou.edu/zarrow/?p=38&z=3

Arc's Self-Determination Scale (adolescent version) (1995)

Description: The Arc's Self-Determination Scale is a 72-item assessment for adolescents with cognitive disabilities. The measure will aide students with cognitive disabilities and educators in identifying students' strengths and limitations in terms of self-determination and allow researchers to explore the relationship between self-determination and the factors that either promote or inhibit it. (Transition Assessments)
Visit: www.beachcenter.org/education_and_training/self-determination.aspx?JScript=1

Transition Health Care Checklist (Pennsylvania Department of Health) (2007)

Description: The Pennsylvania Department of Health southwest regional staff and their community partners recognized a gap in health services for youth with special health care needs. When these youth leave school, they transition from having different or no insurance coverage, from seeing pediatric specialists to searching for adult medical specialists, and from good coverage for medications to having to understand new systems for obtaining medicines. (Transition Assessments)
Visit: www.dsf.health.state.pa.us/health/lib/health/familyhealth/hc_checklist_final_july2008.pdf

Leisure Diagnostic Battery (LDB) Computer Software and Users Manual (Fall 2008)

Description: The Leisure Diagnostic Battery (LDB) is a collection of self-report instruments for assessment of leisure functioning. The pivotal concept measured within the LDB is named perceived freedom in leisure (PFL). In the context of the LDB, perceived freedom in leisure is a relatively stable set of beliefs that individuals hold about their ability to participate in recreation activities and to derive personal benefits from that participation. (Transition Assessments)
Visit: www.venturepublish.com/product.php?id=158

Informal Assessments for Transition: Independent Living and Community Participation (2008)

Description: The skills needed for successful transition are multifaceted. School- and community-based personnel can use the instruments in Informal Assessments for Transition: Independent Living and Community Participation to obtain data in these critical planning areas: Communication, Interpersonal Skills, Self-Advocacy and Self-Determination, Daily Living Skills, Health, Community Participation, Leisure & Transportation. (Transition Assessments)
Visit: www.proedinc.com/customer/ProductView.aspx?ID=4049&sSearchWord=Synatschk

Choose and Take Action CD-ROM with Teacher's Manual: Finding the Right Job for You (2004)

Description: For people with cognitive disabilities, brain injury, autism, or severe learning disabilities, the transition from school to a supported employment program or into the workforce can be difficult. This CD-ROM program allows students and young adults to make simulated job choices and evaluate their own work performances. (Transition Assessments)
Visit: store.cambiumlearning.com/ProductPage.aspx?parentId=019003419&functionID=009000008

Picture Interest Career Survey (PICS) (2007)

Description: Now there is an easy way for people with limited reading ability or special needs to explore their career interests and find a job that fits. The Picture Interest Career Survey (PICS) is a quick way for people to identify occupational interests by using pictures of people at work rather than text-based items. (Transition Assessments)
Visit: www.jist.com/shop/product.php?productid=3460

COPS-PIC: Picture Inventory of Careers - Combined Test Booklet and Answer Key (2007)

Description: The COPS-PIC provides job activity interest scores using pictures only, yielding measurement of the 14 COPSystem clusters for non-readers. (Transition Assessments)
Visit: career-lifeskills.com/copsystem-24/cops-pic-118/cops-pic-picture-inventory-of-careers-combined-test-booklet-and-answer-sheet-11-1202.html

Wide Range Interest and Occupation Test (WRIOT2) (2003)

Description: The WRIOT2 consists of 238 full-color pictures. Individuals decide whether they like, dislike, or are undecided about each job depicted. (Transition Assessments)
Visit: www.proedinc.com/customer/ProductView.aspx?ID=3471

Environmental Job Assessment Measure: E-JAM (Free) (1999)

Description: For each environmental cluster, the respondent rates each descriptor. The clusters include: General Work Behaviors (Attitudes), Physical Demands of the Job, Working Conditions (Physical), Educational Demands and Social Interaction on the Job. (Transition Assessments)
Visit: transitioncoalition.org/transition/tcfiles/files/docs/EJam1224259380.pdf/EJam.pdf

Professional Education and Respite Service Inc. is an in-home service provider specializing in services for families with children with special needs. We provide three types of services: Family training to include Applied Behavior Analysis, Mentoring, and Respite Services. Our staff are specifically trained to provide services geared to your home life and life style. We look forward to meeting you and designing programs that best meet your needs.

Sincerely,

Jesse Kushner, M.Ed., President
Professional Education and Respite Service Inc.