iPods as the Next-Generation Autism Aid - The Atlantic
Saturday, October 6, 2012
Saturday, August 18, 2012
Motivating Reluctant Writers With Journals
Motivating Reluctant Writers With Journals (and More)!
Two thirds of kids with AD/HD have problems with written expression, so they don't get credit for what they are truly capable of since teachers can't offer the option of offering oral exams and reports, to every student, and writing is important. Some students have problems with it because cursive writing never becomes automatic for some children. Like a stroke victim, they have to consciously "draw" their words and don't have enough working memory (RAM) to be able to think of how to write a capital G along with remembering indentation, capitalization, and punctuation, all at the same time. Learning to keyboard can help a lot. When I taught, I was amazed that one student could write 26 pages in their journal, while another student could only crank out a paragraph during the same amount of time. Anything to help get them in the flow was great. If my son had to change a sloppy copy into a neat sheet, it was too boring for him to just recopy his story. He would change it, which would also usually include cutting it in half, so then would have new corrections to be made, which got discouraging. Scribing for him was not cheating if it helped him at least get credit for his ideas. He could do an oral report on Samuel Adams and know all about him and answer questions from the class, yet only have a paragraph to turn in on his written report, much to his fourth grade teacher's surprise! If she had only asked him to turn in a written report she would have never realized he had done so much research on the topic. This article has lots of great ideas to bring out the best in students and let them know that what they have to say is important and needs to be told.
Two thirds of kids with AD/HD have problems with written expression, so they don't get credit for what they are truly capable of since teachers can't offer the option of offering oral exams and reports, to every student, and writing is important. Some students have problems with it because cursive writing never becomes automatic for some children. Like a stroke victim, they have to consciously "draw" their words and don't have enough working memory (RAM) to be able to think of how to write a capital G along with remembering indentation, capitalization, and punctuation, all at the same time. Learning to keyboard can help a lot. When I taught, I was amazed that one student could write 26 pages in their journal, while another student could only crank out a paragraph during the same amount of time. Anything to help get them in the flow was great. If my son had to change a sloppy copy into a neat sheet, it was too boring for him to just recopy his story. He would change it, which would also usually include cutting it in half, so then would have new corrections to be made, which got discouraging. Scribing for him was not cheating if it helped him at least get credit for his ideas. He could do an oral report on Samuel Adams and know all about him and answer questions from the class, yet only have a paragraph to turn in on his written report, much to his fourth grade teacher's surprise! If she had only asked him to turn in a written report she would have never realized he had done so much research on the topic. This article has lots of great ideas to bring out the best in students and let them know that what they have to say is important and needs to be told.
Monday, March 26, 2012
Mental Health Parity for All in Michigan
Currently, the Michigan House of Representatives is considering legislation that will ensure that children with autism can access and afford needed services. The compassion that has been demonstrated by legislators on this issue, gives me hope, particularly in these most uncertain times. In addition to sparing some of these families from financial ruin, the fact that these families will know that their community supports their efforts, and is invested in their children's success, may be the most important gift of all. This is why I struggle to understand why, after 17 years of advocacy, Michigan is still one of seven states that has not passed legislation to implement a federal law passed in 2008, to prevent discrimination against people with mental illness, so that insurance coverage for mental health services do not cost more than for physical health, or are more restrictive.
Raising children with a brain disorder can cost some parents their careers, homes, life savings, and relationships. These parents are working harder than most, but have little to show for their efforts. Even when trying to explain to those who don’t understand, it can sound as if the parent is enabling their child or making excuses for children who are willful, "bad," or who just lack discipline.
Families who have children with a visible disability are shown patience, empathy, and compassion. Even when these families can afford appropriate treatment, then they can be blamed for resorting to drugging their children because they don’t want to have to deal with them. The anguish and isolation these families experience can be oppressive. They lose confidence and hope. Siblings can feel like they’ve been abandoned, and are on their own. The damage caused by not being able to afford treatment is the message it sends, that in Michigan it's okay to turn our backs on our fellow citizens, and blame them for what we have failed to provide. To discriminate against people with mental illness tells families and individuals that some people “deserve” to be "written off," and that no amount of faith or love for their children makes any difference. To continue to ignore their personal sacrifice and relentless, impassioned letters and testimonies, for years, though we know what works, is dehumanizing.
It can understandably be hard to believe that behavior isn’t necessarily rooted in one’s moral character or upbringing, or believe that medical treatment can somehow magically transform a child into being a more caring, considerate, reasonable, responsible human being --in less than an hour! I would find it hard to believe, too, if I hadn’t witnessed this miracle, myself, everyday. Medical treatment can be what finally makes other treatments effective. With new research and the safe and effective treatment options now available, how much longer must they wait? Why would we care about some children but not all, just because a child has one diagnosis instead of another? Without diminishing treatment for autism, or expecting the state to provide any additional funding, please tell Michigan's state elected officials you support equitable coverage for all neuropsychiatric disorders, not just for some.
Raising children with a brain disorder can cost some parents their careers, homes, life savings, and relationships. These parents are working harder than most, but have little to show for their efforts. Even when trying to explain to those who don’t understand, it can sound as if the parent is enabling their child or making excuses for children who are willful, "bad," or who just lack discipline.
Families who have children with a visible disability are shown patience, empathy, and compassion. Even when these families can afford appropriate treatment, then they can be blamed for resorting to drugging their children because they don’t want to have to deal with them. The anguish and isolation these families experience can be oppressive. They lose confidence and hope. Siblings can feel like they’ve been abandoned, and are on their own. The damage caused by not being able to afford treatment is the message it sends, that in Michigan it's okay to turn our backs on our fellow citizens, and blame them for what we have failed to provide. To discriminate against people with mental illness tells families and individuals that some people “deserve” to be "written off," and that no amount of faith or love for their children makes any difference. To continue to ignore their personal sacrifice and relentless, impassioned letters and testimonies, for years, though we know what works, is dehumanizing.
It can understandably be hard to believe that behavior isn’t necessarily rooted in one’s moral character or upbringing, or believe that medical treatment can somehow magically transform a child into being a more caring, considerate, reasonable, responsible human being --in less than an hour! I would find it hard to believe, too, if I hadn’t witnessed this miracle, myself, everyday. Medical treatment can be what finally makes other treatments effective. With new research and the safe and effective treatment options now available, how much longer must they wait? Why would we care about some children but not all, just because a child has one diagnosis instead of another? Without diminishing treatment for autism, or expecting the state to provide any additional funding, please tell Michigan's state elected officials you support equitable coverage for all neuropsychiatric disorders, not just for some.
Monday, September 19, 2011
Wednesday, February 16, 2011
Disabling the Disability Labels - Advocacy for Us: Keeping Hope Alive!
Disabling the Disability Labels - Advocacy for Us: Keeping Hope Alive!:
I just contacted my legislators to ask them to oppose cuts to special education funding, and earlier today I asked them to not cut all funding for the AmeriCorps program and Community Health Center funding for health clinics that serve the uninsured. I know we all must pitch in, but these are programs that are investments in the community. AmeriCorps provides volunteers to health clinics that serve people without insurance, so they don't have to wait until a health problem becomes far more costly to treat in an Emergency Room. Special Education allows many students with disabilities to become tax paying citizens, who other wise wouldn't be, or worse, will end up in the school to prison pipeline. It seems that no sooner do we think we have accomplished our mission, or gotten a law in place, than we have to start over.
Why do we do it? What makes us think that our efforts are going to matter? Maybe we do it because it's worth it, even when we can only help just one. We do it because we wouldn't know how not to.
"Community" is what helps sustain me. It's seeing "fellow travelers," who haven't given up, who keep resurfacing, stronger for their struggles.
We have learned the goal is not about trying to be "first," "best," "perfect," or like everyone else, but about caring, reaching out, and sharing our stories. We have learned that when people come together, it's our differences that make the difference!
I just contacted my legislators to ask them to oppose cuts to special education funding, and earlier today I asked them to not cut all funding for the AmeriCorps program and Community Health Center funding for health clinics that serve the uninsured. I know we all must pitch in, but these are programs that are investments in the community. AmeriCorps provides volunteers to health clinics that serve people without insurance, so they don't have to wait until a health problem becomes far more costly to treat in an Emergency Room. Special Education allows many students with disabilities to become tax paying citizens, who other wise wouldn't be, or worse, will end up in the school to prison pipeline. It seems that no sooner do we think we have accomplished our mission, or gotten a law in place, than we have to start over.
Why do we do it? What makes us think that our efforts are going to matter? Maybe we do it because it's worth it, even when we can only help just one. We do it because we wouldn't know how not to.
"Community" is what helps sustain me. It's seeing "fellow travelers," who haven't given up, who keep resurfacing, stronger for their struggles.
We have learned the goal is not about trying to be "first," "best," "perfect," or like everyone else, but about caring, reaching out, and sharing our stories. We have learned that when people come together, it's our differences that make the difference!
Friday, December 31, 2010
RESILIENCY AND AD/HD: HOW DO YOU SPELL SUCCESS?
When Dr. Sam Goldstein, Ph. D., asked nine year old Michael what makes a good day, Michael said a good day is when bad things don't happen. He proceeded to list the bad things! It's as if a good day would be a day spent in bed! Dr. Goldstein talks about what causes people to become "failure avoidant," to just want to escape. He has been studying "resiliency," about what makes some individuals more able to function when faced with adversity, than others. What factors insulate them, that allow them to beat the odds?
(If you would like to see Dr. Goldstein's presentation, it is on January 4th, at the CHADD Adult Group meeting at Calvin College, in the Meeter Center Lecture Hall off of the library lobby, from 7-9 p.m. There is no cost or pre-registration required to attend. All are welcome. Membership to CHADD is encouraged but not required. www.chaddgr.org)
What factors do you believe are most important in promoting or preventing resiliency, and why?
Genetics/temperament? Medication? Beliefs? Self-Awareness? Family expectations? Support? Therapy? Insurance coverage? Early diagnosis? Verbal skills? Socio-economic status? Spiritual faith? Strengths? Intelligence? Social skills? Education? Family relationships? Substance abuse? Being in a committed relationship? Stigma due to being treated for a mental disorder? Peers? Friendships? Stable, secure environment? Understanding of ones disability? Others' understanding? "How do you spell success?!"
(If you would like to see Dr. Goldstein's presentation, it is on January 4th, at the CHADD Adult Group meeting at Calvin College, in the Meeter Center Lecture Hall off of the library lobby, from 7-9 p.m. There is no cost or pre-registration required to attend. All are welcome. Membership to CHADD is encouraged but not required. www.chaddgr.org)
What factors do you believe are most important in promoting or preventing resiliency, and why?
Genetics/temperament? Medication? Beliefs? Self-Awareness? Family expectations? Support? Therapy? Insurance coverage? Early diagnosis? Verbal skills? Socio-economic status? Spiritual faith? Strengths? Intelligence? Social skills? Education? Family relationships? Substance abuse? Being in a committed relationship? Stigma due to being treated for a mental disorder? Peers? Friendships? Stable, secure environment? Understanding of ones disability? Others' understanding? "How do you spell success?!"
Monday, December 6, 2010
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