Smart Kids With LD

While nearly all states currently have laws that prohibit bullying, there is still much work to be done to ensure the safety of all children in the school environment. That’s the conclusion in the Analysis of State Bullying Laws and Policies, the U.S. Department of Education’s report of a yearlong study to assess the status of current state legislation regarding this important issue.

According to the report, only 16 states have enacted legislation specifically aimed at protecting children with disabilities, a segment of the student population that is at high risk for being bullied.

Other key findings as stated in the report’s Executive Summary are:

• Forty-six states have bullying laws and 45 of those laws direct school districts to adopt bullying policies. However, three of the 46 states prohibit bullying without defining the behavior that is prohibited.
• Thirty-six states include provisions in their education codes prohibiting cyberbullying or bullying using electronic media. Thirteen states specify that schools have jurisdiction over off-campus behavior if it creates a hostile school environment.
• Forty-one states have created model bullying policies, 12 of which were not mandated to do so under law. Three other states, including Hawaii, Montana, and Michigan also developed model policies in the absence of state bullying legislation.
• Among the 20 school district bullying policies reviewed in this study, districts located in states with more expansive legislation produced the most expansive school district policies. However, several school districts in states with less expansive laws also substantially expanded the scope and content of their policies beyond the minimum legal expectations.

For more information, access the full report at http://www2.ed.gov/rschstat/eval/bullying/state-bullying-laws/state-bullying-laws.pdf

Racial disparities in education have long been a topic of debate, but rarely does the discussion include what’s going on in Special Ed programs across America. A recent article in Education Week titled Keeping Special Ed in Proportion lifted the veil on the issue of minority overrepresentation.

By the Numbers

Citing 2008 mapping data, the Equity Alliance at Arizona State University concluded that African-American students are twice as likely as their Caucasian peers to be classified with emotional or intellectual disabilities. Federal data compiled in 2007 found that while Black students make up approximately 17% of enrollment nationwide, they comprise more than 20% of the children classified with learning disabilities. For Hispanic students the ratios are similar: they represent 20% of enrollment, but 24% of those classified with LD.

As the Education Week article noted:

Interpretations of such figures vary. But for many school-equity experts, they point to the troubling conclusion that large numbers of struggling minority students are being classified for special education even though they don’t have true disabilities.

“The data are clear that when you look at the representation of minorities in special education, there’s something going on behind the scenes,” said H. Richard Milner IV, an associate professor of education at Vanderbilt University and the author of Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. “In other words, there are kids who are placed in these programs because educators either don’t want to deal with them, don’t know how to deal with them, or don’t know how to be responsive to them.”

Fixing the Problem

Experts suggest the discrepancy is correctable, and the article puts forth a number of recommendations for local school systems including:

• Create opportunities for open dialogue to explore the issue
• Mine school-level data to develop a better understanding of the extent of the problem
• Examine the curriculum for inconsistencies and inadequacies that put struggling students at further risk
• Provide professional development aimed at preparing teachers to work with diverse needs
• Monitor classroom progress frequently to identify students who are not keeping pace
• Intervene early to support students at risk for falling behind
• Respond wisely to discipline problems, which are a primary factor in minority special ed referrals

For more information, access Keeping Special Ed in Proportion in Education Week at http://www.edweek.org/tsb/articles/2011/10/13/01disproportion.h05.html?intc=fall11_tsbem

For all parents who harbor fears that their child with learning disabilities will never succeed, Philip Schultz’s new memoir, My Dyslexia, is must reading. In it, the Pulitzer Prize-winning poet shares his improbable journey from being the boy who couldn’t learn to read to receiving one of the most prestigious arts and letters awards on the planet.

Writing in a recent New York Times opinion piece, Schultz details his journey, which mirrors that of so many others who go through school with undiagnosed dyslexia or other learning disabilities:

“I was well into middle age when one of my children, then in the second grade, was found to be dyslexic. I had never known the name for it, but I recognized immediately that the symptoms were also mine. When I was his age I’d already all but given up on myself.

Repeating third grade at a new school, after having been asked to leave my old one for hitting kids who made fun of my perceived stupidity, I was placed in the ‘dummy class.’ There were three of us, separated from our classmates at a table in the corner of the room. One day, the teacher, who seldom spoke to us since it was understood that most of what she taught was beyond the reach of our intelligence, placed books in our hands and whispered that we should sit there quietly ‘pretending to read.’ The principal was coming…

My situation then seemed hopeless; I had no idea what a learning disability was, or that it had nothing to do with intelligence. Being asked to pretend  I wasn’t as stupid as I feared made perfect sense. Only in recollection does the pain of such a moment make itself felt.”

To learn more about Schultz’s inspiring story—how he overcame his challenges to find and develop his unique strengths and talents—read the Smart Kids profile, Philip Schultz: From Non-Reader to Pulitzer Prize. On November 1, 2011 this recipient of the Smart Kids with LD Community Service Award will appear at a Smart Kids event in Westport, CT to read from My Dyslexia.

By Marcia Brown Rubinstien, MA, CEP

With the holidays just around the corner, keep in mind these special gifts appropriate for any child with LD or ADHD—one size fits all.

1. The Gift of Time

Don’t get so caught up doing for your child that you forfeit being with her. Dedicate time to talking, playing, crying, or just being silly together.

2. The Gift of Advocacy

Make sure he understands his learning disability and can describe a full range of assets and deficits to teachers and administrators. Update him as needed.

3. The Gift of Safety

Some children with LD of ADHD feel threatened by school, teachers, peers, bullies or things they can’t describe. Help her feel protected. If you can’t accomplish that alone, seek professional help.

4. The Gift of Respect

Don’t infantilize him. Praise what he does well, and help him improve the rest. Listen to what he says and respect his insights.

5. The Gift of Relaxation

It is hard work compensating for learning differences. Make sure he has an outlet for R & R, whether it is intellectual, athletic or both.

6. The Gift of Independence

Help her know she can perform the basic activities of daily living without you when she’s in a less supervised environment.

7. The Gift of Self-Esteem

While you see with pride what he can do, he probably is focusing on what he can’t do. You can never give too much deserved praise to children with learning differences.

8. The Gift of Love

This should go without saying. That’s just the problem—too often it does. Children with LD and ADHD often wonder how parents could love anyone with such obvious flaws. Tell them. Show them. Love them. You’ll be delighted when this gift is returned in full.

Before you magically transform your child into that lion, tiger, or bear of his dreams, consider the following caution from the Campaign for Safe Cosmetics:

“Ghosts and goblins are not the only scary things at Halloween. As children across the country paint their faces into all sorts of characters, they may be unknowingly spreading harmful substances on their delicate skin.”

According to independent research undertaken by the Campaign for Safe Cosmetics, a coalition of non-profit organizations addressing women’s, environmental, health, consumer, faith and worker’s safety issues, many products used to create fun costume effects—face paints, hair colors, etc.—contain metals and toxic substances that are potentially dangerous, especially when applied to the delicate skin of young children. For details including a link to the report, “Pretty Scary,” check this story at http://www.wtsp.com/news/mostpop/story.aspx?storyid=116462&provider=top.

Getting up and out in the morning is difficult for many kids, but for those who are easily distracted the challenges are formidable. Smart Kids parents share their tips for starting the day off right:

1. Prepare Ahead

Get organized the night before. Depending on your child’s age, you or she can lay out her clohes, make lunch, gather homework and other papers, and place books, instruments, backpacks, gym clothes, etc. next to the door.

2. Take Care of Business

I devote the first 15 minutes we’re together after school to reviewing all teacher communications, signing permission slips, and filling out forms. It avoids the last minute hassle—or worse, having my child be the one to sit in the library because I didn’t give permission to take health that day.

3. Keep It Simple

The morning routine is always the same. Structure is very important: Get up, get dressed, eat breakfast, brush teeth, and out the door.

4. Eat and Run

On really crazy mornings we grab breakfast from the stash of nutrition bars and juice boxes I keep for just those occasions.

5. Don’t Fight It

Instead of rushing to get out, set the alarm 30 minutes earlier.

6. Start with A Snooze

Because our son doesn’t like to jump into action right away, he sets his alarm to allow enough extra time so that he can hit the snooze button twice.

7. Be First

I get up earlier than the kids to have some time for myself because when I’m less stressed I find they are too.

Share your family’s hints, tips, and strategies for stress-free school mornings.

By Marcia Brown Rubinstien, MA, CEP

Although an estimated 7,000,000 people have a learning disability, the diagnosis continues to generate more fallacy than fact. Below are some of the most difficult myths for students to overcome.

1. People with learning disabilities are stupid.

By definition those diagnosed with LD must have measurable intelligence ranging from average to high average. In fact, most have average or above average intelligence, and some have cognitive skills that distinguish them as gifted.

2. Students with LD are lazy.

It is safe to assume that some people with LD are indeed lazy. However, this characteristic is neither limited to, nor diagnostic of LD. Dr. Mel Levine claims in his book, The Myth of Laziness, that it is the natural inclination of every human being to be productive. After struggling to understand their differences and acquire compensatory skills, many students with LD work harder than those for whom learning does not require special accommodation.

3.  LD can be cured.

Although the market for new interventions seems infinite, science has not yet found a way to reconfigure the neurological programming that causes LD. Students, however, can eliminate many difficulties by using alternative pathways to learning. Embrace accommodations, but be wary of claims that offer a cure.

4. Students with LD get unfair advantages.

There will always be those who believe that people with accommodations are cheating the system. Some find learning disabilities hard to acknowledge because they are invisible. Nevertheless, it is important to stress that, just as a wheelchair ramp provides access for people with physical disabilities, learning accommodations give students with LD equal access to knowledge and education.

We’d love to hear your thoughts about this — please note your comments in the box below!

By Sheryl Knapp

The beginning of a new school year offers the opportunity to establish positive relationships with your child’s teachers and special education team. That may seem obvious, but there is no shortage of parents and teachers who treat each other as adversaries rather than allies. When a situation deteriorates, it often comes down to personality—not policy.

A small investment in civility at this point in the semester is likely to pay handsome dividends as the year progresses. Let’s face it: educators, like everyone else, are more apt to go the extra mile if they want to—and your behavior has everything to do with creating an environment that encourages helpfulness. Here are some reminders of what works when trying to establish a solid working relationship with your child’s team.

1. Be reasonable

School districts are required only to do what is appropriate for students with disabilities. Although you may think that your child would benefit from every service under the sun, it is unreasonable to walk into a meeting demanding—or expecting—everything. Recognize that you may have to compromise and come prepared with a prioritized list of what you think will help your child most.

2. Be respectful

You don’t have to agree with your child’s team on every issue, but you can disagree respectfully. Let others finish their thoughts, and tailor your comments to their concerns. Remember also that each team member arrives at the meeting with a unique perspective, presumably one that adds value to your child’s education. They deserve to be heard, just as you do.

3. Be a listener

Parents often walk into IEP meetings with lots of information to present and a list of issues to discuss. It’s easy to fall into the trap of “waiting your turn” to speak as opposed to really focusing on what others are saying. Make sure you are sending the message that you value the comments and opinions of others at the table.

4. Be knowledgeable, without being a know-it-all

Teachers and administrators respect and appreciate parents who take the time to understand their child’s diagnosis and challenges. However, it’s important to maintain your role as parent and allow your child’s teachers to be his educators. There is a big difference between offering information and telling teachers how to do their job.

5. Be gracious

It’s easy to focus on what is wrong with your child’s program while disregarding what is right about it. Although you should never have to apologize for extra support your child requires, it’s nice to acknowledge it. Make sure that your child’s teachers and administrators know that you appreciate any effort they make to help your child succeed, even if it falls short of what you would like it to be.

Team meetings do not have to be contentious. Most educators want to do what is best for your child, but sometimes encounter obstacles that take more than good manners to fix. Finding ways to overcome those obstacles involves a strategic approach that parents often overlook in their desire to get what they think their child needs. Winning Over Those on the Front Line offers tried and true strategies for building partnerships—true collaborations—that will serve your child’s interests.

When Smart Kids asked a group of middle school kids how their learning disabilities impacted them, we were impressed—and sometimes surprised—by their thoughtful responses. During the course of the wide-ranging discussion, students were not shy about expressing their views. In most cases, their comments were initially positive; however, as they began to reflect on their experiences, a far different picture emerged.

We knew we’d hear how challenging it is to travel between the resource room and their mainstream classes, but we never expected to hear how teachers frequently added to the burden. We thought we knew how beneficial accommodations could be—after all, they’re put in place to help students achieve their potential—but we were amazed to learn that students often don’t understand the reasons behind their special treatment, leaving them to assume the worst. While opinions differed on some topics, one thing they all agreed on was that they often feel put upon to succeed, or as they said, “No pressure, please!”

For the full rundown see Living with LD: A Kids’ Eye View. Their comments are likely to cause you to take a second look at your child’s school program and to listen differently when she speaks.

For years health advocates have warned the public about the evils of lead, particularly for young children. High levels of the mineral have been linked to a wide range of physical ailments and, more recently, to an alarming number of learning difficulties. But conventional wisdom suggested that with vigilance we could protect our children from the harmful effects, primarily by keeping them away from toys, furniture and other products that contained lead-based paint.

Now, however, a new source of lead contamination has been uncovered, one potentially more difficult for parents to monitor. Last month, the Environmental Law Foundation (ELF) filed notice alleging that lead levels exceeding .5 micrograms were found in a variety of children’s foods and baby foods. The products included a number of popular juices and packaged fruit products. A complete list of the products tested, and whether or not they exceeded the standard, is available at the ELF website at www.envirolaw.org

The notices filed by ELF claim that the foods contain enough lead in a single serving that they require a warning under California’s Safe Drinking Water and Toxic Enforcement Act of 1986 (Proposition 65). Toxicologist Barbara G. Callahan, PhD, DABT, termed the findings “alarming.” As Dr. Callahan explained, “Lead exposure among children is a particular concern because their developing bodies absorb lead at a higher rate and because children are particularly sensitive to lead’s toxic effects, including decreased I.Q.”

What Happens Next?

Notification has been sent to appropriate law enforcement officials, and to the affected manufacturers, retailers and distributors, alerting them that these products require a warning label. If, within 60 days of notification, the companies have not brought themselves into compliance by either (a) reducing or eliminating the lead or (b) placing “clear and reasonable warnings” on the food packages, then ELF will file suit if no other law enforcement prosecutes the violation.