Neurodiverse Students Navigate College and Higher Education
By Carol K. Kennedy, PHD
Congratulations! Now your child is graduating from high school and moving on to higher education, or your child is already attending a college or university, there are important things to consider that will help them be successful.
Remember, that when they were in high school, they had IEPs and lots of support, including yours. Now that they may be going away to college what self-a supports will they need in this new environment both academically, socially and emotionally?
What self-advocacy skills do they need? Whether this is in the classroom, academic support, in their residence or social situations?
What is the responsibility of the college/university or vocational school to make sure their neurodiverse students are provided appropriate services to help them thrive and stay in school?
Know what services are available at their institution. Who is in charge of academic support? Where is the office, who is the person to talk to? Will they have a specific advisor, if so, how do they contact them? What are the office hours? In the dorm who can help them if they need guidance or support? Are there advocates who specialize in neurodiverse college students? Are there any campus support groups they can join? How do they find out? What if they get sick or have a mental health crisis? What if there is a problem with their roommate? Where do they go or call for help? If they need technical assistance, where do they get that?
Social/Campus Activities. What social/campus activities are available that may interest them? This will help to meet and interact with other students in social settings. Perhaps there is a new interest they would like to pursue. Is it a realistic activity that goes along with their academic demands? Can they get there easily on campus? Help them to make good choices.
Self-advocacy skills are so important now that your child is on their own. This includes knowing where and when and how to ask for help. Letting the professors know of their needs and if they are having trouble. Since they no longer have IEPs the professors need to be informed ahead of time so they can accommodate your child’s needs. If there is a crisis or situation they need to be informed. Make sure your child acknowledges their diverse learning and seeks out the help they need. My own son decided that he no longer had any learning disabilities and did not go to the student support services and struggled in college.
The responsibility of the institution to provide supports. Their college, university or vocational school is responsible for providing special services for neurodiverse students to accommodate their academic, social and mental health needs. This includes any special housing and access - both physical and academic. Some colleges now even have special dorm rooms for Autistic students that are low stimulation, quiet and soothing environments. Be sure you research this thoroughly before your child enrolls. The school’s resources may mean the difference between success and failure for your child. Know what they are entitled to.
All of these are important considerations to keep in mind when applying to college or any post-secondary education. The better your child can navigate all of this, the better they will feel, succeed and be happy.
Be prepared for the IEP Annual Review Meeting after two years of Covid
By Carol K. Kennedy, PhD
It’s that time of year to get ready for student’s IEP meetings- the Annual Review held at the end of the school year.
Check In
Now that we are two years into the Covid epidemic, and it’s time for your child’s meeting, let’s consider where they are now and going forward. Be prepared to help you’re your child and their educational team to assess where they have gaps in their knowledge and skills. How are they currently functioning at this time in the school year and what will they need heading into the summer and fall? What resources do they require?
Ask their IEP team what data has been collected and in what form? How has their academic progress been since the beginning of the school year? Also, how is their social/emotional/behavioral functioning now? What has been gained or lost during this very difficult year? Finally, how has the data Set been assessed and by whom? Their teachers, specialists and clinicians?
Adjust and Set Updated Goals
Now is the time to adjust your child’s goals based on this current information. Because of the loss of instructional time and the use of online learning since March 2020 (can you believe it!) it’s so important to really evaluate what academic content needs to be repeated, revised, reintroduced or taught in a different modality. Does your child need an intensive intervention in any areas? Perhaps one that was not in his original IEP. If so, how will this be implemented? How will it change the Goals on the IEP? What strategies and skills have to be taught or re-taught and used specifically?
A lot of changes have taken place since March 2020. Your child may have matured and progressed in some areas and regressed in others. The important thing is to be aware of what needs to be done to ensure their success for the coming school year.
Determine what resources your child is entitled to and what is available in their school.
Step one is to ask the right questions to help their team make the best decisions based on data, assessment and evidence-based interventions. Be your child’s best advocate.
Let’s Talk About the Effects of Violence In Our Schools-How to Help Our Children
Dr. Carol Kennedy
Every day there is a report of increased incidence of violence in our schools – whether it’s from access to guns, gang violence, prejudice or even the misperception that there are no consequences for bad behaviors in school and in the community.
Unfortunately, this goes hand in hand with the rise in bullying as well. According to the AAPI Hate 2021 survey, 81.5% of American adolescents report being verbally or physically abused. On social media from Dec. 2019 to April 2021 there has been a 75% increase in hate speech online. The 2018 Report by Bureau of Justice Statistics and NCES, school crime is broken down into two categories: non-fatal victimization (bullying, fights, weapons possession, etc.) and violent deaths.
What We Can Do
Wow, all of this sounds very ominous, especially for our own young people who have disabilities and maybe are Autistic. We don’t want them to be victims or unintentional perpetrators either. So let’s be pro-active.
In Your Child’s School
First, find out what measures are in place in your child’s school. What school-based prevention programs are being utilized for all students? Are their any special programs for teachers, administrators and students for your child’s needs in special education?
These programs teach self-regulation, appropriate emotional/behavioral responses, and helps develop skills in self-awareness, problem-solving and conflict resolution. These programs should be integrated into every teacher’s curriculum and teaching practices.
What is available in your community?
Identify all the outreach programs in your community to reduce youth violence and deterrence. These programs should be targeted to at-risk youth, but also include all members of the community. To find out more information the CDC has a useful website
www.cdc.gov/violenceprevention
They monitor behaviors among youth that are harmful and negative, and additionally supply activities to prevent violence. Their target is young people in grades 9-12.
Finally, be pro-active and aware
In your child’s school- understand and know what the consequences are for violent behaviors. Recognize if your child is a victim or perpetrator, even unknowingly. This is important in terms of what help your child is entitled to. If they have an IEP, what specifics regarding their behavior and strategies are included? Do they have or need a Behavior Intervention Plan? They may need additional counseling if they are victims of violence
What if they misperceive or feel threatened? For example, my son was so afraid of being bullied and abused when he entered high school that he brought a pen knife to school to protect himself (unbeknownst to my husband and me). Now this would be considered bringing a weapon to school. Unfortunately, he was bullied and no one intervened. A memory that resonates with him to this day.
Plan to make sure your child has the necessary skills to be neither a victim nor a cause of these negative behaviors. Be their best advocate in case something unexpected happens. Remember that we can’t control society at large, but can protect our ow children.
Let’s Change the Language and Perception of Autism
Dr. Carol Kennedy
It’s time we reframed Autism and the terminology that is neither accurate nor helpful. Instead let’s use language that breaks barriers and deters discrimination. We need to create a strengths-based neurodiversity view rather than a deficit-based view of Autism and varying abilities in general. By the word “we” I mean educators, clinicians, schools, families, care-givers and institutions. Together we must change the narrative.
Reframing Autism - An Important Voice
Recently I came across a very interesting website,
https://reframingautism.org.au
an organization run by and for Autistic people who talk about this very issue. Their goal is to help improve the lives of Autistic people, including employment, opportunities and self-perception.
Autism is an opportunity, not a disease- there is no cure. It is a state of being that is an immutable part of a person with all of its beauty, individual characteristics and worthiness.
This organization stresses that instead of using “Autism Spectrum Disorders,” we should use “Autism Spectrum Difference” or just “Autism.” A child is Autistic, they do not have Autism. This recommendation comes from people who are Autistic.
Words and Labels Count
Now think about how this changes the perception of the people who interact with your child and their self-perception. I think about this also in terms of my son who was diagnosed with ADD and learning disabilities, including processing disorders when he was young. He does not think about himself in these terms and found the labelling difficult to deal with and discriminating. He is now a grown man, highly skilled in construction, opening his own business, getting married and very competent. Obviously, he has diverse learning styles, but also gifts and talents. How much easier it would have been for him as a student to been referred to as neuro- diverse or having learning differences. It would have made life easer for me as his parent as well.
On a final note here – we should not be using the terms “high-functioning” versus “low-functioning” when referring to an Autistic person. This is inaccurate to say the least. This person’s daily life fluctuates and is contextual. Where they are, how they are feeling, who they are interacting with affects how they are functioning. It is far better to describe a person’s personal strengths, needs and abilities which provides a more accurate and flexible description of who they are. This is particularly true when talking about a young person who changes naturally as they mature.
So, let’s be part of the positive change and demand that your child’s school, medical and clinical team use this language to help your child have better self- identity, recognize their strengths and a find greater path to happiness.
Where are we now? The new normal that is not normal
By Carol K. Kennedy, PHD
Making the holidays a time of joy, not stress
Let's do a mental check in at this point of time. Students are back in school in-person, people are vaccinated, children can get vaccinated. Life looks somewhat normal.
We are about to spend the holidays with our loved ones in-person or again. What does this mean and what does this look like for you and your child?
Expectations- real and imagined. Expectations are running high this year for the holidays- we are excited to see our loved ones who we have not seen in a long time. However, we need to keep these realistic Your child has grown and changed over the past year. They may not be used to being in a large social situation, interacting with relatives they may not know, have seen, or spent time with. There is going to be a lot of stimulation, excitement and perhaps this may be too much for them. They will also have to deal with conflict around them, including other people who may be oppositional or expecting them to behave in a certain way. Under the best of circumstances being in a large group, in relatives houses with different rules, being expected to behave properly can be very challenging for our children as we well know. Now add into the mix being away from each other for so long can add to the pressure. Too much stimulation.
Prevent a melt-down ahead of time: A quick checklist
1. First know your child and recognize their triggers, ask them about their triggers
2. Explain expectations to them ahead of time
3. Give them a quiet place for them to retreat to if things get to be too much - even if it is in a relative's house - ask ahead of time.
4. Know when to leave the party. Don't wait until it is too late and your child is in a complete melt-down. Better to leave early. Give your child plenty of warning about when it is time to go to allow for transition time.
Make your child comfortable in their own home. If the party is at your own house, allow them to go to their rooms to be quiet and alone. To collect themselves and not get overwhelmed. Give them simple tasks to help them contribute to the gathering so they feel included and engaged. Protect your child from overly enthusiastic relatives and friends, including unwanted hugs, questions and kisses, loud voices ( I know my own extended family can get louder). Allow your child time to greet and say goodbye to guests, but don't force them.
Presents: To avoid disappointment, make sure that your child's expectations of presents be realistic in this time of shortages, family incomes and even the ability to get presents shipped in time. Maybe Grandma wasn't able to navigate the internet and get the perfect gift shipped by the holidays.
Empty seats at the table: Those family members and friends who have passed from Covid or other causes who are no longer with us. This can be very upsetting when we realize that we are missing loved ones, and can exacerbate our feeling of loss. I know personally that I have lost many people in the past two years. One important person was one of my oldest and dearest friends who was an unofficial uncle to my kids. He has always been present at Thanksgiving at our table. How do we deal with this in a positive way without putting a damper on festivities and good cheer? Let's remember how much we loved the person and how grateful we were to have them for the time we did. Let's talk about them and recall happy memories, even funny moments we all shared together. Celebrate their lives and acknowledge how much we miss them. Don't pretend that they did not exist or are just away this year.
Remember that as parents we want our children to have the perfect holiday, although there is no perfect holiday, especially now still dealing with Covid and all that we have been through.
Try to keep expectations realistic, within boundaries and focus on the fact that we can be together if we choose to. Happy Holidays!
Let's Talk About Dyslexia and Dyscalculia
By Carol K. Kennedy, Ph.D.
Dyslexia is more than just reversing letters. So many young people have reading and writing difficulties which cause them to struggle in school and then later in life, impacting their future careers and ability to navigate everyday life.
Think how hard it would be for you if you could not read a street sign, a label on a food product, a prescription, a newspaper, a contract, even basic instructions. For young people who have dyslexia these tasks we take for granted can be overwhelming. Sadly, years ago these students would be dismissed as inferior or uneducable. Imagine trying to read a passage of text in a foreign language that has a different alphabet. Dyslexia is not just about reversing letters while reading or spelling. It impacts reading fluency- the able ability to read smoothly, comprehension, reading aloud, pronunciation, and cognitive processing. Dyscalculia is similar to dyslexia , but relates to a person’s ability to process, decode, encode and memorize numbers. Much of classroom learning is still heavily reliant on being able to read, comprehend and process text. Think of current textbooks, fiction writing, expository text and so on. While trying to solve a math problem a student has to be able to read the words and calculate correctly. Perhaps your child has struggled with this learning disability and it has caused them frustration, embarrassment and lack of academic progress. Many young people on the Autism Spectrum have other disabilities, including dyslexia which can make life more challenging.
There are many more options now.
So many more options are available to help young people with dyslexia. There are specific learning strategies that educators can use, computer programs that help, using text to speech so the student can hear as well as read passages of text. There is also speech to text to help the student express what they know and learn. E-text is available for many textbooks, allowing for different presentations or modalities of information. Educators are so much more aware now.
Become an expert
How to choose what is right for your child? Become familiar with what resources your child with dyslexia and other reading challenges can use. What does your school offer, what can you use at home? Make sure your child's teachers are familiar with and actually use these best practices in their classroom and individualize your child's instruction. Also, be sure that your child's IEP includes these resources, including assistive technology to ensure their success. Become an expert and be your child's best advocate. Always include them in what works best.
October is Dyslexia Month: One company I have worked with for many years that is tried and true is Don Johnston, Inc. who specialized in computer programs to help with literacy for students with disabilities. Please check out their website.
https://learningtools.donjohnston.com
Here is a useful site for more resources
https://twitter.com/DyslexiaIDA
For even more information on getting accommodations please got to this site:
https://dyslexiaida.org/accommodations-for-students-with-dyslexia/
Back to School – Creating the New ”Blended” Learning Experience
By Reginald Bennett Jr.
As schools and learning institutions return to in person classes after more than a year of virtual instruction, there are many questions to be answered about what the new learning environment will look like and how students will reacclimate to it. As an educator with specification in interdisciplinary arts and music education, my confidence stands in a student centered blended learning approach—a framework of diverse instructional methods, individual educational targets and up-to-date learning data which supports the student’s overall learning needs within a curriculum based on mandated educational standards or program learning objectives.
Undoubtedly, there are now learning deficits caused by the academic instability of the pandemic (sometimes referred to as the COVID slide), which will be assessed for many years moving forward and remediated based on individual need. Determining how to meet these unique needs will require thoughtful collaboration between all stakeholders including teachers, administrators, school related professionals and most importantly students, families and educational support teams. Let’s start from a position of strength.
Building on New Skills
Technology has now become an essential component of the educational experience for students who have come to rely on a computer based platform to access their learning content. In doing so, they have developed important digital literacy skills such as using video streaming applications to attend virtual classes, organizing applications, files and documents, word processing, creating presentations, web browsing for finding information and communication through email or group discussion boards.
For some students, a result of this disruption to the traditional classroom experience has been the discovery of new educational strengths and learning preferences. Consider the following:
· The student who prefers to work independently and excels in a personalized self- directed learning curriculum
· The student who enjoys working from home more than attending class in person because there is less social pressure and negative peer to peer interactions
· The student who can now access their IEP accommodations (such as voice recognition software, preferential seating or use of headphones for hearing/audio, visual charts and schedules)
Despite the adversity, many students achieved unprecedented academic success during virtual instruction and are anxious about returning back to a “normal”, or traditional approach which may not have been as successful for them. For this reason it is important to communicate with your student to understand their experiences and what they need moving forward.
1. What study skills did you develop during virtual instruction? Examples include active listening, independent reading, note taking, etc.
2. What computer programs or applications did you learn about and how did they help you learn? Examples include Google Calendar, audio or visual production software, etc.
3. Are there any aspects of virtual learning that you preferred over attending class in person? Name them and detail why do you prefer them. Examples include: doing asynchronous assignments, starting class later in the day, using the messaging feature to answer questions during virtual class
4. What self-management, or life skills did you use most during virtual instruction? Examples include time management, using a checklist, using a calendar application
5. How can you integrate these new skills and understandings within your new classroom
learning environment? Examples include: creating a checklist that can be used both at
home and school where everyone can understand your child’s daily needs. For example,
successful learning prompts and accommodations can be listed to facilitate support
from teachers and school related professionals.
Communication
Once you’ve identified areas of strength for your student, share this information with those responsible for delivering instruction in a timely manner. This will be a powerful resource for them to use in learning how to approach differentiation, instructional strategies, implementing academic/behavioral supports for your student’s unique needs. Further, collaboration between participants on developing ways to track learning goals and monitor progress will support a direct transfer of learning between the domestic and school learning environments. Advocating for your student will also give them confidence in knowing that their teachers have been informed and are understanding of the situation. Establish a communication system (email, virtual classroom, homework log, etc.) and revisit ways to address your student’s learning needs throughout the opening marking period.
Consider the following questions for discussion:
· What are some academic, behavioral and learning areas to communicate with about my child/student this year? This gives the instructor an opportunity to explain general and individual learning objectives.
· What are the best ways to support my child at home with their classroom learning?
· How can my child/student build upon their new skill or learning preference in school this year? Are there alternative ways for work to be assigned? Can they use a digital graphic organizer or informational poster in class?
· Are there any clubs or class activities that cater to my child/students’ new interest? STEM/STEAM club, film club, audio/visual club, veterinary club, horticulture/garden
· How can I assess my child/student’s progress in class on an on-going basis?
Wrap
Beginning with a clear set of expectations can help set a productive and supportive tone for the new school year. Developing a blended learning environment provides an opportunity to meet students where they are in hopes for a successful return to the classroom. Putting in the necessary work to build rapport with educational support teams at the beginning of the school year is a critical step in facilitating full person support for your child/student. Having accountability for the roles and responsibilities established within your communications will also serve as a benefit for everyone throughout the school year.
Wishing you and your families a wonderful school year. Keep it positive and stay focused on one goal at a time. Please visit us at www.kennedybennettsolutions.com for more information on multi-media educational strategies. Thanks for reading.
Reggie Bennett
Kennedy Bennett Solutions, LLC
Students With Disabilities and Mental Health Needs - Let's Talk About Mental Wellness
By Carol K. Kennedy, Ph.D.
How can I help my child get the necessary support for their mental wellness in their educational settings, especially after dealing with the trauma and impact of Covid?
Research has shown us that adolescents between the ages of 12 and 22 are changing and developing as they transition into adulthood. What about our children with disabilities who may also have co-occurring mental health issues, especially during this time of impact from Covid? It's so important to support their mental health and well-being, in addition to dealing with any cognitive issues. So what can you as a parent or care-giver do to help them?
Goal Setting Strategies
Let's take a look at simple goal-setting as a good strategy. This involves identifying a specific goal- with your child and their support team. Perhaps this is a goal as simple (or hard) as going back into the in-person classroom without having major anxiety. This strategy allows them to work on their skills to ask for help, get access to care, and help them with their self-determination skills as well. Setting goals and working on them one at a time has shown to decrease anxiety, depression and stress. When students with disabilities are given a selection of skills to work on, specific goal-setting strategies and realistic expectations, this not only helps them, but also helps their teachers and service providers to work with them. Teachers can better teach your child skills to problem-solve, multi-task and lower their anxiety in school settings. By identifying, creating an action plan, working on, monitoring and achieving these goals, we find that adolescents with disabilities and mental health issues also do better at home in terms of sleeping, behavioral issues, and overall well-being.
My child is not formally diagnosed with Mental Health Disabilities- now what?
While your child may not be diagnosed with specific mental health issues, such as under Section 504 Other Health Impaired, these skills and goals can be written into your child's IEP as well to be addressed. Our goal is to help your child with disabilities and mental health needs to help insure their own mental wellness during this time of great stress. Bring this up with your IEP team, your child's special education teachers and counselor or social worker.
Remember- You are your best advocate for your child. Their needs may change over this period of transitioning to adulthood.
Jobs of the Future: Skills Needed for Success
By Carol K. Kennedy, Ph.D.
Jobs of the Future: Skills needed for success
What kinds of skills will my child need to get a job in the post-Covid world and in the future?
We all wonder what kinds of jobs will be available and what kinds of skills will our young people need in the coming future. Recently there was a survey put out to several top US companies as to what they are looking for in their employees and how our schools can train young people to fill these jobs. How can we prepare our children to develop the skills to compete for these jobs?
Skills needed: According to the executives and CEO's who were interviewed, digital and social/emotional skills are a top priority. This includes effective teamwork, the ability to collaborate. We need to ask our schools to focus on teaching coaching, collaboration, motivating different types of workers and allow for their different personalities, promote inclusiveness and the ability to resolve conflict.
So our children need to be able to adapt to change, be resilient, have a sense of self-awareness and personal well-being. There is an emphasis on being grounded and centered, be able to show empathy, be open to on-going growth and be self-motivated. Having good communications skills, including being able to express yourself in person and digitally are very important. Schools must be able to integrate technology and creativity to develop much-needed skills. Finally, our young people must have the ability to learn, acquire new skills and knowledge, and anticipate change in their environment.
This is a tall order, especially for those young people with disabilities and on the Autism Spectrum, but certainly not unattainable. Our schools should be focusing on developing these skills. You should be demanding this as parents to ensure your child's future. We at KBS hope to be able to provide your child the tools they need to succeed in all of these areas.
What Is That Terrible Noise? Please Make It Stop!
By Carol K. Kennedy, Ph.D.
Sound habituation: Getting used to noises that are disturbing and disruptive to your young person's life.
How many of us have heard loud or even disturbing sounds that really startle us? Think about what really bothers you the most and makes your cringe. Now think about a person, possibly your child, who cannot tolerate these noises at all and goes into crisis mode from them. Currently, we are all re-entering society from lock-down and students are returning to school in many parts of the country. We need to focus on what helps our children to better acclimate to their environments. This may come in terms of getting used to sounds that really bother them either inside the home, in the community or back in their schools. I recommend watching our sound habituation video, first of all.
Return to normal - not so easy for every young person, especially those with disabilities. Let's focus on return to society and the classroom here. Your child may have gotten used to the usual sounds in your household- TV, video games, siblings, cooking, dogs barking, babies crying, doorbells ringing, phones ringing and other ambient sounds that may be bothersome, irritating, distracting or startling. Sounds that we take for granted can be extremely painful for a person with Autism Spectrum Disorders, ADD, and other hyper- sensitivity issues. This may cause them to be very agitated or to tune-out for self-preservation.
Based on the work of Temple Grandin, Reggie Bennett and I conducted clinical research into sound habituation with students at our residential school. We found that identifying and playing certain sounds that our students found intolerable, at lower and then increasingly louder volume with headphones, over time, helped them to get used to the sounds and be able to tolerate them. Working with their staff person, students were able to control the volume, over time and many sessions so that they could control their own responses. Eventually they were able to not over-react or go into crisis mode. They became habituated to these sounds. With our help, you will be able do this with your child at home. Dr. Grandin talks about sensory over-responsiveness where a person cannot tolerate certain sounds, pitch, volume, basically input of sound. Some persons need direct help with sensory modulation (Temple Grandin https://www.templegrandin.com/templegrandinbooks.html) which is how we developed our successful strategy.
Back to School: Now going back to school, certain sounds will be once again upsetting to certain young people. Noise in the hallway, school bells ringing, noise in the cafeteria or at dismissal time, noise in the classroom, other kids shouting, noise in the gym, lockers slamming shut, may all trigger negative responses. This is where sound habituation training will be so helpful. Work with your child to identify what is most disturbing to them and then review the video on our website. Try listening to these sounds until they become normal and just background noise. It may take time and patience on your part. For some students on the Autism Spectrum, unpleasant or disturbing noises may cause them to shut down, tune out and ignore the person talking to them or trying to get their attention. Remember, they are not being deliberately rude or hostile. They are very much in the self-preservation mode. We as parents, clinicians, educators, family members can help our child overcome this over-reaction to sound stimulation, be able to respond appropriately without pain, and thereby helping them to lead happier, calmer lives in school and out. Let's help them make their lives as successful as possible during this time of transition.
Check out the important work by Dr. Temple Grandin at
https://www.templegrandin.com/templegrandinbooks.html