Sending your Child with Special Needs off to Summer Camp

By: Dr. Ifeanyi Ufondu, June 27th, 2018

“I hate this place. I want to come home. Send my iPod. Pat the dog.”

For my entire adult life, I toiled in the vineyards of residential special education. I served as a teacher, coach, administrator and Director of residential schools that served children and adolescents with learning disabilities. This intensive experience gave me a unique window into the lives of these kids…and their families.
Upon reflection, I realize now that early in my career, I was fairly insensitive (or, at least, unresponsive to) the needs of families that were “sending their kids away” for the first time. I was unaware of the tremendous impact that the child’s absence had on the day-to-day dynamics of a family. I was certainly aware of how greatly the child would miss his family…but was only vaguely cognizant of how deeply the family would miss the child. I understood the logistics of a child’s departure from the homefront (“pack plenty of socks, some stamps and extra batteries….”) but I did not fully understand the emotionality of it all.

That all changed in 2016 when our oldest son Neiko went off to college. Everything changed with his departure. Everything. I missed his upbeat morning greeting (“Hey, Dad. What’s up?”). I missed his excited dinnertime recounting of Basketball practices; I missed the nightly ritual of wishing each other “G’night”; I missed tearing articles of mutual interest from the newspaper and placing them on his bed; I missed…greatly…his company. His temporary departure left a hole.

















At that time, I began to gain a greater appreciation and empathy for the families that sent their kids to my school. Everything changes when a child leaves home and parents must design a whole new system of communicating with and caring for the absent child.
If your child is away at camp, you doubtless understand this and are trying to adapt to this situation. Perhaps a suggestion or two would help.
When you discuss your child’s camp experiences with him (or with others!) be aware of your wording. There is a significant difference between “Billy is away at camp” and “We sent Billy away to camp”

Although you have constant day-to-day conversations with your child, you probably have had relatively few telephone conversations with her. You may be troubled to find that your weekly phone calls from camp are stilted, disjointed and somewhat uncomfortable.
I suggest that you write a brief script prior to each phone call. This sounds very contrived and artificial, but it is actually quite effective. Scribble down a list of topics that you wish to discuss and newsy items you want to share (cousin Trevor’s new cat, Frankie’s Little League homerun, the new pool toys, the construction on Maple Street, etc.). You will be surprised how interested he will be in this trivia. By making a list, you will avoid lapses and uncomfortable silences.

Because your child has language problems, he handles language-based interactions in a different manner than most kids.
For example, if I were to ask you a direct, specific question (“What’s your favorite Late Night talk show?”), you would doubtless respond with a direct, focused answer (“David Letterman”). However if I asked a general, broad questions (“Do you think that the quality of Late Night television has improved or decreased in recent years?”)) you would give me a broad detailed response (“Well, in the Johnny Carson days…. and Jay Leno…but Nightline changed the direction of Late Night, etc.”).

Interestingly, this dynamic works in reverse for kids with learning or language problems. If you ask him a general question (“How is camp going?”), you get a short l response (“It’s OK”). If you ask a specific question (“How was last night’s campfire?”) you get a detailed response (“Oh, it was great! Brendan the head counselor taught us a song about Davey Crockett and we made s’mores. Brendan picked me to tell a ghost story and I told the one that Gramps told us about the ghost in the hotel, etc.”).

So you should ask your camper specific questions about specific activities and situations…yo u’ll get much richer and meaningful conversations this way!
When it comes to mail, quantity trumps quality every time. At most sleep away camps, distribution of the daily mail is a very important ritual. Every child hopes to get something in the mail everyday. Don’t wait until you can write a long, newsy letter. Many working parents develop the habit of keeping a deck of postcards in their offices. On a daily basis, they scribble off a quick note to their camper and put it in the mail. The content of the mail is far less important than the frequency of it!

Ask Grandparents, siblings, neighbors and friends to write to your camper on occasion. Kids love knowing that they are missed and that loved ones are thinking about them in their absence.
Send family photos to your camper. Kids greatly enjoy sharing these with their new friends.
The camping experience can provide the child with an opportunity to better understand the concept of the “support system”. Research indicates that your child’s success and happiness as an adult will be largely dependent upon her ability to create, nurture and effectively utilize her support system. The child must come to understand how to access this system.

For example, if your child calls from camp complaining that he has lost his ball glove, gently explain to him that there is precious little that you can do to solve this problem from 200 miles away. Encourage him to access his “camp support system” by discussing the problem with his counselor. It is important that he understands that – as he matures – his support system must extend beyond Mom and Dad.
Parents are often troubled when the camper calls with a weekly litany of complaints about the food, his bed, the pool, his bunkmate, etc. Of course, you will want to be sensitive to the child and her needs, but these “complaint calls” are ineffective and often counterproductive because they only serve to further distress the child…and create anxiety for the parents.

Try this. Tell your camper that he certainly has the right to complain about camp, but establish the rule that “for every complaint you share about camp, you have to tell me about something good that happened and that you enjoyed.” This will change the negative nature of the calls.
Children have told me in the past that they feel that they should complain about camp in order to assure their parents that they miss being home. Assure your camper that you miss the child as well, but that you want to know that the child is happy at camp!
Send along a calendar for your camper to post in his room so that he understands when you will be arriving for Parent Day, when he will be returning home, etc. Many kids with learning disorders need visual reminders.
One of the greatest challenges you will face is dealing effectively with the child’s nearly inevitable bouts of homesickness. A study by the American Camping Association indicates that 90% of campers will have a degree of homesickness…but all but a few kids (5%) develop serious homesickness problems.

The key to dealing with homesickness is prevention. Prior to the child’s departure for camp, be sure that he is included in the process by reviewing brochures, activity schedules, etc. Be upbeat and positive about his departure and pack a “transition object” (e.g., any meaningful reminder of home…a stuffed animal…favorite drinking cup…family photograph). You may want to send a Care Package prior to his departure so that it will be waiting for him when he arrives at camp. You may also ask him to maintain a journal while at camp for a keepsake.
Never, ever, ever make a “Bail Out” deal with the child. (“If you don’t like it after a week, you can come home.”) Parents commonly do this because they assume that the child will love the camp and will want to stay for the entire season.

Not true. By giving him a “bail out option”, the child will have no reason or incentive to “make it work.” He will simply be miserable for a week…and return home. Make it clear that this is a three (or four, or five) week experience.
You may be confronted with a “rescue call” where the child calls to beg you to take him home. If this occurs, try the following:
Remain calm and upbeat. Empathize, but don’t sound depressed or overly concerned. Be responsive, but don’t mirror his sadness with yours.
Tell him about times when you or his siblings were homesick…but survived!
Call her counselor to discuss the “rescue call”.
Don’t let the child pressure you into a decision.

If the child is not eating, sleeping or is overly anxious, he may have a severe homesickness problem. But, even then, do not immediately bring him home. Sometimes a brief visit from Mom, Dad or a relative can break the homesickness cycle. Try that first.
When your child mentions a fellow camper by name, make a note of his friend’s name and ask about him in subsequent calls (“How’s your bunkmate, Andrew, doing? Did he pass his swim test?”). Kids feel comforted when their “two worlds” intersect?
Carefully adhere to the camp’s policies regarding “care packages”, family visits, etc. Those rules are established for a reason and your child may be singled out or isolated by the other kids if he is viewed as “an exception” of some sort.


Signing off,


Dr. U

Beautiful Minds Inc.- Advocacy and Special Needs Solutions


Beautiful Minds Inc. Partners Up to Support Medical Marijuana Compound to be Used to Treat Severe Autism

UC San Diego will try to alleviate severe autism in children by giving them a non-psychoactive chemical found in marijuana, a project funded by the biggest private donation ever made in the United States for such research.

The $4.7 million study involves the controversial compound cannabidiol, or CBD, which is widely marketed nationwide as something of a miracle drug, capable of treating everything from cancer to post-traumatic stress disorder.

Regulators believe CBD does show therapeutic promise. But they also say the miracle drug claims are wrong or based on anecdotes rather than scientific evidence. Last fall, the FDA warned four companies to stop saying things like, “CBD makes cancer cells commit ’suicide’.”

UC San Diego dealt with the issue by asking the Ray and Tye Noorda Foundation of Lindon, Utah, for $4.7 million to study whether CBD can ease the most severe symptoms of autism, including seizures, self-injuring behavior, and crippling anxiety.

The foundation agreed, and it is urging the federal government to remove marijuana from its list of Schedule 1 drugs so that cannabis can be widely studied.

Schedule 1 drugs are defined as substances and chemicals that have no accepted use in medicine and a high potential for abuse. As a result, the government provides little money to study marijuana.

The listing contradicts the findings of many federal, industry and university scientists who say cannabis appears to be helpful for treating a variety of diseases and disorders, including epilepsy, chronic pain, and the vomiting associated with chemotherapy.

Parents are pressing scientists to expand their research to autism spectrum disorder, a developmental brain disorder that afflicts 3.5 million people in the U.S. Some parents have given CBD to their autistic children, notably in states like California where medical and recreational marijuana are legal.

“I’ve spoken to parents who swear that this is effective — but it needs to undergo scientific research,” said Scott Badesch, president of the Autism Society of America, which is based in Bethesda, Maryland.

UC San Diego’s Center for Medicinal Cannabis Research, or CMCR, will conduct a clinical trial involving 30 autistic children with severe symptoms. The children, who will be recruited from throughout the region, will be given a liquid form of CBD that will be provided by a federally approved laboratory in Arizona.

During the study, which begins next year, the children will also undergo behavioral testing, MRI scans and electroencephalograms. The patients will range in age from 8 to 12.

“It’s important to do this study to show whether there is objective improvement, or whether (CBD) is detrimental or whether it doesn’t do anything at all,” said Dr. Doris Trauner, the UC San Diego pediatrics and neuroscience expert who will lead this aspect of the study.

The university says the overall project, led by Dr. Igor Grant, “will determine if CBD is safe and tolerable and whether it alleviates adverse symptoms of ASD; determine whether and how CBD alters brain activity, neurotransmitters and/or brain network connectivity; and determine whether biomarkers or neuroinflammation are altered by CBD.”

The $4.7 million that the Noorda Foundation is giving for the study represents the latest effort by the group to promote public health and welfare. Noorda has donated money for everything from higher education to youth services to hospitals.

Noorda is partnering on its support to UC San Diego with Beautiful Minds Inc. – Advocacy & Special Needs Solutions also known as BMI, a Dallas based Special Needs advocacy group that promotes research and education about non-medication therapy and treatment that supports medical marijuana, particularly CBD.

The Special Needs advocacy firm is run by Dr. Ifeanyi Ufondu, who said in a joint email to the Union-Tribune that, “CBD has its controversies as there are companies that make unproven health claims, and their products may not even contain the ingredients or concentrations they advertise. Albeit, there have been great strides in the non-medicinal treatment of children with developmental and behavioral disorders.”

“The federal designation of cannabis as a Schedule 1 drug is one of the primary enablers of this problem. Unlike other substances whose use may increase risk or lead to abuse, such as alcohol or tobacco, currently there are no set standards for manufactures. Nor are there clear guidelines for the public as they make choices regarding if, when, and how to use cannabis safely for therapeutic purposes.

“Our goal is to change this paradigm with research-driven, scientific data, while also supporting the establishment of standardized testing and regulation to ensure that available products are indeed what they claim to be.”


Dr. Ufondu’s Guide for Summer Learning

By: Dr. Ifeanyi Ufondu, Ph.D

The school bell may stop ringing, but summer is a great time for all kinds of educational opportunities. Children with learning disabilities particularly profit from learning activities that are part of their summer experience — both the fun they have and the work they do.

Beautiful Minds Inc. found Dr. Ifeanyi Ufondu, Ph.D. has packed this virtual Beach Bag of activities for teachers to help families get ready for summer and to launch students to a fun, enriching summer.

In the virtual Beach Bag you’ll find materials you can download and distribute, but you’ll also find ideas for things that you may want to gather and offer to students and parents and for connections you’ll want to make to help ensure summer learning gain rather than loss.

– Put an article on strategies for summer reading for children with dyslexia in your school or PTA newsletter. Send it home with your students to the parents.
If many of your students go to summer camp, send the parents When the Child with Special Needs goes off to Summer Camp an article by Rick Lavoie which tells parents what to do to support their children during camp.

– Teach them an important skill they can use over the summer. Read Teaching Time Management to Students with Learning Disabilities to learn about task analysis, which families can use to plan summer projects.

– Make sure your students are able to read over the summer — put books into children’s hands. Register with First Book and gain access to award-winning new books for free and to deeply discounted new books and educational materials.

– Tell your parents about Recording for the Blind and Dyslexic, which allows their children to listen to books over the summer.

– Encourage writing. Send The Writing Road home to your parents so they can help their children. Give each of your students a stamped, addressed postcard so they can write to you about their summer adventures.

– Get your local public library to sign kids up for summer reading before school is out. Invite or ask your school librarian to coordinate a visit from the children’s librarian at the public library near the end of the school year. Ask them to talk about summer activities, audio books, and resources from the National Library for the Blind and Physically Handicapped. Have them talk about summer activities at the library and distribute summer reading program materials.

– Study reading incentive programs by publishers and booksellers such as Scholastic’s Summer Reading Buzz, HarperCollins Children’s Books Reading Warriors, or the Barnes & Noble Summer Reading Program. If you think these programs will motivate your students, let the families know about them. Find ways to make accommodations so they can participate if necessary.

– Offer recommended reading. LD OnLine’s Kidzone lists books that are fun summertime reads. The Association for Library Services to Children, a division of the American Library Association, offers lists for summer reading. Or ask your school or public librarian for an age-appropriate reading list.

– Encourage your parents to set up a summer listening program which encourages their children to listen to written language. Research shows that some children with learning disabilities profit from reading the text and listening to it at the same time.

– Offer recommendations for active learning experiences. Check with your local department of parks and recreation about camps and other activities. Find out what exhibits, events, or concerts are happening in your town over the summer. Encourage one of your parents to organize families of children with learning disabilities together for learning experiences.

Dr. Ufondu also desires for parents to plan ahead. Work with the teachers a grade level above to develop a short list of what students have to look forward to when they return to school in the fall. Many kids with learning disabilities will want to study over the summer so that they can get a head start.

ADHD Wars Against Black Boys: Dr. Umar Johnson Details How To Combat Misdiagnosis Of The Learning Disorder

Why are we medicating so many of our young African-American males for Attention Deficit Hyperactivity Disorder (ADHD)?

Recent studies show that there’s a 70 percent increase in ADHD identification for Black children. Black boys are diagnosed with the disorder at a higher rate than any other group of students in the United States.

Educator and school psychologist Dr. Umar Johnson says one way that schools deal with perceived “bad behavior” is to diagnose and medicate students for Attention-deficit-hyperactivity disorder, or ADHD.

Dr. Johnson joined Roland Martin Wednesday on NewsOne Now to discuss his book, Psycho-Academic Holocaust: The Special Education & ADHD Wars Against Black Boys, the increase in misdiagnosis of ADHD in the Black community, how to combat the American education system’s use of ADHD, and behavioral disorders that stigmatize African-American youth.

“ADHD as a diagnosis came to us in 1980,” Johnson told Martin. Then it was called ADD (Attention Deficit Disorder). In 1987, the “H” for hyperactivity was added to ADHD, he added.

“When it became ADHD, it opened up a vacuum that allowed for nearly every child to be diagnosed to prescribe medication, because previously it was attention deficit disorder — once they added the word hyper, it opened up the opportunity for medication.”

Martin highlighted the fact that most children at 7 or 8 years of age are a little hyper. He said, “That’s just being a 7 or 8-year-old kid.” Dr. Johnson agreed with his assessment saying, “It’s normal childhood behavior.”

Dr. Johnson went on to discuss the underlying issues associated with the practice of identifying and diagnosing African-American boys with ADHD with his colleague, Dr. Ifeanyi Ufondu, Educational Psychologist and founder of Beautiful Minds Inc.- Advocacy & Special Needs Solutions in Beverly Hills, CA saying, “97 percent of public school teachers — charter, independent school teachers are female, so you have to look at the female culture of the schoolhouse and how when boys cannot adjust adequately to female expectations, they are marginalized.”

“When you look at the criteria for ADHD, losing things necessary to get your work done, not being able to pay attention, blurting out answers, having excessive energy — that’s normal male childhood behavior, but when you come to school, you’re kind of expected not to engage in traditional male types of behavior and if you do, you become stigmatized. And then in comes the drug companies, manufacturers of all these popular anti-stimulant medications who pay for a lot of the teacher conferences.”

“They’re fueling the diagnosis. They also fund significantly the American Physiological and the American Psychiatric Association. So a lot of this is about money, it’s not about treatment.”

Dr. Johnson says the best way to combat the misdiagnosis of ADHD is through education, “Parents need to know that in the school, we do not diagnosis ADHD.”

Johnson, a clinical doctor and school psychologist, explained “ADHD is not a special education disability.”

“You don’t diagnosis ADHD in the school. So when so many boys being put in special ed for ADHD — because one of the special ed classifications is known as ‘other health impairment’ — because psychiatry is a branch of medicine, if you can diagnosis by the doctor with ADHD, if the parent brings the paperwork to school, they can now special educate you.”

Dr. Johnson proclaimed that he has a “big problem with that,” because he believes that ADHD is not a learning disability. Johnson questioned a second time why Black boys are being put in special education environments, saying that 85 percent of the time, the evaluating psychologist “never observes the child in the environment where the complaints are being made.”

Johnson explained that parents need to remind teachers who are attempting to label a child as suffering with ADHD that their “degree, certification and expertise is in teaching, it is not in mental health diagnosis.”

“It is illegal for teachers to tell parents their children have ADHD. It’s not illegal to recommend that the parent look into the problem more.”

Dr. Johnson, who is also a former school principal, stated, “Because a lot of our boys grow up without their father at home, that masculine energy, which normally provides the boundary setting, the consequences — it’s taken out. Eighty-five percent of boys diagnosed with ADHD don’t have their father in their life.”

As a result of this, Johnson renamed ADHD as “Ain’t no Daddy at Home Disorder.”

“It’s not about mental health … It’s about the breakdown of the Black family that leaves the mother there with the responsibility of turning a boy into a man.”

Watch Martin, Johnson, and the NewsOne Now panel featuring Lauren Victoria Burke, Managing Editor of, George Curry, Editor-in-Chief, National Newspaper Publishers Association, and Dr. Ifeanyi Ufondu, Psychologist and Founder of Beautiful Minds Inc.- Advocacy & Special Needs Solutions discuss the misdiagnosis of ADHD of so many of our African-American boys in the video clip above.

For more information about Dr. Urmar Johnson, visit and to order his book, Psycho-Academic Holocaust: The Special Education & ADHD Wars Against Black Boys, visit

Be sure to watch “NewsOne Now” with Roland Martin, weekdays at 9 a.m. EST on TV One.

Subscribe to the “NewsOne Now” Audio Podcast on iTunes.


Non-Traditonal Instructional Grouping for Reading for Students with LD: Implications for Practice

By: Ifeanyi-Allah Ufondu, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum

After discussion of each grouping format, implications for practice are highlighted with particular emphasis on instructional practices that promote effective grouping to meet the needs of all students during reading in general education classrooms. In the last 5 years, two issues in education have assumed considerable importance: reading instruction and inclusion. With respect to reading instruction, the issue has been twofold: (a) Too many students are not making adequate progress in reading), and (b) we are not taking advantage of research based practices in the implementation of reading programs. In the popular press the complexities and subtleties of this issue have been reduced to a simple argument between phonics versus whole language, but the reality is that there is considerable concern about the quality and effectiveness of early reading instruction. With respect to the second major issue of inclusion, considerable effort has been expended to restructure special and general education so that the needs of students with disabilities are better met within integrated settings. The result is that more students with disabilities receive education within general education settings than ever before, and increased collaboration is taking place between general and special education.
Both of these issues-reading instruction and inclusion-have been the topics for national agendas (e.g., President Clinton’s announcement in his State of the Union Address in 1996 that every child read by the end of third grade, Regular Education Initiative), state initiatives (e.g., Texas and California Reading Initiatives), and local school districts. The implementation of practices related to both of these issues has immediate and substantive impact on professional development, teaching practices, and materials used by classroom teachers.
Grouping practices for reading instruction play a critical role in facilitating effective implementation of both reading instruction and inclusion of students with disabilities in general education classes. Maheady referred to grouping as one of the alterable instructional factors that “can powerfully influence positively or negatively the levels of individual student engagement and hence academic progress”, as well as a means by which we can address diversity in classrooms. As increased numbers of students with learning disabilities (LD) are receiving education in the general education classroom, teachers will need to consider grouping practices that are effective for meeting these students’ needs. Furthermore, reading instruction is the academic area of greatest need for students with LD; thus, grouping practices that enhance the reading acquisition skills of students with LD need to be identified and implemented.
Until relatively recently, most teachers used homogeneous (same ability) groups for reading instruction. This prevailing practice was criticized based on several factors; ability grouping: (a) lowers self-esteem and reduces motivation among poor readers, (b) restricts friendship choices, and (c) widens the gap between poor readers and good readers. Perhaps the most alarming aspect of ability grouping was the finding that students who were the poorest readers received reading instruction that was inferior to that of higher ability counterparts in terms of instructional time; time reading, discussing, and comprehending text (Allington, 1980); and appropriateness of reading materials. As a result, heterogeneous grouping practices now prevail, and alternative grouping practices such as cooperative learning and peer tutoring have been developed.
As general education classrooms become more heterogeneous, due in part to the integration of students with LD, both special and general education teachers need to have at their disposal a variety of instructional techniques designed to meet the individual needs of their students. In this article, we provide an overview of the recent research on grouping. practices (whole class, small group, pairs, one-on-one) teachers use during reading instruction; furthermore, implications for reading instruction are highlighted after each discussion.


Whole-class instruction
Research findings

Considerable research has focused on the fact that for much of general education the instructional format is one in which the teacher delivers education to the class as a whole. The practice of whole-class instruction as the dominant approach to instruction has been well documented. For example, in a study that involved 60 elementary, middle, and high school general education classrooms that were observed over an entire year, whole-class instruction was the norm. When teachers were not providing whole-class instruction, they typically circulated around the room monitoring progress and behavior or attended to their own paperwork.
Elementary students have also reported that whole-class instruction is the predominant instructional grouping format. Students noted that teachers most frequently provided reading instruction to the class as a whole or by having students work alone. Students less frequently reported opportunities to work in small groups, and they rarely worked in pairs. Although students preferred to receive reading instruction in mixed-ability groups, they considered same ability grouping for reading important for nonreaders. Students who were identified as better readers revealed that they were sensitive to the needs of lower readers and did not express concerns about the unfairness of having to help them in mixed-ability groups. In particular, students with LD expressed appreciation for mixed-ability groups because they could then readily obtain help in identifying words or understanding what they were reading.
Many professionals have argued that teachers must decentralize some of their instruction if they are going to appropriately meet the needs of the increasing number of students with reading difficulties. However, general education teachers perceive that it is a lot more feasible to provide large-group instruction than small-group instruction for students with LD in the general education classroom. The issue is also true for individualizing instruction or finding time to provide mini lessons for students with LD. Teachers have reported that these are difficult tasks to embed in their instructional routines.


Implications for practice
Numerous routines and instructional practices can contribute to teachers’ effective use of whole-class instruction and implementation of alternative grouping practices.
Teachers can involve all students during whole-class instruction by asking questions and then asking students to partner to discuss the answer. Ask one student from the pair to provide the answer. This keeps all students engaged.
Teachers can use informal member checks to determine whether students agree, disagree, or have a question about a point made. This allows each student to quickly register a vote and requires students to attend to the question asked. Member checks can be used frequently and quickly to maintain engagement and learning for all students.
Teachers can ask students to provide summaries of the main points of a presentation through a discussion or after directions are provided. All students benefit when the material is reviewed, and a student summary allows the teacher to determine whether students understand the critical features.
Because many students with LD are reluctant to ask questions in large groups, teachers can provide cues to encourage and support students in taking risks. For example, teachers can encourage students to ask a “who,” “what,” or “where” question.
At the conclusion of a reading lesson, the teacher can distribute lesson reminder sheets, which all the students complete. These can be used by teachers to determine (a) what students have learned from the lesson, (b) what students liked about what they learned, and (c) what else students know about the topic.


Small-group instruction
Research findings

Small-group instruction offers an environment for teachers to provide students extensive opportunities to express what they know and receive feedback from other students and the teacher. Instructional conversations are easier to conduct and support with a small group of students. In a recent meta-analysis of the extent to which variation in effect sizes for reading outcomes for students with disabilities was associated with grouping format for reading instruction, small groups were found to yield the highest effect sizes. It is important to add that the overall number of small-group studies available in the sample was two. However, this finding is bolstered by the results of a meta-analysis of small-group instruction for students without disabilities, which yielded significantly high effect sizes for small-group instruction. The findings from this meta-analysis reveal that students in small groups in the classroom learned significantly more than students who were not instructed in small groups.
In a summary of the literature across academic areas for students with mild to severe disabilities, Polloway, Cronin, and Patton indicated that the research supported the efficacy of small-group instruction. In fact, their synthesis revealed that one-to-one instruction was not superior to small-group instruction. They further identified several benefits of small-group instruction, which include more efficient use of teacher and student time, lower cost, increased instructional time, increased peer interaction, and opportunities for students to improve generalization of skills.
In a descriptive study of the teacher-student ratios in special education classrooms (e.g., 1-1 instruction, 1-3 instruction, and 1-6 instruction), smaller teacher-led groups were associated with qualitatively and quantitatively better instruction. Missing from this study was an examination of student academic performance; thus, the effectiveness of various group sizes in terms of student achievement could not be determined.
A question that requires further attention regarding the effectiveness of small groups is the size of the group needed based on the instructional needs of the student. For example, are reading group sizes of six as effective as groups of three? At what point is the group size so large that the effects are similar to those of whole-class instruction? Do students who are beginning readers or those who have struggled extensively learning to read require much smaller groups, perhaps even one-on-one instruction, to ensure progress?
Although small group instruction is likely a very powerful tool to enhance the reading success of many children with LD, it is unlikely to be sufficient for many students. In addition to the size of the group, issues about the role of the teacher in small-group instruction require further investigation. In our analysis of the effectiveness of grouping practices for reading, each of the two studies represented different roles for the teacher. In one study, the teacher served primarily as the facilitator, while in a second study the teacher’s role was primarily one of providing direct instruction. Although the effect sizes for both studies were quite high (1.61 and .75, respectively), further research is needed to better understand issues related to a teacher’s role and responsibility within the group.


Implications for practice
Many teachers reveal that they have received little or no professional development in how to develop and implement successful instructional groups. Effective use of instructional groups may be enhanced through some of the following practices.
Perhaps the most obvious, but not always the most feasible application of instructional groups, is to implement reading groups that are led by the teacher. Whereas these groups have been demonstrated as effective, many teachers find it difficult to provide effective instruction to other members of the class while they are providing small-group instruction. Some teachers address this problem by providing learning centers, project learning, and shared reading time during small group instruction.
Flexible grouping has also been suggested as a procedure for implementing small-group instruction that addresses the specific needs of students without restricting their engagement to the same group all the time. Flexible grouping is considered an effective practice for enhancing the knowledge and skills of students without the negative social consequences associated with more permanent reading groups. This way teachers can use a variety of grouping formats at different times, determined by such criteria as students’ skills, prior knowledge, or interest. Flexible groups may be particularly valuable for students with LD who require explicit, intensive instruction in reading as well as opportunities for collaborative group work with classmates who are more proficient readers. Flexible grouping may also satisfy students’ preferences for working with a range of classmates rather than with the same students all of the time.
Student-led small groups have become increasingly popular based on the effective implementation of reciprocal teaching. This procedure allows students to take turns assuming the role of the leader and guiding reading instruction through question direction and answer facilitation.

Peer pairing and tutoring
Research findings

Asking students to work with a peer is an effective procedure for enhancing student learning in reading and is practical to implement because teachers are not responsible for direct contact with students. For students with LD involved in reading activities, the overall effect size for peer pairing based on a meta-analysis was ES = .37. This finding was similar to one reported for students with LD (ES = .36; Mathes & Fuchs, 1994) and for general education students (mean ES = .40).
The Elbaum and colleagues report revealed that the magnitude of the effects for peer pairing differed considerably depending on the role of the student within the pair. For example, when students with disabilities were paired with same-age partners, they derived greater benefit (ES = .43) from being tutored rather than from engagement in reciprocal tutoring (ES = .15). This may be a result that for the most part the tutors were students without disabilities who demonstrated better reading skills and were able to provide more effective instruction. These findings differ, however, when the peer pairing is cross-age rather than same-age. Overall, cross-age peer pairing students with disabilities derived greater benefit when they served in the role of tutor.
Students with LD prefer to work in pairs (with another student) rather than in large groups or by themselves. In fact, many students with LD consider other students to be their favorite teacher. Considering the high motivation students express for working with peers and the moderately high effect sizes that result from peer pairing activities for reading, it is unfortunate that students report very low use of peer pairing as an instructional procedure.
Implications for practice
Because students appreciate and benefit from opportunities to work with peers in reading activities, the following instructional practices may enhance opportunities for teachers to construct effective peer pairing within their classrooms.
Classwide Peer Tutoring (CWPT) is an instructional practice developed at Juniper Gardens to “increase the proportion of instructional time that all students engage in academic behaviors and provide pacing, feedback, immediate error correction, high mastery levels, and content coverage”. CWPT requires 30 minutes of instructional time during which 10 minutes is planned for each student to serve as a tutor, 10 minutes to be tutored, and 5 to 10 minutes to add and post individual and team points. Tutees begin by reading a brief passage from their book to their tutor, who in turns provides immediate error correction as well as points for correctly reading the sentences. When CWPT is used for reading comprehension, the tutee responds to “who, what, when, where, and why” questions provided by the tutor concerning the reading passage. The tutor corrects responses and provides the tutee with feedback.
Peer-Assisted Learning Strategies (PALS) borrows the basic structure of the original CWPT but expands the procedures to engage students in strategic reading activities. Students are engaged in three strategic reading activities more typically addressed during teacher directed instruction: partner reading with retell, paragraph summary, and prediction relay. PALS provides students with intensive, systematic practice in reading aloud, reviewing and sequencing information read, summarizing, stating main ideas, and predicting.
Think-Pair-Share hare was described by McTighe and Lyman as a procedure for enhancing student engagement and learning by providing students with opportunities to work individually and then to share their thinking or work with a partner. First, students are asked to think individually about a topic for several minutes. Then they are asked to work with a partner to discuss their thinking or ideas and to form a joint response. Pairs of students then share their responses with the class as a whole.

One-on-one instruction
Research findings

Traditionally, one-on-one instruction in which the student receives explicit instruction by the teacher is considered the most effective practice for enhancing outcomes for students with LD. In fact, the clinical model where the teacher works directly with the student for a designated period of time has a long standing tradition in LD. Most professionals consider one-on-one instruction to be the preferred procedure for enhancing outcomes in reading . Many professionals perceive one-on-one instruction as essential for students who are falling to learn to read: “Instruction in small groups may be effective as a classroom strategy, but it is not sufficient as a preventive or remedial strategy to give students a chance to catch up with their age mates”.
In a review of five programs designed for one-on-one instruction, Wasik and Slavin revealed that all of the programs were highly effective, even though they represented a broad range of methodologies. Though one-on-one instructional procedures are viewed as highly effective, they are actually infrequently implemented with students with LD, and when implemented, it is often for only a few minutes.
In a recent review of research on one-on-one instruction in reading, no published studies were identified that compared one-on-one instruction with other grouping formats (e.g., pairs, small groups, whole class) for elementary students with LD. Thus, though one-on-one instruction is a highly prized instructional procedure for students with LD, very little is known about its effectiveness.


Implications for practice
The implications for practice of one-on-one instruction are in many ways the most difficult to define because although there is universal agreement on its value, very little is known about its effectiveness for students with LD relative to other grouping formats. Furthermore, the instructional implications for practitioners revolve mostly around assisting them in restructuring their classrooms and caseloads so that it is possible for them to implement one-on-one instruction. Over the past 8 years we have worked with numerous special educators who have consistently informed us that the following factors impede their ability to implement one-on-one instruction: (a) case loads that often require them to provide services for as many as 20 students for 2 hours per day, forcing group sizes that exceed what many teachers perceive as effective; (b) increased requirements to work collaboratively with classroom teachers, which reduces their time for providing instruction directly to students; and (c) ongoing and time-consuming paperwork that facilitates documentation of services but impedes implementation of services.
Considering the “reality factors” identified by teachers, it is difficult to imagine how they might provide the one-on-one instruction required by many students with LD in order to make adequate progress in reading. Certainly, it would require restructuring special education so that the number of students receiving services and the amount of time these services are provided by special education teachers is altered.
Research studies have repeatedly shown that reading instruction in many classrooms is not designed to provide students with sufficient engaged reading opportunities to promote reading growth. We have provided a summary of recent research on the effectiveness for students with LD of various grouping practices that can increase engaged reading opportunities, as well as implications of this research for classroom instruction. As classrooms become more diverse, teachers need to vary their grouping practices during reading instruction. There needs to be a balance across grouping practices, not a sweeping abandonment of smaller grouping practices in favor of whole-class instruction. Teachers can meet the needs of all students, including the students with LD, by careful use of a variety of grouping practices, including whole-class instruction, teacher- and peer-led small group instruction, pairing and peer tutoring, and one-on-one instruction.


About the authors

Ifeanyi-Allah Ufondu, PhD, is the Nation’s leading Special Needs advocate and Educational Psychologist. He is also the founder of Beautiful Minds Inc.- Advocacy & Special Needs Solutions. His current interests include best grouping practices for reading instruction and advocacy for At-Risk youth. Marie Tejero Hughes, PhD, is a research assistant professor in the School of Education at the University of Miami. Her research interests include parental involvement and instructional strategies for students with disabilities in inclusive settings. Sally Watson Moody is a senior research associate in the School of Education at the University of Miami. Her research interests include instructional grouping and effective reading instruction for students with learning disabilities. Batya Elbaum, PhD, is an assistant research professor in the School of Education at the University of Miami. Her primary research is on the academic progress and social development of students with learning disabilities.

Effective Reading Interventions for Kids with Learning Disabilities

By: Dr. Ifeanyi Ufondu, Ph.D.

A worried mother says, “There’s so much publicity about the best programs for teaching kids to read. But my daughter has a learning disability and really struggles with reading. Will those programs help her? I can’t bear to watch her to fall further behind.”
Fortunately, in recent years, several excellent, well-publicized research studies (including the Report of the National Reading Panel) have helped parents and educators understand the most effective guidelines for teaching all children to read. But, to date, the general public has heard little about research on effective reading interventions for children who have learning disabilities (LD). Until now, that is!
This article will describe the findings of a research study that will help you become a wise consumer of reading programs for kids with reading disabilities.

Research reveals the best approach to teaching kids with LD to read

You’ll be glad to know that, over the past 30 years, a great deal of research has been done to identify the most effective reading interventions for students with learning disabilities who struggle with word recognition and/or reading comprehension skills. Between 1996 and 1998, a group of researchers led by H. Lee Swanson, Ph.D., Professor of Educational Psychology at the University of California at Riverside, set out to synthesize (via meta-analysis) the results of 92 such research studies (all of them scientifically-based). Through that analysis, Dr. Swanson identified the specific teaching methods and instruction components that proved most effective for increasing word recognition and reading comprehension skills in children and teens with LD.
Some of the findings that emerged from the meta-analysis were surprising. For example, Dr. Swanson points out, “Traditionally, one-on-one reading instruction has been considered optimal for students with LD. Yet we found that students with LD who received reading instruction in small groups (e.g., in a resource room) experienced a greater increase in skills than did students who had individual instruction.”
In this article, we’ll summarize and explain Dr. Swanson’s research findings. Then, for those of you whose kids have LD related to reading, we’ll offer practical tips for using the research findings to “size up” a particular reading program. Let’s start by looking at what the research uncovered.


A strong instructional core

Dr. Swanson points out that, according to previous research reviews, sound instructional practices include: daily reviews, statements of an instructional objective, teacher presentations of new material, guided practice, independent practice, and formative evaluations (i.e., testing to ensure the child has mastered the material). These practices are at the heart of any good reading intervention program and are reflected in several of the instructional components mentioned in this article.
Improving Word Recognition Skills: What Works?

“The most important outcome of teaching word recognition,” Dr. Swanson emphasizes, “is that students learn to recognize real words, not simply sound out ‘nonsense’ words using phonics skills.”
What other terms might teachers or other professionals use to describe a child’s problem with “word recognition”
phonemic awareness
word attack skills
Direct instruction appears the most effective approach for improving word recognition skills in students with learning disabilities. Direct instruction refers to teaching skills in an explicit, direct fashion. It involves drill/repetition/practice and can be delivered to one child or to a small group of students at the same time.
The three instruction components that proved most effective in increasing word recognition skills in students with learning disabilities are described below. Ideally, a reading program for word recognition will include all three components.
Increasing Word Recognition Skills in Students With LD

Instruction component Program Activities and Techniques*
Sequencing The teacher:
Breaks down the task (e.g., starts by having the child break an unknown word into separate sounds or parts they can sound out).
Gradually reduces prompts or cues.
Matches the difficulty level to the task and to the student.
Sequences short activities (e.g., first spends 10 minutes reviewing new words from a previous lesson, then 5 minutes underlining new words in the passage, and finally 5 minutes practicing blends).
Uses step-by-step prompts.
Segmentation The teacher:
Breaks down the targeted skill (e.g., identifying a speech or letter sound) into smaller units or component parts (e.g., sounding out each speech or letter sound in that word).
Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then blends the sounds together).
Advanced organizers The teacher:
Directs children to look over material prior to instruction.
Directs children to focus on particular information.
Provides students with prior information about tasks.
Tells students the objectives of instruction upfront.
* May be called “treatment description” in research studies.
Improving reading comprehension skills: What works?
The most effective approach to improving reading comprehension in students with learning disabilities appears to be a combination of direct instruction and strategy instruction. Strategy instruction means teaching students a plan (or strategy) to search for patterns in words and to identify key passages (paragraph or page) and the main idea in each. Once a student learns certain strategies, he can generalize them to other reading comprehension tasks. The instruction components found most effective for improving reading comprehension skills in students with LD are shown in the table below. Ideally, a program to improve reading comprehension should include all the components shown.

Improving Reading Comprehension in Students With LD

Instruction component Program Activities and Techniques*
Directed response/questioning The teacher:
Asks questions.
Encourages students to ask questions.
The teacher and student(s):
Engage in dialogue.
Control difficulty of processing demands of task The teacher:
Provides assistance (as needed).
Gives a simplified demonstration.
Sequences tasks from easy to difficult.
Presents easy steps or concepts first and moves on to progressively more difficult steps or concepts (a technique called task analysis).
Allows student to control level of difficulty.
The activities:
Are short.
Elaboration The activities:
Provide student with additional information or explanation about concepts, steps, or procedures.
Use redundant text or repetition within text.
Modeling of steps by the teacher Teacher demonstrates the processes and/or steps the students are to follow.
Group instruction Instruction and/or verbal interaction takes place in a small group composed of students and teacher
Strategy cues The teacher:
Reminds the student to use strategies or multiple steps.
Explains steps or procedures for solving problems.
The activities:
Use “think aloud” models.
List the benefits of strategy use or procedures.
* May be called “treatment description” in research studies.
Evaluating your child’s reading program
Now you are well-equipped with research-based guidelines on the best teaching methods for kids with reading disabilities. These guidelines will serve you well even as new reading programs become available. To evaluate the reading program used in your child’s classroom, follow these steps:
Ask for detailed literature on your child’s reading program. Some schools voluntarily provide information about the reading programs they use. If they don’t do this — or if you need more detail than what they provide — don’t hesitate to request it from your child’s teacher, special education teacher, resource specialist, or a school district administrator. In any school — whether public or private — it is your right to have access to such information.
Once you have literature on a specific reading program, locate the section(s) that describe its instruction components. Take note of where your child’s reading program “matches” and where it “misses” the instruction components recommended in this article. To document what you find, you may find our worksheets helpful.
Reading Program Evaluation: Word Recognition
Reading Program Evaluation: Reading Comprehension
Find out if the instruction model your child’s teacher uses is Direct Instruction, Strategy Instruction, or a combination approach. Some program literature states which approach a teacher should use; in other cases, it’s up to the teacher to decide. Compare the approach used to what this article describes as being most effective for addressing your child’s area of need.
Once you’ve evaluated your child’s reading program, you may feel satisfied that her needs are being met. If not, schedule a conference with her teacher (or her IEP team, if she has one) to present your concerns and discuss alternative solutions.
Hope and hard work — not miracles
Finally, Dr. Swanson cautions, “There is no ‘miracle cure’ for reading disabilities. Even a reading program that has all the right elements requires both student and teacher to be persistent and work steadily toward reading proficiency.”
But knowledge is power, and the findings of Dr. Swanson’s study offer parents and teachers a tremendous opportunity to evaluate and select reading interventions most likely to move kids with LD toward reading success.


It will allow adults on the spectrum to live independently and train for employment.
Debra Caudy is a retired oncologist who lives in the DFW area of Texas. She has four kids, one of whom is on the autism spectrum. His name is Jon and he’s 19-years-old. She and her husband had noticed that resources for adults on the spectrum are lacking in the area, so they bought 29 acres of land in Northern Texas to build a gated community for people with ASD.
It will have 15 homes, 150+ trained professionals, job training and more. They raised more than $1 million and they’re now working with investors to raise another $11 million.
Read More: Dallas Parents Will Build Community for People With Autism – The Good News [VIDEO] |

US families provide billions in unpaid care to kids with special needs

written by Dr. Ifeanyi-Allah Ufondu- Los Angeles, CA

Millions of U.S. children with special needs receive care from family members that would cost billions of dollars if it was instead provided by home health aides receiving minimum wage, a recent study suggests.

Researchers examined data from a nationally representative sample of about 42,000 parents and guardians of children with special needs surveyed from 2009 to 2010.

Overall, they estimate that approximately 5.6 million children with special needs receive about 1.5 billion hours a year of unpaid care from family members.

In 2015 dollars, replacing this unpaid family-provided care with a home health aide would cost an estimated $35.7 billion, or $6,400 per child per year, the researchers report in Pediatrics.

“Although caring for a child with special health care needs can be rewarding, the time and effort families of children with special health care needs must often devote to providing health care at home has been found to potentially create financial problems, marital discord, sibling issues, problems at work, social isolation, and regular sleep disruptions,” said senior study author Dr. Mark Schuster of Harvard Medical School and Boston Children’s Hospital.

Parents and other adults providing this unpaid care to kids with special needs lose out on an estimated $17.6 billion or $3,200 per child each year in missed earnings, the study also found.

“It can also compromise parents’ physical and mental well-being,” Schuster added by email.

“However, the formal child health care system would essentially be unable to function and children’s health and well-being would suffer if parents or other caregivers were not available to provide this care,” Schuster said. “Children would need to stay in the hospital longer, professionals would have to come to the home, or children just wouldn’t get the care their doctors say they should get.”

Even if home health aides were paid only minimum wage, the care would cost an estimated $11.6 billion or $2,100 per child each year to provide, the study also found.

On average, children with special needs received 5.1 hours of family-provided home healthcare a week.

Some of the most common conditions requiring high amounts of unpaid care from parents and guardians included muscular dystrophy, cerebral palsy, cystic fibrosis, intellectual disabilities, and head or brain injuries and concussions.

Parents who spent time coordinating healthcare outside the home devoted 3.9 hours a week on average to this effort.

Children age five and under were more likely than older kids to receive family-provided home healthcare.

Family-provided care was also more common among Hispanics, poor children and kids whose parents or guardians lacked a high school degree.

In fact, the formulas estimating the cost of care may not accurately reflect the true amount of families’ lost wages or the true cost of hiring a home health aide to provide care instead, the authors note.

The costs calculated in the study also don’t include medical expenses caregivers may incur, even though providing unpaid care in the home is associated with increased stress and a higher risk of serious health problems, the researchers also point out.

“Hours and money don’t capture the whole picture of the impact on families, including siblings, when one child needs so much attention and resources,” said Carol Levine, director of the Families and Health Care Project for the United Hospital Fund in New York City.

“Many of these parental caregivers also take care of older adults,” Levine, who wasn’t involved in the study, added by email.


Our Children & the Media: Dr. Ifeanyi Ufondu’s tips for parents

In a world where children are “growing up digital,” it’s important to help them learn healthy concepts of digital use and citizenship. Parents play an important role in teaching these skills. Here are a few tips from the AAP to help parents manage the digital landscape they’re exploring with their children.

Treat media as you would any other environment in your child’s life
The same parenting guidelines apply in both real and virtual environments. Set limits; kids need and expect them. Know your children’s friends, both online and off. Know what platforms, software, and apps your children are using, where they are going on the web, and what they are doing online.

Set limits and encourage playtime
Tech use, like all other activities, should have reasonable limits. Unstructured and offline play stimulates creativity. Make unplugged playtime a daily priority, especially for very young children. And — don’t forget to join your children in unplugged play whenever you’re able.

Families who play together, learn together
Family participation is also great for media activities — it encourages social interactions, bonding, and learning. Play a video game with your kids. It’s a good way to demonstrate good sportsmanship and gaming etiquette. And, you can introduce and share your own life experiences and perspectives — and guidance — as you play the game.

Be a good role model
Teach and model kindness and good manners online. And, because children are great mimics, limit your own media use. In fact, you’ll be more available for and connected with your children if you’re interacting, hugging and playing with them rather than simply staring at a screen.

Know the value of face-to-face communication
Very young children learn best through two-way communication. Engaging in back-and-forth “talk time” is critical for language development. Conversations can be face-to-face or, if necessary, by video chat, with a traveling parent or far-away grandparent. Research has shown that it’s that “back-and-forth conversation” that improves language skills — much more so than “passive” listening or one-way interaction with a screen.

Kids Playing Video Game


Create tech-free zones
Keep family mealtimes and other family and social gatherings tech-free. Recharge devices overnight — outside your child’s bedroom to help children avoid the temptation to use them when they should be sleeping. These changes encourage more family time, healthier eating habits, and better sleep, all critical for children’s wellness.

Don’t use technology as an emotional pacifier
Media can be very effective in keeping kids calm and quiet, but it should not be the only way they learn to calm down. Children need to be taught how to identify and handle strong emotions, come up with activities to manage boredom, or calm down through breathing, talking about ways to solve the problem, and finding other strategies for channeling emotions.

Apps for kids: do your homework
More than 80,000 apps are labeled as educational, but little research has demonstrated their actual quality. Products pitched as “interactive” should require more than “pushing and swiping.” Look to organizations like Common Sense Media for reviews about age-appropriate apps, games and programs to guide you in making the best choices for your children.

It’s okay for your teen to be online
Online relationships are part of typical adolescent development. Social media can support teens as they explore and discover more about themselves and their place in the grown-up world. Just be sure your teen is behaving appropriately in both the real and online worlds. Many teens need to be reminded that a platform’s privacy settings do not make things actually “private” and that images, thoughts, and behaviors teens share online will instantly become a part of their digital footprint indefinitely. Keep lines of communication open and let them know you’re there if they have questions or concerns.

Remember — kids will be kids
Kids will make mistakes using media. Try to handle errors with empathy and turn a mistake into a teachable moment. But some indiscretions, such as sexting, bullying, or posting self-harm images, may be a red flag that hints at trouble ahead. Parents should take a closer look at your child’s behaviors and, if needed, enlist supportive professional help, including from your pediatrician.

Media and digital devices are an integral part of our world today. The benefits of these devices, if used moderately and appropriately, can be great. But, research has shown that face-to-face time with family, friends, and teachers, plays a pivotal and even more important role in promoting children’s learning and healthy development. ;Keep the face-to-face up front, and don’t let it get lost behind a stream of media and tech.


Dr. Ifeanyi A. Ufondu is an Educational Psychologist and founder of Beautiful Minds Inc.- Advocacy and Special Needs Solutions headquartered in Beverly Hills, CA


By Dr. Ifeanyi Ufondu  August, 22. 2016


Due to their unpredictable nature, transitions in general, can be very difficult for our children with special needs. The new school year creates a whole host of transitions that made me want to devote this month’s column to tips for helping your child make a smooth entrance into school.

About 3-5 day prior to the beginning of the new school year, make a social story with your child that will create a visual map as to what he/she can expect in the upcoming days. The story does not have to be long and should include the basic morning routine (getting dressed, taking the bus, etc.), what the child can expect during the course of the school day (class activities, snack/lunch breaks, recess) and then the schedule for the afternoon/evening (bus ride back, additional therapies, dinner, etc). You may want to laminate the covers so that you can reuse and don’t forget to add a place for your child to check off the activity once the event has occurred.

Additionally, I encourage you to write your own specific narrations to the story, for example, letting the child know that the noise and activity levels during certain parts of the day are different and what he/she can do about it to reduce their own stress levels.
If possible, allow your child an opportunity to visit his/her new classroom, 1-2 days ahead of the opening of school. Typically, arrangements can be made either directly with the teacher or with the school administrator to allow your child the opportunity to spend a few minutes getting the ‘lay of the land’. You may even want to encourage your child to add a small gesture (special sticker) to the classroom set up so that come the first day of school, his/her efforts are acknowledged by the teacher for the creation of an especially warm welcome.
For middle and high school students; special arrangements can often be made in advance of the first day of school to help your child learn how to navigate the hallways as they go from class to class and how to get to and open their lockers in a timely fashion.
Children with special needs are often plagued with auditory processing disturbances. While not traditionally impacting actual hearing, this can nonetheless make the auditory instructions by the teacher often difficult to understand. I suggest supplementing the verbal messages with a visual schedule that can be placed on the board and/or on the child’s desk to help him/her know exactly what is going on in the classroom and what the upcoming expectations are. Teachers can also encourage their special needs student s to be their ‘helpers’. This gesture asks the child to explain to the class what is going on, or help support a fellow student in class. What this typically accomplishes is twofold; the teacher can check to see if the student fully understands the lesson while elevating the status of the child with challenges by making him/her ‘the special helper’.
Finally, I encourage the establishment of an alliance with your child’s teacher. That early bond will be crucial to your working together as a team throughout the school year. BEAUTIFUL MINDS INC. 



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