How can I better deal with a student with sensory issues?
142725
First of all, I think it is a great thing that he is currently being evaluated. Sounds like Aspergers is a possibility...in my opinion...but could be several other disorders.\nTo address his needs now...try to give him something to do with his hands (holding something, etc). Explaing 'personal space' by describing a 'bubble' that is around people. He may not enter someone elses bubble without their permission...but explain what he can do...shake hands, wave, hi-five. Try to remain positive and give lots of good feedback when he soes something desired...rather than lots of negative when he does something wrong. But, in order to do that you need to explain the 'rules' of what is appropriate more than once. You can even try coming up with a behavior modification system, (for example, stickers for each 10 minute period with positive behavior). I wish I could help more, but with a limited knowledge of the situation, this is the best I can do.\nOnce he is evaluated you will have the benefit of a team to work directly with him and possibly you to help him integrate into the classroom.\nGood Luck
565361
Man, I was going through the samething with this really obnoxious girl once. I feel your pain. my plan of dealing with people like him is to stay clear of them. It might not be easy at first but once you keep avoiding and stay clear of him overtime he won't be a problem, and talk to your teacher about changing your seat, tell him/her that you have problems with this kid and that you don't get along with him that should help, and if that doesn't work well, you before taking things into your own hands try the plan first.
543702
Please be aware that your son may be requiring some remediation activities that are making him feel self-conscious because he knows that the skills are usually addressed at a much earlier grade level. However, without those skills, he will not be able to make academic progress.  You should talk with the LD teacher and (courteously) ask about his reasoning for the work he is giving your son.\n\nIf you are not satisfied by the LD teacher's explanation for the work, then call a new IEP. Demand that the committee outline the research-based practices that will be used to remediate your son's deficits (Orton or other LD-specific programming, a "mix" from different LD approaches is fine, as long as they are compatable). \n\nTry these links:\nhttp://www.reedmartin.com/specialeducationresources.htm\nhttp://www.ocecd.org/ocecd/about/trainers.cfm\nhttp://www.education-a-must.com/aalistnz.html
278392
Make then have a silent time lunch.\nTell the teacher to bring a conduct card to the lunch room.\nAsk the principal to stop by once in a while.\nHave a lunch detention room,but send one at a time.\nHave assigned seats.\n\n\nIf you have one or two rowdy students move them to a table by themselves.\n\nIt is possible that this behavior has never corrected,if so it will take some time to correct it.\nYou have to show them that YOU are  in charge,not them !\nWe are creatures of habit.\nGood luck !
739254
The best way is to relate all topics (holistic approach), for instance, depending on the age, let them do their own small books, let them do some short anecdotes using the computer, word recognition is possible to sing some songs and recognize words, let them write words in sand boxes.\n\n____________________________________\nNeed help or advise? Elektronic help online is the solution !\nMessenger: fxgonzal@hotmail.com\nCheap rates by the hour.
863476
Really tough situation. You need to teach them that there are symbols or names for objects or concepts and then you need to be able to have a way to relay those objects or concepts to the student.  Since 2 senses are eliminated, touch is probably the best way to reach these students.  I have worked with deaf/blind adults who either lost one or both senses in adulthood and therefore already understood these concepts or adults who were deaf/blind since childhood but already understood these concepts.  We used fingerspelling directly into the person's palm, for those who knew the letters of American Sign Language (ASL) or for those who didn't we traced the outline of the uppercase letters directly into their palms.  Of course, Braille is another option, if the person already understands it.  Good luck.
94413
The terms mild, moderate, or severe are trems the medical community likes to through out to help parents feel some sort of ease in their childs disability.  In concerns to the childs learning abitliy and how the teachers teach or treat students with learning disabilities, there should be not worries.  Let me explain... By law every student has the same right to an education without predjudice to their learning ability.  The student with a learning disability, (or his/her parents) need to let the school know that the student needs accomidation.  These accomidations are spelled out in every state and must be given to all who ask and are documented wtih a disability.  There are even accomidations for students that have no disabilities, that are required by law available for thier use.  Every school in the USA should have someone that works in Disability Support Services.  They will have all the information and acconidations avaliable for you. But Remember!!  YOU MUST ASK FOR ACCOMIDATIONS.  Once the advisor for disablity services has document the students needs, and gets it aproved by the state, a copy of that students accomidations is given to his/her instructors. The instructor are bound by law and the school to give those accomidation.\nAccomidations can range from:  extra time on test, private room for testing, scribe, lessons on tape, large text books,use of a calculator for ALL math, use of a computer.  This is a very short list of what may be available, but please don't give up.\nAs far as implications for the teacher, trust me there are NONE, we will do everything possible to help a student succeed, and I do mean everything,  Well except give them the answers.  Good luck, a disability support instructor.\nIn my site source, if you live in wisconsin (wi)type in your states initials.
1125980
Talk with her and her parents to find out exactly what issues she has in both subjects.  If possible, look at her report card.  \n\nOnce you know what areas you need to target, go on-line to find worksheets, puzzles, games, etc. to help her in those areas.  There are tons of free websites for teachers to use.  You can even print review questions for most books you may want to read with her.  One of my favorite sites is http://www.edhelper.com.  It has math, reading, language arts, etc.  Many worksheets are free.  To be honest, WalMart has some pretty decent workbooks at that age level, too.   They won't be quite as expensive as a traditional bookstore (which is also a good source).  \n\nMost importantly, be kind, be patient, and be encouraging.
354382
I have a student with hearing loss, and I can tell you easily that a day in the life of a hearing impaired person is just like the day in the life of anyone else, except...\n\nAlways sitting up front in class to be able to see the teacher's lips, or watching the sign language interpreter (how would you feel almost always having a grown up hang out right next to you?).\nDifficulty with spelling.\nMissing the cool things that happen behind you because you don't hear the sounds that tell everyone else something cool is happening... and only catching it if you happen to see other people orienting on it.\nMissing out on the true beauty of music, bird song, etc.\nHeightened awareness and appreciation of visual, tactile, and other non-auditory sensory information.\nIncreased impatience from the people around you, who quickly learn to see you as YOU, who then pretty much forget you have hearing loss (after all, it is not something visible), and then get upset when you didn't hear them talking, giving instructions, etc. (teachers, hopefully, are professional enough not to get impatient and to always be concentrating on orienting themselves to face a student with hearing impairments so that he/she can lip read effectively).\n\nIf you really want to know, get earplugs and walk around with them in all day for about a week.
663430
Because their primary difficulty is with auditory information, you want to provide constant visual information and hands-on practice when giving instruction in content areas. \n\nWork with your speech therapist to coordinate prompts and activities to build the student's auditory processing skills.\n\nMake sure you pace your speech and tone to keep the child's attention during auditory instruction/interactions.\n\nAsk your student to repeat back what you have said, and repeat information patiently until the child has it right.\n\nhttp://ericec.org/digests/e634.html (see the bottom of the webpage)\nhttp://www.aboutourkids.org/aboutour/articles/capd.html\nhttp://pages.cthome.net/cbristol/capd.html
1043646
Since your child already qualifies for special education (since he has an IEP), you have a serious fighting chance to get him into therapies if he needs them.\n\nOn what grounds did the school refuse ST and OT? Was formal diagnostic testing done? If you disagree with the formal diagnostic testing done by the school, you can demand an independent diagnostic evaluation using a private diagnostician of your choice, at the school's expense.\n\nIf no formal diagnostic testing for therapies was done, you are well within your rights to demand that they go forward with such testing, even if the other members of the IEP committee disagree.\n\nIf you can answer YES to even ONE of these questions, then your son probably does qualify for that therapy in the schools:\n\nSpeech-language:\nDoes his speech interfere with his ability to communicate with teachers and/or peers? \nDoes it interfere with his spelling or his ability to read?\nDoes he struggle to find the word he wants to say (or write), or does he use pointing and general words a lot ("the thing that did the stuff..." etc.)?\nDoes he not always understand what is said to him, when he is seriously trying to listen and understand?\n\nOccupational:\nIs his handwriting difficult or impossible to read?\nIs his handwriting very slow?\nIs he a sloppy eater (e.g. in the lunchroom)?\nDoes he have difficulty with loud noises, rough fabrics, picky eater, etc. (Sensory Integration issues) that make him distractible in the classroom?\n\nYou need to get an advocate from your own state that knows how your state's interpretation of IDEA will affect your son's rights.\n\nhttp://www.wrightslaw.com/info/advo.referrals.htm
61569
Yes - if it interferes with the learning experience. For example, a child who has sensory integration disorder may have a hard time focusing if he is made to sit still. Under IDEA, that child should be provided with a balance seat to help him concentrate. Or a child may need OT or ST to help with other aspects of the sensory integration. The parent may need to bring up all the ways this disorder is affecting their child to get the help they need, but it is worth the effort. Good luck!
982612
i would suggest meeting with the teachers to get their guidance. they should be able to work with you to give him the help he needs in a more timely manner. they should be glad you care so much & be really willing. also, meeting with any special needs teachers for tips can help as well.\n\ncan the teachers help give you items ahead of time so that you can work on things on the weekends when you have more time? (assuming you have a monday-friday job)
37118
If she is not able to understand why u r trying to calm her she will pay the price for it in the outside world and that will knock her back to her senses. Smirk or ignore her when she does this. AND MOST IMPORTANT OF ALL REPORT 2 UR TEACHER.
105871
She/he may have a disorder... Just be careful and give them praise as well as Complements. Have them do a fun activity with you and perhaps even invite them over to do someting they like and that is fun. Ask them what is wrong and try it out too! Best wishes
699265
I became a special education teacher because I grew up with a sister who has a significant developmental disability.  Now that we are both adults, I am her conservator, because our father is deceased and our mother is in poor health.  So I can relate to both sides of this equation.\n\nAs a family member, I know how important it is to know that my loved one is getting the concern and attention she needs and deserves.  I do get annoyed when the adult program she is now in doesn't communicate with me, especially when it is an issue that could have more easily been resolved had they been in touch with me as soon as the problem arose.\n\nAs a teacher, I make a sincere effort to communicate with the families of my students.  In addition to the classroom phone number,  I give everyone my email address and my voice mail number, and I send a communication notebook home with each child.  Ideally, I would be able to jot a quick note daily, but in reality, I have 10 students, and if I spend even 3 minutes writing to each person, that's 30 minutes a day.  I don't have a planning period like the general ed teachers do, and because of the special needs of my students, I cannot just send them out to recess or to the cafeteria;  I need to be present with them.  So I am literally on duty from the moment the kids arrive until they leave in the afternoon.  I only use the restroom after checking that my assistant is OK with managing things for 4 or 5 minutes.   Our kids need assistance with toileting, and about half are not toilet trained or have accidents.  About half my students do not communicate verbally, and nearly as many have significant behavioral issues, including physical aggression. And then there is the need to work on the specific IEP goals of each student;  with 10 students, we are responsible for implementing activities and collecting data on anywhere from 60 to 100+ objectives.   It's an incredibly intense and busy day, and if you haven't lived it, you really can't appreciate it.  \n\nAnd as I said, I have the legal responsibility for a sibling with a disability, as well as taking care of a mother who is in severe decline mentally and physically.  And I have a husband and children who need my attention and care.  And now and again, I would just like to have a couple of hours where I could just think about myself.  But I spend between 50 and 75 hours per week on classroom related activity, because I LOVE my job and I LOVE my students. \n\nSo - as far as your particular situation is concerned, knowing first hand the stresses of both family and of teachers - I would not make a judgment.  As I said, if I even take 3 minutes of time during the school day to write a note to each parent, I have spent 30 minutes of my instructional day, which is 30 minutes that I am not teaching anyone.  (And time yourself - you can't write much in 3 minutes, especially if you are supervising 10 kids with special needs at the same time.) \n\nI do try to give the benefit of the doubt to the families of my students when they are not exactly considerate or politically correct in their communications with me.  I also try to do the same when the residential and adult programs involved with my sister communicate.  We are all human, with lives outside the immediate moment, and none of us is without fault.  So perhaps, when you are able to communicate in a calm and unemotional way, you could ask the teacher to clarify what she meant.  Try something along the lines of "I understood you to say that I shouldn't make waves because my son's IEP was nearly taken away.  Is that a correct interpretation, or did I misunderstand?"  And please be open to the possibility that you did not understand what she meant.  Life is full of miscommunication, even between people who know each other well;  communication is a two-way street, and both sides need to keep the roads open.
352041
You need to arrange a meeting with the teacher immediately to address this - have another person with you, and keep notes of what was said.  Don't go in all guns blazing, be polite but firm and explain your concerns in a dignified manner.  If you do not get anywhere with the teacher submit a formal written complaint to the head teacher and ask for a meeting with him/her to disucss your concerns and what can be done.  Take notes of everything and copies of all letters/details of phone calls.  Take notes of anything your child tells you and of any changes you notice in your child behaviour - reluctance to go to school, nightmares, bedwetting, acting out of character. The teacher has behaved unreasonably, but give them a chance to give their version as you have so far only heard one side.  As I said - make notes of everything, the more documentation you have the stronger your case if you do need to take this any further. It's hard to stay calm and rational in this situation, I know but you've a better chance of a positive outcome if you do!