Throughout their academic lives, special needs students will have individuals who are advocates for them. This may include teachers, administrators, therapists, counselors, and family members. They often work together at meetings to discuss what plan will be best for the upcoming school year. It is important to allow students to become a self-advocate. This may look different for each student, but it needs to happen. School counselors, special education teachers, and other trusted individuals must help students to work on these skills as they mature.
Posted on April 2nd, 2018 by ProCare Therapy
Posted on October 9th, 2017 by ProCare Therapy
Districts and schools have expressed a concern in the last decade or so about lack of teacher candidate for job openings. Many states have noted a shortage in certified teachers to fill positions that they have within their schools. This problem is definitely growing as some colleges have cut teacher programs. What is becoming worse is the shortage of teachers that are specifically trained in Special Education.
Posted in: Special Education
Posted on September 25th, 2017 by ProCare Therapy
Could you recognize the signs of a student who may be suffering from traumatic brain injury (TBI)? You may think that it is simple, but it can be missed due to symptoms that mimic other things. In addition to this, the pain and trauma of an incident may overshadow what may happen sometime after the incident. While teachers and therapists are not able to make a diagnosis, they are able to tell families if they see something unusual with a student. Traumatic brain injury can cause a wide range of physical and psychological effects. These may alter how the child acts and works in an academic setting, which should be reported to those at home.
Posted in: Special Education
Posted on August 14th, 2017 by ProCare Therapy
Imagine sitting in a classroom where you are constantly bombarded with stimuli that others may not even notice. This is the reality for children who have sensory processing challenges. Things which may distract them include the buzzing of overhead lighting, other children talking, pencils scratching on another child’s paper, and a variety of other typical classroom sounds. Some students may seek additional sensory to help them cope with stimuli. Others want to avoid it because it bothers them too much and they do not know how to regulate it. A child’s brain learns how to process different sensory stimuli to keep their system in check. Some children are unable to tune out the background and unneeded information. These kids make up anywhere up to 20% of the population. For those on the autism spectrum, 90% struggle with it in one way or another.
Posted on July 24th, 2017 by ProCare Therapy
Imagine that you are a kindergarten child and unable to speak. There are many young children who are able to understand language, but simply unable to verbally respond. In many cases, they have the words which they need, but the processing required to get the speech out is a struggle. Speech and language pathologists work with students on this in traditional ways. The problem is that these children need to be able to communicate within classrooms and beyond. They have things to say and if they can’t get it out in one way or another, it will show in socially unacceptable behaviors. This is detrimental to the child in many ways and may make them more distant from their peers.