Wk_of_Oct_5-_PPT_Handout

Wk_of_Oct_5-_PPT_Handout - 9/30/09 Impact of Disabili/es...

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Unformatted text preview: 9/30/09 Impact of Disabili/es Home Week of October 5, 2009 Special Paren/ng  Young & Hawkins (2006) discuss the Combined Skills Model for suppor/ng parents who have ID.  How does this model benefit parents?  What makes this model successful in providing services and addressing needs in the home? Parents of Children with Disabili/es  Parents of children with disabili/es report greater levels of stress.  At least one stressor on 50% days in a study compared to 40% of days for parents on non‐ disabled children  Reported more physical health problems.  Some service organiza/ons report frequent requests for respite care from parents of children with disabili/es. 1 9/30/09 Parents of Children with Disabili/es: Choosing Services  Parents have the responsibility of providing care for their children who have disabili/es.  Different types of disabili/es result in various types of care needs.  Physical management  Educa/onal needs  Emo/onal / behavioral interven/on  Special equipment  Etc. Parents of Children with Disabili/es: Choosing Services  We will consider these areas that parents must consider in caring for children with disabili/es.  Day care  Educa/on  Recrea/on  Respite  Preparing for long‐term care Day Care for Children with Disabili/es  Day care concerns are complicated by the presence of a disability.  Parents have the added burden of iden/fying  Accessible day care facili/es  Day care providers who are appropriately informed about the child’s special needs and trained to provide needed care Good day care programs might include fine and gross mor ski s, speech erapy, liracy development, sign language, ilet aining, and oer nconal and age appropria ski s. 2 9/30/09 Day Care for Children with Disabili/es   Parents need to be include many factors in day care decisions.   Is the building physically accessible?   Will the child with disabili/es be a welcome part of the environment?   Are the care providers aware of the child’s par/cular needs?   Are the care providers qualified to provide the needed care?   Is the program appropriate for the child’s learning needs?   Are modifica/ons to the program needed?   Are other children with disabili/es cared for in the facility   Have children with disabili/es been cared for there before?   How were they included with the other children? Day Care for Children with Disabili/es  Is the day care facility ADA compliant?  Day care facili/es cannot exclude children with disabili/es from their programs unless there is a direct threat to the health or safety of others  Day care facili/es must make reasonable accommoda/ons to policies and prac/ces  Day care facili/es must provide aids/services needed for communica/on with children (unless this cons/tutes an undue burden)  Centers must generally make facili/es physically accessible. Educa/on for Children with Disabili/es  Educa/onal services are provided under the Individuals with Disabili/es Educa/on Improvement Act (IDEIA).  Services can begin as early as birth if the disability is severe enough to be iden/fied then.  Parents must consent to any services provided.  IDEIA requires parent par/cipa/on in developing educa/onal programs for student with disabili/es. 3 9/30/09 Educa/on for Children with Disabili/es   Learning problems can result in addi/onal stressors related to school experiences.   Children lack mo/va/on (poor school performance; homework difficul/es)   Parental expecta/ons for children (academic level; long‐ term goals)   Emo/onal / behavioral problems can result in addi/onal stressors related to school experiences.   Rela/onships with other students can be difficult.   Regular reports of behavior problems can make school communica/ons with school aversive. Educa/on for Children with Disabili/es  Parents need to be involved in planning for their child’s life a\er their school career is over. This is called transi'on planning.  Transi/on planning is done through the school in collabora/on with families, community members, etc.  Transi/on team members  Have a vested interest in the child’s outcomes  Can contribute to the child’s ability to   access resources   Succeed in various se_ngs Recrea/on for Children with Disabili/es •  Parents report difficulty finding recrea/onal opportuni/es in which children with disabili/es can par/cipate. •  Barriers include: –  Public a_tudes –  Emphasis on “winning” –  Accessibility of facili/es –  Transporta/on –  Finances –  Need for assistance to par/cipate –  Appropriate ac/vi/es (some programs combine all disabili/es) 4 9/30/09 Physical Recrea/on for Children with Disabili/es •  Opportuni/es for physical recrea/on are needed. •  Children with disabili/es are at greater risk for obesity (and resul/ng health problems) because of their sedentary lifestyles. •  Physical disability does not preclude involvement in physical ac/vi/es. •  Children with disabili/es who are involved in physical ac/vity, experience the same benefits as their non‐disabled peers. –  Physical and health benefits –  Social and emo/onal benefits Physical Recrea/on and Children with Disabili/es •  Special considera/ons for recrea/onal opportuni/es for children with au/sm •  Work with the behaviors and incorporate them into ac/vi/es as possible –  Repe//ve behaviors (throwing, rocking, spinning, hand flapping, etc.) –  Behavior management strategies •  Rou/nes / predictability •  Visual schedules and direc/ons •  •  •  •  –  Social aspects Difficulty with recep/ve and expressive language; general interac/ons Trouble perceiving others’ feelings, needs, etc. Group ac/vi/es are difficult Social stories can help build social skills. –  Cogni/ve abili/es Physical Recrea/on and Children with Disabili/es •  Examples of physically accessible programs –  Boundless Playgrounds (physical and cogni/ve) •  Work in communi/es to design/construct playgrounds that –  are physically accessible –  provide developmentally appropriate ac/vi/es –  American Associa/on of Adapted Sports Programs •  Work with schools to adapt athle/c programs for students with physical and visual impairments 5 9/30/09 Physical Recrea/on and Children with Disabili/es –  Children with disabili/es can par/cipate in physical recrea/onal ac/vi/es at their own levels. They don’t have to “fully” par/cipate in ac/vi/es to benefit. Other Types of Recrea/on and Children with Disabili/es –  Art/music related ac/vi/es provide opportuni/es for children with disabili/es •  Communica/on •  Self‐expression •  Means for achievement –  Arts/Music: Very Special Arts •  Affiliated with the John F. Kennedy Center for the Performing Arts –  Accessible Arts Respite Care and Children with with Disabili/es •  Respite care is “short term, temporary care provided to people with disabili/es in order that their families can take a break from the daily rou/ne of caregiving. … Respite care enables families to take vaca/ons, or just a few hours of /me off.” •  Respite is the service most frequently requested by families. •  Services can be provided by (thearc.org) –  Family members –  Friends –  Organiza/ons •  Respite providers •  Disability related organiza/ons The Arc, 2003 http://chtop.org/ARCH/ARCH-Home.html 6 9/30/09 Respite Care and Children with with Disabili/es •  Respite care can be provided –  In home –  Out of home –  Through out the life‐span •  Respite care benefits families by –  Providing relief from care‐giving responsibili/es –  Providing opportuni/es for family ac/vi/es that don’t require accommoda/on or special arrangements –  Suppor/ng family heath and well‐being http://chtop.org/ARCH/ARCH-Home.html Coping Strategies Used by Parents of Children with Disabili/es •  Adapt family roles as needed. –  Don’t define roles by who has to perform specific tasks. •  Maintain realis/c expecta/ons. –  Focus on the child’s abili/es and strengths, not disabili/es and limita/ons. •  Realize they don’t have to do everything alone. Ac/vely look for support. –  Support can be from family, friends, professionals, etc. •  Help others understand and accept the disability. •  Act as an advocate. –  Be familiar with legal rights. http://www.foreverfamilies.net/xml/articles/parenting_children_with_disabilities.aspx?&publication=full Planning for the Future •  What happens when parents are no longer able to care for their children with disabili/es? 7 9/30/09 Next Week •  Journal Entry 3 8 ...
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