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  1. NPN Jana

    Autism Eats - Summer Lunch

    until
    Autism Eats at Roots Pizza. This is an autism family friendly lunch. All behaviors are welcome! Pricing: $20.00 for adults and $15.00 for kids. RSVP required. Please go here to register. This is an external partner event. Please contact the organization directly with any questions or concerns: Lzohn90@comcast.net.
  2. The relationship a parent has with their child’s teacher plays a big role in their child’s academic success. When a child has a developmental difference, a positive parent-teacher relationship is even more important — as the stakes are significantly higher. To learn more about cultivating a good parent-teacher relationship, we sat down with Jennifer Rosinia, a developmental differences expert at the Erikson Institute. Why is a good relationship with my child’s teacher so important? A good relationship between parents and teachers has been shown to improve a child’s academic achievement, social competencies and emotional wellbeing. And, as it turns out, parents and teachers benefit from a good relationship, too! [Related: How to advocate for your special-needs child in CPS] When parents have a good relationship with their child’s teacher, they develop a greater appreciation for the important role they play in their child’s education, learn more about the school’s academic programs and how they can incorporate them into their home routines. For teachers, a positive parent relationship enables them to focus more on teaching and meeting students’ needs. What can a parent do to foster an effective parent/teacher partnership for a child with developmental differences? Dr. Susan Sheridan of the University of Nebraska-Lincoln offers three “Cs” for good relationships: communication, consistency, and collaboration. Communication with your child’s teacher should begin with the school year and continue throughout. Introduce yourself and let them know that you want to partner with them. Find out their preferred way of communicating, and then make sure communication is timely, and clear and open. Stay informed about what’s going on in school. Remember: The best communication in a partnership is two-way. Consistency might also be called “being on the same page.” An effective parent-teacher partnership sends a clear and consistent message to the child that they are working together to support their success. Collaboration between parents and teachers identifies and provides strategies to help your child achieve their optimal developmental and learning capacity. Share successes and concerns. Strategize ways to enhance and modify home and school environments. Collaboration means problem solving together, not blaming the other. [Related: Your child received a diagnosis. Now what?] My child has developmental differences. What is the first step I should take to ensure they will receive the support they need in the classroom? Forming an effective partnership with their child’s teacher should be the first step parents take to ensure their child will receive the support they need in the classroom. If a child has significant or complex support needs, parents might also want to seek testing to identify them. Schools are required to address needs revealed through academic testing.   How should I approach conflicts I might have with my child’s teacher about services my child needs? If parents have established an effective partnership with their child’s teacher, approaching conflicts should be relatively easy. The following suggestions might be helpful: ● Begin by talking with your child’s teacher. Starting with, “Can you help me with this?” can sometimes reduce the risk of a misunderstanding. Ask teachers for their perspective, opinion and suggestions, and try to avoid accusations. ● Remind yourself to listen. If you are focused too much on what you want to say, you might miss important information that could help resolve your concern. ● Schedule an observation. Spending time in your child’s classroom watching and listening could give you helpful insights about your child's relationships, activities and services. ● Seek creative solutions together. If you and your child’s teacher have established a good relationship and partnership, you are one step closer to working together to come up with a creative solution. Do not forget to include your child if they are old enough to participate. ● Respect boundaries. When in conflict, it’s easy to cross boundaries. Remember to schedule time to talk. If for some reason you dislike your child’s teacher, take care not to let your child know. You don’t want to disrespect the teacher’s authority. ● Still stuck? Speak with the principal. The principal will serve as a neutral party. They will listen to your concerns, gather information from the teacher, and then help resolve the conflict. If a child has an Individualized Education Program (IEP), the federal Individuals with Disabilities Education Act (IDEA) requires that their parents are afforded a legitimate, authentic opportunity to participate in the decision-making process for their child, and should be encouraged to be active participants in their child’s educational plan. What other steps should I be taking with my public school district to ensure my child is getting the care they deserve/accessing all the available resources? At the end of the day, it’s all about relationships. Get to know your teachers and administrative team. If you can, be active and involved: attend school board meetings, join the PTA, or spend time volunteering in your child’s classroom. Additionally, if your child has a developmental difference, know your rights under the law. To learn more, visiting the Illinois State Board of Education is a good place to start. Jennifer Rosinia is an occupational therapist and child development specialist. She is currently on faculty at the Erikson Institute as a senior instructor. She holds a master’s degree in early childhood education and a doctorate in child development from Loyola University and Erikson Institute in Chicago. Photo by Natasha Hall on Unsplash
  3. As we begin to talk about the “s” word again ("school"), you may be weighing some options for your kids coming into the fall. If you have a toddler at home, you may also be entertaining the idea of preschool to help get your little one reintroduced to the world, interacting with peers — as well as adults other than your immediate family — and just beginning to develop social skills again as we emerge from our homes. [Related: What to look for in a therapeutic preschool] While preschool is not a requirement or necessary for later success in school, experts agree it provides an environment for children to explore, play with peers, build self-confidence, and strengthen their social and emotional development, all while having fun and learning routines. If you’re ready to send them off for more of these social experiences, you’ve likely fallen into a lot of options in Chicago for early learning. One factor to also consider in your search is whether your child would be appropriate for a “standard” preschool or a “therapeutic” preschool. It's a good idea to explore some differences in choosing a preschool or a therapeutic preschool for your youngster, as there are several distinctions that separate these two early learning options. Ratios In Illinois, preschools and daycares are mandated to follow predetermined adult-to-child ratio guidelines. Most stick to these minimum recommendations, which is a great question to inquire about when doing your research! These ratios are as follows: • For 2-year-olds a 1:8 ratio, with a maximum group size of 16 • For 3- to 5-year-olds, 1:10 ratio, with a maximum group size of 20 • For children 5 and above, 1:20, with a maximum group size of 30 In a therapeutic preschool setting, most classrooms are much smaller than the recommended maximums. Ratios are also much lower. A typical therapeutic preschool has a class size of 6-8 children, with ratios of adult support anywhere from 1:1 to 1:3. [Related: Preschool vs pre-k: What's the difference?] Therapy If your child receives speech, feeding, occupational, physical and/or behavioral therapy, a therapeutic preschool might be the way to go. This environment has these specialized therapists guiding interventions, providing individual therapy sessions, and helping to generalize different skills among peers. For example, a speech therapist may work individually with a child on answering questions or forming multiple word responses, and then bring the child back to the classroom to practice this new skill with their friends. Naps Here’s where therapeutic preschools may fall short. Therapeutic preschools are very therapy driven and most do not allow for a 2-hour mid-day nap, as a preschool or daycare set up would offer. If your little one is a power napper, a full day program at a therapeutic preschool may not be the best option for them. Diapers Some Early Learning programs require enrolled children to be fully toilet trained. This can be a real limitation for some families who feel their children are ready for the social and emotional benefits of preschool, but are not quite ready to spend the day in undies. At a therapeutic preschool, there are potty training programs implemented with each child, as this is a skill most are able to work on because of the low teacher to student ratios they maintain. Communication Both a preschool and a therapeutic preschool likely offer a lot of great communication options between the teachers and families. Notes going home, apps to receive updates, and face to face interactions help parents feel in touch and in the know about the day to day events with their children. However, if your child’s communication seems to be behind their age-matched peers, this can be a high frustration level for many toddlers who have a good understanding of what’s being discussed, but aren’t quite able to get their thoughts and feelings out effectively yet. A preschool classroom can be a frustrating experience when there are challenges expressing your wants and needs, or advocating for yourself. Important questions to consider: Is my child easy to understand? Can they ask for help when they need it? Are they able to speak up to advocate for themselves? Am I the only one who can understand my child? Reflecting on some of these questions may help lead you to the proper enrollment for your child. Enrollment Every child can be assessed and receive an IEP (individualized educational plan) at age three in order to have recommendations for placement at a CPS preschool. But did you know that your IEP is good for three years, and you are not required to join a CPS preschool at that time? Students in Illinois are not even required by law to attend kindergarten; however, they must be enrolled in either a home schooling program or a school district by age 6. Therefore, many families opt to pause enrollment from CPS to join a therapeutic preschool and reap the benefits of intensive therapeutic intervention, low student to teacher ratios, and engaging social and peer interactions. But don’t worry: Whether they graduate from preschool or therapeutic preschool, they can still join their peers in either a kindergarten or first grade classroom when they are ready! Making a Switch There are a handful of preschools in Chicago that enroll in the fall for the entirety of the year. Some have more strict guidelines on classroom placement based on birth date and ability level. However, many allow for enrollment throughout the school year, depending on birth date, availability and current ratios in their classrooms. Most therapeutic preschools enroll throughout the entire school year, and base these enrollments on the needs of the children and their families. So, if you are on the fence about what is most appropriate for your child, ask about enrollment commitments or cancellation fees, should you opt to enroll in a more therapeutic setting later in the year. Having this option may make enrollment in either program an easier commitment. Regardless of what you choose for your child, you want this early learning experience to be positive for everyone involved. Ask lots of questions, explore every option, and don’t limit yourself to only your neighborhood school. There may be a better fit for your child and their developmental needs that can get them well prepared to be independent little learners! Photo by Aaron Burden on Unsplash
  4. Photo by Jan Kopřiva on Unsplash They aren’t usually learned from a textbook, but social and emotional learning skills (SEL) are still critical to your child’s fulfillment and success. To learn more about SEL and how parents support their children’s development of these skills, we talked to Amanda Moreno, an SEL expert and associate professor at Erikson Institute. What is social and emotional learning when it comes to children?  What skills does it help children develop? There are several ways of defining SEL but in short, it covers non-academic skills that are needed to live a productive, fulfilling life connected to other people. SEL includes skills like emotional regulation, collaboration, social problem solving, kindness, and resilience. [RELATED: Why kids lie, and why it's okay] Why is SEL important? How does it benefit young children, both in the short and long term? SEL skills used to be referred to as “soft skills." That term is being used less, however, because it makes them sound "touchy-feely” when they are actually the foundation for academic skills. Just imagine how hard it would be to successfully engage in school, work and relationships without SEL skills. Parents usually understand that their children need both book and people smarts, but some SEL skills are less obvious than others. One example is that of a growth mindset. When someone with a growth mindset encounters a task that’s difficult for them, they assume that they just need to learn more and keep trying. They also recognize that everyone feels that tasks are too hard for them sometimes. In contrast, someone without a growth mindset will assume that they are incapable of completing the task, and always will be — and thus give up. Through SEL, parents can cultivate their child’s growth mindset by focusing more on process than outcome, and complimenting their efforts rather than static traits such as “smart.” For example, instead of waiting for your child to complete a puzzle or sand castle and then saying “good job,” you can say something like, “Wow, I notice how you keep turning the pieces in different ways,” or, “I see, when the walls of the castle cave in, you dig deeper for more wet sand to keep it in place.” What strategies can I use to increase my child’s SEL in everyday activities, especially now as life begins to return to normal? I am not someone who believes that children have dramatically lost skills in quarantine. Sure, they may be a bit rusty when it comes to interacting in larger groups (aren’t we all?), but it will just take some practice and confidence to get comfortable again. For children to regain their confidence in social interactions, they mostly need trust from their parents. Children use “social referencing” in challenging situations: If they look at you during their baseball game and you look nervous, they’ll be nervous, too. We need to find ways to manage our own anxiety and model resiliency. Doing so will help our children build their own. [RELATED: 10 tips to move your child from fear and anxiety to bravery] As my child grows, what behaviors signify developmentally on-track SEL skills? I love this question, because I think that due to our natural tendency to focus on the negative, it can be hard for parents to recognize growth in SEL skills. For example, we might think that after seeing gains in our child’s frustration tolerance, one big tantrum means all was lost. Instead of focusing on the tantrum, focus on the small wins. Sure, he had a tantrum, but has the amount of time between tantrums increased? Has the length of them decreased? Have certain things that used to be a trigger become easier? SEL development is not a smooth upward path, so be sure to notice the baby steps even when there are bumps in the road. Are there any resources in the community or classroom that I can access to help my child with SEL? Most schools do some form of SEL programming nowadays, and it is a good idea to find out what your child’s school is doing and get involved. Most programs have parent resources associated with them, which can help with consistent messaging across school and home. There are also many great resources online such as Zero to Three, CASEL, and Edutopia. Amanda Moreno, Ph.D. is an associate professor at Erikson Institute where she conducts research, designs and teaches graduate programs, and delivers professional development training on the intersection between emotions and learning.
  5. until
    It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.
  6. until
    It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.
  7. until
    It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). 👉 This month's meeting will feature a special topic! Feel free to discuss this topic or just talk about what’s on your mind as usual. October’s discussion topic is Developmental Differences and Extended Families: how having a child(ren) with special needs has affected our relationship with our (usually well-meaning😏) extended family members. The Zoom link will be sent out about 2 hours before the meeting.
  8. until
    It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.
  9. until
    It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting. Questions about this event? Email laura@npnparents.org. 👉 New! Use our Developmental Differences Resources Directory to find doctors, schools, therapy providers and more.

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