Ten Things to Ask of Those Working with Your Special Child | The Visible Parent
Ten Things to Ask of Those Working with Your Special Child | The Visible Parent
As parents we respectfully request that members of our child’s support team follow these tenets:
1. Understand that developmental or neurological differences make our
child different, not deficient. We do not want our child to experience
unspoken messages that he or she needs to be cured or fixed.
2. Presume competency in our child, and understand that it may take a
while for him to show you all he knows. Please have patience and
assume that he understands everything you are saying.
3. Do not confuse our child’s inability to speak or use proper
language as an inability to think. Our child’s ability to communicate
her inside thoughts is not always easy or possible, but she has
thoughts, emotions and desires just as any other child does.
4. Prioritize our child’s feelings of safety in relationships as a
necessary condition for learning. It is more difficult for our child to
feel safe because he can’t easily communicate his needs. Please help
him feel secure, loved, and safe.
5. Understand the critical difference between intentional
misbehavior and our child’s attempts to communicate distress. (They can
look the same from the outside). Our child’s behaviors, which may look
negative or attention-seeking are most likely stress responses, “fight
or flight” reactions, not aggressive acts.
6. Consider the mental-health implications of every behavior plan,
strategy and intervention for our child. Our child feels sadness, shame
and embarrassment as any other child does. Please be considerate of
his emotions when creating educational and treatment plans.
7. Consult with us, her parents, before attempting to “normalize”
behaviors. Some of our child’s behaviors help her feel calmer. If they
are not disrupting others, please do not take behaviors away without
first speaking with us. This can have an impact on her developing
self-confidence.
8. Work from our child’s strengths, natural interests and motivation.
Our child, like all children, learns best when he is engaged and
interested in the process. Please incorporate his natural interests in
his education and therapy sessions.
9. Certain sensory experiences may be difficult for our child. Get
assistance from an expert on sensory-motor integration (typically an
occupational therapist or physical therapist) to make sure therapy goals
are tailored to our child’s sensory processing profile. When taken into
consideration and accommodated, our child is more content and learns
better.
10. Continue to raise the bar and expect as much from our child as
you would from any other child. We have the same hope as all parents:
that our child will be happy, secure and live to the highest potential.
You are essential in making this happen.
- See more at:
http://www.thevisibleparent.com/ten-things-to-ask-of-professionals-working-with-your-special-needs-child/#sthash.iA39hUh7.dpuf
1. Understand that developmental or neurological differences make our
child different, not deficient. We do not want our child to experience
unspoken messages that he or she needs to be cured or fixed.
2. Presume competency in our child, and understand that it may take a
while for him to show you all he knows. Please have patience and
assume that he understands everything you are saying.
3. Do not confuse our child’s inability to speak or use proper
language as an inability to think. Our child’s ability to communicate
her inside thoughts is not always easy or possible, but she has
thoughts, emotions and desires just as any other child does.
4. Prioritize our child’s feelings of safety in relationships as a
necessary condition for learning. It is more difficult for our child to
feel safe because he can’t easily communicate his needs. Please help
him feel secure, loved, and safe.
5. Understand the critical difference between intentional
misbehavior and our child’s attempts to communicate distress. (They can
look the same from the outside). Our child’s behaviors, which may look
negative or attention-seeking are most likely stress responses, “fight
or flight” reactions, not aggressive acts.
6. Consider the mental-health implications of every behavior plan,
strategy and intervention for our child. Our child feels sadness, shame
and embarrassment as any other child does. Please be considerate of
his emotions when creating educational and treatment plans.
7. Consult with us, her parents, before attempting to “normalize”
behaviors. Some of our child’s behaviors help her feel calmer. If they
are not disrupting others, please do not take behaviors away without
first speaking with us. This can have an impact on her developing
self-confidence.
8. Work from our child’s strengths, natural interests and motivation.
Our child, like all children, learns best when he is engaged and
interested in the process. Please incorporate his natural interests in
his education and therapy sessions.
9. Certain sensory experiences may be difficult for our child. Get
assistance from an expert on sensory-motor integration (typically an
occupational therapist or physical therapist) to make sure therapy goals
are tailored to our child’s sensory processing profile. When taken into
consideration and accommodated, our child is more content and learns
better.
10. Continue to raise the bar and expect as much from our child as
you would from any other child. We have the same hope as all parents:
that our child will be happy, secure and live to the highest potential.
You are essential in making this happen.
- See more at:
http://www.thevisibleparent.com/ten-things-to-ask-of-professionals-working-with-your-special-needs-child/#sthash.iA39hUh7.dpuf
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