Happy Holidays to All !

We’ve always done a blog in rhyme as our last post of the year

To thank everyone who's helped us and to wish all much good cheer

This year has been a busy one; we’ve served students of all kinds 

We’ve done trainings, talks, and  webinars to help explain kids’ minds

Dr. Yellin has done traveling to schools both far and near
Where our approach to learning is used throughout the year
Helping students see their strengths to build their self esteem
And offering up strategies to help them reach their dreams

For parents who have questions and are not sure what to do
We've had a free phone hour that might be help to you
Just call our office number, Thursday mornings 8-9
And if Dr. Yellin isn't busy, he'll get right on the line

But more than our activities, we want to share our gratitude
To our amazing Yellin Center staff and their caring attitude
To attorneys, tutors,  therapists who ask us to assist
And the schools who send us scholars when things have gone amiss

But most of all we thank the parents who trust us with their kids
Who've turned to us when children struggle, no matter what they did
You and your dear children are the core of what we do
Why we get up every morning and work the long day through

So as one year is about to end and another set to start
We wish you happy holidays from the bottom of our heart
We wish you health and happiness and that learning is a joy
And that all good things should come to you and to every girl and boy

Happy Hanukkah, Merry Christmas, and Happy New Year

                            From The Yellin Center

  

We will be closed from December 25th, reopening on Thursday, January 2nd

The Challenge of the Blank Page

When professional writers sit in front of their computer or at their desk and are unable to write -- or to write the kind of content that they know they are capable of producing, they often talk about having writer's block. Some authors can go years without producing a new book or a magazine piece, even though they have had years of productivity in the past. 

This kind of difficulty is not just a problem of adult professionals. It can be hard for children to sit in front of a blank page -- on paper or screen -- and come up with a story or report on deadline. Certain kinds of writing may be easier for children. Book reports, for example, have a fairly standard format and the content can refer back to the book and its characters. Similarly, assignments with clear guidelines, such as a research report on an historical figure or event, can be relatively easy for a young writer to begin.

Open ended writing assignments can be more difficult for anyone and children can find it especially hard to get started. There are ways to help, however, and parents and teachers can use some of the following to provide the needed spark:

• Help them record the story. Many children find it easier to "tell" a story than to write it down. Once they finish, they can play the recording back and serve as their own scribe, or have a parent or teacher help them, writing down what they had said aloud. 
• Provide word banks. These can be found online or you can create them for a specific purpose. Having words in front of them that relate to the topic they are writing about may be all a child needs to begin to write. They can help create this word list, and then use all of the words in sentences. For example, a paragraph about spiders might include the key words “spider,” “legs,” “eyes,” “poison,” “bite,” “insects,” “web,” etc. 
• Have the child start with a free-write. This can mean jotting down ideas, making lists, or putting words to paper in any form that feels comfortable. No structure, no grammar issues, and no rules apply. Once this free write is completed, it can help the child to jump start a more organized written product. 
• Teachers can offer students alternative ways to tell stories. StoryboardThat enables students to create a storyboard, much like a screenwriter will use to create a film plot. Tools like Comic Creator can help children tell their story in a comic book format. Other "out of the box" ways to get children started with writing include having them write a skit or play, and perhaps acting it out, or to have them "report" a fictional event in a newspaper format. Storybird uses over 1,000 professionally created pictures to inspire writers of all ages - and children can read the stories of other children too (all carefully moderated).

Writing leads to more writing, so getting things started should be the goal. While proper spelling, grammar, and other aspects of good writing are important, they can be part of the editing process, once children come up with their ideas and the basic story. 

IEPs and 504 Plans

As we have noted a number of times, questions from families seem to come in groups. Most recently, we have received several inquiries from the families we serve about Individualized Education Programs (IEPs) versus 504 Plans (whose name derives from Section 504 of the Rehabilitation Act of l973). What most often triggers these questions is the misguided approach of some schools that these two kinds of services and supports are interchangeable in all instances and that, in effect, a 504 Plan is an "IEP lite."

Only by understanding the origins and purposes of these two laws will schools and families be able to best apply each of them in the appropriate circumstances. Let's break these differences and similarities down to compare and contrast.

The IDEA is an educational funding law. It requires that each state that receives federal funds (and that is ALL of them)  provide a free, appropriate public education (universally referred to as FAPE) to all K-12 students who meet the definition of disability in one of 13 areas. Among the most common areas  are Specific Learning Disability, Speech and Language Impairment and Other Health Impaired (a bit of a catch-all, which often includes ADHD). The IDEA applies to all students who have been determined to have one of these disabilities, whether they attend a public or private school, although the funds available to students in private schools come from a different funding stream and can sometimes be more limited than those available to public school students.

Section 504 is a civil rights law. It is often described as a law that seeks to "level the playing field" by providing students with disabilities the same access and opportunities as students who do not have disabilities. It only applies to schools and school systems that receive federal funding, so it does not apply to most private schools (unless they have some sort of federal funding, such as for a lunch or enrichment program). Its definition of what constitutes a disability is far broader than the IDEA, and is defined generally as  a physical or mental impairment that substantially limits a major life activity. There is no limiting definition of what kind of impairment "substantially limits a major life activity," but Section 504 notes that this definition includes (but is not limited to): learning, concentrating, thinking, reading, hearing, communicating, seeing, and working. So, students who have a defined disability under the IDEA will also fit the definition of a disability under Section 504.

Why, then, do we say that these are not interchangeable? A good explanation of the differences between these two laws can be found in a document from the U.S. Department of Education:

First of all, the IDEA provides very specific procedures for how it is to be applied. Details of evaluations, meetings to develop the IEP, and remedies if there are problems with any aspect of the IEP procedure are set out in the IDEA and its regulations with great precision. There can be some differences from state to state in how these work in practice, but every state must provide at least what is set forth in the IDEA. One of many aspects of the IDEA is that parents are a required part of the team that creates the IEP.

In addition, the IDEA provides a rich array of services, including special education and related services. Special education is defined under the IDEA as specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability and related services (things like speech, occupational, and physical therapy) are defined as supportive services that are required to assist a child with a disability to benefit from special education.

Under Section 504, school districts are required to develop and implement a system of procedural safeguards to address FAPE concerns specifically, such as the identification, evaluation, and educational placement of students with disabilities. Procedural safeguards include notice; an opportunity for records review by parents or guardians; an impartial due process hearing, with an opportunity for participation by the student’s parents or guardian and representation by counsel; and a review procedure. 

Section 504 does not include parents as part of the team that initially creates the 504 Plan, only after the fact if a hearing is required because of a disagreement. And, while some states follow the procedures in the IDEA and use these as the required system of due process safeguards that Section 504 requires, not all states or districts do this. 

We believe that as implemented by most schools, an IEP affords more support for students and input for parents than a 504 Plan. By setting goals and methods for determining if these educational goals are being met, an IEP focuses not simply on access, but more broadly on educational methodology and improved performance. 

School districts must supply data to their state and states, in turn, must account to the federal government for the number of students who receive IEPs. This is related to the IDEA's status as a funding law and is designed to make sure that districts aren't classifying too many students or too many students of a particular background, as requiring IEPs. There is thus some pressure on some districts to limit the number of students with IEPs. Such data is not required in the same way for 504 Plans, so some districts may be more comfortable offering a 504 Plan in lieu of an IEP. 

When appropriate, such as for a student with a medical condition, or with ADHD and without any concurrent learning difficulties, or for a student who only needs accommodations, such as extended time on exams, Section 504 can be an important and effective law. But for students whose issues are more complex and include substantial learning challenges requiring special educational services and supports, we urge parents to seek an IEP as the best way to obtain what will best serve their child.  

Thanksgiving Thoughts

In the more than ten years we have been writing this blog, we have written a post before each Thanksgiving, sharing information, expressing gratitude, or both.

Last year we wrote about Thanksgiving books for children, and it's not too late to pop into your local bookstore (if you still have one!) to pick one of these up for the children you will be seeing. An older post, from 2011, also contains book ideas relating to the holiday. We also shared a link to the site from Scholastic that parents can use to help discuss the origins and meaning of the holiday with their school-age children.

Countering all these classic versions of the holiday, is a piece from The New York Times a couple of years ago, "fact checking" many of the aspects of the traditional story of Thanksgiving.

But whether or not your perspective on Thanksgiving is historically accurate, taking a day for gratitude is something we all can do. The things that make each of us grateful may vary, but here are some of the things we are grateful for, especially this year.

First, we're grateful for babies, both in our own family and in our Yellin Center family. Your blogger can attest that while parenthood has its blessings, there is nothing to compare with being a grandparent. And Dr. Yellin would agree.

We are also grateful for our larger family, especially for Aunt Karen, who has hosted our extended clan for an all-day celebration for as long as we can remember, opening her home (and view of the Macy's parade) not just to family and friends, but to friends of friends who come just for the parade. Here's to calm winds and high flying balloons tomorrow!

We're grateful for all our family members who put love over politics, and who manage to stay in the same room with one another even though we do not all share the same viewpoints. And, despite not discussing politics, we never run out of things to talk about. 

We're incredibly grateful for our Yellin Center staff, clinical and administrative. They all make the experience of the families and students who come to The Yellin Center welcoming and professional and our work would not be possible without their skill, dedication, and good nature. Thank you!

We are grateful for the many schools and organizations who seek guidance, training, and information from us and who invite Dr. Yellin to give talks and professional development programs. He always finds these enormously gratifying. 

Finally, we are grateful for the families and students who come to The Yellin Center, who share their struggles and allow us to work with them. We are grateful for your trust and hope that our work has made your lives and the lives of your children better. 

Happy Thanksgiving!

High School Newspapers

A recent walk down memory lane -- a tour of your blogger's high school as part of a reunion weekend -- served as a reminder of how big a role working on my high school newspaper played in my high school experience. It was a great way to build confidence, to learn the inner workings of the school, and (as a senior) to guide younger students in the skills needed for producing the monthly paper on time.

These skills translated to work on my college paper -- where a large sign in the chaotic newsroom proclaimed "This is a Daily, Not a Weekly!" By then there was real news to report -- strife on campus, sit-ins, and an activist student body in a turbulent era. Some of the folks I met during that time went on to careers in journalism, while others became doctors, lawyers, and even a producer of Law and Order.

It was with particular interest, therefore, that I read a recent article in Chalkbeat highlighting a New York City high school teacher, Dennis Mihalsky, who started a journalism class and a school newspaper at the City College Academy of the Arts in Inwood. Part of his motivation, the Chalkbeat piece explains, was to heighten his students' awareness of events going on around them in their school and community. And, not surprisingly, to counter the reliance his students placed on social media as a source of information.

The venture has proven to be a success, with students coming up with ideas for stories that would have an impact on the life of their school. The paper publication was something very tangible for the students and they are learning to realize the importance of this kind of journalism.

Building on this success, Mr. Mihalsky has founded a nonprofit organization, Students Disrupting, whose mission is  "to bring student newspapers to every high school in the city through training, advising, and supporting students, teachers, and administrators, helping them find their voice, deepen their thought, and seek the truth." Students Disrupting notes that only 12.5 percent of NYC public schools have student newspapers and a key part of its mission is to support students and teachers who want to increase that number. Does your school (or your child's school) have a newspaper? If not, maybe it's time to start one. If you have 26 minutes, you may enjoy hearing from Dennis Mihalsky about how he started his school's newspaper.

School Travel Safety

Our last blog looked at issues relating to early school start times and the new California law that prohibits start times for middle school students before 8 a.m. and for high school students before 8:30 a.m. But no matter what time your child begins his or her school day, being safe on the way to and from school is an important issue to everyone to keep in mind.

Safety concerns start on the way out the door in the morning and continue until students arrive at their homes at the end of the day, which for some students with after-school sports or activities can be as late as 6 or 7 pm. Our colleagues at The American Academy of Pediatrics cite research from The National Research Council  Transportation Research Board, Committee on School Transportation Safety that broke down the ways that students travel to and from school during the regular school day. These modes of travel included passenger vehicle with adult driver, 45%; school buses, 25%, other buses, 2%; passenger vehicle with teen driver, 14%; bicycle, 2%; and walking, 12%. Not included in these figures are transportation after regular school hours or for extracurricular activities. These after hours trips are often done after dark and can involve longer distances (to sporting events or tournaments outside of the home district); they have a disproportionately high occurrence of crashes.

 

What can parents do to make travel to and from school safer?

• Make sure young children are accompanied by a parent, caretaker, or responsible older sibling while walking to or from school or the bus stop
• Remind children that the bus stop is not a playground and that running around, which can often end up in the adjacent road, can be dangerous
• Dawn and dusk are the most difficult times of day for motorists to see pedestrians. As the days shorten, make sure your child is wearing at least some reflective clothing so he or she is highly visible
• Work with your PTA or other group to make sure your school has implemented appropriate safety measures -- crossing guards, dismissal and arrival procedures, and safety training as part of the curriculum -- to provide children age-appropriate safe travel
• Support graduated driving licences for teens. Teenage drivers should pass not just the State road test, but Mom or Dad's road test as well. That may mean that driving privileges are delayed until a teen demonstrates sufficient maturity and judgment to understand that the consequences of distracted driving can be deadly. 
• Model good driving practices yourself; never text or use your phone or otherwise drive with distractions and always wear seat belts. We've written before about steps to safer teen driving. Speed, having passengers in the car, and failure to wear seat belts are some of the driving practices that pose the most risk to teens.

Dark and Early Mornings

A recent social media post from a relative in Florida lamented his son's early school start time. "Somebody has to get on the bus way too early. Middle school boys were like a pack of zombies lingering around the bus stop staring at their phones," he noted. "It will be nice when we change the clocks and I won't have to turn on the outside lights when he leaves the house in the morning."

But light or dark [and remember that this Saturday night we turn our clocks back one hour, so it will be lighter in the morning -- but will get dark as early as 4:30 pm later in November and even earlier in December], there is nothing to be done about the shorter days that winter brings.

What can be addressed, and what California has decided to do over the next three years, is change the start time of school for students. A new law mandates that most middle and high schools in California begin not earlier than 8 and 8:30 a.m., respectively. The law contains exemptions for some rural schools and its gradual implementation is designed to allow time for new teacher contracts to reflect the change in schedules.

We have written numerous times about the need for adequate sleep for children of all ages; just search "sleep" in the subject box on the right-hand side of this post. Many of our discussions of sleep are based on research referenced by our colleagues at The American Academy of Pediatrics, that 

“ [it is] ... clear that adolescents who get enough sleep have a reduced risk of being overweight or suffering depression, are less likely to be involved in automobile accidents, and have better grades, higher standardized test scores and an overall better quality of life. [In addition] studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn.”

Preliminary calculations of the cost-benefit issues associated with later school times indicate that "the benefits of later start times far out-weigh the immediate costs" in just two years.

As California implements its new policy and researchers examine the impact on student health and achievement, they will also be looking at the economic issues involved in this major state-wide shift. We will continue to follow this issue as it evolves over the next several years.