In a matter of speaking … yes! Wow!!! Blended learning students in grades 9-12 return to buildings beginning 03/22 (at least in NYC). Speech-language pathologists help others with organizational skills so in that spirit here are some reminders
Get back into that routine now! Resume the routine bedtime, preparing lunch the night before, laying out clothing etc. Whatever the routine – especially with students who are special needs, that will be important. Since we are talking about older students returning, maybe a chart as below with their routine would be helpful to write out now..
Once your son or daughter is back – in-person..
Please communicate face to face if possible – not through facetime; but in-person and it will be important to show up with your son or daughter’s paperwork in hand. I’d suggest that you hand it to the special education supervisor as soon as your high school student enters the door. They may be pulling away during their adolescent years; which we’d typically expect. However, they won’t tell you – you are needed! Just like at the beginning in September – here is a checklist:
Set up a meeting or call your child’s lead teacher and introduce yourself. If possible go to school in person as it is the parent who makes themselves known that gets the help!
Make sure that your child’s therapy schedule is in place as times may change ..??? perhaps…
If your son or daughter needs any adaptive equipment – communication boards or FM systems and these are typically at school – make sure they are there and also any eyeglasses!
***If your son or daughter can help with the very last item above it may be wonderful so that you guide them in self advocacy skills!
Remember that it is not just your child who needs the help. Your child's teacher needs the support from the school therapist so that they know how to support him or her and they need you too as the "team leader". Your son or daughter needs guidance too!
Resources: The impact that changes in kids since the pandemic necessitated social distancing cannot be understated.
On Facebook recently, I read the following question from a parent and had some ideas about what might be helpful:
“Anyone had success in detaching their kids from the electronic world? I have a huge concern about what this is doing to my 2 boys with multiple letters in their diagnosis…I am afraid our summer is a battle and competition with it.š”
There is cause for concern, battles aside. According to How Technology Hinders People with ADHD: “Technology use requires balance and self-monitoring. It can be beneficial to utilize the available software to help increase productivity, but also to help decrease distraction and hyper-focus”.
“Pick One Piece of Technology to Use Today for .. (time limit) ) Pick one i.e. kindle, i-pad, computer, etc,
You might want to define clearly on a color coded wipe off board or schedule such as this for each child:
Monday =Kindle Fire;
Tuesday = iPad etc. I might want to rotate every day of the week. Monday may be kindle day, Tuesday could be i-pad day etc.
RULE TWO
Plan Media Viewing: Here is a list of acceptable programs or … decide together what will be watched (you as a parent are responsible for how technology is used and viewed at home)
RULE THREE
Talk about what you have watched with mom/dad
**The research shows that children of different ages understand ond process what they view on computers or other electronic devices best if you as an adult watch it with them and then discuss what is being viewed.
The Ready to Learn Television Program
The Ready to Learn Program: 2010-2015 Policy Brief, published in March 2016, summarized EDās Ready to Learn Television program research on the effectiveness of three educational television production organizations.53 The brief reported on 15 effectiveness/summative research studies with children aged 3-8 using media in informal learning settings (such as after school or child care programs); 7 of the studies focused on learning at home. From the 7 studies that focused on learning at home, positive associations were found between at-home engagement and childrenās math learning with children whose parents received interventions such as content guides and suggestions for supplemental activities. The studies also found that parentsā awareness of childrenās math learning increased their likeliness to engage in activities and strategies to help their children learn math.
On a personal Note:
On this Father’s Day, I remember the house rule in my family. Each of the three of us siblings was allowed to watch television for one hour per day. The rule was so ingrained into my daily life that I can even recall the names of the shows I watched and the time of day. It was always for an hour in the morning before school. It was a relaxing way to start the day. Of course, the time of day changed with advancing childhood years.
There were exceptions to that rule: My parents allowed us additional time if we had to watch something on television for school OR if there was a special program – for example watching “The Wizard of Oz” as a family was a big deal for us. It was, after all, a simpler time. Another such special additional viewing that stands out is the night that Neil Armstrong landed on the moon. The LM landed on the Moon at 20:17:39 GMT (16:17:39 EDT) on 20 July 1969. That was special!… so special that we went to the neighbor’s house to watch together. We went there because they had a color television set and I imagine my parents wanted to share the occasion with other adults. For some reason, one of those memories as a little girl was that of dad carrying me home really comfortable in his arms, because I fell asleep right after the landing.
The beauty of this rule is a child was that I was forced to develop other interests and had to learn what else I could do in my free time. Mom was a librarian so we spent a lot of time picking out books and reading. I’d read two or three books at a time. I set up lemonade stands, rode my bike, learned how to draw, and write poetry. During the summer, we went to the pool. We traveled as a family, as we got older and actually may do so even now, periodically as adults. It builds bonds by sharing face time. The challenge comes when you sit down to eat and the phone has to go in a basket, away from everyone and the game is who can stay away from their phone for the longest! Technology can really be addictive!
Finally – for additional thought on the topic of how we use the brain and how it develops take note of this article and perhaps build reading time into your family’s regular routine:
