Generally speaking, someone is learning disabled if there is a large discrepancy between intellectual ability and achievement. The person with a learning disability may have low or high intelligence; the person simply learns below intellectual capability because of a processing disorder.

A developmentally delayed child is one who is younger than five years old and who is behind schedule in attaining developmental milestones. A developmentally delayed child usually reaches the developmental milestones eventually.

The developmentally disabled child has a severe and chronic physical or mental impairment that limits success in several major life areas, and this impairment begins in childhood. Developmental disabilities include mental retardation, cerebral palsy, epilepsy, and autism. Low IQ is the largest characteristic of someone with mental retardation. However, most of the other developmental disabilities do not include lowered intellectual functioning.

Learning disabilities are developmental disabilities. People with learning disabilities have a chronic mental impairment. However, they are not mentally retarded; instead, they have average to above-average intelligence. They simply cannot learn in certain processing modes, and they must compensate for this disability.

What is an IEP? ARD?
Individualized Educational Program. Academic, Review & Dismissal process

What is FAPE?
Free and Appropriate Public Education.

Isn't special education a way to hold children of color back?

Special education is for students who have DISABILITIES, not just for children of color. It should be a last resort after all other interventions have failed. Special education, as utilized by the affluent, can offer students a way to level the playing field if a learning or other disability makes it extremely difficult for a child to learn or achieve. The affluent have utilized special education as a way to access specialized programs and services such as individual computers, one-to-one tutors, extended time to complete tests (including the SAT and other college entrance exams), art and recreational therapy, and attendance at private schools. A good special education program can increase the possibility for your child to exceed his or her potential.

Can schools force my child to go on medication for ADHD?

No. They cannot recommend it, provide it, or demand it. It is solely up to you if medication intervention is appropriate for your child. Sometimes it is, but many times it isn't. Research shows that ADHD medication provided with counseling or behavior training is the most effective way to work with children who have been diagnosed ADHD. 

AUTISM SECTION

What is autism?
Autism (sometimes called "classical autism") is the most common condition in a group of developmental disorders known as the autism spectrum disorders (ASDs).   Autism is characterized by impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests.  Other ASDs include Asperger syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (usually referred to as PDD-NOS).  Experts estimate that three to six children out of every 1,000 will have autism.  Males are four times more likely to have autism than females.

What are some common signs of autism?
There are three distinctive behaviors that characterize autism.    Autistic children have difficulties with social interaction, problems with verbal and nonverbal communication, and repetitive behaviors or narrow, obsessive interests.  These behaviors can range in impact from mild to disabling.

The hallmark feature of autism is impaired social interaction.  Parents are usually the first to notice symptoms of autism in their child.  As early as infancy, a baby with autism may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time.  A child with autism may appear to develop normally and then withdraw and become indifferent to social engagement. 

Children with autism may fail to respond to their name and often avoid eye contact with other people.  They have difficulty interpreting what others are thinking or feeling because they can't understand social cues, such as tone of voice or facial expressions, and don't watch other people's faces for clues about appropriate behavior.  They lack empathy. 

Many children with autism engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging.  They also tend to start speaking later than other children and may refer to themselves by name instead of "You or "Me."  Children with autism don't know how to play interactively with other children.  Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking. 

Many children with autism have a reduced sensitivity to pain, but are abnormally sensitive to sound, touch, or other sensory stimulation.  These unusual reactions may contribute to behavioral symptoms such as a resistance to being cuddled or hugged.   

Children with autism appear to have a higher than normal risk for certain co-existing conditions, including fragile X syndrome (which causes mental retardation), tuberous sclerosis (in which tumors grow on the brain), epileptic seizures, Tourette syndrome, learning disabilities, and attention deficit disorder.  For reasons that are still unclear, about 20 to 30 percent of children with autism develop epilepsy by the time they reach adulthood.  While people with schizophrenia may show some autistic-like behavior, their symptoms usually do not appear until the late teens or early adulthood.  Most people with schizophrenia also have hallucinations and delusions, which are not found in autism.

How is autism diagnosed?
Autism varies widely in its severity and symptoms and may go unrecognized, especially in mildly affected children or when it is masked by more debilitating handicaps.  Doctors rely on a core group of behaviors to alert them to the possibility of a diagnosis of autism.  These behaviors are:    

§  impaired ability to make friends with peers

§  impaired ability to initiate or sustain a conversation with others

§  absence or impairment of imaginative and social play

§  stereotyped, repetitive, or unusual use of language

§  restricted patterns of interest that are abnormal in intensity or focus

§  preoccupation with certain objects or subjects

§  inflexible adherence to specific routines or rituals

Doctors will often use a questionnaire or other screening instrument to gather information about a child's development and behavior.  Some screening instruments rely solely on parent observations; others rely on a combination of parent and doctor observations.  If screening instruments indicate the possibility of autism, doctors will ask for a more comprehensive evaluation.

Autism is a complex disorder.  A comprehensive evaluation requires a multidisciplinary team including a psychologist, neurologist, psychiatrist, speech therapist, and other professionals who diagnose children with ASDs.  The team members will conduct a thorough neurological assessment and in-depth cognitive and language testing.  Because hearing problems can cause behaviors that could be mistaken for autism, children with delayed speech development should also have their hearing tested. After a thorough evaluation, the team usually meets with parents to explain the results of the evaluation and present the diagnosis. 

Children with some symptoms of autism, but not enough to be diagnosed with classical autism, are often diagnosed with PDD-NOS.  Children with autistic behaviors but well-developed language skills are often diagnosed with Asperger syndrome.  Children who develop normally and then suddenly deteriorate between the ages of 3 to 10 years and show marked autistic behaviors may be diagnosed with childhood disintegrative disorder.  Girls with autistic symptoms may be suffering from Rett syndrome, a sex-linked genetic disorder characterized by social withdrawal, regressed language skills, and hand wringing.

 BEHAVIORAL SECTION

WHAT IS ADHD?

A Personal Testimony from BMI client 

Tasha’s son Jaleel had always been a handful. Even as a preschooler, he would tear through the house like a tornado, shouting, roughhousing, and climbing on the furniture. No toy or activity ever held his interest for more than a few minutes and he would often dart off without warning, seemingly unaware of the dangers of a busy street or a crowded mall.

It was exhausting to parent Jaleel, but Tasha hadn't been too concerned back then. Boys will be boys, she figured. He'll grow out of it. But here he was, now 8, and still no easier to handle. Every day it was a struggle to get Jaleel to settle down long enough to complete even the simplest tasks, from chores to homework. When his teacher's comments about his inattention and disruptive behavior in class became too frequent to ignore, Tasha took Jaleel to the doctor, who recommended an evaluation for attention deficit hyperactivity disorder (ADHD).

ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why. Children with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.

Of course, all children (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.

The good news is, with proper treatment, children with ADHD can learn to successfully live with and manage their symptoms.

What Are the Symptoms?

ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:

1. an Inattentive type, with signs that include:

• inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
• difficulty with sustained attention in tasks or play activities
• apparent listening problems
• difficulty following instructions
• problems with organization
• avoidance or dislike of tasks that require mental effort
• tendency to lose things like toys, notebooks, or homework
• distractibility
• forgetfulness in daily activities

2. a Hyperactive-Impulsive type, with signs that include:

• fidgeting or squirming
• difficulty remaining seated
• excessive running or climbing
• difficulty playing quietly
• always seeming to be "on the go"
• excessive talking
• blurting out answers before hearing the full question
• difficulty waiting for a turn or in line
• problems with interrupting or intruding

3. a Combined type, which involves a combination of the other two types and is the most common

Although it can often be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And children who are diagnosed with ADHD have difficulty controlling their behavior without medication or behavioral therapy.

How Is It Diagnosed?

Most cases of ADHD are treated by primary care doctors. Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. When the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, or depression, a child may be referred to a neurologist, psychologist/ psychiatrist or behavioral specialist. To be considered for a diagnosis of ADHD:

• a child must display behaviors from one of the three subtypes before age 7
• these behaviors must be more severe than in other kids the same age
• the behaviors must last for at least 6 months
• the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)

The behaviors must also not be linked to stress at home. Children who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it's important to consider whether these factors played a role in the onset of symptoms

First, your child's doctor will perform a physical examination of your child and ask you about any concerns and symptoms, your child's past health, your family's health, any medications your child is taking, any allergies your child may have, and other issues. This is called the medical history, and it's important because research has shown that ADHD has a strong genetic link and often runs in families.

Your child's doctor may also perform a physical exam as well as tests to check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you'll probably be asked to fill out questionnaires that can help rule them out as well.

You'll also likely be asked many questions about your child's development and his or her behaviors at home, at school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) will probably be consulted, too. An educational evaluation, which usually includes a psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about your child's strengths and weaknesses.

What Causes ADHD?

ADHD is not caused by poor parenting, too much sugar, or vaccines.

ADHD has biological origins that aren't yet clearly understood. No single cause of ADHD has been identified, but researchers have been exploring a number of possible genetic and environmental links. Studies have shown that many children with ADHD have a close relative who also has the disorder.

Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in children with ADHD. Chemical changes in the brain have been found as well.

Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.

Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics' (AAP) guidelines, which say that children under 2 years old should not have any "screen time" (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming.

What Are Some Related Problems?

One of the difficulties in diagnosing ADHD is that it's often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of all children with ADHD have one. The most common coexisting conditions are:

Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)

At least 35% of all children with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Children who have conduct disorder are more likely get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.

Mood Disorders (such as depression)

About 18% of children with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self-esteem.

Anxiety Disorders

Anxiety disorders affect about 25% of children with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist.

Learning Disabilities

About half of all children with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.

If your child has ADHD and a coexisting condition, the specialist will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms.

How Is It Treated?

ADHD can't be cured, but it can be successfully managed. Your child's doctor will work with you to develop an individualized, long-term plan. The goal is to help your child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.

In most cases, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your child's doctor may make adjustments along the way. Because it's important for parents to actively participate in their child's treatment plan, parent education is also considered an important part of ADHD management.

Medication Alternatives- Beautiful Minds is a Medication Free facility

Several different types of medications may be used to treat ADHD:

• Stimulants are the best-known treatments - they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of any long-term side effects.
• Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
• Antidepressants are sometimes a treatment option; however, in 2004 the FDA issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.

Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment for your child, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.

Behavioral Therapy

Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when they're combined with behavioral therapy.

Behavioral therapy attempts to change behavior patterns by:

• reorganizing your child's home and school environment
• giving clear directions and commands
• setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones

Here are some examples of behavioral strategies that may help a child with ADHD:

• Create a routine. Try to follow the same schedule every day, from wake-up timeto bedtime. Post the schedule in a prominent place, so your child can see where he or she is expected to be throughout the day and when it's time for homework, play, and chores.
• Help your child organize. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.
• Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.
• Limit choices. Offer your child a choice between two things (this outfit, meal, toy, etc., or that one) so that he or she isn't overwhelmed and overstimulated.
• Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of his or her responsibilities.
• Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).
• Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger children may simply need to be distracted or ignored until they display better behavior.
• Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well - whether it's sports, art, or music - can boost social skills and self-esteem.

Alternative Treatments

Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and Behavioral Therapy. But your child's doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different.

A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one "talking" psychotherapy. However, the scientific research that has been done on these therapies has not found them to be effective, and most of these treatments have not been studied carefully, if at all.

Parents should always be wary of any therapy that promises an ADHD "cure," and if they're interested in trying something new, they should be sure to speak with their child's doctor first.

Parent Training

Parenting any child can be tough at times, but parenting a child with ADHD often brings special challenges. Children with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills.

Beautiful Minds recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help their child organize his or her environment, develop problem-solving skills, and cope with frustrations. Parent training can also teach parents to respond appropriately to their child's most trying behaviors and to use calm disciplining techniques. Individual or family counseling may also be helpful.

ADHD in the Classroom

As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights. Children with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with your child's teachers and school officials to monitor your child's progress and keep them informed about your child's needs.

In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:

• Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.