Bright spots ideas from Dr. Christine Pawelski

Intervening and Supporting Children with

Disabilities

Dr. Christine E. PawelskiPrincipal Investigator & Adjunct Associate Professor

Teachers College, Columbia University New York, NY [email protected] (212) 222-1701

“My primary interest and focus throughout the years has been in training multidisciplinary teams related to the issues of disability and developing resources that can be easily accessible and useful to diverse users.”

650 million people with disabilities around the world

80% live in developing countries

10% live in the U.S.51.2 million children and adults in this country have disabilities (2007)

7 million are children, birth to 21 years of age.

My #1 recurring challenge has been:

Children and young people with disabilities represent a HUGE array of skills and abilities…

how do I share that information with others who have less experience in this area, and less time to

learn it ALL?

Child Abuse and Children with DisabilitiesA New York State Perspective: 2004, 2007, 2008, 2010©2005, New York State Office of Children and Family Services.

http://childabuse.tc.columbia.edu FREE REGISTRATION

My solution has been for #1:Use technology…the web…to try and pull together what we know

and help share “best practice” , solid research resource organizations and professionals who are already out there doing

positive things that could be useful in intervening with children with disabilities. BUILD UPON…

don’t RE-INVENT…there is no ONE EXPERT…

Website went “live” September, 2007 http://childabuse.tc.columbia.edu

• Timing of receiving that info is a challengeas they need the info at the time of the report and/or investigation in order to prepare.

How to do this?

My #2 recurring challenge has been:Pre-Information is critical prior to seeing/speaking

with a child with a disability if you are going to effectively intervene.

My solution for #2 has been to:

Try and influence the INTAKE FORM that programs, systems use so that

they can gather some critical information

in a number of key areas.

EXAMPLE FOLLOWS

1. What type of COMMUNICATION does this individual use at home or school? (Check all that apply)____verbal____picture book/language board____sign language____gestures____communication device (Specify type: _________________)____Other: (Describe)

2. Describe the BEHAVIOR of this individual (Check all that apply)____Nothing out of the ordinary____Difficulty with focusing____Difficulty sitting in one place for any length of time____Difficulty in meeting new people____Sensitive to sounds____Sensitive to light____Can become agitated (Specify reason this might occur:_______________)____Does not like being touched____Self-abusive____Medication is used (Specify:____________________________)____Other: (Describe)

INTAKE IS CRITICAL…..If a disability……CHECK

5. Describe any TIMING considerations for this individual (Check any that apply.)____Is NOT affected by any timing issues____Prefers the morning and is more focused, etc.____Prefers the afternoon and is more focused, etc.____Gets upset if there is a change in routine/timing of his/her activities____Has after school commitments that he/she enjoys

(Specify: ____________________)____Other:

IS THERE ANYTHING ELSE THAT YOU THINK WOULD BE IMPORTANT FOR US TO KNOW ABOUT THIS CHILD BEFORE WE SEE HIM/HER?

4. Describe the SCHOOL/PROGRAM situation of this individual

School attending_______________________________________Grade/class___________________________________________

Describe: (e.g. inclusion, self-contained, resource, special school, etc.)

Does the child have an IEP? _____________________________Is there a copy available?

3. Has anything happened recently that affected this individual? (e.g. been in a hospital, has been sick, someone died in the family, recently came back from vacation, etc.)

What can it tell you? If there is a 1:1 aide involved; if there is behavioral support program; communication device; hypersensitivity to auditory or tactile stimuli, etc.

• Role of schools/programs in providing assistance to child abuse investigative teams related to some critical information.

• Concern on the part of schools related to confidentiality and liability.

What is really needed ?

My #3 recurring challenge has been:Having schools release information

on a child’s IEP to a child abuse teamin order to assist with the intervention

My solution for #3 has been to:

Provide information to the schools regarding

the IMPORTANCE of their involvement in this area AND be very specific to

everyone about what info might be very useful

to have from an IEP re intervening with a child with a disability.

EXAMPLE FOLLOWS

THERE IS

NO MAGIC !

A couple of favorite links…

• Child Abuse and Disabilities: A NYS Perspective http://childabuse.tc.columbia.edu

• About.Com: What is Special Ed?http://specialed.about.com/od/iep/a/IEP-Plan.htm

• National Dissemination Center forChildren with Disabilitieshttp://www.nichcy.org/

Injustice anywhere is a threat to justice

everywhere -Martin Luther King