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Articles include: PROGRAM DESCRIPTION SPIN is co-sponsored by the Disability & Communication Access Board and the Special Education Section of the Department of Education. Services include a phone line for information referral and support, a quarterly newsletter, an annual conference and community workshops. SPIN is guided by an Advisory Committee made up of parents, teachers and people with disabilities. SPIN PHONE FAX E-MAIL WEB "Can-Do: Making It On
Our Own", the 3rd Annual conference on Self-Determination,
will be held on October 24-25, 2003 at the Hilton Hawaiian Village
Hotel. This inspirational conference is aimed at helping folks
with developmental disabilities live rich, satisfying lives.
Leaders in the self-determination movement, including self-advocates,
will be featured in the presentations. Workshops will be offered
in the areas of self-advocacy, family support, community inclusion
and opportunities, life planning and neurotrauma (brain injury).
That's the slogan parents and
advocates have been using to express concern about the reauthorization
of the Individuals with Disabilities Edcucation Act. On June
25th, the Senate Health, Education Labor and Pensions (HELP)
Committee passed S. 1248, the Individuals with Disabilities Education
Improvement Act of 2003. It is expected to go up for a vote by
the full Senate any day now. S. 1248 has been received by families,
advocates and educators much more favorably than the House of
Representative's bill (H.R. 1350) which passed the House floor
the end of April. The Senate version maintains most of the current
protections of IDEA, EBS FOR AGGRESSIVE AND DISRUPTIVE BEHAVIORS This article, the fourth in
our series*, is about two Oppositional Defiant Disorder - ODD To be diagnosed with ODD a child or teen would have to show a pattern of negative, hostile and defiant behavior lasting at least 6 months during which four or more of the following symptoms are present: ® often loses temper Symptoms usually begin to surface by the preschool years. The estimates of how many kids under 17 have ODD range from 3% - 15%. Other disorders that commonly occur with ODD are ADHD (30-40%), and depression or anxiety (20% or more). Sometimes children with ODD will develop a Conduct Disorder. Conduct Disorder While kids with ODD can be annoying, a child with a conduct disorder can be a threat to the safety of himself or others. To receive a diagnosis of CD, a child or teen must have shown a repetitive and persistent pattern of behavior in which the basic rights of others or major society rules are violated. At least three of the following must be present for a year, and one for at least six months: Aggression to people and animals Destruction of property Serious violation of rules Like ODD, conduct disorders commonly occur with other disorders. 30-50% of kids with conduct disorder also have ADHD. Other combinations with conduct disorder include depression, anxiety, learning disabilities, bipolar disorder, Tourette Syndrome and drug or alcohol abuse. What works with ODD and CD? When should I get help? Early intervention is extremely
important in helping children with ODD and conduct disorders
succeed in school and community life. Parents need support, too.
These kids can be a big challenge, and the more information and
training families have, the better they are able to avoid World
War III at the breakfast table. Medications that work: CHOOSING WHAT WORDS TO USE We have all heard about the
power of the spoken word. And books on parenting talk about framing
your message in ways that will be easily understood by your children.
The difficult part of communication is taking the time to really
choose words that encourage cooperation. Either our ego or old
habits get in the way of positive communication. Given all that,
here are some gentle reminders of encouraging words you can substitute
for those that back us and our children into a corner. Words to Lose But - Should - You'll have
to... - Can't because... - There's no way - I don't know Words to Use And - Next time... - Would you... - Sure, as soon as... - I wish I could - That's a good question
KEEP AN EYE OUT FOR THESE EVENTS BRAIN INJURY WORKSHOP AND MINI CONFERENCE The Rehab Hospital of the Pacific
and the Brain Injury Association of Hawaii are sponsoring a workshop
on "Financial Resources After a Disabillity" on September
17, 2003 from 7 p.m. - 8:30 p.m. at the Rehab Hospital of the
Pacific. Mary Wilson-Isley, R.N., is the speaker for this presentation.
AUTISM/ASPERGER'S 2003 - HAWAII Future Horizons presents the
"Autism/Asperger's 2003 - Hawaii" conference at the
Hawaii Prince Hotel Waikiki on September 29-30, 2003 . Keynote
speakers and national experts include Carol Gray and Dr. Kenneth
Rubin (Factoring Friendship into the Lives of Children with Asperger's
and Autism) and Dr. Jeanie McAfee and Amelia Davies (Social Skills
Workshop). AWARE WORKSHOPS Schedule of AWARE (Assisting
with Appropriate Rights in Education) trainings: For more information contact
the AWARE Education & Training Coordinator at 536-9684, ext.
25 or HAWAII FAMILIES AS ALLIES Hawaii Families As Allies (HFAA)
offers workshops in your community on several topics (ADHD/ODD,
record keeping,,the impact of severe emotional disabilities on
families) and much more. Please contact Linda Machado at 692-8232
or 487-8785. Neighbor islands can call toll free 1-866-361-8825.
ANNUAL BUDDY WALK The Hawaii Down Syndrome Congress
and the National Down Syndrome Society presents the 5th Annual
Buddy Walk to promote awareness and acceptance of children and
adults with Down Syndrome. This event will be held on Saturday,
October 4, 2003 from 10 a.m. - 2 p.m. at the Kakaako Waterfront
Park (second section back from Ala Moana across from the Children's
Discovery Museum). SELF ADVOCACY FOR LIFE-LONG LEARNING Many students obtain the basic skills necessary to get a job while they are in high school. However, education and training after high school (postsecondary) are the means to get the high-skilled jobs of the 21st Century. This education and training comes mainly through vocational or technical schools and two or four year colleges. Although students with disabilities are entering college in greater numbers, the majority leave before completing their program or degree. One major reason for this is that many youth with disabilities lack the necessary self advocacy skills to speak for themselves and to communicate with others to acquire information and recruit help in meeting personal needs and goals. These skills will help them decide what supports or adjustments they need to be successful in college or vocational school. These adjustments are called accommodations in Section 504 of the Rehabilitation Act. An adjustment could mean making a classroom more accessible for wheelchairs, Braille labeling in elevators, someone to take notes for the student, or maybe having the class notes printed in a larger font for easier reading. It is important to understand that responsibility shifts from the IEP team to the student when asking for accommodations in postsecondary education and employment settings. This switch is an about face from secondary education where it is the responsibility of the school and IEP team to identify and deliver an appropriate education. Self Advocacy is key to a student getting his needs met. Without the necessary accommodations, students can become discouraged with their lack of success and even drop out of their program. One possible explanation for limited development of self-determination (see definition below) is that many educators are unaware of how to help students determine their own needs. In addition, educators and parents traditionally exercise control for the students with disabilities in school and home environments. Limited opportunities to make choices that will help them increase their ability to act more independently results in students with disabilities exiting high school with little experience in self advocacy, Self advocacy is one of the important self-determination skills for negotiating new adult and legal responsibilities in postsecondary education and the workplace. These are some strategies an
IEP team should consider when preparing a student with disabilities
for postsecondary education: Submitted by Self-determination is defined as the combination of skills, knowledge, and beliefs that enable a person to engage in goal-oriented self-regulated behavior. Seven characteristics have been described as part of self-determination: self-awareness, self-advocacy, self-efficacy, decision making, independent performances, self-evaluation and adjustment. The six most important words
in our language are: The five most imortant words:
The three most important words:
The two most important words:
The single most improtant word:
The least important word: --Norton Nockridge 8/23 Special Olympics Conference 9/13 "On the Waterbed"
The Impact of Learning Disabilities" 10/3 Foster Parent Care Conference
Sheraton Waikiki 10/3 2003 Annual Leadership
Symposium & Early Childhood Conference 10/24 Can-Do: Making It On
Our Own 10/4 Hawaii Down Syndrome 'Buddy Walk' 3/29 PAC Rim Conference on
Disabilities 2004 - Sheraton Waikiki |