NDSC convention 2015 (part 1)

We were able to go to the National Down Syndrome Congress Annual Convention in Phoenix, Arizona this year.  We were really excited to travel across the country and see new things and, of course, enjoy everything that the convention has to offer.  We actually flew into Las Vegas, so we were able to take in a lot of the scenery, or lack there of in some areas (if you've been through there, you know what I'm talking about).  On the way, we drove right by the Hoover Dam, so made a quick stop to check it out.





The opening session on Friday could not have been any more amazing.  It was an "all-star" line-up of speakers and presenters with a young lady with Down syndrome interpreting the song "Beautiful" in Sign Language.  And then speeches by super model, Beverly Johnson and Tim Harris.  I wish everyone could have heard Tim Harris.

I was on a bit of information overload by Saturday evening, but definitely in a good way!


"Strategies for Supporting Positive Behaviors in the Inclusive Classroom"

I really enjoyed this session by Michael Remus.  Kamdyn doesn't have major behavior issues, in my opinion, but there are some that can be troublesome.  And since we want to pursue an inclusive education, I don't want anyone to use behavior as a reason to exclude her.  I won't share all of the information from the presentations, but I'll give some of the major points, as well as my personal notes from the session.

First of all,

Behavior IS communication.

  Oh my! I wish I had known this 9 years ago when I became a parent and even before that as a teacher.  It seems so obvious now that I can't believe I didn't get this, but I just completely missed it.  When a child behaves negatively, they are telling you something.  There are times when they are simply telling you that they aren't happy with your decision or they want to do the opposite of what you want them to do.  Like throwing a fit that they can't have ice cream for dinner or some other silly reason.  But they may also be telling you more.  Some of the things that they may be trying to communicate are:

• a health problem (like pain, allergies, illness, etc...)
• a sensory problem
• a problem with people (being separated from someone they like, being close to someone they don't like or teases them, too many people, abuse, neglect...)
• surroundings
• frustration with communication
• difficulty processing or needing more time to process
• other frustrations
• boredom

Some tips for helping with behavior:

• If you don't find the reason for the behavior, rewards won't work
• The negative behavior will continue no matter what room they are in if you don't uncover the reason for the behavior
• Look for a health related problem first so you can rule out any health issue.  There may not be, but it is good to have a discussion with medical professionals first.
• Collect data during the day to see when the behavior occurs, patterns, and what techniques are helpful.
• Build sensory integration into the day BEFORE the melt down occurs.  Have "sensory breaks" written into the IEP.  It could be as simple as taking a lap around the classroom, pressure or a weighted vest.  (Find out if the school has sensory materials)
• When praising behavior, be very specific and tell them exactly how the behavior was good, not just "Good job". 
• Give more positive reinforcement
• Find what tone of voice works best for that child (some need more stern, some need soft)
• Switch aids if they don't get along.  
• Can a peer help with something and cut out an adult?  Peer to peer interactions can be helpful.
• Work in small groups instead of the whole class or individual.
• Try different things around the classroom: florescent lighting bothers some kids, get lamps instead of overhead lighting, switch arrangement of the room, cut down clutter on the walls and around the room, have a "take a break" area in one of the corners that is comfortable and inviting, make a sensory corner instead of having the child leave the room
• Give more time to process: wait longer for them to answer (silently count to 10 or 20), go over the material and vocabulary the week before so they are already introduced to it and familiar, repeat instructions, use visual cues (like a check list or picture schedule).
• Give the child more choice and control in decisions to cut down frustrations.
• Use projects to make the learning hands on and fun and more interesting for the visual learner.

IEP goals:

• Is the IEP goal meaningful to the child. Do not make IEP goals to benefit the teacher.  "_______ will stay in her seat" is a bad goal for an IEP, because it is a goal for the teacher's benefit, not the child.
• Goals should be a natural part of the school day.
• Does the goal fit into the General Education class?
• Poorly written goals can cause bad behavior.
• Move on from a goal if it has been in place for a long period of time, because the student gets bored with the goal.

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The next session that I attended was called "Students with Ds Can Learn Grade-Level Aligned Content".  It wasn't exactly what I had hoped, but the website that they referenced sounds like a very helpful resource.  The session was basically about how to navigate the National Center and State Collaborative website.  It is a resource developed by the federal government based on Common Core Standards on how to adapt the curriculum for the student with an intellectual disability.  So the general education teacher can search for a specific Common Core Objective for any subject and find an adapted version that zeroes in on the main purpose of the goal and gives a starting point for teaching the student.
All of that information can be found on the NCSC Wiki

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"Supporting Parents and Educators as Allies for Inclusion in Kindergarten and Beyond"

This session was an outline of a Kindergarten Inclusion Cohort that trains families on how to advocate for inclusion when entering kindergarten.  I believe they offer a 9 month training course, and they are hoping that the model for their cohort will spread so that other families can benefit.  Here is their video on YouTube.

And a few helpful hints that I took away from their presentation:

• Ask to read every report and assessment BEFORE the meeting.
• If they don't provide the report or assessment, ask to reschedule until after you have reviewed it.  This is your legal right.
• Bring people to your IEP meeting: a knowledgeable friend, an advocate...
• Get involved in a group that discusses inclusion.  They will give you tips and ideas, as well as support.
• Special education is a service NOT a placement.
• Behavior IS communication. Find out what the child is communicating before removing them from the inclusive environment.  (And just a personal side note, I have read that school staff cannot legally decide placement based on behavior unless the child is a physical thread to other students or teachers in the classroom.)
• Watch the YouTube video above for this quote: "Do not make IEP goals that a dead person can do." LOL
• Make a portfolio about your child to take and distribute at the IEP meeting. Include: Family Mission Statement (about how you want your child to be educated), Gifts/Strengths/Abilities, What I like, What Works, Doesn't Work/ Things to Know About Me
• Use visual supports

On Sunday morning, I met up with a few other ladies so we could talk IEPs, swap ideas, and resources.  

And then I went to a session called "Solving the Mystery of the IEP Process", but I want to write a separate post on that, because I feel like I got so much from that one.

On the way back to Vegas on Sunday, we drove a little bit of Route 66 so we could say that we have been there.  The part we drove was in a little town called Kingman.

Some of the scenery on our drive:

Spent some time in Vegas:

Not to toot my own horn, but I did get carded TWICE while I was in Vegas.  Twice, people! Can you believe that! ; )

And I also went to the Grand Canyon for a day.  Amazing is my only word for that.

I'll try to write about the IEP session soon.  This year, I heard that they will be sending out the audio to all of the sessions, so I look forward to listening to a few of them that I was interested in but wasn't able to attend.