SHARING VALUABLE RESOURCES

Below are some links to helpful websites with information on Dysgraphia:

Dysgraphia: What You Need to Know   Understood.org

Learning Disabilities Association of America - Dysgraphia

Smart Kids with Learning Disabilities - Dysgraphia

LD On-line - Dysgraphia article

Wikipedia - Dysgraphia

It’s one thing to read about learning and attention issues. It’s another thing to see them through your child’s eyes. There is a unique and really great resource available that will simulate the child's disability.

We encourage you to use the simulator available on Understood.org so that you can appreciate firsthand what your child is experiencing.  Once you have used the simulator, encourage your child's teachers to also try this simulator.  It can totally change perspectives.

Below are some links to helpful websites with information on Dyspraxia: 

Dyspraxia: What You Need to Know - Understood.org

Medical News Today article on Dyspraxia

Dyspraxia Foundation UK - has more information because they have been around 30+ years

Dyspraxia Foundation USA

Learning Disabilities Association of America - Dyspraxia

Wikipedia - Developmental Coordination Disorder (aka Dyspraxia)

Clumsy Child Syndrome article

Dyspraxia - Jade Net

Dyspraxia - Psychology Today

CPD is actual damage to the brain in the area that controls information processing, sensory integration, and  motor coordination functions. Ryan received a brain injury in his early childhood years.  He was a completely normal child before age three. He experienced a brain injury in the parietal lobe/temporal lobe region based upon the lesions noted in the scans. Special deficits (primarily to memory and personality) can occur if there is damage to the area between the parietal and temporal lobes. 

We first noted that Ryan had sensitivity to the sound of automatic flushing toilets as early as age three. This  hyper-sensitivity in his auditory processing would cause Ryan to cover his ears while in public restrooms, he would take off running out of the restroom to get away from the sound of the auto flush, and he would refuse to use the restroom.  It took several years for Ryan to overcome the sensory integration issue he was having with the auto flush.

He would have an overreaction to the PA speakers for school announcements, fire alarms, and other unexpected loud noises.  Ryan would also be easily startled if a teacher would walk up behind him in class.

Below are red flags for hypo and hyper sensitivity to noise:  

• Fear of sounds from hair or hand dryers, vacuums, flushing toilets, etc
• Overreaction to loud or unexpected sounds (covering ears, crying, running away, aggression)
• Annoyed or distracted by sounds most of us either don’t notice or become used to such as fans, clocks, refrigerators, outside traffic, etc
• Becomes upset with others for being too loud (but are often times very loud themselves)
• Prefers to keep television, radio, or music very loud
• Dislikes noisy places such as malls, movie theaters, parades, fairs, etc…
• Enjoys making noise just to make noise
• Doesn’t respond promptly to name being called
• Needs you to repeat yourself often or doesn’t seem to understand what you said
• Unable to recognize where sound is coming from

If your child is experiencing issues with their auditory sensory integration, you should make an appointment with a medical professional.  The sooner - the better.  Once you have a diagnosis, you can get busy working on the intervention strategies with therapy and other supports to help your child.  Early intervention does help in providing a better outcome for your child.

We are not providing links to medical information related to the brain part of Ryan's disability because we would encourage you to seek medical advice from a qualified medical professional.  The most sage advice we can provide is that you do not accept what your general practitioner has to say on this one.  Ryan's pediatrician had us running for expensive and unnecessary tests for Marfan's syndrome.  What we should have done was demanded a consultation with a neurologist and gotten the brain scan when Ryan was much younger.  If we had, then perhaps he would have benefitted from occupational therapy and other services he did not receive because we did not have all of the information.  Yes - he got the school provided occupational therapy, but it focused solely on his handwriting.  Whereas, if we had the additional information when he was younger, he likely would have gotten occupational therapy to treat the whole child.

Here is our short list of things that should cause you to go get a neurological consultation:

1. Auditory and Sensory Integration issues (hypo or hyper sensitivity to sounds)

2. Inability to follow directions / cognitively process information

3. Issues with memory or attention span

4. Fine motor skills impairment

5. Gross motor skills impairment

BULLYING

Teaching your child to be resilient is even more important when your child has a disability. 

Children with disabilities tend to have low self-esteem because of the baggage that comes with the disability. When faced with bullying at school, your disabled child is easy prey for the bully.

We highly recommend Brooks Gibbs and his viral video about "How to Deal with a Bully".  Brooks also has a great online training program that teaches kids how to make friends and manage their emotions.  Without a doubt, Brooks really helped simplify things for Ryan and made a big difference.  We give Brooks a big high-five for being truly AWESOME!  Brooks, thank you!

PSYCHOLOGICAL SUPPORT

Let's be real for a moment.  When you have a child, that child doesn't come with an Owner's Manual.

It is tough being a parent to a normal child.  It is even tougher being a parent to a child with a disability. 

You have to deal with your own grief and loss when you realize that your child has a disability. You will mourn the fact that your child is not going to be this perfect illusion you had created in your mind of what your child would be like when you were waiting for his or her arrival.  It takes some time to accept that your child isn't going to be exactly what you planned for.  Once you have come to a good space and place yourself, you then can focus on helping your child. Aside from low self-esteem, children with disabilities often have anger issues and other challenges.  Things are even more complicated by societal shifts that have occured.  It is probably more important than ever to ensure you are providing psychological support for yourself and your child.  We are big fans of Dr. Christian Conte who has a great You-Tube channel of short videos that discuss a lot of different topics...like "How to get your child to Listen to You".  Dr. Conte has a wealth of information to share and he is "real" in his presentation.  We would encourage you to also seek out local resources for therapy for your child.  Ryan saw Dr. Glass for a few years to help him make the transition from elementary to middle school.  Therapy is something that can make all the difference in the world in terms of how your child manages their disability and the wide range of emotions that uniquely comes with it. Don't wait until you have an angry teenager on your hands and then try to start therapy.  Go early and help your child work through the anger and acceptance of their disability before they make it to the really difficult teenage years. 

SPORTS MINDSET TRAINING

Athletes with a growth mindset think that:

• They can improve upon their skills
• Skills are a result of hard work
• Challenges offer a chance to test themselves
• Mastery comes from effort
• They should embrace challenges
• They can learn from feedback
• Setbacks offer opportunities to learn
• Setbacks can be a wakeup call
• Feedback can be used to help find areas that can be improved upon
• Effort is an essential trait

Sports Psychology: Training Your Brain to Win  by Jim Afremow, PhD

7 Habits of People With Remarkable Mental Toughness

The 5 Key Mindset Qualities of Successful Athletes

How to Develop Mental Toughness on the Court

Know that you and your child have rights. The whole special education process with the IEP can be very intimidating. Get educated about that process, know your rights, and don't be afraid to speak up and advocate for your child's needs. Ideally you want to work in partnership with your school district and have a collaborative process for the IEP.  Sometimes though things do not go well in that process. Partly because of the emotional aspect and sometimes because of ego.  As parents, we are emotionally close to the subject and may not always see the bigger picture.  And occasionally, you may come into contact with educators who may have an ego problem.  The educator may have the expertise in education, but you have the expertise when it comes to knowing your child. Whenever you are having difficulties navigating the educational process, it is usually wise to seek out an Educational Advocate to help you. 

Special Education Law: An Introduction for Parents - Duke University Law

Navigating Special Education Video

Special Education Mediation

7 Reasons to hire a Special Education Advocate

• Someone who knows the IEP process better than you, including how to do a thorough record review.
• A good advocate has connections and knowledge about programs and services in your area that you may not know about.
• Good advocates will steer you away from Due Process but know their limits. And they’ll know when you have no other choices and will connect you with attorneys.
• Someone to act as a barrier,  be the proverbial “bad guy” allowing parents to remain more neutral in confrontations.
• A note taker, bounce around ideas, another set of eyes and ears.
• Temper the meeting-some staff are more professional with others around.
• A Facilitator - someone who can help bring both sides to the same goals...what is in the best interest of your child

Ryan's mother has been through the Special Education process with two children. That is over 20 years worth of experience. She is happy to answer questions and selectively accepts cases as an Educational Advocate.