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The PRIDE Reader
Winter - 2009
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Thank you for taking time to read our first issue of The Pride Reader. I hope you find the articles useful and informative. Karina Richland and I started Pride Learning Centers in May, 2007 with a simple goal: We wanted to help 1,000,000 children and adults with learning differences learn to read. I know 1,000,000 is a lofty goal, but with your help I know one day we can achieve it.
If you find The Pride Reader informative, please forward it to as many friends and colleagues as you think it may interest or even help. My hope is that they will do the same. With every child or adult who learns something new or gets on the right path for help, our efforts will be rewarded many times over. Just think of all the lives we can touch.
Thanks again for reading.
Garrett Richland
Co-Founder Pride Learning Centers, LLC
info@pridelearningcenter.com
www.pridelearningcenter.com
Give Me A Call
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What You Should Know About Setting the Tone at IEP Meetings
By Nan Waldman, Esq.
It can be uncomfortable for parents to attend meetings to design an Individual Education Program (IEP) for students with disabilities. We as parents together face an IEP 'team.' To many of us parents, it feels like 'us against them' because we face an assembled team of employees of the school or school district. It can be overwhelming when a parent feels that a number of school officials are evaluating her child and her parenting skills.
To avoid feeling overwhelmed, attend IEP meetings with an objective close friend or advocate. Parents who are understandably emotionally involved will feel that IEP meetings are less adversarial when there are also capable human beings on 'their' side.
The first thing to do is to set the tone of the meeting. The goal is to get a feeling of 'we are in this together for the good of the child.' To do this, someone very familiar with the student should talk honestly, affectionately, and with passion to describe the child. Photographs at this point are very helpful. So is actual attendance by the child at the IEP meeting, even if only for a few minutes. Most adults at the IEP meeting may not know the child very well, and seeing a young face is a good reminder to all present that each is responsible for something important which is happening in the life of the child they are seeing. The goal is to coalesce positive feelings about the child - and to motivate the team to want to create an IEP plan which will be effective.
Then, parents (or, an advocate) explain that the IEP team will be deciding the education plan - as a team. It is helpful to remind those present and to note out loud that each person on the team has expertise to be respected and considered by the group.
Sometimes, after all the substance of the IEP plan has been discussed, parents receive an IEP document which does not accurately reflect their understanding of what occurred - or should have occurred -- during the meeting. It is NEVER a requirement to sign an IEP document at the end of an IEP meeting. You have a right to receive a document in your primary language, and parents are well advised to bring the IEP document home and read it thoroughly to understand every part of it before signing it. There will be a place to agree with the document as a whole, but you should disagree with the parts of it which do not meet with your understanding of what your child needs.
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©2008 by Nan Waldman, Esq.
Nan Waldman, Esq. is a special education and disabilities consultant with 20 years of experience in the field. She is also a parent and primary caregiver of a child with disabilities, a teacher, an advocate and a lawyer. Nan Waldman, Esq. can be reached by email at n.waldman.esq@gmail.com. |
Quick Eating Tips to Feed a Smart Calm Child 
By Jeanne Peters RD
Research has proven that for the most part, great brains are made, they are not born. From birth to age 5, up to 30 IQ points are up for grabs. Children may be born with the genetic potential to have a higher than average IQ, but if they are not properly nurtured and nourished during the first few years of life, they will not achieve their full potential. So here are a few proven points for nourishing a smart, calm child:
1. Feed your toddler to teen an optimal diet to enhance brain growth. Even a slight deficiency in a key vitamin, minerals like magnesium, or healthy omega fats during the time when the brain is going through its spectacular growth spurt can result in a lower IQ, poor test scores or depression. Any child with ADD or ADHD should be tested for iron/iodine and zinc deficiencies to rule out nutrition as part of the issue.
2. Add healthy fats into the diet, daily! The brain is 60% or more fat by weight. This indicates the great need the brain has to be fed healthy fats -- not the kind of fats found in gold fish crackers or cream cheese on your child's bagel, but fats found in fish or fish oils, whole eggs or flax seed meal that you can easily sneak into oatmeal or a smoothie as a part of your "stealth nutrition" plan.
3. Add in quality protein at every meal, especially breakfast: This is the nutrient that is critical for increasing the neurotransmitter norepinephrine, which allows the mind to focus. A child cannot learn on cheerios or a pop tart for breakfast. Instead, try a glass of kefir smoothie or egg on toast.
4. Add in one new vegetable and fruit serving per day: Research indicates that one third of children under two years of age eat no fruit or vegetables. More than 60 percent of 1-year-olds eat dessert or candy daily, and 30 to 40 percent of children aged 15 months or older have a sugary fruit drink daily. Empty calories are replacing the nutrient-dense foods children need to feed a healthy brain. Look at your own diet and determine if you are role modeling healthy eating for your children. If you or your children could use a tune-up, consider an appointment with a Registered Dietitian.
Jeanne Peters RD is co-founder and Nutrition Director for the Nourishing Wellness Medical Center in Torrance, CA. She has over 25 years experience of promoting healthy, sustainable food and lifestyle choices as a Registered Dietitian, Certified Wellness Coach and, most importantly, as a mother of three boys & grandmother of three toddlers. Awarded the California Young Dietitian of the Year in 1995, her passion is sharing ways to nourish healthy families through real wholesome foods! She can be reached at 310-373-7830, or learn more at www.nourishingwellness.com
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Interventions for Parents of Distractible Children
By Dr. Jared Maloff / Clinical Psychologist
If your child has difficulty paying attention in a way that adversely impacts his or her ability to learn, they may have ADHD. ADHD is often first suspected by attentive parents and teachers who notice these symptoms:
Easily Distracted by Noises
Difficulty Sitting Still
Displays excessive excitement/protestation at changes in the routine
Has difficulty transitioning from one task to another
Leaves assignments incomplete
Has difficulty coping with physical distress such as hunger, thirst, and mild bodily pains
These symptoms listed above are common symptoms that kids with ADHD may demonstrate in a school or home environment. A child with ADHD will experience these types of symptoms across environments, meaning their symptoms will not be confined to just occurring at home, or just occurring at school.
The following are suggestions for helping children with these types of symptoms to function more effectively and adaptively:
Clear the child's desk between assignments to minimize distractions and promote organization.
When working on math problems, give the child one problem at a time, gradually increasing the amount to two or three at a time, rather than a full page of problems. Presenting many problems at once may overwhelm a child with attention problems.
Limit choices in problem solving techniques to ones that the child has already demonstrated successfully, thereby teaching the child to rely on his or her strengths.
Schedule breaks to allow the child to release pent up energy.
Always make and maintain eye contact when giving simple, direct instructions. This promotes attentiveness.
Provide incentives for completing assignments and also reward the ABSENCE of undesired behavior patterns. This creates an effective pattern of reinforcement.
Let the child know what is expected of him/her when giving assignments, thus helping the child to focus on what is crucial to successfully completing the assignment.
Make sure your child always understands the directions before beginning his or her work.
These suggestions can help a child with attention problems to function more effectively on in-class assignments as well as homework assignments. They can help manage the child's difficulties, but do not represent successful treatment of their attention problems. In order to treat your child's attention difficulties effectively, contact a mental health professional such as a clinical psychologist or psychiatrist to begin the assessment process to definitively determine an ADHD diagnosis. Correct assessment is crucial as many times a learning disability can appear to be ADHD, but their treatment options are actually vastly different.
Dr. Jared Maloff is a Licensed Clinical Psychologist working with adult, adolescent and child clients in Beverly Hills, CA. Dr. Maloff also conducts psychological testing for clinical, educational and forensic issues with both adults as well as children. This includes obtaining testing accommodations for standardized tests such as the SAT, LSAT, GMAT, Dental Boards, California State Bar Exam, and most others. Below is a listing of the diagnoses and symptoms that Dr. Maloff often treats in his clinical work:
ADHD, Adult ADHD, Asperger's Disorder, Autism, Anxiety, Bereavement and Loss, Body Dysmorphia, Depression, Hypochondriasis, Learning Disabilities, Post Traumatic Stress Disorder, Problems with Motivation, Self Esteem Issues, Social Phobia, Somatization Disorders, Substance Abuse and Addiction, Trouble with Relationships. Dr. Maloff can be reached at (310) 712-5480 or jmaloff@hotmail.com, or learn more at www.beverlyhillspsychologist.com
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Tips on How to Finish Homework Quicker
by Karina Richland, M.A., E.T., Director Pride Learning Centers LLC
Homework does not have to be a constant battle or an exhaustive undertaking every day. These few strategies can lighten the completion time and hopefully reduce the stress at home and at school.
1. Schedule an established time to do homework daily.
Most children need set routines and schedules in order to feel success. Help your child find a time for homework that works out in both your daily schedules. Some children do best right after school, whereas others need an outside fresh air break first. Because you know your child better than anyone, find that perfect time and make it part of the daily routine.
2. Take 5-minute breaks after every 20 minutes.
Find a structured break activity that your child can do after every 20 minutes of work. This could be a yoga stretch on the floor, deep breathing activities, etc. If you keep the break structured, the child will understand this as part of the routine and not a time to wander off and get distracted and lose focus. Short, frequent breaks help children recharge.
3. Let your child stop when they can't continue on.
If your child is too tired or frustrated to finish the homework, let him or her stop!
Experts in the field of education usually recommend 10 minutes of homework per subject per day. If your child's homework sessions are taking longer than this, schedule a meeting with your child's teacher to discuss the problems that your child is facing. It could be that the amount of homework is overwhelming or that it is too difficult for your child. If your child has problems focusing, writes and reads very slowly, or needs extra time understanding concepts, then homework will consistently take longer to get through. Make a plan with the teacher so that your child will feel success with homework and everyone's time will be well spent.
4. Request an extra set of textbooks to use at home.
Students with organizational issues often leave their books at school. This way you always have a copy at home. Having the homework material every day at home is crucial. Once a student falls behind in their coursework, it is extremely difficult to get caught up. Since so many schools do not have extra copies, you will probably need to purchase extra copies on your own.
5. Find the right location for your child to do daily homework.
Make sure it has good lighting and a clear workspace with no clutter around. Children with learning differences and/or ADHD become easily distracted at their workstations. Keep the homework area free of anything except a good supply of paper, sharpened pencils and a set of erasers, pens, and a computer.
6. Help your child organize papers for after-school homework and prepare for the next school day.
Watch your child put completed homework in the proper folders and put the papers that need to stay home in an accordion file that stays at the child's workstation at home. All work that comes home should go in this labeled accordion file for future tests and quizzes. All work should be saved until the semester is over.
7. When your child has completed their homework, always praise them for a job well done.
If a parent conveys the message that a child is capable and worthwhile, the child will begin to believe this. Being supportive, having a structured learning environment and consistent routines will encourage success and motivation at home.
Karina Richland, M.A., E.T. is the Founder and Director of Pride Learning Centers. A former teacher for the Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and helping children with learning differences succeed. Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email atinfo@pridelearningcenter.com
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Contact Information
Pride Learning Centers LLC
Rolling Hills Estates, El Segundo, Santa Monica
Karina Richland E.T., M.A.
Director
phone: 1-866-774-3342 ext. 1
info@pridelearningcenter.com
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