Special Baby Parenting Tips and Information

Tips for Parents of a special Needs Child

Handling Your Child’s Diagnosis: Six Things Parents Should Do For Themselves

Handling Your Child’s Diagnosis

Before their children are even born, parents are already dreaming about the future…first smiles, first words, first steps and down the line, proud graduations and joyful weddings. But for parents of special needs children, those dreams may never come true. For these parents, their child’s life will probably not be as they envisioned. So what do you do when your child is diagnosed with a serious disability? Of course, the top priority is taking care of your son or daughter and ensuring they receive proper medical care from pediatricians and other developmental specialists. Securing appropriate services and early intervention programs are key to starting them on the right path to a good life. But, how do you handle these unforeseen and unexpected changes in your life?It’s overwhelming to consider all the ways you and your child’s life will change, but that’s okay. Like everything else in life, you can get through it, by following a few important steps.

1. Give Yourself Permission to Feel and Heal

Accepting your child has a disability is not easy. Parents experience a roller coaster of emotions such as denial, anger and hopelessness. You may feel sad, guilty or lonely at times. Keep in mind that these feelings and thoughts are perfectly normal and are to be expected, given your new situation. It’s fine to have them every now and then. This does not make you a bad person or bad parent—it just means you’re human. Loving your son or daughter and doing the best for him/ her makes you a good parent, whether your child has a condition or not. Continuing to do your best in difficult circumstances makes you both a good parent and a good person.

2. Take Your Time

Trying to adjust to a new life that you didn’t plan for or anticipate is difficult. You didn’t sign up for this any more than your child did. It’s important to take as long as you need to process everything, whether it is days, months or years. There’s no set timetable for healing and acceptance. If you find that you’re constantly plagued by worries, stress or negative thoughts, you might find it helpful to express your feelings. There are a variety of ways, such as writing in a journal, talking to a good friend or trained professional or joining a parent support group.

3. Separate the diagnosis from the child

Raising a child with a disability does alter your life. However, it shouldn’t change the love you have for your son or daughter and the strong bond that naturally develops over time. If you only look at the behaviors and challenges, you are allowing your child’s diagnosis to be the focus of your relationship. The positive alternative is accepting your child for who s/he is, understanding that they cannot be blamed for their condition and viewing the disability as just another aspect of your lives together. Don’t let your child’s diagnosis stop you from seeing the person behind the disability and loving him/her unconditionally. And instead of focusing on what your child can not do, think about what they can do. Look for the special qualities and the little things that bring them comfort or happiness.

4. Avoid Isolation

Always remember, you are not alone, even though it can feel like you’re the only one in the world dealing with a child’s disability. It’s not your fault. You didn’t do anything wrong. There’s nothing to be ashamed about.You have friends and family who care about you. The support of others around can help you make it through the hard days, aid you in making good decisions, and provide the physical and emotional breaks we all need now and then.

Above all, choose to spend time with people who make you feel at ease. If certain friends or family members make you feel uncomfortable by staring, making remarks or over-reacting to your child’s behavior, don’t associate with them. Maintain positive relationships with those who understand your child’s condition and support your family.

5. Ask For Help If You Need It

There will be times when all the challenges and stress get on top of you, and you just need an extra pair of hands to help you through. There’s no shame in asking for and accepting help from family and friends. Contrary to popular belief, it’s not a sign of weakness. It’s actually a sign of strength and courage to share your needs with others.So go ahead and ask your best friend to watch your child for a few hours so you can have some “personal time”. And your father won’t mind picking up a few items from the supermarket for you when he visits your family.

6. Don’t Place Yourself On The Backburner

With most of your attention and time focused on your child, it’s easy to forget about your own needs. But it’s important to take care of yourself. After all, if you don’t, who will? Try to get at least six hours of sleep a night, eat properly and exercise. You don’t have to join an expensive diet plan or pay for a gym membership. A 30 minute walk, three times a week, is not only excellent for your heart; regular fresh air and exercise also benefits your mental health. You may want to explore meditation or other relaxation techniques. There is plenty of free information on healthy eating on the Internet.

You Can Do This!

There’s no getting around this. Your child’s condition has changed your life. But nobody gets the life they expected. Lightning strikes, plans don’t work out, things change. Everybody, with or without a special needs child in their lives, ends up in a place they didn’t expect and doing things they never thought they would. The trick is to do the best with the life you have. With the right perspective and a good support system, you will have a good life, and so will your whole family.

Deanna Picon, is the founder of Your Autism Coach, LLC, which provides personalized guidance, support and seminars for parents of special needs children. She is a parent of a non-verbal, young man with autism. Deanna is the author of “The Autism Parents’ Guide to Reclaiming Your Life.” She can be reached at www.YourAutismCoach.com or @yourautismcoach.

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Being An Advocate For Your Special Needs Child

I now want to talk with you now about being your child’s biggest advocate.

I would like to stress one of the biggest things on this topic alone is to, educate yourself, educate yourself, educate yourself!

So you can be your child’s best advocate. No one is going to advocate for your child more than you do.

We have actually experienced this numerous times and still at it.

For an example, Gabrielle was going on 8 months old at the time, this was fixing to be her third surgery.

Honestly, I just did not agree with what the doctor.

He was going to put another shunt in on the other side of her head. You know when you don’t feel right about something, you should question it.

So long story short we ended up switching Neurosurgeons.

You might be asking how did we come about finding another doctor? We started asking our therapist, home health nurse, and pediatrician.

It just so happen that one of our therapists had gone to a conference and heard the current Neurosurgeon we have now.

And the rest is history, because he is still caring for her.

Don’t let anyone ever tell you that you cannot get a second opinion. No, you get a second opinion if you feel that you need it and you want to explore other options.

Don’t let anyone ever tell you that is not OK to get a second opinion.

So the second lesson learned. If you feel you need a second opinion, third opinion, fourth opinion it does not. Always remember you have choices.

Special Needs Parenting And The Negative Comments

The 3rd part that I want to address is sharing your information with just anyone.

You will find not all family and friends will be supportive. I don’t think it’s because they are trying to be insensitive.

Maybe it’s because they don’t know what to say or even how to support you. I will give you an example.

My mom has a good friend that made a remark by saying ” I don’t understand why would they risk getting pregnant again.”

You see, two and a half years after Gabrielle was born I was pregnant again. It was intentional.

We really wanted to try for that boy.

We asked the neurosurgeon about getting pregnant again.

He said that there was less than 1% chance of ever having another child born with Dandy-Walker.

Well, obviously we didn’t beat those odds if you have read some of my other posts. But she didn’t know that at the time I was pregnant.

Honestly, I couldn’t believe how ignorant that kind of remark was. Did she know any statistics?

Most likely not. Do you want to know what I think is worse? Is that my mom shared that news with me.

Knowing how hard it was for me when we heard the news about Gabrielle.

Not all people use their brains when they speak about something they don’t know about. That is just what it is.

So here are the third lessons. Be cautious with whom you share your news with. I really think that it’s mostly people that don’t know you. That’s where you will find the lack of support.

Here’s the part I find myself still feeling on many occasions. Having special needs children is hard. It is different than having typical children.

Yes, I can say this and make that kind of comparison. We have 2 typical children and there is a difference.

First, you may blame yourself. Even though there was nothing you could have done or anything that could have been prevented.

I think most moms find themselves feeling that way.

It was very hard on me before we had Gabrielle. I thought what could have I done to help prevent this?

Then after she was born I thought maybe I didn’t pray hard enough.

Early Intervention Information

Making Hope A Reality: Early Intervention for Infants and Toddlers With Disabilities

Early Development

February 8, 2010

For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. Policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk of developmental delays.

Credit: Kiwi Street Studios

The birth of a new baby is a time of great hope and opportunity. This sense of hope is reinforced by science, which has significantly enhanced our knowledge about how infants and toddlers develop and the ways we can support them. We know that the early years establish the foundation upon which later learning and development take place. Although babies grow and develop at different rates, most follow a predictable path and learn to walk, talk, and gain new skills in expected ways.

For some young children, however, development unfolds according to a slower timetable or in an atypical fashion. For those infants and toddlers with a disability or developmental delay, intervening early can make all the difference in the world. Early intervention provides services and supports to promote the best possible developmental outcomes, and it enhances the capacity of families to meet their child’s needs.

For children at significant risk, early intervention can serve as a protective buffer against the multiple adverse influences that may hinder their developmental progress. If the promise of a bright future is to be realized for all young children, policymakers should permanently authorize and adequately fund services of the Early Intervention Program of the Individuals With Disabilities Education Act (IDEA Part C) to ensure the optimal development of infants and toddlers with or at risk of developmental delays.

What is Part C of the Early Intervention Program for Infants and Toddlers With Disabilities (IDEA)?

The Early Intervention Program for Infants and Toddlers With Disabilities, or Part C of the Individuals With Disabilities Education Act (IDEA), is a federal grant program that assists states in operating a comprehensive statewide program of services and supports for children birth through 2 years old with developmental delays, including (at state option) children who are “at risk” of developing a delay or special need that may affect their development or impede their education.

Congress established the Early Intervention program (generally referred to as “Part C”) in 1986, and most recently reauthorized the statute in 2004, in recognition of “an urgent and substantial need” to

enhance the development of infants and toddlers with disabilities;
reduce educational costs by minimizing the need for special education through early intervention;
minimize the likelihood of institutionalization and maximize independent living; and
enhance the capacity of families to meet their child’s needs.

States vary widely in the type of quantitative criteria they use to describe a developmental delay, as well as in the level of delay required for eligibility for Part C services. In addition to identifying children who are experiencing developmental delays or who have a diagnosed physical or mental condition that has a high probability of resulting in development delay, states can choose to provide services to infants and toddlers who would be at risk of experiencing a substantial developmental delay if early intervention services were not provided.

Approximately 16% to 18% of children have disabilities or developmental delays.

In order for a state to participate in the program, it must ensure that early intervention will be available to every eligible child and his or her family. The governor must designate a lead agency to receive the grant and administer the program and must appoint an Interagency Coordinating Council (ICC) to advise and assist the lead agency. Annual funding to each state is based upon census figures of the number of children, birth through 2 years old, in the general population.

The current IDEA 2004 Statute (P.L. 108-446) for Part C contains many requirements states must meet, and it specifies the minimum components of a comprehensive statewide early intervention system. New proposed regulations for Part C were issued on May 9, 2007 by the Office of Special Education and Rehabilitative Services at the U.S. Department of Education. These regulations, when issued in their final form, will reflect the changes resulting from IDEA 2004 and provide guidance to states on how Part C is to be implemented.

Policy Recommendations

1. Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers.

Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers. The earlier children are identified and provided with carefully designed intervention and family supports, the more they benefit by gains in cognitive, language, and social development, and later in higher academic and life achievement. These services and supports best serve children when they are coordinated and collaborative. For example, early screening and identification should include:

developmental screenings for low-income infants and toddlers under the Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) program;
the use of standardized screening tools by primary care physicians to monitor child development;
coordination of screening efforts through a medical home;
improved information and referral networks;
health and mental health consultation to child care; and
collaboration between public health, child welfare and early intervention services to ensure children in the child welfare system are screened. Additional funding should be provided to support increased screening and referral efforts

Infants and toddlers who have been maltreated are six times more likely than the general population to have a developmental delay. Children entering early intervention are far more likely than the general population to be in foster care.

2. Permanently authorize and fully fund Part C of the IDEA.

The 2004 reauthorization of IDEA continued Part C as a discretionary grant program without permanent authorization. In addition, Part C funding is unusually designated as payor of last resort, requiring that all federal, state, local and private resources be exhausted prior to using Part C funds. As states continually struggle with the need to adjust or expand the array of resources to support an integrated early intervention system, they are faced with financing systems that are unstable, inadequate, and complex. It is important to permanently authorize the Part C program with a sufficient and stable base of funding. Doing so will ensure responsive and effective services and supports for infants and toddlers with or at risk of developmental delays or disabilities and their families—significantly boosting the promise of a bright future for children, families, and communities.

3. Include at-risk infants and toddlers in the state’s definition of eligibility for Part C services.

Part C allows states to provide services to infants and toddlers who are at risk of developmental delay. States may include children with a history of significant biological or medical conditions (e.g., low birth weight or failure to thrive) and/or children who are at risk due to environmental factors such as poverty, homelessness, substantiated child abuse or neglect, parental age, parental illegal substance abuse, and parental mental illness. As of February 2008, only five out of 56 states and territories serve at-risk children, even though it is well documented that young children with multiple risk factors are the most vulnerable to poor health and development. States should expand their definitions to include these at-risk infants.

4. Fully implement the Part C and the Child Abuse Prevention and Treatment Act (CAPTA) mandates requiring states to refer to Part C all children under the age of 3 with substantiated cases of abuse, neglect, and drug exposure.

Both the IDEA 2004 and CAPTA 2003 reauthorizations require state early intervention and child welfare systems to establish coordinated procedures for the referral of substantiated cases of abused, neglected, or illegal drug–exposed infants and toddlers to Part C services. Infants and toddlers who have been maltreated are far more likely than the general population to have a developmental delay. States should take steps to fully implement these mandates by structuring collaboration between Part C and child welfare agencies and by increasing staff training.

More than 50% of children in early intervention had two or more risk factors; one in five children had four or more. Research suggests that the potential for negative developmental outcomes increases substantially when a child has multiple risk factors.

5. Expand access to inclusive early care and education experiences for infants and toddlers across diverse settings.

Infants, toddlers, and their families thrive when they are able to live, learn, and play in the “natural environments” in their own communities—including the settings in which children without disabilities participate. To ensure inclusive experiences, children with disabilities and developmental delays should have full access to early care and to education, health, social, and recreational services. Successful inclusion requires collaboration at all levels, appropriately trained personnel, cultural responsiveness, and a framework that emphasizes parent-child and peer interactions in typical routines and natural environments.

6. Invest in the professional development of the early intervention workforce.

Research clearly links well-trained and qualified providers to better child outcomes. Expert consultation and training for providers is necessary to effectively support infants, toddlers, and their families who confront significant child developmental disabilities, experience special health care and mental health needs, or face the stresses of poverty, substance abuse, and child maltreatment. Training should be targeted to:

building expertise in early social-emotional development and mental health;
training providers from different cultural, ethnic, and racial backgrounds and preparing them to meet the needs of diverse populations; and
developing and implementing a set of standards for early intervention practice.

Research

Earlier identification and intervention is more effective and less costly. The science of early development highlights the remarkable opportunities to optimize child development. During the earliest months and years of life, the architecture of the brain is being built at an unparalleled rate in response to nurturing early experiences. Early identification and intervention for children with developmental delays or disabilities can improve cognitive and social skills, lead to higher achievement and greater independence, and promote family competence and well-being.

1 in 3 infants and toddlers who received early intervention services did not later present with a disability or require special education in preschool.

Supporting a family’s capacity to understand and enhance their baby’s unique development positively influences both parents and children. Supportive and caring relationships between babies and caregivers have a significant and enduring influence on young children’s growth and development. Many studies have documented the link between early loving, secure relationships and a child’s self-esteem, confidence, and ability to communicate, deal with stress, develop positive relationships, develop a conscience, and learn. We know that families are central to their children’s development. It is through relationships that babies discover who they are and how to interact with others. Families of young children with developmental disabilities can be confronted with many challenges and stressors that can compromise their ability to foster their child’s health and development. Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child’s unique characteristics and respond with sensitivity and warmth.

Child development, as well as parental well-being, is enhanced when parents and other caregivers are encouraged to understand each child’s unique characteristics and respond with sensitivity and warmth.

Programs that combine support for families with carefully designed services for young children appear to have the greatest impact. Intervention is most effective when approached from a whole-child perspective. multigenerational programs that focus on relationship-building and parent-child interactions, while providing carefully and individually designed programs for young children, can positively impact both children and parents. Comprehensive services in home and community settings provided by highly qualified staff, tailored to individual child and family needs and interests, embedded in typical family routines, and coordinated across agencies and systems have the most promise for the best developmental and societal outcomes.

Parenting with A Disability – Good Support Makes All the Difference

Jennifer Dawson

There are over 4 million U.S. parents with disabilities with children under the age of 18. Nonetheless, many adults who live with a disability may not feel confident in becoming a parent themselves. However, surrounding yourself with a strong, solid support system will make the transition to parenthood easier, and it will also be a major asset throughout pregnancy. Here's what you need to know about the value of a strong support network if you're expecting.

Why a support system is a must-have

Becoming a parent is often regarded to be a stressful event—in fact, 40% of women feel overwhelmed, anxious and depressed in the weeks following the baby's arrival, according to one survey by Orlando Health. However, becoming a parent can be especially stressful when it comes to managing your own disability and needs at the same time.

Having a strong and well-anchored support system to lean on when times get tough (as well as on a regular basis) is a fundamental must-have when it comes to your mental health and facing the daily stresses that comes with parenthood. As a matter of fact, studies show that having a network of social support has numerous benefits involved, including promoting good mental health and improving the ability to cope with stressful situations.

Finding support online

Many prospective parents with a disability find support in the numerous online resources on both pregnancy and parenting, which can help in preparation for the baby's arrival. When it comes to helpful resources, the Disabled Parenting Project is one example which gives parents (as well as parents to be) with disabilities access to a wide variety of information such as research, as well as an online community that contains advice, conversation and more.

However, becoming informed on basic yet important aspects of pregnancy that may require special attention is beneficial as well—such as understanding what you can and cannot eat while pregnant. Learning about this in advance will allow you to make certain changes as soon as possible, such as limiting your coffee intake and cutting dangerous foods out of your diet altogether.

Surrounding yourself with a variety of people

It's important to take into account that a support system often includes many different people. In addition to your partner, family and friends will likely play a major role in navigating pregnancy and parenthood.

Leaning on them for advice, emotional support, comfort and help in times of need will surely make a world of difference in making the transition to parenthood easier and can be achieved via regular contact (phone calls, visits, outings, etc.). However, there are also other forms of social groups that are worth looking into, such as a local religious community, a social group for parents (such as a mommy and me group) or even an organized support group for those with disabilities, which is particularly useful when it comes to increasing your chances of finding those who may be experiencing the same challenges as you.

In addition to getting help from your partner, family and close friends when it comes to babysitting or helping out with chores around the house, having additional forms of help may be something to consider as well after the baby arrives. This will become a great help in ensuring that both your needs and the baby's are met on a daily basis, whether it be temporary or long term. Depending on your situation, specialized personal care assistance, daycare or even a live-in nanny could become an asset in making the successful transition to parenthood with a disability.

Becoming a parent is an exciting life event for anyone, but those who may experience a disability may face additional challenges that require special attention when it comes to making a smooth transition into parenthood. With the support of family and friends, as well as that of additional resources, you'll be able to make the transition to parenthood much smoother.

Special Needs Parenting Dealing with The Negitive Comments

For the next couple of weeks was rough.

I only had the information that we received from the doctor’s office.

I had decided to do an internet search of her condition.

I need you to understand this was back in 2004.

So, there’s obviously a whole lot more support and better information on the internet.

I would say my second mistake was just blindly looking for information.

Not taking in consideration that not all advice is equal. People can say some really nasty things, especially in chat rooms.

I experienced extremely negative feedback from doing an Internet search.

I found good information about Dandy-Walker malformation and about Hydrocephalus.

I wanted to know what other people were experiencing. I wanted to know what we were facing, by actual parents going through the same thing.

I wanted to know what issues their child was having and the degree of severity.

What I found in the support chat rooms was far from being supportive! I read the most horrible things a few were saying about children born with Dandy-Walker.

I mean it was just the worst things that anybody could say about an unborn child.

If you follow my blog and see pictures of both my children, then you know that they are extremely high function.

But that’s another discussion for another time or maybe another blog post, who knows?

Disabilities/Special Needs Organizations

Resources You Can Trust To Use For Special Needs Parenting

Your OB will probably be able to give you other resources that will be of benefit when your baby is born.

If not your local Department Of Human services can be of assistance.

Also if your baby will be seen at a children’s hospital, there are social workers that usually are very easy to talk to.

So, I would like to talk to you about gathering support. Not all support is going to be equal, obviously, and it depends on your unique situation.

But my first support would obviously be my husband. Both of us had gotten this bad news at the same time.

Neither one of us processed it well.

I remember the drive home felt extremely long. I honestly hadn’t cried at this point.

I just had a hard time letting it sink in. Neither one of us had communicated much that evening.

We had gone to bed, and I remember getting up to go to the bathroom. This point in my pregnancy I was 8 months along.

If you ever have been pregnant, then you know you have to pee all the time.

I remember breaking down and crying. It all came to me at once!

I couldn’t believe we were facing of having this baby with serious medical issues. How was I going to take care of her? How would I know what to do?

The anxiety was setting in!

Series: Related Organizations Lists

Includes organizations that provide information about services for children and parents with special needs in your area. If you are aware of any others, please contact Child Welfare Information Gateway at OrganizationUpdates@childwelfare.gov. Inclusion on this list is for information purposes and does not constitute an endorsement by Child Welfare Information Gateway or the Children's Bureau.

Administration on Intellectual and Developmental Disabilities

1825 K St NW Suite 1200

National Autism Resource & Information Center

Washington, District of Columbia 20006

Phone: (202) 600-3480

Phone: (202) 401-4634

Email: info@autismnow.org

https://autismnow.org/about-us/about-the-administration-on-intellectual-and-developmental-disabilities/

The major goal of the Developmental Disabilities Programs of the ADD is to partner with State governments, local communities, and the private sector to ensure that individuals with developmental disabilities and their families participate in the design of -- and have access to -- culturally competent services, support, and other assistance and opportunities that promote independence, productivity, and inclusion in the community. The programs address all facets of the life cycle: diagnosis, early intervention, therapy, education, training, employment, and community living and leisure activities.

ARCH National Respite Network and Resource Center

4016 Oxford Street Annandale, Virginia 22003

Phone: (703) 256-2084

https://archrespite.org/

https://archrespite.org/contact-us

The mission of the ARCH National Respite Network and Resource Center is to assist and promote the development of quality respite and crisis care programs; to help families locate respite and crisis care services in their communities; and to serve as a strong voice for respite in all forums.

Association for Successful Parenting

PO Box 3502 Baltimore, Maryland 21214

Toll-Free: (800) 599-8810

Email:

info@achancetoparent.net

https://achancetoparent.net/

A nonprofit dedicated to enhancing the lives of parents living with learning difficulties and their families. It brings together researchers, practitioners, and self-advocates to build the capacity of communities and families to support and improve outcomes for parents with intellectual disabilities. The association’s work mainly centers around education, advocacy at the local and national level, direct support for parents and professionals, and resource sharing.

Association of Administrators of the Interstate Compact on Adoption and Medical Assistance (AAICAMA)

727 15th St NW Suite 1200 Washington, District of Columbia 20005

Phone: (202) 403-7937

Email:

smccartney@aaicama.org

https://aaicama.org/cms/

The Association of Administrators of the Interstate Compact on Adoption and Medical Assistance facilitates the administration of the ICAMA. The Compact is the legal mechanism by which member States regulate and coordinate the interstate delivery of services to children with special needs who are adopted pursuant to adoption assistance agreements. The Association provides technical and legal assistance, education and training, and materials on practice and policy issues.

Association of University Centers on Disabilities

1100 Wayne Avenue Suite 1000 Silver Spring, Maryland 20910

Phone: (301) 588-8252

Fax: (301) 588-2842

Email: aucdinfo@aucd.org

https://www.aucd.org//template/index.cfm

The Association of University Centers on Disabilities (formerly the American Association of University Affiliated Programs for Persons with Developmental Disabilities) promotes and supports the national interdisciplinary network of university centers on disabilities. The network includes University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD), Leadership Education in Neurodevelopmental and Related Disabilities (LEND) programs, and Intellectual and Developmental Disability Research Centers (DDRC). Through its members, AUCD serves as a resource for local, State, national, and international agencies, organizations, and policy makers concerned about individuals with developmental and other disabilities and their families.

Center for Advanced Studies in Child Welfare

University of Minnesota School of Social Work 205 Peters Hall, 1404 Gortner Avenue

St. Paul, Minnesota 55108

Phone: (612) 624-4231

Toll-Free: (800) 779-8636

Fax: (612) 624-3744

Email: cascw@umn.edu

https://cascw.umn.edu/

https://www.cascw.org/contact-us/

General Scope:

The Center for Advanced Studies in Child Welfare (CASCW) was established with Federal Title IV-E funding and a grant from the Bush Foundation. The goals of the CASCW include preparing graduate students to work in public social services; providing practitioners, policy makers, researchers, and educators with timely information and resources to strengthen the child welfare system's capacity to respond effectively to the families who use its services; and enhancing child welfare training.

Center for Health Care Strategies, Inc.

200 American Metro Boulevard Suite 119 Hamilton, New Jersey 08619

Phone: (609) 528-8400

Fax: (609) 586-3679

Email: programs@chcs.org

http://www.chcs.org

The Center for Health Care Strategies (CHCS) is a health policy resource center dedicated to improving health care quality for low-income children and adults, people with chronic illnesses and disabilities, frail elders, and racially and ethnically diverse populations experiencing disparities in care.

Child Welfare Information Gateway

Children's Bureau/ACYF

330 C Street, S.W

Washington, District of Columbia 20201

Toll-Free: (800) 394-3366

Email:

info@childwelfare.gov

https://www.childwelfare.gov/

Child Welfare Information Gateway connects professionals and the general public to information and resources targeted to the safety, permanency, and well-being of children and families. A service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services, Child Welfare Information Gateway provides access to programs, research, laws and policies, training resources, statistics, and much more.

nadid: 17904

Children and Adults with Attention Deficit/Hyperactivity Disorder

4221 Forbes Blvd

Suite 270

Lanham, Maryland 20706

Phone: (301) 306-7070

Toll-Free: (800) 233-4050

Fax: (301) 306-7090

http://www.chadd.org/

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is a national, non-profit, organization providing education, advocacy and support for individuals with ADHD. In addition, CHADD also publishes a variety of printed materials to keep members and professionals current on research advances, medications and treatments affecting individuals with ADHD.

nadid: 25154

Dove

PO Box 150449

Denver, Colorado 80215

Phone: (303) 831-7874

Phone: (303) 831-7932

Fax: (303) 831-4092

TTY: (303) 831-7932

Email:

The Diagnosis od a Birth defect Parenting for Special needs children

The Diagnosis Of A Special Needs Baby

First Mistake! Don’t Do That! If your child is going to be born with special needs, no matter what it is, get educated by a professional that will be providing medical care for your baby.

Be careful of your Internet searches! This can lead you down a rabbit hole, make you an extremely anxious, or fill you with negative thoughts.

You really want to be able to keep a positive attitude. I think that’s my biggest lessons.

Superscript

Special Needs Parenting Truths

Fourth Lesson. We are not Super Heros! We are regular parents!

Superscript

Permissive Parenting – Why Indulgent Parenting Is Bad For Your Child

What Is Permissive Parenting?

Permissive Parenting Examples

Effects Of Permissive Parenting

Are You A Permissive Parent?

What To Do If You Are A Permissive Parent

What To Do If Your Spouse / Co-Parent Is Permissive?

The Opposite Of Permissive Parenting

References

Special Needs Parenting Truths

Fourth Lesson. We are not Super Heros! We are regular parents!

Tips for Parents of a special Needs Child

Handling Your Child’s Diagnosis: Six Things Parents Should Do For Themselves

Being An Advocate For Your Special Needs Child

So the second lesson learned. If you feel you need a second opinion, third opinion, fourth opinion it does not. Always remember you have choices.

Special Needs Parenting And The Negative Comments

So here are the third lessons. Be cautious with whom you share your news with. I really think that it’s mostly people that don’t know you. That’s where you will find the lack of support.

Early Intervention Information

Making Hope A Reality: Early Intervention for Infants and Toddlers With Disabilities

What is Part C of the Early Intervention Program for Infants and Toddlers With Disabilities (IDEA)?

Policy Recommendations

1. Expand and enhance early identification of infants and toddlers to include greater coordination and collaboration among early childhood providers.

2. Permanently authorize and fully fund Part C of the IDEA.

3. Include at-risk infants and toddlers in the state’s definition of eligibility for Part C services.

5. Expand access to inclusive early care and education experiences for infants and toddlers across diverse settings.

6. Invest in the professional development of the early intervention workforce.

Research

Parenting with A Disability – Good Support Makes All the Difference

Why a support system is a must-have

Finding support online

Surrounding yourself with a variety of people

Special Needs Parenting Dealing with The Negitive Comments

Disabilities/Special Needs Organizations

Resources You Can Trust To Use For Special Needs Parenting

This is a frequently asked question?