Workshop on Childhood Trauma Provides Insightful Information for Parents and School Personnel
By Marion M. Walsh, Esq., Littman Krooks LLP
On October 27, 2016, a committed group of parents and educators, on a very stormy evening, attended a workshop on: Development Mediated by Trauma: How to Recognize and Remediate Adverse Childhood Experiences, with experts Dr. Boris Gindis, psychologist specializing in trauma and Jennifer Griesbach, a psychotherapist specializing in adoptive children. According to Dr. Gindis, “Trauma is an objectively stressful event that subjectively is experienced by a person as emotional distress, disturbance and suffering.” Traumatic stress, even only unresponsive care, can cause damage to the biochemistry of the brain, he noted. The workshop centered on the understanding of Developmental Trauma Disorder and the need for patience and awareness of the issues. Ms. Griesbach and Dr. Gindis both recommended therapeutic parenting and specific types of psychotherapy and family counseling to assist children.
Marion Walsh, Esq. from Littman Krooks LLP noted that many schools and parents do not understand the effects of trauma on children and that school districts have an affirmative duty to locate students suspected of having disabilities, including emotional disabilities. Trauma can lead to emotional and learning disabilities. She spoke about the need for education, training and school services and placements available.
More information will be forthcoming in the future as we learn more about this important topic. Visit our calendar to learn about our upcoming workshops.
Learn about our special needs planning and special education advocacy services at www.specialneedsnewyork.com.
On the other side of this debate are special education advocates who say that setting high standards for students with disabilities encourages them to achieve. These advocates say that with the right supports and services, special education students can score just as well on these exams as their peers without disabilities.
(IDEA). “Clearly, the Supreme Court should hear this important case, as the requirement that a student receive an educational benefit goes to the heart of the IDEA,” says Marion Walsh. Millions of children around the country certain are entitled to more than “some” educational benefit in public schools and the law should, at a minimum, require meaningful educational benefit.
The potential disclosure may affect students who had an Individualized Education Program (IEP) prepared between 2003 and 2016 by the New York City Department of Education (DOE), and either attended a state-approved non-public school or were diagnosed or classified as autistic.
By Stacy M. Sadove, Esq., Littman Krooks LLP
By providing certain accommodations such as dimmed lighting, muted announcements and certain deemed quiet zones with sensory friendly environments, individuals on the spectrum can enjoy the ball park in a whole new way. A part of the proceeds from ticket sales will go to Autism Speaks. This exciting event is just one of many events scheduled in our area to promote further awareness for Autism. It is encouraging to see so many people educating and reaching out to provide support for Autism awareness.
If a child is showing signs of mental illness, it is important for parents to understand school district legal obligations and also how to get community support. Not every child with mental health issues has a disability but if a condition affects educational performance, the school district has an obligation to refer a student for special education and related services.
In order for students with disabilities to participate equitably in state and local assessments, changes in testing procedures are necessary. However, in September 2015, the Common Core Task Force formed by Gov. Cuomo received reports from special education teachers and parents stating that many special education students were not receiving the testing accommodations specified in their individualized education programs (IEPs). The Task Force therefore recommended that formal guidance be issued to districts to ensure that students get the testing modifications they need.
N.Y. ELEC. LAW § 5-106(6) states that no person who has been adjudged incompetent may vote in New York. The key word here is incompetent. New York’s Article 17A guardianship law is silent as to declaring a person incompetent. Rather, they are determined as a person with a developmental or intellectual disability in need of a guardian. Moreover, Pursuant to N.Y. MENT. HYG. LAW § 33.01, receipt of services for mental disability shall not deprive persons of the right to register and vote if otherwise qualified. It’s important to note there is no legal test for registering and voting but the individual must understand the nature of voting and decisions to be made. Similarly, persons who are not adjudicated incapacitated, but rather consent to being in need of a guardian under New York Article 81 guardianship law, may also engage in voting so long as they meet the other requirements mandated by the law.
