Benefits of Play

Children and playing seems to go hand and hand but do you know how vitally important it is?  Playing benefits both the special needs child and the typically developing child.  Adults and children need brain breaks and so many positive learning opportunities take place even when the brain is on break!  Recent studies have been conducted that show children do better when given frequent opportunities to play.  In fact, several local school districts have recently been highlighted for their role in providing children with additional play time.  Play directly affects the development of children in sensory, motor, cognitive, and emotional development.  A child with special needs is a still child with the same desires and needs as his typically developing peers.  All individuals benefit from regular physical activity.  However, children with special needs especially benefit in ways that one may take for granted in typically developing peers.  Being active has many benefits.

Playing is the way children learn about themselves and the world around them.  Children with special needs may require activity breaks so they can focus or attend to instruction in the classroom.  For example, some children who have difficulty focusing for extended periods (such as a child with ADHD) may benefit from planned movement incorporated into his or her day.  Some children due to the nature of their disability may require additional instruction in the area of social skills.  For these children, play time can be a component of (but not a substitute for) social skills training.  In fact, play time can provide an opportunity for a child to implement new skills and for the school to track progress.  If your child has goals to address gross motor skills, be sure to complement these goals with daily, active playtime and movement, and see her make improvements.  Removing recess time as a consequence for poor classroom choices is counterproductive.  Giving all children a chance for unstructured play may actually improve academic performance, behavior and the ability to focus on instruction.  For the disabled child, planned playtime may help him master important social skills and behavioral goals, provide opportunities to develop fine and gross motor skills, increase self-esteem, build critical executive function skills, and allow a kid to just be a kid.  Let the children, all children PLAY!!!

Emotional Benefits	·         enjoyment ·         fun ·         love of life ·         laughter ·         relaxation ·         release of energy ·         tension reduction ·         self-expression ·         works through emotions ·         helps to cope with stress ·         reduction of depression ·         regulating emotions
Cognitive Benefits	·         creativity ·         abstract thinking ·         social cognition ·         mastering new concepts ·         empathy ·         imagination ·         problem-solving ·         perspective taking
Affective Development Benefits	·         self-confidence ·         self-esteem ·         therapeutic effects ·         anxiety reduction ·         social responsibility ·         ethical behaviors
Social Development Benefits	·         self-advocacy ·         cooperation ·         leadership skill development ·         aids in impulse control ·         helps decrease aggressive behavior ·         conflict resolution ·         sharing ·         negotiating skills ·         turn-taking ·         building friendships
Physical Development Benefits	·         self-help skills ·         physical challenges ·         gross motor skills ·         fine motor skills ·         endurance ·         muscle strength ·         coordination ·         builds flexibility ·         cardiovascular efficiency ·         balance ·         body awareness ·         being active improves quality of sleep
Attention Development Benefits	·         increases concentration ·         persistence ·         attention regulation
Language Development Benefits	·         increases vocabulary ·         increases communication skills ·         language submersion ·         story telling ·         emergent literacy ·         social language development
Academic Benefits	·         allows children to retain what they have   learned ·         allows for practice skills ·         provides opportunities for collaborative learning with adults and peers ·         encourages children to experiment and take risks ·       provides a meaningful context for children to learn concepts and skills ·        makes learning fun and enjoyable ·       encourages children to explore and discover together and on their own ·         increases on-task behavior ·         increases attention span during lessons ·         increases level of correct responding ·         increases academic growth

Evaluating Your Child

What if your child isn’t learning or progressing as quickly or easily as other children? 

 It is perfectly normal for children to grow and develop at different speeds.  If you have concerns, be sure and address them with your child’s pediatrician.   

Where do you go if your child has an identified developmental issue?  Well, Texas public schools must provide a free and appropriate public education for children with disabilities.  This means your child may be entitled specialized instruction and related services to meet your child’s unique needs.  Contact the Special Education Department of your local school district and start asking questions.  Services can begin as early as age 3 in some cases, so don’t delay.  It is never too late to receive help!  

Once any person (parent, teacher, or counselor) notifies the school that there is a suspicion that your child may have a disability, the school must begin the process of evaluating your child.  There are steps to take even when you do not have a diagnosis but you suspect something is going on.

Once evaluated, the school district is required to have an Admission, Review, and Dismissal (ARD) committee to review the evaluation and your child’s needs.  During this ARD committee meeting, you and school personnel will decide if the student requires special education (eligibility) and then create an Individualized Education Plan (IEP) that details in writing what services, goals, accommodations, and placement your child will receive to help him or her be successful. 
Be sure and define vague terms in your child’s IEP.  By clarifying phrases such as “preferential seating,” by recording a definition in the student’s plan, it will allow all team members to accurately communicate how to help the student.  There are plenty of instances where “preferential seating” can have many different meanings to different people.  When you clarify, it does not allow for individual interpretation of what the committee is conveying.  As a parent, you are a key member of the committee.  You know your child better than anyone.  You are your child’s voice!  Be an advocate!    

Once the goals, accommodations, and services to be provided are agreed upon, they must be followed by all parties in the school.  The IEP is reviewed at least once per year, but can be modified more frequently to fit your child’s changing needs.   You have the right, as a parent, to request an ARD meeting at any time.  If you don’t think something is working or you want to look over progress, do not be afraid to speak up! 

Milestone Moments

From the moment you found out a new baby was coming into your world, you began to wonder and map out your child’s future in your mind.  You learn and grow together as a team with your little bundle of joy and as your child begins to reach each milestone at his/her own pace, you are setting the stage for the same sequence of events to begin once your child begins school.  It is a journey not a race.  There are several stakeholders involved, the parents, the child, the caregiver if it is a different person, the pediatrician, school administrators and personnel, and many other friends and family who care for the well being of your child. This group of people will change over the years, but you will always be your child’s first and best advocate. 

You know your child better than anyone else.  If you feel uneasy and something just seems off, ask questions!  Early detection can help in a multitude of areas.  It is important to always do your research, seek professional opinions, and be your child’s advocate.  As a parent, it is extremely important to know the signs and ask questions. You can find a checklist of from birth through age 5 by clicking: Milestone Moments.   Acting early and seeking help can make a big difference in your child’s life.   

It has been proven through extensive research that the earlier a child receives intervention and services, the better he or she will grow developmentally.  Know the facts and act early!  Eligible children with disabilities, ages 3-21, are entitled to receive a free appropriate public education.

In Texas, school districts must identify and serve children with disabilities beginning at the age of 3.  If your child has received services through an early childhood intervention (ECI) program, your service provider will refer you to your local school district.  However, if you have not received ECI services, you may contact the school directly and request an evaluation.  Preschool Programs for Children with Disabilities (PPCD) provide special education and related services for eligible children with disabilities ages 3-5.  Know the facts and act early! Be your child’s advocate!

Happy New Year!

Happy New Year!  May your 2016 be filled with prosperity! 

As we turn the page of another calendar year, we often reflect upon what we have accomplished.  As any parent looks back at a year, one can see the growth that has happened.  Take time to acknowledge the successes, celebrate the achievements, and begin a path for your 2016.

The Ramage Law Group will be posting a series addressing educational issues from early childhood to adulthood on our blog!  Be sure to subscribe so you can join us on the journey and learn important information along the way. 

As you prepare for the start of the new semester, be sure and evaluate your child’s progress.  Is your child’s IEP being followed?  Is your child making improvements?  Has your child regressed over the break? Do not wait until the spring to request an ARD meeting.  It is your right as a parent to request an ARD meeting at any time during the school year.  Do not be afraid to request changes to the IEP based on your child’s current needs.  Special education by definition is individualized to each child. You are your child’s voice!


May you all have a wonderful new year!