Our guest blogger this week is Melissa Smith, MS Ed, Youth Mental Health First Aid Trainer, High School Counselor, Advisor of the Warr;ors, Founder of ADHD A New Vision Camp and most importantly proud mother of an 11 year old amazing son who happens to have an ADHD diagnosis. Sticks and stones may break your bones but words can scar you for life.  A newly formed club high school club at Walter…

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Our guest blogger this week is Melissa Smith, MS Ed, Youth Mental Health First Aid Trainer, High School Counselor, Advisor of the Warr;ors, Founder of ADHD A New Vision Camp and most importantly proud mother of an 11 year old amazing son who happens to have an ADHD diagnosis. Sticks and stones may break your bones but words can scar you for life.  A newly formed club high school club at Walter…

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To learn more about both the effects of bullying and mental health and what you can do, you are invited to a seminar on May 10, 2016:  Understanding the Legal Obligations of a School District Regarding Bullying and Student Mental Health

By Marion M. Walsh, Esq.

Every parent and school professional must be aware of the mental health crisis confronting our youth and take steps to understand and advocate. Parents and schools must act together to protect children become educated on risk factors and symptoms.

If your child has a mental health issue, it is important to understand how to seek community supports and to understand the legal obligations of your school district.  Too many parents view mental health issues as a “private issue” or believe that things will improve. It is almost impossible for parents to handle mental health issues alone.

Signs of Mental Health Problems in Children:

Parents must be aware of signs of mental illness. Early identification is key to help children.  The Mayo Clinic and other professionals list the following signs of mental illness in children, but the list is not exhaustive:

• Mood changes: Look for feelings of sadness or withdrawal that last at least two weeks or severe mood swings that cause problems in relationships at home or school. Some students simply withdraw. School avoidance or physical symptoms without physical causes can also be a sign of mental distress.
• Intense feelings: Be aware of feelings of overwhelming fear for no reason — sometimes with a racing heart or fast breathing — or worries or fears intense enough to interfere with daily activities.
• Behavior changes: Look for drastic changes in behavior or personality, as well as dangerous or out-of-control behavior. Fighting frequently or expressing a desire to hurt others also are warning signs.
• Difficulty concentrating: Look for signs of trouble focusing or sitting still, both of which might lead to poor performance in school.
• Unexplained weight loss: A sudden loss of appetite, frequent vomiting or use of laxatives might indicate an eating disorder.
• Physical harm: Sometimes a mental health condition leads to suicidal thoughts or actual attempts at self-harm or suicide.
• Substance abuse: Some children use drugs or alcohol to try to cope with their feelings.

School District Legal Obligations to Help:

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.

• Pursuant to the Individuals with Disabilities Education Improvement Act (IDEA), 20 USC §1400, seq. and parallel state law, school districts have a responsibility to identify and provide appropriate services to students with disabilities, including those who have an emotional disturbance or disability, including another health impairment, such as ADHD.
• As the Supreme Court noted in Honig v. Doe in 1988, “Among the most poorly served of disabled students were emotionally disturbed children: Congressional statistics revealed that for the school year immediately preceding passage of the Act, the educational needs of 82 percent of all children with emotional disabilities went unmet. See S. Rep. No. 94-168, p. 8 (1975).”  

If your child has mental health needs impacting education, you should refer your child for special education services and, if the child has a disability, he or she should qualify for an IEP and receive special education supports, such as counseling, flexibility with assignments, or a therapeutic environment. Some children with mental health needs may need building level help or need accommodations under Section 504 of the Rehabilitation Act.  

Steps to Take:

On a broader scale,  work with your school district and community to develop a task force to create systems and policies to proactively address student mental health needs and make sure interventions are in place.  Talk to your child’s school district administrators about making mental health and social emotional health a priority in your school district and ask about what programs are in place to ensure children are served.   Much training is available and many organizations have resources to help.

As just three examples of what you can do:

1. Become Certified in Youth Mental Health First Aid
2. Consider taking the Sandy Hook Promise, which encourages safer schools and more mental health treatment.
3.  Attend a screening of No Letting Go, on mental health and youth and one family’s story, aimed at helping to end the stigma:

Read more on how to educate, advocate and support mental health awareness month by clicking here.

Learn more about our special needs planning and special education advocacy services at www.littmankrooks.com or www.specialneedsnewyork.com.

Was this article of interest to you? If so, please LIKE our Facebook Page by clicking here or sign up for our monthly newsletter.

To learn more about both the effects of bullying and mental health and what you can do, you are invited to a seminar on May 10, 2016:  Understanding the Legal Obligations of a School District Regarding Bullying and Student Mental Health

By Marion M. Walsh, Esq.

Every parent and school professional must be aware of the mental health crisis confronting our youth and take steps to understand and advocate. Parents and schools must act together to protect children become educated on risk factors and symptoms.

If your child has a mental health issue, it is important to understand how to seek community supports and to understand the legal obligations of your school district.  Too many parents view mental health issues as a “private issue” or believe that things will improve. It is almost impossible for parents to handle mental health issues alone.

Signs of Mental Health Problems in Children:

Parents must be aware of signs of mental illness. Early identification is key to help children.  The Mayo Clinic and other professionals list the following signs of mental illness in children, but the list is not exhaustive:

• Mood changes: Look for feelings of sadness or withdrawal that last at least two weeks or severe mood swings that cause problems in relationships at home or school. Some students simply withdraw. School avoidance or physical symptoms without physical causes can also be a sign of mental distress.
• Intense feelings: Be aware of feelings of overwhelming fear for no reason — sometimes with a racing heart or fast breathing — or worries or fears intense enough to interfere with daily activities.
• Behavior changes: Look for drastic changes in behavior or personality, as well as dangerous or out-of-control behavior. Fighting frequently or expressing a desire to hurt others also are warning signs.
• Difficulty concentrating: Look for signs of trouble focusing or sitting still, both of which might lead to poor performance in school.
• Unexplained weight loss: A sudden loss of appetite, frequent vomiting or use of laxatives might indicate an eating disorder.
• Physical harm: Sometimes a mental health condition leads to suicidal thoughts or actual attempts at self-harm or suicide.
• Substance abuse: Some children use drugs or alcohol to try to cope with their feelings.

School District Legal Obligations to Help:

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.

• Pursuant to the Individuals with Disabilities Education Improvement Act (IDEA), 20 USC §1400, seq. and parallel state law, school districts have a responsibility to identify and provide appropriate services to students with disabilities, including those who have an emotional disturbance or disability, including another health impairment, such as ADHD.
• As the Supreme Court noted in Honig v. Doe in 1988, “Among the most poorly served of disabled students were emotionally disturbed children: Congressional statistics revealed that for the school year immediately preceding passage of the Act, the educational needs of 82 percent of all children with emotional disabilities went unmet. See S. Rep. No. 94-168, p. 8 (1975).”  

If your child has mental health needs impacting education, you should refer your child for special education services and, if the child has a disability, he or she should qualify for an IEP and receive special education supports, such as counseling, flexibility with assignments, or a therapeutic environment. Some children with mental health needs may need building level help or need accommodations under Section 504 of the Rehabilitation Act.  

Steps to Take:

On a broader scale,  work with your school district and community to develop a task force to create systems and policies to proactively address student mental health needs and make sure interventions are in place.  Talk to your child’s school district administrators about making mental health and social emotional health a priority in your school district and ask about what programs are in place to ensure children are served.   Much training is available and many organizations have resources to help.

As just three examples of what you can do:

1. Become Certified in Youth Mental Health First Aid
2. Consider taking the Sandy Hook Promise, which encourages safer schools and more mental health treatment.
3.  Attend a screening of No Letting Go, on mental health and youth and one family’s story, aimed at helping to end the stigma:

Read more on how to educate, advocate and support mental health awareness month by clicking here.

Learn more about our special needs planning and special education advocacy services at www.littmankrooks.com or www.specialneedsnewyork.com.

Was this article of interest to you? If so, please LIKE our Facebook Page by clicking here or sign up for our monthly newsletter.

By Amy C. O’Hara, Esq., Littman Krooks LLP

Parents of children with special needs often have unique financial concerns, and one way to ease those concerns is to reduce their tax burden.

There are many tax deductions and credits available that parents may not be aware of. Parents of children with special needs should familiarize themselves with the deductions and credits and take care to document all expenses related to their children’s medical expenses, development and therapy.

Here are 5 useful tax deductions and credits for parents of children with special needs:

1. Medical & Therapy Expenses

The first type of deduction to consider is for medical and therapy expenses. For income tax purposes, learning disabilities are a type of medical condition. This may include autism, ADHD, cerebral palsy, and other learning disabilities.

While these expenses are limited by 10 percent of adjusted gross income, the limitation may be exceeded by certain types of out-of-pocket expenses.

Such expenses can include the following:

• Special schooling such as: tutoring that is specifically intended to address the special needs of the child.
• Regular education when it is intended to treat the child’s special needs.
• Aides that a child may require to benefit from education.
• Exercise programs, if they are recommended by a medical professional.
• Transportation to and from special schools or therapy sessions.
• Equipment, devices and supplies necessary to treat or alleviate a medical condition, including technology items such as communication devices.

2. Specialized Foods

A gluten-free, casein-free diet can be used as a deduction provided it is medically recommended. Generally, only the additional cost of the specialized foods over and above what would be paid for similar items is deductible.

3. Legal Expenses

In some cases, legal expenses related to your child’s special needs may be deductible, for instance if you hire an attorney to help you prove that your child’s medical expenses are legitimate.

Tax Credits

Even more helpful than a tax deduction is a tax credit, which applies directly to the amount of tax you owe. The tax credits most helpful to parents of special needs children are the Child and Dependent Care Credit and the Earned Income Credit. In both cases, a credit that is normally only available for children may also be used for an older child with special needs.

4. Child and Dependent Care Credit

The Child and Dependent Care Credit may be applied when you pay someone to care for your dependent, and it provides a tax credit of up to $3,000 per dependent, to a maximum of $6,000 for two or more dependents.  Child-care, after-school programs and day camp qualify for the credit.

The credit is available for children under the age of 13, but the age limit does not apply to older children with special needs.

5. Earned Income Credit

The Earned Income Credit can also be useful for parents of children with special needs. The credit generally may be applied by families with a low to moderate income and children under the age of 19, or up to age 23 for full-time students. However, for adult children living with their parents, the age limit does not apply.

In Conclusion

Parents of children with special needs know that there are unique challenges involved, including financial hurdles. However, with careful planning and the assistance of an experienced attorney who is sensitive to special needs issues, you can make sure you do what is necessary to reduce your tax burden and protect your child’s interests.

Learn more about Littman Krooks services at www.littmankrooks.com or www.specialneedsnewyork.com.

Was this article of interest to you? If so, please LIKE our Facebook Page by clicking here.

By Felicia Lebewohl Rosen, Esq., Ed.M. (Edited by Marion M. Walsh, Esq., Littman Krooks LLP)

Take a deep breath … It can be emotionally difficult to accept and deal with the fact that your child has a disability. If you want your child with a disability to receive appropriate services to make his or her life (and yours) easier and more productive, you should acknowledge the possibility and consider seeking services.   First, you need a good diagnosis, to which interventions can be geared. This diagnosis can occur at any point during a child’s development, most commonly during infancy or early childhood. However, some parents only realize that their child has a disability in adolescence, when work and social demands become more difficult. If your doctor or psychologist makes a diagnosis, keep in mind that you need to share this information with your school district or preschool and determine whether your child is eligible for services.

The Law Protects Students with Disabilities and Requires Evaluations and Services

The Individuals with Disabilities Education Improvement Act of 2004 (“IDEA”), protects children with disabilities ages birth to 21 or until a student graduates with a regular high school diploma. The IDEA requires each state and school district to identify and evaluate all children who need special education and/or related services. Related services include physical, occupational and speech and language therapy and more depending on need.

Early Intervention (EI) is a system of services, free of charge to parents, that help children with disabilities or at risk for a disability, ages birth – 3 years old, and their families. For a child to receive EI services pediatricians, other service providers and parents may refer a child for EI. The Center for Disease Control and Prevention recommends that children be screened for developmental delays and disabilities during regular well-child doctor visits at 9, 18 and 24 or 30 months and additional screening may be warranted if a child is at high risk.

Once your child is school age and you suspect a disability or receive a diagnosis, parents may contact their school district and request that their child be evaluated for eligibility for special education and related services. School districts are responsible to provide educational and related services, free of charge to parents, for children with disabilities ages 3 – 21 or until a student receives a high school diploma. The law requires that school districts receive informed consent from parents before the child is evaluated by the school district to determine if the child has a disability under the IDEA. The individual evaluation must include a variety of assessment tools and strategies. A school district must conduct the evaluation within 60 days from the date that the parent consents to testing. At a minimum, an evaluation must include: a psychological evaluation, a classroom evaluation, a social history, a physical examination and other appropriate assessments or evaluations.

An evaluation is intended to address the following three questions:

1.  Does the child have a disability that requires special education and related services?
2. What are the child’s specific needs? and
3. What special education and related services are appropriate for addressing those needs?

If parents disagree with the school district’s evaluations, they have a right to an Independent Educational Evaluation (IEE) and request that the school system pay for the IEE. A diagnosis from a doctor or psychologist of a disability does not guarantee that a child will be eligible for special education or related services. The law requires that the disability impacts the child academically.

In New York, a Committee on Special Education (CSE) for students in grades K-12, and a Committee on Preschool Special Education (CPSE) for students ages 3-5, are multi-disciplinary teams that include, at the very minimum, the parent, a general and special educator, a school psychologist or another professional who is qualified to interpret evaluations, and a district representative. The CSE and CPSE will convene to review the evaluations and determine if the child is a “student with a disability”, as defined by the IDEA. If the parents do not agree with the evaluation decision, they may ask for an impartial hearing to challenge the decision. Some neurological conditions, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD) and a Learning Disabilities (LD) are often difficult to diagnose because there is no medical test, like a blood test or an MRI, to diagnose these disorders. Further, many other conditions have symptoms that are similar to those of ADHD/ADD and there is a great deal of comorbidity with other conditions. For example, anxiety can mask as ADHD.

At the CPSE and CSE meetings, if a child is deemed eligible, the team will draft an Individualized Education Program (IEP). The IEP is a legal document which discusses the child’s strengths and areas of need. It specifies the special education and related services that the child will receive free of charge to the parents. If the parents disagree with the IEP or the placement recommended by the CSE, the parent may request a Due Process Hearing. In some cases, filing a complaint with the New York State Education Department may be appropriate. Parents may proceed pro se (without a lawyer) or be represented by counsel.

Personal Advice on Keeping it all in Perspective

If your child has a disability, try not to waste your emotional energy on self-blame. Disorders such as autism, ADHD, and emotional and learning disabilities can be disorders in certain regions in the brain. They are not caused by bad parenting, chaotic home environments, ineffective teachers, too much sugar in the child’s diet or the child himself. Your child is still the same child you had before the diagnosis. Love, play, engage, have fun, enjoy, hug and laugh with your child. If your child is an adolescent, give your child support along with the space he or she needs to grow at their own pace.

Take care of yourself or you will not be able to take care of your child. We are all familiar with the stewardess’ message on airplanes to put your oxygen mask on before you place one on your child. So take care of yourself so you can better take care of your child. Put on your oxygen mask by joining support groups, finding solace in supportive family and friends or religion, joining support groups, exercising and eating well and remembering to enjoy and laugh. It can be a long journey.

For more detailed information about disability laws, see www.nysed.gov/specialed.

Felicia Rosen is a legal intern with Littman Krooks LLP and is an attorney. She graduated from New England School of Law and Columbia University Teachers College. 

Learn more about our special needs planning and special education advocacy services at www.littmankrooks.com or www.specialneedsnewyork.com.

Was this article of interest to you? If so, please LIKE our Facebook Page by clicking here.

By Amy C. O’Hara, Esq.,  Littman Krooks LLP

Parents of children with special needs often have unique financial concerns, and one way to ease those concerns is to reduce their tax burden.

There are many tax deductions and credits available that parents may not be aware of. Parents of children with special needs should familiarize themselves with the deductions and credits and take care to document all expenses related to their children’s medical expenses, development and therapy.

Here are 5 useful tax deductions and credits for parents of children with special needs:

1. Medical & Therapy Expenses

The first type of deduction to consider is for medical and therapy expenses. For income tax purposes, learning disabilities are a type of medical condition. This may include autism, ADHD, cerebral palsy, and other learning disabilities.

While these expenses are limited by 10 percent of adjusted gross income, the limitation may be exceeded by certain types of out-of-pocket expenses.

Such expenses can include the following:

• Special schooling such as: tutoring that is specifically intended to address the special needs of the child.
• Regular education when it is intended to treat the child’s special needs.
• Aides that a child may require to benefit from education.
• Exercise programs, if they are recommended by a medical professional.
• Transportation to and from special schools or therapy sessions.
• Equipment, devices and supplies necessary to treat or alleviate a medical condition, including technology items such as communication devices.

2. Specialized Foods

A gluten-free, casein-free diet can be used as a deduction provided it is medically recommended. Generally, only the additional cost of the specialized foods over and above what would be paid for similar items is deductible.

3. Legal Expenses

In some cases, legal expenses related to your child’s special needs may be deductible, for instance if you hire an attorney to help you prove that your child’s medical expenses are legitimate.

Tax Credits

Even more helpful than a tax deduction is a tax credit, which applies directly to the amount of tax you owe. The tax credits most helpful to parents of special needs children are the Child and Dependent Care Credit and the Earned Income Credit. In both cases, a credit that is normally only available for children may also be used for an older child with special needs.

4. Child and Dependent Care Credit

The Child and Dependent Care Credit may be applied when you pay someone to care for your dependent, and it provides a tax credit of up to $3,000 per dependent, to a maximum of $6,000 for two or more dependents.  Child-care, after-school programs and day camp qualify for the credit.

The credit is available for children under the age of 13, but the age limit does not apply to older children with special needs.

5. Earned Income Credit

The Earned Income Credit can also be useful for parents of children with special needs. The credit generally may be applied by families with a low to moderate income and children under the age of 19, or up to age 23 for full-time students. However, for adult children living with their parents, the age limit does not apply.

In Conclusion

Parents of children with special needs know that there are unique challenges involved, including financial hurdles. However, with careful planning and the assistance of an experienced attorney who is sensitive to special needs issues, you can make sure you do what is necessary to reduce your tax burden and protect your child’s interests.

Learn more about Littman Krooks services at www.littmankrooks.com or www.specialneedsnewyork.com.

Was this article of interest to you? If so, please LIKE our Facebook Page by clicking here.

In 2002, there were well under $2 billion in the sales of prescription stimulants. In 2012, such sales approached $8.5 billion.

The Centers for Disease Control and Prevention reports that 15% of high school students now have this diagnosis and that the number of children on such medications has increased from 600,000 in 1990 to 3.5 million currently.

What is perhaps most striking is the loosened definition of ADHD. A child may be diagnosed if, for example, she “makes careless mistakes” or “often has difficulty waiting his or her turn.”

This means that there is a similarly striking increase in the number of children who are diagnosed with this disability and have a right to an Individualized Educational Plan (IEP).

The cost to school districts is enormous. They must pay for aides, special services, and sometimes private tuition in a specialized school if the mainstream educational system is not able to handle a severely disabled child. As a result, there are fewer resources for those who are most severely disabled.

If given a choice, every parent would choose a course of action that will allow a child to perform brilliantly.

One doctor who has published prolifically on this point, told Reuters Health: “If a child is brilliant but is doing just okay in school, that child may need treatment, which would result in their performing brilliantly at school.” The New York Times article quotes Dr. Joseph Biederman, a “prominent child psychiatrist at Harvard University in Massachusetts General Hospital.” Dr. Biederman’s research has been substantially funded by the pharmaceutical industry.

Today one in seven children is diagnosed with ADHD by the age of 18. Because the medical literature and pharmaceutical information indicates that one never graduates from this condition, it is a life long diagnosis.

The article points out that the drug industry is now targeting adults.

In 2012, the article points out that almost sixteen million prescriptions for ADHD medication were written for individuals between ages 20 and 39. This is triple the amount from just five years before.

Impact on Public Benefits, Social Services

The excellent and very lengthy New York Times article did not identify or explore the impact on our public benefits and social services systems. With an explosive growth in diagnoses, there has not been a comparable growth in funding for needed support services. The impact on income programs – SSDI and SSI – has not been explored. Yet, the impact is profound. Millions of adults are now receiving or seeking “disability” status so that they can receive government income benefits and Medicaid and/or Medicare as their health insurance programs. This places enormous fiscal strains on such income and health programs. Again, those who are severely and, some would say, legitimately disabled are now sharing limited resources with a dramatically expanded pool of public benefits recipients. The bottom line is that they receive fewer services and, inevitably, lower quality services.

To understand how loose, all inclusive, and arguably inappropriate this is, look at the New York Times article and take the online test that asks “whether you could have ADHD, too.” They reprint a web page of drug marketer Shire and its quiz that, in effect, encourages adults to believe they have or might have ADHD. The New York Times conducted a poll of 1,106 Americans. Almost half had a result of “ADHD possible” or “ADHD may be likely.”

The quiz asks, for example, “How often to you fidget or squirm your hands or feet while you have to sit down for a long time?” It asks, “When you have a task that requires a lot of thought, how often do avoid or delay getting started?” The other four questions identify behaviors that, arguably, the vast majority of us have on a daily basis.

I took the test. I scored 14, which means “ADHD may be likely.” I wonder what would have happened if, when I was in high school, I was given this test. Would I have been medicated? Would I have been as successful?

There is no doubt that millions of Americans have conditions that can be helpfully addressed by sport, counseling, and sometimes pharmaceutical assistance. The inescapable conclusion of the article – a conclusion reinforced by my experience – is that the pharmaceutical industry has been far too successful in generating millions of additional ADHD diagnoses. All of us are harmed as a result.

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Attention deficit hyperactivity disorder, or ADHD, is often associated with behavioral problems such as acting impulsively or disruptively. It is also diagnosed in boys three times more frequently than in girls. While the disorder does affect girls, symptoms may be harder to identify.

According to experts, the symptoms of ADHD are actually identical for boys and girls, but they often manifest differently. The symptoms include issues with concentration, attention and focus. The difference is that girls are more likely to attempt to hide their difficulties. While a boy with ADHD may be hyperactive, a girl with ADHD may be withdrawn. Girls with ADHD may try to avoid letting anyone know that they are distracted or not paying attention. Such behavior is often interpreted simply as shyness and is not readily associated with ADHD.

For girls, ADHD is also often connected to self-esteem issues. A girl who has trouble paying attention in school may say she is not as smart as the other children or that she does not like going to school. While her difficulties with concentration may be reflected in her school performance, ADHD is often not suspected simply because the girl is not disruptive but is instead withdrawn.

Another type of behavior that may be connected to ADHD is perfectionism. Girls with attention issues may try to hide their symptoms and control their world by engaging in the type of over-organization behavior more commonly associated with obsessive compulsive disorder.

If a parent suspects a daughter may have ADHD, a good first step is to talk to her teachers about how she compares to other girls her age. Further insight can be gained by talking with a school psychologist, school nurse, or pediatrician.

People are generally aware of the developmental disorder ADHD. They know it can make some individuals restless or hyperactive and typically includes a short attention span. In many situations, this can run from just aggravating to downright frustrating. However, when it comes to driving, the short attention span is a potential danger, since the driver is not able stay focused on driving.

Medications for those with ADHD are a blessing and may control symptoms, but perhaps not enough to ensure an ADHD driver can handle the normal distractions of driving. In fact, a recent study has revealed that with the usual distractions that come with driving, ADHD drivers demonstrated a higher degree of variable speeds and changed lanes more often than those without this condition.

The study utilized 61 adolescents between the ages of 16 and 17. Thirty-three of the participants did not have ADHD. There were three tests used to determine distraction levels: test one had zero distractions in place; test two involved having a chat on a cell phone; and test three required participants to text and drive. The findings of the study showed ADHD adolescents fared worse in their efforts to maintain a steady lane position and speed.

On the same note, those with traumatic brain injury may face a similar problem when it comes to driving as well. There is more going on, on the road, than we might think. Even if we take to heart the “Drive Safe” admonition many are sent off with when we go somewhere, we can never know what other drivers are contending with as they drive.

If you have been involved in an accident with a distracted driver, contact an experienced injury attorney for information on obtaining possible compensation for injuries you may have.

Perlmutter & Schuelke, LLP is one of the premier trial firms in Austin Texas. Contact a auto accident lawyer by calling 512-476-4944 or learn more at http://www.civtrial.com/.

The coalition has planned a series of events this month to increase awareness of ADHD. The nonprofit organization Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) will be conducting a celebrity social media campaign all month to raise awareness. Celebrities such as Ty Pennington, host of “Extreme Makeover: Home Edition” will talk about living with ADHD.

ADDittude Magazine invites the public to attend its online webinars during the month of October. Topics include “Science’s New Understanding of the Disorder,” “Diagnosing ADHD: What You (& Your Doctor) Need to Know,” and “Turning ADHD Symptoms into Assets.”

For more information, visit www.adhdawarenessmonth.org.

People with ADHD are people with special needs. They are people with a neuro behavioral disorder that improves or deteriorates based on circumstances. It is linked to many neurological factors that have only become evident in the last two decades with the advent of advances in technology and multidisciplinary, integrated studies. Yet, in the classroom, the workplace, home and social settings, there are still many incredulous and uninformed people who perpetuate the suffering of those with ADHD.

To inform the public, to support those with ADHD, and to provide a more hopeful picture for those in the ADHD community: those are some of the reasons to promote ADHD Awareness

When the ADHD Awareness Campaign first really got off the ground, there were three major ideas the coalition of ADHD communities wanted people to know:

· ADHD is Real

· There is Hope

· Where’s the Help?

The ADHD Awareness Campaign has changed and expanded its impact over the past eight years, although the message that ADHD is real, there is hope, and there are avenues of help, remains the same. The importance of awareness got some traction with the US Congress’ declaration of a single DAY, Sept. 17, 2005.

Five years later, the ADHD Awareness Campaign was sponsored by a coalition of groups serving the ADHD community. The Campaign was not just for one day. Rather, the first ADHD Awareness WEEK was celebrated in the US in 2010. And beginning in October of 2013, the Global ADHD Awareness MONTH Campaign will take place. This year, the ADHD Awareness Month theme is The Many Faces of ADHD.

What else should we know? ADHD can affect anyone of any age (not just children), in any family, of any gender (not just boys), race, ethnicity, occupation or status.

My ADHD coaching clients share their voices to help show you the many faces of ADHD, in honor of the Awareness Month theme:

1. ADHD is Real

• “Neurotypicals” are the majority on this planet, and get to make nearly all the rules. It’s very tough getting ahead in a system that’s optimized for people not like you. Keep that in mind when you come up with your rules and procedures, when you decide who deserves promotion or a raise, when you decide who’s “the best man for the job.” – From J.G., software engineer

• “I wish people would recognize ADHD symptoms for what they are, and see the genius and the hard work that those children put in their day to day activities. Instead people still judge children with ADHD as being wild, unmannered, lazy, stupid, disruptive and more.” –  From Y.E., nurse midwife

• “We’re human beings with feelings and intelligence. Having ADHD doesn’t make us incompetent, irresponsible, or lazy. We work extra hard to keep pace to make deadlines that people with intact executive functioning have no problems meeting.” – From G. K., school psychologist

2. There is Hope

• “Having a friend or a coach or a secretary (or two!) Who is non-judgmental but persistent is very helpful.” – From G.K., school psychologist

• “I prefer to invest my efforts into instilling my child with confidence, and shower her with love, and give her all the support and help that she needs to succeed” – From Y.E., nurse midwife

• “My own experience of ADHD is that it’s like juggling.  The best thing you can do for someone with ADHD is to let them know that it’s OK to drop the balls, even on purpose. It’s OK to leave some of the balls on the floor. It’s also OK to ask for help before you drop the balls. Even better, it’s OK to say “no thanks” when someone tries to toss another ball at them.” From S.H., “Fortune 500” corporate executive

3. Where’s the Help?

• What helps? Oddly enough, structured assignments but with some flexibility (if assignments have beginning, middle and end components spelled out or expectations clearly provided, that helps). It also helps to have tasks broken down into parts, small goals, not just one big global goal. Allow for creative approaches … If that doesn’t make sense, please ask for clarification.

What else helps?

• Day planners

• Personal Organizers

• Life Coaches!(dead serious) –  From P.M, licensed occupational therapist

More Help for ADHD Accommodations

Help also comes through the many faces of ADHD Awareness Month 2013 Coalition Members. These include:

• ADDitude Magazine
• ADHD Coaches Organization (ACO)
• Attention Deficit Disorder Association (ADDA)
• Children and Adults with ADHD (CHADD)
• National Resource Center on AD/HD

You can find help through other affiliate groups, and the medical and healthcare partners of the Awareness Campaign. For more detailed information, please visit http://www.adhdawarenessmonth.org/.

Many students with ADHD may also qualify for accommodations or special education and related services – through a Section 504 plan or an Individualized Educational Program. Parents who are concerned about their child’s educational performance should contact their school’s district’s Director of Special Education and refer their child to the Section 504 Committee or the Committee on Special Education, for evaluations and consideration of services. If your child simply needs accommodations, a Section 504 plan may be appropriate. But if the ADHD is impacting educational performance, the child may qualify for services under an IEP as a child with an “Other Health Impairment.”

To learn more about Dr. Virginia Hurley, click here. For more information about our legal services, visit www.specialneedsnewyork.com.

This week’s guest blogger is Leslie Josel, a nationally recognized expert on chronic disorganization and hoarding issues. Leslie has appeared on several episodes of TLC’s hit television show, “Hoarding: Buried Alive,” the Cooking Channel’s television special, “Stuffed: Food Hoarders,” “dLife-TV” and the nationally syndicated “The Better Show” as an organizing expert. She is frequently quoted in mainstream news media such as MORE Magazine, Better Homes and Gardens, New York’s Daily News, Westchester magazine and many other print media.

In 2004, Ms. Josel launched Order Out of Chaos, a Mamaroneck-based company that provides organization and relocations services for the chronically disorganized (ADHD, students with learning challenges, hoarding behaviors).

Here’s more about how Leslie launched Order Out of Chaos:

“My son was diagnosed with ADHD, executive dysfunction and other learning differences. So, this all started with me trying to untangle his world. I didn’t know how helpful it was until a friend (who was a therapist) saw the work I did for my son and asked if I would be interested in helping a patient of hers in the same way. Not only did I do it, but the results were extremely successful; word got out within the special needs community of what I had done for my son and my friend’s patient and my services became in demand. As the business took off, I became certified in chronic disorganization, as a hoarding specialist and also a certified JST coach for teens and college students with ADHD.”

Click here to continue to Leslie’s blog, “The ABC’s To Getting Organized for Back-to-School. ”

Our guest blogger this week is Ken Burns, President of Morningside Nannies.

Having a child with special needs, you want to make sure he or she gets the care they require while you’re away. Not every nanny is equipped mentally and physically to deal with the kinds of stresses and requirements that are demanded of your child. You need to be able to trust that your nanny can handle any situation that may arise. When looking for a person that can fit that criteria, keep a few things in mind:

1. Experience – An ideal nanny would be one who has had experience dealing with children who’s needs are similar to your own. Those who have experience in particular afflictions such as various stages of autism or ADHD can prove to be excellent nannies. While experience is definitely a bonus, it shouldn’t completely account for your decision on whether or not you should hire them to be your childcare provider.

2. Adaptability – Asking the right questions surrounding your specific needs can provide some insight to whether or not the candidate is going to be a good fit. Questions such as those that cover real-life daily routines and circumstances could provide you with a great deal of information on how well the nanny will perform. You should devise the questions to cover situations yourself has had to deal with in order to gauge the candidate’s answers against how you handled them. They might have a better solution than one you implemented.

3. Education – Special needs children require the caregiver to have a certain level of knowledge dependent on the type of care that is needed. You wouldn’t want to have a high school student with no knowledge of autism to care for your autistic child. Even if the person is pleasant with a spectacular nature to them, you still want someone who has knowledge of what to expect from your special need. A potential nanny that can produce that kind of knowledge and educational records is an ideal candidate. You shouldn’t have to train your nanny in order to care for your child.

4. Medical Training – Although you probably don’t need an actual doctor, medical training of any kind is always a great bonus. Nannies that are perfecting their skills caring for special needs children usually have more than basic CPR abilities. However, you shouldn’t allow the lack of medical training to dissuade you from a candidate who shows great potential in other areas.

5. Background Checks – It is always a good idea to perform a background check anytime you are inviting anyone to work, and possibly live, within your home. While they may have a shining resume, perfect application, and extensive knowledge of your needs, they could also be hiding the fact they are dodging an arrest warrant. Besides, the background check can reinforce the potential nanny’s information about experience and education, which can put your mind at ease that you hired the right person for the job.

Your nanny needs to be able to provide a safe and stable environment for your child. Depending on the needs of your child, this can become quite an involved task and you need to trust your caregiver to provide that environment. The last thing you need to have looming over your head is doubt that your nanny can be up to the task of caring for your child.

Ken Burns holds a master’s in business leadership from Upper Iowa University and multiple bachelor degrees from Grand View College. As president of morningsidenannies.com, Ken’s focus is helping Houston-based parents find the right childcare provider for their family. When he isn’t working, he enjoys spending time with his three children and his wife.