Testing is recommended when academic difficulty persists even after a period of intervention. Psychoeducational testing results in information regarding cognitive functioning, academic strengths and weaknesses and preferred learning styles. This testing will also explore attention and executive function concerns. Speech and language testing is recommended when receptive, expressive and/or social language is of concern. Occupational therapy testing is recommended when fine and/gross motor issues such as clumsiness, poor handwriting and other visual perceptual difficulties are evident. When the results of testing are available, parents should understand the results and recommendations.

• Show children that the adults in the home read. Make it a point to read in plain sight of children and they will imitate you!
• Read to children. Find any opportunity to read aloud – a book, a recipe, a list. Read with expression and help make connections with what is being read.
• Using books on tape is a great way to encourage reluctant readers to be exposed to the patterns of text and higher vocabulary.

Contact Martha Goodman about information that is available through the public sector, like autism waivers, funding for testing if a child attends a day school, (this would include contacting Martha about things through the public sector, like LISS, autism waiver, etc. but also JES for funding for testing if the child attends a day school (STARS).

Your first step should be to communicate directly with your child’s classroom teacher. If the difficulty persists and your child attends a SHEMESH partner school, then you should be in touch with the school’s On-Site Special Educator (OSE). The OSE is the individual who coordinates the school’s student support team, conducts classroom observations and collects data regarding a student’s behavior and academic performance. The team then arranges a meeting with the parents to determine a course of action.

Depending on the outcome, students may be referred for further testing. Once testing is conducted and reviewed your child will be assigned to a tier of service. If your child already has a documented disability, a Learning Center teacher may be assigned to work with your child. The Learning Center teacher works closely with the classroom teacher and the parents.

Contact Rachel Turniansky, Director of Diversity and Inclusion Services for information about Jewish educational programs that can accommodate special needs, as well as social programming for those with disabilities and inclusive opportunities.

Complete a Developmental Disabilities Application (DDA): This application is the first step in determining one’s eligibility to receive services from the Developmental Disabilities Administration.  This application is crucial for accessing services and support that can aid in your child’s transition into adulthood.

Discuss Transition Planning at the IEP Meeting: The Individualized Education Program (IEP) meeting is a valuable opportunity to plan for your child’s future beyond high school. During this meeting, collaborate with educators, specialists and other professionals to set specific, measurable goals for your child’s transition into adulthood. These goals should encompass key areas such as further education, employment opportunities and the development of independent living skills.

Explore Community Resources: Engage with local organizations and support groups dedicated to individuals with developmental disabilities. These resources can provide a wealth of support, including social activities, vocational training and access to specialized services. Community programs often offer workshops and events that help develop social skills, provide job readiness training, and promote independent living. Connecting with other families through these networks can provide valuable insights and shared experiences, helping you navigate the transition more effectively.

Assign Chores: Give your child age-appropriate tasks to help them develop a sense of responsibility and independence. It is important that you and your child focus on their abilities versus their inability to perform routine chores. 

Promote Independence: Encourage your child to make decisions, manage their personal care and develop daily living skills. This will promote their confidence and help ease the fear of transitioning to adulthood, both for you and your child. It will also help them to live independently with support.

Foster Social Skills:  Encourage participation in group activities, clubs or social events where they can practice communication, teamwork and relationship-building. Structured social skills training, either through community programs or therapy, can be beneficial in teaching your child how to interact appropriately in various social situations, helping them build a supportive network of peers.

Start teaching your child basic money management skills, such as understanding the value of money, budgeting and saving. Use practical exercises like managing a small allowance or setting up a savings account to give them hands-on experience. Consider introducing more complex concepts, like understanding bills and banking, as they become more comfortable with the basics. These skills are essential for helping your child navigate the financial aspects of independent living.