Going on vacation with a child who has ADHD can be overwhelming. There’s planning, packing, organizing, changing routines, and so many other factors that go into this process. Try some of the ideas below to help your child enjoy their time away and have a great vacation.

Before the trip

Visual calendars

Children with ADHD may be thrown off by a change in their daily routine and unclear expectations of the plans for the trip. Once you have settled on the details for your trip, create a visual schedule to help your child anticipate what is to come. Use a poster board to draw a large calendar and indicate on each date what you plan to do. You might include the departure date; specific activities like going to the beach, zoo, or a museum; and return dates. Tell your child where you’ll be staying (like a hotel or apartment-style unit) and where you will likely eat each meal. Perhaps you’ll have breakfast at the hotel, lunch at a theme park, and dinner at an outdoor cafe. Go over the plan for each day and make sure your child is fully aware of what to expect – though explain that there may be some unplanned deviations along the way.

Make lists!

Your child with ADHD may not know where to start when packing. What kind of clothing should they bring? What types of accessories? How many of each item? Help your child create a list before they begin packing. Will there be access to a laundry machine? If so, they may need fewer items, but if not, they need to plan the quantities accordingly. The list should include items like t-shirts, shorts, pants, sweatshirts, socks, sunglasses, goggles – whatever is appropriate for the trip you are going on. Write out each item along with the quantity needed and put a check box next to each one, then have your child check off the items as they put them in their suitcase.

Set expectations

Before leaving, discuss with your child the expectations for the trip. Will you be meeting up with family or friends? If so, make sure they know how to properly greet relatives and friends, engage in conversations, and be thankful for hospitality or gifts. You may even want to role play scenarios they may encounter, like greeting aunts and uncles, playing with cousins, or eating a meal with a large group.

During the trip

Maintain routines

While this may not always be possible, try to maintain your child’s routine as much as you can, since children with ADHD thrive on structure and routine. For example, while the daily activities may vary, for meals, if your child eats breakfast at 8am, lunch at 12pm, and dinner at 6pm, try to stick to that schedule. Of course, if they take medication, make sure you bring it with you on the trip and give it to them at their usual time. You can also try to have them wake up and go to bed around the same time to avoid disrupting their schedule and routine.

Integrate downtime

Children with ADHD can become easily overstimulated and sometimes need downtime. Anticipate that your trip will likely involve a lot of activity and movement, so try to build in some downtime. This could be an afternoon nap, reading time, or a window of time dedicated to listening to music. You can even bring fidgets for your child to help them relax and decompress.

Minimize decisions

Children with ADHD can sometimes become overwhelmed with making decisions, especially when they have too many choices. For example, if you go to a breakfast buffet at your hotel, your child may see so many items that look enticing, but they don’t know where to start or what to choose. You can avoid this scenario by pre-purchasing items you know your child likes to have for breakfast and eat breakfast in the room – or order from a restaurant menu with more limited items. You can also help your child choose the activities they will participate in, and if you plan to buy them something from a gift shop, minimize the number of items they can choose from to help make the decision easier and less overwhelming.

After the trip

When you get home from your trip, build in a day or two for your child to relax and decompress before going back to a structured activity, like school or camp. It can be stressful for them to rush back to their usual routine after a vacation. Also reflect on the trip with your child. What went well? Was it an enjoyable experience for your child and your entire family? Was there anything that could be changed or done differently for future trips? This reflection can help make your next trip be even better.

Vacationing with your child with ADHD doesn’t have to be stressful! Try these ideas to help ensure that you have an enjoyable, relaxing, and all-around great vacation.

The post Vacation Strategies for Children with ADHD by Dr. Emily Levy Founder & Director EBL Coaching appeared first on EBL Coaching.

Date published: 2/15/23

Listen to the full podcast here

In this podcast, Dr. Levy discusses ways parents can advocate for their special education child to help them thrive in school.

Special education students often have many gifts, but they also have unique and individual needs. Some thrive in math but struggle with reading and writing. Others have strong academic skills but have difficulty with their executive functioning skills, including organization, planning, prioritizing, and time management. Students might have autism, dyslexia, dyscalculia, dysgraphia, ADHD, or a combination of diagnoses. As a parent, it is important that you consistently advocate for your child, year after year.

Many different services and accommodations are available to special education students based on their needs, as defined by their IEP or 504 plan. Students may qualify for extra time, preferential seating, a scribe, speech therapy, occupational therapy, pull-out special education tutoring, or other related services. You might find that your child is thriving in school one year with a certain set of services and accommodations only to find that the following year – or even partially through the current school year – their performance begins to sink. 

As a parent, you should always be advocating for your child. At the beginning of the school year, schedule a meeting with your child’s teacher and any other service providers. Tell them about your child and what has or hasn’t worked in the past and try to make sure they read your child’s evaluation reports, IEPs, or 504 plans if available. Then stay in touch with them throughout the school year. Schedule periodic calls or meetings; don’t wait until the end of the school year to find out about any struggles or challenges. Be active in constantly evaluating and reevaluating the services and support your child is receiving to make sure they are consistently getting what they need. Learn more about strategies for helping your special education child at Strategies For Your Child with a Learning Disability or ADHD – EBL Coaching.

With the right support, students with special education needs have the potential to thrive academically.

Read more at Navigating the special education process | LD OnLine.

The post Dr. Emily Levy on the My Child Will Thrive Podcast: Tips for Advocating for Your Special Needs Child appeared first on EBL Coaching.

What is special education tutoring?

Special ed tutoring uses a specialized approach to teaching that is individualized to your child’s needs. Your child will likely be evaluated first to assess their academic levels and areas of difficulty. Some children need help with reading, while others need assistance with writing, math, or study skills, and some need help with a combination of these skills. It is important that special education tutoring is always customized to your child’s specific and unique needs. Dyslexia tutoring, dysgraphia tutoring, dyscalculia tutoring, and executive functioning coaching can all be helpful, based on your child’s needs.

Reading Tutoring Using the Orton Gillingham Approach

Orton Gillingham tutoring can help your child develop stronger decoding, reading fluency, spelling, and phonological awareness skills. The Orton Gillingham technique is research-based and multi-sensory and is customized to your child’s individual reading and writing levels. Your child may begin at the foundational level, learning individual letters and their corresponding sounds, and will then learn how to blend those sounds together to form words through these Orton Gillingham lessons. From there, they may move onto more complex word patterns, learning to decode and spell words with:

• blends
• consonant digraphs
• vowel digraphs
• silent e patterns
• r-controlled words
• multi-syllabic word patterns
• prefixes
• roots

With Orton Gillingham tutoring, your child will likely also be taught specific Orton Gillingham spelling rules. These may include spelling rules such as:

• the ck/k rule, which indicates that if a word ends with the sound /k/, the student should use ck if the sound comes right after a short vowel. Otherwise, they should use use k.
• the tch/ch rule, which tells us that if a word ends with the sound /ch/, the student should use tch if the sound comes right after a short vowel. Otherwise, they should use ch.
• the dge/ge rule, which teaches a student that if a word ends with the sound /j/, the student should use dge if the sound comes right after a short vowel. Otherwise, they should use ge.

Specialized Orton Gillinhgam tutoring can teach your child other similar rules to help develop their spelling skills.

Specialized Reading Comprehension Tutoring

To develop your child’s reading comprehension skills, specialized tutoring might involve teaching your child active reading strategies. For example, they might learn to identify the topic, main idea, and important details when reading and learn to highlight them using three different colors. The topic is typically one, two, or three words describing the passage, and it should be highlighted in blue. The main idea is what the author is saying about the topic, and it should be highlighted in green. The important details are salient facts or pieces of information from the passage that should be highlighted in yellow. This type of strategy used in special education tutoring can help your child become an active, rather than a passive reader, and develop stronger reading comprehension skills.

Writing Support for Students with Learning Disabilities

With specialized writing tutoring, your child can develop stronger written language skills. They should learn to brainstorm, write, and self-check their thoughts on paper in an organized fashion. With specialized writing tutoring, your child might start by learning how to write a well-structured sentence and then move on to writing simple paragraphs, extended paragraphs, and five paragraph essays. They might learn to self-check their work using a checklist like COPS, which stands for capitalization, organization, punctuation, spelling.

Math Tutoring for Students with Learning Challenges

Specialized math tutoring can help your child build stronger math computation and word problem solving skills. They may learn to break down word problems during these math tutoring lessons, moving from language to arithmetic and back to language. For example, they might learn to read a word problem, circle the key words, then then break the problem into four steps: thought, or which operation is being used; relevant information; number sentence, and solution sentence. This type of specialized tutoring is particularly helpful for students who have dyscalculia.

At EBL Coaching, for our special education tutoring, we use research-based, multi-sensory techniques, including the Orton Gillingham method, to help your child develop and strengthen their academic skills. Our specialized tutoring is highly effective in helping students feel more confident and successful in school. In our extensive experience tutoring students in NYC and NJ with learning disabilities, individualized one-on-one instruction often leads to both academic improvement and increased self-confidence.

If you are a parent looking for special education tutoring in New York City or New Jersey, contact us today at www.eblcoaching.com. We use individualized, research-based instruction that is designed for students with dyslexia, ADHD, dysgraphia, dyscalculia, executive functioning challenges, and other learning disabilities.

Learn more about special ed tutoring programs at ADHD Tutoring Programs – EBL Coaching and Orton Gillingham Tutors NYC and NJ – EBL Coaching

Frequently Asked Questions

What is the difference between one-on-one special education tutoring and homework help?
Special education tutoring typically involves an individualized tutoring plan that uses research-based, multi-sensory techniques tailored to your child’s individual needs. This type of specialized tutoring can focus on one skill, like reading, or a combination of skills if your child struggles with more than one skill. Homework help typically focuses just on completing homework assignments, not on academic remediation.

Is Orton Gillingham tutoring effective for dyslexia?
Yes, absolutely. The Orton Gillingham method is a highly effective approach for helping students with dyslexia develop their reading and spelling skills. At EBL Coaching, we have done extensive Orton Gillingham tutoring and have seen students make dramatic improvements using this technique.

How do I know if my child needs specialized one-on-one tutoring?
If your child continues to struggle academically despite in school-support and is showing signs of frustration and low self-esteem, you may want to consider specialized one-on-one tutoring for them.

The post What Is Special Education Tutoring and How Can It Help Your Child? appeared first on EBL Coaching.

A Conversation with Dr. Emily Levy: Mother, Wife, Business Owner and Child Advocate

Dr. Levy is an educational expert, business owner, public speaker and author based near New York City. She took some time out of her business schedule to speak with me about her career, home life and the educational needs of children.

Dr. Levy, in addition to being a small business owner, author and public speaker, you are also considered an accredited educational expert. Most of us get the general gist of what this means, however, please elaborate on some of your daily duties within your career. Further, can you share with me what you feel are some of the more severe academic challenges that all of our children are facing now?

Prior to the pandemic, we were already facing a reading crisis. Reading achievement for students in the United States was sliding at the time, and since the pandemic – reading and learning loss has sadly skyrocketed. So many kids struggle to read, write, and complete basic arithmetic, and without solid foundations, they typically continue to struggle as they progress through school.

On a daily basis, I speak to parents whose children are struggling with their academics. Some children do not know how to decode a basic word; others struggle with reading comprehension and inferencing. Another group cannot write a simple sentence or paragraph; and many struggle with basic math. The struggles are real and significant. It fills me with gratitude knowing that I have been able to help so many children build their academic skills and self-confidence and truly change their lives for the better.

You hold a Master’s Degree in Special Education and Doctorate Degree in Education from Nova University. Some indicate they specialize in education so as to enlighten and consistently engage with children. Why did you decide to pursue this path? To anyone reading this who wishes to carve out a career within education, share some of the pros and cons for this field of practice.

I grew up in the field of special education. My mother was the founder of a school for students with learning disabilities in South Florida. As a child, I worked at her school, observed children, and witnessed the many struggles these students faced. Since I wanted to carve my own path, I decided to work in finance for a few years until I realized how much more gratifying it was for me to work in the field of education and truly help others. That is ultimately why I transitioned back to education.

In terms of pros and cons, the main pro in my option is really being able to shape the lives of so many kids and help them through their academic journey. It is an incredibly rewarding and fulfilling career. Of course, many would argue that teachers are not paid enough – especially considering the crucial role they play in the lives of children, along with the substantial time and effort put in by educators.

Your resume indicates that you have done public speaking in the past, along with publishing a number of workbooks. Both of these talents are considered art forms, and so I ask: how did you use art to impact or influence audiences and readers? Might you be doing more events in the future, and have you considered composing another book?

None of the work that I do is ever generic or “cookie cutter” – there is never one instructional plan or method or book that applies to every child. Each student is unique and has individual needs, so a large part of what I do in my career is coming up with the best instructional plan for each child given his or her past and current struggles and overall profile. I love speaking publicly and educating others in the best practices for working with students who have learning challenges, and have authored three sets of workbooks to help students build their reading, writing, math, test taking, summarizing, and organizational skills. I have many new books in the pipeline as well as an exciting software project for helping students to digitally to improve their writing skills.

I am a big believer that your personal life can greatly affect your professional life in various ways. You have four beautiful children and your husband, Michael, who are the loves of your life. How have they enabled you to be a stronger, successful businesswoman?

My husband and four daughters (Sophie, Maya, Elana, and Hannah) are truly my world! My husband also owns and runs his own business, so we have a natural understanding of when one of us needs to jump on a phone call or Zoom – or take a quick meeting with little notice. We have learned to naturally help one another without having to ask when these situations arise – with the kids, household chores, or just with making sure there is complete silence. We also share all parenting responsibilities, and I have to throw Michael special parenting bones for this one – dishes and laundry are all him. He is an amazing dad and a great husband. I think our secret may be that we truly respect each other in our roles as business owners, parents, and friends.

You are the Founder of EBL Coaching, which offers individualized, research-based tutoring to children with specialized learning needs in grades pre-K to 12. To be more specific, can or do you offer services only to those with learning challenges – or are you able to tutor any child? Is your clientele normally referrals from educators/educational institutions or parents?

Our specialty at EBL Coaching is providing one-on-one tutoring to struggling learners. This encompasses not just students with diagnosed learning disabilities, but any student who has difficulty with reading, writing, math, organizational skills, or executive functioning skills. We receive many referrals from schools, evaluators, and parents. Many times, parents often come back to us for help with their other child, which I always see as a nice compliment. Our philosophy is to provide highly individualized, diagnostic and prescriptive multi-sensory tutoring to each child, and we have seen so much success with this approach.

Can you state for us the signs that indicate someone may need a tutor? When a client approaches EBL, elaborate upon the process for a student to get enrolled. Finally, please advise on how you determine what services a child could or would need – and when they can be completed?

If a child is struggling in school – whether it is learning how to read, comprehending passages, writing basic paragraphs, or solving math word problems – that may be a sign that they need a tutor. Some parents choose to have their child undergo a complete evaluation first, but many prefer to begin tutoring right away to start providing help to their child and alleviate the struggles. When a client comes to us, we typically start with an initial assessment to gauge the child’s strengths and weaknesses – and then come up with the best individualized plan of action for that child. The specific services recommended for each student are completely individualized and based on the results of our assessment, their performance in school, any other outside evaluations they may have, and thorough conversations with the parents.

I understand that your physical address is in the NY/NJ area, however, virtual tutoring is an option, isn’t it? Are the offerings parallel in nature?

Yes, we are doing a great deal of virtual tutoring, which has allowed us to help so many students not just in the NY/NJ area, but throughout the country and the world. We are able to integrate technology and resources that allow us to conduct multi-sensory one-on-one sessions as though they are in person. For many students, we have found virtual sessions to be equally as effective as in person sessions.

As mentioned above, you authored a series of workbooks. Might you share details on each one, and how one might be able to purchase these publications?

Sure! My Strategies for Study Success 17-part student workbook series teaches students specific research-based strategies for reading comprehension, writing, test taking, note taking, summarizing, and executive functioning skills. My Flags and Stars Orton Gillingham student workbook series uses the Orton Gillingham methodology to help students develop their reading and spelling skills. My Flags and Stars Multi-Sensory Math student workbook program uses a multi-sensory approach to help students develop their foundational math skills. These books can be purchased either on Amazon or on our website, located at www.eblcoaching.com.

The post Importance Of Tutoring To Help Kids Struggling With Reading, Math, Allow Them To Catch Up With Their Classmates appeared first on EBL Coaching.

Make sure your child receives appropriate support. If your child is struggling in school, proactively ask the teacher for feedback, observations or an evaluation, if needed. Thereafter, make sure your child receives the appropriate support — whether it is specialized tutoring, speech therapy, occupational therapy, and so on.

School is really not easy these days. Many students have been out of school for a long time because of the pandemic, and the continued disruptions and anxieties are still breaking the flow of normal learning. What can parents do to help their children thrive and excel in school, particularly during these challenging and anxiety-provoking times?

To address this, we started a new series called “5 Things Parents Can Do To Help Their Children Thrive and Excel In School.” In this interview series, we are talking to teachers, principals, education experts, and successful parents to learn from their insights and experience.

As a part of this interview series, I had the pleasure to interview Dr. Emily Levy.

Dr. Emily Levy is the founder and director of EBL Coaching, a specialized tutoring program that offers individualized one-on-one home, virtual, and on-site instruction using research-based, multi-sensory techniques. She is also the author of Strategies for Study Success, a 17-part student workbook series that teaches students strategies for test taking, note taking, reading comprehension, writing, summarizing, and executive functioning, along with the Flags and Stars Orton Gillingham student workbook series, which helps students develop their fundamental decoding and spelling skills. Additionally, she is the author of Flags and Stars Multi-Sensory Math, a multi-sensory math program that helps students develop a stronger understanding of core math concepts, including addition, subtraction, multiplication, division, and fractions. These workbooks are currently used at schools nationwide.

Dr. Levy graduated from Brown University and received her Master’s Degree in Special Education from Nova University in Florida. She also completed her Doctorate Degree in Education from Nova University. She performed a five-year research study developing an alternative strategy for teaching reading comprehension and won a fifth place Westinghouse Science and Talent Award for this research. She has spoken at national and international conferences on research-based teaching methods.

Thank you so much for doing this with us! Before we dive in, our readers would love to “get to know you” a bit better. Can you share with us a bit about your “backstory”?

Sure! I actually grew up in the field of special education. My mother was the founder of a school for students with learning disabilities in Florida, so I like to think that being in the field of education is “in my blood.” Formally, though, I received my undergraduate degree from Brown University. I then obtained my Master’s Degree in Special Education, as well as my Doctorate Degree in Education. I started EBL Coaching nineteen years ago, which is a one-on-one tutoring program for special education students. We use research-based, multi-sensory techniques catered to the needs of each student. I am also the author of Strategies for Study Success, a seventeen-part student workbook series that teaches students strategies for reading comprehension, writing, test taking, note taking and executive functioning skills. Additionally, I am the author of the Flags and Stars Orton Gillingham and Multi-Sensory Math Student Workbook programs.

Can you share the most interesting story that happened to you since you started your career? Can you tell us what lesson you learned from that?

One of my very first students was a first grade boy with ADHD and dyslexia who struggled tremendously with reading. I worked with him for many years, providing one-on-one Orton Gillingham instruction to build his reading skills. School was a real struggle for him, and he had to work much harder than most of his peers. His mother recently let me know that he is now thriving as an engineer! I could not have been more proud.

Can you please give us your favorite “Life Lesson Quote”? Can you share how that was relevant to you in your life?

“Success is not how high you have climbed, but how you make a positive difference in the world.”

I love this quote, as it really defines the work that I do and my life mission. While I love being a successful business woman and a great role model for my daughters, I truly feel that I have made an enormous difference in the lives of so many children with specialized learning needs. It brings me so much happiness to know that I am making a positive difference in the world.

You are a successful leader. Which three character traits do you think were most instrumental to your success? Can you please share a story or example for each?

1. Listening. I find that listening — and truly listening without distractions — is a key element of my success. Many parents pour their hearts out to me and are often crying, telling me about the struggles of their child. I listen to them with compassion and understanding. I realize how hard it can be to watch these struggles and not know how to help. I speak and share my thoughts and suggestions only after they are done, and feel they have shared enough with me to give a full picture of their child.

2. Perseverance. There have been many instances in my career when I did not succeed at my first try. When I started out as a special education tutor, I essentially went from school to school, telling them about my services and background — hoping they would refer clients to me. Some welcomed me with open arms, but others completely shut me out. Some families (in the beginning of my career) would choose to find another tutor or go in another direction for whatever reason. It was crushing at first, but with every failure, my motto was to analyze what happened, think about what went wrong, and decide what I could do differently going forward to have a better outcome. That has helped me succeed and overcome many obstacles in work and in life.

3. Decisiveness. In my work, I literally make decisions all day long. Some are small and insignificant, such as when to send a certain email or schedule a meeting. Others are deeper and involve more thought, like what instructional plan would be best for a student with Autism and ADHD who also struggles with reading comprehension and writing — or how to guide a tutor towards helping a child who exhibits newfound challenges.

Are you working on any exciting new projects now? How do you think that will help people?

Yes! I am now working on expanding my COINS student workbook series, which teaches students how to break down math word problems and move from language to arithmetic, and then back to language.

For the benefit of our readers, can you tell us a bit about why you are an authority on how to help children succeed in school?

Sure. I have been working as an expert in the field of special education for over twenty years. Through EBL Coaching, I have been able to help thousands of students build their reading, writing, math, and executive functioning skills, and improve their self-confidence along the way.

Ok, thank you for that. Let’s now jump to the main focus of our interview. Can you help articulate the main challenges that students face today that make it difficult to succeed in school?

Many children with learning challenges are not receiving the appropriate support they need in school. Some are not identified as having a challenge early enough and continue to struggle in school. Others never get evaluated, or do so far down the road once they have already missed most academic foundations. Others receive some support in school, but either it is not appropriate or not enough support. For instance, students with dyslexia really need instruction using the Orton Gillingham technique — but unfortunately, most schools are not able to provide this support.

Can you suggest a few reforms that you think schools should make to help students to thrive and excel?

Sure. More teachers should be trained in research-based techniques for reading, writing, and math. In particular, using a multi-sensory approach for students who have learning challenges is key. When students are pulled out for support, it should be specific and individualized to their needs, using the research-based, multi-sensory techniques that are most appropriate for their specific challenges.

Here is our primary question. Can you please share your “5 Things Parents Can Do To Help Their Children Thrive and Excel In School?” Please share a story or example for each.

1. Be your child’s best advocate. I hear time and again that parents noticed their child struggling with homework, but their teacher never said anything to them; it was not until the end of the school year that the teacher told them their child struggled and may be held back. It is always important to be proactive, check in with your child’s teacher to see how he or she is doing, and not sit back and wait for the teacher to reach out to you.

2. Make sure your child receives appropriate support. If your child is struggling in school, proactively ask the teacher for feedback, observations or an evaluation, if needed. Thereafter, make sure your child receives the appropriate support — whether it is specialized tutoring, speech therapy, occupational therapy, and so on.

3. Help your child build self-confidence and independence. There are some parents who like to sit next to their child when they work on their homework until every part of it is complete, and correct them along the way. Let your child take a stab at it first; then you can check it afterwards or wait to see if he or she comes to you with questions. Praise them for their effort of working independently and know that by doing so, they will not only improve their academic skills, but will also build their self-confidence and independence.

4. Seek outside support. If your child is struggling, even with the support he or she is receiving in school, seek outside support. That may mean counseling, speech therapy, occupational therapy, tutoring, and so on. Specifically with tutoring, receiving the right one-on-one research-based, multi-sensory tutoring can be life changing for a child.

5. Learn effective ways you can help your child at home. If your child has ADHD, for instance, and struggles with organizational skills, help your child set up systems for cleaning out and filing papers he or she does not need. Help create lists and daily schedules, and aid your child in gaining an accurate understanding for how long tasks can take to complete. If your child has dyslexia and receives Orton Gillingham tutoring, ask the tutor what you can do in between sessions to reinforce what is covered.

As you know, teachers play such a huge role in shaping young lives. What would you suggest needs to be done to attract top talent to the education field?

I think that if teachers were trained in cutting-edge, research-based multi-sensory techniques that truly make a difference in the lives of kids, they will be motivated to enter the field and feel like they are making a real difference in the world.

We are blessed that some of the biggest names in Business, VC funding, Sports, and Entertainment read this column. Is there a person in the world, or in the US, with whom you would love to have a private breakfast or lunch, and why? He or she might just see this if we tag them

I have always admired Sheryl Sandburg for the incredible work she has done to motivate women, seize opportunities and to “lean in.” It would be amazing to share a meal with her :). She also grew up in North Miami Beach, Florida, which is where I am from!

How can our readers further follow your work online?

They can read more about EBL Coaching and myself at the links below.

www.eblcoaching.com

Https://www.facebook.com/EBLCoaching

Http://www.instagram.com/ebl_coaching

Thank you so much for these insights! This was so inspiring!

The post Dr. Emily Levy Of EBL Coaching On The 5 Things Parents Can Do To Help Their Children Thrive and Excel In School — An Interview With Jake Frankel appeared first on EBL Coaching.

Have you noticed your child struggling in school? Perhaps they are having a hard time learning to read, can’t grasp multi-step math problems, or are having difficulty staying focused in class. Their self-esteem is plummeting as schoolwork becomes increasingly challenging, and their struggles seem insurmountable. Your child may have special needs and, if so, the sooner you can identify these needs and address them, the better it will be for their overall confidence and academic performance. So what can you do?

For starters, if you see your child struggling, talk to their doctor ‎and teacher. Discuss milestones they may or may not have met and determine if their teacher notices the same challenges you see at home. If you feel these struggles are getting worse or think they may benefit from additional accommodations at school, you might consider having them tested. This testing can be done for free either through your state’s early intervention program (if your child is under age three) or through your child’s school district. The evaluation and specific tests administered may range, but evaluators will typically test your child’s IQ and will likely also test language, motor, behavior, and achievement skills.

Psst…Winter isn’t over, here are Perfect Snow Day Activities for Kids in NYC

IEP or 504 plan
Depending on the evaluation results and your child’s needs, your child may qualify for either an IEP or a 504 plan. An IEP details your child’s specific goals and a plan for what your school will do to help meet those goals, including specific services, like speech therapy, occupational therapy, physical therapy, and academic support. A 504 plan helps provide accommodations for support within the classroom, such as additional time on tests, an aide in the classroom, preferential seating, and/or modified homework. Typically students who have a less severe disability (like anxiety, ADHD, etc.) and not a diagnosed learning disability will receive a 504. Students who need more services, including speech therapy, occupational therapy, physical therapy, special education teacher support services, etc., would receive an IEP.

Know Your Rights
Federal law indicates that every child is entitled to a free and appropriate education in the least restrictive environment possible. Three specific federal laws apply to children with special needs, including the Individuals with Disabilities Act (IDEA), Section 504 of the Rehabilitation Ace, and the Americans with Disabilities Act (ADA). These laws’ specifics can vary by state, so it’s important for you to understand the procedures and criteria specific to your state.

IDEA‎ stipulates that a child’s issues must fall into one of 13 categories to be eligible for special education services. Section 504 mandates that schools cannot discriminate again students who have disabilities and are required to provide appropriate accommodations to them. Students covered under Section 504 usually have less severe disabilities or do not fall into one of the categories stipulated under IDEA. The ADA indicates that children with special needs cannot be discriminated against and must be provided appropriate services and programs suitable to their needs. If your school district refuses to provide appropriate services to your child, you may initiate a due process hearing to challenge their decision.

Focus on Your Child’s Strengths
It is easy to go into a bit of negative space when dealing with your child’s educational support. Remember to focus on your child’s strengths; they may struggle with reading and writing but may excel with math computation. Or maybe your child is incredibly social, empathetic, and ‎kind. Perhaps they are a beautiful artist, a great storyteller, or a whiz at building Legos. Praise your child for small accomplishments, like sitting next to a friend at lunch who seemed sad, drawing a beautiful flower, or creating an elaborate Lego tower. As you help your child academically with areas where they may struggle, continue to build their self-esteem, and explain that no one is perfect. We all have strengths and weaknesses, as well as areas we need to work on improving. Your special needs child can still have dreams and aspirations that can be achieved with support and guidance.

Dr. Emily Levy is the founder of EBL Coaching, a tutoring program that specializes in one-on-one home and on-site instruction for students in grades PreK-12 in NYC, NJ, and Westchester. She is also the author of Strategies for Study Success, a study skills workbooks series emphasizing test-taking, note-taking, reading comprehension, writing, and executive functioning strategies, and the Flags and Stars Orton Gillingham student workbook series.

The post Is Your Child Missing Milestones? When the Next Step is an IEP appeared first on EBL Coaching.

In an ideal world, your child would love all aspects of school,‎ where they can develop a zest for learning and excel both academically and socially. Yet, if you notice your child is struggling to keep up, loses focus in class, or expresses a hatred for school, there may be something deeper going on. In some instances, it can be helpful to have an evaluation done on your child and possibly seek an IEP (Individualized Education Program).

How Do I Know if My Child is Struggling in School?

• Your child takes a tremendous amount of time to complete homework. While homework policies tend to vary from school to school, the general guideline is ten minutes per grade for night. For instance, your first grader should spend ten minutes on homework per night, your second grader should take twenty minutes, and so on. If you notice your first grader is taking over an hour to complete her homework, that may suggest a problem.

• Listen to your child’s teacher, as he or she spends a significant amount of time engaging with your child‎ and observing their performance. If the teacher indicates that your child is struggling with an academic skill or set of skills, or your child receives poor grades, you may want to consider exploring these potential challenges with an evaluation.

• Your child, who was previously well-behaved in school, begins to misbehave. This may be a coping mechanism to divert attention away from the learning challenges.‎ Rather than vocalizing any issues, they may misbehave instead.

• Your child may have trouble sleeping at night, complain of stomach aches, or lose his appetite as a result of struggles in school that they may not be articulating. He may also suddenly begin to say they hate school or is miserable in class. Any of these actions may be masking a deeper issue.

What Happens Next?
You as the parent must give permission to have an evaluation done of your child, which is typically completed by a school psychologist who determines, based on the evaluation, if your child is eligible for special education services. If so, an IEP meeting is held and an IEP document is created.

What is an IEP?
An IEP is a document that defines the educational program for a special education student and details all of the related services that a child should receive.

Once an evaluation is complete, you as the parent will take part in an IEP team meeting‎, which typically includes the parent, special education teacher, general education teacher, school psychologist, specialists such as occupational therapists and/or speech-language therapists, and others involved in creating the plan. Services that your child needs will be discussed and mapped out in the IEP, including but not limited to speech-language therapy, occupational therapy, physical therapy, Special Education Teacher Support Services (SETSS), and so on.

IEP meetings will take place every year to assess your child’s progress and to create a new IEP for the following year. Re-evaluations are done every three years to assess whether or not your child is in need of continued special education services.

If you notice that your child is struggling, don’t wait; there are many services and resources that are available to help your child feel confident and successful socially, emotionally, and academically.

The post When an IEP is the Next Step for Your Child and What to Expect appeared first on EBL Coaching.

How can you decide if a specialized school is right for your child? Dr. Emily Levy shares the pros and cons of signing up.

Your fourth grade daughter was diagnosed with dyslexia and is struggling to read. Your son with ADHD constantly loses his belongings and has difficulty staying focused. Perhaps you have child with a writing disorder, math disorder, or language challenges who is having trouble mastering basic skills. If any of these scenarios describes your child and she is struggling to stay afloat academically, it may be time to explore a specialized school. Let’s take a look at the pros and cons of switching your child to this type of school.

Pros
There’s no doubt that switching your child to a specialized school will provide him with a great deal of support. He may be in a smaller classroom size with a teacher (or more than one teacher) who is highly trained and qualified as a special educator. If he needs accommodations, like preferential seating, untimed tests, or notes printed for him, he will naturally receive them in this type of setting. Additionally, many students with special education needs often spend a great deal of time outside of school receiving speech therapy, occupational therapy, physical therapy, or the like. In many specialized settings, this support is built into the student’s day, allowing for much more free time outside of school and the chance to be a kid!

Socially, some special education students may feel isolated in a maintream school. They might find that they are “different” and can’t relate to the other kids in their class. As a result, poor self esteem, anxiety, and other mental health issues may arise. In a specialized setting, however, students will be with others like themselves, forming a nice camaraderie and bond with one another.

For kids with severe special needs, being in a specialized school may help strengthen their academics, help them socially, and make them feel better about themselves overall.

Cons
While specialized schools are great environments for some students, for others they may not be the best fit. Socially, while some students enjoy being a controlled environment with students just like themselves, others find it a bit too cohesive, and may enjoy being around other kids with different strengths and weaknesses. Some students thrive on this type of diversity.

Being in a specialized school, especially for a long period of time, can often lead to challenges transitioning to a mainstream school down the road. Some specialized schools, for instance, may lower their standards to accommodate the academic levels of the student body. Students may get used to these standards and expectations, which can be vastly different from those ‎in a mainstream environment, and thus struggle academically when they switch to a non-specialized school.

Specialized schools can also be very expensive and cost-prohibitive to many families. While some government funding may be available, not all students may qualify for this type of funding and not all schools will accept it.

What to Do
The choice between keeping your child in a mainstream environment with special services or transitioning her into a specialized school can be a tough one. If you find that she is able to achieve success and feel self-confident in a mainstream school with services that are helpful but not overwhelming, that may be the best choice—especially for the time being. If, however, you find that the amount of tutoring, therapy, and other services outside of school begins to consume her life, leaving little room for “fun” and extracurricular activities, it may be time to explore a specialized school. Ultimately, you know your child best. Assessing the pros and cons of each option, and observing your child’s success or struggles, will help you come to this important decision.

The post Is A Specialized School Right For Your Child? appeared first on EBL Coaching.

If your child has dyslexia, there are plenty of great ways to keep them reading.

Kids with dyslexia tend to struggle with reading and writing. They often have difficulty blending sounds together to form words and ‎expressing their thoughts effectively on paper. While traditional structured approaches are useful for building these skills, there are many fun, interactive apps that students with dyslexia can use to help further strengthen their reading and writing skills. Try some of the ideas below:

Bob Books #1 and #2
The Bob Books apps are great reading reinforcement tools for kids in grades pre-K-4. The first app, Bob Books #1, teaches pre-K and Kindergarten students foundational phonics skills, including individual letters and their corresponding sounds, and how to blend those sounds together to form basic words. ‎In the Bob Books #2 app, students are introduced to stories with engaging characters, along with fun, interactive games to develop mastery of basic to more advanced words. These apps follow Orton Gillingham patterns for reinforcing foundational decoding skills.

iWriteWords
‎Many kids with dyslexia have trouble properly forming letters and numbers and spelling words correctly. This app helps kids build these skills in an enjoyable and engaging manner. Using a multi-sensory format, students use their fingers to trace upper and lower case letters as well as numbers, while learning how to appropriately write them using top-to-bottom formations. They later work on spelling basic words to reinforce encoding and phonics skills. The images are colorful and child-friendly, keeping kids engaged and happy.

Montessori Crosswords
This app is a useful tool for helping dyslexic kids in grades pre-K-4 build basic to more advanced spelling and reading skills. With the app, students have fun building words using a drag-and-drop method, beginning with consonant-vowel-consonant words, then moving onto words with consonant blends, words with digraphs, and words with more complex patterns. There are also “themes,” such as Christmas, clothes, and food, where kids build words that fall into these categories. The pictures are playful and colorful, and the app provides ample practice for building key reading and spelling skills.

Read2Go
Read2Go helps elementary and middle school students engage with books and further develop their reading skills with eBooks. With this app, they have access over 200,000 eBooks through its partnership with Bookshare. Students can search for specific book titles, peruse book categories, download books, and read them directly from Bookshare. They can also highlight important text to practice active reading and study skills, can change the text’s font size and color, and can even have books read aloud to them as part of the app’s text-to-speech functionality. It’s a great tool for students with reading challenges who benefit from more interactive options than paper books offer.

StoryPals
‎StoryPals helps elementary and middle school students with dyslexia build stronger reading skills. With this app, students can choose to either read a passage aloud or have it read to them, then answer corresponding comprehension questions. Kids love the animated characters, colorful artwork, and interesting topics that these 24 stories offer. The app also saves student quiz scores so parents can track their child’s reading comprehension progress.

Building reading and writing skills doesn’t have to be a boring task! Students with dyslexia can have fun strengthening their skills with these interactive apps, helping them to ultimately achieve academic success.

The post Best Apps For Kids With Dyslexia appeared first on EBL Coaching.

The education trends parents should know more about.

Your child is struggling to sound out words, write simple sentences, and solve even single-step math word problems. He has a learning disability and is drowning in school, as he watches his peers learn to read, write, and calculate with ease. You have tried just about everything to help him—workbooks, flash cards, drills, computer games, and the like—but nothing seems to be working. We now know that using evidence-based techniques for teaching students with learning disabilities, a trend in special education, can solve this long-standing dilemma of how to truly help struggling learners. So, what exactly are evidence-based techniques, and how can you reinforce this instruction at home?

Several techniques and interventions for students with learning disabilities are scientifically-based and have been found to be effective. One such technique is direct instruction, which uses straightforward techniques to explain a concept, and can help a student with a learning disability retain new material. For instance, an instructor might directly teach students that proper nouns or new sentences always begin with a capital letter—or they might directly explain the “floss” spelling rule, where we double the last letter if a single syllable word ends with an f, l, or s.

Strategy instruction is also evidence-based, and is an effective tool for students with learning disabilities. With this technique, a teacher provides a clear strategy that helps students come up with a response or solve a problem. For instance, the “OINS” strategy can help students with learning disabilities solve math word problems in an organized fashion. With this strategy, students read a word problem, then break it down into four steps: O (Operation, where they write down correct operation symbol), I (Information, where they write the relevant information needed for solving the problem), N (Number Sentence, where they write the complete number sentence), and S (Solution Sentence, where they write the solution to the problem as a full sentence).

For reading, however, using a sequential, multi-sensory approach has been considered one of the most effective evidence-based approaches for teaching students with learning disabilities. Multi-sensory instruction engages more than one sense at a time. As a basic example, your child may learn about shells in school. Rather than simply reading about them in a book, he may collect shells in their natural environment, then feel them, smell them, and even put them to his ear to listen to the sounds they may project. He might also search for facts about shells online, forming a connection with this information from the visual, auditory, and tactile modalities he used when studying the shells.

Multi-sensory instruction can help students with dyslexia and language-based learning disabilities in particular develop their basic reading skills. Orton Gillingham pioneered this approach, by helping students make connections between letters and sounds and learning to blend these sounds together to form words. Many Orton Gillingham-based programs now exist, but they all share the common elements of using the auditory, visual, and tactile approaches to help students develop their reading skills. Some multi-sensory components of these programs, many of which you can reinforce at home, are detailed as follows:

Audio-visual card drills: Students learn to connect a given letter and sound to a key picture. The letter is often written on the front of a flash card with a key picture on the back—like P (on the front) and pizza (on the back), or a (on the front) and apple (on the back). An instructor might orally model to the student that “P makes the sound p, like in ‘pizza’” and have the student repeat back that sequence.

Sand or shaving cream writing: Using a tactile tool like sand or shaving cream can help students further connect letters to sounds and remember these connections for the long run. In doing so, they trace a letter in the sand or shaving cream while saying its formation. For instance, when writing the letter P, they would say aloud, “around, down, and across” as they write the letter—followed by the sound it makes, which in this case is p.

Skywriting: Students utilize muscle memory with sky writing to help them further connect sounds to letters and form the letters properly when writing. They may stand up and use their gross motor muscles to write a letter formation in the sky with their pointer and middle fingers, like “down and across” for the letter T.

Magnetic tiles: Students can learn to effectively combine sounds to form words using a multi-sensory tool such as magnetic tiles. An instructor may dictate, for instance, the word “cat,” and ask the student to spell the word using magnetic tiles. The student would select from a group of letters first the letter C (which says c), then the letter A (which says a) and finally the letter T (which says t)—then blend those sounds together to form the word.

Students with learning disabilities often continue to struggle as they progress through school and the academic demands increase. Yet the trend towards evidence-based instruction in the classroom can help ease this struggle, ultimately helping students with learning disabilities feel confident and successful in school.

The post Evidence-Based Instruction Opens Doors For Students With Special Needs appeared first on EBL Coaching.