Special Education Archives - The Children's Guild

Protecting Your Kids Online – What Is Even Possible?

by | Sep 5, 2024 | Mental Health, News, Parenting, Special Education

Potential risks for your kids are everywhere today, with social media, virtual worlds, gaming, internet sites, inappropriate online content, and security. We know you are concerned, and that every day you are working hard to balance their screen time and your safety concerns.

And if your child has special needs, technology can be an essential tool in their communication and learning – so limiting access is not always an option. Children with ADHD, mood disorders, and other conditions that manifest with impulsivity, may have an even harder time making good choices and following the family rules online.

How can parents navigate this, especially with school starting, new friends entering the picture, and their kid’s online worlds constantly expanding? There are plenty of safety and awareness measures you can take to help mitigate the risk, even if you can’t remove it completely from their lives.

The Children’s Guild (TCG) has always been concerned about the proliferation of cell phone use and the potential impact of the Internet on children. Several years ago, TCG started reminding parents and other concerned adults to educate, discuss, and monitor phone use to help young people sort out their relationship with their devices.1

So much has changed, but even five years ago when this article was first published—an eternity in the world of technological progress—there were significant concerns about kids and the internet. With the rapid advancements in technology, we know your concerns have only grown, as the digital landscape continues to grow at an incredible pace.

Today we recognize that there’s no one-size-fits-all solution to keeping kids as safe as possible online. Over the years, we have constantly monitored the evolving digital world and adjusted our recommendations to address new habits and trends.

The U.S. Surgeon General has even issued a “youth mental health crisis” stemming from social media. Another recent article delves into the topic of phone usage and the mental health issues that are attributed to social media, and cites that “parents should be doing more to engage their child in ways that don’t involve technology so when they get home from school, they’re less incentivized to get right back on their phones.”

As technology continues to advance rapidly, here are some key considerations for monitoring your child’s behavior online:

1. START A CONVERSATION – AND KEEP IT GOING

If you haven’t already, it’s time to start the conversation about social networking, privacy, phones and tablets, computer security, and dealing with cyberbullying. Kids may push back against your reminders, cautions, and questions. But it’s still critical that you talk about it all. Discuss inappropriate conduct online. Have a conversation about people online who may have bad intentions, like bullies, predators, hackers, and scammers. And let them know how you feel about content, like pornography, violence, or hate speech.

Children with ADHD or special needs may have difficulty understanding social cues or recognizing unsafe situations online. It’s crucial to tailor conversations to their comprehension level. Break down topics into smaller, manageable discussions and use clear, concrete examples. Role-playing different online scenarios can help them better grasp the concepts and practice safe behavior.

    2. BE SMART WITH SMART PHONES

    There are no set rules for when kids can have cell phones. Consider their age, personality, maturity, and your family’s circumstances. Cell phones are available with limited internet access, or you can turn on web filtering. Most phones have privacy settings and child safety controls built-in. GPS can be a blessing and a curse – allowing you to know where your kids are and inadvertently broadcasting their location to others. Encourage kids to think about privacy before they share photos and videos. Set rules on when they can and should use their phone. Your child’s school may do the same. In fact, many districts in our area are looking to prohibit use during school hours.

    If managing impulsivity is a challenge for your child, consider using apps that provide reminders and prompts to think before sharing personal information or making posts. Encourage them to pause and reflect before responding to messages or sharing content. Regular check-ins can help reinforce these habits.

    3. PARENTAL CONTROLS

    Especially if you have elementary school kids, there are digital tools to keep them safer and not exposed to harmful content online. You can elect to filter and block certain sites, words, and images. These can apply to websites, email, chat, and IMs. Software can prevent kids from sharing personal information online, in chats, or by email. Monitoring tools will alert parents to online activity without blocking access—with or without a kid’s knowledge. Take a look at Aura Parental Controls, Net Nanny, and Bark Premium, to start. There are many more options.

    Tools that offer visual and auditory alerts rather than text-based warnings might be more effective for a variety of neurodivergent learners.

    4. SUPERVISING USE AND LIMITING TIME

    There’s software to limit your child’s time online and set the time of day they can access online. You can also do this in person, just like you would read a book together, or play games. It’s a great way to talk to kids about the Internet and share your values about using it.

    Some children may struggle with time management and may need more structured time limits for online activity. Consider using a visual timer or scheduling specific periods for internet use to help them manage their time better.

     5. SOFTWARE AND SITES DESIGNED FOR KIDS

    There are many browsers and websites specifically designed for kids that may filter words or images that are inappropriate for them. Child-oriented search engines allow limited searches or screen search results for sites and material more suitable for kids of different ages. Here’s a list of free educational websites and apps for kids to learn at home.

    Also check out websites and apps that are specifically designed for children with special needs or ADHD, such as Funbrain, Do2Learn and GoNoodle. These websites and apps provide tailored support that can help children with special needs or ADHD develop essential skills, manage their behaviors, and engage with content in a safe, structured way.

    6. KEEP READING, LEARNING AND SHARING

    Online safety for kids is a moving target and an ongoing concern. So, continue to learn about tips and tricks that work for your own family. Kids are innocent, curious, and want independence and you want to nurture that in them. So be involved, set rules, talk to them, and warn about dangers. There’s plenty of guidance available online from reputable sources. 

    NEW LEGISLATION TO PROTECT CHILDREN

    Legislators are very aware of internet safety for kids. In July 2024, the U.S. Senate passed a bipartisan bill to protect kids online and make tech companies accountable for harmful content. Congress hasn’t passed a law to protect children on the internet since 1998—before Facebook and the iPhone. The bill was written by members of both sides of the Senate and pushed by parents whose children died by suicide after online bullying or were harmed by online content in other ways.

    1. (“Educate Your Adolescent Before Labeling Them as ‘Addicted’ to Their Cell Phone” by Frank J. Kros, MSW, JD)

    Empowering Young Minds: A Day in The Children’s Guild Extended School Year Program

    by | Aug 1, 2024 | Education, News, Special Education

    At The Children’s Guild School of Baltimore, summer learning continues with their Extended School Year program! Beginning every July, this initiative supports children in achieving their IEP goals and smooths the transition back to school in the fall. Each year features a unique theme; this year’s focus is “Community Helpers.” The program blends fun activities with essential subjects like reading and math. Students participate in various hands-on activities, such enjoying field trips like  visiting the pool, where they engage with community helpers like lifeguards.

    Mrs. P, a teacher at The Children’s Guild School of Baltimore, explains that the “Community Helpers” theme is designed to teach students the significance of internal and external helpers. “We’re helping students understand where their community is, how we build our community, and how we enrich our community. It is very important for us to develop that sense of community, especially considering the background of many of our kids.” She further describes how students in the classroom “respect each other, are kind to each other, and protect each other.”

    Will, a 9th grader, shared that he has learned how to clean up not just his school and home but everywhere in his community. He helps his grandmother around the house and enjoys playing games with his friends. Will loves the Extended School Year program because it allows him to continue his education and spend a lot of time at the pool.

    Brianna, an 11th grader, shared that she likes to help people “who are sick, alive, and those who respect themselves.” This summer, Brianna has spent a lot of time playing outside and practicing piano. She explains that she is contributing to her school community by collecting trash and sweeping the floors.

    We invite you to engage with our vibrant community. Consider becoming a community helper in your own neighborhood by participating in local clean-up events, volunteering at community centers, or simply spreading kindness in your daily interactions. Let’s work together to inspire and empower the next generation of community helpers! Share your own community helper experiences with us on Facebook or Instagram @TCGBaltimore. 

    Our Commitment and Integrity Shine with Four-Year NCASES Accreditation

    by | Jun 10, 2024 | News, Special Education

    Last month, three of The Children’s Guild’s (TCG) non-public schools — The Children’s Guild School of Baltimore, The Children’s Guild School of Prince George’s County, and The Children’s Guild – Transformation Academy — earned a four-year accreditation from the National Commission for Accreditation of Special Education Services (NCASES), a part of the National Association of Private Special Education Centers (NAPSEC). 

    Throughout TCG’s 70-year history, special education has been our cornerstone. We are extremely proud of this validation of our staff’s hard work and commitment to continuous improvement. We also understand how important this external validation is to our students and families, who can be reassured they are receiving the best possible special education services. 

    “The NCASES accreditation is a mark of excellence, representing rigorous standards in the delivery of special education services. It reflects our dedication to fostering an inclusive, supportive, and effective learning environment that meets the highest professional standards. We want to extend our gratitude and congratulations to every member of our team. Their tireless efforts and commitment to excellence have made this accreditation possible and we thank them for their dedication and outstanding work,” said Elizabeth Garcia, LCSW-C, MSSA, MNO, Chief People Officer, The Children’s Guild. 

    The NCASES accreditation process is based on a study of compliance with 50 national standards covering processes, procedures, and practices critical to the functioning of a special education setting. It also includes a comprehensive site review performed by a team of special education experts. 

    “This is beyond regulations, it demonstrates excellence, so we are very proud of our four-year stamp of approval, showing everyone what we are capable of,” added Rae Meneses, Managing Director, Compliance, The Children’s Guild.  

    Our entire administration, teachers and staff are to be commended for their part in this accreditation. Click here to learn more about our special education and autism services.

    Experience our Transformative Year in Special Education in Our 2023 Annual Report

    by | Jun 6, 2024 | Annual Report, Employee's Stories, News, Special Education, Success Stories

    2023 was an inspiring year for special education at The Children’s Guild. We witnessed our students overcome hurdles and achieve academic and personal milestones. Our partnerships with foundations, government partners, donors, volunteers, and community organizations helped us provide individualized transformational experiences for the children and families we serve. Explore our successes in special education from 2023 in our recently released Annual Report.

    The dynamic look of this digital presentation helps illustrate the innovative things that are happening across our organization. The stories in this year’s report highlight our educational philosophy in action in our schools and programs with a specific focus on our special education expertise.

    Our incredible year was made possible through the support of our partners and donors. They helped us advance our mission and increase our organization’s capacity to do more. Their belief in our mission, trust in our organization, and generous contributions have been instrumental in helping children, families, and communities thrive.

    As we continue to build on the positive impact from 2023, we are committed to breaking down barriers, inspiring change, and building a world where every child can realize their potential. Be inspired with us as you dive into this presentation: TCGAnnualReports.org/2023

    Schools Need Special Education Teachers: Where Are They Going, And Where Are They Coming From?

    by | May 8, 2024 | News, Special Education

    Some concerning numbers about hiring problems and shortages have come from schools recently. More than half of all schools report feeling understaffed, and the two biggest problem areas are special education and math.

    The Children’s Guild operates three non-public schools (The Children’s Guild School of Baltimore, The Children’s Guild School of Prince George’s County, and The Children’s Guild – Transformation Academy), serving students with behavioral and academic challenges that are usually caused by diagnosed disabilities such as emotional disability, autism spectrum disorder (ASD), developmental disabilities, and more. We know firsthand the shortages and difficulty in finding special education teachers, speech-language pathologists, school social workers and clinicians, and therapeutic behavioral aides and classroom aides.


    Here, we look at why this is happening.

    THE PROBLEM

    A nationwide survey of schools in 2022 reported special education teacher vacancies were nearly twice that of other subject areas. Some 65% of public schools in the US reported being understaffed in special education. More than 78% reported difficulty in hiring special education staff.

    Yet more than 7.5 million US students — 15% of all students — have disabilities that qualify them for Individualized Education Plans (IEPs).

    Public and private schools are desperate for special education professionals of all kinds. Special educator shortages are a long-standing challenge in most states, and the problem has only worsened since the COVID-19 pandemic.

    WHY THE SHORTAGE?

    Educators are both leaving the profession as well as choosing not to join it today. One reason for leaving is burnout, caused by the high demands of the job and inadequate support and resources. Teachers undergoing stress for a long time become emotionally exhausted and lose any sense of personal accomplishment.

    The pandemic exacerbated problems for all teachers, especially special education teachers. Studies showed that many special educators met clinical criteria for generalized anxiety disorder and major depressive disorder — in rates several times greater than those in the general U.S. population. The pandemic had moderate to extreme impacts on stress, depression, anxiety, and emotional exhaustion, as well.

    The idea of socially distanced learning was difficult for any teacher, but much more so for special education teachers who rely on high engagement and high touch in their work.

    Attrition of special education teachers is 2.5 times that of teachers in general education.

    NATIONAL REQUIREMENTS FOR SPECIAL ED TEACHERS

    The Individuals with Disabilities Education Act (IDEA) for special education teachers and related service providers requires that every teacher must:

    • Hold at least a bachelor’s degree
    • Obtain full certification in their state or pass the state special education teacher licensing exam

    States are not allowed to waive special education certification or licensure on an emergency, temporary, or provisional basis.

    RECRUITING AND RETENTION

    Fast-tracking special education teachers by reducing requirements for entry is actually counterproductive. Underprepared special education teachers are less effective and even more likely to leave the field.

    Improved working conditions, however, can help with special education teacher retention. Studies show that special educators who provided stronger instruction had a trusted partner co-leading their program, consistent paraprofessionals to help, and adequate time and support for training.

    In addition, The Children’s Guild’s own Baltimore Principal, Dr. Katina Webster, testified in early 2023 before the Maryland Senate on Maryland Senate Bill 311 to advocate for a pay increase for special education teachers. By July 1, 2023, the act took full effect. Read this short article to understand what this means for special education teachers in Maryland.

    Looking for other solutions? Preparation and qualifications matter. Strong induction programs and mentorship help. District and university partnerships help, as well. There are many financial incentives besides higher pay – loan forgiveness and tuition remission programs offer more prepared and effective teachers.

    HOW TO IMPROVE RETENTION

    Retention is enabled in positive school climates with a supportive administration where all teachers share responsibility for student achievement, enjoy administrative support, and work with collaborative colleagues.

    The Children’s Guild recently embarked on a listening tour among our schools and programs to help build up employee retention and engagement. We were concerned about stats that stood out to us as problematic at our non-public special education schools and our public charter schools alike, such as low trust in leadership and values and daily work misalignment, among others. For more detailed insights, you can refer to the original Gallup articles: Diagnosing a Broken Culture and Worrying Workplace Numbers .

    Implementing employee feedback and recognition tools – and ensuring that employees feel heard and leadership remains accountable for implementing changes – can help all educators build increased trust between front-line staff and management. Hopefully a refocus on employee engagement will help our country’s special education professionals feel supported and help our organizations thrive. Learn more about our approach, here: Our People Matter.

    Also, we suggest reading, “Strategies to build a sustainable special education teacher workforce” from the National Council on Teacher Quality.

    NEEDED NOW MORE THAN EVER

    Special ed teachers are in high demand today – in every school district across the U.S. Shortages are an issue, and getting worse. With more than 60% of students with disabilities spending at least 80% of their day in general classes, the need for special educators and their skills in customized curriculums that are accessible to students with disabilities is more essential than ever.

    LinkedIn Talent Solutions on Hiring Special Education Teachers.

    OUR EFFORTS TO ADDRESS THIS SHORTAGE

    Our students need specialized instructors to succeed. In 2024, our non-public schools have partnered with The Children’s Guild HR team to create hiring events at their schools. These events conduct in-person and onsite interviews, and applicants have the opportunity to be hired immediately and begin the onboarding process in the same day.

    Many of the jobs that are open also come with a sign-on bonus for special education teachers and staff and pay above the national average for most positions. We have already hired several amazing special education staff from these events and are hopeful that we will continue to reach those who are looking to build a meaningful career in special education.

    You can learn more about upcoming hiring events here: Get Hired

    Once hired, our special education teachers are welcomed into a culture of support and listening. We are confident that this can help all our educators grow in trust of our leadership. If you are interested in learning more about how we are creating a culture of trust and collaboration, you can download our resources here: Our People Matter

     

    A Closer Look At Early Intervention For Kids

    by | Apr 18, 2024 | News, Special Education

    There are many services available to support families that have young children with developmental delays and disabilities. These include diagnosis, speech and physical therapy, and other services based on needs. Early intervention has a significant impact on learning skills and overcoming challenges and offers a child more success in school and beyond. As leaders in special education, The Children’s Guild recognizes the importance of early intervention as well as the continual support of students with special needs in our communities.

    WHAT EARLY INTERVENTION MEANS

    Early intervention is the term for the various services that support kids from birth to three years with developmental delays or disabilities. In addition to what your pediatrician or a specialist can provide, early intervention programs are available in every state for families who meet their state’s criteria for developmental delay. However, programs can be hard to find and difficult to navigate for the average family.

    CHANGING A CHILD’S DEVELOPMENTAL PATH

    Neural circuits in a child’s brain are the foundation for learning, behavior, and health, and are most adaptable in a child’s first three years. Early intervention is designed to prevent more significant behavioral challenges among children with autism spectrum disorder (ASD).

    DIAGNOSING AND SUPPORTING SPECIAL NEEDS AT AN EARLY AGE

    If you have developmental concerns with your child, starting with therapies as quickly as possible can make a difference. The US Centers for Disease Control and Prevention strongly recommends acting as soon as possible, telling your doctor your concerns, speaking with school teachers and counselors, asking for a referral to a specialist, and contacting your state’s early intervention program.

    Publicly funded programs that are free of charge or offered at a reduced cost are available around the country.

    It can be hard to start this conversation with your doctor. It’s best to be specific and use detailed written notes to keep track of what you’ve noticed and who you’ve communicated with. Follow along with these recommendations to share your development concerns with your pediatrician and other specialists. If you have to wait for an evaluation (and this is common), make the most of your wait time by reading, singing, playing, and making crafts with your child. The CDC recommends that you “talk to the child, label household items, point out interesting things, tell stories, comment about what you see and how you feel, and explain how things work and why things happen. Your child may not always seem to be listening, but he or she may be hearing more than you think.”

    The Centers for Disease Control and Prevention offers a free Milestone Tracker App for parents. From birth to 5 years, a child will typically reach certain milestones in play, learning, speaking, acting, and moving. The app helps you track your child’s development and act early if there’s a concern.

    If you’re looking for a support network for advice and guidance, check organizations like Family Voices, or call 1-888-835-5669.

    SCREENING FOR YOUR CHILD

    The American Academy of Pediatrics (AAP) recommends developmental and behavioral screening for all children during regular well-child visits at nine months, 18 months and 30 months. They also recommend that all children be screened specifically for ASD during regular well-child visits at 18 and 24 months.

    If your child is at higher risk due to preterm birth, low birthweight, or environmental risks like lead exposure, you might also want to at additional screening.

    LEARN THE SIGNS. ACT EARLY.

    If you’re concerned about your child’s development, don’t wait. Talk to someone. Every child is different, but you know your child best. Acting early can make a real difference. Once a child is school age, ask if they are eligible for an Individualized Education Plan (IEP) and if they can access wrap-around services during the school day. The Children’s Guild offers these services in all of our preschools, charter schools, and non-public schools. Behavior therapists, social workers, speech language pathologists, mental health counseling, and other specialists can help educate the whole child with a focus on social and emotional learning. Every child should have the opportunity to reach their full potential, and these services can help identify goals unique to your young learner.

    You can reference this useful Fact Sheet on Developmental Monitoring and Screening from the CDC, in English and Spanish.

    Remember that early intervention isn’t just about addressing challenges. It’s about unlocking potential, fostering growth, and nurturing every child’s unique ability. By embracing early intervention, you can feel empowered and view every milestone achieved as a testament to the incredible resilience within your child. Together, let’s continue to advocate for and invest in early intervention programs. With a commitment to inclusion, we can create a world where every child, regardless of their abilities, can achieve their dreams.