Why is it important for children with disabilities to stay physically active?
Like all children, those with disabilities need to be as active as possible.
But children with disabilities are less likely to be physically active than other children. An inactive lifestyle for these children can lead to other problems, including:
- Reduced fitness.
- Bone loss.
- Poor circulation that leads to blood clots.
- Low self-esteem.
- Relying more on others for daily living.
- Fewer normal social interactions.
What are the educational rights for children with disabilities?
The Education for All Handicapped Children Act (EAHCA) of 1975 is a federal law. It is also known as Public Law 94-142. It requires public schools to provide appropriate educational services for all children with disabilities between ages 3 and 21. EAHCA has been strengthened and expanded over the years. It is now called the Individual with Disabilities Education Improvement Act (IDEA). Funds are granted to states with special education programs that comply with federal guidelines. These guidelines outline only the minimum standards that states must meet in order to get the funds. After meeting these guidelines, states can be flexible in designing their own programs.
Some specific provisions of IDEA are related to:
- Duration of services.
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Your child may be able to get services beyond the traditional school year.
- Identifying and evaluating the disability.
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Your child must be officially evaluated for having a disability through certain testing procedures. Health, vision, hearing, social and emotional development, intelligence, communication skills, and academic performance are checked.
- Free and appropriate education.
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The needs vary for each child with a disability but include education and related services. This is a comprehensive requirement that may include services such as transportation, psychological care, and physical therapy. But medical services are excluded. Some services are free. But this does not mean they are the best services available.
- Least restrictive environment.
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Children with special needs are put in traditional classrooms whenever possible. This is not always feasible or appropriate. But attempts should be made to limit a child's isolation.
- Individualized education program (IEP).
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Educational programs to fit specific needs are designed based on the child's disability. School personnel and parents meet to agree on goals and build a program to best help the child with available resources.
- Early intervention services.
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These services are for infants and toddlers with physical, cognitive, communication, social or emotional, or adaptive developmental disabilities. This also may include infants or toddlers at risk for these developmental problems. It depends on the state.
Details about this law can be found on the website http://idea.ed.gov.
Taking care of yourself when you have a child with physical, emotional, or behavioral disabilities
Being a parent of a child with physical, emotional, or behavioral problems can be exhausting. Try to take good care of your own physical and emotional health. Doing so will help provide you with needed energy to care for your child with special needs.
Here are some tips for taking care of yourself.
- Schedule time for yourself.
Use a calendar or planner to set aside specific times for buying and cooking healthy foods, resting, visiting with friends, and doing other things you enjoy. Don't be afraid to ask family members or friends for help. Take a break while your child uses community services (such as school programs, social skills training, job training, and counseling). Ask your doctor about other resources that can provide you with needed personal time.
- Learn ways to handle the normal range of emotions, fears, and concerns that go along with raising a child with special needs.
Seek information about your child's condition so that you will know what to expect. Use exercise, positive self-talk, relaxation, deep breathing, and other techniques to help you handle stress. Learn how to recognize when you need to use them.
- Find out whether there is a support group in your area for parents of children with the same condition.
Local and national groups can help connect families and provide much-needed sources of information. It may help you to share your feelings with others or simply to find out how others have addressed common issues. It can be comforting to talk with other parents who also face the challenges and joys of raising a child with special needs.
- Seek and accept support from others.
Don't wait for information and assistance to come to you. Consider using respite care, which is a family support service that provides a break for parents and siblings. Trained staff can relieve family members from caregiving duties as needed. These breaks can help families communicate in a less stressful context and allow parents to focus complete attention on their other children for a while.
- Allow yourself time to grieve if needed.
You may feel a sense of loss about the dreams you had for your child. As you work through your grief, you will be better able to care for yourself and your family. Talk with your doctor or another health professional if you think you or another family member may be depressed or having other emotional difficulties.
- Be realistic.
In raising any child, there are no guarantees for success. It is important to remember to do the best you can and to know that you can't control everything.
- Believe in yourself.
When self-doubts creep into your thoughts, remember to focus on the many good things you do for yourself and your child. If you are having problems dealing with your feelings about your child's condition, talk with your doctor about whether counseling may be helpful.
- Work with family and friends.
Your family and friends may have concerns about your child. To address those concerns, you can:
- Encourage them to learn about your child's condition.
- Talk about how your child's condition affects you. Be open and honest about your hopes and concerns. Encourage others to talk about their feelings.
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