Do you understand your child's behavior? Even when he/she is mis-behaving?
How about your child's teacher or childcare provider? Do they frequently get frustrated by how your child responds to directions?
A child's behavior is always logical from their perspective, but sometimes the rest of us need a little help keeping up. The Partners Resource Network has put together a new information packet to help families, caregivers, and teachers develop a new way of thinking about behavior and more importantly find positive ways to respond.
The notion of using positive approaches to help students learn new behavioral skills is not new. What we sometimes forget is the requirement under the Individuals with Disabilities Education Act (IDEA) that for the student with disabilities who exhibits inappropriate or unacceptable behavior, schools must consider the use of positive interventions to help that student learn more acceptable alternative behaviors.
This curriculum was developed to help families understand the "behavior process" so that parents can speak confidently about the need to teach their child positive behavioral alternatives instead of simply punishing behaviors that are disruptive.
Begin Positive Behavioral Interventions at: www.partnerstx.org/PositiveBehavioralInterventions.htm
Thursday, January 31, 2008
Tuesday, January 29, 2008
Save the date.....
The 2008 Governor’s Conference on Developmental Disabilities
This year the Governor's Conference will focus on how far we have come as a state in the way we treat and serve people with intellectual and developmental disabilities.
Lessons of the past often remind us of the reasons we are here and those lessons can inspire us as we continue to find innovative ways to improve people’s lives. You won’t want to miss this great conference or the premier of the documentary “Wagons to Waivers: A Century of Change”, narrated by Reba McEntire.
Look for more information soon. Registration will be available online in March through a link on the OKDHS Website at www.okdhs.org.
This year the Governor's Conference will focus on how far we have come as a state in the way we treat and serve people with intellectual and developmental disabilities.
Lessons of the past often remind us of the reasons we are here and those lessons can inspire us as we continue to find innovative ways to improve people’s lives. You won’t want to miss this great conference or the premier of the documentary “Wagons to Waivers: A Century of Change”, narrated by Reba McEntire.
Look for more information soon. Registration will be available online in March through a link on the OKDHS Website at www.okdhs.org.
Monday, January 28, 2008
What happens after high school?
For many families raising a child with special needs it's a struggle just to make it through each school year. You worry each year.....is my child making progress? Did we focus the IEP on the right things? Is my child safe and happy at school?
For most parents, what comes after high school is one of those bridges...we'll cross when we get there and not worry about now.
Here's the bad news: Effective and successful transition planning for your child needs to start as early as junior high. It takes time to figure out with you child what his/her life vision is and it takes time to teach your child the skills he/she will need to make their dreams a reality.
If your child has significant impairments, it can be even more challenging to figure out what their adult days will look like and how to make it a full and satisfying life experience.
For most parents, what comes after high school is one of those bridges...we'll cross when we get there and not worry about now.
Here's the bad news: Effective and successful transition planning for your child needs to start as early as junior high. It takes time to figure out with you child what his/her life vision is and it takes time to teach your child the skills he/she will need to make their dreams a reality.
If your child has significant impairments, it can be even more challenging to figure out what their adult days will look like and how to make it a full and satisfying life experience.
If this is a struggle you see coming, you may want to check out the book "Make the Day Matter". It offers proven ideas for supporting adults with significant disabilities as they
- make a smooth transition from school to adult life
- find or create employment that fits their goals and desires
- pursue their individual interests and hobbies
- participate in postsecondary education
- develop social relationships and community connections
- explore opportunities for paid self-advocacy and systems change work
- maintain active, healthy lifestyles as they age
Although this book is written for service providers, parents desperately need this information too. In most situations, parents and guardians are the driving force that decides whether an individual with special needs has a satisfying life or a mediocre one. You need to know what's possible and ask for it!
Saturday, January 19, 2008
Classroom amplification ..... in use now in some Enid classrooms
Minimal Hearing Loss: Is it a Big Deal?
Did you know that approximately 25% of children in early elementary grades have some degree of hearing loss at any given time? Thanks to Becky Mundy at the Garfield County Health Department and David McCune at Enid Public Schools, a few Enid classrooms are already in the process of piloting Classroom Amplification. This technology is already showing very promising results right here in Enid.
How to learn more:
The state department of education is hosting a series of workshops designed to raise awareness about childhood hearing loss and share strategies and solutions available to overcome the effects of hearing loss. Tips on how to get classroom amplification systems into your classroom will also be covered.
This is a 3-hr presentation by a Special Education Master Teacher (Jeanne Pease). Professional development credit will be given by the State Dept. of Ed.
This workshop is free and open to anyone who is interested (parents, teachers, audiologists, interpreters, university students, speech/language therapists, etc.). Teachers can get substitute reimbursement.
Workshop locations: All sessions will be held at the technology center in the listed town. You can go to Oklahoma Technology Centers website to find the exact location of each Tech Center.
Registration: Registration information is listed on the State Dept. of Ed's Special Education website. Training events are listed on their “calendar”. Click on the event you are interested in and you will find contact information on how to register. You can also register at the door, but pre-registration is preferred.
Current Workshop dates:
Fri. Jan 18, 2008 1-4 pm Bartlesville
Tues. Feb 5, 2008 1-4 pm McAlester
Wed. Feb 6, 2008 9-12 Durant
Wed. Feb 20, 2008 1-4 OKC
Four more workshops are planned for later in the year (between March and May). Those dates and locations will be posted on the SDE – Special Ed website.
Questions? Email Jeanne Pease at okpeases@yahoo.com.
Did you know that approximately 25% of children in early elementary grades have some degree of hearing loss at any given time? Thanks to Becky Mundy at the Garfield County Health Department and David McCune at Enid Public Schools, a few Enid classrooms are already in the process of piloting Classroom Amplification. This technology is already showing very promising results right here in Enid.
How to learn more:
The state department of education is hosting a series of workshops designed to raise awareness about childhood hearing loss and share strategies and solutions available to overcome the effects of hearing loss. Tips on how to get classroom amplification systems into your classroom will also be covered.
This is a 3-hr presentation by a Special Education Master Teacher (Jeanne Pease). Professional development credit will be given by the State Dept. of Ed.
This workshop is free and open to anyone who is interested (parents, teachers, audiologists, interpreters, university students, speech/language therapists, etc.). Teachers can get substitute reimbursement.
Workshop locations: All sessions will be held at the technology center in the listed town. You can go to Oklahoma Technology Centers website to find the exact location of each Tech Center.
Registration: Registration information is listed on the State Dept. of Ed's Special Education website. Training events are listed on their “calendar”. Click on the event you are interested in and you will find contact information on how to register. You can also register at the door, but pre-registration is preferred.
Current Workshop dates:
Fri. Jan 18, 2008 1-4 pm Bartlesville
Tues. Feb 5, 2008 1-4 pm McAlester
Wed. Feb 6, 2008 9-12 Durant
Wed. Feb 20, 2008 1-4 OKC
Four more workshops are planned for later in the year (between March and May). Those dates and locations will be posted on the SDE – Special Ed website.
Questions? Email Jeanne Pease at okpeases@yahoo.com.
Wednesday, January 16, 2008
January is National Book Month
Books -- The perfect disability awareness tool!
I don't know any parent or teacher of young children that doesn't believe in the benefits of reading to kids. Virtually all of them include "story time" in their daily routine.
Books have the power to capture a child's imagination & take them on wonderful journeys. They also have the power to help them understand new things & to send positive messages. All of these qualities make books an ideal choice when adults are searching for ways to help non-disabled children understand the world of a child with special needs.
If you are a parent or teacher interested in doing some simple disability awareness training, then I would offer these tips:
1. Start with the right story.
Select a story that your reading audience can relate too, but also select a special needs character that will be relevant to their life. Do you currently have a special needs child in your class? Do they have friends or neighbors with a disability? Do you know someone who could come & talk to the class as a friend or guest about their own disabilities? Use your chosen story to help everyone relax. Young kids relate well to the characters in stories. If you use a story with a positive message it will help set a great "tone" for what you'll be saying later.
2. Don't stop with just the story.
After the story, be sure you take advantage of the "teachable moment". Talk about the things that can be more difficult for a child with special needs. Young children are naturally empathetic. They feel the pain of the book character that gets hurt & worry about the fate of their favorite TV character when he's in trouble. Don't be melodramatic about things; just be "real" about what tasks would be harder for a child with the disability you are discussing. Or go one step further and plan some follow up activities related to the story. If you need help getting started check out Picture Books for an Inclusive Classroom. Cynthia Costello has selected 20 books appropriate for grades 1-4 and provided a story summary, a vocabulary list, a vocabulary activity, discussion questions, extension activities across the curriculum and even additional activity sheets to hone skills at different levels. It's a great resource.
3. Include a child or adult with special needs.
This can be accomplished by inviting an adult with disabilities to your classroom as a guest, including a current or former special needs student as the "star" of your discussion or as parents just taking the opportunity to introduce your child to individuals with disabilities that are friends or acquaintances. This step is important because it reminds the kids that this is real life, not JUST a story. If you are worried about making the discussion awkward, then schedule the visit for a day or 2 after your story. This will allow the visitor to have center stage & give the kids a couple of days to think about the story & your follow up discussion.
4. Tell them how they can help!
If you are doing the awareness training to support a current class member, then do some pre-planning with the other adult involved (the child's parent if you are the teacher or vice versa). Decide together what support roles classmates can play. Will there be a transition buddy to help the child find areas away from the regular classroom. Will anyone besides the teacher be pushing the child's wheelchair? Is it important for someone to sit next to them who can help them find activity supplies? Kids are natural helpers & this is a wonderful time to ask for volunteers who like to help out. Just remember to talk about exactly what they will need to do & when they should do (i.e. only when the teacher reminds you, every day after recess, etc.). For a more general discussion, it may be enough just to talk about issues like not teasing, ways to offer help respectfully, & different ways to communicate with each other.
5. Remind them we're more alike than we are different.
This is a great opportunity to help everyone see that kids with special needs are really just kids. You've already addressed how he or she is different, now spend some time talking about how s/he's just like them. Help lay the groundwork for future friendships by talking about all the "regular kid" things your current class member or invited guest enjoys. Practice a simple conversation about their interests that you & the special needs child can have in front of the class. Not only does the child have the opportunity to share about themselves, but also you demonstrate how to communicate with him/her in a very non-threatening way. This is particularly important if the child uses a non-traditional form of communication such as pictures, sign language, or an augmentative communication device.
6. Answer questions honestly & address fears.
This is probably the most important thing you can do. Allow as much time as this takes so that you've answered all questions to the best of your ability. It will probably help to think through some possible questions & answers ahead of time just so you can phrase your answers in kid-friendly words. If you're not sure what questions they may ask, think back to when you first heard the child's diagnosis. What questions did you have? Chances are their classmates will have similar fears. Can he play games with us? Will I hurt her? How do I ask her a question? Will she ever be able to ……? (talk, run, etc.) Hopefully these tips will encourage you to include stories as a frequent awareness tool in your home or classroom.
If you are interested but not sure what books to use, contact Lisa at Sooner SUCCESS for ideas and suggestions at 603-1580. We're happy to help!
I don't know any parent or teacher of young children that doesn't believe in the benefits of reading to kids. Virtually all of them include "story time" in their daily routine.
Books have the power to capture a child's imagination & take them on wonderful journeys. They also have the power to help them understand new things & to send positive messages. All of these qualities make books an ideal choice when adults are searching for ways to help non-disabled children understand the world of a child with special needs.
If you are a parent or teacher interested in doing some simple disability awareness training, then I would offer these tips:
1. Start with the right story.
Select a story that your reading audience can relate too, but also select a special needs character that will be relevant to their life. Do you currently have a special needs child in your class? Do they have friends or neighbors with a disability? Do you know someone who could come & talk to the class as a friend or guest about their own disabilities? Use your chosen story to help everyone relax. Young kids relate well to the characters in stories. If you use a story with a positive message it will help set a great "tone" for what you'll be saying later.
2. Don't stop with just the story.
After the story, be sure you take advantage of the "teachable moment". Talk about the things that can be more difficult for a child with special needs. Young children are naturally empathetic. They feel the pain of the book character that gets hurt & worry about the fate of their favorite TV character when he's in trouble. Don't be melodramatic about things; just be "real" about what tasks would be harder for a child with the disability you are discussing. Or go one step further and plan some follow up activities related to the story. If you need help getting started check out Picture Books for an Inclusive Classroom. Cynthia Costello has selected 20 books appropriate for grades 1-4 and provided a story summary, a vocabulary list, a vocabulary activity, discussion questions, extension activities across the curriculum and even additional activity sheets to hone skills at different levels. It's a great resource.
3. Include a child or adult with special needs.
This can be accomplished by inviting an adult with disabilities to your classroom as a guest, including a current or former special needs student as the "star" of your discussion or as parents just taking the opportunity to introduce your child to individuals with disabilities that are friends or acquaintances. This step is important because it reminds the kids that this is real life, not JUST a story. If you are worried about making the discussion awkward, then schedule the visit for a day or 2 after your story. This will allow the visitor to have center stage & give the kids a couple of days to think about the story & your follow up discussion.
4. Tell them how they can help!
If you are doing the awareness training to support a current class member, then do some pre-planning with the other adult involved (the child's parent if you are the teacher or vice versa). Decide together what support roles classmates can play. Will there be a transition buddy to help the child find areas away from the regular classroom. Will anyone besides the teacher be pushing the child's wheelchair? Is it important for someone to sit next to them who can help them find activity supplies? Kids are natural helpers & this is a wonderful time to ask for volunteers who like to help out. Just remember to talk about exactly what they will need to do & when they should do (i.e. only when the teacher reminds you, every day after recess, etc.). For a more general discussion, it may be enough just to talk about issues like not teasing, ways to offer help respectfully, & different ways to communicate with each other.
5. Remind them we're more alike than we are different.
This is a great opportunity to help everyone see that kids with special needs are really just kids. You've already addressed how he or she is different, now spend some time talking about how s/he's just like them. Help lay the groundwork for future friendships by talking about all the "regular kid" things your current class member or invited guest enjoys. Practice a simple conversation about their interests that you & the special needs child can have in front of the class. Not only does the child have the opportunity to share about themselves, but also you demonstrate how to communicate with him/her in a very non-threatening way. This is particularly important if the child uses a non-traditional form of communication such as pictures, sign language, or an augmentative communication device.
6. Answer questions honestly & address fears.
This is probably the most important thing you can do. Allow as much time as this takes so that you've answered all questions to the best of your ability. It will probably help to think through some possible questions & answers ahead of time just so you can phrase your answers in kid-friendly words. If you're not sure what questions they may ask, think back to when you first heard the child's diagnosis. What questions did you have? Chances are their classmates will have similar fears. Can he play games with us? Will I hurt her? How do I ask her a question? Will she ever be able to ……? (talk, run, etc.) Hopefully these tips will encourage you to include stories as a frequent awareness tool in your home or classroom.
If you are interested but not sure what books to use, contact Lisa at Sooner SUCCESS for ideas and suggestions at 603-1580. We're happy to help!
Disability awareness comes in many colors
For many parents and professionals it can be challenging to find effective ways to talk about inclusion and disability awareness with young children. But you know what? Sometimes we are just making it too hard.
The folks at the Wyoming Institute on Disabilities have got the right idea ..... just go back to what kids know & love. In this case, coloring!
They have started a coloring book project and the first book is now available as a PDF download online. The series features Sam and his friends as he learns about the differences and similarities between himself and his friends with disabilities. The first book focuses on a young boy who uses a wheelchair. Future books are planned with focuses on other types of disabilities such as blindness, cognitive disabilities, cerebral palsy, etc.
The books are designed to help adults start discussions and to help kids understand that differences are just a natural part of life.
To check out the first coloring book, entitled "Play Ball" --- click here
The folks at the Wyoming Institute on Disabilities have got the right idea ..... just go back to what kids know & love. In this case, coloring!
They have started a coloring book project and the first book is now available as a PDF download online. The series features Sam and his friends as he learns about the differences and similarities between himself and his friends with disabilities. The first book focuses on a young boy who uses a wheelchair. Future books are planned with focuses on other types of disabilities such as blindness, cognitive disabilities, cerebral palsy, etc.
The books are designed to help adults start discussions and to help kids understand that differences are just a natural part of life.
To check out the first coloring book, entitled "Play Ball" --- click here
Saturday, January 12, 2008
Miss America contestants are speaking out
Several 2008 Miss America contestants are speaking out on behalf of those with special needs and you can support their efforts and help make sure they get to speak to the largest audience possible when a winner is selected at the end of January.
TLC is giving America the opportunity to vote for "America's Choice,". The contestent with the most online votes will automatically become a finalist on January 26.
If you would like to support a Miss America contestent whose platform is dedicated to a special needs cause, visit the TLC website to vote.
Contestants to consider:
Miss Minnesota - Jennifer Hudspeth.
Platform topic: Understanding Autism
Miss Pennsylvania - Rachel Brooks
Platform topic: Autism Awareness, Unlocking the Mystery
Miss Idaho - Sadie Quigley
Platform topic: Building Bridges - Acceptance and Accessibility for People with Disabilities
Miss South Carolina - Crystal Garrett
Platform topic: Preparing and Empowering Asthmatic Kids
Miss Tennessee - Grace Gore
Platform topic: Graceful Sounds - Hearing Conservation and Rehabilitation
TLC is giving America the opportunity to vote for "America's Choice,". The contestent with the most online votes will automatically become a finalist on January 26.
If you would like to support a Miss America contestent whose platform is dedicated to a special needs cause, visit the TLC website to vote.
Contestants to consider:
Miss Minnesota - Jennifer Hudspeth.
Platform topic: Understanding Autism
Miss Pennsylvania - Rachel Brooks
Platform topic: Autism Awareness, Unlocking the Mystery
Miss Idaho - Sadie Quigley
Platform topic: Building Bridges - Acceptance and Accessibility for People with Disabilities
Miss South Carolina - Crystal Garrett
Platform topic: Preparing and Empowering Asthmatic Kids
Miss Tennessee - Grace Gore
Platform topic: Graceful Sounds - Hearing Conservation and Rehabilitation
Special Needs in the News
Check out these 2 articles from MSN Health with promising new information for families effected by autism and mobility impairments.
Driving babies pave road for disabled kids
With a 6-month-old at the controls, researchers at the University of Delaware are encouraging underage driving. Their ultimate goal is to help immobile, disabled children move and explore at the same young age as their non-disabled peer. Learn more at:
http://www.msnbc.msn.com/id/22345882/from/ET/
Gene tinkering curbs autism symptoms in mice
Scientists could be on the verge of a new treatment for autism, if the results of animal research hold up in people. The research is centered on autism caused by mutation in the Fragile X gene. The medication being studies is set to begin trials in humans in 2008. Read more at:
http://preview.msnbc.msn.com/id/22328395/from/ET/
Driving babies pave road for disabled kids
With a 6-month-old at the controls, researchers at the University of Delaware are encouraging underage driving. Their ultimate goal is to help immobile, disabled children move and explore at the same young age as their non-disabled peer. Learn more at:
http://www.msnbc.msn.com/id/22345882/from/ET/
Gene tinkering curbs autism symptoms in mice
Scientists could be on the verge of a new treatment for autism, if the results of animal research hold up in people. The research is centered on autism caused by mutation in the Fragile X gene. The medication being studies is set to begin trials in humans in 2008. Read more at:
http://preview.msnbc.msn.com/id/22328395/from/ET/
Top Topics for 2008
On January 10th members of the Garfield County Sooner SUCCESS coalition got together to set their agenda for the new year. Here are the 4 topics that came out as high prioiries for 2008.
Lack of a local parent support group or means of networking.
Key issues:
1. Enid has few opportunities for parents to connect with each other for regular support and information sharing.
2. It can be very difficult for families that don't utilize DHS or DDSD services to find out about available resources or connect with other parents.
3. Area schools do not appear to be promoting communication between parents involved in the special education system on a consistent basis, but might be a means of reaching families if requested.
A potential solution might be for Sooner SUCCESS to sponsor a parent support group focused on information sharing and emotional support. Parents already affiliated with Sooner SUCCESS have expressed an interest in helping to establish a group for parents of children with Autism Spectrum Disorders, Pervasive Developmental Disorders, Sensory Processing Disorders, and ADHD.
Poor access to dental care for children with behavioral issues
Key issues:
1. Many area dentists now accept the medical card for services, however providers continue to be reluctant to sedate children or to work through a desensitization process with kids (and adults) whose special needs result in anxiety and behavioral symptoms during dental treatment.
2. Currently kids with behavioral issues are referred to Oklahoma City for sedation and/or treatment. The need to travel to OKC causes hardship for many families as it requires time away from work and other responsibilities at home.
A potential solution might be to explore bringing an experienced OKC dentist to the area on a regular basis to provide a special needs dental clinic within one of our local facilities.
Difficulty finding daycare for older children with special needs
Key issues:
1. DHS can currently pay for daycare services through age 18, however as children get older the daycare options decrease significantly.
2. Providers are hesitant because of the child's difference in size and age from others in the program and often worry about behavioral issues and possible injury to staff/other children.
3. The kids most frequently refused care are those over age 13, with few self care skills, and a high risk of leaving the premises if not closely supervised.
4. Because these children attend school for most of the day, the highest need is during school breaks (Christmas break, spring break, summer vacation).
Ideally a program could be created at a local childcare center specifically to meet the needs of this population during school breaks and potentially as an after school program and staffed with personnel experienced in supporting individuals with special needs.
Difficulty finding experienced counselors for children/youth with significant impairments
Key Issues:
1. Difficulties around insurance payment/approval
2. Lack of follow up recommendations from counselors to assist parents after a diagnosis is made.
3. Inexperience of many local providers when it comes to treating individuals who are dually diagnosed or have significant developmental or communication impairments.
A possible solution to explore would be the creation or expansion of psychological outreach services from NORCE or the Greer Center.
Do these issues impact your family?
Are you a service provider supporting families challenged in these areas?
Do you have ideas on how to effectively solve these problems?
If you would like to be part of the process when it comes to working on these issues, contact Lisa Simmons at 603-1580 or plan to attend our next coalition meeting on February 14th from noon to 1 p.m. at Bass Integris Healthcare Center (Northeast Conference Room).
Lack of a local parent support group or means of networking.
Key issues:
1. Enid has few opportunities for parents to connect with each other for regular support and information sharing.
2. It can be very difficult for families that don't utilize DHS or DDSD services to find out about available resources or connect with other parents.
3. Area schools do not appear to be promoting communication between parents involved in the special education system on a consistent basis, but might be a means of reaching families if requested.
A potential solution might be for Sooner SUCCESS to sponsor a parent support group focused on information sharing and emotional support. Parents already affiliated with Sooner SUCCESS have expressed an interest in helping to establish a group for parents of children with Autism Spectrum Disorders, Pervasive Developmental Disorders, Sensory Processing Disorders, and ADHD.
Poor access to dental care for children with behavioral issues
Key issues:
1. Many area dentists now accept the medical card for services, however providers continue to be reluctant to sedate children or to work through a desensitization process with kids (and adults) whose special needs result in anxiety and behavioral symptoms during dental treatment.
2. Currently kids with behavioral issues are referred to Oklahoma City for sedation and/or treatment. The need to travel to OKC causes hardship for many families as it requires time away from work and other responsibilities at home.
A potential solution might be to explore bringing an experienced OKC dentist to the area on a regular basis to provide a special needs dental clinic within one of our local facilities.
Difficulty finding daycare for older children with special needs
Key issues:
1. DHS can currently pay for daycare services through age 18, however as children get older the daycare options decrease significantly.
2. Providers are hesitant because of the child's difference in size and age from others in the program and often worry about behavioral issues and possible injury to staff/other children.
3. The kids most frequently refused care are those over age 13, with few self care skills, and a high risk of leaving the premises if not closely supervised.
4. Because these children attend school for most of the day, the highest need is during school breaks (Christmas break, spring break, summer vacation).
Ideally a program could be created at a local childcare center specifically to meet the needs of this population during school breaks and potentially as an after school program and staffed with personnel experienced in supporting individuals with special needs.
Difficulty finding experienced counselors for children/youth with significant impairments
Key Issues:
1. Difficulties around insurance payment/approval
2. Lack of follow up recommendations from counselors to assist parents after a diagnosis is made.
3. Inexperience of many local providers when it comes to treating individuals who are dually diagnosed or have significant developmental or communication impairments.
A possible solution to explore would be the creation or expansion of psychological outreach services from NORCE or the Greer Center.
Do these issues impact your family?
Are you a service provider supporting families challenged in these areas?
Do you have ideas on how to effectively solve these problems?
If you would like to be part of the process when it comes to working on these issues, contact Lisa Simmons at 603-1580 or plan to attend our next coalition meeting on February 14th from noon to 1 p.m. at Bass Integris Healthcare Center (Northeast Conference Room).
Thursday, January 3, 2008
What issues are important to you in 2008?
Parents & Professionals:
Sooner SUCCESS is currently conducting a Community Needs Assessment for Garfield County and we need your input!
If you are the parent of a child with special needs or a professional who works with children with special needs and/or their families then we are looking for you!
Our survey is just 4 pages long and can be completed in 5 minutes, but your participation is vital. We need to hear from you which issues are the most important in Garfield County.
Sooner SUCCESS is currently conducting a Community Needs Assessment for Garfield County and we need your input!
If you are the parent of a child with special needs or a professional who works with children with special needs and/or their families then we are looking for you!
Our survey is just 4 pages long and can be completed in 5 minutes, but your participation is vital. We need to hear from you which issues are the most important in Garfield County.
- Do we need more mental health counselors that serve children?
- Is it hard to find a dentist that will accept Sooner Care?
- Are the specialists your child needs too far away to see without missing time from work?
- Does your church need help figuring out how to include your child?
- Do you want to connect with other parents for support, but don't know how to find them?
Only you know the issues that are keeping you up at night!
Sooner SUCCESS wants to put the collective energy and resources of our coalition to work solving our county's most urgent challenges, but first we need to hear from YOU which issues are the most important.
To request a survey, contact Lisa Simmons at 603-1580 or by email at lisa.simmons @ ouhsc.edu (remove spaces when typing email address).
Surveys are available in both English and Spanish. Completed surveys can be returned by pre-paid postal mail to the OU Child Study Center (envelopes are provided with each survey).
And as our way of saying thank you, all respondents who complete and return their survey with contact information will be entered in a drawing for a $50 gift card. Survey ends March 1, 2008
Let your voice be heard!
Lisa Simmons
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