RECENT NEWS
Elementary and Secondary Education Act
These benefits supply potential funding options for all US private schools in the areas of professional development and special needs program development.
Author: Julie M. Lane, Ed.D.
In 1964, the Elementary and Secondary Education Act (ESEA) was signed into law by President Lyndon B. Johnson. As with most educational laws, the law has been amended several times. ESEA was amended in 2001 as No Child Left Behind (NCLB) and amended again in 2015 as the Every Child Succeeds Act (ESSA). Both NCLB and ESSA provide funding for US private schools.
Title 2, Part A Regulations: Providing Equitable Services to Eligible Private School Children, Teachers, and Families.
These benefits supply potential funding options for all US private schools in the areas of professional development and special needs program development.
R-ISE has been able to provide services in collaboration with US private schools utilizing these funds. Private schools have been able to use this funding to attend our institutes, seminars, and professional development and to receive a myriad of consulting services. Participants have shared with us steps to take in securing such funding. Steps will differ across the country and from school district to school district.
R-ISE provides these general guidelines to assist you in your efforts:
Contact the school district in which your school is located.
Ask to speak with the individual who oversees private school funding under ESSA and/or Title 2, Part A.
Complete the application process as required.
You can learn more about this program at the Office of Non-Public Education or by contacting R-ISE for assistance.
Individuals with Disabilities Education Act - Amended
In the United States, special education laws continue to affect private schools.
Author: Julie M. Lane, Ed.D.
In 1985, the Supreme Court ruled in Aguilar v. Felton that religiously affiliated schools were no longer to receive funding under Title 1, a law that strove to improve the academic achievement of children who were disadvantaged (Daughtery, 1999). Upon that ruling, the federal government began to question delivery of special education services in religiously affiliated schools. As a result, the reauthorization in 1997 stipulated that “students with disabilities in private and parochial schools do not have the right to receive the same level of services that they would have received had they been enrolled in public schools” (Individuals with Disabilities Education Act (IDEA), § 300.454). Although the law still allowed public schools to provide special education services, the decision was left in the hands of each state and district. This resulted in many public schools completely pulling funding and services to children placed in private and parochial schools by their parents (Daughtery, 1999). Since IDEA’s reauthorization in 1997, state and local districts have continued to either cut back on, or completely discontinue, services to private and parochial school children. Because the federal government has yet to fulfill its original intent of funding 40% of special education state costs, public schools reduced their financial obligations by reducing and/or cutting special education services to children placed in private and parochial schools by their parents.
As stated under the reauthorization of IDEA in 1997, the responsibility as to whether services are provided to a child in a private or parochial school is a decision made by each state or school district. Daugherty (1999) states that public school agencies may then “make their determinations as to the number of private school children with disabilities who will be served, and about the nature and extent of services to be provided” (p. 84). Thus, district professionals maintain the right to elect what services will be provided and to what extent.
In 2004, IDEA was reauthorized yet again (Daggett, 2014; DeFiore, 2006; Doran, 2013; Drang & McLaughlin, 2008; Durow, 2013; Eigenbrood, 2010; Lane & Jones, IP/2015a; Russo, et al., 2011). Although still commonly referred to as IDEA, the Individuals with Disabilities Education Improvement Act (IDEIA) again impacted children who had been placed in private or parochial schools by their parents. As under the original law and previous reauthorizations, children who had been identified for special education assessments were the responsibility of the child’s school of residence. IDEA 2004 changed the responsibility to the public school district in which the private school is located.
What we know is that private and parochial school special education program are becoming more and more available to families and children across the United States. In a recent review of research that has been published since 2000, more and more schools are actively providing a variety of levels of programming, finding creative way to off-set costs, and fulfill the needs of all family members within their schools.
In addition, parents continue to look for alternatives outside the public sector. Children are being enrolled in private and parochial schools due to the small student population and class size, a safer and more caring environment, and in hopes of finding educational success for their child (Bartholio, 2020; Blackette, 2011; Blackwell & Robinson, 2017; Boyle & Hernandez, 2016; Burke, & Griffin, 2016; Cookson & Smith, 2011; Crowley & Wall, 2007; Cunningham et al., 2017; Doran, 2013; Durow, 2013; Eigenbrood, 2005; Lane, 2011/2017; Lane & Jones, I.P/2015a/2015b/2014; Lane & Kinnison, 2014; Lane et al., 2019; Pirner, 2015; Sargeant, 2015; Scanlan & Tichy, 2014; Sopko, 2013; Taylor, 2005). Private and parochial schools are accepting these children for a variety of reasons, including economic.
For private schools – both religious and non-religious – there is no requirement to accept children with disabilities. R-ISE strives to educate and increase the awareness of the need and establishment of such programs so that all children belong. With more than 25 years of experience in assisting private schools throughout the United States, we hope that you will not just recognize the need to fully support families, but that you will take the steps necessary to do so.
Bartholio, C. W. (2020). Special education services in private faith-based and nonsectarian elementary schools. The Journal of Faith, Education, and Community, 4(1), 1-30.
Blackett, M. E. (2001). Recommendations for Catholic school administrators in facilitating special education services. Catholic Education: A Journal of Inquiry and Practice, 4(4), 479-492. Blackwell, W. H., & Robinson, J. M. (2017). School choice vouches and special education in Indiana Catholic diocesan schools. Catholic Education: A Journal of Inquiry and Practice, 21(1), 171-191. Boyle, M. J., & Hernandez, C. M. (2016). An investigation of the attitudes of Catholic school principals towards the inclusion of students with disabilities. Catholic Education: A Journal of Inquiry and Practice, 20(1), 190-219. Burke, M. M., & Griffin, M. M. (2016). Students with developmental disabilities in Catholic schools: Examples in primary and secondary settings. Catholic Education: A Journal of Inquiry and Practice, 19(3), 197-220. Cookson, G., & Smith, S. J. (2011). Establishing special education programs: Experiences of Christian school principals. Journal of Research on Christian Education, 20, 239-253. Crowley, A. L. W., & Wall, S. (2007). Supporting children with disabilities in the Catholic schools. Catholic Education: A Journal of Inquiry and Practice, 10(4), 508-522. Cunningham, M. P., Huchting, K. K., Fogarty, D., & Graf, V. (2017). Providing access for students with moderate disabilities: An evaluation of a professional development program at a Catholic elementary school. Catholic Education: A Journal of Inquiry and Practice, 21(1), 138-170. Daggett, L. M. (2014). “Minor adjustments” and other not-so-minor obligations: Section 504, private religious K-12 schools, and students with disabilities. University of Louisville Law Review, 52, 301-330. DeFiore, L. (2006). The state of special education in Catholic schools. Catholic Education: A Journal of Inquiry and Practice, 9(4), 453-465. Daugherty, R. F. (2001) Special education: A summary of legal requirements, terms, and trends. Bergin & Garvey. Doran, P. R. (2013). Parentally placed students in private schools: A brief review of United States policy and practice. The Journal of the International Association of Special Education, 14(1), 79-86. Drang, D., & McLaughlin, M. J. (2008). Special education services for parentally placed private school students. Journal of Special Education, 21(1), 3-11. Durow, W. P. (2013). Including and serving students with special needs in Catholic schools: A report of practice. Catholic Education: A Journal of Inquiry and Practice, 10(4), 473-489. Eigenbrood, R. (2005). A survey comparing special education services for students with disabilities in rural faith-based and public school settings. Remedial and Special Education, 26(1), 16-24. Eigenbrood, R. (2010). IDEA requirements for children with disabilities in faith-based schools: Implications for practice. Journal of Religion, Disability & Health, 14(4), 393-409. Lane, J. M. (2017). Special education staffing and service models in Christian schools. Journal of Research on Christian Education, 26(3), 225-236. Lane, J. M., & Jones, D. R. (in publication). Child find activities between public school personnel: Engagement, barriers, and experiences. Journal of the American Academy of Special Education Professionals. Lane, J. M., & Jones, D. R. (2015a). Child find practices in Christian schools. Journal of Research in Christian Education, 24, 212-223. Lane, J. M., & Jones, D. R. (2015b). Children with special needs: Enrollment practices in Christian schools. Journal of the Christian Institute on Disability, 4(2), 100-112. Lane, J. M., & Jones, D. R. (2014). Special education professional development in Christian schools. Journal of the Christian Institute on Disability, 3(2), 45-68. Lane, J. M., & Kinnison, Q. P. (2014). Welcoming children with special needs: Empowering Christian special education through purpose, policy, and procedures. Westbow Press. Lane, J. M., Kinnison, Q. P., & Ellard, A. (2019). Creating inclusive and hospitable Christian schools: Three case studies. Journal of Disability & Religion, 23(1), 1-22. Pirner, M. L. (2015). Inclusive education – a Christian perspective to an ‘overlapping consensus’. International Journal of Christianity & Education, 19(3), 229-239. Powell, M. A. (2004). Catholic high schools: Can inclusion work without significant publicly-funded resources? Catholic Education: A Journal of Inquiry and Practice, 8(1), 86-106. Russo, C. J., Massucci, J. D., & Osborne, Jr., A. G. (2000). The delivery of special education services in Catholic schools: One hand gives, the otherhand takes away. Catholic Education: A Journal of Inquiry and Practice, 3(3). Russo, C. J., Osborne, Jr., A. G., Massucci, J. D., & Cattaro, G. M. (2011). The legal rights of students with disabilities in Christian schools. Journal of Research on Christian education, 20, 254-280. Sargeant, M. A. A., & Berkner, D. (2015). Seventh-day Adventist teachers’ perceptions of inclusion classrooms and identification of challenges to their implementation. Journal of Research on Christian Education, 24, 224-251. Scanlan, M., & Tichy, K. (2014). How do private sector schools serve the public good by fostering inclusive service delivery models? Theory into Practice, 53, 149-157. Sopko, K. M. (2013). Parentally placed private school students with disabilities. Communication Disorders Quarterly, 35(1), 28-38. Taylor, S. (2005). Special education and private schools. Principals’ points of view. Remedial and Special Education, 26(5), 281-296.
What is Inclusion?
During my sabbatical in fall 2020, one of the philosophies I investigated was inclusion v belonging. What is it to be included? Belong?
Author: Julie M. Lane, Ed.D.
During my sabbatical in fall 2020, one of the philosophies I investigated was inclusion v belonging. What is it to be included? Belong? Both international and US private schools have the option to serve children with special needs. These schools can be exclusive; to deny children entrance into their schools. When we exclude children with special needs, we create a school community that does not reflect the societies in which we live.
UNESCO’s call for the rights of all those with disabilities, including those in schools, is a key topic in the work being done. Both international schools' research and UNESCO’s publications urge schools to develop inclusive schools. UNESCO defines inclusion as “all students can access and fully participate in learning supported by reasonable accommodations and teaching strategies tailored to meet the individual needs. The concept of inclusion is part of all aspects of school life and supported by culture and policy” (p. 6). According to the Convention of the Right of Persons with Disabilities (CRPD), people with disabilities are those with long-term impairments that create barriers to equal, active participation in society. This includes – but is not limited to – physical disabilities, learning disabilities, chronic health problems, sensory impairments, speech and communication disorders, psychosocial impairments, and behavioral and emotional disorders. UNESCO goes on to express the need for all countries to have a “sound definition” so that effective and measurable programming can be developed (p. 14). I find this quite interesting as United States' special education federal law does not define inclusion. Inclusion is what each state sees it to be as applied to their student demographics. So, what is inclusion? What are countries to use to determine what inclusion means to them?
I would also like to bring forth the idea simply means to be present. If we are simply present within a classroom am I included? To be a part of a classroom, within a community, within society, means that we belong. If we belong, then we play a part in the culture, activities, events, and interactions. If I am absent, then my presence is missed as I fulfill a role within my community. Therefore, are we to just include our students or are we to make them contributing citizens in our classrooms?
How to school in a pandemic? Views from around the world
Mark Lieberman, an Education Week journalist, reports what school systems around the world are doing in the midst of a pandemic.
Mark Lieberman, an Education Week journalist, reports what school systems around the world are doing in the midst of a pandemic. From a country that does not require masks at school, to the repercussions of a heat wave, and to the postponement of school until 2021, school systems are still determining what is best practices.
Rural Schools and Special Education Services: COVID-19 Creativity
More than 7 million children qualify for special education services in the US. More than 1 million of those children live in rural areas with no or limited Internet.
Author: Julie M. Lane, Ed.D.
More than 7 million children qualify for special education services in the US. More than 1 million of those children live in rural areas with no or limited Internet. Yet, through community involvement and dedicated educations, children in Owsley, Kentucky are being serviced.
Speech and Language Pathologies Get Creative in Texas
Speech and Language Pathologists (SLPs) in Austin, TX, are using a digital tele-therapy service to support students who quality for speech and language services. With the concern for students with disabilities regressing substantially amidst COVID, it is imperative services can continue.
Author: Julie M. Lane, Ed.D.
Speech and Language Pathologists (SLPs) in Austin, TX, are using a digital tele-therapy service to support students who quality for speech and language services. With the concern for students with disabilities regressing substantially amidst COVID, it is imperative services can continue. As we think about how to do special education differently, technology can help carry the load.
A Family Affair
During COVID-19, children with disabilities must continue to receive a free and appropriate public education (FAPE).
During COVID-19, children with disabilities must continue to receive a free and appropriate public education (FAPE). Providing FAPE in a virtual format can be highly challenging for students with a wide array of challenges. Abilities that we often take for granted must often be taught multiple times to children with disabilities.
Virtual Ground Rules & Understanding the Platform
Teachers continue to work diligently to find effective ways to teach children with disabilities. For children with mild to moderate disabilities, teaching the basic functions of the teaching platform, e.g. Google Handouts, Microsoft Teams, Zoom, Skype, can be an arduous task.
Teachers continue to work diligently to find effective ways to teach children with disabilities. For children with mild to moderate disabilities, teaching the basic functions of the teaching platform, e.g. Google Handouts, Microsoft Teams, Zoom, Skype, can be an arduous task. Just think about how someone has tried to teach you how to use an online program while they are guiding you virtually. Most of us can understand the struggle. Add a disability and being a child, and the frustration can multiple ten-fold. Here are some guiding tips for you as you teach and reteach in a virtual classroom.
OSEP Supplemental Fact Sheet
The Office of Special Education and Rehabilitative Services (OSEP) have provided a fact sheet to address the risks of the COVID-19 while serving the needs of all children with disabilities.
Author: Julie M. Lane, Ed.D.
The Office of Special Education and Rehabilitative Services (OSEP) have provided a fact sheet to address the risks of the COVID-19 while serving the needs of all children with disabilities. During this unique time, there are many questions about how to provide a free and appropriate public education through a virtual medium. There is no one approach. Each state and or local education agency, must make individual decisions on how best to meet the needs of their students. OSEP stresses the need to be flexible and innovative to meet the needs of children. If you have any questions or would like to collaborate with ADSE, please contact us at any time.
COVID-19 Questions and Answers
The Center for Disease Control has provided a Q & A document to help families and professionals understand obligations in serving children with disabilities during this challenging time.
Author: Julie M. Lane, Ed.D.
The Center for Disease Control has provided a Q & A document to help families and professionals understand obligations in serving children with disabilities during this challenging time. The CDC emphasis individuals contact their state or local education agency, the Bureau of Indian Education, or their local public health department to gain further clarification. The CDC also states the document is simply an informal guide. Parents and professionals need to “carefully study” the Individuals with Disabilities Education Act, the Rehabilitation Act of 1973 (Section 504), and the Americans with Disabilities Act (Title II). Please feel free to contact ADSE if you need further assistance.
IASE Hosts Biennial Conference in Vietnam
The International Association of Special Education will host its biennial conference in Vietnam on July 11 – 14, 2021.
Author: Julie M. Lane, Ed.D.
The International Association of Special Education will host its biennial conference in Vietnam on July 11 – 14, 2021. Learn about other countries’ special education practices and the cultural acceptance of children with disabilities. The practices of others often supply new ideas to enrich our own practices. Hope to see you in 2021!
Children with Disabilities Living in Rural Areas
The National Health Statistics Report, February 2020, continues to confirm the high rate of disability in rural areas across the US.
Author: Julie M. Lane, Ed.D.
The National Health Statistics Report, February 2020, continues to confirm the high rate of disability in rural areas across the US. The study reports children in rural areas have a higher rate of disability than their peers in urban areas. In addition, these children are less likely to receive health and education services as compared to their counterparts.
Special Education Programs Abroad
The US Department of State provides a list of overseas schools that provide special education services to children with disabilities.
Author: Julie M. Lane, Ed.D.
The US Department of State provides a list of overseas schools that provide special education services to children with disabilities. Below is the most recent list dated 2017-2018. If you have any questions, ADSE is happy to talk with you and to contact any of the schools on your behalf.
Native American Curriculum in Oregon
After much work by Oregon’s Department of Education, new Native American curriculum is being used to correct the past by providing complete and accurate teachings of the history of Native Americans in Oregon.
Author: Julie M. Lane, Ed.D.
Senate Bill 13 passed in 2017. After much work by Oregon’s Department of Education, new Native American curriculum is being used to correct the past by providing complete and accurate teachings of the history of Native Americans in Oregon. The curriculum will be used in all schools across the state.
CEC National Convention 2020
Join ADSE’s owner, Dr. Julie Lane Tudor, at the CEC National Conference in Portland this week. She will be presenting her latest research on international schools special education practices and stories.
Author: Julie M. Lane, Ed.D
The Council for Exceptional Children is a professional association in the US dedicated to advancing the success of children with special needs through advocacy, the setting of standards, and by providing professional development opportunities. One of these opportunities includes the advancement of international special education.
The Division on International Special Education and Services will be holding its annual conference in Dubai in June 2020. You can learn more by visiting their Facebook page.
In the meantime, join ADSE’s owner, Dr. Julie Lane Tudor, at the CEC National Conference in Portland this week. She will be presenting her latest research on international schools special education practices and stories.
Federal Government Still Does Not Fully Fund Special Education
To provide a free and appropriate public education to a growing special education population, school districts are struggling to cover costs. When will the federal government fulfill its obligation?
Author: Julie M. Lane, Ed.D.
When IDEA (P.L. 94-142) was passed, the federal government was to fund 40% of all special education expenses incurred by each state. As of this posting, the federal government only funds 18% of the promised 40%. Yet, special education costs continue to rise. With medical and technological advancements, more children with disabilities are being identified more frequently and surviving with substantial needs. To provide a free and appropriate public education to a growing special education population, school districts are struggling to cover costs. When will the federal government fulfill its obligation?
U.S. Supreme Court Leans Toward Support for Religious Education Aid
It appears Montana is denying equal treatment under the constitution as it applies to religious school aid.
Author: Julie M. Lane, Ed.D.
Refer to Trinity Lutheran Church of Columbia (Missouri) v Comer, the supreme court ruled that denying church participation in a state program was a violation of the ability to free exercise of religion. Now, the U.S. Supreme Court has heard Espinoza v Montana Department of Revenue. It appears Montana is denying equal treatment under the constitution as it applies to religious school aid.
In Arguments, U.S. Supreme Court Leans Toward Support for Religious School Aid
Judge Pares Down Arizona Tribal Students' Suit Versus U.S. Agency
The Havasupai Reservation located in the Grand Canyon’s deep gorge. Its elementary school is one of the most rural in the country and struggles to meet the needs of children with disabilities.
Author: Julie M. Lane, Ed.D.
The Havasupai Reservation located in the Grand Canyon’s deep gorge. Its elementary school is one of the most rural in the country and struggles to meet the needs of children with disabilities. Children with disabilities who attend Havasupai Elementary School are using the courts to receive their special education services. Yet, as with so many rural schools, the Bureau of Indian Affairs, which oversees the school, struggles to recruit and retain staff, find housing for staff, and overcomes the barriers of living in such a rural area of the country. The attorney representing the children, Kathryn Eidmann, stated she will continue the battle to secure the legally obligated service for the students.
ICS and Next Frontier Inclusion Report 2017
The study reflects on a study published in 2016 as well as introduces current special education programming practices in international schools. The report indicates more international schools are identifying as inclusive and or moving closer to embracing a culture of inclusion.
Author: Julie M. Lane, Ed.D.
I recently came across a report on special education programming in international schools. Similar to a study I am currently preparing for publication, I found the report insightful and hopeful. The report I located was funded through ICS Limited and entitled Inclusion in International Schools Global Survey 2017 by Dr. Ochan Kusuma-Powell, a founding member of Next Frontier Inclusion.
The study reflects on a study published in 2016 as well as introduces current special education programming practices in international schools. The report indicates more international schools are identifying as inclusive and or moving closer to embracing a culture of inclusion. Categories of disability areas served mirror high incidence disabilities around the world; disabilities in reading, writing, and math (often identified in the area of learning disabilities), children with attention deficit/hyperactivity disorder, and children who fall on the autism spectrum as high functioning. The report also includes admission practices, special education delivery models, training of staff member, and much more.
You can request the full report at https://www.iscresearch.com/resources-state-of-the-market-reports.
Beginning the Search for Professional Services
The use of these tools will help a parent focus on the issue being experienced, set goals related to the issue, and analyze the results of interviews with potential providers.
Author: Deborah Mercier, Ph.D.
The realization that a child needs medical, psychological, or academic assistance is often accompanied by an emotional parental response. Feelings include, but are not limited to: frustration, self-doubt, guilt, anger, and even grief. It is normal and natural to feel strongly about a child’s needs. It is not unusual to feel overwhelmed and inadequate. The good news is that these emotional responses can be a source of motivating energy throughout the search process. Identifying and exploring feelings and incorporating them into an active search for a support network helps to ensure that the professional(s) ultimately selected to work with the child will be individuals who respond in a manner that is supportive to both parent and child.
Three Focus Worksheets have been developed to assist parents in search of professional services. Although these worksheets were specifically developed for parents who are searching for academic support, they can easily be adapted by parents who are looking for other support services. The use of these tools will help a parent focus on the issue being experienced, set goals related to the issue, and analyze the results of interviews with potential providers.
Keep in Mind: Parents are the ultimate experts when it comes to their children. Trained professionals should work in concert with parents, respecting their viewpoints. It is crucial that the professional selected to work with your child respects your beliefs, while providing support and exercising his/her professional talents. Pick a knowledgeable professional who sets you at ease and inspires confidence.
Becoming the Expert on Your Child’s Needs
First: Never underestimate the first-hand knowledge you have about your child. You can visit many professionals and secure a wide range of “expert” opinions and services, but your parental “gut feeling” is often the most trustworthy source of inspiration when it comes to the most appropriate action to be followed as the child grows up.
Second: Do your homework but keep a balanced view! Expand your knowledge base by joining a support group, attending a seminar, reading, and talking extensively with other parents and experts with whom you come in contact. Keep in mind, however, that your child is a unique individual and that the information you come in contact with will relate in varying degrees to your own situation.
Third: While it is becoming increasingly easy to find information on a wide range of topics related to the special needs of children, it is becoming increasingly difficult to determine the merit of such information. Look for information that is based on sound, scientific research. If a program sounds too good to be true, it probably is!
Preparing the Child for Extra Help
You will want to ask your chosen professional provider how he/she will approach the initial services for your child and then share that information in terms the child can understand. Springing the first meeting on the child is not recommended, nor is bringing up the subject weeks in advance. Both approaches can increase the anxiety level of children. Describe the impending services as a bonus or gift of assistance to the child and avoid any indication that something is “wrong” with the child or that he/she is “lazy.”
Keys to Getting the Best Value from Professional Providers
Communication between you and the professional provider must be open and honest. Keep the provider informed about your child’s reaction to sessions and pertinent experiences the child has between visits. The provider should appreciate this knowledge and use the feedback to enrich the therapy sessions. Check with your provider on the preferred method of communication: email is emerging as an efficient tool for sharing insights, but your provider may have a different preference.
Work with the provider to set realistic, incremental goals. Resist the temptation to treat problems prematurely. Ask the provider to keep you updated on your student’s progress so that new goals can be set in motion as previous goals are achieved.
Consistency is crucial to getting the most value from your investment in professional services. Make sure that your child is rested, well-fed, and emotionally stable on the days of his/her appointments. Make sure you get the service you are paying for by arriving on time with the proper materials in hand. Understand and abide by your professional’s cancellation policy. Keep an eye on your future schedule and apprise the professional of future scheduling conflicts.
When it is Time to Take a Break
Although consistent professional support ensures steady progress, there are times when taking a break is desirable or necessary. Perhaps everything is going along quite well or the child has an opportunity to enjoy an extracurricular activity that will enhance his or her skills in another area. Financial issues may also be a concern. The key to taking a successful break from services is to lay the groundwork carefully.
Some time before the break begins, meet with the professional to review progress and ensure that remaining sessions are planned so that current goals can be completed in a timely fashion. When it is time for the break to begin, discuss the matter with your child, congratulating him/her on progress made and purposefully leaving the door open for a future return to services. Children need to feel good about what they have achieved and at the same time they need to know that challenges of various types occur as time passes. The possibility of taking advantage of the professional’s services at some future time should be regarded positively and never as a sign of failure.
Coping with your own Emotions
As mentioned previously, it is normal for parents to experience a wide range of emotions when dealing with challenges being experienced by their children. The first step in coping with these emotions is acknowledging them as part of the process. The second step is realizing that the presence of emotions does not have to stand in the way of progress. Little by little you will learn what you need to know and find solutions to current and future challenges.
One particularly damaging emotion often felt by parents is guilt. I often hear parents express guilt by making statements such as “If only I had sought help sooner.” “If only I had not done this or known about that…” The plain and simple truth about “If only” statements is that parents seek help and the right solutions present themselves when the time is right for that particular family. Nothing can be gained by beating oneself up over the past. Answers are forthcoming when one concentrates on the present situation and looks forward with positive anticipation to the future adventure of parenting.