Road Map for a Dream

by mlegr88 on September 16, 2013 - 7:34am

Road Map for a Dream, written by Amanda Fenlon, elaborates on key ways of how to make transitioning into school easier for those who are dealing with both physical and mental disabilities. Fenlon points out four different suggestions and steps to what she feels can help make the transition much easier. The steps include: Dream Big, Make a Road Map, Communicate in Advance and Stay in Touch. Dream Big says that regardless of your child’s health believe that they can achieve anything, set long term goals for where you hope to see them in the future and never give up on helping your child reach those goals. Make a Road Map is planning on how your goals will be reached, creating a vision of how actually you and your child can get there from here. Communicate in Advance is all about getting your child, and even you, familiarized with the new surroundings and new teachers. Lastly, Staying in Touch mentions that ongoing communication after your child has started school, with reports and meetings will help the new team and parents feel that this transition has been effective. In the end, after all of this steps have been implemented your child can have a much more positive transition into school.

In my opinion the section of the article that I found to be most important and effective in not only a transition to school but also simply in life, was about communication. Without communication daily life activities are nearly impossible. Pertaining to the articles main idea of transition into school for those with disabilities, communication was still the most important aspect because getting the child acquainted with their surrounds and people who will be working with them every day will lessen their anxiety. Communication sparks and runs how we live our lives, how we get jobs, how we travel from one place to another and how we learn. Without communication life would be, non-existent.

 

 

Key words: Education of children with disabilities 

Comments

This is an excellent post. I agree with the context of the article in saying that children dealing with developmental disabilities can have a much easier transition to starting school with these steps. When reading this post, I thought about my god brother—who also autistic. My aunt also followed this similar guide to helping the transition when he started school 3 years ago. She created a schedule for him when he wakes up & gets ready for school, his agenda after school, & a set of rules he has to follow when in school. His dream is to become more involved with sea animals. After reading this, I would definitely love to share the knowledge attained with my aunt & help her with creating his specific goals & laying-out what exactly needs to be done in order to reach them. Although he’s only 8—his grades & performances in school are the building blocks to his success later on in life. This is a great post and I’d like to see you take this further by looking at some studies of the effectiveness of these steps.

Great post! The four steps Dream Big, Make a Road Map, Communicate in Advance and Stay in Touch, are extremely important in dealing/handling a child with developmental disabilities that is in school or trying to get there. Since there are so many obstacles that these children have to face everyday to even get to school and successfully make it through the day its extremely important to set goals that are attainable but yet also involve some challenges along the way so that the child is able to grow and learn different concepts. I have to agree that communication between the teachers and parents is unbelievably important! If they don't work together as a team to create the best learning environment for the child both at home and at school, the child will regress and never fully achieve any goals that both their parents and teachers have set for them. The reason i can relate so well to this topic is my cousin who is 13 has severe autism where he doesn't speak at all. He goes to a school that specializes in severe developmental disabilities where over 3/4 of the school has some type of autism, and the other 1/4 having either down syndrome or cerebral palsy. I have watched my aunt communicate with the school multiple times to achieve the best program at school that fits his needs, and also routines that can be worked on at home with him so that he can advance his education and therapies. I have helped her multiple times with different therapies at home for him, example being simple matching games, painting in the lines, and learning simple household chores. For severely disabled kids these are considered "therapies" because it is something that they don't know and are going to have a hard time doing, but with work, practice, and support they can defiantly achieve mastering specific tasks such as these. I agree with aller1 that i'd love to see you take this a step further to include specific studies on how these steps affect disabled children and how effective they actually are.

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