Library Series Focuses On Special Needs

By Nancy K. Crevier

An audience of nearly two dozen gathered in the meeting room at the C.H. Booth Library Tuesday evening, October 28, to listen to a panel of children’s special needs experts discuss developmental stages in young children, and behaviors or signs that can indicate a problem.

“Is Something Wrong?,” the first in a series of three programs addressing childhood delays in language, social skills, and learning, was the collaborative effort of children’s librarian Alana Bennison and library program director Kim Weber, moderated by Danbury school psychologist and Newtown resident Joan Nash.

In her 22 years of experience as a school psychologist in Michigan and Connecticut, Ms Nash said that she has seen an increase in the number of special needs children that come into a school system, but also that the identification of special needs children has significantly improved over the years.

“We are better now at identifying needs that weren’t identified years ago, or that fell between the cracks of labels,” said Ms Nash. “We are better at understanding what those needs are and what works in addressing those needs. When special needs are met, these children do make progress,” she said. For developmental issues that are not readily apparent, it can be difficult for a parent to determine if there is a problem, said Ms Nash. “Oftentimes, a parent identifies an issue, but a parent is so close to the issue it may be hard to see what is really going on. The child’s pediatrician, child care worker, or preschool teacher may be the ones to bring the issue to light,” she said.

In addition, she hoped that the low-key setting of this series would provide a comfortable format for caregivers seeking information and reassurance concerning special needs.

At the meeting night, Ms Nash was joined by a panel consisting of five other developmental specialists. Nonna Neal, a special education teacher in the Danbury School System, has been teaching for 27 years. Ms Neal teaches preschoolers on the autism spectrum. Rose Coladarci is a licensed clinical social worker currently providing social work services to children in preschool through fifth grade. Ms Coladarci is a former director of the Children’s Bereavement Center in Danbury, as well. A speech pathologist since 1978, Mary Connell worked with the Connecticut intervention program, Birth to Three Services, for 16 years, and presently provides speech and language services to children in preschool through fifth grade.

 Lynn Friebel has been a practicing occupational therapist for 25 years and is the owner of Therapy Kinections, a pediatric occupational therapy practice in Southbury specializing in holistic therapeutic approach. Sara Rutledge, also an occupational therapist, with background in school health and private clinical services, rounded out the panel.

Following a brief introduction by each of the panelists about her particular specialty, Ms Nash opened the floor to a question and answer session focused on discerning “normal” development from developmental issues that need to be addressed. Agreeing with Ms Nash, Ms Coladarci and Ms Connell said that a parent’s intuition is generally on target, in response to an audience member’s concerns.

“Every parent worries if their children are ‘normal,’ but sometimes we have a gut feeling that something is ‘off,’ and wonder where to go from there,” said Ms Coladarci. “You are the best advocate,” she told the audience of caregivers. “Ask questions until you get answers that you understand.”

Ms Connell emphasized, “Parents are usually pretty on if they think something is wrong, or there is something about their child that they are uncomfortable with. You have to follow that instinct. For all of the children that we see, intervention as early as possible means an improvement will be a little bit quicker,” she said.

The experts assured those present that there is, however, a large range of “normal.” Milestone charts should be used only as a guide, they said, with professional evaluation utilized if there are any concerns.

Parents often key into problems, said Ms Friebel, whose sensory integrative approach observes how a child reacts to the environment. A somewhat new approach, sensory systems recognition can identify children who may be excelling academically, but who “meltdown” at home. Oversensitivity to the environment can present as a behavioral problem, for instance, said Ms Friebel. In the “safe” home environment, parents may be the first to see the poor behavior and social disruption. It is vital to keep bringing up such issues to teachers so that accommodations can be made to ease such children through daily routines and decrease their sense of frustration and acting out at home, Ms Friebel said.

As occupational therapists, Ms Rutledge pointed out that she and Ms Friebel try to “peel back the layers and look at early development.”

A strong parent/teacher connection is important to the success of teaching special needs children, as well, said Ms Neal. “As children get older, parents tend to get less involved, but they play a vital role in a child’s success at school. Teachers coordinate your child’s education, so you must be aware. The teachers and parents must have a partnership,” she stressed.

There are early signs that a parent may notice, said Ms Neal, that indicate intervention is necessary. “Limited eye contact; social reactions; restricted interest, such as playing with only one toy or even one part of a toy, fixating on one subject; impairment of speech and language; not understanding nonverbal cues, are all signs that may signal a problem,” Ms Neal said. Other signs indicative of a problem include poor imaginative play, limited social interaction, and gestures that are not developed. Even very young children should want to share with each other and their families, she explained.

“Be concerned,” added Ms Connell, “if a child is not understanding. There should seem to be a desire to communicate. When a child doesn’t care if you know what they want or not, that’s a huge red flag.”

Particularly for children who are not easily identified, parents must be persistent in getting help from schools, said the panel members. “Trust yourself,” said Ms Coladarci. “Keep asking.”

A variety of informational handouts for special needs resources in the area was made available for attendees.

The free series continues Tuesday, November 18, at 7 pm, when Charlie Monas, director of pupil services in Danbury, and Ann Rose, child advocate and attorney, present “How To Get Help.” On Tuesday, December 2, at 7 pm, the program will be “Learning About Additional Services in the Community.” Lynn Friebel will return, along with music therapist Barbara Baker, aquatic physical therapist Gina Bradbury, and pediatric occupational and recreational therapist Cindy Freedman. The discussion will center around special talents often found in children with special needs.

To register for the free programs, call the C.H. Booth Library at 426-4533.