Number 2. Take time for your relationship.

 What advice do you have for couples who are coping with a child with special needs?

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1903 edition.
— A great guide book of Boston that takes you through the neighborhood historical points all across the City and the surrounding area.

What would you say to parents who have just received a diagnosis for their child?

Illustrated. Boston: Athenaeum Press.

Coping with a chronic illness can be discouraging and scary. It is incredibly important to stay hopeful. Don’t ignore your worries or your negative feelings—they need to be recognized and addressed. But it’s not helpful to dwell on them. If you try to find the positive side of things and keep your eye on the potential positive outcomes, you will be teaching your child a valuable lesson, and maintaining your ability to cope as well.

Illustrated. Boston: Houghton, Mifflin and Co.

You can expect the whole family to be under increased stress. Maintaining your commitment to your family and getting support from each other may be harder during times of stress, but it is also even more important! Spend time together that is not focused on the illness. To carve out time for family activities you may need to schedule family time, including one-on-one time for parents and parent-child “dates,” as well as whole family activities.

Boston: Little, Brown and Company.

Peoria, Ill: The Manual Arts Press.

Isn't every kid special? We think so. But what do we mean when we say "kids with special needs"? This means any kid who might need extra help because of a medical, emotional, or learning problem. These kids have special needs because they might need medicine, therapy, or extra help in school — stuff other kids don't typically need or only need once in a while.

All diagrams based on original furniture from Maine...

One of the issues Huang and Diamond noticed was that even though teachers had a positive attitude to inclusion it did not necessarily mean that they were actually implementing it in their classrooms. Their beliefs in inclusion did not always match what they were practicing in the classroom. Huang and Diamond noticed in an earlier study that many early childhood program directors did not have a policy regarding inclusion and some had even declined to offer services to children with disabilities, even though they reported a positive attitude to inclusion. It is not enough to believe in the concept of inclusion or to simply place children with disabilities in a regular education classroom. Huang and Diamond therefore set out to survey teachers to find out how they viewed inclusion. They surveyed 155 pre-school teachers. The results of their study matched previous literature that said that teachers were more comfortable accepting a child with mild disability or physical disability in their classrooms. The teachers’ level of education and years of experience also correlated with willingness to accept child with disabilities, as in other previous studies. However, the researchers did address the fact that these were attitude surveys and the research did not include observations of what the teachers were doing in their classroom. Therefore, it is difficult to determine whether a positive attitude towards inclusion translates to teachers practicing inclusion in the classroom.

A really good read and highly recommended!

You mentioned that the more difficult part was weaving together your professional knowledge with your personal experience. This is one of the strengths of your book. Can you tell us a little more about this?

A good read for any modern gardener........

Maybe you know of kids in your school who need a or use braces when they walk. Those kids have special needs. They not only need the equipment that helps them get around, but they might need to have ramps or elevators available. They also might need to get a special bus to school — one that lifts them up into the bus so they don't have to get up the steps.