What is Inclusion?

21 Jul

Before 1975, students with disabilities were mainly educated away from their peers.  They were not given the same quality education that non-disabled students were receiving, if they were receiving any at all.  For the most part our education system was failing our children with disabilities.  The Education for All Handicapped Children Act (1975) was the first legislation that said that all children deserve a free and appropriate education (FAPE) in the least restrictive environment (LRE).  In plain language, this means that for the first time the government was recognizing the equal rights of children with disabilities to receive a quality, free education with their non-disabled peers.  While it took 15 more years until the Individuals with Disabilities Education Act (IDEA) would be written and real change would occur, that 1975 act was the first step toward educating all children in our country.  The idea of including students with disabilities to the greatest extent possible was born out of these federal acts and is referred to as inclusion.

Inclusion is when special education services happen while the child is in the general education classroom (not in a special education classroom). It is a philosophy that brings disabled and non-disabled students together and creates an environment of acceptance and belonging for all students.  Inclusion allows students with disabilities access to the same education as non-disabled students, while giving them the supports that they need to be successful.  Students that are in inclusion programs usually have access to more challenging and engaging curriculum.  They are also learning to be a part of their community and are teaching other students to be more accepting of other’s differences.

While the principles of inclusion are wonderful, it is not always successful.  Inclusion must be carefully implemented so that that the students that qualify for services are still getting what they need.  Teachers who teach in inclusion classrooms are taught to differentiate their instruction.  This means that all students are given instruction based on their needs.  Usually, teachers will use less whole group instruction and work with small groups of students instead. Sometimes there will be a teacher’s assistant in the room to help and at other times there will be a special educator there as well.  Some students do not benefit from total inclusion (meaning being in the general education classroom 100% of the day) because they require services that need a separate setting.   This is called partial inclusion.  I think it is safe to say that almost all students do benefit from some inclusion throughout their day.  Research has found that  students in an inclusion program generally have higher academic performance and better social skills than those not in inclusion.

While schools are obligated to educate students in the least restrictive environment (LRE) under the federal law, they sometimes do not do so.  It may be easier or cheaper for them to educate children with special needs in a separate setting.  Sometimes it is more beneficial to the child to be in a classroom or school that is designed to meet their needs .  As a parent, you may want your child educated separately for your own reasons.  Your child may want to be educated separately for their own reasons.  Your child’s team (which includes you and maybe your child- if they are old enough) will be able to best decide what placement is right for your child.  You may not agree with the majority of the team’s choice for your child.  That’s okay, you have that right.  I suggest that you research inclusion and separate settings (classrooms and schools) so that you can make an informed decision for your child.  You should also observe the two types of settings in your school district so you can see for yourself what your child’s placement will be like.  The placement of your child is a very important decision and you would serve your child best by being informed before you are asked to make a choice.

Emotional and Behavioral Disorders and Special Education

20 Jul

Some children have disabilities that affect their ability to behave in the expected way while at school.  For some of these students, their educational performance is affected and they may qualify for special education.   A child with an emotional and/or a behavioral disorder (EBD) that qualifies for special education will have special protections given to them that other students will not have.  If you suspect that your child may have EBD, or they have already been diagnosed, you may want to think about getting them qualified* for special education services to protect them.  Without a special education (sped) qualification, some students with EBD will be punished for behavior that it out of their control.  Some students are even suspended or expelled from school for their behaviors.  Most parents do not want to see their child miss out on their education because they have a disability, but are unsure how special education professionals can help their child.

Some children with EBD have externalizing behaviors.  This is acting out behavior that gets them into trouble with authority figures.  A child that is receiving sped services will not be able to be suspended for more than 10 days in a school year, or expelled, without a hearing to decide if the behavior is a result of their disability.  Also, if your child’s disorder becomes too acute for the school to handle, the school will have to place them in another educational setting. Other children have internalizing behaviors.  These are behaviors directed at themselves, such as feelings of self-hatred, depression, or suicidal thoughts.  Most schools have professionals on staff that can help students deal with these kinds of behaviors while at school. If the school cannot help the sped student with internalizing behaviors with the resources they have, the school will have to offer an alternative educational placement.

What children with EBD qualify* for special education?

Students must have a behavioral or emotional disturbance that will last over a long period and to a degree that it is affecting their ability to achieve at school.  What this means is that if a child experiences an emotional shock (such as a death of a parent) and begins to act out, they would probably not qualify for sped because they haven’t been experiencing the disturbance over a long time and the effects of the shock may improve.  Also, the disturbance must be severe enough that is affecting the students ability to do well in school.  For example, a student that is mildly depressed may have some difficulties, such as a poor self-image, but they may not be severe enough for them to need special services while at school.  Here are 5 factors that will qualify a child with EBD for sped services:

1.  Low academic achievement that cannot be explained by another reason (such as a learning disability)

2.  Low social skills (can’t keep up relationships with peers and teachers)

3.  Unexpected behavior in normal circumstances

4.  Depression or pervasive unhappiness

5.  Fear and anxiety associated with school issues

Specific illnesses that qualify children with EBD are:  attention deficit hyperactive disorder (ADHD), anxiety disorder, schizophrenia, obsessive-compulsive disorder (OCD), oppositional defiance disorder (ODD), depression, and bipolar disorder.

*For more information about qualifying your child for special education, see earlier posts.

What is a Core Evaluation? (Educational Evaluation Description)

12 Jul

These are the components of a comprehensive educational evaluation (or core evaluation). Of course, not every student would be given all of these individual evaluations, but a good evaluation should produce a complete profile of your child as a learner and include more than one assessment. I believe that each student that is suspected of having special educational needs deserves to have a comprehensive evaluation that looks at each area of suspected need in an in depth way. I do not believe that adequate educational plans can be written without a complete learning profile of each student evaluated. A learning profile shows a child’s learning strengths and weakness and details ways in which your child would learn information best.

Here is a list of what a comprehensive educational evaluation could include:

History of the Student This section of the evaluation should include the results of previous testing and instructional approaches tried with the student. Information should be gathered from a review of the student’s records, such as cumulative folder, report cards, and standardized testing scores. Information should also be included about the child’s health and development, such as was the child born prematurely and did they reach developmental milestones at the expected ages.

Language Evaluation This section of the evaluation should include the results of testing in all the areas of language: reading, writing, listening, and speaking. Reading areas that should be tested are phonemic awareness, phonological processing, phonics, and reading comprehension. A writing evaluation should include spelling, handwriting, sentence organization and cohesion, and conventions. A listening (or receptive language) evaluation would include following directions and listening comprehension tests. A speech and language evaluation would look at the student’s ability to correctly make sounds and say words and their ability express themselves in a variety of situations.

Math Evaluation A math evaluation measures a student’s mathematical reasoning skills and their number concepts and intuition. A math assessment would look at the following areas: number sense, functional and applied mathematical skills, problem solving, calculation, and the meaning and relationship of algorithms.

Cognitive Evaluation This area of the evaluation would measure the student’s brain functions and assess their potential to learn new skills and information. Areas that may be assessed are working memory, executive function, visual-spatial processing, problem solving, pattern recognition, abstract reasoning, and intellectual ability.

Emotional/Behavioral Evaluation This part of the evaluation would include information about the child’s emotional state, self-concept, and ability to maintain expected behavior and adherence to the rules of school. Areas that may be assessed are anxiety, attention span, hyperactivity or arousal level, impulsivity or self-control, defiant or non-compliant behavior, and depression.

Health Evaluation This evaluation would be included if a student is suspected of having a health-related issue that is effecting their ability to access the curriculum. The student’s pediatrician or a specialist in the area of concern usually does this evaluation. Types of health evaluations that can be done are vision or hearing evaluations, neurology, respiratory, or developmental.

Occupational or Physical Therapy Evaluations These types of evaluation are done is a student is suspected of having a delay or disability in the area of fine motor (such as tasks involving the use of the hands) or gross motor skills (such as tasks involving the use of the legs and feet). More increasingly, occupational therapy evaluations are including sensory integration assessments that measure a student’s under-reactiveness or over-reactiveness to sensory stimuli.

Good luck and remember that a good educational evaluation should produce a profile of your child’s learning strengths and weakness, as well as the ways in which they would learn best.

Special Education, School Accommodations, and the 4 Cs (via Sensory Smart Parent Blog)

11 Jul

Special Education, School Accommodations, and the 4 Cs The New York Times has an interesting article on special education accommodations in two highly praised NYC charter schools. Schools that receive federal funding must provide special education services (although a notable exception is the voucher/"choice" program in Milwaukee Public Schools; there is a lawsuit pending because the "choice" isn't really a "choice" if your child has an IEP–the schools get to cherry pick and they rarely take special … Read More

via Sensory Smart Parent Blog

Settling a Disagreement with Your Child’s School

11 Jul

More than likely there will come a time when you disagree with your child’s school about what is best for your child (if it hasn’t happened already). Sometimes you will have a different vision for child than their school does. You know your child better than they do, you see your child in many different settings (they see them only at school). You know your child’s dreams for the future and you want to help them obtain them and you should. You are your child’s best advocate!
That being said, if you disagree with something you child’s school says or does in regard to your child, you should speak up and voice your opinion. I suggest that you always speak up quickly, do not let an issue go for several days or weeks and then complain. If you are dissatisfied, you need to give the school a chance to fix the problem right away. On the other hand, you may not want to speak up until you have had a chance to get all the information and think about it for a bit. Sometimes when we speak immediately our emotions get the best of us. You want to always act in a professional and rational way. If you don’t, you risk losing your credibility with the school staff. You become “Crazy Mom/Dad.” You don’t want that label. Besides, you want the school to know that you are only trying to get the best for your child and you do not have a personal score to settle with them. Likewise, the staff should communicate with you in professional way.  However, if a school staff member treats you with disrespect, you need to let them know you will not tolerate such treatment. Immediately call that person’s superior and file a complaint.
If the school does not solve the problem to your satisfaction or denies there is a problem, you would then take your disagreement to the next level…a letter. I would write a letter to the person you have communicated with and send a copy to the principal (or the asst. Superintendent if the principal is the person you are disagreeing with). In the letter, I would restate the disagreement, state how you attempted to solve it and ask that another attempt at a resolution be made. Usually, this is enough for the school to know you are serious about your complaint and they will attempt to come to a resolution with you. If your letter does not work, I would then ask for a meeting with all parties to be present (reconvene your child’s team). If a resolution is not met at the team meeting, you should put your complaint in writing to the school again and ask for mediation. Be aware that you may have to revoke your permission you gave for the IEP to get mediation and this will affect your child’s services. Be sure that the disagreement is worth the fight before you take this extreme measure. Remember that if you go to mediation, there is a chance you could lose.

Good luck and remember you are your child’s best advocate and to always be rational and professional in all your dealings with the school.

Requesting an Educational Evaluation: How to Get the Right Evaluation for Your Child

11 Jul

If you decide that your child needs an educational evaluation, you will have to put a request in writing to your school.   The wording of your letter is important and can determine the quality of the evaluation your child gets. If your letter simply asks for an evaluation to be done, and does not specifically state your concerns, your child may receive a very basic evaluation that does not assess the specific areas you are concerned about.

I recommend you ask for as many assessments as you think your child needs in that letter.  The more extensive the evaluation is, the better chance that an accurate diagnosis will be made. A good evaluation should produce a very detailed picture of your child’s learning profile. It will state their strengths and weaknesses, and should compare them to other children their age. It should include formal assessments, such as a cognitive test (sometimes called IQ test) and an educational achievement test. The evaluation should also include some formal tests in the area of concerns for your child. So if you are concerned about your child’s reading ability, the school should have administered a formal reading test, in addition to the educational achievement test. The evaluation should also include some informal assessments, such as an interview with you and/or your child , an observation, and a collection of work samples.

In order to assure that this gets done, you need to send a letter that is very specific about your concerns and what you want areas you want assessed during the evaluation. Areas of possible concern could be reading, math, writing, spelling, phonological (letter sounds) processing, sensory processing, attention, behavior, emotional needs, speech, oral language, social skills, self  image/concept, motor skills, hearing, vision, and cognitive processing issues/memory (this not a complete list of possible issues that affect school-age children).

Here is some sample language that you can use in your letter requesting an evaluation:

  • This letter is a request for an educational evaluation to be done on my child__________.
  • I am requesting this evaluation to be done because I suspect that ________may have a specific learning disability in ______.
  • I am requesting this evaluation because ______ has failed to make academic progress and I suspect he/she may have a disability in the area of________.
  • Because of my suspicion that _______ may have disabilities in the areas of _______, I am requesting that as part of the evaluation,  _______ assessments be done. [Be specific here. Use the list above as a guide or research other possible disabilities.

An evaluation that is not very thorough will only include an educational achievement test and perhaps a few other informal assessments (such as a classroom observation). While some good information can be obtained through an achievement test, they usually do not pick up on specific learning disabilities because these tests look at a very broad range of academic areas. Also, the test results can be interpreted different ways by different people, depending on their experience level and directives from their superiors (meaning some school systems will deny services to children that score in the low range on achievement tests because of budget constraints). Also, your child may have other issues impacting their ability to achieve, such attention, sensory, or emotional issues.  Therefore, you want your child to have a range of assessments given to them so that no one test will be used to decide if they need special education services.

There are laws about the amount of time the school has to complete the testing once they receive your letter, so find out what that time line is in your state. Once the testing is complete, you should get a copy of the results a few days before the meeting with the school.  If you feel that your child did not receive a comprehensive evaluation from the school, you need to tell them right away verbally and in writing. The school will then have to discuss with you either doing further testing themselves or paying for an outside evaluation.

Good luck and remember to be specific about your concerns and what kinds of evaluations you want done.

What is an IEP?

13 Jun

IEP stands for individual education plan.  It is a plan for how to educate a student that has qualified for special education because they have a documented disability and it is impacting their ability to be successful at school.  An IEP is written by a team of people that includes the parents of the child, the general education teacher, the special education teacher, educational therapists (speech and language pathologists, occupational and physical therapists, school psychologists, etc.), and sometimes an administrator from the school or special education department.  The basic process for getting a students on an IEP is to first refer them for testing.  This testing is suppose to answer the following questions:  1) Does the student have a qualifying disability? and 2) Are they making sufficient progress?  If the team decides yes to question one and no to question two, then the student has qualified for special education and an IEP will be written.

The parents will be asked to come to a meeting where their child’s IEP will be planned.  The parents will have input into the accommodations given to their child, the goals that the teachers will have for them, the amount of time spent giving the child special services, when the child will be removed from their classroom, and the type of classroom they will be placed in.   Parents have the final approval on the IEP.  If the school staff and the parents disagree about any aspect of the IEP, they should try to resolve these issues at another meeting.  If they cannot resolve the issues, then the parents or school can ask for an independent mediator to help them resolve the issues.  In some cases of extreme differences in opinion, the issues will be resolved at a hearing.

An IEP will have the following sections:

1.  Student Strengths and Evaluation Results This section reports the testing results and what areas of strength your child has.

2.  Present Level of Educational Performance: General Curriculum and Other Educational Needs This is where accommodations for the general education classroom are listed.

3.  Current Performance Levels/Measurable Goals  This section tells how your child is performing in school, what areas the teachers will be focusing on for improvement and how they plan to do it.

4.  Service Delivery This is a chart that states who will be working with your child, where, and for how many hours per week.

5.  Nonparticipation Justification If your child will be removed from the class for any reason, this section explains why.

6.  Schedule Modification In this section the team can decide to make a student’s school day or year longer or shorter and states why this decision was made.

7.  Transportation Services This section states if the student will need special transportation.

8.  Assessment  In this section, the team will decide how to best test this student and list the testing accommodations they will use.

For more information on IEPs see “Does My Child Really Need an IEP?”

Getting What Your Child Needs at School

11 Jun

What Every Teacher Would Love to Tell You but They Can’t

Your child is struggling at school and the teacher calls you in for a conference.  She tells you that she is concerned about your child’s progress, but you leave the conference with more questions than when you got there.  Does my child need special education services?  Why didn’t the teacher just come right out and suggest it?  Most likely it is because, like many teachers, she’s under pressure not to.  She may be trying to get you to make a special education referral for your child without saying it out right.  You may have mixed feeling about special education and be confused about what your child really needs.  As a teacher, I can tell you that if she’s called you in for a conference, you have reason to be concerned and should, at the very least, investigate her concerns.

A teacher can make a special education referral for a student, but it’s preferrable for the parent to do it.  There are two reasons for this.  The first is that it takes longer for a teacher to make the referral.  A teacher has to go through a process of trying different things and documenting if they are successful or not.  This can take several months to do.  If a parent refers their own child, the testing starts within 30 days of your written consent to testing.  The second reason it is more preferable for a parent to refer their own child is that some school systems subtly pressure teachers not to refer students for special education.  SPED costs a lot of money for public school districts and they are obligated by federal law to offer these services to any child that qualifies.  The only way for a district to keep their SPED costs down it to qualify less students.

What Will Happen If I Don’t Refer My Child for SPED Testing?

Your child’s teacher can help them if you don’t refer them for SPED testing.  Many schools have a way to help general education students that are struggling.  It is often called RTI (response to intervention) and it can be helpful.  The classroom teacher may be the one to give the intervention (extra help) or it could be a teacher’s assistant, a Title One teacher, a reading or math coach, or other qualified school staff member.  All good intervention should include regular assessment to be sure that it is working.  As the parent, before agreeing to intervention services ask:

  • How much intervention will my child get? ( Once a week for 30 min. is not enough.)
  • Who will be providing it?  (It should be a qualified, trained person.)
  • How will they know it is working?  (They should be assessing every few weeks.)

Realistically, they can probably fit this extra help into your child’s schedule about 3 times a week for 30 minutes.  Do not allow this extra help to be provided by an untrained staff member, it may end up being a waste of your child’s time.  Ask for the assessment results to be sent home so you can keep track yourself.  This kind intervention is enough for some student’s to be brought up to grade level in reading or math.  However, for some it is not.

If your child’s school is providing this kind of extra support for your child I would check in after about 8 to 10 weeks.  I would ask for a review of the data that they should of collected on your child.  (By data I mean results from an assessment that they should be doing to track progress.)  Make sure that what they are doing is getting results (the scores should be going up consistently).  If it is not, the intervention is not working and a referral for special education should be made.

What Will Happen if I Refer My Child for SPED Testing?

You will need to write a letter asking for testing.  In your letter you should state what you suspect may be the problem and list the types of assessments you want done.  You will have to sign a consent form.  Do this quickly, because the testing will begin within 30 days of the school’s receipt of that signed form.  Within 45 days of that consent, you will have a meeting with the school to review the results.  Ask for the results to be given to you before that meeting in you original letter (they have to give this to you at least 2 days before the meeting).  This is a good idea to do for two reasons.  First, you will need time to read this report on your own and look up any terms you don’t understand.  Second, sometimes schools wait until the last (and I do mean last) minute to test your child.  Tests are done in haste and reports can be shoddy.  If you ask for the reports to be given to you before the meeting, the district will have to complete the testing and report at least 2 days before the meeting and they will know you intend to give the report your full attention (meaning a shoddy report isn’t going to fly with you).

Here is what to include in you referral letter:

  • Reason for referral (something like… my child is struggling in school and attempts to help have failed…)
  • Suspected disability (it could be a specific learning disability, a health disability, a developmental delay, an emotional disability, etc.)
  • Assessments you want done (some types of assessments are: learning/educational eval., speech & language eval., psychological eval., behavioral assessment, occupational eval., attention/distractibility scale, sensory scale, reading skills assessment, math skills assessment, auditory processing eval., etc.)
  • Request evaluation reports given to you at least 2 days before the scheduled meeting

*****For more information on this, see my “Testing (Core Evaluation)” posts*****

To Medicate or Not to Medicate Your ADHDer?

10 Jun

As a teacher, one of the more common concerns I hear from parents is about medications for children with ADHD.  As a parent, I’ve had to decide if I wanted to give my child medication for ADHD.  I know what a tough decision this is for a parent.  You may be thinking:  I love my child’s love of life and endless energy!  I get a kick out of my son’s goofy personality.  My child is not sick, so why am I giving them medicine? My child is smart, they just struggle to get the work finished.  Knowing what I know about ADHDers in the classroom, I decided to give my child the meds.  There are 3 types of ADHD:  inattentive (the daydreamer), hyperactive/impulsive (the mover and shaker), and combined type (the whirlwind).  I have a “whirlwind” and a “mover and shaker” in my family, but I’ve seen all 3 types in the classroom.  Here’s what I know, as a teacher, about the effects of ADHD.

ADHD Meds From a Teacher’s Point of View

There is a child in my class that has enormous academic potential, but because they suffer from the effects of ADHD they are not producing what they could be.  They are struggling with motivation and self-esteem issues because they cannot make themselves meet the expectations of the teacher and their peers.  They try, but continuously fail because it is beyond their control.  This child cannot focus on oral instruction because they are so distracted by things in their environment (other students, something out the window, noises from the hall, what’s hanging on the walls, etc.) and miss up to 50% of what is happening in their classroom.  This child has trouble working with a group of his classmates because they say something or do something before thinking it through (they misuse the materials, grab things before others can get a chance, blurt out answers, speaker louder, and make more body movements than the others) and this annoys the other students.  This student requires many more reminders than other students, so they hear their name being called by the teacher (or lunch aid or bus driver, etc.) many more times than other students (_____ pass in your homework, _______ put your name  on your paper, _______ return to your seat, and so on and so on).  This child cannot sit still so they sometimes get into other children’s space, knock things over, get hurt on the playground, or fall out of their chair.  These are just some of the ways that ADHD can affect a child at school.  Because there are 3 types of ADHD, it does look different in different children (especially in girls).  However, the overall effects are the same… lower self-esteem due to the fact that they have the academic potential to do well in school but struggle because of a condition that is beyond their ability to control.  I have seen medication do wonders for some children with ADHD.  One day they have all the side effects of it, the next day they come in and the symptoms are gone.  I have also seen some children (not many though) not get that affect from medication.  Generally medications for ADHD work really well and the children are happier  because most of what they struggle with goes away and they are able to reach their full potential. Friendships become easier to make and keep for some students and school becomes a happier place to be.

As a parent and teacher, I feel very strongly that parents should not arbitrarily dismiss medication for their child.   It is wise to first put yourself in your child’s shoes.  Imagine what they struggle with daily.  For your child, being at school for 6 hours with un-medicated ADHD may be like an asthmatic running a marathon with out an inhaler.  If your child is old enough, ask them how they feel about having ADHD and about medication.  Talk about the positives and negatives with them and get their opinion.  Observe your child in the classroom, compare their attention and movement level to their peers.  Watch other child react to them.  Deeply consider all the ways that their ADHD might be affecting them (socially, emotionally, academically).  Medication may not be right for your child, as their parent you are best suited to make this decision.  However, I caution you to put aside any personal judgements you may have about medication and try to make the decision that would best benefit your child.  Keep this in mind:  I know more than one adult with ADHD that often says, “I wish my parents had gotten me help for this when I was a child.”

What Could Happen if I Put My Child on ADHD Meds:

  • They may be able to concentrate better on instruction.
  • They may develop better peer relationships.
  • Their grades may improve.
  • They could stay up later or have trouble falling asleep.
  • They may not struggle as much with homework and classwork.
  • They may not get into as much trouble at school and at home.
  • They may not eat as much and may lose some weight.
  • Their self-esteem may improve because they are struggling less.
  • School may be a better place for them.
  • They might wonder why they need to be on a medication when they are not sick.
  • They might feel “right” or calmer or less worried.
  • They might feel happier.


How to Use the Summer Break to Your SPED Child’s Advantage

9 Jun

Summer is here, and so it the freedom that our child love so much.  Many of us worry that our child will lose all the gains they have made over the past school year during the long break (sometimes called a summer slide).  Some of our children do well with the structure school provides and struggle with too much free time over the summer.  If your child experienced a “summer slide” last year, you should ask your district to put your child in the summer program.  It is free,available to most children receiving sped services, and is usually only a few hours a week.  It may be too late this year, but keep it in mind for next year.

How can you make the summer break work to your child’s advantage?  I like to work on my child’s self esteem over the summer.  Try out different things until they find something they are good at or enjoy doing.  Howard Gardner, a developmental psychologist at Harvard’s School of Education, has a theory of multiple intelligences.  Gardner’s theory  states that  humans have several different ways of learning, and some of us learn better when information is given to us in this way. Gardner says the ways we learn are through:  linguistic (language), logic-mathematical, musical, spatial (visual or artistically), bodily/kinesthetic (through body movement), interpersonal (through socializing with others) and intrapersonal (by oneself).  Try activating one of these areas in your child, let them discover where their abilities are.  Having a hobby will help your child feel successful and, when September comes, they will be refreshed and ready to start another year of school.  Here are some ideas for activating different areas of intelligence:

  • Find a social skills group or sensory gym for your child to go to over the summer.
  • Check out the resources available at your public library.  They may have a free summer program going and they usually offer free passes to area attractions.  Do a fun summer research project (let your child pick the topic) together, then take a related field trip.
  • Encourage your child’s sense of wonder by taking nature walks at a beach, lake, or park. Make a scavenger hunt they display what you’ve found in a box.
  • Build your child’s creative side.  Get some art supplies or go to a free concert in the park.  Research an artist and try to copy their style.  Try knitting or sewing.  Make a scrapbook, try your hand a photography, or sketching.
  • Give your child a journal to record their thoughts or sketch their feelings in.
  • Visit a local attraction and encourage your child to write a poem or story about it.  Offer to take dictation for them or let them record the story.
  • Find some fun math logic problems or riddle math problems to solve with your child.  Play board games that require problem solving.
  • Find some tennis, golf, or swimming lessons to keep your active child busy.
  • Let your child use the kitchen.  Pick a fun recipe or two to try out.  Plan a picnic or BBQ and let your child make the menu.  Have a bake sale for charity.
  • Build something together.  Make a fort, a bird house, or lemonade stand.
Even if your child doesn’t find an activity or hobby that inspires them, they will probably love the idea that not everyone is traditionally “smart” that some of us are “smart” in non-traditional ways!