It is that time of year again when spring is in the air…literally. Often during these spring months, the odors are throughout the air, as trees are budding and flowers begin to bloom. While these smells can be desired by some, they are not always appreciated by all.
The human body can detect over 10,000 different odors. With this many smells, it can be confusing how we often classify odors quickly to either ‘good’ or ‘bad’, depending on our desire and tolerance for a smell. Unfortunately, when it comes to odors, there are only two ways to completely extinguish an odor:
- Remove the source of the odor
- Remove the person affected by the odor
There can be situations when your child may need to tolerate an odor, and these two options are not possible. Below is some insight into your child’s behaviour and ideas how to support.
What Your Child Feels
When a child is caught off guard by a non desired smell, irregardless of it’s source – food or environment – it can be very startling to them. Your child’s brain shifts into danger mode, using back brain thinking (i.e. fight or flight). When this occurs, your focus needs to be supporting your child through the moment. This is not the time to address odor acceptance with your child.
Establish an Odor Routine
The goal is to keep a child inquisitive about an odor, instead of reacting to the odor. To do this, you must establish a odor routine. This routine must be practiced multiple times and become familiar with the child for it to be effective.
- The routine must be practiced with the child in a controlled situation.
- A child should be regulated, calm and feel safe before trying this exercise.
- Discuss with your child how a NEW odor does not always mean a BAD odor.
- Use phrases like ‘I smell something new’ when an odor is detected, as opposed to ‘Do you smell that?!?’.
- Encourage your child to use all of their senses to describe the odor, not just their nose.
- Discuss a plan with your child about how they can handle undesired odors. This could include holding their nose, breathing through their mouth, taking a whiff of a desired smell or leaving the situation.
- Set expectations for your child when you anticipate interactions with strong odors. Remind them to stay curious to the odor and review your plan.
A few weeks ago, we talked about ways to be proactive, flexible, and collaborative when advocating for your child’s special needs at the start of the school year. Now that schools are fully back in session, parents everywhere are starting to feel the true limitations of virtual and blended learning. Many children—especially those with special needs—are struggling to manage their time, emotions, and workload outside of a traditional learning environment.
Your child might not be getting the support he needs right now, but that doesn’t mean your hands are tied. Below are some possible ways you can go about addressing gaps in your child’s accommodations. Remember, each response has pros and cons, and no solution works for everyone. You might even take different approaches at different points in your child’s life—and that’s okay! As always, only you know where you are on your journey and what feels right for your family right now.
Need someone to talk to about how to structure your child’s school day or advice on how to look for outside resources? Check out our new Caregiver Coaching service!
Option #1: Do nothing.
Though it can feel hopeless and frustrating, there are a myriad of reasons why you might not choose to pursue special accommodations for your child at this time. Maybe you feel overwhelmed by his struggles and aren’t sure where to start. Maybe you believe allowing him to have a “normal” childhood is more important than addressing some minor academic setbacks. Maybe you simply don’t have the bandwidth to juggle this new project in addition to the multitude of other responsibilities already on your plate.
Whatever the reason, finding yourself on this path doesn’t mean you don’t care about your child or that you’ve given up on him. Rather, frame this time as an opportunity to observe and learn about what makes your him tick. What kind of things make him frustrated? At what point does he give up or ask for help? What kinds of things does he love to do, and how does he excel at those things? This knowledge will be invaluable if/when you do pursue accommodations in the future.
- Both you and your child’s teacher will be able to observe his struggles and start collecting the data/examples you might need to advocate for him within the school.
- You won’t be forced to spend time, money, or energy you don’t have right now.
- If you do nothing, nothing will change and your child will likely continue to struggle.
- Those involved with your child on a daily basis (e.g. teachers, classmates, family members) will also continue to struggle to manage and support him.
Option #2: Demand change within the school system.
In some ways, this is the hardest and longest path to change, but it also yields the highest potential benefit to your child. That being said, you have to be tenacious. You need the time, energy, and resources to educate yourself about your particular district’s programs and policies. You need to have an understanding of how these programs operate during COVID—i.e., don’t expect services in week 2 if special ed programs aren’t starting until week 3. Finally, you need to come prepared with a clear description of your child’s struggles, anything you feel might contribute to his frustrations or inability to make progress, and some suggestions as to how the team, including parents, can address them in a virtual or blended setting.
Start by assuming the school is on your side, the teachers are good at their jobs, and everyone involved wants what’s best for your child. At the same time, acknowledge that COVID has been disruptive to virtually everyone and every system. Whether or not your school is able to provide him with every accommodation he needs, you will be on the path towards a better situation.
- Ideally, engaging the school is the first step in building a strong, coordinated team—including teachers, therapists, and psychologists—that will rally to support your child.
- At the very least, you will be able to collect more data/examples/documentation on your child’s struggles and what the school is either unwilling or unable to address.
- School services are provided during your child’s regular school day and generally don’t take time away from homework, extracurriculars, family time, or being with friends.
- It is hard. Dealing with the school system takes a lot of time, energy, purposeful observation, and creative thinking about how to solve problems—even when it feels like solving those problems should be the responsibility of teachers or case workers.
Option #3: Establish relationships directly with therapists, tutors, or other outside supports.
Whether you’re looking to establish entirely new supports or supplement existing ones, finding the right outside services for your child takes a lot of trial and error. In some cases, you’ll be able to provide the needed supports at home with relatively small investments. Most likely, though, you will need to spend some significant amount of time researching coaches, tutors, occupational therapists, physical therapists, psychologists, etc. Though these services can be expensive, this is the path that will have the most immediate effect on your child.
School services are often incomplete/imperfect and might not be able to provide all the accommodations you need right now. This doesn’t necessarily mean your school is terrible or unwilling to cooperate; they simply might not be able to see things you’ve noticed in a home setting, or your child might be performing better at school—with various in-class supports—than he is at home, where schoolwork seems confusing and out of context. If you do feel the need to go outside of the school system for additional help, make sure you’re at least keeping them in the loop.
- You will be able to proactively, directly address your child’s issues and personally ensure that he’s getting the support and accommodations he needs to succeed.
- You might be able to gain insight or more details about how to support your child in a day-to-day home setting, not just in an academic context.
- Tutors, coaches, and therapists can be costly in terms of both money and time.
- You will become your child’s case manager. The burden of researching, scheduling, and coordinating different services now falls entirely on you, and it takes a lot of bandwidth.
- Outside services don’t take place during your child’s school day. You will either need to occasionally remove him from class or take him away from extracurriculars, friends, etc.
If you’re a special needs parent, you know how important it is to advocate for your child’s needs at the start of each school year. You probably already know that the partnership relationships you form with teachers and administrators in the fall will form the foundation of your child’s success throughout the year. Whether you’re gearing up for homeschool, distance learning, in-person classes, or some combination of the three, now is the time to take another look at your child’s IEP/504 and to ensure that your child’s entire support team-—including you—is aligned on expectations regarding academics, behavior, and teacher-parent communication.
What new accommodations need to be made to best support your child in this new environment? What old accommodations are irrelevant or impossible during COVID? How will you partner with the school staff to identify and address problems and celebrate successes? How can the school support you as a parent, and how can your parenting support the school? Below are a few tips and things to think about as you prepare for the start of the new year.
- Now more than ever, your child’s success requires a proactive stance. Don’t wait until school starts to come up with a plan, or the district might have already implemented concrete processes that are very difficult or impossible to change.
- Create a document that lists your child’s strengths and weaknesses, how these have impacted her academic performance in the past (both at home and at school), and how you predict they will impact her performance in her new learning environment. Include any current accommodations, and re-assess the needs they are addressing in light of COVID. Be as specific and concrete as possible. The school’s staff should have already read the existing documentation, but that’s not always the case—think of this as a cheat sheet to get everyone back up to speed.
- Schedule a pre-school meeting with your IEP/504 team, and don’t be afraid to track them down via email or phone if you’re told they’re not available until school starts. Talk openly about your expectations, questions, and concerns. You don’t need to walk into—or out of—the meeting with all the answers. However, it is important that.everyone on your child’s team is on the same page and following the same game-plan, even when that means acknowledging that some concerns remain unaddressed and that some answers will unfold over time.
- Develop a good communication plan. As the parent, you should be forewarned of any changes to your child’s schedule, curriculum, or physical surroundings. Set up frequent check-ins with her teacher and IEP/504 team and talk about the best way to keep you informed so that you can better prepare and socialize these changes at home.
- If your child is physically returning to school, request a tour of the building before her first day so you can start prepping her. Pay attention to changes in the classroom and the location of bathrooms. If possible, have her teacher accompany you on the tour.
- Accept that any existing plans and accommodations will probably need to change—in fact the whole idea of “success” or “optimal performance” might need to change, especially for special needs children. You and/or your child’s teachers may not be able to evaluate certain things remotely, like how well she’s able to focus in class or on Zoom, so be willing to exchange observations and insights with school staff and to adjust your goals as needed.
- Schedule frequent check-ins with your child’s teacher to discuss what’s working and what needs to change. Make sure to give each plan of action enough time to tell if it’s truly working, and agree on what the markers of success are and what will cause the plan to shift. (“We are agreeing now that we will all start the year by trying Plan A. If my daughter meets this Goal by this Date, then we will all continue Plan A. If not, then within one week we will all switch to try Plan B.”)
- Consider novel solutions to old problems. There may be cases in which your school simply can’t support your child to the same, pre-COVID level. Be open to bringing in outside coaches or tutors, and don’t hesitate to reach out to other parents for advice. (Need some advice? Check out our new caregiver coaching service!)
- Remember, you are part of the educational team now—you’ve spent a lot of valuable time with your child in quarantine, and you have unique insight into her that no one else has. You have a voice and a vote in these decisions.
- Also remember that your special relationship with your child means that your child may respond differently to teachers and peers than to parents and siblings—for better or for worse! This is normal, especially after everyone in your household has all been through an intense spring and summer together. Be emotionally prepared to observe these differences in behavior, and try not to take them personally. Acknowledge what you observe, share it with the team, and maintain your focus on identifying your child’s needs and on partnering effectively with the school to ensure those needs are met.
- Don’t shy away from sharing your experiences and talking to your team about any specific strategies or solutions that have worked for you—and what hasn’t worked. At the same time, be honest when you don’t have an answer. You don’t always have to.
- Keep in mind that districts and teachers are struggling with how to manage COVID, too. Give them the benefit of the doubt and trust that they all care about your child’s success and doing their jobs well.
- That being said, teachers and admins are definitely overwhelmed. Approach things with a spirit of collaboration, but remember things will slip through the cracks and you will have to be tenacious.