Dr. Tiegerman Speaks

A pervasive problem that has been receiving a great deal of attention involves the increase in school violence.  One type of school violence is referred to as bullying which is student on student harassment.  Bullying includes one student’s physical and/or verbal abuse of another.  One dynamic of bullying is that peers often watch without intervening in support of the student who is being targeted.  Often bullying occurs over a long period of time with the victim remaining silent either because of social pressure, shame or grave concern about increased victimization.  The problem is so extensive in the public schools that several incidents have resulted in student suicide and/or hospitalization.  Students with disabilities have historically been subjected to teasing, harassment, and other forms of victimization.  With the increase in school violence, students with disabilities may have even a greater likelihood of being bullied than their nondisabled peers. 

            In 2005, Jeffrey Johnston committed suicide after becoming the victim of bullying by a classmate.  For three years, Jeffrey’s mother worked to memorialize the memory of her son and protect other children from bullying by advocating for the passage of a law.  In 2008, the State of Florida passed legislation requiring schools to protect children from harassment and bullying including cyber bullying in K to 12 public schools.  Public schools in the State of Florida are required to adopt policies prohibiting bullying and harassment and requiring schools to report all such instances.  Schools must notify both the parents of the bully and the parents of the victim.  School districts must involve students, parents, teachers, administrators, volunteers, community leaders and law enforcement agencies in the development of a school-based policy.  The policy must be implemented throughout the school year and integrated within the school’s curriculum, discipline procedures and other violence prevention efforts. 

            For parents of students with disabilities, they need to become proactive about what is happening within the school environment.  Schools on Long Island and in New York City should have policies and procedures about student bullying and harassment.  Parents should access information on these policies by looking either on the school’s web site or within the student handbook.  Parents need to read the policies and procedures so that they understand what safeguards have been put in place to protect children.  It is also important to discuss this issue at PTA meetings not only to express any individual concerns but also to determine if other parents are aware of incidents occurring in schools.  School districts are required by the New York State Education Department to document incidents of violence and report those incidents either within a school report card or within a document which is submitted to the Department.  For parents who are interested in this information, these documents can be obtained by means of a Freedom of Information Request (FOIL Request).  Parents should speak to school counselors if they have any questions about the school’s policies and procedures. 

Parents also need to speak directly to their children about bullying to provide not only information but assurances of parental support.  Children should be encouraged to share their feelings and fears and ultimately if parents have any suspicions, they need to mobilize immediately to meet with school officials.  In the case of students with disabilities, many of our children may not be able to explain their feelings, thoughts and fears.  Parents often indicate that their children are not taken seriously because of their disabilities and their inabilities to express themselves.  For a parent of a child with a disability who cannot speak and/or who is in a wheelchair, being forgotten on a bus is only one nightmare.  Parents need to be proactive by speaking with teachers, school officials and other parents to protect their children’s physical and emotional safety in school.

Ellenmorris Tiegerman, Ph.D.

Founder and Executive Director

School for Language and

Communication Development

Searching for a Star 

            On the Sunday Morning Show, CBS presented a very interesting segment about Hollywood Stars who are becoming involved with various charitable organizations.  At the School for Language and Communication Development (SLCD), we have always been looking for a Star who could present our mission and illuminate the needs of our children with disabilities.  It would, of course, be wonderful to have Angelina Jolie or Brad Pitt but Hollywood is very far away from Long Island.  As a result, we are looking for a Star who lives in New York City or on Long Island.  Most of the Hollywood Stars focus on high profile causes in various countries throughout the world. Although there are children with Autism Spectrum Disorders (ASD) in every country, SLCD is located here on Long Island and in Queens.  Our cause is critical and important to the children and families that we serve now and in the future. 

            The number of children with Autism Spectrum Disorders has been increasing over the past two decades.  Now there are approximately 1 in 100 children who are diagnosed with Autism Spectrum Disorders.  Certainly, medical practitioners and clinicians are much more sophisticated about diagnosing ASD at a much earlier age than in past years.  Most children with Autism Spectrum Disorders are identified between 18 and 24 months of age in the United States.  In developing countries, either the problem is diagnosed later or not at all because clinical and educational services are not available.  In the United States, we are fortunate to have a comprehensive special education system which provides early intervention services to children and families.

            In addition, SLCD will be celebrating its 25^th birthday this year.  The educational work that we do at SLCD has important implications for children with Autism Spectrum Disorders all over the world.  Every child that succeeds at SLCD teaches us something about autism which can benefit children in other programs and countries.  Also, every child that succeeds at SLCD has a future and a potential for independent living as an adult.  Research indicates that there is a significant relationship between disability and poverty.  Adults with disabilities are usually the last hired and the first fired.  We have educated thousands of children in the last quarter century, and we serve children from Long Island and all of New York City within a 50-mile radius.  

            We would like to interview a prominent personality who loves children and wants to become directly involved with a diverse community of families from a broad spectrum of society.  Our Star should be willing to roll up his or her sleeves to come into our classrooms to learn about our children, our teachers and our programs.  If you are a Star who is just interested in a photo opportunity, please do not apply.  Our Star should be someone who has a strong sense of commitment to children’s causes and who wants to champion a worldwide problem.  If you have a passion for children with developmental disabilities, please apply immediately.  Our children deserve a chance to reach for the stars.  Be our Star!

Ellenmorris Tiegerman, Ph.D.

Founder and Executive Director

School for Language and

Communication Development

Have you noticed that the number of letters of appeal from charitable organizations has increased?  Most people take these letters and throw them away, “Oh, this is from another charity.”  It is very hard to ask someone for a donation.  It is difficult to formulate your thoughts, look directly into someone’s eyes and actually say, “Would you make a donation to this special school?”  People are generally intimidated by the whole process.  In fact, there are consulting firms that work specifically on developing programs and protocols for charitable organizations so that funds can be raised for programs and services.  The reality, however, is that successful fundraising involves interpersonal contacts and connections between people who know, like and respect one another.  The interpersonal relationship between two individuals creates the framework for building a connection to a specific charitable organization which is then followed up by THE question. 

            During this time of year and particularly during difficult economic periods, charities do direct mailings, fundraising events, and sometimes they “take to the streets to sell raffles or candy bars.”  I recommend that you open these appeal letters even if you decide not to make a donation.  Every charity utilizes resources to write about their mission, programs and services for children and adults who need help.  Many people say, why should I write a donation to a drug treatment program when there isn’t anyone in my family who has a drug problem?  Why should I support a special education school when I don’t know anyone who has autism?  The fact that you don’t know someone with a specific disability should not be the basis for your decision, and that’s why I am suggesting that at the very least, you read the appeal letters.  It is amazing to me that there are so many wonderful charities in our local communities.  Why not do a search on Google to see how many charities there are in your neighborhood?  Where did these organizations come from?  Who started them?  Why do people volunteer their time in these organizations? 

            Many charities were started by families of individuals who were affected by a specific disorder or disease.  Other charities were started by people who are driven by a specific social cause or mission.  Whatever the reason, these are extraordinary people who devoted their lives to the needs of others.  There must be a “missionary” inside each Founder or Director because the survival of any charitable organization is fraught with overwhelming obstacles and barriers.  Charities are by nature dependent on the financial generosity and contributions of others.  There are few charities, usually national organizations like the American Cancer Society that have substantial resources.  Local charities are small and their survival is tenuous at best.  The success of any charitable institution relates specifically to the staff who commit their lives to the organization.  Many times, Founders and Directors sacrifice their personal relationships because the needs of the charity are all consuming.  In another time and place, these individuals could have developed highly successful businesses, but they have chosen to work for charitable organizations.

            So, the next time you receive an appeal letter from a charity, do not throw it away.  Read it and think about the people who started the organization as well as those who are served by the organization.  The people who work for charitable institutions give their lives and often their resources to not-for-profits.  They deserve from all of us recognition for their unfailing commitment to social causes.  Some people will acknowledge that they do not want to do “charity” work because it’s not profitable.  Someone has to do it, otherwise the homeless do not get fed and many children do not receive special services.  Without these charitable organizations and institutions, I shutter to think what many families would do.  Charitable work should not be someone else’s job, responsibility or commitment.  Charities provide a social safety net for society’s poorest and most fragile individuals and a moral responsibility for everyone else.  Read the appeal letter and think about getting involved.

Ellenmorris Tiegerman

Founder and Executive Director

The School for Language and

Communication Development

Public Law 94-142 represents the cornerstone legislation which mandates that public schools provide educational services for students with disabilities ages 5 to 21 years.  This law was passed after years of advocacy by parents and national organizations representing individuals with disabilities.  It is important to remember that PL 94-142 is a relatively young piece of legislation.  Since 1975, special education programs in public schools throughout the United States have developed and evolved into a complex and comprehensive system of services.  The law ensures that children who are suspected of having a developmental disability will be evaluated by a team of professionals and if services are required, they will be provided in the least restrictive environment.  Consideration is always given first to the public school setting and the regular classroom.  If a child with a developmental disability cannot benefit from a setting with typical peers, then a more specialized program with therapeutic services is developed to meet his needs.  Special education has become a large network of public, nonpublic and residential programs.  It is remarkable that an entire national system was successfully implemented within a quarter of a century.  But let us be clear that the system developed for a reason.

            Prior to 1975, public schools were not required to provide services to special education children and as a result, most of them did not.  Since students with disabilities represent approximately 7% of the school age population, they were and remain to be a minority group.  The problems faced by minority groups during the civil rights movement in the 1960s created the foundation for the disability movement in the 1970s and 1980s to establish the rights of individuals with disabilities to be part of mainstream society.  The prejudices related to the disabled are noteworthy and legendary.  Aside from limited options in public school settings, there were even fewer opportunities in work settings.  For centuries, individuals with disabilities were placed in asylums and residential settings.  The Willowbrook story was one of many stories which came to the forefront about abuses in residential settings. 

            If there is one thing that Public Law 94-142 has taught all of us, it is that individuals with disabilities can contribute to and participate in mainstream society.  Most Americans have embraced the diversity within our unique American culture.  It has taken years, but individuals with disabilities are finally being accepted into work environments.  Any corporation that accepts Federal money is required to make physical modifications to accommodate the abilities and needs of developmentally disabled adults.  Approximately 75% of all companies with Federal contracts hire individuals with disabilities.  Companies that do hire often realize pragmatic as well as altruistic benefits.  Individuals with disabilities can be highly productive employees with excellent performance and attendance records.  By encouraging private businesses to hire individuals with disabilities, society retains taxpayers instead of having to provide disability payments for individuals who cannot find employment.  From the corporation’s perspective, many typical employees become involved with support and assistance creating a corporate image which is much more humanistic as far as the public is concerned.  So there are pragmatic as well as social underpinnings which ultimately make the employment of individuals with disabilities good business sense.  American society has come a long way in a very short time!

Ellenmorris Tiegerman

Founder and Executive Director

The School for Language and

Communication Development

Historically, not-for-profit institutions which have the designation of 501(c)(3) have been exempt from corporate taxes.  Charities do, however, pay withholding taxes and benefits to their employees and now are subject to the MTA tax.  For many charitable organizations, the introduction of the MTA tax will present a shift in resources which could have been used for programs and services.   In addition, charities bear the overwhelming responsibility of fundraising which is difficult in the best of times and a nightmare during the worst of times – now!  To make matters even more difficult for charities, there has been a great deal of discussion about changing the tax code for individuals who make direct donations to charitable organizations.  Instead of receiving an absolute dollar for dollar deduction for a charitable donation, this new proposal would only allow for some percentage.  How would this affect all of the charities providing services in local communities? 

            To answer this question, it is important to understand that charities provide a safety net for the poorest members of society who either cannot or do not access social service programs.  This means that in most communities social services which are provided by governmental agencies cannot meet all of the needs of children, the poor, the disabled and/or the mentally ill.  Charities “go” where governmental agencies do not.  From a fiscal perspective, charities are more cost effective because their goods and services are generally donated.  Certainly at a time of financial economic crisis charities cannot now or ever be replaced by governmental programs.  Never!  For every dollar that is donated to a charitable organization, taxpayers save a thousand dollars in governmental services, programs and bureaucracy.  Remember, the volunteer in a charitable organization has a supervisor, salary and benefits when he/she works for a governmental agency. 

            So the discussion about changing the charitable deduction “formula” is not just foolhardy, it is socially shortsighted.  With the looming change in the tax code, the donations made to tax-exempt organizations will drop, and anyone who says that they will not is obviously clueless and/or disingenuous.  People make charitable donations for many different reasons.  Sometimes people have family members with a disorder or disability serviced by the charity.  Sometimes people themselves have recovered from a specific disorder or disability.  And for the very few, there is the altruism of doing something selfless and generous but meaningful to someone less fortunate.  Whatever the motivational factor, the only important issue here is the maintenance and support of the social safety net which creates a tapestry of programs and services that is fragile.  When charities are threatened in any society, people need to take stock in the reality of what is occurring.  When charities close in communities, they cannot be quickly and/or easily restarted.  People need to protect the charitable organizations within their communities.  Without these programs and services, the most unfortunate individuals within our society will have absolutely nothing.  Let’s be clear about what this change will mean. 

The change in the tax code will actually “tax” people for being generous.  It will de-value the act of giving.  If the decision-makers were really smart, they would do just the opposite.  Since governmental services are going to be cut by anywhere from 15-20%, every dollar donated to charities should be worth $1.20 as a tax deduction.  I understand that we are faced with an economic crisis, but the fact that there is a proposal to change the tax status of charitable donations is a disgrace. 

Dr. Ellenmorris Tiegerman

Founder and Executive Director

School for Language and

Communication Development

Growing up with friends is so much a part of typical development.  There are hundreds of books written about the importance of making friends and maintaining lifelong friendships.  When we look back at our childhoods, we remember the names of peers as well as the social lessons learned in school, in camp and on the playground.  Some of us have been able to hold on to these early childhood relationships, and as adults often seek out childhood peers on the Internet by means of social networking.  Our early lives were filled with other young people some of whom were very different from us.  Our lives were enriched by the diverse interactions that we experienced in various social settings.  But what if making friends was very difficult?  What if you didn’t have any friends growing up?  What if no one wanted to play with you?  Clearly, your life would have been very different and you would have been very lonely as a child. 

                                                                              For children with disabilities, friendships are at a premium.  Many children do not know how to make friends and because they are disabled, they are not sought out as play partners.  The devastating result is that children with disabilities cannot help themselves socially.  If someone does not initiate a play interaction, they are often left on the sidelines, alone and marginalized.  Every child wants to fit in and be part of a group.  There is an endless number of social organizations for children, teenagers and college students ranging from cheerleaders to choirs to sororities to sports groups.  For children with autism spectrum disorders, where do they fit in to any of these groups?  The answer is they do not fit in because they do not have the social skills to engage peers and navigate through the complex social relationships that are required.  Have you ever heard of a child with autism being picked as “most popular boy or girl?” 

                                                                              For parents of children with disabilities, this becomes an ongoing and endless agony.  To observe your child in a playground standing on the edge and/or being pushed aside is so painful and distressing that parents have commented that they “feel sick.”  As a parent of a child with a disability, how could you not be angry and/or frustrated?  There are few opportunities for children with disabilities to make friends either with each other or with typical peers without an organized program.  How often are children with disabilities invited to birthday parties, play dates and/or sleepovers?  In order for these experiences to occur, parents of children with disabilities must initiate these relationships for their children with parents of typical children who are willing to make these connections.  If parents do not reach out to one another, then children with disabilities often remain alone at home after school. 

                                                                              For parents of preschool children with disabilities, perhaps the best place to start is in preschool and/or nursery school.  The classroom preschool teacher could be very helpful in introducing parents to one another to set up after school or weekend play experiences.  For parents of school age children with disabilities, there should be a discussion between members of the Special Education Parent Teachers Association (SEPTA) and the regular Parent Teachers Association (PTA).  The development of an after school program which is recreation oriented would certainly go a long way to facilitate relationships between children with and without disabilities.  Children with disabilities should have the opportunity to socially interact with typical peers as well as other children with disabilities in organized programs.  Typical children would learn a great deal about children with disabilities by initiating interactions with peers who may be “behaving differently.”  Typical children have often commented that they are uncomfortable when they see children exhibiting what appears to be “unusual and/or tantrumous” behaviors.  However, when they develop relationships with children who have disabilities, those behaviors are less disconcerting given all of the other positive social interactions.  Siblings of children with disabilities have learned this lesson which shows it can work. 

                                                                              So, as a parent of a typical child, think about the three or four-year-old who is standing alone on the sidelines.  Think about approaching his mother to ask about initiating a play experience between the children.  This is not just an act of kindness, it will ultimately be a gift to your child who will develop a greater understanding about and a social sensitivity towards others.

As I indicated in an earlier article, the recent report recommending that women delay their mammograms would herald in a new approach to healthcare provision in America – delaying services.  After the breast cancer report was discussed extensively in the media, another report came to the forefront again recommending that women delay screening services but this time to identify cervical cancer.  This “wait ‘til later approach” is dangerous in healthcare as well as in education.  The purpose of routine screenings is to determine if there are early signs of a disease or a disorder.  The better the screening technology, the fewer the instances of false positives and/or false negatives but that’s not the issue.  If we do not screen and we wait, there is increased risk to a patient’s prognosis.  Obviously a person with breast cancer will be more easily diagnosed when she has stage 4 than when she has stage 1 breast cancer.  Delayed screenings create greater medical costs since later diagnoses are much more difficult and expensive to treat.  In addition, there is a much greater threat to the life of patients the longer a disease and/or disorder remains untreated.  So, is there an immediate cost saving if screenings are delayed?  Yes.  But what you ignore today you will pay for later in increased deaths and health costs.     The public is not being told that with this “recommendation” comes the unspoken reality that major medical carriers might not reimburse for these services because they are no longer customary and usual.  The delay in screenings focuses on money and not on the importance of early identification.  The question is what will the future medical system “look like” with delays in screening services?  Where is this going?  We have an existing program that presents many insights about how medical services could be provided and who will receive them – the early intervention system for infants and toddlers.

For the past 30 years, physicians and clinical practitioners have utilized screening programs to identify infants and toddlers with developmental disabilities.  We have national programs which specifically target families at-risk in urban communities.  Infants and toddlers are screened to identify physical, cognitive, social and communication deficits.  But even with these programs, infants and toddlers are turned away from the early intervention system.  Why?  Simply put, their “developmental problems” do not reach a threshold to warrant services.  The recommendation to families is to come back in six months to determine if the problem is worse.  If the child does not have a 33% disability, then families must wait until the child is older.  This is what lies ahead for healthcare services.

Although routine screenings may not be sensitive enough to accurately identify every patient, the recommendation to delay the screening process is not acceptable.  With infants and preschoolers, we cannot wait.  So what will happen in the future for infants?  To save money, the early intervention system could raise the threshold and  require a 50% or a 60% disability before early intervention services can be provided.  How disabled does a child have to be before he receives early intervention services?  How long will children have to wait to receive services?  Let’s be honest, medical screenings are being delayed because early intervention cannot occur without them.  How much is a life worth?  Particularly if it’s your life or your child’s life?

Glen Cove, NY November 11, 2009 – In the summer of 1989 Steve Russolillo, who was three years old, attended The School for Language and Communication Development. He had just learned to speak, but had trouble getting a complete sentence out without stuttering. His ability to speak was further affected after his maternal grandfather had suddenly passed away – a period in which he appeared to have developed a stutter. At the time, whenever a relative asked how he felt, it took him at least five minutes to get out the words, “I’m sad.”
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Fast forward twenty years later to 2009. Today, Russolillo, a University of Delaware graduate who majored in both history and journalism, makes his living communicating. A business reporter, Russolillo now covers the equities market for the Dow Jones Newswire in Manhattan. Russolillo credits SLCD with helping him overcome his language disorder.
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Prior to enrolling at SLCD, Russolillo attended a local preschool where his mother, Bonnie Russolillo, of Massapequa recalls, “He was not progressing. If all the kids were sitting and listening, he wandered around the room. His teacher had experienced this with her child and told me that I should have Steve evaluated.”
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Those who work closely with children understand that there is a period of time during which a child’s vocabulary develops rapidly.  Between 24 and 36 months of age, hundreds of words are learned and stored for future reference. What’s more, according to The New York Times, as many as three percent to 10 percent of all children suffer from a language disorder in which a child has difficulty communicating. Parents who are concerned about their children’s language development should have them tested as early as possible.
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Bonnie soon learned that Steve was disfluent – that is, the processing in his brain impaired his ability to express his thoughts. But at SLCD, he worked with teachers who helped him to overcome his obstacles.  In fact, in one week his parents saw a discernable difference. “Within three days, he was changing, and responding,” Bonnie Russolillo says. “He became a different child.”
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Enrolling in the school was “literally the greatest thing that happened to me,” Steve Russolillo says now. “Basically I was in an environment where I could learn and thrive.”
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Steve fully recognizes that his time at SLCD literally transformed his life – and for the better. He is living proof that early diagnosis and a strong language foundation can help a child succeed both academically, socially and professionally.
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The School for Language and Communication Development provides special education services to children with language disorders including those along the autism spectrum continuum. SLCD’s program has grown from 36 preschoolers to more than 450 children ages 18 months to 21 years in elementary, middle and high school programs. As SLCD prepares to celebrate its 25th Anniversary in 2010, its mission to meet the special needs of children unable to speak or communicate has remained constant and the School’s motto “Language Learning for Lifelong Success” is still upheld. For information on the School for Language and Communication Development visit www.SLCD.org.

There are a number of misconceptions concerning children with disabilities that need to be addressed.  Firstly, children with developmental disabilities are not all the same; this is not a homogenous population.  There is as much diversity within the disability population as there is within the typical community of learners.  Secondly, just because a child does not understand you does not mean that there is “nothing going on” in his head. Thirdly, children with disabilities are different not deviant.  They experience the world in a different way and therefore, have a different perspective.  Finally, let us not project a value to this difference which results in a judgment of good, bad, normal, and/or abnormal. 

            The fact that children have disabilities does not mean that they cannot interact with and/or think about their environment.  If you watch children with disabilities closely, you will observe not only their differences but all of the things that they can do.  The reality is that they can do a lot.  It is just that society has a very narrow perspective on how social behaviors are defined (i.e., appropriate or inappropriate).  So if a child cannot give a specific answer to a specific question, then the score on the test is zero.  There is very little time spent giving children credit for their social differences.  Inside of every child is a person with an unique personality.  There is no reason why we should all be the same, act the same, speak the same or think the same.  Just as we give a tremendous amount of credit to artistic or gifted adults, we should do the same for children.  We even provide interesting explanations about adults who are gifted and talented by making comments such as: “Well, he’s a math genius so he’s thinking about astrophysics and not paying attention to the rest of us.”

            The point here is that individuals with disabilities have a great deal to offer society.  You might ask: “Do individuals with disabilities have gifts and talents?”  My answer to you would be: “Have you looked?”  Yes, individuals with disabilities, even children, have special gifts and talents.  We need to spend time in schools and at home searching for these skills and developing avenues for these abilities to flourish.  Many people assume that individuals with disabilities “cannot do anything.”  Society needs to realize that individuals with disabilities can contribute much more than they are being asked to do.  As an employer, if you have the opportunity to work with a special education school that educates students with disabilities, I encourage you to do so.  You will learn a great deal about yourself, you will provide your employees with an altruistic experience, and you will do a great deal to expand the philanthropic profile of your business within the community.

            So, when you look at the four-year-old who has a disability, do not walk away – observe the child.  There is somebody in there who will come out with the right intervention and the right teacher.  Our schools provide comprehensive special education services which seek to develop and maximize the potential of every child, but even with this, we need to set aside existing prejudices about individuals with disabilities.  They are not all the same.  They have skills and abilities as well as special talents just like the rest of us.

Ellenmorris Tiegerman, Ph.D.

Founder and Executive Director

The School for Language and Communication Development