The document discusses challenges and solutions related to intervening and supporting children with disabilities who experience abuse. It addresses three main challenges: 1) Sharing information about the diverse abilities of children with disabilities, solved by creating an accessible website. 2) Obtaining critical pre-information before interacting with a child, solved by influencing intake forms. 3) Having schools release relevant information from IEPs, solved by educating schools on the importance of their involvement.

1. Intervening and Supporting Children with Disabilities Dr. Christine E. Pawelski Principal Investigator & Adjunct Associate Professor Teachers College, Columbia University New York, NY [email_address] (212) 222-1701 “ My primary interest and focus throughout the years has been in training multidisciplinary teams related to the issues of disability and developing resources that can be easily accessible and useful to diverse users.”

2. 650 million people with disabilities around the world 80% live in developing countries 10% live in the U.S. 51.2 million children and adults in this country have disabilities (2007) 7 million are children, birth to 21 years of age.

3. My #1 recurring challenge has been: Children and young people with disabilities represent a HUGE array of skills and abilities… how do I share that information with others who have less experience in this area, and less time to learn it ALL?

4. New CD-ROM released October, 2005 Child Abuse and Children with Disabilities A New York State Perspective: 2004, 2007, 2008, 2010 ©2005, New York State Office of Children and Family Services. http://childabuse.tc.columbia.edu FREE REGISTRATION New Website released October, 2007 Expand Website and provide training, 2008 Expand Website and provide training, 2010 My solution has been for #1: Use technology…the web…to try and pull together what we know and help share “best practice” , solid research resource organizations and professionals who are already out there doing positive things that could be useful in intervening with children with disabilities. BUILD UPON… don’t RE-INVENT…there is no ONE EXPERT…

5. Website went “live” September, 2007 http://childabuse.tc.columbia.edu

7. My solution for #2 has been to: Try and influence the INTAKE FORM that programs, systems use so that they can gather some critical information in a number of key areas. EXAMPLE FOLLOWS

8. 1. What type of COMMUNICATION does this individual use at home or school ? ( Check all that apply ) ____verbal ____picture book/language board ____sign language ____gestures ____communication device (Specify type: _________________) ____Other: (Describe) 2. Describe the BEHAVIOR of this individual ( Check all that apply ) ____ Nothing out of the ordinary ____Difficulty with focusing ____Difficulty sitting in one place for any length of time ____Difficulty in meeting new people ____Sensitive to sounds ____Sensitive to light ____Can become agitated (Specify reason this might occur:_______________) ____Does not like being touched ____Self-abusive ____Medication is used (Specify:____________________________) ____Other: (Describe) INTAKE IS CRITICAL ….. If a disability……CHECK

9. 5. Describe any TIMING considerations for this individual ( Check any that apply. ) ____ Is NOT affected by any timing issues ____Prefers the morning and is more focused, etc. ____Prefers the afternoon and is more focused, etc. ____Gets upset if there is a change in routine/timing of his/her activities ____Has after school commitments that he/she enjoys (Specify: ____________________) ____Other: IS THERE ANYTHING ELSE THAT YOU THINK WOULD BE IMPORTANT FOR US TO KNOW ABOUT THIS CHILD BEFORE WE SEE HIM/HER?

10. 4. Describe the SCHOOL/PROGRAM situation of this individual School attending_______________________________________ Grade/class___________________________________________ Describe: (e.g. inclusion, self-contained, resource, special school, etc.) Does the child have an IEP ? _____________________________ Is there a copy available? 3. Has anything happened recently that affected this individual? ( e.g. been in a hospital, has been sick, someone died in the family, recently came back from vacation, etc. ) What can it tell you? If there is a 1:1 aide involved; if there is behavioral support program; communication device; hypersensitivity to auditory or tactile stimuli, etc.

12. My solution for #3 has been to: Provide information to the schools regarding the IMPORTANCE of their involvement in this area AND be very specific to everyone about what info might be very useful to have from an IEP re intervening with a child with a disability. EXAMPLE FOLLOWS

16. THERE IS NO MAGIC !

18. Injustice anywhere is a threat to justice everywhere -Martin Luther King