The Big Island of Hawaii is known for volcanos, lush land of the east bordering the desert of the western side. Small towns and villages with coffee that is AMAZING! But, to really enjoy this island one must either experience it in person or take a view through the lens of another.
Below you will find a few different groupings of photos and a video. The first is a slideshow of the Kona area, including the coffee farms and “shacks” that make it extra special.
Next you will see a carousel from the Volcano National Park- yes there are ACTIVE volcanos on the Big Island.
Historical sites are throughout the island, but many are in the upper west and north quadrant. Don’t miss them. Enjoy this carousel feature, too.
Charming is how I would describe Hilo! Small town vibe with excellent beaches, shops, and restaurants. Don’t miss this part of the island or the photos in the last carousel.
The Rainbow Falls are highlighted in a serene video below. All photos and video are property of moi- Louise Sattler and not for duplication or “snatching”. Thanks!
KONA, The Big Island’s home to tourists and coffee!
THE BIG ISLAND – VOLCANO TIME!
Historic Sites (north and west shore)
Small town of Kohala
Kamuela
King Kamemahame in Kohala
The local dish of Loco Loco
Pu‘ukoholā Heiau National Historic Site, Hawaiʻi, Kamuela, United States
Pu‘ukoholā Heiau National Historic Site, Hawaiʻi, Kamuela, United States
Pu‘ukoholā Heiau National Historic Site, Hawaiʻi, Kamuela, United States
Hilo- the Queen’s garden
Hilo
Don’t miss the Basically Books store
Kid’s section in the Basically Books store
Rainbow Falls, Hilo
The Rainbow Falls are serene and lovely – stop when visiting Hilo.
Determination of Special Education Eligibility:From the School Psychologist’s perspective:
There is no band-aid big enough to cover the broken heart of parents when they find out that their child has a serious learning or developmental disorder. As a school psychologist, I would rehearse the words that needed to be delivered to the parents waiting for me – across “the table”.
I knew that “Bad” or unexpected news needs to be carefully and eloquently given versus blurted out like guesses for Jeopardy. You owe them that much. They trusted you with their child.
I gave hundreds, perhaps thousands, of parents “the news”. Usually starting my “spiel” with some glowing remarks about their child – “Such a great worker”, “Really motivated and tried so hard”, or “Fabulous ability to stay on task”. Then came the description of what transpired over hours of one-on-one evaluations, observations, interviews, and discussions with staff. Finally, arrives the moment that many await – the results.
“As you know “your child” and I worked together for many hours over a course of several days. He was alert, responded to my requests without any problems, and seemed to enjoy most of our activities. He was very good at ___ (fill in the blank) and a joy to get to know. With that said… based on the findings from this comprehensive psychoeducational evaluation your seven-year-old child currently has the developmental level of a child younger than himself. That means that his cognitive (intellectual) ability to complete tasks combined with his academic skills, and skills for his daily living – appear also to be delayed for his age and grade. (This is where I pull out a chart that shows visually what I mean – such as the one below
I stop. I look the parents in the eye. And then ask if it is OK to continue with the meeting or if they have any questions about the evaluation process.
I then continue as if I am doing a “big reveal” – but without the cheering and happy faces … “I need you to know that these results allow for our team to discuss options for eligibility and possible programming within special education as I am recommending that your son meets the eligibility qualifications as a child with Intellectual Disabilities. “
This is where a few parents will ask me to repeat – EXACTLY – what I just said. They need to hear it twice as to help with the understanding. It is not uncommon for people to ask questions that seem “basic” but are very important. One parent asked a question that would seem very politically incorrect by today’s standards – “Is my son retarded?”
I respond, “Yes, that is a much older term but the definition probably is the same. However, I need you to know that he is young and we use strategies and programs that have not been introduced to him yet. So, please know that these results may change by the next time we re-evaluate him. We need to keep an eye on your son’s educational programming – monthly – school year by year. We do not have a crystal ball – but I am very hopeful that consistent intervention and programming can only help him to developmentally and academically grow”
THEN I WAIT. With this news or any other “heavy news” I wait. I need to press pause right here and now as I just dropped a potential “heart bomb” and I owe it to the parent(s) to have a moment to process it. I ask if there are any questions. And, if they need a moment to privately discuss or regroup?
By the way… This is where some psychologists fail parents. They simply drop “the news” and then move on because they are thinking of their next appointment, meeting, or even lunch. They fail because they don’t know what it is like to sit at the other side of the table and the immense need for that moment of allowing the messaging they just received to sink in.
“Are you surprised by what I just said?”, I will ask.
Sometimes the response is “not really”. Other times the parents go through the Kubler-Ross stages of grief at record speed with ANGER being where they stop. “NO WAY, he is just like me and I learned just fine!”, announced one very demonstrative father to me. (How do I respond to THAT?)
Or the sobbing begins. This is so hard. I almost rather have the anger. Sobbing means that the dreams they had for their son are now being reformulated as we sit in this too formal setting. News like this should happen on comfy chairs over tea and with boxes of tissues. Not in a room of strangers who just altered your world in a blink.
So, begins most parents’ initial journey into special education.
Please keep in mind that I am using this scenario as one of my scenarios that could happened – just as an example. But, as I have mentioned in prior blogs – special education encompasses a large number of eligibility categories – from needing speech therapy to those with multiple impairments who may need intensive services. The process is almost the same with each category – meetings, reviews, possible evaluations, and/or eligibility meetings and perhaps writing of an IEP. The examples I offer are just that – EXAMPLES. They are not taken from any real clients. Also, this is a blog – my personal experiences being conveyed to you and not “gospel” – so please do your due diligence to check the “facts” for your situation, your state, etc. These are my opinions and examples of possible situations. And remember, I have been a school psychologist and a parent for a long time. I started to be an official school psychologist in 1984 – so alot has changed. What has not changed – is my caring for children and their education.
The Parent Perspective:
It hurts. Hearing any words of concern and describing the most precious and beloved person in my life as less than perfect – hurts so much! But, I recognize that our son needs support with his learning – his talking – his muscles – etc. He is perfect to us- but in the “eyes” of the special education process – he is another “qualifier”. This means special classes and therapies as a child under the age of 3. He will have home visits and I will need to bring him to special centers for infants and toddlers. I will meet other parents and we will share our ‘war stories”. This is helpful to some degree. To others it is not. We decide to supplement his structured learning by placing our little fella also in “regular” daycare. He doesn’t do well the first go-around. He cries too much. Seems a bit lost until recess. Doesn’t want to sit or follow-directions. He is a “handful”. But, in time – with both special and regular preschool – he “graduates” from all of the services except for speech. He can’t pronounce correctly a few sounds and speaks very fast. That seems “do-able”. But, our time in special education isn’t over – we are just “on hiatus”.
When Dreams are Altered.
Dr. Ken Moses is quoted in an article saying these wise words which helped me as a parent:
Parents attach to children through core-level dreams, fantasies, illusions, and projections into the future. Disability dashes these cherished dreams. The impairment, not the child, irreversibly spoils a parent’s fundamental. heart-felt yearning. Disability shatters the dreams, fantasies, illusions, and projections into the future that parents generate as pan of their struggle to accomplish basic life missions. Parents of impaired children grieve for the loss of dreams that are key to the meaning of their existence, to their sense of being. Recovering from such a loss depends on one’s ability to separate from the lost dream, and to generate new. more attainable, dreams.
Dr. Ken Moses, Childhood Disability: A Parent’s Struggle (read more)
I recall going to a conference when our son was young with Dr. Ken Moses as the key presenter. Gosh, it was great! But, I was emotionally drained by the first break. He started the session by having us do an exercise that brought us all to tears. We were to envision our child – before they were born. And then we were to think of our hopes for this child. What we dreamed for their future. These thoughts were to be mentally placed in “thought bubbles”. Then Dr. Moses asked us to reflect on our reality of the challenges this child has endured. Which bubbles are now burst? Which remained? He then went on to discuss how we can make new and attainable dreams with our child – and that hope is a good emotion.
Break out the tissues. This life lesson was extremely powerful.
But, it taught me a huge lesson as a parent. And a psychologist. Dreams are only dreams that sometimes can become reality – or just need adjustments. Regardless, you can DO this!
Being a parent in the digital age
I have learned as a parent and professional to be careful of what information I read and absorb on the internet. And yes, I am keenly aware that my website is chocked full of “suggested resources”. But, please note that when I offer an article or video I do with this caveat – please use your due diligence to be sure to check the content for accuracy and application to your life. With that said, here is a resource that I found helpful on this topic:
From Both Sides of the Table is my chronicle of what special education may look like through the lens of the School Psychologist and the parents of the child referred. I have been in both roles. So, please feel free to refer to the last few blogs if you missed them.
So we continue…
The process of psychoeducational evaluation is very overwhelming. Shorthand seems to be the norm and for many parents – this is just too much. As a parent, you may feel like you need a translator for all the terms. Then there is the time spent on the part of the parents – mostly completing forms and attending meetings. The forms seem quite personal, too.
You also may be wondering about these questions/topics, too!...
Why do they need to know about my pregnancy on the survey I received? And any health and mental health issues with MY parents or siblings. Isn’t it enough to get information about hubby and me?
Why do they need to know about what we eat at home? If we have a consistent work history? If there are “stressors” within our home – doesn’t every family have their own share of stress?
Why am I asked to complete questionnaires that seem redundant? The speech and language evaluator is asking me the same or similar questions as the psychologist – don’t they share documents?
My child seems worried about this testing- but no one seems to give me any advice on how to prepare her for the evaluation. I would like to have some clue as to what to expect to help her feel better about “what is to come”.
How come it takes FOREVER to get the results? I am feeling anxious and would like my child to start getting help pronto! But, it appears that we are in a holding pattern for at least another MONTH or MORE!
And now I am in a meeting getting the results and it sounds like a foreign language is being spoken. The professionals are talking so fast and even though I am asked if I have questions it seems like we are too rushed to really get answers. Plus, I would like to make some clarification of what I wrote or said during a survey- can they amend the reports?
I am not sure I like the results – don’t I get a say as to what happens in, the meeting?
Will my child get better? Improve? Be “normal”? Ever have friends? Stop biting? Start talking? and the list goes on and on…
In reality, as a parent, I found the need to ask questions along the whole process. When tests were being offered that I didn’t know (or hubby didn’t know) – we asked. I understood the reason for all the surveys and personal questions.
As for the meetings I made sure hubby and I both attended. (Suggestion: bring along another trusted adult during the formal meetings to help you recall information or take notes.)
And yes, there were times I disagreed with the conclusions. But, in lieu of due process, we decided to work WITH the team to come together to create a plan. Being on opposite sides of the table doesn’t mean you are on opposite sides with the approach. Working together – respectfully- is something I strive for as a parent and a professional.
Terms that may be useful to know:
LRE: Least Restrictive Environment
FAPE: Offer of free and appropriate publicly provided education.
Due Process: When you disagree there is a system to have your grievances heard via a third party.
IEE: Independent Educational Evaluation – requesting another “do-over” evaluation in the event that a party on the IEP team (usually the parent) does not agree with the outcome or feels something was overlooked.
Related Services: These are services that are outside the usual- such as occupational or physical therapy. Counseling also can be a related service.
ERMHS – a California term (usually) for Educationally Related Mental Health Services. Some states refer to this as a related or adjunct service. The student must have an IEP to obtain these services and go through a process.
Educational Advocate: Someone who works with the parent to explain the IEP process and also to advocate for eligibility or services for the child via the IEP or 504 process.
See WrightsLaw.com for more terminology.
I couldn’t do this alone…
Many parents feel very isolated when their child starts special education. it could be because their child is not included in the neighborhood or school events like the other children? That hurts – big time! Perhaps, that is when it may be a good time to seek support groups of like-minded people. Schools often have such groups as do local community centers. I remember joining the local and national chapters of CHADD (Children and Adults with Attention Deficit Disorder). Through these groups, I learned that I wasn’t the only parent not sleeping due to a child who only required four hours a night. I also felt comfort and validation. Sometimes my son’s actions were misunderstood and I was glad to see that he was “accepted” among this “group”.
I also felt the need to advocate for my child, actually children, in their classrooms. You see I have been discussing my son and his traumatic birth and infancy. But, little did I know that lurking in my home was the dyslexia gene and it was about to come for a visit in my daughter’s classroom!
So now I am the parent of two children who need special programming due to a variety of unique challenges. So, I start to recite a mantra that has stuck with me til this day…
A parent is a child’s number one advocate and resource for unconditional love, support, and guidance. Be that parent.
Your third-grade son is not reading the way your nephew who is in the first grade is reading. He seems to be “stuck” and his frustration with learning is starting to result in behavioral issues- such as making excuses to not go to school and acting out when he is there. You talk to his teacher and she recommends that you submit a written letter (or email) to the school administrator to request a meeting to express your concerns. This starts a formal “timeline” of the special education process. Typically the meeting happens and there are fifteen days to develop and submit an assessment plan if one is determined to be needed.
The assessment plan is like a roadmap as to what comes next. First, the concerns are spelled out and what is the reason for the referral? Statements may be as follows:
Jane has been demonstrating challenges with her reading on grade level – the second grade general education curriculum. Her teacher and parent have noticed her struggling and have the most difficulties with letter- sound relationships (phonics) and writing her letters correctly. She also has been interrupting other students during group instruction. Lastly, she seems easily distracted and often needs redirection to stay on task.The SST meeting members recommend that your child have a comprehensive psychoeducational evaluation to gather information about his present abilities in the areas of ____ (fill in the blank) and to see if he/she meets eligibility for services in special education. “
Then there is a whole bunch of “legal stuff” to explain the process and what laws are involved. A case manager is usually assigned to be the parents’ “point person” and will ask for signatures.
EVALUATION TIME
A psychoeducational evaluation can take an hour to many hours or days. There are several factors. 1) The age of a child. Younger children take less time. 2) The reason for referral. This drives the number of evaluators and the depth of the evaluation. 3) The cooperation and behavior of the child – some kids are easier to test than others. Some need more breaks or shorter sessions. That is fine. I let the students drive the schedule. 4) Availability – sometimes a school can only release a child from class for short spurts of time or parents are only available for a chunk of time. Psychologist often needs to be flexible. 5) The child’s health and ability to sustain attention 6) Availability of a helper- such a personal assistant if the child is in a wheelchair or an interpreter 7) Schedule of the psychologist… to name just a few.
The testing usually starts with rapport building. A game. A fun discussion about random topics that is relaxed. Drawing. An interview comes next for me (other psychologists may have a different order to their assessments). Then comes the “meat and potatoes” – tests for ability, academics, memory, motor skills, social -emotional functioning – etc. To list the number of tests psychhologists are trained to use for assessment would be a very long list – and boring! Thus, publishing them here would not be wise. However, here is an excellent link to the evaluation process (from referral to feedback) and a list of common psychoeducational measures used.
Feedback from the testing can be very emotionally draining for the parent(s)
There is no band-aid big enough to cover the broken heart of parents when they find out that their child has a serious medical or developmental disorder. As a school psychologist, I would rehearse the words that needed to be delivered to the parent waiting for me. “Bad” or unexpected news needs to be carefully and eloquently given versus blurted out like guesses for Jeopardy. You owe them that much. They trusted you with their child.
I gave hundreds, perhaps thousands, of parents “the news”. Usually starting my “spiel” with some glowing remark about their child – “Such a great worker”, “Really motivated and tried so hard”, or “Fabulous ability to stay on task”. Then came the description of what transpired over hours of one-on-one evaluations, observations, interviews, and discussions with staff. Finally, arrives the moment that many await – the results.
“Based on the findings from this comprehensive psychoeducational evaluation your seven-year-old child currently has the developmental level of a child much younger. That means that his cognitive (intellectual) ability to complete tasks, known as adaptive behavior, around the house, in school, on the playground, and in other places is more like a three-year-old than a boy of seven. The results of the physical therapist, speech, and language therapist, etc. are very similar to my results.”
This is where I stop. Look directly at the parent and wait. Some will start to cry. Some will look confused. Regardless, I need to drop the next “official statement” in their lap.
Then I continue… “I need you to know that these results allow for our team to discuss options for special education as I am recommending that your son meets the eligibility qualifications as a child with Intellectual Disabilities. “
This is where the parent usually asks EXACTLY what this means. Some parents have not heard this terminology and then ask if I mean that their child is “retarded”.
I usually respond, “Yes, that is a much older term. However, I need you to know that he is young and we use strategies and programs that have not been introduced to him yet. So, please know that these results may change the next time we re-evaluate him. We will be reviewing your son’s progress on a regular basis.”
Now it becomes tricky. A lot has transpired in so few sentences. Their world is now upside down. It is awkward. Often sad. I continue…
“Are you surprised by what I just said?”, I will ask.
Sometimes the response is “not really”. Other times the parents go through the Kubler-Ross stages of grief at record speed with ANGER being where they stop. “NO WAY, he is just like me and learns just fine!”, announced one very demonstrative father to me. (How do I respond to THAT?)
Or the sobbing begins. This is so hard. I almost rather have the anger. Sobbing means that the dreams they had for their son are now being reformulated as we sit in this too formal setting. News like this should happen on comfy chairs over tea and with boxes of tissues. Not in a room of strangers who just altered your world in a blink.
So begins most parents’ initial journey into special education. (An upcoming blog in this series will cover the special education “emotional roller coaster.”
Psychologists’ “toolbox” of resources:
A List of Frequently Asked Questions that Psychologists Ask Parents New to the Special Education Process during their Initial Meeting
Birth History (and if the child was adopted or placed in foster care – any known history of the parent and child)
Medical History
Developmental Milestones (see addendum)
History of medical difficulties or learning disorders in the immediate family or with close relatives
The child’s current sleeping, eating, and toileting behaviors.
Language acquisition – how does this child communicate with the parents? Has there been a steady growth in language development or any decline?
Ability to be flexible with changes to food? Environment? Temperature? Sound? Lights?
Emotional responses from the child daily basis. Overall happy? Responds appropriately or seems to have challenges with emotional regulation?
For older children, questions will center around play, sharing, and educational skills (reading, math, and written language.)
EXAMPLES:
This is an example of a bell curve with ranges reflected from a student’s evaluation. This chart helps to visually demonstrate the child’s abilities for a range of expected skills. The average is considered within the 85-115 range.
I can’t say enough positives about this enchanting juvenile literary work – ALLEGRO! Mostly because it introduces classical music to youngsters in the most engaging manner! David Miles (author) and Anita Barghigiani (illustrator) mesh to form the perfect duo to produce quite simply – a masterpiece!
Your early reader can learn about classical music through the story of a child discovering his passion for the arts through the great masters. This book is CLEVER with necessary repetition that is not at all tedious. For example, the first time a composer (such as Beethoven, Mozart, Debussy, etc.) is introduced is via a short biography on the inside cover then once more as an illustration that appears embedded in the story itself. The same composers are seen again on the back pages with explanations about each maestro . This additional content is a very unique instructional extension that allows a child to go more in-depth with learning and vocabulary building. Lastly, on the sidebar, a child can press samples of musical compositions over and over again. There are many to choose from and each one has a very soft melodic sound vs. the cheap “tin” noise often hear in audio books for kids.
Within the storyon the back insert
as an interactive musical piece
I could go on and on about this book. But, I won’t. Why? Because it is INTERACTIVE and I believe it best to describe ALLEGRO not with words but with a video. Please watch and consider this the perfect gift to inspire the children in your life about the beauty of music. And for our children who are Deaf or have hearing loss, the illustrations are magnificent and the accompanying stories are very much worth having the book, sans the audio. Also, there is some vibration through the speaker.
To learn more the about the authors and how to obtain a copy of this fantastic book: ALLEGRO:A Magical Journey Through Musical Masterpieces go here.
The official description by the publisher:
Classical music comes to life like never before in this magical journey through 11 timeless compositions. Meet Allegro, an ordinary boy who can’t stand practicing the piano. Those black dots on the page drive him crazy—until the music itself whisks him away on a breathtaking journey. Each beautifully illustrated scene on Allegro’s journey is accompanied by a famous classical theme that can be played with the press of a button. Hear Grieg’s “Morning Mood” while meandering through a misty meadow, Dvorak’s “New World Symphony” while exploring uncharted lands, Debussy’s “Claire de Lune” while pondering a shimmering night sky, and 7 more! Beautiful gold foil, lavish illustrations, and high-quality sound make this a musical masterpiece to treasure forever.
I love it when a preschool – early reader series can teach basic skills, such as counting or the alphabet by using an engaging method – thanks to colorful illustrations and interactive storytelling! Add the bonus of an early geography lesson or two and I declare this series a winner! Yes – the ABC PRIMER and LET’S COUNT compilations of books offered by FAMILIUS publishing indeed were winners!
I received a number of books from Familius’ catalog – focusing on the Southwest and Pacific Northwest of the United States. The first thing I noticed was the quality of the books. They were very sturdy and the bright colors really caught my eye. Inside the authors used clever associations of letters and alphabets to highlight fascinating places within the states of Utah, Arizona, California, and Oregon. Readers can learn about prickly pears that adorn Arizona, the avocados and redwoods of California, the arches and other land formations such as Zion, in Utah, and the Portland Rose Festival and seashores of Oregon. Yes indeed – fundamental skills are taught within the pages of these primer readers.
For the slightly older reader, the publisher offers 10 Little Monsters series with many state titles available. I asked to review the California book and they obliged. The author, Jess Smart Smiley must love to travel the Golden State as she picked many locations that are my California favorites, too! From the Redwood Forest to the San Diego Zoo- this book includes many interesting facts that families’ can read and learn – TOGETHER! Plus, maybe it meets the California curriculum requirements for learning about state history and geography at the elementary level?!
As an educator, I truly enjoy these books and I bet many teachers will immediately love them, as well! The authors and illustrators have taken great care to present the materials. I predict that many educators will use them as resources to create interactive learning opportunities within their classroom and virtual setting!
For example, I can imagine a teacher assigning each student a different state book to read. Then they are given an opportunity to share by playing the role of “teacher”. Or extend student learning with videos from National Geographic or state-promoted websites such as VisitUtah.com. I would love to see the artwork that students create after learning about the Grand Canyon or other natural wonders in the United States!
(See below for more educational websites that would be great supplements to learning for younger children about the United States).
Are you a roving home educator who uses the highways as their classroom – “RV Style”? These books are worth the room in the vehicle and super for sharing and trading with new friends you meet on the road!
And, for all parents and educators who love to travel – consider these books as a perfect gift (just add a suitcase!)
NPS.gov – The National Parks system in the United States
I received complimentary copies of the books that will be shared with others. I was not given any monetary compensation. The views expressed within this blog are my own.
