Welcome to another online addition of the Arizona Promising Practices forum. For those new to this service, each issue, which will now be sent to you on a regular basis, will focus on: (1) Recommended National Educational Websites; (2) A Local or Arizona Website/Practice of Importance; and (3) One promising practice article in condensed form. We welcome your recommendations for improvement to this forum or suggestions on future topics. The Arizona Promising Practices Forum and website, www.azpromisingpractices.com is a FREE resource of the Arizona Department of Education.

Dale Brown, ACPE Consultant - daleb@idir.net

In this issue, we have been asked by several subscribers to break from our normal research articles and promising practices and provide some basic BACK TO SCHOOL suggestions for Parents, Teachers, and Students 
now that the new school year is about to begin. Using research from About Kids.org, below you will find some helpful tips. 

But first:

National Website focusing on Promising Practice - Barrier Free Education is an online resource sponsored by Georgia Tech University that focuses on inclusion of students with disabilities into Math and Science Coursework. This online guide includes definitions, lesson plans, assistive technology examples and many practical and useful suggestions for teachers, students, and and parents. Check it out at - http://barrier-free.arch.gatech.edu/

Arizona Website of Importance - A well rounded education for students includes study and exposure to the arts. Check out the Arizona Commission on the Arts - Arts in Education Website. It can be found at - http://www.arizonaarts.org/ed/

Promising Practice Research and Tips

Introduction
For some children, making the transition from summer to school requires more than having the right book bag or sneakers. When parents have particular concerns about a child advance preparation can smooth the way. This article describes some common child and family issues and offers parents suggestions for helping their kids.

Understanding the child who is shy
Certain children have a "slow to warm up" temperament. Regardless of their age, they may feel most comfortable in situations and with people they know. They may be cautious and careful by nature, or be uncomfortable in unanticipated situations. Another area where shyness is often manifested is in developing and maintaining friendships. Remember that being shy is not necessarily to a child's detriment. It's important to discover and enhance the shy child's other abilities. For example, the child's sensitivity and caring as a friend.

Helping the child who is shy
· Use a gentle approach 
It is best not to force a shy child to get right out on the playing field. A "pulling yourself up by your bootstraps" approach can overwhelm shy children. Better to help them manage their "shy" tendencies over time and with practice. 

· Orchestrate and plan activities 
Orchestrate play dates or outings with peers with whom the child feels most at ease. Planning the activity with the child ahead of time provides predictability to the event and makes her feel in control. 

· Role play with your child 
Practicing how to initiate, join, or respond to another person is sometimes all that's needed to help a shy child. Preparing methods of introduction and answers to basic questions, then practicing them with the child at home, at the grocery store or with a new friend can increase confidence. 

· Check out options at school 
Talking to the teachers early in the year and requesting their help behind the scenes can add to success. For example, teachers can be mindful of student pairings for projects or offer suggestions of children who might be a good match for after school activities. 

Understanding the child with a learning, physical, or mental health difference
Children with a learning difference, mental illness, or physical challenge are often integrated within the mainstream of the school environment. Some differences are readily apparent while others may go unnoticed. Depending upon the problem, a child may feel self-conscious, insecure, or ashamed. Being aware of their own feelings and being prepared for the responses of others will help them manage their differences more easily.

Helping the child with a learning, physical, or mental health difference
· Consider the pros and cons of discussing the issues
Parents must carefully consider how and when best to introduce their child's problems. Parents may be concerned about a teacher developing a bias or being misinformed. Some problems, particularly those that are health related, require up-front discussion. And for other children, such as those with learning problems, although remediation needs may be a matter of school record, parents should insure the proper supports are implemented. A child's preference and participation should also be solicited with respect to more direct intervention. For example, some physically ill children welcome the chance to talk about personal experiences in class whereas others prefer explaining their difference on a one-to-one basis. 

· Monitor the child's progress
New areas of concern may develop as the year progresses. Different teachers, different academic demands, changing social groupings can all effect the child's experience and adjustment. Assessing the transition requires gathering data from both the child and the teacher. Don't rely on one source of information. Each has his own perspective. 

· Develop the child's social skills
Having appropriate interpersonal skills is essential for enhancing one's social relationships and quality of life. Learning and practicing techniques suitable for children with differences helps them develop and maintain friendships. And friends can offer protective value, improving one's emotional outlook and functioning. 

Understanding the child who is under stress from family issues
Children spend a great deal of their lives in school, away from home and family. However, they carry the effects of any personal stresses with them. It is commonplace for at least half of the children in a classroom to live in a home in which there is divorce or illness or some other issue of concern. Children are affected by events occurring around them in ways not readily obvious. Grades and peer interactions can be negatively impacted by stressful situations at home.

Helping the child who is under stress from family issues
· Coordinate systems
During a crisis or when the usual family structure is disrupted, it's important to let others know what will change. Providing alternative phone numbers, explaining different drop off schedules, or alerting staff to a parent's decreased availability can allow others to reinforce the changes with the child and fill in the gaps where possible. 
· Identify supports
Parents may wish to inform selected staff, perhaps a guidance counselor, about the particular issue so they can keep an eye on the child and provide on-site help. Letting the child know the specific person identified as a source of support may also be appropriate. Having this knowledge makes the child feel more comfortable seeking assistance. 
· Maintain routines
Keeping to the child's regular schedule as much as possible provides stability, security and hope. The predictability can decrease the child's anxiety and help him feel in control of the situation. 

by Robin F. Goodman, Ph.D.,A.T.R.-BC