Are you an undergraduate considering a career in therapy? If so, becoming a Therapeutic Assistant (TA) could be an ideal first step. This role offers invaluable hands-on experience and insight into the world of therapy, making it a perfect bridge between undergraduate studies and graduate school. Our TA positions at Blue Bird Day, Eyas Landing, and Merlin Day Academy are excellent opportunities for undergraduates to learn more about speech, developmental, physical, behavior, and occupational therapy, as well as social work, counseling, and nutrition. 

Blue Bird Day, Eyas Landing, and Merlin Day Academy offer a comprehensive Therapeutic Assistant program that is designed to provide undergraduates with a well-rounded experience. Located in West Loop, Northcenter, and Wheaton, Blue Bird Day serves children ages 2-7 through a unique therapeutic model, involving daily therapeutic rotations aimed at supporting children's growth and development. Eyas Landing is an outpatient therapy clinic in the West Loop that offers individualized sessions of multi-disciplinary therapies to treat children and adolescent's specific needs. Merlin Day Academy provides special education and multi-disciplinary therapy for children ages 6-14 in the Avondale neighborhood. 

Requirements and Responsibilities 

To become a TA, candidates typically need to be enrolled in or have completed an undergraduate program in a related field, such as psychology, social work, or education. Responsibilities include assisting licensed therapists, implementing therapeutic activities, and documenting progress. This role demands communication skills, patience, and a genuine passion for helping children. 

Unique Opportunities 

Working at Blue Bird Day, Eyas Landing, or Merlin Day Academy offers several unique opportunities. TAs get to work closely with a multidisciplinary team, gaining exposure to various therapeutic approaches and techniques. They also have the chance to make a significant impact on the lives of children, helping to set them up for success in future learning environments. 

Advantages of a Therapeutic Assistant Position 

Practical Experience 

One of the biggest advantages of working as a TA is the practical experience you'll gain. This role allows you to apply theoretical knowledge in real-world settings, providing a deeper understanding of therapeutic practices. You'll work directly with clients, helping them through their therapeutic journeys. 

Networking Opportunities 

Being a TA also opens doors to valuable networking opportunities. You'll connect with licensed therapists, educators, and other professionals in the field. These connections can provide mentorship, advice, and potentially even job opportunities in the future. Many of our former TAs have returned after grad school as therapists! 

Insight into Various Therapeutic Fields 

Another key benefit is the exposure to various therapeutic fields. Whether it's speech, developmental, physical, behavior, or occupational therapy, as well as social work, counseling, and nutrition, a TA position allows you to explore different areas and decide which one aligns best with your career goals. 

Becoming a Therapeutic Assistant at Blue Bird Day, Eyas Landing, or Merlin Day Academy offers undergraduates a unique opportunity to gain practical experience, build valuable connections, and explore different therapeutic fields. This role serves as an excellent steppingstone toward graduate school and a successful career in therapy. Don't miss out on this opportunity to grow both personally and professionally! Apply for a Therapeutic Assistant position today! 

 

When it comes to academic accommodations, it’s hard to know where to start.  The process seems to take forever and, sometimes, with very little direction.  While every school district will vary slightly in the process for getting accommodations for children, there are some basic steps that parents can take to advocate for their kids.

Step 1: Start the conversation

Before diving into the deep end, start talking to people.  If your child is already enrolled in school, talking to their teacher is a great place to start.  If you’re noticing struggles, it’s likely that your child’s teacher is as well.  They may have some advice for you to start the process or be willing to provide some informal supports while you get the process going.  If your child hasn’t started school yet, you may find some support from daycare or preschool teachers.  They may be able to direct you on who to call and offer insights into your child’s academic, behavioral, and social-emotional needs that the school will inquire about during the testing process.

If your child is enrolled in any kind of therapeutic supports, including Early Intervention, Occupational Therapy, Speech Therapy, etc., your treatment team can provide great information, too.  Many have supported and advocated for services for their families and can provide great insights.  They may also provide documentation of a child’s need, including a diagnosis or treatment goals, which can inform the services they would benefit from at school.

Talk to friends and family.  Many of our families say they learned from their own social network about the process.  Even if they cannot provide steps and data on the process, it never hurts to have some social support when addressing your child’s learning and developmental needs.

Talk to your kid!  For kids that are old enough and ready enough to notice and talk about school struggles, it can help to ask them questions and offer support.  “What’s school like for you?” “I see you getting frustrated with homework, how would you feel if we got you some help?” “What do you wish your teacher could help you with?”  Conversations about school and getting help can not only de-stigmatize this process for them but may give you and the teacher ideas to include in the plan.

Step 2: Document, Document, Document

Whether you are just starting the enrollment process for your child or if they’ve been enrolled in school for a while, the first step to getting academic accommodations is to get some documentation.  Some documents that you may collect include:

• Report Cards
• Notes/Letters from teachers describing academic or behavioral struggles
• Medical Documents including diagnosis, behavioral or emotional needs
  • This can include notes from therapists, doctors, medical diagnostic or neuropsychological testing reports
  • You can ask your providers to write a short letter including the child’s diagnosis or symptoms and how those impact academic and social success
• State testing scores
• Early Intervention reports
• Any previous evaluations completed by the school, doctors, psychologists, or even tutors
• Communications you have had with teachers or preschool/daycare staff that reflect needs or struggles of the child

Step 3: Contact the school

Reach out to the school, either via email, phone, or in person.  You will want to get in contact with the Special Education Coordinator or 504 Coordinator as well as the Principal during this process.  Typically, you can find this information on the school’s website or get it from your child’s teacher.  They will be able to give you the name or forward your message to the correct person in the district.

Make sure you make a request in writing.  A sample letter is offered by www.understood.org here:

Ask to Discuss a Problem With the School Example

Stay in communication.  Approach the school team in the spirit of teamwork.  It always helps to stay on the positive side of things.  Once you make the request for accommodations, the school is must respond and begin the process of evaluating for the IEP or 504.

This process can take a lot of time and follow up communication, which can get tiring.  In some cases, the process of getting accommodations can be long, but it’s generally amicable.  However, in a few cases, you might want to keep a record of communications and supporting documents to make your case for accommodations stronger.

Either during these communications or after setting up a meeting, the school may say that they want to “collect data.”  This means that they want to do some additional testing or observations to see where your child may be struggling and what services they may qualify for.  The data collection process for the school can include a special education staff or psychologist to observe the student in the classroom, additional testing, or gathering more information from teachers.  This is a normal part of the process and can include your child’s teacher, school social worker, or psychologist.

Step 3.5 Do I need private testing?

I include this as a half-step because it’s a “maybe” step.  Private neuropsychological or psychoeducational testing is not required to qualify for an IEP or 504.  The school will complete their own data collection and assessments.  However, completing private testing can help speed up the process and give you the tools for further advocacy.  This can also help the school along the way.  Schools do their best to allocate their resources to each child equitably.  And that means that they tend to focus their testing more specifically to target needs in academic areas.

Private testing can help “fill in the gaps” and give more in-depth information about different areas of functioning, including emotional, behavioral, and cognitive.  It can also provide insights into resources and referrals outside of the school.  Private testing can help to clarify diagnosis, strengths, and creative ways to explore what might be impacting your child’s success.  This might include recommendations for outside therapies, community supports, and resources to use in the home.  I like to include books, websites, and other apps for both parents and children to gain a better understanding of themselves and what they need to thrive.

Step 4: Meetings

The school will want to set up a meeting with you and your child.  Children are encouraged to be at the meeting and, as they get older, may be required to attend and give input on their plans.  Depending on if you are setting up a 504 or an IEP, this meeting may include different people. You can expect to see your child’s teachers, principal or vice principal, and support staff, such as a social worker, resource teachers, or school psychologist.  This will be a time to discuss goals and next steps.

Bring your ideas and thoughts about what helps your child to this meeting.  Remember that everyone has different perspectives based on their experiences with your child, the environment they see the child in, and the demands of that environment.  For example, a child’s behavior in Math class might be different from their behavior in Reading or ELA because they struggle in math but love reading.  These different teachers may have different ideas about a child’s needs, strengths, and supports.  That’s great!  It means they’re paying attention and tuned in to the unique needs of your child.

A list of some common IEP and 504 accommodations can be found here:

504 Accommodation Checklist

Common Accommodations and Modifications in School

Surprising IEP and 504 Plan Accommodations

You’ll be surprised how creative these interventions can get!

Keep in mind that accommodations can apply to both academic and nonacademic areas.  This means that lunchtime, recess, and even some afterschool activities may be included in the service plan.

Step 5: Formalize the Plan

Again, depending on if your child receives a 504 or IEP, as well as your school district, this may be fairly informal or more structured.  You, your child, and their team will come up with a written document outlining the modifications, accommodations, and supports in place.  After everyone agrees to these services, everyone will sign it, and you will get a copy for your records.

Services will be put in place.  As mentioned, 504 plans tend to be pretty flexible.  Students are given access to supports but are generally not required to rigidly adhere to them.  With IEPs, teachers are generally required to provide the more structured accommodations, such as a specific number of 1-1 or small group teaching minutes.

Step 6: Following up

Because 504 plans tend to be more informal, there are generally fewer follow up meetings and formal progress monitoring.  But again, this can vary with each school district.  Your district will provide any deadlines or dates of reviews and follow up meetings.

IEPs are formally reviewed every year and re-assessment occurs every 3 years.  Review meetings will go over your child’s progress toward their IEP goals, need for continued accommodations, and adjustments based on their need.  Teachers will collect data through the year, based on learning and academic performance, behavior, or emotional supports.  With an IEP, there will always be a transition plan, or a plan for what the students must accomplish before being transitioned out of services.  This may look different based on needs, from earning all passing grades, decreasing hyperactivity in the classroom, or it may include plans to transition to vocational training or other early adulthood supports.

I recommend keeping all of these documents.  They can help support the need for future accommodation.  For example, when a child prepares to take the SAT they can support the need for extra time or individual testing.  They can help support vocational training needs or additional resources after graduation.  Just keep a continuous file on hand, either physical or a computer file of your scanned documents.  Starting this documentation early makes the process much easier as your child grows up.

Take Away:
While the school will ultimately determine what is allowed in your child’s 504 or IEP, you can start the conversation, advocate, and be informed to help your child get the best out of their education.  Every child has the right to learn and these services exist to make sure every child gets a fair chance at education.

Further Reading:

Protecting Students With Disabilities

IEP Roadmap: How Kids Get Special Education

IEP vs 504 Plan: What’s the Difference?

What is an IEP?

Contact us for additional details about Neuropsych/ Medical Diagnostic Testing:

Picture day is coming to a Blue Bird near you! This is a great chance to get a photograph of your children and notice their development. However, for some children, picture day can be overwhelming. They may not like sitting still, wearing fancy clothes, or having their hair done differently. Other kids don’t like having strangers look at them or feeling like the center of attention. Still some children can be distracted by all of the sensory inputs – flashing lights, a stranger giving them directions for posing, and seeing a classroom set up differently may cause them anxiety.

At Blue Bird, we do everything we can to make this a fun event by having staff they know present to support their participation, by keeping the photo sessions short, and by hosting it in play spaces they know. Even still, a photo session can be quite a change from their daily routines. In order to prepare them to have the best photo possible, here are a few ideas:

1. Does your child like dramatic play? You can have them play dress up, practice wearing the clothes you want for their photograph or even give them a “make over” and practice doing their hair. When they are “ready for their close up” you can try using a camera at home or use your phone to take pictures you can look at together.
2. If your child enjoys arts and crafts, try making cameras out of Kleenex boxes or other small empty boxes. They can run around the house and “take photos” of the family, pets, the house, etc. to get comfortable with it. Then try turning the “camera” on them when they seem relaxed and encourage them to show off their best poses.
3. Set up a “photo shoot” at home. Use your box cameras or real ones, a stool or small chair, a favorite stuffed animal, and open some umbrellas (these look like what our photographers use for their flashes). Try having them pose with their toys, sitting down or standing up. This will help them feel more prepared when they see the photo set up at Blue Bird.
4. For children who are more scientifically minded, you can take apart an old camera to figure out how it works or look at YouTube videos of how a photo shoot works. This can help diminish some of the anxiety around what is happening and why.
5. Finally, looking at family photographs is a great family activity. Showing them pictures of yourselves as babies or their siblings and pets in younger years will normalize having a picture taken. Looking at older photographs of your child throughout their life is a great way to share memories, to talk about them through positive stories, and to reinforce how natural it can be for them to be photographed.

Individualized Education Plans, or IEPs, can be a source of stress for families of children with a disability. It can be a complicated process and oftentimes, families do not know where to start when trying to procure their child an IEP. IEPs are especially important if your child will be attending public school, as they will identify what supports and services they will receive in their next school setting, outline their goals, and ensure a successful transition to best meet your child’s educational needs. Here are some tips and information to help get you started!  

Starting the IEP process  

• Start the IEP process early: the more time, the better!  

• Formally request an evaluation with Citywide Assessment Teams  

• ODLSS – Chicago Public Schools (email: privateschoolevals@cps.edu).  

• The request should include an explanation of your child’s educational concerns and any supporting documentation as well as indicate your consent for your child to be evaluated.  
• Reach out to your child’s BBD classroom teacher: they can help you fill out the forms, send over your child’s most recent evaluation and IITSP, and even attend the IEP meeting with you if you would like the support!  

Important dates and timelines  

• The school must provide the parent written notice of their decision to evaluate their child for an IEP within 14 school days of receiving the request. 
• The IEP evaluation must be completed, and the IEP team must determine eligibility for special education services, within 60 school days after the date the parent provides written consent to conduct the evaluations. Keep in mind these are school days and do not include the summer/holiday breaks. Another reason to start this process sooner rather than later!  
• Parents/Guardians must receive copies of the draft evaluations at least 3 school days prior to the eligibility meeting for their review.  
• Re-evaluations are every three years! 

Final IEP thoughts:  

• Review your child’s draft IEP before the eligibility meeting so you can come to the meeting prepared with any questions or concerns.  
• You can have an advocate/support at the meeting: bring someone that has a good relationship with your child and family and that knows them well—teacher, therapist, caregiver, etc.  
• Speak up if something doesn’t sound right! You are the expert on your child and their best advocate to make sure they get the supports they need   

Lastly, remind yourself that this can be an emotional journey and is hard work— congratulate yourself for getting this done! Also, remember that you are not alone in this; never hesitate to reach out to your Blue Bird Day team for support during this process.   

References and further reading:  

Chapter 3 – Referral: Educational Rights and Responsibilities: Understanding Special Education in Illinois https://www.isbe.net/Documents/ch3-referral.pdf  

CPS Office of Diverse Learner Supports and Services https://www.cps.edu/services-and-supports/special-education/understanding-special-education/special-education-process/   

Finding time to have a date night with your significant other while parenting is challenging. Having a date night during the Coronavirus feels impossible. So how do you stay connected to your partner and keep your connection alive? With some creativity, thoughtful planning, and intentional focus you can deepen your relationship during these challenging times.

First, think of time when you both have some energy and time alone. Do your children have some time with their grandparents or other trusted caregivers? What about after everyone is in bed? Early in the morning on the weekend? During your lunch break? Often we fill up those times with chores to do around the house, projects for work, or phone calls and emails. Scheduling an intentional time, while not the most romantic, can communicate that you are focusing on your relationship and want to make it a priority. So look at your calendars and find some time, even half an hour, to focus on one another.

Talk about what you want to do on your date. Sure spontaneity is great, but if you have a plan, you can figure out a good time, location, and focus for your time together. What types of activities help you and your partner relax and reconnect? Do you want to order in food? Or do you want to cook for one another? Do you want to have a movie night? Or time to work on a shared hobby like a board game, puzzles, or creating art together? Do you need quiet time together or would something active help support your bond? Planning ahead can make your time together less stressful as you won’t have to make any decisions in the moment, everything has been thought out! 

Taking time to focus on one another may not be easy but if you make it a habit, it can become a part of your natural schedule. Prioritizing a regular date together can refresh your energy and help you support one another during this challenging time. Ultimately, by strengthening your partnership, you will be strengthening your family and your individual selves. 

Mindfulness has several well-known benefits, including strengthening self-control, lowering anxiety and stress levels, improving emotional regulation skills, and improving social skills and communication. According to Juliann Garey, “Mindfulness is a meditation practice that begins with paying attention to breathing in order to focus on the here and now—not what might have been or what you’re worried could be.

The ultimate goal is to give you enough distance from disturbing thoughts and emotions to be able to observe them without immediately reacting to them.” There are many researched benefits of mindfulness practices to address emotional regulation and coping strategies among adults and children, including conditions ranging from ADHD, anxiety, autism spectrum disorder, depression, and stress.

At Blue Bird, in social-emotional learning group (SEL) social work therapists engage in a variety of mindfulness practices to target identifying emotions and coping skill strategies.  

Below I have outlined several mindfulness activities to try at home: 

Belly Buddies: 

This activity helps your child focus on their breathing and helps your child learn how to control their breathing.  

During this activity, your child will lay flat on the floor in a quiet room where your child feels the most comfortable/safe. You can use your child’s favorite small toy, stuffed animal, or something that you created together (I.e. painted rock.) Lay the item flat on your child’s tummy and have them watch the object as they take slow deep breaths in and out.   

Mindful Posing (yoga): 

One easy way for children to dip their toes into mindfulness is through body poses. To get your kids excited, tell them that doing fun poses can help them feel strong, brave, and happy. 

Have the kids go somewhere quiet and familiar, a place they feel safe. Next, tell them to try one of the following poses: 

• The Superman: this pose is practiced by standing with the feet just wider than the hips, fists clenched, and arms reached out to the sky, stretching the body as tall as possible. 
• The Wonder Woman: this pose is struck by standing tall with legs wider than hip-width apart and hands or fists placed on the hips (Karen Young, 2017). 

The Mindful Jar: 

This activity can teach children how strong emotions can take hold, and how to find peace when these strong emotions feel overwhelming. 

• First, get a clear jar (like a Mason jar) and fill it almost all the way with water. Next, add a big spoonful of glitter glue or glue and dry glitter to the jar. Put the lid back on the jar and shake it to make the glitter swirl. 

• Finally, use the following script or take inspiration from it to form your own mini-lesson: 

“Imagine that the glitter is like your thoughts when you’re stressed, mad, or upset. See how they whirl around and make it really hard to see clearly? That’s why it’s so easy to make silly decisions when you’re upset – because you’re not thinking clearly. Don’t worry this is normal and it happens in all of us (yep, grownups too). 

[Now put the jar down in front of them.] 

Now watch what happens when you’re still for a couple of moments. Keep watching. See how the glitter starts to settle and the water clears? Your mind works the same way. When you’re calm for a little while, your thoughts start to settle and you start to see things much clearer. Deep breaths during this calming process can help us settle when we feel a lot of emotions” (Karen Young, 2017). 

This exercise not only helps children learn about how their emotions can cloud their thoughts, but it also facilitates the practice of mindfulness while focusing on the swirling glitter in the jar. 

Emotions Flashcards: 

A great way to get your child thinking about emotions is by talking about them! These emotions flashcards are a fun and easy way to help your child start to identify emotions. 

Resources:  

Ackerman, Courtney E. “25 Fun Mindfulness Activities for Children and Teens (+Tips!).” PositivePsychology.com, 4 July 2019, positivepsychology.com/mindfulness-for-children-kids-activities/. 

Garey, Juliann, and Marie Claire. “The Power and Benefits of Mindfulness Meditation.” Child Mind Institute, childmind.org/article/the-power-of-mindfulness/.