REFLECTIONS FROM A SPED PARENT

 “One day . . . or day one.” – Anonymous

August 2026: Cherokee Month of the End of Fruit Moon

 

SEL                      #1 Self-Awareness           #5 Responsible Decision Making                                                   

Digital Learner    #1 Empowered Learner   #4 Creative Communicator

 

A kind word to one in trouble is often like a switch in a railroad track. . . an inch between wreck and smooth sailing.                                                                                                                                          – Henry Ward Beecher (1813-1887)

I’ve updated the name of this Blog to Family Dynamics A – Z  because I’m gathering our posts for a book under my pen name of Diana Dissette.

I cannot imagine. Although they know from birth their child will arrive at Developmental Milestones slower and in a different manner than other children, the grief cycle still engages.

Sometimes we stuff our emotions when conditions seem overwhelming. Other times, we need to give ourselves a break: let me noodle on it for a while. Humans perceive change as loss; even the positives like graduations, promotions, and success can trigger sorrow.

One of the quandaries faced by SPED parents (special education) is after graduation: there is no college, marriage, or grandchildren. The SPED child often stays at home, goes to the gym, and continues the usual routine---minus school.

For two decades, this child has been in school, and it is a huge change which can create Mom and Dad grief. At age 18, legal matters and finances change. More paperwork. Medical issues continue. More paperwork.

SPED parents often stay in the moment with their child, in gratitude that he or she has far exceeded their life expectancy.

Aloha love,

Diana

Mission Statement: My WWII & Holocaust books are historical fiction mysteries which engage readers and WWII enthusiasts. My newsletter Vignettes of the WWII, Holocaust, & Post-War Era is available at diana@dianadissetteauthor.com. A Reader Resource Guide (35 pages, no wiki) is on the newsletter. The Nuremberg series, Lexile Measure 840L, helps students to read between the lines in history while using critical thinking skills. Montana Cat Tales for Life-Long Learners, LLC publishes children’s picture books for ages 4-8, on earth science; emotions and feelings; and social-emotional learning (SEL). These books work to help children understand themselves, their place in the world through animal characters and human companions, and to find their authentic voice. They provide Learning to Learn Skills for Early Readers,sight-words, and phonics for academic enrichment. I am committed to being an effective member of the global digital community.

The 5 SEL Competencies: Self-Awareness, Social Awareness, Self-Management, Relationship Skills, and Responsible Decision-Making. CASEL.org

I Have Digital Literary Skills: I can locate information: I use digital technology to effectively search for relevant and reliable information sources. I can evaluate sources: I analyze sources of digital information for credibility, bias, and influence. I can interpret meaning: I determine meaning from various digital sources that represent multiple perspectives. I can express my ideas: I create digital content to express myself and voice my ideas. I can communicate with others: I safely and responsibly collaborate with and learn from others online, including those who think differently than I do. I can navigate technological ecosystems: I’m aware that my online actions influence my digital landscape, I leave a trail, and impact my privacy.   getdigitalskills.com  ISTE.org

Commitments of a Digital Citizen: I am inclusive: I engage with others online with respect and empathy. I am informed: I evaluate the accuracy, perspective, and validity of online information. I am engaged: I use technology for civic engagement and to be a force for good. I am balanced: I prioritize my time and activities online and offline. I am alert: I know how to be safe online and create safe spaces for others.  digcitcommit.org  ISTE.org   

The 7 Competencies for Technology in Education: Empowered Learner: I use technology to set goals, work toward achieving them, and demonstrating my learning. Global Collaborator: I strive to broaden my perspective, understand others, and work effectively in teams using digital tools. Digital Citizen: I understand the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world. Creative Communicator: I communicate effectively and express myself creatively using different tools, styles, formats, and digital media. Knowledge Constructor: I critically select, evaluate, and synthesize digital resources into a collection that reflects my learning and builds my knowledge. Computational Thinker: I identify authentic problems, work with data, and use a step-by-step process to automate solutions. Innovative Designer: I solve problems by creating new and imaginative solutions using a variety of digital tools. ISTE.org  

Disclaimer for Blog This site cannot and does not contain social-emotional learning (SEL) or technology in education advice. These materials are provided for general informational and educational purposes and are not a substitute for professional advice on any concerns or circumstances involved. This Blog: Social-Emotional Learning (SEL) For Everyone! aims to share ideas and best practices, in good faith, only. Any information sent to Carla Chapin, or to Montana Cat Tales for Life-Long Learners, LLC, through the website, Internet, or email is not secure and is done on a non-confidential basis. The original content of the websites Montana Cat Tales for Life-Long Learners, LLC and the Blogs: Social-Emotional Learning (SEL) For Everyone!  Family Dynamics A-Z !  and Montana Cat Tales for Life-Long Learners, are copyrighted materials and are subject to the restrictions and protections set forth in the Copyright Act. This Blog is written by Diana Dissette. No AI was used in writing this Blog. Without in any way limiting the author’s [and publisher’s] exclusive rights under copyright, any use of this publication to “train” generative artificial intelligence (AI) technologies to generate text is expressly prohibited. The author reserves all rights to license uses of this work for generative AI training and development of machine learning language models.

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