**Recorded Webinar** Educating & Teaching Students with Special Needs

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Educating children with special needs is never an easy task. For the last 6 years I have been working diligently at being able to instruct children with special needs in an inclusive martial arts environment. It has been a wonderful and fulfilling experience for me, as well as, the students. I am fortunate enough to have been able to consult regularly with parents of children with special needs, special education teachers, an educational advocate and physical therapist in my effort to provide a fun, safe, and positive learning environment.

The information I am providing in the manual is a compilation of information and techniques I have found to be quite valuable in my classroom setting. I sincerely hope to provide interested instructors with a better understanding of various developmental disabilities they might be exposed to. There is so much more than just Autism and ADHD to be aware of. It is a guideline to understanding, and educating, children with special needs in a "typical" setting with "typical" peers. The Universal Design for Learning (UDL) is a huge part of our success in the classroom.

Close to 20 percent of our student population has special needs. I have had the pleasure of learning, and growing, along with my students in our journey from exclusion to inclusion.

1) How will this manual help people that have very limited experience working with children with special needs?

--It will give insight into the fact that children with special needs don't always fit into a specific classification (autism, ADHD, etc).The instructor should not look to instruct a disability, but to rather instruct their individual.

2) How will the instructor be able to use the manual in determining if the child will be successful in the program?

--The manual gives a guideline for properly evaluating the child. It also explains how to properly transition a child from one program to the next while minimizing anxiety and trauma and maximizing success and security.

3) Why would a martial arts program be a positive environment for a child with special needs?

--The martial arts is a fantastic environment for a child with special needs because it provides a variety of activities that the child can benefit from as an individual and become an included and valued member of his community. It helps to enhance physical and social development, In addition it gives the child the opportunity to showcase his strong points and build confidence while at the same time addressing issues that present difficulty for the child. (The child might be physically adept, yet have difficulty exhibiting socially acceptable age appropriate behaviors. The child will proud of the praise he gets for great punches and kicks while being consistently guided in how to interact with peers)

4) Why should a martial arts school be interested in allowing a child with special needs in the school in the first place if it is so difficult to have the child in class?

-- If martial arts schools turn away prospective students due to the fact he has special needs the potential for growth is limited. This would include family and friends of a current student. Ask any prospect or parent how many children they know of with special needs. Most likely that person knows someone who either has or knows someone with a developmental delay. Word of mouth is a great way to build clientele.

--On a different note, children with special needs will one day become adults. They will be part of your community or maybe even your family. Don’t they deserve the chance to become participating and productive members of our communities? It's our responsibility to build the strongest community possible. That includes the WHOLE community.

Carolyn Roth Bio
--Began studying martial arts in 2000 at Tiger Schulmann's Karate.
--Began assisting, then teaching the children's program in 2001-2002.
--Left the Tiger Shulman organization
--2002 Became a student of Master Mark Speranza at the Academy of Martial Arts.
--2003 to present Began teaching children's program at the Academy of Martial arts in Lindenhurst, New York.
--2004 to present Became Program Director and coordinator for children's programming in Oceanside dojo.
--2004 to present Began employment at Long Island Advocacy Center on Long Island. I presently serve the community for LIAC providing service coordination and educational advocacy representing children and adults with developmental disabilities.
--2005 to present Began implementing children's programming in order to allow children with special needs become included in mainstream classes.
--2007 Obtained Black Belt certification under the guidance of Master Mark Speranza.
--2005-present worked to develop a successful martial arts environment that would be accessible to children with various special needs, beginning with specialized private classes combined with transition programming with the goal of full inclusion.
--2009 Initiated first integrated class.

Mark Speranza’s Bio

• Began Martial Arts 1972 Tracy System of Chinese Kenpo
• Highest Rank Achieved in Chinese Kenpo Nindan 1991
• Began Teaching Martial Arts 1974
• Studied Northern Shaolin 1978-1984
• Studied Hung Ga Southern Chinese Martial Arts 1982-1985
• Studied Wing Chun 1983-1986
• Studied Choy Li Fut 1984-1985
• Studied Aikido 1985-1987
• Studied Arnis de Mano with Remy Presas 1987-1990
• No high ranks achieved in the above styles
• Became initiated member Chinese National Chi Gung Institute September 1992
• Began Ninpo Study and was accepted as a direct personal student under Ninpo/Jujutsu Grandmaster Tanemura, Shoto in 1987
• Traveled to Honbu Dojo, Saitama Japan for continuing study 1991through 1997
Ranks Achieved
• Kenpo Shodan 1986
• Kenpo Nidan 1991
• Ninpo Shodan 1993
• Ninpo Nidan 1995
• Ninpo Sandan 1997
• Ninpo Yondan 1998
• Ju-jutsu Sandan 1993
• Ju-jutsu Yondan 1997
• Hanbo Jutsu Shodan 1997
• Karate Koppojutsu Yondan 1997
• All Ninpo and Ju-Jutsu ranks awarded by test from Soke Tanemura, Shoto Genbukan / Amatsu Tatara Grandmaster
• Received Sandan Rank American Tai-Kempo under Peter Ferlise
• Roku-Dan 6th Degree Black Belt March 2008 From Aki Bu-Jutsu Ju-Jutsu World Federation
• Shi-Han Teaching License March 2008From Aki Bu-Jutsu Ju-Jutsu World Federation
• Currently Studying Shinken Bujutsu under his long time teacher and mentor Sensei Joseph Svaral
• Tested and Awarded Sho-dan Shinken Bujutsu March 2004, and still training with Sensei Svaral

Martial Arts Teaching Experience
• Thirty Four (37) Years Teaching Martial Arts
• Taught Hand To Hand Techniques To FBI SWAT Team 1991
• Taught Nassau County Corrections Officers 1991
• Taught Nassau County Police Field Agents 1992
• Taught Justice Department Field Officers 1992
• Nationally Certified Rape Awareness And Prevention Instructor 1994
• National Children's Safety Foundation Safer/Smarter Children's Instructor 1994
• NAPMA Certified Fitness Kickboxing Instructor 1996
• Received National Martial Arts teaching excellence Award 1997
• Certified F.A.S.T. Defense Instructor 1998
• RMCAT Course graduate 1998
• EZ Defense Instructor certification 1998
• Director of Martial Arts Curriculum for the Academy of Mixed Martial Arts 1974-present
• Manager Long Island Martial Arts Academy 1987-1996
• Purchased School 1996
• Owner and Director of Martial Arts Curriculum for the Academy of Mixed Martial Arts Lindenhurst for 1998-present
• Elite Member of the National Association of Professional Martial Artists
• Founding Member of the Executive Council of Martial Arts
• Children Instructor Certification Awarded by Melody Shuman Founder of Shuman Concept
• Inducted U.S.A. Martial Arts Hall of Fame March 2005 Instructor of the Year
• In the year 2001, in the month of October, Mark Sensei was ordained and initiated as a healer, along with being accepted into higher level trainings to be initiated and ordained in the old traditions of eastern and western spiritual philosophies and training. This training includes many esoteric teachings and experiences from around the world.