A Magazine for Parents Raising Children with Special Needs
Dance Your Way Healthy
Back to School Transition into Middle School Part II
Quick meals for a busy house ADD/ADHD Tips for Parents
NMO, How One Little Boy Left a Adoption and Special Needs...
Legacy
A Family’s Journey Fall 2013
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Small Business with a Big HeartSunset Novelties in Savannah, GA
• Serving the greater Tri-county • Two of the region’s most area. Rehab clinics in Mt. Pleasant and Goose Creek.
Sunset Novelties is a family owned and operated business catering to the needs of adults from Jacksonville, FL to Savannah, Ga. Owner, Reggie Howie is raffling off a Harley Davidson Bagger and donating all profits to a local autism awareness program. Reggie has a special connection with Autism that daily tugs at his heart. His daughter Grayson was diagnosed with Autism at an early age. Her parents hope that by raising awareness people will begin to understand some of the challenges parents face, but more importantly to see past the Autism to the amazingly beautiful person inside.
• Boasting a team of 25 • Offering team-driven pediatric therapists and support staff.
All profits benefit local autism charities.
Register at: 10419 Abercorn St Savannah, GA 31419
Learn more online at sunsetnovelties.com
speech, occupational, and physical therapy for over ten years.
“...the personal attention and general concern for my child's growth and well being is second to none! We love our Coastal family!” -Coastal Therapy Parent
Serving children and their families, building our reputation for exceptional pediatric rehabilitation, education, and customer service since 2001.
Coastal Therapy Services, Inc. Phone: 843-216-0290/843-442-6625 Website: coastaltherapyservices.com Find us and Like us on Facebook!
Register to win a Harley Davidson
comprehensive pediatric rehab centers.
Fall season starts Sept. 21st
AND FALL 2013 SEASON:
Each Saturday from September 21 through November 9
Register to play at CharlestonMiracleLeague.org Learn more about our program by visiting CharlestonMiracleLeague.org or calling 843-478-1634
Our Services couNseliNg for childreN & TeeNs Helping your child to improve behavior, emotion or communication challenges. n
Social Skills Group Therapy
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Behavior Counseling
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Anxiety and Depression Counseling
Neurological Therapies Helping you or your child achieve the highest level of the brain function for mental health disorders and neurologic challenges. n
Mild Hyperbaric Oxygen Therapy
Neurofeedback (EEG Biofeedback) n Functional Neurology/Chiropractic Neurology n
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Food Allergy and Environmental Allergy Testing and Counseling
couNseliNg for adulTs & family Helping you to develop better understanding of self and/or communication with others. Improving your vitality by having better clarity and direction and a healthier perspective toward concerns or challenges. Individual & Family Counseling n Couples Counseling and Marriage Counseling
The Mindspring Center is here to help you create a happier and healthier version of yourself or your child. We achieve this goal through our mental health services and our brain-based therapies. This wellness approach is perfect for both our typical and special need clients, as we all have the ability to reach our optimal health potential for mind, brain and body.
912-748-6463
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Parenting a “Difficult� Child Coaching and Counseling
facebook.com/themindspringcenter
For information or to Pre-Register go to Idssga.org
LDSS provides outreach, education, support and assistance to families affected by Down Syndrome. Learn more online at www.ldssga.org For Sponsorship Opportunity and Exhibitor Space Contact: Candy Bogardus (912)728-8505
Special Advice SPECIAL ADVICE OUR SPECIAL SIBLINGS
11 MOM TO MOM
12-13 ASK THE CONSULTANT
14-17 GLUTEN-FREE BACK TO SCHOOL
17 ASK THE THERAPIST
18 SPECIAL ADVOCACY SPECIAL NEEDS PLANNING CHECKLIST
20
TRANSITIONS
REPRINT: LOVES’ EM LIKE THEIR HIS OWN
BACK TO SCHOOL TIPS FOR MIDDLE SCHOOL TEACHERS
36-38
20-21
39
FALL BREAK SPOTS
CONTACT DERMATITIS
FALL MEALS
IT’S WHAT HE WANTED: NMO FEATURE STORY
24-25
40-41
SPECIAL FOOD
FEATURES ADOPTION AND SPECIAL NEEDS
28-29 FOSTERING SPECIAL NEEDS
30 NAVIGATING AUTISM: • Bursts: The Teacher Survival Kit
32-33 ABA TIP OF THE QUARTER
34-35
SPECIAL PLACES
NO FINISH LINE THEY CAN’T CROSS
42-43
50 HOMES & GARDENS CLEAN AND CARING
51 SPECIAL CARE FOR YOU LATIN CARDIO
52
NEED a DiffErENt
school for your chilD? Georgia offers scholarships to students with special needs to attend the public or private school of their parents’ choice.
SSM SEAL OF APPROVAL
44-45 A DIVA’S JOURNEY: SOUNDPROOF
46-47 UPSIDE OF DOWNS • Making Life Better for Others • Get Involved, Be Inspired
48-49
Inside the Next Edition: Special Miracles IEP and the Law New Year Money Savings Tips SSM Gift Guide Something Special® Magazine is published quarterly per calendar year by SSM Publishing, LLC, P.O. Box 16193 Savannah, GA 31416. The publication is available free of charge at over 300 hundred areas in Savannah and South Carolina. Something Special® Magazine welcomes letters, photos, articles or artwork, but is not responsible for the return of solicited or unsolicited materials. Any solicited or unsolicited material will be treated as non-confidential and non-proprietary, and becomes the sole property of Something Special® Magazine and may be used for any purpose, including the website. Something Special® Magazine does not knowingly accept incorrect, false, or misleading advertising or editorial content, nor does SSM Publishing, LLC assume the responsibility should such advertising or editorial content appear in the publication or on the website. The editorial content of Something Special® Magazine is written by professionals in their field and parents, and is not necessarily the opinions of the publisher, SSM Publishing, LLC, who take NO responsibility for the opinions and the advice given. Something Special® reserves the right to edit all letters to the editor and articles for clarity and space and determine suitability of all materials to it. Copyright 2013. Something Special® Magazine. SSM Publishing, LLC. All rights reserved. Any reproduction in whole or in part, is strictly prohibited without expressed written permission. Something Special® Magazine, A Magazine for Parents Raising Children With Special Needs, is REGISTERED Trademark with the USPTO.
Keep us in print, tell your friends to read and to advertise! Remember, we need stuff too! Patronize those businesses that believe in Something Special®. Next issue is out December 5th. Advertise with US. Deadline for ads is November 5th. Find Us on FACEBOOK
to find out if your child is eligible for a scholarship, visit www.doe.k12.ga.us and search “special Needs scholarship Program” or call 404-656-2800. Deadlines to apply for the Georgia Special Needs Scholarship Program are September 16, December 16, and March 4.
Letter to the Editor
From the Publisher
I’m the mother of a very special little girl, Lola. Lola who will be celebrating her 1st birthday in September was born with Apert Syndrome. My daughter is a fighter; she’s undergone 2 major surgeries (skull and stomach) and will have a few of her fingers separated early September. A few months ago, a friend informed me that there was an image of Lola with very harsh comments that was plastered across several social media sites. The day before Mother’s Day, I found the image. I cried the whole night. People called her horrible names and even shared photos comparing her to a dog. We’ve reached out to all 3, and neither have responded and the pictures are still there. Unfortunately,
I got to type the letter as usual and found myself
Facebook claims the photo does not violate community standards. We did not back down. The day after Mother’s Day, my sister, Valarie Thompson and I created Lola’s Voice Facebook and Twitter page @LolasVoice. Our story has gained the attention of many supporters worldwide from the UK, Australia, Germany, Canada, all across the USA, to troops in Afghanistan! Lola’s Voice is a Anti-bullying campaign aimed at stomping out bullying, and educating the public about those with disabilities and the challenges they face. We are encouraging people to BE THE CHANGE: STEP UP AND SPEAK OUT AGAINST BULLYING! On September 21, 2013, the ladies of my sister college Columbus State University’s Alpha Kappa Alpha Sorority, Inc are hosting an awareness walk and festivities with all proceeds going to CCA in honor of Lola! September is also the national Craniofacial acceptance month.
thing Special Scholarship Winner was Abbey
LaTonya Williams Like us on Facebook “Lola’s Voice” Follow on Twitter @LolasVoice
stumped. THEN…I just decided to let it fly. THIS IS OUR BACK TO SCHOOL issue. AND is it. We have dinner ideas, lunch ideas, and advice for the student with ADD/ADHD, BACK TO SCHOOL advice from moms on all levels, TEACHER advice and the list goes on. THIS is also our issue where we RAISE awareness on the RARE, on the
Congratulations to Abbey Waller, the winner of our 2013 Nathan’s Something Special Scholarship.
not so RARE, and through this…we hope you are inspired. I think one of the worst emotions I experience is disappointment. And one of the ways we can move out of disappointment and move forward is to inspire. Our winner of the 2013 Nathan’s Some-
Abbey will be attending the Savannah College of Art and Design in the fall.
Waller. I had the honor and privilege to present the award to the Bloomingdale, Georgia recipient over the summer. Abbey was born weighing in at 1 pound, 10oz and diagnosed with PVL Cere-
Lola’s Voice is a
bral Palsy. She has had loads of therapy, several
Anti-bullying campaign aimed at stomping out bullying, and educating the public about those with disabilities and the challenges they face.
the fall to pursue photography. And yes- we did
surgeries, and now... She will be going to SCAD in ask her to do some photographing for our magazine! Congrats Abbey! What an inspiration! Hopefully next year more people will apply- we love giving and the scholarship is available in Georgia and South Carolina. I wish all of you a joyous start to the school year. Together we can inspire, and change this world of ours one page, one smile at a time. TELL your kids typical and not so typical how valuable they are, and watch how THEY will inspire others over time. Very Truly Yours,
With a sincere heart, the staff of Something Special Magazine would like to dedicate this issue to the memory of Collin McDaniel, our cover photo, who passed away in 2012.
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Staff
Special Advice Never Left Out
CREATOR/PUBLISHER
Katrina Laygo: Katrina@somethingspecialmagazine.com
By: India, 9
ART DIRECTOR/AD LAYOUT
My sister Boo is seven and she has autism.
Nicole Pritchard
WEBSITE
Nicole Pritchard
CHIEF WRITER Avis Coleman
Our Special Siblings: Meet the brothers and sisters whose special bond have made them experts on how to relate to a sibling that has special needs.
CONTRIBUTING WRITERS
Holland McDowell, Dr. Sharon Valente, Jenn Menn, Nicole McClain, Zhara Haji, Dr. Jack Eades, Melissa Lovett, Bridget Davis, India Moore, JoAnna O’Connor, Dr. Sheryl Kauffman, Becky Spivey and Beth Holland
PROOF EDITOR Winnie Walsh
At home, Boo doesn’t talk about real life, she always talks about the pretend world – things like Moshi Monsters or My Little Pony. It’s hard to have a conversation. She just tells us the same facts and the same jokes, over and over. When it’s time to go to school, Boo always wants to be first to the car and if she doesn’t win she screams and shouts, so I sometimes let her win, but not always. We go to the same school and at playtime she follows me around. Some kids at school think Boo’s weird. She is a bit weird but I am used to it because I live with her. It makes me cross if anyone is mean to her.
EDITOR
Allison Spencer, Michelle McGee
FITNESS WRITER
Rachel Moore, Salon de Braille
FOOD EDITOR
Chef Malissa Allen
PHOTOGRAPHERS
Jennie Beard, Emmaline Routon, Les Wilkes
SAVANNAH AND COASTAL EMPIRE ADVERTISING MANAGER Jeanne Seaver: Jeanne@somethingspecialmagazIne.com
ADVERTISING
Karen Martin-Bazemore: Karen@somethingspecialmagazine.com Amy Holton: Amy@somethingspecialmagazine.com
ADVERTISING CHARLESTON
Katrina Laygo: Katrina@somethingspecialmagazine.com Adrienne Reed: adee@homesc.com
LEGAL
Chris Steinmetz, Melissa K. Dagodag
Would you like to share your story? Write to us and we will print your story in the next issue.
DISTRIBUTION
Katrina Gosnell, Tonya Slay, Amber Johnson
WEBSITE ADDRESS
SOMETHINGSPECIALMAGAZINE.COM Cover photo: Anette Ball featuring Collin McDaniel and Bobo, a Chocoloate Lab
912-651-4292 655 LOUISVILLE RD. SAVANNAH, GA 31401
WWW.SAVANNAHCHILDRENSMUSEUM.ORG
The other day at the end of assembly, they said, “Any questions?” Boo put her hand up and said that she’d forgotten her money for a fundraising activity, and wondered what she should do. This had nothing to do with what the assembly was about. People laughed and I thought it was funny too, because it was the wrong kind of question. But later on when the teacher came around to my class to collect the money for the activity, I paid for me and I paid for Boo, so that she wouldn’t have to miss out on the fun.
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Special Advice
Special Advice fully due in part to all that exposure – our community outings have become easier. And the kids have started to think about where in this great big world they’d like to live, and who they want to become. Which makes all the sweat, panic, and exhaustion worth it.
By: Bridget Davis
Transition from summer to school time is difficult for any student, but especially those with special needs. The move from carefree, unstructured days to busy schedules filled with homework, bus rides, and loud lunchrooms can leave us with overstimulated, stressed-out kids. As a special education teacher, and a parent of three children on the autism spectrum as well, here are my tips to make the back-to-school transition – and the school year as a whole – as painless as possible: TAKE STEPS TO ALLEVIATE ANXIETY
Back to school can be tough. Here are some tips to ease the transition
When expectations are clearly defined, anxiety lessens. So do all you can to show (not tell) your child exactly what the upcoming year will look like. Walk through the school. Set up a meet-and-greet with the teacher before school starts so your child can not only have the opportunity to meet him or her, but also to see what the classroom looks like, and where “their space” will be. This is especially important when changing classrooms or schools. For older students following a traditional secondary schedule, it is vital that your child spends time in the school before the first day, practicing their locker combination, walking from classroom to classroom, and checking out the lunchroom. Actually physically practicing, instead of just talking about it, alleviates several variables that can cause anxiety on
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the first day, and prepares your student to navigate academics and social situations without fretting over whether or not they’ll be able to open their locker. DEVELOP OPEN LINES OF COMMUNICATION WITH YOUR CHILD’S TEACHER(S) I know that you can list your child’s diagnoses, medications, and IEP accommodations in your sleep, but I strongly urge you not to do that. Instead, start your beginning-of-the-year letter with the following sentence, “You are going to love my son/daughter because…” When you lead with your child’s strengths, you immediately open the opportunity to establish a connection between your student and the teacher, and also give them plenty of positives to look for. Instead of
telling a teacher what your child’s challenges are, give them examples of specific situations / subjects that are challenging, and how best to help your child with those challenges. For example, “Joe struggles with loud noises, so please have an aide and headphones nearby during fire drills and convocations.” MAINTAIN HIGH EXPECTATIONS A disability can explain challenging behavior, but it cannot be a constant scapegoat for bad behavior. Believe that your son or daughter will become a productive member of society and then work with him or her toward that goal. If I’ve learned anything in my years in education, it’s that students will meet your expectations wherever you set them. So shoot for the moon. Set small attainable goals and help your child to work toward them. Expect them to help with chores at home alongside their typical brothers
From the time a child is diagnosed with a disability, we spend countless hours focused on what he or she cannot do. We do speech therapy, occupational therapy, developmental therapy, any kind of therapy to work on those deficit areas. And this is vital to their success. But somewhere along the way, we sometimes forget how awesome they are at other things. And we work on what they’re bad at and they never get a chance to shine in what they’re good at. Which
Nurture your child’s interests. Give them plenty of opportunities to succeed in what they are good at. and sisters. Monitor their work at school and praise the progress. As they meet goals, gradually set larger ones so that they can see how far they’ve come. Make the progress visual with a chart or iPad program. And give them the opportunity to help others on their journey. I recently took a group of ten students with autism on a service project to Theraplay, an organization that provides hippotherapy to children with developmental disabilities, including autism. These students, some of whom had received hippotherapy as children themselves, worked so hard that they finished all the work for the day in about 90 minutes. The staff at Theraplay was floored. But I wasn’t surprised. The students simply rose to the expectations we set.
GET YOUR CHILD OUT IN THE COMMUNITY OFTEN I know this is easier said than done. I used to take my four children to the children’s museum, set them all up in the playscapes area, and then play zone defense as I guarded the door for any escapees. Even with that, I still lost my runner all the time. We’ve had meltdowns in Target, in church, and in the playplace at Chick Fil A. None of my kids move at the same pace as each other, and none of them seem to care if we are all together or not. At the end of nearly every outing for years, I would come home mentally and physically exhausted. But we kept going. Why? Because as much as my children would like to stay in their own worlds, I need them to live in mine. And – hope-
sets them up for lots of frustration and failure. Do all you can to change this mindset. Nurture your child’s interests. Give them plenty of opportunities to succeed in what they are good at. Academic achievement is not the only measure of future success or happiness. Give you child opportunities to develop their gifts and passions and focus on what they CAN do. Let us teachers worry about what they can’t.
BRIDGET’S BLOG: 365dayzofcrazy. blogspot.com
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Special Advice
Whether you are a parent of a child newly diagnosed with ADHD, or you’re an old pro, sometimes a quick check to see what techniques are out there is a good idea. Some of these tips are oldies but goodies and some are new, but in looking at different websites, I compiled a Top Ten list I hope you can use!
NUMBER 10: EDUCATE YOURSELF ABOUT ADHD There are plenty of wonderful websites and support groups out there that can help you to understand your child’s diagnosis of ADHD. Use them. Websites offer the most up to date information on programs and strategies that work for children, teens and adults with ADHD. Local support groups target different ages and will often offer groups for adults with ADHD and for parents of children with ADHD. If your child sees a psychologist/ psychiatrist, use them as resources as well. They may have inside information on a group that is the perfect fit for your family!
Author: Joannah O’Connor, Educational Consultant, LLC.
Joannah has been an Educational Consultant for twenty-three years. She has worked collaboratively with parents and schools to provide students with disabilities the best possible educational experience.
Additionally, educate your child. There are plenty of misconceptions about children with ADHD. They are lazy or unmotivated. They are aggressive and socially immature. They are poor students. And, my favorite, if they just tried harder, they would be just fine! None of these are necessarily true. Your child may be feeling very unsure of themselves, often disappointed in themselves and those around them and may be made to feel as though they are choosing their behavior. Educating them is a key step in helping your child to understand their disability and puts them on the right track to understanding their differences and making good choices as to how to help themselves overcome their symptoms.
NUMBER 9: STAY POSITIVE! Remember that your child is battling a disorder that is exhausting. His or her behavior is not intentional, so recognize that. Focus on the positive attributes of your child and celebrate their accomplishments, no matter how small. Don’t sweat the small stuff is an over-used cliché, but is worth considering when raising a child and young adult with ADHD. If you choose your battles
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wisely, you will be in good shape. Remember that your child has been in school all day doing his or her level best to hold it together, concentrate and do their work. When they get home, you may want them to do chores, homework and settle into the night’s routine. Understanding that this may not all happen as you like and that something may be left undone is okay. Cut your child a bit of slack and recognize what they have been able to accomplish that day. If you keep things in perspective, maintain a sense of humor and realize that tomorrow is time enough to get the other stuff done, you will find yourself able to relax, connect with your child in a more positive way, and be able to open up lines of communication that can include ways to mange all those things that need doing!
NUMBER 8: BE HEALTHY! Taking care of yourself is key to being able to effectively take care of your child. Eat well, get exercise and find ways to reduce stress. Take a yoga class, go for a nightly walk or even just take a bath. All these things can help to reduce stress. As the care-giver for your family, you need to be healthy in order to take good care of them. Ask for help when you need it! Joining a support group where you can get ideas or simply vent frustrations is not a sign of weakness! If you are tired, or impatient, or sick, you are not going to be able to continue to provide the structure and support you have carefully set up for your ADHD child. Take offered help from family and friends and make time for yourself. It is not being selfish. In fact, it is helping you and your child maintain the positive relationship you want to have! Making sure your child or teen is healthy is very important as well. Staying away from foods and drinks with excess sugars and preservatives is a plus. Natural, organic foods are always best. Exchange soda for water, and fresh fruit for fruit roll ups. Consider adding a daily vitamin or mineral supplement. Also, since some children with ADHD do not eat regularly, providing them with several small meals throughout the day may be beneficial. Exercise is also very important for the ADHD child. Studies show that exercise improves concentration, decreases anxiety and depression and helps with brain growth. Exercise also helps kids sleep better, and better sleep can help to minimize symptoms of ADHD!
NUMBER 7: SPEAKING OF GETTING SOME ZZZZS… Bedtime a nightmare? Can’t get them to stick to the schedule, fall asleep or stay asleep? Decrease TV time and increase outdoor activity. Fresh air does wonders for enhancing sleep. Take caffeine out of the diet. It’s not just soda, but chocolate milk and certain foods and drinks that may contain caffeine and will deprive your child – and you – of sleep! Take the time to decelerate. Use the last twenty minutes to a half hour to spend reading with your child prior to bedtime to create an atmosphere of calm and serenity essential for sleep. Consider the use of aroma therapies or relaxation tapes to help put your child to sleep. And be consistent! Stick to the nighttime routine and bedtime schedule. Inconsistent
bedtimes and sleep patterns will exacerbate symptoms of ADHD.
NUMBER 6: EMBRACE STRUCTURE AND ORGANIZATION! Establishing a routine is great. Sticking to it is the tough part. We all lead busy lives and it is not easy to follow a routine on a daily basis. Life somehow gets in the way! However, if you do your best to be neat and organized, it sets a good example for your child. Using schedules that are posted in a prominent place in your house, works for many families. These schedules can take the form of a weekly or monthly calendar that outlines the appointments and activities that the family will need to take into account and work around. Simplifying your child’s schedule is also a good idea. While “downtime” is an ADHD child’s parent’s worst nightmare, filling every waking moment with an activity is taxing as well. A couple of well-chosen activities designed to highlight their abilities and maximize their activity level are a great way to let them burn off energy and work on social skills. Design a quiet space for your ADHD child for them to do their homework. Make sure they have all their needed materials there so that they are not up and down trying to find things. Make the space away from family activity, but close enough where you can keep an eye on them. Make sure that this is a designated homework space and is not used for anything else. Use a timer for homework assignments. You set the timer and let the child know they have “X” amount of minutes to complete a task. Do not let them see the timer as they will then just watch the time pass, but give them updates every once in a while to let them know how much time they have left to complete the work. Don’t give a set of directions and assume that your child knows what is expected or that they will even remember the directions moments later. “Go clean your room.” Is a great example of this. What does that look like? Where does one begin? What is expected? Better to say,” We are going to clean your room. The first thin I want you to do is to pick up the clothes off the floor and sort them into two piles, clean and dirty.” Once that feat is accomplished, move to the next step. Providing a picture of what you want a clean room to look like is also a good way to help a child understand expectations for organization. Checklists can also be a great way to put more of the ownership on the child as they get to cross off the items as they are completed. I have often asked parents to consider getting several small white boards and placing one in the bathroom for morning/evening routines, one in the bedroom for organizational tasks, one by the front door that has them checking to make sure they have everything they need prior to leaving the house for school or a sports activity. How many times have you had to turn the car around to go back because something was forgotten? One more white board on the fridge that outlines any chores that need to be done is customary as well.
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Special Advice
Special Advice inappropriate behavior is triggered, talk to your child after the consequence is given to elicit ideas about how things could have gone better and what to do next time. Role playing trigger scenarios can help a child with ADHD to practice learned strategies prior to having to use them in a real world situation.
NUMBER 4: ADDRESS YOUR CHILD’S NEEDS IN A SCHOOL SETTING
NUMBER 5: PROVIDE CONSISTENT RULES AS WELL AS IMMEDIATE CONSEQUENCES & REWARDS Allowing your child to help create the rules will give them a sense of accomplishment and ownership. Post these rules where your child can see them and make sure the language is such that they easily understand them. Don’t make too many rules as your child will become overwhelmed and feel as though it is impossible to follow all of them. Consequences and rewards should also be decided upon by both you and your child. It is important for the ADHD child to understand implicitly what happens when rules are followed and when they are not. Both rewards and consequences need to be given immediately after the rule is followed or broken. Try to reward more often than not. Children with ADHD are always being corrected, remediated or receiving complaints about their behavior. They seldom receive praise. Load them with it when you can. That smile, positive comment or hug or pat on the back goes a long way! A sticker or a healthy treat also works wonders and your child will respond by trying their darnedest to do the right thing again to make you proud! Change up the rewards so your child does not become complacent. The ADHD child easily becomes bored remember! Remove your child from situations that can trigger inappropriate responses. If it is unavoidable and an 16 l Something Special
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ADHD is a brain disorder that impacts every aspect of your child’s life. School settings are often where manifestations of ADHD symptoms are first seen. Keep close contact with your child’s teacher ad discuss implementing some RTI (Response to Intervention) strategies in classroom and unstructured settings within the school. If your child’s school does not use RTI, consider requesting a meeting with your child’s teacher, guidance counselor and school administration to discuss a Section 504 Accommodation Plan. This plan is designed to allow a student with a documented disability, such as ADHD, accommodations within all areas of the school to help address concentration, organization, test-taking strategies and anxiety. If the symptoms are such that your child is unable to access school curriculum without specially designed instruction, the team may consider testing and observations to determine eligibility for an Individualized Education Plan (IEP). Whatever the intervention, it is important for you to make the school aware of your child’s diagnosis and work closely with them to implement appropriate accommodations in order for your child to be successful.
NUMBER 3: MEDICATION IS NOT THE ONLY CURE While certain medications boast high level of effectiveness in treating a person with ADHD, medications are not always the answer. Many children with ADHD also have additional diagnoses ranging from anxiety to learning disorders to executive functioning disorders. Medication does not address such issues. Only by providing a comprehensive approach to your child’s diagnosis of ADHD will you be able to successfully treat all the effects of this disorder. Additionally, some people do not take well to medications. Losses of appetite and sleep, as well as upset stomachs, are just some of the side effects of medications. Discuss what holistic, organic approaches are available with your pediatrician in addition to the medications that are out on the market.
NUMBER 2: ALLOW FOR CHILD’S FIDGETING! There are several wonderful “fidgets” out there on the market designed with the ADHD child in mind. However, a simple squeeze ball works just fine. Rule number one, though; don’t throw it unless someone has said it’s ok!! Velcro, the rough part, attached to the underside of a school desk is good for kids to run their fingers over. An elastic around their wrist or one of those rubber bracelets is good, too. Telling an ADHD child to sit still and not fidget is simply not going to work. Allowing the child to run a lap around the house will go further to relax them that to sit in time-out for five minutes. In school, allowing them to run errands or stand in the back of the room are successful strategies. Sitting on a therapy or stability ball also helps the concentration of an ADHD child as they have to engage their core muscles and concentrate to stay on the ball. Many teachers have stability balls in their classrooms for just that purpose.
NUMBER 1: DO NOT LOWER YOUR EXPECTATIONS Walt Disney. Michael Phelps. Justin Timberlake. Michael Jordan. Jim Carrey. Will Smith. John F. Kennedy. Albert Einstein. All had ADHD. Imagine if their parents and teachers had lowered their expectations of them? The ADHD child usually has average to above average intelligence. With the right supports, unconditional love and high expectations, they can achieve their dreams.
Ask the Consultant! If you have a question for Joannah O’Connor, Educational Consultant, LLC, Send your questions to joannah@somethingspecialmagazine.com and she will answer in the next column. Please include your initials and location.
A GLUTEN FREE BACK TO SCHOOL Going back to school can be trying for both child and parent. Not many people outside the gluten free world understand that a child with a SEVERE gluten allergy not only eats gluten free, but has to LIVE gluten free. This means gluten free cookies, candy, school supplies, cleaning supplies, everything. The search can be overwhelming. Sending gluten free foods to school and hoping your child is going to eat can be just as tricky. But fear not! The website, glutenfreeville.com/featured/100, ideas is a great source full of amazing ideas that had me wondering, “Why didn’t I think of that.” It is everything moms and dad’s need to remember to tell our children’s teachers on day one of school, so I figured this is my first gift to you to make school so much easier.
Included on the site are gluten-free sources such as: • • • • • • • •
Chalk, Crayons, Markers, and Pencils Dough and Modeling Clay Glue and Paste Grains and Pasta for Art & Sensory Paint Sands Stickers Tape
In general, any art or office supplies that have adhesive should be considered to contain gluten unless one finds out otherwise from the company, no licking envelopes, no stickers adhered skin unless they are on the list above, etc. Always err on the side of caution. For those concerned about soy exposure, Prang and Dixon/Ticonderoga both have soy crayons that are labeled as such. Christel King has passed along that all the Color Wonder products, all the Crayola colored pencils, the washable markers, all Palmer products, the oil paints, contain soy.
Special Advice Scattergories® Junior, Upwords®, Charades, Scrabble® Junior, Taboo® Junior, Granny’s Candies, Jeepers Peepers can be used for productive family fun. Paperback books of age-appropriate crossword and cryptic word puzzles are perfect for playing at home and on the road. Descriptive word games and opposite/ antonym or synonym word games can help, too. Some libraries have books on word games to check out!
By: Becky Spivey, M.Ed. and Beth Holland, M.A., CCC-SLP
How can I help build my child’s vocabulary? The term “vocabulary” has a wide range of meanings. Teachers may define vocabulary as (1) sight word vocabulary—printed words students can identify automatically without sounding out the words, (2) meaning vocabulary—what students understand when reading printed words, (3) listening vocabulary—words understood in spoken language), or (4) academic vocabulary—words students need to know in order to understand specific subject areas, such as science or math. Vocabulary development, however, includes all of the above and is critical for language and literacy. In order for children to develop a rich vocabulary, they need exposure to words and opportunities for practice. Teachers provide direct instruction for academic or subject-related vocabulary at school through structured lessons. However, parents can also be instrumental in developing a child’s vocabulary by exposing him or her to different situations or settings and discussing the world around them, as well as providing opportunities to learn and use new vocabulary in social situations. Creating these opportunities is much easier than most parents think.
TAKE YOUR CHILD ON OUTINGS IN THE COMMUNITY Family-friendly places like the zoo, museums, parks, libraries, plays, free concerts and local historical landmarks create a perfect opportunity to learn new vocabulary. Talk about and describe things you see and do while on your excursion. When back at 18 l Something Special
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home, help your child make a list of all the things he or she saw that day. For younger children, have him or her draw pictures of the things you saw and then describe the pictures. Even day-to-day errands can be engaging. Talk about the things you see: signs, posters, displays, labels, menus, and more. Have your child recognize, explain, and/or read the words. As you go about your errands, describe what you are doing and why – for example, how you choose foods to make a healthy dinner or why one needs to go to the dentist.
CREATE A PRINT-RICH ENVIRONMENT IN YOUR HOME Providing your child with the tools for creativity can help encourage vocabulary development. Have on hand age-appropriate books, magazines, puzzle books, as well as paper and pencils or markers for children to write their own stories and “books.” If your child is a reluctant reader, find “hi-lo” books and magazines that reflect the interests of your child. A “hilo” book is a book written at a lower reading level than the child should be reading, but covers topics that interest the child. If the hi-lo books still are not interesting to your child, or if your child is too young to read, pick a book and read it aloud to your child. This enables exposure to vocabulary that is too hard for the child to read on his own. Play word games with your child Games like I Spy, Boggle® Junior,
PRACTICE VOCABULARY WITH YOUR CHILD Parents often overlook the teaching power they have when it comes to academic areas like vocabulary. Discussing new vocabulary or practicing skills at home can help reinforce what your child is learning in school. Extend school lessons at home by reading, writing, or “doing” (monitoring) homework with your children. Discussing the vocabulary used in their homework ensures that they comprehend the meaning. You can expand on this by exploring multiple meanings and different verb tenses, too. For instance, the word “cook” can be a noun or a verb. Seeing how many different verb tenses your child can use can be challenging, but fun practice. Pairs of vocabulary flashcards with pictures and/or definitions can be used for memory or matching games, or just standard practice. For advanced understanding, try flashcards with prefixes, suffixes and base words to create words.
HAVE FUN LEARNING NEW THINGS WITH YOUR CHILD Teaching new things and expanding your child’s knowledge is not an opportunity you will have forever. Take advantage of this time and create the opportunity to implement some of these tips with your child. You never know—you may learn something new, too!
Special Resources Want more special resources? Visit somethingspecialmagazine.com Have a great resource you want to share? Please email us with resources in your area at info@somethingspecialmagazine.com.
Special Advocacy
Special Needs Planning Checklist By: Jamie F. Clark, Attorney at Law (912) 856-0063 JFClarkLAW@gmail.com
To Do Checklist •
Letter of Intent: A written plan
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Familiarize self with government assistance programs (SSI, Medicaid)
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Review your own will and powers of attorney
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Review health-plan options
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Consider a burial policy
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Consider a life insurance policy designated for child through a SNT
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Review beneficiary designated on Life Insurance
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Retirement accounts
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Investment accounts
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Remove child’s name from any resource, asset, or investment
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Consider long term living accommodations for child approaching adulthood
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File for guardianship/conservatorship (6) months prior to child reaching age of majority
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If a trust has been set up, does it qualify as a SNT?
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If a trust has been set up, does it adequately fund for long term needs
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Advise family members if SNT set up
To Contact Checklist •
Meet with friends, relatives, and care providers to let them know about your plans
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Contact attorney knowledgeable in special needs planning for review of estate documents and possible SNT
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Meet with accountant or financial planner knowledgeable with special needs planning
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Meet with named successive guardian of child
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Discuss trustee duties and responsibilities with named trustee
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Provide copies of Letter of Intent to Family and/or other interested persons
GET ON TRACK FOR THIS SCHOOL YEAR
Mathnasium’s fun programs are all about helping our students prepare for what lies ahead. For some that means a solid review of previous material. Others benefit from previewing upcoming concepts. Most students will get some of both!
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New Horizons Therapy Presents: New Horizons’ Little Ghouls An ABA company dedicated to changing the lives of children & families in the Lowcountry. New Horizons Therapy, LLC was created to provide treatment using the principles of Applied Behavior Analysis (ABA) to learners with autism and related diagnoses. New Horizons Therapy can help by providing individualized support in a school setting, in our Charleston office, or in your home.
NewHorizonsTherapy.net info@newhorizonstherapy.net Office: 843-573-2111 2587 Ashley River Rd. Charleston, SC 29414
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October 29th and 30th 6pm-8pm This is a free community event to practice Halloween skills! All ages welcome! • • •
Go through the steps of trickor-treating! Practice wearing the costume before the big night! Get helpful hints to make this Halloween the best one yet!
For our special trick-or-treaters we will have Gluten Free Casein Free candy as well as small toy items! Staff members will be located throughout the building to provide support and guidance as your child practices!
More information, call 843-573-2111
Transitions
Transitions
Back to School Tips:
Remember the final goal is for your student to be happy, successful, & to function independently in today’s society. Preparing yourself & establishing a partnership with the child and his parents are the best way to achieve that goal.
Preparation & Tips for School Administrators & Educators in the Middle School Setting By Dr. Sheryl Kaufman Educational Journeys, LLC. (843) 342-9769 / (973) 714-4446
Educating a child with special needs can be a challenging but also extremely rewarding time! The essentials in making this a rewarding experience for all involved are communication, personal connections, and collaboration. Teachers and parents need to collaborate in designing programs that can challenge the child with special needs to build on the skills they have and develop the ones they lack. When you work together as a team, you will begin to see the child acquire life skills and knowledge, gain friendships, and achieve increased independence. When it is communicated to you that you will be receiving a child with special needs, make sure you are prepared, supported, and informed. Do some research into understanding autism or the special needs that the child may have. Ask if it is possible to set up a class taught by a special needs professional that may assist you in techniques.
Making sure you prepare for a rewarding experience includes: •
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Always understand the motto “If you’ve met one child with autism, you’ve met one child with autism”. This holds true with any special needs – what works for one student may not work for another. If the parents do not provide you with a portfolio, ask them for one to assist you. This includes a medical history, behavioral plan, goals and visions of the family for the child, motivators, likes and dislikes, samples of their work from the past year, etc. Take the time to read over the portfolio and ask as many questions as you feel may assist you.
•
Provide incoming parents of middle school children with a background of yourself and your educational experiences.
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Ask that the parents provide any helpful titles of books and videos or websites about special needs, autism, sensory integration, or anything that they think may be helpful to you. Choose a reliable student to be a mentor and buddy to help create peer interaction and socialization.
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Make a point of getting to know the child. A personal connection is a must.
Ask for parental guidance with adaptations and modifications for the first week as you get to know their child.
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Keep in mind that you will need to closely monitor comprehension of material. Many students with autism excel at memorizing information without processing, generalizing, or understanding it.
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Meet often with parents and administration as a group. Build a support team to proactively and quickly solve problems. You should plan to meet at least monthly in the beginning of the year.
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Know and discuss parental expectations regarding their child such as homework and completing assignments.
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Decide the best method for quick and reliable communication between parents and school personnel. This could be in the form of a communication book, e-mailing, texting, or whatever works best for you and the parents collectively.
Hints for Setting Up Your Classroom & Teaching Methods: •
Keep it structured. Children with autism do best with a strict routine.
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Use visuals. Some children learn better by seeing what they are taught rather than by hearing it.
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Posting a schedule using pictures or text will help students understand what is happening next and ease the transition. Transitions can be tough.
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Reduce distractions. Try to keep your classroom as clutter-free as possible. Remember when dealing with the child’s behavior to look at your actions first. Choose your words wisely.
•
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Use rewards before consequences. Positive reinforcement always works better than negative and the child with special needs is no different.
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Try to use creative teaching. Think outside of the box – that is how most children with autism learn!
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Don’t sweat the small stuff. Choose your battles and always remember, misbehavior is not personal. Behavior is a method of communication and the child may be overstimulated and not know how to verbalize their needs to you in that moment.
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Establish independence slowly. Each child moves at their own pace.
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Special Food
Special Food
MEALS
Ingredients: 2 lbs. ground meat (I used half beef and half turkey) 1 Lg. onion 16 oz. thick and chunky salsa 1 can small red beans 1 can refried beans 1 c. beef broth ( Herb Ox bouillon labeled gluten free and no added MSG) 2 tsp. dried ground cumin 1 1/2 Tb. chili powder 2 Tb. lime juice Tortilla chips
Steps:
1) Chop the onion. Sauté the onion and ground meat and drain. 2) Drain and rinse the small red beans. 3) Combine all ingredients except the lime juice in a large slow cooker. 4) Cook on low about 4 – 6 hours. 5) Stir in the lime juice. Serve with tortilla chips. 24 l Something Special
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Split Pea Soup
flour to make a spoonable batter
Ingredients: 1 (16 ounce) package dried split peas, rinsed 2 cups diced GF ham 3 medium carrot, peeled and sliced 1 medium onion, chopped 2 stalks celery, plus leaves, chopped 2 garlic cloves, minced 1 bay leaf 1/2 tablespoon GF seasoned salt 1/2 teaspoon fresh pepper 1 1/2 GF broth
Flour Mixture: 4 C. rice flour( brown, sweet or white) 3 C. tapioca flour 1 C. Sorghum flour
Steps:
1) Layer ingredients in crockpot 2) Add broth 3) Cover and cook on high 4-5 hours or on low for 8-10 hours. 4) Remove Bay leaf 5) Serve with GF bread
Gluten-Free Bread Ingredients: Yummy Yeast Bread: 2 -c. Tepid water 1/2- tsp.salt 2 -Tbsp honey or 3 Tbsp Fructose 2- packages of dry yeast
Steps:
Sweet Potato Apple Bake
Potato Chip Chicken
By: Chef Malissa Allen
Prep time: 20 minutes Cook time: 6 hours Total time: 6 hours 20 minutes Serves: 8
3) Cook over low heat until okra is tender. Season to taste. Serves 4-6
1) Pour a small amount of water just enough to cover the bottom of the pan you are cooking with. 2) Place chops, a layer of potatoes, topped with the soup and amount of onion of your choice. 3) Repeat until you use all you ingredients. Bake at 400 degree for approximately 1 hour. Feeds 4 to 6
FALL Mexican Chili Slow Cooker)
2 cans of GF cream of mushroom soup 1/2- onion (optional)
Steps:
1) Mix all ingredients except flour, let stand 20 minutes 2) Mix in enough flour, ( 3 to 5 C., depending on water content of the flour) to make a spoonable batter, such as you would get from a muffin mix. 3) Amply grease the bottom and sides of two loaf pans. 4) Divide the batter into the pans and allow to rise to the top in a warm (75-85). This will take 3 to 4 hours. 5) Bake at 350, 20-30 minutes or until the top is firm and slightly brown.
Pork Chop Potato Casserole Ingredients: 4 to 6 pork chops 4 to 5 potatoes, peeled and cut in 1/2” slices
Ingredients: 2 or 3 pounds Chicken pieces, remove skin 1 c. GF margarine or Butter of your choice, melted 2 C. crushed GF potato chips (original, sour cream, sour cream and onion) 1/4 tsp. garlic salt
Ingredients: 6 large sweet potatoes, peeled, sliced, boiled 6 tart apples, peeled and sliced 1/2 C. GF margarine 1/2 C. brown sugar
Steps:
1) Grease casserole with part of margarine. Layer potatoes, dot with margarine and sprinkle with brown sugar, layer with apple slices. 2) Repeat, ending with potatoes, margarine, and brown sugar, 3) Bake 30 to 45 minutes at 350 minutes or until potatoes are tender and browned. Serves 8-10
Praline Shortbread Cookies Ingredients: 1 C.-GF butter, softened 3/4 C. packed brown sugar 1 1/2 GF baking mixture 1/2 C. ground pecans
Steps:
1) Cream butter and sugar. Beat at medium speed until light and fluffy. Stir in flour mixture and pecans. Dough will be stiff. 2) Press onto bottom of greased pan and lightly floured 15x10x1” pan. Score in 2” squares. 3) Bake 20 minutes at 325 degrees. Break into wedges.
Steps:
1) Mix crushed potato chips with garlic salt. Dip Chicken in melted margarine and roll in potato chips. 2) Place on baking sheet. Pour remaining margarine and chips over chicken. Bake @ 350 until inside of chicken is done. Serves 4 to 6.
Okra Gumbo Ingredients: 3 slices GF Thick bacon-(Bar-S) 1/2 C. onion, chopped 1 (10 Ounce) frozen package okra chopped 1 (14 1/2) ounce can stewed tomatoes, chopped
Steps:
1) Sauté bacon, add onion and brown. 2) Add frozen okra and stewed tomatoes.
FOR ADDITIONAL FOOD OPTIONS, go online to somethingspecialamagazine.com for great recipes.
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We never know when we will be UNABLE to plan for our child.
Savannah's LARGEST selection of gluten free, peanut free and dairy free foods
For twenty years we have helped families and can help you: •
•
Prepare an estate plan that will take care of your child and prevent loss of public benefits Prepare a Special Needs Trust
•
•
will put a
SMILE on your face!
Determine whether guardianship for your child is necessary when they turn 18 Negotiate the Medicaid and Social Security maze
YOUR CHILD IS YOUR MOST IMPORTANT ASSET.
Don’t procrastinate and leave their future up to probate and strangers. Dennis J Christensen PA 260 West Coleman Blvd. Suite D Mt. Pleasant, South Carolina 29464 843-971-1199 www.scelderlaw.com dennis@scelderlaw.com
FOUNDING
College is Possible The REACH Program at the College of Charleston is a 4-year, fully inclusive certificate program for students with mild intellectual disabilities.
Don't miss the REACH Program Scholarship Gala. WHEN: Friday, Sept. 27th LOCATION: Daniel Island Club
Tickets are $100. WEBSITE: reach.cofc.edu
We focus on four pillars of success: · Academics · Social Skills · Independent Living Skills · Career Development
R.E.A.C.H. PROGRAM
Like REACH Program on Facebook for a closer look!
Features
Features
Mothers of special needs children are the fiercest tiger mamas out there.
Left: Peter Valente before a footbal game
Adoption and Special Needs By: Dr. Sharon Valente
Adoptive parents will tell you there comes a point when they know they were meant to be that child’s parent. We were blessed in 1999 with the adoption of our son Peter. Time moved on and with careers and raising one child, we kept making excuses about adopting a second son. But there were multiple, subtle reminders over the years, especially when a group at our church in Medina, Ohio asked us to include “why Peter” as part of our witness to engaged couples. We were bombarded with questions about children when we announced we were getting married. We joked along, but the jokes were very painful as we knew that
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due to some medical issues we would be unable to have biological children of our own. We tried to push it aside, but the reality of wanting a family was still there. We prayed and talked and started the adoption process with the provison that we could change our minds at any time. We were notified on January 29, 1999 that we had a referral. I was in a board meeting for my university, and needless to say, all concentration was lost. How supportive they were is an understatement. When we actually saw Peter’s picture, Gary kept saying that was our son. Every adoptive parent will tell you that there comes a point when they know they were meant to be that child’s parent. We met with a pediatrician and reviewed our decision. On February 3, 1999, we formally accepted the referral – on the 15 year anniversary of my mother’s death. Fast forward to Spring 2003. The excuses were still there as well as a very insistent four year old who wanted a little brother. We visited my father in Florida who was in the latter stages of Lewy Body dementia. And while it was hard to see my dad in this condition, this was a man who was still first and foremost about family and faith. Wasn’t it a comment on my life, that my father with dementia had his priorities more in line than I did? When we returned home, we did some serious soul searching. That soul searching included going through the mini mountain of paperwork involved in just starting
an international adoption. We met with the adoption agency. When I indicated that we were willing to consider a child with special needs, the consultant’s face froze. She asked if we would consider a child born with cleft lip and palate – and that was the start to our journey. We eventually received the referral, which includes a picture. That smile has been my sunshine for the past ten years. One night, I was driving home I-71 from teaching a night class. For those of you from Georgia, imagine being totally exhausted, driving home I-16 at night in a downpour. And on the radio came Mark Schultz’ song, He’s My Son. It voiced what every adoptive parent feels after they’ve fallen head over heels in love with their child but have yet to bring that child home (so please keep in mind those in process parents who are dealing with the Russian adoption ban). It also symbolized the journey through Holland for those of us with special needs children. I’m down on my knees again tonight I’m hoping this prayer will turn out right See there is a boy that needs Your help I’ve done all that I can do myself If You can hear me Let me take his place somehow See, he’s not just anyone He’s my son Remember I said we indicated we would accept a child with special needs? Like any parent, I had fallen in love with our son and his cleft was secondary. I had no idea what therapies and surgeries were involved, the frequency, the cost, the lack of insurance coverage, the time. But as many of you know, adoptive mothers have already fought so many battles
to bring their child home that this is just one more. And mothers of special needs children are known as the fiercest tiger mamas out there. We were fortunate that my former and current employers were respectful of the time I needed to care for both boys. I even arranged to take one semester off from teaching after we came home, thinking one semester would be sufficient to catch Kevin up. That’s pretty funny now, in hindsight. I do go through multiple guilt trips, every single day. I feel like I should be doing more, but where is there time? How many of us have gone the “where is there time for me” guilt trip? I’m happy if I get five minutes for myself each day, and commuting back and forth to work does NOT count! I think the strongest recommendation that I have is find a support network. You need other mothers who understand what you are going through. Mothers of biological children won’t understand the pain and turmoil, what paper pregnancy is all about. I’m sure you have heard about those Right: Peterparents Valente who had met their children in Russia, but cannot complete the adoption due to the adoption ban. Trust me – the pain is unbearable as I have some very good friends in that situation.
But my fellow adoptive mothers, my fellow mothers of special needs children, I don’t know where I’d be without you. You have let me vent when I needed to and picked me up when one more thing was just too much. You held my hand, even virtually, as Kevin went through all of his surgeries. We have laughed and cried together. I know you are there and you understand and I’m not alone. The cover of our adoption announcements captures our experience perfectly. We may not know the plan for us, but I wouldn’t change a thing: Especially since it was a prayer answered not once, but TWICE.
MORE INFORMATION ON ADOPTIONS, FUNDING ADOPTIONS AND ORPHANS VISIT: • showhope.org • members.shaohannahshope.org/site/ DocServer/your_ guide_starting_fund2. pdf?docID=281 CLEFT PALATES, VISIT : • widesmiles.org • cleftline.org
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Features
Features
Fostering Something Special By: Jenn Menn
I joined the honorable club of special needs families by choice, and it’s the roller coaster worth lining up for. I’m a foster mom here in the coastal empire. Many foster children have disabilities and delays; sometimes due to maternal drug use, sometimes neglect or abuse, and sometimes because social workers involved in a child with special needs life observe that parents aren’t able to meet the particular needs of their child. So, several children have come our way who are typical children, while several have had varying particular needs. Just like 99% of people who become parents of a child with special needs, I’m not trained specially for it. A nonverbal 12-year-old boy with profound needs with autism came with less than a days notice. I had no idea what I was doing when he crashed into our house on a beeline to the fridge and ripped out eggs and other food. Before I could sign custody papers, he was on my floor double fisting Frosted Flakes. We smiled and laughed, in that ‘no turning back now’ kind of way. I have never spent so many consecutive hour cuddling and motioning a child. 30 l Something Special
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He was literally hungry for affection, I was energized to provide, and I shuddered to think of the last time he’d be held lovingly. Another time, a 4-pound premature baby on all sorts of monitors and medications entered our home and we quickly learned the weight of responsibility. I remember doubting, “why do they think we’re capable of this?” and my husband honestly inquiring, “will we be held liable if she
dies?” Months, literally months, were spent up dozens of times each night with machines alarming in addition to feedings. Others: a malnourished baby, a little girl with brain injuries, teenagers with huge educational and life skill gaps, and some with moderate to profound developmental delays. I don’t want to put across that all foster children have significant special needs. Some days with many of the children we’ve had are just like a typical parenting day. Everybody adjusts. Folks, I’m in my twenties, I have lots of dreams that don’t involve children, and my husband deploys as much as the sand gnats come out. I don’t even have children of my own. I have my story, just like many of you, but as we all learn, the me’s and my’s have to be swept under the rug for a season (maybe forever) and replaced with more important matters. Life is more important, exhilarating. These little helpless children progressing: totally worth it. You know that. So, if you have an extra bed, no one who will attack newcomers, and you’re up for something like this: GREAT! Become a foster parent, because our community is in a crisis
defined in part by a dyer need for people willing to shelter and love these children. Seriously, kids are being shipped throughout the state or placed in non-ideal environments simply because there aren’t enough folks to volunteer and help a sista’ out. Other ways to volunteer include becoming a monthly check-in and advocate for the children, or babysitting a foster child. If you’ve learned to advocate for your child, you are degrees above the general public, and have skills to offer kids who don’t have a kind, knowledgeable someone looking out for them. That’s called becoming a CASA, or Court Appointed Special Advocate. If you’re in the Savannah area and active in a church, Faith to Foster is a good place to start for foster & support roles too. Secondly, from a woman who has experienced various situations with children with varying levels of needs, I’ve developed a unique perspective in comparison, as well as empathy for families. The result: Holy smokes, bless you parents. Bless you indeed. Being a parent or caretaker is hard, constant, and isolating for various (lots and lots of) reasons. AND, just by the fact that you’re taking your spare minutes to read this magazine gives you parenting bonus points. Kudos in all you do, and keep your heart in it. Professional teams: take a bow. You are our lifelines. Thank you.
ABOUT THE AUTHOR:
Jenn is a military wife to the lovely Captain TJ Menn and current foster mother to four 5 & under in Savannah, Georgia. She’s experienced fostering to be a worthwhile endeavor and volunteers through Faith to Foster to see others get involved too. You can reach her at info@faithtofoster.org. To learn more, contact your local DFCS, Lutheran Services of GA (epierce@lsga.org), which specialized in placements with special needs, or savannahcasa.org.
TRIDENT ACADEMY Children use their senses to absorb immense amounts of information about the world. For children with sensory sensitivity, however, their senses may actually alter their perceptions. Sensory input can be amplified or suppressed by the brain, making the learning process and interaction with others a significant challenge. Students in The School for Asperger’s/HFA at Trident Academy benefit from a program rooted in the appreciation of sensory sensitivities. Trident Academy is a non-profit, independent school with a history of educating students with learning differences. This particular program at Trident Academy is geared towards children in grades K through 3 who have Asperger’s Syndrome or HFA. Students are immersed in an ABAdeveloped curriculum that helps them develop the language and social skills necessary to transition into a conventional learning environment. Rooms within the School for Asperger’s/HFA are designed according to research from autism-affiliated
organizations such as Autism Speaks. Walls are painted light blue and floors are covered with padded tiles to absorb sound. Rooms are dimly lit and children are supplied with balance balls and bean bags to sit on. Students are also encouraged to take sensory breaks in a specially-designed room. This sensory room provides a calm, low-stimulating environment that doesn’t hone in on students’ visual senses. Everything is tactile to help regulate touch and encourages students to explore different types of senses. “Children’s sensory needs can vary greatly. I think of it like when we pick out our mattresses or pillows: some like hard pillows while some like them soft,” says Nicole McLain, director for the School for Asperger’s/HFA. Students can choose to swing in a hammock or cuddle swing if they prefer to repeatedly move in the same direction. Attraction to deep compression is also a commonality among students in the School for
Asperger’s/HFA. Compression, which makes many children with sensory sensitivities feel safe, comes in several shapes and sizes: in the cuddle swing, a sensory pea pod, and in the ball pit which provides a more gentle approach to deep compression. When students are first enrolled in the program, they will have as much access to the sensory room as they need. Students’ individual use of the room will be closely monitored to better understand their need. Overtime, students will learn how to regulate their sensory needs and use the room less often. “The goal is to teach each child to feel safe while meeting their sensory needs,” says McLain. “By the time students are ready to transition out of Trident Academy, they will be able to advocate for themselves when they need a sensory break.”
FOR MORE INFORMATION:
Contact Niki Leiva at 843-884-3494
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Features Navigating Autism
Navigating Autism task is done best if the teacher presents a visual schedule to help with processing upcoming changes and transitions in the student’s daily schedules. Provide verbal warnings and visual timers, such as Time Timers, that help the student process when a task is ending. The more your student knows about what to expect, the easier the day will be for them (and you!).
UNDERSTANDING
BURSTS:
•
THE TEACHER SURVIVAL KIT FOR SCHOOLAGED KIDS WITH ASPERGER’S By: Nicole McLain, M.A., Autism Specialist Trident Academy
The best piece of advice for teachers who work with students with an Autism Spectrum Disorder (ASD) is to immerse themselves in literature and research to understand why students with ASD behave, think, and feel the way they do. Some of my most intriguing work has been talking with, and observing, students who have Asperger’s Syndrome. As teachers, it may be difficult to truly know what these students experience on an everyday basis, but if you adopt the mission to understand them better, to help them succeed and most importantly, empathize with what they experience in our world, success is bound to follow.
ROUTINE Picture this: a large balloon with a child inside. This child has Asperger’s and has created a sense of safety and comfort in the balloon. He’s been shaken, thrown up against the sides of the rubbery exterior while eagerly waiting to get out of the balloon. He wants nothing more than to fit in, to have friends, and to learn like others do who are all outside of the balloon. The only problem is figuring out how to pop that balloon so he can feel confident and able in this world. So far, no strategy he’s tried has worked. He needs tools and a feeling of safety before he leaves what has become normal for him. I am here to give you that needle that will help your student with Asperger’s Syndrome BURST out of the balloon they are living in. Mindfully, I have labeled my toolkit as BURSTS: BURSTS: Behavior, Understanding, Routine, Sensory, Transitional Help, Social Coaching
sticker charts, marbles in a jar and so forth can be great for students who prefer tangible reinforcement. •
•
•
When it comes to managing behavior with any child, there are a few key pieces of information that will take you a long way.
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Reward before consequence. As much as you can, reward and provide praise for positive behavior. Ignore minor disruptions or off task behaviors, especially if safety concerns are absent. Token economy systems, such as
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Try not to argue with your student. Children with Asperger’s likely always able logically defend why they should or shouldn’t do something. Set firm boundaries and provide appropriate choices rather than giving options of yes or no. Provide frequent breaks. Even better, teach your student to utilize breaks through self-advocacy with break passes. Incorporating sensory breaks into their schedules is a useful tool. Talk with an occupational therapist to gain further insight into these.
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Obtain a functional behavior assessment from a professional team at your school to assess for the function of behavior and adequate behavior intervention strategies to implement at home and school.
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Remember that you are not changing the child, rather your responses to the child. Too often, teachers think only their students need to work toward change. In reality, it is the teachers who need to learn new coping skills for working with the child.
BEHAVIOR
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SOCIAL COACHING •
Involve your student in social skills programs. I suggest teaching a social skills class each day. Teachers who welcome this idea often witness significant gains by their students in social and academic environments. Many strategies exist to implement into a social skills plan or curriculum, but the following are my favorites:
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Video modeling. Video tape yourself and other teachers, or even the students engaging in appropriate social interaction, behavior, or following rules. Replay these videos as a lesson in the classroom while talking to students about what specific actions you like. This provides feedback about what you want your students to do while simultaneously providing third-party feedback to the student, which is always a great thing!
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Social Stories. Two thumbs up to Carol Gray for her ingenious discovery of how creating innovative ways to unfold social cues, behavior and perspectives of others through descriptive stories that discuss situations, skills and concepts. A staple for any classroom with a student who has an Autism Spectrum Disorder.
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Peer-mediated intervention. Carefully designed peer relationships can be one of the most powerful tools for students who struggle with relationships with others their own age. Peers teach and tutor one another while developing relationships.
Establish a consistent and reliable schedule for the student so his/her day is predictable and manageable. All children crave structure. Predictability is essential for students with Asperger’s. More importantly, however, is helping your student become tolerant to change. Ease in small changes into their routine and praise them when they handle the transition appropriately.
SENSORY •
Allow your student to engage in sensory breaks throughout the day. Some students will benefit from an exercise ball as a chair, while others need a pre-determined 10-minute break in a pre-designed room for sensory processing. My top ten sensory room items/accommodations are: dark walls, foam flooring, a homemade ball pit, a hammock, swings, a sensory pod, black lights, bean bags, bubble tubes, and projectors. It’s important to remember that each child has different sensory sensitivities and to not force any sensory processing on a child.
TRANSITIONAL HELP •
Let your student know of upcoming transitions or changes in his/her routine. This
Now, get out there and teach your student’s how to burst their balloons. Helping them pop their balloons will open a world that is more manageable and less stressful. Most importantly, make sure to give yourself a great big pat on the back for a job well done. Your students are so lucky to have you!
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ABA Tip of the Quarter By: Zahra Haji
FALL is here! There are a lot of great venues that parents have available: aquariums, amusement parks, barbeques, sports games, field trips, parties, movie theaters, sibling events, family dinners at restaurants etc. Including your child with special needs in these normalized and typical activities and events is a huge part of quality of life. Use some of these strategies to increase your success!
Example: First stand in line Then you get to go buy popcorn Example: First Aquarium and Then Sonic Example: First play for 2-3 minutes and Then you get to play Angry Bird’s on my Droid or iPhone or tablet etc.
USE A VISUAL TIMER
played soccer with her sister for 3 minutes. Sara has never participated in a soccer game before so her mom set an easily attainable expectation so Sara could be successful. Example: John’s mom allowed John to buy any preferred movie theater snack as a reward for standing in line for 5 minutes without demonstrating problem behaviors.
Timers are an easy to use way to communicate concretely how much longer the child needs to demonstrate a certain skill while they are participating in the activity or event Example: Tony’s mom sets her Droid cell phone timer for one minute to cue Tony that he will need to “wait” until the timer goes off before he can change to a different aquarium exhibit. Example: Sara’s mom put a sports wristwatch on Sara that is set for 3 minute and will provide an alarm. When the alarm goes off, Sara can stop playing soccer and come and play Angry Birds.
As with any new strategy, keep in mind, if your child has not had positive success in certain environments, there is no one strategy that will immediately change a child’s behavior from problematic to perfection. But, start small and then build up your child’s expectations for successful participation.
Example: John’s mom has a small flat kitchen timer that she let’s John hold while he is standing in line with her to buy movie tickets.
ABX Solutions, LLC Providing clients with Applied Behavior Analysis (ABA) therapy services geared towards improving overall quality of life.
REWARDING YOUR CHILD’S SUCCESS WHAT IS THE BEHAVIOR? Identify the positive behaviors you want to see your child demonstrate during the activity or events. It is important that you know what you want your child to do so that you can encourage and reward these appropriate behaviors. Set reasonable expectations for your child’s behavior for the activity or event based on what his or her current performance is. Example: I want John to wait in line at the movie theater counter for 5 minutes without screaming while we wait. Example: I want Sarah to try playing soccer with her sister for at least 2-3 minutes before she “gives up”.
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Example: I want Tony to stand with me without darting off between exhibits while we are at the aquarium.
COMMUNICATE WITH YOUR CHILD Tell your child the expectations of the behavior you want to see. Use your child’s current communication system. This may mean spoken language, sign language, picture symbols. Example: Tony is given a visual strip that shows 4 pictures of him waiting in line, walking, and staying next to parent while he is in the Aquarium. Example: Sara is verbally told to play soccer with her sister by kicking the ball to her sister and running with the
group on the field for 2-3 minutes before stopping. Example: John’s mom writes down what he needs to do when they arrive at the movie theater and places it on a flash card for him to hold.
FIRST-THEN CONTINGENCY If your child is already familiar with the concept of first-then format, then bring this useful tool into the community by making a simple visual support or even incorporating some cool smartphone applications. Place the community event or activity before a highly preferred second item or activity. This will increase the likelihood of your child completing the first activity to gain access to the second activity.
If your child is older and able to tolerate delays in reinforcement then you ask your child to select a preferred item or activity that he or she can earn after they demonstrate the behaviors you have outlined. If your child is younger or may have difficulty understanding long delays in reinforcement, bring highly preferred items such as small edible snacks, give tickles, stickers etc. to hand the child right after he or she demonstrates those identified behaviors. Example: Tony is waiting at the fish tank and his mom has the countdown timer on her cell phone. She is handing him a skittle or a shiny sticker every 30 seconds for standing next to her at the exhibit. Example: Sara selected earning 10 minutes of time on her mom’s iPhone as her preferred reinforcer if she
ABX SolutionS emPHASizeS • • •
Functional Skills Highly qualified therapists Small caseloads for more individualized attention
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Parent training Coordination of care with school and other related services
Contact us: zahra Haji, m.S., BCBA zahra@abxsolutions.org 843-532-8349
www.abxsolutions.org
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Photos by: Casey Husrt Above: Jason, Tucker and Dylan
Reprint SSM wishes to reprint a Father’s Story from our last issue. We hope you enjoy us retelling their story and their amazing photos. Photography by: Casey Hurst
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Loves ‘em Like They’re His Own By: Avis Coleman
They met on the job at the Wal-Mart distribution center. She was a single mother of two boys. He was a shy, single guy who took awhile to ask her out. From the beginning, Casey Hurst wanted Jason to know that one of her children has a severe disability. It didn’t faze Jason one bit. Tucker is Casey’s oldest son. He is twelve and his younger brother, Dylan, is 10. Tucker has Hunter syndrome, or MPS II which is a genetic disorder where the body has an enzyme deficiency where the enzymes don’t pass through as they are supposed to. They store up in the body and cause severe developmental issues. In Tucker’s case he suffers stunted growth, curved wrists, stiff knees, and ankles that don’t bend. He can still walk, talk and smile, but his health is declining. When Jason finally asked Casey for a date, his first request was for her to show him how to change Tucker’s diaper so he could help her. Casey was smitten. “I knew then and there that he was absolutely perfect.” “He spends every minute with them, from teaching Dylan how to ride a bike and play baseball, to singing songs with Tucker.” When the two married, they quickly settled into a 50/50 share of the responsibility of the kids. Jason jumps in with the diapers, feedings, laun-
dry, and baths. “Dylan was three when Jason and I got married. He was so young Jason was all he knew. He taught Dylan all the normal boy things and with Tucker, he is such a big help. Tucker takes tons of medicines, we switch off every night,” says Casey. “When I met her kids, I knew that I could take on the daddy role if she wanted a relationship with me, and I’m glad she decided to give me a try,” says Jason. He takes that responsibility to heart – going to all the doctor’s visits. He was by Tucker’s side for emergency helicopter rides and near-death scares. “My job is to make sure they’re happy and raise them like they’re my own.” “People ask me if we want more kids. I tell them that, as far as I’m concerned, Tucker and Dylan are mine. For me, two are good,” says Jason “I don’t know how to do anything other than be
a dad and husband and do what my family needs. I was raised to help people, to respect people and help out those I care about. I have to make them happy. That’s the most important thing to me.” Casey and Jason treasure every second they have with Tucker. He’s regressing and they are scared that any day could be his last. “We cry a lot together,” Casey said. “Jason came across some schoolwork from when Tucker could draw a few days ago. I walked into the room and found Jason crying. We sat down and cried for an hour together saying how much we miss Tucker even though he is still here. This disease is so tough because it takes so much away. We are watching him slowly slip away from us. But to see Jason crying alone over a drawing just makes my heart melt. That shows how much he loves Tucker as his own.”
Jason says it is easy to love these little boys. “Tuck will climb into your lap and demand your attention.” Casey and Jason are professional photographers and donate their talent at the MPS II conferences they attend. There are always at least 300 - 400 families going through the same thing they are. Jason and Casey take pictures of the children and the families. “Other parents don’t have as many photos as we do. We take tons of pictures and put them on our site for them to use for free.” The Hursts appreciate these conferences where they learn from other parents and try to stay on top of any medical advances in Tucker’s condition. They share their experiences as well. Jason knows the signs to look for when Tucker’s getting sick. Children with this disorder can’t
“My job is to make sure they’re happy and raise them like they’re my own.”
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communicate and don’t feel pain and sensation easily. Caregivers know to look for clues. “You look for the more subtle ailments – red eyes, runny nose, pulling on their ear. These are subtle clues to watch out for.” Jason and Casey were both by Tucker’s side through his chronic bouts with pneumonia when he was airlifted to Augusta because he couldn’t breathe. “He was having so much trouble you could see his ribs as he was trying desperately to get oxygen.” “I don’t know a lot of dads who do all that he does. Especially not one that willingly walked into this life and loves every minute of it,” Casey says. “Jason says these boys are his boys and he loves them to death. He is patient, supportive, loving and gentle.” Casey pointed out a Facebook post that Jason had shared. “While waking Tuck up, I realized that I love him so unconditionally. If given the choice, I would never consider trading him or Dylan for kids that were my own biologically. I love them so much and they are my kids in my mind. They act like me, they talk like me, they love on me and I feel like I’m their father. I love being their father because they are absolutely the most perfect kids.” Casey says that just about sums Jason up. “He keeps us all strong when things get hard or when Tucker has had a bad day. He IS the greatest dad ever.”
Thank you! To all of our readers who reached out and let us know about the printing issue with the above story. We love to hear from you so please continue to email and let us know how we can make Something Special the kind of magazine you want to read. EMAIL: info@somethingspecialmagzine.com
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CONTACT DERMATITIS By: Jack Eades, MD, FACAAI, FAAAAI
Alice was a vivacious fourteen year old that a local pediatrician referred to me for two episodes of swollen lips that were also itchy and chapped. In fact, the skin would even flake off of them. Each episode lasted about four or five days. Alice and her mother were convinced that the symptoms were due to some type of allergy, so she tried Benadryl and some other antihistamines. Alas, these medications were of no benefit. Upon seeing her in the office and hearing more, I learned that she had previously experienced rashes with exposure to certain plants like poison ivy and with costume jewelry and snaps and fasteners on clothing and watchbands. Furthermore, she had recently been in the habit of chewing a brand of cinnamon flavored gum. After appropriate testing, we learned that she had a contact allergy or delayed type hypersensitivity to certain metals (nickel and cobalt) and fragrance mix. The nickel and cobalt allergy explained her rashes with certain metal fasteners and costume jewelry. The fragrance allergy included cinnamon and thus pointed
disease such as hay fever or allergic rhinitis, asthma, food allergy, insect allergy and urticaria (hives). Each of these later diseases are classified as Type I hypersensitivity and are dependent on interaction between immunoglobulin E and mast cells which release mediators of inflammation including histamine. Delayed type hypersensitivity disorders such as contact dermatitis are dependent on the action of T cells. For that reason, antihistamines such as Benadryl are useless in their treatment, just as we saw in the case above. Topical corticosteroids (hydrocortisone, triamcinlone etc.) treatment for contact dermatitis; rarely one may need oral corticosteroids (prednisone, medrol). However, the best “treatment” for contact dermatitis is avoidance. That is what makes obtaining an accurate history of the disease from the patient along with appropriate testing so important. Testing in this disease is quite different than traditional percutaneous skin testing done with Type I hypersensitivity disorders such as allergic rhinitis. In contrast, testing in cases of contact dermatitis is more
Contact dermatitis is a delayed type hypersensitivity also known as Type IV hypersensitivity. It is distinct from other common forms of allergic disease such as hay fever or allergic rhinitis, asthma, food allergy, insect allergy and urticaria (hives). to the chewing gum, as the culprit in her recent lip dermatitis. Armed with this information, she was thus able to avoid these substances which caused her so much misery. Contact dermatitis is a delayed type hypersensitivity also known as Type IV hypersensitivity. It is distinct from other common forms of allergic
turizers, hair coloring and makeup remover commonly afflict women with rashes around the eyes. Latex can cause hand dermatitis. Masons and concrete workers can develop rashes on the hands. Many sunbathers develop dermatitis from their suncreen. Even permanent press fabric and dryer sheet fabric softeners can cause contact dermatitis. As we saw in the above case, metals and fragrances can also cause it. Dyes not only for hair, but also cloth can result in contact dermatitis.
Questions? Have you experienced a mysterious itchy rash with swelling and flaky, peeling skin? Has it been a frustrating mystery to you? If so, give Southern Allergy and Asthma a call at 912303-9355 and Dr. Eades’ and his staff will assist with your allergy needs.
Website: southernallergy.net
detailed and time consuming. In fact, it requires several days of effort, but the results are dramatically helpful to patients seeking to avoid substances which cause the disease. Substances causing contact dermatitis are unfortunately very common in our lives. Cosmetics, mois-
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Painting by: Janet Harrold
It’s What He Wanted The Collin McDaniel Story By: Avis Coleman
There are no words to describe the terror in a parent’s heart when her perfectly healthy, perfectly developing child goes blind in just a few days. That’s what happened to five-year-old Collin McDaniel, from Hazelhurst, Georgia in 2007. His mother, Lisa, had no idea what to do. “We were scared,” said Lisa. “We weren’t sure what was going on. He had fallen off the bed a few days before. My first thought was he had injured himself more than we thought when he fell.” A trip to the eye doctors showed Collin’s optic nerves in both eyes were swollen. They rushed him to Savannah to see Pediatric Neurologist Terry Bunch. At first glance, Dr. Bunch couldn’t diagnose the cause of Collin’s condition but she knew it was serious. He went straight into ICU for tests and monitoring. Lisa thought her son had a brain tumor. His MRI the next day revealed lesions on his brain which did not resemble a brain tumor. It looked like Collin had Multiple Sclerosis. He began a regimen of IV steroids followed by oral steroids. He seemed to improve until three weeks later when new problems arose. Collin began losing his balance and falling. The 40 l Something Special
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family was told to consider MS medications which are more risky and bring more severe side effects. Throughout all of this, Collin never complained. He never told his mother he couldn’t see and he never told her about the pain he was experiencing. Dr. Bunch and the family decided to get a second opinion and they looked for a specialist in this particular field. The closest they could find was the Center for Pediatric Onset Demyelinating Diseases run by Dr. Jayne Ness in Birmingham Alabama. The family traveled for more testing and blood work. After a few days, Dr. Ness told the nervous parents that Collin did not have MS. Lisa remembers thinking, “If it’s not MS, then it’s not good. She told us she thought our child had Neuromyelitis Optica. After she explained it, we knew it was bad.” This condition, known as NMO, is a very rare syndrome of the central nervous system that attacks the optic nerves and spinal cord. Its severity, the MRI findings, the lesions on the spinal cord and the other markers determine the diagnosis. Doctors treat it aggressively but the prognosis is dire. Dr. Ness began a regimen of plasmapheresis (blood filtering). Collin had gained 70 pounds from the all the steroids of the past six months. He was in a wheelchair. At the time of his diagnosis, doctors didn’t know much about this condition. He was given four to five years to live. Over half the patients were completely blind or paralyzed or both. Or they hadn’t survived. The McDaniels packed up their family and moved to Anniston (near Birmingham) to give Collin a fighting chance. And fight he did! Over the next few years, he developed more symptoms of increased flareups, which meant new steroid protocols, more
plasmapheresis. Sometimes he would improve for two to three weeks, but he would always start to decline again. Lisa knew she needed help with her child’s debilitating condition and she needed to know they weren’t alone. While researching the internet, she ran across a foundation called the Guthy-Jackson Charitable Foundation. It was started in Los Angeles by Victoria Jackson and Bill Guthy. Their daughter had been diagnosed with NMO. These owners of the ProActiv Skin Care Company discovered there was very little information on this syndrome and began to pour money into research and information sharing. The Foundation attracts doctors and families to their annual Patient Day in November. This event puts patients with caregivers and researchers to network, educate and (when necessary) console each other. Started in 2009, Lisa was there for its inaugural event and has marveled at the strides made in just the few short years since. “It’s a big deal when you or someone you love has an incredibly rare disease,” said Lisa. “ To have someone want to help you get where you need to be and to interact with other patients, it’s invaluable.” In spite of the advancements in this syndrome, Collin’s condition digressed drastically. Eventually he lost control of his bladder, couldn’t eat, couldn’t hydrate and all his little body’s systems began to
that first fall from his bed. “Collin knew before we did that he was dying,” recalls Lisa. “We couldn’t come to terms and face the death of our child. I think Collin held on so long because of us. He needed to know we were going to be ok.” One year later, Lisa has channeled Collin’s fighting spirit and is working for the organization that gave her such support and hope during his struggle. She is now the Consulting Advocate – a liaison between the families and the six pediatric centers across the nation that specialize in children with MS and NMO. The foundation is responsible for the creation of a camp for children with these disorders as well as fundraising, education and awareness. “Throughout Collins’ illness I knew there was something bigger,” said Lisa. “Don’t get me wrong, I would much rather have Collin here and taking care of him. But we have learned to look at the bigger picture and the people we can help. That’s what’s important now - helping these other people
and continuing what Collin showed us and what we learned from him.” Though he was the one suffering, Collin became the comforter. “He always wanted to know how you were doing. He was happy when people came to see him. He wanted to know where you were in your relationship with God,” said the proud Lisa. “Collin was a free-spirited, loving, compassionate child and he changed the world as we journalled his story through Caringbridge. We still hear from people how much he inspired them. The NMO community embraced him as their mascot. They said he inspired them to keep fighting.” Teamed up with Guthy-Jackson, Lisa has found a purpose and a mission, as Victoria Jackson promises, “We won’t give up until we find a way to stop this disease from devastating families’ lives like it has ours.” That’s what Collin wanted.
Collin’s parents started a foundation to help families who have children with NMO. It is called The Collin McDaniel Hope Foundation and helps financially with medicine, bills, travel to the doctors.
shut down. In 2011, Hospice came to their home to make him more comfortable. Collin passed away in 2012, four and a half years after
Right: Collin McDaniel
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“We dreamed new dreams for Ari.” That was how Kelli and Michael dealt with the news that their third child had Cerebral Palsy and Visual Impairment.
Left: Ari during a race
No Finish Line They Can’t Cross
Team Ari! By: Avis Coleman
Before Arianna (Ari) was born, the 36-year-old mother of two had enjoyed a healthy pregnancy and had no idea there might be any complications with Ari’s birth. But the baby suffered oxygen deprivation and possibly a stroke while lodged in the birth canal. The Tanghe family’s dreams weren’t dashed - they just changed. Ari was six months old when the official prognosis came, “It wasn’t a shock, not really,” recalls Kelli, “But it was hard to swallow. We were told she would never walk or talk and would be severely impacted.” Thankfully, that dire prediction was far from accurate. Thanks to years of physical and occupational therapy including water exercises and Botox, she is able to walk slowly and independently. She is also quite the chatterbox. Again, it took longer
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than other children, but when she did start to speak, “she hasn’t stopped!” says the proud mother. “She is also able to meet most of her academic needs in a special setting. Her strength is reading. She is an avid reader. She has visual aids to be able to read - large print text and magnifiers.” Throughout those early years, Kelli struggled with the stresses of caring for a physically challenged child as well as raising her two gifted children. Daughter Lindsay (25) is studying for her Masters in French Literature in France and son Nick (22) has graduated with a BS in Kinesiology and is waiting for word of his post-graduate placement. At the mature age of 43, Terri began training to run marathons for stress relief and exercise. “I had this urge to not waste any time and to
appreciate the body I was given,” says Kelli. “My kids started running with me and it became a family thing.” She and Lindsay ran their first marathon in 2006. Ari would ask them where they were going and how long they were going to run. Kelli realized her youngest was disappointed she couldn’t go with them. When Ari reached middle school, her frustration grew as she realized she couldn’t keep up with her peers – especially during PE. One day when she asked her mom how far she was going to run, Ari told Kelli she wanted to go too. Like most Mama Bears, Kelli began searching for a way to make her child’s wish come true. Her first concern was finding the appropriate equipment. She came across Team Hoyt, a father-son duo who put the Tanghes in touch with My Team
aid stations, Ari and I have our specific fluids we like. He is lovingly taking photographs. He maps out our course and is always looking online to make sure he can accessibly get to us.” Lindsay is the long-distance supporter of Team Ari. She and her mom successfully ran a 20K in the Paris-St Germaine in 2012 and Nick is making therapy his life’s work thanks to his beautiful little sister. “Because Nick and Lindsay were 10 and 12 when she was born, they were involved in her therapy programs. For the first three years of her life, there was therapy in our home. As she got older, they always participated after school. They came home and Above: Ari starting out a race we had therapy and that helped Triumph, an organization that helps them bond with runners with specialized equipment her,” says the proud mother. “Nick needs. Terri contacted them and always found it remarkable that PT was soon able to borrow an adapted could change someone’s life.” Lindstroller/wheelchair. TEAM ARI was say, showed how Ari changed her born! perspective on life early on as well. “I had cried when I finished my A gifted writer, she put her feelings first race with Lindsay but I cried into words and participated in a even harder at that first race with Ari,” says Kelli. “It was something I never thought we would ever be able to do.” Since August 2012, the mother/daughter team has run a 20 mile race, a full marathon, and five half marathons when they decided to celebrate Ari’s 13th birthday with 13 marathons! On November 17th they will finish lucky number 13. Team Ari is not just the two of them battling the pavement. Michael is their “crew chief,” laughs Kelli. “He makes sure when we get to
book about siblings of special needs children called the Siblings Slam Book (published 2005 by Woodbine House). She was 14 when the book was published. It featured kid writers from all over the globe who all connected through the internet. When Ari was four, a doctor had told the family to be prepared for her to be in a wheelchair all her life. He was trying to prepare them. But that physician didn’t know Ari or her determined loved ones. “Every special needs parent had to face the day when you find out your child isn’t going to be as healthy as you’d expected,” said Kelli. “But then you regroup. Ari has far exceeded our new dreams. We never imagined she would have gotten to the point she is today. Regardless, we love her from head to toe. Her perseverance is unbelievable. She doesn’t give up. She tells us, ‘Even though I’m disabled, I can do anything anybody else can do.’ She’s so motivated.” And she motivates others. “We had to learn how to get through a pack of runners while pushing that stroller. Most people we speak to when we’re running are glad to see us. They’re inspired by us. We have had people tell us at 20 miles they are so glad we’re passing them. They say we’re inspiring them to go the next 6 miles. She’s met a lot of people. She high fives runners and she starts conversation. It’s been a wonderful experience for all of us,” says Kelli. “We have people jokingly say, ‘Can we get a ride?’ I’ll tell them this is a chair for a disabled person. She has CP. Most people are surprised and say, ‘Wow! Don’t know how you do it.’ That’s pretty amazing to us.” Don’t expect that 13th marathon to be their last. Team Ari’s motto is There’s No Finish Line We Can’t Cross!
Since August 2012, the mother & daughter team has run a 20 mile race, a full marathon, & five half marathon when they decided to celebrate Ari’s 13th birthday with 13 marathons! 43 l Something Special
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Seal of Approval
DIRTT DOES IT DIFFERENTLY DIRTT builds customized, prefabricated interiors for education, healthcare and many other business sectors. The company name stands for Doing It Right This Time, and DIRTT places a high value on doing the right thing not only with the solutions they provide clients, but in the community as well. That includes hiring people based on who they are, not on what challenges they may or may not face. Greene joined DIRTT through Savannah’s Coastal Center for Developmental Services, which provides a range of support, including employment services, for developmentally challenged individuals and their families. Like every DIRTTbag at the Savannah factory, he has specific tasks and gets paid a fair wage for doing them. The company works hard to maintain a family atmosphere where everyone and feels included. Breakfast, hot lunches and snacks are pro-
Weighted Blankets: A Non-drug Therapy for Self-Calming, Relief and Comfort
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vided at a nominal cost and everyone is encouraged to eat together. One day each month, work wraps up early and DIRTTbags can relax with each other over beverages and snacks. Similar “meetings” take place at other DIRTT locations in the US and Canada – but unique to the Savannah factory, every Friday the worldfamous Leopold’s Ice Cream comes to the Savannah campus. When production is slow at the factory, workers are sometimes sent to volunteer with local non-profit organizations. It makes business sense – it’s more efficient to keep people working than it is to let them go and re-hire new people when the workload picks up. But it also reflects the company’s belief that real success is measured by what you do and how you do it. DIRTT knows that supporting the community leads to great business success. That means employing local
workers to make local products at a fair wage and with good benefits. It means taking care of your employees, right down to offering different shift schedules so they can spend more time with their families. It means using environmentally sustainable materials. (DIRTT works closely with other Savannah groups to encourage sustainability and greater recycling.) And sometimes it means bringing in ice cream every Friday. And at the end of the day, that’s something that the DIRTTbag colleagues – can be proud of.
Weighted Blankets are the new hot thing on the market to help children with Autism Spectrum Disorders (ASDs), including Asperger’s, ADD and ADHD, as well as Sensory Processing Disorder (SPD). We hear stories about kids using the blankets for self-calming and to help with sleep problems. But do they really work? Here is some insight on the product from Laura LeMond, the founder of Mosaic Weighted Blankets®. “Weighted blankets are an absolute miracle for these types of kids who respond well to deep pressure touch stimulation as therapy. We have heard so many actual stories from families who have seen their kids seriously slow down, calm themselves and relax using a weighted blanket as a touch point. We have seen kids that have never slept through the night finally find a way to relax and sleep. And we know that if a child isn’t sleeping, chances
are mom and dad aren’t sleeping either, so this blanket can be mom and dad’s best friend. It may solve significant issues like insomnia, or it may just provide a snuggly tactile experience to help your child relax.”
DIRTT employees
WHAT KIND OF BLANKET SHOULD PARENTS BUY? “Kids with sensory integrations issues or who are on the spectrum usually like a fabric that can breathe; so be sure to buy high percentage cotton, or better yet, 100% cotton. Polyester or 100% fleece tend to be hot and not tolerated well, in my opinion. If you want a soft fabric (or like the feel of fleece), get a 100% cotton flannel blanket so it breathes. Parents have told us 100% cotton (flannel too) works well with sensory sensitive kids. We determine the weight of the blanket based on the customer’s height and weight. We recommend
and use non-toxic poly-pellets, which weight down the blanket similar to a bean bag.”
CAN I MAKE A WEIGHTED BLANKET MYSELF OR JUST PILE ON LOTS OF BLANKETS? “You certainly could try to make one, but you really need professional grade materials to be safe and durable. Some children with autism chew on the blanket. Blankets need to stand up to machine washing without seams breaking or pellet loss. When buying a custom weighted blanket, make sure the manufacturer is using the thickest professional grade quilting thread, has a track record of solid construction, and is using high quality machine washable fabrics and materials. Commercially produced weighted blankets are hand sewn to fit the person’s height and weight, $100 - $200 is the general price range. The price reflects the cost of high grade materials and labor. Labor involves ensuring a quality product that can withstand being dragged, chewed, fidgeted with and washed, as well as sewing the pellets into each quilting square with reinforced seams, in order to provide a therapeutic effect. Weighted blankets are not about being heavy, so it isn’t like
simply piling on blankets. Ours are made to be light and breathe, while providing the pressure therapy. It’s an investment, so be sure to pick a fabric that you like and matches your child’s preference. Those on the spectrum and with SPD tend to get escalated by bright yellows and neon colors, so steer clear of those colors. We offer over 50 cotton fabrics in different colors and textures. A lot of the orders that we receive are from boys and teenage young men. Our best-selling fabrics right now for kids are the outer-space patterns. For young adults and teens, we sell a lot of darker plaids and solids based around navy, royal blue, dark greens, red and browns.”
WHAT DOES THE RESEARCH SAY? “These blankets work by providing input to the deep pressure touch receptors throughout the body,” says Karen Moore, OTR/L, an occupational therapist. “Deep pressure touch helps the body relax. Like a firm hug, weighted blankets help us feel secure, grounded, and safe.” (Source: Psychology Today). Like a massage, moderate pressure applied to the body fosters the natural production of endorphins and serotonin, which is thought to provide a state of well-be-
ing and be helpful in inducing sleep. Serotonin transforms to melatonin, which research has shown helps maintain sleep throughout the night. Research has shown that close to 89% of children with ASDs have sleep disorders. (Source: AustismFile) LeMond says, “I started this company because of my own sensory integration issues. I put books on my feet in college to go to sleep, and got teased by my room-mates in the dorm room; in my thirties I upgraded to sand bags on my feet, I have craved that sensory pressure for a long time. When I go to sleep, everything has to be just right, 100% cotton sheets, with a solid weave blanket and my weighted blanket on top of that. I can relate to what my customers are going through, I was the original 1960’s SPD kid. We don’t hear from everyone who buys a blanket, but we sure do have raving reviews when they do work, and we are seeing older population customers too, which is great. Building awareness is the main thing. You may have heard of a Hershey bar or a motorcycle helmet, but most people who don’t have kids who are on the spectrum or have SPD have never heard of a weighted blanket, it’s a really new concept. I like to think we are educating the public one blanket at a time.”
FOR ADDITIONAL INFORMATION VISIT THEIR WEBSITE: mosaicweightedblankets.com
EMAIL: laura@mosaicweighted blankets.com
PHONE:
512-567-8943
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Features
Features
A Diva’s Journey: Soundproof By: Melissa Lovett
Krysta is our diva that just turned ten-years-old in June. Her journey has encountered so many roads and some that seem like dead ends, but there is always another road to take. The journey started with a very highrisk pregnancy including seven weeks in the hospital with pre-term labor that resulted in the premature birth of Krysta at 25 weeks weighing only 1 lb. 7.6 oz. The diva’s journey in the hearing impaired world was uncertain for so long. She has ataxic cerebral palsy which results in cognitive and physical development delays so for a long time the question was posed by the specialists and therapists, “Can she hear and just not understand?” Even after extensive testing, the question remained. Krysta had an advanced level MRI that gave a full visual of her brain which showed us where Krysta’s brain was damaged and that
language development (even with sign language) and we were now fighting against the clock to get what she needed Above: Krista Lovett to reach her full potential. The diva was receiving therapists, assessors, administrators, speech therapy services and sessions and other special education personwith a hearing impairment teacher nel understand the unique nature of for her needs, but she did not have deafness and are specifically trained fluent sign language as a daily part of to work with deaf and hard-of-hearher environment because “her level ing pupils. It is essential that deaf and of communication is not that great hard-of-hearing children have an edyet” according to the school system. ucation in which teachers of the deaf I was very frustrated. While attending a sign language class at Savannah and hard of hearing are proficient in the primary language mode of those Speech and Hearing, I learned about children.” the Deaf Child’s Bill of Rights which is YES, YES, YES!!! A paraprofeseasily located using a search engine sional that is fluent in sign language (“Georgia Deaf Bill of Rights”). was assigned to work with the diva This information was empowerin her classroom on a daily basis. This daily interaction gave the diva and her teachers exposure to sign language. I was signing with her at home. Krysta was getting sign language in her school environment. Krysta’s world was finally infused with HER language! The IEP isn’t just the plan for Krysta’s school year. It is also a contract that is legally binding and to be followed by the school personnel according to what the IEP ing! At the next IEP meeting, none team determines as necessary for the of the other IEP team members knew child. I always attend the meetings about the Deaf Child’s Bill of Rights. and my husband usually attends with I highlighted a pertinent section and me. Together, we give input on what passed it around for all of the memaccommodations and goals should bers to read. The passage read, “It be set based on our observations of is essential that deaf and hard-ofthe diva. It is our responsibility, as hearing children have an education in Krysta’s voice, to speak up and make which teachers of the deaf and hard sure that the IEP accommodations of hearing, psychologists, speech
and the goals set are meaningful, purposeful, and specific to the diva’s needs. It is not about what the system generally does for children who are deaf or have cerebral palsy. It is about what Krysta needs in order to reach her highest potential. As the diva’s advocate, it is my responsibility to follow up with the teachers and therapists to make sure the IEP is being met. Everyone has to be held accountable. If a part of the IEP isn’t being followed, it is my responsibility to speak up. The diva’s teachers and I came up with a game plan for checks and balances. Written in Krysta’s IEP is a requirement that Krysta’s teachers provide a daily log. On this log, we have a column for morning behaviors and a column for afternoon behaviors. The teachers simply check off the ones that the diva exhibited that day. There is space for teacher/para comments as well as a chart for the particular therapy service provider to sign in and out each day that they provide services to Krysta. On the chart, they list what they did with her that day. The daily log provides writ-
ten documentation for me to look at in order to have a visual of what is going on in Krysta’s life when I am unable to be there. It not only holds each individual accountable, but it also allows me to look at Krysta’s progress and her wiliness to participate that day. This is a tool that I use daily to make decisions about Krysta’s needs and I keep each daily log in Krysta’s IEP binder so that I can watch for patterns in her behavior or what is actually helping her succeed in one area. The best way for me to understand the IEP process and my responsibility to follow up on what needs to be done is illustrated below: You have a son. You get him excited about playing pee-wee football and the day finally arrives. You drive him to all of his practices and games. You cheer him on from the sidelines every step of the way and you help him practice ways to improve his throwing, catching, etc. If you believe that a bad call was made by a referee, you argue with that ref and stand up for your son to make sure that he is being treated fairly on the
field. He continues to play football all throughout high school. You don’t necessarily believe that he will one day play in the NFL, but that doesn’t matter. You want him to succeed to his highest potential on the field. The IEP and every single day that your child attends school and receives services is your child’s playing field. It is our responsibility to stand up for our children. Be your child’s voice. And, whenever necessary, be your child’s ears or eyes, as well.
Be your child’s voice. And, whenever necessary, be your child’s ears or eyes, as well. Mother, Melissa and Krista
As my daughter’s advocate, it is my responsibility to follow up with the teachers and therapists to make sure everyone is held accountable. her auditory nerve was malformed, enlarged, and not connected to her central processor. We finally had our answer to the question. It wasn’t the answer that we wanted, but it was a confirmed answer that told us what options we had. By this part in the diva’s journey, she was five-years-old. We knew that we had lost the first five years of 46 l Something Special
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Krista enjoying an aquarium
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Features
The Upside of Downs
The Upside of Downs
Making Life Better for Others By: Avis Coleman
When Anna was born, her family would soon learn that she had Down syndrome. Her mother, Michelle Pfeiffer (no, not the actress but a Cary, NC Mega Mom) had been through several level 2 Ultrasounds only to be told that her second child was fine. Earlier in the pregnancy a low Afp (alpha-fetoprotein) test score had put the family on alert. But the ultrasounds weren’t showing any of the signs of a genetic issue. But the day Anna was born, there was no doubt. “We didn’t know much about Down syndrome,” recalls Michelle. “This was quite the surprise.” It didn’t take that Mega Mom long to spring to action. She began to read and research all she could about Anna’s condition. “As parents, we wanted to know as much as possible.” She also found support from the local chapter called Triangle Down Syndrome Network. She got involved by serving on the board and getting to know the other parents and caregivers. Anna has a big brother, Andrew, who is two years older and Michelle was pregnant with sister, Ashley, when another bombshell dropped on the family. Anna was diagnosed with leukemia. “When Anna was born she had an irregular white cell condition,” said Michelle. “We followed her closely. She had blood work every month. They found blast (irregular white blood cells) in her blood. We
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learned that Down syndrome children had a higher chance of leukemia – especially those with the early warning signs.” Anna’s blood work had checked out fine for about a year and a half. Then, a routine checkup revealed her platelets were dropping as well as her red blood cells. The family was transferred to Duke to see an oncologist. Anna had leukemia. The good news for the family was that children with Down syndrome have a great survival rate and require less chemotherapy than other children or adults with the same diagnosis. There wasn’t much research to learn from at the time (nine years ago). Anna began her series of chemo for eight months, was declared in remission and thankfully, hasn’t had any recurrences. She still returns for annual blood work. “But hopefully, that has been a battle fought and over,” says the relieved Michelle. It wasn’t easy because of fears of infections. By the time she was two and a half, there was no sign of the dreaded cancer. Throughout the process, Michelle kept searching for ways to help research efforts. Anna’s oncologist, Dr. Philip Rosoff suggested she start a non-profit. And that’s exactly what Michelle and her husband, Andrew, decided to do. Her MBA and her experience as a senior manager for MCI Telecommunications provided her with the skills she needed to not only begin this venture, but helped her grow her
new non-profit called Anna’s Angels Foundation. And it has been wildly successful. Anna’s Angels is an independently run organization to raise funds for research at Duke University and Medical Center. It is credited with cementing the excellent infrastructure base at Duke, critical research opportunities, a bio bank and a Down syndrome registry. Thanks to the work of Michelle and the staff at Duke, the registry houses blood and urine samples, which provide easy access to researchers. In addition to this invaluable base, Anna’s Angels is also focusing on the cognitive development and communications needs of people with Down syndrome. “I know if we can improve this area of their lives, they have a higher chance of living independently and holding down jobs and becoming more productive members of society,” says Michelle. “Anna wants this more and more as she gets older. That’s where our focus is now. We hope this will be a huge benefit in all their lives.” Michelle began her mission with fund-raising – ambitiously organizing a gala that turns into an annual event. Last year, the event brought in some $100,000 and promises to be even bigger next year. This November 9, (mark your calendars), Anna’s Angels will host its first ever art show – highlighting work of extraordinarily talented artists. It will be held in Charlotte, North Carolina at the Bechtler Museum of Modern Art at Levine Center for the Arts, located at 420 South Tryon Street in Charlotte. “We’re trying to reach out and show the community all the great art being created by people with special needs,” said Michelle. “It’s a good niche to help bring about awareness of the high level of quality of artwork out there and for raising funds for our research.” The exhibit, called Conscious Art, is also being planned for Seattle as well. For the former businesswoman, it’s all part of her journey as a mother
of a special needs child, “When I gave up my career to stay at home with my children, I just felt I was going down a different path. There have been great rewards,” said Michelle. “We’ve met so many wonderful people. People ask me what it was like when she was diagnosed and I tell them it was so scary. But I believe information is power and once you learn about what you are dealing with, you find the tools you need to create your own path. I always say Down syndrome is just one piece of who Anna is. It does not completely define her.” Anna’s needs have had an impact on her brother and sister as special needs children so often do. Ashley and Andrew help with the setup and take down of the galas, they listen and participate in their family’s many events. Michelle says their sister has given them a greater sense of compassion and opens them up to a new world. And not just the siblings, but also their circle of friends are all more aware. “Children are more accepting when they can understand something,” explains Michelle. “I hope the work we’re doing will change her life and others like her. We hope to come up with new therapies and treatments. Our goal for them is to be as independent and happy as possible. We hope it’s giving her (and others) a foundation - something they can be a part of, as they grow older. Helping others is something we all should do whether we devote our lives to it or an hour a week. Giving back is key. It all starts with us teaching the younger generation. They are so good at giving back and being accepting. We just have to keep
MORE INFORMATION: On Anna’s Angels and the Conscious Art exhibition, go to annas-angels.org.
EMAIL: michellepfeiffer@nc.rr.com
moving forward.“
Features
GET INVOLVED, BE INSPIRED TWO BUDDY WALKS Saturday, October 5 in SAVANNAH, GA Sunday, October 6 in CHARLESTON, SC October is Down Syndrome Awareness Month and to celebrate, the Down Syndrome Association of the Lowcountry (DSAL) is inviting you and your family to its annual Lowcountry Buddy Walk presented by Lucey Mortgage on Sunday October 6, 2013. The Buddy Walk began in 1995 by the National Down Syndrome Society to promote acceptance and inclusion of people with Down Syndrome and to celebrate Down Syndrome Awareness Month. Since its inception, The Buddy Walk has grown to more than 250 walks across the country with over 300,000 people walking to raise more than $11.5 million for national and local programs and services. The Lowcountry Buddy Walk presented by Lucey Mortgage is a day-long event being held from 125pm at Etiwan Park on Daniel Island with a focus on celebrating our children, family, friends and community members with Down Syndrome. Last year welcomed more than 4,000 people to Daniel Island to walk in support of individuals with Down Syndrome. There is a registration fee of $15 per person to attend this event. Every paid participant will receive a t-shirt, lunch, access to all activities at the event and of course participation in the Walk. This is DSAL’s primary fundraising effort to provide socials and monthly events that foster and build a sense of community among children and adults with Down Syndrome and their family members. It also enables DSAL to host camps for youth, bring speakers to community meetings to educate parents on various topics related to Down Syndrome, provide hospitals with new parent materials and outreach to our area schools. To register for the walk, please go to dsalowcountry.org and follow the link to The Buddy Walk. For more information on volunteering for The Buddy Walk or for more information on the Down Syndrome Association of the Lowcountry, please email Julia Slattery at juliaaslattery@gmail.com.
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Special Places
Homes & Gardens
Fall Break Spots By: Katrina Laygo
Hands down Florida is a playground for all. My favorite of all attractions has to be Disney World. Disney makes accommodations for all people. Just go to Guest Services when you arrive at any Disney attraction, and they will show you what they have to offer for your child with special needs. They are great about diet choices with the Disney dining at the parks. If you don’t see something gluten free on the menu, ask about it. They have options. Disney Cruises bend over backwards for you as well. My advice… Go to the parks first, then do a short Disney 4 day 3 night cruise to rest up from the parks. Florida beaches are warm and inviting all year round. One of our favorite beaches to visit was in Palm Beach. The beach is beautiful, but in addition to that is a piece of history, Peanut Island. Peanut Island is near Palm Beach where President John F. Kennedy’s home was. Back in 1961, a bomb shelter was built for the President on Peanut Island. The bunker is still there today, and Peanut Island is a Park. You can take a boat taxi over for 10-15 dollars, and spend the day exploring history and the beach. Additionally, the Bahamas is 56 miles from Palm Beach, so why not go? Freeport is smaller and more like a village than Nassau. If you want quiet go to Freeport. If you want more a hustle and bustle, go to Nassau. Both are beautiful and what kid doesn’t love a beach, right? As far as a real fall vacation, you cannot beat staying in a Yurt at Bluegreen’s Shenandoah Crossing in Gordonsville, VA. It is like tent on steroids. Call about being ADA. Great camping fun with the family, minus going without. You’ll see what we mean! And the best part, you can watch the leaves change!
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CLEANING & CARING Something Special picks for the cleaning and caring of our special homes! Time to clean that house and get everything spotless (or just clean) so you start school on the good foot. Photos: Jennie Beard Jbfreshphotography.com
MABU ELEPHANT SCRUBBIE- Made from an organic elephant okra vegetable. Gentle and effective scouring action, and easy rinsing
LOOKING TO GET WAY THIS FALL? Florida beaches are warm & inviting all year round. Or perhaps a camping trip? We have great suggestions.
TWIST EUROPEAN SPONGE CLOTHThey easily wipe kitchen and bath surfaces like a paper towel and absorb like a sponge.
DUZI CLEANING CLOTH- Made with naturally bacteria and stain resistant wood fiber. Super absorbent. Works well with cleaners or just water.
TERRACYCLETerraCycle cleaners are non-toxic, bio-degradable. Safe for use on all surfaces.
PURE SOAP FLAKES- The mildest of cleaners and do not contain injurious bleaches, chemicals, or dyes.
BIOKLEENBiokleen manufactures natural, nontoxic cleaning products for your home or business.
Check out Dwell Smart, Charleston, SC for these fine cleaning products that are natural and non-toxic. Website: Don’t live near SC, visit dwellsmart.com for all their great products.
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Special Care
Latin Cardio By: Rachael Moore Salon de Baile Dance Studio salondebaileballroomdancestudio.com
Get moving this fall with a great dance workout. Cha Cha your way fit!
How to: Rock step with the right foot backwards, replace weight on the left forward, and 3 marching steps in the middle for our cha cha cha! (march with right, left, right) Rock step forward on the left foot, replace weight on the right foot, marching steps in the middle for our cha cha cha! (march with left, right, left)
Get a good h stretc
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4) Cool Down: a) Breathe in and out while executing these dynamic stretches. b) Shoulder rolls going up and down. (two 8 counts) c) Hip rolls in a figure 8. (spread feet shoulder width apart and rotate the hips in a 8 shape) d) Stretch (static) in a pike position standing (feet together) reaching forward - just let all the weight fall to
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Register now for the FREE 2013 Lowcountry Autism Forum!
Workout: Cha Cha
(for workout purposes we will break forward and backward on 1 instead of 2- which is cha cha timing)
Warm-Up: just march in place to the music for two 8
counts! (count the beats for one 8 count and then another)
Music: Robin Thicke- Blurred Lines
1
1) Basic:
2013 Lowcountry Autism Forum
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2) Cucarachas or Side Breaks :
3) Squats with Shimmy or Punching Bag:
a) Rock step happens to the side starting with the right then moving to the left with our marching steps in the middle for our cha cha cha!
a) This is our side breaks, but instead we squat with our hips back and feet in an athletic position (shoulder width apart). Note) You can shimmy in the middle for your marching steps or roll your fists in a circle as if you are punching a bag in boxing. Contract the abs, biceps, and lattisuma dorsi muscles!
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your fingertips. Note) Do not reach for the floor if you can’t. Moving to the left foot then to the right. Let the spine stack slowly to stand.
Get Fit Tips: 1) Have fun! 2) Always commit to a movement on the ball of your foot. 3) Always make the movements comfortable and safe. 4) If the music throws you off, practice without music to get acclimated with the movements and then turn the music on.
If you’re a part of the autism community, you can attend and access up-to-date, relevant, vital information. The Forum is sponsored by the Lowcountry Autism Consortium (LAC) in cooperation with Trident Academy and MUSC Project REX.
A Special Poem “Come Touch His Cheek” By: Gary Shulman, MS. Ed. This child of mine you stare at so, Please come closer so you will know Just who my child is and what I see when those sweet eyes stare back at me I see no limits to my child’s life Although I know It will be filled with strife, I’m hoping that doors will open each day I’m praying that kindness will come his way You look frightened? You tremble with fear? Come, come closer touch him my dear Touch his cheek so soft so sweet Be one of those people he needs to meet
Someone who will look and hopefully see The skill, the talent The ability Please come closer You don’t have to speak Come a little closer Just touch his cheek And when you do you will see this sweet, sweet child is no different than you or me
StarFish Swim School Starfish Swim School
All of my clients are
AngelFish
Something Special
AngelFish promotes a confidence-building, aquatic experience for individuals with special needs. Swimming has social, physical and emotional benefits that transitions into other practical life skills. Time spent in the water focuses on water safety education and swimming skills.
Swim Lessons
Swim Team
We offer 45 minutes lesson/session and private swim lessons
Join us Tuesdays: 6:00-7:00 p.m.
Lyn McCuen, ABR, CRS, GRI
Associate Broker Cell (912) 224-0927 | Fax (912) 356-3622 Email: lyn@coldwellbanker.com www.lynmccuen.com
Selling Savannah With Southern Hospitality
Kimberly R. Wheat, MSHPE Educational Consultant 843.327.8454
Educational and Mentoring Consultation Services 520 Folly Road, Suite 225 Charleston SC 29412 www.Unlimited-Possibilities.org
Educational Journeys LLC Sheryl Kaufman, Ed.D Educational Consultant Educational Trainer Program Coordinator Behavioral Management Parent/Family Training Workshops Available
(843)342-9769/ (973) 714-4446 kaufmansheryl@hotmail.com
Looking to connect with your target audience? Advertise with Something Special Magazine. Email SSM at: ads@somethingspecialmagazine.com for print and digital rates
Pawn & Jewelry
Great selection of gold, diamonds, gemstones, and silver jewelry.
Safe and confidential loans. Sell and trade-in unwanted jewelry for something new to you. Greg Hart, Owner Located on Highway 17 south, 1/4 mile past Chatham parkway on the right. Email/facebook: PawnAG@yahoo.com
Serving Savannah and the surrounding community for 25 years. Pediatric Therapies of Savannah was established in 1988 by Beverly Kelly, PT, and Linda Poppell-Smith, M. Ed., CCC-SLP, to provide comprehensive, coordinated, and convenient treatment for pediatric patients. Our services include physical therapy, occupational therapy, speech-language therapy, oral-motor and feeding therapy, and assistance with alternative augmentative communication devices. Our therapists are experienced professionals who continue to receive education and training in the most current therapeutic approaches. Private insurance, Tricare and Medicaid accepted. Our staff of therapists: Linda Poppell-Smith, M.Ed., CCC-SLP Sue Ann Hearn, PT Jane Yaklin, OTR/L Gail Cooper Hawthorne, OTR/L Paula Green, PT Beverly Kelly, PT, Consultant Contact Us: 912-354-4474 | www.pediatrictherapiessav.com 532 Stephenson Avenue, Suite 100, Savannah, Ga. 31405
Currently booking appointment times for Fall.