Parenting Special Needs Sept/Oct 2015 by Ahren Hoffman

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SPECIAL EDUCATION

TRENDS 5 Things to Watch

START the DAY off RIGHT

Autism Resources at Your Fingertips! The Autism Community Hub is the best source for resources on Autism Spectrum Disorders (ASD) for individuals and the general community.

AUTISM AWARENESS COMMUNITY HUB

Presented by Children’s Specialized Hospital and Kohl’s Autism Awareness, The Community Hub is the only comprehensive source providing reliable information on Autism in your community. Together, we can build stronger, more inclusive communities. Take an adventure through The Community Hub now! VISIT: VISIT: www.childrens-specialized.org/ www.children-specialized.org/ KohlsAutismAwareness KohlsAutismAwareness

This community service is made possible by the Kohl’s Autism Awareness program at Children’s Specialized Hospital

inside this issue... sep t oct 2015 Features

19 24

Real Moms Share

Starting Your Day off Right:

Michelle Rocker shares about Marching to her own beat...

Making the Most of Morning Routines

Education 30 Special TRENDS: 5 Things to Watch for in 2015-2016

A Difference 32 Making Karen Bowersox and Downs Designs®

psn community news

8 Noteworthy!

Celebrate National Disability Employment Awareness Month

JOIN World Cerebral Palsy Day 2015 NEW Proposal Aims To Curb Disability Bias among Health Care Providers

check it out!

10 Products You Can Use & Win! 38 New Products Ask the

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for Struggling Students

Speak Freely

TRENDS 5 Th Thi Things hi to t Watch W th

Is it PLEP or PLOP? Importance of understanding Present Level of Education Performance

and Writing 16 Reading Strategies

UNDEERSTA UNDERSTAND AND THE IMPORTANCE

SPECIAL EDUCATION

PROFESSION PROFESSIONAL AL

ﬁrst IEP 14 Your (Individual Education Plan) meeting

)S )T

COVER: Wade Michael Strite Image Courtesy: Melony Stevens Photography

real life

START the DAY off RIGHT

SEPT/OCT 2015

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inside this issue... sep t oct 2015 your life

Time Outs 28 Mommy Decker Farms, Staten Island NY

36 Self-Conﬁdence Begins in the Home Moments 52 Proud Celebrating Our Children’s Triumphs in focus & School Professionals 42 Teachers Share what they would like to say to

the parents of children with special education needs if they had the opportunity to speak freely to them

health & ﬁtness & Special Diets 39 Nutrition 7 Tips for Packing Healthy Lunches Fitness Fun

40 Moving Towards Success: Incorporating

Physical Activity in School

fun & functional

Fall into Healthy Routines with Technology

48 Power of Play in every issue 6 7 9

46 What’s Appening?

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psn contributors from the heart contest/giveaways

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Let’s Play: I NOTICE NEWNESS

50 Cooking with Kids: Black Bean Brownies

SUPPORT DIFFERENT-ABILITY AWARENESS FREE

Smileer Postto

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Acceptance begins with a Smile

Support our initiative to educate our communities about Different Disabilities & Abilities. You can start by becoming a friend; sharing this poster, a personal story, information on a disability,or read a children’s book that teaches about differences to your child or a class. Remember: Acceptance begins with a Smile : )

psn contributors making a difference FOUNDER/EDITORIAL DIRECTOR

Chantai Snellgrove chantai@parentingspecialneeds.org PUBLISHER/EDITOR-IN CHIEF

Tom Snellgrove tom@parentingspecialneeds.org DESIGN DIRECTOR

Chantai Meme Hieneman

Barbara Sher

Eric Chessen

Barrie Silberberg

Ph.D. in Special Education

Pediatric Occupational Therapist & Author

M.S., YCS, Exercise Physiologist

Author

info@parentingspecialneeds.org GRAPHIC DESIGNER

Michael Leisttein info@parentingspecialneeds.org ADVERTISING SALES

Chantai/Judy Jaszcz Corporate Sponsors & Ad Sales Manager sales@parentingspecialneeds.org

Curt Mellott Tracy Felix

Douglas Haddad

Christina Bartlett

Ph.D. (“Dr. Doug”) Author, Full-time Contributing Writer

Ahren Hoffman

Xlinked1 Special Needs blogger

Registered Dietitian

(CTRS), Manager of Industry Relations & Partnerships at the National Lekotek Centerr

MidWest & Lower Eastern curt@parentingspecialneeds.org

Advertising Sales Person Needed inquire at Sales@parentingspecialneeds.org SOCIAL MEDIA SPECIALIST

Shannon Colon Shannon@parentingspecialneeds.org WEBMASTER

Sean Thompson sean@parentingspecialneeds.org

Cynthia Falardeau Executive Director of the Education Foundation of IRC

Cristen Reat Co-Founder Bridging Apps.org

Ernst VanBergeijk

Amanda Morin

Ph.D., M.S.W. NYIT/VIP

Education Writer, Special Education Advocate & Author

All knowledge is connected to all other knowledge. The fun is in making the connections. ~Arthur Aufderheide Angie Craft

Becca Eisenberg

Deaf Education Specialist; Spec. Ed. Teacher

Speech Language Pathologist

Parenting Special Needs Magazine is available bi-monthly and distributed digitally for free. www. parentingspecialneeds.org Editorial Submission are welcome. We reserve the right to edit, reject, or comment editorially on all submitted material. We can not be held responsible for the return of any submitted materials. Articles and advertisements in Parenting Special Needs Magazine do not necessarily reﬂect the opinion of the publisher nor does the publisher assume responsibility for statements made by our advertisers or editorial contributors. Acceptance of advertising by Parenting Special Needs does not constitute an endorsement of products, services or information. Parenting Special Needs Magazine, is © 2015 Parenting Special Needs, LLC. All rights reserved. Reproduction in whole or part without permission is prohibited. PUBLISHED BY: Parenting Special Needs ,LLC 518 S. Valencia Circle S.W. Vero Beach, FL 32968

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4EL s &AX

www.parentingspecialneeds.org

editorial director from the heart

My Aha moment A couple of weeks ago my daughter came home with a surprise for me after she had been out to lunch with her companion at Olive Garden. She presented me with an envelope. Kailee works one day a week for two hours as a hostess. Inside the envelope was a printout of responses from the online surveys that a lot of restaurants ask their guests to fill out. Someone had listed Kailee as a great hostess and stated that she was pleasant and kind as she greeted them with a smile. Inside the envelope was also a pin (or “flair” as some call it) given to her by her Olive Garden Manager. The pin said she had achieved “100% Guest Delight”!

5 THINGS I LEARNED FROM THIS ISSUE

1. TRENDS in Special Education: more money now available for training (p.31). 2. Who knew you could make GREAT brownies out of black beans?(p.50). 3. Things teachers would want to say to us...IF they could (p.42). 4. 6 things that our children need (and deserve) to hear (p.36). 5. That to some, customer service truly reaches further than the phone (p.32). Next Issue: Holidays Annual Gift Guide

Tears immediately filled my eyes. It was, and is, such a proud moment. Kailee beamed with pride. She had only been working at Olive Garden for three days!! As I reflected on this achievement (and very proud moment) over the next couple of days, I was reminded how far she has come and the unlimited possibilities that lie ahead for her…things I couldn’t have even imagined a few years back. The “aha” struck I have learned so much from all of our magazine contributors over the years as well as those that have been featured. I have learned from the support shared on our Facebook page, too. That which I have learned I have been able to apply it to my daughter’s life. Kailee’s progress is a HUGE “THANK YOU” to all of you. I’m not sure how many are aware that this magazine was born out of my own frustrations. I wanted help, needed services, and suffered from money constraints like so many of you. This proud moment seemed to bring it all full circle: we ARE making a difference. This is evidenced in my own child and the culmination of a pin for doing a good job! Thank you to all of you for helping me and for helping my family and my daughter achieve more. From the bottom, and from all sides of my heart, I am forever grateful!! All the best,

Chantai Snellgrove Founder and Editorial Director chantai@parentingspecialneeds.org

SEPT/OCT 2015

Parenting SPecial needS.org

psn community news

Sharing

updates

My disability is one part of who I am. At work, it’s what people can do that matters. _______________

National Disability Employment Awareness Month — Celebrating 70 Years!

JOIN World Cerebral Palsy Day 2015

OFFICE OF DISABILITY EMPLOYMENT POLICY UNITED STATES DEPARTMENT OF LABOR

dol.gov/odep

NATIONAL DISABILITY EMPLOYMENT AWARENESS MONTH 2015

World Cerebral Palsy Day is a social movement, of, by and for the CP community. Our vision is to ensure that everyone with CP has the same rights, access and opportunities as anyone else. Our campaign empowers you take action locally and, in doing so, help to build the global movement for change. Six key areas are critical to our collective success: Public awareness; Civil rights; Medical/Therapeutic; Quality of Life; Education and Contribution. One of the easiest ways to be part of the World CP Day movement is to visit the website and Join Us on the Map! Visit: www.worldcpday.org

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October is National Disability Employment Awareness Month (NDEAM). This is a time to celebrate the many and varied contributions of America’s workers with disabilities. This year marks 70 years (19452015) that this has been celebrated. The theme this year for the remarkable milestone is “My Disability is One Part of Who I Am”. Visit: www.dol.gov/odep/topics/ndeam/

NEW Proposal Aims To Curb Disability Bias among Health Care Providers The Obama administration is taking new steps to ensure that people with disabilities don’t face discrimination at the doctor’s office. The U.S. Department of Health and Human Services has put forward new regulations clarifying protections for people with disabilities when it comes to health care and insurance coverage. Specifically, the proposal published in the Federal Register mandates that health care providers “make reasonable modifications in policies, practices or procedures when necessary to avoid discrimination on the basis of disability.”

SEPT/OCT 2015

‘

about our cover...

Great Giveaways Log on to parenting special needs.org click on CONTESTS and enter to WIN these great products.

Want I t ? W itn!

Look for this symbol on pages then enter to WIN at PSN Contests

Budding Reader series of e-Books from Ableplay

Our handsome cover model is Wade Michael Strite, 8, from Augusta, Ga. He loves to read and recently learned to jump rope. Wade has Down syndrome and wants to be a doctor when he grows up….well, that or a monkey hanging in a tree! He has two older brothers: Randall, 16, and Christopher, 11.

Miniland Educational’s Pair Game: Learning Values from Ableplay

Choice-a-Quence by Let’s Choose from Ableplay

Cover Image Courtesy:

Melony Stevens Photography www.melonystevensphotography.com

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check it out! special products

Some of these Special Products are available for Parenting Special Needs’ Contest Winners. To enter, click on CONTESTS on our site and register.

Products you can use and WIN!

Toying with Learning

W in it!

t’s that time of the year again! Kids are back in school. Backpacks are zipped, pencils are sharpened, but there is one more thing that needs to be added to the shopping list. Toys! Toys can help children develop basic skills upon which almost all early childhood education rests; skills from reading and math, to social awareness and manners. These critical areas will set your child up to not only thrive inside the classroom, but enjoy learning too! Here are a few examples of toys that can develop these skills and give children the tools they need to really distinguish themselves in class: The ability to read not only opens up doors to learning, but having that confidence allows children to feel strongly about raising a hand to read aloud in class. Budding Reader is a series of e-books that uses repetition while gradually adding new vocabulary into the story so kids can advance literacy skills with every turn of the page. Children will encounter not only new classmates at school, but also cultures and ideas that are novel to them. Miniland Educational’s Pair Game: Learning Values is a memory

Helpful Books for Parents of Children L Learn American Sign Language Everything you need to start signing E by James W. Guido b

A American Sign Language (ASL) is a vibrant, easy-to-learn llanguage that is used by approximately half a million people each day. Learn American Sign Language is the p most comprehensive guide of its kind. Learn more than 800 m ssigns, including signs for school, workplace, home, out and aabout, food and drink, emotions, small talk, and more.

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W in it! matching game that promotes cultures, respect and good behaviors. Another great matching game to consider is Choice-a-Quence by Let’s Choose, which teaches kids to improve behavior and advance social and language skills in a fun card game. Playing games is vital to increase children’s social competence and emotional maturity, which is related to school success and a child’s ability to interact positively with peers and adults. Albert Einstein often said that he had no special talent, but he was passionately curious. From lifting a rock to see what’s underneath, to raising a hand to ask a question, curiosity drives children to find answers to the unknown. These toys and tips can give kids the skills they need to succeed in school while discovering what they are passionate about. Let them dig in the dirt and build blanket forts in the living room. This selfdirected play will give children an outlet for their creativity, and a direction for their curiosity. With skills promoted and curiosity encouraged, children will see how much fun “toying with learning” can be. Y For more play ideas and toys for children with special needs go to www.ableplay.org. This website was created by the National Lekotek Center to encourage children of all abilities to experience the beneﬁts of play.

AVAILABLE Any Issue, Any Where, Any Time!

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Covering all the Ages & Stages

“Real Life” raising a Child with Special Needs

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Find us on Facebook. Reviewed by Ahren Hoffman, Manager of Industry Relations &Partnerships, National Lekotek Center; ahoffman@lekotek.org

with Special Needs

Parenting Special Needs Magazine is a FREE, digital publication.

The Prince Who Was Just Himself T by Silke Schnee b

I this whimsical children’s book, the royal couple is In looking l forward to the birth of their third child.“He looks l a little different,” muses the king.“He is not like the t others,” agrees the queen. Soon they notice what a special person he truly is. This book is a great tool for f parents and teachers to use with their children to explain Down syndrome and other disabilities. e

Empowering parents, caregivers, and everyone by providing resources, information and inspiration.

Subscribe FREE Today at WWW.PARENTING SPECIAL NEEDS.ORG

real life advice

by Suzanne Askham

by Doreen Franklin was lost, frustrated and overwhelmed with my younger daughter’s IEP (Individualized Education Plan)! I started calling agencies for help and finally found the first person who listened to me! I was on the phone with Anna Brynild, the IEP Coach for Central FL Parent Center, and she asked me “what do you want for Torrie”? She followed it up with “what is Torrie’s present level”? I was dumb-founded and had no clue what Anna was asking with her second question. There are 67 counties in Florida and none of them use the same format for an IEP; Anna couldn’t tell me what page to look at. After finding the paragraph, it didn’t contain enough information that was specific to Torrie’s educational level. She suggested I write a letter asking for comprehensive evaluations to get Torrie’s “present level” in all areas – academic and functional.

Since that call I have learned about “present levels” for our children. This is referred to as the PLEP (Present Level of Educational Performance) or PLOP (Present Level Of Performance). The IEP Team, which includes parents, needs

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to know what the child’s present level is. The present level is just that – it tells you as parents (and the IEP Team) where your child is and what your child can and cannot do. This is important for writing or amending the IEP for the coming year. When looking at the PLEP/PLOP, it should contain specifics of what your child can and cannot do under that specific domain in the IEP. There are 5 domains/ headings in the IEP, they are: Curriculum and Learning, Social / Emotional Behavior, Independent Functioning, Communication, and Health Care. The Health Care Domain is not addressed for most of our children. Specific information should be included in each area for your child. Examples could include: Rose can print 20 of 26 upper & lower case letters, or Zack is able to independently use the bathroom 30% of the time daily. Adjectives like “most or many times” or “sometimes or seldom” should not be used because you can’t “measure” those adjectives. The present levels should be measureable to every member of the IEP Team. Your child should have present levels written for

The Family Hope Center presents

academics and functional performance (non-academics like independent functioning, socialization with his/her peers, advocacy to ask the teacher a question when your child needs help, just to name a few).

Tell Me More …. How does the school get the PLEP/PLOP? With an initial evaluation (the first time your child is evaluated through the district), the evaluations will show strengths and weaknesses. These are your child compared to the state standards. Goals should be written based on the weakness so that your child will work toward the standards. Annually, when your child’s IEP is reviewed, the teachers and service providers will gather this information from what your child is currently doing in the educational setting/class (work samples, tests, observations, etc). Again, your child is compared to the state standards for the grade level. If there is a gap, that is what the goal should be addressing.

What’s the Bottom Line? The PLEP/PLOP will give the IEP Team a baseline to show where your child is in relation to the state standards. Without knowing what the baseline is for your child, the Team will have a difficult time writing appropriate goals. Without appropriate goals to meet your child’s unique needs, your child may not get the appropriate direct or related services, supplementary aids or accommodations that he/she needs to help him/her reach that goal and state standard. If you as a parent do not understand the PLEP/PLOP, or any other part of the IEP, ask questions to get a clarification. Remember, you are your child’s first advocate! And your child will learn from you!w Doreen Franklin My husband and I moved to PSL, FL in 1998. We adopted 2 daughters, both are special needs. I am an IEP Coach with Central FL Parent Center. I homeschooled our older daughter and have tutored children in different

How to Help Your Child with Special Needs “I can see my son doing things I never dreamed of. Thank you!” If your child has been given the diagnosis of: • Autism • ADD/ADHD • Cerebral Palsy • Epilepsy • Developmental Delay • Down Syndrome Vinnicius and Tatiana P., Connecticut • Dyslexia • or other neurodevelopmental concerns,

FHC is here to help. The Family Hope Center Team has trained thousands of parents from around the world to understand the root causes of their child’s neurological challenges and how to significantly improve their child. This interactive, integrative and practical 3-day Parent Training Conference will teach you how the brain is really ‘wired’ and will give you significant tools and an organized approach to help your child progress.

Minutes with Click HERE to watch.

Learn more about this unique and proactive approach at an upcoming Parent Training Program “How to Help Your Child with Special Needs” Call (610) 397-1737 for location and registration information or visit:

FamilyHopeCenter.com

by TTracy Felix b F li

You walk into a room and you see at least 7 other people already sitting at a table. You are nervous. You feel like you could cry. You have met all of these people before but they are not familiar to you. You don’t KNOW them, and you don’t REALLY know if they are on your side. You have brought along someone you do trust, which is helpful, but you still feel a wave of emotions come over you. You sit down at the table. One person starts to talk and says, “Ok, let’s get started…” and it begins…Your ﬁrst IEP meeting. Keep calm and remember to breathe. When your child is born, and you learn that they are going to be delayed in life, more than likely you will be enrolled in an early intervention program through your state. For us, that program is called “Birth to 3” and it consisted of 3 different therapists coming into our home on a regular bases. Every week we had a Physical

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Therapist; every other week we had a Speech therapist; and once a month we had an Occupational Therapist. This may differ for you, it just depends on what your child needs. Now that our child is 3 years old, he has aged out of that program and will get intergraded into our local school when the next school year starts.

GOAL SETTING When our son was about 2 ½ we started talking about how this transition process was going to work and what kind of things we could expect. We were told that the school has their own set of therapists, sometimes they work in the classroom, and sometimes they work in your home. We were told that each one of them will want to meet our son and are required to do an initial evaluation. Those evaluations will determine if he qualiﬁes for the schools special needs education program. Over the next few months we met with the school teacher, the representative from the state that helps insure that the process goes smooth, and all 3 therapists. We went over any concerns that we had and what we would like to see

Image courtesy of Pinterest found on Autism Day by Day blogspot.

IMAGINE THIS…

advice real life him accomplish in the next year. Our sons’ goals will best be met by him going to school for 1 hour a week and them coming to our house for ½ hour a week. We walked away from the evaluations with a good feeling, and over the course of the next few weeks, I reached out to social media and asked other people about their experiences. I got a book called “The Everything Parent’s Guide to Special Education” by Amanda Morin. It was a good book to have. I wanted to know what questions to ask during the meeting. I wanted to know everyone else’s experiences. I wanted to be prepared.

NO NEED TO FIGHT

All that prep work just prepared me for a fight. I WAS SO WRONG! I still had these fears as I walked into the meeting that day, and I even cried a little; but I never felt the need to fight with anyone. And I really think that everyone had our son’s best interest in mind. I am excited to see what the school year will bring, but I know that my baby, my 3 year old, will be just fine.w

The “I” In IeP I am the chief advocate for my child I will know my and my child’s rights in the process I will research District/State Education policies I will bring support as required I will defend and fight for my child I will not back down over their needs I will never surrender their right to FAPE I will be prepared for possible questions I will keep a professional tone I will ensure the plan is “Individualized” and is not generic in nature I will ensure the school remembers that this is about a person, not a process ~militaryautism.org

Tracy Felix Tracy blogs about her life and challenges as a mom to a son with special needs. Her blog has provided a forum for parents to get support, share ideas, and learn. You can connect with her at www.xlinked1.blogspot.com and www. facebook.com/xlinked1

real life advice

by Jill Garofallou

READING AND WRITING HELP FOR STRUGGLING STUDENTS Most of the students I have worked with seem to struggle the most with reading and writing skills. The struggle seems to overlap both areas. Students who have a difficult time reading don’t have the confidence to write proficiently. They often will refuse to use words in their writing that they have trouble reading. My strategy to improve this skill is derived from a method called “Language Experience.” I have used this extensively over the years. It allows students to feel confident and can be easily adapted by parents and teachers of any population.

STEPS TO THIS STRATEGY ARE AS FOLLOWS: 1 Ask the student to tell you something about themselves. What are some of their interests? Once the subject is chosen, start writing down what the student dictates to you. Start with one paragraph. 2 After the paragraph is written, read it back to the student. Use a pointer or strip of colored paper to follow along with the student. 3 Have the student read what has been written. Make sure they follow along visually as they read the selection.

4 Have the student copy what has been written. This can be done by hand writing, or it can be typed into a word processor. Control the font size and legibility. 5 Have the student read the writing he has completed and follow along visually. 6 Each successive session begins by reading the writings from the previous sessions. You and the student will be compiling a collection of their work. 7 With each session, the student’s writing vocabulary expands, the student feels pride in his collection and his reading vocabulary improves as well. You can direct the ideas written about using the student’s interests. Art and music can be launched into writing activities. The best thing about this method is that it creates lasting pieces of writing as it builds a collection self-inspired work.Y Jill Garofallou, retired school teacher (B.S. Special Ed, SUNY/Genesco certified in Special and Elementary Ed). I have taught in Florida and Colorado and have tutored in the private sector. My skill set includes quickly evaluating student’s strengths, talents, modalities and needs as well as developing programs to meet those needs; often times from scratch.

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Give Me 5 Social Skills Games Supporting Social Emotional Learning

The D Developmental

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“Great for social understanding” - Bronwyn Sutton -Speech PathologistThe Learning App Guide to Autism & Education

Real Kids Real Social Situations Real Learning Real FUN!

Social Understanding: Going Beyond Knowing Social Rules To Applying Them!

“I didn’t know one game could encompass so many different social aspects at once! I feel like every turn the students take there is a teachable moment that evolves.” Michelle - Teacher

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ÂŠ 2011 011 Fo Fox xB Broa r dcasting roadcast ttiing C Com ompa pan p ny

Lauren Potter - American Actress As an actress, Lauren has appeared on the hit show, Glee, but she is also an advisor to the White House for People with Intellectual Disabilities and appointed by President Obama. Lauren was born with Down Syndrome.

no limits!

Support Different-Ability Awareness

Michelle Rocker Life’s lessons

Marching to her own beat...

hen we ﬁrst met Michelle Rocker, we were instantly taken by her funny sense of humor, her wit, charm and, of course, her very red hair! Then...when we heard her story, we were sure we wanted to share it with you. Learn what she has to say...

Photos Courtesy Michelle Rocker

SEPT/OCT 2015

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Michelle Rocker

PSN:Please give us a brief snapshot about your family and your child (now). MR: Well, for starters, I just celebrated my 22nd anniversary with my wonderful husband, Mike. We have 4 great children: Brett, 20, who is in college; Nolan, 17, a senior in high school; Shelby, 13, is in eighth grade and Nikki, 10, is in 5th grade. Two of our children have special needs; Nolan battles bipolar disorder and Nikki was diagnosed with Asperger’s and ADHD. I will also add that her pediatrician said it is the worst case of ADHD she has ever seen in all her years of practice? I was hoping maybe that qualiﬁed me for some sort of a reward.

PSN: Share with us something personal YOU, as a mother to a child with special needs, had to conquer, overcome or resolve? MR: I think the biggest thing I have had to overcome is not worrying about what other people think. I am a musician and have spent quite a bit of my life in the spotlight. I was always worried about what others thought. When your child is having a full down meltdown in the middle of the store and people are staring at you, rolling their eyes and judging you, you learn to quit worrying about what others think. They do not know that she is on sensory overload. They don’t/can’t understand it. I have also learned that I have to do what is right for my family and what I view as successful may be different from someone else’s view. For example, one day in the store she just ran around touching things. I was so happy there were no meltdowns that day. I called it a successful store trip. Other people watching might have thought differently, but they just don’t get it…and I’m okay with that.

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PSN: Will you share with us an experience, lesson or “aha moment” you’ve had (at any point) in raising your child? MR: We have been to a lot of doctors and been through so many medications. At one point, she was on four different meds and three of those meds were to help with the side effects of one of the medications! As great as the doctors are out there, they do not care for her or love her like I do. I realized that it was a “guessing game” and my daughter was the experiment. I am NOT okay with that. The doctors would say, “Try this med out and see how she does”. I was over it! Even in the school system, I was told what she needed to pass in order to achieve the next grade. Nikki can’t pass that test, but she is brilliant. So, one day, I talked with my husband and we decided to march to our own beat rather than the one being dictated to us. I started searching for therapies, natural products and diets that work for Nikki. I brought her home and started homeschooling her so that we could be in 8th grade math and 2nd grade English, if that where she needed to be. The result? She is happier than she has ever been. In fact, tonight she Photo Courtesy Michelle Rocker

“

”

When your child is having a full down meltdown in the middle of the store and people are staring at you, u, rolling their eyes and judging you, you learn to quit it worrying about what others think. k.

is going for a sleepover with a friend. Something “normal” that I would have never thought possible just a few years ago. I am her biggest advocate! I will always know more than anyone else when it comes to what is best for her.

PSN: Do you have a moment that makes you especially proud of your child or that is particularly memorable to you that you would like to share?

MR: You mean I can only pick one? HaHa! Nikki has this amazing singing voice that she rarely will share with us. At a piano recital I asked her to come sing with me…and she did. Since I love music so much and love hearing her sweet little voice, well, it just melted my heart. Turns out she melted everyone else’s heart, too.

PSN: What advice could you give to a parent whose child has recently received a diagnosis similar to that of your child, or what advice did you receive that you found to be exceptionally relevant? Two things. 1st – Find a support group! When Nikki ﬁrst got diagnosed I just hid away and quit going anywhere. I was terriﬁed. I wish I had started talking with other moms and other people who could introduce me to our “new normal”. Now, my best friends are some of her special need teachers and other moms with special need children. We laugh a lot about things that “normal” people just wouldn’t understand. PARENTING SPECIAL NEEDS.ORG

“

“Learn to color “outside the lines” just like your child does.

Just for

fun

~Michelle Rocker

2nd – You are the one who knows what is best for your child. Question what is being told

about Michelle

to you. Learn to color “outside the lines” just like your child does. In school, stand up for their needs. With the medical ﬁeld, question and research. You are the one who lives with them day in and day out. Trust that “momma instinct” that God gave you for your baby.

PSN: Are there any special resources you have found that have helped you on your journey? (Local or web) MR: The game changer for helping my daughter

What do you do to ﬁnd time for you?

was essential oils. It was so life changing, in fact, that I wrote a book about our journey. My website also has the system I used so that you can pinpoint which essential oils can help support your family in the best way possible ( www.oilexperiment. com). If you would like to order essential oils, or have questions, feel free to email me at: michelle@ oilexperiment.com. I am happy to get you more information. Y

This is embarrassing, but I am in love with this game called Clash of Clans. It takes my mind off of stressors and my “clanmates” rock. Shout out to the “Rising Sun”! Mommy timeout: Dream vacation? I want to go Ireland and meet some fellow redheads! Favorite Quote? Start by doing what’s necessary; then do what’s possible; and suddenly you are doing the impossible. ~Francis of Assisi

The Oil Experiment A Guide to Behavioral Emotional, and Mental Illness with Essential Oils

Finish this sentence: The world needs...? More love and less judgement. My job is?

PSN: Michelle, thank you so much for sharing with us someof the lessons you have learned and for letting us take a peak into your life.

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Momma to the most amazing kids on this planet and wife to the love of my life.

Helping your child thrive and ÀRXULVK ABR improves... Respiration Digestion and food absorption Sleep Trunk strength and posture Weight-bearing performance Balance Gaze Alertness HAPPINESS T: 514-328-9837 info@abrcanada.com www.abrcanada.com https://www.facebook.com/abr.canada

Starting Your Day off Right:

MAKING THE MOST OF

g n i n r o M

ROUTINES

by Megan Joy, Marcie Handler, & Meme Hieneman

e start each day with two simple words, “Good morning”, in the hopes of giving our children a positive start to the day. Yet, in just minutes, the morning becomes consumed by the necessary tasks - dressing, eating, gathering supplies, and so on. There is SO MUCH to accomplish as we attempt to get out of the house on time. Mornings can be especially challenging for children with special needs since their level of independence may be limited. When given multiple directions at once, they may have difﬁculty complying quickly or consistently, even with tasks they do every day.

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Consider also that our children may be tired and hungry as we bombard them m with requests. We may be trying to guide our children through routines and teach them new skills while dealing with competing priorities and d attending to our personal needs. Here are some tips for improving morning routines.

Decide What Needs to Be Accomplished The first step to improving morning routines is to identify goals and establish expectations. Is there a specific time everyone needs to be ready to leave? What will each child need to have completed? What do they need to take with them? What will happen if we meet/do not meet these goals? Scripting out the morning routine and then sharing those expectations with your family can be very helpful. The second step is to analyze your typical morning routine and identify patterns. What happens when the morning routine goes well? What happens when the morning routine falls apart? Identifying these patterns will help you highlight what is working and problem-solve challenges when creating a plan.

Be Proactive and Prevent Problems

Prepare the night before. Pack lunches and snacks, complete homework, get showers out of the way, help your child choose his or her clothing, and perform other tasks that do not need to be completed in the morning.

Allow enough time. Get up early enough to have your personal routines completed before waking the children. Add a few extra minutes for the “unexpected”request or need. Double your estimate for new steps in the routine, especially if you want to practice a new skill (e.g., tying shoe laces, brushing teeth, buckling the seatbelt).

Use visual schedules to increase independence. Gather pictures of each step in the morning routine and put them in order on a piece of cardboard or door jam. Once you have put this in place, refer to the schedule (e.g.,“what’s next?”) to promote independence and reduce the need for reminders.

Simply put, the more you can prepare, the more you prevent problems and increase opportunities for children to develop independent skills. Here are some possible strategies:

Develop a routine for the morning. Write down all the necessary steps in the order they need to occur for the morning routine (e.g., get dressed, make bed, have breakfast, brush teeth, collect belongings). If you have more than one child, consider who will do what and when. If there are multiple adults or older children in the home, divide responsibilities for aspects of the routine.

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Create an organized environment. Organize your household and store needed materials (e.g., backpacks, lunch boxes, hygiene supplies) in the same location so they may be easily accessed each morning.

Present simple (one or two step) directions. Make sure you have your child’s attention before giving directions. Limit directions to a few words (e.g.,“shoes on please”). Allow your child time to attend, process, and comply with directions (e.g., count to 10 in your head).

Offer choices. If your child is having trouble getting started in the morning, try offering choices about how they complete the first few steps to“ease”into the routine (e.g.,“do you want to get dressed or use the bathroom first?” or“which outfit would you like to wear today”).

Start the morning on a positive note. Begin the day with a special greeting, a brief conversation about enjoyable things to come, or by embedding something fun (e.g., playing music while the children get dressed).

Teach Skills to Improve Independence For many children with special needs, the skills required for a successful morning routine may need to be practiced outside of the morning routine to improve their proficiency and speed in completing them. For example, there are many steps involved with selecting clothes, getting dressed, brushing teeth, and tying shoes. You may find it less stressful to teach your child these skills when you have more time and patience. During these practice opportunities, you can set the stage for learning, model skills, prompt success, and provide positive feedback. As your child gets better completing the steps to each task, embed it in the morning routine. In addition, your child may need skills to function more effectively during the potential chaos of the morning routine. You may need to teach your child to ask for help or more time to complete what they are doing. Some days, especially if they are not feeling well or are more tired than

usual, they may need to request brief breaks or special attention. They may also need calming and tolerance strategies such as taking deep breaths or creating a“plan B” when things do not go as planned.

Encourage Positive, Not Problem, Behavior To encourage success, praise your children throughout the morning. Praise your children as they attempt (“good start”), become increasingly independent (“you are close to doing that all by yourself”), and then accomplish the entire morning routine (“you did it without reminders today!”). For children with special needs, the feedback may need to be more frequent (especially initially) and specific to the activity (e.g.,“nice job getting your coat!”). Make activities fun! For example, you can have your children“beat the clock”, with you timing them as they complete tasks. You can say“If you can get your lunch box and water bottle in your backpack in 2 minutes, you will complete your mission!” This works even if your children do not fully understand the concept of time.

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Provide small rewards for successful completion of morning routines. The last step of the routine should be a preferred activity. For example, “on-time departure”means we have a few extra minutes to use an electronic device, play with a favorite toy, play games or throw a ball at the bus stop, or have a special treat. Consider providing the reward in the car or at the destination to encourage successful transitions. Add rewards for increasing success over time. For example, if your children complete the routines on time 5 mornings in a row, provide a special breakfast from the drive-thru on Fridays or allow them to watch a movie in the car.

Does your child struggle to button jeans?

Independent Dressing!

Final Thoughts on Morning Routines Morning routines do, in fact, become easier when they become“routine”. Just as breakfast is seen as the most important meal of the day, success in navigating the morning routine can be a predictor of how the rest of the day transpires for children and parents. Using these strategies, we can creates successes and minimize challenges – and if mornings do not go as planned, we always have the next day. w

NO BUTTONS NO ZIPPERS NO HASSLES 4 Full Elastic Waistband 4 Mock Fly 4 Belt Loops 4 Stylish, Comfortable 4 Soft, Stretchy Denim 4 Tagless

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Mommyâ&#x20AC;&#x2122;s Timeout : T ake a time out and use V isualization Meditation to relax. Imagine yourself here among the beautiful fall foliage and pumpkins Enjoy the beautiful colors in nature. Take a couple of deep breaths and begin to let go of any stress. Decker Farm , Staten Island Photos courtesy of ÂŠLiz West/flicker.com Music courtesy Ryan Judd www.TheRhythmTree.com

breathing space your life

Special Education TRENDS: 5 Things to Watch For in 2015-2016 by Amanda Morin

ducation is often full of new policies, practices and conversations. Some of them affect special education and kids with disabilities. duc And many affectt kids in positive ways. Here are some trends to keep track of and education practices to prac watch for thiss school year.

2. Schools will be Rethinking Discipline. 1. No more “2 percent rule” for modiﬁed testing. What it means: As of late August 2015, the U.S. Department of Education (DOE) has told states they can’t give as many tests based on modiﬁed academic standards. That doesn’t mean kids with disabilities won’t be able to show they’ve learned things in alternative ways. And it doesn’t mean they can’t accommodations in places. It means that kids who are able to meet the same expectations with supports in place can’t take tests based on different (and easier) expectations.

What it may mean for your child: For many kids, this won’t have any effect. Most states had moved away from the “2 percent rule” already. They were only giving modified tests to kids with the most significant cognitive disabilities—approximately 1 percent of all students. And that 1 percent rule still stands. However, if your child wasn’t being given the chance to show that he can meet grade-level standards because of modified tests, this can be his year to shine!

PARENTING SPECIAL NEEDS.ORG SEPT/OCT 2015 SPECIAL NEEDS.ORG 3048PARENTING

What it means: In July 2015, the U.S. Department of Education held a daylong “Rethink Discipline,” conference. Educators, researchers and policy-makers got together to talk about ways to rethink discipline in schools around the United States. It was in response to recent data showing that certain groups of kids—including those with disabilities—are suspended and disciplined more often. The DOE is committed to helping schools ﬁnd positive ways to manage discipline. They want kids to stay in school, stay learning and to hold schools accountable for making that happen

What it may mean for your child: If your child has behavior issues that come hand-in-hand with his disability, you may know that he has some protections under special education law. In most cases, he can’t be disciplined for a disability-related issue. Rethinking Discipline means that schools are accountable for ﬁnding ways to manage behavior. And to put positive plans into place. The DOE will have tools available to help educators put this into place. Point your child’s school to the #RethinkDiscipline Campaign!

3. A New National Center for Information and Technical Support is on the way. What it means: Coming in 2016: A new National Center for Information and Technical Support for Postsecondary Students with Disabilities. That’s a mouthful, so you may hear it called the “TA Center.” The TA Center will provide information about college services for students with disabilities. It will also have an online database of information (like research, policies and accessible materials) of things that affect students with disabilities. And, most importantly, the TA Center will provide training for college staff around how to meet the needs of students with disabilities.

5. Schools are being reminded about appropriate services.

What it may mean for your child:

Every so often the Department of Education’s special education division sends out something called a “Dear Colleague” letter. They’re memos to special education directors across the nation that clarify a point of law or remind them of something that is being overlooked.

If your child is transitioning to post-high school education in the next few years, there will be more help available. You will have the support you need to make decisions that are best for your child. It can take some of the pressure off you to do all the research yourself.

4. Special education training is getting more money. What it means: Every state has at least one Parent Training and Information center (PTI). The centers provide free information and support for parents of kids with disabilities. They do workshops, provide resources, and help parents understand more about special education and their child’s specific disability. Over the next five years, 28 of those centers will be getting an extra $14 million to help offer more resources. Another nine states are getting close to $10 million to provide more training to special education staff.

What it may mean for your child: With more money in place, you will be able to access better resources through your state’s PTI. The more information you have, the better you can help your child get the services and supports he needs. And better trained special education personnel means improved support in the classroom—where your child is every day.

What it means:

What it may mean for your child: Two recent Dear Colleague letters may affect your child. The first reminded schools of their obligation to evaluate “children with disabilities with high cognition.” Even if your child is getting good grades, if his disability is getting in the way of school in other ways, the school cannot refuse to evaluate him. The second letter warned special educators not to leave speech –language out of evaluations for kids on the autism spectrum. No matter what other services your child is receiving, speech-language needs to be part of the full evaluation. These five trends are just a few to keep track of. This school year, you’re likely to see a reauthorization of the Elementary and Secondary in Education Act (also known as No Child Left Behind). You also may see hear more conversation about technology in the classroom. It’s an exciting time for education—and your child can be a part of it! w Resources: Diament, M. (2015). New Rule Ends ‘Modified’ Tests For Students With Disabilities. Disability Scoop. Retrieved 27 August 2015, from http://www.disabilityscoop. com/2015/08/24/new-rule-ends-modified-tests/20589/ Education Week - On Special Education,. (2015). Education Department Alters Testing Requirement for Students with Disabilities . Retrieved 27 August 2015, from http://blogs. edweek.org/edweek/speced/2015/08/new_education_department_rule_.html Ed.gov,. (2015). Educators Gather at the White House to Rethink School Discipline | U.S. Department of Education. Retrieved 27 August 2015, from http://www.ed.gov/news/ press-releases/educators-gather-white-house-rethink-school-discipline EdSource,. (2015). Getting to the ‘why’ of discipline disparities. Retrieved 27 August 2015, from http://edsource.org/2015/getting-to-the-why-of-discipline-disparities/83861 Heasley, S. (2015). Special Education Training Efforts To Get Millions. Disability Scoop. Retrieved 27 August 2015, from http://www.disabilityscoop.com/2015/08/17/specialed-training-millions/20550/

Amanda Morin, is an early intervention specialist, education writer, special education advocate and mother of two children with special needs. Her latest book, The Everything Parent’s Guide to Special Education, aims to demystify the special education process and empower parents.

NOV/DEC SEPT/OCT2014 2015

Parenting ParentingSPecial SPecialneedS.org needS.org

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Making a Difference: D

Karen Bowersox and Downs Designs® If Necessity is the “Mother of Invention”, perhaps adversity can be the “Grandmother of Invention”, so to speak. In this case, adversity led to a pathway for greater things. It can also be a motivating factor in someone’s life that leads them in a new direction with a renewed sense of purpose. This was exactly the case when Karen Bowersox accepted a “challenge” from her daughter.

aren has been happily married to her husband, Dr. Harold Bowersox, for 25 years. She was running his medical practice and was a proud wife, mother and grandmother. Ten years ago, her granddaughter, Maggie, was born with Down syndrome and when Maggie turned 4, Karen’s daughter (Maggie’s Mom) challenged her to start a clothing line for people with Down syndrome. So, Karen went home and simply thought she would buy Maggie something online. She came up empty handed with her searches. That was the beginning of a journey that would change her life and the lives of so many others as well. So, what does one do if you have absolutely no background in the clothing industry? How do you go about undertaking the challenge of starting a clothing company? For Karen, she reached out to her local design school for advice. They suggested that she hire a designer and gave her the name of a young graduate named Jillian. She and Karen have been working together ever since and in 2010, Downs Designs® was born.

48 32

PARENTING SPECIAL NEEDS.ORG

MAR/APR SEPT/OCT2015 2015

Karen explains, “We found models to use to design our jeans and now have created 18 styles from toddlers to adults. We worked with our models for months on end and learned about their special needs in clothing. We started with jeans and designed our jeans to solve so many of the dressing challenges they face. In fact, one of the biggest challenges we noticed early on was how they don’t like to wear their clothes around their waists. They push everything under their tummies, leaving pants often hanging low in the crotch and then exposing their backsides. We resolved this problem with a style we created called our ‘dip downs’. They sit low under the tummy but completely cover their bottoms in the back”. As with any endeavor, you learn more about the industry and the needs of the clients you serve. Karen understands this and continued to explain, “people with Down syndrome may have difﬁculty with ﬁne motor skills, so all our jeans have an elastic waistband, no button, zipper or tag and the denim is soft and stretchy, making themeasy to pull

Opposite: Karen Bowersox. From left: Karen and Maggie; Maggie heading off to school with a smile

up and down independently. Individuals with Down syndrome also have a shorter femur so our custom designed jeans are tapered properly to ﬁt their unique body shape. Due to their shorter inseams, each pair is hemmed to order. We offer a home ‘try-on’ service with every new customer, giving them the opportunity to try them on in the privacy of their own homes and making sure they get the perfect ﬁt every time”.

Pretty close is not close enough Karen’s company receives daily emails, texts, phone calls and letters from customers thanking them for changing and improving the lives of so many by the clothing the company makes. As Karen sums up, “Words can’t describe the rewarding feeling you get when you know you are making a difference in someone’s life. Who would have thought that just a pair of jeans could be so important to someone? All that we’ve learned from our customers makes us want to do more to help them. There is so much work left to be done, and we can’t wait to see where this journey will take us”. A lot of companies might be content to “rest on their laurels”, but, for this entrepreneur, a simple core value is at the heart of the company. While the company does design and manufacture its clothing, Karen sees herself in a service business, too. “I think our service

is the core of everything we stand for. Each and every customer is our most important. Getting our clothes to fit perfectly is our goal and having them look and feel their best and to allow them the independence and dignity they deserve is what we strive for every day”. She goes on to say, “Our try-on service allows each customer to be guaranteed ‘just the right fit’. We won’t accept ‘it’s a pretty close fit’…we want it to be perfect. We love the smiles we see on their faces when they

“Our goals are simple: we want to continue to create more solutions for the clothing challenges that are sadly overlooked in the fashion world” ~Karen Bowersox post their pictures on our Facebook page. We are constantly sharing their photos and stories. We know the name of everyone who wears our jeans; we know how old they are and how they feel in a pair of jeans from us. We take time with everyone to ﬁnd out what their needs are and how we can be of service. We make designer clothes that are custom ﬁt, and it’s a true labor of love”. SEPT/OCT 2015

PARENTING SPECIAL NEEDS.ORG

A company Not-for-Profit When we asked Karen about her company, her response was not simply a typical explanation of “I saw a need and I acted on it”. She has a very real connection to her company’s product and takes a very personal approach to describing it. “One of the major reasons I decided to become a non-profit corporation is my strong desire to make a difference. What I have learned from working with these amazing people is that their clothing challenges are a huge part of their life. They need a voice, they need for people to be educated, as I have now become, as to how hard life can be when nothing fits. One comes to learn how self-esteem and independence are taken away when a parent has to choose between style and independence. Being able to go to the bathroom without assistance often means wearing sweatpants every day to school, for example. Other kids may be cruel and make fun and sometimes adults can be judgmental, thinking that their parents don’t care enough to dress them properly”.

Speaking of Dream…

In addition, through the non-profit organization, Karen has created a wonderful program to educate school age children about the difficulties those with disabilities face regarding clothing. She calls the program, “Adopt-A-Jean™” and it’s explained on the company’s website. Her hope is that through awareness we build acceptance. Furthermore, in an effort to get her products into the homes of as many people as possible that will benefit from them, she has created a program called “Adopt-A-Jean Friday”. Currently, the company gives a pair of jeans away every Friday to someone. They have people write in and nominate a person to receive their jeans. The clients have to tell their stories and how Downs Design jeans would make a difference. Then they share the stories on their site and on social media. This is another way to educate and build awareness. Karen explains it this way, “I think the struggles of parents who have a special needs child can create financial challenges. There may be many health care expenses, or one parent may not be able to work because they have to stay home and take care of the child. This can create a financial problem and our jeans may be difficult for some to purchase. But, through our Adopt-A-Jean™ program, we hope to be donating our jeans to many more families”.

In a “perfect world”, Karen has a desire to create a clothing line that provides the best ﬁtting and most stylish jeans and pants. She wants to expand the line to include dress shirts, blouses, coats and shorts to name a few. And simply put, Karen would like to make the dressing challenges of those with special needs a thing of the past. Karen put it this way, “Our goals are simple: we want to continue to create more solutions for the clothing challenges that are sadly overlooked in the fashion world. We hope to continue to be a voice for those that need to be heard. We hope to expand our options and continue to improve what we are already doing. We hope that through our efforts others will step up and join this journey to make a difference in peoples lives. When I think of the future, I see a huge warehouse, with guys on tow motors, unloading trucks every day. I see the shipping and receiving department busy packaging orders for shipment and putting away the latest truckload. I hear the hum of sewing machines down the hall in the alteration room where our amazing seamstresses are busy hemming and ironing the latest orders that just came back from the try-on service. I’m very conﬁdent that by using what I’ve learned throughout this journey, along with additional support, we will make this dream a reality!”Y

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SEPT/OCT 2015

Special Clothes for Special People a non-proﬁt organization

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by Sherrie Campbell child’s sense of self is shaped by every interaction he or she has, but it is shaped most powerfully by how they are loved and parented in their home. How a child sees himself will inﬂuence every aspect of their life from their education, relationships and over-all well-being. Life is about feeling good enough, competent, loved, successful and happy and the outer world doesn’t always reﬂect this, so the unconditional love and acceptance at home is the catalyst for their greatness.

6 Truths Our Children Deserve to Hear About Themselves 1. They are amazing: They are amazing just because they are. They don’t have to DO anything to be amazing. They are a gift and they deserve to be loved and treasured and need to be disciplined to think and believe in their own greatness. When we see them having low self-esteem, we must remind them nothing can stand in the way of their greatness.

We must parent them to believe tthey can stand up with all the cconﬁdence in the world. They will tthen believe they can look any person in the face and be proud of tthe person they are. It won’t matter w what people say about them because they know what they think o of themselves. When we believe in ttheir capabilities they will naturally live up to higher expectations. 5. They are powerful: As we 5 parent them with love, discipline, support and positive afﬁrmation s we w teach them no one can stand in

When we raise our children we must raise them to see, believe in and use their intelligence. When our children hear they are smart, and we ﬁnd every opportunity to reﬂect this to them through their own actions, we help them believe it about themselves.

PARENTING SPECIAL NEEDS.ORG

3. They are signiﬁcant: Our children are precious people. They are unique and different from us and we, as parents, need to celebrate and allow this. When we love them according to their sspecial qualities they learn to see tthemselves not as different but aas genuinely gifted, unique and ssigniﬁcant. 4. They are capable: 4

2. They are smart:

26 36

When they believe they are smart, they behave smartly, perform smartly, communicate intelligently and they make wiser choices.

SEP/OCT 2015

advice your life the way of their dreams. They know that the only person who can stop them, is themselves. They understand that getting in their own way is not an option. We believe in them to dig deep and to ďŹ nd the power to surpass all challenge.

6. They are lovable:

Our children learn how to love themselves by how we love them. We must always afďŹ rm their unconditional lovability. No one is perfect and having conďŹ dence doesnâ&#x20AC;&#x2122;t come as a result of being perfect. ConďŹ dence comes from learning to love themselves in their not-so-perfect moments. We must always tell them to love themselves, not just that we love them, but that they need to love themselves.

Little Life Message: Our external parenting becomes the internal dialogue within our children so we must strive to make it positive.Y Sherrie Campbell, PhD is a veteran, licensed Psychologist, inspirational speaker, avid writer, published author and proud mother with two decades of clinical training, private practice and experience working in Southern California. Sherriecampbellphd.com.

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Chocolate Spreads are made from concentrated fruit and 100% unsweetened chocolate, and are free from nuts, peanuts, dairy, soy, eggs, wheat and gluten. Also, choose from a sugar or no sugar added spread. Make Me Smile! Chocolate Spread contains no hydrogenated fats or emulsiﬁers and is made in a dedicated Big 8 Free Facility. www.paschachocolate.com

THE ZEROWATER TUMBLER Hydration is key to overall health including brain function. Stop sending bottled water in the lunch box and include this AWESOME gravity fed tumbler (available at most major retailers). The ZeroWater Tumbler employs the same patented 5-stage filter technology, and revolutionary ion-exchange system, that made its pitchers and dispensers a favorite among consumers. This is welcome news to health-minded individuals concerned about toxins found in normal tap water. ZeroWater is the only filtered water that meets the Food and Drug Administration’s requirements for Total Dissolved Solids in purified bottled water. www.zerowater.com

SQUEEZ EM’S BooginHead Squeez Em’s offers easy-to-use, reusable solutions for packing school lunches and after school snacks. Try Squeez Em’s for pureed food, yogurt or applesauce. Easy Screw Top Squeez’Ems ($7.99) are freezer and microwave safe. Features include: BPA, PVC & Phthalate free; freezer, microwave and top rack dishwasher safe. www.booginhead.com

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7 by Jennifer Christman Chriisttman he back to school season can be hectic, especially for working parents or caregivers. Between getting your kids to the bus, helping them with homework, and taking them to extracurricular activities, it is easy to get stuck in a rut of packing bagged chips, prepackaged deli meat, and fruit drinks. Below are some tips to revitalize the lunch box routine with these healthy, convenient options and tips.

A good rule of thumb is to include a food from each food group when packing your lunch. Choose a serving of fruit, low-fat dairy, whole grain, lean protein, and vegetables. This will ensure your child has nutrient dense foods to sustain them throughout a day of learning and activities. Don’t dismiss canned or frozen fruits and vegetables as they are typically picked at peek ripeness.

Plan, Plan, Plan

Start with a fruit and vegetable

To make sure healthy options are available to pack, take a few minutes on the weekend to plan the meals for the week. After you plan out your meals, make a grocery list. Keep a few key items on hand, like bananas, low-fat yogurt, natural peanut butter, and whole grain tortillas.

Involve the kids Let your kids help with packing their lunch. This may take a little more time, but it helps them learn how to make healthy choices. Plus, they’ll be more likely to eat what’s packed when they help make the decision. Have them actually prepare the lunch with you too, and don’t forget to have fun with it! Use cookie cutters to make sandwiches into new shapes. Make rainbow fruit kabobs, ants on a log, a low-fat yogurt dip, or try breakfast for lunch. Substitute fruit slices for jelly on a peanut butter and jelly sandwich. The possibilities are endless. To make lunch extra special, add a note to your child’s lunchbox to let them know that you are thinking about them.

Keep it balanced

Ensure that your kids get a serving of fruit and vegetables at lunch by packing them ﬁrst. For vegetables, try baby carrots and sliced bell peppers with 1-2 tablespoons of low-fat dressing or hummus. For an easy option, grab unsweetened or single-serving fruits packed in 100% juice, like applesauce, peaches, or mandarin oranges.

Add a serving of low-fat dairy In addition to fruits, vegetables and a sandwich, include a low-fat dairy food like milk or yogurt. Try freezing single-servings of yogurts for a frozen treat that helps keep the lunch box cool.

Stick with whole grains Whole grain breads, tortillas, and wraps are perfect for sandwiches.

Choose water or low-fat milk Children get plenty of sugar from the foods they eat; they don’t need any extra from their drinks! Skip the sugar ﬁlled juice boxes and sodas; opt for a water bottle instead. Add fresh fruit, like slices of lemon or strawberries, to the water bottle for a sweet infused taste. Low-fat milk is rich in calcium and protein, which makes it a great alternative to juice.Y Jennifer Christman , RD, LDN: As the Clinical Nutrition Manager at Medifast, Inc., Jennifer helps to organize all of the nutrition content that goes into our marketing materials. When she is not busy keeping up on the latest and greatest nutrition information, she is helping to guide our clients and customers on their weight-loss journey. Jennifer brings 10-plus years of experience as a Registered Dietitian and is super passionate about getting you healthy.

SEPT/OCT 2015

PARENTING SPECIAL NEEDS.ORG

by Eric Chessen, M.S., YCS

recent study conducted at the University of Illinois linked cardio respiratory fitness in 48 children ages 9-10 with higher functioning in math tests. While this is a small sample size, it demonstrates something that continues to stand out as important; if we want to improve academic performance, we have to implement regular physical activity for all students. Research continues to reinforce what we find anecdotally, that moving better and more often promotes greater skill development in other areas. Despite my professional (and personal) bias, it seems that American society has largely dismissed the compartmentalization approach to children and teens. “This one is more of a bookworm; this one more a jock” are statements that have steadily disappeared from regular parent conversations. We consider young people as being able to focus on a variety of different academic, vocational, and avocational areas. If we can agree that physical fitness and regular activity are important (as is my usual reader agreement, should this not be the case please just stop reading now), we need to find ways to integrate them regularly and effectively, meaning that each student has access to an appropriate movement program. Let’s have a nice one-way discussion about appropriate exercise selection. Exercise activities in the classroom are only beneficial if students can actually perform them. With regard to the autism and special needs populations, we often have students who are resistant to new activities, particularly those of a physical nature. Exercise choice, providing appropriate instruction (concise language, visual prompts, physical guidance), and reinforcement are the keys to not only making exercise tolerable (and eventually fun), but providing real improvements in physical functioning. As I was preparing to put together a strategy for educators (and for parents to email to educators) on incorporating fitness into the classroom, it occurred to me that I had already done so in Autism Fitness in MY Classroom, an E-book I realized I wrote last year that is available on AutismFitness.com. Exclusively for you Parenting Special Needs Magazine readers, below is an excerpt from Autism Fitness in MY Classroom:

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I) How to Program in a Classroom or Adaptive PE Setting! In a classroom, it may be challenging to get a group moving, let alone develop individual programs. So how do we start? Where do we start? I hope I’ve covered the many reasons why we start in the previous sections. Implementing group ﬁtness programs for students with ASD is not the easiest of endeavors, but using the right combination of activities, teaching cues, and reinforcement will get you to a good place. Program structure is pretty straightforward. There are two, and only two ways of doing this successfully:

1) Exercise Courses 2) Exercise Stations Exercise courses are great for groups of students who have similar levels of ability.With exercise courses, several movement activities are performed in order. Each student completes all (depending on his/her level of motivation and cooperation) the activities and then comes back to the beginning area. Exercise Stations may have a similar set-up as courses, except 1-2 students perform the activity at each station for a speciﬁc amount of time (usually 30 sec-2 minutes). Stations allow each participant more time with the particular exercise activity than courses. The exercise at each station can also be regressed (made simpler) or progressed (made more challenging) based on the needs of the individual student. For example, if Chris can squat with the Sandbell, raise it overhead, and then slam it independently, he can perform that activity (squat, press, slam) at the Sandbell station. If Lisa cannot yet perform the overhead press, she may do the squat with the Sandbell without the press and slam, or have an instructor provide hands-on prompting to help her learn the skill. Courses are great for activities that all students have already mastered, or can perform independently. Because they will be moving fairly quickly through each exercise, it is helpful that they already know how to perform the movement correctly to the best of their ability.

fitness health & ﬁtness To sum it all up Use Circuits When: - There is a wide range of Physical, Adaptive, and Cognitive abilities within the group - Introducing new exercise activities - Incorporating socialization into the ﬁtness session (2-3 students at each station)

Use Courses when: - Enough staff is available to be at each station and/or when working with higher functioning (Adaptive and Cognitive) group - The course includes mastered or familiar exercise activities (those the students are already good at and have done before) - You have a larger space to use for the program

Exercise Activities for Your Classroom Fitness Program The exercises here can be utilized in a vast array of combinations. I usually start my group sessions with Dynamax ball push throws, and as my athletes progress we add overhead and scoop throws. I may also start with some animal-inspired movements including T-Rex stomps, Bear walks, short rabbit hops, and long frog hops. Each session, try to incorporate different ways to push, pull, locomote (getting from one place to another), and bend/squat. In our Autism Fitness group sessions, which typically range from 45-55 minutes, we usually keep within six to eight total exercises or movements and change the order around several times. A typical daily session looks like this: Warm up: Dynamax ball push throws among the group for 5-6 minutes, bear walks from one end of the room to the other 3-4 times.

Station Set A - Squat to Dynamax ball - Double rope swings - Sandbell two-hand overhead press - Sandbell slam - Spot marker jumps *Performed for 10-15 minutes total with athletes switching stations every 60-90 seconds

Station Set B - Squat to Dynamax ball with arms up or out - Alternating rope swing - Sandbell overhead walk - Dynamax ball frog hops - Low hurdle jumps Notice that the movements in Set B are different variations of those in Set A. We want our students to become proﬁcient and eventually master each exercise. Providing adequate opportunity to perform the movement pattern is essential to individual mastery. Individuals with autism and related developmental disabilities often need more time and practice

to acquire physical skills. Variety is important for motivation, however consistency is necessary as well. The term “same but different” applies here. Below is the Autism Fitness in MY Classroom Movement Menu. Pick a few of the exercises to begin with and observe how each student performs the movement. Do you need to intervene with a regression? Can they perform it with such strength and stability that a progression is in order?

A few notes about progressions and regressions Regressing activities requires both a simpler version of the exercise and a prompt (usually physical but may simply be a visual modeling). For squats, I have all of my athletes “sit” to a Dynamax medicine ball. If they tend to pitch forward or their heels elevate off the ground, I may have them take a wider stance and hold on to either my hands or a very securely anchored ﬁtness rope to provide additional stability. Once they develop the strength and stability to perform the squat without the rope, we can fade it out and begin progressing the exercise. Additional regressions and progressions are provided with each activity in the Movement Menu below. There are also suggested regressions and progressions. Some regressions may just require a visual prompt, most often demonstrating the exercise for the student right before or as they perform it. Some students may require physical prompting/guidance to perform the movement pattern correctly.Y Eric Chessen, M.S., is the Founder of Autism Fitness. An exercise physiologist with an extensive ABA background, Eric consults with families, educators, and ﬁtness professionals around the world. Eric works with his athletes in the NY metro area and is the author of several E-books. Visit AutismFitness.com for more information.

SEPT/OCT 2015

PARENTING SPECIAL NEEDS.ORG

QUESTION to Teachers/School Professionals: what would you like to say to the parents of children with special education needs if you had the opportunity to speak freely to them?

Keep asking/ demanding support for your child.

Don’t take “no” or “no funds” for an answer. Tell the school/teacher what you want and make sure you understand all IEP information before signing. Make sure all behavior plans have separate signature pages. This is an easy way for them to slip in a plan you are unaware of (it happened to me). Make sure you call PAVE, or another support system, if you feel you need an advocate. Finally, remember we, the educators, work for you. Please call state and federal government agencies to tell them to give funding back to schools so we can move forward with proper support for special needs children.

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2 3

Please let them do for themselves what they are

capable of, for example: tying their shoes or putting on their coats, etc… Stop doing everything for them. They might be able to do more than you think!

We aren’t picking on your child; if we notice red flags in

development, be proactive by getting them the help they need and stop fighting us by trying to convince us your child miraculously is capable of everything at home when it’s clear that they struggle greatly within the learning environment. You aren’t helping them, you’re hurting them and robbing them of future opportunities. Overindulging your child because of their special need may be counterproductive to their other areas of development. Your child hurting others, including you, is never ok! Start parenting and stop being weak because it’s an easier option to ignore or overlook the behavior instead of trying to guide and rectify it.

4 Advocate for your child; just because your child

has a special need doesn’t automatically mean the school will support him/her the way you think/want.It’s not because they don’t want to help; it’s usually a lack of understanding of your child’s needs, a lack of funding or not enough educational assistants at the school to support the number of students needing support. Teachers need to know what works at home and what might help at school, but we also need you to know we will do the best we can with the support we are given if you work with us. With a large class and/or many special needs children in our class, we may not be able to do everything we would like to do for your child on our own. So, work with us, support what we are doing, and keep advocating for your child’s needs. School boards rarely listen to the teachers’ requests but if a parent (who feels a child’s needs are not being met) goes above school level to anyone with power to make changes, that will likely be more successful.

We don’t know everything.

Some of us have studied a lot, and have degrees in education; some have maybe even specialized in Special Ed., but we don’t know it all. Sometimes we will try a method that won’t work with your child, if it doesn’t, don’t put all the blame on us. Work with us to find the best method for your child. If the teacher is a good teacher they WILL try something else, until the best teaching method for your child has been found. If the teacher doesn’t try other methods, speak with them, do some research of your own and ask them to implement it. If they don’t want to, or if you see they are only “humoring you”, take it up with whoever is supervising the said teacher. Your child’s progress is the most important thing!

I am both a mother and aid for special needs and the biggest and

scariest thing I can say is “let them grow up be independent”. We will do a lot for your child but we cannot baby them; that is not what our goal is, our goal is to help them be as independent and strong as possible. Be your child’s advocate, but also teach them to speak up for what they need. Example “ I need to take a break--I am feeling overwhelmed”. SEPT/OCT 2015

Parenting SPecial needS.org

Get an advocate who can help you understand

federal and state laws and the procedural steps for obtaining special education for your child. We teachers are swamped and do not always have the time needed for each family. Also, as much as we want to help, sometimes we get caught in the middle of what we think a child needs and what we know our Special Ed department can afford. An advocate can help you pursue what is appropriate for your child.

8.1 8.2 44

Get over your needs, your grief cycle, your dreams of normality and FOCUS on the NEEDS of your child. Don’t put your needs first for a ‘normal’ child and send them into mainstream if they can’t cope with it. These decisions are not easy, but regardless of what schooling, learning, social/behavioral choices you make - go in with your eyes and ears open. Recognize what they will gain and miss out on and weigh that up consciously when you make all these decisions for your child. Be ready and open to listen and share how things are at home and school. You won’t make the right decision or use the right strategy every time. Having said that, work as a team to tweak it to suit your child. Stick with new strategies long enough (6-12wks).

Special needs kids can be naughty

just like any other kid (they are not always blame free)

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8.3

You get what you put in. If you put in the

effort after weighing it all up and making good decisions - it will pay off. REMEMBER IT’S A MARATHON--not a sprint.

Please, letâ&#x20AC;&#x2122;s keep open communication

and feel free to reach out to me as many times as you need to. We are a team; I am not your enemy. Tell me about your child; his/ her likes and dislikes, what works at home and what you think I can incorporate into the classroom/school to make them feel safe, to keep them engaged and to ensure that I am giving them the tools they need not just for when they are with me, but out in the world as well.

Your child is not broken.

You are doing the best you can, and I want to work with you to ensure that your son/daughter has every opportunity to succeed. I want you to know that instead of focusing solely on what he/she canâ&#x20AC;&#x2122;t do and what they need help with, I want and need you to also take the time to see what they can do. I promise to give 100% of my time and effort to make sure that your child receives every possible service to help them succeed.

I am a special needs parent and teacher. I have

seen people with children of all ages struggle with acceptance. This struggle manifests itself in many ways that are not often positive When a parent is struggling with acceptance there are so many emotions (remember I am one of those parents too). Fear-what will happen to my child in the future, in school, in life? When I am no longer here, will they have friends or happiness? Will they meet with educators and caregivers who treat them with love and kindness? For those who are medically ill, will they get well? There might be shame for some- and stigma. I would say to please, please, please try to work on acceptance. Try to join a group, or find parents in your situation. Find Respite. Speak to a trusted friend, counselor, minister-anyone you feel comfortable with to help you in your journey. I know it wont happen over night. I know it is extremely painful. I know it is hard. Then you can advocate for that little person who depends on YOU for everything in life.w SEPT/OCT 2015

Parenting SPecial needS.org

by Amy Barry and Cathy Foreman

s summer takes a back seat to fall, the pace of life changes and routines, by necessity, become more structured. We at BridgingApps are parents, too, and we have struggled with challenges involving reestablishing mealtime routines and how to balance the use of technology in our children’s lives. We offer a few ideas and suggestions around technology that you can integrate into your family routine in whatever way works for you!

Making Meal Time Meaningful What is the most important meal of the day? It may just be dinner. Not to undermine the importance of breakfast and lunch, because they are valuable to proper nutrition and good health, but dinnertime has a huge bonus. It also encompasses quality family time. Research suggests that families who eat dinner together at least four times a week have lower risks for obesity, eating disorders, and substance abuse, it’s pretty clear that we should not just eat our veggies but eat them with our family. With summer ending and the new school year beginning, reestablishing regular family dinnertime is an important routine for children of all ages and developmental levels. It encourages language development and behavioral boundaries in a supportive environment while providing opportunities for responsibility and good old-fashioned laughter and fun. So, set a goal to get your family together for dinner and make sure to involve everyone in food preparation and clean up. To help engage children and make meal planning and preparation fun, BridgingApps has some great family-friendly nutrition app suggestions. With a gentle reminder to keep the dinner table environment mobile device free (see tip below), BridgingApps says

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ABC Food Reviewer Comments Exploring a wide variety of foods through sight, sound, and touch on a mobile device doesn’t seem possible, but the ABC Food app combines attractive photos, interesting and diverse videos, and interactive games to create an almost sensory-based food experience for a wide age range of children. Price: $2.99 iOS: https://itunes.apple.com/us/app/id460479661 Full BridgingApps Review: https://insignio.bridgingapps. org/apps/6f2867d9-bedf-3421-a35d-18547d5617b0

Meal Makeovers Reviewer Comments Meal Makeovers is focused on providing recipes for delicious, attractive, nutrient packed foods for your entire family. The app’s interface is easy to understand and navigate because of its clear organization of recipes. Divided into either alphabetical order or into various food categories like holiday, gluten-free, or snack recipes, there is also an additional search by keyword or ingredient feature. Price: $1.99 iOS: https://itunes.apple.com/us/app/id680758075 Full BridgingApps Review: https://insignio. bridgingapps.org/apps/8df5d15f-8644-443c-4fcad4252383faa8

This is my Food Nutrition for Kids Reviewer Comments Explore the world of food and nutrition and bring your favorite dish on the table! Gain clever knowledge and learn interesting facts about food classiﬁcations, nutrition and how to cultivate herbs in a fun way! Children become experts in food and nutrition in a fun and engaging way. Price: 99¢ iOS: https://itunes.apple.com/us/app/this-is-my-foodnutrition/id987953868?mt=8&ign-mpt=uo=2

Tackling Screen Time We have found that making positive and lasting changes work best when all members of the family are involved in decision making. Instead of imposing rules from above, offer a menu of acceptable choices for kids to feel empowered.

1) Limit Location. Keep computers and mobile devices in a central location where caregivers can monitor use. Invite children to suggest a good place accessible to all. One suggestion is to ban devices from the dining table. It is also a good idea for parents to keep mobile devices in their room at night so kids will not be tempted to play them instead of sleep. 2) Create time limits. Schedule daily mobile device time. And, consider having tech-free days. Use apps like DinnerTime Plus. DinnerTime Plus is a user-friendly app parents can download to remind their children about taking time out from their mobile devices to study, get sleep, and of course, enjoy mealtime as a family. Features of the app include Dinner Time, Bed Time and Take a Break control options. Another app for Android devices called Screen Time Parental Control is an app that gives you control over how your kids spend time on their tablets and phones.

3) Use screen time as a reward for completing homework, chores, etc. Generally, kids do not like homework and chores. Parents can help them complete tasks they dislike and reach certain goals regardless of how they feel about them by offering screen time as a reward for accomplishing goals. We know how much kids value their screen time. Some parents change their Internet password daily and give a time frame for responsibilities to

be done before their child can have the password. This works well for families with older children and more than one child. Another way is to use a timer and pennies (or marbles). Children earn pennies for doing chores, making good choices or whatever you feel warrants a penny. Each penny represents a speciﬁed amount of screen time. For example, one penny may be worth 15 minutes of screen time. Then, your child can cash in up to a certain number of pennies per day. We recommend less screen time on school days and more on weekends.

4) Make screen time interactive with multi-player apps. Old school board games will always be fun activities for families and friends. But, as an alternative, there are some great multi-player apps for mobile devices like Toca Town, Uno HD, The Game of Life, Scrabble and Words With Friends.

5) And, the last suggestion is to be a tech-free model. Set an example by limiting your own screen time. A book we enjoyed reading about putting down the phone, burning the To-Do List, and Letting Go of Perfection to Grasp What Really Matters! was Hand’s Free Mama by blogger Rachel Stafford. And, we are really looking forward to reading Hands Free Life: Nine Habits for Overcoming Distraction, Living Better, and Loving More by the same author when it is released on September 15. If you are interested in searching for more apps, creating your own list of apps and sharing them, please go to BridgingApps.org. BridgingApps, a program of Easter Seals Greater Houston, is a community of parents, therapists, doctors, and teachers who share information about using mobile devices (iPad, iPhone, and Android) with people who have special needs.Y Amy Barry is the Content Manager and Editor at BridgingApps and mother of ﬁve children. Tara Rocha is the Digital Content Specialist with BridgingApps and mother of four young children. Cristen Reat is co-founder of BridgingApps and a mother who found success when using a mobile device with her children who have special needs. All share a passion for mobile technology in education.

SEPT/OCT 2015

PARENTING SPECIAL NEEDS.ORG

fun & functional power of play

by Barbara Sher

et’s say you are on a path or a street that you have walked on many times before; a path to school, for example. Your child, however, is not in the mood to walk. Perhaps he didn’t sleep great the night before, or maybe he was grumpy about leaving something he was doing at home. It doesn’t really matter what it is right now, but it does matter that you get to school. During those times play a game. Play the game of “I notice newness”. Look around and find something you hadn’t noticed before. It could be a design around a door or a “face in the bark of a tree”. Or, maybe it is some thing that wasn’t even there before like a flower that bloomed or a new sign. Engage your child and pique his interest. Does she see it, too? Give clues if needed like “It’s a certain color” or “it’s near the stop sign”. When he finds it, challenge him to find something you hadn’t noticed before. You can bring in the spirit of competition and see who can find something new first! “I Notice Newness” can be a “code” between you two for other days when you’re walking that same path. The name will signal that the game has begun. Who can find something new the fastest?Y GOT GAME? Barbara Sher’s ten books in eleven foreign languages has a gazillion ideas on ways to play with your child whether you’re a parent of one or an inclusive teacher with many. To see which of Barbara’s books and CD fit your needs, check website : www.gameslady.com

PARENTING SPECIAL NEEDS.ORG

SEP/OCT 2015

Meet Thomas Thomas is a delightful, loving 3 year old who loves to smile and laugh. He is a happy child and receives great satisfaction by being tickled, held, and talked constantly. He truly loves going outside in his specialized wheel chair feeling the warm sun on his face and the cool breeze in his hair. He enjoys listening to music and currently, his favorite song is B-I-NG-O. Thomas has a good appetite and is working on eating foods with some texture. Thomas is able to communicate his mood through crying and babbling. When Thomas does not receive enough sleep or becomes uncomfortable in his chair, he tends to whimper and whine until he is able to rest. Like many children his age, he is comforted by the loving touch of his caregiver. Thomas also enjoys being able to stretch out on the exercise mat in his classroom. Thomas has also been tolerating using a stander for 30 minutes a day. Thomas currently resides in a medical facility but is ready to be discharged to a family that has been educated about his needs and daily routine. A family will need to be committed to Thomas caring for him throughout his adulthood ensuring he is always in receipt of the necessary services to maintain his health needs and

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development.

www.adopt.org

â&#x20AC;?There are no unwanted children...just unfound familiesâ&#x20AC;?

Black Bean Brownies

Encouraging Speech & Creating Yum!

by PSN TEAM Language Tips by Becca Eisenberg

Ingredients 1 standard size box of brownie mix 1 can of black beans drained and rinsed 1 cup of milk ½ cup of chocolate chips

PARENTING SPECIAL NEEDS.ORG

rownies, how about adding some nutritional goodness like protein and ﬁber into this sweet treat? Try these black bean brownies. Don’t let the name fool you; these brownies are sweet, moist, light and fudgy. They are child friendly and no one will know that they are made out of black beans! Also, it’s super simple to make in the blender. Easy prep, easy recipe, easy clean up!

SEPT/OCT 2015

foodie fun fun & functional

Cooking Directions Adult: Preheat oven to 350 degrees. Adult/Child: Grease 8 X 8 pan with butter Adult: open can of beans Child: pour beans into strainer and rinse. Adult/Child: pour beans and one cup milk (or

almond milk) into blender or food processor until becomes liquid.

Adult/Child:

In a separate bowl add brownie mix. Pour the puree black beans (wet ingredients) into the dry brownie mix and stir until well blended.

Adult/Child: fold in a half-cup of chocolate

chips.

Adult/Child: pour into greased baking pan. Adult: Bake as directed on the box for about 20-30 minutes; use a toothpick to test until it comes out almost clean.

Adult/Child: Let brownies cool in pan. Frost

or Dust with confectioner sugar on top. Cut into squares using a plastic knife and short sawing motions.

Eat! Talk! Enjoy!

Language Time Tips: 1.Build vocabulary with nouns and actions! Nouns: black beans, milk, blender, brownie mix, bowl Actions: open, drain, rinse, puree, ;our, fold, mix, bake, cut, eat 2.Colors and Size: With this recipe, focus on the contrasting colors of black, brown and white. The black beans are dark black and the milk is white. Discuss the different shade of the brownie mix and how it changes when you add the liquid. Does it get lighter or darker? What happens to the beans when you puree them with milk? Compare the size of the black bean with another type of bean, such as a northern bean. When cutting up the brownies, ask your child, “Do you want a small piece or a large piece?” Discuss size during this opportunity! 3.Comment and Describe! Encourage words such as dry, wet, thick, thin, sweet, salty, etc. Help facilitate comments such as “The beans are salty “The brownies are sweet”. Encourage more speciﬁc vocabulary that describes the food in detail. 4.Sequencing and recalling information: Follow the sequence of the recipe and emphasize the steps of pureeing the beans and then adding them to the brownie mix. Given the simplicity of the recipe, you can review the steps in a variety of ways through auditory or visual cues. 5.Answering and asking “wh” questions: Sample “wh” questions include, “What are we making?” “What makes the brownies sweet?”, “What is our secret ingredient?”, “Why did we add beans?”. Encourage your child to ask questions. If your child has difﬁculty with this, have a list of questions either written down on in picture form to help facilitate asking questions. Literacy! Help build your child’s literacy skills by encouraging him or her to read the recipe and/or write the steps to the recipe. Encourage reading sight words and highlight the key words in the recipe that you would like your child to learn (see vocabulary list plus action list above) Books recommended: Betty Bunny Loves Chocolate Cake, One Bean by Anne Rockwell Becca Eisenberg is a mother of two young children and a speech language pathologist, author and instructor. Her website, www. gravitybread.com encourages learning time during mealtime. On her website, she writes children’s book recommendations, app recommendations, as well as child friendly recipes with language tips their family. SEPT/OCT 2015

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proud moments® celebrating triump hs

Sharing“I CAN!” attitudes Looking Good! Today, Teslyn asked for her glasses and wore them all day! She even participated in cleaning them a few times and then put them right back on. She is 10 and has had glasses since age 6 months. Usually she will only wear them at school and completely refuses to wear them at home. Tessie has Down Syndrome. Y ~ April H. (Proud Mom)

Reading by himself While at the Neurologist’s office waiting to see the doctor, I looked over at my oldest son and he was reading a book on his own without being asked to do so. Huge!!!Y ~Lynn T. (Proud Mom)

Making Sweet Music My son, Jacob, is 18 months old and was born with webbed hands and feet. He has had one surgery to separate two of his fingers on each hand. Today he reached up and started playing the piano. We sat him up on the piano bench and he “played” for at least 20 minutes! He loved it and did pretty good considering he’s so little! So proud! Y ~ Vicki R. (Proud Mom)

Heading into the black My 10 year old daughter (mild intellectual disability, ADHD & sensory processing) has earned her way to receive her RED BELT in Tae Kwondo. Her instructor is in the process of signing her up for black belt club and one day she will earn her black belt!!!! Y ~ Angela S. (Proud Mom)

Share a Proud Moment with us Next Issue! Proud Moments can be any time that you have been extremely proud of your child with special needs. It can be when they are giving it their all or reaching a milestone. We share Triumphs every Tuesday on Facebook or send via email to submit@parentingspecialneeds.org

PARENTING SPECIAL NEEDS.ORG

SEPT/OCT 2015

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