Source Kids Autumn Issue March 2016

FREE Issue 7 - Autumn 2016

OutdOOr Play

Learning in the classroom!

How children learn Alternative classrooms Healthy lunchbox snacks and more…

developmental milestones –

what are they?

Drinking tips

and products

Guillain-Barré Syndrome –

what is it?

AUTUMN 2016

CONTENTS Features 6

28

Developmental milestones

Sporty kids – soccer

10

30

Learning in the classroom feature

Outdoor play feature

10 How children learn 14 Supporting attention in the classroom

Regulars 4

5

30 Playing around outdoors 33 How to make physio fun – 34 The playground –

18 Eye-gaze 20 Sunshine Coast Grammar –

36 Cubby house

case study

22 Lunchbox treats

a classroom of life product feature

38 Day programs

25

40

Drinking feature

Guillain-Barré syndrome (GBS) – rare disease in focus

25 OT tips: steps to

drinking independently

26 Drinking product feature

Products we love

42

Special needs teacher in focus – Ruth Holt

outdoor activities

17 Seating options for schools

Welcome

44

Family profile – Blinco family

46

What’s on calendar

48

Directory

50

Book reviews

51

Blogs we love

3

4 4

DECEMBER 2015

Welcome to Source Kids Happy New Year! I hope everyone had a fabulous Christmas and festive season.

Ours was blissfully mundane and we loved every minute of it. You see mundane at Christmas for us is great. We’ve had a few summers where we’ve spent much of our time frequenting the kids’ ward for various treatments, mostly seizure control. So to have a whole month at home, making the most of the amazing weather we’ve been treated to has been perfect!

I’m sure most parents out there were fist-pumping with the return to school many weeks ago now (I know I was!) but of course once the ‘school-moon’ period wears off, your mind is full steam ahead into learning, packing school bags and making sure your child is adapting well. As many of our little ones are special little people, the learning environment often needs to be adapted to cater for each child. We’ve put together a feature about how children learn, as well as unique and tailored classroom approaches to facilitate learning.

This issue we also look at outdoor play and its value to kids, developmental milestones, day programs and we look into the rare disease Guillian-Barré Syndrome.

We have a lot of very exciting things planned this year at Source Kids and we are very excited to announce and welcome our new partner Bellamy’s Organic. We’re looking forward to announcing some other new partnerships soon, which will allow Source Kids to grow and achieve what we set out to – help create positive solutions for children with special needs across the country. If you are or know a business that would make a great partner for Source Kids, please get in touch, we would love to hear from you.

Until next time, make yourself a cuppa, sit back and enjoy a great read.

Emma Price Publisher

Source Kids CDSA PO Box 5279 Launceston TAS 7250 Phone: 03 6327 1995 ABN: 66 434 598 812 Web: www.sourcekids.com.au Send all letters and submissions to: Source Kids, PO Box 5279 Launceston TAS 7250 or email editor@sourcekids.com.au Editorial enquiries: 03 6327 1995

Editorial Editor: Marie-Louise Willis Writers: Rachel Williams and Marie-Louise Willis Contributors: Emma Price, Robyn Duregger, Deb Hopper and Tanya Curtis.

Advertising Advertising Sales Executive: Naomi Sirianni Business Development and Advertising Sales Executive: Nardia Deverell Graphic design Imogen Brown

Editorial and advertising in Source Kids is based on material, written and verbal, provided by contributors and advertisers. No responsibility is taken for errors or omissions and opinions expressed do not necessarily reflect those of the publisher. All material in Source Kids is subject to copyright provisions. No part of this publication may be reproduced without written permission by the publisher.

Distribution Source Kids is distributed through therapy centres, hospitals, paediatricians, special needs schools and early intervention centres. For distribution enquires, contact info@sourcekids.com.au

Publisher Emma Price F L Y I N G

C O L O U R S P R I N T I N G

Front Cover: Photography by Deena Nicolas Photography, located in Melbourne.

Email: dnphotography@bigpond.com Phone: 0481 701 232 Facebook: Deena Nicholas Photography

A huge thanks to the star of the show, Anthony Aplidjotis and his family for entrusting Source Kids with him. He touched our hearts and didn’t miss a beat, all the while having a grand time in the wonderland of this cubby house. Anthony has Autism Spectrum Disorder and continues to amaze all around him with his feats, endeavours and abilities. To Kirsten from Cubby Central for making this opportunity possible and to the Gutierrez family in Melbourne for opening up their home and sensational cubby house.

AUTUMN 2016

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These universal cup lids can be stretched over any cup to provide a convenient at home or on the go spill-proof kids’ drinking vessel. With two options to choose from – the TOT that has a chew resistant sippy cup that is perfect to transition from drinking from bottles and the KID, which can fit any sized straw and is great for those who are on their way to using a regular cup.

Kids Zip Sheets are a sleeping innovation to prevent children from kicking off or tangling in their sheets. They are a flat sheet sewn to the fitted sheet with zips either side to allow for easy entrance and exit whilst still allowing ventilation for the feet at the end of the bed.

The benefits are that these lids stretch over all cup sizes, are made of approved food grade silicone, are BPA, Phthalate and Latex-free, are dishwasher safe and boil safe for sterilisation and come with a case so you can easily take them along wherever you go!

The zip up bed sheets are especially great for children with special needs and they are the first to produce a zippered cot sheet set that allows the top sheet to fold down onto itself with press clips. This ‘short sheeting’ method allows you to shorten the top sheet to various lengths depending on the age and height of your young child.

Available at www.kidszipsheets.com.au

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Ninja Babies We love this safe, chewable jewellery for style, teething and special needs! They are great for oral stimulation, increased concentration and participation as well as decreasing anxiety, fidgeting and fingernail biting.

The large range of jewellery gives great choice in styles and design and is BPA-free, food grade silicone, adjustable in length, has a safety clasp and is easy to clean.

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Available from www.bucklemeup.com

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AUTUMN 2016

Developmental

Milestones

No two babies or children are the same - it’s a catch-cry often repeated during pregnancy and early childhood health assessments.

But how do you know when something isn’t quite right?

Again, it’s a common concern among parents, especially first-timers, who can feel perplexed by the range of opinions and ideas flooding social media and the Internet.

can provide clarity regarding the issues. They will assist with the development of a treatment plan to overcome any challenges.

“Parental instinct is the key to ensuring early diagnosis and appropriate treatment for any developmental delays,” says Consultant Paediatrician Ingrid Els.

Dr Els explains that the first signs of delayed milestones vary, depending on the underlying cause, and also depending on the severity of the condition.

“Parents know their child best, and it is very important for a parent to trust their instincts regarding any concern related to their child’s development,’’ Dr Els says.

“Some children will only have a delay in one aspect of development such as motor skills, some in speech, and some in social communication,’’ she says.

“The earlier we can diagnose developmental delay, the more effective our intervention can be and the more we are able to help a child reach their full potential. It sometimes takes time to give the concerns a name, and it can take months for some test results to come back from the laboratory, but we can start intervention even in that waiting period.

“Sometimes children will be delayed in more than one of these, and we then call it global development delay.’’

“Unfortunately there is sometimes a delay in accessing early intervention depending on the resources available in your area. Often we identify delayed development long before we identify the cause or the specific diagnosis and that can be difficult for families. It is important to communicate well with your partner and your health care professional during this time.’’

Surveys suggest that up to 15 per cent of children under the age of five years may have difficulties in one or more areas of development, including speech and language, motor, social-emotional and cognitive.

Dr Els encourages parents to be persistent with medical health professionals if they have concerns.

“It does happen that concerns are dismissed, mainly because early signs may be subtle, and only become more apparent as time goes by.

Experts say child development - physical motor skills, speech and language, social and emotional, cognitive and intellectual abilities - typically occurs naturally without much conscious thought on the behalf of parents.

“Remember that you as a parent spend all your time with your child, and the professional only views your child in a small window of time. Persist with your concerns, ask for a follow up and try to build a relationship of trust with your doctor.’’

Problems in development can occur for a range of reasons, including genetics, prenatal circumstances, presence of a specific medical factor, and/or a lack of opportunity or exposure to helpful stimuli.

So what is Dr Els’ initial advice to parents who present with concerns?

While it’s not an exact science, checking that children are roughly ‘on track’ for their age is helpful in order to detect any problems or challenges early in the process. If there are any `red flags’ (see breakout), this allows for early intervention to help minimise any negative impacts on a child’s skill development and, as a result, their confidence.

Assessments usually take place at family child health clinics or specialist Paediatricians at regular intervals.

Specific assessments by professionals including, firstly, a GP or Paediatrician, and then an Occupational Therapist, Speech Pathologist, Psychologist and/or Physiotherapist,

“I always trust the parents when they raise concerns.

If the delay is mild, the first step may be referral to an early childhood development centre for assessment and therapy. I think we should be saying to parents that all children differ in their developmental trajectory, and sometimes all that is needed is support and follow up.

“Obviously there are some children who present with a clear diagnosis, or a specific diagnosis is strongly suspected, but even then it is a waiting game for results.

A specific diagnosis usually becomes more obvious with time. I want to emphasise that we don’t need a diagnosis to start intervention. Intervention can be a preventative strategy also.’’

AUTUMN 2016

7

She says most parents have a sense of relief when their concern is validated.

delayed children can be an excellent source of advice and support.

“They would rather know exactly what is happening and what best to do for their child, than ignore a concern.

“Many conditions, both rare and common, have support groups available in Australia and internationally, and these groups can be a big source of information. Examples are the Rett Syndrome Association of Australia, the Foundation of Angelman Syndrome Therapeutics Australia, and the various Autism organisations throughout the country.’’

“Sometimes, first time parents may miss or deny early signs, mainly because they have nothing to compare their child to.

“A lot of help is available when a diagnosis is made. One good example is Autism - at diagnosis a family can access funding to help with early intervention and to purchase equipment or resources. In addition, Medicare will fund allied health consultations. The government also has similar packages, such as ‘Better Start’, for a range of other diagnoses. Other help includes social workers, Centrelink benefits and, for some children, a health care card.

“It is important to speak to your Paediatrician who will be able to link you in with these services.’’

Dr Els advises that other families with developmentally

So remember, you are not alone and don’t silence your fears - seek advice.

“There is no doubt that for many conditions, early intervention is vital,’’ Dr Els says.

“Even for the child with a devastating diagnosis, there is so much that can be done to improve quality of life and help that child to develop to their full potential.’’

And you only have to look at the pages of Source Kids and read about so many inspirational children doing great things, to know she is right!

Milestone Red Flags Talk to your baby’s doctor if your: 1-month-old • Feeds slowly or doesn’t suck well • Doesn’t seem to focus its eyes or watch things moving nearby • Doesn’t react to bright lights • Seems especially stiff or floppy • Doesn’t respond to loud sounds 3-month-old • Can’t support its head well • Can’t grasp objects • Can’t focus on moving objects • Doesn’t smile • Doesn’t react to loud sounds • Ignores new faces • Seems upset by unfamiliar people or surroundings 4-7 month-old • Seems very stiff or floppy • Can’t hold its head steady • Can’t sit on its own • Doesn’t respond to noises or smiles • Isn’t affectionate with those closest to it • Doesn’t reach for objects 12 month-old • Doesn’t crawl • Seems to drag one side while crawling for a month or more • Can’t stand with support • Doesn’t try to find objects you’ve hidden in front of him • Doesn’t say any words • Doesn’t use gestures, such as shaking its head “no” and pointing

18-24 month-old • Can’t walk by 18 months • Doesn’t understand the use of everyday objects • Doesn’t speak at least six words by 18 months or twoword sentences by 24 months • Doesn’t imitate words and actions • Doesn’t follow simple instructions • Loses skills previously held Pre-schooler • Doesn’t interact with people outside own family • Doesn’t play with other children • Avoids eye contact • Can’t throw a ball or jump • Can’t climb stairs with alternating feet • Has trouble scribbling • Doesn’t use more than three words in a sentence • Isn’t able to complete a sentence • Is often difficult for strangers to understand when he/she talks • Doesn’t play make-believe • Excessively balks at basic self-care, like getting dressed or going to sleep • Loses skills previously held 5-year old • Is wetting or soiling during the day • Is not interested in interacting with other children or in what’s happening around them • Has difficulty learning at school • Is still very anxious about separating from you, even after the first few weeks at school

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AUTUMN 2016

LEARNING IN THE CLASSROOM Feature

LEARNING

IN THE CLASSROOM How Children Learn “ You cannot teach a man anything, you can only help him find it within himself.”

Galileo Galilei (1564-1642)

He was a wise man, that Galileo. Isn’t it a pity the education boards around the world didn’t follow his memo and instead settled for chalkboard-dusty rooms, desks allin-a-row, heads down and studying by rote? Woe-betide anyone who didn’t conform. Wrote with their left hand for example. Or spoke.

Of course, as the world has modernised, the classroom begrudgingly has too and the type of school I attended, with lists of prepositions and dates to learn and canes for the children who couldn’t sit still is a far cry from the oneto-one iPad class in which my daughter has just completed her Year 4. Small groups working together, individualised learning plans and not a whisper of corporal punishment for behaviour indiscretions.

It makes me sad, and a little angry at the injustice, to think back to the ‘naughty’ boys (and one girl) in my class when I was first at school, who were always in trouble. “Roderick, do you have ants in your pants?” shrieked loudly still reverberates through my mind. A memory 33 years old.

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AUTUMN 2016

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v Being able to create that type of learning environment first of all needs a basic understanding of how we all learn in different ways. In 1987 Neil Fleming introduced the concept the VAK learning styles: the VAK standing for the three main sensory receivers: Visual, Auditory and Kinesthetic. He later amended it to VAKT to include Tactile.

This idea has since been further expanded, along with the idea that we can have more than one learning style – and often that is dependent on the situation, task or subject.

Visual (spatial): You prefer using pictures, images, and spatial understanding.

Aural (auditory-musical): You prefer using sound and music.

Verbal (linguistic): You prefer using words, both in speech and writing.

Physical (kinesthetic): You prefer using your body, hands and sense of touch.

Logical (mathematical): You prefer using logic, reasoning and systems.

Social (interpersonal): You prefer to learn in groups or with other people.

Solitary (intrapersonal): You prefer to work alone and use self-study.

In 1985 he was naughty, in 2000 he would’ve - BAM - had a diagnosis, and now – diagnosis or not – we ask what we can do to help him learn in a way that works for him?

Because, diagnosis or not, learning is a complex thing.

We can stand over someone and demand that they learn dusty old texts under threat. Make sure that they hate every moment of it and view their schooling as a brief period in their lives, better off forgotten and certainly never to be repeated. Or, we can engage our children’s natural curiosity and tap into their wonder of the world.

Facilitate and encourage. Create a love of learning and knowledge that lasts a lifetime. So that the years at school are a starting point in their lifelong education.

The scientific testing of the concept has been much debated but, on the ground, where anecdotal evidence reigns supreme, there is no doubt that different people learn differently (and this doesn’t just apply to kids), and if you can engage someone in their ‘language’, so to speak, you are much more likely to have success.

No-one has been more disadvantaged by the traditional school teaching model than children with special needs.

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AUTUMN 2016

LEARNING IN THE CLASSROOM Feature

LEARNING IN THE CLASSROOM continued teacher imparting their knowledge to a room of captive students – the ‘bright’ ones picking it up and the ‘dunces’ failing at every turn - and rather about them facilitating a learning environment. From this angle, suddenly every child is able to reach their full potential.

Ideology is all well and good but without the innovative teachers willing to try on this new philosophy, teaching will remain in the dark ages. Research can tell us so much about what is required to help children, all children, reach their full potential, but until those methods are widely understood and adopted, we have to hope that our children are the lucky ones to score the ‘experimental’ teacher. Creating an environment that is different is the walk of the brave. Finding out that there is no need to ‘control’ children who are naturally engaged and excited to learn, who are not acting out because there is nothing to act out against, who are learning to moderate their own behaviours because they are being supported to do so; is the privilege of those who don’t fear the ramifications of putting down the control stick.

There is still a long way to go until we see a wide-spread roll-out of a teaching model where all children are prized for their specific talents and are taught an individualised curriculum that will adequately prepare them for the challenges of their new world they are entering.

Understanding the past and a grasp on the basics of the ‘three Rs’ (Reading, wRiting and aRithmetic) is no longer enough to manage in a world where people have to know how to keep up with an ever changing reality, sift through vast tracts of information, work out ways to create their own employment. But allowing children to be able to learn in a way that works for them, and not be punished or heldback by being themselves is a great leap forward and one to be embraced.

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AUTUMN 2016

LEARNING IN THE CLASSROOM Feature

Supporting Attention

in the Classroom A Sensory Perspective

Thankfully, the days are gone where young students are expected to sit quietly at their desks and complete copious worksheets. But for some, even the expectation to sit to listen to the morning story or complete a simple task at the desk, seems like a mammoth task. So what can we do and provide, to support fidgety students, without distracting others or being too much of an additional expectation for a busy teacher?

Firstly, children need to move. There are now numerous research papers documenting the findings that movement supports attention. And as I so often discuss with teachers – for some students they can either sit still OR pay attention – not both. So plenty of movement breaks are key, for all students. That could be simply doing a few star jumps, or animal walks to change work stations rather than walking in a line. Encouraging lots of physical activity at recess is paramount.

You may have found that giving some students an inflated wedge cushion to sit on is the first approach, but this is not always recommended. For some (many!) students, one of the reasons they can’t sit still is because they lack the postural or core stability to do so. These are the students who start sitting cross legged quite well, but soon slump, or hold their legs, or move to side sitting. This is not due to attention, but a physical difficulty. So, sitting them on a moveable surface such as a cushion makes them more wobbly! Unfortunately, the students with these difficulties

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are less likely to access playground equipment at recess, as it’s not their strength. In fact, they may downright avoid the climbing equipment! Providing less challenging movement opportunities would be helpful.

Fidget toys can be a lifesaver, or a huge distraction. A lovely spiky ‘koosh ball’ may help the student holding it stay with the group, but distract four or five others around them. Consider less ‘exciting’ options first. For some students, a piece of Blu Tac or a paperclip does the same job with far less distraction to others.

Weighted products also tend to be less distracting for peers. That is, a weighted lap pad to lie across the legs, which is easily moved from desk to mat. In my experience they are more effective than a weighted vest, but both are worth trying if your child is one who loves deep pressure.

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In short, there are lots of reasons why students fidget, and no ‘one size fits all’ solution. It’s important to consider the whole environment and what is an acceptable intervention for the child, their teacher and the class as a whole.

There are many commercially available ‘sensory fidgets’ available, but first we need to know if that is actually the reason the child is a wiggle worm!

Robyn Duregger - Paediatric Occupational Therapist and Clinical Director North Coast Therapy www.nctherapy.com.au www.facebook.com/nctherapy

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AUTUMN 2016

17

for

Schools

Seating Options

LEARNING IN THE CLASSROOM Feature

2

I wish our school had...

1 Pedal Desks Kids need to move.

It’s been proven and discussed endlessly, and yet, we are seeing less and less movement in our daily lives and more and more children who have weak core strength, poorly formed muscular structures, nervous energy and inability to concentrate in the classroom.

Pedal Desks look like ordinary desks from the top but work so differently underneath – allowing children to employ purposeful movement to help them to focus, concentrate and stay on task.

Pedal desks are fantastic for children who need movement, who have a diagnosis, are kinaesthetic learners and for anyone who could do with a bit of extra movement in their day.

Elizabeth Richards are the sole distributors of Pedal Desks in Australia. www.elizabethrichards.com.au

2 Sit’n’Gym Ball Chairs Sit’n’Gym Ball Chairs are widely used in European kindergartens and classrooms. The Sit’n’Gym encourages dynamic sitting through gentle body movements that improve blood circulation, increasing the child’s attention span, which is conducive to better learning.

Great for those kids who can’t sit still, Sit‘n’Gyms are designed to allow children to move around and get the input that they need without disturbing other children.

Children become alert and focussed when using these chairs. The Ball Chair Sit’n’Gym also promotes proper body alignment for better posture.

Adults can use the Ball Chair Sit’n’Gym as an alternate chair when working at their desk and it can also be used as a regular exercise ball. The super strong latex-free vinyl material is surface-washable and the legs stabilise the ball when not in use so it doesn’t roll away.

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3 NeoRok Stools The NeoRok™ Stool focuses specifically on… movement.

The unique, rounded base design allows a student to rock and tilt in all directions. Gentle movement forward, backward or side-to-side provides a calming effect that improves focus and encourages learning. While especially designed for fidgety, active learners, all users will benefit from the added stimulation and comfort. Choose from 12”, 15”, 18” or 20” heights. NeoRok offers vibrant, fresh colours and is the perfect solution for active learners from age 3 to adult. NeoRok stools are Greenguard Gold Certified with a Limited Lifetime Warranty.

4

The ErgoChair™

Designed by Physical Therapists, the ErgoChair is a simple yet ingenious chair that enables the body to sit up correctly, thereby strengthening abdominal muscles, back muscles and overall core stability. Ideal for teens, the ErgoChair permits movement while sitting. Ideal for core training as well as for those with ADD, DSI and Autism.

ErgoChair is lightweight and measures 27”H (68cm).

5 Kneel N Spin Desks The twisting motion is a common natural movement among the younger children, with or without these desks!

The smooth spinning of the seat pad allows the student to achieve a level of control over their learning environment – which makes the student more comfortable and ready to learn.

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AUTUMN 2016

LEARNING IN THE CLASSROOM Feature

Eye-gaze Eye-gaze technology enables a person to use eye movements to operate a computer or tablet. An Eye-gaze camera tracks eye movements, which in turn controls the mouse on the computer screen.

The mouse is used to select items on the computer screen either by holding Eye-gaze for a set amount of time, referred to as ‘dwell’, by blinking, or by clicking an external button. Eye-gaze technology is also described as gaze interaction, eye tracking or eye control.

This type of technology is typically used by children and adults who have a significant physical disability, who have no speech or whose speech is difficult to understand.

Software that is controllable by Eye-gaze is available for a range of different uses, including simple games to help very young children develop visual tracking skills through to more complex computer control for users with advanced skills.

People use Eye-gaze technology to be more independent.

Users can generate written communication and voice output; access the internet and social media; and control the environment through infra-red beam, for example, to use their TV, telephone and music.

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AUTUMN 2016

LEARNING IN THE CLASSROOM Feature

Sunshine Coast Grammar – Sunshine Coast When involved in an action research project on the 21st Century Classroom a few years ago, Deborah Boustead, primary school teacher at Sunshine Coast Grammar, found that the modern classroom set-up had changed very little over time and that that was not of benefit to the students. She, working with a colleague, looked at how to construct a classroom to support the learning philosophies of the school and match activities with the workspace. Through analysing the research she came to discover that creating a variety of available spaces, with a variety of seating options could create a space that made for better learning for children.

Initially the school made the decision to trial the idea in one year level. They purchased stools to go with high tables, seats for standard height tables, vinyl splats to go with low tables and cookie pads that are flat on the floor.

They also tried out a table in the shape of a flower and kidney shaped tables for group times and discussions; and vinyl logs for children who wanted to lie down.

They ensured that they had enough chairs and tables for more serious tasks, including handwriting, that demand a more formal seating approach but loved that the classrooms could so easily be moved around and transformed to accommodate the learning plans. The only time, so far, that they have found they needed the more formal classroom set-up was when the year 3s had to write NAPLAN – and for that they moved out of their adapted room.

The school has quickly moved to roll out the plan through their grade 1, 2 and 3 rooms, with plans for a full school roll-out, and with adaptions made for the more senior levels and senior school. Some of the years are already experimenting with the furniture they already have available or are trialling some of the new equipment that has been purchased.

We asked Deborah what she thought the pros and the cons of the program had been:

Pros: The collaborative approach to learning that these seating plans foster is much more similar to the think tank model used in the work force.

It is great for learning how to problem solve and active learning, which is the teaching model the school is working to.

It is so flexible – so, while some children like to work by themselves and don’t find the collaborative approach works for them, the beauty of the flexibility is that they can easily have a desk off to the side when appropriate.

Some of the tables have a whiteboard surface on them and the children easily write answers down on them and experiment with ideas, knowing they can wipe them off when they are wrong. This has made them much more willing to take risks and experiment with concepts.

Cons: Some teachers have struggled with the concept and didn’t want to change their rooms so radically – they are trialling items instead.

Not all the teachers liked that the children didn’t have their own tidy trays as they were concerned it could be disruptive.

It’s less conducive to having a quiet classroom.

While there have been a few opponents to the scheme, on the whole the school has embraced the changes and the students love their new vibrant and exciting workspaces, and the approach to active learning that has gone along with it.

AUTUMN 2016

Flexible Seating Arrangements in the Classroom An Occupational Therapist’s perspective We spoke to experienced OT and Source Kids contributor, Robyn Duregger about her thoughts on flexible seating arrangements in schools.

Robyn has extensive experience working with a wide range of children requiring support both in her private clinic and within the school system and she has seen all too often children being provided with seating options or supports that are just not appropriate for them. The ubiquitous wedge cushion, usually inherited and sitting in a teacher’s store cupboard, that is so often pulled out whenever a child is fidgeting is a particular bugbear. Especially as the child is often not properly assessed and given a tool that is not appropriate for their condition and situation.

Children who are fidgeting can be doing so for a diverse number of reasons and fixing the problem with a ‘one size fits all’ approach is not doing them any favours.

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Robyn is concerned that when flexible seating options are available, small children will choose the seats near their friends, rather than the seat that best suits their needs. Especially as usually they have no idea what those needs even are. Teachers are not trained, and don’t have the time, to manage each child’s individual seating requirements. Children who are unable to sit still may be doing so because they are bored, need to use up some energy, can’t see the board or hear the teacher properly or because they have weak core strength.

Here, it seems, that once more, we have come back to the Utopian ideal of every child being catered for individually, so that their seating requirements are understood and managed. Supporting a child who has weak core strength in a chair with a good back and sides, or providing a ball chair for a child who needs some movement are both great solutions for a fidgeter – if they are handed out appropriately.

Robyn likes the idea of the Pedal Desk – especially as they provide children with the option to pedal as necessary, while providing a good solid base to write on and adequate back support.

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AUTUMN 2016

Lunchbox

Treats

Packing the lunchbox. It has to be one of the trials of modern man (or mum). I know it is a pretty first world issue, but when you’re dealing with food allergies, you’re time poor and you want to try and make sure that the food you pack is actually eaten it can feel like a challenge. Here are some treat ideas that your kids are sure to love.

Fruit Roll-ups So much healthier than the ones you buy pre-packaged and very easy to make.

You will need: • 1 ½ cups fruit puree and one baking mat.

Cut up, peel and core your choice of fruit (mango and peach, or berries, or pear and apple for example and you can also use spices like cinnamon or vanilla) and pop into a saucepan on the stove top; Cook slowly until the fruit has softened and come together; Push through a sifter if you want get rid of any pips (if you’ve used berries or kiwi fruit), Smooth out onto a baking mat or a baking tray covered in baking paper (make sure you have oiled it well or the fruit will stick).

Put into the oven on its lowest setting, or out in the sun (if it’s a hot day) for 5-8 hours.

If you are using the oven you need to leave the door open slightly.

Once it’s dry (it will feel tacky) it’s done.

Slice into long strips with a pizza cutter and roll with baking paper while still warm.

You can store them in an air tight mason jar for a month – but I doubt they’ll last that long.

AUTUMN 2016

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No-bake Chia Seed Muesli Bars The best bit about these no-bake muesli bars? They have no nuts in them and so are perfect for children with allergies and nut-free schools!

You will need: • 1 cup rolled oats • 1/2 cup desiccated coconut • 1/2 cup white chia seeds • 1/2 cup sunflower kernels • 1/2 cup pepitas • 1 1/2 cups puffed brown rice • 1 cup sultanas • 100g butter • 1/3 cup golden syrup • 1 tablespoon brown sugar • 1/2 teaspoon of vanilla essence Grease and line a baking tray (16cm x 28cm) with baking paper, leaving extra paper over at each end of the tray.

In a heavy frying pan, toast the oats, coconut, chia seeds, sunflower kernels and pepitas, stir continuously until the coconut turns golden. Transfer to large bowl and set aside to cool.

Once cooled, add the sultanas and puffed brown rice.

Cook butter, golden syrup, vanilla essence and brown sugar in a small saucepan over medium heat, stirring continuously until sugar dissolves. Bring to the boil and reduce heat to low. Simmer, without stirring, for around 6 minutes. Drop a little of the mixture into a glass of really cold water and if it forms a soft little ball, it’s ready.

Remove immediately from the heat and add to the dry ingredients. Stir and stir until all of the dry ingredients are thoroughly coated.

Spoon the mixture into the prepared baking tray. Use a large metal spoon to press the mixture down firmly. Cover the ingredients with the flaps of baking paper and press down further with the metal spoon. You want to make sure it’s packed right in there!

Add the second baking tray to the top and press down firmly. Keep the trays together (the top tray is like the lid!) and pop into the fridge for at least 30 minutes. Take out of the fridge, remove top tray, pull out the muesli slice from the bottom tray using the baking paper and put onto a cutting board to slice up.

The muesli bars will keep in a baking paper-lined, airtight container for a week. Or wrap each slice in al foil, pop into a plastic ziplock bag and into the freezer for around 3 months. Take out individual bars as you need them.

This recipe was created by Maxabella of www.maxabellaloves.com.au And if all else fails …

Because, you know, life. Some days you just don’t have the time, energy or inclination to be making treats – no matter how good your intentions are.

Pop in a bag of Bellamy’s snap-dried apple snacks. Perfect for kiddos who are still learning to manage foods as they melt in their mouths. They have no added sugar, are 100% fruit and organic.

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AUTUMN 2016

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Occupational Therapy Tips:

Steps to Drinking Independently Learning to drink can be tricky (and messy!) for all children. It can also be confusing for parents to know what age is suitable for changing from bottle to sippy cup, to open cup. Should babies transition direct from breast to bottle or to a valve sippy cup?

It’s okay; hang in there. Here is some background, and some guidelines, to help you develop drinking skills with your preschool child. And, if your child has special needs, these guidelines may also give you some new ideas to try to support drinking with older children.

Skills for drinking start developing immediately after birth.

The amazing skills newborns show for breast and bottle feeding is the first step in developing drinking skills as a toddler and pre-schooler. From 2-4 months, an infant can move their hand towards the breast/bottle while feeding, showing their first interest in drinking. By 6-9 months, babies can hold a bottle with both hands and use a cup with help. 12-15 month olds can hold a cup with both hands and take a few sips without help. 15–18 months can typically suck with a straw.

For each of these stages, the infant/toddler is using an amazing amount of coordination of not only mouth muscles, but also postural and sensory processing skills to be able to drink (and eat). If a child is struggling with developing drinking skills, referral to an Occupational Therapist or Speech Pathologist may be recommended to help problem solve IF there are any underlying developmental issues that are making drinking difficult.

They will help problem solve if any of the following are impacting on independent drinking skills or drinking development: • Postural skills – is your child able to sit up strongly in their chair while drinking? If they are not able, do they need postural supports to assist in good posture for drinking or do they need a reclined chair to reduce the demands of sitting up?

• Balance skills – does your child feel safe and secure in an upright sitting position? The best sitting position to reduce the balance demands of sitting is to sit with their feet well supported in their chair or high chair. Have you ever tried to sit on a bar stool for an hour? The balance demands of not having your feet well supported is tiring and if your balance is poor, sitting is really difficult.

• Upper arm coordination and strength – once we are sitting well, we can reach out to our cup and try and pick it up, maintain a hold and try and move it towards our mouth.

Wow! Now that we have the cup/bottle/sippy cup near our mouth, let’s try and drink!

Top Five Tips to Support Drinking • Check that your child’s posture is well supported.

Make sure their feet are resting on highchair foot plates, or put a stool or box under their feet. For toddlers sitting in a booster seat, bring seat to the very front edge of the seat and put a pillow behind booster. Their knees need to be at a 90 degree angle.

• Choose a suitable ‘cup’ that your child can currently manage with, whether this is a bottle, sippy cup with valve, straw bottle, sippy cup with no valve, or open cup.

• Experiment with how well they can hold the cup. Do they need two handles, one handle or no handles to hold the cup?

• Support your child from behind. Help them hold the cup if needed and gradually reduce your help.

• Be encouraging. Say “You can do this!” or “You can try this”.

If you are concerned about how drinking skills are developing, ask your child and family health nurse, doctor, occupational therapist or speech pathologist. Reach out to someone and they will be happy to help.

For more information on supporting eating and drinking, see Deb’s Free Tip Sheet here: www.lifeskills4kids.com.au/ wp-content/uploads/2014/10/Tip-Sheet-8-How-to-helpfussy-and-problem-eaters.pdf Deb Hopper - Registered Occupational Therapist (BHlthSc (OT) CSturt; MHlthSc (OT) Syd.)

Occupational Therapist at Life Skills for Kids and Abilitations www.lifeskills4kids.com.au www.abilitiations.com.au

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AUTUMN 2016

Reflo Cup RRP $16.95 Flexi Cut Cup RRP $9.00

The smart alternative to sippy cups.

A great transitional tool for children to learn to drink from an open cup. An insert controls the flow anywhere along the cup’s rim or any angle, no big spills to worry about.

This flexible cup stimulates the corners of the mouth to facilitate lip closure and allow a child to drink without head or neck extension.

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Podee Bottle RRP $32.00 A hands-free option, allowing upright feeding to help greatly reduce ear infections and colic. It helps with infants who have challenges.

An adaptive flow system allows management of pace and flow.

DRINKING

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Products

Nosey Cup RRP $18.80 Designed for comfort and convenience. A special cut out helps to maintain proper head and neck positioning when swallowing.

Aidacare www.aidacare.com.au

Sip Snaps RRP $24.95 These silicone lid SipSnaps stretch over any cup in your home and come in two great styles including the TOT with a chew-resistant spout or the KID style with straw. The SipSnap styles are a great way to transition your child from a bottle or sippy cup.

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Insulated Bottle RRP $28.95 Made from Stainless Steel, it is double-wall vacuum-insulated providing 8 hours of insulation in all conditions. The Cheeki bottles are made from premium food grade stainless steel and contain no inside linings.

Cheeki www.cheeki.net.au

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AUTUMN 2016

Lite Cup RRP $19.95 A non-spill sippy cup with integrated night light.

Perfect for independent free drinking, a circular valve allows free flow whilst preventing spillage.

It includes a light sensitive LED light unit providing comfort and ensuring the child can find their drink.

Dysphagia Cup RRP $110.90 The design of this cup helps prevent liquids from escaping at the lips and directs the liquid to the centre of the mouth, with an extended handle to assist gripping.

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Available from Aidacare www.aidacare.com.au

ARK Bear Btl RRP $14.99 Fun and friendly way to make drinking easier for beginners or children with oral motor difficulties. The straw encourages tongue retraction, cheek tension and lip closure. It has a unique valve that controls the direction of fluid up and does not flow back down.

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Safe Straw RRP $138.05 A volume limiting drinking aid. It provides a limited bolus size by use of a fluid chamber, one way valve and a float. It alleviates the task of manually controlling volume intake and assists with the prevention of aspiration when drinking fluids.

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AUTUMN 2016

Sporty Kids

“It is vital that all members of the community have access to these experiences and that ability is not a barrier.

“Football is incredibly accessible for individuals of all abilities with little modification required. Often all that is needed is a ball, a space to run, walk or wheel around in, and a few willing participants!

Soccer

“Football promotes a healthy and active lifestyle, important for all members of the community, and as a team sport offers a fantastic opportunity to meet new people and have fun.’’

Soccer is one of the best team sports to participate in, especially for special needs children, because it is fairly simple and doesn’t require a lot of equipment.

And when it comes to therapy for different disabilities and conditions, exercising and developing motor skills can assist with the improvement of social and cognitive skills - plus, it’s actually a lot of fun for participants and parents alike.

There are many programs offered around Australia for varying levels of soccer - and it’s pretty easy to get together a small group and start up some sporting sessions of your own too.

Football Federation Victoria (FFV) CEO Peter Gome says soccer - or football as it is known globally - is known as the ‘World Game’ for a very good reason.

“It is accessible to all,’’ Mr Gome said.

“We promote our traditional game and provide many adaptations to ensure anyone can play anywhere and have fun.”

Integrating people with special needs into mainstream sporting organisations brings benefits all around.

“Sport offers undeniable benefits to its players, including improved health and well-being, community engagement and even career opportunities,’’ Mr Gome said.

Thousands of people with disabilities take part in club soccer activities across the nation.

In FFV alone, 226 clubs reported having at least one member with a disability, with 815 players with disabilities registered at the end of 2015. More than 1200 special school students also participate in football programs during the year.

Mr Gome says many clubs have supported players to integrate into their mainstream teams.

“Where this is not possible, or when children or adults wish to play with those of similar abilities, players are able to join specialised programs currently offered at 15 clubs.

These clubs offer a range of programs, including Blind and Vision Impaired Football, Wheelchair Football, 7-a-side Football (for those with Cerebral Palsy and other physical impairments) and programs for participants with Autism and Intellectual Disabilities,’’ he explains.

“Competition pathways are strengthening in disability football, with a new Blind Football Competition launched in partnership with Blind Sports Victoria in 2015.’’

Special needs soccer is further gaining momentum with Football Federation Australia supporting the National Paralympic 7-a-side Football Championships in 2016.

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AUTUMN 2016

St Ives Football Club has been running a special needs program since 2004, aimed at children with intellectual disabilities, Autistic Spectrum Disorder and Down Syndrome.

Spokesman Rob Fry says five years old is a good age to begin, although all children are very different and some need to be older.

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Special Olympics program to find out about programs in your area.

Sports Inclusion Australia (formerly AusRapid) can also help link people with a disability to mainstream sporting opportunities, working in partnership with State and National Sport Organisations to assist them to be inclusive of people with a disability.

At St Ives, a set of rules has been developed to provide one-on-one guidance to the participants as they play.

Each player will be allowed to have a chaperone on the field to assist and direct the player - once familiar with the play the player will become less dependent on the chaperone until able to play independently.

Rob says the aim is to make it a very relaxing and happy environment and not all about winning.

“We just want to see nice big smiles on the kids’ faces,’’ Rob says.

“There are plenty of examples of children who have blossomed as a result of taking part,” he says.

“One was a young girl who played for a couple of seasons, a small game each week, and she scored a goal unassisted - I still can see the smile on her face. It was a very special moment after two years of trying,’’ he recalls.

“Another was a little boy who played mainstream soccer before he started with the special needs program. He loved soccer but was getting frustrated because he wasn’t as fast and his reflexes just weren’t the same as the other kids. Now he is scoring goals and passing the ball to his team mates and just loving playing as part of a team.’’

But, if taking part in an official program isn’t for you, or your child still seems too young, here are some tips on how to start teaching your child the basics. Depending on your child’s physical abilities and understanding, you can start these with children as young as two to three years old.

- Start by simply just kicking the ball back and forth with a parent, therapist, or coach. When your child is confident enough, encourage them to try kicking back and forth with another child.

- The first skill to learn is to `trap’ or stop the ball and then kick it. After that, children can be taught to dribble, or lightly kick the ball while walking.

- Set up a goal and practise kicking a winning score!

- Add more children and lead drills such as follow the leader, zig zagging through cones and kicking back and forth to different people in a circle.

For a more structured approach, contact your local state Football Federation Australia-affiliated organisation or the

Ben in Profile Name: Ben Roche, Melbourne.

Age: 27.

Condition: I was born with cerebral palsy (right side hemiplegia) which meant facing a range of obstacles but that actually threw a lot of opportunities my way.

Passions: I love spending time with my wife and son, travelling and being outside.

When did you start playing soccer and why?

I first started playing football at 6 years of age. I joined the Pararoos at 12 and have competed since.

What do you see as the benefits of playing soccer and what advice would you give other people with special needs?

Apart from keeping fit and healthy, it’s a great way to make friends, improve my ability and push the boundaries of my disability. In terms of advice, don’t be afraid to be honest with everyone from the start and give everything a go. We may have some special needs but we also have the power to do anything we set our mind to as well as change people’s perceptions! It’s important we open opportunities for everybody. Once these doors are open we keep them open.

What has the highlight of your career been to date and what are you working towards?

There’ve been some awesome highlights during my time playing: from scoring four goals against Spain to winning a silver medal at the Fespic games in Malaysia.

There’s nothing better than sharing those moments with mates. I’m currently in training for a tournament in Denmark in July. It takes loads of dedication and an awesome family by my side supporting me.

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AUTUMN 2016

outdoor play Feature

Playing Around Outdoors

Running around, free as a bird, arms outstretched like an aeroplane. Swinging high – as high as you can go – ‘higher, mum, higher’. Hitting a cracker of a shot with the bat and racing, as fast as possible, trying desperately not to be out. Being a pirate in a fort. A princess in a castle.

Mud pies. Water fights. Catch.

Playing outside is one of the undeniable joys of childhood.

Of course, it’s not exclusively for children, but it’s funny how often when playing outside as an adult, we say something like “I feel like a kid again.” It is the epitome of an idyllic childhood: being free and innocent, when the only responsibility was to be back before dark.

And yet, for so many reasons, children today just don’t play outside like we did.

There is the safety aspect: Parents are concerned about keeping their children safe in a way that just didn’t seem to be prevalent a generation ago. Helicopter parents hover over their small children in the park, concerned that anything they are unable to manage themselves will cause untold physical or emotional damage. Children aren’t allowed to just play on the street outside their houses: there are too many cars, too many potential abductors, too many bullies. There can also be some very real safety concerns with children with a number of diagnoses and a lot of parents have genuine anxieties regarding allowing their children to play in the playground: ‘Will he bite? Will she run away? Will they climb too high and fall?” It can also be tricky to manage the logistics of an outdoor excursion and that unfair feeling when all the other kids are participating in a game that your child can’t physically access.

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AUTUMN 2016

There is the technology aspect: There isn’t just one TV in the house with a couple of channels anymore. Even the youngest of children are plugged in to their mobile devices and often never get into the habit of finding their entertainment away from what is delivered on a platter. They don’t really know how to play an unstructured game and they don’t care to learn.

There is the ‘everything costs more’ aspect: Most people have to rely on two incomes to support their family, which means that lazy afternoons after school or days during the holidays, with Mum pottering in the kitchen while you and your mates lurked around complaining you were bored and making up entertainment, are a thing of the past. Parents are at work.

Children are in structured after-school and vacation care programs. And even if they aren’t, the Aussie standard massive backyard is also going the way of the dinosaur, with blocks shrinking and houses increasing – leaving not much space for the backyard game of cricket.

There is the ‘it must be a scheduled activity to count’ aspect: Violin, dancing, karate, swimming. If it’s on and there’s an opening, your child is going. There is no way he is missing out. Besides, he is so musical and he doesn’t like sport much so he needs something like Karate so he doesn’t get teased.

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And between the activities, and the care, and school, and homework, and catching up on therapy it doesn’t seem so terrible that the bit of downtime that they do have is on their device. They love it – and let’s be frank here – it is a convenient way to keep them entertained and safe while you make dinner, get some laundry on, try to have a three sentence conversation with your partner and check Facebook. Much easier than having to force them outside and then stand around and supervise them, because, you know, outdoor dangers.

So, were we just misguided back in our day? Did we just think the outdoors was so great because we didn’t have anything better to do? Should we just accept that it’s about as relevant to today’s life as the VHS and move on?

Is there any actual value to getting outside?

The Importance of Outdoor Play Physical activity: Our bodies are made to move. They need to move in purposeful ways every day to build strong muscles and skeletal structures that will carry us around for all our days on this earth. It doesn’t really matter what platform we have to begin with, encouraging muscles to work, to perform physically, is essential. The outdoors provides a perfect environment to practice emerging physical skills in a fun environment. Let’s face it – it’s easier to move around

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outdoor play Feature

outside. There’s more space. And less chance of knocking the statue that nana gave you as a wedding present off the mantelpiece. And it’s much more fun. Any person who spends an hour a day slogging it out on an indoor treadmill is going to be able to confirm that. Lots of our children do not have the physical strength or capability to run around, but that doesn’t mean they can’t race around in their chair – independently or aided. Or be placed into a swing and work on their core strength while enjoying the sensations.

Or be helped into a specially designed cubby to participate in the fort game. (See our tips for great ideas on how to incorporate your child’s therapy into their play time.)

One of the major health issues of our time is obesity and a sedentary lifestyle, along with poor diet, can contribute to this. Allowing the opportunity to play outside and move around can provide children with a fun way to exercise without thinking it’s a four letter word.

Sensory explosion: Children raised on a diet of video games and television only really exercise their visual and auditory senses while playing. Outdoor play opens the possibilities to really experience the smell of freshly cut grass, the feel of a smooth pebble, the taste of the metal on the slide (let’s not get too idyllic here). Allowing all five senses into play creates a fuller and more satisfying experience for the brain and a more thorough understanding of the world around them.

It’s great for their – and your – health: Fresh air. Breathe it in. It’s just not the same indoors.

Allowing yourself some downtime to enjoy your children, in the outdoors, with a little sunshine on your back is great for your mental health, builds the relationship between you, creates memories and gets in a healthy dose of Vitamin D (just remember to be sun smart). It can be hard to stop; put the never-ending list of chores and obligations to one side, and be really present with your child but even if it’s only for a short amount of time, your relationship and mental health will benefit. If it is impossible for your brain to switch off, perhaps you could try scheduling the time into your diary – that way it is an actual ‘legitimate’ activity and not just a quick skive to feel guilty about. If you run around, lift, swing, play and laugh your endorphin lift will make you all want to come back for more.

Sleep … sweet, sweet sleep: It wouldn’t be an article by me without sleep being mentioned at least once. Physical activity tires kids out so much more than sedentary play. Having the opportunity

to work – and tire – their bodies out should definitely go a long way to helping your child have a better night’s sleep.

Time outdoors during daylight hours is also essential for the proper working of the Pineal gland, which regulates sleep.

Learning through play: Children playing together outdoors tend to work out games, make up rules, and learn about teamwork and sharing in a fairly autonomous environment. Even if your child requires a fair amount of support, they can still be left, with you watching on at a careful distance to enjoy a little freedom and personal responsibility. Children being children together creates a very different dynamic to the one set up when adults are involved and they often enjoy that little bit of independence. Usually the Lord of the Flies isn’t re-enacted. If you are concerned about your child’s behaviour and how they manage in informal social settings, check out our behaviour management tips.

Building self-esteem: Managing to sit in the big kid swing, touch the sand in the sand pit, play with the other kids, walk on the balance beam, climb the stairs to the slide: it doesn’t matter what your child’s physical goals are, achieving them makes them feel good about themselves. Playing outdoors creates the opportunity to practice and try things out until your child can manage them without the pressure or expectation often felt in a more formal therapy setting. Your child managing their first ever trip down the slide or climbing up a tree, or walking from their adaptive stroller towards the swing is an incredible moment – for you and for them.

Contact with Nature: Contact with nature reduces stress, can lessen symptoms of ADHD, is helpful for those suffering from anxietyrelated disorders and is an incredible learning platform. It also enhances creativity and cognitive ability. Introducing children to the outdoors and nature can open the dialogue for all sorts of new enquiry and exploration. They can also begin to see and experience first-hand how the world around them works: how the leaves change colour as it begins to get cooler and autumn approaches and then fall off the tree when its winter – and how those leaves start to feel different from the fresh green ones of summer.

Playing outdoors certainly is worthwhile and can be a wonderful experience, too. It doesn’t have to be a massive event – and you can structure it to fit into your life. Just remember how much fun you always used to have and push that swing higher, Mum (or Dad)!

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How to make Physio fun outdoor activities Playing outdoors is a great way to get through your physio requirements checklist and have a great time with your child at the same time.

Having fun at the playground, or in your back yard, or at the beach, or out and about together can distract your child from the fact that they are actually ‘working’ and make the whole process an enjoyable one. Well, that’s the plan, anyway.

What to do The swing Core strength galore. The supportive seat fits children much larger than the age they are intended for and can help prepare your child for the rigours of the open back swing. Once your child is too big for the ‘baby’ swing at the playground, you can either work on managing the ‘big kid’ swing – which really is a fantastic core strength workout or otherwise investigate the possibility of getting an adaptive swing for your at-home playground. If you are planning a Cubby Central cubby house, you could look at having a swing attachment added.

The slide Practicing climbing up those stairs, while holding on to the handrails is fantastic for those kids who are still mastering their stair climbing skills. Once you both get to the top then the reward is sliding down!

This is another fantastic addition to the home playground that will get no end of use.

Manage the different surfaces Our local parks have bark around the play equipment and then grass in the seating areas.

These different surfaces are great for new walkers and for learning balance and dexterity. Walking onto the soft sand at the beach, then the hard wet sand at the edge of the water and then finally the sloshy sand in the water is a great workout for legs.

Climb a tree Climbing, pulling up, using arm strength and balance.

Tree climbing has it all. It is also daring enough to distract kids who may not like the physical aspect of physio from the hard work their body is doing.

Go to a boardwalk Bike, scoot, rollerblade, run - a long, straight stretch to go as hard and as fast as you can. I bet your kid will want to race you. Wheelchairs welcome.

Go to the zoo It’s amazing how much walking practice someone can get in at the zoo. And standing on tip-toe practice.

And climbing up stairs practice. The animals are a wonderful distraction and motivation to get moving.

An ice-cream as incentive doesn’t hurt, either.

Go swimming Whether in a pool or at the beach, swimming is an incredible all over exercise that will make sure your child is working their entire body to the best of their ability – at their level. Swimming at the beach has the added benefit of the sand, to work feet and leg muscles. Try squatting down in the sand to make a sandcastle for a gross and fine motor skill session double whammy.

Call a friend If you meet a friend at the park – and they bring their child or children with them, then you can have a coffee together and the children can play with each other.

Children often encourage each other to try new things out and your child may find themselves managing tasks they didn’t realise they were capable of.

Take a ball along, and a bat, and some stumps A game of cricket, whether on the lawn, at the park, or on the beach is a wonderful way to play a game as a family and get in masses of incidental exercise and at least three lots of therapy sessions worth of activity (that may not be a scientifically measured fact).

You’re throwing, you’re catching, you’re running: it’s all going on. If you’re not cricket players, try baseball, or rounders. They are all easily adapted to anyone’s needs or capabilities and you can support your child so they can participate.

Get out the chalk and play hopscotch Draw the court on your driveway or pavement and hop along. You can make the court as easy or tricky as you like and you can stand behind your non-jumper/ hopper to help them get some lift-off if necessary.

As their skills improve, the court can become more challenging and they will be able to see their progress.

Go horse-riding, or surfing, or sailing Every issue we cover a wonderful organised sport that children with a disability can participate in because of incredible organisations that tailor programs especially for them. Having the opportunity to use their bodies to the best of their abilities is such an enjoyable and worthwhile experience for everyone involved.

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outdoor play Feature

The Playground

is a Classroom of Life 1 All unwanted behaviour is a result of anxiety first.

2 Anxiety is a result of a person not feeling like they have

Observing a playground full of children, it does not take long to identify a similar feel to a hospital and even an airport. How you may ask? Three vastly different places, how could they possibly be similar? Simple, all three places are filled with emotions of varying intensity from one spectrum to the other – complete sadness for some yet overwhelming joy for another; all in one place.

the skills to respond to a part of life they have been presented with.

3 A person’s body is simply a form of communication. From

In the playground we hear the giggles, laughter and squeals of delight from some, yet can feel the total despair, sadness and even frustration and anger from others. Why the extreme? In the hospital and airport as some say goodbye while others say hello to loved ones the polar emotions seem understandable. But a playground: is it not our picture that playgrounds are fun for all? If so, then why the tears, why the frustration and why the tantrums?

Funnily enough the playground could actually be viewed as a school. No, there are no academics or formal teachers, however the playground is without any doubt a school of life. The playground is filled with countless opportunities for children (and their parents) to learn and develop new skills to respond to the demands of life.

No matter what behaviour looks like, it is happening for a reason. Before we change behaviour we must first understand the reason for behaviour. We know that every tantrum, feeling of frustration, anger, sadness etc. is simply a person’s way of communicating how they are experiencing life.

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our body comes our: • Behaviours • Word s • Thoughts • Feelings

4 Sometimes what the body expresses is thumbs up (i.e.

wanted behaviours, words, thoughts and feelings) and sometimes what is expressed from the body is thumbs down (i.e. unwanted behaviours, words, thoughts and feelings).

5 A person’s body must never be judged, rather understood.

6 To understand, we need to ask: “I wonder why that

unwanted behaviour, word, thought or feeling is being expressed?”

• I wonder what part of life the person does not feel like they have the required skills to respond to?

• I wonder what skills this person would benefit from developing to help them change their own experience of life to be one they feel more equipped to respond to?

Hence, once a person has the required skills to respond to life, we know their body will express wanted behaviours, words, thoughts and feelings. Thus the tantrums, frustrations,

Supporting true and lasting behaviour change through:

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AUTUMN 2016

withdrawals and tears of despair etc. in the playground are simply the child expressing: “There is a part of life I don’t feel like I have the skills to respond to. Please help me develop the skills”.

What if we approached the playground in the following way?:

7 Others kids think they are better then me and I don’t like.

8 I don’t like making mistakes.

9 I’m not yet ready to leave, but you are saying its time to go.

1 Let me identify the parts of life my child may benefit

10 I’m not very good at identifying what my body feels like

2 I will help my child develop the skills so they feel

11 Sometimes I’m having so much fun in my play that I

from learning skills to respond to and then;

equipped to respond to life.

when I need a break and need to come and sit out for a rest. Please help me learn this. don’t realise I need to go to the toilet.

The list of life lessons the playground classroom presents is endless. Some include:

1 Initiating, continuing and ending an interaction with another child.

2 Other kids not doing what I want them to do.

3 There is a pre-existing group or game and I want to be

12 Lots of things don’t happen the way I want them to and I get lots of smashed pictures.

Once we identify the parts of life a child is struggling with in the playground we are able to support them to develop the skills.

4 There is a big line up for the swing but I want my turn

Once a child feels like they have the required skills to respond to whatever the playground is presenting you will see the signs of enjoyment increase in this classroom of life and thus the rollercoaster of emotions will disappear.

5 When I win I like to let everyone know. How do I win

You as a parent are a forever teacher of life to your child, your life student.

6

Tanya Curtis Behaviour Specialist - Fabic

included. How do I do this?

now. How do I wait? tactfully?

I hate losing. How do I lose graciously?

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AUTUMN 2016

outdoor play Feature

Product review

Cubby Houses Having a cubby house in the backyard is surely every child’s dream come true.

A fort one day, a castle the next – you can have tea parties, make a den, disappear from the world and dream away. The Secret Seven had one and look how many mysteries they solved.

Of course, the problem if you have a child with special needs is, how will they access their special hideaway? How can you make it safe?

How can it work to maximise your child’s abilities and minimise any risks? You have it custom-made, of course! The team at Cubby Central will turn your cubby dream into reality. While they have literally hundreds of samples of previous cubbies for you to use as a starting point or inspiration, you can go to them with an idea, a picture, measurements, specs, and even a list of requirements and they will make it for you.

If you have a child in a wheelchair, or a child who climbs and needs smooth walls and edges of a certain height so he can’t fall out, or a child who needs a climbing wall, or someone who needs a sensory environment in the cubby – they can do it. With a massive list of accessories and no restrictions to their build, your only limit is your imagination.

Cubby Central has a small showroom in Victoria but they also have a comprehensive website and are incredibly helpful over the phone. They will deliver Australia-wide and can provide installation in Victoria and NSW. The cubbies are removable, freestanding and because they can be customised to provide the most brilliant therapy disguised as fun, there is funding available to assist with the purchase costs. www.cubbycentral.com.au info@cubbycentral.com.au 03 5941 1261

Made

ve

th Lo Wi

Menti on and re Source Ki ds ce 10% d ive a isc on all cubby ount * * Disc ount is house for Ap s ril/M ay 20 16

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• Delivering to Melbourne Metro and beyond.

• Your child’s happiness is our number ONE priority • Interest Free Payment Plans.

• Funding available for use – we can tailor our quotations to suit requirements for funding whether through the end user or through the funding provider.

www.cubbycentral.com.au • info@cubbycentral.com.au • 03 5941 1261

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Day Programs The fantastic feeling of accomplishing a difficult task at work or learning a new skill is something many people take for granted.

Mary says that when it comes to education and employment, every special needs client has their own interests, abilities and skills.

But for the country’s four million people living with varying degrees of disability, they’re achievements that can’t be understated.

“We work with each person to identify the best ways to develop and enhance theirs, and connect with local options in the community to achieve this,’’ she explains.

Hundreds of different day programs operate around Australia to help do just that.

“For example, when there has been strong interest in technology, and developing computer literacy skills, we have developed relationships with local community-based skills programs that have seen participants not only develop the skills they’re looking for, but build personal relationships and engage with their communities.’’

Some of the programs are solely focussed on employment, with one of the priorities of the National Disability Strategy 2010-2020 being to increase job opportunities for people with a disability.

The government has recognised that there are many very successful people with a disability already working in Australian industry and many more want to work.

It says the positive effects of having a job include: -increased standard of living -improved health -increased skills and knowledge -increased confidence and self-esteem -increased independence.

And it’s a win-win situation for the employer and employee with those who take on staff with disabilities often reporting that it improves the morale of other staff in the business.

Employers also have access to financial assistance and expert confidential advice from JobAccess as well as free recruitment services from Disability Employment Services, Job Services Australia and Remote Jobs and Communities Program providers.

Louise Ross, general manager of communications at Lifestyle Solutions says day programs work best when they focus on supporting individuals to pursue and take part in activities that appeal to their unique interests and life goals.

“Day programs benefit the people we support who are living with a disability by building confidence and independence,’’ she says.

“There’s an extensive range of activities from sport, music, drama, dance and outdoor sports through to life skills.’’

Louise also offers the following advice: “when looking for a program, individuals can contact providers to see what they offer. To get started, simply ask a support worker, carer or service provider for a referral.’’

Deciding what to do post-school is a challenge for everyone special needs or not.

Life Without Barriers spokeswoman Mary Cassidy says making a decision given the huge number of options and opportunities for young people leaving school can be both exciting and overwhelming.

“We work with each person to identify the type of employment they may like to pursue or engage in, depending on their knowledge, skills and experience. We don’t provide an ‘in-house’ employment service, but rather look to support people to become job-ready, enhance their employability and connect and engage with potential employers. Once engaged with work, we continue to provide any support necessary to set up meaningful and long-term employment.

“We provide a range of in-house programs that assist with the development of job-ready skills, and promote the employability of individuals. For instance, our Veggie Box delivery service delivers fresh fruit and vegetables to local customers. This social enterprise offers clients the opportunity to be part of the customer service experience through the customer orders and deliveries.’’

Above all else, it seems the life lessons learned during extended education and employment is the biggest positive.

“The most important element of our support work for clients is building life skills, no matter what each person’s goals are.

This comes in an endless variety of ways, and is completely unique to each individual. We run group recreation programs from exercise to art, and our life skills programs can be anything from taking part in our Learn to Drive program through to independence skills, such as learning to use public transport, shopping and cooking,’’ Mary says.

“Some people really enjoy being able to come into our centre, but others – particularly a group of young people we were supporting – chose not to participate in centre-based programs and were becoming increasingly isolated. So we worked with them and their families to create a space they could call their own, and where they felt comfortable to learn and socialise among staff and peers, in order to build confidence to connect with the community.’’

So, it seems, one size definitely doesn’t fit all.

Given there are so many options available, Source Kids has listed a few helpful sites below to assist in the search (see the Great Resources breakout).

AUTUMN 2016

Fast Facts

Great Resources

Latest Australian Bureau of Statistics figures detail that:

National Disability Service

- There are four million people in Australia or 18.5 per cent of the population who have one or more disabilities.

- There are 2.2 million Australians aged 15-64 years (working-age population) with disability. That equates to 15 per cent of the working-age population.

- The labour force participation rates for working-age people with disability was 54 per cent, compared to 83 per cent for working-age people without disability

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National Disability Services is the Australian peak body for non-government disability services.

NDS provides information, representation and policy advice as well as promoting services that support people with all forms of disability to participate in all domains of life.

There are 990 NDS members operating several thousand services for Australians with all types of disability, with members ranging in size from small support groups to large multi-service organisations.

- The unemployment rate for 15-64 year olds with disability was 7.8 per cent, compared to 5.1 per cent for 15-64 year olds without disability

For a comprehensive list of service providers visit the NDS website at this link: www.nds.org.au/links

- Over one million or 50 per cent of working-age people with disability were in paid employment

Lifestyle Solutions advocates for and supports people around the country in creating lifestyle solutions that provide dignity and community, facilitating living options within the community that provide equality of access, choice and socialisation.

People with disability made up 10 per cent of the total Australian workforce.

Top Questions from The Australian Government Job Access program How do I find a Disability Employment Service provider?

The contact details of all the Disability Employment Service providers in your local area are available on the Australian Job Search website.

What is the Employment Assistance Fund? It provides funds to help people with a disability to improve their access to work. It can help with the costs of installing accessible doors, ramps, adjusting heights of switches, assistive technology, Auslan interpreting and disability awareness training.

Lifestyle Solutions

It has a great state-by-state breakdown of contacts available at the following link: www.lifestylesolutions.org.au/contact/Pages/default.aspx Life Without Barriers The national organisation celebrates the ability, strengths and diversity of people with disability, assisting with skill development, building community connections and among other things, provides community participation programs: www.lwb.org.au/disability-services/our-services-bylocation/

What are reasonable adjustments? Reasonable adjustment relates to a provision in the Disability Discrimination Act. For example, it is necessary to make reasonable adjustments to enable a person with a disability to have equal opportunity to be considered for selection, appointment, promotion, transfer and training.

WE’RE ALL ABOUT YOU Partnering with People with Disability

Across Australia we provide individualised services that are designed by you.

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Find out more about our personalised supports, services and programs, contact us today.

T. 1800 WE LIVE (1800 935 483) W. www.lwb.org.au We all share the responsibility for child safety

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AUTUMN 2016

Rare Disease in Profile

Rachael Watson

Rachael Watson has been on a mental and physical roller coaster for the past two years - and not because of her Cerebral Palsy. One day she was fine - ambulant and functional. The next, she was paralysed. The 24-year-old from Brisbane was diagnosed with GBS, a condition she had never heard of before.

She’s had to go back to basics, to learn how to move again - personally altering the GBS acronym from Guillain-Barré Syndrome to Getting Better Slowly as she motivates herself to endure hours of painful and difficult rehabilitation every day.

Rachael says she isn’t able to recall any early symptoms before she was struck down - her life as an early childhood education student and learn-to-swim instructor significantly altered overnight.

“I had some tingling then woke up paralysed and it got worse from there,’’ Rachael recalls.

“I had a delayed diagnosis and treatment and being in geriatric rehab didn’t help either. There’s nowhere for young people in hospital to go, so they put you in the geriatric rehab ward.

“It was unbelievably hard. Mentally it’s tough because you don’t know what’s going on, and everyone else around you doesn’t, and you don’t know what the next day will bring. It’s really frustrating when physically you want to do something but you can’t because of weakness.’’

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Guillain-Barré syndrome (GBS) GBS is a potentially life-threatening disorder where the body’s immune system attacks part of the peripheral nervous system. The first symptoms of this disorder include varying degrees of weakness or tingling sensations in the legs, often spreading to the arms and upper body.

Symptoms can increase in intensity until certain muscles cannot be used at all and, when severe, the person is almost totally paralysed, potentially interfering with breathing and, at times, with blood pressure or heart rate.

Most individuals have good recovery from even the most severe cases of Guillain-Barré syndrome, although some continue to have a certain degree of weakness - plasma exchange (also called plasmapheresis) and high-dose immunoglobulin therapy are used to reduce the severity of the disorder.

It can affect anybody at any age and both sexes are equally prone to the disorder - affecting about one in 100,000 people.

Rachael says the biggest challenge to date has been the lack of understanding about GBS and how best to treat it.

“Within Australia, there really isn’t much funding for support, so you’ve really got to do a lot yourself,’’ she says.

“You have to research and find information and ask questions, and don’t take ‘no’ for an answer until you get what you need.’’

Rachael says she is still a long way from being fully recovered - if that is indeed an achievable feat.

“I’m hopeful that with a lot of time and hard work, I’ll recover and be independent again,’’ she says.

But, the worst part, she admits, is not knowing what the future holds.

“The thought of not recovering scares me because I want to be able to be independent again and drive my car and work and graduate uni and rent a place. Oh, and travel the world!

“Yeah, I want to do a lot. I’m stubborn for a reason because when you’re a premmie and grow up with a disability and endure years of surgeries and therapies to gain function, only to have to start from scratch again, you have to be.”

It is not known why GBS strikes some people and not others and there is no known cure.

About 30 percent of those with Guillain-Barré still have a residual weakness after three years. About three percent may suffer a relapse of muscle weakness and tingling sensations many years after the initial attack.

According to the National Institute of Neurological Disorders And Stroke, scientists are concentrating on finding new treatments and refining existing ones.

Scientists are also looking at the workings of the immune system to find which cells are responsible for beginning and carrying out the attack on the nervous system. It says, the fact that so many cases of Guillain-Barré begin after a viral or bacterial infection suggests that certain characteristics of some viruses and bacteria may activate the immune system to react in an inappropriate way.

Rachael says a lack of adequate support is frightening.

“There’s a few great support systems but even they have limitations. I’m not holding my breath for the disability system within the government and both public and private hospitals, because it’s never going to be able to provide enough support for every individual in my opinion.

“Because it’s a rare condition, there isn’t much awareness and knowledge or even interest, therefore there’s not enough funding for research opportunities.’’

And her biggest wish for people with GBS? “I want awareness so that people aren’t so quick to judge because if they knew the process, they’d think twice about what they say,’’ she says.

“I want awareness so that people learn how best to support someone through a situation like this.

“I want awareness so that more funding and resources are provided and so that everything from the ground up can become accessible and inclusive.’’

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Special Needs

Key points Teacher physio

to remember

Name/names: Mrs Holt, sometimes Mrs Hot or Mrs Hulk and often just ‘Holt’.

How long have you been teaching for?

• My Accept the invitation (if your child wants to go!) first full-time teaching position was in a Prep-One

Ages you teach: Currently I am working with kinder-grade 2 students (4-7 year olds). I have taught mainly primary school age students with my favourite age group being kinder-prep (4-6 year olds).

in 1993 - just a little while ago. I did, however, have • room Ring the parent and do some gentle investigating. How many several ‘gap’ years, six inWhat all, when myare own children Is the children are attending? activities happening? were returned to part-time teaching when my park,little hall and or home accessible for your child’s needs?

What toilet facilities there,kindergarten. if required? Indoor rock climbing youngest child are started parties for example, are not fun if you can’t participate.

What is your philosophy?

Facilities mayteaching have modified harnesses and specialised instructors. A conversation with the host asking about this is I believe it is my responsibility to inspire students to best done a week before the event, not as you arrive at the question and learn, while establishing and developing venue! Let the host know if your child is super sensitive to independence, emotional harmony and the skills to be noises, allergic to latex or certain foods. life-long learners. My thinking and planning is always

• about Anticipate that your child might not need to stay the whole the student, their individual needs and required time.

Many for anyone is made memorable by leaving support.

I ama party constantly ‘seeking to understand’ behaviour before things turn ugly! Consider sleep times for your child or as I understand and believe strongly that behaviour is how much stimulation or party food they can cope with. This communication. is true for all of us!!!

• What Make sure that you can stay for the main event – cake cutting, is your favourite activity to do with the children? puppet show, face painting! Explain to the host beforehand • Any sensory play based activities i.e. sand, water, that you may not stay for the whole event.

bubbles etc.

• D on’t be a helicopter parent! Let events unfold and watch • T he excitement or the challenge to engage from afar. Often another parent or child will stepstudents. in to make suggestions about how games or activities might work better How do you support a special needs child to learn? for your child.

• • IMost of all – celebrate the event! am a problem solver. I like to ask the questions: “Why

that happen?”; “What happened just before?”; “How As did a parent of a child with special needs, you can be a great can we re-shape behaviours?” and “How can we change educator of other parents on how to make a party inclusive. outcomes for the betterment of an individual student

• P in the tail on the donkey/ rabbit might be done sitting down and for the whole group?”. or on a board that can be placed at different heights or on a wheelchair tray.

Maximise your child’s physical potential Maximise your child’s ability to live, learn and play. We can help children with: Toilet training; eating and dressing; fine motor skill and handwriting; learning, attention and behaviour. We support children with mild and complex needs.

We can travel to you and offer rebates through Medicare, private health and FahCSIA. Suite 6, Leve1 1 Kenmore Village, Kenmore QLD 4069 • Ph (07) 3378 9543 • Email admin@occtherapy.com.au • www.occtherapy.com.au

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Experienced managers of children with mobility issues, developmental delay or musculoskeletal and orthopaedic conditions. We focus on family centred practice and use commonsense and empathy when caring for our clients. Collaborative goal setting is an integral part of our service.

•Equipment & orthotic prescription •Fully-equipped rooms •Gym •Exercise and circuit classes •Hydrotherapy •Home & school visits

(07) 3324 2490 movementsolutions.com.au

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AUTUMN 2016

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What do you wish parents would tell you about their child at the beginning of the school year?

It’s important to know students quickly at the beginning of a school year. I usually have a short ‘fill-in the box’ type questionnaire for new families to complete. On this form I ask parents to fill in sibling and pet names/ages and the biggest section is for ‘other things Mrs Holt should know…’.

Knowing about eating and toileting routines are also important things to know asap.

What’s your favourite part of your job?

• Teaching children (through play based activities) is my one number passion and I’m lucky enough to get paid to do it. The sparkle in the students’ eyes and their excitement to learn is what it is all about.

Are there any toys/books/products you recommend?

I’m constantly searching out new things for my students… the staples of playdough, bubbles and cause/effect toys are always my favourites.

• I also believe that each individual student ‘can do’. It is just a matter of how. A positive approach, attitude and language will/can make anything happen. I like to tell students what I want them to do, instead of what I don’t want them to do – for example: saying “no” gives the student no clues or guidance to help them decide what they need to be doing.

• ‘No’, ‘never’, ‘naughty’ and ‘normal’ are words that I exclude from my classroom and, in fact, my life. If I do hear these words I instantly feel anxious and think that something serious has happened and I’m on full alert.

• I have been fortunate to be a support teacher in a mainstream school as well as working in a special education school. My purpose in both settings, is, I believe, to support, care and problem solve issues: to break down tasks so that small steps quickly turn into bigger steps. Couple that with instilling self-belief and independence, and my job is done!

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AUTUMN 2016

Our family consists of: Dad Jason Mum Tracey Big sister Sara Little sister Chloe We live: In Rural Queensland

Our child is dealing with the following disabilities: Chloe fell ill at 18 months old with a rare disease called Transverse Myelitis: a virus that attacks the Myelin Sheath of the nerves. Chloe spent two weeks in ICU at The Royal Children’s Hospital and we were told to prepare for the worst. Chloe now has a paralysed right leg, which requires wheelchair use and the use of KAFO orthotics. Chloe has a leg length difference now. We have lots of specialist appointments to attend, which can be very tricky to manage as we are rural patients. I rehabbed Chloe to walk in her own way in the orthotic. In spite of this, she still has many challenges.

How we manage that: By trying to stay positive and being organised.

Our favourite places to go as a family is: Our favourite place to go is the outdoors. Places with good access to make it a non-stressful experience. We like Mooloolaba, South Bank and Bribie Island for the great foot paths.

Our favourite activities are: Archery, fishing and spending time outdoors.

Our biggest challenges are: Access to areas and keeping the KAFO fitting correctly.

We also struggle with people understanding Chloe’s disability and our responsibilities as carers.

Best parenting tip: Smile - because you’re doing a brilliant job!

AUTUMN 2016

The best/most useful advice we’ve been given: It’s not a race, but a marathon.

And the most annoying/unhelpful advice (there’s always one): Too much to mention.

This journey has taught us …

Life can change dramatically and it takes superpowers to adapt to it.

We would never manage without…

Products we love: • Mobility Gear - R82 walker and a TiLite wheelchair • Stockings for orthotics - Smart Knit • We love Asics shoes for comfort

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• Fran from Woorim Medical Centre.

• Physio: we work with Tim from QPRS at Lady Cilento and Melissa Locke from Movement Solutions • OT: Kate from Montrose • Psychologist: Owen from Lady Cilento • Orthotics: GB Orthopaedics and Orthotist at QPRS at Lady Cilento (Jocelyn and Steve) • Mobility Dealers: We like Wicked Wheelchairs and Just Juniors Disability Products • We are blessed to have great Principal, teachers and teacher aides for Chloe at school and a nice school community.

• The emergency nurse Liz. She looks after us!

• Gillian from Carers Queensland is a great help.

People (or businesses) we love:

• Justine from Breaking Down Barriers, for rural patients in city hospitals, always has great information.

• Don’t Hold Back Mobility Solutions for modifications and fantastic solutions for all our disability needs.

• South Burnett Gas Guzzlers Car club always supports us.

• Our local GP, Dr Agshay, is very good to our family.

We thank them all.

Do you have an amazing family? Would like to share your journey with our readers and appear in Source Kids? Every issue we run a family profile, showcasing the incredible lives of ordinary families living with children who have special needs.

If you would like to see your family featured in Source Kids contact editor@sourcekids.com.au for more information.

Every family that we feature in a Family Profile will receive a year’s subscription to Source Kids!

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AUTUMN 2016

What’s on Calendar March 19 Undiagnosed Children’s Awareness Day Croxton School, Beaconsfield Parade, Northcote Victoria (10am-12pm) UCAD helps raise awareness in the community about the large number of children who are living without a diagnosis for their genetic condition. It is an event that brings the SWAN community together in recognition of undiagnosed children and those living with rare conditions.

19 Surfers Healing Australia Trigg Beach, Perth This event introduces the unique experience of surfing to children on the autism spectrum. The event is free, however, places are limited and pre registration is essential.

Find out more and register at www.everydayhero.com.au/event/ surfershealingaustralia

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Concerto for Harmony and Presto - Sensory Friendly Performance 10.00am - Cremorne Theatre, Brisbane QPAC and debase are partnering with Autism Queensland to present a Sensory Friendly Performance of Concerto for Harmony and Presto. QPAC acknowledges that individuals with sensory and social disabilities may require support in attending performing arts events. This performance session is specifically designed for children with ASD or other sensory, social or learning disabilities that create sensory sensitivities. Tickets are $29.00 and can be purchased by calling 136 246.

30 March – 2 April

Australasian Academy of Cerebral Palsy and Developmental Medicine 8th Biennial Conference.

Adelaide Convention Centre, Adelaide The AusACPDM Scientific Conference provides a forum for the exchange of ideas, a chance to network with like-minded colleagues and friends as well as the opportunity to discuss the latest research findings and advances. www.dcconferences.com.au/ausacpdm2016/home

APRIL 20 Run for the Kids Melbourne Herald Sun/CityLink Run for the Kids will see people run or walk set courses – all people participating in this event play a part in raising money for the Royal Children’s Hospital Good Friday Appeal.

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www.r4k.com.au

Smile day is The Humour Foundation’s annual fundraising campaign. It is the one day of the year they ask the public to get involved in raising funds to help sick children SMILE in hospitals around Australia. ‘Together we can discover the power of a smile!’

21 World Down Syndrome Day www.downsyndrome.org.au/WDSD

National Smile Day

www.humourfoundation.com.au

2

World Autism Awareness Day

26 Purple Day for Epilepsy Awareness www.epilepsyaustralia.net/get-involved

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Shine at the House - Sydney Autism Awareness Australia will be lighting the sails of the Opera House a beautiful blue to mark World Autism Awareness Day. The inaugural fundraising gala dinner will also be held at the Opera House to celebrate the occasion.

Find out more and buy tickets at www.autismawareness.com.au

AUTUMN 2016

MAY 2-16 The Variety Cycle From Sydney to the Great Barrier Reef via Byron Bay An epic ride to help Aussie kids be kids. www.thevarietycycle.com.au

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World Asthma Day www.nationalasthma.org.au

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Tourette Syndrome Awareness Week www.tourette.org.au

17 Extended Families Fundraising Walk Melbourne Extend yourself and support the Extended Families Community Walk to help improve the lives of young people living with disabilities. Join families, volunteers, staff and friends in a walk to raise important funds that will be used to deliver a new creative after school program ExtendABLE across all Melbourne regions.

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Find out more by visiting their fundraising page at makingadifference.gofundraise.com.au/page/extendedfamilies

www.allergyfacts.org.au

Food Allergy Awareness Week

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30 Melbourne Autism Expo Karalyka Centre, Mines Road, Ringwood East, Melbourne www.melbourneautismexpo.com.au

International Nurses Day

18-19

ATSA Independent Living Expo Melbourne Showgrounds, Melbourne www.atsaindependentlivingexpo.com.au

Introducing the all new ‘Kids Beds’. Designed to appeal to children’s imaginations and sense of fun, with colour coordinated powder coating and kid style head boards.

We took our popular Standard Bed and added colour and design. However, underneath it all, the same high quality components and reliability remain in place and can be configured by adding optional extras. Kids beds are also available in white powder coating to enable normal colour and shape head boards to be fitted at a later date to transform these beds into adult beds when your kids outgrow the kiddy touch.

For more information visit www.uniquecare.com.au or call 03 5248 8369.

9-11 Point Henry Road, Moolap, Victoria 3221, Australia Phone: 03 5248 8369 • Fax: 03 5248 5139 • www.uniquecare.com.au

StAndARd incluSionS • Electric adjustable bed height • Personal push button hand control • Quality ‘Dewert’ German made electronics • Removable head and foot boards • Self help pole mounting bracket • Wall bumper • SWL: 200 kg • 10 year structural warranty • 5 Year electrical warranty

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AUTUMN 2016

Directory AIDS AND EQUIPMENT EDSCO Education Supply Company Pty Ltd

50 Yiada Street Kedron QLD

07 3350 2677

www.edsco.com.au

Korthotics

5/10 George Street Leichhardt NSW

02 9569 3672

www.korthotics.com.au

Link AT

Level 3, 169 Fullarton Road Dulwich SA

08 8330 4102

www.linkassisttive.com

Medifab

26 Pardoe Street East Devonport TAS

1300 543 343

www.medifab.com.au

R82

PO Box 284 Botany NSW

02 8213 6666

www.r82.com.au

Special Needs Solutions

Unit 4/15 Industrial Avenue Molendinar QLD

07 5597 4321

www.specialneedssolutions.com.au

Unique Care

9-11 Point Henry Road Moolap VIC

03 5248 8369

www.uniquecare.com.au

Little Big Feet

6/2069 Moggill Road Kenmore QLD

07 3378 5935

www.littlebigfeet.com.au

Wonsie Bodysuits

Sydney NSW

0409 309 129

www.wonsie.com.au

JettProof

PO Box 5281 Kahibah NSW

1300 667 687

www.jettproof.com

Cleverstuff Educational Toys

Unit 26 9-12 Lambridge Place Penrith NSW

02 4708 2451

www.cleverstuff.com.au

EDSCO Education Supply Company Pty Ltd

50 Yiada Street Kedron QLD

07 3350 2677

www.edsco.com.au

Paediatric Therapy and Workshops

Geelong VIC

0412 751 741

www.paediatricworkshops.com.au

Life Without Barriers

352 King Street Newcastle NSW

1800 WE LIVE

www.lwb.org.au

Paediatric Therapy and Workshops

Geelong VIC

0412 751 741

www.paediatricworkshops.com.au

4 Lowry Place Benalla VIC

03 5762 7494

www.sportinclusionaustralia.org.au

ACD (Association for Children with a Disability)

Suite 3, 98 Morang Road Hawthorn VIC

03 9818 2000

www.acd.org.au

Angelman Syndrome Association

PO Box 554 Sutherland NSW

02 8521 7463

www.angelmansyndrome.org

ARC Disability Services Inc

92 Little Street Manunda QLD

07 4046 3600

www.arcinc.org.au

Association of Genetic Support Australasia

66 Albion Street Surry Hills NSW

02 9211 1462

www.agsa-geneticsupport.org.au

Ausdocc Inc.

10 High Street Seaholme VIC

0428 579 121

www.ausdocc.org.au

Australian Kabuki Syndrome Association Inc

13 Lockwood Road Erindale SA

Australian Leukodystrophy Support Group

PO Box 2550 Mount Waverley VIC

1800 141 400

www.alds.org.au

Australian Mitochondrial Disease Foundation

Suite 4, Level 69, 13 Young Street Sydney NSW

1300 977 180

www.amdf.org.au

Autism Awareness Australia

PO Box 288 Seaforth NSW

02 9904 8700

www.autismawareness.com.au

CLOTHING AND ACCESSORIES

EDUCATION

PROFESSIONAL SERVICES

SPORT AND RECREATION Sport Inclusion Australia

SUPPORT SERVICES

Autism Spectrum Australia (ASPECT)

www.kabukisyndromeassoc.com.au

1800 277 328

www.autismspectrum.org.au

Autism Tasmania

PO Box 514 Moonah TAS

03 6278 9985

www.autismtas.org.au

Beyond Blue

PO Box 6100 Hawthorn West VIC

1300 224 636

www.beyondblue.org.au

CARA

98 Woodville Road Woodville SA

08 8347 4588

www.cara.org.au

Cerebral Palsy Australia

Level 39, 259 George Street Sydney NSW

02 8259 7725

www.cpaustralia.com.au

Cerebral Palsy League

55 Oxlade Drive New Farm QLD

1800 272 753

www.cpl.org.au

Cerebral Palsy Support Network

525 High Street Preston VIC

03 9478 1001

www.cpsn.org.au

CHARGE Syndrome

PO Box 91 Glenfield NSW

02 9605 8475

www.chargesyndrome.org.au

Cornelia De Lange Syndrome Association (Australasia) Inc

PO Box 20 Putney NSW

02 9809 0287

www.cdlsaus.org

Cri Du Chat Support Group of Australia

104 Yarralumla Drive Langwarrin

03 9775 9962

www.criduchat.asn.au

Deaf Australia

PO Box 1083 Stafford QLD

07 3357 8277

www.deafau.org.au

Deaf Children Australia

PO Box 6466 St Kilda Road Central VIC

1800 645 916

www.deafchildrenaustralia.org.au

AUTUMN 2016

Down Syndrome Australia

219 Napier Street Fitzroy VIC

1300 658 873

www.downsyndrome.org.au

Epilepsy Australia

20 Charrington Court Baulkham Hills NSW

1300 852 853

www.epilepsyaustralia.net

Extended Families Australia

1/95 Bell Street Coburg VIC

03 9355 8848

www.extendedfamilies.org.au

Foundation for Angelman Syndrome Therapeutics Australia

PO Box 248 Salisbury QLD

1300 078 108

www.cureangelman.org.au

Hummingbirds

179 Dart Street Redland Bay QLD

0412 363 856

www.hummingbirdseies.com

Langford Support Services

PO Box 717 Moonah TAS

03 6228 9099

www.langford.org.au

Learning Difficulties Coalition

PO Box 140 Westmead NSW

02 9806 9960

www.ldc.org.au

Lifeline

PO Box 173 Deakin ACT

13 11 14

www.lifeline.org.au

Life Without Barriers

352 King Street Newcastle NSW

1800 WE LIVE

www.lwb.org.au

Lions Club Australia

31–33 Denison Street Newcastle West NSW

02 4940 8033

www.lionsclub.com.au

Mamre Association Inc

40 Finsbury Street Newmarket QLD

07 3622 1222

www.mamre.org.au

Prader-Willi Syndrome Association

VIC

0451 797 284

www.pws.asn.au

Rare Voices Australia Ltd

Suite 2, 3 The Postern Castlecrag NSW

02 9967 5884

www.rarevoices.org.au

Rett Syndrome

PO Box 855 West Perth WA

08 9489 7790

Royal Far West

19-21 South Steyne Manly NSW

02 8966 8500

www.royalfarwest.org.au

SAKKS – Supporting Aussie Kids with Kabuki Syndrome

PO Box 318 Rundle Mall SA

0422 608 858

www.sakks.org

Spina Bifida Foundation Victoria

Level 4, Ross House, 247 Flinders Lane VIC

03 9663 0075

www.sbfv.org.au

Steve Waugh Foundation

Level 11, 17 York Street Sydney NSW

1300 669 935

www.stevewaughfoundation.com.au

Syndromes Without A Name (SWAN) Australia

PO Box 390 Fairfield

0404 280 441

www.swanaus.com.au

The Fragile X Association of Australia

Suite 6, Level 3, 39 East Esplanade Manly NSW

1300 394 636

www.fragilex.org.au

The Shepherd Centre

146 Burren Street Newtown NSW

02 9370 4400

www.sherherdcentre.org.au

1300 847 466

www.visionaustralia.org

08 7329 5409

www.wsasa.org.au

Vision Australia Williams Syndrome Association of SA

83A Ridgway Drive Flagstaff Hill SA

Xavier Children’s Support Network

284 Pine Mountain Road MtGravatt East QLD

Young People in Nursing Homes National Alliance

207 City Road Southbank VIC

0437 178 078

www.ypinh.org.au

Ability First Australia

Level 39, 259 George Street Sydney NSW

1800 771 663

www.abilityfirstaustralia.org.au

AEIOU Foundation for Children with Autism

Central Office: N70 Recreation Road Nathan QLD

07 3320 7500

www.aeiou.org.au

Everyday Independence

The Nerve Centre, 54 Railway Rd, Blackburn

1300 179 131

www.everydayind.com.au

M.O.T.A. Melbourne Occupational Therapy Associates

603-605 Nicholson Street Carlton North VIC

03 9387 1734

www.melbourneot.com

Movement Solutions

1/26 Eva Street Coorparoo QLD

07 3324 2490

www.movementsolutions.com.au

Nacre Consulting

8 Steele Street South Caulfield VIC

0448 316 319

www.nacre.com.au

OCC Therapy

PO Box 118 Kenmore QLD

07 3378 9543

www.occtherapy.com.au

St Giles

65 Amy Road Launceston TAS

03 6345 7333

www.stgiles.org.au

Therapies for Kids

37 Nelson Street Annandale NSW

02 9519 0966

www.therapiesforkids.com.au

TLC Psychology P/L

Tasmania and Victoria

0410 788 844

www.tlcpsychology.com.au

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www.xcsn.org

THERAPY PROVIDERS

TOYS AND RESOURCES ARC Toy and Library Resource Centre

92 Little Street Manunda QLD

Children’s Disability Products

07 4046 3600

www.arcinc.org.au

0417 510 606

www.childrensdisabilityproducts.com.au

Cleverstuff Educational Toys

Unit 26 9-12 Lambridge Place Penrith NSW

02 4708 2451

www.cleverstuff.com.au

My Diffability

PO Box 3121 Caroline Springs VIC

03 8456 6613

www.mydiffability.com.au

SenseAbilities

12 Winyard Drive Mooroolbark VIC

The Toy Bug Windmill Educational Toys and Equipment

265 Charles Street Launceston TAS

03 9726 8047

www.senseabilities.com.au

0400 375 351

ww.thetoybug.com.au

1800 333 634

www.windmill.net.au

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AUTUMN 2016

Book Review

Mindfulness for Carers: How to Manage the Demands of Caregiving While Finding a Place for Yourself Written by: Dr Cheryl Rezek Published by: JKP Carers are particularly vulnerable to feeling stressed, worried and worn down by the vast demands that often come with caregiving; be they physical, psychological or emotional. Mindfulness can be enormously beneficial to carers, whether professional or voluntary, as a means of developing greater inner stability, resilience and gaining more control over their thoughts, feelings and emotions.

Mindfulness is an evidence-based approach that is proven to help protect against stress, anxiety, depression and burnout.

Dr Cheryl Rezek provides an accessible introduction to mindfulness, and explains how simple mindfulness practices and psychological concepts can be used to manage the day-to-day demands of caring effectively, helping caregivers to gain a greater sense of control and maintain a more positive and balanced outlook. The book

Understanding Your Young Child with Special Needs Written by: Pamela Bartram Published by: JKP Understanding Your Young Child with Special Needs explores the developmental impact of disability on normal stages of child development, and examines the complex nature of the emotional bonds between parents and their children with special needs.

Placing the child and his or her personality, family life, feelings and behaviours in the foreground, Bartram addresses all the ‘ordinary’ challenges and tasks of parenting, such as sibling relationships, nursery and school, toilet training, and healthy aggression, as well as those that are of particular relevance to the parents of young children with special needs.

This accessible book will provide a wealth of information to help parents of a child with special needs understand his or her development and their own relationship with

includes easy-to-use and enjoyable mindfulness exercises, short enough to fit into a busy day, as well as accompanying audio tracks to support and guide the reader through these exercises.

An essential read for all those involved in caring for people with acute or long-term health and mental health conditions, disabilities and other support needs, including relatives and other informal carers, adoptive parents and foster carers, as well as professional medical, health and social care staff.

RRP $19.95 Purchase Mindfulness for Carers from Footprint Books www.footprint.com.au and receive a 15% discount if you use the following code BCLUB16.

We have TWO copies to give away! Enter at www.sourcekids.com.au/competitions

the child, and will also be of interest to professionals working with babies and pre-school children with special needs.

RRP $26.95 Purchase Understanding Your Young Child with Special Needs from Footprint Books www. footprint.com. au and receive a 15% discount if you use the following code BCLUB16.

We have FIVE copies to give away! Enter at www.sourcekids.com.au/competitions

AUTUMN 2016

BLOGS

51

We

love

Smiths Holiday Road www.smithsholidayroad.com www.facebook.com/smithsholidayroadfamily Smiths Holiday Road is a blog about a family of five Australians: Andrew, Bron, Cooper (10), Pepper (7) and Elwood (3); who love to explore and adventure as often as they can.

‘Andrew loves collecting music memorabilia on our travels and has a nice collection of instruments from a variety of countries. His favourite country is Vietnam.

Bron loves taking photos and visiting places a little more remote and rustic. Her favourite country to visit is Cambodia for a great mix of culture, city and beach.

Cooper is a foodie and loves being on holiday. Cooper has Cerebral Palsy and uses a variety of mobility devices. While travelling he uses a Quickie Zippie manual wheelchair. His favourite travel experience is exploring Europe. All of it!

Pepper loves learning new words and meeting new people.

She loves to draw and write about her adventures. Pepper loves being active and enjoyed jumping from a tree into the blue lagoon in Laos.

Woody loves transport and flying on planes. He loves swimming and exploring caves. He loves going on sleeper trains and loved the train from Bangkok to the Laos border.

Each family member contributes their stories to the blog in unique ways. We share our travels, experiences, hints and tips and love inspiring others to travel. We want to inspire

Aroha Angels www.arohaangels.jimdo.com www.facebook.com/ArohaAngels This incredible initiative endeavours to match up used equipment for children with special needs with families who have limited funding or resources. Please pop on to their site to read up on their story and see how you can donate equipment your child no longer uses.

you to travel with kids! We share all our adventures, tips and tricks to creating wonderful family memories with a focus on wheelchair accessibility.

Let’s go!

Come and join us for the adventure! All aboard!’

Smithsfamilyroad will be contributing to our eNews from this month!

Bringing fun, practical and unique products to children with special needs in Australia.

Australia’s newest online disability store has just launched with a great range of products including Chewigem necklaces and bracelets, Reflo cups and EazyHold straps. The range is growing daily so make sure you subscribe to receive all the latest product releases.

www.childrensdisabilityproducts.com.au • info@childrensdisabilityproducts.com.au