Sensory Fun with Sand Gardens

Ryoan Ji Zen Garden in Kyoto, Japan
Photo: Steven D'Alu

Japanese Rock Gardens, (also Called Dry Landscape or "Zen" Gardens) are one of the world's first forms of art and have been in existence since about 784 AD. They can be found around many shrines, temples, and palaces in Japan and in the US. Each garden and the elements within that garden have a unique symbolism.
White gravel is a special feature of Japanese gardens and is used to symbolize purity, emptiness, distance and water. Rocks, moss, pruned trees and bushes, are placed in the gravel to create a miniature landscape that imitates nature rather than replicates it. The gravel (or sand) is then raked to represent ripples in the water.

These gardens were intended to be plain and to serve as an aid to help find clarity & to meditate about the true meaning of life. In modern times, miniature tabletop versions of these gardens can be found in a variety of outlets and are designed to temporarily slow down our pace, reduce stress, encourage focus, initiate an internal contemplative mood or encourage play & imagination. The great thing about these is that you don't need alot of space for them. In fact, you can make one very simply with a few items found around the home, or easily obtained. It can be stored on a desk, a bookshelf or in a drawer.

Kids of all ages love these, as it adds an extra element of sensory play and body-brain integration that helps to improve concentration, adjust to transitions and self-calming. When I made the sample in the video below, my daughter found it and claimed it. As I was getting ready to film the video, I observed her play with it on the couch (thaqt is away from her cell phone and with the TV off) for almost 40 minutes-unprompted and uninterrupted. She kept saying to me,  "Mom, this thing is so relaxing!" She did not want to give it up when I was ready to make the video-so she offered to help me with it if I would let her keep the finished item. (Of course I let her keep it!)

This version of the "Sand Garden" (or Sensory Garden)  uses natural elements for the center, (rocks, shelss, etc.)however if kids want to place small animal figures or other personal items in the sand instead I don't see a problem with that. If they are calm and engaged then it has served its purpose. What's even better is that these Sand Gardens are portable and spill-proof if you have the right container. View the video below for the easy instructions.

Have fun!







Contact: barbara@bodylogique.com





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In Case You Missed it: July 23-27



Photo: Disney's "Up" (2009)


"I much prefer working with kids whose life could be completely upended by a reading of a book over a weekend. You give them a book to read - they go home and come back a changed person. And that is so much more interesting and exciting." ~Russell Banks

I think this is so true. There is a transformation that occurs, inside and out, when we read, especially with kids. Be sure to reserve some quality down time this weekend to share some stories with your family & friends & read with your kids.

Happy Friday everyone. Here are this week's links to enjoy and share.

~Barbara


Why Hopscotch Matters


What Does the Way You Count on Your Fingers Tell You About Your Brain?


Round and Round the Garden (Buliding Core Strength in Kids)


Its The Poverty, Stupid ( Educational Reform)


Trigger Foods can Influence Kid's Healthy Food Choices


Yoga Poses for Active Kids


(Facilitated) Deep Breathing Method for Kids


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Yoga Adaptations for Young Adults

Photo: adaptiveyogaproject.com

I received a great question this week from a yoga teacher in California who is working with a group of young women with special needs. I'm sharing and edited version and parts of her e-mail here. Possibly, some of you have similar questions or some suggestions for her:

"...I am currently teaching yoga at a home for women with disabilities. We take our beach towels and folding chairs out front, and stretch and breathe together. While all 6 of the women physically sit on the towels, two of them prefer sitting in the folding chairs. I would love to teach the women more challenging postures but I am having trouble figuring out modifications for the women sitting in chairs. (All 6 are fine standing, with the chair back to help with balance poses). Do you have a resource for this, or any suggestions?"

I asked a few questions and found out that the women range in age from 20-40 and have varying degrees of cognitive & physical disabilities, including Down Syndrome and Williams Syndrome. All walk and stand unassisted but have some core and postural weaknesses and one has weaker hands. The students who want to sit in the chairs are capable but fearful of being on the ground.


The e-mail went on to say: "...The women are in their 20's, 30's and 40's, but the caregivers say they act more like Tweens. I think they are open to doing child-like themes, but nothing very silly.
I've been searching for some cooperative games, which I think they'd love. I also want to introduce pose sequences set to pop music, that we can repeat each week. We've been doing a standing series to Firework (Katy Perry) that they are real receptive to. This week I will try a surfing/warrior one, I think..."



First of all, I'd like to applaud all of those who are working to make yoga accessible to special populations. There is a growing need among children and adults for adaptive movement activities as well as a need for those willing to provide quality programming.

My response to the question is abbreviated for the purpose of this blog post, due to privacy concerns, but in general, whether working with kids or adults, we first want to encourage but never insist that participants sit on the ground, or in any particular place, especially if they are afraid. We have no idea why that fear is there-it could be due to memory of a fall, a traumatic event, or an abusive situation. Its helpful to have some background information from family members, attending physician, therapists and other members of the caregiver team so you can be aware of such issues and seek effective ways to work around or with them in the framework of your sessions.  A simple questionnaire for families to fill out will help you design customized sessions for the students individually and as a group.

As far as the question of adaptations for new postures, my first instinct, (without knowing or having observed the ladies in this class) is to suggest trying a therapy ball for some of the seated postures (with a caregiver spotting). The therapy ball will offer a bit of a challenge to familiar poses and help improve overall posture by activating & working core and leg muscles.

The second thing I'm imagining is some kind of beach chair (lounge style) for some of the reclining postures that cannot be performed in a regular folding chair. With a large towel over it and the right types of props, some of the poses that require leaning back, as well as some restorative postures can be attempted, and possibly, reduce the fear of being close to the ground, without actually being on it.

As always, please supervise children and adults with disabilities or range of motion challenges when on equipment and when practicing any new movements. When in doubt, consult with the attending physician or Physical therapist.

So now, I am turning the question over to you: What are some of your ideas and suggestions?




Contact: barbara@bodylogique.com
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Deep Breathing : Facilitated Technique for Kids

The human body is adaptable and can survive under a variety of harsh conditions. People have been known to survive for up to 2 months without food and 1-2 weeks without water, but it takes less than five minutes for us to perish without air. Yet the average person only uses about one seventh of their total lung capacity. As vital as this function is to life, most of us pay very little attention to it until our ability to breathe is compromised.

The basic function of our breath is to move air in and out of the lungs. It affects our metabolism & energy level, cognitive functions (the brain uses three times more oxygen than any other cells in the body), blood and oxygen delivery to the cells and removal of carbon dioxide from them.

Breathing is also one of the limbs (or elements) of yoga practice and in some opinions, the most important. In yoga practice we learn that the other functions of breathing are to release muscle & mental tension, calm, regulate & revitalize the nervous system, improve immunity and improve thinking. We learn that in time of stress or when in pain, to bring our attention back to the breath brings about calm, relaxation and healing in the body and the mind.

When I begin to teach "Belly Breathing" techniques to younger students, I do so by using games. Feathers, soap bubbles, cotton balls and an expandable "Breathing Ball" (AKA "Hoberman Sphere") can all be used to show children how to take a proper breath and to train their young bodies to do this naturally and consistently before stress and other bad habits set in.

As children grow older, and play less, its easy to forget these techniques and how important they are. Its vital that kids and teens fully understand the power of their breath to support health, enhance learning, assist with stress and improve interactions with others. Its our job to encourage them daily to close their eyes and just focus on their breathing - just as we ensure they eat, brush their teeth, do homework and bathe daily.

Set aside 10- 20 uninterrupted minutes a day of deep breathing time (or to play breathing games) with your children and teens. It doesn't matter when, but a good way to do this is to get them into a routine, such as right after school or before bed. If they practice while they are calm and in a safe familiar environment, they will be more likely to use these and other healthy techniques when angry, stressed, in pain or trying to solve a problem.

One of the questions I hear regularly is how to teach deep breathing concepts and mechanics to non-verbal children or those with more severe physical or cognitive challenges.  Many of these children do not have good body awareness & can't even begin to isolate a muscle such as the diaphragm (breathing muscle.) There is a facilitated technique that I use, that parents and therapists can also use to encourage use of the diaphragm for deeper "Belly" breathing. The basic  technique is explained below, however it is not meant to replace traditional therapy. Please check with the child's doctor and medical team to be sure this method is advised for your child or student. In some cases, the technique may need to be modified for safety and/or effectiveness.

The facilitator, whether a parent or therapist needs to make a conscious connection with the child so this exercise is to be done in a quiet room, free of drafts, strong odors & other excessive sensory input: auditory or visual noise, TV, phones, computers, electronics and all other distractions & interruptions. Lights can be dim and quiet instrumental music (low volume) can be played if desired. The initial exercise will take about 5-10 minutes.

1- Have the child lie down on floor, face up, on top of padding, a folded blanket, a mat or on a carpeted area.

2- Place a small flat (about 1-2" ) pillow or folded towel under head and a rolled blanket or bolster under (slightly bent) knees for comfort. Shoulders, hips, lower back and soles of feet should all have contact with the floor.

3- Sit on floor next to child & watch child's midsection for a minute as it rises and falls with the breath. Notice the rhythm, speed and depth of each breath. (You may notice that the child breathes into the shoulder area. Watch for this too.)

4- Place your open hand on the child's midsection, just under the ribcage and just above the naval and let it rest for a moment, feeling the child's breathing, and again, noticing the rhythm, speed and depth.

5- After a minute or two of quiet bonding with the child, and following the child's rhythm and depth, begin to apply gentle but firm pressure downwards as you see & feel the child's midsection fall (exhalation). As the child breathes in and the midsection rises again, release pressure and allow hand to just rest there until the exhale. Upon the next exhale, apply pressure again. Release pressure upon the inhale. Be aware of where you feel that point of resistance while applying pressure, and back off as soon as you feel it.)

6-Continue the exercise for 5 minutes or until the child indicates that they want to get up. (Its not uncommon for them to fall asleep and this is OK too.) You may find yourself and the child breathing together in rhythm by the end of the exercise.

7- When you start to see & feel the child breathing deeply on his or her own, (the time it takes for this to happen varies from a few weeks to a few months.) you can adapt this exercise to use a 1 lb.sandbag on the child's belly instead of your hand.   (Usually 1-4 lbs depending on their medical conditions, strength, size and tolerance ) Also lying the child on their stomach (especially mouth breathers) will give them deeper input and awareness of the breathing muscle encouraging deeper, fuller breaths.

8- Once the routine is established, the use of sound can encourage deeper breathing & relaxation. Facilitators can use simple words or vowel sounds as the child inhales and exhales: "belly...breath"; "just...breathe"; "breathe...relax"; "breathe...calm"; "in...out"; "me...you"; "sea...shells"; "let...go"; "aaaa...eeee"; "Jo-ey" (child's name) or the Traditional Mantra of  "Soo...Hummmmmm".

A little practice daily is better than hours of practice once and a while. Its not necessary to teach a child several types of breathing all at once. Let them master deep Belly Breathing first as it is the most useful type of breathing for kids. As the child breathes better without facilitation, and can do it while sitting or standing, you can introduce other types of breathing if desired through games that help reinforce breath control.

The keys to successful & effective breathing techniques, facilitated or not,  is to be attentive to the child and to be patient. It may seem like your child is not "getting" it, but don't doubt that deep breathing exercises are still beneficial in a variety of ways, maybe unseen at the moment,  for him and for you.  Remember that no matter how minimal, progress is progress.


This technique is included along with many others, in my forthcoming book: "Calm & Connected: Yoga Based Tools for Self-Regulation" . Watch for details next month.

Related Articles:

If You Give a Kid Their Core...




Contact: barbara@bodylogique.com







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In Case You Missed it: July16-20

Photo: specialolympics.org

Hello Everyone and welcome to this week's In Case You Missed  It post.

Today marks the 44th birthday of the Special Olympics.

On a steamy July 20th afternoon in 1968, 7 weeks after her younger brother had been gunned down, Eunice Kennedy Shriver walked to the microphone at Soldier Field in Chicago and introduced the first Special Olympics Games.

With a crowd of fewer than 100 people in the 85,000-seat stadium, 1,000 athletes from 26 states and Canada, all classified (in those days) as mentally retarded, marched in the opening ceremonies and followed Shriver as she recited what is still known as the Special Olympics oath:


"Let me win, but if I cannot win let me be brave in the attempt."

Many doubters and skeptics shook their heads and most of the press completely ignored the competition. Shriver was undaunted and made a bold prediction that one million of the world's intellectually challenged would someday compete athletically.

She was wrong.

Today, more than three million Special Olympic athletes are training year-round in all 50 states and in 181 countries around the world.

Shriver had a vision and a belief in the capabilities of individuals who were once locked away in institutions. Education, medical treatment, athletic training and other services all have all become more accessible for people with intellectual & physical disabilities as a direct result of her vision; more importantly, so have minds, attitudes communities and laws.

For more than 5 decades, Eunice Kennedy Shriver was the leader in the worldwide effort to improve and enhance the lives of individuals with intellectual disabilities. Her spirit and her work continues to touch, educate and inspire so many.

Please take a moment and view  photos of the first International Special Olympics here,  and read more about the remarkable History of Special Olympics .


Have a great weekend everyone.



Team USA-Paralympics

How Stress Affects Your Child's Ability to Learn

Make Your Own Vitamin Water

There is Always a Reason for a Child's Behavior

Creating Connections With Students: Same Conversation, Different Location (3 Part Article)

Teaching Challenging Students : ( Inclusive Class Podcast)

More Activity Resources for Summer Learning Fun !


 
 
 Contact: barbara@bodylogique.com


Connect with us:

Twitter:       @BodyLogique

Facebook:   BodyLogique

Less is More

Photo: fox.temple.edu

From a article entitled "I Can't Think!" published in Newsweek:

"The Twitterization of our culture has revolutionized our lives, but with an unintended consequence: our overloaded brains freeze when we have to make decisions. "

The article went on to discuss a recent study conducted at the Center for Neural Decision Making at Temple University. The following 2 paragraphs stood out to me:

"As the information load increased...so did activity in the dorsolateral prefrontal cortex, a region behind the forehead that is responsible for decision making and control of emotions. But as the researchers gave the [volunteers]  more and more information, activity in the dorsolateral PFC suddenly fell off, as if a circuit breaker had popped."

"The research should give pause to anyone addicted to incoming texts and tweets. The booming science of decision making has shown that more information can lead to objectively poorer choices, and to choices that people come to regret. It has shown that an unconscious system guides many of our decisions, and that it can be sidelined by too much information."

Our good decisions are sidelined by too much information. Every time I visit Twitter, or Facebook, and see the endless stream of links, promotions, thoughts, ideas, pictures, complaints, opinions & random words I want to just log out quickly; and every time I read an article such as this I put it in the framework of how it must affect our kids. How overloaded are they? How many kids endlessly text on cell phones-sometimes 3 or 4 friends at a time? How many are on My Yearbook, My Space, Meebo or Facebook for hours daily? How many go to school and are subjected to information and homework bombardment and standardized testing preparation, as their art, music and athletic programs are being cut out entirely? How many of these kids are being diagnosed with a plethora of conditions from ADHD to depression and put on medication because they can't make decisions, focus on or finish anything? Are they too suffering from information overload?

Understanding how the brain works will help us understand how to minimize some of the problems. The human brain has three forms of memory: Sensory, Long-term and Short-term.

Sensory memory is the initial contact for stimuli and lasts about 200–500 milliseconds after an item is perceived through one of the senses. The ability to hear instructions & remember them, or to look at an item, and remember what it looked like with just a second of observation, are two examples. Sensory memory is only capable of retaining information for a very short period of time.

In a study of sensory memory conducted by George Sperling (1963) the maximum capacity of sensory memory was found to be approximately 12 items, but that number drops very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see a display, but be unable to report all of the items (12 in all) before they decayed. This type of memory cannot be prolonged by rehearsal or repetition which would explain why your child forgets the 3 or 4 tasks or commands you just rattled off to them.

Long-term memory is just like unlimited hard-drive space & can store much more information for very long durations (such as an entire life span).  We can remember social security numbers, passwords and telephone numbers for many years through repetition of use. Information retained in this way is said to be stored in long-term memory.

Short-term memory functions much like a very small RAM and is capable to hold only about five to nine (seven is an average) items at a time. Retrieving information longer than this will require it to be grouped together into seven units, or store it in long-term memory.

For example, given a random seven-digit number we may remember it for only a few seconds before forgetting, suggesting it was stored in our short-term memory. On the other hand, remembering your bank password, safe code, childhood phone number or address is somewhat easier due to repetition and commitment to long term memory.

We can use the results of the Temple Study and the knowledge of how our memory works to begin to clear out the verbal and visual clutter & communicate better with each other, especially with our kids and with our students. Its important for kids to learn this too. A good rule of thumb when giving instructions, delegating tasks, outlining steps to problem solving, or introducing yoga, karate, dance or exercise sequences to children or teens, (especially sensory or cognitively challenged) is that less is more. Aim to keep it to 1 or 2 items, (or 1-2 written or spoken words), per age of child, but no more than 7 at a time. Otherwise, you are very likely to trigger an overload and the emotions and upheaval that accompany it.

I show all of the students that I work with a very simple technique to combat this overload. Its a meditation, only I don't call it that. I call it Imagery or simply "relaxation". They can use it anywhere and anytime they feel like they need it- at home, school or anywhere. Essentially, they unplug & turn off everything electronic, and sit quietly thinking of a place (such as the beach) or an object (such as a starfish, flower or a sea shell) and I teach them to use their imagination to focus only on that one thing. (younger kids have an easier time using an object at first)

You can do this at home with your child before overload becomes a permanent problem. Keep a small collection of river stones, shells or other small toys or objects in a jar, and when a need arises for relaxation, have them take one of the objects out, sit or lie down & study it for a minute. Then, close their eyes and imagine it in detail. I've had my 'Hyperactive" students sit for up to 20 minutes doing this exercise. The kids ask for it (especially my teen girls) and they are asking for it because its something their taxed brains and emotions desperately need.

The growing human brain needs down time every day, like the lungs need air and the cells need water.

While technology can be a useful tool to bring people together and create collaborations that may not have been possible otherwise, please take care to use it responsibly and teach your kids to do the same. When it comes to communicating, less is more.


Related Articles:

The Myth of Meditation

I Can't Think!

* Use this link

to purchase our books on Amazon

.

Why Kids Should Eat Breakfast

Photo: familyfun.com 

Do you allow your kids to skip breakfast?

A recent Harvard study linked eating breakfast to higher math scores, decreased hyperactivity, and decreased anxiety &  depression. Food is fuel & breakfast provides the body with enough nutrients to keep energy up for several hours, which is one of the reasons why kids should always eat breakfast.

Children need proper nutrition at every meal, and it doesn't have to be boring or complicated. While Choco-donut holes, Pop-Tarts and Sweetie-Flakes are quick and easy, they are not the best choice. Children's taste buds get used to the sugar and their sense of taste distorted. So much so that natural foods don't taste "right" to them.

A sugary breakfast will jolt a young body into a hyper-active response to the sudden spike in sugar, followed by a sudden drop & decrease in energy that will leave them feeling tired, off balance, unfocused and cranky. The lack of nutrients and empty calories will make them crave more sugary foods, and they cycle begins over again. Stop buying the sugary breakfast foods and replace them with fiber rich healthier ones.

I know we give in when we ourselves are tired and not eating properly. Some are dealing with picky eaters and children with special diets or sensory preferences that limit what they can eat. Remember that giving in now because its easier will make the bad habits twice as hard to break later.

If you set an example & an expectation of good eating habits from birth, they will continue throughout childhood and into the teen years. Ideally, the body should have 4-5 smaller meals daily, about  2-3 hours apart, including a little bit of good protein in each, to maintain blood sugar and keep energy up.  With our busy lives, school and work schedules, sometimes this is not possible. That is why it is even more important to be sure that the proper nutrients are included in breakfast & in each meal or snack.

Some facts about breakfast:

Empty Calories: Kids who don't eat breakfast are likely to consume more junk food & empty calories throughout the day according to the Nemours Foundation's Center for Children's Health and Media.

Diabetes Risk: Children who eat breakfast are significantly less likely to be diabetic than those who usually don't, according to the American Heart Association.

Weight Management:  A study by the National Weight Control Registry shows that eating breakfast helps regulate energy levels and maintain a healthy weight.

Hydration & Elimination: Breakfast helps to re-hydrate the body after 8-10 hours of sleep and it starts the daily elimination process that will remove toxins from the body's cells.

Concentration: According to the American Dietetic Association, people who eat breakfast are better able to concentrate and be more productive throughout the morning.

Stress Management: A study completed by  the Mindlab (based at the Sussex Innovation Centre, Brighton) found that regular consumption of breakfast is associated with lower stress levels and reports of better cognitive function & hand-eye coordination.

My daughter was never a "breakfast" kind of kid, partly because she doesn't get hungry until about 10 AM and partly because during school she rarely leaves herself enough time to eat properly & get herself on the bus. (We are working on time management this year!) Over the years I have come up with some creative and stress-free ways to get her to eat something healthy before she leaves for school. I purposely keep healthy items on hand and prepare them on Sunday night so she can grab and go during the week. Cereal is eaten on occasion and when we buy cereal its usually a higer fiber type rather than a sugary, food-colored variety. I don't buy a lot of juices with the exception of orange juice and cranberry juice, on occasion. My daughter generally will not drink bottled juices. I squeeze fresh citrus into our water and make fresh lemonade which she will pour into her water bottle and take to school.

Here are a few of her other favorites:

*I make extra french toast (or omelet) on the weekend so she can grab a portion and warm it up in the toaster oven quickly.

*I buy large containers of Vanilla or Strawberry Yogurt and she dishes out her portion and adds raisins, fresh berries, sunflower seeds or granola that I keep on hand. (I let her add a drop of honey if she needs something a little sweeter. )

*Fresh Watermelon and Strawberries are a favorite. I wash and cut the berries and melon for the week as soon as I come home from the farmer's market. She may or may not add cinnamon or yogurt.

*Apples (or Pears) and string cheese are another favorite. She favors apples and will eat them with the string cheese outside while waiting on our porch for the bus. I always have a variety of fresh fruit in a bowl on our table.

*Seedless Grapes. Easy and delicious. Pop them in the freezer for a cooling sweet treat.

*Whole grain wheat toast and nut butter. She pops a slice or two in the toaster oven and spreads a bit of natural peanut, cashew or hazelnut butter onto the warm toast. She also likes to sprinkle on some cinnamon for taste.

*Oatmeal and applesauce (or raisins) used to be one of her favorites but she doesn't eat it so much anymore. Avoid the instant variety as they contain extra sugar and preservatives. Quick oats take less than 5 minutes to make. Add a bit of applesauce or raisins and cinnamon for flavor.

*Tuna. (Yes you read it correctly) Tuna. My kid loves tuna. Sometimes she will just eat it out of the container. Yes-for breakfast. I let her because if she is eating breakfast on her own, even if its an odd one, well then I'm happy.


What are you making for breakfast?

Tell us in the comments below.

Related Articles:

What Your Child's Food Craving are Telling You

Keep Kids Hydrated

* Use this link

to purcahse our books on Amazon

.

In Case You Missed it: July 9 - 13, 2012

Photo: efilecabinet.com

Hello everyone!

Here is our Friday "In Case You Missed It" feature for you to enjoy and share.

I am happy to include links today to our two new S.M.Art Story™ book releases: "The Dragonfly's Adventure" and "Ocean Surf-ari".  A S.M.Art Story™ is an adaptive, yoga based curriculum that supplements learning, therapy and fun!   (For more detailed descriptions use this link. ) 

* (Use the discount code:  2XE7DFG4 and save $5 for the month of July only!)

And now, on to our links. Have a great weekend everyone!



A Core Curriculum to Create Engaged Entrepreneurs

Seeing Dyslexia as an Ability

Teaching Respectful Boundaries

Therapeutic Animals in Schools

Scouting: Working With Disabilities (Blog Talk Radio)

Protecting Your Kids From Junk Food

Teaching Self-Governance

Helping Your Academically Discouraged Child



Contact: barbara@bodylogique.com or visit us at: www.bodylogique.com




“Raise your words, not voice. It is rain that grows flowers, not thunder.” ~Rumi


 
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Yoga for the Profoundly Disabled Child - Part 2

Photo: walesonline.co.uk

Today's post is "Part 2" of Yoga for the Profoundly Disabled Child.

In part 1, I talked about letting go of any pre-conceived ideas of how yoga should be practiced or how it should look. As teachers, therapists and educators, we need to be willing to be flexible enough to forget our lesson plan and meet that student exactly where they are right now.

 (If you missed it, you can read Part 1 here.)

Here are the 4 basic steps that I use to determine how I might introduce yoga based techniques to a child who is considered 'low functioning" and who has a number of profound challenges:

Set aside fears & ideas of how it "should" be:
We all want to assist students to be more independent. We want to give people answers, relieve pain, educate people about the body and more. We want to have a positive effect on the people we meet and work with and feel like we are making a difference. Sometimes we have to get innovative to achieve this. Yoga is no different, so be bold and set aside the way you have been doing things, and your fear of doing something 'wrong". Its okay to change it, adapt it and make it accessible to your student. If you don't know how to do that, ask for input from a yoga teacher, therapist or someone else who has that knowledge. Educators, yoga teachers, paraprofessionals, OTs PTs SLPs, parents and families-we are all on the same side and should be working together. So breathe, calm the voices in your head and proceed with confidence that you will discover how to do the very best for your student.

Observe student interacting with peers or family and pick one or two goals to address:
Its better to select one (or two if they are able) goals to work on at a time. Overwhelming the student or yourself is not effective in the long run. You will have to cultivate patience. Ask yourself what the child's skills are and what are the most immediate needs. Sometimes you may have to look deeper and see the less obvious-maybe they cannot hold a pencil, but can they feel sensations on their skin? They can't move their lower body, but can they move their  upper? They can't move well at all but can they visually track?  Is their hearing and receptive language workable? Can they sign? Do they like music? If so what kind of music? What characters/toys do they like? How can you make this fun? Take all of these factors into consideration and write them down. Make it personal to them. Start with observing the most basic, primitive part of how that child learns and grows which is through the sensory system. The senses hold the key to building back up to body movements, cognitive understanding & social interaction. These skills do not have to be perfect, just visible. Every child can do something-no matter how seemingly insignificant, so start there. Look for what he can do. Keep looking until you find it.

Assess how to adapt and customize traditional (yoga) approaches for that student:
Assess what skills and abilities you have to work with & what you want to teach the student. Balance? Core Strength? Or maybe you need to start with more basic tactile or visual exercises. If you are working on postures & the student cannot stand, then change the postures and therapies so they can do it while seated. You can start in their wheelchair, then gradually build to a regular chair then maybe build to a therapy ball. Support them using your hands or bolsters & props until they are able to do the activities independently. (Remember that a child's "independent" might look very different than how your "independent" looks.)  Start slowly- 10-15 minutes at a time. Work up to 30-40 minutes. Break each step down & add new steps gradually to build up to more challenging games & tasks.

Assess effectiveness and make adjustments:
Ideally the activities you select should be fun & challenging yet not frustrating to the student. You have to ask yourself each time: "Is this too challenging or not enough? Is it working? How do I know its working?" Give it time & observe how the child reacts and responds to determine whether or not he is engaged and motivated to continue to work towards a goal. If not, you may need to make adjustments, either in the goal or in the steps you are using to reach the goal. You may have to observe things that you have never noticed before: breathing, (through movement of the chest), visual attention & pleasure (through *pupil dilation), skin pallor, vocalization, etc. and becoming a good observer will help you better determine if what you are doing should be continued or changed.


I mentioned above starting with the sensory system and I want to elaborate a bit on that. At our most basic core, we are sensory creatures. When we are born, we cannot do much in the way of thinking, moving or communicating. However, our sensory systems are at work constantly. The senses are the only way our nervous system receives information about our environment; the only way in which we become motivated to move & explore our world; the only way we learn about pleasure and danger; and the only way our brains and bodies continue to develop and grow. Its the same for disabled children regardless of the degree of functioning. There is still a sensory system at work, looking for stimulus. The more the senses are stimulated, the more neural pathways are formed in the brain and the more the brain/body learns. You cannot separate these 3 aspects- they rely heavily on each other as a complete system.

When designing a yoga program for children with disabilities, focus on what is practical and what is responsible. We cannot teach a child to talk, walk or stand in tree pose if the child's sensory system is overloaded, under stimulated or not integrated with the brain and the body. The sensory systems must be addressed first, then body movements, then cognitive learning, then (evolved) social skill learning. (This is basic neuroscience.) A huge mistake we make in recreation, education and therapy approaches is to not address the most basic neurological needs first, before we attempt to address those higher functions such as cognitive or social skills. When we skip over those more basic steps, it causes failure, de-motivation, undesired and even aggressive behaviors, and sometimes severely restrictive practices or unnecessary medication plans to be put in place. If you are thinking of introducing yoga, by all means, do so, remembering to keep this process and progression of skills in mind as well. Always meet the students where they are.

Yoga is one of the most complete sensory-motor activities we can utilize to work with children. It enhances all other therapeutic and educational approaches. It is possible to stimulate and integrate every sense in the body during a short 20-30 minute yoga session. (Read more about yoga and sensory stimulation here.) If a child has lower functioning skills and you cannot teach postures yet, then start with activities that will stimulate and integrate the senses.

(Please check with the student's parents, teachers and medical or therapy team to determine what sensory needs and challenges you should be aware of.)

Examples: (Adapt & change to meet & slightly challenge the child's abilities)

• Meditative instrumental music paired with visual tracking of a scarf, a feather or a flashlight beam projected onto the wall or ceiling: Move the scarf or flashlight to the rhythm of the music. Use a slightly up-beat rhythm to stimulate, slower rhythm to calm. Select something the child likes and watch for *pupil dilation to see if the child is enjoying. If they are able, allow them to move the flashlight or scarf. Have them alternate hands. This is one way to introduce meditation techniques. (Native American flute and drumming work well.)
• Pairing breathing with singing simple songs or mantras (words) : "Ommmmmm", " Peace", "Breathe" or any of the vowel sounds, is not only soothing, (sound and vibration in the body) but improves auditory processing, and breath control. Breathing is key to releasing muscle and mind tension and to begin a relaxation response. The longer the tone, the deeper the child has to inhale. The deeper they inhale, the more effective the breathing will be. (Deva Premal's Music works well. ) You can then teach them other breathing techniques using games. (More ideas using cotton balls on our You Tube Channel.)
• Pair a finger labyrinth with calming, instrumental music. Or have the child close their eyes and follow by sense of touch only. If the child cannot point a finger to use it, then guide them with your own hand over theirs. (Click here for printable labyrinths to start with). Glue the printable patterns to card stock, cover the dark lines with yarn, sand or plain glue and see if your student can trace the (smooth) path with eyes closed. (Allow student to glue and add yarn or sand if they are able.) A labyrinth has one path in and out. Its a great tool for teaching concentration and relaxation as well as tactile and visual stimulation.
• Other options include: aromatherapy techniques, mudra (hand yoga) & massage . When you are ready to start teaching postures, begin with restorative postures and work up from there to seated, standing, core, balance, etc.
• Above all, always make it fun!

There are hundreds of other usable ideas in this blog and on our website. As you come across ideas, start to think about how yoga can be broken down into its simplest form to address the needs of your students who may be seen as "unteachable", and those who may need the benefits of yoga the most.

If you have a specific question that this 2 part article did not address, or if you would like to schedule a workshop for your school, therapy center or organization, please contact me at: barbara@bodylogique.com


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*(Our pupils will dilate when the room gets darker to allow more light in, as well as when we take certain medications, but in the absence of these factors, generally speaking, when we’re experiencing pleasure, be it physical or psychological, such as seeing someone or doing something we like, our pupils will grow larger).



Other Resources:

Yoga for the Special Child  (Sonia Sumar)

Adaptive Yoga Curriculum Books  (bodylogique.com)

About the Sensory System (Science Daily)

What a Child's Food Cravings Can Tell You

Yoga for the Profoundly Disabled Child - Part 1

Through practicing yoga we learn to "begin where you are" every day all over again, and that yesterday's yoga might be very different from today's yoga or tomorrow's. We learn to stay in the moment, go with the flow and release any ideas of how we think it should be. This is by far one of the most important lessons I've learned as I have developed & written children's adaptive yoga programs and books.

Sometimes as teachers, (and as human beings), we have a hard time letting go of our ideas of what & how we think things should be. We get stuck on the limitations and unwittingly pass our attitudes and fears on to the kids we work with. Sometimes this shows up as doubt or skepticism. The child can always detect it and it always limits them when we come to a session with our own limiting ideas in mind.

In spite of the increasing amount of positive feedback, many educators still can't see how yoga or meditation techniques can possibly help in a traditional classroom setting and there are still many who believe that we cannot do much at all to help profoundly disabled children, let alone teach them yoga. There are OT's and yoga teachers that don't see how yoga can be taught to these children at all and that it is better geared activity for the "higher functioning" children. I think that these misconceptions are purely a matter of our own self-doubt, coupled with a lack of resources & not knowing where to even look for help.

2 common questions posed (pun intended) to me in my workshops are: Can I teach yoga to my lower functioning students & how? and  Does this even help them at all?

I believe that every child-no matter how affected-can do something and that is where you meet them; where they are. So my answer is yes you can and yes it does. However, you do need to first let go of your ideas of how it "should" be.

Yoga is for every size, shape, age and ability.
The media, yoga magazines and most yoga websites you come across will not show you the image of yoga that is the reality-they are giving you instead what will sell magazines and get you to sign up. They give you what they want you to believe. Rarely do you see in mainstream media, images of a middle aged yoga teacher with "curves" or a disabled student practicing yoga, or children or people with much variety of ethnicity practicing or teaching yoga. This sadly adds to the misconceptions that yoga can only be accessed or understood by Hollywood actresses, professional athletes, rock stars or a certain "type" of physically fit (or enlightened) person. It makes it less accessable to those who need it the most.

The truth is, yoga is not always practiced on a tropical island with palm trees swaying and crystal clear water or a sunset in the background. Nor is it always practiced in a stae of the art air conditioned yoga studio with full spectrum lighting, eco-friendly and sustainable bamboo floors, sandskrit meditation music, and tapestries of Ganesha hanging on the walls. (I suppose that 5, 000 years ago when it began, it was practiced in the sand or on some rocks-barefoot- with the blazing heat of the sun overhead.)

When I started to practice it was first in my garage, then in my living room. I've taught many summer yoga camps in basements of churches and community centers-with no air conditioning, (or windows) old fluorescent lighting, extremely loud fans blowing (I mean loud like an airplane engine) and where the tile floors had not been cleaned (I'm guessing) for about 3 months. The smell of bug spray lingering like the worst incense ever, and the carcasses of the exterminator's "victims" still in the corners of the room just adding to the *ambiance.

(No matter where you practice, it's still yoga. )

Yoga by definition is:  "a commonly known generic term for a physical, mental, and spiritual discipline..." and "aims to use meditation to attain spiritual insight and tranquility." The word literally means:  "yoke", from a root yuj meaning 'to join', 'to unite', or 'to attach'.  In my estimation, for these children, any adaptation of traditional yoga that will "unite" them-engage them and give them a sense of inner and outer tranquility is their yoga.

Yoga is commonly perceived or recognized as a series of (sometimes gravity defying) postures and therefore we do not see how a child with cognitive or physical limitations can possibly practice with any effectiveness. What we forget is that:

1) yoga postures are only one small aspect of a much bigger & complete system, and
2) that those postures were originally intended to prepare the body for long periods (days) of sitting in meditation. 

If we can keep these two facts in mind, we will have an easier time letting go of pre-conceived ideas and in a better frame of mind for actively adapting yoga techniques or designing adaptive programs for all children, even the ones we initially perceive as "unteachable".

The "unteachable" students are the ones who have the most potential to learn.


In my next post, I will share with you some techniques, ideas and a process I've used to determine where to start when working with profoundly disabled children.  

(Read Part 2 of this Article here.)

*(Sadly, I am not joking nor exaggerating with this description. This is exactly the setting, in 2 different sites for a yoga camp for children with autism I co-taught with my former business partner about 3 years ago. The kids seemd unaware of the conditions and just focussed on the games, activities and relaxation. It was a great learning experience for me and definitely one I will never forget! I'm grateful to my former business partner Robin for being there too to help the kids stay in the moment. )




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Related Articles:


7 Keys to Adapting Movement & Sports for Special Needs Children

3 Easy Ways to Use Yoga in the Classroom to Enhance Learning

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Contact: barbara@bodylogique.com

In Case You Missed It : July 2-6

Happy Friday Everyone!

We hope you are all safe, healthy, hydrated and have had a fantastic Holiday week.

Here are our favorite links for the week of July 2-6-Enjoy!





Children's Books that Celebrate America

Autism Safety: Wandering

Why Your Children Need More Unstructured Play This Summer

Helping Your Child Develop Positive Body Image

The Power Of Glow Sticks

Support Self Esteem Development in Children



For more Summer Activities visit us at: www.bodylogique.com  



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What Your Child's Food Cravings are Telling You

Photo: local.com 

Everyone has food cravings. Some crave salt, others sugar. I personally am not one who binges on  ice cream, chocolate or sweets, but I usually will crave cream soups, tart or sour tasting foods and bread when I am anxious, stressed or bored.

Until I began to study holistic nutrition, I never thought much about my cravings or whether they meant something. I just fed them, which is not necessarily the best way to deal with them from a health perspective. Now I understand that those cravings occur because my body is, nutritionally speaking, out of balance. Cravings are my body's way of telling me what it is that I really need for nourishment.

I have noticed that many of the students I work with develop cravings as well. Food cravings in children can give us valuable clues into what nutrients their bodies need. It is especially important to take note of cravings in children on medication, with chronic illnesses or medical conditions. According to holistic nutrition science, each craving is associated with a specific deficiency in a particular organ/system of the body. By understanding what system the cravings are associated with, we can use that information as a guide for better meal and snack planning for your child & your family...

[This article, and other nutrition related posts, have been moved 

to our FoodLogique Blog. Please use the link to continue reading.]

Contact: 

bodylogique@yahoo.com

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Sensitive Ears and the 4th of July

Photo: visitphilly.com 

July 4th is approaching and plans for the traditional festivities are being finalized. I have always loved fireworks displays! I remember my father letting my brother and I sit on top of the car to see them, and feeling the vibration of the explosions as each  of the louder ones went off. While I have always enjoyed them, there are some families that dread the event because they are the parent of a child with sensory challenges.

If you have a child with sensory needs, you can to prepare him or her for the possibility of extremely loud & sudden noises that can possibly  trigger an undesired response (i.e meltdown).  You do have the power to maintain control of your environment & can always decide not to attend your local fireworks events if that is what you think is the best action.

For those that still want to attend and see the displays, autism parent coach Connie Hammer offers some ideas & suggestions to consider when it comes to Independence Day firework displays and events.  You can find them at the link below:

Autsim Ears, Loud Noises and Fireworks
 
Also, if you have any information on resources for Sensory Friendly 4th of July events, please post in the comments below, with the city and state they are located in.
 
Wishing you all a safe and enjoyable 4th of July!
 
 
 
Contact: barbara@bodylogique.com 
 
 
More Sensory Friendly games & activities can be found at: BodyLogique.com   
 
 
 
Related Articles:
 
 
Finding a Quality Summer Camp Program for Your Child
 
 
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