Adapting Yoga for Children with ADD

Photo: bodylogique.com 

I received a question several weeks ago in my inbox from an educator in Hong Kong, pertaining to constructing yoga classes & sequences for children with ADD.

My personal thoughts on how we diagnose and treat ADD could be a whole separate blog-(not just one single article-I mean an actual separate BLOG...) but to keep it succinct, I will just pose this question to you:

Do you find it odd that we place children-energetic children-who have growing bodies and curious brains-and a natural tendency to move and explore-into an 'educational' setting that not only isolates them from natural, active, outdoor play, but also directs all their activities and thinking, for almost all of their waking hours-some more than 12 hours daily if you throw in before and after school care--and then expect them to sit still, be quiet AND pay attention?

AND when they do not sit still, be quiet and pay attention as we want them to, diagnose them with a condition and recommend a course of 'treatment'?

Could it be that the "Attention Deficit Disorder" is actually a "Priority Preference Complex"- and the child is not paying attention because he/she is either bored, not mature enough to give you his/her attention, or has other priorities (playing) at the moment?

To put it another way: If a child was hungry or thirsty, would you deny them food and water? Of course not! Well, I feel that many schools deny kids other vital essentials-such as movement, sensory input, group learning activities as well as down (nap/quiet) time. We as educators and parents need to take back control of our kid's education and start using tools & methods that help support success and overcome challenges-not perseverate conditions.

This is one of the reasons I decided years to leave the traditional education system and become an independent educator. I now have the ability to reach and support many more children by supporting their parents and other educators-and therapists from around the world, in giving their kids more of what they need-in and out of the classroom.

Yoga is not the answer to everything, however it is a highly effective and adaptable method that naturally regulates the sensory system, and improves concentration when it is needed. It can be an activity that supports the other interventions that are put into place. Our kids need as much support and guidance as we can give them.

Below is the question I received and my response. Although it is directed at a question about a yoga class, it can be applied to any learning environment. (Some parts of the original e-mail  have been edited slightly to protect privacy) Please feel free to add any advice or resources you may know of  in the comments area below.

Dear Barbara,

Hope you are well!! I stumbled across your incredible work online on yoga with autistic children in Yoga in my school (http://yogainmyschool.com/2011/04/06/yoga-for-autism-with-barbara-gini/ ).  The reason I am writing to you is because I would love to seek your expert advice on teaching yoga for the first time to a child with special needs.   

I am a certified Basic Integral Hatha Teacher (200 YT) and was recently approached about teaching yoga to a nine year old child.  According to the father, the child has problems concentrating and has slight ADD.  I was asked to conduct a trial private yoga session with his child and so began my research on yoga for children with special needs.  

I would love it if you could perhaps share some words or wisdom, advice or online resources as I prepare my class structure- from what I gathered in your interview, being creative, using sound, repetition and simplistic language would be essential.  

Any help you can provide would be greatly appreciated!  

With gratitude,

Davina

 Hello Davina 

Thank you so much for the e-mail and I am glad you enjoyed the interview with Donna.

There is such a need for people to work one on one with children who experience these challenges. I blend a lot of different information and science to customize the activities and sequences.

Every child is so different-and the key is getting to know your student and being aware of the subtle personality quirks. Being creative (and sometimes un-conventional), using sound, repetition and simple everyday language in general is a good start, but you also must take into consideration the child's sensory tolerance and how easily they get overwhelmed. We want to take them just to the edge, but not over it. We want the experience to be one they will want to repeat instead of avoid, and in doing this we need to take care not to go the other way and give them no guidance or structure at all. Everything in balance.

In general, with ADD and sensory kids I work on first releasing tension through sensory input and weight bearing postures (disguised as games) and I focus on breathing & imagery for self calming. There are lots of activities that will stimulate & use the sensory system to calm anxiety and bring better focus.

ADD children will have highs and lows to their energy and its our job to direct it-not place a blanket  over it. Children like to move and the more movement (games are the best way to do this) the better. Gradually take them down to a calmer energy and give them tools to stay in that calm-ness for longer durations. 

ADD can be an asset if its directed properly. The problem is that kids are expected to sit and be quiet and compliant for long durations and its unnatural. My goal is to give them yoga and sensory-based tools so they can blend and function better in these unnatural environments.

I can give you some other basics and some resources or I can work with you more personally so you can gradually introduce methods with your student. In either case, I would love to talk more by phone or Skype if possible-there is so much information it would take me hours to type it!

Looking forward to talking with you soon!

Barbara

215-257-3193

Quakertown, Pennsylvania

http://www.bodylogique.com/

If you have a question regarding a child with ADD or other challenges and would like a consultation or to brainstorm ideas by phone or Skype, please contact me at: bodylogique.info@gmail.com 



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Yoga for Special Needs Children: Strengthening Core Muscles

Photo: Children in Bow Pose,  artsriot.com 

Today I am happy to have a guest post from Craig Hanauer of Every Kids Yoga

Craig is a New York State Certified Creative Arts Therapist, a Kripalu Certified Yoga Teacher, and a Yoga Alliance 500-Hour Registered Yoga Teacher.

Committed to the health and empowerment of children, Craig has developed "Every Kid's Yoga", a unique and successful program for children with special needs, that integrates the creative arts, yoga, and play.

Today he writes about strengthening the core through yoga. The core is the area where all other movements originate from and Yoga can be a great way to support core strength as a supplemental activity for OT, PT and other types of traditional therapy. However, please use caution and common sense when selecting postures for children who have spine, joint or other weaknesses or injuries. Start with basics and build movements slowly, modifying and adapting as needed. Use the modifications that Craig has discussed below and if you are not sure if a posture is appropriate, please consult with the child's doctor and other therapists.

If you are not sure how to modify, or adapt, you can leave a question in the comments area for Craig or myself, or find more information in the "Related Articles" links below.



Yoga Strengthens Core Musculature

by Craig Hanauer

The muscles of the core include those surrounding the pelvis, those adjacent to the spine, and those surrounding the scapula, all lying closest to the bone. When these muscles contract, they stabilize the spine, pelvis and shoulder girdle, and create a solid base of support. One is then able to generate powerful and controlled movements of the extremities. The goal of core stability is to maintain a solid foundation and to transfer energy from the center of the body out to the limbs.

When working with children, Sheila Frick, OTR/L recommends placing emphasis upon activating the core musculature to achieve deeper respiration and to increase core strength and endurance. The goal is to develop the deep muscles that lie closest to the bone, especially the muscles providing three-dimensional support around the central vertical axis of the head, neck and trunk. It is important to maintain a continuous flow of breath with focus on the exhalation during core activation so as to coordinate movement with the breath.

When these deep muscles are engaged, postural control and breath support become effortless, as minimal conscious effort is required. Thus, surface muscles, designed for skill, are released from undesirable "fixing" and are instead able to function according to their natural design. When the body moves with ease and fluidity, the child is free to creatively and independently execute complex reasoning for communication, problem solving, planning, organizing and executing life tasks and roles.

Engaging young children in musical movement sequences that engage the core musculature and prompting them to sing along is a sure way to increase core strength and postural support.  If they are singing while they are "swimming" they are taking a deep inhalation followed by a long controlled exhalation.

[You can use "The Goldfish Song" K-2  (3:28), Laurie Berkner, from the CD "Victor Vito" ]


Movements:

• Resting in prone position with head to the side
• Cobra (wake-up)
• Shake lower legs (shake out your tail)
• Locust Pose with arms extended (swimming)
• On knees act out shower and brush teeth
• Supine position propped on elbows, bicycle/extend legs
• Pat mouth and yawn (sleepy)

Modifications:

• Gently touch below collarbones to prompt lifting the chest
• If they are unable to lift their chest off the floor for swimming, place a pillow or folded blanket beneath the chest to provide support

Benefits:

• Increases core strength
• The song naturally vacillates between high and low energy
• Children are engaged and grounded in one place
• Simple chorus for singing along
• Supports receptive language skills with simple acting out scenarios
• Contains humor

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If You Give a Kid Their Core...

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Good Posture from the Ground Up

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3 Ways to Use (Adapted) Yoga in Classrooms to Enhance Learning

Photo: The author demonstrates
breathing technique with
Hoberman Sphere. Watch video here

(Updated from Original Post 9/18/11)

Many of the teachers I talk with are interested in introducing yoga in their classrooms, but they hesitate, citing what are a few common drawbacks (in their minds), such as it will take up too much time from their required curriculum, or there is no room to store mats/equipment or that they are not trained yoga teachers.

In addition, the recent complaint filed by the Encinitas parents, highlights concerns over promoting eastern religions, saying children who exercise their choice to opt out of the popular program faced bullying and teasing. (Read full article: California Parents Sue over Grade School Yoga. I will address this issue in another post.)

While these are all legitimate concerns, the benefits outweigh the them, and each concern can be worked around:

• You don't need to do a complete yoga class for it to have any benefit (of course, 30-45 minutes is better than 5, but 5 minutes is better than none at all. Its more about the quality of what you do in that 5 minutes.)
• You don't need mats or any equipment at all (yoga can be done at the desk or standing next to it.)
• You don't need to be trained in 500 hours of yoga to start out leading students with simple & basic instruction. (An experienced yoga teacher can show you how to adapt & simplify yoga for classrooms.)
• Instruction can easily be adapted and taught in plain & simple "exercise" terminology, with no religious philosophy, spiritual language or references to 'yoga' at all. (Its more about the movement than what type of movement you utilize.)

One might argue that if we do all of the above, then its not really yoga. I argue that it is. The term "yoga" means simply, "to bring [yoke] together". In my mind, this is referring to an intention more than a specific method to realize that intention. So to me, yoga looks different to everyone, and encompasses a variety things that "bring [and individual] together." It can be called whatever you like, and take on whatever adapted form you like, and no one needs to be afraid of it. Its your yoga. I know it can look intimidating when taught in a manner that is foreign and unrealistic for most of us, but I have worked for many years to make yoga more kid-friendly, classroom friendly, and accessible to the average person, and have found it to be so beneficial for myself & for so many. I'm not saying that it is the only way to go-its just one method of many that can be easily used to help improve health & learning.

Yoga in The Classroom, when adapted and applied properly, can be of great benefit to all students (& staff) and can infuse fun into any learning environment! Its most beneficial to set up a daily or weekly routine so the children know what to expect. The key is to make it fun and engaging so the children will look forward to it!

In a typical Yoga studio class, shoes are off at the door, you get your mat, you find your space and sit or lie quietly waiting for class to begin. In the classroom, you can designate a time, area & routine for yoga much in this same manner, using this same procedure as a template. (Kids love to take their shoes off during class and dim the lights. )

Yoga sessions will not look anything like a typical, traditional yoga class for adults. Your class should be of a length to suit the age/ability/attention span you are working with. In general, the younger the children, or for children with sensory/cognitive challenges,  the shorter the activity duration.

For an elementary class 20- 30 minutes is good. For a Middle school child 30-50 minutes and High school an hour is fine for a formal practice. (For children with adaptive needs, 15-20 minutes at intervals through out each day is beneficial.)

Teaching in a conventional classroom may not allow this duration, so short 5- 15 minute intervals of movement & incorporation of various techniques such as storytelling, breathing, art & imagery can be used effectively to release excess or nervous energy, re-focus, relax and reduce overall stress.  (Highly effective prior to test-taking!)

Here are three easy ways that Yoga can be used in the classroom to enhance learning readiness:

1-Improve Focus:
"Where's My Stone" Game (Exercise takes about 5-10 minutes.) Using simple Imagery Games will help children develop skills needed for focusing on writing, test taking, math calculations and more.  Take a bag of small or medium sized assorted natural river stones. (Can be found in craft or dollar stores.) Have each child select a stone by reaching into a velvet bag or another type of drawstring bag.  Once they each have their stone, have them hold it in their hand and feel it. (Prompt them to notice texture, dents, bumps and cracks with their fingers and then with their eyes.) Prompt them to look at their stone carefully and notice the color, texture, cracks or unusual shapes & features of their stone. Once they have observed their stone quietly for a few minutes, have them close their eyes and/or lay heads down on desks. Prompt them to imagine their stone in their minds as clearly as possible. Imagine just their stone. [You can end the exercise here or take it a step further:] Have the children place their stones in a basket or bowl and mix them up. Then pass the bowl around to each child and have them find and retrieve their stone. Ask them to share how they knew it was their stone. (I let them keep their stones at the end of the lesson, telling them that I use this game to help me concentrate better.)

2-Release Stress:
(Duration: 5-10 minutes) Slow controlled movement breaks, heavy work activities, coloring & simple breathing techniques will help a child immediately calm, release stress and re-focus on the task at hand. Movement can easily be incorporated into daily classroom activities or as a transition between subjects. This is not the same as recess or phys-ed. This is movement to help keep the brain engaged during repetitive or difficult tasks. For a description of one simple & effective technique called "The 4Bs" click here. Or try some Summer Yoga Postures or Other postures from our old web page.

3-Improve Social skills:
(Duration: 5-15 minutes) Movement Games & Storytelling activities offer so many opportunities for children to become part of a story, practice social skills & cooperate with a group. In addition, this can strengthen language and literacy skills if its tied into a language arts or reading unit.  Select stories that are familiar & age appropriate to the children or that have familiar themes/characters, such as folk tales, or children's stories or provide a theme and allow the children to add details as they go around the circle. You can use stories from your language arts book or your school library. You can even use a story format for the lesson you are teaching. Or, have each child share a story that they like. Provide props, instruments or other sound effects to bring the story to life. Have the children use yoga poses or just make up movements to "act out", tell & remember the story through movement sequencing. Allow the children work on group a mural that illustrates the story and/or the movements. To offer some inspiration, see our  Story & Activity Archive,  and Sensory Games  pages for you to use in the classroom, therapy room or at home.


A Final Note:

While yoga in itself is considered a complete mind/body exercise system, it is not the only activity that promotes this integration. All forms of movement, stretching, dancing, playground games and other active learning will help with bringing whole-child awareness and focus to the body and the thoughts as a whole.

If you decide to try yoga, you do not have to know the traditional forms perfectly in order to incorporate activities into your elementary or middle school classroom. You don't even have to call it 'yoga'. Adaptive Yoga is just what it sounds like: It adapts & breaks yoga science down into more recognizable child-friendly activities & games that will keep kids moving, calm & engaged. This will greatly benefit classroom environment, reducing tension & anxiety, encouraging positive student interactions & enhancing overall learning on all levels.

I strongly encourage you to try & experience yoga or other daily movement activities, as a before or after school program, or right in the classroom, & notice the difference.


*For help designing a customized adaptive classroom program for your students, please contact Barbara@bodylogique.com .



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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
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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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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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Why Adaptive Movement is Necessary



Photo ©2011 B.Gini

Its not something I talk about much, but about 24 years ago on a rainy morning while driving to work, I was injured, along with 4 other drivers, in a motor vehicle accident.

My car (an ’85 Buick LeSabre) took the most of the impact but was destroyed. My body ached for months. Up until then I had worked out by kickboxing, aerobics & martial arts. At age 23, I was in excellent physical shape but was told by my doctor to stop exercising so the movement wouldn’t 'jar' my spine. I was not given any alternative exercises.

I was cautioned that I would probably always have headaches, hip and back pain & by my 40's would likely lose most of the feeling in my (dominant) arm & hand. My orthopedic surgeon suggested I have surgery to remove several of my ribs to "release" the compression in my spine. I laughed thinking he was joking. He was not.

A week later, I found an article in a magazine in that same doctor's waiting room. It outlined a study at Bryn Mawr Hospital that was using yoga as a complimentary medicine to speed healing. The results looked very promising. I left his office that day, took the magazine with me, and instead of filling the prescription for pain medication, I searched for & found a 20 page booklet and cassette tape on yoga in a local book store.

I practiced with that little book daily on my own. I worked in short intervals and learned to modify the movements to adapt to my limited mobility. I took it slowly & did was felt sensible to my body never pushing beyond what felt 'safe'. Progress was slow, but it did eventually help my body feel and move better. (And I am happy to report that I still have ALL of my ribs!)

I believe there are 3 main reasons that I can move at all today, at age 47:

• my big clunky car that surrounded & protected me like armor
• my good physical shape prior to the accident
• the yoga that I learned from that booklet & tape

I’ve practiced to varying degrees over the years, always in harmony with my changing health, weight, fitness level, & body chemistry. Yoga has always helped & has never failed me. It now helps the children that I work with in ways I never thought possible.

This is why I continue to adapt, modify & customize yoga to my students and why we need more people willing to do the same. After playing sports my whole life and having excellent coordination & mobility, I remember after the accident trying to move a certain way and not being able to. I remember the decreased sensitivity in my leg, arm and hand and that clumsy, disconnected feeling. I felt frustrated & trapped in my own body. To me, adaptive movement in the form of sports, horseback riding, swimming, karate, dance & yoga and others, not only makes perfect sense, but is an absolute necessity.

Statistics show that physical activity for children with disabilities as compared to children without disabilities is much lower. In recent years, there has been a call for more physical activity for everyone, especially kids. At the same time, there is awareness of the need for more adaptive recreational programming to address the growing needs of children with a variety of  physical, sensory and other adaptive needs.

In adapted classes, there is better ratios of 1:1 instruction, smaller groups and a slower pace to allow the children to build on their strengths, overcome weaknesses & and master new skills gradually. Adapting recreation, dance, karate, yoga & PE is a way to ensure that everyone is challenged and participates to their full potential while maintaining the integrity of the activity.

I found this article below with great information, discussing the importance of adapted PE in Schools & why we need to keep kids active not only in gym class but throughout the rest of their lives. It outlines reasons why we need more adaptive movement programs not just as PE but as recreation as well.

As always, I encourage you to find activities that you & your child can participate in & to move and play with your children every day!


The Importance of Adapted Physical Education in Schools

 
 
  *In my next post, I will talk about one approach to HOW to adapt PE, sports & recreational programs.










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Cat Pose: Holding on and Letting Go

A few weeks ago as I was coming in from an early morning walk I heard a rapid, barely audible 'meow, meow' coming from my basement window well.  When I went over to peek down I saw a tiny black kitten had fallen down into the well and could not seem to get out.

As I reached down to lift him out, he quieted immediately and started to shiver and shrink away from me. He did not appear to be hurt, so I guessed he was either scared or cold as it had been a chilly night and I had no idea how long he had been down in there.

I took him inside, wrapped him in a towel and warmed him up. He never purred nor made a sound, he just lay there, a bit calmer now, letting me hold him and scratch his ears, surrendering to the moment. I sat outside with him as it warmed up hoping the mother, with a collar and tags (with an address) would come looking for him, but she did not. I went and asked the neighbors if they lost a kitten and none of them had. After several hours, now attached to this beautiful creature, I  reluctantly decided to take him to a local animal hospital to see if they could find him a permanent home. (I cannot have pets due to my lease agreement.)

When I brought him into the waiting room, he suddenly came back to life, climbing out of the towel, up onto my shoulder looking around. I took him to the receptionists counter & he climbed right out of my arms & onto the desk. He purred and meowed and sniffed and everyone fell in love with him. I left feeling confident that this was the right decision and he would find the perfect family. I named him "Midnight".

All the way home and ever since then, I cannot not help but think of how life is a series of experiences-of moments- requiring and sometimes challenging us to either 'hold on' or 'let go'. Sometimes we hold on to people, memories and things for far too long, and other times we let go of them far too quickly. It requires inner calm, emotional maturity and our full attention to know when we should do which. Each time we let go of something we no longer need, we make room for something else in our life. Every time we hold on to those things we no longer need, whether things or anger, painful memories or relationships that no longer serves us, we block ourselves from experiencing life the way we truly envision it for ourselves: Peaceful, loving, happy and fun. Its a lesson we all will learn either by choice or by force.

In my own practice, I think 'Cat Pose' illustrates this:  Alternating between stretching the spine up and releasing it down towards the ground deliberately along with the movement of breath encourages us to release physical and emotional stress and pay attention to what we are doing, thinking and holding on to. It shows us through our body, that is absolutely OK for us to 'release'. For this reason it has always been one of my favorite postures to do at the end of the day.

For kids, its a fairly easy posture to *practice, and to adapt, either on all 4s on the floor, seated on the floor, exercise ball, in a chair or even a wheel chair. Cat Pose helps release tension in the spine and shoulders (where many of us 'hold on' to physical/emotional/mental tension) and helps to stimulate digestion, elimination and other functions of the internal organs. It also improves posture and improves concentration. Most children find it fun to 'meow' or 'purr' and will tell stories of their own cats or other pets which encourages interaction, verbal expression, communication & other social skills. 'Purring' or 'meowing' releases tension in the vocal chords. (Encourage them to meow or purr loudly and then softly, etc.) Most children find it very calming and will ask to do more of Cat Pose. (It also falls in with the upcoming holiday theme of Halloween.)

It also is something common that they can all relate to & provides a non-threatening way to teach about adjusting to transitions: holding on and letting go.

A mantra or 'chant' can be added with the movement & breath for children who are old enough and when its appropriate: "Don't hold on-Let it Go" or simply "Hold on-Let go".

Sensory aspects addressed are proprioception, interoception, balance, auditory and tactile ( practicing on different surfaces: mats, carpet, furry area rug, etc.)

Some simple illustrations for Cat Pose are below. Remember to encourage children to move slowly, and to breathe (exhale as you round the spine up or backward and inhale as you move the belly button down toward the ground or forward.) The can do this with a 'meow' or a 'purr' to encourage them to take a full breath and release it. Its best to practice on an empty stomach and allow the children to hydrate with plenty of water after exercising, (and throughout the day) even if only moving around a little bit.

Please check with a doctor or therapist to be sure that the posture is safe for the child to practice. (For example, Cat Pose would not be practiced if a child had a rod or pins in the spine for some reason. If you are ever in doubt always ask a professional.)

Keep in mind that for children the postures do not have to be purr-fect (I couldn't resist that one!) just as long as they are not injuring themselves or others, let them move and explore in a fun environment!

*Please supervise children at all times when practicing yoga, exercising or on exercise equipment!

For further adaptations, please contact me: barbara@bodylogique.com

To see full, illustrated instructions on how to practice "Cat Pose", visit Yoga Journal .

Cat Pose on all 4s

Seated Cat Pose (cross legged on a mat or the floor)

Seated Cat Pose (feet flat on floor seated in a chair)

*Seated Cat Pose (on exercise ball-feet flat on floor)

Practice Makes...More Practice!

My daughter's dance recital was this past weekend. The kids & staff did a fantastic job! All the care, creativity & hours of preparation & practice were obvious in each and every performance.

A few days before the recital, my daughter was getting frustrated because she could not execute this one particular movement to her own liking. She remarked to me that: "After the months and months of practicing, I should have this perfect!" 

I used a comparison that even though she has learned her multiplication tables & spelling words, that she still needs to practice them or she will forget them, like she has in times past over the summer break. She agreed with me. We talked about her dance classes and my yoga programs being the same in that respect. Its not a one time activity. Its an ongoing thing. Its about building skills slowly until we are confident enough & proficient enough to perform the activity. There is always practice. Practice does not make perfect. It makes more practice.

It may not be a very popular opinion, but I think that as much as we plan & move towards perfection and we strive for perfection-we never actually reach it. There is always something more to explore and learn no matter how much we know. That is why practice makes more practice.

As with any activity or discipline, yoga, karate, Tai Chi, cooking, writing, dance, music, art or competitive sports, the ones that excel on their fields continue to practice even after they have 'mastered' their skills. Even those who are considered 'gifted' commit every day to getting better at what they love or at what they need to do for their careers or well being. Each skill builds on a previous one, and leads to a new one to be acquired. This continues indefinitely or for as long as we'd like it to.

I see practice as so much more than becoming good at one particular thing & the refining & retaining of those skills;  I see it as as process of self-awareness & growth. Its an important, character building, conscious step for children to take as they begin to feel rewarded, self confident & successful  in academics, sports, arts and relationships. It can mean the difference in meeting-and exceeding-their goals & dreams. Things they (and you) thought they could never do can be achieved through consistent practice.

As the school year draws to a close, its good to keep kids busy in activities they love or need to build skills in. Its tempting to slack off now as the excitement of 'summer freedom' comes, but keeping the mind, body and senses alert and sharp encourages fuller participation in activities & Life experiences & makes the transition to the new school year in the fall much easier. For kids, practice does not require long hours of tedious drills. Rather, make it unique and fun, whatever the activity. One topic or skill at a time for 10-15 minutes a few times a day. That's all that is needed.

Without consistent use of skills, we will lose what we are building on. This is especially true for children in ESY or receiving school based therapy, that lose those services for a time in the summer. Its frustrating for parents & a challenge for students to build those skills back to the level they were at prior to the end of school. As parents it is up to us to take control of the situation & for a few minutes a day find the fun in the practice & keep those skill levels consistent and where they need to be.

My daughter is learning in a very real way that practice does not guarantee that we suddenly become an expert and have learned all we need to learn. She is learning that it means that we are committed to our own personal growth & always striving towards our goals; becoming, doing & being our very best.
I hope that one day, she will be able to look back and appreciate how far she has come. I know I do.



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Gratitude & Attitude for This Body

I woke up this morning and noticed my ankles were sore. I asked myself :  "What the heck did I do yesterday?".  As I started moving around  I felt the sunburn on my arms and shoulders & I remembered yesterday's long day on my feet, out in the sun at my daughter's class trip to a Civil War Reenactment. I started to hear that self-pitying whiny complaining voice in my head that we all tune into into from time to time, so after a minute I stopped and realized that its not my body's fault. I should have used more sunscreen and I need to get a better quality sneaker to stand/walk in all day.

'Harriet Tubman' & Lauren

There were several children with walkers and in wheelchairs there yesterday, all having fun.  I however was physically able to stand on my feet all day-and in addition, I had a great time with the kids, especially my daughter. (We met "Harriet Tubman" and learned how to weave lace, march in formation and of course, shoot a cannon. ) I am grateful for the whole experience! Even the sore ankles & sunburn.

So today, as your day begins, and every day from now on, I want you to take a moment each morning -when you feel those aches & pains and recognize that complaining attitude in your head- and thank your body, no matter how it feels or what condition its in. If you have health challenges, then thank the parts of your body that are healthy.  If it sounds silly, or is a difficult thing for you to do, bear with me & do it anyway. Here is why:

We tend to focus so much on what our bodies cannot do-on our pains & limitations. We constantly remind ourselves that we are 'getting old', we ache, are out of breath & can't remember things. But think for a moment of what an amazing engineering masterpiece our body really is at any age: for starters, more than 200 bones that are stronger than concrete, that hold us upright, 600 muscles that can move in any direction and speed we want and a pump that circulates life supporting blood 1,000 times a day through more than 60,000 miles of blood vessels. We have a brain that controls it all and has the capacity to process 400 billion impulses through 45 miles of nerves in one single second!

Science tells us that our bodies also have the amazing power to regenerate all cells & tissues including cardiac & nerve fibers. With every single breath, and at every moment, renewal is going on somewhere in the body or brain.

Every single hour, one billion cells die and new ones are made to replace them. We get a new stomach and brand new skin every month. Our 206 skeleton bones renew every three months. Our liver will be brand new in about 6 weeks. In fact, in just one year's time, about 98% of all our body cells die and are replaced. Every single thing we eat, think and do, at every moment, (especially what we think) contributes in some way to our physical and emotional health so that we literally are not the same person we were a year or even a week ago.

Reflecting on just these few feats makes it clear that our bodies deserve a little-no- rather much gratitude. We were designed to experience health, movement & vitality. Health is our natural state of being, regardless of our situation or abilities, everyone can obtain health to the degree they desire, starting with gratitude then working on attitude. We have the ability & unlimited opportunity to direct our growth & our health at every moment.

For children who are developing in every way by leaps and bounds, as well as those who have delayed development due to medical or other conditions, we as parents & educators can be encouraged to know that their bodies are renewing at even a faster rate. The more we nurture their growth with healthy ideas & thoughts, nourishing natural foods, pure hydrating water, varied movement and unconditional love, the better the environment for their bodies & brains to grow more healthy.

We need to start having gratitude and appreciation for our own bodies first so that our children can learn from us. We are the example they will follow and teaching them health habits that begin with the way we think & perceive our own bodies-as naturally renewable instead of limited by physical or cognitive conditions- is where we start.

Our thoughts and comments about our health-or lack of it-become their thoughts, and that becomes their belief and ultimately their wellness programming. This programming will become their habit. Their habits will determine how far they move forward or are left behind in becoming their optimal healthiest selves. Every adult & child deserves to reach their highest, healthiest potential, and it starts with our own attitude.

For the last 10 years, I have enjoyed teaching health in the form of adaptive yoga, to children with challenges & their siblings, families & peers. By using stories, movement & art we engage & calm & ensure that all kids - of all abilities - move all those muscles; strengthen all those bones & use all possible nerve connections to learn & reach their highest, healthiest potential.

When designing this program I wanted it to be fun, something that could fit seamlessly into any schedule or environment and something that everyone could enjoy. The purpose of  "adaptive" yoga, or dance or sports is exactly that: to adapt it enough to include every one who wants to participate, so they can enjoy the many physical and mental benefits of that activity.

 Special Olympians from Perkiomen Valley

If you have ever watched a Special Olympics or a Miracle League game or adaptive dance recital you will see that the children participating are not focused on the limits they have. They just are happy to be doing what they are doing! Having fun, playing, moving-pure gratitude in the form of happiness! That is how each one of us needs to be, especially those of us who are healthy and able-bodied.

I encourage you to explore your own attitudes about your body and your health and notice what messages you are sending your students & children, especially children with adaptive needs. Be aware of your attitudes, have gratitude for your own abilities as well as those of your students & children & guide them to enjoy exploring as many forms of healthy adaptive movement as they want and as they can as the summer begins!


More Information:

BodyLogique Adaptive Movement for Kids:

Hope Dances Adaptive Dance:

Special Olympics NJ:

The Miracle League

Philadelphia Center for Adaptive Sports

 Dorothy Hamill Adaptive Skating

Surfer's Healing-A foundation for Autism
 
 
 
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Thinking Outside The Lesson Plan: 6 Ways to Accomodate Alternate Learners

Working in Ms. T's pre-school early intervention classroom 5 years ago was one of the most memorable  learning experiences for me. I have taken so much of what I learned there from both Ms." T", my co-workers and the kids themselves and have applied that to my current work as a children's yoga teacher. In addition, I have been able to offer workshops & trainings to hundreds of parents, therapists, educators & other children's yoga teachers showing them how to do the same.

One of the first and most important techniques I learned was how to create non-threatening  environments that accommodate a variety of alternate learning styles & challenges & offer the best opportunities for all children to be successful. This concept is at the very center of my adaptive yoga programs. I work with many children who have autism, visual or other sensory perception challenges, poor motor planning or dyslexia, poor auditory or cognitive processing delays and other adaptive needs that make it necessary for me to make accommodations. To do this effectively, I have to think a little bit (sometimes alot) outside of the lesson plan.

Here are 6 accommodations that I have found are the most common & most useful, especially for older children, teens & young adults:

1) Talk with the student: (For all students) Ask how he/she learns best. Often these students can explain in their own words what helps them learn and this input can be developed into concrete learning strategies. These strategies are usually easy to incorporate into a classroom setting or a yoga group setting. In this way you have made the student a partner-and an active participant-in his or her learning.

2) Use Visual Aids:  (For children with auditory/cognitive challenges)  PECS, simple pictures or felt boards can be used to demonstrate & communicate a variety of concepts and ideas. In a yoga group, model the postures or movements & breath work slowly for the student so he/she can see how its done. Allow students to partner up and play a modified & more age appropriate version of  the "Mirror Game".  In both classrooms, follow up with a brief explanation speaking slowly, clearly & using as few words as possible.

3) Use Oral Instructions/Testing: (for students with poor visual processing, poor motor planning & fine motor challenges) Tests can be read aloud to the students or provided on audio file, and students can give answers orally. In a yoga setting, this is how I assess the students level of understanding & also practice social & conversational skills-by asking/answering questions and telling stories. Its important to remember to be clear & use as few words as possible.

4) Modify Essay & Note Copying Assignments:  (for students with poor visual processing, poor motor planning & fine motor challenges)  It takes some students much longer to copy information from a book or a board. In some cases the student may not be able to even read their notes. Provide simple lecture notes, or discreetly assign a fellow student or peer to copy the notes using carbon less paper to make a second copy for the student to review.  For tests, use as many match and  fill-in-the-blank formats as possible. ( Multiple-choice questions also tend to pose a problem for some students because of the amount of reading required to answer the questions correctly.) A simple handout with a brief summary, stick figure drawings and simple captions works well for yoga classes.

5) Modify Research Assignments: (For all students) There are many ways to offer alternative assignments to demonstrate skill or content master for traditional as well as yoga classrooms. Alternatives to long written papers could include video or oral presentations, collages, photo journals, shadow boxes, role playing, dioramas, etc. I use lots of simple themed art projects in my yoga classes to go with each lesson to give the student a personal & physical reminder of the basic concepts presented.

6) Use Routine Skill & Concept Reviews:  (For all students) Good for reinforcement of academic as well as yoga concepts. Can be used before a test or as a transition before moving on to the next concept introduction. A review can be done at the end of the week, at the end of a unit, as an oral review or even as a fun class "Jeopardy" or "Wheel of Fortune" type game, incorporating flash cards or other visual aids if necessary. A simple 'study guide' (one page only) with short summaries of key concepts & vocabulary words can be made easily and given to the students to take home & review on their own. Encourage students to stay organized by keeping all notes in a binder or folder for quick reference. (For one of my teen girl's yoga classes I provided folders and let them decorate to have a personalized place to keep all yoga class notes in.)

Whether you are a traditional educator, classroom assistant or children's yoga teacher, its not difficult to make these simple accommodations for those who may need them. A little time and creativity will go a long way to benefit both educators & students.







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Eye-mazing!

Other than our brain, our eyes are the most complex organs in the body.Your eyes are composed of more than 2 million working parts & the average eye can receive & process 36,000 bits of information every hour. Your eye can also focus on about 50 things per second. (Talk about multi-tasking!)  Your retina contains 120 million rods for "night vision", and 8 million cones that are color sensitive and function best in daylight. The eye is the only part of the human body that can be at 100% functioning at any moment, day or night, without rest.

About half of our brain is involved in the visual process. Humans are visual animals with our eyes contributing towards 85% of our total knowledge.

Vision problems &Visual Processing Disorders can come in many forms, but they all involve the affected person having difficulty seeing or understanding information that they see. These disorders affect both adults & children however it is estimated that about 80% of children with autism or SPD will have visual challenges. Most of these deficits are not found through a traditional vision test, which are geared for acuity only. “The signs that a child has visual problems are frequently subtle and clearly visually related.” (The Mislabeled Child, 2006)

Deficits in vision can greatly inhibit learning as well as social confidence & many kids may not know they have visual processing challenges. For this reason it is important to remember that if they DO complain about their eyes...believe them.



Optical Illusion

I've been thinking about my own visual health quite a bit lately after a recent brunch with some friends, when I realized that I have been having a difficult time seeing details. To be specific, my cell phone keyboard, that tiny writing they put on menus, the "ingredients" on a box or jar of food, the price tags of items or even in the notations in the margin of some books.  I even mistook the word "destiny" for "dentistry" on a display rack of charms much to the amusement of my friends but to my own secret horror. That was the day I finally bought one of those little pocket magnifiers with a light on it to tuck away in my purse for the next time I need it. (I use it at least once a day!)

 

So why don't I just quit whining & get glasses? Is it vanity? Is it denial? Maybe a little of both, but regardless, there is a lesson in there and so being who I am, I have decided to put together some information about visual processing & how it can be improved & strengthened. I realize that eventually I may have to get glasses, but for now, I have found some activities/exercises that will relieve fatigue & strengthen my visual processing & may be of help to you and your child. These activities & exercises listed here apply & are appropriate for children as well as adults.

• Frequent Breaks: When you allow yourself or your student/children to become overly fatigued from visual tasks, the result is fatigue, headache, stomach ache, de-motivation and/or oppositional behavior. In addition to leading to avoidance behaviors, this fatigue also has the potential of further damaging an already weak visual system.
• Physical activity: Movement re-engages the nervous system, and allows for another short period of visual focus & mental concentration. You can try simple stretching or yoga. (Did you ever wonder why kids sharpen their pencils so much? They are giving themselves a time out from an extended visual task and a chance to re-engage in the activity.)
• Gross muscle movement: A major strategy for improving sensory motor integration and visual processing disorders. The general rule, for not only children but adults exhibiting overall eye strain or difficulties with visual processing is short periods of concentration with lots of movement breaks.
• Coloring: Simple geometric pictures or mandalas are calming, help strengthen the cone receptors in the retina and help re-focus attention. (Also Try  'Crazy 8s')
• Vision Boards: A collage type project. Pictures or stickers are placed on a canvas, cardboard or construction paper. You can use a theme or a word (such as "Family") to work the collage around.
• Kaleidoscopes: Another simple toy to help strengthen the cone receptors in the eyes (used for day vision, color perception & black/white perception, reading & fine detail.) Be sure to use BOTH eyes alternately, not just the dominant one. (Your dominant eye is the one you usually bring the scope to first.) Order a kaleidoscope  and other visual toys for kids here. 
• Eye Yoga: Moving the eyes in various configurations can strengthen the ocular muscles (visual motor)and the ability to focus (visual perceptual). For complete exercise instructions click here.
• Eye Palming: Rub your hands together until they feel warm. Then close your eyes & cover them by cupping your warm hand over them. Now look into and at the dark. If you see spots of light its ok. Relax & wait a few minutes. You will see the dark. Do this at least twice a day for 5 to 15 minutes or if with a child, for as long as they can.
• Hydration: Hydration & proper nutrition are vitally important not just for eye health, but for overall optimum functioning of the body & brain. Plain fresh water, fresh fruits and fresh vegetables should make up most of your & your child's diet. It is important to remember that while we want our kids to be healthy, they have different nutritional needs than adults. Lean protein is very necessary for formation of brain tissue and proper brain & organ function. Children especially need proper amounts of lean or organic animal protein that cannot be found in plant sources. Please consult with your physician or dietitian before eliminating any foods from your child's diet!
• Imagery: Imagery is another easy way to relieve visual fatigue & improve inner &outer focus. Picture a familiar object in your mind, clearly and in as much vivid detail as you can. (It could be anything: your child's face, a cow, an apple, a pizza, etc.) Now hold that image for 5-10 minutes. (You can start out with 1 minute intervals and gradually increase the duration as your brain becomes more trained.) If your mind wanders, just bring it back to focus on your object. Children can do this simply for a few minutes at a time, with you guiding them through the process.

(Planning meaningful activities for children to do during very necessary work breaks helps make learning pleasant and minimizes damage to the child’s self-confidence. To create an atmosphere of success, find their area of strength and emphasize that. Every child has something that they do well. Find that strength and keep them busy at that task as you gradually offer more clallenging tasks. Keep detailed visual activity to a minimum during breaks. Books can be put on tape and will help strengthen the auditory sense as the visual sense is taking a break. )



For more information on visual processing:
 
Education.com
 
Understanding Learning Disabilities
 
The Jess Oppenheimer Story
 
Optical Illusions 


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