Martial Arts for Students With Special Needs-(Part 2)

Photo: www.1worldkarate.com 

Today we have Part 2 of Daniel Carroll's post on Adaptive Martial Arts. If you did not get a chance to read Part 1, click here.

In part one of this blog, Daniel offered some insight to what they do at One World Karate and how it could be used in both therapy settings and at home.  Today, he offers three quick examples of  how they do what they do. Read below to find out:

Compared to most sports or recreational activities, Martial Arts provide one of the most perfect platforms for working with Special Needs students available.  However, only in the last decade have martial art schools really begun to address the needs of our diverse population, and much of the focus has been on students with needs other than physical.  Most schools advertise the ability to work with ADHD, for example, but that doesn't help the student with Cerebral Palsy.

Frustratingly, the social, emotional and physical benefits of Martial Arts are almost precisely what students with special needs need. 

In Part 1, I described the basic concept of my school, One World Karate. Today, I will give you 3 examples of how you could create your own Martial Arts platform for PT and OT clients or children. 

1.Feet:  In the Martial Arts, the feet lead the way by creating a foundation that leads to proper stances, positioning, and posture, which is essential to proper body movement.  There is no universal “proper foot position”, but for clients requiring PT/OT the point is to remember that this is where it all starts.  

Photo: www.1worldkarate.com

I work stances that involve the feet pointed straight ahead, or one foot straight ahead and one pointed 90 degrees out. We place the feet shoulder distance apart, then simply repeat them in wide stances with deep knee bends and upright body posture.  How about standing on one foot?  Stances are great motivation for children with Spina Bifida and similar issues to work those legs and feet!

2.Trunk:  As the feet become placed properly, the student can begin shifting their weight.  Remember, Martial Arts are not static! Once the student is successfully shifting from 50/50 to 80/20 weight distribution, they can begin synchronized movement. 

Now, virtually EVERY martial art exercise works the inner and or outer core muscles – how fantastic is that?!?!  And trunk exercises translate to ground and chair exercises easily.  It shouldn't take too much effort to figure out a way to make your favorite core building exercises into a Martial Arts themed activity.  

Trunk activities really wear out my Cerebral Palsy students, but they love it!  Shifting the right and left sides of the body across the center line really work the outer core, but remember that breathing, which is so essential in Martial Arts, also is essential to build the inner core muscles.  So “slow motion” rotations requiring a full inhalation and exhalation are fantastic activities.

3.  Arms and hands:  Martial Arts provide the perfect platform for doing arm activities and exercises. The basic start is the bowing in sequence done first thing each session.  The bow is a strong psychological trigger (mentally preparing the student for the focus required in class), but why shouldn't it work fine and gross motor control of the arms and hands as well?  

Photo: www.1worldkarate.com

The bow is also a perfect example of why Martial Arts is such a great “whole person” platform.  The bow means something.  Our bow is a visual representation of the following philosophy:  "We bring our heart and head together and we extend out hands outward showing that they are empty and peaceful."  They are ready to be filled with positive, but only defensive energy.

We then assume a “ready position” that includes the arms bent and holding both hands up in front of the face.   During class we strike, block, lift, spread, close, pivot, bend, straighten....whew!  Moving the arms in striking and blocking techniques engage the arm muscles, but with proper shifting of the feet, legs, and torso they also work those core muscle groups.  

Don't forget that every exercise with the hands can be done with the elbow for variation. Before physical activities, we recite a student creed – this is simply a declaration of our desire to grow peacefully into a better life physically, mentally, and emotionally.  You can make up anything you want, but make sure you say it every day!

Hopefully, by now you have begun to get ideas about utilizing the Martial Arts setting as a focal point for your OT/PT.  Parents can look for a school that is willing to work with your input as to how to scale activities for your child.  

Photo: www.1worldkarate.com

Therapists can start their own “Karate Classes” with a minimum of actual martial arts knowledge, (take a karate class or cardio-kickboxing class yourself to learn a proper fist and kick) and remember that Martial Arts is about the harmonious balance between the mind, body, and emotions of the practitioner.  

Martial Arts is, in a strictly visual sense, a dance that can be as simple or as complex as you can imagine.  

From static stances, to crossing the various body center-lines in flurry of high speed activity, to moving almost every part of your upper body in slow motion from a wheelchair, Martial Arts provides a vehicle to do it all.

The author, Daniel Carroll,  has been in the Martial Arts for 32 years, and taught Special Education classes for 7.  His school, One World Karate, is in Austin, Texas and focuses on students with Special Needs.  His school stresses “Practical Inclusion” and diversity amongst the students, and he is currently writing a book and video series to help create more opportunities for special needs students to receive the benefits of Martial Arts instruction in schools and therapy settings throughout America and the world.

Connect with Daniel:

www.1worldkarate.com

www.facebook.com/1WorldKarate

twitter: @1worldkarate

Broken links? Please Contact: barbara@bodylogique.com

67 Things I've Learned from Children with Special Needs

Photo: The Rashi School
rashi.org

I've always been drawn to people who are different. Maybe its because I have never felt as though I have quite "fit in" with my classmates, my co-workers and sometimes even my family. I've never really tried hard to 'fit in' though, but rather have tried to understand what makes others tick. I think having those insights has helped me nurture the ability to interact with people who have different abilities, lifestyles, beliefs and various adaptive needs and challenges.

I've been working with children with special needs since I was 14. My first job (outside of babysitting) was in High School with the NJ Commission for the Blind and Visually Impaired. Since that time,  I've worked with children in many different settings. I have observed, asked questions and through a process of trial and error, have learned to adapt everything - from the way I speak to how I teach personal care to how I set up activities & games for peers-for those who need it-for those who are labeled as "different".

The following is a list of the "Pearls of Wisdom" I have gathered throughout the last 34 years of shadowing, teaching and supporting children with special needs. I'd like to share them in the spirit of passing on insight to those new to the field of special education, ABA, OT, PT or Para-education.

These are not in any particular order of importance-nor does it represent a complete list of everything I've learned. I just wrote these down as they came to me. Please feel free to add your own "Pearls" in the comments section below.

• A sense of humor is your most important asset.
• Be ready to throw away the lesson plan & teach from the heart.
• Listen more than you speak.
• When you speak, use as few words as possible.
• Get on the floor and play.
• Its ALL sensory.
• Little things most definitely do count.
• Don't take yourself too seriously.
• If its not working, adapt it.
• Take care of yourself first.
• Not all children can do all things
• All children can do something
• Talking is not the only way to communicate
• There is only "now"-stay in and enjoy the moment.
• Helping a child learn is not the same as making them compliant.
• Take your time. 
• Its OK to have bad days
• Everyday is a new chance to re-commit to your work, your students, your life
• Sometimes, the best thing you can do for as student is to let someone else work with them.
• If something is not working, modify it.
• All children have special needs
• Structure has its place.
• Not everything has to be structured.
• Wherever there is water, there is fun to be had.
• What you think you are teaching and what they learn are two different things.
• There is no box.
• Multitasking is a myth.
• Sometimes you've just got to laugh
• The best way you can help a child is to pay full attention to him
• If something is not working, change it.
• Always carry tissues with you. Someone will need them.
• Sometimes you just need to cry.
• You don't have to have all the answers. You only need to be willing to learn.
• "No" is a reasonable and acceptable answer to give and to receive.
• Ask for help when you need it
• Wear your comfortable shoes to work.
• Don't eat garlic, onions or tuna right before a session with an outspoken 8 year old with sensory needs
• You cannot break down boundaries with force or behavior theories-but with acceptance and gaining trust from your student.
• Be willing to abide by what you expect of your students
• Nothing bad will happen if you wear two different socks. Or shoes.
• "Bad" behavior is a communication. What is the student communicating to you?
• Take one step at a time. Rest between steps.
• There is beauty and innate intelligence inside of everyone.
• Slow progress is still progress.
• Just when you think you have have something figured out-a student shows you to think again.
• Your students are your teachers.
• "Fair" means everyone has what they need, rather than the same as what everyone else has.
• In order to learn, first you have to fail.
• Failing is not the worst thing that can happen.
• The thing that will encourage - or discourage a student the most is her teacher's attitude.
• Its not about numbers, or labels or "the schedule" -  its about connection.
• Its not what you are teaching but the way you 'package' and deliver it that will help the student most
• There is no 'typical'
• No matter how much awareness there is, in some cases, the world will not adjust to the student. We must also teach children how to adjust to the world. 
• Children want to please us. They are not purposefully defiant.
• Children crave foods for a reason.
• Always keep yourself & your students hydrated.
• Teachers, therapists, parents, administrations are all on the SAME side.
• Continuing to do something for a child that they can do for themselves only makes them helpless and dependent.
• Children can sense your moods and will respond in kind-leave your personal problems at home.
• Look at the world through the child's eyes.
• There are many ways to adapt and modify & accommodate a student who needs us to.
• Common sense & intuition can sometimes trump what "experts" say.
• Be spontaneous.
• Be quiet.
• Give and receive love-and hugs- freely. and often.
• There will always be something new for you to learn.
• Eat more animal crackers.

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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Refresh Everything!

Everybody has a cause-something they are sincerely passionate about. Something personal that moves them to action, whether it be recycling, animal cruelty, education, etc.

So what is your passion? Art? Dance? The environment? What do you really care about? Education or Health reform? If you had the chance, how would you want to change the world? Maybe you are a teacher or a coach-mother-or an everyday Joe or Jane.  Regardless of who you are, what your passion  is, or even if you are looking for work right now, I can tell you that you CAN make a big difference in your community and your world.

Pepsi is giving people a chance to make a difference by giving away millions of dollars in grants each month to fund great ideas that will refresh individuals and communities everywhere as part of its 'Refresh Everything Project' campaign.

There are 1,000 submissions accepted electronically on a first come first serve basis each month in 5 different categories. There are 4 levels of grant awards ranging from $5,000 up to $250,000. Once a project is accepted, then the grants are awarded by community votes. A total of 10 grants are awarded  by most votes in each category.

I am very excited to announce that after 4 months of submitting my idea, my Refresh Project, The Creative Movement Project  (Which will bring low cost/free Adaptive Yoga & Creative Movement Classes to Children with Special needs)  has been accepted for the August round of voting that starts in just 2 short weeks!

My project was first conceived a few years ago when I worked in NJ as a classroom assistant and 1:1 aide to children with autism. I had always worked with children in some capacity & had done this specific work for several years under a very compassionate & talented teacher and a great team of 1:1 aides and found that this was my passion. 

As much as I love my work I have always had an inner sense that we could do so much more for the kids and the families. I started playing yoga based movement games- (something I had been certified for and never used regularly) during therapy sessions to break it up a bit and saw that it seemed to help the kids handle tension and to focus better, but most of all, they were laughing!

I kept using these techniques and even consulted with OT's, yoga teachers and other educators to refine my games. I did this right up until I moved out of the district to Bucks County PA where I now live. When I left NJ, I decided that I wanted to provide adaptive Yoga classes as an enrichment activity to families and schools in the community. I have been able to do that for the last 2 years in PA, and my Pepsi project will expand this work to include all children of all abilities, in PA, NJ and surrounding areas, especially those who are limited by financial restrictions. It will also provide equipment & training programs for parents and teachers so that they can use this program to help their children & students stay physically healthy, develop friendships and learn while reaching their highest potential.

While I was in the process of submitting my idea, I was fortunate enough to meet 2 amazing & passionate people I'd like to tell you about. These are my "Pepsi Refresh Partners" and we are three separate projects supporting each other through August's round of voting. Their stories are below and I encourage you to read more about them by clicking on  the links!

Multiple Sclerosis Dreams:

David M. Serotko is the founder of Multiple Sclerosis Dreams, Inc. (www.msdreams.org)  In late August 2006 he was preparing to complete his Associates Degree. A few days before school was to begin, he started to feel very off balance & suspected an ear infection. His toes were tingling and almost numb. Although an initial visit to the doctor turned up 'normal", the symptoms worsened into severe dizziness & nausea. David contacted his doctor with grave concern & was given an MRI. It was confirmed in September that he had MS.

Within a few weeks he fortunately improved to a point that was better, although he still had the "MS hug" and trouble with balance. Through it all he was able to complete his degree, in David's words: " At the time I owned my own computer consulting business and lost several clients because I could not service them due to my illness. At that moment, I realized that life can change in an instant &  that things I wanted to do later in life may not be a possibility. It was the hardest thing I had ever been through."

After several moves and experiencing layoffs & job discrimination, he and his wife made two trips to Maui and lived life to its fullest. He flew in a helicopter for the first time, drove up a volcano & hiked around it, met some wonderful people, "and had the time of our lives..." .

"The reason I founded this organization is that I want everyone with Multiple Sclerosis to be able to fulfill their dreams. I was fortunate to be able to do many things and want the same for others in my boat. Whether we enable you to do something you have always wanted, or give you hope that things can happen for you, we will make a difference. No one should have to live their life feeling like a disease will keep them from fulfilling their dreams. I am not going to accept this, and neither should you. Together, we will make dreams come true for people with Multiple Sclerosis!
David's "Multiple Sclerosis Dreams" project will help those dreams come true for so many!


Kris Courtney: The REAL Color of America:

American Artist & Author Kris Allen Courtney, drawn to benevolence and disability awareness by his own personal experience, from his struggle as a child born into years of surgical intervention, (being in a body cast at only 3 days old)  to an ensuing lifelong continuous health struggle, has created ‘The REAL COLOR of America’ Project. Through this project, he is dedicated to service and participation for all beyond their disabilities. Kris’ art is bold and thoughtful in its message to the viewer and invites you to pause. This energy opens Kris to the strife and parallel beauty of the real color of life surrounding us all.

"The "REAL Color" project is designed to use art to bring a spot-light awareness to cities and towns across the country in need of inclusion. Through the travels across America, this project will create a unique abstract map of the cities and communities visited as well as the people of all abilities who participate."  Kris creatively uses open plein air creations coordinated with Local Fund Raising Organizations geared towards poverty reduction, food, special needs and disabilities, to create a beautiful medium for a truly inclusive American Art Exhibit. A gallery has generously offered to house the completed pieces.

Kris's book, "Norma Jean's Sun"  is painfully reflective yet ultimately hopeful. A story told through the eyes of a boy who believes he has been mistakenly born into the world and a man who conquers physical and emotional injustice--and thrives. The memoir  reveals not only the struggle and heartrending elements of generational lives “gone wrong,” but also the love and growth of a human being overcoming the odds and determined to find a way to live life to the fullest.

Kris's "REAL Color" project will allow many others to do the same.


From August 1- 31, I am asking you to please go to the Pepsi website and vote everyday for these 3 "Pepsi Refresh" projects that will impact so many individuals and communities in a positive way. It only takes a moment of your time. You can go to the Pepsi website for more details, and you can even sign up to get e-mail voting reminders here.

These 3 projects can also be followed on Facebook and Twitter. We will be posting updates on our respective project progress so please check back for any developing news!
Thank you for your passion & your support! We know that together, we can refresh communities everywhere by including everyone & helping all people make their Dreams come true!

Love & Laughter
~Barbara

www.bodylogique.com

BodyLogique on Facebook

BodyLogique on Twitter

The Creative Movement Project


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Special Olympians: Brave in The Attempt

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

This is the "Athlete's Oath"  recited in the opening ceremonies of the Special Olympics. When the first-ever International Special Olympics Summer Games were held on 20 July 1968, Eunice Kennedy Shriver had discussed the idea of a Special Olympics oath with the then Public Relations Advisor to the Kennedy Foundation.Shriver asked him to draft something so that the athletes would feel good about trying, and if they were not successful, they wouldn't feel that they had failed. In front of the many spectators and visitors, Shriver memorably opened the first Special Olympics Games with these words:

"In ancient Rome, the gladiators went into the arena with these words on their lips: 'Let me win, but if I cannot win, let me be brave in the attempt.'

"Today, all of you young athletes are in the arena. Many of you will win, but even more important, I know you will be brave, and bring credit to your parents and to your country. Let us begin the Olympics. Thank you."

Today, along with my 10 year old daughter, I had the pleasure of observing these athletes in the arena, at North Penn High School in Lansdale PA. I have been working with a group of young men at the Perkiomen Valley Middle School, since October using movement & imagery techniques for focus, calming, strength building & flexibility. Today they put some of  those skills to work. They were excited, a bit nervous, and did their very best.  It was a joy to cheer them on along with their families!

As I was snapping photos, the things I saw through the camera lens illustrated so beautifully the Oath that Eunice Kennedy Shriver envisioned more than 40 years ago: The perceived disabilities were not as noticeable as the excitement, determination & the brave attempt these  young men and women were exhibiting. It made me reflect on all the times I wanted to quit something or don't even attempt to do something because I let my fear-or my own perceived inabilities - to get in the way. These athletes showed no fear-and are not even aware of how they have inspired me.

This day and this event could not have been more spectacular: from the the torch run, to the incredible (acapella) harmonic voices of athletes & buddies singing the National Anthem, the beautiful sun shining, friends supporting each other, all children of all ages & abilities being included in the events & most importantly, in the eyes of the families, coaches, buddies, teachers & other spectators, not only were they brave in the attempt, but everyone was indeed a winner!

Love & Laughter,

Barbara



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