Empathy Helps Build Awareness of Self & Others

Photo: Duke.edu

Empathy is greatly  misunderstood quality, especially for children with special needs, so in today's post I will offer some definition, insights and resources for parents & educators.

Empathy has a several definitions which encompasses a variety of nuances: caring for other people and having a desire to help them, to experiencing emotions that match another person's emotions; to knowing what another person is thinking or feeling, to blurring that divider line between one's self and others.

In general, empathy has two major aspects or categories:

• Cognitive Empathy: (Also Known as Theory of Mind) refers to the drive to identify another's mental states.
• Emotional (Affective) Empathy: pertains to being affected by another's emotional state & the desire to respond with an appropriate emotion as well as our general ability to empathize emotionally

In either case, empathy builds on our capacity to recognize emotions that are being experienced by another person and is a quality that is well worth developing in ourselves as well as in our children. By the age of two, children are just beginning to learn empathy but it does not start to really emerge until about age 4. Then, between ages 7-12 children seem to be naturally empathetic with people who are experiencing pain.

Empathic responses are usually not typical in people with autism, and for those with particular personality disorders such as borderline personality disorder, psychopathy, narcissistic personality disorder, and schizoid personality disorder, in addition to people with conduct disorder or bipolar disorder, and those experiencing depersonalization. (The subject of empathy on the autism spectrum is complex and research is continuing ion this area of neuroscience..)

One of the ways we can help teach empathy systematically is through the Learning by Teaching (LbT) method. Students have to prepare and present new content to their classmates, and in doing so they have to reflect continuously on the mental processes of the other students in the classroom.

The students are not only expected to convey a certain topic or content, but also to choose their own methods and approaches in teaching classmates that subject.

Through this process, the students develop a feeling for group reactions, networking and other important communication skills..

I recently came across a perfect description & summary of what empathy can do for us:

"In our highly polarized and competitive world, one person’s win is often another’s loss. One team’s, one party’s, one whatever’s excitement is sometimes disappointment for another.But it doesn’t have to be this way. There is a way that everyone can win, without anyone giving up their values. It’s called empathy. The beautiful thing about empathy is that you can feel another person's pain as if its your own and this empathy brings compassion, but you don’t have to save them or solve their problem. You can understand another person’s perspective without giving up your own. You can respect another person’s opinion without agreeing with them."

~Ian Lawton, Soul Seeds

Something I teach my daughter and my students is this: Just as you are capable of feeling another's pain & dissapointment, you can also feel their happiness, joy and success, if you choose to. Empathy is not merely a topic for "Character Ed" class, but a lense through which we can view and interact with the world and the people in it, in classrooms, at home and beyond.

Read Ian Lawton's entire post here:

Unity's Win, Win, Win

Learn more about the Learning by Teaching (LbT) Method here: 

Investigating Learning by Teaching

Learning by Teaching: The Goal is Independence

Qualitative Reasoning techniques to support Learning by Teaching:
The Teachable Agents Project

Learning by Teaching as a Pedagogical Approach

Learn more about teaching Empathy here:

How Children Learn Empathy

How Do You Teach Empathy? Harvard Pilots Game Simulation

Teaching Empathy to Children with Autism

Strategies for developing Empathy

Boston Children's Foundation

Theory of Mind

3 Empathy Building Exercises for Home & Work

Negative Effects of Social Support & Empathy




To contact Barbara or to report a broken link: bodylogique@yahoo.com


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In Case You Missed It: Blended Learning

Photo: changeboard.com 

Had the Internet existed back when I began teaching, I would have definitely flipped my classroom and used the variety of blended learning opportunities that exist today.

Blended Learning is an innovative approach to course design that 'blends' the best of both face-to face & online learning. Its main intent is to build from both approaches to create an efficient, effective and well-rounded learning experience.

We live in a hybrid world-we communicate face-to-face as well as online. Blended learning mixes the best of both of these worlds for instructional & learning purposes.

A well-designed blended learning course will leverage what needs to be done in person, (group presentations & discussions and hands-on instruction) in combination with what can be completed by the learner independently & online (reading, research, worksheets, document management & organization, individual projects, etc).  This is especially effective for high school, college and adult learning.

There are basically 2 approaches to blended learning:  the supplemental approach and the replacement approach.

The supplemental model keeps the basic structure of traditional course lectures & textbooks and supplements with technology-based, out-of-class activities.

The replacement model reduces the number of in-class meetings and replaces some of that in-class time with out-of-class, online, interactive learning activities. This makes significant improvements in the remaining in-class meetings. 

From our work and personal interaction with children who have a variety of alternate learning styles, we have seen that innovative learning is always in the student's best interest. We are now embracing these approaches in our adult education division. 

Our very first blended/Hybrid course will run 10 weeks, and combines an enhanced, interactive eBook manual with audio and video media, live group chats, phone/skype sessions, individual projects and a live, 1 day hands-on workshop. In the process of designing this course we have realized just how many benefits there are to this approach:

• places more control of your time and scheduling back with you
• flexibility/access to materials while retaining a sense of community
• reduces travel and lodging time & expenses
• experience enhanced learning through a variety of channels
• fully interactive and allows an opportunity to explore the subject in depth
• ensures thorough study and understanding of subject matter
• technology offers more opportunities for collaborative learning environment
• learning is guided & allows you to learn at your own pace with the help of instructor and others
• weekly email support, phone and Skype sessions allow you to ask questions and interact with your instructor
• not location dependent-learn anywhere
• low cost to produce materials-so tuition coast is lower for the learner

The Blended Approach offers numerous benefits and a more engaging & integrated learning experience for both instructors and students.

We have observed that this method is the most engaging, efficient and thorough way to learn complicated, involved or new subject matter, as compared to the more common 2-3 day "immersion" workshops, which are clearly not for everyone. Our (unofficial and non-scientific) research has shown that a participant is more likely to stay motivated & effectively assimilate, understand & use the newly learned material immediately when they participate in a hybrid/blended course, than when they take a weekend workshop.

(Compare: short and succinct exam study sessions spread out over a 3 month period, or "cramming" two days before the exam. Which would you rather do?)

We invite you to explore the informational links below - and  to be one of the first to take advantage of this newly expanded course offering.

EARLY Registration for the Spring/Summer Session (May 3-July 12) opens today!

Find out more on our Event Page on Facebook

Have a great weekend everyone!

Related Reading Links:

The Flipped Classroom: Turning Education on its Head (Infographic)

Understanding the Benefits of Blended Learning

What Sort of Research Should We be Doing on Blended Learning?

What is Blended Learning? (Videos)

Blended Learning Effects on Learning Disabled Students (Study)

Blended Learning: Combining Face-to-Face and Online Education

BodyLogique.com Distance Learning

BodyLogique.com Professional Development Workshops/Blended Learning Programs

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

Contact: bodylogique@yahoo.com  

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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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The Importance of Comfortable Shoes

'Shoe Circle" by Jenna Lynn

“The shoe that fits one person pinches another; 

there is no recipe for living that suits all cases.” ~ Carl Jung 

We all know how important comfortable shoes are. 

When our shoes pinch us, we can't think of anything else except getting relief-

and a pair of shoes (or slippers) that don't hurt our feet.

This is how I see special education & adaptive learning: 

parents & educators supply kids with many styles, colors and varieties of shoes,

for different purposes, and each child tries them on, to find the ones that don't pinch.

What type of shoes fits your child best?

Find this Original Image:

"Shoe Circle"

http://www.flickr.com/photos/32698224@N04/3052849927/ 

Visit: 

www.bodylogique.com

www.bodylogique-books.com

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Forgetting What You Know (How to Start Thinking & Creating)

Photo: Jacob Barnett, You Tube

Forgetting what we know is essential to learning by, thinking and creating.

Educators and Parents: For a few minutes today, forget everything you know. Stop learning & just watch, think & create with this amazing young man!

Jacob Barnett is an American mathematician and child prodigy. At 8 years old, Jacob began sneaking into the back of college lectures at IUPUI. After being diagnosed with autism at the age of two and placed in his school’s special ed. program, Jacob’s teachers and doctors were astonished to find that he was able to teach calculus to college students.

Jacob is also CEO and founder of Wheel LLC, a business he started in his mom’s garage, and is in the process of writing a book to help end “math phobia” in his generation.

Jacob’s favorite pastime is playing basketball with the kids at his charity, Jacob’s Place. It is a place where kids with autism are inspired every day to be their true authentic selves…just like Jacob.

In the TEDxTeens video below, Jacob urges us to: "Stop Learning & Start thinking & Creating"

I think the bigger lesson to be learned for parents & educators is this: when that "difficult" or "non-compliant" student is not communicating or jumping through our educational/social hoops, they just might be thinking and creating beyond our perception. 

I am so inspired right now to forget everything I know (and start thinking & creating...)


Jacob Barnett TEDxTeen talk





Contact: barbara@bodylogique.com 




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In Case You Missed It: ALL Kids are Smart Kids

When the S.M.Art Kids® Programs were born, it was with the idea that ALL kids are smart kids.

We recognize that each child has their own skills, gifts and talents and each child learns at a pace and manner that is unique to him or her. Some of these skills and talents are difficult to measure quantitatively.

The elements of our programs (stories, movement & art) were not selected randomly. They were included deliberately with sensory-challenged children in mind . Each element addresses & integrates one or several of the senses.

In addition, each element is linked to one of the 8 Intelligences . Angela Moorad SLP from OMazing Kids Yoga calls them, the 8 Pathways to Learning. (See first article link below for an article with 2 great diagrams.)

The idea, or theory of Multiple Intelligences, developed by Harvard researcher Howard Gardner, is that humans have potential in a variety of areas and learn in different ways.

What Are the 8 Intelligences?

•   Linguistic Intelligence (“Word Smart”) – The ability to use words effectively; effective use of spelling, vocabulary, and grammar. [Examples in Everyday Life: talking, listening, reading (e.g., traffic signs, novels, poems), writing (e.g., letters, e.mail, reports, poetry]
• Logical Mathematical Intelligence (“Numbers Smart”) – the ability to work well with numbers and/or to be adept at logic or reasoning. [Examples in Everyday Life: balancing checkbook, understanding the national debt, understanding budgets.]
• Spatial Intelligence (“Picture Smart”) – The intelligence of pictures and images. The ability to visualize pictures or objects in one’s mind, to abstractly create in 2 or 3 dimensional form. [Examples in Everyday Life: arts & crafts, decorating your house, landscaping.]
• Bodily-Kinesthetic Intelligence (“Body Smart”) – The intelligence of the body or body parts (e.g., hands), fine-motor coordination. [Examples in Everyday Life: playing sports, dancing, working under the hood of a car, unscrewing a jar of mayonnaise.]
• Musical Intelligence (“Music Smart”) – The capacity to carry a tune, remember musical melodies, have a good sense of rhythm, enjoy and appreciate music.[Examples in Everyday Life: sing in a choir, play a musical instrument, enjoy music.]
• Interpersonal Intelligence (“People Smart”) – The ability to understand and work with people. [Examples in Everyday Life: listening to others, encouraging or understanding others, motivating others.]
• Intrapersonal Intelligence (“Self Smart”) – The intelligence of self-understanding or self-knowledge, of knowing who you are, of knowing what you are good at and what you are not good at. [Examples in Everyday Life: reflecting on one’s goals and beliefs.]
• Naturalistic Intelligence (“Nature Smart”) – The ability to identify and/or a sensitivity to natural forms (e.g., birds, flowers, trees, animals, clouds, geological formations).[Examples in Everyday Life: gardening, camping, supporting ecological causes.]

Proposed 9^th Intelligence

•  Existential Intelligence (“Life Smart”) – The intelligence concerned with ultimate life issues.[Examples in Everyday Life: reflecting on the meaning of life, reflecting on religious or philosophical issues.]

We all have the intrinsic ability to learn in each of these ways, but in general, we primarily gravitate towards one or two of these qualities that we prefer, or are uniquely 'wired' to learn in one way over another.

Many educators are beginning to recognize the unique ways in which children learn and are finding creative ways to incorporate these concepts into the classroom.

How do you learn best? Find out! Take this Learning Style Quiz at Edutopia.

This week's links center around the science of learning. Enjoy!



Eight Pathways to Learning

Research Projects: Multiple Intelligences

Autism & the Fear of Intellectual Variability

A Creative Brain for All Children

When Students Seem Stalled

The Motor Story: Teacher's Corner

How Classroom Layout Affects Student Learning

Autism, Overactive Brains & Teen Social Adjustments

Kindergarten Readiness

The Connection Between Emotions and Learning

The Best & Worst Learning Tips 


*Do You have a "Learning Link" or resource to add? Please leave it in the comments section below!




Contact: barbara@bodylogique.com 



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Three Destructive Myths Educators Still Believe

The part if my work that I enjoy most, right next to the creative process, is the process of helping others to learn. Giving valuable insight and relevant information so they can in turn it into something positive, inspiring or just pass it on to someone else is one of the most satisfying parts of what I do.

Through my own learning process, as well as through first-hand experiences, I have uncovered many untruths and myths that I believe not only hold educators of all kinds (including para-educators, yoga teachers, mentors, parents, etc.) back from doing the most good, but also inhibit the very students that we are trying to help.

Here are three of the most destructive myths related to general education special education, coaching and enrichment/recreational programming, that I would like to dispel today:

• The Anxiety Myth: 

What words would you use to describe how yow you feel when you're performing at your absolute best? I'm guessing that "anxious" or "stressed" are not on that list, yet educators and therapists are still using methods that create anxiety/false scarcity through comparing students to one another and using "rewards" or "punishments" for behavior or work quality . 

The Truth:

While stress and anxiety may at times be a source of energy during a crisis situation, and setting goals can keep one focused, when competition, rewards and punishments are consciously used to "motivate" students on a regular basis, it is counter productive and will come at a huge cost not only to learning, but also to the teacher-student relationship, level of trust and to the physical and mental health of all involved.

When we are anxious, or feeling threatened, the brain goes into "fight or flight" mode. This is the mode we go into when we are in danger and we need to fight for our safety or run away from that very danger. This is also known as the "stress response". This is an automatic response that we cannot consciously control. 

During a stress response, our brains flood with a chemical called adrenalin that is designed to make us react-not think. When we are reacting we are not thinking clearly or imaginatively. The brain cannot tell what kind of anxiety it is: (are we in danger or is someone just getting on our nerves or did we just watch a scary movie?) it will react in the same manner regardless of what kind (real or imagined) of threat it is.

The more intense and sustained the stress, the more adrenalin will flood the nervous system and the more reactive we become. Think of the number of times a day you attempt to "motivate" your students with the widely accepted but outdated "Punishment/Reward" system: (Example: If students don't have a task completed in X minutes/days, then a punishment/restriction will happen. OR... Only the students who do such and such task or behave in such and such manner will get ABC prize.) This number represents the number of times we unintentionally cause anxious, stressed brains to shut down.

As an educator, your position of "authority" already creates an imbalance of power to your students. Rewards and punishments only increase that divide and serve to impose fear, stressful expectations and interactions. In addition, these manipulative methods only work on a very temporary basis if at all. Besides, have you ever trusted someone who was constantly trying to manipulate you? Or listened to someone whom you were afraid of?

As a yoga teacher, I spend much of my time working one-on one with children-as young as 6- who have anxiety, and teaching them simple, useful methods to manage & counter-act their stress response. Its a skill that cannot be over-emphasized, but its only half the solution.

In the classroom, studio or on the field, any time your words, methods or actions are used to emphasize the imbalance of power (whether it is between teacher/coach and student or among peers/team mates) — or prompts negative, anxious emotions and reactions from your students— fear, stress and anxiety will greatly increase. (I often think of my days as an ABA therapist and how much anxiety I must have caused my students who were depending on me to support them.) In this stressful, imbalanced environment, students are less likely to cooperate and learn/perform effectively. They are more likely to try and take back their power through rebellion. 

If they do mange to get by and complete a task or an activity it will not be about "learning" but about "compliance" and "survival", and will only last until they can get away from that environment and you. Everything they have learned will be distorted or lost completely, and the internal motivation and the joy of learning for fun will have been severely damaged.

The Solution:

Learn ways to reduce stressful interactions and create a more Calm and Connected environment in your classroom or studio. The more supportive, positive and motivating your energy is, the more your position yourself as a partner in learning to be respected, rather than an authoritative educator, to be feared. The more approachable you are, the calmer and safer the students will feel to explore and learn. When you can do this effectively, the more positive and cooperative student's energy is likely to be, and the better the long term outcomes for all concerned.

• The Multitasking Myth:

Somewhere along the line we have been led to make the assumption that: children are capable of doing and should be expected to do two cognitive tasks at the same time. They are not and should not. And I have news for you, neither are adults. We may think that we do and even brag that we have trained ourselves to move rapidly between many tasks. So rapidly that while we are doing one thing, we're not even aware of the other. Stop and think for a moment if this is really a good thing?

The Truth: 

According to Professor David E. Meyer, Ph.D, of the University of Michigan, switching time between tasks (multitasking) increases the amount of time it takes to finish the primary task you were working on by an average of 25 percent. Likewise, having students juggle and switch from many activities at the same time is an incredibly inefficient way to teach and for students to learn. (Especially students with cognitive processing delays and other challenges.)

The human brain can only fully process one thing (effectively)  at a time. Period. Stop fooling yourself. Just like a vehicle needs a minute to shift gears, or your computer needs time to load a program or a page, the human brain needs time to shift from one activity to another. When the brain gets overloaded it either shuts down or melts down.

The Solution:

As challenging as it is to focus on just one idea or task at a time in the middle of endless distractions faced in a classroom or studio, it's by far the most effective way to teach.  Work on one skill or task (or yoga posture) at a time and be sure students understand not only the task or skill, but when to apply it, before moving on to the next. Children will learn more and retain it longer. Transitional activities, such as games, movement/stretching or a quick riddle/puzzle will also help keep kids engaged and help them transition to the next activity with minimal stress.

• The Homework Myth:

In my opinion, no single myth is more destructive to students and teachers than the myth about homework. The best way for a student to learn and get more work done, is for them to work longer in the classroom and at home with homework. 

The Truth:

Children are not designed to operate like our computers — at high speeds, continuously, and for long periods of time. In fact, science has told us that our mind naturally wanders every 7 seconds. If you ever have really observed a child playing or doing a "free" time activity, you will notice that their attention varies as they move and interact. Its very different than adults: they switch intermittently between periods of intense engagement/activity/interaction and periods or inactivity/silence/rest. Great teachers and administrators use this to an advantage and adapt a schedule that correlates: they recognize that it's not the number of hours students work that determines the value of learning, but rather the energy, assimilation and personal meaning they apply to their learning during leisure time.

The Solution:

Breaks, hydration, rest and renewal through out the day makes it possible for students to digest lessons and learning in smaller chunks, and keep up energy and concentration steady all day long. Strategically alternating periods of concentration/work with intermittent fun, rest or even a movement break, at least every 30 minutes, (every 60-75 minutes for adults) makes it possible to help students learn more & get more done, in less time. Homework assignments, if given, should be used sparingly. They should be creative, fun, motivating and designed to creatively demonstrate how the lesson applies (or can be applied) to a child's personal life, goals or interests.

Tell Us:

What are some of the Myths that you have uncovered during your career as an educator, therapist or coach?  

What methods or techniques have you used with the best intentions, that later proved to be counterproductive? 

Please tell us in the comments section below.

Contact: barbara@bodylogique.com

Learn more about us at: BodyLogique.com 

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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