What Special Educators (and Parents) Want Us to Know

As Autism month begins, I would like to dedicate this post to autism families and the professionals (and para-professionals) who support them at home, in the classroom and beyond.

Its easy to get caught up in the push for awareness-and awareness is definitely needed. However, sometimes when we are so engaged in a cause, its easy to forget to communicate clearly what it is that we, our children and our students need at any particular moment. I would like this post to be about opening up & continuing an honest dialog-between all of the people who love, educate & support Spectrum kids, in so many different ways.

So, this post today is to be written by you, in the comments section below. If you are an autism parent, what do you want your child, your family, your child's teachers, other parents, me or anyone else to know?

If you are an educator or other professional: What would you like parents, students, administrators and others to know? Be as brief or as detailed as you need to - or as the comment space will allow.

If you want to ask a question - that counts too! This is about learning from each other & sharing our respective knowledge & experiences for the purpose of better understanding and better care & services for all of our kids.

Your comments do not have to be all positive-because let's face it: life is not always positive-but they do have to be respectful. We are all looking through different windows with different scenery. Sometimes its frustrating as a parent to explain to a teacher-and its also frustrating for a teacher to explain to a parent what is happening when the other one is not here, but think about how frustrating it is for our students and kids watching us struggle against each other, as they wait for the help that the need.

The thing to keep in mind is that we are all on the same side-and we have to keep working together if its going to work at all. Kids are depending on us to support & guide them, so lets keep it mature and respectful and we will all learn something new & useful.


~Barbara



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In Case You Missed It: September 17- 21

Photo:
Cottonwood Communications

Time is the coin of your life. It is the only coin you have, and only you can determine how it will be spent. Be careful lest you let other people spend it for you. ~Carl Sandburg

Another week has just whizzed by! Take some time to re-group, reconnect and enjoy the change of seasons with the ones you love!

Have a great weekend everyone!

                                                                      
~Barbara



Here are your article links for September 17-21:


Teach Your Children How to Manage Their Time

How to Do Character Education

Super-Foods for Kids

Social Skills in Children with Hearing Impairments

Vitamin D and Autism: The Sunshine Connection

Bullying: 5 Tips for Empowering Your Child

Kids Yoga: Pirate's Pose

On Homework: Get Schooled Blog

Children with Autism & Interrelated Health 

Bullying Can Be Stopped With Yoga

Peaceful Playground Grants



Contact: barbara@bodylogique.com


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7 Keys to Adapting Movement & Sports for Special Needs Children

Barbara mirroring  movement
for a non-verbal student.
(Photo by J. Yurgel)

Inclusion is about providing a broad range of fun & engaging options to children of all ages, abilities and backgrounds. This means modifying an activity or sport to provide a more appropriate version for a particular group of participants. This can be done in such a way that the integrity and structure of the activity is maintained, while softening the rigidity of how one should participate.

When I was a child, I spent many hours outside playing in the yard and inside playing board games with my younger brother. There is nearly a 5 year difference in our ages & I would come up with ways to adapt & modify the activities so he could be included too.  As we both got older, we still carried on the tradition of  of  "making it up"  much to the dismay of my father who was trying to teach us to 'follow the rules."

The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children. So far, my efforts have been  been successful.

My daughter with a 'Buddy'
at the Special Olympics, 2010

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 kids. At the same time, there is awareness of the need for more adaptive recreational programming to address the growing population of children with a variety of  physical, sensory and other adaptive challenges. While the idea of adapting for and including a variety of children with different abilities may overwhelm many coaches and educators, I think we need to see this instead as an incredible opportunity to expand existing programs, or create entirely new ones & step out of what is comfortable and predictable. The benefits far outweigh the little bit of extra preparation it takes.

Modifying the methods & rules of exercise, activities or even of competition structure of a sport is nothing new. In fact, most national sporting organizations provide modified versions of many sports for their junior programs. (Special Olympics, The Miracle League and others.) As the need for adaptive movement activities has increased, so has the interest in how exactly to do this in a meaningful and effective way. Here are 7 key points to keep in mind:

• The purpose of adapting and modifying movement activities & sports is to make them more accessible by minimizing or eliminating the disadvantage caused by the environment in which a sport or activity is played. There are as many ways to do this as ther are children who need it. Think of ways to break the activity down into its smallest most basic parts and build up from there. Don't be afraid to experiment with new ideas or to change something that is not working.
• Modifications can be minor - such as a change in rules (6 strikes to be 'out' instead of 3) or piece of equipment (lighter or shorter bats). Sometimes bigger modifications are necessary, that may require some planning in advance (using  equipment that contrasts with the playing area: white markers on grass, bright balls or mats, sound/echo proofing a room, etc.) 
• Know your students. Talk with their parents and other members of their education or therapy team to gain insight into the best way to structure your activity or program. Use common sense in determining what activities that child should avoid. (A survey form filled out by parents and therapists before an instructional program starts is very helpful.)
• Learn to view all modifications as temporary. Review them regularly for restructuring or to be phased out. Adaptations are just another step toward a program that is fully accessible. (In some cases, the changes may become a part of a regular program, such as those previously mentioned junior sport programs. ) The end goal is to allow participation with as much independence as possible.
• Teaching Style is important! The way an activity is communicated has significant impact on how inclusive it is. Use appropriate language for the group, speak clearly & keep instructions short and to the point. Using visual aids, (pictures) demonstrations and a buddy system are effective ways to support students as they learn & interact. Be sure the students understand rules, techniques and procedures before they begin. Keep it simple!
• Environments can be adapted in simple ways such as reducing the size of the playing area or using an indoor surface rather than grass or even using grass as an element of sensory integration or slight challenge when the student is ready. In any case, you also want to minimize distractions in the surrounding areas as much as possible.
• After an activity or game is played, assess it for the need for new or different modifications. There is always room for improvement, so ask yourself what worked, what did not and why. Get feedback from the participants. Their input will give you clues on what to keep and what to improve upon to make it more fun and inclusive for everyone.

 

* Are you an adaptive sports coach, a special education teacher or instructor? In what ways do you modify and adapt your program to make it more inclusive for children with special needs? We want to hear from you! Leave your comment below!

 

For More Information:

The Miracle League (Northampton, PA)

Special Olympics (PA)

B'More Abilites  Special Arts Center

One World Karate

Sensory Swim

Horse Boy Method

American Association for Adaptive Sports





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Connect with Your Inner Groundhog



Punxsutawney Phil

February 2 is Groundhog Day in the United States and Canada. According to folklore, if it is cloudy when a groundhog comes out of its burrow, then spring will come early. If it is a sunny day, the groundhog will (supposedly) see its shadow and go back into its burrow, and winter weather will continue for six more weeks.

The celebration started as a Pennsylvania German custom in southeastern and central Pennsylvania in the 18th and 19th centuries and has its origins in ancient European weather lore. A badger or sacred bear was central to the prediction of weather, based on their hibernation habits. How the Groundhog got caught up in it is unclear.

The Groundhog custom is similar to the Pagan festival of Imbolc, (the seasonal turning point of the Celtic calendar,) which is celebrated on February 1, halfway between the Winter Solstice and the Spring Equinox.

Groundhog facts:

 •"Groundhog" and "woodchuck" are different names for the same animal, from the ground squirrel family.

•Using only their teeth, claws and strong limbs, groundhogs dig  burrows up to 5 feet deep and 45 feet long.

• Their noisy reactions to being disturbed, includes whistling, squealing, barking, chattering and grinding their teeth.

•While most squirrels eat seeds and nuts, groundhogs mainly graze on grass and leaves, & sometimes insects, snails and bird eggs

•Groundhogs are one of the few true hibernators, relying entirely on body fat to make it through winter. Their heartbeat slows from 75 beats per minute to as few as 4, and body temperature drops from the 90s into the 40s (F).

•Groundhogs have an average lifespan of ten years in captivity and six years in the wild, with a maximum lifespan of 14 years in captivity documented

•An internal biological clock controls when wild groundhogs wake up from hibernation, but coming out of the burrow depends more on temperature than intuition.

• Groundhogs have been known to be aggressive & usually try to avoid contact with people.

•According to records kept since 1887, Punxatawney Phil's predictions have been correct 39% of the time

Native American Legends

Native American lore tells us that the Groundhog is a symbol of understanding the power of cycles, knowing when to hibernate, building & the ability to go underground. Groundhog inspires us to pay attention to our dreams, dig beneath the surface to get to the truth, study a specific subject or area of interest, such as yoga, or  meditation and learn to relax. He is a reminder to not  paint ourselves into a corner and always have several ways to exit from negative situations, add more vegetables to our diet, study the seasonal changes and apply the wisdom of changing cycles in daily life.

Groundhog Pose
Photo ©B.Gini 2008

To help you find your inner Groundhog, I've included a 'Groundhog Pose' image (at right) a resting posture for you and your students to practice between activities and to settle nervous energy after recess or tests.

To modify, you can practice this posture by remaining in your chair, & setting your head on your desk. Arms can relax at sides (in this photo the Groundhog was "digging".) Close your eyes and breathe deeply into the belly and then breathe deeply into the back of the body. Breathe in relaxation and breathe out all the thoughts that don't serve you any more.

Imagery:

Imagine you are a little groundhog, safely hibernating in your warm, comfortable burrow.

Benefits of this pose:

•Gently stretches the hips, thighs, and ankles
•Calms the brain and helps *relax stress and fatigue
•Relieves back and neck pain when head and torso are supported on pillows

*(Enhance the relaxing effect of this posture by playing nature sound music or Native American Flute music such as N.Carlos Nakai or Mary Youngblood. Students may rest foreheadon hands, and use shawls or warm, heavy blankets to cover themselves to create their own"burrow". Blankets help create a sensation of body awareness, and of safety and security, which further relaxes the body and brain.)

 
*Download a free "Groundhog Pose" Photo flash card here!


Tell us your "Inner Groundhog" experience in the comments below!
 
 
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No One You-er Than You

“Today you are You, that is truer than true. There is no one alive who is Youer than You.”  ~Dr. Seuss

So this evening at yoga, we misplaced one of the children's name tags. (The child happens to be the only boy in the class. ) The others were helping me look for it and we couldn't find it. So I apologized & jokingly offered him MY name tag and asked him if he wanted to be me for the night.

He shook his head, said "No way!" and quickly gave me back my name tag.
 
One of the other students said she would like to be me-because I know so much about Yoga. Then another said she'd like to be me too because I'm kind of funny. Another said I'm very funny and then another argued that I am silly rather than funny.
 
The banter went on until the young boy spoke up again. He said "I want to be me-but I still think you're cute!" ( As you can see, this one is a charmer-he knows just when to give a compliment. Its not easy being the only 6 year old boy in the yoga class!)
This exchange was so telling. It tells me that first, they are really paying attention even when you think they are not. It also re-enforces how important an adult's influence can be on a young child, and that we as educators cannot ever take that responsibility lightly.
 
It also drives home the importance of allowing children to develop self-confidence & to be their own person. The way that we do that the most effectively? By allowing them to do things-to succeed- and also to fail-and to learn from their mistakes. This helps build not only confidence, but characteristics they can identify with.
 
Too many times we are quick to "help" our kids avoid pain or circumvent uncomfortable situations. We let them win at games, do not allow them to experience consequences and do not effectively teach them how to handle anger & conflict.
 
The truth is, the world is not always a friendly place. There is competition, corruption and lots of frustrated people running around looking for a target to vent on. We can implement all the Anti-Bullying and Character Ed programs we want-but this will not ever teach them how to be confident in themselves. It will teach them the concepts-but not the lesson. The lessons are learned and character is built only through experience.
 
We cannot protect our students & children from or isolate them from every last bully, bad influence or friend who will use them. Instead, we have to be right beside them & give them skills to confidently navigate through the unpleasantness they will experience; we have to let them know we trust them to make choices and to set boundaries and if they make a bad choice they can change it. At the same time, we need to remember to show them how to still embrace, appreciate and look for the fun, adventure & beauty of Life.


They need to know that we are there to help if they need it and we will come to a point where we will have to be brave enough to let go and let them fly. If we show fear & frustration they will only learn to be afraid & frustrated. If we show confidence, then they will learn to be confident.
 
Tonight, every child who said they'd like to be me, for the reasons they perceived to be fun, or as good qualities, also told me that they would only want to be me for maybe just the class or maybe a day, and then go back to being themselves. I'm so glad they said that. That shows that they are supported & that they "get it."
 
And I'm thinking I would like to be more like them when I grow up.
 



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Tree Pose

The lofty oak from a small acorn grows.  ~Lewis Duncombe
 
If ever there was a multi sensory experience, a walk in the woods would have to be it. There is something so energizing and invigorating about the the woods, especially on a beautiful spring day.
 
The blue sky & fluffy clouds visible through the branches; the breeze wrapping around you as it moves through the leaves; The smell of moss and honeysuckle; and each individual tree has a graceful, unique type of quality-leaf shape, color, trunk size & contour, bark texture, root structure, that gives it a distinctive personality- that speaks to us if we are still enough to listen. In that way, the trees remind me of people, especially the children that I work with: some of  tall, some small, some with lots of branches reaching up, some with rough exteriors, some weaker, some constantly swaying, some still and quiet, all different sizes, colors and shapes, lending their uniqueness to a colorful and varied  landscape we call "Life".
 
Being an educator, it seems natural to me to try and imagine the original people-the Native Americans of the area, their children-and even the old yogis of long ago walking in the quiet of nature much like I did today. I can almost see them taking in the beautiful landscape, sitting with their breath and moving to be like nature.
 

Today, as I walked in the woods by a reservoir, I stood over the water on an elevated knoll in Tree Pose. It just seemed like a natural thing to do.
 
Most children take naturally to yoga . It is an exercise system that has been around for thousands of years & can be adapted to any age or ability, making it very accessible to any child who wants to try it. Whether an artist or an athlete, an "A" student or challenged, no special skills or equipment is needed, and all will benefit.

By playing, moving & "posing" like animals, or mountains, stars, trees & other natural objects, children can better understand their own outer & inner nature. In addition, they are making new friends, moving & exercising, growing, building healthy bodies and having an experience of naturally integrated senses while learning about & becoming more connected to the world around them. When this experience happens outdoors, it gives it a whole different depth & dimension.
Yoga also is a versatile activity that can be used by children (and grownups) to release frustrated pent-up energy, or to calm and relax before a test or bedtime. It helps build physical strength, character and confidence & can be done anytime, anywhere, indoors or outside. No special equipment is needed.

"Tree Pose" is a favorite for all children. It is simple, yet challenging and is a natural object they can all recognize & relate to.They like to imagine they are different kinds of trees, with roots holding them to the earth and branches & leaves swaying & blowing freely in the wind! (In my classes we do a Tree Warm up: trees to the left; trees to the right; tall trees, short trees, swaying trees, apple/banana/cherry trees, twisted trees and logs.)

Tree Pose stretches the entire body, strengthens ankles and legs and improves posture, lung capacity, concentration and balance. You can try these at home with your child or in the classroom with your students. The directions are written so that children can easily understand them.

You can also tell the children a "secret" to Tree Pose: If they are having trouble balancing, try to look at one object in the room or yard. When their eyes are still and focused, so is their body! (you can demonstrate this for them and illustrate the point of "focus" of the eyes, mind and body.) Have them pick a spot or item to look at as they practice being a tree.

(Tree  Pose can be easily adapted for children with sensory, proprioceptive limits or decreased range of motion, by allowing them to hold on to a wall, the back of a chair, a tree, or a buddy while they practice it.)

Also below is a link to a movement game to play outside and when you have some room to move around.(courtesy of Shari at Karma Kids Yoga)

Above all, remember that yoga is called a  "practice"... it is not called a "perfect" & it does not have to be! Children's yoga should be a fun exploration! Just watch your child experiment, play & remind yourself to do the same!


Tree Pose helps you by:
~Helps your body to have better balance
~Improves your posture: helps back and stomach muscles stay strong and helps you breathe better
~Lets your feet, legs and ankles stay stable & strong
~Helps you focus and think better
~Makes you feel Tall, Strong and confident!

• Stand up tall -(like a tree-) with both feet on the ground & under your hips.(Keep your back nice and straight-but not stiff!)
• Raise your arms up over your head and put your hands together
• Bring one foot up off the floor a little and on to your opposite ankle (or knee)
• Balance on the other foot & Stand up tall just like a tree!
• Take a big breath and say "Treeeeeee..."
• (Just think of how strong and beautiful a tree is! What kind of tree are you?)
• When your leg gets tired, you can change feet and balance on the other side.
• Now try the "Tree Pose" with your eyes closed!

Click Here to find directions to play "Forest of Trees"

Click Here for the Arbor Day Foundation


For more information on children's Yoga please visit:
   
S.M.Art Kids Adaptive Yoga®
 
 
 
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Every Brain is a Creative Brain

 I do not seek the meaning of creativity. I seek the experience of being creative.
               ~Unknown






Have you or someone you know ever said this?
 
 "Oh, I'm/my son is/my daughter is just not creative..."

Science tells us otherwise: Every Brain is a Creative Brain.

It has been long believed that the right side of the brain is the 'creative' side and the left is 'analytical'. Artists, musicians and writers are considered 'right brained' because they are creative & engineers, computer programmers & accountants are considered 'left brained' because of their analytical natures. Scientists now know that this is not completely true. In fact, many artists are considered to to be 'left brained' & many accountants are considered to be 'right brained'. Here is why:

Learning to sculpt, draw, paint or to play music are skills developed by following a template or pattern that is already in existence. (Such as a musical score, a 'still life' or portrait painting, or a sculpt of the human form.) Many accomplished portrait artists would not be able to paint a portrait, and object or a scene from memory, without having the subject right on front of them. This is a quality of the analytical, left side of the brain.

The right brain has the ability to think up & create something that has never been before-and not necessarily based on anything real. This would place abstract art under this (right brain) ability.

This is where the idea of 'right brained' people being creative originally came from. The truth is, that you, (and your child) can be either left or right brained and still be creative.

One way to stimulate creativity is to expose yourself (and your child) to fun, positive and varied social environments. While some children (and adults) tend to resist new social experiences, they are so important in many ways. They help a child to better understand people, cultures, themselves, the world we live in, & think of creative solutions whether it be problem solving or artistic expression. For adults, a positive social environment can be the difference between staying motivated & stagnating, whether socially or professionally.

Another way, and on of the easiest & best ways for adults & children to stimulate & enhance creativity is movement- play movement games, walk outdoors, swim, dance, yoga, karate, wash the car, dig in the garden, etc. All of these activities help to enhance creative thinking and reconnect the left and right sides of the brain. The TV, computer and other forms of sedentary activity don't help the brain to grow or to form new neuropathways or come up with any new or creative ideas.

Art, music, and reading/writing are other ways to stimulate creative ideas. It doesn't have to look perfect-it can be as simple as singing, or coloring with your child. (In addition, it will  increase focus, and reduce the stress response-which also inhibits creativity.)

The brain relies on stimulation in many forms to function as the amazing, creative organ that it is. Feed it with the right kinds of stimulation and it will always give you the wonderful experience of being creative.


For more information please visit:

Enhancing Your Creativity


BodyLogique Creative Fitness



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