Autism Awareness Month: A Chance to Redefine Disability
Last updated on April 25th, 2018 at 10:11 am
April is Autism Awareness Month. For those of us in the special needs trenches this might seem odd because if autism has impacted your life you are always aware of it every minute of every day. The reality is that many people have no idea what autism truly is. They might watch The Good Doctor or Sesame Street, and while it is terrific that autism and other conditions are being represented in mainstream media often these portrayals are flawed or fail to paint the complete picture.
Autism Society defines autism spectrum disorder as a complex developmental disability that affects individuals differently and to varying degrees. Dr. Stephen Shore famously said, “If you’ve met one person with autism, you’ve met one person with autism.” The spectrum of autism ranges from people with savant skills to people who are nonverbal and enjoy fecal smearing.
Just as the symptoms and challenges vary from person to person, language preferences are also a point of contention. Many people believe in the “person-first” theory of communication, where the individual is considered before their diagnosis because the person is much more than their condition. The best way I heard it explained is that if you had a friend who was diagnosed with cancer you would not refer to them as “my cancerous friend.” You would say “my friend, who has cancer.” So the student is not a special needs child, they are a child with special needs.
Yet some people disagree. Temple Grandin doesn’t mind being called autistic instead of a person with autism. She treasures her autism because it is what makes her mind work the way it does. She claims that in many ways it does define her and she is proud of it.
Now there are movements to alter more phrases and words. Before you describe someone as “suffering with autism” try to observe them first. Are they really suffering, or are they happy and productive in their own way? There is a campaign to “spread the word to end the word” for the “r-word” (retard). Many adults with special needs would prefer that you simply call them disabled because in fact, that is the truth. Another root definition of “dis” means apart or in two ways, so really saying someone is disabled is really another way of saying that they do things differently or in another way.
And really, don’t we all have special needs? I need to have chocolate. My mother needs to have coffee with every freakin’ meal. My son needs to wear socks in the pool. Whatever. These are little things we need to help us get through our daily lives.
So, this April be aware of autism in all of its manifestations and try out some new ways of talking about – and talking to – people with disabilities.
Teaching Your Special Needs Child How to Eat On Their Own
Last updated on February 8th, 2018 at 11:28 pm
Children with special needs can take longer to learn how to eat independently. Read these top tips for mealtimes.
Author Deborah French has four children, two of whom have special needs. Her eldest daughter, Amariah, has Down’s syndrome and her son, Henry, has autism spectrum disorder. “Socialising with others generally includes eating together,” she says. “So learning how to eat neatly is crucial to helping our children to integrate.”
Deborah, who also runs cookery classes for children with special needs, came to realise that nagging her children about their table manners wasn’t working. Instead, she developed practical solutions to help them learn, with rapid results.
Deborah’s top tips for happy mealtimes
1. Be patient
“When stress or frustration controls your reactions while trying to teach your child, they will reflect your mood and act accordingly. They will fear your reaction to their mistakes, and as a result will not be able to give their best efforts. Give instructions calmly, with positive reinforcement.”
2. Invest in a funky child-sized apron
“As your child gets older, even though it may still be necessary for them to wear a bib to protect their clothing, this can also be demoralising and embarrassing in front of other family members or peers. An apron is more discreet and will help eliminate any negative feelings your child may harbour before mealtime has even begun.”
3. Encourage your child to help lay the table
“Irrespective of the nature of your child’s disability, take the time to involve them in preparing the table for dinner. Even watching you collect cutlery, cups and napkins helps your child to feel they have participated. During this process, talk your child through what you are doing and why. For example: ‘We use a fork to pick up pieces of food on our plate instead of our fingers. That way, the fork gets dirty and not our fingers’.”
4. Use heavy cutlery and solid crockery
“As parents, we instinctively opt for plastic or disposable utensils to avoid breakage and to make cleaning up easier. But for a child who has either low or high muscle tone or difficulty with their fine motor skills, a plastic fork simply feels like air. These children need to be able to feel the cutlery they are holding. The same is true for plastic plates and cups, which are unstable and easily knocked over. Solid cutlery and crockery will make it easier to teach your child how to eat.”
Read about other eating equipment that can help.
5. Take the time to eat with your child
“If you eat your evening meal later than your child, compromise by ensuring that during your child’s mealtime, you too are seated at the table. Even if you enjoy your coffee or a smaller version of what your child is eating, they will be encouraged by your presence. You can then talk about your food and how you eat with your cutlery. Take note of how quickly your child imitates your actions.”
6. Keep a standalone mirror and wet cloth handy
“The most effective way of teaching self-awareness to a child is to let them view themselves. Even as adults, how often after enjoying a meal with friends have we been unaware that a chunk of food, usually green in colour, has become wedged between our front teeth?
“Apply this theory when helping your child to understand food residue on their face after eating. Before they leave the table, place the mirror in front of them and encourage them to look at their reflection and clean themselves using the wet cloth.”
7. Encourage your child to clear their place
“Again, irrespective of your child’s disability, teach them how to participate in the cleaning up process after eating according to their ability. This may involve them handing their plate to you or taking it to the side to be washed; alternatively wiping their place clean as best they can. Any level of participation helps to develop their self-awareness and obligations at mealtimes.
“It’s important to remember that everyone likes to feel valued and needed. When you give your child responsibilities, they feel important to you and the family. This in turn boosts their self-confidence and speeds up the learning process.”
Read our interview with Deborah about parenting children with special needs.
Specialist eating and drinking equipment
To help your child learn good eating skills, you may find that specialist eating or drinking equipment will make a real difference. The Caroline Walker Trust, a food charity, recommends a number of helpful aids to eating that parents of children with learning disabilities may find useful for their child.
These include:
- Different shaped cups, with one or two handles, of different weights, materials, transparencies and designs. The cups should be designed not to shatter or break if they are bitten.
- A transparent cup can be helpful when helping someone to drink, because you can see how much liquid they’re taking.
- Cutlery of differing shapes, sizes, depths and materials. Again, the cutlery shouldn’t shatter if it is bitten. Solid plastic cutlery or plastic-coated metal might be better for people who have a bite reflex when cutlery is placed in their mouth. Shorter-handled cutlery is easier to manage, and hand grips or irregularly shaped handles may help someone in using a utensil.
- Plates and bowls that do not slip, have higher sides to prevent spillage, or are angled to make access to food easier.
- Insulated crockery that keeps food hot if mealtimes are lengthy.
- Non-slip mats that support crockery.
- Straws, which can help those with a weaker suck and can have different widths.
- Feeding systems that deliver food to the diner’s mouth through, for example, a rotating plate and a mechanical or electronically controlled spoon. Some systems are powered, others are hand- or foot-operated.
For more information and details of suppliers, visit the Living Made Easy website.
From www.nhs.uk
How to Handle Your Child’s Learning Disabilities Diagnosis
Last updated on November 17th, 2017 at 11:35 pm
Having a learning disability diagnosed can be difficult, and in some cases it isn’t clear what the learning disability is or why it happened.
However, your child’s abilities and needs can be assessed to make sure they get the support they need.
Learning disability diagnosis
Some learning disabilities are discovered at birth, while others are not diagnosed until much later. If your child is diagnosed at or around birth – for example, with Down’s syndrome – their doctors probably won’t be able to tell you exactly how it will affect their development. The extent of your child’s disability will become clearer as they reach the ages when they should be talking, walking or reading.
For children who are not diagnosed at birth, finding out they have a learning disability can take time. “The main problem is that learning disabilities are quite hard to diagnose very early in life,” says Dr Martin Ward Platt, consultant paediatrician at Royal Victoria Infirmary, Newcastle-upon-Tyne.
“There may be very little in the way of developmental signs. If a child hasn’t started talking by the age of two, that can be linked to learning problems later on, but this is not certain.”
Most learning disabilities are obvious by the age of five. “Intellectual function [also known as cognitive ability] can only be assessed by testing children from the age of five, so most children with these disabilities are only diagnosed when they start school,” says Dr Ward Platt.
Even after a diagnosis is made, it can be hard to tell how it will affect your child in the future. However, your child’s current needs can be assessed to work out what kind of support will help them, and they will be referred to a paediatrician (a specialist in child health). You can talk to parents of children with learning disabilities in your area to ask whether they can recommend a good one.
Find a local learning disabilities support group in the UK through Mencap**.
Getting a learning disability diagnosis
In the UK – under the Children and Families Act 2014, social services has a duty to assess children in need, including children with disabilities. The aim is to identify the child’s specific education and healthcare needs and draw up a plan of action for meeting these needs. (**see below for resources in the U.S.)
For more information on all aspects of being a carer in the UK, including practical support, financial matters and looking after your own wellbeing, see Care and support.
If you believe your child has an undiagnosed condition, your GP (*doctor) should be able to help you to get the advice you need. The UK charity Scope’s expert forum includes advice for families who can’t get a diagnosis**.
Your child may also benefit from an assessment of your care and support needs.** The assessment establishes the needs of a child with a disability and which services would be best for them. The purpose of the assessment is to draw up a plan of action for your child.
After diagnosis
If you’ve had concerns about your child, you might feel relieved to have a diagnosis. Don’t be afraid to ask any questions. Find out as much as you can about your child’s needs.
Most parents assume their children will be healthy and develop normally, so hearing that your child has a learning disability can come as a shock. It takes time to accept the diagnosis and to mourn the child you might feel you have lost.
Talking to your child’s doctors, nurses, support groups or friends and family can help, although friends and family might need their own time to accept what has happened. Many parents find it helpful to contact other UK families** who have been through the same thing, as talking to other parents can be a useful source of support.
Counselling can also help, so ask your health visitor or GP (*doctor) for recommendations.
Developmental delay
The term “developmental delay” is sometimes used to describe a child’s condition if they are not progressing as expected. “By itself, ‘developmental delay’ is not a diagnosis,” says Dr Ward Platt. The main issues when assessing a child for learning disability are:
- By how much is the child delayed, and in which areas?
- Are there areas in which the child is not delayed?
- What explanation for any delay might lie in the child’s background (such as a long stay in hospital for an unrelated condition)?
- What underlying medical condition might explain the delay?
- Is the delay likely to be the product of a low level of care and inadequate stimulation in the home?
Delay is not always significant. “Some children are slow to walk, so may appear to be delayed. But if one of the parents was very slow to walk, then it’s likely the delay just runs in the family,” says Dr Ward Platt.
Check out our selection of apps to help people with learning disabilities in our Digital Apps Library.
Editor’s Note: *clarification provided for our US readers.
** Resources in the United States
- Learning Disability Associates of America – State and Local Affiliate – can help locate support groups
- PBS Parents Experts advise on Diagnosing Learning disabilities
- Healthfinder.gov – can aid in identifying government resources available to assist carers supporting family members with disabilities.
- Benefits for Children with Disabilities
- Care.com – community – connect with families with special needs
From www.nhs.uk
How Special Needs Kids Can Avoid the Lunch Box Blues
Last updated on September 23rd, 2017 at 06:37 pm
School is back in session! After the clothes, the supplies and the backpack have been purchased there is one big item left…the lunch box! We want to help our children feel more independent, but sometimes kids with special needs need some special assistance with this portion of their school day. Also, many in this population have very specific dietary needs and wants. Here are some tips for finding containers that will work for your child.
Special note: If your child has a feeding tube, do a search for Facebook groups or ask your child’s team for resources. It’s easy to fall into a rut but there are new ideas and breakthroughs happening every day.
Open and Close
Can your child open AND close the containers you pack? Should the covers be twist tops or snap-ons? Can they open a zippered baggie? Sure, these tasks sound easy but they can be real challenges if you have fine motor issues.
Different brands and styles of containers have different benefits, so do a little spying and trial and error. There is no point in spending an hour prepping a picture perfect bento box if your child is unable to get to it. My child could open the Ziploc divided container but never get it closed again, leading to tragically messy and stained lunchboxes!! This must have been a common problem, since the company has discontinued the item.
This year we are using Snapware, which seems to be working out nicely and doesn’t leak. Victory! But those side latches could be tricky for some kids so do a trial run before sending anything new to school. Hopefully the school has grown ups on hand to assist with these things, but better safe and full than sorry and hungry.
Touch and Go
Some kids with special needs will have a meltdown if their foods touch each other. Others will only eat from their favorite bowl or with their own spoon. This is another reason to be sure to have some trial runs or introduce the containers before school begins or on weekends. A child may need some transition time or a chance to get used to a change in a calm environment rather than under stress in a cafeteria.
Ask and Learn
Ask your kids what kinds of cool containers their friends use. Ask other moms what works best for them. Do a web search. But remember, what works for one child may not work for yours. Borrow containers to try them out or bring your child to the store and have them experiment before investing a lot of money in something that might be useless.
Might Want to Checkout
- Snapware: I got a big boxed set at Costco – which as all sizes and one size even has dividers. Here’s the link to the set at Amazon
- Sistema (people seem to like it – don’t have the link)
- Easy Lunchbox: seems like a sturdier version of Ziploc
- Planet Lunchbox: some people say the latches are easy, but I haven’t tried them
Happy packing!
For a Great School Year, Bullyproof Your Special Needs Child
Last updated on August 21st, 2017 at 11:15 am
Bullying has always been an issue at school and in society, and now with social media the problem has taken on new dimensions. Bullying is repeated unwanted aggressive behavior and isn’t only physical – it includes spreading rumors, exclusion and embarrassment.
Kids with special needs, disabilities or medical conditions are even more likely to get bullied. Sometimes these kids don’t even understand what is happening and may even consider the bully to be a friend. Sometimes bullies can even be adults. So how can you protect your child?
LISTEN
As you chat with your child about their day, make sure you pay attention to little details. Ask questions to get more information. If your child is nonverbal, see how they react when you mention a specific class or student and take note of patterns.
WATCH
On the playground, at drop-off and pickup, observe carefully. Is there someone your child avoids? Are the kids congregating around someone or something? Are there cameras in the classroom or on the bus? Will the school or facility allow you to put a recording device on your child? If your child is on social media, check the accounts regularly.
INTERACT
Get the input of teachers, coaches and caregivers. If your child misbehaves whenever they are seated near a certain student, this may be an indication that your child is under stress. It could also be an indication that they are best buds.
Very young children are naturally curious and may stare or ask about any differences, but that is not bullying. As an overprotective parent it is easy to overreact, but use these moments to educate the child about differences and similarities – like how both kids love Minecraft or My Little Pony.
Bullying and harassment are never okay, and the law has specific requirements for handling it in a school setting. Every child deserves to feel safe. For more tips on keeping your child with special needs safe from bullying, check out this tip sheet from stopbullying.gov.
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Getting Additional Support – If a school district does not take reasonable, appropriate steps to end the bullying or harassment of a child with special needs, the district may be breaking the law. Here are some contacts for you to reach out to, from stopbullying.gov
- The U.S. Department of Education
Office for Civil Rights
Phone: (800)-421-3481
Web: http://www2.ed.gov/about/offices/list/ocr/complaintintro.html - The U.S. Department of Education
Office of Special Education Programs
Phone: (202) 245-7468
Web: http://www.ed.gov/about/offices/list/osers/osep/index.html - The U.S. Department of Justice
Civil Rights Division
Phone: 1-877-292-3804
Web: http://www.justice.gov/crt/complaint/#three
Kids Can Fidget in a Vidget: Seats that Inspire Natural Movement
Last updated on September 14th, 2024 at 09:05 pm
Healthy movemen
t. Healthy learning. Healthy minds. Healthy spaces.
As I explored many different topics for my MFA Thesis in Industrial Design at RIT back in 2009, my mind and soul kept taking me back to my childhood experiences and how connected I was to the mystery of nature. Living in a rental property in an urban area, I didn’t grow up around fields of green grass but what I did have, I treasured. My backyard was cement but in the front of our house, there was a narrow bed of dirt with bushes, probably about 3 feet wide. This narrow bed of dirt became my haven for exploration and inspiration. As I explored my feelings of nature, I was directed by one of my advisors to read the book, Last Child in the Woods, by Richard Louv.
While in nature, Louv points out that children will “use more fantasy play, and their social standing became based less on physical abilities and more on language skills, creativity, and inventiveness” (Louv, 2008, p. 88). As I thought about this, I thought what better place to impact children than the classroom environment.
Do you remember sitting in chairs like this as a child? When you look at this picture does it bring back memories of cold, hard and uncomfortable chairs that were too small or too large?
As a student, I remember feeling confined, trapped and limited. I had so many ideas, questions, and my imagination was wild, yet I was told to “sit down, be quiet and not to move.” I remember being very distracted, frustrated and, what teachers called back then, a “satisfactory & fidgety” student. Who wants to be “satisfactory? I wanted to be great, express myself and share my ideas and imagination; I instinctively needed to be creative, but the classroom demands took precedence over mine. I felt like I was different because my body needed to naturally move.
Not much has changed from this picture in today’s classrooms until recently. Reflecting on this time of my life, I remember wondering… could the classroom objects take on a “life” – that inspired natural movement we find in nature?
As part of my user research, I started observing classrooms from kindergarten – 6th. I found the teachers inviting and interested in my thesis topic, especially how to provide children with a way to move without too much disruption in class, finding that balance between control and natural movement. I observed classrooms using all traditional type chairs and alternative chairs that move like the exercise ball. While the ball provides proven benefits such as core muscle strengthening and better posture control, it is dangerous, disruptive and difficult for classroom management. Teachers were very reluctant to bring the ball into classrooms but at this time, it was the only “dynamic” seating device on the market.
Research proves that sitting for more than 10 minutes at a stretch reduces our awareness of physical and emotional sensations and increases fatigue. Playing, running, jumping and feeling a sense of freedom is not only a desire but a human need.
When children are locked indoors all day within a controlled environment, stress and tension build, and learning suffers.
I wanted to provide a seating device that allowed kids to move but in a discreet way so that it didn’t stigmatize the child with special needs. ALL children need to move, but some kids with ADHD, Autism and Sensory Processing Disorder need more movement. I needed to design something for the inclusive classroom or environment as a way to allow for more integration.
In July 2010, the Division of Adolescent and School Health at the U.S. Department of Health and Human Services issued a research report, The association between school based physical activity, including physical education, and academic performance, to better understand the changing needs of students and teachers. Children’s’ bodies are meant to move, even if it is just standing.
As the ideas for the Vidget® started to take shape, I decided on the following design elements:
- children feel safe to be free & explore (both physically and cognitively safe)
- modular system that inspires natural movement.
- fun yet functional with many possibilities
- reduce feeling of confinement
- inspire children & teachers to build their own environment based on individual and group changing needs
- simple, inviting, flexible, and intuitive
- organic, flowing
I used clay as a way to start building the form of the Vidget®.
As I played with the shape, I had the “aha” moment that if the bottom surface could be shaped like an arc, it would rock side-to-side, similar to the stability ball. I turned it over and realized the cut-out for the feet could be used as a stool and turned the other way, the child could use it as a desk! Now I was on to something very special and it met my design elements – safety as the first goal!
After several more full scale models and user testing – taking about 3 years and additional design expertise – we finalized the dimensions of the 5 sizes (toddler – teen/adult). We took our prototypes and started sharing with local school districts and parents for feedback and more user testing, especially parents with special needs 
children like ADHD and Autism who had a much higher sensory need. During this process, we learned that Special Education Teachers and Occupational Therapists put Velcro underneath tables and chairs for kids who have more sensory needs. We thought, how can we add this type of feature into the Vidget®? Another “aha” moment was to add recessed handles in the sides with sensory bumps on the top surface – kids fidgety fingers naturally find the bumps which provide a temporary sensory input some children need to promote calmness and focus.
I also wanted children to embrace the idea that a chair doesn’t have to be just a chair and inspire them to use their imagination. Parents and teachers are focused today on how to create “innovative thinkers” but they are still using the same old chairs and desks that are more of an obstacle vs. adding a benefit to the learning process.
In 2012, we were fortunate to meet the Chairman of our Board, Dick Kaplan, who invested in our company allowing the manufacturing of the Vidget® to begin. Since launching the design in 4th quarter 2015, we’ve sold more than 2,000 to parents, educators, health care providers and many more users across the country. We’ve attended 10 conferences in education and healthcare and received a number of positive reviews about how it is helping students in so many ways:
- “My oldest son is on the spectrum (ASD, high functioning) and has ADHD. The rocking feature helps him stay seated but allows him to rock & move when needed. His OT even ordered two for her office! Great product!”
Trisha, Mom - “Since incorporating the Vidget in our classroom, I have noticed an improvement in attention span, participation, and regulation in my students. They are happy and engaging in classroom routines and activities. The Vidget’s bright colors make it fun and attractive to use, and the kids love the versatility of the seat.”
Tara, PreK Teacher & Occupational Therapist - “After only having the Vidget chairs in my room for less than a week, I have observed a noticeable increase in on-task behavior from students who use them. Students who sit in the chairs participate more and demonstrate greater self-management. I am extremely excited and grateful to have these “tools” as part of my classroom.”
Dan, 6th Grade Teacher (integrated classroom)
Fidgeting improves focus, releases energy, and promotes calmness. Vidgets create a healthier environment by providing a safe and quiet way to release some of the endless energy kids, teens, and adults have. Teachers who have incorporated flexible seating in their classrooms have noticed positive results such as longer attention spans, less disruptive behavior, and higher quality work. And for special needs, fidgeting and movement helps children with ADHD focus and problem solve. So rather than tell students to sit still, teachers are encouraging quiet fidgeting to help students learn.
With the Vidget®, we are not just moving our bodies, we are changing the way we look at the learning environment. Creating healthy and flexible spaces that inspire collaboration, creative and critical thinking, is what builds innovative spirits and ideas. The Vidget® is just one tool that helps in the process.
HEALTHFUL HINTS:
- If you are looking at seating devices that move for your special needs child, consider your child’s typical movement needs and ask the following questions: (Note: there are several seating options that provide movement, some with a lot of movement and others with less; Wobble Seat, Stability Ball, ergoErgo, and Vidget).
- Does my child require sensory input
- Does my child have issues with tipping back in their chair
- Does my child benefit from being allowed to move naturally
- Does my child have balance or mobility challenges
- If you are purchasing a seating device for a school environment:
- Consider getting a couple different models to try. For schools, we encourage a universal design approach by offering several options to let the student decide based on needs.
- When having students choose their seats, be sure that legs are 90 degrees when seated and feet are flat on the ground. It’s estimated that 83% of students are sitting in chairs that are not the correct height leading to increased fatigue, poor posture, and loss of attention.
- When possible, have different sizes in the classroom to accommodate all students as they grow throughout the year.
