Sensory Integration: Needs

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2012年8月20日星期一

Children with Sensory Needs - The Misunderstood Five Percent of the General Population

Many children, perhaps your own, exhibit difficulty processing sensory information including: touch, taste, smell, vision, and hearing. As many as 5% of the school age population exhibit characteristics of sensory processing disorder (SPD), sometimes known as sensory integration disorder.

Further, many children with autism, ADHD (attention-deficit/hyperactivity disorder), learning disabilities have SPD coexisting or underlying these conditions. Research has shown that as many as 40% of children with ADHD display symptoms of SPD.

If you are a parent of a child with special needs, perhaps you are struggling with the added stresses this can have on the family.

Your family relationships may be affected.
Siblings may be envious of the extra attention provided to the child with special needs.
Mothers may feel that fathers are not involved.
Fathers may feel unfairly blamed, when in their opinion, they are struggling to support the family.
Extended relatives, while intending to provide support, may instead offer conflicting advice, or just not understand the needs of the child and the family.
An already tight family budget may be stretched even greater to cover the added expenses associated with providing the best possible care for the child with special needs, and the family as a whole.

Only by sharing information and working together can we have adequate recognition and support for those impacted by SPD. Search the internet. Resources exist on the internet through non-proft foundations, and parent connections groups. It is my hope that all children grow up with the courage and wisdom to share their natural talents for the betterment of the world,

...express understanding and respect for humanity

...appreciate and extend the work done by previous generations of people.

Christopher R. Auer, MA is the author of Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding and Supporting Your Sensory Sensitive Child (New Harbinger, 2006) Additional information at http://www.spdresources.com or email spdresources@comcast.net

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2012年6月29日星期五

An Independent Consultant's View of Mental Health Disorders and Special Needs

According to the National Center for Children in Poverty, one in five children from birth to 18 has a diagnosable mental disorder. Moreover, one in 10 youths has mental health problems that are serious enough to impair how they function at home, in school, or in the community in which they live. Among the diagnosable mental disorders common in children are anxiety, mood disorder such as depression, and disruptive disorders such as attention deficit and hyperactive disorders.

Special needs, however, are a different concern. Special needs is an umbrella term under which a broad array of diagnosis can be put. Children with special needs may have learning disabilities that range from being mild to profound mental retardation. They may have developmental delays from which they may catch up quickly or some from which they may not catch up at all. Also they may have an occasional panic attack or serious psychiatric problems. Some special needs that can be clearly diagnosed include fetal alcohol spectrum disorder, dysfunction of sensory integration, autism, and dyslexia.

Problems peculiar to children with a mental disorder and special needs are not uncommon. It is not unusual for a child with attention deficit hyperactive disorder to have a learning disability such as a central auditory processing disorder and may struggle with school work regardless of their intellectual abilities.

As a independent mental health consultant, here is the distinction that I make. Mental disorders are essentially psychological problems while special needs are disabilities that affect how a child can effectively function in society. The psychological problems such as mood swings, fits of depression, and feelings of anxiety can be addressed by a competent psychotherapist using one or more approaches such as cognitive-behavioral therapy, social skills training, and parent counseling. Medication may be required, but should never be the sole therapy. It is often most effective when used in combination with a behavioral based treatment. A child will not learn socially acceptable behavior if it is never addressed in therapy. A child with special needs represent a set of different concerns and approaches. They may require specialized learning strategies to help the child to meet his potential and to avoid the loss of the child's self-esteem and reduce behavioral difficulties.

Effective approaches will also involve the school system which is lawfully required to engage the child in an educational program designed to meet his needs. However despite these efforts and time, the child may not respond. Still, you have to continue with love, seek to understand the situation, and have child work towards self-sufficiency.

Keep up to date with timely financial and personal growth tips and strategies. Visit http://www.yourconsultantsite.com and http://www.youcontrol.blogspot.com. You can subscribe to the monthly Financial/Personal Growth newsletter at either site as well as read and download the free articles and e-books. Will Barnes is a financial and personal growth consultant based in Illinois. Mr Barnes has conducted hundreds of workshops on parenting and counseled parents for decades.

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My Special Needs Child - A Challenging Journey

Due to prematurity and then neglect by her biological parents, my daughter, now seven, was greeted into the world by a life full of challenges. The first time I saw her, she was three and a half years old and lying in an institutional bed with her nose tubed to an oxygen tank and her stomach tubed to a feeding bag as she lay in bed pulling strands of her hair out. No, this was not some orphanage in Romania, but the USA. Sounds terrible, looked terrible, but she was actually receiving the best care that could be given in the circumstances. Several weeks earlier, she been removed from her biological parents by an emergency court order.

"Caged in" to prevent her falling to the floor, everything she was given to try and amuse her, she threw over the top of her "cage" and into the opposite wall. What does "play" mean when you're still struggling to coordinate your mind and body and make your basic needs understood?

Weighing in at about 25lbs, she looked no more than eighteen months old. Unable to speak, caused by oral apraxia, she spent most of her time screaming in frustration when she wasn't sleeping. When she tried to stand or walk she would suddenly topple over. Nor could she crawl. She was like a floppy rag doll to hold on the few occasions she would allow you to hold her for more than a few seconds. Still in diapers, she behaved and sounded like a feral child who had been living with wolves. She behaved, physically and mentally, below he level of a six month baby. Also diagnosed as possibly autistic and/or with mental retardation, her condition was labelled global development delays. With no disrespect meant to the medical profession, I think really meant "the causes and prognosis of her condition remains unknown. "

To cut a long to cut a long story short, I became her foster mother. When the judge terminated her parents' rights, I was allowed to adopt her at the age of five. A single parent and in my fifties, let that rock your world. The good news? Over the last three years everything has changed. Parental advocacy, love, dedication, chosen medical care and therapy have opened doors I never thought would open. We discovered that inside her uncoordinated body, there was a perfectly intelligent child trying to get out. One who understood at her age level what was going on around her, even though she couldn't physically or socially express herself at that level. One of the challenges she faced was (is) sensory integration dysfunction. Originally, when placed on her back, she was unable to roll over like an eight month old baby. Her limbs had no coordination. Not even her fingers would work independently of each other, leaving her unable to communicate with sign language. Today, nearly four years later, she rides a three-wheeler, walks, runs, climbs and is learning to swim. Mostly not with all the grace of other kids(yet) but she can do it all without having to rely on a helping hand. She is learning to speak and eat orally. Her progress is amazing.

These are some of the books I read that educated me to understand and advocate for her.:

The Out of Sync Child

The Out of Sync Child Has Fun

The Special Needs Planning guide: How to prepare for Every Stage

The Learning Disability Myth

A Parents Guide to Development Delays

Life Skills Activities for Special Children

Poor Eaters

The Primal Wound

Adoption and Advocating for the Special Needs Child

Sign Language for Babies

Brains that Work differently

Attaching In Adoption

The Special Needs Child - Encouraging Intellectual and Emotional Growth

Assessment of Children and Youth With Special Needs

Married With a Special Needs Children

More Than A Mom: Living a Full and Balanced Life When Your Child Has Special Needs

Parenting Children With Health Issues: Essential Tools, Tips and Tactics

Sleep Better

http://kidbreak.blogspot.com/

http://breakingnewsreviews.com/futuristic-wheel-chair-hits-the-news/

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2012年6月3日星期日

Children with Sensory Needs - The Misunderstood Five Percent of the General Population

If you are a parent of a child with special needs, perhaps you are struggling with the added stresses this can have on the family.

...express understanding and respect for humanity

...appreciate and extend the work done by previous generations of people.

This post was made using the Auto Blogging Software from WebMagnates.org This line will not appear when posts are made after activating the software to full version.

2012年5月4日星期五

How To Determine The Best Autism Treatment For Your Special Needs Child

In this article I am going to tell you how to determine the best autism treatment for your special needs child. The reason I am going to tell you this is because each autistic child is unique and has different strengths and weaknesses so there is no "one size fits all" when it comes to determining the best autism treatment for your special needs child.

In this article I am going to teach you the questions you need to ask first to determine the best autistic treatment for your child the types of autism treatment for special needs children, and how to determine the most appropriate autism treatment tailored to meeting your child's needs.

When considering an autism treatment, it is important to ask yourself the following questions which will help point you in the right direction.

1. What are my child's strengths and weaknesses?

2. What is the main concern I have that I want to address for my child?

3. What is the main skill I want my child to have, that they are lacking at present?

4. What activity does my child like that could possibly be incorporated into a treatment?

When you can answer all these questions you will then be in a better position to look at an autism treatment that best suits your child.

The types of autism treatment available include Applied Behavior Analysis (ABA), verbal behavior intervention, Gluten Free (GF), Casein Free Diet (CF), occupational therapy (OT), Sensory Integration Therapy, Relationship Development Intervention, Speech therapy, PECS, TEACCH, and Floortime.

Some of the above therapies address behavioural issues, developing social skills and communication. Other therapies are for sensory issues, motor skills development, emotional problems and dealing with food intolerances/sensitivities.

To select the best autism treatment for your child, you need to do your research and ask questions of the specialists working in this field. The program you select needs to address what is covered in the numbered bullet points above.

Try to observe a therapy taking place even if it's a video presentation, talk to other parents of special needs children, and ask how the treatment is structured and how progress is measured.

See if this program meets the needs identified for your child and ask for an estimated timescale for achievable targets and objectives. You need to be confident that the therapy selected will fit in with your Childs needs and abilities work with their strengths and develop areas in which they are week.

Do not be afraid to ask for feedback and regular progress reports so you can gauge how your child is responding to the autism treatment. This way you can assess whether a different treatment needs to be sourced.

If you would like to know more about being the best parent you can be for your special needs child, download my free guide "Care for the Carer-A Short Guide To Parenting Special Needs Children" at http://www.parenting4specialneeds.com

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2012年3月14日星期三

Finding a Dentist for Special Needs Kids

Good dental hygiene can be almost impossible for some special needs kids. The daily routines of life can make it easy to forget about brushing and flossing, and some kids with sensory integration issues may be very resistant to the activity.

Finding a good dentist may help. Dentists and their staff can help educate children about dental health and encourage children to brush, floss, and rinse. Parents may be able to learn tips on how to help their children take care of their teeth.

When seeking out a dentist for your child, keep in mind the uniqueness of your child and his or her needs. Here are some helpful questions to ask as your seek out a dentist.

Are your familiar with my child's disability?Many dentist offices will express their willingness to see patients with disabilities. However, as many parents know, sometimes "disabilities" are all "lumped together." There are many types of disabilities, each with unique characteristics. Successful dental appointments depend upon the dentist's and the dental staff's willingness to learn about your child's specific needs.

May we tour your facility before we visit? Going to the dentist can be scary! Touring the facility ahead of time will eliminate some of the "unknown" and perhaps ease some of your child's fears. He or she can sit in the dental chair (and maybe even make it work), look at the tools, and maybe even get a free toothbrush before the scheduled appointment. Receptionists and other staff will also be familiar with your child before the appointment. Meeting the dentist and staff ahead of time is especially helpful. However, scheduling and multiple locations may limit staff availability.

If touring is not practical, check out the office's website. Some have pictures and bios of the staff, as well as virtual office tours.

Do you have a private room for your special needs patients? In many dental offices, patients are seen in one big room, perhaps partitioned by cubicles or curtains. Kids with sensory issues could be overwhelmed by sounds such as drills, cleaning tools, or by other children. Some offices provide a calmer atmosphere in private rooms for their special need patients.

How do you handle tantrums and refusals of treatment? Pediatric and adolescent dentists are well-acquainted with these issues. The best prevention of tantrums is educating or preparing the parent and child before a procedure. Some kids will refuse to have their teeth polished. Find out if there is an alternative to the cleaning tools, such as simply brushing the child's teeth.

Do you provide anesthesia for dental work? If your child is already fearful of strangers and dentists, or has severe oral sensitivities, anesthesia may be an option for cleaning and dental work.This may be found on the dentist's website. If so, familiarize yourself with the different options they offer.

Is dental work done under anesthesia performed in the office or elsewhere? Some offices offer general anesthesia for major dental work, provided by an anesthesiologist. This might be done at an out-patient surgery center. If the child needs a filling, root canal, or crown, general anesthesia might be a good option. While the child is "under," the dentist may also provide a thorough cleaning.

How do you prepare your special needs patients for the procedures? Some dentists show the tools, demonstrate on dolls or their own teeth, or even have pictures of procedures. The dentist may have suggestions for preparing the child at home, too.

Will my child see the same dentist at every visit? For people with developmental disabilities such as autism, this may be important for continuation of care. The more interactions the child has with a dentist, the more trust builds.

Do you take Medical Assistance? Many dentists do not take medical help. However, if financially feasible, paying out of pocket for a dentist that fits the child can be worth it in the long run.

Finding a good dentist can be a long process. The search is worth it!

Elizabeth Givler and her husband raise three kids, two of which are on the autism spectrum. Elizabeth has a passion for equipping other special needs families to live as "normal" lives as possible. Elizabeth consults for non profit and faith-based organizations regarding inclusion and natural supports. Currently she teaches clarinet lessons to students with and without special needs and assists families with special dietary needs through her Wildtree business. Read her blog at http://www.elizabethgivler.com or contact Elizabeth at ehgivler@yahoo.com.

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2012年2月29日星期三

Toy Ideas for Children with Cerebral Palsy and Special Needs

One of the more common problems with mainstream toys is that they are meant to be used with two hands- often times children with cerebral palsy will have limited use of one side of the body or the use of only one hand.

Toys should be fun and children should have a feeling of accomplishment or success when playing- not frustrated or reminded of what they cannot do.

Many of the commercial toys on the market can be adapted or used by children with cerebral palsy.

There are many toys that you can buy at any toy store or department store that are affordable and fun to use. Look for toys that can be used with one hand.

Musical instruments are great for this- a trumpet, harmonica, xylophone or maracas. These also develop a sense of cause and effect with young children and help controlled movement with older children.

Magnetic type toys are all the rage and a big hit with kids of all ages- there are tons of magnetic toys available in many forms- magnetic jig saw puzzles, magnetic construction toys and magnetic marbles.

A simple ball is a lot of fun and great for developing coordination- get a neat ball that glows in the dark, flashes lights or play music when you roll it.

Toys or play that involve the senses will help with sensory integration development.

Sand and water are great for this. You can also fill a empty dish pan with uncooked rice- a great makeshift sand box for a rainy day.

A tip to avoid sand box mess: put the sandbox on cement blocks- will be at waist level and kids won't get sand in all their clothes.

Toys that help with coordination and controlled movement are also a good choice.

Bowls filled with beads, beans or jelly beans are good for sorting, counting and grouping. Excellent for controlled movement.

Building blocks- simple wooden blocks, large dominoes for stacking also help with controlled movement. Also try empty milk cartons for stacking.

Play-doh is always a favorite- make your own play-doh and use Kool-Aid to not only color it but give it a fruity scent. Your child will be developing sensory awareness and visual motor integration skills as he plays.

Keep a box around filled with wheeled toys. Toy trucks and cars of all sizes. These deal with non-verbal expression, problem solving and self-control.

Keep toys in site so your child can see what available- avoid opaque containers and lids. Baskets are great for this.

You can find many toys in local stores and make your own from even around your house without having to spend a lot of money on adaptive or special needs toys. Mainstream toys help with developmental skills such as cognitive awareness, controlled movement and coordination- and don't forget they are fun!

LJ Stewart is homeschool mom and freelance writer. She has special interest in providing support to families coping with cerebral palsy and preventable birth injuries.

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2012年1月11日星期三

Summer Activities For Children and Children With Special Needs

The summer is a great opportunity to incorporate authentic learning experiences. Families frequently spend more time together and deviate from their typical daily routines. There are not specific activities or tasks that parents must do with their children, but giving mindful attention to communication, vocabulary development, community experiences, and preparing for the upcoming school year may support continued academic and social development.

Communication

Engaging communication provides continuous opportunities to converse with children and allows them to express their ideas and concerns. This dialogue is a great opportunity to learn about your children's thoughts and reasoning skills. People make decisions based on their thoughts and perspective, and sometimes parents are surprised by the behaviors and decisions of their children. This may occur because parents are not familiar enough with their child's ideas, beliefs, and interpretation of their world. Having open lines of communication fosters the development of a loving parent and child relationship.

Vocabulary development

Increasing vocabulary can be done through reading fiction, nonfiction, and by discussing current events. Begin in the area of your child's interest. Conversations also promote vocabulary development by aiding children to make meaning of words in context. Research has shown that children score higher on standardized tests with increased vocabulary. Ruby Payne's research about the language acquisition of children from ages 1-3 varies by economic households. Her work found that children in poverty with stable households possess as little as 10 million words while their working class and professional class peers have 20 million and 30 million words respectively. Vocabulary should not be taught in isolation with a spelling list to be tested at the end of the week, but should be taught in context of experiences. Vocabulary development is a link to increased comprehension and making meaning during reading.

Community experiences

Planning adventures in your local community can be a starting point to expand learning experiences. Vocabulary alone will not always fully provide children the meaning they need to understand unfamiliar or new concepts. Some ideas for community experiences may include visiting museums, parks, businesses, or utilizing varied modes of transportation. Also, traveling to rural, urban, and suburban communities with diverse cultural opportunities may bring life to the vocabulary that a child has acquired.

Preparing for the upcoming school year

As children relax and enjoy their summer, encourage and support them to journal their events. Keeping a chronological timeline is a great way to teach sequencing. The memories of the summer can also be organized and collected to summarize a specific event or period of time in their lives. Making both structured and unstructured ways of pulling the summer memories together help children learn to take the skills acquired in school and use them in their daily lives. These activities tie into both reading and language arts tasks that children are given throughout the school year. As long as learning takes place, children are always preparing for school. Actually, school is the preparation place for life. The more children engage in both school and out of school learning opportunities, the stronger their abilities to function and make decisions in life will be.

For children with Asperger's Syndrome and other mild forms of autism, the idea of blending socially with the rest of the world can be extremely challenging. During the summer time it is no different. Like most children, autistic kids want to get out and enjoy summer weather and fun too, and they should. Typically children with AU do not play well with other children. They parallel play with little social engagement.

Studies show that activities that build social skills and offer sensory integration can be more exciting for children with these forms of special needs. Sensory integration is always needed. Here are a few suggestions and reasons for parents who are looking for ways to engage their autistic child in the summer fun.

o Swinging

o Jumping rope

o Trips to the Jungle Gym

o Walking on sand at the beach

o Building sand castles (watching so that they don't eat it)

For more information and customized support for creating successful learning opportunities for your child, visit my website at http://www.practiceinmotion.com or email me at practiceinmotion@gmail.com

Patricia F. Glenn, Ed, S., is the President and Founder of Practice in Motion Training Institute, Inc. in Atlanta, GA. Practice in Motion's primary goal is to empower and equip families to better care for children with special needs. However its staff is trained in many therapeutic disciplines to serve all children from preschool through young adulthood. For more information about Practice in Motion Training Institute, its programs and services, visit http://www.practiceinmotion.com or email practiceinmotion@gmail.com

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2012年1月7日星期六

Valentine's Day Tips: Parenting Children With Special Needs

Make Valentine's Day special for your child with special needs! Often children with Down syndrome, autism, cognitive delays or other challenges get left out of the Valentine's Day activities, because of the integrated parties and social hoop-lah. We believe Valentine's Day is for everyone! As a parent of special needs I have found a sure-fire way to make the holiday special with just a bit of planning in advance.

It all depends on how you approach the holidays with your special needs child. Most holidays come with a variety of events that could stimulate their senses. A creative holiday craft idea could essentially act like a sensory toy for your child with Down syndrome, autism or other cognitive delays.

Making Valentine's Day cards can transform the annual holiday into a learning event. Children with special needs have proven to be great visual learners*, so we have a delightful project that would help with learning names of friends and teachers at the school.

Valentine's Day Cards from Children with Down syndrome, Autism, or other Cognitive Delays:

1. Get a listing of all the students, teachers, therapists, and school officials that integrate with your child on a weekly or monthly basis.
2. Get permission for you to visit the school the week before and take photos with your either camera or cell phone of each person.
3. Download them to the computer and then print out all the photos in 2" x 2" squares on white standard copy paper (or glossy if you are feeling artsy).
4. In advance, purchase Valentine's Day cards that have an envelope that accommodates the cards, or just purchase simple note cards from your local grocery, office, or drug store.
5. For each Valentine 's Day card, help your child write the name of each person as they are viewing the 2 x 2 square on the actual store-bought valentine's day standard cards.
6. Have your glue stick ready, and insert the valentine's day card into the envelope, then paste the 2x2 photo on the outside of the envelope. It is up to you if your child has enough patience to write the name a second time on the outside of the card.
7. Imagine the delight of accomplishment on your child's face as you send them proudly to school with a stack of customized Valentine's Day cards for the role models and friends at school. This activity is a two-fold blessing, as teachers and therapists will probably hang on to those cards years after their beautiful students with special needs have moved on to other grade levels and activities!

The entire activity allows you, as the parent, to also get to know the people that your child spends more time with a little better and appreciate Teachers for all the hard work they do each and every day!

*from research and methodology represented in Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH).

Dawn Grosvenor, mother of a daughter who demonstrated signs of autism after three years of age. After formally being diagnosed as PDD-NOS, recognized as an Autism Spectrum Disorder, a new search for autism treatments, materials, classes and teachers ensued. Dawn's search for appropriate materials and activities went from frustration to passion. HOPELights serves the purpose of developing and recommending such materials and activities for special needs children that motivate and educate through positive, holistic stimuli. The materials are well suited across the range of special needs and provides support to many levels of Autism, Down Syndrome, Cerebral Palsy, MR, Spinal Bifida, Muscular Dystrophy, Pediatric Hospice and any child experiencing sensory or cognitive delays.

The HOPELights magazine, a special needs resource has harnessed the power of customizable print to transform learning experiences for children. The periodical is the first of its kind targeted specifically to support the sensory needs of "differently-abled" youth. The company strives to support the unique population of parents, families, and children with an uncompromising, sustained effort of inclusion and joy. For more information please visit http://www.hopelightmedia.com.

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2011年12月11日星期日

Children with Sensory Needs - The Misunderstood Five Percent of the General Population

If you are a parent of a child with special needs, perhaps you are struggling with the added stresses this can have on the family.

...express understanding and respect for humanity

...appreciate and extend the work done by previous generations of people.

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