Lynn Moore's Blog

Posted by Lynn Moore

One way to deal with unexpected change in plans due to weather is to have an alternate weather plan in place. By that, I mean to have some established “this is what we do if it rains” plan. Look at the great red umbrella picture that accompanies this blog. Kids on the autism spectrum often love a particular color, and that color is often red. Why not use the preferred color to ease the transition into the change in plans? Maybe a rainy day means all kinds of favorite red things can be used: red umbrella, red boots, red raincoat, a specific red shirt. The list can go on forever. The idea is that the weather means special, preferred items can be worn or used. They can only be used on the bad weather days.

Activities can be included in the bad weather back-up plan. Perhaps a favorite DVD or CD will only be used on rainy days. Perhaps a rainy day is the day to get the toy trains out of the closet for play.

How will the change in plans be introduced to your child? If you are using a special calendar with the child’s activities, have a picture that denotes that rainy day fun is now on tap. Use the picture icon to cover up the existing plans. Here is an additional tip. Allow your child to make the calendar change. Especially, if he is changing the plans to preferred activities, he will feel in control that something he likes is about to take place.

Although it is hard to imagine, winter is just around the corner. Use these same ideas to set the tone for “snow day” fun when everyone is off work and school.

Whether the weather outside your window is sunny or rainy today, I wish you all a relaxing, family-fun day!

Lynn

Posted by Lynn Moore

The shelves in the Easter aisles are filled with great buys if you are filling an Easter basket for the child with special needs. I have seen plastic eggs in the normal array of colors which are great for color recognition and sorting activities. I have also seen eggs with textures. Glitter eggs and those that have a raised design (zigzags, stripes, polka dots) are manufactured to be kid-friendly. They offer special value for the child with a vision loss who is identifying eggs by how they feel or for kids with sensory needs. The designs themselves (pictures and geographic designs) add to the possibilities for language development fun while celebrating the holiday.

Easter basket time is also a great opportunity for building fine motor skills. Coloring books and sidewalk chalk are always popular.

If your child is working on speech skills and building the facial muscles needed to talk, consider buying a bubble set.

What great Easter basket buys have you found?

Happy hunting . . .

Lynn

Posted by Lynn Moore

Often homework time is a struggle for families with a child with ADHD or a learning disability.

Evaluate Your Child’s Progress

Pay special attention to how your child is doing with assignments. What do her grades look like? How much time is she spending on homework? Does she consistently bring home her completed assignment notebook and the materials needed to complete the assignments?

Consider the Homework Set-up

Bear in mind that homework that takes a long time could be caused by several things (as opposed to just plain too much work). Perhaps your child is not using her study time at school effectively. Maybe she thinks that she must complete all of the problems on a worksheet when the teacher has specified to just complete one side or to complete only the even problems.

Make sure your child is using the right tools. If she has a Math worksheet, she should have her Math book to help you both answer questions on the method that she is expected to use. If a test is coming up in the content areas (such as Science or Social Studies) she will have some kind of study materials. Expect her to have (and use) those as she studies.

Perhaps the focus at home includes too much time on review of every subject. Make a plan that includes the things that you want your child to study, spread out over a realistic week long plan. For example, practicing math fact cards does not necessarily have to be done very evening.

Homework does not have to be grueling, but it does require some organization and effort. If you evaluate your child’s homework situation and still think that some is not right, talk with your child’s teacher. Parent teacher conferences are a great time to get homework tips to make the evening go a littler smoother.

~ Lynn

Posted by Lynn Moore

I write often about routine for kids with special needs. . . and for their families. As we head into the Columbus Day long weekend, many kids are looking forward to a day off school. For a child with special needs it can be bittersweet. On one hand, time off from the regular routine sounds great. . . No one telling them to do their homework, no morning rush to school, perhaps there is even a special family outing planned. It sounds good, but heading into all of that unstructured time can be overwhelming for a child with ADHD or autism.

Am I advocating banning all holidays? No. I do think that kids with need a schedule even for the “unscheduled” times. Try to map out the weekend fun. Include the activities, general times, and the people who will be involved. Keep it simple and yet thorough. Even something as simple as sleeping in can be frustrating for a child who thrives on routines. Perhaps Mom and Dad are enjoying the extra hours of shut eye. A child with autism, however, may become agitated because the breakfast routine is not happening.

Are you looking for pointers on how to create such a plan that will be helpful for your child? Read my articles Summer Schedules and Disabilities and Holiday Routines for more ideas.

Have a plan for your time off. Share the plan with your child. Then. . . enjoy! ~ Lynn

Posted by Lynn Moore

It is hard to believe that it is October 1^st. Even harder to believe is the number of Christmas ads that are already flooding the Internet, TV, and newspapers. Now is a great time to plan some holiday craft afternoons with your child. Every child loves to gives gifts to her family. Why not give her the chance to make something for the people who will be giving her gifts this year?

There are a couple of ways to go with the holiday gift crafts. You can plan ones that are simply fun. For example, if your child has a learning disability she may enjoy drawing more than anything to do with writing. Why not have her create a special self-portrait that can be framed for used to put on a mug or sweatshirt. . . The caption could be a simple as her name and the year.

You can also plan craft times that work in a little extra therapy practice. If your child has a sensory impairment, she could make handprint gifts with paint or by pressing her hands into dough that will later harden.

If your child is more severely impaired, you may wish to simply use a photograph of her with holiday attire or even some kind of holiday costume. If you go with the costume, you can opt for a religious one (angel, Mary or Joseph). If you go with a secular costume, consider an elf, a reindeer, or even a member of the Claus family.

At this point on the calendar, time is on your side with making the holiday crafts. As soon as November 1^st rolls around, the calendar will probably not allow you to enjoy as many holiday craft afternoons.

Posted by Lynn Moore

There is horseback riding, and there is horseback riding. Some kids with special needs are able to participate in traditional horseback riding activities and competition. Others need specialized equipment, instruction, and supervision.

The North American Riding for the Handicapped Association, Inc. (NARHA) offers a variety of programs as well as an informational website for interested families. An Internet search for therapeutic horseback riding programs in your area can also be helpful in finding local programs.

Children who may benefit from horseback riding include those with physical, emotional, sensory, attention, and learning disabilities. The benefits are vast:

• Confidence
• Vocabulary development
• Learning through experience
• Following a sequence of directions
• Balance
• Muscular strength
• Verbal communication
• Relaxation and enjoyment

You may not live in an area that offers therapeutic horseback riding, or it may not interest your child. Many other extra-curriculars are available that can match your child’s interests and abilities: artistic, athletic, musical, and mechanical. Participation in an extra-curricular that is a good match can offer more than fun. It can help your child explore vocational interests and feel a part of his peer group.

What extra-curricular activities will your family choose this year? . . . Lynn

Posted by Lynn Moore

Transitioning into a back to school schedule can be rough for kids and for their parents. Your family might look forward to the routine of school days. Many kids with ADHD and those on the autism spectrum function better when there is a predictable schedule but getting used to the new schedule for fall takes time.

I encourage you to make sure that you have a plan for a schedule that will work for your family. It should include necessary task like household chores, homework, meals, bath time, and fun. . . of course, not in the specific order!

Once you have established the priorities for your child’s day to day activities, you should update his calendar. Using a calendar can help your child understand what is happening next. A predictable world of course is impossible, but establishing a predictable personal routine can make or break your goal as a parent for smooth running for day to day functioning.

Introduce the new schedule to your child. Talk about the who, what, where, and when that it represents. Post the schedule where your child can see it.

Use your conversation to reinforce the schedule. Okay! Today is Saturday. We need to pick up your room and dust. Then we need to shop for groceries. (Point to the Saturday schedule.) When we are finished we are ready for some fun. Should we go to the park or take a bike ride?

Have a plan. Share it with your child, but remember that you will spend several weeks getting everyone into the routine.

Posted by Lynn Moore

As the world watches the Olympics begin in Beijing, we are reminded of the benefits of sports: fitness, sportsmanship, and pride for hard-earned accomplishments. The Special Olympics offers similar benefits to its participants.

On the organization’s website, Special Olympics is described as an opportunity for individuals with intellectual disabilities to train and compete in Olympic-type events. There are 30 events (categorized as winter or summer events):

• Alpine skiing
• Aquatics
• Athletics
• Badminton
• Basketball
• Bocce
• Bowling
• Cross Country Skiing
• Cycling
• Equestrian
• Figure Skating
• Floor Hockey
• Football (Soccer)
• Golf
• Gymnastics
• Judo
• Powerlifting
• Roller Skating
• Sailing
• Snowboarding
• Snowshoeing
• Softball
• Speed Skating
• Table Tennis
• Team Handball
• Tennis
• Volleyball
• Cricket
• Netball

In addition to the competition the Special Olympics offers year- round training to prepare the athletes by promoting physical fitness and respect in the community.

Special Olympics is a great way to involve your family and friends in supporting your child. Volunteers are needed year-round to work with the athletes in training and to help with clerical, promotional, and administrative aspects of the organization. Families or individuals interested in volunteering can sign up for more information as well as for a monthly newsletter.

The 2009 Special Olympics World Winter Games will be held February 2-13 in Boise, Idaho.

Posted by Lynn Moore

The fair opens here next week. What a perfect time to take your child for an end of summer outing and learn some new words at the same time!

Parents of kids with speech and language disabilities know how hard it can be to encourage those words. Sometimes children who are developmentally delayed do not understand the pictures that adults use to teach language. Who can really appreciate the word pig unless you have watched one – and smelled it?

Your local fair can help. If you want to boost your child’s vocabulary for farm animals, you will find them at the fair. Typically at the fair you will encounter horses, pigs, goats, ducks, chickens, dogs, and cats.

The fair offers more that just animals. Kids can’t resist the car and truck shows – again a great way to build language. Here are some words that you might work on when you visit the cars and trucks: shiny, old, pretty, color words, fast, loud, noisy.

Plan on spending some time on the rides. This part of the fair is perfect for asking skills like Could we go on the ______ please?

While you visit the fair, find out information about the various areas of judging. It seems like not as many people participate in this these days. Every child likes to win ribbons. Talk with your child about things that she can enter next year. Fairs don’t only judge animals and cars – They take baked goods and crafts, too.

Take lots of pictures while you are there so your family can relive the moments – and encourage a little more talking!

Posted by Lynn Moore

Think about the basic parts of your child’s daily schedule: Getting ready for school, meal times, bed time routines, time that you want to practice basic skills like counting and days of the week, relaxed play time, etc. For this technique, choose two of those times. Then pick music (a single song or a particular CD that lends itself to the time). A calming CD with lullabies could represent rest time. Any of the Dr. Jean CDs could represent a learning time.

Introduce the CDs by playing them at the time you want your child to participate in that activity. Make this a daily habit. Soon the music will help your child transition to the next home activity in a calm manner. He does not have to figure out what you expect. The music signals him to the change. Then, he will be in a better position to attend to the things you want him to hear. For example, you put on the bed time lullaby music and he understands that it is time for him to get ready for bed. You ask Do you want your truck pajamas or your monkey pajamas? His focus is on your communication. He is not trying to figure out the schedule.

After your child is comfortable with and responding to the music you have introduced, add a few more songs/CDs for other parts of the schedule. Soon you will be singing your way through the day!

Posted by Lynn Moore

You will only need a plastic bucket and some nonbreakable items around your house. Here are some items that will work well for the game: a spoon, a ball, a sock, a broom, a crayon, a letter, a bottle of glue, a juice bag, a pillow, and a towel. You may leave the things in the room where they are normally found. This game is great to be played as you and your child walk from room to room. It is a wonderful language game and a way to walk off some energy.

Start with the bucket. Say We have a bucket. What can go in the bucket? Then begin walking around the house. Stop for each of the game items you have preselected. Suppose you start with a pillow. Say Here is a pillow. Can the pillow go in the bucket. Let the child try. Then give him the words to describe what happened. The pillow cannot go in the bucket. The pillow is too big. Continue the game with the other items you choose.

Preschoolers love this game. Children who have speech and language delays do as well. Because the wording is predictable, they can be successful with the game while having fun. . . So what can go in your bucket?

Posted by Lynn Moore

You will need black construction paper, washable glue, shredded paper of various colors, and a small plastic bowl.

Begin by talking with your child about the colors of the paper. Point to each sheet as you say the name of the colors. Then ask your child to give you the paper as you ask for that color. Give me the red paper. Give me the yellow paper. Continue until he has given you all of the colors.

Next use a paper shredder to shred all of the colored paper. Use the kind of shredder that cuts the paper into long strips. Only the black paper will not be shredded. Regardless of the age of your child, the paper shredding step should be done by an adult.

Put one color of the shredded paper in a small plastic bowl. Put your hands in the bowl as you talk about the paper and model tactile tolerance. It feels dry. It is stringy. The paper is long.

Encourage your child to repeat the steps by putting his hands in the bowl.

Let your child put some glue in one spot on the paper. Help him add shredded paper of one of the colors. Talk about the fireworks you saw. Were they loud? Which color was best?

Repeat the above step, adding one color of paper fireworks at a time.

Posted by Lynn Moore

Okay – we all can be restless in this situation! Take along a bag of tricks to keep everyone happy until the show begins. Why not use a treat to practice sorting and then – of course – eat up!

You will need a small package of red, white, and blue candy. Dump the candy into a small plastic bowl or on a paper plate. Begin sorting the candy according to color. Remember to say red candy, blue candy, or white candy as you sort each piece.

Then, mix the candies all together again. As your child sorts the candy, repeat the color phrases out loud.

Many kids will enjoy this color game above the over stimulation of a crowd. Sitting away from the group will also help if your child has ADHD, ADD, or is on the autism spectrum.

Remember that lots of children with disabilities have difficulty putting two words together at first. This seems to be especially true for children with Down syndrome who will one day start to use the phrases that they have heard so many times. . .Don’t be surprised, though, if at first they use the words when they are talking to their dolls or stuffed animals!

Posted by Lynn Moore

Fine motor skills are also used in handwriting, fastening buttons and snaps, and cutting with scissors. If this sounds like your child, try this festive placemat craft. You will need large sheets of red construction paper and colored sticker dots or stars (white and blue).

Show your child how to peel the stickers off of the backing and place them on the edge of the construction. Alternate the white and blue ones. If your child has difficulty getting ahold of the stickers, you may want to pull one edge up slightly so she can better get ahold of it.

These patterned placemats are more than holiday decorations that build fine motor skills. Creating a pattern is also the kind of skill that comes into play when writing words that follow a spelling pattern: den, hen, men, pen, ten.

Are you looking for other Fourth of July fun ways to practice patterns?

• Use colored candies to place in a patterned row: white-blue-white-blue.
• Arrange the paper plates around the table: red-blue-red-blue. Do the same thing with the cups or napkins.
• Make play dough stars out of alternating colors.
• Try pattern movements: jump like the fireworks, go into a ball like a watermelon, repeat the sequence.

The Fourth of July is supposed to be a celebration. . . So what is stopping you?

Posted by Lynn Moore

Sometimes a communication disability such as a hearing loss can make this difficult. In other cases, a developmental delay or autism can cause a problem in teaching ideas that are not concrete. Parents have options when it comes to sharing faith with their child.

Talk to other parents in your child’s school program to find out about what is offered in your area. Also, check with your child’s teacher to see if she teaches a class at her church.

Find out about other churches in your denomination. Many denominations have large churches with programs for children and teens with special needs.

Consider other denominations in your community. Depending on your location, you may want to consider attending a church in another denomination so that your child is able to be a part of an appropriate program. It does not mean that you have to change churches. You may decide to attend only select classes. Your primary membership can remain with your home church.

Think about starting a program at your church. If all else fails, you may want to consider starting a program. It is a great way to mold practices from the beginning and to get family friends and relatives involves. You will also have the opportunity to invite your child’s school friends.

If you do begin your own program, remember to material with clear pictures. Acting out the lesson or using puppets is one way to make the lesson clear.

Posted by Lynn Moore

How is your summer schedule going? It might seem like the last thing they would need would be more to do, but the thing about schedules is that they provide structure and predictability. This is especially important for children who have learning disabilities and those on the autsim spectrum. I am not talking about signing up for every summer activity that comes along. Schedules aren’t about making kids too busy. Schedules are about planning what is important and getting it done without so much stress.

Aren’t sure how to start creating a summer schedule? Read my articles on that topic. You will need large paper or poster board, markers, stickers, and a little imagination. Be sure to include things like fun things, household chores, bed time, family outings, and a few school skills – anything that you think is important for your child. Remember that having a child with special needs does not mean working on school skills all the time, but it also doesn’t mean doing nothing around the house. One of the best votes of confidence you can give your child is to have expectations.

If you haven’t established a summer schedule I encourage you to get one going. You will be amazed at how the little things (like helping with the dishes or brushing teeth) will be come automatic. Rest times will be expected, not argued. Summer can be a wonderfully relaxing time even with structure. . . even with a schedule. What is your summer schedule?

Posted by Lynn Moore

How many days until the end of the school year? If you ask most kids they can tell you. Some of them can tell you the number of days and the number of hours. Use this opportunity to focus on an important math skill.

Counting down (sometimes called counting back) is the key skill in subtraction. Often, teachers use a number line to teach the concept. Think of this example: 10 – 3 = 7. Kids start by finding the number 10 in the line. Then they count backwards three points to find the answer.

Kids won’t always have a number line, and we want counting on the fingers to diminish. As with any skill, practice is key to mastering it. Look for other opportunities to count down. Here are some ideas:

• Count down to the start of a race.
• When playing hide-and-seek, count down instead of counting up to ten.
• Count down the number of days until a family trip or until a houseguest arrives.
• Count back with money. Talk about going to the store with ten dollars. If you buy a toy for four dollars, how much will be left?

What things will you count down with your child this summer?

Posted by Lynn Moore

As summer approaches (the birds are singing outside my window as I write) I am thinking about summer extracurricular activities. Each offers something different. What are the activities that your child will use this summer?

Some kids with special needs, particularly those with ADHD need to work off some energy. Athletic activities are often good for them. Although, some sports that require lots of self-control may not be a good pick.

Other kids (especially those with neurological issues) thrive with something more therapeutic. Swimming, going to a kids’ gym with trampolines, and swinging in the park are often great choices.

Some kids don’t do well in the heat because of health conditions. They will enjoy interest-appropriate kids’ museums, an afternoon at a library story time, or a movie.

Kids with hearing loss typically long for time with their friends because of their communication needs. In addition to outings to specific events, planning a regular socialization time with their peers is a winning approach.

Sometimes parents of kids with special needs avoid outings. Let’s face it, there are often more things to get ready (and take) and crowded events can be frustrating. I encourage you to have a plan for your family outings. Perhaps set aside a specific day of the week. Beforehand, check into the destination. Plan a time that fits the needs of your family but is also not the peek traffic time for the event.

Those birds are still singing outside my window. Most schools are counting down the days until school is out. What will you do when they are bored this summer?

Posted by Lynn Moore

As I was driving home yesterday, I noticed a large plastic ball that had blown to the side of the street. The swirls of blue and white made me think of how much kids love to choose a ball from one of those big bins in discount stores. Isn’t it true that they always want ones at the bottom? Regardless of which one is chosen or if it was a gift, the language and socialization opportunites that come with a ball are endless.

To begin with (and this is especially true many kids who are autistic) a colorful ball catches the eye. When an adult scoops up the ball and holds it next to his face, the child’s attention is immediately drawn in that direction. Granted, this is often a brief glance since kids who are autistic often avoid eye contact. It is, however, a start.

What if the parent adds one more step: scoop up the ball, hold it next to the parent’s face, and say the color of the ball. If this happens repeatedly, it becomes a form of a teaching game. Remember that all kids learn from repetition, and kids who are autistic especially learn from very focused, repetitive activity.

Of course, the other benefit with this activity is the eye contact. For many autistic kids, this will be brief, but it will happen.

After you have introduced the color, use the opportunity to try a game: catch, rolling the ball, tossing the ball in a laundry basket, hiding the ball under a blanket, etc. Remember this is a time to boost communication, but you are also promoting socialization . . . in this case, playing ball. So what color ball will you choose to start this spring time fun?

Posted by Lynn Moore

Of course, autistic kids (like all kids) must encounter new places, new routines, and new people from time to time. That is the subject for a different blog post. The key here is to be aware of the importance of familiarity when dealing with behavior or when communicating expectations.

Here is what I mean. I planned to go to the conference. I could picture the route to get there. I could picture where to park and what the building looked like from the outside. I could envision going in to the auditorium. I knew how it would be set up. . .and even where the bathrooms were. Last year I did not know any of that information. My attendance last year was much more focused on learning my way around. I could not concentrate to the same depth on what the speakers were saying. I was concentrating on what I would do next, where I would go.

Isn’t that true for kids on the autism spectrum as well? They just can’t focus so much on what we are saying or what we expect them to do in a new situation. Instead, they are just trying to check everything out.

Think about a familiar situation you have. Then think about expectations for your child. It all makes more sense now. Join me in a discussion of familiarity and kids on the autism spectrum.

Posted by Lynn Moore

Recently I wrote about free books for blind children. I wondered what else was out there for families of children with other disabilities. I am talking about free, ready to use materials.

Are you teaching sign language? Check out the free printable alphabet pages at DLTK’s Growing Together site. As far as I can tell there is no charge for these mini posters that could be used as giant flashcards or could be displayed as an ABC strip in a classroom.

Also, consider printing them in just the blackline format for quick coloring pages for children who are learning the manual alphabet or for deaf children who are studying a particular letter.

Perhaps you are interested in promoting deaf awareness or maybe you have a teen that is glued to the Internet. Try these free sign language ecards. They are available for many different occasions, and you can type in the message that you want. It then shows up in print and with cute fingerspelling hand on the ecard.

Do you know about other freebies that promote deaf awareness? Be sure to email me. I will try to include the information in future blogs.

Posted by Lynn Moore

The books are available through a program called "Keep Kids in Touch" offered by Seedlings Braille Books for Children. In order to receive the two free books, children must register online. The deadline to request books is May 1, 2008.

The Seedlings Company also sponsors The Rose Project (providing encyclopedia articles in braille) and The Anna’s Book Angels Project (providing additional free books in braille).

Do you have a visually impaired child who reads books from the Seedlings Company? Some children who read these specially “printed” books are in the spotlight. Check out the link at the bottom of this blog for more information.

The Seedlings Company is located in Michigan. The company uses volunteers to help with everything from mailings and book bindings to proofreading and brailling. If you are interested in volunteering with this worthwhile group, check the website for more information.

Some children with visual impairments use a program called screen reader to study their textbooks. While this software (available from a number of companies) is not for every child, it offers benefits to more mature children. Read my article on screen readers for more information.

Posted by Lynn Moore

Parents of kids with special needs are tuned in to promoting conversation. Many kids with autism have difficulty telling what happened at school that day. Lots of children with developmental delays cannot answer with a basic yes or no.

How to Have a Searching for the Green Contest

• Split into teams, giving each side one adult.
• Define the time of the contest (perhaps one hour – or possibly an entire afternoon).
• Explain the rules: Find things that are green and list them on a paper. Older kids may be required to write the phrases green plant, green shirt, etc. Younger kids may tell a parent or other teammate what to write.
• Set up the prize. Will the winning team be served ice cream by the others? Perhaps the winning team will not have kitchen clean up that evening.
• Repeat the phrases that you hear and build on the language. (For example, the child says green, and parent replies Yes! That block is green.)
• Take pictures so you can talk about it later (another great way to encourage conversation).
• Laugh.
• Have fun.

With parent involvement and the right prize, soon you will find your child planning the next searching contest . . . and the next. . .

Are you looking for other family activities to boost communication with a child with special needs? Read Snow Day Fun and Autistic Kids or Disabled Kids and Spring Play for more ideas.

Posted by Lynn Moore

If an at-home language activity can be one that is connected with what is happening in the world, it is even better. What about St. Patrick’s Day? Recently, I was reading through greeting cards for the upcoming day, and it reminded me how little I actually knew about the day. . . Okay, I know shamrocks, pot of gold, leprechauns and wear green, but who was St. Patrick?

Try this at home fun with your child. It is an especially great conversation prompt for hearing impaired or Asberger’s kids who are in the tween age group. Challenge your child to find out (with your assistance) who St. Patrick was. Here is a great site for learning St. Patrick’s history. Then explore the five Ws – Who? What? Where? When? and Why?

Include food in the fun. Kids love to make and eat food. . . and they will talk about it. Isn’t that the key with so many kids who have a language impairment? Because St. Patrick drove the snakes out of Ireland, why not make a long loaf of green bread? You don’t have to make it from scratch. A simple bread mix with a little green food coloring will work. . . don’t forget some raisins for the eyes. This baking fun will bring on lots of talking as well (mix, stir, sticky, knead, roll, bake, long) not to mention the wonderful sensory integration. . . Do you have more at fun ideas for building language with kids with special needs? Join our discussion about at-home fun that encourages talking!

Posted by Lynn Moore

Traditionally, schools conduct standardized, state-mandated tests in the spring.

First of all, remember that any test is just a snapshot of your child’s skills. Any child’s performance is subject to whether or not he feels well, is rested, stays focused, and ate a good breakfast. While these are general considerations, they certainly apply to your child as well as to the child without an IEP.

Many parents worry about the material that will be covered on the test. Keep in mind that these tests cover the material that all students of a given grade level are supposed to know. If you want to review with your child, one of the best sources is your child’s textbooks from school.

In many states, a practice test is available online. This can be a good way for your child to get an idea of the test format and content sampling. One drawback to state online tests is that they are the method used by most schools to do the actual testing. . . paper and pencils are still the norm.

Above all, make sure that your child is rested and goes into the test with a positive can-do attitude. . . Remember, this is only a test.

Read more about Kids with IEPS and Standardized Tests - Information Parents Should Know.

Posted by Lynn Moore

I was recently walking through a discount store when I saw a child who was maybe ten years old on a cell phone. Cell phones are definitely a gadget of this generation, and cell phones are here to stay.

What should parents of kids with special needs consider when looking at cell phones? First of all, is having a cell phone important at a younger age due to safety issues? Granted, every child is different, and certainly this is even more the case for the child with special needs. It seems, though, in many cases that some kind of cell phone at a young age is wise. Several companies offer phones with limited capabilities (large buttons, only will call a few preprogrammed numbers, etc.).

Another consideration with cell phones is the apparent socialization advantage. Many parents of kids with special needs are looking for ways to increase socialization opportunities. Too often, kids who are friends in a school program live far away from each other, making simple after-school fun difficult.

What have your experiences been with cell phones and the unique needs of your child? Let’s discuss both the kinds of options available and ways that they shown benefit for your family.

Posted by Lynn Moore

It is becoming more commonplace for people to talk of autism. Saying, however, that a child is autistic or is on the Autism Spectrum can mean many things. The spectrum ranges from not speaking and severe sensory involvement to communication difficulty and lack of awareness of certain social cues.

Children who may be considered to have more severe autism characteristics may use an alternate means of communication (such as PECS - the Picture Exchange Communication System created by Andrew Bondy). http://www.pecs.com/index.php They may be totally engrossed by items that can be dangled. They may become overloaded with certain sensory stimuli (such as bright lights or sounded), demonstrate tactile defensiveness, or they may crave sensory input through brushing, jumping on a trampoline, or swinging.

Children on the “other end” of the spectrum are sometimes referred to as having Asberger’s Syndrome. These children are higher functioning intellectually. Often, they are very bright. Communication can be difficult, however, with what is said often interpreted literally. In addition, these children seem to be unaware of social cues such as facial expression and body language.

The Autism Society of America has additional information on the range of characteristics of children on the Autism Spectrum http://www.autism-society.org/site/PageServer including information which can be downloaded for free. http://www.autism-society.org/site/PageServer?pagename=about_downloads

Autism awareness ribbons http://www.triautism.com/ribbon.htm and car magnets remind us that the cause of autism and ways to fully address the sensory, communication, and educational needs of children with autism are still (in many ways) a puzzle. Please join us in sharing ideas that work and questions for discussion.

Posted by Lynn Moore

The weather forecast is making it sound like most play will happen inside this week (except for the few brave souls who will go out in the snow). How will you meet the sensory integration needs of your child during the looming stay-at-home days? Many parents find that playing with an edible, sticky substance is great for budding artists who do not like the feel of many textures. Pudding, sugar, and jello are a few of the popular ones. Some that are not sticky, but serve a sensory purpose, include flour, dry oats, and rice. Edible or not, this kind of play obviously calls for adult supervision. Anything that bounces is always a lifesaver on a snow-bound day. Exercise balls, rocking horses, and individual trampolines come in handy. If you have a garage area that is realtively warm, try creating a jump rope course: jump ropes that are taped flat for your child to jump over. The warmth and weight of certain blankets can be calming. Of course, it is hard to beat a good old fashioned quilt. . . and a good familiar movie in the DVD player is a great way to spend a snowy afternoon. Whatever you find to do to spend the time with your little ones, I hope you are warm. . . Have a great day! Lynn

Posted by Lynn Moore

We are coming up on the end of the month. New Year resolutions have come and gone for many, but parents of children with special needs tend to have ongoing, ever developing resolutions or goals. What resolutions did you make regarding your child with special needs? Did your resolutions include school goals? Homework goals? Socialization? Or perhaps self-advocacy?

Take a few minutes today to evaluate the things that you would like to see your child accomplish this year. How will those things come about? Will it involve further training for you or your child? Are there parenting books that you would like to read or put to use? What about parent and family organizations that offer education, guidance, and support?

Many families encourage their children to set their own goals. In fact, when a child is older he will undoubtedly be involved in education and career training goals. If your child is at the age to make some of these decisions, I encourage you to share your experiences with our readers.

I encourage you to jump in on the conversation for New Years resolutions for families with special needs. Share a book title, a suggestion, or a question. The give and take will be valuable.

Posted by Lynn Moore

Parents and inclusion teachers of kids with ADHD are often concerned about use of time. Even given time to work in class, these do not seem to get much done. The homework is the same volume as when the study time began. It is not wonder that everyone is frustrated . . . not to mention how overwhelmed the child is.

Consider other locations for these work times. Simple movement in the “regular classroom” by students organizing what they will take home or by going to turn in homework is a major distraction for the child with ADHD. Often, a work time in a quieter environment like the library or resource will do the trick.

In the case of the child with Attention Deficit Hyperactivity Disorder, someone should also make sure that the purposes of the study time are being filled. Is an assignment notebook or sheet filled out properly? Are the necessary materials (books, worksheets, calculator, etc.) packed to go home? Is the student being guided on how to maximize time by finishing the almost done assignments or the ones that will be most difficult to do at home?

If you are struggling with a similar distraction dilemma at home, read my blog Homework and ADHD Kids.

Posted by Lynn Moore

How do you plan to spend your New Years? Many families with an autistic child struggle to find a satisfactory plan. Waiting in line for a meal at restaurant may not be the best choice.

Parents know that crowds or even some sensory input (such as tags on clothing) bothers kids with autism. Other things (like wrapping up in a blanket) is calming.

Plan a special New Years celebration with your autistic child! You will need a favorite blanket, preferred snack foods, and a well-watched video. Plan to snuggle as you watch the video you may have seen (or heard) a hundred times. Perhaps you will need to bring your own blanket to the party if your child is possessive of his or prefers not to snuggle.

If movie watching is not a hit, try some other sensory activities: indoor swinging, small trampoline jumps, rocking horses. It is okay to sit back and watch your child enjoy the sensory diet that makes him happy. Just for this evening, don’t worry about the goals that you two work on throughout the year. Instead, think of all the accomplishments that have come this year. Think of the opportunities for growth and communication that will come next year.

Invite other family members to join in the celebration. Encourage them to bring their own comfort foods to the shindig. After all, New Years is a time to celebrate, be thankful, and look forward to the New Year. How can you better spend the evening that with your wonderful child?

Posted by Lynn Moore

Routine to a child on the autism spectrum involves when things happen – such as when bedtime occurs. Their routine can involve a sequence of events. (First, have a bedtime snack. Second, read a book. Third brush teeth. Then get into bed. If the events to no happen in a particular order, it can cause upset. The predictability of the situation has been lost.

Routines can be who does something. For example, Mom always washes my hair, or Dad always drives me to school.

Routines are deeply embedded in the Christmas traditions of a family as well. A child on the autism spectrum may be very aware of where the decorations go, and who gets to put each one up. If the front porch always has red bows across the railing, it will most likely be important to that child as well.

Children on the autism spectrum may be reluctant to separate from the decorations at the end of the season. Taking down the red bows from the front porch may be very upsetting.

Many parents of children with special needs (not only children on the autism spectrum) find that using a calendar or talking with the child ahead of time is helpful. Another tip is to let the child be involved in as much of the “take down” as possible, thus giving him more control over the situation.

What has worked well for your family? Do you have questions for other families? Join us in a discussion of holiday routines and children with special needs.

Posted by Lynn Moore

Many IEP goals include math skills. Certainly math is important for day-to-day functioning in our society, Everything from money and calendar skills to setting the table for dinner involves math.

The words Let's count are a simple lead in to a critical math skill for kids with special needs. Parents have many opportunities to practice counting with their kids in real life. . . after all, no one wants to learn math that they will never use again!

Start in the morning, and look for those counting practice times throughout the day. Have fun with it! If your child sees that you enjoy the activity, if it seems almost like a game, he will most likely be drawn into the practice.

Use your counting. Don't forget to let your child see the importance of counting. This may most clearly be communicated at mealtime and when paying for things. Let your child help you count the things that you need. Make counting a useful activity.

Learn more with counting. Don't underestimate books that focus on counting skills. They offer a tie-in with literacy as well as a visual representation of the numbers.

The holidays don't have to be regimented school times, but they can offer practice and reinforcement of the basic skill of counting.

Posted by Lynn Moore

Subtraction is simply counting back or counting down (in terms of Christmas). You can use the countdown to Christmas to reinforce Math skills with your developmentally delayed child.

• Begin with an advent calendar or a regular calendar page.
• Count how many days until Christmas.
• Write that number at the top of a long strip of paper.
• Make the number countdown a ritual for each day.
• Let your child open the Advent calendar or cross off the day on the calendar page. Together count how many days are left until Christmas.
• Cross out the number on the countdown strip and write the new number.

This activity is more than just a number check for the approaching holiday. It is building Math skills that are critical for later learning subtraction. Here are the skills that you will be reinforcing with your child:

• Number recognition
• Counting
• Counting back (counting down)
• Number writing

Kids with special needs LOVE calendar activities. This one is great for family time. It is a quick do-together activity that promotes holiday fun and reinforces Math (specifically subtraction).

Posted by Lynn Moore

Tomorrow is December 1st. I have been reminded again and again that we have an extra week this year between Thanksgiving and Christmas. People keep saying that Thanksgiving was early. Maybe so. However, according to my calendar, tomorrow is December 1. I still have not signed (or sent) a single Christmas card.

One thing that always strikes me about Christmas cards is the conversation that comes from opening each of those envelopes. The colorful pictures offer lots of prompts for speech. Equally, if not more important, are the photos that come inside the cards.

This year, try to designate those cards for language activities with your child. (If you are a scrapbooker, this may be painful. If so, make a photo copy for your child's activities.) Here are some short, yet effective, language builders to try with those Christmas pics.

• Name the people.
• Count how many people in each group shot.
• Sort the school pictures by boys and girls. Then count.
• Talk about the relationship of the people (aunts, uncles, cousins, etc.)
• Use the return address and a map to locate where the people in the picture live.
• Describe the people in the picture (hair and eye color, clothing, age).
• Write a note to one of the children or teens.
• Sort the stamps by their pictures.
• Use pictures to locate people in your family albums or scrapbooks. Talk about those events.
• Sort family pictures according to the number of the people in the photo.
• Sort family pictures according to setting (inside vs. outside).
• Draw a picture to send to someone in one of the photos.

There are other ways to use Christmas cards to encourage your child to talk. Try saving the cards and use them for more language ideas even after the holidays.

Carol

Posted by Lynn Moore

Are you feeling the holiday frenzy yet? Do you see more writing that blank space when you look at the calendar? Kids with special needs certainly feel the holiday excitement and stress. Decorations are fun, yet distracting. Activities are different; sleep and meals are different; everything is different. Most children with special needs enjoy variety, and yet they are counting on familiar, routine experiences to make sense of the world.

Although this is a fun time of year, schedules are critical in making it less overwhelming and less stressful. Many articles have been written on the importance of schedules for kids with disabilities. Everyone agrees that daily tasks such as homework, chores, meals, and bedtime are just easier and more productive if there is a regular schedule. This is especially true for children who are developmentally delayed, autistic, ADHD, and those who have significant communication challenges.

Sometimes though, especially at the holidays, children with special needs become upset they are expected to complete routine tasks. They tend to get caught up in the excitement or busyness of the time. Their expectation is to only do the special events and activities. Routine chores and things like school work get less than their best effort. Sometimes routine responsibilities evoke anger in kids with special needs. Other kids get caught up in impulsive behaviors.

How do you maintain the best possible routine during times like the holidays? Let’s start a discussion on encouraging the best from kids with special needs during the holidays.

Posted by Lynn Moore

Of course, I hope that you regularly read my Special Needs Parenting column at Suite 101. (You can subscribe to it by clicking on the link below.) If you are looking for additional publications, I would like to recommend two “paper” publications to you.

The first publication is new to the periodical scene. It is called My Child Today, and although it targets families living in the New Jersey area it offers articles and information appropriate for families of special needs kids across the continent. Read more about this publication.

In the religious sector of publishing, I would recommend Special Education Today (SET). This is a quarterly publication of LifeWay. Special Education Today discusses day to day challenges and success as well as those challenges that can come up at church. Special Education Today is a quarterly publication. Visit Special Education Today for more information.

I hope your day includes spending time with those you love the most. Take a few minutes to plan out the holiday activities that are approaching. If you feel overwhelmed just thinking about it, check out my article on children with special needs and holiday routines or one of the above publications. A few planning strategies and knowing that you are not the only parent facing challenges can make all the difference.

Posted by Lynn Moore

Kids with ADHD are impulsive. They often act and speak without considering the situation or the impact of what they are doing. Predictable, consistent schedules and expectations can help the child with Attention Deficit Hyperactivity Disorder curb some of the impulsivity. Therefore day-to-day life is more manageable that the less structured times of the holidays.

Having a usual routine is a good foundation. Variations can be made that are easier to follow. Explain those differences in advance. In other words, we usually watch TV after supper, but we are going to see the holiday lights with Aunt Susie tonight.

Look for ways to keep the usual routine going. . . especially with meals and bedtime. Remember that holidays can be stressful for all kids (and more so for kids with ADHD). Look for ways to get the energy and anxiety out. This is a time for some silly fun. Plan it. The kids need it and so do parents!

Remember Aunt Susie or the grandparents when you are planning the holidays with your child. The day to day expectations that work for your child may be very different than what worked in your home when you were growing up. If the relatives live in a different area, it will be important to teach others how your day-to-day family life works.

Although the holidays can be full of unexpected (sometimes frustrating) experiences, the kids are looking forward to the celebrations as well. Hopefully, some well thought out back up plans will come in handy when things seem to be out of control.

What works best for your family for holiday routine and expectations? Let’s discuss tips for things that have worked and things that are still a challenge. . . Let’s control the rollercoaster of the holidays.

~ Lynn

Posted by Lynn Moore

Halloween morning! In my area the weather is chilly, but pleasant. There is no rain on the window to suggest that Halloween fun will be dampened. It does, however, feel like a lull before the storm. Here are some early morning thoughts on a family-friendly schedule for kids with ADHD.

Decide what exactly will be involved in the Halloween madness. Will there be trick-or-treating? If so, think about who will supervise (parent) as well as which friends will go along. Adding people as you go door to door might seem like fun, but it is building a train that can quickly send the ADHD child out of control. If you plan to attend a festival, it is equally important to plan who will go and how long you will be there.

Consider the evening’s regular routine. Letting your child know this morning that the bedtime routine will be the same can avoid many conflicts this evening.

Have a candy plan. Half the fun of Halloween is just getting the candy. Kids may think that they want (need) an open invitation to munch from the “loot” in the days ahead. Most, however, will welcome some guidelines regarding how much and how often to enjoy. There are lots of great ways to enjoy the candy besides just eating it. Check out these Halloween candy learning games.

If the raining is pouring where you live, not all is lost. Halloween books and word games are always an option.

Whatever schedule you plan for your child, enjoy the events. . . They really do grow up too quickly.

Posted by Lynn Moore

As a parent, you may be thinking that one more thing to juggle on the schedule is the last thing you need to do. Having a pet, though, offers lots of perks for the family with an ADHD child.

Pets need schedules – for feeding, walking, and bathing. Having a consistent, simple pet care schedule can teach the child with ADHD to plan ahead and be responsible. This can carry over to other household chores and homework responsibilities. Schedules are vital for the success of kids with ADHD.

Pets need someone to play with them and some (dogs) need to be walked. Sometimes, the extra energy in these tasks is just want the doctor ordered. Kids with ADHD can use up energy and take care of the dog. Settling in for homework or accepting bedtime is much easier.

Pets offer unconditional love. They are great listeners, and at the end of a challenging day everyone needs a best friend to confide in. Read more about the health benefits of having a pet.

Truly, pets are not for every child or every family. They are a responsibility, and they do cost money. Consider these tips from the Humane Society before making this decision for your family.

If you decide that something large (like a dog or cat) is not going to work, you may consider something smaller. Hamsters, for example, are entertaining, require minimal care, and do not have to be walked. The ultimate calming pet, of course, is a fish. . . It may be just what everyone needs to watch as they unwind from the day’s stress.

Posted by Lynn Moore

Sunday morning - in many households, a time for families to attend church services. However, the change in routine and expectations can be tough for kids with Attention Deficit / Hyperactivity Disorder and their parents. Instead of struggling through and hoping all will go well, I would like to encourage you to try some of these tips.

Talk with your spouse about the things that you would like to see happen on Sunday morning. From the get-go the routine on Sunday mornings are different. Everyone gets ready at the same time, instead of at the staggered routine during the week. Some families also plan to have a "big" family breakfast that morning. What are the wake up plans for your family? How can they be simplified so that getting to church is not so stressful?

Plan what services and activities you will attend. For many families this is a given, but in others there is not a consistent plan. If children with ADHD understand and can plan on the sequence of the day, they will be better able to function without acting out or meltdown.

Talk with your child about expectations during the actual worship service. Is your child old enough to listen to the sermon? Are there children's activity pages for younger children? If so, when would you like your child to use those? After the music is finished? Also talk about bathroom expectations. If a child knows that he should make that stop before church and then not leave during the service, he will get used to that routine.

Having a calm family worship experience is truly a matter of planning, expectations, and practice . . . like every area of life for the child with ADHD.

Posted by Lynn Moore

Have you turned the page to October on your calendar yet? The changing month is a great opportunity to introduce or reinforce vocabulary with your child.

Talk about the names of the months. Go back to January and turn the pages saying the name of each month. Say Last month was ____. This month is _______. Next month will be ________.

Do calendar math. Count the number of months, or count the days in October. For older kids, try counting by twos (even or odd numbers). Ask your child to show you a specific number. Or point to a number, and your child what it is.

Discuss seasons, holidays, and birthdays. Calendars that truly reflex the season are best for this. Consider using family photos that emphasize the seasons to create your own calendar for next year.

Countdown to Christmas. Not to add stress to the quickly approaching holidays, number the days until Christmas so that it shows how many days are left. Let your child cross off each day/number as you go.

Designate a calendar just for your child. Perhaps you will post it on the refrigerator, or perhaps you will give your child a calendar to carry around. Dollar stores offer colorful calendars for this purpose.

Above all, consider the precious days that you have with your child. Each one grows up way too quickly. As you take time to talk about calendars, enjoy the time with your child. Perhaps there is something that can be marked off your own calendar that will allow more time for parent-child exploration of the world.

Posted by Lynn Moore

Although everyone agrees that the ADHD child needs a quiet place to study, away from distractions, that place may be hard to define. Often parents talk about the child’s bedroom as a study/homework location. It is away from family noise of TV, voices, etc. It is free from distractions – right?

Actually, the ADHD child’s bedroom may be one of the last rooms to choose for homework time. Think of all the distractions in the room that is decorated for the child and where many of his possessions are stored. Even the sound distractions are there since most kids have radio, iPod, TV, computer, etc. in their bedrooms.

Some families have a designated place that is close to a parent’s supervision, but away from the bustle of the family’s activity and the distractions of the child’s room. This location might even be the kitchen table AFTER the family has moved on from dinner to other parts of the house. Perhaps the homework location is the dining room or even a space in the living room (if other family members are downstairs watching TV). If your home is limited on space, consider the parents’ bedroom with a small desk or folding table.

Too often parents of child with ADHD hover to make sure the homework is complete. Try to stay nearby, engaged in your own responsibilities (laundry, bills, etc.), and allow the child to “work”. Often parents are surprised to see the work get done with the right environment and consistent expectations.

What works best for your ADHD child? Please join me in a discussion on this topic . . . Lynn

Posted by Lynn Moore

Sensitivity to loud sounds is a common characteristic of autism. Loud sounds (a fire alarm, the typical “noise” of an auditorium of people, or even the sound through computer headphones) can trigger crying, covering the ears, a quick escape from the room. . . or even a meltdown. Although this may seem baffling to parents, caregivers, and teachers they can guide children in ways to deal with noisy situations.

Preparation can be helpful in some cases. “Higher functioning” children who have Asberger’s Syndrome often benefit from preparation for noisy environments. If they know it will be loud, they will not be startled. Additionally it will help if the child understands that he will have a way to leave the noisy environment. Parents can set up a signal for the child to use to communicate that the noise is too much and the child needs to leave. Tthe child may point to his ear and shake his head no; he may use simple sign language; or perhaps he will use a picture from a communication system such as the PECS (Picture Exchange Communication System). Some autistic children are willing to wear earplugs that will muffle the intensity of the sound but not block it out completely.

Some high-volume situations are tolerable if the child knows he has a way out, or if he will be there only a short time. Other situations may be better avoided altogether. Please join me in a discussion on The Autistic Child in Noisy Environments.

~ Lynn

Posted by Lynn Moore

It is becoming more commonplace for people to talk of autism. Saying, however, that a child is autistic or is on the Autism Spectrum can mean many things. The spectrum ranges from not speaking and severe sensory involvement to communication difficulty and lack of awareness of certain social cues.

Children who may be considered to have more severe autism characteristics may use an alternate means of communication (such as PECS - the Picture Exchange Communication System created by Andrew Bondy). They may be totally engrossed by items that can be dangled. They may become overloaded with certain sensory stimuli (such as bright lights or sounded), demonstrate tactile defensiveness, or they may crave sensory input through brushing, jumping on a trampoline, or swinging.

Children on the “other end” of the spectrum are sometimes referred to as having Asberger’s Syndrome. These children are higher functioning intellectually. Often, they are very bright. Communication can be difficult, however, with what is said often interpreted literally. In addition, these children seem to be unaware of social cues such as facial expression and body language.

The Autism Society of America has additional information on the range of characteristics of children on the Autism Spectrum including information which can be downloaded for free.

Autism awareness ribbons and car magnets remind us that the cause of autism and ways to fully address the sensory, communication, and educational needs of children with autism are still (in many ways) a puzzle. Please join us in sharing ideas that work and questions for discussion.

Posted by Lynn Moore

High quality graphics are interesting to kids. A child with special needs who might be easily distracted or not interested in a learning topic will often pay close attention to the right computer program. . . Often this attention lasts longer than attention to other learning situations.

The immediate reinforcement of answers provides optimum learning. The child with special needs does not need to wait for his turn to work with an adult to find out if his answer is correct. He knows right away; he sees the correct answer; and he moves on to the next problem.

Lots of levels can be addressed with the right computer programs. There are math programs for children who are learning to count. There are math programs for children who are learning addition facts. There are programs for child learning Algebra. There are programs for every level of math (for example) that falls between.

Although computer learning is a great way for the child with special needs to build skills, programs must be chosen with care. Parents and teachers should consider the following when choosing appropriate programs:

• The Level of the Material How the Material Is Presented Is it presented by sound? With visual examples?
• What Kind of Reinforcement Is Given Does the child get immediate feedback on whether or not his answer is correct? Is he given more practice on the types of things that are difficult?
• The Speed of the Program Does the program allow for the time the child with special needs requires to process or physically answer a question? Does the program count off for speed?

It is Back-to-School time . . . and in this day and age that often means back-to-the-computer time as well. Take a few minutes to research computer programs that will address the special needs of your child. . . Lynn

Posted by Lynn Moore

What kinds of activities are often choices for kids with disabilities?

• Sports Many kids who have special needs in the classroom are very good at sports. Just because a child has a learning disability, for example, does not mean he cannot shoot baskets or make that winning goal for his team.
• Clubs Some kids with special needs enjoy the friendships and activities that come with club membership. A high school student who is looking for social activities with peers might love to work on the homecoming float or go on the restaurant outings with a foreign language club.
• Scouts Scouts (and other, similar organizations) offer regular meetings that provide purpose and teach responsibility. Badges and other form of recognition are great motivators and build self-esteem.
• Choirs If a child is musically inclined, a church choir, for children or youth, is another activity that will be fun and provide social interaction with peers. Again, a learning disability says nothing about a child’s interest or ability in music.
• Church Groups Churches offer activities for all ages: meals, outings, camps, and just plain get-togethers. Kids learn and have fun at the same time.

Considerations Before Letting Your Child Sign Up

• Is this activity developmentally appropriate for your child?
• Is your child able to take on something else to do?
• Is there enough adult supervision involved?
• Will your child’s disability impact his involvement in the activity? If so, how will that be?
• Will you need to discuss your child’s needs with the leader or coach ahead of time?

Activities that are carefully chosen can be wonderful social outlets and motivators to get homework and house chores done. Careful selection is important, but the right activity is sure to be found.

Posted by Lynn Moore

Certainly every household is different and every child is unique. This is true of the child’s individual personality, strengths, and weaknesses as well as his specific needs because of the disability. Nonetheless, parents and caregivers must make a choice about playtime. Here are some things to consider. After you have read my thoughts, I encourage you to vote in our poll and jump in on the discussion.

• Time to Relax One way to think of playtime is that it is the child’s time to relax – no therapies, no lessons, no encouragement to try things that are new, difficult, and perhaps uncomfortable. We are in a busy society, and we know that children with special needs often maintain a schedule that can challenge the pace of most business professionals.
• Time to Try New Things A second way to approach playtime is that it is a time for new experiences. While these may not be lessons per se, these experiences should build the background knowledge of the child. New vocabulary will come with the experiences, and undoubtedly there will be opportunity to practice skills learned in school.
• Another Way to Learn A third way to consider playtime is to see it as an opportunity to mesh fun and systematic learning. In other words, we won’t be planning a trip to the zoo because it is fun and our child might learn some new things. We will plan a trip to the zoo because our child just finished a unit on zoo animals in school and we must practice zoo words.

Naturally I am playing the devil’s advocate here. There is a natural blend that is important. What are your thoughts? ~ Lynn

Posted by Lynn Moore

A sign outside a bank in my town encourages people to sign up now for the Christmas Club. The last payment will be on them. Other folks start to put toy in layaway as soon as the back-to-school shopping is completed. Here is a group in Tulsa., Oklahoma planning now to make Christmas merry for children in their area who are deaf.

• WHO Total Source for Hearing Loss and Accesswww.tsha.cc
• WHAT Holiday Party for Deaf children and their families - Santa and Mrs. Claus are Deaf!
• WHERE TSHA - Tulsa, OK
• WHEN First weekend of December every year
• WHY It is so important for children with hearing loss to be able to enjoy childhood experiences such as asking Santa for things at Christmas time.
• MORE INFORMATION Contact Diana Higgins8740 E. 11th StreetTulsa, OK 74112918-832-8742

Are you interested in finding out more about the Signing Santa experience in general? Try reading Signing Santas.

Do you know about a Signing Santa event? Now is the time for us to let people know. Email me so I can pass the word in this blog. Until then - Merry Christmas . . . in August! . . .Lynn

What are other ways you can boost language and vocabulary during the holidays? What about promoting speech and language skills during holidays other than Christmas (Fourth of July, Thanksgiving, or Halloween)? Kids love those special times of the year. Parents and teachers want to make the most of those natural language prompts.

Posted by Lynn Moore

Nature and Severity of the Disability

What is involved in the child’s disability? Are there behavioral or physical needs to consider? Is the child easily distracted? Can he hear? (Many children with hearing loss cannot hear the same in the pool setting because of the acoustics. In addition, they must remove hearing aids and cochlear implant processors to be in the water.

Age and Maturity of the Child

Is the child old enough AND mature enough for swimming lessons?

The Pool Itself

Consider these aspects of the pool.

• Is it indoor or outdoor?
• What is the size and depth of the pool?
• Does the pool have diving boards or slides?

Other Children in the Class

Consider whether or not other child will be in the class. If the answer is yes, parents will want to think about the number of children and whether or not they, too, have disabilities. While social inclusion with peers is important, it is also important to make sure that the lessons and activities will be at the child’s developmental level.

Number of Staff Members and Volunteers

Some aspects of class size are diminished based on having additional staff members or volunteers. The pupil to teacher ratio must be carefully decided according to the needs of the children.

Training and Experience of Staff Members and Volunteers

Those teaching or helping with the class should have appropriate swim instructor training and certification (including lifeguard certification). They also should be aware and knowledgeable about the child’s disability. Swim class time is definitely not the time to keep information about the child’s needs private. It is expected that the staff will treat such information with professionalism and confidentiality.

While most children with a disability can learn to swim, the situation in which these children are taught must heavily involve the unique needs of the child. I would love you have you jump in on this one. (No pun intended!) Read the posts already on this topic.

Posted by Lynn Moore

Why go to a sno cone stand?

Besides the fact that sno cones taste great and can cool off every member of your family, the sno cone stand offers other benefits for the child with disabilities.

• Oral motor skills are easy to address with a favorite flavor of sno cone. Encourage your child to lick the sno cone as well as any syrup that is running down the container. For more reluctant kids, parents can "paint" the sides of their lips with the sweet mixture. Those tongues will naturally come out to lick it off. Remember that strengthening the tongue is an important skill for speaking.
• Language development is sure to happen while you are ordering and enjoying that shaved or crushed iced. Who would have guessed that adding a little flavored syrup could have such great outcomes?

What langugae can be learned there?

• Words for temperature can be used at the sno cone stand. It was hot enough to go in the first place. Then the cold sno cone will cool your child off.
• Words for texture describe if the ice is chunky, smooth, soft, or hard.
• Words for color can include the many shades of cone: red, yellow, blue, purple, brown, pink, orange, etc.
• Words for taste can range from sweet to sour.
• Social language phrases are important such as Please and thank you.

What are some similar language-building outings?

• The ice cream stand
• The donut shop
• The pizza shop
• The candy store

Where will you take your child with special needs today? Remember, it is all in the name of learning!

If you are looking for other great Fourth of July ideas read Building Cognitive Skills with Fourth of July Fun Pages and Tactile Defensiveness and Fourth of July Foods.

Posted by Lynn Moore

Several book lines are published by Sterling Publishing that meet the needs of early or struggling readers.

Easy Reader I’m Going to Read Series

This line includes books with as few as 50 words so that even the very beginning reader will feel confident to attempt reading it. The stories include contemporary titles such as:

• Sometimes I Share
• In a Scary Old House
• Found an Apple
• The Big Red Blanket
• Christmas is Coming.

Other stories in this line address travel:

• I’m Going to Washington to Visit the President
• I’m Going to Boston to Visit the Ducks
• I’m Going to New York to Visit the Lions

Early Learning Activity Books

This line combines early learning skills (counting, ABCs) with fine motor skills of connecting two dots or circling a word. Titles in this line include:

• Dot to Dot Count to Ten
• First Word Search: Reading Is Fun
• First Word Search: Phonics Puzzles

Easy Reader Classics

This line is for the child with older interested (grade 3-5) who struggles with reading. Titles include such children’s classics as Tom Sawyer, the Jungle Book, Doctor Dolittle, Treasure Island, and The Wind in the Willows. The difference is the rewritten text that makes tackling these classics less daunting for the struggling reader. For example, Tom Sawyer is broken into multiple, shorter books:

• The Adventures of Tom Sawyer #1: A Song for Aunt Polly
• The Adventures of Tom Sawyer Book #2: The Best Fence Painter
• The Adventures of Tom Sawyer #3: The Birthday Boy
• The Adventures of Tom Sawyer #4: The Spelling Bee.

Are you looking for more information on encouraging your special needs child to read? Read how books can promote language skills in children with special needs as well as how the comic book craze impacts beginning and struggling readers.

Posted by Lynn Moore

Obviously, this question can have many answers. It depends on the child, the family, the type and extent of the disability, and opportunity. Nonetheless, parents want to know: What should we expect? What should we be doing right now?

Let's use the discussion board this week to talk about the experience of parents whose children are adults (who just happen to have a special education need) and the experience of parents who are currently raising children with special needs.

The discussion may include (but certainly would not be limited to):

• Postsecondary education or training is the topic of a previous article.
• Work
• Sheltered workshops
• Socialization
• Independent skills
• Living alone
• Group homes
• Travel
• Dating and marriage
• Having children
• Religious activity
• Finances
• Health issues
• Insurance
• Communication
• Self-concept
• Interaction with siblings
• Leisure activities
• Daily living skills
• Public transportation
• Relationship with siblings
• Relationship with extended family
• Diet
• Exercise
• Fun
• Personal safety
• Pets
• Assistive devices
• Hospitalization
• Mental health
• Parents' health
• Living at home

What would you like to discuss on this topic? What organizations or books have been particularly helpful? Would you (parents of grown children) do anything differently? What are the things that you wish someone would have told you?

Parents of younger children - What concerns do you have that are not on my list? What things are working well for you? Are there any things that you are trying that are considered new or innovative that you would like to share?

Lynn

Posted by Lynn Moore

She wrote: I have a severely disabled child and I want to take her on a vacation and I cannot find any place to go. I have a 12 year old son that I will take too and I want to be able to do things with him as well. Are there any cruises or trips that can provide a special companion to assist with my child?

What are your thoughts, experiences, and suggestions for vacationing with a child with special needs? Can you recommend certain places? Has anyone gone on a cruise as this reader asked? Are there places you have gone that you would NOT recommend? What about family camps or camps specifically for children with a particular disability? What type of travel arrangements have worked best for your family? What things have not worked so well?

Before any kind of travel, I would encourage you to read my article, Special Needs for Holiday Travel, for handy tips on planning and questions to ask. While it addresses holiday travel, many of the tips are appropriate for general vacation planning. Let's face it, most trips are better if planned for the big things (accessible accommodations, developmentally appropriate activities with physical needs met). After that, it is best to 'go with the flow' and know that the best devised plans will not always be possible.

Let's use this question to start a discussion on the topic of vacationing and the child with special needs.

Posted by Lynn Moore

Parents of disabled children can use the coming of summer to boost math skills.

Say Goodbye to School

1. Use a large, posterboard calendar from a teacher supply store.
2. Mark the last day of school as well as end of the year activities.
3. Write the number of days until the end of school on the calendar.
4. Each day, have your child cross off the number to see how many days are left.

Get Ready for Summer

1. Use another posterboard calendar to plot out the next month.
2. Mark regular summer activities (like swimming lessons).
3. Also mark events, trips, and other occassions. A single word, sticker, or picture works well.
4. Show a general at-home summer plan as well. (Do you plan to clean out one drawer everyday the first week? Add that to the calendar.)

Why Count Down?

• Counting down (backwards) gives practice to skills necessary for subtraction.
• Awareness of upcoming events reduces stress.
• Calendar skills are important life skills.

Calendars are often used with disabled children as outlined in Parents of the child with a disablity will want to start early to build (and promote) a summer schedule that works.

More Summer Ideas that Work Well with Calendar Skills

1. Develop a summer reading schedule with the struggling reader.

2. Use calendars to prepare for houseguests and siblings returning from college.

3. Teach basic counting, days of the week, and names of months with calendars.

Few adults will make a serious commitment without checking a calendar. The coming of summer is a perfect time to foster that responsibility with children with special needs.

Posted by Lynn Moore

Are you looking for books to boost your child’s interest in reading? Of course, many kinds, or genres, are on the book shelves. Some people love to read mysteries; some love to read history. Many children and teens with disabilities love graphic novels.

• Graphic novels provide lots of picture prompts.
• The pictures show step by step what is happening.
• The text in graphic novels is short and sweet.
• It is clear from the dialog balloons exactly who is speaking.
• The slap stick humor in many graphic novels appeals to the sense of humor.
• Graphic novels look cool.

What kind of graphic novels are available?

• Beginning readers (such as those published in the Phonics Comics series by Innovative Kids)
• Picture storybooks in graphic novel format
• True comic books
• Classics and other books rewritten into graphic novel format

What other kinds of books are good reads for children with reading disabilities?

• Any of the numerous learn-to-read series that are on the market
• Books with repeating text
• Books with a strong connection between the pictures and the words
• Beginning chapter books
• Hi/lo books (high interest level/low reading skill required)

Activities to Encourage Disabled Children to Read

• Listen to parents read
• Read with a parent (taking turns for every other page)
• Joining a library book club
• Reading books for prizes at school (theme park tickets, free fast food, school prizes)
• Reading to a younger sibling, a doll, a pet, etc.

And . . . the number one way to encourage children with disabilities to read is to let them see YOU reading!

Posted by Lynn Moore

Read a Book About Easter Eggs

Here are some book choices that are clear explanations of Easter egg hunts:

• Easter Egg Hunt (A Razzle Dazzle Book) by Chuck Murphy
• Maisy's Easter Egg Hunt by Lucy Cousins
• The Great Easter Egg Hunt by Mary Packard
• Spot's First Easter by Eric Hill
• I Need an Easter Egg! by Harriet Ziefert
• What's in Your Basket? by Jane Gerver

Practice Looking for Eggs at Home Beforehand

• Talk about where the eggs are (under, in, behind, on, next to).
• Talk about putting the eggs in the basket and continuing to hunt. The eating will come later!

Talk About What to Expect at an Egg Hunt

• Where will it be?
• Will there be lots of people?
• Do kids hunt eggs fast?
• Will it be fun?

Enjoy the Hunt

Sometimes people can be a little competitive when it comes right down to the hunt. If parents seem to be enjoying it, children will as well. Remember that this is an unfamiliar activity for the child with special needs. He will especially be looking to his parents for how to react.

Talk about the Eggs Afterwards

• What kind of eggs did you get?
• How many are yellow (blue, green, etc.)?
• How many things are not eggs?

Above all, have fun . . . and don't forget your camera!

Posted by Lynn Moore

General Routine

The days are longer. Bedtime may not look like bedtime any longer.

Weather

The weather is warmer. Changes in temperature and spring storms offer lots to talk about.

Clothing

Based on the weather, everyone must make clothing choices. Talk about what kind of clothes we wear in the spring.

The Outside World

What is happening outside? The grass is turning green; flowers are blooming; trees are getting leaves; and birds are building nests.

Chores

What chores are different in the spring? Include your child in a reasonable level of yard work, or have him help with planting flowers, vegetables, etc.

What about the family dog? A bath outside or a family walk is a great way to teach about pet responsibility while having fun.

Activity

Talk about how the spring influences your family’s activity schedule. Are your evenings and weekends filled with ballgames and practices? Do you go camping?

Many children with disabilities are reluctant to change. Even small changes in routine can be upsetting for them. Some automatically go into a control mode. This is their way of trying to make things predictable. The changes of spring do not have to make your child’s comfort level dissolve. Rather, talk about the changes well ahead of them happening to see more confidence and a boost to vocabulary.

Posted by Lynn Moore

This afternoon I went to the grocery store. As I walked down the ‘seasonal’ aisle of sidewalk chalk, jump ropes, and bubbles I remember all the wonderful surprises that my parents had given to my children over the years. Of course, there were (and continue to be) many large surprises and gifts, but my grocery shopping today reminded me of the impromptu, backyard fun gifts that seemed to appear at every visit. Hula hoops were always a favorite.

Ways to encourage skills in special needs kids with hula hoops:

1. Talk about circles. Talk about BIG. Look for circles (big and small).
2. Talk about color. Look for other items that are the same color.
3. Talk about how the hula hoop can roll. Practice rolling the hula hoop on edge. (Be careful that this is not near a street.)
4. Talk about in and out. With the hula hoop on the ground or floor, step into the hoop. Say I am in. Step out of the hula hoop and say I am out. Repeat with your child and with various toys or stuffed animals.
5. Try hula hooping. Your child will love the fun of Mommy or Daddy doing this. You can talk about the hoop going round and round . . if it stays up.

Have a wonderful spring day!

Posted by Lynn Moore

Changes in routine (even seemingly slight) can cause a number of problems for children with special needs and their families. This is particularly true of children who depend highly on the predictability of a schedule. Children who are hearing impaired, autistic, or cognitively delayed may fall into this category.

Here are some steps for parents of kids with special needs to make the time change a little smoother.

1. Explain Expectations Use a chart or simple home-made book to explain the times that you wish things to be done. These expectations should be fairly straight forward (so you can add an easily understood picture) and few in number.
2. Practice Basic Telling Time It is easiest for the child to have the times be on-the-hour or half hour times. You may wish to add a picture of what the clock will look like at the times on the schedule. Some children will need the clock pictures to be digital.
3. Ease into the Change This is especially important at mealtime and bedtime. Although you will want to target the time on the schedule, your child’s body is on a different clock. At bedtime, for example, you may need to add a little time to the winding down and actually falling asleep until the time change sinks in.
4. Be Flexible The time changing is hard for everyone. Remember that the old schedule did not happen over night. The same will be true with the adjustment to the new time. Be patient and consistent in working toward the goal.

Posted by Lynn Moore

If you have a child with a disability in junior high or high school, I encourage you to check out the HEATH Resource Center website. This government center is housed at the George Washington University in Washington, D.C., but it has an incredible number of online resources (publications and links). The following are a few areas of information found there.

Summer Preparatory Programs are often good ways for students with disabilities to work on basic academic skills in a supported, yet independent environment. Get Summer Prep Program information here.

Postsecondary Education Programs

Financial Assistance Links - Financial aid for students with disabilities has some additional components. HEATH has outlined financial aid information here.

Postsecondary Vocational Program Listings

Information for High School Guidance Counselors is available free of charge in either paper copy or online. Get information for counselors here.

If your child is too young to be planning post high school specifics, you will still find the site a valuable resource with articles pertaining to the education of younger students with disabilities as well including an extensive Resource Directory. As with every aspect of a child's future, it is never too early to start planning.

Posted by Lynn Moore

For the month of March, kids with special needs can make a birthday card for The Cat in the Hat. It is a great way to practice fine motor skills on the computer. Here is how it works.

Special needs kids can be a part of helping other kids learn to read. Random House and First Book are working together so that children from financially-troubled families can receive new books. For every electronic birthday card sent one book will be donated. Here are the details about sending a birthday card to The Cat.

The Seuss books were written by Dr. Seuss, a psychologist who was well aware of language development. The antics of Seuss' characters such as the Cat captivate preschoolers. They want to hear the silly, often rhyming words again and again.

The illustrations are of outrageously interesting characters like the Lorax, a fox, and a fish who talks. The words of the text are carefully chosen to develop language, phonemic awareness, early reading skills, and lots and lots of fun! The predictability of the text builds language and reading confidence.

How can parents of a child with a disability use these classic favorites to build speech and language?

• Build animal vocabulary. In the Dr. Seuss books parents of special needs kids have intriguing material to practice dog, cat, bird, fish, and fox.
• Explore concept words that teach up/down, on/off.
• Practice sight words. The Seuss books offer rhyming pairs that are perfect practice for the emergent reader: fish/dish, fox/socks, cat/hat, hop/pop.

Why do these books foster reading development in children who struggle to read?

The Dr. Seuss books offer recognized, tried-and-true ways to build reading and language skills (as outlined above), but equally important, kids want to read them. And they want to read them again and again. Who wouldn’t want to revisit such fun friends?

Read more about The Cat in the Hat.

Posted by Lynn Moore

Here are some ways to use Dr. Seuss’s ABC with special needs readers:

1. Read the book for letter recognition. Each page shows the uppercase and lowercase of one letter.
2. Read the book for letter searches. Count how many words begin with the targeted letter of the alphabet. For example, there are eleven letter Ts or words that begin with T on the page about turtles.
3. Read the book for practice with alphabetical order. Before turning the page, ask which letter will be next.
4. Read the book for vocabulary development. Seuss offers multiple words for each letter of the alphabet.
5. Read the book for silly fun. As your child sees you enjoy the fun of Seuss rhymes and antics, he will be drawn into a love of reading.
6. Read the book for memory skills. Can your child tell you what the page says? He may not necessarily be reading it, but remembering words or ideas on a page is an important pre-reading skill.
7. Read the book for repetition. Teachers know that a book that is read again and again builds reading fluency and comprehension.

Dr. Seuss’s ABC provides much more than fun. It is a book that promotes literacy and reading development for the child with special needs.

Has your child sent The Cat in the Hat a birthday card yet? For each ecard sent from this site by May 1, 2007, Random House will donate a new book to First Book for a needy child.

Posted by Lynn Moore

This week I want to look at postsecondary options for students with disabilities. The new IDEA 2004 emphasizes the need for students to be ( to the extent possible) independent, productive members of society. This path is different for every student (disabled or not).

Some of the primary options after high school graduation are as follows:

• Continue working in the job the student had in high school
• Enter a job training/coaching program
• Enter vocational training
• Enter a community college. four year college, or university

How do students with disabilities transition from high school to the next path? How do high school programs assist in the transition? At what point does the transition planning begin?

Parents of students with disabilities are concerned about funding, modifications and accommodations in postsecondary education, independent living skills, and long-range financial planning. It is true that one never stops being a parent, the nature of role changes with the needs of the child. What is the role of the parent of an adult child with special needs?

What is your student planning after receiving the high school diploma? Take a few minutes to visit our poll and click on the option your child will be taking.

What questions and concerns do you have as a parent? Let's start a discussion for Post High School for the Disabled. This area can seem like uncharted waters.

Posted by Lynn Moore

Early on children learn shapes (initially: circle, square, triangle, heart, star; later: oval, rectangle, octagon). Being able to visually distinguish between different shapes will later help in learning to distinguish between numbers in math and between letters and word patterns as they learn to read.

Valentine's Day is the perfect time to focus on hearts! How Many Hearts (a Razzle Dazzle Book) engages young learners because of the shiny, foil-like hearts on each page. As parents and children read the pages they can practice number recognition because each page shows a picture many of hearts, a numeral, and a print number. The numbers range from one to ten. The pictures created with the hearts also offer great vocabulary practice: sucker, fish, clover, darts, lady bug, balloons, flower, squirrel, bee, nuts, butterflies, candy, boy, and girl.

This delightful book is small with easy-to-turn board book pages. I encourage you to check out this valentine treat at your local bookstore.

Do you need more valentine book Ideas?

• The Night Before Valentine's Day
• What Is Valentine's Day? (A Lift-the-Flap Story)

Are you looking for more ways to encourage your child to read?

• Get Your Disabled Child to Read
• Reading Despite Disability
• Teaching Reading to the Deaf

Look at the books recently reviewed:

• Cave Dave
• The Snowman
• Struggling Reader Chapter Books

Posted by Lynn Moore

This month I am looking at great books for kids who struggle with reading. Many children with a disability struggle in this area. Often the early reader books that are plentiful through school book orders and in bookstores are appropriate choices. They offer books (fiction and nonfiction) on a variety of topics. Because they are short, high interest level pieces kid love them. The small number of words and how those words follow the pictures make them good skill-builders for the struggling reader.

Several versions of Raymond Briggs' book, The Snowman, are available for sale. There is a wordless version and a picture book version. For beginning readers, I recommend the Early STEP Into Reading version. The same delightful story of the snowman made by character James takes him on a flying trip around town, visits inside James' home, and at the end sadly melts.

Each page has no more than eight words. Important words are repeated in the book. The words of this book can be practiced with the following activities:

• Make flashcards of the words.
• Print one sentence from the book. Give your child flashcards of those words only and have him arrange the cards to match the sentence.
• Ask your child to put three of the word flashcards in ABC order.
• Give your child three slips of paper with one sentence from the book on each slip. Ask him to arrange them by first, next, and last order.

Are you interested in more ideas for struggling readers?

• New Book for Struggling Readers
• Struggling Reader Chapter Books
• I Want My Child to Read!
• Reading Despite Disability
• Get Your Disabled Child to Read
• Teaching Reading to the Deaf

Today may you stay warm, and enjoy a good book with your developing reader . . .L.

Posted by Lynn Moore

Lots of children with special needs struggle with reading. It may be difficult because of a learning disability or a developmental delay. Reading may be difficult because of a language impairment due to a hearing loss. Are you looking for ideas to encourage your child to read? These are articles I have written about reading skills and children with disabilities:

• Get Your Disabled Child to Read
• Struggling Reader Chapter Books
• I Want My Child to Read!
• Reading for the Hearing Impaired
• Help Your Deaf Child Read

Cave Dave is the story of a young prehistoric boy and his pet dino, Dot. Actually three stories about Dave are included in this first volume from Innovative Kids. Cave Dave is a part of the Phonics Comics series. Specific word patterns (word families) are introduced in each story. Cave Dave is written in a comic book format that will encourage even the most reluctant reader. Because the illustrations closely match the text, it provides a wonderful support for new or struggling readers.

The writers of Phonics Comics have three levels for kids to choose from. Each level has slightly harder word patterns. Read how the publisher describes the Phonics Comics series. Here are a few of the titles:

Level I

• Cave Dave
• Pony Tales

Level II

• The Fearless Four
• Clara Klutz

Level III

• Duke and Fang
• Meet the Sparkplugs
• Super Sam
• Twisted Tales

Posted by Lynn Moore

BRRR! It is very cold outside here in the Midwest. In fact, not too far from here power is out because the ice took out the electricity. Such chilly weather makes me curious about what kinds of indoor activities you enjoy with your special needs child in winter. Do you watch movies? Work puzzles? Read?

Having an alternate routine (for bad weather days) and being able to communicate changes can help a lot. I encourage you to think of cold weather days as times to do more things together and to build some new favorite experiences. Many children with disabilities love computer time. Here are a few of my favorite computer activities that are FREE!

My favorite free games for younger kids:

• Make a snowman (and learn to spell the word as well)!
• Learn the letters of the alphabet.
• Read books with sight words.
• Play a listening memory game.
• Play a dinosaur matching game.

My favorite free games for older kids:

• Save the Apples - a math facts game
• Find the States
• Math Space Shuttle

I believe that computer skills are more than just fun for the child with a disability. For many, it is a way of communication or a means of correcting difficult language and spelling. In addition, a world of research options is available without having to navigate getting books at the library. So when the temperatures drop in your area this winter, I am hoping that the power stays on and your child continues to explore fun and learning on the computer.

Posted by Lynn Moore

As I walked through Walmart last evening, it was a madhouse. It was particularly interesting to me that I got the last package of hotdog buns. I was buying them because I hope that the power will remain on this weekend, and that we (at worst) will be housebound for a day or two. Maybe everyone else was thinking the same way. I was wondering what all of them will eat if the power goes off like in the last storm . . . You see I bought things to make sandwiches as well, and there seemed to be plenty of lunchmeat and sandwich bread.

If you are the parent of a child with a disability, the winter storm planning list is a lot longer than hotdogs or lunchmeat. Parents of special needs kids plan ahead for everything whether it is an afternoon of errands or a two week family vacation.

Since January is a time of resolutions, goals, and annual planning I encourage you to take a look at your family's winter storm plan. Nothing dampens the news that there is a snow day like the realization that Suzie does not have her medicine or that Billy favorite snack food is running low in the pantry.

Children with special needs rely heavily on routine. A little time to develop a winter storm plan can go far with maintaining that routine and the family's celebration of an unexpected day at home.

What things are crucial to your family's winter storm plan? Email me!

More articles on routines for a child with a disabilty:

• ADHD at Home
• Cool Weather Impacts Disabilities
• Disabilities and Holiday Routines

Posted by Lynn Moore

Happy New Year! I have completed one of the time-honored traditions of the new year. After a writer's meeting yesterday at Barnes and Noble, I spent at least thirty minutes shopping for a new calendar. . . actually a planner. It had all of the features that I use, and best of all it was a great price. All of their calendars were reduced half off since it is now 2007.

I love using calendars to teach basic time awareness, vocabulary (days and months), sequencing, and counting (to 31). Older kids benefit from using planners to track assignments, extracurricular activities, and work times. January is the perfect time to introduce using a calendar or planner. I encourage you to read Developmental Delay and Calendar Skills for 2007 for ideas on using calendars and planners with your special needs son or daughter.

If you are shopping for a disability/ability awareness calendar, it may not be half price. A portion of the profit from many of these calendars goes to benefit research or support for a related organization. Check out the following link for great disability awareness calendars.

2007 Disability Awareness Calendars

What are your goals for yourself and your son or daughter for 2007? Watch for my upcoming article about goal setting for the family with special needs.

Posted by Lynn Moore

Calendars for every theme, interest, and cause are out there on the shelves. While puppies are cute, and football teams are fun, I prefer calendars that promote some area of awareness. They are great gifts and wonderful conversation starters to explain a disability and to highlight ABILITIES of kids with special needs.

Recently, one of my readers wrote about a Down syndrome awareness calendar that is available online. This fabulous calendar depicts children with Down syndrome as well as celebrates diversity. Are you looking for a calendar for the new year? Do you still have gifts to buy? I encourage you to check out the Down Down Baby Calendar. By the way - an added perk of this calendar is that a portion of the sales supports the Indiana Down Syndrome Foundation.

The Down Down Baby Site has lots of other awareness gift items as well: T-shirts, sweatshirts, mugs, tote bags, and bumper stickers. Why not look around for birthday gifts and Valentine's Day gifts while you are there as well.

I am working on a disability/ability calendar section for this topic. Do you know of other disability awareness calendars that you would like to promote as well? Contact me!

Is a child with Down syndrome in your family, daycare, or classroom? You may find these articles helpful:

• Disabilities and Holiday Routines
• Vocabulary Concerns with Developmentally Delayed Kids
• Holiday Language Experiences
• Teaching Language with Cereal
• Holiday Social Language Skills
• Special Needs for Holiday Travel

Posted by Lynn Moore

As a ten year old I loved curling up with a good book on the sofa in our basement. My favorites were mysteries. . . One in particular was about some kids living in a windmill. I don't remember the story line today, but I do remember not wanting to put the book down.

Some kids love to read. Other kids are never caught doing it. If your son or daughter has a disability, chances are that reading is a struggle. Take a few moments this holiday season to explore the Calendar Club Mystery series. You will be amazed at the reading motivation your tween will get for only $3.95!

The author of this series, Nancy Star, has created easy-to-read, yet intriguing, chapter books that revolve around three characters who are always solving mysteries in their neighborhood:

• Casey (who loves to be the first at everything)
• Dottie ( who loves to make lists)
• Leon (who also collects rocks in the shapes of states)

Star's goal is to write one mystery for each month. Currently the following titles are available:

• The Case of the New Year's Eve Nightmare
• The Mystery of the Snow Day Bigfoot
• The Case of the Kidnapped Cupid
• The Case of the Missing Pumpkins
• The Case of the Thanksgiving Thief

Why are the Calendar Club Mysteries especially good for kids who struggle at reading?

• They are high interest/low reading level.
• They offer addtional reading support because of the familiar characters.
• They are chapter books so they have the recognition of not being baby books.
• They are engaging because they are msyteries.

Where can you get the Calendar Club Mystery books?

• Scholastic.com
• Amazon.com

Posted by Lynn Moore

What is left on your holiday to-do list? My husband just returned from the mall - He said that everyone was there. The wait to leave the parking lot? One hour and fifteen minutes!

I hope you don't have any waits like that left in the days remaining, but no matter what the activity there are concept building experiences for your little one with language delays.

What color lights are on your tree? Here are some quick language concepts to reinforce:

• All white
• Many different colors
• Some red, some green, some blue, etc.
• Blinking - on and off

Are you wrapping gifts?

• Give me a red (white, gold, etc.) bow.
• Put the bow in the middle of the package (one the edge, etc.)

Are you making cookies?

• Some cookies are bells (stars, trees, angels, reindeer, etc.)
• HOT!
• Mix
• Green (red) sugar

Do you still have shopping to do for a child with special needs? Check out my gift picks:

• Puzzles
• Sign Language Books
• Disability / Ability Gifts
• Sensory Integration Gifts
• Cookbooks for Kids

Posted by Lynn Moore

• Choose a time when the mall will be less crowded.
• Make sure the time you choose is also one of your child's "good" times of the day.
• Talk about what you will see and do. You may wish to make a book with pictures that will help explain the outing. Include pictures and basic words, phrases, or sentences to explain.

1. Where will we go?
2. When will we go to the mall?
3. What will we see?
4. Will we have a snack (eat lunch)?
5. Who will we see?
6. What time will we come home.

• Take pictures while you are there. Later you will use the pictures to make a mini scrap book. (not only take pictures of the things you predicted about the outing. Also take pictures of decorations.)
• Remember to keep the outing short and sweet. You are striving for a language-builidng experience. This will not be the time to complete your shopping even if you still have a few names on your list.
• Encourage your child to share the scrap book with everyone (teachers, family members, neighbors, friends, the babysitter, etc.)
• Later go through the book and reread the captions. Then as yes/no questions about the same experience. for example:

1. Did we go to the grocery store?
2. Were we hungry?
3. Did we buy pizza?
4. Did we buy clothes?
5. Did you sit on Santa's lap?
6. Did we see a Christmas tree?

Take a moment to breathe and consider the true meaning of this season. Make a choice to slow down and look for the beautiful holiday language at the mall.

Are you shopping for a child with a disability this Christmas? Here are my picks for the perfect Christmas gifts.

Posted by Lynn Moore

Authors Cynthia S. Kidder and Brian Skotko with photographer Kendra Dew have divided the book into sections: Artists, Children, Athletes, Brothers and Sisters, Learners, Friends, Angels, Actors & Dreamers, and Community Leaders. Each section has beautiful black and white photos with accounts of real children and tweens with Down syndrome and their interests and accomplishments. Family quotes are often included as well as research statistics and Band of Angels Press Survey information from families of children with Down syndrome.

Are you interested in purchasing this book for yourself or someone on your holiday shopping list?

Common Threads: Celebrating LIfe with Down Syndrome

by Cynthia S. Kidder and Brian Skotko

Kendra Dew, photographer

Hard cover

181 pages

ISBN: 1-930868-04-9

Available from Band of Angels Press

Wondering how to begin to choose a gift for a child with special needs?

• Toys for Tots and Tweens with Special Needs

Check out my list of holiday gifts picks:

• Sensory Awareness Toys and Gifts
• Sign Language Books
• Cookbooks for Kids
• Puzzles
• Disability / Ability Awareness Gifts
• Language-building Games

Posted by Lynn Moore

Certainly background noise in a mall makes it hard to hear for everyone, and much more so for the child with a hearing loss.

Signing Santas exist! Although they are few and have schedules with limited hours, the guys with the red suits and signing hands are out there.

How can you find a signing Santa?

• Check with your mall to see if they have one. If not, suggest that they consider getting one.
• Call your child's teacher to find out if she knows of one.
• Check to see if a school employee who knows sign language, would consider the part.
• Check with deaf adult groups to see who might be interested in playing the part.
• Contact an interpreter training program. Here is one Santa's story.

If you find a would-be Santa without a suit, full Santa attire is available at most costume shops.

Once you find a signing Santa, help him spread the word. The more children who get to talk with him, the better. After all, besides pictures, the purpose is to give a little one a chance to express a Christmas wish list.

Note: I have found it most helpful to prepare hearing impaired kids for Santa's visit.

• Let the kids cut pictures from ads and catalogs to make a picture wish list. (Some kids will be old enough to write a label for each picture - a great vocabulary builder. Other kids will be able to write a list without pictures. If your Santa is from an adult deaf club, he may unaware of some of the trendy toys, so pictures will help the jolly fellow as well.)
• Practice what will happen when Santa comes - or the child goes to see Santa.

What is is like to be a deaf child and not have a signing Santa? Read one person's childhood memories.

Here are the locations of some signing Santas:

• Mesquite, Texas
• University of Hawaii

Let's spread the word. Please email me with the locations of other signing Santas!

Other Articles on Deafness

• Sign Language Books
• Language Delays and Memory Games
• Teaching Language with Cereal
• Deaf Children Learn Fire Safety
• I Want to Learn Sign Language
• Newborn Infant Hearing Screenings
• Chalk and Deaf Kids

Posted by Lynn Moore

I have to admit I Love a Parade! As I write today's blog, I am listening to the Macy's Parade coverage. (Do you know that this is the 80th anniversary of that parade?) It makes me think of wonderful childhood memories and the endless possibilties of getting language impaired kids to talk as they share this Thanksgiving tradition!

What makes a parade such a good way to get special kids to talk?

• They are fun.
• They provide lots of different topics that change quickly.
• Music is a large part of the action.
• The child is drawn into the action instead of focusing on communication.
• Parades are fabulous family time.

I hope you will tune into the parade coverage this morning, instead of the usual morning TV choices. . . Wow - are they even on this morning?

Are you looking for some ways to boost talking after the parade? Read my tips for Holiday Social Language Skills

Have a wondeful, thankful time with your family and friends throughout this holiday season. . . L.

Posted by Lynn Moore

I was always up before dawn the day after Thanksgiving. After all, if I stood in line at 5 AM surely I would get the right colored hand-held game.

Sometimes parents and grandparents of kids with special needs have a harder time with holiday shopping. It can be tricky to make the shopping list to begin with.

If you are shopping for a child or tween with special needs, making your shopping list does not have to be so confusing. I am sharing new ideas as they come rolling in.

Check out my holiday gift picks:

• Puzzles
• Sensory Integration Toys and Gifts
• Sign Language Books for Kids
• Cookbooks for Kids

Also, click on Ableplay to get ratings of gifts based on the child's disability.

Do you have other ideas? Did you find the perfect gift and want to share it with others? Are you at a loss for what to buy? Email me!

Posted by Lynn Moore

Lots of children with disabilities have difficulty with speaking or understanding the spoken word. This could be because of a physical disability or a neurological impairment. It is not uncommon for schools and families to use a system of picture symbols to communicate the child's wants and needs.

Giving Greetings (www.givinggreetings.com) sells greeting cards and posters that are created (with permission) with the pictures from Picture Communicaton Symbols.

Randi Sargent is the founder of this business. Inspired by charity cards when her family (including son, Graham, who has cerebral palsy) lived in the UK. Now, in the the United States, Sargent finds that many families, caregivers, and professionals are eager to purchase these delighful products.

If you are looking for more ability / disability awareness gifts, check out my list of favorites.

• Puzzles
• Sensory Integration Toys
• Disability/Ability Awareness Gifts
• Sign Language Books
• Cookbooks for Kids

I'm adding more all the time. If you have ideas you would like to see included, email me!

Have a thankful day . . . L.

Posted by Lynn Moore

This delightful book is written from the point of view of a young child with Down syndrome by author/mom Julie A. Bouwkamp. The book starts by describing many ways that Ben is the same as any other child. Then Ben tells his secret that he is special and has Down syndrome. After an explanation of what that means, the story ends in an ecouragement to be friends.

Each page has easy-to-read text and real life photos.

Hi, I'm Ben And I've Got a Secret is a perfect gift for:

• Teachers
• Libraries
• Classrooms
• Siblings and friends of a child with Down syndrome
• Primary age children with Down syndrome
• Therapists
• Doctors
• Caregivers

Hi, I'm Ben And I've Got a Secret ISBN 1-930868-11-1 is available from Band of Angels Press.

What are the special needs on your Christmas list this year? Don't forget to vote on my poll so that I can include information on the types of gifts you need!

Posted by Lynn Moore

You get the weekly newsletter from your child's school - Great! A test is coming up. How do you study with your child for the test?

You may be thinking that it is the child's responsibility. . . True to a certain extent. However, most kids need guidance in how to study effectively as well as someone to cheer them on.

Study cards to the rescue!

• Study cards can be made with card stock, index cards, or even construction paper.
• Gather potential test questions from the review at the end of a chapter or from classroom study guides.
• Write one question on each card with the answer on the back.
• Plan to review the cards daily.
• Initially review all the cards.
• As your student masters some of the cards. put them in a separate stack.
• Previously mastered cards may be reviewed less frequently than the ones with troublesome information.

Interested in reading more about effective study skills?

• Educating the Child with the Disability

Want an easier way to make the cards?

• Flashcard Templates

How have study cards worked with your student? Email me!

Posted by Lynn Moore

How can parents and others who care support the cause?

• Learn everything you can about your child's disability.
• Learn everything you can about your child's ABILITIES!
• Get to know adults with your child's disability.
• Communicate often with professionals (doctors, teachers, etc.) in the field.
• Join a parent group.
• Volunteer for fundraisers.
• Lobby for appropriate legislation.
• Talk, email, talk, email. . .
• Be an advocate for your child.
• Teach your child to be his own advocate.

Here are some great examples of parent organizations:

• IFOPA
• National Down Syndrome Society
• Down Syndrome Assoication - UK
• Learning Disabilities Association of America
• National Center for Learning Disabilities
• American Society for Deaf Children

Would you like another way to help?

Go to A Nose for Clothes and vote for your favorite cause. The charity with the most votes will get $1,000. Five hundred dollars will go to the charities receiving the second, third, and fourth number of votes.

Posted by Lynn Moore

What happens to the candy now? The U.S. Census reports that we eat an average of 26 pounds of candy per year.

You can do a Halloween candy sort for a vocabulary boost, but what then? Why not use those sweets to sweeten your special needs child's behavior?

• Establish expectations.
• Set up a schedule.
• When the rules are followed for a specified time (morning, afternoon, etc.), allow the child to pick a treat from the bag.

Besides using the sweets for a behavior reward, you will want to use the opportunity to establish (or reinforce) good dental practices.

• Good behavior.
• Choose a Halloween treat.
• Brush the sugar away.

Just think how many practices you can get in with a single Halloween haul! The routine should be an automatic response by the time you get to the bottom of the pumpkin. I hope you have a sweet week. . . L.

Posted by Lynn Moore

(Of course every year, we had to wait for Mrs. R to finish making her treats.) Getting the candy was great, but equally fun was the preparation and anticipation.

How can you help your special needs kiddo get ready to enjoy the festivities without being overwhelmed by the sensory, cognitive, or language monsters?

We all know that sensory issues can spoil the fun for some children. You can help your child by choosing a comfortable costume. This may mean decorating a sweatsuit or going without a mask.

Are there cognitive issues? Some kids who are very concrete become upset when they see a mask that seems real. Sometimes, taking the mask off and showing them who is dressed up helps. Sometimes the fear returns when the mask goes back on. Can your family dress up without masks so that it is obvious who is in costume? Pershap you can take your kids around a little early so they don't meet so many others in costume. Halloween is supposed to be scary fun, not terror.

Is the language of the outing a concern? Check out my tips for practicing Halloween fun.

Happy Haunting . . . and I hope that Mrs. R has those treats all ready for your kids! L.

Posted by Lynn Moore

Related information:

• Down Syndrome Awareness Calendars
• Holiday Cards: Down Syndrome Kids
• Vocabulary Concerns with Deveopmentally Delayed Kids
• Parenting the Down Syndrome Child

All parents want their children to grow up to be happy, healthy, financially stable, and successful in a career. When Chris Burke was born with Down syndrome, his parents had the same goals. Chris, now an adult, has reached those goals and many more of his own as he has a well-established acting career and a leading role in the Down syndrome community.

Here are a few of Chris' accomplishments as described in detail on his website:

• Acted in the role of Corky from the TV hit Life Goes On
• Acted in the role of Taylor in Touched by an Angel
• Acted in star role of Jonathan in Jonathan, the Boy Nobody Wanted
• Acted in Heaven and Hell
• Acted in The Commish
• Acted in The Promised Land
• Acted in The Division
• Acted in ER
• Appearance on Good Morning America
• Appearance on Crook and Chase
• Appearance on Entertainment Tonight
• Editor in Chief of Upbeat
• Co-author of A Special Kind of Hero ISBN # 0595192653

Oh, did I mention that Chris Burke is also the lead singer in The Chris Burke Band? If you live in the Ewing, New Jersy area you may wish to catch his band's performance this evening.

Posted by Lynn Moore

If you know a child with a progressive medical condition, you may want to submit his name to the Make-a-Wish Foundation. Wishes are granted in many areas such as:

• Sports
• Entertainment
• Music
• Animal experiences

Children ages 2 1/2 to 18 years may be considered for a wish.

Parents, friends, relatives, or profressionals can refer a child for consideration. Medical information is verified. For more information see Make-a-Wish.

Posted by Lynn Moore

When my child was just a toddler we were shopping for groceries. We had gone the length of the cereal aisle without a hitch when a slightly older child went to a particular cereal and pleaded with his mom to buy it. At that point, the power of cereal hit my child. . . He ran to find the same type of cereal and brought it to me.

How can you use cereal and its engaging qualities to teach your child language and other skills?

• Talk about those big, bright letters in the name.
• Talk about who or what is on the front of the box.
• Practice cereal talk. More please. All done.
• Sort cereal pieces by type (marshmallow, cereal, nuts), shape, and color
• Which group of pieces has the most? the fewest?

What kind of cereal is on your table this morning? Thank you, Charles Post and other cereal creators for one more way to teach kids language!

Look at these ways to build language everyday.

A Great Day for Bubbles

Falling Leaves, Building Language

Posted by Lynn Moore

If pictures are worth a thousand words, why not use these calendar shots to spread the word about Down syndrome? October is Down Syndrome Awareness Month. . . The products reviewed today are those that can promote awareness now and throughout the year.

Do you know of other groups selling Down Syndrome Awareness Calendars?

Email me!

1. Band of Angels Press has done it again wth their 2007 calendar
2. Do you live in the Tulsa area? You can pick up a calendar from the Tulsa Down Syndrome Association
3. 2007 Down Syndrome Calendar from NuTriVene-D

Posted by Lynn Moore

Time to get the kids up and ready for school. Don't forget to check the class newsletters for the events of the week. . . If your child's school observes Red Ribbon Week, today is likely the first official day.

Monday, Wear Red Day, gets everyone thinking about the week. Dig out those red hair ribbons, shirts, and socks.

Read my articles and blogs on the history and celebration of this week.

• Red Ribbon Week and Disabled Kids
• Red Ribbons for Special Kids

Posted by Lynn Moore

Ribbons - Ribbons - Ribbons!

Ribbons aren't just a hair accessory any more.

This week millions of people will wear red ribbons as a symbol for being drug-free.

This month millions more will wear pink ribbons to promote Breast Cancer Awareness.

We all know the puzzle piece ribbons that symbolize Autism Awareness.

And don't forget tying a yellow ribbon to welcome loved ones home.

I love ribbons and their flowing reminder of things that are important.

Ribbons aren't just a hair accessory anymore!

Posted by Lynn Moore

It will soon be time for holiday cards, charming notes, and school pictures to friends and family that are near and far. To get those wonderful photos, a child must participate in school picture day.

What tips can you pass on to others about making the picture experience memorable? Helium balloons behind the photographer? Dancing stuffed animals? A funny face or prop?

Maybe you demonstrate how it will be done. . . body turned a certain way, not moving, looking at the camera.

Perhaps you have not used a prop to get attention . . . maybe you focus on what will come afterwards: candy, a favorite activity, a trip for fast food.

Take a moment to join in the discussion on this one. . . Everyone wants those perfect pictures for the cards. . . .L.

Posted by Lynn Moore

We asked our readers: How do your other children respond to the time you devote to their sibling with special needs?

67% Resentful

O% Cooperative/Helpful

33% Unaware

0% Purposefully ignores the special needs sibling.

0% My child is an only child.

Posted by Lynn Moore

What Is Halloween? by Harriet Ziefert

ISBN 0-694-00381-6

Ages 2-5

In this delightful lift-the-flap book young readers learn the vocabulary of Halloween traditions of carving a pumpkin, choosing a costume, and the all important phrase of Trick or treat.

Kids with language delays will delight in learning the words of this special day. Also, reading the sequence will help them know what to expect.

Practice the sequence of trick-or-treating at home with different family members giving out the goodies.

• Knock on the door.
• Say, "Trick or treat."
• The lady or man will put something in your bag.
• What is it?
• Say, "Thank you!"
• Go to the next house.

Are you looking for other good books about Halloween? Try these for your favorite little trick or treaters! . . . L.

Posted by Lynn Moore

October is Down Syndrome Awareness Month. . . The products reviewed today are those that can promote awareness now and throughout the year.

Hmmmm. . . How many days until Christmas? Okay, I am not going to get into the countdown numbers just yet, but if you are like me you have probably started to think about it. What is one of the first items on your list every year? Christmas cards!

Check out these cards that depict beautiful children with Down syndrome. Holiday cards as well as blank cards that could be used for thank yous or as gifts are available. Happy shopping! . . . L.

Posted by Lynn Moore

Who?

• A noted adult, diagnosed with autism as a child

What has she done?

• PHD
• Author
• Professor
• Designer (of specialized equipment used with cattle)
• Speaker

Where can you learn more?

• Read her books:

Emergence: Labeled Autistic ISBN: 0446671827

Developing Talents ISBN: 1931282560

Animals in Translation ISBN: 0156031442

Unwritten Rules of Social Relationships ISBN: 193256506X

Thinking in PIctures ISBN: 0307275655

• View her videos/DVDs:

Dr. Temple Grandin on Visual Thinking, Sensory Challenges, Careers, and Medication for Person with Autism ASIN: B000GET19Q

Visual Thinking of a Person with Autism

Careers - Opportunity for Growth

Medications - Fact and Fiction

When can you hear Dr. Grandin speak?

• Visit her website for information on speaking engagements

Posted by Lynn Moore

This is Down Syndrome Awareness Month. Down syndrome is characterized by delays in speech, motor skills, and cognitive ability.

Let's also think for a minute about the never ending task of raking leaves. Everyone in the family wants to be in the middle of the fun. . . Well at least some family members think it is fun.

Use the leaf raking chore to work on talking with your Down syndrome child. Here are some ideas:

• Talk about colors: The leaf is red (brown, yellow, orange, green).
• Talk about placement. The leaf is on the car (flowers, bush, fence).
• Talk about quantity. I see lots of leaves. Many leaves are on the ground. No leaves are on the tree.
• Talk about WH words. Who is raking? Where is the leaf? When do we rake leaves?
• Talk about action. Can you jump (run, walk, sit, stand) in the leaves?

Looking for more language building ideas?

• Language Delays and Halloween Fun
• Vocabulary Concerns with Developmentally Delayed Kids
• Encouraging Nonverbal Kids to Talk Using Playdoh
• Building Language Skills
• Building Language Skills - Part 2

I will leaf you to have a great day . . . L.

Posted by Lynn Moore

I just took the garbage out to the curb. It is always a guess as to whether or not they will pick up the day after a holiday. One of my neighbors usually reminds me that they will be behind because of the day off. True, but maybe not. What if they are on top of the game this time? Then my garbage would have to sit and wait until next week. . . Not good!

Anyway, I am off track. When I went out I noticed how cool it is this morning. In the Midwest we have those wonderful season changes. With all of the trees in full color, the temperature change can send some special needs kids into frustration. Why aren't the favorite shorts okay to wear to school today? If this is the scene in your home, I invite you to read my previous article: Cool Weather Impacts Disabilities

Have a wonderful day, and stay cool . . . L.

Posted by Lynn Moore

For many years, a hand-colored picture hung near my computer. It was a blue telephone with the number 9-1-1. I loved that picture (I still have it) because it was a reminder that my son was learning about fire safety. In a sense, I think I was also relieved that someone else was also teaching him fire safety practices. Surely another approach was not bad. Perhaps something would click that did not click when we talked about it at home. Perhaps he would better understand its importance as he heard it from yet another person.

A couple of years later, his sister was with the same kindergarten teacher. Again, I received the beautiful hand-colored 9-1-1 picture. Something was different this time. Shortly after Fire Prevention Week our kitchen smoke alarm went off. Indeed there was smoke, but I was cooking and nothing was out of control. My daughter yelled, "Get down and crawl! Everybody crawl!"

As parents we know that we need to teach and model safety with fire. We need to practice with our kids what to do in the case of a real fire. How can we effectively do that if the child has a hearing loss? What has worked well in your family?

Posted by Lynn Moore

October is Down Syndrome Awareness Month. One of the traits of children and teens with Down Syndrome is their wonderful loving nature. Another, however, is a definite stubbornness.

Parents of kids with special needs must go beyond the usual parenting practices of fairness, consistancy, and developmental appropriateness. They must consider the role that the disability plays in the behavior. They must consider how the behavior (related to the disability or not) will influence functioning in the home, school, and community.

Should children with special needs be disciplined? Certainly appropriate discipline helps children reach their potentials. Lack of discipline creates additional, avoidable disabilities.

I will be looking at discipline over the next few months.

As always, I am interested in your story ideas. Email me!. . . L.

Posted by Lynn Moore

We asked our readers: Should kids and teens with ADHD have medication?

17% Yes

17% No

0% Only during the school day. Not in the evening or on weekends.

66% It depends on the child.

0% I'm not sure.

Posted by Lynn Moore

Whether you live on one of the coasts or in the Midwest there is a conference for you. Email me if you would like to submit another conference for consideration.

Conference: 4th Annual ADHD Conference

Organization: Attention Deficit Disorder Resources

Dates: October 7-8, 2006

Location: Tukwila, Washington

More Information

Conference: ADDA Regional Conference: Changing Minds, Changing Lives!

Organization: ADDA: Attention Deficit Disorder Association

Dates:October 20, 2006

Location:Philadelphia, Pennsylvania

More Information

Conference:"Attention Deficit/Hyperactivity Disorder: State of the Art: Science and Research in Practice"

Organization:CHADD: Children and Adults with Attention Deficit/Hyperactivity Disorder

Dates:October 26-28, 2006

Location:Chicago, Illinois

More Information

Posted by Lynn Moore

The United States Congress has declared September 20, 2006 National Attention Deficit Hyperactivity Disorder Awareness Day.

As I think about the characteristics of ADHD kids and teens it seems odd that we often expect them to do more than their "typical" peers. How is that so?

We expect them to remember more things. They must bring more more materials to put in extra study time at home.

Even though it is hard for them to focus on a task, we expect them to focus for extended periods of at-home study time.

At school, they must often change classes which requires adjusting to different teachers and classroom expectations during the course of the day.

I visited a site that simulates a learning disability. It seems to me that today is great time to walk in the shoes of someone with ADHD for a few minutes.

Be aware of the needs of your children. . . They depend on you for their needs.

Lynn

Posted by Lynn Moore

I have written a lot on the benefits of routine with special needs kids. As we approach fall, I am reminded that the same routines we worked hard to establish now need to be changed.

We have talked about the need for school routines and study routines, but what about routines for dressing on those changing weather days?

Some children find it upsetting to wear shorts one day and to need long pants and a jacket the next. I encourage you to use this time to talk about weather and appropriate clothes for different weather conditions before it happens.

Take some time to read some fall books with your children. Even if the books don't talk specifically about clothing, you can point that out as you are reading.

Fall is a wonderful opportunity for family time. Watch my upcoming articles for ideas.

Have a laughter-filled day . . . L.

Posted by Lynn Moore

I remember a young cousin of mine who loved "Rudolph" the Christmas movie. However, every time she watched the part with the abominable snowman she cried.

Was it real to her every time? Because of her young age and limited reasoning ability, her parents could not convince her that it was not happening again.

Parents of children with limited language or cognitive abilities deal with this regarding movies, news casts, and even plays.

How is your child reacting to the 9-11 footage? Take a minute to fill out our poll.

Posted by Lynn Moore

No Child Left Behind has created quite a stir among school districts and parents of students with disbilities. ALL students must now show adequate yearly progress. ALL students must now have the maximum amount of (appropriate time) in the general education classroom. A very small part of the special needs population will have alternative testing, but even that group must show a level of progress in areas similar to the general education curriculum.

Is NCLB realistic? Take a moment to enter your thoughts in our poll or start a discussion on this topic.

Posted by Lynn Moore

Although some details on discipline, for example, are still being clarified, IDEA 2004 is here.

There are lots of things about the regulations of interest to parents. One of the most positive is the change in the amount of time a school district has to test a student from the time the paperwork begins.

IDEA 2004 states that schools will have 60 CALENDAR days, not 60 school days to complete the testing.

What have your experiences been with special education testing?

Email me.

Posted by Lynn Moore

Many children with disabilities will be returning to school this week. Where will they study? Some will study in local public school programs; some will study in private or residential schools; and an increasing number will be homeschooled.

What factors should be considered before a school placement is made? What are the benefits and drawbacks of homeschooling a child with a disability? Are some disabilities (physical impairment or learning disability) better suited to homeschooling than others? What about related services for children with special needs?

Many parents must also decide if it is time for medication again. Often families opt to not use medication in the summer.

What are your thoughts as you read the back-to-school ads in the newspaper? Email me.

Posted by Lynn Moore

We asked our readers:

What kind of vacation have you found to be most family friendly with a special needs child?

40% said A Resort

40% said Visiting Family

20% said The Beach

Posted by Lynn Moore

What is your idea of a perfect family vacation? Visit this week's poll to cast your vote!

Vacations can be as different as the people to take them, but everyone probably agrees that fun and relaxation are key.

Of course, children with special needs love a great vacation as well. Their health considerations, behavioral and emotional expectations, and communication styles do not change when the family van crosses the state line.

We are exploring special needs in special places this week.

I invite you to check out my articles on travel related needs of children with disabilities.

Posted by Lynn Moore

We are in the midst of vacation time! Have you taken a family vacation this year? What things have you found to be most important in travel with a disabled child? I encourage you to email me your ideas or start a discussion on this topic!

Here are some things that my articles will address in the next next:

- Transportation Needs for Handicapped Children

-

Posted by Lynn Moore

Here are my articles on kids with physical disabilties:

Disabled Kids Jump Rope

Playing Ball with Physcial Handicaps

Parents worry about their kids. They worry about their friends, their health, their careers. Parents want to know that their kids will marry well and be happy . . . and successful.

Parents of kids with physical disabilities have a few more concerns on their list. . . Their kids have more obstacles to overcome. Here is a man who is inspiration to us all.

Ben Mattlin has been a wheelchair his entire life. He has a neuromuscular disability and ulcerative colitis. You are probably thinking that that is too much for one person - right? Someone forgot to tell that to Mattlin. He has written a book It's Just a Wheelchair, Not a Batmobile.

Do you think that is pretty amazing? That is not all this man has accomplished.

• Married
• Harvard graduate
• Father of two

See his story here.

Encourage your children. Have an inspiring day. . . L.

Posted by Lynn Moore

Puzzles! Jigsaw puzzles, word puzzles, mazes, and so much more. What do they offer a child with Asberger's or a child with developmental delays or a physical handicap? They offer many, many benefits: problem-solving, whole-part understanding, visual discrimination, fine motor skills, patience, social skills, and the list goes on.

Do you think that puzzles are too hard for your child? I encourage you to reconsider. Here are the articles in this series.

Puzzles and the Mentally Retarded

Coordination and Discrimination

Are you saying that you don't have puzzles at home? Check back this evening for information on how to make great skill-building puzzles at home.

Have a puzzling day . . . L.

Posted by Lynn Moore

Hi! Maybe this is your first visit to my blog or maybe you are a familiar freind. Either way - Welcome! I hope that you will visit with me often.

Do you have an infant, child, or tween with physcial, emotional or mental challenges? This site offers lots of ideas for the hot summer time: outside fun to work off the energy and inside fun to cool down and maybe work on some of those self-help or academic skills.

I started the summer talking about summer schedules for ADHD and ASD children. These articles give suggestions for a starting point.

Come back soon . . .L.

Posted by Lynn Moore

We have been talking about fun inside activities for summer. All kids need a break from the heat (and so do their parents!) Does your child enjoy doing puzzles? I am talking about puzzles with pieces - jigsaw puzzles. Paper pencils puzzles have a place as well, but that is another article (for tomorrow).

Before you dismiss the idea of puzzles as too hard or too messy or too frustrating, read what I have for you today. You will be surprised at the puzzle options that are available for kids and the cognitive (thinking skill) benefits that puzzles offer.

Let's not pass up puzzle fun for our kids whether infant, young child, or tween. . . Let the piece work begin! . . . L.

Posted by Lynn Moore

Today I would like to take a detour from our discussion of inside fun ideas for the summer. A recent news article told of the drowning deaths of four siblings. Although the children were not special needs kids, they were caught in a water situation that was beyond their skills. Sadly the undertow of the water was beyond any swimmer's skills. The untimely death of these children brings to mind water safety and teaching our children to swim.

I hope that you will read today's article, Can Autistic Kids Learn to Swim?. . . L.

Posted by Lynn Moore

I just received this information on an upcoming workshop.

"

Social Skills and Adolescent Issues on the Autism Spectrum"

Jed Baker will speak on Social Skills Training & Frustration

Management

Chantal Sicile-Kira will speak on Adolescent Issues on the Autism Spectrum

Posted by Lynn Moore

This came across my desk. I wanted to share it with you so that you may share with others.

Are you the mother of a child with an emotional, behavioral or developmental disorder such as ADD, Asperger's,, Autism, Bi-Polar Disorder, Non-Verbal Learning Disability or PDD?

We are currently soliciting essays for an upcoming anthology Special Gifts: Women Writer's on the Heartache, the Happiness and the Hope of Raising a Special Needs Child. (Wyatt-MacKenzie Major Releases, May 2007).

Below is an idea of what we are looking for, but please don't feel limited to these topics...

- Heartfelt, emotional essays from mothers dealing with their child (or a relative) with special needs. Tell us about your emotional journey. When did you suspect that your child was different from other children? Was there one defining moment or a general feeling? How did the news impact you? Your spouse? Your other children? Your parents? How is your child unique? Have you learned to see beyond the label? How? How does your child relate to others? What are his greatest difficulties? What are his greatest strengths? What has he taught you that you might not have learned? How has having a child with special needs impacted your relationships with your friends? Are you nervous about the future? What does the future hold? Is your child aware of his differences? How do you explain them to him and others? What are you scared of? What are you happy about? What are you angry about?

We are NOT looking for advice and tips, but rather essays on your emotional journey. We do not need happy endings and neatly tied-up stories. We are more interested in raw emotions and truthfulness. Essays can be funny, sad, angry, or whatever you are feeling. They can be in any format or voice and there is no word count requirement or restriction.

You will receive a byline and short bio in the book. You will also receive 5 copies of the book. Contributors will be provided with the tools to market the anthology at book signings, radio interviews, and elsewhere.

Please send your essays to aschusteff@aol.com. Please paste the submission into the email, do not send an attachment. Please include your name, address, phone, e-mail, name and age of your child, and any publishing experience. THE DEADLINE FOR SUBMISSIONS IS SEPTEMBER 1, 2006. We look forward to reading your submissions. All those accepted will be sent a release form and marketing plan.

Blessings . . . L.

Posted by Lynn Moore

Parents write those first words in baby books. Parents of children with special needs may have to wait longer to write those words.

My article today is about teaching children more words so that they become talkers and readers.

What kinds of kids are often slow at talking? There is a long list: autistic, deaf, hard of hearing, and developmentally delayed are a few. Adopted children who are learning Enlgish as a second language fall into that group as well.

Pattern books are a fun way to increase vocabulary, get ready for reading, and have some quality parent-child time. . . L.

Posted by Lynn Moore

Many of my recent articles have addressed outside activities for children with special needs. I have included information for parents of children with fragile X in it's many forms: autism, ADD, ADHD, and mental retardation. I have also written information for parents of children who are deaf.

Let's take the focus more inside. It is July! Parents and kids need tons of inside fun ideas.

This morning's article addresses teaching deaf children to read with pattern books. I will be honest, this technique works well for all children.

Let's take a look at some books and how to use them. Instead of I want my child to read! let's be able to say Look at my child! He can read!

Happy reading . . . L.

Posted by Lynn Moore

People learn from people. We share our experiences, challenges, and successes. My friend, Frances, says that we are all in the same sandbox of life. So here is my question to you: How was the Fourth of July in your sandbox?

Does your child have a coclear implant? How did she respond to the fireworks?

Does your child have asberger syndrome? How did he respond to the crowds at the parade?

Does your child have a physical disability like CP or cystic fibrosis? Do you have some tips on how your child tolerated the heat?

I invite you to join in the discussion on this topic. Also, don't forget to vote in our current poll: What type of disability is your child's challenge?

Stay cool . . . L.

Posted by Lynn Moore

Here are the results of the poll.

0% Swimming

0% Trampoline

100% Playground

0% Other Outside Activities

0% My child prefers not to play outside.

Posted by Lynn Moore

Although we have been discussing lots of outside fun topics, I want you to picture: a blanket under a shade tree, a pile of great books, and your wonderful child on his tummy READING!

Today I am starting a series of articles on Reading and Deafness. (We have already touched on the subject in the language articles: Building Language Skills and Building Langauge - Part 2 earlier this month. I plan to space these out over several months with articles on other topics in between. Teaching language and reading is a complicated task. Taking it one page at a time, so to speak, makes it within our reach.

The articles on reading have suggestions that work well for children who are deaf. They are techniques that work for many other kids as well: autistic, LD, and mentally retarded. Why? These are techniques that are basic, step by step ways to break down the reading process.

This summer I say Let the reading begin!. . . L.

Posted by Lynn Moore

Last night, my daughter and her friends went to a baseball game, a true sign of summer. I thought of all of the popular baseball phrases: Play ball! Batter up! Homerun!

What about children who have a physical disability such as cerebral palsy? Can they join in the fun of a summer ball game other than just as a spectator?

I hope you will take a few minutes to read my newest article Special Needs Kids Ball Games

If playing ball is not something you want to pursue with your child, check out my other articles for lots of ideas to make summer a fun time. I have ideas for children who are autistic, deaf, Down syndrome, and ADHD.

Don't miss out on these summer fun ideas with your own children.

. . . L.

Posted by Lynn Moore

Remember how much fun you had as a kid playing with sidewalk chalk? Maybe you drew pictures, tic-tac-toe squares, or played hopscotch. Sidewalk chalk is still tons of fun -- and now the regular sized sticks come in huge containers for more fun. What have they added since we were kids? Jumbo chalk! Come on -- You know you want some!

Now that I have stirred up childhood memories and started those right-brain artist juices flowing, think for a minute about how chalk can be used with your deaf child. (The blog today is focused on the deaf, but it really can be applied to children with other disabilities as well: ADD, ADHD, physically handicapped, Down syndrome, hard of hearing, etc.) Using chalk is an inexpensive, easy way to encourage talking, reading, and writing skills.

Read today's article for ideas on what to do! Then head on over to the store for some of that chalk! . . . L.

Posted by Lynn Moore

What is it with autistic kids and swings? Many educational programs even have special swings in the classroom. Swings at the park are a favorite of many kids on the autism spectrum. In fact, often they swing higher than daredevil siblings. It is enough to make a parent or caregiver gasp. If you have a child or tween who is autistic, you know what I mean.

I hope you will read my latest article for a peek into why children with autism love swings. Also, check out other great playground and outside fun ideas.

Have a swinging day ;) L.

Posted by Lynn Moore

We asked our readers.

50% said: He does not understand.

0% He understands and cooperates.

50% said: He understands but does not want to cooperate.

0% I'm not sure if he understands.

Posted by Lynn Moore

What is on your schedule this morning? Are you playing outside with bubbles? Maybe your baby is way too old for the bubbles stage.

So far, most of this site has dealt with young children with special needs. We tend to think about getting them started toward talking, walking, and doing things in general like self-help and play. There is a huge need, however, for material on tweens and teens with special needs. (What is a tween? A tween is a child who is almost a teen.) Do you have a tween or teen with special needs? Do you have a topic that you would like to see covered? Email me with your ideas! I'd love to hear from you!

Last night, my daughter spent more than two hours filling out job applications. I can assure you that bubbles are far from her mind today and far from mine as well. What type of job best suites her abilities? Will she be treated fairly? Will she be in a safe environment?

You may have a young child and are looking to the future, or maybe you are the parent of an older child in the stormy teen years. Check out my next article, Beyond Bubbles and Balls, which will address the needs of older kids to communicate at a higher level.

Upcoming articles will also deal with staying home alone, driving, dating, sex ed., jobs, extracurricular activities, and planning beyond high school. Check my articles often. I am adding new material all the time!

Have a lovely day . . . L.

Posted by Lynn Moore

What will you do for outside fun today? Remember how much you had with bubbles as a child? It is a great day for bubbles!

Bubbles are great for building the muscles that children use to talk. Asking for bubbles puts that talking to good use. Chasing bubbles is great exercise. Plus bubbles are just plain fun - not to mention the giggles when hosing off sticky arms and legs when you are finished!

Bubbles don't have to cost an arm and a leg. Of course, you can buy them in little bottles at the store. You can also purchase a large bottle to refill the little ones. Let's face it, though, sometimes it is difficult to get to the store, and if you have bought bubbles they do run out quickly (even the large bottles).

Why not make your own? Squirt a little bit of dish soap (NOT THE KIND FOR DISHWASHERS) in a container. Add a little water, and you have a solution to the no bubble blues.

What will you use to blow the bubbles? First, you can always save the bubble wands from all the bubble bottles you have purchased in the past. Other great bubble blowers include plastic sewing spools, six ring soda can holders and even your fingers curved into a circle.

Have fun with bubbles today. Watch the magic of your child wanting to talk about them. Are you looking for more ways to encourage your child to talk?

Check out my articles for more ideas!

© Lynn Moore 2006 All rights reserved. No portion of this blog may be copied or distributed without the written consent of the author.

Posted by Lynn Moore

0% We have a summer schedule.

0% We don't have a summer schedule.

0 % We have a schedule for certain times of the day.

100% We would like to have a schedule, but it is just not happening.

Read my articles on summer schedules for kids with special needs.

Posted by Lynn Moore

Happy Father's Day! It only seems right to wish the readers of this blog Happy Father's Day since it is a parenting site. How did you spend the day? I hope that you had the opportunity to spend time with your father and with your own children. That is truly what this day is about. . . celebrating the fathers in our families across generations.

The weather was not too hot here today. There was a downpour which lasted 20 minutes or so making grilling difficult. All was well, though, since we planned to cook and eat inside.

The events of the day made me think of the words that we use to communicate feelings, ideas, wants, and needs. Happy Father's Day! I love you! I hope you have a great day! For most, they are said without effort. For some, the spoken word is difficult and maybe even meaningless. There are many reasons why a child with special needs has difficulty with language. Hearing loss, autism, auditory processing, mental retardation are certainly a few.

We have been talking about sweet schedules for summer. Now it is time to use those schedules to build language skills. My next article, Building Language Skills with Schedules for Special Needs Kids, will explain how you can use everyday activities to increase your child's ability to talk. It some cases it will be a matter of taking the first step toward communicating that important message. . . Happy Father's Day. I love you!

Come back soon . . . L.

Posted by Lynn Moore

Good morning! I woke up this morning very excited because TODAY is the day that I start as the writer for the Special Needs Parenting Section of Suite 101. I just got my coffee. I have to plan my day. How will I schedule my writing time for you, my readers, in my day?

Since I have been gone for almost a week at a writing conference (actually two - remind me to tell you about that), I have a longer than normal "to do" list. I have all of my standing writing responsibilities, new things I have promised to complete, and now this wonderful section to share with you.

Because my conferences were out of town, I also have a healthy pile of laundry waiting. My mom always says that it is not going anywhere - just today, I wish it would! And what is that on the kitchen floor?? I need to put some "house" time on my list.

At the top of my list, though, are my beautiful children. I have missed them so much during the time I have been away. My children - my husband - my parents: my family is definitely my first priority.

Ahhh - does any of this sound familiar? I am looking over that list again. . . It is a lot to try to do in a day. It is summer, though. It should be easier to complete since school is out - right? RIGHT??? Sweet Summer Schedules is the topic of this section this week. We will explore how summer schedules can be sweet for families of children with special needs. I hope you will visit with me often . . .

L.