Special Needs Parenting
- Fourth of July Fine Motor Skills
- Autism and Fireworks Waiting
- Kids with Special Needs and Faith
- Autism and Summer Schedules
- Kids with LD Countdown to Summer
- Summer Fun and Special Needs
- Social Skills for Autistic Kids
- Familiar Places and Autistic Kids
- Free Sign Language Materials
- Free Braille Books
Fourth of July Fine Motor Skills
Posted by
Lynn Moore
Lynn Moore
Does your child have difficulty with fine motor skills? That is the ability to use a pinching movement to pick up a small object or hold a pencil.
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?
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.
Posted by
Lynn Moore
Lynn Moore
Are you looking for a way to pass the time while waiting for the fireworks? A child with a disability can be restless while waiting for fireworks activities.
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!
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!
Kids with Special Needs and Faith
Posted by
Lynn Moore
Lynn Moore
Parents of children with special needs are often concerned about sharing their religious beliefs with their children.
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.
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
Lynn Moore
Remember that even in the lazy days of summer, kids with special needs need a schedule.
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?
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?
Kids with LD Countdown to Summer
Posted by
Lynn Moore
Lynn Moore
When kids with learning disabilities practice counting down, they are practicing the skill that they will need to master subtraction.
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:
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?
Posted by
Lynn Moore
Lynn Moore
Kids with special needs have lots of choices today, but the choices are as varied as kids.
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?
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?
Social Skills for Autistic Kids
Posted by
Lynn Moore
Lynn Moore
Teacher and therapists use balls to encourage autistic kids to talk and play. Spring is the perfect time for families to play to build socialization skills.
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?
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?
Familiar Places and Autistic Kids
Posted by
Lynn Moore
Lynn Moore
This weekend I attended a writers’ conference. Many aspects of planning for the conference reminded me of the need for kids with autism to be familiar with a place or rou
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.
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
Lynn Moore
This blog addresses free materials for families of children who are deaf.
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.
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
Lynn Moore
Children in the states of Illinois, Indiana, Kentucky, Michigan, Ohio, Texas, and Wisconsin who are blind are eligible to receive two free books in braille.
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.
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.
Pages 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12