Toys for Children with Special Needs: What to look for and where to find them

While most of the U.S. is looking for the latest gadget or the newest toy, families of children with special needs maybe looking for something very different. Many of the common toys available hold no interest or are not suitable for children with Autism and other special needs.

For families of children with special needs we have collected 19 articles discussing toys for children with special needs in the hope that it will inspire some new ideas and make your toy shopping easier.

Have a great toy to share or a new store selling them? Please share them in the comments below.

1. 8 Tips for Special Needs Holiday Toy Shopping

Playing with toys helps children with special needs develop and grow. Before purchasing a toy read these important toy buying tips.

2. 15 Great Online Toy Stores for Children with Special Needs

Finding the perfect toy is always difficult. Here are 15 stores that provide great toys and educational products for babies, children and teens with special needs.

3. 25 Great Toys For Kids Who Don’t Play With Toys

For Children with special needs who don’t play with toys here are a list of 25 things that they will play with!

4. 21 Great Fidgets For Your Child With Special Needs

Fidget toys are great self-regulation tools to help with focus, attention, calming, and active listening. Check out these 21 Fidgets For Your Child With Special Needs.

5. 10 Toy Stores that Provide Great Activities for Children with ADD/ADHD

If you are looking for alternative toys for children with ADD or ADHD check out one of these 10 toy stores.

6. 10 Sensory Chew Toys For Children With Autism & Other Special Needs

Many individuals with special needs feel a need to chew on anything that crosses their path. Here are 10 safe chew toys that will calm your child with autism and other special needs.

7. 19 Toys & Apps that can help develop Language and Social Skills in Children with Autism

These toys and apps can help your child with autism develop important social and language skills.

8. 10 Tips for Selecting Toys for Your Speech Delayed Child

As a speech-language pathologist, I am asked what toys I recommend most for children with speech and language delays. Here are my 10 tips for selecting toys for a child with speech/language delays.

9. 8 Great Toys That Help With Cognitive Development

Check out these eight toy suggestions that can assist children in developing critical cognitive milestones.

10. 9 Toys That Can Help Children who have Special Needs with Independent, Parallel and Cooperative Play

Play is a vital element to the development of children with special needs. Here are 9 toys that can help children with Independent, Parallel and Cooperative Play.

11. 10 Great Balance Toys For A Child With Special Needs

One of the key elements to gross motor skills is balance. Here are 10 toys that will help a child with special needs improve their balance.

12. 5 Toys to Promote Problem Solving for a Child With Special Needs

In our daily routine there are many different activities we take part in that require problem solving. Here are five toys for children with special needs that incorporate problem solving.

13. 10 Toys And Household Items To Help Develop Fine Motor Skills

Developing Fine Motor Skills is an essential part of a child’s growth. Here are 10 toys and household items that will help build fine motor skills.

14. The Five Types of Toys for Children with Special Needs

For a child with special needs, toys can cater to specific areas of development or preference and serve as a therapy aid. Here are the types of toys that can help a child with special needs.

15. Toys and Tips for Blending Nature and Play for Children with Special Needs

Outdoor play is an important part of a child’s development. Here are 15 tips and toys to help your child with special needs enjoy the outdoors.

16. Five Toys That Can Help With Social Development

Social Development is a crucial element in the growth of children, specifically children with special needs. Here are 5 toys that can help children develop socially.

17. 6 Toys & Play Products To Help Develop Gross Motor Skills

Play is essential to help children with special needs develop gross motor skills. Here are 6 toys and play products that can help with gross motor skills.

18. 8 Toys That Can Help A Child With Emotional Development

Ensuring that a child with special needs develops emotionally is extremely important. Here are eight toys that will help foster emotional development through play.

19. For a Child with Special Needs It’s Not About the Toys!

When it comes to play we often tend to focus on the toys instead of actual play. Here are three crucial factors to consider when preparing your child with special needs for play.

Written on 2014/11/28 by:

Tzvi

Tzvi Schectman is the Family Coordinator for the Friendship Circle of Michigan and the Editor of the the Friendship Circle Blog

Lawmakers Poised to Vote On ABLE Act

Congress is set to act this week on legislation that would allow people with disabilities to save money without jeopardizing their government benefits.

Supporters say they expect the U.S. House of Representatives to vote on the Achieving a Better Life Experience, or ABLE, Act on Wednesday and they’re hopeful that the Senate will follow suit on Thursday.

“This is historic for the disability community,” said Sara Weir, interim president of the National Down Syndrome Society, which has pushed for the ABLE Act since 2006. “I can’t think of another piece of legislation that puts a stake in the ground that says that people with disabilities can work and save money.”

The bill would allow people with disabilities to create ABLE accounts at any financial institution where they could deposit up to $14,000 annually under current gift-tax limitations. As much as $100,000 could be saved in the proposed accounts without risking eligibility for Social Security and other government benefits. Moreover, individuals could retain Medicaid coverage no matter how much money is deposited.

Modeled after the popular 529 college savings plans, interest earned on savings within the accounts would be tax-free. Money saved could be used to pay for education, health care, transportation, housing and other expenses.

With 85 percent of Congress co-sponsoring the bill, it is widely thought to have the votes needed for approval. However, the legislation is not without its critics.

Both the National Council on Independent Living and the National Disability Rights Network have taken issue with a requirement that an individual’s disability must have occurred prior to age 26 in order to qualify for an ABLE account.

“It’s completely arbitrary,” said Kelly Buckland, executive director of the National Council on Independent Living. “Why 26? Why not 27, or 28 or 30?”

Meanwhile, the conservative group The Heritage Foundation has attacked the bill as a “decisive step in expanding the welfare state.”

Weir from the National Down Syndrome Society said that assessment could not be further from the truth.

“This is a bill that allows families and people with disabilities to save their own money. This is not a handout,” she said.


By Michelle Diament
December 2, 2014
Disability Scoop

How Do I Get Special Education Services for My Child with Special Needs?

How Do I Get Special Education Services for My Child with Special Needs?

Tips on Creating an IEP

During Independent Education Plan (IEP) season, parents everywhere are preparing, researching, talking to other parents, consulting with advocates, case managers, and a variety of professionals. All in hopes of hitting the nail on the head and creating a comprehensive plan that will take their special needs child to the next level, academically and otherwise.

As one of those parents, you may be thinking that maybe next year will be the year your child will flourish and become more independent, more social, more engaged. That is definitely possible. A lot of that will depend, of course, on what type of approach you take with your child in the home setting. It is my feeling as a developmental consultant that home is the best place to start working on addressing your child’s deficits, whatever they may be. However, with the right IEP, a lot can be accomplished as well. In my experience, shifting the focus to developmental growth in an IEP can dramatically alleviate a child’s stress level and improve their functioning both at home and school.

Chances are your child’s IEP this year will focus on academic objectives and outlining special services like speech and occupational therapy. Social skills may also be represented in the document. Of course, all these things are important. Sometimes, however, they are just too much too soon. Children who have autism spectrum disorder (ASD) or a related disorder, for example, often are not prepared to “use” the academic and even social skills they are learning in school in a meaningful way. This often leaves the child and the parents frustrated with feelings of incompetency. As a consultant with over 17 years of experience writing IEP goals and objectives, I have learned a few important things for us as parents and professionals to consider during the IEP process.

One of the most important things, I believe, when writing IEP goals or accommodations, is to meet them where they are. In a nutshell, meeting your special needs child “where they are‟ means understanding and programming for where they are not just in their academics but also in their socio-emotional development. It is upon this rock that everything else grows and takes flight. Requesting (or, requiring) your child’s school to do the same is extremely important.

As a parent, you can and should encourage all those who come into contact with your child to understand where they are in terms of not just their academic level but also in their socio-emotional development. Teachers can and should begin to provide opportunities that will not overwhelm your child or make them feel incompetent.

It is important to understand that your child’s teacher and entire team may need support and even training to learn how to put these accommodations in place. You may also need to gently push your team towards an understanding of the developmental importance of these items and how not programming for them can negatively impact your child’s progress in the classroom.

Our team of developmental consultants strongly recommends for our clients to request certain accommodations in their child’s IEP that focus on developmental milestones that are often overlooked by others.

Here is a list of possible accommodations that can be built into your child’s IEP that will help alleviate stress, increase feelings of overall competency, and improve functioning in and out of the classroom.

As a parent of a special needs child, consider requesting your child’s teacher and staff to:

1. “Go Non-Verbal” and increase their use of non-verbal communication. This includes increasing the use of gestures, facial expressions, and body language. A shrug indicating “I don’t know”, a

point indicating that an item they are looking for is “over there”, a confused look – these are all things that can go a long way in encouraging your child to reference the most important thing in the room (and it’s not the paper and pencil), it’s the teacher!

2. Go for quality over quantity when it comes to language and limit their use of spoken language including lengthy explanations, instructions, questions, and prompted responses and conversations. I am well aware that this request is one that seems contradictory to what schools are trying to accomplish with children who struggle with language (and that the goal is typically to get them to talk more). However, the children we see who struggle with language (both processing and use of expressive language) often are at pre-verbal stage developmentally and can quickly become overwhelmed and confused by language. This often sparks behaviors as the child tries to make sense of their environment and reduce their confusion and anxiety by fighting for control.

3. Talk to share experiences – teachers can enhance the student-teacher relationship by increasing language that focuses on sharing experiences (“I’m so hungry today!”, “Oops, I made a mistake. I’ll try again,” “I think it’s going to rain today”) rather than focusing on questions or quizzing them on seeing what they have learned or are retaining. Increasing this type of communication serves as a model for children to use their language in a more meaningful and shared way that is quite natural and invaluable for children’s language and communication development.

4. Decrease prompt dependency by drastically decreasing the use of direct prompts so that your child begins to engage in more problem solving and cognitive growth. This means that you will have to request the teacher and staff to NOT directly tell your child what to do, when to do it, and how to do it. No more telling them, “You need a pencil. Take out your pencil box and open it.” Rather, ask them to increase their use of indirect prompts. In the pencil example, this would look like “Hmm, you need something…I bet you can find it.” And then, wait!

5. Implement “The 30 Second Rule” and increase “wait time” – children with special needs like ASD and related disorders often have processing issues and therefore they can quickly become reliant on those around them to problem solve and take action. However, they are often very capable of doing a lot more than we think they are capable of…if only given the time to process and figure out what they need to do next. So, asking your childs teacher and support staff to wait after they ask a question or give a direction, give an indirect prompt (“Uh oh!” while pointing to floor when something has fallen and shifting gaze back and forth from child to the floor) is a wonderful way to increase your child’s confidence and ability to learn that they can figure things out on their own. Remember, patience is a virtue.

6. Implement “A Picture a Day” and incorporate the use of pictures in the classroom to help your child encode positive memories about their own personal accomplishments or positive interactions with their peers. Autobiographical memory is often very weak or non-existent in children with ASD and related disorders. This means that they do not hold on to memories of positive personal memories in the same way as their neurotypical peers do. They may not remember the emotional feeling they had during a great experience working with a peer on a class project or that they shared a funny moment with a peer. And, if they do not remember the feelings of shared success or shared humor, how can we expect that they would bother to do it again? What is the point in seeking out that peer again tomorrow?

With this in mind, it is up to the adults around your child to help them encode positive moments in their memory. Taking pictures on a regular basis, printing them out, and reviewing the pictures with your child daily is something you can ask to be put into your child‟s IEP this year. Then, a simple “Memory Book” can be created (with your child‟s help to personalize it by decorating it, making title page, etc) and reviewed on a regular basis to help your child encode those memories.

If the list above seems to be a lot to ask for all at once, start with just one or two and work from there. If you are doing these things at home, communicate to the school and teachers how it is helping and give examples. In the end, you may need to enlist the help of a consultant who is experienced in working with schools to help them understand what you are hoping to accomplish for your child and their future.

 

This article was originally written and published in 2012 by RDI® Certified Consultant  Libby Majewski

Easing the Back-to-School Transition for Kids with Special Needs

10 things you should do NOW to prepare. Abbi Perets, Contributor on Care.com As the lazy days of summer draw to a close, mothers everywhere begin preparing themselves and their children to head back to school. For moms of special needs children, the emotions can be more intense and the preparations more involved. Most parents of kids with special needs start planning for the school year during the spring IEP meetings when goals are set for the upcoming year. With luck, you'll be introduced to your child's new teacher at that meeting, as well as other staff members. Sometimes circumstances change, however, and the teacher you loved winds up in a different district come September. That's why you shouldn't consider the spring IEP meeting the final word. But that's just the first step. "I request an informal 'staffing' with the teachers and team before the school year begins to which all are invited," says Gloria Perez-Walker, whose 11-year-old son, Aiden has autism. She explains that with children who have a hard time with transitions, visiting the school prior to the start of the academic year is critical. Perez-Walker writes up a one-page document with her son's likes and dislikes, an abridged version of their family history, and key points from Aidan's IEP. "Not all of his new school staff will have read it," she explains. But this way, "the entire new team of teachers, admins, and even the janitorial staff, know us and our son." Veteran teacher Nicole Eredics agrees with this approach. Parents should definitely meet the teacher ahead of time and tour the new classroom. "If your child is new to the school, ask if you can see the rest of the building. Don't forget to check out the playground!" says Eredics, who has spent more than 15 years as an elementary school teacher in inclusive classroom settings and also has two children of her own with special needs. Back-to-school season is a time of transition, but it doesn't have to be a time of tantrums and meltdowns if you plan ahead carefully. Here are 10 things you can to do today to help prepare your special needs child for going back to school: 1. Make a Transition Book Take a camera to these meetings and take pictures of everything you can and use them to create a transition book. "This is a book about your child's new teacher and class. Look at the book regularly to help your child become familiar with the new environment," Eredics says. 2. Learn the New Routine Ask the teacher to go over the daily classroom routine so that you can review it with your child. Create social stories and review them often so that your child knows what to expect when school starts. 3. Take Charge Of course for children with special needs, back to school doesn't necessarily mean heading back to a building. Renee Cole has a 7-year-old son who is a former micro-preemie with multiple medical issues. His needs mean that school - like other needed services - comes to him at home. Even so, she says, it's critical for parents to remember that no one at school knows your child better than you do. "Be involved!" she advises. Cole starts each school year by making it clear that she is ultimately in charge of her child's wellbeing, and that she welcomes input and opinions from his teachers and other service providers. (Be an Advocate for your Child's Needs.) 4. Prep Slowly It's also important to remember that kids will pick up on your stress, so make sure you have all your necessary supplies early. "I like to have everything ready a full week before school starts -- clothes, supplies, meeting the teacher, as well as have the bedtime routine down. It usually makes for smoother adjustment from summer schedule to school schedule again," says Deborah Arrona, a Pasadena, Texas, mother to Aria, who has cerebral palsy, cortical visual impairment, and other special needs. 5. Keep Your IEP Available Because Arrona is moving this year, her daughter will be in a new district and Arrona has taken copies of Aria's IEP to the new school so that it can be distributed to everyone well in advance of the start of the year. "This way they have the whole summer to get to know my daughter on paper and be ready to meet her in person," she says. 6. Snap Photos for Social Stories You can have one for your morning routine at home, one about going to school, and one for situations your child may encounter at school, such as eating lunch in the cafeteria. Take pictures with your digital camera or cell phone, develop them directly into a book at a local drugstore, and then narrate them with your child again and again. 7. Make Digital Copies of Your IEP and Other Paperwork You're going to have to send multiple copies of these documents to various professionals throughout the year, and it's very handy to have them available via email. Stop by an office supply store and have them make you a digital copy as well as an extra hard copy to have on hand. 8. Schedule Your Well-Child Check up Don't wait until the school nurse calls to say she doesn't have your child's updated records. Schedule your child's appointment as early as possible - and when you schedule the appointment, let them know you need immunization and other records for school. 9. Talk to Your Child So often, adults know what's going to happen, but they forget to share this critical information with kids. Sit down with your child, and talk about what he can expect. The first twenty (or two hundred!) times you say, "You're going to a new school!" you may be greeted with a firm "No!" - but eventually the message will sink in. 10. Prepare a One-Page Guide to Your Child Write up a brief, one-page document that covers your child at a glance. Note any food allergies or medical needs the school should know about, things that are likely to set your child off, and things that will calm him down, as well as emergency contact information.

10 Medical Alert Options for Families with Special Needs

10 Medical Alert Options For Families With Special Needs

Adding Alternative Therapies to Your Child’s Routine

By Lee Vander Loop CP Family Network Editor Once diagnosed with cerebral palsy, many children receive referrals for traditional therapies such as physical therapy, occupational therapy and speech language therapy. However, parents may not be aware of alternative therapy approaches that are gaining attention and have provided beneficial outcomes for many children. In past blog posts, we’ve defined many of the well known therapies and interventions offered to children with cerebral palsy, including Constraint Induced Therapy, Hyperbaric Oxygen Therapy and Selective Dorsal Rhizotomy (SDR). In this post, we’ll outline some of the less familiar therapies you may not hear about from your pediatrician or therapists. TheraSuit TheraSuit Method® was created in 2002 by Izabela and Richard Koscielny, physical therapists and parents of a daughter with cerebral palsy. This method is based on an intensive and specific exercise program. Using various tools and exercises, TheraSuit aligns the body as close to normal as possible. Reestablishing the correct postural alignment plays a crucial role in normalizing muscle tone, sensory function and balance. There are currently more than 245 clinics around world and more than 2,000 trained therapists using TheraSuit Method (also referred to as suit therapy) in their clinics. Although most studies have been inconclusive, one study that involved a modified version of the TheraSuit protocol along with intense physical therapy reported improved gross motor skills and participation but not community ambulation following this therapy intervention. Functional Electrical Stimulation An example of functional electrical stimulation (FES) would be the Bioness L300 Foot Drop System. The L300 Foot Drop System is a FES system that stimulates the nerves in the lower leg, activating muscles to lift the foot, allowing children with foot drop to walk more naturally. The system’s advanced technology gait sensor automatically senses a child’s foot position, walking speed, and changes in terrain. A 2012 study indicated a commercially available FES device was effective for foot drop in those with mild gait impairments from CP. Aquatic Therapy Although not often recommended by pediatricians, aquatic therapy is one of the most popular supplemental therapy approaches for children with neurological injuries, especially cerebral palsy. In a recent 2012 study, researchers concluded that aquatic exercise programs can be useful in improving gross motor function, reducing spasticity and increasing endurance in children with spastic CP. These benefits are not surprising. We all know how relaxing a warm bath, shower, or dip in the pool can be. Anyone who has waded through knee deep water can appreciate the resistance it offers. This resistance promotes muscle strengthening. A study on Aquatic Exercise for Children with Cerebral Palsy, published at the National Center on Health, Physical Activity, and Disability, concluded that aquatic exercise is a creative and unique form of exercise for children with cerebral palsy to develop their endurance, muscular strength, motor skills functionality, and self-image. Pediatric Massage Therapy Unheard of 20 years ago, pediatric massage therapy is gaining increased recognition and is now offered as a supplemental therapeutic intervention in many hospitals and health care facilities. If you’ve ever had a massage, you know first hand the benefits. Why should it be any different for our children?! Massages feel good, are therapeutic, and according to a recent 2013 Canadian study, massage therapy is one of the most common alternative therapy approaches currently used by the pediatric special needs population. In a trial conducted to assess the impact of massage therapy of the immune system of preterm infants, the study concluded that massage therapy administered to stable preterm infants was associated with higher NK cytotoxicity and more daily weight gain and may improve the overall outcome of these infants. Another published work involved the study of twenty young children with cerebral palsy recruited from early intervention programs. The children received 30 minutes of massage or reading twice weekly for 12 weeks. The children receiving massage therapy showed fewer physical symptoms including reduced spasticity, less rigid muscle tone overall and in the arms, and improved fine and gross motor functioning. In addition, the massage group had improved cognition, social and dressing scores on the Developmental Profile, and they showed more positive facial expressions and less limb activity during face-to-face play interactions. Kinesio Taping This therapy, developed in the 1970s by Japanese chiropractor Kenzo Kase, came to the U.S. in the mid 1990s. Better known in the professional athletic world for its therapeutic impact on overused muscles, kinesio taping (KT) is gaining additional attention in the world of pediatric rehabilitation. Unlike standard athletic taping, kinesiology tape is placed in a variety of patterns, depending on the injury. It is pulled to various degrees of tension to create the desired effect and is typically worn for two to five days. Examples of some uses of kinesiology tape include pulling back a shoulder that is hunching forward or reducing swelling in a joint. “There’s no evidence of a long-term or medium-term clinically significant effect,” says George Theodore, Massachusetts General Hospital surgeon and team physician for the Boston Red Sox. However, he says, kinesiology taping “is not harmful and over the short term it can have a beneficial effect” on pain and range of motion. It isn’t clear if the effect is psychological, he adds. In a 2011 study assessing the effects of kinesio taping on sitting posture, functional independence and gross motor function in children with cerebral palsy, researchers concluded that no direct effects of KT were observed on gross motor function and functional independence, though sitting posture (head, neck, foot position and arm, hand function) was affected positively. These results may imply that in clinical settings KT may be a beneficial assistive treatment approach when combined with physiotherapy. Is Alternative Therapy Right for Your Child? When it comes to choosing a therapy regimen for your child, one size does not fit all. As a parent, you understand your child’s unique needs and challenges. If you feel your child’s current therapy sessions are not meeting his or her needs, research new therapy options and discuss them with your pediatrician. There may be ways to incorporate new approaches to therapy that will help alleviate your child’s symptoms. New methods are constantly being developed, so don’t be shy about asking questions and seeking the advice of other parents and your child’s health care providers. With patience and persistence, you will be well on your way to finding the ideal therapy regimen for your CP kid.

5 Ways a Father Can Bond with His Special Needs Child

Five Ways a Father Can Bond with His Special Needs Child | Friendship Circle -- Special Needs Blog

5 of the Best Inclusive Education Websites

5 of the Best Inclusive Education Websites You Need to Know About

Relationship Development Intervention ~ learn to relate to your child in a way that makes sense to him/her!

I am an early childhood professional who mentors/coaches preschool teachers in early literacy and kindergarten readiness through a state funded grant. For the last 5 years I have spent countless hours in childcare centers in the Houston area. One thing I’ve noticed is that children who may be on the autism spectrum, perhaps not yet diagnosed but having major behavior and social problems, are frequently “kicked out” of child care centers, leaving parents bewildered and stuck in many ways. Saddened by this but understanding that typically teachers are not equipped with the knowledge and tools needed to deal with special needs children and the need to keep the environment safe for all ~ has led me to study RDI™. Relationship Development Intervention is a cognitive developmental approach to remediation that empowers parents to be at the center stage of intervention for their child. RDI™… • Gives parents a second chance to “re-do” the relationship with their child at the point where it was interrupted • Teaches parents what the core deficits of autism are and how to remediate those deficits during ‘everyday’ activities at home • Emphasizes the step-by-step growth of the child across developmental milestones beginning in infancy and moving the child forward at their own pace. • Develops your child’s ability to use meaningful experience sharing communication and to use multiple channels of communication (eye gaze, facial expression, gestures, prosody…) • Emphasizes the development of the child’s critical thinking skills rather than relying on memorized answers to life’s challenges. • Uses a guide-apprentice teaching model in which the consultant guides the parent and the parent, in turn, guides the child. • Helps parents acknowledge and manage their stress and create a more balanced lifestyle for their family. At our workshops we will talk about what happens in brain development in the first years of life inchildren affected by Autism. We will discuss what the cognitive deficits are and experience, from your child’s point of view, what some of those feel like! We will talk about things that you can do at home to help connect with your child in meaningful ways and you will be able to see first hand a before/after video of a family who has experienced life-changing success with the RDI program. To attend a workshop, RSVP dburns@reachforkids.com Ann McKitrick, MS RDI™ CIT Annmckitrick.rdi@gmail.com

Five Types of Toys for Special Needs Children

The Five Types of Toys for Children with Special Needs

Five Books to Celebrate National Autism Awareness Month

Five Autism Books to Celebrate National Autism Awareness Month

How The Global Entry Program Can Make Travel Easier for Special Needs Families

How the Global Entry Program Can Make Travel Easier for Families with Special Needs

IEP Tools At Your Fingertips

Parenting Special Needs Magazine – March / April 2014 : IEP Tools

Horseback Riding Can Treat Cerebral Palsy?

It may surprise you to learn that horseback riding is one of the many treatments available for children with cerebral palsy. The treatment is called hippotherapy and it has been used to treat disabled children and adults alike since the 1960’s. Research has shown that hippotherapy has a positive effect on both motor function and emotional well being in children with cerebral palsy. What is the Procedure? Hippotherapy is usually conducted by a team consisting of a physical therapist, a horse handler and, in some cases, a speech/language therapist. The therapy often takes place at a horse farm, though there are also facilities specifically built with hippotherapy in mind. During the procedure, the physical therapist will be monitoring your child’s reactions in terms of balance and control, while the horse trainer will ensure that all safety precautions are taken. It is the horse handler who will also train both you and your child on how to properly ride the horse. What are the Benefits? The act of riding a horse forces the rider to match the rhythms of the horse’s movement. In this way, the horse’s natural movement helps the child with cerebral palsy match its rhythm and, therefore, reduce abnormal walking patterns. Studies indicate that the pelvic movement of a horse is similar to that of a human. With consistent riding, children with cerebral palsy could see improved motor function, muscle tone and balance. Working in conjunction with a horse handler can also help your child improve his or her speech and language skills, as they hear and respond to advice and commands from the handler. Finally, the act of riding a horse can be empowering for patients, improving their self-esteem and emotional well-being. Is it the Right Choice for My Child? Of course, hippotherapy is not the best treatment for every child and it may not apply to your child’s specific needs. Your child’s doctor or physical therapist will have the best idea as to whether hippotherapy is the best option, either on its own or as a complimentary therapy. It is also important to note that health insurance typically does not cover this type of therapy. There are always some risks involved with working with an animal, and hippotherapy is no different. Make sure that your child is outfitted with proper safety equipment such as a helmet or padding around their body. Your child should also carefully follow the instructions of the horse handler to ensure all safety precautions are taken. With adherence to the rules and safety guidelines, it is likely that hippotherapy will be a rewarding experience for both you and your child. By John Lehman - CP Family Network

From a Child with Autism: An Open Letter to the IEP Team About Play

20 Bikes, Trikes and Tandems for children with special needs

20 Bikes, Trikes and Tandems for children with special needs

Autism and the Church - How to serve autistic children

This is a great article that deals with the issue of inclusion at church  and although it is about autism, it really is applicable for any special needs child.

We are very fortunate that there are many churches in the Houston area that have thriving special needs ministries to help families of all kinds of special needs feel welcome. These ministries not only offer programs for special needs children while parents can attend worship, but many have camps and respite nights.

The programs are very detailed and often time include individualized safety plans, offer sensory friendly environments and special pals that each child is matched up with to meet their needs.

For more information on where to find special needs ministries, look under Respite Care in the resources.

For families dealing with autism, going to church can be difficult. Children with autism often struggle in new environments. Large crowds of people can be overwhelming to them. They are often bothered by certain noises, bright lights and even smells. Many of the individuals have limited verbal skills. There are safety issues for those who have a tendency to wander. I have talked to way too many families who said, "it is just too hard, so we don't go" or "we can't find a church willing to accept our child." What a terrible shame. The families are not to blame. The children with autism certainly are not to blame. The fault lies completely on the Church. I am speaking about the Church as a whole. I don't care what denomination you are.... The mission of the Church should be to bring people to Christ; to make each and every person aware of their divine purpose in life. We are each created in God's image and we each have a divine purpose. The rates for autism are growing at an alarming rate. The time for acceptance is long overdue.... Especially in the church.

 

Individuals with autism (and their families) are often ostracized in our community. They are made to feel different, less than, and unwelcome. They struggle in schools, they struggle to make friends, they are laughed at and made fun of. It is hard for these families to go out. Many of them may be struggling financially to meet the growing costs of therapy, treatments, and adaptive equipment. The parents are often serving as full time caregivers with little to no help. They are tired, they are frustrated, and they are in desperate need of someplace safe. A place that makes them feel it is ok if their child makes odd noises or flaps their hands. They want and need to be accepted. They want their children to feel safe and accepted. If there is one place they SHOULD be accepted and feel most safe, it is in church.

So, what is the problem? Is it that churches really don't care? I doubt it (if that is true, find another church to attend immediately).  I think the problem however may lie in the fact that churches don't understand. They don't make the family feel welcome and make accommodations for the individual with autism because they don't know what autism really is and they don't know how to help.  
I have a different perspective on this than most. I am not only the mother of a child severely affected by autism, but I am a pastor's wife. I teach Sunday School and Children's Church. For me, not going to church was not an option. I had to find a way to make it work for my son.
So, what can churches do? First of all, love and accept the individual and their family as they are right now. Get over the image of a perfect church where everyone sits perfectly still and quiet and obeys all the "rules." A quiet pew is an empty pew. You want your church to grow? The mission field is right in front of you. However, if you put out unreasonable expectations, you will soon find an empty church. So there is a little more noise. Do you think God is not big enough to move in the midst of a little noise? So there is a child who won't sit still. Get over it. One day we will all be held accountable to God for our actions. Do you really want to look God in the face and explain that you asked that family to leave because their child with autism was "disruptive" to your service?
Take a long hard look at the Bible.  Jesus never said someone had to be perfect to be accepted and loved.  Actually, we are told that we are all a part of the body of Christ. There is no one part more important than another...... if we believe the Bible, than that means, EACH INDIVIDUAL IN THE CHURCH IS JUST AS IMPORTANT AS ANOTHER. That child that maybe loud and jumping up and down everytime the sermon starts.... Guess what? They are just as important to the body of Christ as the pastor, the board members, the Sunday School teachers. Hmmmm.... So if they are just as important, than they have a vital role in the church. It is the church's responsibility to be sure they have a role to play. They have a gifts and abilities to be used for God. Help them find those gifts and use them accordingly.

So, where do we start? The best place to start is to ask the family how you can help the individual feel more comfortable. Respect the wishes of the family
 If you have children's church available, ask if they would like to attend. Let them know they are WANTED. However if the family wants to keep the child in service, let them know that is ok. If they want to sit in the back pew, make room for them. If the child with autism prefers not to be touched during greeting time, then abide by that. Many individuals with autism have difficulty sitting still. Perhaps there is an area in the sanctuary they could move around a bit if that makes them more comfortable. Just because they are moving around, does not mean they aren't listening. Their bodies just often CAN'T sit still.

Make a room (or even just a corner of a room) available as a quiet area to go to if the child needs it. Put a bean bag chair and perhaps a box of fidget toys or books next to it. Often the child with autism can be easily overwhelmed and just having a quiet area to go to for a few minutes can be a huge help. That room (or area) should be "autism safe." Be sure there are no sharp edges of furniture, no small parts that can be put into the mouth, and that electrical outlets have safety plugs. Be sure the lighting is soft and the area is clutter free.

If they choose to attend children's church, welcome them in and make any accommodations that you can. That means you may need an extra helper for just that child. If your church does not have a "special needs buddy system" in place, start one now. I know that churches are often low on volunteers willing to help, but make the need known and pray for the right individuals to step up. Believe me, the blessings will far outweigh the burden. Each child that comes into your chuch with any special needs should be paired with a responsible person  to assist them in Sunday School and Children's Church. My child is entitled to a full time teacher's aide in the public school system. If the public school system has seen fit to make sure my child is safe and accommodated, shouldn't the church be willing to do the same by providing a volunteer to sit with the child for a couple hours a week so they can attend church? Be sure the individual is responsible and well educated on autism (what they don't know, they can learn). Provide them with training.  Remember that these children often have safety needs that the average child does not have, so the role MUST be taken seriously.
Take a look at your Sunday School/Children's church for areas you can improve on. Structure is important for a child with autism. Provide a visual schedule (simple picture cards can be found free on the internet) that shows the child what to expect next. Stick to that schedule as much as possible. Consider using visual timers so the child knows how much time is left for things like snack time, crafts, ect. These can be purchased at most educational supply stores.

Provide visuals during the lesson as much as possible. Children with autism often learn better visually. Consider using a felt story board to tell the story or even just pictures that can be shown to the child regarding the lesson. If the child is not verbal, provide other means for them to express what they know. (ask the parent if the child uses PECS or a communication device and be willing to learn how to use those items if desired by the parent). Giving picture choices for a child to answer with are a big help. Even presenting items to them to choose if possible is appropriate. For instance, instead of just verbally asking if they want to use markers or crayons... put both in front of them and ask them to show you which they want to use. Giving children with autism choices as much as possible gives them more of a sense of control that can help prevent behavior problems in the long run. However, keep the choices simple. 2 or 3 choices is plenty. Don't overwhelm them with options.
For things like memory verses, consider writing each word of the verse on a cut out shape and showing the child the order of the verse and asking them to do the same. My son learns his Bible verses this way (you would be surprised at how well the other children will respond to this method as well). I simply write out each word on a colored shape and cut it out and laminate it. He learns and "recites" his verses perfectly this way.

If the child has trouble sitting still, or does a lot of stimming (repetive movements like hand flapping or tapping items with fingers) consider purchasing some inexpensive "fidget toys." You can find things fairly easily if you know what to look for. Check the dollar store or WalMart for things like silly putty (they can stretch and squeeze it), squishy balls, slinkies, Koosh balls, ect. Again, check with the parent for what types of things work best for the child, keeping in mind safety issues. Perhaps the child has a favorite fidget they would like to bring from home.
Know the child's diet restrictions. Perhaps the parent would prefer to bring a snack from home if there are restrictions. Children with autism are often on special diets and are usually very sensitive to certain textures, smells, and flavors. If they need assistance, like a special cup, or cutting the food up into small pieces, ect, be aware of that as well.

Look around for things that might make the child uncomfortable. If the child is sensitive to bright lights, a cover can be purchased to soften lighting. If they don't like loud noises, be sure to keep them at a distance from a cd player or instruments during music time. Often the things that overwhelm their sensory system are unpredictable so look to the child for cues of being bothered by something.
Try to include the child in as much as possible, but if there are certain things that the child is uncomfortable with, don't push it. Give them an alternative. For instance if music time is too much, perhaps the helper could let them go to a quiet area during that time and join the group back when music is over. Ask the parents what works and doesn't. We as parents are very happy to explain our child's needs to someone who shows an interest.

Finally whatever happens, don't judge. Autism is not some cookie cutter disorder where all kids behave the same way. There maybe odd behaviors. They are just trying to cope the best way their little bodies know how. Autism is often an uncomfortable and downright scary disorder for the child. When you understand this, you will understand their behaviors. See it as your job to make the time they have in church is a happy and safe one. By doing so, you are not only helping that child, but their entire family to be able to attend church. In the end, you will probably be surprised at what they will teach you as well.

By speaking4sam, Crossmap On May 4, 2013


http://crossmap.christianpost.com/news/autism-and-the-church-how-to-serve-autistic-children-2482

What is the Difference Between a State Complaint and Due Process?

There are times where a parent of a child with special needs has a valid complaint against their child’s school or school district. There may be some confusion about what complaint to make and where to make it.

State complaints and due process complaints are two separate means to allege a violation by the LEA, or Local Education Authority (typically the school district) of any Part B requirement of their state or federal special education law (Individuals with Disabilities Education Act, “IDEA”).  This article will explain the differences between the two types of complaints, and which mechanism would best serve you should there be a disagreement between you as the parent/guardian and your child’s LEA.

Subject Matter

A state complaint or resolution system considers violations of any state or federal education law. An example would be if a child’s IEP slated him to have speech 1 time a week and no speech was provided for 2 months then a state complaint should be filed.
A due process complaint considers the proposal or refusal to initiate or change the identification, evaluation or educational placement of a child with a disability, or the provision of FAPE to a child. An example would be If a child is placed in a center-based program or given a category of eligibility that the parent(s)/guardian(s) disagrees with, i.e. cognitive impairment, then a due process complaint would be the proper mechanism.
Please visit the following link for the full article that goes into detail of how to file a complaint and what steps to take. www.http://www.friendshipcircle.org/blog/2014/02/06/what-is-the-difference-between-a-state-complaint-and-due-process/?utm_source=Friendship+Circle+Blog&utm_campaign=6b709b7c78-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_3ec270b4ae-6b709b7c78-199156493

Agency Option or Consumer Directed Services?

 

 

 

 

Applying for services from Medicaid for individuals with Intellectual and Developmental Disabilities can sometimes be complex and confusing. The two main criteria used by the State in determining eligibility are personal income and level of need for the individual. The local authority in Fort Bend County can help you through the application process. If you are approved for Medicaid and offered services through one of several Medicaid waiver programs, your case manager or service coordinator will give you the choice of receiving the services through an Agency option or Consumer Direct Services option.

Choosing the Agency option places the responsibility for your program services with a provider agency. That agency will:

Select, schedule and manage attendants and substitutes.

Set wages and benefits for the attendants.

Manage time sheets, payroll and employment records.

Choosing the Consumer Directed Services (CDS) option allows you more control over your program services and service providers. If you choose CDS, you or your designated representative will:

Select and hire your own service providers and backup employees (including family, friends or neighbors).

Set wages and benefits for your employees based on a service budget.

Select a state contracted Financial Management Services Agency (FMSA) to:

train you to hire and manage employees,

process your timesheets and payroll,

process receipts and invoices, and

act as your agent to pay federal and state employment taxes.

Submit timesheets for your employees to your FMSA.

In most cases, the CDS option allows you to pay higher wages and attract a wider range of qualified service providers/employees. Additionally, the dollar amount of hourly units charged against your allocated funds from Medicaid is usually less in the CDS option. This can allow you more funds available for more units of service.

The CDS option is available in the following programs:

Texas Home Living(TxHmL)

Home and Community-based Services(HCS)

Community Attendant Services(CAS)

Medically Dependent Children Program(MDCP)

Community Living Assistance and Support Services(CLASS)

Deaf Blind and Multiple Disabilities(DBMD)

Primary Home Care(PHC)

Family Care(FC)

Community Attendant Services(CAS)

Community Based Alternatives(CBA)

Personal Care Services(PCS)

　

Neither option is designed to be a "one size fits all" program. You should explore both options and see what works best for you or the individual you are responsible for. While your service coordinator or case manager can help you understand the benefits for both, I would suggest speaking with individuals who have selected both options and see what their experience has been from a consumer’s perspective. You can also contact a state contracted Financial Management Services Agency (FMSA) who can explain in more detail the process of the Consumer Directed Services option.

A big thank you to Craig Coward from BWC Healthcare Services for being our guest blogger this week.

List of Medicaid Waiver Programs

I am sure you have heard that  you need to add your child's name to the waiver list, which in many cases is a 10 year wait or so. However, what does it mean to be on these lists and how do you know what list you should be on? Here is a comprehensive look at the programs that are available to you and the services that they offer once your child is selected. Although the wait is long, there are rumors saying Texas is going to a well managed system that will cut these wait times in half. However, your child has to be on the list now because you will not be able to add it after the system changes. Thank you to Elaine Himes with the Resource Guide for compiling the information.

 

1. Medically Dependent Children Program (MDCP)

Community Care Services, TxDADS

1-877-438-5658, 713-967-7597

www.dads.state.tx.us/services

This Medicaid waiver program provides qualified children with a variety of services that allow the children to live at home. MDCP provides respite, adaptive aids and supports to enable eligible children to participate in child care. To qualify, only the child’s income is considered. A physician must agree that your child meets medical necessity criteria for admission to a nursing home. MDCP is limited to a certain number of children on a first-come, first-served basis. Once accepted, your child also qualifies for Medicaid benefits.

Note: Long waiting list.

A number of MDCP slots are reserved for children who reside in Texas nursing homes, enabling them to return home with support. The MDCP ends when a child reaches age 21. After that the Community Based Alternative (CBA) continues most services, but the change from MDCP to CBA is not automatic. You must apply for CBA separately, but the eligible child will access CBA services directly without being placed on a waiting list. State that the child is reaching 21 and on the MDCD. For more information, call 713-692-1635 (intake line).

2. Community Living Assistance and Support Services (CLASS)

Community Care Services, TxDADS

www.dads.state.tx.us/services

To be placed on a waiting list, call 1-877-438-5658 (state office); for information only, call Vita-Living, Inc., 713-271-5795.

CLASS provides home and community services such as therapy and personal-attendant care, limited nursing care, job training, daily living skills, adaptive aids, psychological counseling, home medication and respite care for persons with disabilities other than the primary diagnosis of mental retardation.

CLASS is funded by Medicaid through a waiver that allows participants to live in the community with a degree of freedom and choice. Qualification is based on approved needs. Applicants for CLASS services must have demonstrated needs for and be able to benefit from habilitation assistance and support services. Once accepted, the child also qualifies for regular Medicaid benefits.

Note: Long waiting list. Program is not statewide.

 

3. Home and Community-Based Services (HCS),

Mental Retardation Services Dept. (MRSD), TxDADS

Under contract to MHMRAs

www.dads.state.tx.us/services

The HCS program is a Medicaid waiver program that provides services to individuals with mental retardation who either live with their families, in their own home, in a foster/companion care setting or in a residence with not more that four individuals who receive services. HSC services include residential assistance, day habilitation, respite, nursing, attendant care, adaptive aids, counseling, therapy, minor home modification, and supported employment. Call for eligibility. Telephone numbers:

Harris County

For waiting list, 713-970-7799

For information, 713-970-7649

Gulf Coast Center – MR Division, 1-800-643-0967

(in-take) or 281-585-7490

Texana MHMRA, 281-342-0090 (intake)

Tri-County MHMRA, 936-521-6226

4. Texas Home Living Waiver (TxHmL)

Mental Retardation Services Department

(MRSD), TxDADS

Under contract to MHMRAs

www.dad.state.tx.us/business

The TxHmL program is one type of Medicaid waiver that waives a Medicaid requirement so that a list of services such as respite can be delivered by someone other that a licensed practitioners (doctor, etc.) and paid by Medicaid. Therefore, the family’s income must meet eligibility for Medicaid to qualify. The TxHmL program provides essential services and support so that Texans with mental retardation can continue to live with their families or in their homes in the community. TxHmL services are intended to supplement. TxHmL is limited to an annual cost of $10,000 per participant. This is a new program and MHMRAs contacts families from the HCS waiting list.

MHMRA of Harris Co. - 713-970-8385

Texana MHMRA - 281-342-0090

MHMR Gulf Coast Center - 1-800-643-0967

Tri-County MHMRA - 936-521-6226

5. Primary Home Care (PHC)

Community Care Programs, TxDADS

713-692-1635

PHC provides non-skilled, non-technical, medically related personal care, household tasks, meal preparation, escort, shopping and assistance with self-administered medication. A physician must order the service and a nurse must supervise delivery. There is an income limit, and your child must be Medicaid-eligible. A case manager will assess the needs to determine eligibility and service delivery.

6. Blind and Visually Impaired Services,

TxDARS

713-802-3100

The Texas Commission for the Blind provides an array of services to blind and legally blind children. The services include eye restoration services, eye medical care, parent counseling, educational and training opportunities, and case management.

7. Youth Empowerment Services (Yes) – New program

Texana

281-239-1485

YES waiver to provide a continuum of appropriate services and supports for families with children who have severe emotional disturbances. The program is designed to help families, when they have reached or exceeded their financial, emotional, or health care support resources. The YES waiver was developed and implemented to assist in the prevention of custody relinquishment of youth with serious emotional disturbances.

Texana Center and YES expect to;

·         provide a more complete community based services plan with supports for children with serious mental disturbances (SED)

·         prevent or reduce inpatient psychiatric admissions

·         prevent entry or recidivism into the foster care system or juvenile justice system in Fort Bend County

·         improve the overall potential of youth and their families, through the waiver funding.

New Medicaid Waiver Program - YES

The Health and Human Services Commission and Department of State Health Services received approval by the federal government to implement a 1915c Medicaid Waiver. The program, called Youth Empowerment Services or YES, allows more flexibility in the funding of intensive community based services and supports for children with serious emotional disturbances and their families.

Texana Center has adopted the YES waiver to provide a continuum of appropriate services and supports for families with children who have severe emotional disturbances. The program is designed to help families, when they have reached or exceeded their financial, emotional, or health care support resources. The YES waiver was developed and implemented to assist in the prevention of custody relinquishment of youth with serious emotional disturbances.

Texana Center and YES expect to;
 provide a more complete community based services plan with supports for children with serious mental disturbances (SED)

 prevent or reduce inpatient psychiatric admissions

 prevent entry or recidivism into the foster care system or juvenile justice system in Fort Bend County

 improve the overall potential of youth and their families, through the waiver funding.


An Interest list will begin January 1, 2014.

Only parents or the legal authorized representative (LAR) can call for placement on the interest list and the assessment appointment.
Call the Interest Hotline at 281-239-1485
No outside referrals will be accepted.

Medicaid eligibility is determined based on child need, and not on family income.

Be sure to sign up right away, as many of the waiver program waiting lists are up to 10 years now.

Exploring ABA Therapy with a Verbal Component

Many parents of children with disabilities want to know how they can help their child communicate when they are at home. For young children most of their time is spent with their family, so “therapy” should become a lifestyle.  There are lots of different ways they can work with their child in a fun and engaging way.   At the Viridian Center we combine Applied Behavior Analysis and Verbal Behavior to focus on language development.

             From the point of view of someone who has merged Verbal Behavior and Education for many years, it is especially important to gather as many favorite items that really excite a particular child.  Having a well-stocked fount of ideas from which to gather new ideas that will motivate your child is a great idea.

In ABA therapy, these highly preferred items are known as reinforcers.  A reinforcer is never defined as an item or activity, but only by whether it is associated with an increase in the targeted behavior. Reinforcers are used to help develop a child’s use of language by encouraging them to mand  (think ‘demand’ to help you remember that manding is requesting).  A simple example of a mand that an early learner would use would be a reinforcer  such as a fun toy, movie, music or edible.  If the child mands by using the name/sign/approximation of the item, then the reward (reinforcer) is immediately provided.  Motivation drives the response. The child learns quickly through this process that, despite their natural inclination not to rely on speech, language really is the quickest way to get any item that he/she wants.  In a therapy setting the language goals are accelerated and the rewards are faded, only to reappear in a random manner, to keep a child’s motivation to participate high.  At home parents can work on manding by “holding back” items that their child wants until they get a response.  This reply is then shaped into the most appropriate response.  A child should really be manding up to 50 times an hour!

 

Erin Breen, MS

Viridian Center for Early Intervention

What is an IEP?

As your child is transitioning from in home care, possibly through an early intervention program, and into a school setting, there are many new terms you will need to learn. You will hear a lot about IEP goals and this article explains what it is and offers resources.

What’s an IEP?

By law, children with diabilities — whether physical, cognitive, emotional or behavioral — are entitled to a “free and appropriate education” in the least restrictive environment possible. An Individualized Education Program (IEP) is a document — created jointly by the school and the student’s parents or guardians — that contains a plan for the supports your child will receive so he or she can succeed in school.
In preparation for your child’s IEP meeting, the school district will have a multidisciplinary team of professionals observe and evaluate your child’s academic and developmental skills and status. You should prepare by talking with physicians and therapists who can describe the effect of your child’s strengths and weaknesses on his or her schooling.
The IEP meeting will include the school district team, you, your child (if desired) and any trusted advisers or experts you want to bring along, including therapists and other professionals familiar with your child and his/her condition. (If you plan to bring a lawyer, advise the team before the meeting so they can have their own lawyer present.) These meetings usually occur in a cordial, give-and-take atmosphere and can lead to helpful relationships with school personnel.
The school’s multidisciplinary team will present a tentative plan to help your child achieve measurable short-term and annual goals, and will propose supports to help your child achieve those goals. If you have questions that are not answered or concerns that are not addressed, you have a right to get those handled before signing the IEP. It does not become a binding document until you and the appropriate school personnel have signed it — so don’t sign it until you’re satisfied. Once it has been signed, the school district can be held accountable for providing what is needed to enable your child to meet the written goals.
Be careful when the IEP calls for an out-of-class service. For example, are you willing to have your child miss math three days a week to go to occupational or physical therapy? If not, state this in the IEP document. If possible, try to get extra services provided after the school day, so no academic time is sacrificed.
The progress your child is making on his or her IEP goals must be reviewed and updated no less than annually. You or the school district can call for an earlier review if your child’s needs suddenly change or if there are any problems in the implementation of the current plan.
For more detailed information, visit U.S. Department of Education OESP's Idea website. For a list of MDA publications and articles about IEPs (and 504 plans, which also provide for school accommodations), see Resource Roundup: IEP and 504 Plans, Quest, April-June 2012, or ask your local MDA office for a printout.
Donna Albrecht is a writer based in northern California. She gained personal experience with school accommodations thanks to her daughters Katie and Abby, who each had type 2 spinal muscular atrophy. Donna lives with her husband and their border collie.

Brain Growth and Repair

There is a growing trend of using movements to help heal and re-train the brain for cognitive development. Here is a great resource that is offering several different workshops to see if this is something that could be helpful for your child.

www.growthandrepair.com
There is increasing concern with the growing number of students on medication because of ADD (Attention Deficit Disorder),Hyperactivity, ADHD, inability to read (Dyslexia), or Autism (neurological involvement). These students have less ability to listen attentively, focus on the task, understand and remember directions and what they are being taught. Usually there is poor test performance and often behavior concerns.
Movements, simple and easily learned, grow the new brain connections required to enable such students to accomplish those tasks without medication. These movements, patterned after the crawling stages of the baby, are... permanent and enable results to be noticed very soon.
Workshops offered will teach how to do the movements, how to use them with one student or a group, and how to teach others how to do the same. These methods also work with adults at any age.

Free Workshops at Brain Growth and Repair Office,
7934 Turquoise Lane, Houston, Texas 77055

Wheelchair accessible.
Please reserve space: louise.hayes@att.net or 281-787-2451

Wed, Jan. 8, 9-10 ADD, ADHD 1-2 Memorizing Math Facts
Mon. Jan. 13, 1-2 Getting Out of Bed and Chair Independently 3-4 Relaxation
Fri. Jan. 17, 9-10 Depression 11-12 Whole Brain Study and Test Taking

Sat. Jan. 18, 9-10 Dyslexia 1-2 ADD, ADHD 3-4 Autism 5-6 Dyslexia
Sun. Jan 19, 1-2 Autism 5-6 ADD, ADHD
Wed. Jan. 22, 10-11 Health and Healing 2-3 Anger Management
Sat. Jan. 25, 9-10 Autism 11-12 Dyslexia 3-4 Emotional Health
Fri. Feb. 7, 10-11 The Compromised Brain: Dementia, Alzheimer’s, etc.
Sun. Feb.9, 1-2 Better Athletes 4-5 Fix the Brains = Fix the Schools
Sun. Feb. 23, 1-2 Balance, Gait, Posture, Back Comfort
4-5 Severely Involved Infants 5-6 Memory