Wednesday, February 18, 2015

25 Great Toys for Kids Who Don't Play With Toys


Does your child play with toys?  If so, this article isn’t for you. You should probably Google “hottest toys of 2012.”
  • Is your child scared of blinking, beeping toys?
  • Is your child unable to understand the rules of most games?
  • Does your child lack interest in typical toys?
  • Is your child delayed when it comes to basic play skills?
If the answer to any of these questions is yes, then keep reading.
All human beings learn through play.  A delay in play skills means a delay in other skills.  Toys are not necessary for play, of course.  All that’s needed are two people interacting in a fun way.  But children’s toys can be useful for engaging the attention of a child with special needs, and even more useful for expanding circles of communication and teaching other developmental skills along the way.
If you’re looking for gifts for a child who doesn’t play with toys, then here’s a list of what’s been most successful with my son and his buddies over the years.

Everyday items

1. Flashlight

My son was frightened by toys with blinking lights when he was little, but he has always enjoyed playing with flashlights.  Turning the flashlight on and off exercises fine motor skills, and provides an opportunity to practice simple words like “on” and “off.”  It also helped my son overcome his phobia of bright lights. The Mini Maglite is the right size for little hands, and it has a blink mode if you need to work on desensitizing to blinking lights.

2. Shark Sweeper

I know a few kids who don’t like toys, but they love vacuums.  The Shark Cordless Sweeper  is motorized but much quieter than a typical vacuum, plus it’s light and easy to maneuver.  There’s a clear plastic cover in front of the bristles, so curious kids can watch it spinning.  We had many hours of fun with this sweeper, and it sure got some good conversations started.  Plus our carpets were super clean.

3. Handheld Massager

Occupational therapists often recommend vibrating toys for children with special needs, and the Ribbit massager by Homedics is great for all ages.

4. Real Tools

Play often starts with imitating adult activities.  A set of garden tools with garden gloves or a real tool kit with a small hammer, screwdriver and file, along with a wood board, are a good way to teach a child to slow down and focus on fine motor activities.  Of course, adult supervision is required at all times with these tools.

A Big Box of Cool Stuff

5. Raw materials

Let’s face it – most kids would rather play with a box than the toy that came inside it anyway. Collect your empty oatmeal canisters, cereal boxes and paper towel tubes.  Help your child tape the pieces together and create something new out of cardboard and Styrofoam.  Here’s a video that shows what happened when a teacher got rid of all of the toys in his classroom and replaced them with raw materials.

6. Box of toiletries

Since kids like to imitate their parents, collect some safe toiletries and allow some messy sensory play in the bathroom: scented lotion, aloe vera gel, baby powder, bandages and gauze, a bar of soap, shaving cream and an old towel to wipe it up when playtime is finished.

7. Box of office supplies

One year, my sister-in-law gave my older son a box of office supplies, all with the logo of his favorite office store.  It took more than a year for him to work through the index cards, tape, pencils, highlighters, sticky notes, a ruler and much, much more.

Sensory Play

8. Disco Ball

Anyone who has visited the Friendship Circle’s Snoezelen knows that the lights and disco balls can be relaxing and entertaining for kids with special needs.  So a small, rotating, multi-color disco ball is a fun addition to the sensory environment at home.

9. Body Sox

A body sock is made of stretchy fabric and has an opening so that a person can step inside. Its purpose is to encourage body awareness and creative movement. For my family, it has been successful on both counts.

10. Exercise Machine

If I had a nickel for every time I had to drag my children away from the exercise machines at the rec center, I’d be able to buy my own elliptical trainer.  A mini-trampoline, child-size treadmill or air walker can get a child’s attention while working toward physical therapy goals.

11. Musical wand

My son had a phobia of bells when he was a toddler, so toys like the musical wand helped him explore metallic sounds while feeling safe and secure in my arms.  The musical wand can be a tool for pretend play as well, especially when paired with a book like “Alice the Fairy” by David Shannon.

12. Punching bag

Instead of trying to stop aggressive behavior cold turkey, which is usually impossible anyway, a punching bag  redirects the aggression in an appropriate manner.

13. IKEA egg seat

This egg-shaped seat was designed for vestibular and proprioceptive sensory needs, plus it’s perfect for playing peek-a-boo.

14. Stomp Rocket

The Stomp Rocket helps work out aggressive energy while teaching a simple science lesson.  My kids never get tired of it.  Sometimes they make their own paper rockets, too.

15. Kazoo

The box said, “If you can hum, you can kazoo.”  So I bought it for $2.  It opens the door to oral-motor skills.

16. Bean bag toss

I have a child who has the urge to throw things ALL THE TIME.  Most toys are not safe for him because of this.  I decided that he may as well improve his aim if he’s going to throw things, and a bean bag toss is safer than a baseball at this point.  The bean bag target can be varied – for example, he can throw the bean bags at cards with sight words or letters of the alphabet.

Attention-grabbing quiet toys

17. Marble run

I’ve never met a kid who didn’t love a marble run.  These toys help with visual tracking, and the best part is the building process with kids.  But they’re not safe for any child who puts toys in his or her mouth.

18. Folk toys

I remember playing with traditional wooden folk toys at my grandparents’ house when I was little.  When I was brainstorming to find toys that would get my son’s attention, I went back to my roots.  Toys like the Jacob’s Ladder and Falling Boy  engaged my son and really made him think about how they work.

19. Magformers

The magnets in this building set are encased in plastic, so there are no small pieces.  The set encourages open-ended play, and it’s a good way to explore the sensory features of magnets.  It’s one of the “quiet toys” that travels with us.

20. Magnetic gyro wheel

Kids can’t take their eyes off this toy, and it’s great for long road trips or kids who just want to watch something spin.

21. Whoopee cushion

Yes, it’s crude and vulgar.  It’s also a quick way to get a speech-delayed kid to talk.  You’ll probably get quite a bit of eye contact, too.  At $1.75, it’s a lot less expensive than an hour of speech therapy!

22. Globe

If your child loves to spin things, get a globe.   It will help with pre-literacy skills and open up new conversations about the world.

23. Hoberman sphere

I used the Hoberman sphere to teach my son the names for the colors and some simple opposite terms like “big” and “small,” “in” and “out.”  It can be hung from the ceiling as a mobile that expands and contracts, but my kids prefer to hold it on the ground.

Introducing Pretend Play

24. Play silks or old scarves

Even children who don’t want to play dress-up like the texture of scarves and play silks.  These are a good way to introduce open-ended play to kids who prefer to stick with a script.

25. Box of hats

Over the years I’ve collected all sorts of hats  for my kids.  Trying on different identities is the first step to pretend play.


By Karen Wang from Friendship Circle

Wednesday, January 21, 2015

The Importance of Special Needs Planning

The Importance of Special Needs Planning
Caring for an individual with special needs takes special planning. All too often we put off the task of planning as it can be overwhelming. The thought is often daunting as it is difficult to begin what can be an involved, complicated process that takes a lot of time and energy. This article will outline some of the necessary steps you, with the assistance of a qualified attorney and other professionals, need to take to plan appropriately and thoroughly and will identify some pitfalls in the Special Needs Planning Process.
Letter of Intent
Putting together one's plans for the future of a child or dependent with special needs can be a daunting task laden with emotions. One way to get started is to compose a Letter of Intent. While the Letter of Intent is not a legal document, it is designed to serve as a roadmap for anyone involved with your child's situation to utilize in understanding your child, their needs and your wishes for your child when you are no longer able to carry them out yourself. This letter should detail medical history, daily care needs, activities, housing,and services as well as your specific wishes as it relates to your child's future. This document is a working document for your future caregiver to follow.
Your Will
Addressing legal issues is a crucial step in planning for the future. Creating and planning your estate is vital to meeting your child's lifetime needs. Prepare a will if you do not already have one. Update your will if you already have one in place. Make sure that it reflects exactly what you want for your child. A will declares how you want your estate to be distributed and also allows you to select a guardian for your child when you die. It may be especially important if you want to prevent or limit distributions directly to a child with Special Needs. Without a will the governing state will determine the distribution of assets and guardianship.

Special Needs Trusts
Many well intentioned parents don't realize that an inheritance may cause many problems for their child. Under current federal law, any inheritance of more than $2000 disqualifies individuals with diabilities from most federal needs based assistance. Benefits from state public assistance programs may also be affected. A Special Needs Trust, however offers a means of protecting your child's eligibility for these benefits, while addressing the ongoing care and needs of your child or family member with special needs. Design a special needs trust of update your old one. Be sure to include the individual or other key family members in the planing process when appropriate.
Guardian/Trustee
Select a guardian to take your place. Make sure you explain to this individual exactly what is involved. Be sure to give specifics to in an effort to make clear what the individual is taking on and what their role and responsibilities will be. Make sure that they want the job. Choosing the wrong people can be devastating for everyone involved. You may want to consider having a guardian, a trustee, and a trust protector. All three would have different roles in managing your child, the money and investments yet all involved and all contributing to the overall well being of your child. The important thing is to explore the options and identify what is right for your an your unique situation. There isn't a standard set up that is right for everyone.
Please be sure to avoid the following critical mistakes with Special Needs Planning
  • Disinheriting your child- You do have options. Often times individuals think that the only way they can protect their child's right to government benefits is to leave them nothing or not name them in their will. This action could possibly leave what happens to your child up to the state admistrators. These people don't understand the unique needs of your dependent. Chances are this is not what you want!
  • Procrastinating-Tomorrow will come and will seem much faster if you are not prepared.
  • Relying on your children to take care of their sibling. Put it in writing. Spell it all out in a Special Needs Trust accompanied by a Letter of Intent.
  • Choosing the wrong Trustee. Choose carefully and communicate your decision, your wishes, hopes and dreams for your dependent.
  • Poorly drafted Trust documents. Be sure to work with qualified professionals.
  • Failure to properly fund the trust. An unfunded or underfunded trust will not do anyone any good.
When doing your planning, please keep the following items in mind:
  • Observe the $2000 Federal Limit
  • Have a special needs trust drafted or update your old one
  • Select a Guardian/Trustee to take your place
  • Process Guardianship/Power of Attorney/Health Care Proxy papers for an individual who can not make any of these decisions for themselves
  • Include the individual with special needs in the process whenever appropriate
  • Prepare a Will if you do not already have one
  • Create a Letter of Intent
  • Update your documents. Make sure they reflect your current scenario and are valid in you present state of domicile
  • Review all documents with the person/persons named as Guardian/Trustee. Make sure that they want to take on this role and understand the responsibilitiy.
  • Work with qualified, experienced professionals. No short cuts. Everyone in the planning process needs to understand your family dynamics and your family member with special needs.
  • Team Work! Create your team of advisors. Always remember that it takes a whole village to raise a child.
  • Start Planning It's never too late or too early to start planning, it's the getting started that counts!
Thank you to Consolidated Planning Group for these important tips and for hosting our January gathering.

Tuesday, December 2, 2014

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

Friday, August 22, 2014

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

Tuesday, August 5, 2014

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.