Category Archives: Article Links

Teaching Students with Angelman Syndrome

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Angelman Syndrome is a genetic disorder that affects the nervous system, characteristics that include developmental delays, intellectual disability, and speech impairments. Angelman syndrome generally go unnoticed until the age of 1 year. Children typically have a happy demeanor and have a fascination with water

Characteristics include developmental delay, intellectual disability, epilepsy, microcephaly, short attention span, happy demeanor, hyperactivity, hand-flapping.

Angelman Syndrome  is  a rare disorder and affects 1 in 12,000 to 20,000 a year. Equally to less than 200,000 case a year. Affects all ethnicities and sexes equally.

Associated behaviors include, tongue thrusting, feeding problems during infancy, sensitivity to heat, frequent drooling, and attraction to water.

Developmental delays include fine motor skills such as using a palmar grasp, holding an object, picking up objects, dressing/undressing, brushing teeth and other self-care task.

The following are articles on teaching strategies:

Angelman Syndrome-Bridges for Kids

Angelman Syndrome Educational Material

Angelman Syndrome– Ontario Teachers Federation

Angelman Syndrome– National Association of Special Educators

Angelman Syndrome in the Classroom- Puzzle Place

Communication strategies for children with Angelman Syndrome– Cleveland Clinic

Education Resources- Angelman Resources

Some Angelman Tips– Teaching Learners with Multiple Special Needs

Working with a child who has Angelman Syndrome– St. Cloud State University

Writing instruction for students with Angelman Syndrome– PracticalAAC

An Overview of Ohtahara Syndrome

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Published by: VeryWell Health
Written by: Heidi Moawad

Ohtahara syndrome is a rare type of epilepsy that begins during infancy. It is also called early infantile epileptic encephalopathy. Children who have Ohtahara syndrome experience seizures and have severe developmental problems. This type of epilepsy is associated with a characteristic pattern that can be recognized on an electroencephalogram (EEG). Anti epilepsy drugs (AEDs) are usually needed to help manage the seizures.  This condition is not curable, and children who have Ohtahara syndrome are not usually expected to survive beyond early childhood. There are exceptions, and some people with this syndrome may continue to live into adulthood, but they tend to have persistent epilepsy and physical and cognitive deficits.

Symptoms

Children who have Ohtahara syndrome experience their earliest seizures before the age of 3 months. They may seem healthy at birth, but can start to have jerking movements within a few weeks. In some cases, mothers may recall that their baby actually started having erratic movements during the pregnancy.

Babies who have Ohtahara syndrome may experience several types of seizures. The most common seizure types in Ohtahara syndrome include:

Tonic seizures: This is the most common type of seizure that occurs in Ohtahara syndrome. It is characterized by a stiffening of the arms and legs, usually lasting a few seconds. Click here to read the rest of the story.

What to Know About Dyslexia and ADHD

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Published by: Psych Central
Written by: Gia Miller

They have some shared symptoms, but dyslexia and ADHD are separate conditions. Here’s how to to tell them apart and tips for managing these conditions.

Dyslexia and attention deficit hyperactivity disorder (ADHD) are two neurological conditions that can make learning more difficult.

The former affects 11%, and the latter affects between 5 to 20%, but it’s difficult to estimate precisely.

Sometimes, the symptoms of ADHD and dyslexia can be hard to tell apart — as both can cause trouble with reading and writing. But even though the symptoms can appear similar, the underlying reasons for the symptoms are very different.

What is dyslexia?

Dyslexia is a condition that impacts your ability to use language. You may have trouble matching letters to sounds or recognizing the sounds in words. This can make it hard to read and understand what you’re reading.

Dyslexia can also make spelling, writing, or math more difficult. Click here to read the story

When Rett Symptoms Change

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Published by: Rett Syndrome News
Written by: Jackie Babiarz

My 12-year-old daughter, Cammy, has Rett syndrome. Some days, Rett syndrome has Cammy.

During the early-onset stage, which typically occurs between 6 and 18 months of age, children may experience abnormal hand movements, difficulty sitting independently, and speech or language problems. Cammy was no different.

Repetitive hand movement is a hallmark sign of Rett, and Cammy had been hand mouthing from 12 months on. Her left hand was constantly in her mouth, causing sores. Other kids with Rett may wring their hands or pull out their hair. At 18 months, it was this behavior that tipped off Cammy’s physiatrist to the fact that she had Rett syndrome. Shortly after Cammy was diagnosed, her sister, Ryan, was born. Their two-year age gap began closing within a couple months when Ryan showed evidence of already being stronger than Cammy. Click here to read the rest of the story.

5 common learning disabilities

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Published by: Washington Times Herald
Written by: Metro Creative Connection

Students are often told that hard work is the path to success. Individuals who have learning disabilities may have to work even harder than their peers to be successful.

The Learning Disabilities Association of America says learning disabilities occur due to neurobiological and/or genetic factors that alter the way the brain functions. This can affect one or more cognitive processes related to learning and interfere with various skills, potentially preventing a person from acquiring the same amount of knowledge as others of the same age.

There are many learning disabilities, and the following are five of the most common, according to LD Resources Foundation, Inc., a nonprofit organization that helps find solutions to those who are affected by learning disabilities.

1. Dyslexia: This learning disability can impede a person’s ability to read and comprehend text. Students may have trouble with phonemic awareness, or the way to break down words. Similar problems with phonological processing, or distinguishing between similar word sounds, can occur as well.

2. ADHD: Attention deficit/hyperactivity disorder is marked by behaviors that make it difficult to pay attention and stay on task. The Masters in Special Education, a resource for finding work and study in special education concentrations, says there is debate over whether ADHD is a learning disability. But there is no denying that ADHD can impede success in school settings.

Click here to read the rest of the story

Fetal Alcohol Syndrome is preventable

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Published by: Daily News
Written by: Kevin Green

FASD (Fetal Alcohol Syndrome Disorder) is a condition that results from alcohol exposure during the mother’s pregnancy. FASD causes brain damage and growth problems. The problems vary from child to child, but defects are not reversible.

The fetus can be affected regardless of the amount or frequency of alcohol consumed by the mother. Each year 630,000 babies with FASD are born globally. The average life expectancy of people with FASD is 34 years of age, with extreme causes accounting for 44% of all deaths. Not only will alcohol lead to various physical defects including brain malformation, but mental issues and neurological problems. FASD is 100% preventable.

Disabilities can vary from abnormal appearance, shorter height, hyperactivity, learning disabilities, poor judgment skills, vision and hearing problems, and problems with the heart, kidneys, and bones.

Distinctive facial features include small eyes, an exceptionally small upper lip, a short upturned nose, and a smooth skin surface between the nose and upper lip.

Drinking alcohol during pregnancy allows alcohol to enter the bloodstream and reaches the developing fetus by crossing the placenta. Alcohol causes higher blood alcohol concentrations in your developing baby than in the mother’s body because the fetus metabolizes the alcohol slower than an adult does. Alcohol interferes with the delivery of oxygen and optimum nutrition to your developing baby.

Exposure to alcohol before birth can harm the development of tissues and organs, causing permanent brain damage in your baby. Click here to read the rest of the story

How ADHD May Affect Reading

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Published by: Psych Central
Written by: Morgan Mandriota

Many people enjoy cuddling up on the couch with a book as a way to wind down. But people with attention deficit hyperactivity disorder (ADHD), especially children, might find reading much more frustrating than relaxing.

This is because those with ADHD tend to experience reading problems.

ADHD is a common neurodevelopmental disorder that impacts children and adults differently, but many people report reading difficulties with ADHD.

So how does ADHD affect reading comprehension? It can be challenging for many reasons, including difficulty with:

  • focusing
  • memory and retention
  • processing information
  • sitting still
  • managing time
  • managing distractions (e.g., distracting thoughts or stimuli in the environment)

“Given difficulties with sustained attention, reading can be particularly difficult as kids often report rereading passages over and over again given lack of focus and being easily distracted,” says Angelique Snyder, Psy.D., a pediatric psychologist at the Children’s Hospital of San Antonio.

“Their inability to focus and concentrate may make it harder for them to visually track information and retain what they just read, so both their reading speed and comprehension can suffer,” adds Dr. Judy Ho, board certified clinical neuropsychologist and a psychology professor at Pepperdine University.

A 2019 study suggests that reading disabilities and ADHD typically co-occur. Snyder notes that kids with ADHD also tend to have comorbid learning disorders, which can affect reading. Click here for the rest of the story.

Treating ‘Fragile X Syndrome’ autism symptoms

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Published by: ABC News

Holly is her mom’s little princess. But this girl’s fairy tale started with a scare. While pregnant with Holly, Vicki Davis found out she was a carrier of Fragile X Syndrome.

“I had never heard of it. I had no clue what it was,” said Vicki.

It’s a mutation of a gene on the X chromosome that leads to a lack of protein production, critical for development. It’s one of the most common causes of mental retardation.

“Thirty percent of individuals with Fragile X Syndrome have full autism. Another 30 percent have an autism spectrum disorder,” said Dr. Randi Hagerman, UC Davis MIND Institute.

Hagerman says she first met Holly when the girl was just a few months old. The infant’s Fragile X Syndrome was subtle.

But, “She was extremely delayed,” said Hagerman.

As part of a clinical trial, Holly started taking a serotonin medication. Then, minocycline, a common antibiotic normally used to treat acne, was added to her regimen.

“Her developmental testing just improved remarkably,” said Hagerman.

Holly didn’t start talking until she was 2 and a half years old. Vicki says additional minocycline treatments around that time helped her catch up to other kids, and even excel. At just 4 she started reading.

“The medication really helped her create some of those pathways that taught her how to learn,” said Vicki. Hagerman hopes the treatments that helped Holly could do the same for kids with autism. And that could mean a lot more children living happier and healthier lives.

The drugs Holly was treated with have a few side effects, mostly involving the stomach. Hagerman says the drug treatment can be used in older kids with Fragile X Syndrome. However, the results might not be as dramatic. The UC Davis MIND Institute is currently testing other drugs to improve the symptoms of Fragile X for patients up to 25 years old.  Click here to read the rest of the story.

WHAT IS CDKL5 DEFICIENCY DISORDER?

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Published by: International Foundation for CDKL5 Research

CDKL5 deficiency disorder is a rare developmental epileptic encephalopathy caused by mutations in the CDKL5 gene, and this can manifest in a broad range of clinical symptoms and severity. The hallmarks are early-onset, intractable epilepsy and neurodevelopmental delay impacting cognitive, motor, speech, and visual function. Although rare, the occurrence is believed to be ~1:40,000 -75,000 live births, making it one of the most common forms of genetic epilepsy.

The CDKL5 gene provides instructions for making proteins that are essential for normal brain and neuron development. The CDKL5 protein acts as a kinase, which is an enzyme that changes the activity of other proteins by adding oxygen and phosphate atoms (a phosphate group) at specific positions. Researchers have not yet determined which proteins are targeted by the CDKL5 protein.

CDKL5 was first identified in 2004, it stands for cyclin-dependent kinase-like 5, and its location is on the X chromosome. The X chromosome is one of the sex chromosomes; females have two X’s, and males have one X and one Y chromosome. The letters are an abbreviation of the scientific name of the gene, which describes what it does. The CDKL5 gene was previously called STK9. Many cases have been identified in boys, but because of the location of the gene, CDD mainly affects girls.

We do not fully know the cause of CDKL5 deficiency disorder at this time. Mutations have been found in children diagnosed with Infantile Spasms, West Syndrome, Lennox-Gastaut, Rett Syndrome, cerebral palsy, autism, and intractable epilepsy of unknown origin.

Through scientific research and collecting information through the CDKL5 International Database and at our Centers of Excellence, we are working hard to find all of the pieces of this puzzle. It is important to note that scientists and doctors do not know the full spectrum of CDKL5 disorders at this time. There are likely many people affected by CDKL5 who have mild symptoms and no seizures. With continued research and awareness of CDKL5, we hope to build a more comprehensive understanding of the spectrum of this disorder as we continue the search for a desperately needed cure. Click here to read the rest of the story.

WHAT ARE THE EHLERS-DANLOS SYNDROMES?

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Published by: The Ehlers-Danlos Society

The Ehlers-Danlos syndromes (EDS) are a group of hereditary disorders of connective tissue that are varied in the ways they affect the body and in their genetic causes. The underlying concern is the abnormal structure or function of collagen and certain allied connective tissue proteins.  

They are generally characterized by joint hypermobility (joints that move further than normal range), joint instability (subluxation (partial separation of the articulating surfaces of a joint)) and dislocations (full separation of the surfaces of a joint), scoliosis, and other joint deformities, skin hyperextensibility (skin that can be stretched further than normal) and abnormal scarring, and other structural weakness such as hernias and organ prolapse through the pelvic floor. In the rarer types of EDS, there is also weakness of specific tissues that can lead, for example, to major gum and dental disease, eye disease, cardiac valve and aortic root disorders, and life-threatening abdominal organ, uterine, or blood vessel rupture. 

The Ehlers-Danlos syndromes are currently classified into thirteen subtypes. In all but the hypermobile subtype (hEDS) genetics variants have been identified as the cause for the disorder and are part of the diagnostic criteria. Since the publication of the 2017 criteria for EDS a couple of other genes have been identified describing additional new subtypes. In particular, these include AEBP1-related EDS, and a COL1A1/A2 gene variant causing an overlap between EDS and Osteogenesis Imperfecta. 

Each EDS subtype has a set of clinical criteria that help guide diagnosis; a patient’s physical signs and symptoms can be matched up to the major and minor criteria to identify the subtype that is the most complete fit. That said, there can be substantial overlap between the EDS subtypes. 

Sometimes a “provisional clinical diagnosis” of an EDS subtype is made. This can occur when a person meets a minimal clinical requirement but has no access to molecular confirmation or whose genetic testing shows one or more gene variants of uncertain significance. These individuals should be followed clinically, and alternative diagnoses and expanded molecular testing, skin histology (microscope examination of a skin biopsy), and testing of possibly affected family members should be considered. 

Please remember that an individual’s experience with EDS is their own and may not necessarily be the same as another person’s experience. Diagnostic criteria are meant. Click here to read the rest of the story

Is Williams Syndrome the Same as Down Syndrome?

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Published by: Medicinet.com

What is Williams syndrome?

Williams syndrome is a genetic disorder that affects approximately one in 25,000 births. The syndrome is named for Dr. J.C.P. Williams, who first diagnosed the condition. He saw a pattern in children at his hospital receiving treatment for cardiovascular problems. These children shared traits like similar facial features and an unusually friendly and outgoing demeanor.

Williams syndrome is also called:

  • Beuren Syndrome
  • Early Hypercalcemia Syndrome with Elfin Facies
  • Elfin Facies with Hypercalcemia
    • Hypercalcemia-Supravalvar Aortic Stenosis
    • WBS
    • Williams-Beuren Syndrome
    • WMS

    What is down syndrome?

    Of all chromosomal conditions, Down syndrome is the most common with one in 700 babies diagnosed with Down syndrome. Most people are born with

    46 chromosomes, but those with Down syndrome have an extra copy of chromosome 2.

    While the physical features and behaviors are very similar, there are three different types of Down syndrome: Click here to read the rest of the story.

What is the Sensory Processing Disorder ICD-10 Code?

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Published by: Autism Parenting Magazine
Written by: Yolande Loftus

Obtaining reimbursement for the treatment of sensory processing disorder may be tricky when a billable code to specify the diagnosis is a requirement. Certain classification systems may not even recognize the disorder—is the ICD-10-CM the code that legitimizes sensory processing disorder?

Sensory processing disorder (SPD) has an almost ghost-like presence in the medical world. Some doctors—mostly conventional—simply do not believe it is or should ever be a distinct disorder. Others seem almost frightened when parents mention their child’s meltdown triggered by the sound of a hoover.

With a mountain of evidence spelling out how just how severely sensory processing disorder affects children, why is there still so much scepticism? Some believe the exclusion of sensory processing disorder as a separate diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM–5; American Psychiatric Association, 2013) may be behind some of the doctors’ persistent doubts.

The DSM-5 is used by professionals, mainly in the US, to diagnose mental disorders. The disorder not receiving it’s own listing in this influential manual may have far reaching consequences for treatment and access to appropriate interventions.

But what about international standards and classifications of diseases and health conditions? At first glance The World Health Organization’s International Classification of Diseases, Tenth Revision, Clinical Modification (ICD-10-CM) seems a little more inclusive of sensory processing conditions.

A diagnostic debate

The ICD-10-CM classification system refers to “Sensory integration disorder” as an “Approximate Synonym” under the F88 code: a billable/specific code that could be utilized to indicate a diagnosis for reimbursement purposes.

Does this legitimize sensory processing disorders, and does it mean the condition deserves a separate medical diagnosis? Many doctors believe sensory processing issues merely form part of the symptoms of recognized conditions and disorders like autism and attention deficit hyperactivity disorder (ADHD). Doctors along with researchers argue that there is simply not enough proof to confirm the existence of the condition according to scientific standards.

Such arguments do create a bit of a chicken and egg situation: if the condition is not legitimized will expensive clinical studies be funded and undertaken? And without such studies how will SPD ever be deemed worthy of a distinct and official medical diagnosis? Click here to read the rest of the story.

Disorders Similar to Autism

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Published by: Autism Parenting Magazine
Written by: Andreas RB Deolinda

Autism spectrum disorder (ASD) is a condition recognized by its heterogeneity in associated symptoms. So much so that every individual on the autism spectrum experiences a variety of symptoms different to the next person.

Autism is categorized by symptoms such as social interaction and social communication difficulties, restricted and repetitive patterns of behavior, interests, or activities as per the Diagnostic and Statistical Manual of Mental Disorders (DSM-V); other symptoms include sensory sensitivity and atypical behavior.

Due to the many different characteristics of autism, some conditions resemble autism spectrum disorders due to similarities in traits. This article aims to provide an overview of autism spectrum disorders and other pervasive developmental disorders that are found to be similar in symptoms, and break down their differences. In addition, it will highlight comorbid disorders that are commonly associated with ASD.

The article aims to provide parents of autistic children with an understanding of these conditions. It should also be beneficial for parents seeking answers for some symptoms experienced by their children.

Assessing autism and other disorders

It is advisable that children who may show symptoms of ASD be referred to multidisciplinary assessments; this helps to ensure that comprehensive assessments are done to differentiate autism spectrum disorders from other conditions with overlapping symptoms. The series of comprehensive assessments that are used to determine a particular diagnosis are called test batteries. Assessments should consider doing thorough analysis of developmental and health history. Click here to read the rest of the story.

What to know about autism discrimination in the workplace

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Published by: Medical News Today
Written by: Nicole Washington

Awareness of autism and its symptoms has grown in the past decade. However, many individuals still face autism discrimination in the workplace.

Autism, also called autism spectrum disorder (ASD), may mean an individual experiences social awkwardness, difficulty communicating, or difficulties understanding people’s emotions and points of view, to name just a few symptoms.

Legally, employers in the United States cannot discriminate against an individual because they have a disability. As per this law, employers cannot refuse to hire qualified, capable job candidates because they have autism.

That said, for individuals with autism, the workplace can still be challenging to navigate. Employers must understand how to treat employees with autism, and accommodate them and their needs.

Keep reading to learn more about autism discrimination in the workplace, including the rights of autistic people, some examples of reasonable adjustments employees can make, and some tips on how to deal with autism discrimination at work.

According to the U.S. Equal Employment Opportunity Commission (EEOC), discrimination means treating someone differently or less favorably for a specific reason, such as a disability.

Discrimination can take place anywhere, including in school, public areas, or the workplace. The EEOC protects against discrimination, including autism discrimination in the workplace.

ASD is a developmental condition that can affect a person’s communication, behavior, and interactions with others. According to the Centers for Disease Control and Prevention (CDC), doctors in the U.S. diagnose around 1 in 54Trusted Source children with ASD. ASD is more than four times as common in boys than girls. Click here to read the rest of the story.

An Overview of Cri du Chat Syndrome

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Published by: Verywell Health
Written by: Abby Norman

Cri du Chat Syndrome (French for “cat cry”) is a rare chromosomal disorder caused by missing or deleted portions of chromosome 5. Infants who are born with the syndrome often have a high-pitched cry that sounds like a cat, hence the condition’s name. Since the condition occurs due to missing portions of the short arm (p) of chromosome 5, Cri du Chat is also known as 5p- (5p minus) syndrome.

Close-up of a crying baby.
Dimitri Otis/Getty Images

Symptoms

The key physical characteristics and symptoms of Cri du Chat syndrome are caused by missing or deleted genes in the small arm (p) of chromosome 5. Researchers suspect that the specific set of symptoms associated with Cri du Chat, and the severity of those symptoms, is linked to the size and location of the deleted or missing portion of the chromosome.

Like other chromosomal disorders, the symptoms and severity of the condition vary from person to person. However, there are a few key manifestations of the condition that are noticeable from birth. These hallmark features include:

  • Low birth weight
  • Poor sucking reflex
  • Slow growth or failure to thrive
  • A high-pitched, mewling cry that sounds like a cat
  • Low muscle tone

While they may not have all of the features, many newborns with Cri du Chat have distinct physical characteristics, including:

  • A small head (microcephaly) and jaw
  • An abnormally round face
  • Malocclusion of the teeth
  • Wide-set, downwardly slanted eyes
  • Extra skin folds around the eyes
  • Low-set ears
  • “Webbing” of fingers and toes (syndactyly)
  • Cleft lip or cleft palate

As children with the condition grow up, they may begin to show and experience a spectrum of symptoms related to Cri du Chat, as well as other disorders commonly found in people diagnosed with the condition, including:

  • Motor, cognitive, and speech delays
  • Moderate to severe intellectual disability
  • Psychomotor disability
  • Seizures
  • Autism-like behaviors, such as hand flapping, rocking, and noise sensitivity
  • Scoliosis
  • Congenital heart defects (around 15–20 percent of patients)
  • Hernias
  • Behavioral issues such as tantrums and poor attention/impulse control
  • Walking with a slow, guarded gait or the need for mobility aids, including wheelchairs
  • Self-destructive behaviors like head banging and skin picking
  • Recurrent infections (particularly respiratory, ear, and gastrointestinal)
  • Nearsightedness
  • Constipation
  • Kidney or urinary abnormalities
  • Premature graying of hair
  • Trouble sleeping
  • Toilet training issues

Causes

Cri du Chat syndrome was first described in 1963 by a French pediatrician named Jérôme Lejeune. Lejeune is most well-known for discovering the genetic basis of trisomy 21 (Down syndrome). Click here to read the rest of the story

What you should know about severe autism

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Media is slowly getting better in it’s portrayal of people with autism in both movies and television, while many still hold onto to the perception of “Rain Man”, I do believe we are moving in the right direction. Still, little is discussed or talked about when it comes to children and adults with severe autism. Some may refer to severe autism as “low functioning when in fact autism is a spectrum in both symptoms and behaviors and varies from person to person.

Children and adults with severe autism often display the following signs :

  • Impaired social interaction
  • Difficulty in communicating- both expressive and receptive
  • Obsessive compulsive disorder
  • anxiety
  • aggressiveness
  • self-injurious

According to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), there are 3 levels of severity based on social communication impairments, restricted, and patterns of behaviors. The severity level (Level 3) is defined as requiring very substantial support. For example the person may exhibit very limited initiation of social interaction and extreme difficulty with coping and change. signs may include an indifference in others, using negative behavior to communicate, very little or echolalia, sensory sensitivity will vary from severe to none, may be self-injurious and have an intellectual disability.  Below you will find articles on understanding severe nonverbal autism:

5 nonverbal children that found their voices

Autism: How do you communicate with a non-verbal child

Helping nonverbal kids to communicate

I have nonverbal autism…Here is what I want you to know

Nonverbal autism: Symptoms and treatment activities

Missing brain wave may explain language problems in nonverbal autism

Overview of nonverbal autism

What can we learn from studying severe autism?

What makes severe autism so challenging?

Why being nonverbal doesn’t mean being non-capable

Why children with severe autism are overlooked?

Updated 8/23/2020

Self- Injurious Behavior Resources

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Working with individuals- both children and adults diagnosed with self-injurious behaviors can be challenging at the very least. Some examples of self-injurious behaviors include head banging, handbiting, and excessive scratching. There are many reasons why a student or individual may cause self-injurious behaviors including the inability to communicate needs, the environment, sensory issues and physiological issues. The following are articles on identifying cause of self-injury and ways to prevent it.

Autism, head banging and other self-harming behaviors– Autism Parenting

3 techniques to stop self-injurious behavior of children with autism– Steinberg Behavior Solutions

6 Strategies for Addressing Self-Injurious Behaviors– Wonderbaby

Effective evidence-based strategies to minimize self-injurious behaviors in young children with autism- CSUSB Scholarworks

Essential guide to self-injurious behavior and autism– Research Autism

Head banging, self-injury and aggression in autism– Treat Autism

Self-injurious behavior in people with developmental disabilities-crisis prevention.com

Self-injury in patients with intellectual disabilities- Nursing2020

Understanding and treating self-injurious behavior– Autism Research Institute

Understanding self-injury among autistic individuals- Good Therapy

 

Understanding and Treating Self-Injurious Behavior

Understanding and Treating Self-Injurious Behavior

Study Reveals Increased Prevalence of Mental Illness in Adults with CP

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Source: Cerebral Palsy News Today
Written by: Marisa Wexler

A recent study found that adults with cerebral palsy have a higher risk of developing mental health conditions, highlighting the need for better holistic care in this population.

The study, “Prevalence of Mental Health Disorders Among Adults With Cerebral Palsy: A Cross-sectional Analysis,” was published in the journal Annals of Internal Medicine.

Most research on cerebral palsy (CP) focuses on children because, until relatively recently, it wasn’t that common for people with CP to live through adulthood. That paradigm is rapidly changing, so it’s necessary for researchers and clinicians to understand the challenges adults with CP face so they can be given the best possible care and support to have not just a longer life, but higher quality of life. Click here to read the rest of the story.

Fragile X Syndrome Teaching Strategies Resources

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Fragile X Syndrome is a genetic disorder and is the most common form of inherited intellectual and developmental disability. It is estimated to affect 1 in 4,000 males and 1 in 8,000 females. Characteristics include learning disorders, sensory issues, speech and language and attention disorders.

Learning challenges include, difficulty in processing information, understanding concepts, poor abstract thinking and cognitive delays. The following sites provide information on teaching students with Fragile X Syndrome.

Best Practice in Educational, Strategies and Curricula (National Fragile X Foundation)

Education Planning for Fragile X Syndrome for Patients (UPMC Children’s Hospital of Pittsburg)

Fragile X in the Classroom (TeAchnology)

Fragile X Syndrome Teaching Strategies and Resources (Teacher’s Gateway to Special Education)

General Educational Guidelines for Students with Fragile X Syndrome (National Fragile X Foundation)

Student Teaching Tips: Helping your students with Fragile X (Magoosh)

Strategies for Learning and Teaching (National Council for Special Education)

Ten common signs and symptoms of ADHD in adults

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Many adult responsibilities require focus, organisation and composure, as a person is expected to juggle different tasks to effectively manage their career, family and home.

An adult with undiagnosed attention deficit hyperactivity disorder (ADHD) can struggle with some of these responsibilities. For example, they may underperform academically and professionally or have trouble maintaining relationships. These issues can then leave a person battling with low self-esteem as they question why they encounter such difficulties when other people don’t seem to.

If you think that someone you’re close to has undiagnosed ADHD, or if you are looking to get information for yourself, we have listed the common symptoms of ADHD in adults, and outlined the steps a person needs to take to receive a diagnosis and any necessary support. Click here to read the rest of the story.

When Autism and Anxiety Go Hand in Hand

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Source: Lifestyle Yahoo

Written by: Molly D. Dann-Pipinias

Which came first? The anxiety or the autism? For me, anxiety and autism have always gone hand in hand. I have heard from multiple people, including past agoraphobics, that my anxiety is the worst they’ve ever experienced. My anxiety manifests in many different ways. My panic attacks can range from a five-minute crying spree to not being able to breathe correctly for a week. I also have a relatively new type of panic attack that feels like an actual heart attack. I have a lot of trouble with highway driving anxiety as well, especially when I’m going through a difficult time. It can cause me to become disassociated and make me feel unsafe.

When I get anxious, I can get really fixated on things. I need to complete the task or find the object before my anxiety can go away. This can lead me to do the same things over and over again, even when I know it won’t work. I can usually tell when something actually needs to be worried about vs. my irrational anxiety, but I don’t have the capacity to stop the irrational anxiety. Click here to read the rest  of the story

Thoughts and ideas to support children and adults with autism

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Source: Living Autism
Written by: Geoff Evans

One definition of a foundation refers to it being an anchor and providing a solid surface upon which to build.
In a world of quick fixes and instant solutions when supporting individuals with autism we are all at risk of being drawn in to trying interventions and approaches that offer a quick fix or an easy solution without having to do all the hard work of laying the foundations that will help ensure success.
Over many years of working with children and adults with autism I have learnt that what often works is taking time to lay the foundations, that is to ensure we have both the values and best practice in place to support what we do. In this article I explore some of the basics that help provide a firm foundation upon which we can build successful interventions and approaches.

The person with autism has a right to be consulted with and involved in all aspects of living their lives including what approaches and interventions are used

Underpinning all we do should be a commitment to seeking the views and opinions of the person with autism irrespective of their abilities and how autism impacts upon them. Whilst we may take this for granted in the past we might have often put approaches and strategies in place without consulting and actively involving the person with autism and then wondered why they were not successful. I will cover this area in more detail in a future article; however, for now it is worth considering and asking yourself the following:

1. What support and methods can we put in place to enable the person with autism to be fully involved, make comments and make real choices regarding their lives and the support they receive? This can include the use of photographs, symbols, video clips or one of the many Apps that are now available for smart devices. Click here to read the rest of the story.

 

Autistic Teenager Creates App To Help People On The Spectrum

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Source: Forbes
Written by: Nicholas Fearn

An 18-year-old software developer has created an iOS app to help those on the autistic spectrum in their day-to-day lives.

Ethan Shallcross, who has a form of autism and lives in the English town of Torquay, developed Aumi to enable people to manage their anxiety, monitor their mental health and reduce burnout.

“The app has been built with people on the autism spectrum in mind, and his has influenced the design and functionality of the entire app,” he says. “However, it is not just for people on the autism spectrum. People who have high anxiety, are frequently burnt out, or struggle with their mental health may also find it useful.” Click here to read the rest of the story.

Most States Failing To Meet Requirements Under IDEA

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Source: Disability Scoop

Fewer than half of states are meeting their obligations to properly serve students with disabilities, the U.S. Department of Education says.

In an annual review of performance under the Individuals with Disabilities Education Act, federal officials found that just 21 states deserved the designation of “meets requirements” for the 2017-2018 school year.

The remaining states were classified as “needs assistance.” Click here to read the rest of the story.

The Effectiveness of Visual Schedules for kids with Autism

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Source: Autism Parenting

Everyday tasks can prove to be a challenge with an autistic child because they need constant reminders.  Transitioning from one task to another can cause anxiety or a meltdown to occur.  However, social stories, visual schedules, and reminder strips can help alleviate the stress and anxiety associated with the everyday tasks that so many of us do with ease.

To many parents, hearing the word “schedule” can be overbearing.  When it was first suggested that I create a picture/visual schedule for my autistic child, I thought that it wouldn’t be helpful. I mean, if my child is already so rigid with the order of things – wouldn’t creating a schedule make her even more dependent on everything being in order all the time?  I came up with many excuses to avoid making the first picture chart.  I found it intimidating to create charts and schedules, but at the same time I understood that no one could make the chart for us.  Since every family has their own routine, it must be created for the individual.  Of course, there are some tasks that need to be performed everyday such as waking up, going to the bathroom, getting dressed, eating breakfast, brushing teeth, combing hair, and putting on shoes.  However, on weekdays “putting on shoes” would be followed by “put on coat” and “get on the bus.”  The problem is, my child wasn’t attending school every day of the week and was too young to understand the days of the week.  So then I would have to deal with meltdowns when the weekend came or if there was a cancelation of school because of inclement weather. Click here to read the rest of the story.

Is ‘high-functioning autism’ a misleading term?

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High-functioning autism is a term used for people with autism spectrum disorder without an intellectual disability, but Australian researchers say it should be abandoned because of the misleading and potentially harmful expectations it creates around the abilities of children on the autism spectrum.

Coined in the ’80s, it is now part of everyday language and has come to imply that people can function adequately, whether at school or at work, without much in the way of challenges.

For many individuals with autism spectrum disorder, this couldn’t be further from the truth, according to lead author Gail Alvares.

Alveres and her team from the Telethon Kids Institute and the University of Western Australia reviewed data for 2225 children and young people (aged 1-18) diagnosed with autism, about half of whom had intellectual disability, and half of whom did not.

They found those with an intellectual disability had functional skills which closely matched their IQ. However, those typically deemed to be high functioning due to having an average or higher IQ, had functional abilities well below what would be expected, given their IQ. Click here to read the rest of the story.

The Meaning of a Meltdown

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Published by: Someone’s Mum Blog

To most parents, the words tantrum and meltdown are interchangeable – a way to describe a frustrated and uncontrollable child – the name for those moments when strangers stare and you wish you could shrink into yourself. Every parent knows them.

To the parents of autistic children, and parents of children with sensory processing issues, those words will always mean very different things.

It is hard to make others understand. The difference between those two words is central to my life. I wish I could explain; I wish I could show you…

But a child in meltdown is confidential. I cannot show my gorgeous boy in full meltdown mode because it is, should be, taboo. It lays him bare, at his most vulnerable. He is pure emotion, pure anguish. There are no photos, no record of our bleakest times but these words.

There are those who will witness such moments; they will see. But they will not KNOW. No one, not even his grandparents, cousins, aunts, uncles – the hundreds of people who love him – they do not KNOW.

I can give you the definitions – Click here to read the rest of the story

DIY Sensory Activities for your Child With Autism

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Dysfunctional sensory system is a common Symptom of Autism as well as other developmental disabilities. In this, sometimes one or more senses can either be hypo or hyper sensitive to stimulation and can lead to behaviors like rocking, spinning, and hand- flapping, irritability and hyperactivity.

There are three basic senses that are critical for our survival- tactile, vestibular, and proprioceptive. Sensory Integration techniques or therapies of these senses can facilitate attention and awareness, and reduce overall arousal.

In this article, each of these sensory systems will be covered. There also will be a Do-it-yourself (DIY) activity mentioned to overcome dysfunction and improve functioning of these sensory systems. Click here to read the rest of the story.

Sensory Eating is not Picky Eating

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Published by: Speaking of Autism

I want you to imagine that you are a kid once again, maybe ten or eleven years old. You are sitting down in the evening with your family for dinner. The table is set, and your parents bring out what will be tonight’s entree: a cut of cold, raw chicken breast. It’s slimy pink mass slides onto the plate in front of you, and soon after your whole family is chowing down on the raw cuts of meat. You can’t stand to even watch anyone else eat the raw chicken, let alone fathom yourself choking it down. Yet, despite the very real disgust and aversion you feel towards the raw chicken breast, somehow it’s you who are strange for not wanting to eat it. Maybe you’re called “picky” or told that you simply need to and just learn to enjoy raw chicken like everyone else. Maybe you go hungry every night at dinner because the only thing being served are items as aversive as the cuts of raw chicken. Click here to read the rest of the story.

Fine Motor-Flag Day Activities

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June 14th is the designated day to celebrate the American flag. The purpose of Flag Day is to reflect on the foundations of the Nation’s freedom. The following activities can be used to improve fine motor skills for both children and adults with disabilities. From cutting to coloring , the activities also use a multi-sensory approach to learning.

Arts and Crafts

DLTK Flag Day– Flag day crafts including coloring pages and tracing.

Education World– Flag day lesson plan activities

Enchanted Learning– Allows you to click on any of the crafts to get to the instructions.

Flag Day Crafts– Includes creating a togetherness flag, star cookie cutter and a craft stick American Flag

No Time for Flash Cards- Create an American flag sticky window collage

Flag Day Inspired Recipes

Food Network– 6 Star spangled red, white, and blue recipes made for flag day.

Saralee Bread- Flag day food art recipe

Taste of Home- Top 12 flag-shaped recipes

Tasty Kitchen– Recipe for cakes and cupcakes in the shape of the American flag.

Flag Day Coloring

Color me good

Crayola

DLTK

Doodle Art Alley

Get Coloring Pages

Supercoloring

The color.com

Thoughtco

USA Printables

Woojr.

How Autism And Visual Perception Affect Train Travel

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Train operator GWR is now working for their second year in providing bespoke autism awareness raising sessions for their front line staff, allowing them to be better prepared to help people living with the condition use public transport.

Looking to provide the best possible experience for all passengers, GWR is working in collaboration for a second year with UK Autism charity Anna Kennedy Online increasing autism awareness to help its staff improve in meeting the needs of those travelling with autism.

For many with an Autism spectrum condition, some of the more commonly experienced issues is increased anxiety and sometimes overwhelming sensory processing information as well as the need for structure and reassurance. Click here to read the rest of the story.

7 People With Less Visible Disabilities Talk Misconceptions and Stigma

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Source: Teen Vogue
Written By: Paula Akpan

Some disabilities are more immediately apparent than others, particularly if the person uses an aid such as a wheelchair. Others, however, aren’t as obvious. The Invisible Disabilities Association defines invisible disability as “a physical, mental, or neurological condition that limits a person’s movements, sense, or activities that is invisible to the onlooker.” As a result, not only do people with invisible or less visible disabilities have to make day-to-day adjustments to exist in the world around them, but they must also navigate misconceptions about their condition —including the idea that they aren’t disabled “enough.” Click here to read the rest of the story.

Nowhere to go: Young people with severe autism languish weeks or longer in hospitals

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Source: Washington Post
Written By: Christina Jewett | Kaiser Health News

Teenagers and young adults with severe autism are spending weeks or even months in emergency rooms and acute-care hospitals because of a lack of community treatment programs able to deal with their outbursts, according to interviews with parents, advocates and physicians from Maine to California as well as federal and state data.

These young people — who may shout for hours, bang their heads on walls or lash out violently at home — are taken to the hospital after community social services and programs fall short and families call 911 for help. Once there, they sometimes are sedated or restrained for long periods as they wait for beds in specialized facilities or return home once families recover from the crisis or find additional support. Click here to read the rest of the story.

Autism and Visual Impairments

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Studies show that a small subgroup of individuals with visual impairments are also diagnosed with autism. The following articles are a great read in understanding visual impairments and autism.

A cross disability: Visual impairments and autism

Autism assessment in children with optic nerve hypoplasia and other vision impairments

Autism and sight or hearing loss

Autism and visual impairments

Could my visual impaired client be on the autism spectrum?

Is my blind child autistic?

Literacy ideas for students who are visually impaired with autism spectrum disorder

Visual impairments: Its effect on cognitive development and behavior

Visual impairment and autism

Visual impairment and autism spectrum disorder

500,000 teens with autism will become adults in next 10 years. Where will they work?

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Published By: Houston Chronicle
Written By: Suzanne Garofalo

When Olivia Shanks landed in the hospital, it changed her life.

She didn’t arrive as a patient, though — she came to work. The 21-year-old, who has high-functioning autism, has struggled to get places on time. Some basic workplace tasks stressed her out. Dependence on others dinged her self-confidence.

Her work in Memorial Hermann Southwest Hospital’s food-services department came via one of Houston’s nonprofit groups providing job training and support for a population that’s exploding but finds few opportunities to live as fully as possible. Click here to read the rest of the story.

25 Resources on 504 Accommodations and Modifications

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Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (Edefines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.  

5 important classroom accommodations for children with autism

12 accommodations and modifications for dyslexic children in public school

20 modifications for students with autism

21 school accommodations available for children with special needs

504 accommodation checklist

504 plan: ADHD accommodations to manage ADHD symptoms at school

504 plan templates

A 504 plan for those with dyslexia

A parents guide to section 504

504 Education Plans

504 Plan: What is it?

Accommodations and supports for school-age students with autism

Accommodations for ADHD students K-12 in the classroom

Accommodations for students with learning disabilities

Classroom accommodations for ADHD

Classroom accommodations for dyslexic students

Classroom accommodations for students with epilepsy

Developing 504 Classroom accommodation plans

Dyslexia accommodations: How to know what your child needs

Dyslexia and accommodations- ADA guidelines for school and work

Examples of accommodations and modifications

Modification for students with Down syndrome

Section 504 and Discrimination

Section 504: sample accommodations and modifications

What are school accommodations and modifications for students with Asperger’s?

15 Resources on Cerebral Palsy and Adulthood

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Cerebral palsy is a condition caused by damage to the specific areas of the brain. Cerebral palsy refers to the brain and palsy to muscle weakness. Cerebral palsy is a syndrome of motor impairment with posture and movement disorder. It is a non-progressive disorder, however, as a person begins to age, muscle and skeletal problems begin to worsen resulting in more pain, discomfort and limited mobility. Due to muscle flexibility, strength and endurance issues, there is a greater risk of falls and injuries. The following articles includes information on understanding how aging and adulthood affect people with cerebral palsy.

5 common challenges for adults with cerebral palsy- Made For Movement Blog

Adults and cerebral palsy– Cerebral Palsy Organization

Adults with Cerebral Palsy- Cerebral Palsy Foundation

Aging with Cerebral Palsy and Chronic Pain– The Mighty

Care of adults with cerebral palsy-American Academy for Cerebral Palsy and Developmental Medicine

Cerebral Palsy and aging– Developmental Medicine and Child Neurology

Cerebral palsy and transitioning to adulthood-Cerebral Palsy Alliance

Cerebral Palsy effects through lifespan-Physiopedia

Cerebral Palsy in Adulthood– Everyday Health

Cerebral Palsy patients provide rare insight into aging– Cerebral Palsy News Today

Cerebral palsy symptoms in Adulthood- Healthfully

Living as an adult with cerebral palsy– Healthline

Living with cerebral palsy as an adult– WebMD

Progression and Correction of Deformities in Adult with Cerebral Palsy-ACNR

The good, the bad, and the ugly facts about adult cerebral palsy-Karen Pape

25 Developmental Disability Links and Resources You Should Know About

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March is Developmental Disabilities Awareness month! Although I blogged  the definition of developmental disabilities here, I wanted to give you more information besides the Federal regulation. Quite often, people are confused between the definition of an intellectual disability and a developmental disability.

A developmental disability is described as an assortment of chronic conditions that are due to mental or physical impairments or both. For example, you may have a child or an adult with an intellectual disability or perhaps a person diagnosed with cerebral palsy and an intellectual disability. It is also considered a severe and chronic disability that can occur up to the age of 22, hence the word developmental. A developmental disability can occur before birth such as genetic disorders (i.e. cri du chat, fragile x syndrome,) or chromosomes ( i.e. Down syndrome, Edwards syndrome); during birth (lack of oxygen) or after birth up to the age of 22 (i.e. head injuries, child abuse or accidents).

The disability is likely to occur indefinitely meaning the person will require some type of ongoing service throughout their lives. Finally, the person must show limitations in 3 or more of the following areas of major life activities:

  1. Self-care– brushing teeth, hand-washing and combing hair independently
  2. Receptive and expressive language-ability to understand someone talking and to also be understood
  3. Learning– ability to read and write with understanding
  4. Mobility-ability to move around without any assistance
  5. Self-direction– time management, organization
  6. Capacity for independent living– requiring no supervision
  7. Economic self-sufficiency – having a job  and purchasing what one needs

The following are links to articles on various types of developmental disabilities including resources with facts and statistics, organizations, and sign and symptoms.

22q11.2 Deletion Syndrome

27 things to know about Fragile X Syndrome

ADHD- facts and statistics

Angelman Syndrome

Angelman syndrome resources

Cri Du Chat Resources

Developmental disability acronyms you should know 

Developmental disability awareness ribbons

Down syndrome-facts and statistics

Down syndrome timeline

Duchenne Muscular Dystrophy

Early Intervention- Resources and Information

Edward Syndrome Resources

Global developmental delays

Intellectual Disability Resources

Over 30 online resources on Rett syndrome

Pervasive DD-NOS

Prader Willi Syndrome Resources

Resources for teaching students with Down syndrome

Ring Chromosome 22 Resources

Teaching self-regulation and autism spectrum disorder

Things to know about Angelman Syndrome

Turner Syndrome Characteristics

What is Prader Willi Syndrome?

William-Beuren Syndrome Resources

New Study Links Hyperfocus and ADHD

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Published By: ADDitude Magazine
Written By: Neil Petersen

A newly published study has pried the lid off the mysterious phenomenon of “hyperfocus,” tying it inextricably to symptoms of attention deficit disorder (ADHD or ADD) in adults.

Though not included in the official DSM-5 diagnostic criteria for ADHD, hyperfocus is a condition familiar to many individuals with ADHD who report becoming intensely focused on activities they find rewarding or interesting.

Anecdotally, we have known that, when a person with ADHD experiences hyperfocus, his or her attention becomes laser-like. They lose track of time, and distractions fade away. Switching to other tasks becomes difficult. But from a scientific standpoint, we’ve known very little about hyperfocus, most notably whether it is truly more prevalent among people with ADHD. To read the rest of the story, click here

Increased resources, support needed for individuals with autism as they age: report

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Published By: Global News
Written By: Michelle McQuigge

A think tank formed to understand the challenges faced by autistic seniors says there are few resources in place to address their specific needs.

A new report from the Aging and Autism Think Tank says the vast majority of research and programming geared toward autism focuses on children, leaving adults almost entirely out of the conversation. The study – compiled by academics, clinicians and autistic adults from five different countries and released by Autism Canada – says autistic people lose access to key resources once they age out of childhood and contends the problem intensifies the older they get. Click here to read the rest of the story.

 

Indepedence In The Morning

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Published By: Rainbows Are Too Beautiful

Mornings in our home are a sort of regimented chaos.  Three kids who all require some form of supervision, two schools to get to and all their gear. Although my kids may seem old enough to be doing a lot of the morning routine themselves, they have a few challenges

Anthony is 10 with autism and ADHD and although he goes to a mainstream school, he needs a lot more support than his peers to focus on and do things.  David is seven, and he attends a specialist autism unit.  His communication is extremely limited which can make doing anything challenging. Jane is five years old – she’s just entered Year 1.

In the past year I’ve learned more and more although the responsibility of getting all my kids out of the house and to school lies with me – I don’t have to do everything.  And the best way of doing this is to help each of my kids be more independent in their morning routine, helping each where they need it most.  Doing this means thinking about ways to help them develop their own skills.  Here’s some of the ideas we have used. Click here to read the rest of the story.

What are the biggest misconceptions about employing autistic people?

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Published By: Sheffield Hallen University
Written By: Dr. Luke Beardon

Some employers assume that because a person is autistic they will also have some kind of learning disability. This is absolutely not true for the majority. Autistic adults display a range of intellectual abilities – as do the predominant neurotype (PNT) (non-autistic) population – from low IQ to members of Mensa.

Here are five more misconceptions about autistic people in the workplace – and why they’re not true. Click here to read the rest of the story

Epilepsy Links and Resources

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Epilepsy is a neurological disorder which causes seizures through electrical impulses occurring in the brain. It is the fourth most common neurological disorder. Epilepsy affects 50 million people worldwide. In the U.S., 1 out of 26 people are affected. Want to learn more? click on the articles below.

37 helpful epilepsy resources

Apps for tracking seizure

Benign Roladric Epilepsy

Epilepsy Facts

Epilepsy driving and state regulations

Epilepsy-General Information

Lennox-Gastaut Syndrome

Ohtahara Syndrome

November is epilepsy month

West Syndrome

What you need to know about Dravet Syndrome

When an employee has a seizure

What to do when someone has a seizure

 

 

 

Overlap in traits of autism, attention deficit persists into adulthood

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Published by: Spectrum
Written by: Nicholette Zeliadt

Traits linked to autism and attention deficit hyperactivity disorder (ADHD) tend to co-occur even in adulthood, according to one of the first studies of the traits in that age group1.

The results extend support for the idea that autism and ADHD are intrinsically linked — a notion that is largely based on studies of children.

“Not much is known about the transition from later adolescence into adulthood with regard to autism and ADHD,” says lead investigator Ralf Kuja-Halkola, a statistician at the Karolinska Institute in Stockholm, Sweden. Click here to read the rest of the story.

Election Lesson Plan and Activities for Day Hab

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Since President Trump’s, election, there has been a vigorous interest in politics not only in the United States but also in other countries as well. The upcoming mid-term elections provides an opportunity for adults with developmental disabilities to participate through a lesson plan created not only on the upcoming election, but also ways to get individuals more involved on topics and platforms that impact their lives.

Sadly, I have heard very little from politicians on issues concerning people with disabilities and the impact it will have on people with disabilities and their families. This affords an opportunity to have real discussion with people on issues that are important to them through a series of multisensory activities.

  1. Who doesn’t like a game of bingo? Download the bingo template, make as many copies as you wish and set up an activity playing Bingo. Once you call out a name. use it as an opportunity to have discussion i.e. How would you describe a conservative? When is the election held? Below, click on the template


Bingo.download

2. The second activity includes a week-long lesson plan on election and representative in office using a multisensory approach.  The first day is set up for making an apple smoothie and a trip preparation activities allowing individuals to work on their social and money management skills. I left the lesson plan editable so that you can move activities around as you wish.


election.dayhab

Materials Needed for the lesson plan activities

Mock Voter Registration

mock voter registration

Apple Smoothie Recipe

Apple Smoothie Recipe

Caramel Apple Smoothie

Patriotic Printable Paper Chain

Free patriotic printable chain

Patriotic paper chain with needed supplies

Oh, this is also a great activity to use a home or school for students at the high school level.

 

ADHD Looks Different In Women. Here’s How — and Why.

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Source: ADDitude

From job opportunities to personal income to marital relationships, there’s hardly an area in which American women haven’t made great strides in recent decades. But when it comes to getting diagnosed with and treated for ADHD, women still have a long way to go.

ADHD in Women

Women are as likely as men to have ADHD, and the latest research suggests that ADHD in women causes even greater emotional turmoil. Yet ADHD is still thought of as something that affects only men and boys. Consequently, women with ADHD are more likely than men to go undiagnosed (or misdiagnosed), and less likely to receive appropriate treatment. Click here to read the rest of the story.

Teaching Children With Down Syndrome

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10 things teachers should know about Down syndrome

Down syndrome-Classroom strategies

Five instructional strategies for children with Down syndrome

Homeschooling a child with Down syndrome

Including and accommodating students with Down syndrome

Inclusive education for individuals with Down syndrome

Quick tips for teaching students with Down syndrome

Strategies for Learning and Teaching

Supporting children with Down syndrome in primary school

Supporting the student with Down syndrome in your classroom

Teaching numbers to children with Down syndrome

Teaching students with Down syndrome

Tips for teaching students with Down syndrome

What students with Down syndrome want teachers to know

Why Children With ‘Severe Autism’ Are Overlooked by Science

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Published by: Spectrum
Writtten by: Alisa Opar

 

It should have been a perfect day. Lauren Primmer was hosting an annual party at her home in New Hampshire for families that, like hers, have adopted children from Ethiopia. On the warm, sunny July afternoon, about 40 people gathered for a feast of hot dogs, hamburgers and homemade Ethiopian dishes. The adults sipped drinks and caught up while the children swam in the pool and played basketball. It was entirely pleasant — at least, until the cake was served. When Primmer told her 11-year-old son Asaminew that he couldn’t have a second piece, he threw a tantrum so violent it took three adults to hold him down on the grass.
The Primmers adopted Asaminew from an orphanage in Ethiopia in 2008, when he was 26 months old. They had already adopted another child from the same orphanage in Ethiopia, and they have four older biological children. From the beginning, Primmer says, “He would only go to me, not anyone else.” That tendency, she later learned, may have been a symptom of reactive detachment disorder, a condition seen in some children who didn’t establish healthy emotional attachments with their caregivers as infants.
About a year and a half later, the family adopted three more Ethiopian children — siblings about Asaminew’s age — and he became aggressive. “When they first came, Asaminew was very abusive,” Primmer recalls. “He’d bite and scratch them.” The Primmers had to install gates on all of the children’s bedroom doors for their safety. Soon after he entered preschool, Asaminew began lashing out at his classmates, too. His teachers suggested that he be evaluated for autism. Doctors at the Dartmouth Hitchcock Clinic in Manchester, New Hampshire, diagnosed him with the condition. In addition to his violent episodes, they took note of his obsession with lining up toy cars and flushing toilets, his habit of taking his clothes off in public and his tendency to not follow rules at home or school. Asaminew is intellectually disabled and speaks in short, simple sentences. Click here to read the rest of the story

8 Proven Stategies To Attract And Retain Job Candidates On The Autism Spectrum

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Published by: ERE Recruiting Intelligence
Written by: Samatha Craft

Here are several strategies for attracting and retaining autistic job candidates, based on my experience working as a job recruiter and community manager for a U.S. technology company that provides employment for individuals on the autism spectrum.

Understand autism from different perspectives

Take time to read up on autism, including cultural and historical context by respected journalist. Examples of two well-received books are: NeuroTribes: The Legacy of Autism and the Future of Neurodiversity and In a Different Key: The Story of Autism. Consider professional accounts from well-known experts in the autism field, such as psychologist Tony Attwood and job coach Barbara Bissonnette. Click here to read the rest of the story.

10 Things ADHD Is– and 3 It isn’t

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Published by: Self Magazine

Written by: Christiana Stiehl

Attention-Deficit/Hyperactivity Disorder, or ADHD, is one of those mental health conditions that has become cultural shorthand in a pretty inappropriate way. Ignoring the fact that “I’m so ADHD” isn’t even grammatically correct, throwing this acronym around to flippantly explain distraction or disinterest waters down the true meaning of this extremely nuanced disorder. Not only that, it can further isolate those who do have ADHD, since they’re often already misunderstood. To dispel some of the common myths surrounding ADHD, we’ve broken down what the disorder actually is—and a couple things it isn’t, too. Click here to read the rest of the story

What is Stimming?

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Published by: Medical News Today

Written by: Lori Smith

Repetitive body movements or repetitive movement of objects is referred to as self-stimulatory behavior, abbreviated to stimming. Stimming can occur in people with autism and other developmental disabilities.

Some people will stim when nervous, employing behaviors such as pacing, biting their nails, hair twirling, or tapping their feet or fingers.

In this article, we will examine why stimming occurs and the different types that occur. We will also look at what can be done if someone’s stimming behaviors are causing them problems in day-to-day life. Click here to read the rest of the story

What Does OCD Look Like In The Classroom?

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Published by: Child Mind Institute
Written by: Dr. Jerry Bubrick

For children who have obsessive-compulsive disorder, functioning in school can be complicated and very difficult. And for a teacher, it can be easy to misread the symptoms of OCD as oppositional behavior on the child’s part, or as ADHD.

But if teachers can recognize the behaviors associated with OCD, especially when a child is embarrassed and trying to hide his anxiety, they can help save him to receive treatment or make adjustments to from unnecessary struggle, and clear the way for him to learn successfully. Click here to read the rest of the story.

Children With Autism and Breaks In Routine

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Published by: Kid Companion
Written by: Lorna dEntremont

A child with autism spectrum disorders (ASD) may have greater difficulty in accepting changes of routine. This may be due to their greater need for predictability or difficulty when a pattern of routine is disrupted. Vacations, family visits, or field trips can be over-stimulating and distressing for the child with autism. If this is the case with your child, prepare BEFORE a scheduled change in routine occurs like before school breaks and for summer vacation. Click here for the rest of the story

Setting Students With ADHD Up for Success

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Published by: Eutopia
Written by: Nina Parrish

Teachers often come to the classroom with an unclear understanding of attention-deficit/hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students—11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.

As a special education teacher and tutor who coaches struggling students (many with ADHD), I have found several classroom strategies to be effective. Click here for the rest of the story

Emergency Plans Need to Be in Effect for Students with Disabilities

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Published by: Cerebral Palsy News Today

Written by: Jessica Grono

School violence, unfortunately, is on the minds of thousands of people. Protection of our children is extremely important, and it is imperative to find the right plan to keep everyone safe. As more schools implement drills and plans to protect children and staff, children with disabilities aren’t included in the planning. How can we, as a nation, fix this huge safety dilemma for students with disabilities? Click here to read the rest of the story

Classroom Accommodations for Autistic Students

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A few weeks ago, I had the opportunity to speak to a parent who voiced her frustration with her daughter’s school. Although her daughter is diagnosed with autism, she falls on the mild range of the spectrum meaning her deficits are ignored. This becomes challenging for a teacher who may not recognize the signs and symptoms of an autistic child.

Girls, in particular, often develop the ability to disappear in a large group. Imagine the amount of energy it takes to pretend you hold the same characteristics of others.  This leads to both depression and anxiety in children with autism. There are also sensory challenges a student with autism may face including auditory, visual and tactile.

Reading non-verbal cues forces a child and even some autistic adults to work harder everyday which causes exhaustion and can possibly lead to anxiety.

There are a number of ways to accommodate  a student with autism. If you are a teacher, read as much information as you can on autism. each child is different so it will help to get feedback from parents who can help provide the right accommodations.

The following articles provide great information on both modifications and accommodations  which can be put into the child’s IEP:

10 tips for making middle-school work for kids with autism

14 possible IEP accommodations for children with autism/ADHD

20 classroom modifications for students with autism

23 classroom accommodation suggestions for kids with autism and Asperger’s syndrome

Accommodations and supports for school-age students with autism

Asperger syndrome/HFA and the classroom

Common modifications and accommodations

IEP considerations for students with autism spectrum disorder

Recommendations for students with high-functioning autism

Supporting learning in the student with autism

Decoding The Overlap Between Autism and ADHD

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Written by: Ricki Rusting

Published By: Spectrum

Every morning, Avigael Wodinsky sets a timer to keep her 12-year-old son, Naftali, on track while he gets dressed for school. “Otherwise,” she says, “he’ll find 57 other things to do on the way to the bathroom.”
Wodinsky says she knew something was different about Naftali from the time he was born, long before his autism diagnosis at 15 months. He lagged behind his twin sister in hitting developmental milestones, and he seemed distant. “When he was an infant and he was feeding, he wouldn’t cry if you took the bottle away from him,” she says. He often sat facing the corner, turning the pages of a picture book over and over again. Although he has above-average intelligence, he did not speak much until he was 4, and even then his speech was often ‘scripted:’ He would repeat phrases and sentences he had heard on television. Read the rest of the story here

25 Must-Read Resources for Siblings of Children and Adults With Disabilities

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This is an article that I have wanted to write for a long time as it is personal to me. I watch my youngest nephew growing up with the responsibility of caring for his older brother with a disability. From helping him get dressed in the morning to looking out for him while in school. As my nephew without disabilities grew, he would ask me why his brother was treated so special by others around him which is a difficult question to answer. Now an adult with a family of his own, he still is protective of his brother and continues to love him and look out for him.

Children who have siblings with disabilities often carry an added weight. They are protective of their siblings and from this added experience, it has taught them to be compassionate towards others. the following resources are useful for siblings, parents and providers looking for information to help families with disabilities.  Please email me at specialneedsresourceblog@gmail.com if you have additional information that you would like to share.

Sibling Organizations and Support Groups

Sibling Leadership–The mission of the Sibling Leadership Network is to provide siblings of individuals with disabilities the information, support and tools to advocate with their brothers and sisters and to promote the issues important to them

Siblings of Autism-Siblings of Autism is dedicated to supporting the siblings of individuals on the autism spectrum through educational scholarships, respite funds and outreach programs.

The Sibling Support Project– National program dedicated to the life-long and ever-changing concerns of brother and sisters of people with special health, developmental, and mental health concerns

Sibling Resources– A growing network of adult siblings of people with intellectual disabilities and developmental disabilities. Provides up-to-date information, resources and training opportunities.

Sibling  Support Resources

I Am A Sibling- The ARC

Sibling Support- Family Drug Help

There with Care

SOCIAL MEDIA

Facebook Group

Sibling of Children with Disabilities

Instagram

Special_Needs_Siblings

Siblings of Autistic Kids

Sibling of Special Needs

Twitter

Sibs

Special Needs Siblings

Article Links

5 ways to support siblings in special needs families (Child Mind Institute)

8 things siblings of children with special needs struggle with (Washington Post)

10 great books if you have a sibling with special needs (Friendship Circle)

12 ways to support siblings (Brooks Publishing Company)

Caring for siblings of children with special needs (Kids Health)

Dear sibling to a child with special needs (The Mighty)

Emotional problems facing siblings of children with disabilities (Psychiatry Advisor)

Having an autistic sibling (National Autistic Society)

Helping siblings of children with autism spectrum disorder (Raising Children)

Siblings and Cerebral Palsy (Cerebral Palsy Guidance)

Sibling Issues (Center for Parent Information and Resources)

Sibling of children with disabilities (Psychology Today)

Supporting siblings of children with disabilities in the school setting (ERIC.ed)

Ways a child care providers can support siblings of children with special needs (Extension)

Technology Has Opened Doors For Those With Disabilities

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Technology Has Opened Doors for Those with Disabilities
Written by: Jessica Grono
Published By: Cerebral Palsy News Today

No matter what type of cerebral palsy a person has, it limits their independence to a certain extent. Independence is amazing, especially when you have such a limited range of freedom. Technology has improved the quality life of thousands of people who have significant disabilities. I know that each time I can do an action for myself, the feeling is indescribable. This week online, I learned of two children who have experienced the unexpected, thanks to advances in technology. Click here to read the rest of the story

Autism and Sensory Overload

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Even more challenging, it can be difficult for people with autism to “just ignore” sensory information as it comes in.So, unlike people with typical sensory systems, people on the spectrum may not be able to, for example, notice a car alarm going off and then decide not to listen to it. Some of the environmental challenges that can negatively impact people with autism include Click here to read the rest of the story

Study of Nonverbal Autism Must Go Beyond Words, Says Expert

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Source: Spectrum
Author: Sarah Deweedt

Roughly 25 percent of people with autism speak few or no words. A generation ago, that figure was closer to 50 percent. Most researchers agree that the decline is due to the recognition of more people with milder forms of autism, as well as to the advent of early intervention programs  that have helped more children. Click here for the rest of the story.

12 Tips for Teaching Tactile Skills to Struggling Braille Readers

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Collage of 12 tips for teaching tactile skills to struggling braille readers
Source: Paths to Literacy

Struggling braille readers may easily become frustrated or discouraged, so it’s critical to find ways to ensure success whenever possible.  Here are some strategies to promote tactile skills with struggling braille readers:

  1. Implement a variety of tactile activities throughout the daily schedule. Students need practice not just reading braille, but also using tactile information.
    • Put an article in a bag and have the student remove it and describe it – NOT tell you what it is. Ask them to think about questions, such as how much does it weigh, how long, what shape, what else might be like this, what is the purpose of the item, how is it different from yesterday’s item, etc. This is a good starter for lessons, introducing seasons of the year, special events, common knowledge, etc.
    • I recall putting a boat in the bag when the movie Titanic was showing.
    • Another example would be a stapler, and then to teach students how to use it. By third grade kids need to use one daily to help their teacher pair braille and print pages.
    • A pen and pencil can help to teach likenesses and differences.
    • Every fruit imaginable showed up in the bag and then we had tasting parties one year.
    • Toys like a yo-yo, or other toys of the day can be put in the bag.
    • Students must answer in complete sentences (no one word answers). In fact students should be taught to respond to all questions in complete sentences.
    • All this ties into improving sentence structure, writing, common knowledge, and even social skills.

Click here to read the rest of the story

Autism Sensory Difficulties and How to Address Them

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Autism Sensory Difficulties and How to Address Them

 

 

 

 

 

Source: Durham Region Autism Services

People with Autism Spectrum Disorder (ASD) typically have difficulty processing sensory information such as sounds, sights, and smells. This is usually referred to as having issues with “sensory integration”, or having sensory sensitivity, and is caused by differences in how the brain of a person with ASD understands and prioritizes the sensory information picked up by the body’s many sensory receptors. When this breakdown in communication becomes too intense, the person with ASD may become overwhelmed, anxious, or even feel physical pain. When this occurs, some with ASD may act out. Click here to read the rest of the story.

Troubleshooting Common Problem Areas in Children with Autism

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Troubleshooting Common Problem Areas in Children With Autism
Source: Durham Region Autism Services

When dealing with a child on spectrum, the presence of sudden or chronic behaviours that are aggressive, odd, or socially inappropriate can present challenges one may feel ill-equipped to understand and deal with. Being prepared ahead of time can help a great deal in managing these issues in the calm, logical way. The following questions and answers cover some of the most common problems that arise with the behaviour of children (and some adults) who have Autism Spectrum Disorder (ASD). Click here for the rest of the story.

Autism and Managing Multi-Tasking and Memory

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Source: (Huffington Post)
Writer: Mary Bailey

There are studies and articles that explore the mysteries of multi-tasking and memory in the life of individuals with autism, but there are still huge question marks which have yet to be answered. In my own search for the keys to Chase’s brain, I learned that researchers have discovered that the brains of children with autism are inflexible at rest-to-task performance. This basically means that specific brain connections do not change or function as they should, when switching from a resting-state to a task-state. There can also be impairments in the parts of the brain responsible for prospective memory (remembering things that need to be done in the future) and retrospective memory (remembering things that occurred in the past). Click here to read the rest of the story

What’s the Difference Between High and Low Functioning Autism?

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Teacher helping student in classroom
Source: (Very Well)
Author: Lisa Jo Rudy

People with autism are often described as being “high functioning”  or ” low functioning” But there are no such diagnoses in the diagnostic manual.

In 2013, new diagnostic criteria for autism were created to describe three levels of autism. These levels are supposed to describe the level of support each individual requires.  But there is nothing in the criteria that describes which strengths or challenges would slot an individual into a particular level.

And of course the level of support required by any individual varies based on the situation and setting.

So what is meant by these terms? The answer isn’t obvious. Click here to read the rest of the story.

Why “High Functioning” Autism Is So Challenging

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Man with head in the clouds
Source:(Very Well)
Author: Lisa Jo Rudy

The autism spectrum is very large.  If you think of it as a rainbow (or a bell curve), you’ll note that there’s an awful lot of the spectrum that is at neither one end nor the other — but somewhere in the middle.

At this point in history, we don’t have good information to tell us whether MOST people on the autism spectrum are “somewhere in the middle,” but it is clear that the lion’s share of media attention goes to folks at the high and the low ends of the spectrum — that is, the profoundly disabled and the very high functioning. Please click here to read the rest of the story.

Autism and Obsessive Compulsive Disorder: Similar But Different

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little girl playing with hands
Source: (Very Well)
Author: Lisa Jo Rudy

Obsessive Compulsive Disorder (OCD) is often misunderstood to be a condition in which individuals have a strong desire for order and repetition, or an intense focus on details. As a result, many people believe that autistic behaviors and preferences are a sign of OCD.  But autistic behaviors such as rocking or flicking fingers — or a desire for a structured routine — are actually quite distinct from the very specific qualities of OCD. Click here to read the rest of the story

How A Transition Coordinator Can Prepare Your Child For Life After School

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How a Transition Coordinator Can Prepare Your Child for Life After School
Source: (Friendship Circle)

The transition from high school to whatever comes next can be stressful for students with special needs and their parents. Guiding them through this passage is a school transition coordinator or specialist. If you haven’t made contact with this individual at your teen’s school yet, don’t wait.

I had my first meeting with our high-school transition coordinator, Barbara Milewski, when my daughter was still in middle school. I wanted to find out what I should be worrying about and planning for. Not only did she reduce my anxiety, she also pointed me toward a county agency that gave my daughter a job that summer. As school meetings go, that one was unusually productive.

Since many parents don’t know such a resource exists, I asked Mrs. Milewski — who has decades of experience helping young people through this transition as a district guidance counselor, school social worker, case manager for special-education students, and transition coordinator — to share a little bit about what transition coordinators do and why you should seek yours out. Click here to read the rest of the story.

What Does Sensory Processing Look Like In Adults?

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Sensory Processing Disorder in Adults
Source: (ADDitude)

Sensory Processing Disorder (SPD) manifests in many small, sometimes maddening ways. Itchy tags may be unbearable. Loud music intolerable. Perfume simply sickening. Whatever the specific symptoms, SPD makes it difficult to interact with your daily environment. This impacts how you relate to others, study and learn, participate in sports and group activities, and follow your dreams. It is a unique and challenging neurological condition associated with inefficient processing of sensory information, and it deserves serious support.

SPD disrupts how the brain — the top of the central nervous system — takes in, organizes, and uses the messages received through our body’s receptors. We take in sensory information through our eyes, ears, muscles, joints, skin and inner ears, and we use those sensations – we integrate them, modulate them, analyze them and interpret them — for immediate and appropriate everyday functioning. Click here to read the rest of the story.

The Challenges of Being a Hyperactive Grown-Up

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adhd

Source: (Hong Kong Free Press)

Under the dim yellowish light, a woman is preparing the bar to welcome its customers later today. She checks there are sufficient bottles of wine, then walks over to another side of the bar to check the roster. From time to time, she takes out her phone and speaks into it, making voice notes. Grace Ma Lai -wah, who owns Club 71 in Central, was diagnosed with attention deficit hyperactivity disorder (ADHD) just over a decade ago. It means the 63-year-old tends to forget things and relies on her smartphone for reminders. Click here to read the rest of the story.

What It’s Like To Have A Sibling With Autism

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via Pinterest
Source: (Affinity Magazine)

Being afraid to invite friends round in case they didn’t understand, watching your parents work endlessly to get them the best quality of care, not always being able to help or understand why your sibling was so upset or in pain, these are only a few of the list of problems people with a sibling with autism and their family face every day. For me, my brother has been this sibling for me. Click here for the rest of the story.

8 Reasons Why You Should Hire Someone With Asperger’s Syndrome

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penelope trunk
Source: (Life Hack)

When you hear the word Asperger’s, what kind of person do you think of?

Asperger’s Syndrome (ASP) is a type of mild autism that affects an average of 1 in 88 children in the US. In popular media, there are certain stereotypes attributed to people with Asperger’s (just think of Sheldon Cooper from TV’s Big Bang Theory). Often, due to their unusual gifts and behavior, highly creative and gifted people are labeled with Asperger’s, especially if they are socially awkward.

Furthermore, there’s been a trend recently where “experts” diagnose famous people with Asperger’s posthumously. The list of “diagnosed” includes Abraham Lincoln, Albert Einstein, George Washington, and many others. Obviously, such post-mortem diagnoses are nonsense. Diagnosing Asperger’s is a difficult process and such diagnosis can only be established by psychiatrists or psychologists. They typically use specialized psychoeducational assessments to diagnose Asperger’s syndrome. To read the rest of the story, Click Here

My ADHD Story and What You Can Do

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Source: The Bender Bunch

Attention Deficit Hyperactivity Disorder, known as ADHD is a behavioral condition that affects nearly 11% of our student population. These children are typically very impulsive, hyper, and struggle to pay attention and remain on task.

You may say, “Well that’s me.” Many of us have difficulties paying attention when something doesn’t interest us, or sometimes we may feel hyper. I do! But children with ADHD struggle so much with these behaviors that it often takes over and affects every aspect of their life; home, school, and their social life. Click here for the rest of the story.

Activity Ideas for Developmental Disabled Adults

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Board games.
Source: E-How

When it comes to activities, disabled adults have distinctive needs. Unlike average adults, disabled people may require the help of respite workers to do certain activities. However, the needs of disabled adults are not always comparable to those of disabled children because many disabled adults are sexually mature and socially competent. Many activities meet the needs of developmentally disabled adults. Click here to read the rest of the story

4 Things You Must to Make Standards-Based Instruction Meaningful

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Standards-based instruction can be tough for students with significant disabilities. Here are 4 tips to help make it meaningful for our students.

 

 

 

 

 

I’ve been thinking a lot these past few weeks about standards-based instruction.  I’ve been working on a presentation to help teachers teach based on the standards.  Most (if not all) states require standards-based instruction be identified in the IEP.  In addition, we evaluate our students based on the grade-level standards, even the students taking the alternate assessment.  So, how do we keep what we teach relevant to the lives of most of our students? How do we make our teaching meaningful and functional for students who are not college bound.  For those students who will need significant support after school, how do we help them use science and social studies information daily? Click here to read the rest of the story

 

A Board Game Designed to Help Autistic Adults Make Friends

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Source: Innovation by Design

Almost everyone can relate to the feeling of social isolation—lunch time at a new school, a party with no familiar faces, the first day on the job. But it’s a particularly persistent problem for many young adults on the autism spectrum, who report feeling left out socially with few friendships or invitations to gatherings. While there are many resources for children with autism, there are few aimed at helping an older demographic make friends and find their way in a social world. Click here to read the rest of the story

First Week Activities in Special Education

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Source: Breezy Special Ed

How do you start the first week in a special education class? I’ve been asked this question a lot lately, and understandably why! I think every teacher, no matter how long they have been teaching, has some sort of nightmares or sleepless nights about the first day/weeks (am I right?!). Click here for the rest of the article

American Sign Language Resources

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asl.header

Fact: American Sign language is similar to French Sign Language.  Although American and Britain’s written language is the same. The sign  language is remarkably different.
Sign Language Timeline

1760- Father Charles-Michel De L’Eppe started a deaf school in France.

1771- First free public school for the deaf was established by Charles-Michel de L’Eppe

1864- President Abraham Lincoln signed a law establishing the National Deaf Mute College in Washington, D.C

1871- The American School for the Deaf was founded by Laurent Clerc, Thomas Hopkins Gallaudet and Mason Cogswell in Hartford, Connecticut

1880- Educators in Milan, Italy passed a resolution banning sign language in schools.

1880- Deaf people began to fight for their language thus establishing the National Association of the Deaf

1893- Agatha Tiel Hanson was he first deaf woman to graduate from Gallaudet with a four-year degree.

1894- The football huddle was invented by Gallaudet University football team to keep their opponents from eavesdropping on the quarterback in American Sign Language.

1972- The first text on teaching ASL was published

Youtube American Sign Language

Baby Sign Language Resources

Baby Sign Language.com

Baby Sign Language: 21 words to sign and know

Teach your baby sign language

Top ten starter signs

 

Happy Holidays!

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HAPPY HOLIDAYS2015

Special Needs Resource Blog will take a break during the holidays and will return Monday, January 4, 2016 with new information, tools and resources to post including more downloadable free tools and templates Monday thru Thursday. I am excited and look forward to sharing more resources with you in the new year.
Thanks to all of you for following my blog this year. Wishing you and your families joy and peace all through the holidays and throughout the new year. May the spirit of the holidays be with you throughout the new year.  🙂   🙂