10 Passover Craft Activities

Passover,m also known as Pesach is the Jewish festival celebrating the exodus of the Israelite’s from Egyptian slavery. There are craft ideas in the link below that are fun as well as improving fine motor skills including writing, cutting, gluing, painting and buttoning.

Other skills developed from these activities include attention to task, following directions, following two- step commands, and listening.

8 fun crafts to get kids ready for Passover

8 Passover activities to do with your kids

9 great Passover crafts

10 kid friendly crafts for Passover

15 DIY Passover Seder plates your kids will love to make

15 Passover games and activities

Passover activity pages for kids

Passover crafts for kids

Passover teacher resources

Planning a child-friendly Seder

COVID-19 and Handwashing Powerpoint

Most news today whether it is social media, newsprint or broadcasting, focuses on the crisis of the COVID-19. It seems information changes everyday and we are still learning ways to protect ourselves. When the news of COVID-19 first appear, there was emphasis on the implications for people who have severe underlying conditions  such as heart or lung disease and diabetes. The picture painted were people that were over the age of 65 who were more likely to be at risk for developing serious complications from COVID-19.

It occurred to me that very little information indicated that people with disabilities and special risk also fall under the high risk category. for us who are parents or professionals  (in some cases both), we know the dangers of this deadly disease for children and adults with serious medical issues.

Many special needs children and adults have co-occurring issues including chronic heart disease, GI issues, diabetes, asthma, seizure disorders, GERD, and breathing issues.

For this reason, it is all the more reason to ensure that professionals, frontline staff and families know how to hand wash properly.  The Powerpoint focuses on the transmission of the virus as well as the appropriate way to wash hands. You will find the link to the Powerpoint at the bottom of the page.

COVID-19 and Hand Washing

2020 Autism Conferences

Are you planning on attending any conferences this year to build up your professional arsenal? Attending conferences and seminars serve the purpose of increasing knowledge, expertise, and application. The following conferences and seminars listed vary from 1-day to 3-day seminars. Click on the link to get additional information.
January

27th Annual Florida Statewide Card Autism Conference
Date: January 17-19, 2020
Location: Orlando, Fl.

Annual Autism conference for families, educators, professionals and autistic adults.

ICADD International Conference on Autism and Developmental Disorders
Date: January 30-31, 2020
Location: Dubai, United Arab Emirates

CASP The Council of Autism Service Providers Annual Conference
Date: January 13-14, 2020
Location: Scottsdale, AZ

7th Annual Conference on Depression, Anxiety and Stress Management
January 20-21, 2020
Barcelona, Spain

Autism Spectrum Disorder Across the Life Span
Date: January 11, 2020
Location: Boston, MA

DADD 21st International Conference on Autism, Intellectual Disability and Developmental Disabilities
Date: January 22, 2020
Location: Sarasota, FL

Future Horizon
An Evening with Temple Grandin
Date: January 28, 2020
Location: Atlanta, GA

Features Renown Dr. Temple Grandin who will give insight backed by research evidence and own experience.

February

DFW Autism Conference
Date: February 6-7, 2020
Location: Hurst, TX

Autism Conference and Training
Date: February 7-8, 2020
Location: Vancouver, BC

Future Horizon
An Evening with Temple Grandin
Date: February 11, 2020
Location: Oklahoma City, OK

Features Renown Dr. Temple Grandin who will give insights backed by research evidence and own experience.

Future Horizon
An Evening with Temple Grandin
Date: Lubbock, TX
Location: February 17, 2020

Features Renown Dr. Temple Grandin who will give insight backed by research evidence and own experience.

National Autistic Society- Autism Professional Conference
Date: February 27-28, 2020
Location:Birmingham, London

19th Annual Alabama Autism Conference
Dtae: February 28, 2020
Location: Tuscaloosa, AL

2nd European Autism Congress
Date: February 28-29
Location: Budapest, Hungary

March

Professional Development and Parent Seminars
Date: March 5, 2020
Location: Albany, New York

Autism Conference and Training
Date: March 5-6, 2020
Location: Edmonton, AB

Southern Maine Autism Conference
Date: March 7, 2020 8am- 4pm
Location: South Portland, ME

2020 Autism Matters Conference
Date: March 20, 2020
Location: Orange Beach, AL

Autism Through the Life Span
Date: March 21, 2020 8:45-4:30
Location: Li Ka Shing Conference Center
291 Campus Drive, Stanford University

Autism Society National Conference
2020 Disability Policy Seminar
Date: March 23-25, 2020
Location: Washington, DC

11th Annual Honestly Autism Day
Date: March 28, 2020
Location: Hunt Valley, MD

April

Autism Conference and Training
Date: April 2-3, 2020
Location: Ottawa, ON

Nebraska ASD Network State Conference
Date: April 2-3, 2020
Location: Lincoln, NE

Autism Conference and Training
Date: April 16-17, 2020
Location: Halifax, NS

Autism Converge Autism Summit 2020
Date: April 23-25, 2020
Location: Greenville, SC

Autism Society of Greater Wisconsin 31st Annual Conference
Date: April 30- May 2, 2020
Location: Wisconsin Dells, WI

May

International Society for Autism Research
Date: May 6-9, 2020
Location: Seattle, Washington

Autism Conference and Expo Georgia
Date: May 13-14, 2019
Location: Georgia State University
Atlanta, GA

June

Autism Research Conference
Date: June 4
Location: New York, NY

National Autism Conference
Milestones Autism Resources
Date: June 11-12, 2020
Location: Cleveland, OH

October

Autism New Jersey Annual Conference
Date: October 15-16, 2020
Location: Atlantic City, N.J.

Fragile X Syndrome Teaching Strategies Resources

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)

Most States Failing To Meet Requirements Under IDEA

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.

School Accomodations for Students Diagnosed with Fetal Alcohol Spectrum Disorders

The Centers for Disease Control and Prevention (CDC) describes Fetal Alcohol Spectrum Disorders as a group of conditions that can occur in a person whose mother drank during pregnancy. The effects of the fetal alcohol disorders includes many learning challenges including hyperactivity, poor attention span, memory issues, coordination challenges, anxiety, speech and language delays, problem-solving issues, difficulty staying on task, behavioral challenges and social interaction.

Some children with FASD have co-occurring disorders or are often mis-diagnosed.

The following are the most common disorders:

  • Oppositional Defiant Disorders (ODD)
  • Attention Deficit Hyperactive/Inattentive Disorder (ADHD)
  • Learning Disabilities
  • Speech and language delays
  • Anti-Social Personality Disorder

The following are Accommodations that will help students succeed:

  • Use a multi-sensory approach to learning
  • Allow extra time for testing assessments
  • Chunk the test into parts
  • Reduce distractions by using preferential seating
  • Allow the student to take breaks
  • Use oral test
  • Provide oral instructions
  • Use a checklist for the student to use
  • Allow the student to use a timer
  • Use repetition
  • Check in with the students for understanding and provide feedback
  • Teach calming strategies
  • Use assistive technology
  • Use social stories
  • Teach social skills

Teaching Students with Angelman Syndrome

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

Symptoms
  • developmental delay
  • intellectual disability
  • epilepsy
  • microcephaly
  • short attention span
  • happy demeanor
  • hyperactivity
  • hand-flapping
Associated Behaviors
  • tongue thrusting
  • feeding problems during infancy
  • sensitivity to heat
  • frequent drooling
  • attraction to water
Prevalence

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.

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

Data Collection for Special Education Teachers

Writing IEP goals and objectives includes collecting data to track the progress of the special needs student. The following links and resources includes information on measuring progression, organizing data and tracking IEP goals

16 hacks for making data collection a piece of cake

Data collection for IEP’s: Measuring progression toward a goal

Data collection for individualized education plan implementation

Data collection for special education teachers

How to organize special education data for easy review

IEP and goals data collection 

IEP data collection

IEP data collection methods

Tips for setting and tracking IEP goals

Using Google docs to collect data for IEP goals

Bathing Training Curriculum For Direct Support Professionals

Click here to print PDF version of article
Studies show that most accidents occur in the home. There are a number of factors that increases this number in a residential setting. For example, Staff are responsible for providing care to more than one person and the may also be responsible for a number of other duties including, preparing dinner, giving out medication and working on performance goals. Given these factors, it is vital that attention and skill is given during bathing time. One minute away, could lead to a disastrous event.

The following is a training curriculum that serves to train staff (Direct care Professionals) on bath safety. I have included the lesson plan also in a PDF format and a demonstrative checklist. Once completed, staff should be able to show their competency level in bathing an individual safely. This training also satisfies and supports Core Competency 5 (safety) and Core Competency 6(Having a home).

Title:  Bath Safety Training

Description Training:

This module is intended to provide direct support professionals with principles and strategies which will assist them in the preparation, supervision and assistance necessary to ensure the safety of people with developmental disabilities. The first section focuses on identifying and evaluating required staff supervision. Section 2 includes the responsibilities of staff during bathing time.

Learning Objective(s):

  • Demonstrates steps to ensure all necessary bathing items are in the bathroom before preparing for bathing time.
  • Evaluate the level of supervision needed
  • Define the characteristics of a burn
  • Distinguish temperature for bathing vs. showering
  • Identifying the process of bathing residents to ensure the process is safely carried out.
  • Explain the risk for people with disabilities

Maximum Group Size:

Training segment 10- competency portion should be conducted one person at a time.

Blooms Taxonomy:

  • Remember
  • Understand
  • Apply

Required Employees: Direct Support Professionals

Materials:

  • Handout
  • Handout
  • Competency test
  • Competency
Training:  1 Hour
Objective 1: The participants will be able to explain bathing risk for people with disabilities

Lecture:

The trainer will begin this session with a brief introduction on the magnitude of the problem regarding accidental deaths, bathing injuries including scalding. In your own words, please say the following:

Studies show that after the swimming pool, the bathtub is the second major site of drowning in the home including residential settings with seizures accounting for most of the common causes of bathtub drowning.

The National Safety Council reported that one person dies everyday from using bathtub in the United States. That more people have died from bathtub accidents than all forms of road vehicle accidents.

Injuries from the bathroom included slipping and falling when entering or exiting the bathtub or shower.

A study concluded by the State University of New York State found bathing difficulties included maintaining balance when bathing and making transfers.

Inform participants the following:

Near-drowning happens very quickly. Within three minutes of submersion, most people are unconscious, and within five minutes the brain begins to suffer from lack of oxygen. Abnormal heart rhythms (cardiac dysrhythmias) often occur in near-drowning cases, and the heart may stop pumping (cardiac arrest). The blood may increase in acidity (acidosis) and, under some circumstances, near drowning can cause a substantial increase or decrease in the volume of circulating blood. If not rapidly reversed, these events cause permanent damage to the brain

Ask – How much water does it take to drown?

Answer- inches of water in the bathtub. Any amount of water that covers the mouth and nose.

Who is at -risk?

Tell the participants the following people are considered high risk for accidents and drowning in the bathtub or shower:

  • Older people
  • Residence with a history of seizures
  • Residents diagnosed with dementia or Alzheimer
  • Residents who require assistance or supervision for mobility, transfer or ambulation.
  • Lack of understanding of one’s own physical and cognitive limitations.

Scalding

The trainer will introduce the segment on scald burns. Tell participants that individuals with physical, cognitive and emotional challenges are at high risk for burn injuries due to mobility impairments, muscle weakness and slower reflexes.  Further explain that, sensory impairments can result in decrease sensation in the hands and feet with the resident not realizing the water is too hot.

The instructor will discuss the following handout:

Time and Temperature relationship to Severe Burns

Water Temperature Time for a third degree burn to occur
155° F 1 second
148° F 2 seconds
140° F 5 seconds
133° F 15 seconds
127° F 1 minute
124° F 3 minute
120° F 5 minutes
100° F Safe temperature for bathing

 

Objective 2: Define the Characteristics of a Burn

In this section, the trainer will give the definition of a burn, Explain to participants that a burn is damage to the skin and underlying tissue caused by heat chemicals or electricity.

Further explain, Burns range is severity from minor injuries that require no medical treatment to serious, life-threatening and fatal injuries. Further explain that burns are categorized by degrees. Have participants turn to the handout on burns.

Superficial (first degree burns)

  • Causes : sunburn, minor scalds
  • Generally heal in 3-5 days with no scarring

Characteristics;

  • Minor damage to the skin
  • Color- pink to red
  • Painful
  • Skin is dry without blisters

Partial thickness (second degree) burns

  • Damages, but does not destroy top two layers of the skin
  • Generally heal in 10-21 days
  • Does not require skin graft*
  • Skin is moist, wet and weepy
  • Blisters are present • Color – bright pink to cherry red
  • Lots of edema (swelling)
  • Very painful

Full thickness (third degree) burns

  • Destroys all layers of the skin
  • May involve fat, muscle and bone
  • Will require skin graft for healing*
  • Skin may be very bright red or dry and leathery, charred, waxy white, tan or brown
  • Charred veins may be visible
  • Area is insensate – the person is unable to feel touch in areas of full thickness injury

*Except for very small (about the size of a quarter) full thickness burns will require a skin graft to heal.  The patient is taken to the operating room where all the dead tissue is surgically removed. Skin is taken or harvested off an unburned or healed part of that person’s body and grafted or transplanted to the clean burn area. In seven to 14 days, this grafted skin “takes” or adheres to the area and becomes the person’s permanent skin. The donor site (where the skin was harvested from) is treated like a partial thickness burn and heals within 1- to 14 days.

Objective 3: Identify the process of bathing residents to ensure the process is safely carried out

The trainer will discuss the importance of following the appropriate steps when giving a resident a shower:

When escorting a resident to the bathroom, the following items should be gathered and taken to the bathroom:

  • Washcloth/bath sponge
  • Towel
  • Body wash/soap
  • Body lotion
  • Toothbrush
  • Toothpaste
  • Mouthwash
  • Hair shampoo
  • Hair conditioner

The trainer will remind participants not to leave the participants in the bathroom alone under any circumstances for those requiring supervision.

Ask- What circumstance might a person leave the person alone.

The participant should respond- none.

Click on the link below to download the competency checklist:

COMPETENCY DEMONSTRATION CHECKLIST

Click on the link below to download the training in Word format

bathing module