mid-south early childhood direction center - news spring 2015.pdf · provide large sticks of chalk...
TRANSCRIPT
and focusing on directions
will enable children with
ADHD to learn while having
fun.
Provide large sticks of
chalk for sidewalk drawing
or outdoor easels with paint
and brushes for children
with fine motor difficulties.
Adapt a beanbag game
for children with limited
vision by moving the equip-
ment closer to the child.
Encourage all children to
participate in physical activity
during outdoor playtime.
Offer praise and help each
child feel successful. Making
learning fun will lead to
other accomplishments for
children with special needs.
Source: Outdoor Activities for Special Needs Children, by Carolyn Tomlin
The National Coalition for
Promoting Physical Activity
(NCPPA) reports that
children who participate in
regular physical activities
develop the knowledge,
skills, behaviors, attitudes,
and confidence needed to be
active for life while providing
a welcome outlet for chil-
dren to be creative and
release pent-up energy.
These skills are especially
important for children with
special needs.
Here are some ideas to
make outdoor play fun
and accessible for all chil-
dren...
A child that uses a
wheelchair and has upper
body movement can throw,
bounce, and catch a ball in a
group activity. Match chil-
dren with disabilities with
typical peers. One child can
hit a ball, and the other child
can run the bases.
Provide large balls,
hoops, and other oversized
equipment for children with
visual challenges.
Provide a tape recording
of birdcalls you might hear
on a nature walk for children
with perceptual or sensory
deficit. Adjust the volume
control and make it available
when needed to accommo-
date these children as they
learn to identify different
sounds.
Place a 20-pound bag of
topsoil on a table for a child
with physical disabilities to
create a tabletop garden.
Cut several large “X” shapes
in the top of the bag and
insert small plants (marigolds
are easy to maintain) into
the spaces. Water and watch
grow.
Play a listening and mov-
ing game for children with
attention deficit disorder /
hyperactivity (ADHD). Place
objects on the playground or
designate points to tag or
run around. For example,
say, “Hop ten times on one
foot;” “Run around the
flagpole two times;” or
“Crawl the length of two
mats.” Listening, moving,
Outdoor Activities for Children with Special Needs
Bennett, S. and Bennett, R.
(1993). 365 outdoor activities you
can do with your child. Holbrook,
MA: Bob Adams, Inc. Publishers.
Additional Resources:
Miller, M. (1974). Kindergarten
teacher’s activities desk book.
West Nyack, NY: Parker Pub-
lishing Co.
Spring Edition, 2015
Mid-South Early
Childhood Direction
Center Special points of
interest:
SPRING safety tips
Sports
Bike Riding
Sun
Safer in 7
Inside this issue:
Top Sports Safety
Tips
2
Take the Helmut
Fit Test
3
Sun Safety 4
Safer in 7 5
Grow Beans 6
Positive Behavior
Pointers
7
NYS Ed Dept.
Update
8
James Ball FREE
Training Presenta-
tions
9
Participation in sports offers tremendous social, emotional and physical ben-
efits for children. We know that one of the worst things for kids is being on
the sidelines with an injury. As parents and coaches, there are simple things
we can do to help reduce preventable injuries – so our kids can continue
playing the games they love.
Before playing organized sports, make sure your child receives a pre-
participation physical exam, or PPE, by a doctor. This can help rule out any
potential medical conditions that may place your young athlete at risk.
Bring a water bottle to practice and games. Encourage children to stay well
hydrated by drinking plenty of water before, during and after play.
Stretching before practice and games can release muscle tension and help
prevent sports-related injuries, such as muscle tears or sprains. Make sure
there is time set aside before every practice and game for athletes to warm
up properly.
Take time off from one sport to prevent overuse injuries. It is an opportuni-
ty to get stronger and develop skills learned in another sport.
It’s also a good idea for coaches to get certified in first aid and CPR, learn
the signs and symptoms of a concussion and help avoid overuse injury by
resting players during practices and games.
SPORTS
TOP SAFETY TIPS
In 2012, more
than 1.24
million children
ages 19 and
under were seen
in emergency
departments for
injuries related
to 14 commonly
played sports
Page 2 Mid-South Early Childhood Direction Center
Before You Roll...Take the Helmet Fit Test
Page 3
The time has come to introduce your little kid to the beauty of bike riding. Let’s make sure
they are protected properly so they are free to learn and test their capabilities.
Regular use of sunscreen in children can lower their risk
of skin cancer by almost 78%. But remember that sun-
screen only works if you use it correctly and it does not
substitute for limiting too much sun exposure. Many
parents make the mistake of using sunscreen and then
allowing unlimited sun exposure.
SUN SAFETY to prevent damage
from too much sun exposure
It is now well known that exposure to sun puts people at
risk for skin cancer and premature aging and that most of
that exposure comes during childhood (80% of a person's
lifetime sun exposure occurs before they are 21).
There are many sunscreens available for safe use in children over six months
old. Pick one that offers UVA and UVB protection and that has a SPF of 15 or
higher (especially if your child has light skin). Apply the sunscreen in a thick coat
at least 30-45 minutes before going outside and reapply every two hours (or
more often in he/she is swimming or perspiring heavily).
Here are some other tips to protect your child from
the damaging effects of the sun.
Wear protective clothing, including a hat and long sleeve shirt and long
pants. Keep in mind that most clothing only has a SPF of 5-9, so you can
still get sun damage with a shirt on.
Limit exposure to the sun when it is at its strongest (10am-4pm).
Protect your child's eyes with sunglasses that protect against UVA and
UVB radiation.
Use sunscreen daily, even if it is cloudy, since most of the sun's radiation
penetrates clouds and can still cause sunburn.
Consider using a sunscreen with ingredients (such as zinc oxide or
titanium dioxide) that physically block the sun's radiation if your child
has sensitive skin.
DEET (a common insect repellent) lowers the effectiveness of sunscreens,
so use a higher SPF if you are using a combination product that has both a
sunscreen and an insect repellant.
Regular use of
sunscreen in
children can
lower their risk
of skin cancer
by almost 78%.
Page 4 Mid-South Early Childhood Direction Center
1. Tug on your kid’s car seat where the seat
belt goes. If it moves more than 1inch at the
base, tighten it up. About 73% of car seats
are not installed correctly, but we can show
you how to make sure your kid’s ride is safe.
SafeKids.org/carseat.
2. Secure furniture and TVs.
Mount flat screens and
keep bulky-style TVs on a
low and stable base, or re-
cycle them. Every two
weeks, a child dies from a
television or furniture tip-
over. Check your house for
furniture a child might try
to climb and for TVs that
could topple.
3. Make sure your smoke and
CO alarms are working.
Replace batteries every
year. When a young child
dies from a residential fire, a smoke alarm is
usually either not present or not working
because of dead or missing batteries. You
can’t see, taste, or smell carbon monoxide,
so your family needs both types of alarms.
4. Scan your home for places kids can get into
medicine. It is pills in purses, vitamins on
counters and medicine in daily reminder
boxes that curious kids get into. Every 8
minutes, a child goes to the ER for medicine
poisoning, and almost 9 times out of 10, the
medicine belongs to an adult. Look at your
house from a child’s perspective to see what
they can see or reach.
5. Keep laundry packets and cleaning supplies
up, up and away. Little ones love to explore
and often put things in their
mouths. Did you know that
every hour, poison centers re-
ceive a call about a child who
has gotten into a laundry deter-
gent packet? Take a moment to
place all cleaning products out
of sight and reach of little ex-
plorers.
6. Ask your kid’s coaches if they
have had concussion or sports
safety training. To keep kids
staying active and enjoying
sports, young athletes and
coaches need to know how to
stay hydrated, stretch thorough-
ly, use the right equipment and recognize
the signs and symptoms of concussions.
7. Take action against distraction. Distraction
impacts driving, walking, bath time, just
about everything. Here’s a challenge: take a
month to notice times when you or your
kids are distracted. Help each other remem-
ber to put down the phone (or whatever is
diverting you) and focus on looking out for
each other.
When it comes to safety for your children, you know the basics: buckle up, wear a helmet,
learn to swim, look both ways. Here are some lesser-known tips to make your family even
safer in 7 easy steps.
Page 5 Mid-South Early Childhood Direction Center
For more information, visit www.safekids.org
First stuff the cotton balls into a
glass jar. Then stick one bean on
each side of the jar. This way you
can watch two growing at once.
Butter beans work well and you
can use them right out of the
package.
Next, add water until the cotton
balls are damp but not too wet,
and place the jar in the window.
Within 2-3 days the beans should
start to sprout a small root, and
2-3 days after that it should begin
growing little tendrils.
After another 4-5 days the beans
should start developing a large
network of shoots coming off the
main root, and a sturdy stem
growing straight upwards.
And after another 4-5 days the
beans should start to grow very
steadily, tall and spindly with large
leaves seeking out the sunlight.
You can now carefully
remove the beans from
the jar and examine the
complex network of
roots that has entangled
themselves around the
cotton balls at the bot-
tom.
Tease the roots off the
cotton and replant the
beans into soil in pots
or directly in the garden.
Have your child water them
and watch how quickly they
grow outside.
How
exciting!
Talk about what plants need to grow, examine roots
and discuss how plants absorb water, talk about leaves
and what they are for, discuss lifecycles and growth.
Phase: Talk about growing and lifecycles in relation
to growing from a baby to a toddler to a child, look
at photos over time and note changes.
Math: Measure the growth of the bean and make
comparisons. Create a growth chart to track
progress.
Literacy: Make a bean diary and chart the appear-
ance of the bean on each day with diagrams and
labels.
GROW BEANS
Knowledge and understanding of the world/science:
Page 6
This is a really easy, visual way to teach children about root systems and is
a great way to celebrate Spring time. Plus it’s very exciting to watch how
FAST the plants grow!
All you need for this easy activity is a glass jar or bottle, some cotton
balls, and a bean!
Positive Behavior Pointers
Page 7 Mid-South Early Childhood Direction Center
Transitioning and the
insistence on sameness.
Among the most common
characteristics of a child with
Autism Spectrum Disorder
or the child with obsessive-
compulsive behavior is the
insistence on keeping things
the same. Once in motion,
they will tend to want to
continue in the same direc-
tion to the exclusion of oth-
er directions. This could be
the student who refuses to go on to the next activity until he has finished the first ac-
tivity. It makes going from one task to another very difficult. This can also be seen in
the student who has a hard time if seats are changed or the furniture is rearranged.
These children like schedules and hate surprises. They would prefer doing things the
same way every day, and can become upset or frustrated if changes are made.
SOLUTIONS!
A visual schedule is often helpful in
these situations. Knowing that the
day will progress from A to B to C is
sometimes enough for the child to
transition successfully.
Prompt the child prior to the transi-tion or a change in routine. If the
child understands what is going to
happen a few minutes in advance,
then he can mentally prepare for it.
Modify the amount of work expected
of the child. If there is a chance that
he may not be able to finish a task
within the given time, he may have
difficulty “letting it go” and moving
on. If he can be allowed to do a bit
less, this problem may be avoided.
Remind the child early in the day of
any expected changes to the usual
routine.
WHAT ARE THE COMMON CORE LEARNING STANDARDS?
The Common Core Learning Standards are the standards all students will be expected to
reach. Compared to New York State’s previous learning standards, they are more rigorous
in academic content, fewer in number but deeper in understanding. They are designed to:
help students gain the knowledge and skills that they need to think and work at a deeper
level;
create opportunities for all students to excel at reading, writing, speaking, listening,
language and math;
support students to think critically about what they read and the math that they do;
allow teachers and students to focus more deeply on fewer critical concepts in
mathematics;
build students’ abilities to apply what they have learned to the real world; and
ensure that all students can communicate strong ideas and
arguments in writing and react powerfully to what they
read
New York State has established Common Core Learning
Standards in three areas:
1. Prekindergarten Foundation for the Common Core
2. English language arts (ELA)/Literacy
3. Mathematics
New York State Ed Department Update:
WHERE CAN I FIND MORE INFORMATION?
Page 8 Mid-South Early Childhood Direction Center
There are many resources available for parents on the http://www.EngageNY.org website. For those of you
who have access to the internet, we encourage you to view the website, and particularly the pages created
for parents. Below are a few that you may wish to access.
Video for Parents and Families about the Common Core Assessments - This video is about the Common
Core Learning Standards and the Grade 3-8 State assessments in ELA and math. http://www.engageny.org/
resource/video-for-parents-and-families-about-the-common-core-assessments
Understanding the Grades 3-8 ELA and Mathematics Tests Parent Reports. http://www.engageny.org/ re-
source/parent-resources-grades-3-8-ela-mathematics-tests
Informational brochures developed by the National Parent Teacher Association (PTA) http://pta.org/files/
Common%20Core%20State%20Standards%20Resources/2013%20Guide%20Bundle_082213.pdf
Page 9 Mid-South Early Childhood Direction Center
To register
Parent Technical Assistance Center
c/o Southern Tier Independence Center
135 E. Frederick Street, Binghamton, NY 13904
Phone: 607-724-2111
You can also register via the Web at : www.ptac-stic.com
FREE CONFERENCES FOR PARENTS AND PROFESSIONALS ...
WHAT’S THE GAME PLAN? TRANSITIONING YOUNG ADULTS WITH AUTISM: IMPLEMENTING
BEHAVIORAL, SOCIAL EDUCATION/VOCATIONAL STRATEGIES
THURSDAY
JUNE 4, 2015 9:00AM—3:00PM
AT THE HARBOR HOTEL WATKINS GLEN, NY
TUESDAY MAY 12, 2015
9:00AM—3:00PM AT THE OTESAGA RESORT HOTEL
COOPERSTOWN, NY
BEHAVIOR, SOCIAL SKILLS AND AUTISM
WEDNESDAY MAY 13, 2015
9:00AM—3:00PM AT THE DAYS INN AND SUITES
SCHOHARIE, NY
HOME AND SCHOOL: BEHAVIORAL STRATEGIES FOR CHILDREN WITH AN AUTISM
SPECTRUM DISORDER
FRIDAY JUNE 5, 2015
9:00AM—3:00PM AT THE HARBOR HOTEL
WATKINS GLEN, NY
James Ball Ed. D., BCBA-D, authored the book, Early Intervention and Autism:
Real– Life Questions, Real– Life Answers. He is a nationally known speaker, who has
toured with Dr. Temple Grandin. He will provide valuable expertise and practical advice for behavioral strategies to use at home and at school. Suggested audience would include parents and professionals
working with individuals with autism.
Registration is on a first come first served basis.
Feel free to bring your own beverages and
lunch is on your own.
There will be a question answer session during
the conference.
Presented By:
James Ball Ed. D.,
BCBA-D
Southern Tier Independence Center
135 East Frederick Street
Binghamton, NY 13904
Phone: (607) 7247-2111
Fax: (607) 772-3615
E-mail: [email protected]
Website: www.stic.cil.org/ecdc.html
MID-SOUTH
EARLY
CHILDHOOD
DIRECTION
CENTER
MEET OUR STAFF
Opening Windows to Your Child’s Future
Facebook:
Mid-South ECDC
Laurie Wightman, MSEd
Director of ECDC
Kathy Ryan, BA
Community Outreach and Education Coordinator
Colleen McKinney-Syron, MSEd
Community Outreach Specialist
Joy Stalker
ECDC Clerical Assistant