parenting - eastspringpri.moe.edu.sg · tips for the reluctant writer the best way to help your...
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A Newsletter on Parenting Special, Talented, Abled and Resilient Children
.
Parenting
Dear Parents,
An insurance plan specially catered for children and young adults with Autism has
been launched by NTUC Income.
News articles on this insurance plan have been attached to the back of this newsletter
for your convenience.
You can also find more information and download application forms online at:
(English) www.income.com.sg/insurance/SpecialCareAutism/index.asp
(Chinese) www.income.com.sg/forms/brochure/SpecialCare_Chinese.pdf
Miss Adeline Loh
Allied Educator
(Learning & Behavioural Support)
East Spring Primary School
News - Insurance plan for children with Autism
In this issue: • News: Insurance
Plan for Children
with Autism
• Dyslexia: Spelling At
Home
• ADHD: Managing
Procrastination
• ASD: Planning A
Holiday
Nobody can go
back and start a
new beginning, but
anyone can start
today and make a
new ending.
Maria Robinson
Word families and patterns
Good spellers are often able to spot familiar spelling
patterns and understand word structure. It will be
easier for your child to learn spelling when words with
a common pattern or structure are taught in a group.
This is better than learning “rules” in isolation,
especially for rules with many exceptions.
Also, avoid teaching homophones such as “their” and
“there” in the same session. It can be very confusing
for a child with Dyslexia, and he will not be able to
memorise the difference. It is better if the words were
taught differently with words sharing a similar pattern
such as “there”, “here” and “where”.
Most of all, ensure that your child learns the meaning
of the word, along with the spelling. This will aid in his
memory. For example, when introducing your child to
the word "there", you may say "the ball is there (point
to a physical ball)". Once the meaning and context is
clear to your child, you may continue with teaching of
the spelling.
Tips for the reluctant writer
The best way to help your child become a better writer
is to separate the mechanics of writing (spelling,
punctuation, grammar, handwriting) from the creative
aspects. Many children with Dyslexia already possess a
valuable asset that good writers need: vivid
imagination. Help your child realize that writing comes
in 2 stages; the first is getting ideas on paper;
correcting and editing work is the second step.
Adapted from Abigail Marshall
Dyslexia: Spelling at home
Helping with spelling:
Difficulty with spelling is the most persistent difficulty
that accompanies Dyslexia. Even after your child
becomes a capable reader, his writing is still likely to
be riddled with spelling errors. This is partly due to
the extreme variability of English spelling. Many rules
taught come with exceptions and there are many
words not spelled the way they sound.
Building visual memory for spelling
Avoid techniques that expose your child to
incorrectly spelled versions of the word. Children with
Dyslexia often have a strong visual memory, which
means they will remember the erroneous spellings as
easily as correct ones, with no way of knowing which
of the two words is correct. It is counterproductive
for learning the correct spelling.
Better parenting practice
When practicing spelling with your child at home,
observe to see if he does better when spelling orally
or writing. If your child does better with oral spelling,
encourage him to say the letters out loud as he
practices writing the words. Another technique that
can work, especially for those with strong visual skills,
is to learn how to spell backwards as well as forward.
Get your child to visualize the word in his mind. The
mental picture must be clear. He can then spell
backwards by “seeing” the letters in order and calling
them off from right to left.
Term 4, 2013 ● Issue 2 ● East Spring Primary School ● Singapore
Using a timer
Consider using a timer to help your child feel like he is racing against the clock. Some children with ADHD may focus better when they feel a
sense of urgency. They may also find it exciting to race against the clock, as though he was playing a game. A visual timer which clearly shows
elapsed time by colour coding would be ideal. You can find such a timer for free at: www.online-stopwatch.com/countdown-clock/full-screen/ .
When the yellow runs out, time is up.
Getting help
Provide your child with an accountability buddy, which could be a family member as well. Your child may call the buddy at the beginning of a
task to let her know he is now beginning the task. He will then call the buddy back after an hour and let her know how much progress has been
made.
Pairing pleasant activities with unpleasant ones
An example of how this works: Your child can listen to his favorite music while he files his worksheet and packs his bag.
Caption describing picture or graphic.
For children with Attention Deficit Hyperactivity Disorder (ADHD), procrastination
tends to be a problem. There are two main reasons for it:
1. It is difficult for your child with ADHD to get stimulated unless the activity is
interesting. Boredom fuels procrastination. Your child may seek to delay
completing the undesired task.
2. Executive areas of the brain responsible for processing and organizing
information develop slower in individuals with ADHD. This makes it tougher for
your child to separate tasks into smaller steps. Starting projects, therefore,
becomes overwhelming.
But behavioral strategies can help. Below are some tips from ADHD experts on
how individuals with ADHD can push through procrastination and get things
done.
Setting up mini goals
Create mini goals to help your child complete the task without feeling
overwhelmed. For instance, to complete a project due in one month, your child
can schedule a block of time every week to work on it.
Using technology
Consider the use of apps such as “Trello” and “ToodleDo”, which can be used on your
smartphones or desktop computer. These apps can help your child manage tasks and
projects, set alarms, set priority statuses – low, medium or high, pick deadlines and put
tasks in specific categories. “Trello” in particular has received many positive reviews and
is highly customizable for both you and your child.
Working a short time
Ease your child into tasks by initially committing to 15 minutes. More often than not,
your child is likely to continue once he gets the momentum started. An alternative
strategy is the 40-second rule. If you can get your child to spend 40 seconds trying to
start the task, that is usually enough to get past the initial obstacle.
ADHD: Managing Procrastination
travel agency what times meals are served). Design the timetable
according to your child's needs: You may be detailed, describing the
daily activities. Alternatively, your child may be happy with 'explore
the resort' on the first day, 'go to beach' for the second day and so on.
Sticking to some sort of routine each day should benefit everyone.
3. If your child has not travelled on a plane before, you may like to
visit the airport before you go on holiday. Alternatively, you may
create a visual support for your child such as this:
http://www.dublinairport.com/Libraries/Mobility_Management_-
_Travel_Plan/T1_Autism_Guide_1.sflb.ashx
Check-in
The back row often has space behind the seats where your child can
ASD: Planning a holiday
Planning a holiday is exciting
and sometimes stressful. If you
have a child with an autism
spectrum disorder (ASD) a trip
away may involve extra
organising and preparation.
This guide will help you to
prepare.
Preparation
Once you have decided on
your destination, it is
advisable to tell your child
about the trip. Individuals with
an ASD can find change
difficult, which may lead to
anxiety and challenging
behaviour. However, by
preparing your child as much
as possible, any fears will
hopefully be kept to a
minimum.
1. You could compile a
booklet about the holiday,
including pictures from the
holiday brochure. These visual
supports will help your child
to understand where they are
going and what it will be like
when they are there. However,
be careful if your child's
understanding is very literal,
as they may be upset if the
holiday is not the same as the
pictures in their booklet.
2. You could create a
timetable of what you will be
doing on each day. You could
start with the times that you
will have breakfast, lunch and
dinner (find out from your
Term 4, 2013 ● Issue 2 ● East Spring Primary School ● Singapore
walk about. However, remember that the toilets
are often in this area too, which means there
may be a high level of activity which could be
distressing for some people with an ASD.
Special requirements
1. Remember to give the airline advance notice
if your child has any special dietary
requirements, particularly if they are following
the gluten or casein-free diet. To be on the safe
side, it may be a good idea to take your own
meal for the flight and provide any evidence
(e.g. a doctor's letter) about why you need to
take food on board (if required by the airline).
2. Remember to take medication that your child
will require for the length of your stay.
Delays
Even a well-planned holiday may be affected by
unexpected delays. Your child may find it
difficult to deal with these unplanned aspects of
the trip. While waiting, it may help having a
favourite toy or activity to entertain your child.
As part of your preparation, you could write a
social story to explain that delays can occur.
Flying time
1. To help cope with aircraft noise, particularly
during take-off and landing, some individuals
with ASD like to listen to music, such as a familiar
piece of calming music. Earplugs can also be
used.
2. Bring along items which can keep your child
occupied and happy while travelling, such as
favourite toys or objects they like to fiddle with.
You could bring your child's pillow for comfort
during the flight. Any items which are used as
comforters at home or for relaxing your child can
be brought on the trip.
Behaviour
1. At the start of the holiday you may like to
establish clear, simple holiday rules. These should
tell your child about your expectations and
should be positive. Write these down if your child
is able to read. Use clear language as a reminder:
'We don't do that on holiday. Do________ instead'
Once you have decided on these rules, stick with
them and be consistent. This will establish
boundaries for the holiday.
2. Look out for behavioural changes. A regular
behaviour may disappear only to be replaced by
a new one. This may be due to change of
environment and routine. For example, they may
communicate being tired, bored or stressed in a
different way.