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Review Winter 2013 Volume 4, Issue 2 Inclusion Collaborative Upcoming Trainings Upcoming IC Trainings Inclusion Symposium: Jan. 25, March 1, March 29, April 26 CSEFEL Teaching Pyramid, Modules 1, 2, 3: Feb. 1, March 15, April 5, May 3 Adaptations in Action: Adaption Bins for Children: Feb. 12 Art in Action: March 6 Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Teaching Pyramid, Modules 1, 2, 3 Participants will learn how to use positive feedback and encouragement, design environment and schedules, teach social/emotional skills, develop a behavioral support plan and learn prevention strategies. Participants will make six visual supports to foster positive behavior. To register for this training, click here. Inclusion Symposium: The Power and Impact of Inclusion for Children Birth-5 Are you ready to develop a strong inclusive program? It takes more than one person. Build your team of teachers, administrators, parents and therapists, and find out how your team can support inclusion together. The Inclusion Symposium will examine the best practices for including children with disabilities and special needs. This training will look at different models of inclusion, effective communication strategies that promote reflective practice and learning strategies that work with children who have challenging behaviors and developmental needs. If you need help building a team, call us at (408) 453-6756. To register for this training, click here. Adaptations in Action: Adaption Bins for Children Learn how to use the Adaptation Bins for Children (ABC) to make easy adaptations using everyday materials for ALL students, especially students with disabilities. Gain hands-on practice making adaptations with the 23 materials in the Adaptation Bins for Children. © To register for this training, click here.

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Page 1: Upcoming IC Trainings Inclusion Collaborative Upcoming ... · PDF fileMayfair Community Center ... support such as visual aids. ... Challenger games can be played as t-ball games,

Review

Winter 2013

Volume 4, I ssue 2

Inclusion Collaborative

Upcoming Trainings

Upcoming IC Trainings

Inclusion Symposium: Jan. 25, March 1, March 29, April 26

CSEFEL Teaching Pyramid, Modules 1, 2, 3: Feb. 1, March 15, April 5, May 3

Adaptations in Action: Adaption Bins for Children: Feb. 12

Art in Action: March 6

Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Teaching Pyramid,

Modules 1, 2, 3 Participants will learn how to use positive feedback and encouragement, design environment and schedules, teach social/emotional skills, develop a behavioral support plan and learn prevention strategies. Participants will make six visual supports

to foster positive behavior. To register for this training, click here.

Inclusion Symposium: The Power and Impact of Inclusion for Children Birth-5

Are you ready to develop a strong inclusive program? It takes more than one person. Build your team of teachers, administrators, parents and therapists, and find out how your team can support inclusion together. The Inclusion Symposium will examine the best practices for including children with disabilities and special needs. This training will look at different models of inclusion, effective communication strategies that promote reflective practice and learning strategies that work with children who have challenging behaviors and developmental needs. If you need help building a team, call us at (408) 453-6756. To register for this training, click here.

Adaptations in Action: Adaption Bins for Children

Learn how to use the Adaptation Bins for Children (ABC) to make easy adaptations using everyday materials for ALL students, especially students with disabilities. Gain hands-on practice making adaptations with the 23 materials in the

Adaptation Bins for Children. © To register for this training, click here.

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Home for the Holidays: 12 Tips

1. Preparation makes perfect. Use calendars or visual

schedules to mark the dates of holiday events; role play

what will happen; practice asking and answering

questions; create a social story about the event or

people you’ll be meeting.

2. Decorate carefully. Prepare children by showing pictures

from previous holidays. Involve children in the

decorating. Gradually decorate the house over days or

weeks to help children get used to the change.

3. If a child obsesses about a desired gift, limit the number

of times she can mention it. Give the child five cards and

exchange one card for five minutes of talking about the

desired gift. If you have no intention of purchasing the

item, let the child know that it isn’t an option.

4. Arrange a check-in signal. During social events, check in

with children from time to time, and arrange a special

signal to get each other’s attention if needed.

5. Teach children how to leave a situation. Have a calm

space set and teach children to go to the space when

they feel overwhelmed.

6. If you are traveling for the holidays, bring favorite food,

books or toys. Having familiar items can calm a stressful

situation. Also, prepare children through social stories.

7. Know how much noise and activity your children can

tolerate. There may be some situations, like shopping in

a crowded mall that you simply avoid.

8. Practice opening gifts and taking turns. Role play getting

a gift the child does not want in order to avoid

embarrassing moments.

9. Prepare family members and guests for your children.

Help them to understand if the child prefers to be

hugged or not; provide other suggestions to facilitate a

smooth holiday season.

10. Relax and read together. Read holiday stories, sing

Christmas carols, start a story-telling tradition or listen

to audio books.

11. Don’t forget your routine. Eating well and getting

enough rest are important all year round.

12. Take care of yourself. Don’t neglect your own needs as

you care for others during the holiday season.

Page 2 of 5 Inclusion e-News

Teaching Resources

Preparing Children for the Holidays The holidays are an exciting but stressful time for children and families because typical routines are disrupted. To smooth the way for the holidays, teachers can help families prepare. 1. Provide examples of social stories about the holidays.

Originally created for children with autism, social stories

help all children become familiar with something new.

Social stories describe activities, routines

or situations with pictures, words and symbols. The

story describes the steps of the activity and the

appropriate responses. Positively Autism and SET have

social stories about what to expect from Christmas.

Positively Autism also has visual supports for “Jingle

Bells” and “The First Noel.” Santa America’s autism

resource pack includes a social story about visiting

Santa. Gateways and Suncastletech have some great

social stories and visual supports for Hanukkah. Since

the holidays often involve travel, Autism for Us has

pictures of transportation for families to prepare a child

for a holiday trip. Families can edit any of these stories

to suite their own traditions.

2. Remind parents about the importance of schedules.

Though it is tempting to abandon schedules when

school is out, kids benefit from consistent routines.

Parents can create daily or weekly visual schedules for

home to help children understand what to expect during

the holidays. CHART and My Name is Snickerdoodle

have daily and weekly home schedule examples.

3. Suggest that parents look at Parents Helping Parents

Thriving and Surviving the Holidays Powerpoint which

encourages realistic expectations.

4. Notify parents about respite events and community

center activities that could give them a break. Local

churches host free respite for families of children with

special needs. Families can use the free time to shop or

to take care of their own needs. Cathedral of Faith has

respite on Dec. 13, 6:30-9:30. Calvary Church has respite

on Dec. 14 from 10:00-2:00. Mayfair Community Center

offers Winter Fun for Children with Special Needs, Ages 6-12 on

Dec. 23. For more information, contact Liz Best.

Most of all, remind families to relax and have fun during the

holidays. It is more important to enjoy time together than to

rush through traditional holiday events.

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Movies Are you looking forward to seeing the latest children’s movie, but afraid that your child will disrupt other theater goers? Are you concerned that the experience of going to the movies will be overwhelming for your child? AMC has teamed with Autism Speaks to offer sensory friendly viewings for families of children with special needs once a month. The auditoriums dedicated to the program have their lights up and the sound turned down. Audience members can bring their own snack and are allowed to get up and dance, walk, shout or sing! In the Bay Area, theaters that show sensory friendly films are the AMC Cupertino Square 16 in Cupertino and the AMC Mercado 20 in Sunnyvale. Check Sensory Friendly Films for information about the next showings.

Inclusion e-News Page 3 of 5

Community Activities

Baseball Sign Ups

For many kids, January is the time to sign up for Little League baseball. Little League is a strong American tradition that kids with disabilities sometimes miss out on. Many kids with disabilities will do just fine on a regular team with some support such as visual aids. To make sure that all kids have the opportunity to participate in baseball, however, Little League has a Challenger Division specifically for kids 5 -18 who have a physical or intellectual disability. The Challenger Division was founded in 1989 and includes more than 30,000 players worldwide. Challenger games can be played as t-ball games, coach pitch, player pitch or a combination of the three. The teams generally practice once a week and have one game on the weekends. The Challenger division encourages the use of “buddies” to assist the Challenger players on the field and encourage the players to make plays independently whenever possible. There is a small fee to defray costs of Challenger Baseball, but waivers are available and no child will be denied the opportunity to play. Don’t miss out. The Bay Area has a number of Challenger teams: Quito Little League, Moreland Little League, Cambrian Little League, Almaden Little League , Oakridge Little League, Sunnyvale Southern Little League, Palo Alto Little League , San Jose American Little League, Evergreen Little League and Los Gatos Little League. If your child’s regular or Challenger team would benefit from a social story that explains sportsmanship or baseball, contact the Warm Line.

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Golden Bell Award

The California School Boards Association (CSBA) selected the Inclusion Collaborative as one of the 2013 recipients of the prestigious Golden Bell Award. This award recognizes public school programs that focus on meeting the needs of all students, are innovative and sustainable, and have made a demonstrated difference in the classroom. The Inclusion Collaborative’s entry, All Children Learning and Playing Together, highlighted its long-term objective of removing the many barriers that prevent children with disabilities from being included in high-quality learning environments. Since 2004, the Inclusion Collaborative has supported community programs, schools and districts in the creation and implementation of inclusion models and provided professional development and on-site coaching so that teachers and staff feel confident instructing in inclusive classrooms. An 11-member judging panel made up of experts from school districts and county offices of education reviewed all written entries and made initial recommendations for awards. Finalists were assessed through an on-site visit, evaluating the programs in action. Janice Battaglia, the Inclusion Collaborative Manager, along with board members, chief officers and directors, attended the 2013 CSBA’s Annual Education Conference in San Diego to receive the award. (Included in the photo below from left to right: standing-Cecilio Dimas, Melissa Christi, Janice Battaglia: sitting-Mary Ann Dewan, Angelica Ramsey, Grace Mah, Darcie Green and Lisa Kaufman)

Two Research Opportunities

The Stanford Brain Project is looking for children to

participate in research that will help us understand

different disabilities.

First, The Stanford Brain Development Project is

searching for children who are typically developing and

children (ages 7 – 12) with high functioning autism or

Asperger’s Syndrome for a study about how the brain

processes social, auditory and mathematical information.

Participants will come for 3-6 visits, including

assessments and an MRI scan, and will receive $50-$200

for their participation. For information, contact the Brain

Development Project.

Second, the Stanford Math Brain Project is looking

for 2nd and 3rd grade children with Math Difficulties

who do not have reading or attention difficulties.

This project will help researchers understand math

skill development and how the brain changes with

math learning.

Eligible participants will receive $200 in the first year

for completing educational testing, two MRI brain

scans, and tutoring. Participants will receive

individual tutoring on understanding basic number

skills. The tutoring involves a series of math games

for one hour, 3 days a week for 4 weeks, at Stanford

or at a public library. Participants will also get a

picture of their brain from the MRI scan. For more

information, contact the Brain Development Project.

Third, researchers are looking for children 18 months-6

years old for An Evaluation of a Developmentally-Based

Parent Training Program for Children With Autism in

order to assess the efficacy of a parent training program

in the treatment of social and communication deficits in

children with autism.

Disability in the News!

Page 4 of 5 Inclusion e-News

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Parenting Programs in Santa Clara County Santa Clara County is fortunately to have a variety of parent trainings that vary in intensity and focus. Everyone can use a little help, so encourage parent to use these opportunities.

CSEFEL: Positive Behavior Supports for Families: The

Inclusion Collaborative is just finishing their first

CSEFEL parent training. The Center on the Social and

Emotional Foundations for Early Learning (CSEFEL)

out of Vanderbilt University disseminates evidence-

based practices to early childhood programs. For

years, the Inclusion Collaborative has taught “CSEFEL

Supporting Positive Behaviors in the Classroom” to

preschool teachers. We now offer the parent training

to encourage teachers and parents to use similar

strategies to support positive behavior. This class not

only teaches parenting strategies but also includes

creating visual supports that can be used at home

immediately.

Parent Engagement Conference Series: The Santa

Clara County Office of Education offers parent

trainings through parent leaders in school districts.

The trainings engage parents in classrooms and

schools in order to foster academic development.

Triple P: Positive Parenting Program: First 5 of Santa

Clara has ensured that Triple P is available on some

level to all parents in Santa Clara County. Triple P

offers five levels of intervention for children 0-16,

a media awareness strategy to Level for high

need individual intervention. Triple P also offers

a program specifically for Children with Special

Needs called Stepping Stones.

For more information about any of these, contact

the Warm Line.

Books

The holidays are a good time to consider children’s books as gifts. If you are looking for well-written books about disabilities, you might consider the winners of the Schneider Family Book Awards, which honor authors or illustrators for the artistic expression of the disability experience for child and adolescent audiences. In 2013, the award winners are:

For ages 0-8: Back to Front and Upside Down! written and illustrated by Claire Alexander. Stan is excited about making a birthday card for his principal until he discovers that he has to write a message. For him, letters come out back to front and upside down. Stan learns that asking for help, a little coaching, and a lot of practice make for success.

For ages 9-13: A Dog Called Homeless by Sarah Lean. A year after her mother’s death, Cally has stopped speaking. When her family moves, Cally meets 11--year-old, Sam who is deaf and blind. Through her friendship with Sam and the mysterious appearance of a dog, Cally finds her voice. Cally and Sam demonstrate that communication can take a number of different formats.

For ages 14-18: Somebody, Please Tell Me Who I Am by Harry Mazer and Peter Lerangis. Ben, who joined the army after high school, suffers a traumatic brain injury (TBI), resulting in memory loss and other disabilities. His 15-year-old brother who has autism becomes a critical catalyst to Ben’s recovery.

Family Resources

Page 5 of 5 Inclusion e-News

Inclusion e-News is a quarterly newsletter of the Inclusion Collaborative, Santa Clara County Office of Education, 1290 Ridder Park Drive, MC 227, San Jose, CA 95131-2304 , Tel: (408) 453-6651, Fax: (408) 453-6596, www.inclusioncollaborative.org

County Board of Education: Leon F. Beauchman, Michael Chang, Joseph Di Salvo, Darcie Green, Julia Hover-Smoot, Grace H. Mah, Anna Song County Superintendent of Schools: Xavier De La Torre, Ed. D.

WARMENHOVEN INSTITUTE FOR

INCLUSION