Speech therapy for Special Needs: Core Words, 'I', Want', 'Go', 'First'

Working on Core words 'I', 'Want', 'Go', 'First' to develop communication skills with speech therapist, Kathi Anserello.

Watch the video to find the core words, icons below the video.

Click here to download the complete core board.

 

Sensory room

Sensory Room for Severely Multiply Impaired Students

The creation of a sensory room is dependent upon the population that will be utilizing the room. I had the opportunity to create a sensory room that could be utilized by the students that are severely multiply impaired. The sensory room incorporated lots of switches, allowing the students to activate music, lights, and toys. The room also contained items that glowed in a black light, a ball pit, and bubbles. Below I will attach multiple pictures with descriptions to help explain what was included in the sensory room.  

Water beads

Here are the water beads that glow in a black light. The water beads were not purchased as glow in the dark water beads but were created. Here are the step by step directions to create the glow in the dark water beads:

1. Take new water beads. Or water beads that you let shrink back down to their original size. Place the water beads into an empty tub or bucket.

2. Take a non-toxic highlighter 

and break it open using a hammer. 

Take the inside spongy part of the

 highlighter out.

3. Take the inside spongy part of the highlighter and cut it open using scissors.

4. Hold the spongy part over the tub filled with water beads then dump cups of warm water over the spongy part until all the yellow runs out of it and it turns white.

5. Repeat the same process with about 3-5 highlighters (dependent on the amount of water beads you have). 

Little Room

This was designed using glow in the dark string and random items. The purpose is for the objects to target the sensory system and/or elicit movement. 

The objects can focus on the visual, tactile or 

auditory systems. The goal is for the student to

 attempt to grab, hit or visually track the objects

 that interest them.  The students were placed

 underneath the grate so that the hanging items

 surrounded them. The items ranged in height,

 some were placed at tray level whereas others 

were placed at eye level (depends on what you

 are going for).  The black light was set up in 

front of the little room to make sure that all the 

items would glow. 

 

 Bubbles

The sensory room contained a bubble machine that was located near the black light. The bubble solution was a black light solution allowing the bubbles to glow. A switch was used to activate the bubble machine. The students were able to push down on a button to turn the bubble machine on and off.

 

Ball pit

Placed Christmas lights on top and surrounding a ball pit. The students would be set inside the ball pit allowing them to explore. This set up encouraged the students to visually attend and provided tactile input.

 

 Switch station

Here are some of the toys we placed on switches. The toys either played music, had flashing lights or moved. Not pictured were Christmas lights that were on a switch. 

 

 

Sound beam

The sound beam converts the student's movements into music. The position and the sensors can be adjusted to focus on the movement or abilities that the student has so that he/she can be successful when using it.

Fan and feathers

To set up this activity you need a bed net, fan and feathers. The bed net was placed near the black light and hot pink feathers were used to add to the sensory experience. The students could turn the fan on using a switch and the feathers would float around them inside the bed net. 

Finding the Right Sensory Channel for Learning

This post is how to teach an 8 year-old student with moderate to severe cognitive delays.  Our student, we'll call her Ashbury besides having cognitive delays also exhibits symptoms of cortical blindness and is hypersensitive to vestibular stimulation.  Ashbury has difficulty learning new tasks.  Many learning approaches have been attempted with Ashbury, the issue seems to be finding the right sensory channel to teach Ashbury.  By sensory channel I mean figuring out how Ashbury learns about her environment and working with her through that channel.

Vision:
Ashbury is able to match colors and can see but does not appear to utilize her vision as her primary sense to interact with her environment.

• When Ashbury is putting objects in a container she does not visually search for the objects to put into the container, she uses her hand to feel around for the objects.  
• When stacking blocks Ashbury does not look at the blocks she is stacking she 'feels' the blocks and tries to stack based solely on tactile input.  

Tactile: 
Based on how Ashbury does visually, you'd think she would be a tactile learner.

• Ashbury is not able to feel simple objects (such as a ball) and then choose a similar object out of two objects (ball and spoon) presented based on tactile input (poor stereognosis.)
• Ashbury is not able to feel the outline of a slot and orient a disc to the slot.

Kinesthesia:

• Ashbury's movements are stiff and close to her body.  She exhibits gravitational insecurity and attempts to limit movement.

Auditory:

• Does not follow verbal directions well.
• Has very limited word phrases she utilizes.
• Does not seem to be hyper or hypo sensitive to sound.

Olfactory:

• Does not seem to react to scents.

Gustatory/Taste:

• Food preferences unknown.
• Tends to bite on things occasionally, more apt to bite on objects when frustrated.

The backpack:

Goal:  To put on backpack correctly independently every time. Ashbury continually has difficulty orienting the backpack correctly, it often is upside down or the straps are wrong.

Baseline:  Ashbury could put on backpack correctly independently 15%.

Progress: 

• If Ashbury grabs the backpack by the loop at the top of the backpack we have developed a motor pattern so that she is able to put the backpack on correctly 90%.
• Problem Ashbury is not able to identify or maybe understand where the loop at the top of the backpack.

Intervention:

• As mentioned before, Ashbury is able to put her backpack on correctly 90% of the time, if she grabs the top strap with her right hand. However, she doesn't always find the correct strap and usually ends up with her backpack on incorrectly.
  
•  In order to help Ashbury orient herself, we decided to connect a kush ball to the top loop. We thought that because she doesn't interact with her world primarily through her visual channel, that she could be compensating with her tactile senses. 
•  The kush ball was unsuccessful and she continued to struggle with finding the correct strap. At this point it was clear that Ashbury's primary sensory channel is neither visual nor tactile. At this point we found a shiny silver piece of material that crinkles together. We decided to tie it to the correct strap for her next session. 
•  The idea was that this material would be visually, tactily, and even auditorily stimulating. With this new material on her backpack, Ashbury is able to grab any strap and put it on correctly. I believe that Ashbury uses all of her senses when interacting with the world. When one sense fails her, she moves on to the next. She learns best when an activity engages at least three of her senses at once.

Sensory Integration: The Vestibular System and Handwriting Issues

The vestibular system, located in the inner ear, is made up of three major semicircular canals which are responsible for our sense of balance, spatial orientation, and our sense of movement. Fluid, located in the three canals, orients our head in space and provides feedback during movement.

When the vestibular system fails to process sensory information correctly, other senses such as auditory, visual, and proprioceptive integration can be skewed.

John:

Children with vestibular processing issues exhibit certain characteristics that affect their ability to play and learn in their environment. While working in a center based school.  I worked with a young 3 year old boy we'll call John. Along with other developmental issues, John presented with a hyperesponsive vestibular system.

John's reactions to sensory stimulation:

• Tolerates up and down movements while bouncing on a peanut therapy ball.
• Side to side movements on the ball upset John. 
• While on the net swing, John was able to swing forward and backward slowly for a short time  but could not tolerate spinning or swinging in any other direction. 
• While interacting with his environment, John would keep his head straight without turning or tilting out of midline. 
• Instead of turning his head, he would move his entire body to face something he was interested in or to look at me during therapy. 
• Very limited eye movements, cannot isolate eye movements and head movements.
• Moderately defensive to tactile stimulation-reluctant to touch beans and rice, would touch lightly with finger tips only.
• Will cross midline to participate in activities.
• VERY brief visual attention to task.

John resists vestibular input, he displays issues with fine motor coordination, postural control such as trunk and shoulder stability, attention, and visual motor control.

These issues will significantly affect John's ability to develop the skills necessary for handwriting in the future.

Components of handwriting:
-visual motor skills
-visual perception skills
-fine motor skills
-trunk control and shoulder stability

When reading through the research, it is clear that we know a lot about the affects of vestibular difficulties and we know what is required for handwriting. However, there has yet to be a study to link children with vestibular processing issues to their ability to learn hand writing. As a profession, we need more research in many areas and we stand to benefit from understanding these effects.

New Multisensory Room/Snoezeleon Company-Fun Factory Sensory Gym

Custom Large Clinic Custom Medium Clinic Custom Snoezelen Rooms Corner of a Custom Bedroom Gym Custom School Gym Custom School Gym in use Custom School Gym Custom School Gym Custom School Gym in use Custom School Gym - Ball Pit Custom Snoezelen Room Custom Clinic - Medium Custom Clinic - Medium Custom Garage Gym Custom Garage Gym Custom Medium Clinic Children Enjoying A Medium Custom Clinic Custom Rock Wall in Medium Clinic Pause

 

Fun Factory Sensory Gym.

Fun Factory Sensory Gym LLC is the premiere custom therapeutic sensory gym design and installation company serving the whole US.  With flexible budgeting, financing, and payment plans, FFSG has the ability to create the most comprehensive designs for schools, clinics, homes, and more.  We take your therapeutic treatment needs and turn them into successful sessions with your clients, no matter the size or budget! Our custom gyms are great for working with people of all ages with all different therapy needs.

Our Mission.

Fun Factory Sensory Gym's mission is to create a therapeutic sensory gym based on your needs, your budget, and the size of your space.  We want everyone to enjoy therapy and progress rapidly, which is what our custom therapeutic sensory gyms will accomplish. 

Popular Therapeutic Sensory Gym Qualities:

Ladders Trapeze Bars Platform Swings Jungle Gym (Monkey Bars) Zip Line Custom Storage Unit Relaxation Corners/Booths

Fine Motor areas with built in fold up table Balance Beam Ball Pit Steps Slides Scooter Ramp

Landing Decks Swings  Benches/Sitting Rockers Rock Wall Castle Structures Sensory Textured ramps

Additional Positive Attributes of a Custom Gym:

• Increased usable floor space
• Multiple treats can be performed at the same time
• Changes are easily made at low costs (location change, change in your treatment needs, updates to gym, etc.)
• Do not need to pay for complete set up
• Storage units for all equipment help treatments run more smoothly
• Color Match Technology to add the perfect touches to the atmosphere of your treatment area

Go to Website

What is Dandy-Walker Syndrome?

 Dandy-Walker syndrome is a condition that affects brain development, primarily development of the part of the brain that coordinates movement (the cerebellum). In individuals with this condition, various parts of the cerebellum develop abnormally, resulting in malformations that can be observed with medical imaging. The central part of the cerebellum, known as the vermis, is absent or very small. Cysts form in the fourth ventricle, which is a fluid-filled cavity between the brainstem and the cerebellum, causing the ventricle to enlarge. The part of the skull that contains the cerebellum and the brainstem, called the posterior fossa, is abnormally large. These abnormalities often result in problems with movement, coordination, intellect, and other neurological functions.

 

In 80 to 90 percent of individuals with Dandy-Walker syndrome, signs and symptoms caused by abnormal brain development appear within the first year of life. Most children have a buildup of fluid in the brain (hydrocephalus) that causes increased head size (macrocephaly). Affected individuals typically have intellectual disability that ranges from mild to severe, although some have a normal intellect. Children with Dandy-Walker syndrome often have delayed development, particularly a delay in motor skills such as crawling, walking, and coordinating movements. People with Dandy-Walker syndrome frequently experience muscle stiffness and paralysis of the lower limbs (spastic paraplegia), and they may also have seizures. Hearing and vision problems are sometimes a feature of this condition.

Read more...

Special Needs: Cortical Vision Impairment and Education

by Hollen Partington

When my daughter Leah was two, her ophthalmologist told us that she might not be able to learn to read at a normal age.  He explained to us that children with nystagmus take longer to learn to read, if they read at all all, because it is so difficult for them to focus.  We hadn’t lost hope that day, but we gradually began to understand that her life was going to be forever affected by her plethora of diagnoses.  

Leah’s Vision Story

A 27-week preemie, born February 2004 and weighing 2lbs 8oz, Leah developed post-hemorrhagic hydrocephalus at three weeks old.  She was shunted at that time, and during the next several months went from one shunt in the right ventricle to another in the left and ultimately a third shunt in her fourth ventricle.

The operation on her fourth ventricle proved tricky; it’s a small space at the base of the brain just above the brain stem and visual cortex. The neurosurgeon, though fantastic, nicked her optic nerve during the surgery in July 2004.  This forced Leah’s eyes to cross. 

DD Special Needs: Role of Primitive Reflexes and Learning Disabilities

Tax Deductions for Barrier-Free/Universal Design Home Modifications

Tax deductions for home –modifications, capital expenses incurred if home improvements are necessary for medical reasons. The following comes from I.R.S, Pub. 502, medical and dental expenses. 

"You can include in medical expenses amounts you pay for special equipment. Installed in a home, or for improvements, if their main purpose is medical care for you, your spouse, or your dependent. The cost of permanent improvements that increase the value of your property may be partly included as a medical expense. The cost of the improvement is reduced by the increase in the value of your property. The difference is a medical expense. If the value of your property is not increased by the improvement, the entire cost is included as a medical expense."

Understanding and Treating the Cognitive Dysfunction of Down Syndrome and Alzheimer’s Disease

[Source:  Science Daily]

Down syndrome (DS) is the most common genetic disorder in live born children arising as a consequence of a chromosomal abnormality. It occurs as a result of having three copies of chromosome 21, instead of the usual two. It causes substantial physical and behavioral abnormalities, including life-long cognitive dysfunction that can range from mild to severe but which further deteriorates as individuals with DS age.
It is not currently possible to effectively treat the cognitive impairments associated with DS. However, these deficits are an increasing focus of research. In this issue of Biological Psychiatry, researchers at Stanford University, led by Dr. Ahmad Salehi, have published a review which highlights potential strategies for the treatment of these cognitive deficits.
Read the Rest of this Article on ScienceDaily.com

Special Needs: IEP’s According to Dr. Seuss

Posted on March 2, 2012 by Heidi Kay

Thanks to Special Education Advisor.com for passing along this oldie but goodie that circulates the internet at this time of year!  Could the Cat in the Hat juggle IEPs like YOU can??

Image Credit:  The Cat in the Hat, by Dr. Seuss

IEP’s According to Dr. Seuss – by:  Author Unknown

Special Needs Kids: Diagnosing Immunodeficiency

by Stefani Bush-from Complex Child emagazine

It’s 3am.  The silence of the room is interrupted by the urgent beeping of the thermometer in your child’s mouth.  No sigh of relief in sight…another fever…another illness…antibiotics aren’t working, and you’re at your wit’s end.  Morning slowly creeps in and you’re on your way to the pediatrician, again.  “This is the third illness in five weeks, this can’t be normal,” you cry.  But your words fall on deaf ears and a laid back response of, “Kids get sick, there’s nothing to worry about.”   Or is there????

Autism and Special Needs Furniture

I just discovered this site on special needs furniture.   This furniture looks as though it would be a great choice  for positioning and calming for someone with special needs.   This furniture is a great sensory integration tool for someone  with autism spectrum disorder or attention deficit disorder. Autismfurniture.com

Disabilities: Celebrate a Day of Social Acceptance for Disabilities

to do the same.

INTERNATIONAL DAY OF ACCEPTANCE - January 20, 2012To achieve social acceptance of disability.
To honor the late Annie Hopkins, founder of 3E Love and creator of the International Symbol of Acceptance.

3E Love is a social entrepreneurial awareness experiment.

Join the Movement at
http://www.dayofacceptance.com

Wear your heart on your sleeve on January 20th.

Special Needs: Genetics

Beyond Wanting to Know: 

Thoughts on Pursuing a Genetic Diagnosis

by Hillary Savoie- Complex Child Emagazine

You could say I had warning.  There was the 20 week prenatal ultrasound that showed several "anomalies."  But when my limp barely-breathing minute-old daughter was lifted from my arms, when they told me she was being transferred to the closest NICU, when they said that it might be a syndrome causing her problems, I was in denial.

She was fine.  I just knew it.

Special Needs Kids: Feeding Difficulties

Things to Remember During the Holiday Season from Mealtimes Partners Newsletter

As the holiday season rapidly approaches, Mealtime Partners, Inc. decided to provide a recap of some of the issues relating to safe eating and drinking, that have been presented in previous Newsletters. During this busy period of the year mealtimes can often be hurried and the issue of safety can sometimes be overlooked in the process of getting other things done as quickly as possible. We hope that these reminders will help keep everyone safe and happy for the holidays.

ADA Special Needs Bathroom: Bathroom Sinks for Wheelchair Accessibility

A wheelchair accessible vanity with an accessible sink is the best choice for storage and versatility.  If you have a small bathroom and are designing a layout for someone with a wheelchair a vanity may not allow enough room for the wheelchair to turn without damaging walls or other bathroom fixtures.


If a drop-in or roll-under sink is your choice you need to make sure that:

Special Needs Kids: Assisted Communication-Hip Talker

Therapeutic Horseback Riding for People with Special Needs-Berrien, Cass, and Van Buren Counties

Rider and Volunteer Opportunites

The Therapeutic Equestrian Center (TEC) is accepting new Volunteers and Riders for the Holiday 2011 Session!


For Riders:


The Holiday Session starts the week of October 23rd and will run for 7 weeks. New Riders are encouraged to download Rider Registration forms from our website, http://www.tecfarm.org/. A current physical is required at time of registration.


For Volunteers:


New Volunteers are provided training. Classes will be offered in October on the following dates:
Oct 18th- Volunteer Training Part 1, 6pm at TEC 615 N. M-140, Watervleit, MI
Oct 20th- Volunteer Training Part 2, 6pm at TEC 615 N. M-140, Watervliet, MI



Current Volunteers are encouraged to attend Volunteer Training Part 2 on Oct. 20th for a refresher course.


For more information, friend us on facebook, visit our website http://www.tecfarm.org/ or email us at info@tecfarm.org.

Special Needs Kids: Hewlett-Packard to Produce Free Autism Apps

  inShare11  

 Email     Print

Tech Giant To Produce Free Autism Apps

By Michelle Diament September 20, 2011

Hewlett-Packard is teaming up with a pair of autism organizations to develop apps to help people with the disorder handle everything from scheduling and communication to bullying.
At a “hackathon” scheduled for Oct. 11, the computer giant plans to bring together a slew of volunteer developers tasked with creating apps to address seven core areas of need for people within the autism community.

Click here to read more...