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Do Unto Others

April 8, 2011 in Featured, Future Glimpse by Kristen Witucki

Sixth grade was almost over, and I was looking forward to the summer, a long stretch of time during which I could read, write and think without my classmates’ harassment. Although this was almost definitely not accurate, I knew everyone hated me, and I would move on to seventh grade in the junior high, which meant a bigger school where even more people could hate me.

The spring morning was gorgeous, and the sixth grade was lined up in two lines: boys in one line, girls in the other. That time before the morning bell rang was the second worst time of the day. (The only time which was worse was lunch and recess. I had lined up lots of activities to get out of these times: newspaper, helping in the computer lab, art lessons, writing enrichment. But they didn’t work every day). I stood between the lines, talking to my male co-helper in the computer lab when a kid named Bryan Otis, who had made fun of me every day for the last two years or so, began to tease me by ordering me to get into the right line.

My mother knew about the teasing kids, of course, and her advice to ignore them flashed across my brain. I knew she was right, but … “Why would I want to, Otis?” I heard myself say. I was as startled as my classmates were, maybe even as startled as the kid who had suddenly been moved into the scapegoat position with one quick move.

“You call me my right name!” he shouted, “Or don’t talk to me at all!”

“Ok,” I told him, my serenity surprising me even more. “Why would I want to, … Bry-an?”

Then I stopped, my bravado gone. The bell commanded us to go inside. A few kids congratulated me under the clamor of our entrance. But I felt ashamed.

For so many years, I had tried to listen to my mother, to ignore kids who made fun of my blindness and geekiness. But I always ended up crying instead, giving them more ammunition. Still my mom’s advice stayed the same. She would advocate for any of my academic needs, but the social issues were mine to work out. After all, her telling the teachers to intervene would only make things worse for me. I was just as conflict-phobic as my mother, and yet here I was, starting conflict. I burned with this new power, a combination of pride and intense shame. And after that incident, the kids more or less left me alone. I moved on to junior high and made more friends, and oddly enough, the few relapses were easier for me to ignore. Just one outburst had helped.

Now as a parent myself, I wonder what to say if and when my son comes home from school with a story about being teased. Of course, I don’t want to advocate violence or even insults. I don’t want him to feel like he is alone in his feelings either. Perhaps I will tell him this story, letting him read between the lines: on very specific and desperate occasions, verbal retaliation is not always a bad thing. Or maybe by then, I’ll figure out another way to help him work it out.

Kristen Witucki is a writer whose work has appeared in The Huffington Post. She has been totally blind since birth. She graduated from Vassar College with a BA in English, a minor in German and certification to teach English in New York State.  To support herself, Kristen works in the Member Services Department at Recording for the Blind & Dyslexic. She has written a novel which she hopes someday to publish. She lives in Central New Jersey (where New York is the big city) with her partner, James, who is also totally blind, and with her guide dog, a black lab named Tad and with their new baby boy, Langston.

You can follow Kristen at her blog and on Twitter. We would also LOVE for you to vote for her to win a new Medela breastpump for her return to work next week. As Kristen says, “This pump is lighter and just as powerful, which is extra valuable to someone who uses public transit and a Seeing Eye dog with which to travel. I had to put up a picture and write a 25-word caption, so I used my caption to highlight the fact that blind people can and do parent. I would appreciate your sending this to any friends you have who are interested in promoting breastfeeding, promoting blind or nontraditional parents, or procrastinating.  It would also be wonderful for the fact of a successful blind parent to be shown to Medela and all the hospital professionals and other medical personnel who use the site.”

The Sensory Under-Responsive Child

February 21, 2011 in Ask the Occupational Therapist, Featured by Susan N. Schriber Orloff, OTR/L

Alex is 6 years old. Unlike his peers he is lethargic, minimally verbally responsive to engagement, has difficulty making eye contact and hesitates entering into gross or fine- motor activities.

He seems shut down as if enshrouded in a fog that limits his ability to interact in his world.

Children like Alex are often under-responsive to tactile, proprioceptive/vestibular input, poor body in space perception and awkward motor abilities both gross and fine. In addition they are easy bullying targets by their classmates due to the above-mentioned characteristics.

They are often unpopular because their motor skills lag behind their peers due to the sensory issues that limit opportunities for learning motor skills.

This under-responsiveness within the vestibular system according to Ayres, can have far-reaching consequences. The neurological connections within the vestibular system reach into the visual system, impacting receptors in the eye, (tracking, reading and visual responsiveness), muscle tone (large and smaller eye muscles as well) and balance (postural security).

These children often have emotional deregulation as well, making them cry more easily and becoming withdrawn. Observed to be sluggish, apathetic, or clumsy social interactions often become painful. It is easy to understand why others might perceive these children to be self-absorbed and inattentive.

In a classroom these children are often the ones who stay in from recess “to finish their work”, when recess is exactly what they need to jump-start their sleeping sensory system.

What can be done to help this child within the occupational therapy setting and as the OT consults to the classroom teacher?

First explain to the teacher that this is an issue of sensory modulation not a behavioral choice on the part of the child. Without getting too technical outline that there are systems that modulate input that are skewed and this child is getting “static” in his interpretation system of incoming stimuli.

For the practicing OT I have briefly outlined (an over simplified) chart to help make this clearer. These descriptions are valid for all sensory irregularities.

CNS SystemFunction
ThalamusActs as a relay between multiple subcortical/sensory organs areas and the cerebral cortex—It is part of the Limbic System
Think “Grand Central Station”
Limbic SystemComplex set of structure that is found on both sides of the Thalamus. Responsible for regulation of emotions. Amygdala (excitation) and the Hypothalamus (calming forces).
Reticular FormationArousal, attention, cardiac reflexes, awareness, motor functions (found in the central core of the brainstem). It creates a pattern of connectivity for convergence and divergence of sensory structures.

This snapshot should help explain why the child looks a particular way and why often-frustrating behaviors are unintentional and need to be addressed by alternative and modified methods.

Classroom suggestions to help teachers address these issues and more effectively teach and reach these sensory under-responsive children (SUR).

BehaviorsSuggestions for classroom teacher
Irregularities with:
• Child seems to be in a continual state of “chaos”
• Language irregularities (expressive)
• Cannot easily elicit rapid fine motor skills
• Slow auditory processing
• Oral apraxia
• Visual spatial dysfunctions
Be structured and present materials in small sections.

Have the child demonstrate what he is to do. Do not expect him to be able to verbalize the process.

Do not rush him, but do give him reasonable time limits.

Actually speak slower. Research has shown that children with auditory processing can synthesize information better when the speaker slows speech by just a few seconds

Present seat work with limited questions on each page.
Irregularities with:
• Impulsiveness
• Obsessive tendencies
• Skewed perspective of situations
• Limited ability to anticipate areas that might need help and/or potential outcomes of a behavior.*
• Labile behavioral reactions*
Provide a lot of structure preferably with 1 or 2-step repetitive processes.

Do not react to the child’s over-reaction, give time to calm and then return him to the task. Do not get into “fair and not fair” discussions.*

Check on his work, he may go off on a tangent and not know he is doing anything wrong.
Irregularities with:
• Endurance
• Abstract reasoning
• Curiosity
• Low persistence with difficult or unfamiliar tasks
• Cognition
• Externalizing and internalizing affect appropriately
Give break times between assignments—this could be walking around the room to collect papers, etc. Just let the child have definite breaks between transitions.

Give him choices within a task so that he has to decide what to do next. Limit choice initially to 2 selections.

Intervene when you see he is “stuck” on a task.

Help him differentiate between what are his thoughts, ideas and feelings and the actions of others. (social skills group could help here).

Remember that the SUR child cannot go “faster”, talk more, transition better, etc. just because he is encouraged to do so. But he can with the right strategies in place.

Susan N. Schriber Orloff, OTR/L, is the author of Learning Re-enabled, a guide for parents, teachers and therapists and Write Incredibly Now™ 12 hours to better handwriting. She is the Executive Director of Children’s Special Services, LLC, in Atlanta, GA. She can be reached on the Web at www.childrens-services.com or through her blog at LDMadeEAsy@blogspot.com. Her WIN™ program is available through YourTherapySource.com.

On Education – A School District That Takes the Isolation Out of Autism

August 4, 2010 in Special Needs News by Admin Dawn

Garner Moss has autism and when he was finishing fifth grade, his classmates made a video about him, so the new students he would meet in the bigger middle school would know what to expect. His friend Sef Vankan summed up Garner this way: “He puts a little twist in our lives we don’t usually have without him.”

People with autism are often socially isolated, but the Madison public schools are nationally known for including children with disabilities in regular classes. Now, as a high school junior, Garner, 17, has added his little twist to many lives.

via On Education – A School District That Takes the Isolation Out of Autism – NYTimes.com.

A really terrific article about the benefits of inclusion.

Outrage over pupil special needs remarks

July 21, 2010 in Special Needs News by Admin Dawn

SHE made her name in PR – but Prue MacSween started a row by suggesting high needs pupils should be separated from mainstream classmates.

Families with disabled or special needs children, furious about her remarks on Seven’s Weekend Sunrise show, have demanded apologies from Ms MacSween and Seven.

A Facebook campaign which was launched by Livian Jones, mother of a six-year-old autistic boy, from Pendle Hill in Sydney’s west, already has more than 2400 signatures.

Ms MacSween, who spent two years in a wheelchair as a child, yesterday apologised but stood by her comments which related to an overburdened teacher with 31 special needs pupils in her class.

“Special needs kids should not be in a class with kids who don’t have special needs, for a start. We need to throw more money at the education system and make sure these kids are properly administered … they almost need one-on-one help,” she said on TV.

read more at Outrage over pupil special needs remarks | Herald Sun.

Unfortunately comments don’t seem to be enabled over there but you’re welcome to comment here.

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