Tuesday, May 21, 2013
Day 5 on 5 mg's
Increased aggitation. Bit me when we were trying to get him to go into the school to do his therapy. Bit me when we were leaving. Bit me when we left the Grafton office. Pulled my hair several times. Tough day! At least we made our cute frog rocks earlier! Now to get him to nap so I get a breather. Wish me luck. He is bouncing off of the walls and talking to himself. Praying.....
Monday, May 20, 2013
SSI
https://secure.ssa.gov/apps6z/i3820/main.html
Has anyone else gone through this process? I understand that we won't qualify based on income but after getting that initial rejection, supposedly I can re-apply based on the boys FX diagnoses. Kicker is be ready with ALL documentation from every doctor you have ever seen for your child.
Any advice? Please comment!
Has anyone else gone through this process? I understand that we won't qualify based on income but after getting that initial rejection, supposedly I can re-apply based on the boys FX diagnoses. Kicker is be ready with ALL documentation from every doctor you have ever seen for your child.
Any advice? Please comment!
Dr Polly Panitz
I recommend getting a good Developmental Pediatrician. If her bio helps, than great!
http://www.capitalareapediatrics.com/Public/PediatriciansPage.aspx
http://www.capitalareapediatrics.com/Public/PediatriciansPage.aspx
Pete the Cat I love My White Shoes
This book is so cute! I want more of these books!
Pete the Cat goes walking down the street wearing his brand new white shoes. Along the way, his shoes change from white to red to blue to brown to WET as we steps in piles of strawberries, blueberries and other big messes! But no matter what color his shoes are are, Pete keeps movin' and groovin' and singing his song...because it's all good.
Ages: 3 - 7
free songs: http://www.harpercollinschildrens.com/books/Pete-Cat-Love-My-White-Shoes/?isbn13=9780061906220&tctid=100
Pete the Cat goes walking down the street wearing his brand new white shoes. Along the way, his shoes change from white to red to blue to brown to WET as we steps in piles of strawberries, blueberries and other big messes! But no matter what color his shoes are are, Pete keeps movin' and groovin' and singing his song...because it's all good.
Ages: 3 - 7
free songs: http://www.harpercollinschildrens.com/books/Pete-Cat-Love-My-White-Shoes/?isbn13=9780061906220&tctid=100
Common sense media
http://www.commonsensemedia.org/
Our Mission
Common Sense Media is dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in a world of media and technology.We exist because our nation's children spend more time with media and digital activities than they do with their families or in school, which profoundly impacts their social, emotional, and physical development . As a non-partisan, not-for-profit organization, we provide trustworthy information and tools, as well as an independent forum, so that families can have a choice and a voice about the media they consume.
Our 10 Beliefs
- We believe in media sanity, not censorship.
- We believe that media has truly become "the other parent" in our kids' lives, powerfully affecting their mental, physical, and social development.
- We believe in teaching our kids to be savvy, respectful and responsible media interpreters, creators, and communicators. We can’t cover their eyes but we can teach them to see.
- We believe parents should have a choice and a voice about the media our kids consume and create. Every family is different but all need information.
- We believe that the price for free and open media is a bit of extra homework for families. Parents need to know about the media their kids use and need to teach responsible, ethical behavior as well as manage overall media use.
- We believe that through informed decision making, we can improve the media landscape one decision at a time.
- We believe appropriate regulations about right time, right place, and right manner exist. They need to be upheld by our elected and appointed leaders.
- We believe in age-appropriate media and that the media industry needs to act responsibly as it creates and markets content for each audience.
- We believe ratings systems should be independent and transparent for all media.
- We believe in diversity of programming and media ownership
http://www.commonsensemedia.org/tv-reviews/dragons-riders-of-berk
Movies- The Croods! Can't wait for this on video. We loved it in the theater!
Shows: Super Why! This is popular at my house!
http://www.commonsensemedia.org/game-reviews/digging-for-dinosaurs
DRUMROLL! Most popular and I'm proud of it is.....Veggietales
Sunday, May 19, 2013
Please sign the petition!
https://www.change.org/petitions/sponsor-arbaclofen-stx-209-study-for-children-with-autism-and-fragile-x#
To help allocate funds for Seaside and Roche to finish the STX 209 trial!
To help allocate funds for Seaside and Roche to finish the STX 209 trial!
Saturday, May 18, 2013
Tuesday, May 14, 2013
http://www.crowdrise.com/CharlieMason
Charlie&Mason:
BENEFITING: National Fragile X Foundation
EVENT: Walk for Fragile X Families of Northern Virginia
EVENT DATE: Jun 01, 2013
DAYS TO GO: 18
THE STORY:
Fragile X Syndrome is the most commonly inherited cause of intellectual disability. The FMR1 gene on the X chromosome is responsible for the deficiency of the FMRP (Fragile Mental Retardation Protein). Symptoms can include: learning difficulties, autism, severe anxiety, seizures in 20-25% of boys, attention deficit, and hyperactivity. FX affects 1 in 4,000 boys and 1 in 6,000 girls. FX is carried by 1 in 260 women and 1 in 800 men. A woman who carries the gene that causes an X-linked condition has a 50/50 chance of passing it to a child, whether it is a son or daughter. This is because she has two X chromosomes, and she passes one or the other for a son or daughter. A man with the same X-linked gene passes it to all of his daughters and none to his sons. This is because he passes his only X chromosome to his daughters and his Y chromosome to his sons.
Charlie, who is 6 years old and Mason, who is 3 years old had genetic testing which led to the discovery of our Fragile X diagnosis just last September. The range of ability varies from mildly affected to severe. Early intervention is crucial! We have come a long way! While developmental delays may cause the boys to adapt to learning on a different level, we are proud of the fact that they are continuing to learn daily! Behavior and potty training remain difficult. The inability to express themselves seems to be the determining cause of acting out at times. They also get overstimulated which makes going places very challenging. We thank you in advance for your contribution. Research and early intervention really play a role in whether our children and other children with Fragile X can live independent lives.
Charlie, who is 6 years old and Mason, who is 3 years old had genetic testing which led to the discovery of our Fragile X diagnosis just last September. The range of ability varies from mildly affected to severe. Early intervention is crucial! We have come a long way! While developmental delays may cause the boys to adapt to learning on a different level, we are proud of the fact that they are continuing to learn daily! Behavior and potty training remain difficult. The inability to express themselves seems to be the determining cause of acting out at times. They also get overstimulated which makes going places very challenging. We thank you in advance for your contribution. Research and early intervention really play a role in whether our children and other children with Fragile X can live independent lives.
Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap.
Adding onto our vegetable garden!
At home depot! We were going to build it from scratch but this kit made it super easy!
We planted 4 zucchini plants, a whole bed of carrots, 4 tomato plants, and some corn!
Monday, May 13, 2013
Dreams
Each day of life holds many dreams
For human hearts to share
And every dream is filled with joys
To comfort life's despairs,
But we must choose the dream we want-
To be our very own;
And we must nurture it, with love,
That blesses heart and home.
It is God's will that this should be,
To add new hopes to life
And be a haven of content-
From weariness and strife-
For He had seen how frail we are
In purpose, heart and limp,
And must have dreams to comfort us-
And light the way to Him.
-Michael Dubina
Sunday, May 12, 2013
Great outlook on life....
'We can complain because rose bushes have thorns, or rejoice because thorn bushes have roses.'- Abraham Lincoln
How fitting to all mom's with children who have special needs. Happy Mother's Day! God bless!
Saturday, May 11, 2013
How to make a visual schedule and how it helps...
Children with verbal limitations and/or developmental delay benefit by use of a visual schedule. The not knowing of what is to occur next causes anxiety about what to expect. Visual schedules and having a consistent (as possible) schedule during the day, helps alleviate the anxiety. Here's our visual schedule:
Here's our picture cards that are kept in this box. (All have Velcro on them and go in the completed activities so that Charlie and Mason can take the item off of the schedule themselves.)
And I have photographed lots of toys so that they can choose what we play with! This means mom gets down on the floor and plays too!
Tips for making and using the visual schedule:
1. Make your cards by using a combination of clip art pictures off of the computer and taking actual pictures (black and white are fine) and printing them out. Use clear packing tape to cover them or purchase a laminator (inexpensive) at Walmart!
2. Use Velcro so that the pictures can be taken down by the child/children. It allows them to work on something fine motor and to feel like they are in charge of their own schedule.
3. Also photograph various toys so that you can have time to sit down and play WITH them. Blocks, shape sorters, alphabet, flash cards, memory, games, pretend, dress-up..........
4. Make it a habit. Every morning, have the child/children come over and make the schedule with you. That means allowing them choices built into the already scheduled meals/nap/potty time/daily routine.
5. Make it short. Update it several times a day.
6. Include meals and snacks. Charlie is constantly hungry. I refer to the schedule and say, "it's not snack time yet!"
7. Include pictures of places you visit. Stores, the park, the library, and include a picture of the school bus.
8. You can add people if they are going to have a visitor or go to someone's house.
9. Ask them what else they want to include!
10. Get into the habit and then see if they go to the visual schedule and look at what is next. They do! They love it!
Wednesday, May 8, 2013
Our first FX walk/fundraiser! Please help us if you are able to do so. Even $10 will be great!!!
http://www.crowdrise.com/CharlieMason
AND PLEASE email me your name and address so I can send a thank you card!
THE STORY:
AND PLEASE email me your name and address so I can send a thank you card!
THE STORY:
Fragile X Syndrome is the most commonly inherited cause of intellectual disability. The FMR1 gene on the X chromosome is responsible for the deficiency of the FMRP (Fragile Mental Retardation Protein). Symptoms can include: learning difficulties, autism, severe anxiety, seizures in 20-25% of boys, attention deficit, and hyperactivity. FX affects 1 in 4,000 boys and 1 in 6,000 girls. FX is carried by 1 in 260 women and 1 in 800 men. A woman who carries the gene that causes an X-linked condition has a 50/50 chance of passing it to a child, whether it is a son or daughter. This is because she has two X chromosomes, and she passes one or the other for a son or daughter. A man with the same X-linked gene passes it to all of his daughters and none to his sons. This is because he passes his only X chromosome to his daughters and his Y chromosome to his sons.
Charlie, who is 6 years old and Mason, who is 3 years old had genetic testing which led to the discovery of our Fragile X diagnosis just last September. The range of ability varies from mildly affected to severe. Early intervention is crucial! We have come a long way! While developmental delays may cause the boys to adapt to learning on a different level, we are proud of the fact that they are continuing to learn daily! Behavior and potty training remain difficult. The inability to express themselves seems to be the determining cause of acting out at times. They also get overstimulated which makes going places very challenging. We thank you in advance for your contribution. Research and early intervention really play a role in whether our children and other children with Fragile X can live independent lives.
Charlie, who is 6 years old and Mason, who is 3 years old had genetic testing which led to the discovery of our Fragile X diagnosis just last September. The range of ability varies from mildly affected to severe. Early intervention is crucial! We have come a long way! While developmental delays may cause the boys to adapt to learning on a different level, we are proud of the fact that they are continuing to learn daily! Behavior and potty training remain difficult. The inability to express themselves seems to be the determining cause of acting out at times. They also get overstimulated which makes going places very challenging. We thank you in advance for your contribution. Research and early intervention really play a role in whether our children and other children with Fragile X can live independent lives.
Tuesday, May 7, 2013
Novartis AFQ056
| Ages Eligible for Study: | 3 Years to 11 Years |
| Genders Eligible for Study: | Male |
| Accepts Healthy Volunteers: | No |
Criteria
Inclusion Criteria:
- Genetically confirmed diagnosis of FXS
- At Screening and first baseline, vital signs, body weight and body mass index (BMI) must be age-specific within normal ranges.
Exclusion Criteria:
- Use of any other investigational drug within 30 days or 5 half-lives (whichever is longer) of the investigational drug prior to screening until end of study visit.
- History of hypersensitivity to AFQ056 or any mGluR antagonist.
- Female patients who are confirmed or suspected to be sexually active.
- History or presence of any clinically significant disease of any major system organ class, within the past 2 years prior to screening including but not limited to psychiatric, neurological, cardiovascular, endocrine, metabolic, renal, or gastrointestinal disorders (except for typical features of FXS).
- Smokers.
- Loss of ≥10% of total blood volume within 8 weeks (or less if required for this age group and/or by local regulation) prior to dosing or longer if required for this age group and/or by local regulation.
- Significant illness that did not completely resolve at least four weeks prior to the first baseline visit.
- Any abnormal laboratory values at screening or first baseline that are in the opinion of the investigator clinically significant and may jeopardize the safety of the study subject.
- Use of (or use within at least 5 half lives before dosing) concomitant medications that are strong/moderate inhibitors or inducers of CYP1A1/2, CYP2C9/19 or CYP3A4
- History or presence of Hepatitis B/C or HIV at screening
Contacts and Locations
Please refer to this study by its ClinicalTrials.gov identifier: NCT01482143
Contacts
| Contact: Novartis Pharmaceuticals | 1-888-669-6682 | |
| Contact: Novartis Pharmaceuticals |
Monday, May 6, 2013
In love with everything on here!
https://youcreatewithchrissy.rendistyle.com/Home
Chrissy is a great mom and will take care of you by making sure that you get what you are looking for! Check it out! Great Mother's Day gift ideas! Hint hint....
STX 209
"While the study did not show improvement on the primary endpoint of social withdrawal, it did demonstrate significant improvement on the Clinical Global Impression of Severity scale. Secondary analyses of the data revealed significant improvement on the Vineland-II Socialization scale, a gold-standard psycho-educational measure of social function, in higher functioning patients.
“There currently are no FDA-approved therapeutics to treat the core impairments of ASD. These data represent an important advance towards addressing this serious unmet medical need,” said Paul Wang, M.D., Vice President for Clinical and Medical Affairs, Seaside Therapeutics. “ASD is a heterogeneous disorder, in terms of its etiology and its clinical presentation. This study helps us better understand which patients with ASD respond most readily to treatment with arbaclofen.”
Seaside intends to confirm its results by initiating another controlled trial of arbaclofen in patients with ASD"
 |
| http://www.businesswire.com/news/home/20130501006067/en/Seaside-Therapeutics-Announce-Results-Phase-2b-Clinical |
Wednesday, May 1, 2013
Cha Ching! I'll be saving some serious dough by making my own rice flour!
http://www.instructables.com/id/DIY-How-to-Make-Rice-Flour/
 |
| White basmati rice |
 |
| Rinse |
 |
| Soak 6 hours |
 |
| Dry on paper towels |
 |
| Blend till fine powder |
 |
| Heat till it doesn't stick together |
 |
| How it should look |
Monday, April 29, 2013
Our first fundraising event!!! June 1, 2013
http://www.crowdrise.com/CharlieMason
BENEFITING: National Fragile X Foundation
EVENT: Walk for Fragile X Families of Northern Virginia
You are the Organizer of this Fundraiser
Had to use a FUN picture! From October when we got snow before Halloween!
BENEFITING: National Fragile X Foundation
EVENT: Walk for Fragile X Families of Northern Virginia
You are the Organizer of this Fundraiser
THE STORY:Fragile X Syndrome is the most commonly inherited cause of intellectual diability. The FMR1 gene on the X chromosome is responsible for the deficiency of the FMRP (Fragile Metnal Retardation Protein). Symptoms can include: learning difficulties, autism, severe anxiety, seizures in 20-25% of boys, attention deficit, and hyperactivity. FX affects 1 in 4,000 boys and 1 in 6,000 girls. FX is carried by 1 in 260 women and 1 in 800 men. A woman who carries the gene that causes an X-linked condition has a 50/50 chance of passing it to a child, whether it is a son or daughter. This is because she has two X chromosomes, and she passes one or the other for a son or daughter. A man with the same X-linked gene passes it to all of his daughters and none to his sons. This is because he passes his only X chromosome to his dauthers and his Y chromosome to his sons.
Charlie, who is 6 years old and Mason, who is 3 years old had genetic testing which led to the discovery of our Fragile X diagnosis just last September. Corry had a repeat (or genetic stutter) (77) on one X chromosome. This caused the full mutation to be passed on to Mason. Charlie is a mozaic (meaning he has some of the protein produced.) We have learned a lot! For instance, the number of genetic repeats does not correspond to the intellectual ability of the person with FX. The range of ability varies from mildly affected to severe. Early intervention is crutial! We have come a long way! While developmental delays may cause the boys to adapt to learning on a different level, we are proud of the fact that they are continuing to learn daily! Behavior and potty training remain difficult. The inability to express themselves seems to be the determining cause of acting out at times. They also get overstimulated which makes going places very challenging. We thank you in advance for your contribution. Research and early intervention really play a role in whether our children and other children with Fragile X can live independent lives.
Had to use a FUN picture! From October when we got snow before Halloween!
From Buffy Grande...Northern Va, Maryland, D.C. peeps....you'll wanna see this!
Friends and Family,
Most of you know that we have a 7 year old son (Jimmy) who has special needs - Fragile X Syndrome. He has been a true blessing to our family and we're amazed at what our son can teach us without words.
We're both in...volved with the Fragile X Foundation and with our local group - Fragile X Families of Northern Virginia.
If you live in the DC metro area, will you join us for our 2 mile Family Fun walk. We are trying to raise awareness and support for both Fragile X research and our 2nd local Fragile X Conference to educate our teachers and therapists on the latest and best methods for teaching our children with Fragile X.
If you do not live locally - please consider donating to our walk (TEAM JIMMO) and read more about all the local families that have teamed up to raise awareness and support.
A huge huge thank you to all our family and friends who have already donated. We're truly humbled by your generous donations. It's been so exciting to see our friends support us from near and far away!
Fragile X Families of Northern Virginia First Annual Walk
Date - Saturday, June 1st 2013
Time - 8:30AM
Place - Burke Lake Park, Fairfax Station, VA
You can find all the details at our fundraising site.
Thank you again for supporting us - go TEAM JIMMO!!!!
http://www.crowdrise.com/2013FXwalkNOVASee More
Most of you know that we have a 7 year old son (Jimmy) who has special needs - Fragile X Syndrome. He has been a true blessing to our family and we're amazed at what our son can teach us without words.
We're both in...volved with the Fragile X Foundation and with our local group - Fragile X Families of Northern Virginia.
If you live in the DC metro area, will you join us for our 2 mile Family Fun walk. We are trying to raise awareness and support for both Fragile X research and our 2nd local Fragile X Conference to educate our teachers and therapists on the latest and best methods for teaching our children with Fragile X.
If you do not live locally - please consider donating to our walk (TEAM JIMMO) and read more about all the local families that have teamed up to raise awareness and support.
A huge huge thank you to all our family and friends who have already donated. We're truly humbled by your generous donations. It's been so exciting to see our friends support us from near and far away!
Fragile X Families of Northern Virginia First Annual Walk
Date - Saturday, June 1st 2013
Time - 8:30AM
Place - Burke Lake Park, Fairfax Station, VA
You can find all the details at our fundraising site.
Thank you again for supporting us - go TEAM JIMMO!!!!
http://www.crowdrise.com/2013FXwalkNOVASee More
Sunday, April 28, 2013
Music for verbalization paired with play!
Using Music with Children with Special Needs
http://www.alsc.ala.org/blog/2011/11/using-music-with-children-with-special-needs/
I relish the opportunity to sing and dance, as I’m sure many of us do during storytime programs. But when I started working with children with special needs, I realized I had to be more thoughtful when selecting songs for an inclusive audience. For example, many children with autism have an aversion to music. High-pitch singing, loud volume, or fast beats could cause a child to cover his ears in discomfort. Following along with the lyrics of a song while imitating a librarian’s movements could be equally confusing for the child. Processing both visual and auditory information at the same time is a challenge for those with sensory processing disorder. Some children may not be able to stand without assistance or may have other limitations with their mobility. In this case, establishing an expectation for children to “dance” or “jump around” may not be feasible for every child. At first, there was a lot of trial and error, but eventually I found music can be utilized quite successfully with children with special needs. So, here are some tips I’ve picked up along the way.
One way you can use music in a program with children with special needs is to do what I like to call “song stretchers.” These can be brief one or two minute songs that provide an opportunity for children to release energy and move around. I like to choose an activity that can be completed or easily modified to accommodate all children. Jim Gill has a wonderful song called “My Ups and Downs” on his CD Do Re Mi on his Toe Leg Knee. The melody, played by only a few instruments, is essentially a chromatic scale with notes that slowly ascend and descend. At the beginning of the song, I lead children in pretending we are very small with our knees bent and hovering close to the ground. As the music ascends the scale, we all grow taller reaching our bodies way up high stretching our arms out. As the melody descends the scale, we all shrink in size slowly bending our knees coming closer to the ground…until the music starts ascending again, and then we repeat. What I love most about this song is that it can be easily modified for those with limited mobility. A child with cerebral palsy, for example, may only be able to move their arms slightly up and down. But this activity allows the child to still be able to participate, feeling included in the group. Jim Gill has many years of experience leading musical play groups with children with special needs. It really shows in his music–it’s fantastic and I use it every chance I get!
Another way I like to use music is by leading a structured activity incorporating the music as the guide. Bean Bag Fun by Laura Johnson and Diane Waldron is an oldie, but a goodie! This CD is a collection of songs with instructions to activities involving bean bags. “Bean Bag Kickline” allows the child to practice their eye-hand and eye-foot coordination by kicking a bean bag across the room. ”Bean Bag Carousel” is a great track that offers the child an opportunity to practice sharing by tossing and catching a bean bag with a partner. Sometimes you might rather design your own activity or give instructions at your own pace. With this CD, it’s easy–there is an instrumental version for each of the tracks. Music can be used to have fun, but providing a structured activity with the music can offer an opportunity for learning. These activities can also help children to develop their gross motor skills, increase balance, and learn the difference between left and right–an added bonus!
Giving a child the chance to march to the beat of his own drummer, so to speak, is perhaps the easiest ways to utilize music with children with special needs. And my favorite item to use during free dance is a scarf because it can be used in so many different ways. Scarves can be used to identify different parts of the body (“Put the scarf on your elbow. Now put the scarf on you head. Can you balance the scarf on your knee?”). They can also be used to practice shapes (“Make a circle with your scarf. Now make a triangle. Now use the other hand.”). You can even hide objects underneath scarves, allowing the child to experience object permanence. Of course, you can always just wave the scarf around in the air, too! What I like about the Musical Scarves & Activities CD is that it’s collection offers the option of both free dance and activity-based songs. Tracks like “Round and Round” and “Let’s Go Fly A Kite” allow children to practice hand and arm movements while waving their scarves, whereas tracks like “Take Me Out to the Ball Game” and “Under the Sea” are opportunities for children to work together in a group. Using scarves not only increases the amount of sensory input in your program, but they are a fun prop to enhance the musical experience.
I love music, but it’s particularly beneficial to use with children with special needs. The repetition and rhyme from lyrics build language and enhance communication, which is essential for any child with autism. During musical activities, we also provide opportunities for a child to interact with other children in a group setting, allowing them to practice social skills. If you notice a song is not being well-received by your audience, there is nothing wrong with ending the song early and moving on to the next activity. Every child is different and may react differently when introduced to a new sound or song. But I’ve found that when songs are presented slowly, clearly, and with careful focusing of the child’s attention, music can be enjoyed by everyone.
We have this: and LOVE it!
http://www.walmart.com/ip/Singing-Machine-CDG-Karaoke-System-with-Disco-Lights-SML-385/12311605
I relish the opportunity to sing and dance, as I’m sure many of us do during storytime programs. But when I started working with children with special needs, I realized I had to be more thoughtful when selecting songs for an inclusive audience. For example, many children with autism have an aversion to music. High-pitch singing, loud volume, or fast beats could cause a child to cover his ears in discomfort. Following along with the lyrics of a song while imitating a librarian’s movements could be equally confusing for the child. Processing both visual and auditory information at the same time is a challenge for those with sensory processing disorder. Some children may not be able to stand without assistance or may have other limitations with their mobility. In this case, establishing an expectation for children to “dance” or “jump around” may not be feasible for every child. At first, there was a lot of trial and error, but eventually I found music can be utilized quite successfully with children with special needs. So, here are some tips I’ve picked up along the way.
One way you can use music in a program with children with special needs is to do what I like to call “song stretchers.” These can be brief one or two minute songs that provide an opportunity for children to release energy and move around. I like to choose an activity that can be completed or easily modified to accommodate all children. Jim Gill has a wonderful song called “My Ups and Downs” on his CD Do Re Mi on his Toe Leg Knee. The melody, played by only a few instruments, is essentially a chromatic scale with notes that slowly ascend and descend. At the beginning of the song, I lead children in pretending we are very small with our knees bent and hovering close to the ground. As the music ascends the scale, we all grow taller reaching our bodies way up high stretching our arms out. As the melody descends the scale, we all shrink in size slowly bending our knees coming closer to the ground…until the music starts ascending again, and then we repeat. What I love most about this song is that it can be easily modified for those with limited mobility. A child with cerebral palsy, for example, may only be able to move their arms slightly up and down. But this activity allows the child to still be able to participate, feeling included in the group. Jim Gill has many years of experience leading musical play groups with children with special needs. It really shows in his music–it’s fantastic and I use it every chance I get!Another way I like to use music is by leading a structured activity incorporating the music as the guide. Bean Bag Fun by Laura Johnson and Diane Waldron is an oldie, but a goodie! This CD is a collection of songs with instructions to activities involving bean bags. “Bean Bag Kickline” allows the child to practice their eye-hand and eye-foot coordination by kicking a bean bag across the room. ”Bean Bag Carousel” is a great track that offers the child an opportunity to practice sharing by tossing and catching a bean bag with a partner. Sometimes you might rather design your own activity or give instructions at your own pace. With this CD, it’s easy–there is an instrumental version for each of the tracks. Music can be used to have fun, but providing a structured activity with the music can offer an opportunity for learning. These activities can also help children to develop their gross motor skills, increase balance, and learn the difference between left and right–an added bonus!Giving a child the chance to march to the beat of his own drummer, so to speak, is perhaps the easiest ways to utilize music with children with special needs. And my favorite item to use during free dance is a scarf because it can be used in so many different ways. Scarves can be used to identify different parts of the body (“Put the scarf on your elbow. Now put the scarf on you head. Can you balance the scarf on your knee?”). They can also be used to practice shapes (“Make a circle with your scarf. Now make a triangle. Now use the other hand.”). You can even hide objects underneath scarves, allowing the child to experience object permanence. Of course, you can always just wave the scarf around in the air, too! What I like about the Musical Scarves & Activities CD is that it’s collection offers the option of both free dance and activity-based songs. Tracks like “Round and Round” and “Let’s Go Fly A Kite” allow children to practice hand and arm movements while waving their scarves, whereas tracks like “Take Me Out to the Ball Game” and “Under the Sea” are opportunities for children to work together in a group. Using scarves not only increases the amount of sensory input in your program, but they are a fun prop to enhance the musical experience. I love music, but it’s particularly beneficial to use with children with special needs. The repetition and rhyme from lyrics build language and enhance communication, which is essential for any child with autism. During musical activities, we also provide opportunities for a child to interact with other children in a group setting, allowing them to practice social skills. If you notice a song is not being well-received by your audience, there is nothing wrong with ending the song early and moving on to the next activity. Every child is different and may react differently when introduced to a new sound or song. But I’ve found that when songs are presented slowly, clearly, and with careful focusing of the child’s attention, music can be enjoyed by everyone.
We have this: and LOVE it!
http://www.walmart.com/ip/Singing-Machine-CDG-Karaoke-System-with-Disco-Lights-SML-385/12311605
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