Category Archives: autism

Volunteer for Autism-friendly performances of The Lion King and The Nutcracker in Pittsburgh

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The Pittsburgh Cultural Trust and Pittsburgh Ballet Theatre, with support from ABOARD’s Autism Connection of PA, is bringing autism-friendly performances of The Lion King and The Nutcracker to Pittsburgh.

These presentations will be sensory-friendly performances that allow families with members on the Autism spectrum to experience a regular Broadway production with several alterations that meet the needs of the audience. Pittsburgh will be the third city to offer this type of program.

The Lion King performance is on Saturday, September 21, 2013 at 2:00 PM
The Nutcracker is on Friday, December 27, 2013 at 2:00 PM

Autism Connection is currently seeking professionals who work in the field, to volunteer for both of these performances. They will be needing assistance on numerous tasks, including guidance from the parking garage to the theater, quiet room and activity room aides, and in-theater support.

Interested professionals and individuals with experience in the field should fill out their Volunteer Questionnaire. Accepted volunteers will be contacted to attend an orientation session.

For more information about volunteering, please contact ABOARD’s Autism Connection of PA at support@autismofpa.org, or call (800) 827-9385.

Pick of the Week: Answering “Wh” Questions

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This week’s Pick of the Week is our Answering “Wh” Questions cards set! Answering “Wh” Questions contains 23 full-color photographic learning cards that will inspire conversation and speculation in young learners. This week only, take 15% off your online order of the Answering “Wh” Questions cards by applying the promotional code BLOGWHQ6 at checkout!

DRC 536 Answering Wh Questions

Each photo in this set of cards includes children engaged in various indoor and outdoor activities that encourage language development, emotional awareness, and critical thinking when answering who, what, when, where, why, and how questions.

The cards in this set depict children interacting with their peers and with adults in various settings, including theDRC 536 Answering Wh Questions 2 classroom, playground, kitchen, and many more. Answering “Wh” Questions also comes with word lists and a resource guide in English, Spanish, as well as French, to suggest different methods of asking and answering “wh” questions.

The Answering “Wh” Questions set is a wonderful way to reinforce basic principles, lessons, and skills. Recommended for pre-K to 2nd grade learners.

Remember, this week only, save 15% on your purchase of Answer “Wh” Questions by applying the promo code BLOGWHQ6 at checkout!

*This offer is valid until July 29th, 2013 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces in the promo code at check out!

Autism & Applied Behavior Analysis: 10 ABA Myths Debunked

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We came across this great post on ABA and Autism by our friend Brenda Kosky Deskin over at AutismBeacon.com and wanted to share it with you. It’s a good read!

autism and aba, autism, autism treatment

Applied Behavior Analysis, or ABA, has been around for years, helping people of all ages on the Autism Spectrum learn and thrive. Some, however, frown upon its use with autistic individuals but I suspect that those who don’t like ABA might not know what ABA really is and is not. I hope that by clearing up some widely held misconceptions about this evidence-based intervention for Autism, that more individuals will embrace ABA as their treatment of choice for their students and loved ones on the Autism Spectrum.

1) Myth: ABA is not effective

FACT: Of all treatments associated with Autism, ABA is the one that has the most peer-reviewed scientific research behind it to support its efficacy. If you would like to learn more about the importance of evidence-based practice with respect to Autism, The Association For Science in Autism Treatment (ASAT) features an excellent article on its website about this very topic.

2) Myth: ABA is punishing and unpleasant

FACT: While it is most unfortunate that some of the pioneers of ABA back in the late ’50s used physical punishment in their teaching procedures, today’s ABA programs depend primarily on praise and preferred items as a means of rewarding a learner for a job well done. Technically speaking, a “punishment” in the world of ABA today would be considered using the word “no” or sometimes if necessary, perhaps withdrawing a preferred object. Even these punishments procedures are used rarely and only when absolutely necessary in any of the quality programs of which I am aware. Certainly any physical or verbal punishers that are abusive in nature should not be tolerated nor considered acceptable. In fact, the importance of using methodologies that focus on reinforcement rather than punishment are written right into the Code of Ethics of the Behavior Analysis Certification Board (BACB).

As I state often, a good ABA program is a fun ABA program. My son, Michael, is very fond of his ABA therapists and has a great time with them. His therapy program includes visits to the book store, walks in the forest, swimming, go-karting and countless other activities that he enjoys. A talented and knowledgeable ABA therapist takes an activity his or her learner likes and turns it into a teaching opportunity that his learner will enjoy.

3) Myth: ABA means hours of sitting knee-to-knee at a table doing drills

FACT: This is a very common misconception. What is being described here is a teaching methodology called “Discrete Trial Teaching” or “Discrete Trial Training.” It is only one of many different teaching methodologies used in an ABA program and should never be relied upon as the only approach to teaching an individual on the Autism Spectrum. No one wants to nor should spend hours sitting at a table learning. Incidental Teaching, for example, is another ABA-based teaching approach that is extremely effective and can be used in many different environments and situations.

5) Myth: ABA is only appropriate and effective for young children

FACT: As we are all very well aware, people of all ages can and do learn. People on the Autism Spectrum are no exception. While the major, groundbreaking studies on the overall effectiveness of ABA in treating individuals on the Autism Spectrum all focused on children, there are numerous smaller studies which examine the use of ABA to address specific tasks including clothing selection, appropriate mealtime behaviors, vending machine use, non-disruptive bus riding, and the list goes on. Many of these studies’ participants are autistic adults and the results are promising indeed, proving that autistic individuals of all ages can make tremendous gains given ABA-based instruction.

States Dr. Bobby Newman, PhD, BCBA, on this topic, “Learning goes on throughout life. The principles of learning upon which ABA heavily relies are universal, as far as we know, going across species and CERTAINLY across the lifespan. A teenager or adult is nowhere near done. I would argue, in fact, that the need for good solid ABA-based instruction increases rather than decreases as the student ages toward adulthood. Many new demands will be placed (e.g., vocational, travel, independent living, etc.), and school/instruction hours often decrease. This increases the need for scientifically-based and efficient instruction; it doesn’t decrease that need.”

6) Myth: ABA is only for people who have Autism

FACT: ABA has proven to be effective in a wide variety of applications including rehabilitating stroke victims and individuals with acquired brain injuries. Whether many of us are aware or not, it has many other day-to-day applications within the general population as well. We use ABA strategies to train our dogs. Many good parenting practices have strong roots in ABA. (Have you ever given your toddler a sticker for using the potty?) ABA techniques can also be used to overcome different kinds of social or behavioral problems including dieting and quitting smoking. Do you ever reward yourself for hard work with say, a visit to the spa or by taking a vacation? Has your boss ever recognized your work endeavors with a compliment (otherwise known in the world of ABA as a “Social Reinforcement”) or a bonus or raise (a “Tangible Reinforcement”). These every-day principles are really no different than those used in an ABA program for an individual on the Autism Spectrum.

7) Myth: ABA is all about bribing people with food and toys

FACT: It is important to recognize that there is a major difference between a bribe and a reinforcement. A bribe is a type of negotiation before something occurs. It is stated or implied that “If you do this, you’ll get…”. On the other hand, a reinforcer is something favorable that a learner receives for a job well done after it occurs. In this way, it is allowing the learner – often subconsciously – to start pairing or making associations in his mind between the behavior that he has already done, with the reinforcer that he receives immediately after. With repeated practice, after these associations are firmly ingrained in the learner’s mind, the reinforcer can then often be removed all together as the newly learned behavior becomes habit.

With respect to what is actually used as a reinforcer in an ABA program, I again make reference to the Code of Ethics of the Behavior Analysis Certification Board (BACB):

“The behavior analyst minimizes the use of items as potential reinforcers that maybe harmful to the long-term health of the client or participant (e.g., cigarettes, sugar or fat-laden food)”

My son, for example, has never been rewarded with food. His therapists use whatever happens to be motivating to him at any particular moment and this could and does change all the time. Some of his reinforcers include swimming, looking through stacks of photographs, searching for YouTube videos, and therapists repeating lines from his favorite movies.

8) Myth: ABA only helps treat behaviors; it can’t help teach actual skills or language

FACT: While ABA-based interventions are certainly ideal for addressing problem behaviors like physical aggression, tantrumming and the like, they are equally effective in teaching new skills and promoting language development. Michael has learned how to fold laundry, prepare a snack and a myriad of other important life skills from his ABA therapists. Academics like reading, writing and math can also be taught successfully within the confines of an ABA program.

9) Myth: ABA is a one-size-fits-all treatment

FACT: While there are many excellent books and computer-based resources available for parents that can help educate them about ABA and even provide basic foundations and curriculums for an ABA program, in an ideal world, these should not be relied upon exclusively. Because every person with Autism is different, every ABA program must accordingly be customized to every learner’s unique set of circumstances, abilities and challenges. Furthermore, learners’ needs and behaviors can turn on a dime so expertise is needed in order to correctly analyse these changes and devise solutions that are based on years of education and training in the field. This experience can best be found in an ABA professional who is certified with the Behavior Analyst Certification Board.

10) Myth: ABA can or should only be done during “therapy time”

FACT: An effective ABA-based intervention, to a certain extent, runs 24-7. I’m by no means stating that a learner should be deluged with information or have demands put upon him during his every waking moment. What I’m talking about here is consistency.

I too often see kids who go to an ABA school and have great behaviors, toilet independently and thrive under these predictable learning environments. Then they go home where the same expectations are not upheld. Kids of all ages are going to “test” their parents and caregivers whether they are autistic or not. If we don’t maintain the same expectations of our kids at home that their teachers have of them in school, it is almost guaranteed that behaviors will worsen and anxiety levels will skyrocket. Conversely, some parents run great ABA programs at home which are then undone by teachers who don’t adhere to the same ABA principles in their classrooms where the child attends.

My advice to parents is to at very least learn the basic underlying principles of ABA and stay connected to your child’s teachers so that you can help your child generalize what he is learning at school in your home and community. In the case of parents who struggle with teacher non-compliance at school, advocate, advocate, advocate. Show your child’s teachers and principals exactly what your child is capable of at home by way of data and videos and provide them with or direct them to ABA-based resources that can help your child thrive both at home and at school.

AutismBeaconLogoReprinted with permission from AutismBeacon.com, a one-stop source for parents, caregivers, service providers, professionals, advocates and family members of people with Autism to learn, share and access vital resources around the corner and  around the world.

Using Music to Help Children with Autism: A Guest Post by Board Certified Music Therapist Ryan Judd

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For those of you who don’t know him, we’re thrilled to introduce you to Ryan Judd. Ryan is a board certified music therapist with a Masters degree in Music Therapy and has been working as a music therapist with children with special needs for more than 13 years. We’re excited not only to share his wonderful wisdom with you but also to let you know that you can now incorporate his teaching techniques at home and school with The Rhythm Tree Music & DVD Package. This comprehensive package includes a DVD with 9 interactive songs that address particular skill sets, a full-length CD for listening and learning on the go, a 30-page guidebook with music and lyrics along with strategies for addressing developmental goals, and 3 sets of musical and motivating instruments so the whole family can join in. It’s this week’s pick so you can save 15% on The Rhythm Tree DVD and Music Package by applying the promotional code BLOGRHY3 at checkout.

“Using Music to Help Children with Autism”
By Ryan Judd

I am a lucky man. I get to see music touch the lives of children with autism on a daily basis. Even after 13 years of providing music therapy for children with autism, I still am amazed at the power of music and the way it can grab a child’s attention and motivate them to perform challenging tasks.

Today, I would like to share with you some ways that you can use music to motivate children with autism and help them reach developmental goals. The cool thing is that you don’t need to be a musician or even be able to sing on key in order to use music with children! Music offers so many possibilities for growth and development. I am here to help you begin to tap into this powerful medium.

Let’s look at how you can use music to help children learn social skills, and in particular, greetings. This can be challenging for some children with autism, especially when the expectation is to make eye contact when greeting a peer. If you practice greetings through a fun and engaging song, you can grab a child’s attention and help them practice this foundational social skill.

I have created a simple but effective greetings song for you that is easy to learn and easy to remember. It is to the tune of “Twinkle, Twinkle Little Star.” I changed the words, but have written the original words above these, so that you can get a better feel for the timing. So here it goes. Let’s try it!

Twinkle Twinkle little star, how I won-der what you are.
Hello, hello, hello friends, it is time to sing a-gain.

Up a-bove the world so high, like a dia-mond in the sky.
Look at a friend and say “hi.” Use your eyes and give high fives.

Twinkle Twinkle little star, how I won-der what you are
Hello, hello, hello friends, it is time to sing a-gain


To practice this song and teach it to your child, start by facing each other and holding hands while seated. Now rock back and forth or side to side while singing. This not only gives your child time with you to practice greetings, but it’s also a great way to bond with your child. Facing each other also sets you up perfectly for making eye contact. If your child is not willing to hold hands for that long, then try a patty-cake type pattern by slapping your knees with both hands and then their hands. If your child craves deep pressure, you can push firmly down on their shoulders, after slapping your knees.

In order to prompt your child to use a greeting in this song, you can use the musical tension that is created by stopping a song in the middle. For example, if you hear, “Twinkle, twinkle, little ________” your brain just wants to hear “star” if it is left out! You can use this natural tension as a non-verbal prompt by pausing before the word or action that you want your child to take. To create even more tension, take a loud, audible breath in, and hold your breath while waiting for them to respond. For our greetings song, it would look like this.

Hel-lo, hel-lo, hello friends, it is time to sing again.

Look at a friend and say ________ (big dramatic pause while waiting for your child to make eye contact and say “hi”).

Use your eyes and give high _______ (big dramatic pause while waiting for your child to make eye contact and give a “high five”).

If your child is non-verbal, no problem! You can have them wave high instead of saying it, or have a visual icon for them to select or touch. You can also set up an electronic Augmentative and Alternative (AAC) device, so that they get the auditory feedback from pushing a button and hearing a recorded voice say “hi.”

To generalize this skill when you are out and about, you can prompt your child by singing, “Look at a friend and say _____ (big pause).” This musical cue can be very effective in prompting a child to use an appropriate greeting with a peer or adult. Just make sure to be patient and give plenty of wait time!

I hope that you’ve found this article helpful and that you’ll begin to explore the potential and fun of using music with your child. Whether you are looking to build a deeper connection, or help your child learn developmental skills, music is a great source of motivation. I have a free bi-weekly newsletter that gives great suggestions and resources for using music with your child, so please sign up at https://www.therhythmtree.com/user-registration.

If you are interested in having all of the tools you need to bring the joy and benefit of music into your child’s life, check out my award-winning DVD and Music Package for Children with Special Needs. It is now for sale at Different Roads to Learning!

Remember, this week only, take 15% off your order of the Rhythm Tree DVD & Music Package by entering in BLOGRHY3 at check out!*

*This offer is valid until July 22, 2013 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces in the promo code at check out!

YAI Independent Living Program Welcomes Applications

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The Independent Living Program (ILP) at YAI is providing 26 weekly training sessions that focus on self-direction, decision-making, problem-solving, risk-taking, organization skills, recognizing when to ask for help, and self-advocacy in small group settings for adults in Brooklyn, Manhattan, Queens, and the Bronx who want to further develop their independent living skills. Weekly topics touch upon money management, community safety, self-care, friendships and relationships, health and nutrition, and more. YAI staff members support adults in their learning, and each member contributes to the group dynamic by assisting their peers and also has the opportunity to co-teach sessions.

The ILP program:

  • meets on weekday evenings for 2 hours for a duration of 26 weeks
  • has different groups each year, i.e. 2  groups based out of Manhattan, 1 group in Brooklyn, and 1 group in Queens
  • has two friendly and enthusiastic facilitators for each group
  • accepts applications throughout the year
  • is free of charge

To attend ILP sessions, individuals must be 18 years or older, live at home with their parents or guardians, reside in the Bronx, Manhattan, Queens, or Brooklyn, have a mild intellectual disability, and be able to travel to ILP meetings independently. ILP aims to help individuals make strides and reach their goals of living independently. Applications are now being accepted for programs beginning in the fall.

For more information about YAI’s Independent Living Program, please call YAI Link at (212) 273-6182 or send an email to Whitney Cottle at whitney.cottle@yai.org. Click here to download a copy of the application.

Pick of the Week: Funny Faces

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This week’s Pick of the Week features the interactive game Funny Faces, which promotes children’s recognition and awareness of emotions and expressions. Teaching student son the autism spectrum to recognize facial expressions is a key step in ultimately reducing their stress and anxiety by teaching them how to express their needs and wants and how to best interpret the actions of the people around them.

DRG 383 Funny Faces

This week only, SAVE 15% on your order of the Funny Faces game by entering in the promotional code BLOGFNNY5 at checkout!

Funny Faces requires players to take turns mimicking a face from a game card, while the other players try to guess the expression and match it to one on the board.

 

Kids will have fun while being asked to recreate and identify the game’s silly faces. The game includes 60 face cards, 30 face tiles, and a mirror so players may practice their funny faces!

DRG 383 Funny Faces_Opened

Take 15% off your order of Funny Faces by entering in the promo code BLOGFNNY5 at checkout!*

*Offer expires on July 15th, 2013 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout!

Pick of the Week: The Asperkid’s (Secret) Book of Social Rules

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It’s not easy for any teen or tween to fit in, but it can be especially tough for Asperkids. Jennifer O’Toole knows this first-hand, and has written a book she only wishes she had when she was a teen with Asperger Syndrome.

This week only, save 15% on The Asperkid’s (Secret) Book of Social Rules by entering in BLOGASP7 at check out!

In The Asperkid’s (Secret) Book of Social Rules, O’Toole doesn’t offer advice on what Asperkids should not do, but on what they should do with witty and wise insights into baffling social codes. With helpful tips, practice scenarios, checklists, and quizzes, Asperkids will learn how to:

  • Thank people, apologize, and offer compliments
  • Build and maintain genuine friendships and how to deal with bullying
  • Actively listen and have a meaningful conversation
  • Step back and see the “big picture” instead of focusing on the details
  • Make a correction and let go of the need to be right

This week only, take 15% off The Asperkid’s (Secret) Book of Social Rules in your online order by entering in the promotional code BLOGASP7 at check out!*

*Offer expires on July 8th, 2013 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout!

New Yorkers: Urge Governor Cuomo to Approve ABA Licensure Bills Today

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As of Tuesday night,  the bill to license Behavior Analysts was passed by both the New York State Senate & Assembly. This bill requires insurers to cover Applied Behavior Anaylsis (ABA) for people with autism. We need your help NOW! We urge you all to call New York State Governor Andrew Cuomo and urge him to sign Bills A6963 and S4862. To contact Governor Andrew Cuomo, please call (518) 474-8390 and ask him to join us in supporting New York families raising kids with autism.

Many advocacy groups, including our friends at Elija and NYSABA, have been working to get the State of New York to recognize the Board Certified Behavior Analyst (BCBA) credential. This legislation will enable BCBAs to engage in professional behavior analytic activities independent of other licenses or certifications. Legislative members of NYSABA have met with numerous legislators and drafted recommendations to include a plan for the appropriate oversight and training in behavior analysis as part of the exemption of behavioral intervention practices from the psychology practice act. Currently, the Behavior Analyst Certification Board (BACB) has certified more than 12,000 behavior analysts in over 40 countries, 747 of which practice in New York. The BCBA credential requires a related academic degree, behavior-analytic coursework, supervised experience, passage of a psychometrically sound examination, compliance with disciplinary standards, continuing education, and ongoing supervision.

ABA professionals and supporters just need your continued support and efforts to push for the signing of the bill by Governor Cuomo and make it into a law! Please call Governor Cuomo at (518) 474-8390 and urge him to sign this important legislation.

ABA has been a validated evidence-based therapy for developmentally disabled and delayed children since the 1970s and continues to be the leading form of therapy for children with autism and other developmental disabilities today.

Hope Springs Farm

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We relish the opportunity to share creative, inspired programs that support individuals with developmental disabilities with you. Today, we want to tell you about Hope Springs Farm, a scenic 17-acre farm located in the quiet countryside of Hershey, Pennsylvania. Started by Neil and Nina Rovner to support their daughter, they now run a day program for adults with developmental disabilities and autism.The farm features a large activity center and program building surrounded by quaint flower beds, a 6,000 square-foot fruit, vegetable and herb garden, a barn, a large chicken house, fenced grazing pastures, wheel-chair accessible paths and plenty of swings and benches to take in the incredible views. The mission of Hope Springs Farm is to provide adults with developmental disabilities meaningful work on a farm and joyful group activities that lead to satisfying friendships in a licensed adult day program. Hope Springs Farm has a new motto, too – Real Farm. Real People.

Take a tour of Hope Springs and meet the Rovners and their program partcipants by watching this wonderful video. We think you’ll be as moved and inspired as we were.

 

“Ability vs. Disability” by Gary Shulman

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It is important to remind ourselves as parents and providers of children with special needs of the little joys and pride we take in the skills and passions our children display. We recently received a moving anecdote from Special Needs Consultant and Trainer Gary Shulman about Matthew, whose six years of life has touched so many around him despite his label of being a disabled child. Please take a moment to read his story, for we do believe that “behind every child with a label of disability is a child with ability to be cherished, praised, and supported.”

Ability vs. Disability

Gary Shulman, MS. Ed.
shulman.gary@yahoo.com
Special Needs Consultant and Trainer

April, 2013

During my more than 24 years as Program Director of Social Services and Training Coordinator for Resources for Children with Special Needs and now as a private consultant and trainer, I have had the great pleasure of asking thousands of parents of children with disabilities to tell me about their children’s talents, skills, abilities and passions. Very often that question has been met with astonishment, “Someone is actually asking me to accentuate the positive as the old song says!” What a concept! My heart has always been warmed and my soul and spirit uplifted by the myriad responses that gleefully utter from the lips of these proud parents: “Susan is a gifted musician-she hears a song once then sits down and figures it out on the piano”, “My son swims like a fish!” “Thomas has memorized the entire subway system-he is passionate about trains.”, “Hector always greets me with a hug and seems to know when I am feeling down-he brightens up my life.” …and on and on. My response is to have everyone in the room praise and applaud these positive stories of hope, joy and delight. We of course also move on to discussing the needs, wants, wishes and dreams.

I often tell the story of an “angel” who blessed this world by the name of Matthew. When Matthew was born, the doctor who had obviously not been through any sensitivity training, felt compelled to tell the new parents the bad news that after conducting genetic testing, Matthew was determined to have a very rare condition called I-Cell Disease. “So what does that mean?-when can we bring Matthew home to enjoy and love him?” The doctor proceeded to elucidate that Matthew should not be brought home but rather institutionalized! He then felt compelled to share that Matthew’s immunological system would over the course of 5 or 6 years, destroy all organs in Matthews tiny body. “Why put yourself through such misery-he will never grow or develop. Needless to say these spiritual, caring, loving dedicated parents took Matthew home and received Medicaid under the Medicaid Waiver program to meet many of his complex medical needs. He was enrolled in Early Intervention where his miraculous and talented Occupational Therapist Ilaine, only saw the potential skills, talents and strengths. Matthew learned to happily feed himself, walk with a walker, sing, dance and love……..oh how this child gave and received love. He was pure love. This beautiful child positively affected ever human being who was fortunate enough to have the joy of knowing this angel on earth. I made him pancakes during one visit and he stopped eating for a moment, turned his steroid filled, barely moving body, to face me so he could tell me, “Hey Gary! These are delicious!” Matthew by the way had a photographic memory and could tell you every player in the Yankee dugout, give you directions to Grandma’s house and direct you to all food items in the supermarket.

There is no miraculous ending here — Matthew died after 6 glorious years on earth. Six years of love and joy. Six years of enhancing the lives of everyone who was fortunate enough to have known this miraculous child. At his funeral were all the friends, neighbors, family members and admirers whose lives had been touched by this angel of humanity. The doctor who had diagnosed Matthew of course was not present. His memory lives on in every workshop I conduct. His parents graced me with a gift that I will always cherish. Knowing that Matthew would soon be leaving this world, they had him record anything that he wanted to say to those people in his life whom he cared for. Sitting on my dresser is a small photo book with Matthew’s picture in it. There is a button in that photo-book. When you press that button, Matthew’s sweet voice can be heard saying, “Hello Gary-I love you!” His spirit helps to motivate all parents of children with disabilities who have been told by “professionals” what their children would never be able to do. Just as the Bumblebee should not fly according to scientists, yet does (because nobody has ever told the bumblebee he can’t fly) so too will all children with disabilities continue to FLY as long as we continue to recognize that behind every label of disability there is a human being with abilities, talents, skills and passions…………………..and love to give and receive. We must never take the hope away!

Behind every child with a label of disability is a child with ability to be cherished, praised and supported.