Pick of the Week: Community Helpers Listening Lotto

This week’s pick is the Community Helpers Listening Lotto at a 15% discount. This is a creative way to teach young learners about community helpers in their neighborhood. The 12 photographic game boards depict the mailman, firefighter, police officer, teacher and more. The audio CD asks players to “find the person on your game card that helps children learn to read and write.” This is a fun and interactive way to make the community come to life.

Today through February 22, visit our site at https://www.difflearn.com to save 15% on the Community Helpers Listening Lotto by entering the Promo Code BLOGCH3 at checkout.

 *Offer expires on February 22, 2011 at 11:59 pm EST. Not compatible with any other offer.

Holiday Gifts for Children on the Spectrum

During holiday gift giving, no one wants to present their child with a curriculum wrapped with a big bow. We have loads of wonderful toys that are engaging and fun. We’ll keep it to ourselves that they’re educational. Here are some of our favorites which are great suggestions for friends and grandparents who might be stumped by what to get children on the spectrum for the holidays.

The Shape and Color Coaster has always been a kids’ favorite. The brightly colored pegs and pieces are engaging and fun.

The 3D Feel & Find is a high-quality wooden toy. You deal out the tiles and then children reach into the bag to pull out the corresponding wooden shape, using only their sense of touch. There’s fun for everyone to play together.

Every child loves pretend play. The Coin-u-Lator is an interactive coin-counting calculator that comes with addition and subtraction games. Kids will love pushing the large buttons and hearing the sounds of coins dropping into a drawer.

Puzzles are great for children at all stages of development. They’re fun on a rainy day (and develop key motor and spatial reasoning skills!)

Mighty Mind is another favorite, especially for children who love a challenge. The design tiles and 30 tangram-like design cards that become increasingly more challenging as you progress, developing creativity, visual and spatial relationships.

Have we left out anything that you think might make a good holiday gift?

At the Age of Peekaboo, in Therapy to Fight Autism

This is a really interesting article in the NY Times about early autism diagnosis and the steps taken by one particular family. The treatment is based on a daily therapy, the Early Start Denver Model, that is based on games and pretend play. Do you think your child’s outcome would have been effected if they had received a diagnosis by age two?

Special Education Apps for Ipad

We’ve been talking so much about using the Ipad to teach individuals with autism and other special needs and it looks like Apple has been paying attention. There is now a Special Education category in the AppStore. The section titled “Special Education” launched recently and includes 72 applications for the iPhone and 13 applications for the iPad in 10 categories ranging from communication to emotional development and life skills. Have any of you tried these apps? What do you think of them?

Children helping children!

I am always moved to learn about inventive developments in the fields of education and intervention for children with autism.  But how often do you hear about interventions being designed for children BY children?  Well that is exactly what Zak Kukoff did when he developed Autism Ambassadors.  Zak, a typically developing 15-year old, created a curriculum that “will engage typical children and children with ASD’s in a mutually beneficial relationship.” There is research that supports the efficacy of using peer models to facilitate observational learning with children with autism but how often have you seen examples where it has been successfully implemented?  We would love for you to share your stories regarding peer modeling or your experience with Autism Ambassadors!

Have A Listen

I am a HUGE fan of the Radiolab program on National Public Radio (NPR) and just had to share this one.  I’ll admit that the Radiolab podcasts are usually my escape from work and a time to think about something different.  However, the podcast ‘Words’ focuses on the role language plays in our thinking.  It offers several interesting perspectives on language development and non-verbal individuals that really moved me.  There is no  mention of autism but so much of what is discussed felt relevant to this population.  I hope you will listen in…

https://www.radiolab.org/2010/aug/09/.

Q & A: Margery F. Rappaport

Margery F. Rappaport, MA, CCC-SLP, is a speech-language pathologist in private practice in New York City. I feel very fortunate to have a colleague as experienced as Margery that I can turn to for advice and guidance.

So, I thought I could share some of her wisdom and experience with a three part ‘Question and Answer’ post. This is only the first question folks. Stay tuned for more!

I am always interested in learning what has drawn a person to a particular field or occupation. What led you to a career as a Speech-Language Pathologist? And how did you find yourself working with children diagnosed with autism spectrum disorders in particular?

A lifetime spent in helping people find their own voices may have, in my case, been preordained (if you believe in that sort of thing). After all, more than one psychic has told me that I was born under a ‘communication star’.

As an infant, 11 months of age, my mother suddenly left for a year due to severe illness. At this preverbal age, I learned the torment of being unable to communicate ones feelings and questions in words. As an adolescent with creative tendencies, I studied music and dance, and majored in theatre in college, setting out to become a professional singer. Along this path, I struggled with vocal cord nodules and was put on complete voice rest several times. As I began to question my show business career choice, which was feeling increasingly unsatisfactory, fate intervened. On a flight from New York to Boston, I chatted with a charming, articulate woman in the seat next to mine. Before landing, she said, “You realize, of course, that I am a severe stutterer”. When I registered my amazement since I had detected no signs whatsoever of a speech problem, she said “Well, I have had a lot of therapy”. Astonishing thought! People who were unable to easily express their feelings, fears or questions can change. With help and guidance they can be released from this exile. Her situation reminded me of Jean Paul Sartre’s play, No Exit, where the characters are confined in a room in hell. This woman had been trapped within herself, with no avenue of escape until she received this therapy.

Being able to communicate is so much of what it means to be human, and this notion, that impediments to communication, even severe ones, could be helped, resonated within me on many different levels. To learn more about the field, I found a secretarial job in the philosophy department of Columbia University’s Teachers’ College which allowed me to take free courses at the University. After one year and two courses in the Department of Speech-Language Pathology, I was accepted into the program on a full scholarship plus a stipend to pay my rent and buy groceries. Once in the program, I began to see how Speech Pathology allowed me to tap into dimensions of my personality that show business never had. I found great satisfaction in helping people free their expression. I was enormously stimulated intellectually by the study of neuroanatomy, linguistics, child development, psychology and the evolution of language. I came to specialize in working with children because I found they were ‘in the present moment’ and intrinsically imaginative and creative. I enjoyed working intimately with mothers on the most cherished thing in their lives, their child’s well-being. Like work in the theatre, I enjoyed the comradery of working on a team including the child, the parents, doctors and a multitude of other therapists toward one powerful goal. All these aspects of the work tapped into my essential being. I had found my life’s work. I recall a day towards the end of my training, standing in line for afternoon tea at a resort hotel in the mountains. The beautiful day room was filled with afternoon sunlight and as I thought about my impending graduation, I clearly remember thinking that I was born to do this work.

After working in clinics, hospital child evaluation units and then the Head Start program, I opened a private practice at about the time that the autism epidemic began to explode. With more good luck, I connected with professionals who were establishing groundbreaking interventions for children with autism, thus deepening my understanding and passion for helping children with severe communication challenges.