School Age Matters E-Newsletter

October 2016

HOW IS THE NEW SCHOOL YEAR GOING??

Heading back to school after the Summer break can

sometimes be a difficult transition. With new teachers

and new routines, you may find that your child is

struggling with various issues. If so, this can be a good

time to request a meeting with your child’s team of

professionals. It is beneficial to review your modes of

communication with the school team, your child’s daily

schedule, any behavior issues, etc. A meeting can ensure

that the entire team is on the same page and everyone

can brainstorm together to create the most positive

outcome for the school year. Please feel free to invite

me, Joanie Elfers, School Age Matters Coordinator to

these meetings. Joanie@dsagc.com

Five Ways to Reach and Support All

Adapted from: P. Kluth & Chandler-Olcott (2007). “A Land We Can Share”: Teaching Literacy to Students with Autism. Baltimore: Paul H. Brookes Publishing.

Many teachers pull students with disabilities out of the literacy hour or block because they believe that these learners, as a rule, need special instruction and content. In reality, many students including those with learning disabilities, cognitive disabilities, autism, and other labels can participate quite successfully in the general education classroom with appropriate supports such as adapted materials, individualized goals or objectives, and co-teaching.

In other cases, of course, students need direct and explicit literacy instruction to meet their needs but these learners may not need to leave the general education classroom in order to receive such assistance. With careful and creative planning, literacy instruction can be adapted to meet the needs of every student in the classroom. Five ways teachers can provide a literacy education for all learners are offered here.

1. See All Students as Literacy Learners

In my experiences in classrooms, I have observed that students with disabilities are too often dismissed from the “literate community” (Kliewer, 1998). Some, in fact, are not seen as literate and receive no literacy education at all. Other learners with disabilities receive a literacy education that focuses only on isolated skills and competencies (e.g., identifying letters and sounds) and rarely have opportunities to learn alongside peers without disabilities and participate in such meaningful activities as reading literature, discussing ideas, writing or sharing stories, and creating literacy-related art (e.g., drama).

Kliewer (1998) suggests that in order to provide literacy opportunities for all students, teachers may need to “reconceptualize the literate community”; they may need to reject certain assumptions about disability and adopt an orientation of viewing all students as learners. Further, teachers wanting to include a wider range of students might need to broaden or change their definition of literacy. Instead of understanding literacy as only the ability to read, the demonstration of a set of isolated skills, or the mastery of a set of rules, it could be seen as dynamic and relative and as something that is demonstrated in student communication, social interactions, and problem solving. Students, therefore, may be seen as demonstrating literacy skills and abilities when they learn a new communication system; use literacy materials to explore, socialize, or share information; or follow the literacy “routines” of the classroom (e.g., attend when teacher reads, take turns in discussions).

2. Create an Environment that Welcomes and Challenges Diverse Learners

Researchers have found that the classroom itself can have a powerful effect on learning. Koppenhaver & Erickson (2003) found that young students with autism and significant communication struggles who were educated in a literacy-rich environment increased their understanding of print materials and tools. By simply increasing natural opportunities for engagement with items in the classroom environment (e.g., writing tools, print materials), teachers were able to improve the emergent literacy behaviors of their students.

Every teacher can make changes in the environment that will help the literacy learning of students with disabilities. Ideas for making the classroom environment more literacy-friendly include providing more visual supports (e.g., charts, tables, photographs, illustrations) during lessons; creating mini-libraries on certain classroom topics and interest areas; featuring a “book of the month” that is used for reference or teaching and available to anyone during free time; setting up an interactive bulletin board (e.g., “our favorite words”, “mix and match poetry”) or word wall; arranging shelves or boxes with various levels and types of reading materials including books, magazines, newspapers, comic books, and student-created products; and creating a writing or communication center with different types of writing materials (e.g., paper, pens, pencils, markers, rubber stamps, interesting writing paper, dictionary).

Inclusive Literacy Learning

3. Offer a Wide Range of Literacy Materials

Increasing or varying the types of materials available to students is another way to make the classroom more inclusive. For instance, many students need classroom reading material to be adapted for their individual needs. A student who has low vision may need a book with large print and a student who reads below grade level may need some of the text rewritten using language that is less complex. Other adaptations to books or stories include highlighting key portions of the text, adding illustrations, inserting a glossary of unfamiliar terms, creating space for the child to take notes, add pic-tures, or write questions, and creating an audiotape or PowerPoint version.

Students may also need access to computers and other types of technology as they learn to read, write, speak, and lis-ten. Teachers looking to increase literacy learning might consider giving students with disabilities (or other struggling learners) more access to literacy-based software programs, computerized word and language games, and other devices such as pen scanners that “read” as the user passes the device over text.

Some students may also enjoy experimenting with gadgets in the back of the classroom closet such as typewriters, word processors, film-strip machines, language masters, and simple hand-held electronic language games. Often this type of equipment is given away to make room for new materials but some of these old favorites may actually be preferred by certain learners. For instance, one young man with autism I know likes to use a computer program that is over twenty years old because the text and background is very simple and lacks all of the color and special features of newer pro-grams. Since he is very sensitive to light and color, he prefers the more basic program. Another student who is very tac-tile loves to create short poems using the tape from an old raised-letter label maker.

4. Use Active Learning

When students with a wide range of literacy skills, abilities, and needs are working together in the same classroom, the teacher will need to use active learning to reach everyone and to assess how they all learn and what they all know. Whether it is in the form of games, small group work, drama, partner work, simulations, or cooperative learning struc-tures, teachers using active learning have greater opportunities to differentiate instruction and meet individual needs.

When a teacher is at the front of a classroom providing all of the instruction, it is hard for him or her to personalize his or her approach or to assess the learning of individual students. Contrast this with an active learning lesson where students are engaged in work on their own or with others. In this model, the teacher is usually free to observe students, engage in informal assessment, deliver different types of instruction to different students, provide mini-lessons to certain learners, and ask and answer individual questions.

While active learning can be beneficial to many students, it may be particularly important for students with certain disabil-ities. Students with some speech and language problems, for example, may have difficulty expressing the answers to comprehension questions. These same learners, however, may be able to show their understanding of a particular story during a drama exercise.

5. Collaborate

In order to meet the needs of all students in the diverse classroom, teachers in inclusive schools must consider how they can work together to improve the reading, writing, speaking, and listening skills of all. Collaboration might involve devel-oping co-teaching models, working closely with reading teachers to bring state-of-the-art practice to all learners in the inclusive classroom, talking with students and parents to create goals and to make other instructional decisions, and planning and creating curricula with all team members including occupational therapists, physical therapists, social work-ers, psychologists, and administrators.

Bringing educators together to brainstorm and plan is one of the best techniques that can be used to support all learners. In one school, a large multi-disciplinary team met often to consider how students with very different abilities and chal-lenges might be educated together successfully. When asked to examine a second grade classroom and share ideas, each member of the team was able to provide suggestions to help some or all of the students. The occupational thera-pist suggested that all students should have more comfortable seating during the literacy block (which was often ninety minutes); she then helped the teacher create a reading corner complete with pillows, upholstered footstools, and a few inflatable cushions. The social worker suggested that the teachers bring more Mexican and Mexican-American themed literature into the classroom to interest four students who were new immigrants. And the speech therapist gave the teacher a few laptop keyboards to try with students who were reluctant to write their own stories because of difficulties in handwriting and organization. In working together, the team was able to construct a variety of supports that helped all students make impressive gains in their literacy learning.

References Kliewer, C. (1998). Schooling children with Down syndrome. New York: TeachersCollege Press.

Koppenhaver, D.A. & Erickson, K.A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23 (4), 283-92.

CPR Certification Class

Sunday | November 13

1:30 - 4:30 PM

DSAGC Hatton Foundation Community Room

$20 per person (pay by cash or check at class)

This course will be video based, instructor led, and feature group

interaction and hands-on coaching and feedback from American

Heart Association Instructor, Kevin Uhl. Skills are taught with the AHA’s

research-proven practice-while-watching technique that allows

students to practice skills as the video guides them. This course is for

anyone interested in learning CPR and AED with limited or no medical training, and/or

anyone who needs a course completion card in CPR and AED use to meet job,

regulatory, or other requirements.

Being that is Instructor lead, participants are encouraged to ask any questions they may

have, especially about any special concerns. Kevin will address anatomical concerns

unique to people with Down syndrome.

Questions? Contact Kathleen Ferrara at KathleenF@dsagc.com.

Register Today!

Class is for everyone!

parents, professionals, caregivers, friends, babysitters, adults with

Down syndrome, etc.

Holiday Giving Tree The Giving Tree program is offered during the holiday season as a

means of support to our families. If you are a family in the local Down

syndrome community and need assistance this holiday season, please

consider reaching out to us for support. We are able to provide for ALL

children in a family unit from newborns to 18 years of age (we also

provide for adults with Down syndrome ages 18 & up). If you need some

assistance or would like to sponsor a family through the Giving Tree

program, please visit www.dsagc.com/givingtree for more information.

We are in need of gifts and monetary donations.

Families that would like to receive a helping hand.

We are happy to support you and your family this holiday season. All children in a family unit (and adults with

Down syndrome 18 & up) are eligible to be a part of the giving tree program. You can register for the giving tree at

www.dsagc.com/givingtree. If you have any questions, please contact Jena Wells at 513.761.5400

or jenaw@dsagc.com.

Families that would like to sponsor the Giving Tree program.

There are two ways that you can help: you can either sponsor a family by shopping for gifts or give a monetary

donation for someone else to shop for gifts. If you choose to do the shopping, you are able to select how many

children/adults with Down syndrome that you would like to sponsor. The suggested gift range is $40-$60 per

person. You can drop off your gifts at the DSAGC Office on Dec 8, Dec 9 or Dec 10. Please note, after you sign

up, you will receive a confirmation along with more information and wish lists. You can register to sponsor the

Giving Tree program at www.dsagc.com/givingtree.If you have any questions, please contact Jena Wells at

513.761.5400 or jenaw@dsagc.com.

DSAGC Holiday Party Sunday | December 4

1 - 4 PM

Oasis Conference Center - Loveland, OH

Families of all ages

The Down Syndrome Association of Greater Cincinnati celebrates the

holiday season every December by bringing together our families for a

visit with Santa and Mrs. Claus, arts and crafts, holiday decorating,

gifts and more. We will recognize members in the community that contribute to our mission, honor a self-

advocate’s accomplishments and highlight good things to come in 2017! We hope to see you there!

Register for the Holiday Party!

Hospital Care Packages

DOWN SYNDROME ASSOCIATION OF GREATER CINCINNATI

Is your child (18 years and younger), with Down

syndrome, spending three or more days in the hospital?

The Down Syndrome Association of Greater Cincinnati

would love to support you during this difficult time.

Please register to receive a Hospital Care Package. We

are thinking about you and hope that this small token

will put a smile on your face. You will find meal tickets,

snacks, cards/stamps, activities, books, etc. Please

remember, if you need anything we are here. Please

complete the

registration form at

www.dsagc.com/hospital-care-packages.

If you are an extended family member or friend,

you are welcome to complete the registration for

on behalf of the family in the hospital. (One

Hospital Care Package per family per year,

please.)

For questions about the Hospital Care Package

program, please contact Jena Wells

at JenaW@dsagc.com or call

513-761-5400.

Research Opportunity

Wish List / Emergency Fund The purpose of the DSAGC Wish List/Emergency Fund is to provide financial assistance to individuals with Down

syndrome and their families. The fund is available to individuals who are unable to obtain help through other social

service channels and need something tangible that will help solve an immediate problem. The maximum amount

of assistance offered is $200 per year.

Wish List Application

3rd Party Fundraiser

Community Event

CCHMC Toilet Training Class

WHEN BEHAVIOR IS A CHALLENGE

November 4, 2016- 10:00AM-3:00PM

This day-long workshop is for family members who want strategies for working with their child with ASD/DD, including

a focus on positive ways of dealing with behaviors.

COST$0 | Funded in part by Hamilton County DDS

Instructors: Jennifer Smith, PsyD, Psychologist-TKOC, & Outreach Coordinator

Janet Seide, BS Family Outreach Associate

Cincinnati Children’s Hospital, Liberty Campus, 7777 Yankee Road, Liberty Township, Ohio 45044

To Register Contact: Jennifer Gastright at Jennifer.gastright@cchmc.org or 513-636-2742

CCHMC Behavior Workshop

CCHMC DDBP Classes All classes are held on the 5th floor of the Medical Office Building @ 3430 Burnet Ave. Cincinnati, OH 45229

A short lunch break is provided during all-day classes; onsite café available.

There is no food served during evening classes. Attendees are invited to bring food/snack for themselves & are welcome to eat

during classes.

Classes are for adults-only including parents, professionals, and others caring for or working with children and adolescents with

ASD or other related developmental disabilities. Classes are free of charge unless otherwise specified.

For all classes you must register to attend: Jennifer Gastright @ 513/636.2742;

Jennifer.gastright@cchmc.org or TKOCLearn@cchmc.org

Monday, November 14

9:00-11:00am

Cost $0

WHAT THE HECK DO I

DO NEXT?

NEXT STEPS AFTER

THE DIAGNOSIS

This two-hour session is for parents/caregivers after their

loved one has received a diagnosis from DDBP. This ses-

sion will address the following: What are the available ser-

vices through DDBP? How to access available resources in

the community after the diagnosis. This class is for families

with children ages 2-14.

Instructors: Abbey Walter, LISW-S DDBP-TKOC Social

Worker | Janet Seide, BS Family Outreach Associate

Intended for individuals on the autism spectrum and their families

The Children’s Theatre of Cincinnati is proud to present TCT’s first ever Sensory-

Friendly performances, intended for individuals on the autism spectrum, as well as people with other developmental or cognitive disabilities who may benefit and their

families.

To create a Sensory-Friendly performance, the show is being performed in a welcoming, supportive environment for those with sensory challenges. Slight

adjustments to lighting and sound will be made for the performance. Effects such as fog, strobes, and lights that extend into the audience will be minimalized. In the

downstairs theater lobby, there will be an area staffed by specialists in the field where you and your child can take a break from the performance.

A downloadable Social Narrative (in Word format) with pictures of the theatre and the production will be available on our website, designed to personalize the experience for individuals wishing to prepare for the show. Additional resources for this performance, such as a Character Guide, and a Guide to Attending the Show will also be available

here on our website approximately one week before each show.

The designated “sensory-friendly” performance will occur during the Monday 12:30 pm performance for each production.

Alice in Wonderland: Monday, October 17 at 12:30 PM

Elf The Musical JR.: Monday, December 12 at 12:30 PM

The Wizard of Oz: Monday, February 13 at 12:30 PM

Tarzan the Stage Musical Based on the Disney Film: Monday, April 10 at 12:30 PM

Questions about booking? Please call Pam Young at 513.569.8080 ext. 13 or

email pam.young@tctcincinnati.com

Learn More

Sensory-Friendly Performances

CINCINNATI, OH

The Buddy Up Tennis Program hosts weekly 90-minute clinics. These clinics are broken down into 30 minutes of fitness conditioning, and 60 minutes of professional tennis instruction. Buddies (Volunteers) are partnered with Athletes, to provide one-on-one attention and grow meaningful connections and relationships. No tennis experience is required. Team T-shirts and racquets are provided.

All children ages 5 or older and or adults with Down syndrome are welcome to participate in Buddy

Up Tennis as an "Athlete," regardless of ability or prior experience.

LOCATION

The Club at Harper’s Point

8675 East Kemper Road

Cincinnati, OH 45249

Cincinnati@BuddyUpTennis.com > Email to Register! 2016 Schedule

Oct. 22, 4:00—5:30

November 12 and 19, 4:00—5:30

December 3 and 17, 4:00—5:30

Community Groups A Community Group is designed to create opportunities for families that have children with Down syndrome to

network and share common interests, concerns, challenges and information. They do this through community

events, informational meetings and Facebook groups. All of our community groups are led by service-minded

volunteers with the help of our Community Groups Coordinator.

AREA SPECIFIC GROUPS

Butler/Warren Community Group

Serving families in Butler and Warren counties

BACH Group

Serving families in Brown, Adams, Clinton, Highland and surrounding

counties

Eastside Group

Serving families in the Cincinnati Eastside area and downtown Cincinnati

KIDS Group

“Kentuckians Interested in Down Syndrome” serves families in Northern

Kentucky

Westside Group

Serving families in the Cincinnati Westside area and downtown

Cincinnati

SPECIAL INTEREST GROUPS

African American Family Network (AAFN)

Serving families by providing information, support and networking

D.A.D.S. Group

Discussion and networking on the aspects of being the father of a

child with Down syndrome

Hispanic Family Group

Social and educational opportunities for Spanish-speaking families

*please contact Marina at 513.490.2834

DSAGC Teen Group

Serving teens ages 13—18 through social opportunities and

networking

Grandparents Group

Get connected with other grandparents and share great stories about

your grandchildren

We also offer….

BIRTH YEAR

GROUPS 2011 - 2016

Meet families with children born the

same year as your little one!

Community Groups Coordinator | Amy Iten

www.dsagc.com/programs/community-groups

We welcomed our new Self-Advocate Interns this week! During their year-long internship, Jill and

Adam will be working alongside the DSAGC staff assisting with a variety of office tasks, speaking on

behalf of the organization, leading special projects and more!

Meet our new INTERNS!

October Calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2 3 4

Butler/Warren

- Ladies Night

Out

5 6 7

Westside -

Family Event

8

Eastside -

Fall on the

Farm

9 10 11

D.A.D.S.

Meeting

12 13

BY 2012 - MNO

14

Eastside - So-

cial Club Mixer

Westside - Fam-

ily Event

15

16

Butler/Warren -

Fall Family

Meet Up

17 18 19 20

Westside -

Moms' Night

Out

21 22

Buddy Up

Tennis (ages

5 & up)

23

TEEN CLUB -

Parent Panel

24 25 26 27

Early Matters

Play Date

(ages 0 - 5)

Adult Hallow-

een Party

28 29

30

TEEN CLUB -

Halloween

Event

K.I.D.S - Pump-

kin Patch

31

Buddy Up Tennis

(ages 5 & up)

November Calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Butler/Warren - Ladies Night Out

2

Cheerleading

(ages 6 - 18)

ABLE Work-

3

Holiday Craft-

ing (ages 18 &

up)

4 5

Buddy Up

Tennis (ages 5

& up)

6

BY 2015 Meet Up

7 8

9

Cheerleading

(ages 6 - 18)

BY 2012 - MNO

10

Healthy Aging

(ages 18 & up)

11 12

Butler/Warren

- Play date 0-5

yrs.

13

CPR Certification

Class

14 15

D.A.D.S.

Meeting - Par-

ent Panel

16 17 18 19

Buddy Up

Tennis (ages 5

& up)

20

Holiday Crafting

(ages 18 & up)

21 22 23 24

DSAGC Office

Closed

25

DSAGC Office

Closed

26

27 28 29 30