Category: Monday Message

Your brain, through your senses, needs a balanced diet in order to make sense of and function in the world; this is called a sensory diet. In order for children to focus their attention, their bodies need to be in an appropriate state of “calm alertness.” Engaging in gross motor and heavy work activities increases your child’s body awareness to improve safety awareness in the environment, strengthens your child’s core strength to improve standing and sitting balance, improves your child’s proximal stability, postural control, crossing midline, and bilateral coordination for activities of daily living. Your child will benefit from participating in sensory diet activities before engaging in activities at the tabletop (e.g. before schoolwork, before therapy, before breakfast, before bedtime). It is recommended to spend approximately five to 10 minutes doing the activities at each of these times.

Below are some activities you can implement in your learner’s daily routines at home:

1. Windmills: Touch your right hand to your left toes and vice versa (cross-body movements).
2. Animal crawls: Bear crawls, frog hops, crab walks, cheetah runs, snake crawls.
3. Huggers: Open both arms and hug your body.
4. Crunches/situps/pushups.
5. Yoga poses: Downward dog, cat/cow, bird/dog, dead bug.

What Is School-Based Occupational Therapy?

Occupational therapy practitioners work with children and youth, parents, caregivers, educators, team members, and district and agency staff to facilitate children’s and youth’s ability to participate in their occupations, which are daily life activities that are purposeful and meaningful to the person (AOTA, 2014b).

In school-based practice, occupational therapists support a child’s ability to gain access to and make progress in the school curriculum. OTs are health professionals whose purpose in a public school setting is to support a child’s engagement and participation in daily occupations, which include activities of daily living, education, prevocational work, play, rest, leisure, and social participation (American Occupational Therapy Association, 2008).

The California Occupational Therapy Practice Act, Business and Professions Code Section 2570.2 (k) states: Practice of occupational therapy means the therapeutic use of purposeful and meaningful goal-directed activities (occupations) which engage the individual’s body and mind in meaningful, organized, and self-directed actions that maximize independence, prevent or minimize disability, and maintain health.

Under IDEA regulations, Title 34, Code of Federal Regulations, Section 300.34(c)(6) ”occupational therapy” is defined as “services provided by a qualified occupational therapist; and includes (a) improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation; (b) improving ability to perform tasks for independent functioning if functions are impaired or lost; and (c) preventing, through early intervention, initial or further impairment or loss of function.”

What is a multisensory approach to handwriting?
Using a multisensory approach to handwriting allows the child to engage multiple senses, which can help establish the motor plan for letter formation. It is a fun and interesting way for children to learn!

Sensory Activities to try at home:

1. Tactile media: Use different types of tactile media to form letters. For example, write letters in sand or form letters with play dough.
   • Sand, rice, glitter, foam soap/shaving cream, play dough/putty/molding clay.
2. Movement
   • Writing on a vertical surface.
   • Air writing: Be sure to position elbow straight.
3. Build the letters: Use various items or iPad apps to work on correct letter formation.
   • Small objects/toys/figurines (e.g., cars, Popsicle sticks).
   • Wet, dry, try (e.g. chalk and chalkboard).
4. Technology
   • iPad apps (LetterSchool, Writing Wizard).

Resources

Fine motor skills are the ability to make small movements with the muscles in our hands and wrists. These skills are used in many daily activities at school, work, and everyday life. Below are some activities to help practice using these fine motor skills.

Pincer Grasp incorporates the index and thumb.

1. Stickers: Use pincer grasp to take off stickers: 
   • Using stickers to write out name.
   • Putting stickers on a target’s space, such as a picture or a circle.
   • Using stickers to make art.
2. Bubble wrap: Using pincer grasp to pop bubble wrap:
   • Paint/color each circle for color identification.
   • Roll a dice to see how many to pop.
3. Picking up dried beans/pony beads: Use a pincer grasp to pick up small items and put into a container:
   • Color-code water bottles and have kiddo match beads to bottles.
   • Roll a dice to see how many beads to put in the bottle.
   • Use beads/beans in an art project.

Tripod Grasp incorporates the index, middle and thumb.

1. Play dough/putty:
   • Make a snake and use a tripod grasp to pinch play dough/putty.
   • Play “hide and seek” with beads: Hide beads in putty and have kiddo find the beads using a tripod grasp.
2. Dropper: use a tripod grasp to pick up liquid with the dropper:
   • Transfer water into a bottle.
   • Use water and paint to make art.
3. Tongs: Use a tripod grasp on a pair of tongs to pick up small objects:
   • Match different-colored pom-poms to matching colored cups.
   • Transfer small toy animals from one bin to another.
   • Hide and seek letters in a bin full of beans.

Lateral Grasp incorporates the side of the index finger and where the thumb meet, similar to turning a key.

1. Hole punch: Using a lateral grasp on hole punch.
2. Pinching clothespins: 
   • Write lowercase letters on a paper plate and uppercase letters on clothespins and have the child match.
   • Match colored clothes pins onto colored paper.
   • Hang clothes on a clothing line.
3. Cup scissors: Use cup scissors to transfer small items (beads, pom-poms, beads, small figurines) to transfer into containers.

Cylindrical Grasp uses the whole hand grasp.

1. Hanging on monkey bars: Strengthens the whole hand:
   • Hanging in one place
   • Moving forward on monkey bars
2. Animal walks: Participating in different animal walks, making sure to place the whole hand flat on the ground to engage the muscles of the whole hand:
   • Animal walk races.
   • Simon Says.
   • Animal yoga.
3. Squeezing Out Sponges: Using the whole hand:
   • Helping with dishes/cleaning/washing car.
   • Transferring water from one container to another.

Individualized Education Plan (IEP) meetings can be daunting. However, with the right approach and preparation, these meetings can be a collaborative and effective experience for everyone involved, allowing for the development of a plan that is unique to the needs of the learner. Below are some tips to help navigate the IEP meeting and ensure it is a productive and positive time.

1. Know your rights and responsibilities
   • As a parent/guardian, you should receive a copy of your rights prior to the IEP meeting. Take time to familiarize yourself with the rights and protections under the Individuals with Disabilities Education Act (IDEA). Having a good understanding of these rights will help you to advocate effectively for the appropriate services and accommodations for your learner.
2. Prepare and Gather Information
   • Take time to review your learner’s current IEP (if they already have one in place), progress reports, and any other relevant documents beforehand. Identify any strengths, challenges, or specific areas of concern that you’d like to address. Come to the meeting with a clear idea of the educational goals and support required to succeed.
3. Collaborate & Communicate Effectively
   • Be prepared to articulate any concerns, observations, or goals for your learner’s education. Use clear language. The IEP team is there to support your learner’s success, so it is important to work together. Collaboration leads to effective support for your learner.
4. Ask Questions
   • Don’t hesitate to ask questions throughout the meeting. Ask for clarification on any terms or concepts you are unsure about. This will ensure you leave the meeting with a thorough understanding of the proposed plan.

Remember: You are an essential part of your learner’s education, and your active involvement can make a big difference in their academic journey!

Understanding Dyslexia

Dyslexia is a neurological condition that affects language processing, particularly reading. Individuals with dyslexia may struggle with decoding words, recognizing sight words, and reading fluently.

Characteristics of Dyslexia

1. Difficulty with phonological processing
2. Poor spelling and writing skills
3. Challenges with reading comprehension

Support for Dyslexia

1. Multi-sensory instruction: Engage senses — such as visual, auditory, and kinesthetic — to reinforce learning.
2. Assistive technology: text-to-speech, audiobooks, speech recognition software
3. Extended time for tasks

Understanding Dyscalculia

Dyscalculia is a learning difference that affects mathematical skills. Those with dyscalculia might have difficulty with understanding numerical concepts, performing calculations, and grasping mathematical reasoning.

Characteristics of Dyscalculia

1. Difficulty with number sense
2. Challenges with mathematical operations
3. Poor sense of time and spatial concepts

Support for Dyscalculia

1. Concrete, hands-on learning: Manipulatives and real-world examples
2. Visual aids
3. Use of technology, such as apps designed to enforce math concepts with engaging and interactive activities

Individualized Education Plans (IEPs) play a crucial role in ensuring that learners with specific needs receive the support they need to thrive in an academic setting. Two key components of an IEP are accommodations and modifications, but what sets them apart from one another?

IEP Accommodations

Accommodations are adjustments or supports that provide learners with equitable access to the curriculum and the opportunity to demonstrate their knowledge and abilities. These accommodations do not alter the expectations of the curriculum; instead, they remove barriers that might hinder a learner’s ability to fully participate. Some examples of accommodations might be extended time on tests, use of assistive technology, and preferential seating. Accommodations level the playing field for our IEP learners without changing the content or expectations. By tailoring the learning environment for the individual’s needs, accommodations can empower the learner to showcase their abilities with equal footing.

IEP Modifications

Modifications, on the other hand, involve alterations to the curriculum itself. Modifications adjust the content, instructional level, or performance criteria to better suit a learner’s abilities. These changes acknowledge that the standard curriculum might not be developmentally appropriate for the learner, and the modifications aim to make the material more accessible. Examples of modifications include simplifying reading material, reducing the number of math problems required for mastery, or adjusting the grading criteria.

By understanding both accommodations and modifications, we can work collaboratively to create learning environments that meet the needs of each of our learners, promoting an inclusive and supportive educational experience.

What is Autism?

Autism is a developmental difference with characteristics that appear within the first three years of life. Its formal diagnostic name is autism spectrum disorder. The word “spectrum” indicates that autism appears in different forms with varying levels of difference. That means each individual with autism experiences their own unique strengths, characteristics, and challenges (Autism Research Institute).

No one person with autism is like the other, and autism can have varying effects. The DSM categorizes autism by levels. 

• • Level 1: Requiring support
  • Level 2: Requiring substantial support
  • Level 3 Requiring very substantial support

It should be expected and understood that those who are not neurotypical will learn and experience the world differently. It is important to learn how to best teach and support these learners.

Common areas of challenge include social, play, communication, self-help, and behavior skills. What can we do to better support these areas of difference?

1. Use clear and concise language: Get your point across in as few words as possible. Give fewer choices if needed and reword your questions if you do not receive a response.
2. Provide a structured environment: Set a daily routine and include visual schedules to help learners anticipate and understand the activities for the day.
3. Encourage special interests: Build lessons or activities around your learners’ interests. This can enhance focus and provide opportunities for meaningful learning.
4. Recognize sensory needs: Be aware of any sensory triggers and provide supports, such as fidgets, quiet spaces, or noise-canceling headphones to help regulate learners’ sensory experiences.
5. Use positive reinforcement: Emphasize the strengths and abilities of each learner. Celebrate their achievements and help promote a sense of belonging. Positive reinforcements can include verbal praise, points, tokens 0r stickers, high-fives, or thumbs-up.

Supporting our learners with autism requires empathy, understanding, and individualized approaches. When we create inclusive and accommodating learning environments, we allow learners with autism to thrive.

What is Social-Emotional Learning?

Social-emotional learning is the process through which children and adults acquire the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Ways to Implement Social-Emotional Learning at Home

• Engage in creativity together
  • Baking or cooking, doing puzzles or art projects
• Practice active listening
  • Validate and acknowledge your learners’ feelings
• Self-help activities
  • Deep breathing, identify feelings on a feelings chart, positive self-talk

November is the perfect time to reflect on what we are grateful for. Many people find gratitude comes easily to them; however, it can be a struggle for others. When we learn the practice of gratitude, we will see the lasting effects in many areas, including our health. Some of the health benefits of gratitude are stress reduction, improved immune system health, boosted self-esteem, better sleep, and reduced burnout and fatigue.

You can begin to practice gratitude in your daily life in a variety of ways, including a gratitude map, journal, or gratitude art.

1. Gratitude Map
   • Write the names of one to three people who demonstrate gratitude regularly.
   • List all the positive qualities of these people.
   • Draw lines between the names of the people and the qualities you think they might have developed as a result of being thankful for what they have.
2. Gratitude Journal
   • Gratitude and journaling are both great ways to combat mental health struggles. Journaling can help reduce stress and improve physical health.
   • A gratitude journal can be as simple as writing three things you are grateful for each day, or it can be more in-depth.
3. Gratitude Art
   • Creating art to put around you is another great way to remind you of gratitude and saying “thanks.”
   • Create a gratitude family tree.
   • Make a diorama with figurines of people and what they’re thankful for.
   • Make a large mosaic of sticky notess or note cards.
   • Create a jar or box and add gratitude notes to it daily.

The possibilities of expressing and practicing gratitude are endless. We hope you find the time each day to implement this, and you will be sure to see the benefits!

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