Creating compatible environments at home and at school for kids with learning differences not only makes daily living more comfortable, it can increase a student's performance.
Wouldn't you love to design an environment that could bring out the best in your child?
Evelyn Vuko
(washingtonpost.com)
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Joining host Evelyn Vuko is Sue Wilkinson, an occupational therapist with Abilitations, a company that provides services and equipment for children with special needs and learning differences like autism.
They were online Tuesday, Dec. 7, at 2 p.m. ET to answer your questions.
Wilkinson and her colleague, Cecilia Cruse, recently consulted on ABC's "Extreme Makeover: Home Edition," in which the home of a family with a visually-impaired, autistic 12-year-old was completely refurbished.
Editor's Note: Washingtonpost.com moderators retain editorial control over Live Online discussions and choose the most relevant questions for guests and hosts; guests and hosts can decline to answer questions.
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Evelyn Vuko: Hello and welcome! Today we're discussing how to create comfortable spaces and provide individualized equipment and furniture for kids with special needs. It is a challenging task, but well worth the effort in enhanced performance and increase self-confidence. Joining me today is Sue Wilkinson, an occupational therapist who has deep experience in tailoring equipment and spaces to kids with learning differences such as autism. Let's head off to the chat...
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Manassas, Va.:
Which do you think is a better environment for disabled children to learn? At the public schools with other children and special programs? Or in the comfort and privacy of their own home with undivided attention?
Sue Wilkinson: Important question! The best environment almost always depends on the classroom teacher. If they view each child as an individual, as well as a classroom student...each child CAN learn. I favor a place where the child is most comfortable and view the parent as an integral part of the educational team. Each of the environments that you've suggested can be best-but it depends on the child.
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Charlottesville, Va.:
My 12-year old nephew hates wearing socks and shoes, freaks out when the lights are too bright or the sound is too loud. He is having a tough time at school and completing his homework at home. What can I do to make his surroundings more compatible for his needs?
Sue Wilkinson: Your nephew is displaying symptoms of a child with sensory defensiveness. Do his parents own a book by Carol Stock Kranowitz, "The Out-Of-Sync Child? The book will have a wealth of information that will help with suggestions for both home and school. He would also benefit from an evaluation from an occupational therapist specializing in children with sensory processing issues.
There are many modifications that can help adolescents and young adults with focus...especially movement and music.Jumping on a trampoline prior to homework is great organizing input. Then listening to Mozart by Don Campbell "Tune Up Your Mind," is also powerful input that yields dramatic changes immediately.
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Richmond, Va.:
How do various forms of weighted therapy aid in learning for both school and home?
What methods are available for children who chew on erasers, clothing and other objects? This chewing seems to distract them from their ability to pay attention.
Kids and the wiggles are very common in the classroom. What teaching structure and aids are best for teachers to incorporate in the classroom to aid with the wiggles?
Evelyn Vuko: Sue will speak to weighted therapy, but I'll weigh in on how to help kids overcome the wiggles. My favorite method is borrowed from the excellent work of Diana Henry, an occupational therapist trained in working with kids and teenagers sensory processing dysfunction. She calls it "the popcorn maker," and I can tell you from experience as a substitute in first grade that it works like a charm! I do this exercise first, explaining each step as I go then direct the class through it. Kids sit in their chairs with their feet flat on the floor, they put their hands on the chair, at their sides. They begin to slooooowly bounce up and down, like popcorn warming up in the popper. Encourage them to keep their hands on their chairs and to use them to help push their bodies up and down. Tell them to go faster and faster as the popcorn pops! Use you hands to urge them to slow their popping down as the popcorn is now almost cooked. After this, I usually do work with the class that calls for intense concentration, like math problems. Find more examples in Diana's excellent book: Tool Chest: For Teachers, Parents and Students. She also has a new one for Teenagers. Get details at www.ateachabout.com
Sue Wilkinson: Diana's work is practical and fun! Yields great results, too. I must say also that having something in the mouth is one of the most important calming and organizing "tools." Although some may view this as a distraction, research has shown that individuals focus better AND retain material longer if something like gum is chewed during classwork.
Weighted products provide calming input for most children...like a big bear hug. They should be worn for 20 minute periods only and there are beautiful alternatives available in vests, hats,lap cushions, shoe weights, and even play costumes. When we as adults work out in a gym, we can identify with the "body-relaxed, yet mind alert" state, can't we?
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Seattle, Wash.:
What an important topic!
We (Brock and Fernette Eide) are physicians in Washington State who specialize in helping children with learning problems, and we could not agree more strongly that the environmental contribution to learning and behavior problems in children is as enormous as it is neglected. Studies in children have shown that as many as half of all children who meet behavioral criteria for ADHD do not have any actual functional impairments, either in learning or socialization. This disparity can only be accounted for by the more accommodating nature of their environments. We see the importance of environment all the time in children with sensory integration problems, too. The child who needs to stand by her desk, chew gum, or play with hand fidgets while working has no problem in a class where her teacher recognizes and accommodates her need, but is labeled as having a behavior problem in a classroom where her need is not tolerated. One of the key aspects of creating child-friendly environments is simply recognizing, as adults, when our expectations, demands, and values are unreasonable and need to be modified to help children do their best. Too often we fail to recognize that dysfunctional behavior is the result of an interaction between a child and an environment and not simply the inevitable result of something that's wrong with a child. This failure both unfairly stigmatizes children who need help, and deprives us of fully half of our alternatives for helping children function more effectively.
Question: We often hear from teachers the concern that while classroom accommodations like those we've mentioned above may help the child, they'll be unfairly distracting for other children. Any advice on how to deal with this situation?
Evelyn Vuko: I hope everyone who has a child with a learning challenging takes the time to read and absorb your excellent advice. Thank you. As to dealing the distraction of accommodations...As a former elementary and middle school teacher and now a substitute, I do two things: first, if the need is a highly visual one, like needing to sit on a huge ball instead of a chair, I have a discussion with the child and decide together where he/she should sit. Where will he/she be most comfortable? What is the best place so that other kids don't get distracted? I've been surprised at some of the suggestions the kids give (like sitting behind my desk, where he could see the board better and his ball was blocked from class view by my desk). Secondly, if I get complaints from a classmate, another private discussion ensues, this one usually includes a frank discussion about the needs that child has to have in place so that he/she can produce the most fabulous work. Given a chance to discuss their needs, most kids are reasonable and compassionate.
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Madison, Wis.:
I have a child with Asperger's Syndrome (so-called "mild form of autism", but in my child's case it is NOT a mild form of anything--incredible challenge). Anyway, suggestions as to the best at-home furniture as far as desk and chair and as far as lighting---for studying. Thank you very much.
Sue Wilkinson: Yes, hidden processing issues don't make the actual "problems" mild, for sure! In designing a focus and concentration place it is important to get the body in a state where the child can learn. Be sure to use calming movement input such as a pogo stick, trampoline, or swing to get the body ready for work that requires attention.
The best chair is also one that allows calming movement.There are a selection of chairs for homes and classrooms that allow a child to "wiggle" which research has shown improves focus and attention. I adore "The Core Disc" which is found at www.abilitations.com Designers have also enjoyed the colorful Sit Ball Cover that encloses an exercise ball and allows a child to bounce and focus. I would position the desk to face a wall with minimal visual distractions. Desk height should allow the elbows to bend 90 degrees when writing. Natural light is always best. If you are in the great white north (!) pick a full spectrum lightbulbs.
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Annandale, Va.:
Which web sites would you recommend for learning disabilities information?
Evelyn Vuko: I think one of the most comprehensive web sites is that of The Developmental Delay Resources. They specialize in helping families find solutions that integrate conventional and holistic approaches to dealing with learning delays. Their site also provides a comprehensive series of links to other pertinent sites. Find them at: www.devdelay.org
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Washington, D.C.:
Hello,
My two boys, 11 and 14, share a bedroom which also has a small study desk for each. They have difficulty tolerating each other's noise and movement, and this is made worse by the attention deficit behavior that the 11 year old seems to have. We have a small house. Any suggestions on how to make a good study space for each?
Mom
Sue Wilkinson: There is hope! Even in small spaces. You will need to think of each of the sensory inputs for both of the boys. Physically make sure you minimize visual distractions creating a "study carrol" effect by using a bookcase as a divider. The 11 year would benefit from a walkman that uses music for Concentration and Thinking. Even aromatherapy using a room diffuser and essential oils for concentration such as basil or tangerine. Don't forget a large wad of bubble gum(!) Make sure the seating has movement opportunities as well. Air cushions in the seat such as DiscOSit, Core Disc, or MoveNSits are terrific. A great resource is www.integrations.com with the "Bright Idea " sections that actually are used as an "info-log" as they teach parents and teachers how to help kids with processing disorders be successful.
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Sue Wilkinson: Dear Washington DC
I've made an error in the web site that I listed that has wonderful "Bright Ideas" for creating concentration spaces. The correct web site is www.integrationscatalog.com
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Fairfax, Va. :
Can you cover the basics as to what is a good study place at home? Should it be the kitchen table, in the bedroom, study or in the living room. What are the shoulds and shouldn'ts including some things that are overseen?
Evelyn Vuko: In chapter four of my book, "Teacher Says: 30 Foolproof Ways to Help Kids Thrive in School" (Putnam), which is entitled: The Right Way to Help with Homework, I corraled experts from all over the country to answer the questions you just asked. Some of their advice is: do assign homework jobs for yourself and your child (the teacher will be happy to add his/her two cents to this); don't assume they need help all the time; do "fit the space to the kid." For example, if your child is in elementary school, the kitchen table is most likely too high, the chair too big and the lighting probably is diffused not focused, which is needed for close work. If you want to continue having your child work in the kitchen because that's where you can best supervise, I think it's important that you down-size the furniture to make it more comfortable. Take a look at Sue Wilkinson's answer to Madison, Wisconsin for details about study place basics.
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Atlanta, Ga.:
What is your opinion on the nationwide trend to cut back on recess time?
Sue Wilkinson: My opinion fluctuates between frustration and panic. Did you know that 30% of all children in North America never go outside to play after school. Combine this with the cutbacks in physical education and recess. Obesity in our children is only one of the symptoms. From a neurological perspective we ignore the fact the brain is actually attached to a body...eeek! And we wonder why some believe there is a Ritalin explosion.
We must move in order to focus.
We must move in order to learn.
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Washington, D.C.:
I think it is important for parents to try and understand what their children experience when they have a learning disability. One of the best videos I have seen is Rick Lavoie's "How Difficult Can This Be? The FAT City workshop." It was made years ago, but is still a great resource. There's a clip at LD Online web site. Any other recommendations for videos or books parents can use to help experience their child's view of the world?
Evelyn Vuko: Temple Grandin's books give an insider's view of what it's like to live with autism. And I have to recommend two books by Carol Kranowitz: The Out of Sync Child and The Out of Sync Child Has Fun. With masterful and easy descriptions, she takes you into the intricacies of sensory processing dysfunction and provides some of the most entertaining and effective solutions for kids with this particular kind of challenge.
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Los Angeles, Calif.:
My high school daughter has generalized anxiety disorder and is afraid of anything new and untried. She has a very difficult time extending herself to make friendships. How can I create a space around her at home that will comfort her and even encourage her to ask a friend over?
Evelyn Vuko: Hopefully your daughter has the kind of support that will help her deal more effectively with her fears. It could be a combination of medication and therapy and behavior modifications and family effort, but only with expert advice (a licensed clinical social worker, psychologist, psychiatrist, etc.) will you find the best combination. It is my understanding that extending themselves is particularly difficult for kids with GAD. Working with such a student recently, I found that by directly involving her in the design of her bedroom---in the choice of wall color, furniture, fabrics and floor plan, she felt more secure in her own space.
Sue Wilkinson: I have a background in mental health as well. I would encourage the psychologist to also be familiar with sensory processing disorders particularly to rule out dyspraxia. Often, something that is labelled a mental health issue can also have physiological roots in how the body is processing information. I have worked with many children that are gifted intellectually, and suffer from anxiety because they are so acutely aware that their body doesn't perform as well for them as they'd like and it damages self-esteem.
I love the idea of her helping to create the space. Try to incorporate "activities" that she is successful with so that visitors have something "to do" as they hang out.
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St Paul, Minn.:
I am an adult with ADHD- working in special education. I generally provide myself with items with which I can play quietly during a meeting to help me stay focused. Otherwise- I get WAY too distracted. Is this a strategy that would work for children, and if so, what would be good items for kids? (I use squeeze balls, small slinkies, rotating toys, etc that fit in my pockets. I play with them under the table)
Evelyn Vuko: Thanks for your great ideas. I chew gum, especially when I'm doing lots of writing. I also like twisty straws for figgety toddlers to drink their juice with when you're grocery shopping. It takes an incredible amount of quiet focus to get the juice up those straws! Diana Henry, OT, routinely recommends giving kids crunchy foods like pretzels or pickles. She also recommends small bags stuffed with beans or rice.
Evelyn Vuko: Please note that those bags are stuffed with RAW beans or rice and are not to be eaten, they are "tools" to help decrease hand figgets.
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Anonymous:
What kinds of learning spaces would you suggest for a family of five kids ranging in age from 7 to 17? The 15-year-old son has ADHD and has been working at the kitchen table under supervision, however, the father feels that it is time to show the son that he is old enough to work on his own. The youngest still needs help and the oldest seems to function pretty well where ever she decides to work.
Sue Wilkinson: It seems that the question is whether it is worthwhile to structure a Concentration Station in your 15 year olds bedroom. The more we can help him develop insight as to what "tools" work best for him...the more we will guarantee his lifetime success HOORAY! When working with a teen, I like to say it is an experiment. First, document how much work he can accomplish in a 20 minute period at the kitchen table. Next, chew 3 pieces of bubble gum at the table, and see how much homework is accomplished in 20 minutes. If results are favorable, plan how to set up the bedroom for success. The infolog I gave earlier, has fantastic photo's of set-ups for adolescent/adults with ADD or ADHD issues. That resource is Integrations catalog or 800. 622. 0638.
Much success to you and all of your kids!
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Evelyn Vuko: Thanks to Sue Wilkinson for her excellent advice, stemming her experience in mental health and sensory processing dysfunction. Thanks to you participants, too, who took the time to share your valuable experience, insight and tips. You've made this chat a treasure chest for parents of kids with learning differences. Join me again December 21 to discuss how to help homeschoolers get ready for college.
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