mid-south early childhood direction center - news spring 2015.pdf · provide large sticks of chalk...

and focusing on directions

will enable children with

ADHD to learn while having

fun.

Provide large sticks of

chalk for sidewalk drawing

or outdoor easels with paint

and brushes for children

with fine motor difficulties.

Adapt a beanbag game

for children with limited

vision by moving the equip-

ment closer to the child.

Encourage all children to

participate in physical activity

during outdoor playtime.

Offer praise and help each

child feel successful. Making

learning fun will lead to

other accomplishments for

children with special needs.

Source: Outdoor Activities for Special Needs Children, by Carolyn Tomlin

The National Coalition for

Promoting Physical Activity

(NCPPA) reports that

children who participate in

regular physical activities

develop the knowledge,

skills, behaviors, attitudes,

and confidence needed to be

active for life while providing

a welcome outlet for chil-

dren to be creative and

release pent-up energy.

These skills are especially

important for children with

special needs.

Here are some ideas to

make outdoor play fun

and accessible for all chil-

dren...

A child that uses a

wheelchair and has upper

body movement can throw,

bounce, and catch a ball in a

group activity. Match chil-

dren with disabilities with

typical peers. One child can

hit a ball, and the other child

can run the bases.

Provide large balls,

hoops, and other oversized

equipment for children with

visual challenges.

Provide a tape recording

of birdcalls you might hear

on a nature walk for children

with perceptual or sensory

deficit. Adjust the volume

control and make it available

when needed to accommo-

date these children as they

learn to identify different

sounds.

Place a 20-pound bag of

topsoil on a table for a child

with physical disabilities to

create a tabletop garden.

Cut several large “X” shapes

in the top of the bag and

insert small plants (marigolds

are easy to maintain) into

the spaces. Water and watch

grow.

Play a listening and mov-

ing game for children with

attention deficit disorder /

hyperactivity (ADHD). Place

objects on the playground or

designate points to tag or

run around. For example,

say, “Hop ten times on one

foot;” “Run around the

flagpole two times;” or

“Crawl the length of two

mats.” Listening, moving,

Outdoor Activities for Children with Special Needs

Bennett, S. and Bennett, R.

(1993). 365 outdoor activities you

can do with your child. Holbrook,

MA: Bob Adams, Inc. Publishers.

Additional Resources:

Miller, M. (1974). Kindergarten

teacher’s activities desk book.

West Nyack, NY: Parker Pub-

lishing Co.

Spring Edition, 2015

Mid-South Early

Childhood Direction

Center Special points of

interest:

SPRING safety tips

Sports

Bike Riding

Sun

Safer in 7

Inside this issue:

Top Sports Safety

Tips

2

Take the Helmut

Fit Test

3

Sun Safety 4

Safer in 7 5

Grow Beans 6

Positive Behavior

Pointers

7

NYS Ed Dept.

Update

8

James Ball FREE

Training Presenta-

tions

9

Participation in sports offers tremendous social, emotional and physical ben-

efits for children. We know that one of the worst things for kids is being on

the sidelines with an injury. As parents and coaches, there are simple things

we can do to help reduce preventable injuries – so our kids can continue

playing the games they love.

Before playing organized sports, make sure your child receives a pre-

participation physical exam, or PPE, by a doctor. This can help rule out any

potential medical conditions that may place your young athlete at risk.

Bring a water bottle to practice and games. Encourage children to stay well

hydrated by drinking plenty of water before, during and after play.

Stretching before practice and games can release muscle tension and help

prevent sports-related injuries, such as muscle tears or sprains. Make sure

there is time set aside before every practice and game for athletes to warm

up properly.

Take time off from one sport to prevent overuse injuries. It is an opportuni-

ty to get stronger and develop skills learned in another sport.

It’s also a good idea for coaches to get certified in first aid and CPR, learn

the signs and symptoms of a concussion and help avoid overuse injury by

resting players during practices and games.

SPORTS

TOP SAFETY TIPS

In 2012, more

than 1.24

million children

ages 19 and

under were seen

in emergency

departments for

injuries related

to 14 commonly

played sports

Mid-South Early Childhood Direction Center

Before You Roll...Take the Helmet Fit Test

The time has come to introduce your little kid to the beauty of bike riding. Let’s make sure

they are protected properly so they are free to learn and test their capabilities.

Regular use of sunscreen in children can lower their risk

of skin cancer by almost 78%. But remember that sun-

screen only works if you use it correctly and it does not

substitute for limiting too much sun exposure. Many

parents make the mistake of using sunscreen and then

allowing unlimited sun exposure.

SUN SAFETY to prevent damage

from too much sun exposure

It is now well known that exposure to sun puts people at

risk for skin cancer and premature aging and that most of

that exposure comes during childhood (80% of a person's

lifetime sun exposure occurs before they are 21).

There are many sunscreens available for safe use in children over six months

old. Pick one that offers UVA and UVB protection and that has a SPF of 15 or

higher (especially if your child has light skin). Apply the sunscreen in a thick coat

at least 30-45 minutes before going outside and reapply every two hours (or

more often in he/she is swimming or perspiring heavily).

Here are some other tips to protect your child from

the damaging effects of the sun.

Wear protective clothing, including a hat and long sleeve shirt and long

pants. Keep in mind that most clothing only has a SPF of 5-9, so you can

still get sun damage with a shirt on.

Limit exposure to the sun when it is at its strongest (10am-4pm).

Protect your child's eyes with sunglasses that protect against UVA and

UVB radiation.

Use sunscreen daily, even if it is cloudy, since most of the sun's radiation

penetrates clouds and can still cause sunburn.

Consider using a sunscreen with ingredients (such as zinc oxide or

titanium dioxide) that physically block the sun's radiation if your child

has sensitive skin.

DEET (a common insect repellent) lowers the effectiveness of sunscreens,

so use a higher SPF if you are using a combination product that has both a

sunscreen and an insect repellant.

Regular use of

sunscreen in

children can

lower their risk

of skin cancer

by almost 78%.


1. Tug on your kid’s car seat where the seat

belt goes. If it moves more than 1inch at the

base, tighten it up. About 73% of car seats

are not installed correctly, but we can show

you how to make sure your kid’s ride is safe.

SafeKids.org/carseat.

2. Secure furniture and TVs.

Mount flat screens and

keep bulky-style TVs on a

low and stable base, or re-

cycle them. Every two

weeks, a child dies from a

television or furniture tip-

over. Check your house for

furniture a child might try

to climb and for TVs that

could topple.

3. Make sure your smoke and

CO alarms are working.

Replace batteries every

year. When a young child

dies from a residential fire, a smoke alarm is

usually either not present or not working

because of dead or missing batteries. You

can’t see, taste, or smell carbon monoxide,

so your family needs both types of alarms.

4. Scan your home for places kids can get into

medicine. It is pills in purses, vitamins on

counters and medicine in daily reminder

boxes that curious kids get into. Every 8

minutes, a child goes to the ER for medicine

poisoning, and almost 9 times out of 10, the

medicine belongs to an adult. Look at your

house from a child’s perspective to see what

they can see or reach.

5. Keep laundry packets and cleaning supplies

up, up and away. Little ones love to explore

and often put things in their

mouths. Did you know that

every hour, poison centers re-

ceive a call about a child who

has gotten into a laundry deter-

gent packet? Take a moment to

place all cleaning products out

of sight and reach of little ex-

plorers.

6. Ask your kid’s coaches if they

have had concussion or sports

safety training. To keep kids

staying active and enjoying

sports, young athletes and

coaches need to know how to

stay hydrated, stretch thorough-

ly, use the right equipment and recognize

the signs and symptoms of concussions.

7. Take action against distraction. Distraction

impacts driving, walking, bath time, just

about everything. Here’s a challenge: take a

month to notice times when you or your

kids are distracted. Help each other remem-

ber to put down the phone (or whatever is

diverting you) and focus on looking out for

each other.

When it comes to safety for your children, you know the basics: buckle up, wear a helmet,

learn to swim, look both ways. Here are some lesser-known tips to make your family even

safer in 7 easy steps.


For more information, visit www.safekids.org

First stuff the cotton balls into a

glass jar. Then stick one bean on

each side of the jar. This way you

can watch two growing at once.

Butter beans work well and you

can use them right out of the

package.

Next, add water until the cotton

balls are damp but not too wet,

and place the jar in the window.

Within 2-3 days the beans should

start to sprout a small root, and

2-3 days after that it should begin

growing little tendrils.

After another 4-5 days the beans

should start developing a large

network of shoots coming off the

main root, and a sturdy stem

growing straight upwards.

And after another 4-5 days the

beans should start to grow very

steadily, tall and spindly with large

leaves seeking out the sunlight.

You can now carefully

remove the beans from

the jar and examine the

complex network of

roots that has entangled

themselves around the

cotton balls at the bot-

tom.

Tease the roots off the

cotton and replant the

beans into soil in pots

or directly in the garden.

Have your child water them

and watch how quickly they

grow outside.

How

exciting!

Talk about what plants need to grow, examine roots

and discuss how plants absorb water, talk about leaves

and what they are for, discuss lifecycles and growth.

Phase: Talk about growing and lifecycles in relation

to growing from a baby to a toddler to a child, look

at photos over time and note changes.

Math: Measure the growth of the bean and make

comparisons. Create a growth chart to track

progress.

Literacy: Make a bean diary and chart the appear-

ance of the bean on each day with diagrams and

labels.

GROW BEANS

Knowledge and understanding of the world/science:

This is a really easy, visual way to teach children about root systems and is

a great way to celebrate Spring time. Plus it’s very exciting to watch how

FAST the plants grow!

All you need for this easy activity is a glass jar or bottle, some cotton

balls, and a bean!

Positive Behavior Pointers


Transitioning and the

insistence on sameness.

Among the most common

characteristics of a child with

Autism Spectrum Disorder

or the child with obsessive-

compulsive behavior is the

insistence on keeping things

the same. Once in motion,

they will tend to want to

continue in the same direc-

tion to the exclusion of oth-

er directions. This could be

the student who refuses to go on to the next activity until he has finished the first ac-

tivity. It makes going from one task to another very difficult. This can also be seen in

the student who has a hard time if seats are changed or the furniture is rearranged.

These children like schedules and hate surprises. They would prefer doing things the

same way every day, and can become upset or frustrated if changes are made.

SOLUTIONS!

A visual schedule is often helpful in

these situations. Knowing that the

day will progress from A to B to C is

sometimes enough for the child to

transition successfully.

Prompt the child prior to the transi-tion or a change in routine. If the

child understands what is going to

happen a few minutes in advance,

then he can mentally prepare for it.

Modify the amount of work expected

of the child. If there is a chance that

he may not be able to finish a task

within the given time, he may have

difficulty “letting it go” and moving

on. If he can be allowed to do a bit

less, this problem may be avoided.

Remind the child early in the day of

any expected changes to the usual

routine.

WHAT ARE THE COMMON CORE LEARNING STANDARDS?

The Common Core Learning Standards are the standards all students will be expected to

reach. Compared to New York State’s previous learning standards, they are more rigorous

in academic content, fewer in number but deeper in understanding. They are designed to:

help students gain the knowledge and skills that they need to think and work at a deeper

level;

create opportunities for all students to excel at reading, writing, speaking, listening,

language and math;

support students to think critically about what they read and the math that they do;

allow teachers and students to focus more deeply on fewer critical concepts in

mathematics;

build students’ abilities to apply what they have learned to the real world; and

ensure that all students can communicate strong ideas and

arguments in writing and react powerfully to what they

read

New York State has established Common Core Learning

Standards in three areas:

1. Prekindergarten Foundation for the Common Core

2. English language arts (ELA)/Literacy

3. Mathematics

New York State Ed Department Update:

WHERE CAN I FIND MORE INFORMATION?


There are many resources available for parents on the http://www.EngageNY.org website. For those of you

who have access to the internet, we encourage you to view the website, and particularly the pages created

for parents. Below are a few that you may wish to access.

Video for Parents and Families about the Common Core Assessments - This video is about the Common

Core Learning Standards and the Grade 3-8 State assessments in ELA and math. http://www.engageny.org/

resource/video-for-parents-and-families-about-the-common-core-assessments

Understanding the Grades 3-8 ELA and Mathematics Tests Parent Reports. http://www.engageny.org/ re-

source/parent-resources-grades-3-8-ela-mathematics-tests

Informational brochures developed by the National Parent Teacher Association (PTA) http://pta.org/files/

Common%20Core%20State%20Standards%20Resources/2013%20Guide%20Bundle_082213.pdf


To register

Parent Technical Assistance Center

c/o Southern Tier Independence Center

135 E. Frederick Street, Binghamton, NY 13904

Phone: 607-724-2111

You can also register via the Web at : www.ptac-stic.com

FREE CONFERENCES FOR PARENTS AND PROFESSIONALS ...

WHAT’S THE GAME PLAN? TRANSITIONING YOUNG ADULTS WITH AUTISM: IMPLEMENTING

BEHAVIORAL, SOCIAL EDUCATION/VOCATIONAL STRATEGIES

THURSDAY

JUNE 4, 2015 9:00AM—3:00PM

AT THE HARBOR HOTEL WATKINS GLEN, NY

TUESDAY MAY 12, 2015

9:00AM—3:00PM AT THE OTESAGA RESORT HOTEL

COOPERSTOWN, NY

BEHAVIOR, SOCIAL SKILLS AND AUTISM

WEDNESDAY MAY 13, 2015

9:00AM—3:00PM AT THE DAYS INN AND SUITES

SCHOHARIE, NY

HOME AND SCHOOL: BEHAVIORAL STRATEGIES FOR CHILDREN WITH AN AUTISM

SPECTRUM DISORDER

FRIDAY JUNE 5, 2015

9:00AM—3:00PM AT THE HARBOR HOTEL

WATKINS GLEN, NY

James Ball Ed. D., BCBA-D, authored the book, Early Intervention and Autism:

Real– Life Questions, Real– Life Answers. He is a nationally known speaker, who has

toured with Dr. Temple Grandin. He will provide valuable expertise and practical advice for behavioral strategies to use at home and at school. Suggested audience would include parents and professionals

working with individuals with autism.

Registration is on a first come first served basis.

Feel free to bring your own beverages and

lunch is on your own.

There will be a question answer session during

the conference.

Presented By:

James Ball Ed. D.,

BCBA-D

Southern Tier Independence Center

135 East Frederick Street

Binghamton, NY 13904

Phone: (607) 7247-2111

Fax: (607) 772-3615

E-mail: [email protected]

Website: www.stic.cil.org/ecdc.html

MID-SOUTH

EARLY

CHILDHOOD

DIRECTION

CENTER

MEET OUR STAFF

Opening Windows to Your Child’s Future

Facebook:

Mid-South ECDC

Laurie Wightman, MSEd

Director of ECDC

Kathy Ryan, BA

Community Outreach and Education Coordinator

Colleen McKinney-Syron, MSEd

Community Outreach Specialist

Joy Stalker

ECDC Clerical Assistant

mid-south early childhood direction center - news spring 2015.pdf · provide large sticks of chalk...

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