Homework: When and How to Ask for Help, Completion and Rewards – Organizational Skills Part 5

Homework: When and How to Ask for Help, Completion and Rewards – Organizational Skills Part 5

Homework: When and How to Ask for Help, Completion and Rewards is part 5, the last part, of  Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder  (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual who needs a boost in their organizational skills will benefit greatly from Garcia’s sound and sage advice.

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Homework: Prioritize, Plan, Follow Instructions – Organizational Skills Part 4

Homework: Prioritize, Plan, Follow Instructions – Organizational Skills Part 4
Homework: Prioritize, Plan, Follow Instructions – Organizational Skills is part 4 of   Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual who needs a boost in their organizational skills will benefit greatly from Garcia’s sound and sage advice.
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Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills Part 2

Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills Part 2

During the coming week,  I will continue posting parts of Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with  autism spectrum disorder (ASD). This post is Part 2 and is entitled,Homework: Clearly Define What Needs to be Done, Motivation, and Reward – Organizational Skills”  Marcia Garcia Winner‘s article benefits all students who lack this much needed skill not only students with autism spectrum disorder, therefore teachers, parents, and all who live or work with an individual lacking organizational skills will benefit greatly from Garcia’s sound and sage advice.

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Teaching Organizational Skills to Individuals with Autism: Executive Functioning Part 1

Teaching Organizational Skills to Individuals with Autism: Executive Functioning Part 1

During the coming week, I will post parts of Marcia Garcia Winner‘s article on Teaching Organizational Skills to Individuals with autism spectrum disorder (ASD). Her article benefits all students who lack this much needed skill not only students with autism spectrum disorder; therefore, teachers, parents, and all who live or work with an individual who needs to learn organizational skills that include Executive Functioning will benefit greatly from Garcia’s sound and sage advice.

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What to Look for in a Summer Camp for Kids on the Spectrum

What to Look for in a Summer Camp for Kids on the Spectrum
This post, What to Look for in a Summer Camp for Kids on the Spectrum is excerpted from the article, “Going Off to Camp: Information and Encouragement for Parents” that appeared in the March/April 2011 issue of Autism Asperger’s Digest magazine. Reprinted with permission. We have added the photos.

Spring has yet to arrive, so why are we talking about summer camp for kids with autism spectrum disorder (ASD)? Because you’ll need plenty of time to find a camp and then prepare your child for this important experience. But also because camps are already accepting applications and time is running out.

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You Are a Social Detective: Explaining Social Thinking to Kids Book by Michelle Garcia Winner and Pamela Crooke

You Are a Social Detective: Explaining Social Thinking to Kids Book by Michelle Garcia Winner and Pamela Crooke

How to explain social thinking to kids? I just reviewed a great book to help you, You Are a Social Detective: Explaining Social Thinking to Kids written by Michelle Garcia Winner and Pamela Crooke, and illustrated by Kelly Knopp. This book will be enjoyed by all the young Social Detectives who might have School Smarts, Science Smarts, or Music Smarts and need just a little help with their Social Smarts to make a big difference in their daily interactions.

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Teens with Special Needs Transitioning to High School

Teens with Special Needs Transitioning to High School

One successful Tweetchat for The Coffee Klatch  I had was with Julie Clark, author of Asperger’s in PINK: Pearls of Wisdom from inside the Bubble of Raising a Child with Asperger’s . Julie Clark’s book is a must read for all whose paths intertwine with a child who has Asperger’s sydrome. True, she wrote it based on the experience she had raising their daughter, Kristina, who has Asperger’s and sensory issues but there is a lot in this book for teachers, parents, grandparents, and all who work with or are raising children who have various special needs. Today you will learn more about Julie Clark, who is author, artist, advocate and mom. She will give us advice on teens with special needs transitioning to high school.

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Ten Tips for Successful Celebrations for Kids with Autism: Birthdays, Holidays, Family Reunions…

Ten Tips for Successful Celebrations for Kids with Autism: Birthdays, Holidays, Family Reunions…

Holidays and family celebrations are a stress for many families for both parents and children. If you have a child with special needs these celebrations become a dreaded event that most parents would like to cross off their schedules or learn to celebrate differently. Most families like to keep ties with other family members and friends and this is usually done during family gatherings during the holidays or during family celebrations. What can parents do to help kids with autism spectrum disorder (ASD) be able to enjoy these family reunions and parties and in turn make it a successful celebration for all? How can you help your child with autism develop the social skills needed to interact with others at these social gatherings?

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KidCompanions Chewelry & SentioCHEWS: SAFE, Sensory Chew Necklaces and Clip-on Fidgets

KidCompanions Chewelry & SentioCHEWS: SAFE, Sensory Chew Necklaces and Clip-on Fidgets

Pierrette and Lorna d’Entremont are co-owners of SentioLife Solutions, Ltd.,  the makers of two  sensory tool lines “KidCompanions Chewelry” and Tougher-than-Silicone SentioCHEWS. Our goal is to help special kids be themselves and thrive. Our sensory chew necklaces and our clip-on fidgets give parents peace of mindKidCompanions Chewelry Clip-on fidget: KidCompanions Chewelry & SentioCHEWS: SAFE, Sensory Chew Necklaces and Clip-on Fidgets and support their children who MUST bite, chew or fidget.

Our chew pendants are SAFE! They are BPA, lead, latex, pcv, and phthalate free and serve as chew necklaces and as handy fidgets!  These age-appropriate, oral-motor tools are sold online and in retail stores as well as in educational and special needs catalogues around the world.

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Siblings of Children with Autism or Special Needs

Siblings of Children with Autism or Special Needs

On one of the  Coffee Klatch Tweetchats I moderated, my guests were Bobbi Sheahan and Dr. Kathy DeOrnellas, authors of What I Wish I’d Known About Raising a Child with Autism Our topic was: Siblings of Children with Autism or Special Needs and what a lively discussion we had! Let me share our tweets with you. Remember the Twitter restriction of 140 characters. Twitter might not make it eloquent English but the ideas and advice are first rate. Let me tell you a bit about these remarkable ladies.

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Students with Special Needs – Substitute Teacher: Proactive Steps to Make it Work

Students with Special Needs – Substitute Teacher: Proactive Steps to Make it Work

Teaching in inclusive classrooms is very challenging. Being a substitute teacher  or supply teacher in one is even more difficult. The school administrator and regular teacher can do a lot to make the transition to a substitute teacher go more smoothly for students with special needs. Parents also can prepare their child with special needs so they can accept this change and work well with the relief teacher or casual teacher. What are the steps both the school and parents can take to make a substitute’s stay pleasant and productive for the students with different needs and a positive experience for the substitute teacher?

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Chewy and Fidget for Kids, Tweens and Teens

Chewy and Fidget for Kids, Tweens and Teens

A chewy and fidget are used to satisfy the needs of many who have an overwhelming urge to chew, bite, and fidget to get on with the day. These sensory oral-motor tools are chewable and wearable chew pendants for people with special needs like autism or that have sensory challenges. Individuals of all ages use them for focusing, calming, alerting, and to increase oral sensory awareness. Many who find transitions difficult, hold on to their familiar chewable necklace and feel less stressed going from home to school and from classroom to different parts of the school.

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