THE CHICKEN NUGGET INCIDENT

I attended a North Carolina Commission meeting today, and I found it very interesting.  The commission meets quarterly to discuss, initiate and approve state rules that affect young children.  Norma Honeycutt, Executive Director at Partners In Learning, presides on this commission.



Media was present at this meeting resulting from national attention over a North Carolina preschool teacher who took a child’s lunch brought from home and replaced it with a more nutritious meal offered by the school.  Members of the public were invited to address the commission and speech about their thoughts on the subject.

The media seemed especially interested in interviewing the individuals who expressed concern over the interpretation of currently adopted rules concerning nutrition. 

Katherine Generaux, Community Inclusion

When you first began your journey in the world of being a parent of a child with special needs, did you ever wish you had someone to lean on who had at once been in your same shoes?

Did you feel overwhelmed with all of the information and experiences?

If you did happen to find someone who was able to lend you support, how beneficial was that person to you and your life?

Would you like to become a Supportive Parent where can share your experiences with other new parents of children with special needs.

Nothing compares with the empathetic support given by a parent who has “been there.”

Supportive Parents are volunteers who have a child with special needs and are willing to talk with other parents about their experienced.

If you are interested in helping other families by being a Support Parent, please join us for our next training!

Participants will learn how to share their story, communication skills, importance of confidentiality, community resources, effective telephone support, how to handle difficult situations and Much More!

Join us THIS SATURDAY, March 3 from 8:00 a.m. – noon at Partners In Learning.

A light brunch will be provided.

On-site childcare will be available for parents who request it.

Registration is Required! Please call 704-638-9020 to RSVP

For more information, please call Carol at 980-522-8740 or email: ccranford@ctc.net

Katherine Zink, Community Inclusion Assistant



The Importance of Family Meals

Family meals are much more than sharing food.

Sharing meals as a family:

• Provides nourishment on emotional, intellectual, spiritual and nutritional levels.
• Gives parents and children time to connect and talk everyday; TURN OFF THE TV!!

Mealtimes are a good time:

• For parents to stay involved with children.
• To monitor children's activities and friends.

Research shows:

• Children who do not eat dinner with their families are 61% more likely to use alcohol, tobacco, or illegal drugs.
• Teens who eat frequent family dinners are less likely than other teens to have sex at young ages, get into fights, be suspended from school, and are at lower risk for suicide.

Reference: Noodle Soup (2007)

Ilene Coleman, Livingstone Intern

THE EXTRAORDINARY POWER OF PLAY



Intentional teaching means that play zones and activities are designed to provide learning opportunities that build on to a child’s already existing knowledge.  The children here are experimenting with bubbles.

“What is now undeniably clear in the 21st century is that play is essential, vital, critical, and fundamental to a child’s social, emotional, physical, and intellectual development. Without adequate, healthy play, children run the risk of entering school unprepared, growing into teens and adults without needed skills, and failing to meet their potential. “

Is this just play?  Actually, Robert and Cecilia are learning early math concepts through the use of this weights and balance activity.

The two children here are demonstrating surprise over the result of their experiments with the materials provided for them:  water, soap, ropes and pulleys.

“Through joyful, healthy play, children begin a love of learning and prepare for life itself.”

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleId=591

Katherine Generaux, Community Inclusion

Recognizing Early Symptoms of Autism

As the number of children being diagnosed with autism increases, the need for public awareness involving correct identification of the early symptoms of autism becomes imperative. 

New parents should become familiar with these signs so that if necessary, early intervention and support can have significant benefits for their young child in the future.  Early detection is vital to learning how to teach a child with autism.

1)      Babies should usually be smiling by the time they are 6 months old. This involves a true happy smile, not a gas smile. Mothers often find it easier to believe their child is moving at their own pace when milestones are not met, but it should be recognized as a possible symptom of autism to be safe. If you are concerned about your child not meeting milestones, have them checked out by a physician to be sure.

2)      By 10 months, infants should be attempting to mimic facial expressions, words, and vocal intonations in some way. Typically developing babies try to mirror what their parents and other people are doing.

3)      By 12 months, a lack of response to their name by a familiar voice may be an early sign of autism. Typically developing children usually babble or “baby talk” by 12 months.  Also, by 12 months, children should be making back-and-forth gestures, such as pointing, showing, reaching, or waving.

4)      A common way to recognize early symptoms of autism is if your child is not speaking by the age of 2. At least a few words in their vocabulary are typical for children by this age. If your child is 2 years old and not talking at all, make an appointment with your pediatrician.

5)      While some children do not display all of the symptoms of autism, if you are in any way concerned due to recognizing ANY of the early symptoms, seek out professional help and get the proper testing done to help rule in or out autism.

   Other possible indicators of early signs of autism include:

a.       Does not respond to name; at times seems to be hearing impaired

b.      Poor eye contact

c.       Doesn’t seem to know how to play with toys to excessively lines up toys or other objects

d.      Is attached to one particular toy or object

e.       Doesn’t smile or interact joyfully

f.       Doesn’t point or wave goodbye or use other gestures to communicate

g.      Doesn’t follow the gesture when you point things out

h.      Doesn’t make noises to get your attention

i.        Doesn’t initiate or responds to cuddling

j.        Doesn’t reach out to be picked up

k.      Doesn’t ask for help or make other basic requests

Overall, the best method for early detection of autism involves:

a.       Monitor your child’s development

b.      Take action if you’re at all concerned

c.       Don’t accept a wait-and-see approach

d.      Trust your instincts

Katherine Zink, Community Inclusion Assistant

Through the Eyes of a Runner

Today marked a remarkable accomplishment for Deborah and Michelle. We ran our first half marathon with 7,000 people at Myrtle Beach! How did we do it? We took one mile at a time!!

6 minutes til the start of the race!!

While many of you were sleeping @ 5:30 am!!!

At each mile, Deborah said we will tell ourselves, "We have one more mile to go, and this mile is for my momma etc."...then eventually we will cross the finish line. 

Michelle @ mile 11, only 2 more miles to go!

David Freeze, Partners In Learning Wellness Coordinator's words of wisdom was to: Get good sleep, run your own race, hydrate your body, take energy gummies at mile 5 and mile 10, and drink water at every water station. 

Our family met us at the Finish!!

Deborah's Finish Time: 2:35

Michelle's Finish Time: 2:42

Along the race course were hundreds of people cheering us on: "Pain is temporary, Pride is forever," Pick'em up and Put'em down."


13.1-Been There Ran That,
Michelle Macon and Deborah Howell 

Building Relationships

Happy teachers make happy children. These ladies are co-workers two had husbands that had to work on Valentine's Day and the other is a single parent that had no plans. All of them have young children and were discussing how bummed they were to have to spend the evening alone.

Rather than going home and spending a day for love and togetherness alone they all decided to take their children and and go out to eat with each other. What a great way to build relationships with one another and foster friendships among the children.

Deborah Howell, Assistant Director

BLENDED FAMILIES: MERGING THE HERDS

My three children were all young adults when my husband, Mitch, and I were married.  Mitch has two grown children as well. 

The main character in a novel I once read wrote about her disappointment when she introduced her grown children to her new husband’s adult offspring.  She had hoped they would all blend into one big family, but it never happened.  “They come from different herds”, was her conclusion, so she was grateful that all the children were consistently polite and respectful with one another. 

This upcoming weekend, my daughter and son-in-law and my husband’s older son will be meeting for the first time. I am hoping that everything goes well. Does anyone have any advice they’d like to share?

Katherine Generaux, Community Inclusion Specialist

10 Tips for Coping with Autistic Behavior

Understanding and Coping with the Behaviors of Children with Autism

1)      Get to know your child and understand their specific needs and difficulties. Know whether the child is sensitive to light, sound, people, etc. Figure out whether the child benefits from sensory input. Get to know your child’s typical symptoms and dangerous behaviors.

2)      Start with small goals and expectations (e.g., sitting still for 2 minutes during group time) and build on them based on successes (e.g., sitting still for 10 minutes) until the entire activity can be accomplished (e.g., sitting during entire length of group time)

3)      Modify the classroom/home according to the safety of your child (e.g., bolt shelves to wall; put door knob cover on door). Keep in mind that children with autism tend to enjoy climbing furniture, opening and closing cabinets, etc. Autistic children do not have a sense of fear like other children, so we must be aware of all unsafe aspects of our classrooms. 

4)      Learn about sensory input and while observing your child, try to understand whether the “difficult” behavior is occurring because of too much sensory input or not enough sensory input.

5)      If your child is behaving “badly” during high sensory activities and events (e.g., during field trips or while dancing with loud music, etc.), try to avoid these situations or modify the level of sensation. Sensory toys can also be used when manipulation of these events is not an option.

Standing on furniture

"Let's go outside so we can jump!"

6)      On the other hand, if your child is climbing, jumping off furniture, spinning around, or running into furniture, they probably do not have enough sensory input. Sensory integration, such as bear hugs and weighted vests, is a good option for increasing sensory input.

7)      When possible, encourage appropriate behavior as a substitute for inappropriate behavior. When your child is climbing furniture, take them outside to climb on playground equipment in order to redirect and teach when climbing is appropriate.

8)      When your child successfully accomplishes something, such as saying a complete phrase or kicking a ball, exaggerate your excitement in order to show your child you are happy with what they just did; this encourages positive reinforcement and increases the liklihood that the behavior will occur again in the future. 

9)      Keep in mind that children with autism typically do not misbehave intentionally, their behaviors are most likely due to external factors, such as their environment, the amount of sensory input they are experiencing, or perhaps they have fallen out of their normal routine. 

8)     Last but not least, encourage the abilities of your child. Recognize that children with autism need to be modeled the correct behavior and will succeed best when they have caregivers who are knowledgeable of their symptoms and are willing to get to know the child as an individual.

Katherine Zink, Community Inclusion Assistant

Love Dare

•  Balance your relationship.
• Give as much as you receive.
• Talk as much as you listen.
• Give space for yourself.
• Communicate right away, but not when you are emotionally charged.
• NEVER take your partner for granted.
• Always keep an element of surprise.
• Do not punish! When you punish the one closest to you, you punish yourself.

Daring to Love,

Michelle Macon, Program Coordinator

Learning Through Play

 

As you can see one child has used blocks to make a "road" for his cars and the other child is using trees and other props to make a "train" on the tracks. Both of these children though outside the "box" in their play, these are skills that will be very useful for the rest of a child's life.

There are ways parents can initiate activities that encourage our children to “think outside the box.” These are word games we can play in the course of our everyday activities that are not only fun for us and our children, but also encourage curiosity, creativity, and imagination:

1. Ask a child to think of as many things as he or she can think of that you can do with a paper clip, pencil, or napkin.
2. When riding in the car, play games like finding how many houses have For Sale signs, front porches, or identify particular car models that you see passing by.
3. After watching a TV program together, talk about the story and characters, what did you like and not like about them.
4. Watch some ads on TV and criticize them.
5. Make up new endings to stories you have just read. (excerpt from David Elkind, PhD. Learning Through Play).

Deborah K. Howell, Assistant Director

HOW TO AVOID DAILY FAMILY BATTLES BY USING A VISUAL SCHEDULE

Part of what I do as the Community Inclusion Specialist for Partners In Learning is to assist teachers with classroom behavior management issues. Transitions can be especially tough for little ones, often resulting in challenging behaviors.


One strategy that is always successful is the use of a daily schedule. We use picture schedules for our toddlers and preschoolers, and these schedules give children a sense of security in knowing what comes next in the daily routine. The schedule also defuses some of the “war of wills” between the child and the adult.

Here are a couple of ideas that you might be able to use in your home:

Katherine Generaux, Community Inclusion Specialist 





Parents Night Out

Going on a special Valentine's date this Saturday night?
Want some alone time?
Do the kids need a play date with their friends?

Partners In Learning is hosting a Parents Night Out!!

When: Saturday, February 11, 2012 (THIS SATURDAY!)
             6:00-10:00 pm

Where: Partners In Learning

Ages: Infant-12 years old

Cost: $20 for first child and $7 for each additional child.

You provide: Baby supplies and food (younger children)
                       Any special supplies

Bring your PJs and a child who is ready to have fun!

We will provide dinner, a movie with popcorn, crafts, activities, and MORE!

**Proceeds benefit Relay for Life**

Katherine Zink
Community Inclusion Assistant

Everyone Needs a Hug!

After a nice big bear-hug, don’t you just feel a sense of calm and inspiration?

This deep pressure that we sometimes get from our family, close peers and coworkers gives us that extra boost to get through our day. Oftentimes these hugs work for children in our classrooms also. But what about our friends with autism who tend to avoid close contact and affection with other people? The truth is they benefit from this deep muscular pressure also, possibly even more than we thought.

Children with autism experience multiple sensory-related issues that we are not used to in our own daily lives, including: hypersensitivity or under-sensitivity to noise, smells, lights, crowds, touch, and much more. While these children typically receive therapies, such as physical and occupational, sensory integration therapy is also being used to help children with autism. This type of therapy seeks to regulate a child’s sensory responses. Results of sensory integration techniques and similar activities involve lower anxiety levels, more focused attention, and even improved behavior.

A great example of sensory integration therapy is the use of weighted vests, or sensory-pressure vests. The way these vests work is essentially representative of a hug, a hug that is constant throughout the use of the vest. Children wear these vests, jackets, belts, or blankets during daily activities, such as playing, learning, eating, or sometimes during rest. The idea is that the pressure unconsciously relieves muscles and joints and allows the child to be more focused and calm.

We use the same idea with our newborn babies when we swaddle them; the pressure gives them a sense of comfort. These techniques have been used not only for children with autism, but also children with ADHD, other sensory integration disorders, as well as many other neurological disorders; the possibilities seems to be endless with this type of therapy.

Similar therapy techniques have also been used with adults who easily get distracted, are hyperactive, or have trouble with their concentration skills. People with Cerebral Palsy and Muscular Dystrophy also benefit from this weight-therapy.

Sensory integration and weight-therapy is so effective that it has also been said to benefit our furry friends. I recently watched a commercial which suggested that dogs benefit from a weighted vest in certain troublesome areas, such as: loud noises, separation anxiety, travel anxiety, crate training, problems barking, hyperactivity, and leash pulling. After further investigation on this product, the underlying principle is the same as what we use with sensory integration therapy. It works with everyone!

So the next time you see a friend looking upset or anxious, give them a nice bear-hug to help them relieve some of their stress!

Katherine Zink

Community Inclusion Assistant

Workday Check-Up

How Healthy is Your Average Workday?

The first step towards a healthier workday is to do your own “reality check” about your “average” workday. 


Ask yourself:

·        How much time do I spend being sedentary (sitting down or inactive) at work?
·        What kinds and quantities of food and beverages do I consume during work hours?
·        Do I feel healthy and well each day at work?
·        How much sedentary time do I spend getting to and from work? (e.g., driving time of 30 minutes each way on daily commutes)

These informal questions are just one way to do your own workday check-up to see where healthy changes could be made.

Sara, Elena, and Amanda have decided to take a walk during their lunch break at work every day. 

They also get to spend time with their babies. 

Michelle Macon, Program Coordinator

Affordable Healthcare Solutions

With many of our staff, families, and friends facing catastophic health issues, (some without health insurance) I have been researching options for quality health care.  I was amazed at how many websites, blogs, and governmental agencies have valuable information and advice for those facing significant illness and/or are financially strained.

An article I found in "Money Talks News" has laid out the groundwork to follow and find quality care in your own community.  I would have liked to copy the entire article but instead will list the high points and some of the links in hopes that those in need will heed the advice and find information that may benefit them and their families.

Instead of using your high priced local hospital emergencies rooms, take a look at some options listed below.

• Federally qualified health centers.  These centers can be found in nearly every county in every state in the US.  They can provide checkups when you are well; treatment when you are sick; care when you are pregnant; immunizations, and many more services.  They price their services based on your ability to pay.  Visit this link for more information and locations:
  http://findahealthcenter.hrsa.gov/Search_HCC.aspx
• Medicaid is another option for low income uninsured.  Follow this link:
  https://www.cms.gov/
• For those with pre-existing conditions and no health insurance consider state-run high-risk insurance pools visit this link: www.healthinsurance.org/risk_pools/

For free help finding help try the following links:

• Patient Advocate Foundation www.patientadvocate.org/
• Healthcare.gov www.healthcare.gov
• The Access Project www.atdn.org/access/index.html

To read the entire article and access many other links with great information regarding affordable health care:  http://www.moneytalksnews.com/2011/09/30/healthcare-help-for-the-uninsured/

Colleen Carman

Finance/HR Director