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Fun With Fractions

Set-up:

 

Run with Fractions

A fun way to learn about fractions! 

Grade Level: 2-5

Equipment: 

Set-up #1 (for full class)

On one half of the gym, scatter the cut pool noodles. Choose 2 people to guard the noodles. Give every other student a Super Strap to wear. Set a timer for 3 minutes. how to play: When the teacher says go, all Super Strap wearers try to run to the other side and grab one noodle piece to bring back to their side, without losing their flag. You are not safe anywhere on that side of the gym.  Once you return back to your side, you put the noodle piece on the end line. You keep playing until the 3 minutes is up.  At that point, your team will add up the noodle pieces, stacking up the smaller pieces to equal 1. What is your grand total? Play again and beat that total. Choose new taggers (flag pullers). 

 

Set-up #2 (for 6 teams)

Put all the noodle pieces in the center circle. Put 6 hoops equally around the perimeter of the gym, and split the students onto teams. Choose one team to guard the circle and give them pinnies to wear. The taggers have to stay in the circle. Set a timer for 3 minutes. how to play: When the teacher says go, all flag belt wearers try to run to the circle and steal one piece of pool noodle to bring back to their hoop, without losing their flag. You are not safe in the circle, or even near it. If you can steal a piece, you bring it back to your hoop and go again. If you lose your flag, either before or after you steal a piece, you take it back, go back to your hoop, put it on, and try again. After 3 minutes, stop the game and ask the students to return to their hoop and add up their pieces. Stack them so they equal 1. What is your grand total? Whichever team has the most can be the next taggers.  variations: Travel to other side or circle using different locomotors.

Start Getting Ready For The Next School Year

As you gear up for the end of another school year, it's the perfect time to start thinking ahead and planning for the next one! Whatever your role is, we have a few tips to help you plan better and make the transition smoother.

What can you do to prepare for the new school year?

  • Supply Lists – Our premade supply lists take the hassle out of supply ordering for the upcoming year. From essentials to exciting new products, planning for next year just got a whole lot easier.
  • ESSER III Funding – Be sure to check if there is any ESSER funding left in your district that you can use. Download our interactive supply list to see what you can purchase! If you’re looking to dig deeper into ESSER, watch our Federal Funding Explained series, where our funding expert, Dr. Ray, discusses the significance of utilizing these funds and specifics on how to do so.
  • Expert Assistance – Our experts know their stuff inside and out! With years of specialized knowledge in their fields, they each can provide guidance navigating complex compliance situations, product selection, program implementation, and equipment training. You will always be in good hands when you choose School Health. Our specialists can help in the following areas: vision and hearing, emergency preparedness, PE curriculum and professional development, special education, and sports medicine. Get a free consultation!
  • School Safety Center – Visit our School Safety Center for tips on creating an emergency operations plan that works best for your school or district. Make sure you have a plan to ensure  your emergency must-haves are in working order and ready to use. Some of these include AEDs, trauma kits, drug deactivation systems and evacuation equipment.  Summer school, camps, and athletic practices will soon be taking place so it’s crucial to stay emergency-ready! Ask us about our SH Connect  compliance Management System to make this process a breeze!
  • Essentials Restock - Get ready for the upcoming school year by taking inventory, organizing, cleaning, and sanitizing your workspaces, including disposing of any expired supplies or medications. Think about the infection prevention, cleaning, and general health essentials you use on a daily basis such as gloves, tissues, menstrual products, soaps, and disinfectants – and make sure you have enough of them!

Although the start of a new academic year can be overwhelming, our resources will help you stay prepared and ready to tackle whatever may come your way. We are always here to help, so that you can walk through the door on the first day of school with a little less worry, and a lot more confidence!

Looking for More?

Don’t forget to take a browse through our online catalogs where you can find all the supplies you need with a single click! Also, connect with us on social media to get more tips, participate in contests, and stay up to speed in everything health. Plus, subscribe to our emails to hear about new product offerings and get $5 off your first order! 

Understanding the New Federal Guidelines for the End of ESSER III

 

Several things happened at the end of January that helped bring clarity to the assistive technology landscape. Annually, the end of January brings us to the ATIA Conference in Orlando. This conference is a great opportunity to learn about the latest technology and the prevalent application of these from our colleagues across the country. We will get to the highlights of that towards the end of this piece. The bigger news was the fact that the U.S. Department of Education, in a document dated January 22nd, spelled out guidelines for the use of assistive technology as well as presented another document that addressed myth vs. fact looks at perceptions in education. Both can be found on our website. For those of you who have not had the opportunity to read the document, here is a synopsis of what it states, as well as some thoughts as to how you can proceed over the next few months with the end of ESSER III funding coming September 30th, 2024.

The first two myth vs. fact statements focus on the IEP and the need for AT. Assistive Technology should be a consideration in every IEP meeting, not just certain ones based on conditions. That does not mean that every child qualifies for AT. Instead, it is through the work of assessment during the IEP process whether there is a need. Stemming from that, recommended AT must be provided by the district or LEA under the guidelines of FAPE and cannot be dismissed by saying the funding is not available. What this means is that a quick assessment of tools which any district may be lacking could be conducted now so that while ESSER III funding is still open, districts can fill the gap of having AT devices for trial and/or usage by students. This is a perfect time to review what your district already has and create training for those devices with the teachers and therapists in the field.

The next two statements focus on the idea of AT devices and services. Simply providing a student an assistive technology device does not mean that other services need not be provided.  I think that most of us recognize that AT is the tool and what we can do with therapies and life skills add focus to the assistance of these individuals. It is nice to see this clarified for those outside of the Special Education realm to aid in the understanding that there is no “one-size-fits-all” device or approach that is available. The second part of that duo focuses on the AT evaluation. IDEA does not require a formal evaluation for each piece of AT before it can be implemented. I know some of our AT Specialists have a large caseload of evaluations that they are attempting to conduct. Other districts have enlisted third party groups to conduct these evaluations as well. In many cases, an AT evaluation qualifies what an individual needs. This statement refers more to the situations where the AT device that might be able to support that student is obvious. Therefore, the need to wait for an evaluation before implementation can be eliminated. If we know what will work, let us get that student paired with the device and not delay or cause other frustrations.

We then move to the fact that training must be a part of any AT implementation. Students do not have to learn these devices on their own. Keep in mind, we need to make sure that teachers and therapists are given training, so that they might be even better equipped to support the students. Reach out to the groups with whom you work to see what kind of training they can provide you. This training can be virtual or video presentations with time for questions at a later point after the support team has practiced with the devices.

The next two statements have been created for those outside of our community. They refer to the fact that any recommended assistive technology must be included in the IEP and formally reviewed and included in transition planning. I know that some districts prefer not to put specific manufacturers down in the IEPs when discussing AT, and that is fine. However, the definition of those products, e.g., a reading pen that does not need the internet and can be connected to earbuds, should be listed. Transitioning from elementary or middle schools into the secondary setting should also include these definitions and how the devices are best utilized for the next group of teachers.

Another statement addresses the usage of assistive technology with state-mandated assessments, and I am so grateful for this addition! AT is approved for these assessments if it is a part of the individual’s IEP and the way that they learn daily. The use of AT is NOT an unfair advantage or prohibitive for students who do not need it. AT is NOT cheating! With that in mind, districts do want to look at devices like reader pens and speech-to-text software while the ESSER III funds are available. Certain reader pens are also incredibly efficient for our ELL population and can help them to understand the questions in a manner that allows them to best answer like they do for our students with reading issues or dyslexia.

The next two statements address how AT is viewed. First AT is not simply technology that is high tech. AT in both mid-tech (speaking calculator, digital recorder, single message communicator, etc.) or low-tech (one of my favorite tools – pencil grips, communication boards, etc.), are by their definition AT and must be addressed. In that same thought, AT is also not for any specific condition or conditions. The DOE reminds us that assistive technology can be incorporated into the IEP of any student if it provides the support that the individual needs to succeed.

As we look at the next statements, we have defined for us that AT is for ALL environments and not just the classroom, must be individualized, and it cannot be assumed that a device which works for someone will work the same way for others. They then go on to spell out succinctly that AT is NOT the same as accessible technology. Nor are AT, UDL, and AEM all “the same thing.” They state that the purpose for each is different, and all should be reviewed considering each individual. There are many of us who have had to fight through situations where those from the outside were content to have something that was “good enough” recommended – often because it was cheaper. No more of that!

The next few statements look at the individual’s usage of the AT. We have heard from the outside that AT lowers motivation for students to learn and lets them get away with having to do the work. That is a myth, as the research has shown that student motivation improves when the AT assists them in sharing their knowledge and abilities. The next two statements look at a child who does not want to use the recommended AT or uses their own devices. The facts around these are that the district still needs to support the students and encourage them to use the devices that will help. Those students who are hesitant to use a device may simply be trying to fit in with their peers. That is another good reason to utilize the ESSER III funds for products like reader pens, unobtrusive switches, or simple communication devices to reduce some of the stigma of using these that students may be feeling. Training for everyone is also essential here.

The final set of myth and fact statements review the deployment of assistive technology. It is the decision of the IEP what technology should be employed, and then someone from that team can work with the district IT team to make sure it is implemented properly. Another statement focuses on how much time it takes to procure the devices. You always want to check with your provider on this as some devices may be experiencing production delays. The good news is that most devices like those by AbleNet, Enabling Devices, software companies like Widgit and ProStudy, and Cosmo, are in stock and can be shipped quickly in 30 days or less. Work with groups you can trust. Please be wary of companies like Amazon. I use Amazon for a lot of my purchases today for personal use. However, working with companies like School Health and Jodi Szuter will provide you with the confidence and support that you are getting the products you need that will help the team, as well as the individual.

The final part of this document focuses on infants and toddlers. AT, which includes items like helmets, cushions, and adapted seating are covered under the auspices of IDEA-C. This has been a contention with some of our Head Start/Early Head Start programs, as well as other specialized programs within some of our districts. The AT needs of these students, including AAC, are supported. Feel free to look at the documents from the government as we have also posted those.

ATIA was one of the best ones I have attended since pre-COVID days. The discussions were deeper, and the excitement of sharing ideas was palpable. There was focus as well on the sensory side of education. Hillary Goldthwait-Fowles and Jennifer Edge-Savage had a phenomenal session on sensory supports for everyone and people came out of it energized. The one caution I have from the conference is with some of the “new” technologies. Many of the groups who were there had long-established technologies with new models or great updates. Those are the technologies which are evidence-based and make a difference. I always worry about some of these newer technologies which have no direct research. Please do your homework and work with people you can trust for insights into what will best support you and your students’ needs.

As always, if you do have any questions, please feel free to reach out to me at rheipp@schoolhealth.com.

Gift ideas…when the average gift just won’t do.

Gift ideas…when the average gift just won’t do.

Written By: Gabriel Ryan 


The holidays are fast approaching, did you get everything on your holiday list yet for your family member or someone you know with disabilities? If not, don’t worry, because I have various adaptive gift ideas you could consider. I recently came across a few holiday gift guides and lists designed specifically for thinking about products which may be helpful or of interest to people with disabilities. These types of lists can be a great starting point for learning about products you’ve never considered before. It can be tough to find the perfect gift. There’s nothing wrong with a gift card or cash, however, unwrapping an item that can make everyday tasks a bit easier or bring an element of fun into someone’s life is exciting! I want to give a shout out to the Cerebral Palsy Foundation for their Annual Accessible Holiday Gift Guide. This year’s guide is one of the best I’ve ever seen. This guide has ideas for all ages and abilities. I can’t begin to describe how much fun it was to go through each page and point out items I’ve personally tried and have great memories of using. There are several items in the guide I currently have and use every day. I loved reading about ideas and products I’ve never heard of before, that I look forward to exploring further. 

 

I was inspired to create a short list highlighting a few products found on the School Health website, which may be just the gift you are looking for.


Giraffe Bottle Handsfree Drinking System and Giraffe Bottle Journey Hydration System

Water bottle with flexible straw. This product is great for keeping hydrated. Read more about this item in this Access Angle Product Review: Giraffe Bottle


Theragun Pro Plus

Handheld massage and vibration therapy tool. Relieves pain, helps you recover faster, treats join pain, improves mobility.

 

GRIP Boards, Activity Pad, GRIP Rolls, and Cat Tongue Grip

Multiple use non-slip texture material that makes almost any surface a no-slip, non-sticky place for your food, books, tablet or other daily items. Read Access Angle review of Cat Tongue Grips.

 

Inflatable Jump Balls and Hop Balls

Inflatable balls provide bouncing fun and aides in development of muscle strength and balance.

 

Fold and Go Trampoline

Small portable trampoline for ages 3 and up and holds up to 150lbs.

 

Color Changing Bubble Tube w/ Beads

Sensory Lamp Bubble Tube helps stimulate your senses.

 

Tangle Therapy

A twisty and fun way to get hand, joint and muscle therapy and stress relief all in one

 

Dimpl Digits

Squishy, silicone bubbles captivate fingers in a way that's impossible to put down. 

 

Pin Art

Board of pins creates impressions of any object with its moldable pins.

 

Cuddle Ball

Round sensory pillow made with the softest fabrics.

 

Franklin QB Cornhole

Target toss game fun for all players and brings an interesting, creative twist to your cornhole games.

 

Bean Bags: Canvas, Nylon, Fleece, Numbered and Franklin Bean Bag Toss Game

Assorted colors of beanbags in various materials and one target frame for a bean bag toss game.

 

Don’t forget to check out this Access Angle: Travel Friendly Essentials video where Dr. Ray and I discuss a few items from the list above and more great products.

These lists are great for Christmas, as well as throughout the year, for birthdays or other special occasions. The more we share great resources, the more we expand opportunities to find just the right gift!

 

Wishing you a very happy holiday!

Making 2024 the Best Year Ever for All

Making 2024 the Best Year Ever for All

By: Dr. Raymond Heipp

 

So, I realize that the title of this blog sounds a little cliché! We tend to hear statements like that every year from pundits trying to cash in on the “new year, new you” ideology and the promotion of “New Year’s Resolutions.” Keeping that in mind as well as trying to stave off another purchase of a stationary bike which becomes a clothes hangar by April, we will take a look at ways that we can inspire the individuals with whom we work to have “Best Me Ever” plans along with some insights into the ending of ESSER III funding and how we can utilize it for the benefit of both current and future students.

Why “Best Me Ever” plans? When we analyze the idea of New Year’s Resolutions as neurotypical adults, we can distinguish that these resolutions are for our own benefit and are ways of tweaking how we approach aspects of our lives. Whether it is looking at habits like smoking cessation, being nice, and diet and exercise to lose a few pounds’ or something more detailed like changing lifestyles to protect again significant health concerns, we can come at these resolutions knowing that it is for our benefit that we are doing these activities. For our individuals, levels of cognitive awareness might not be there to understand the idea behind “resolutions,” thus creating a feeling of inadequacy or lack. We do not want them to approach these plans from the negative. By having them focus on the positive effects of activities that will help to create “Best Me Ever” plans, we encourage them to stay with it and look forward to it as well.

What might these plans include? Let’s look at some common issues our individuals face and see how we can help to create a positive mindset around them. Our first issue surrounds the need to lose weight. When I speak of weight loss with them, I am looking at those individuals who may need to lose 20 or more lbs. for their health and well-being. I have seen too often the idea of promoting weight loss to someone who might not be overweight by a great extent. However, weight loss for them can become an unhealthy fixation which causes significant drops and improper focus. The first thing we should determine if weight loss is something to be added is why the weight is on in the first place. Is the additional weight due to improper eating habits? What if they are due to anxiety or lack of exercise as opposed to eating habits? These questions will help to point us toward the proper approach to take. For example, if there are improper eating habits like “eating one’s feelings” by overeating after stressful situations, then simply teaching about healthy food choices does not make sense. Instead, we want to look at other coping strategies that do not focus on eating.

In speaking with a former student-athlete of mine who has worked in both the exercise and nutritional realms with many individuals, including some you might know, he shared with me that he encourages a weekly “cheat day” when approaching weight loss due to the body simply being out of shape. We discussed the merits of my “Pizza Fridays” and how something like that actually can help a body to acclimate to other foods during the week. Psychologically, these “cheat days” can help give an individual better internal strength when approaching their diets. He has noticed that many of his clients begin to adjust their “cheat days” into healthier foods while more easily acclimating their bodies to an overall diet regimen.

He cautioned about diets though when it came to overeating due to stress or emotional responses. He works with his clients on coping mechanisms first in these cases. He then can see or help a client transition to less overeating issues. With our individuals, we may need to begin with these coping mechanisms. These could include breathing exercises for both daily practice and emergency usage. We might also include some physical activity at the beginning and end of each day. Even something as simple as a walk – a quarter mile or less – can be a good starting point. If we focus on those activities first, we can then move toward the nutritional component. If we start in the wrong order, all the work we might do with nutrition and portion-controlled eating can go right out of the window the first time any stressful event occurs.

Another issue surrounds something we addressed above and that is dealing with stress and anxiety. An individual may not be overeating or have weight issues when anxious. Instead, they may have escalations which can be detrimental to themselves or to others. A “Best Me Ever” plan looks at the causes of these escalations and addresses activities, like breathing, that can be used in several different ways. We are teaching life skills to our individuals in this case and encouraging them to deal with their stress and anxiety in positive manners.

Exercise is another aspect of the “Best Me Ever” plan. Again, we want to start with what the individual can do and build off that. We then want to move into areas that might interest them and let them add more activities to their own exercise portfolio. A slow build of exercises along with directing them toward lifelong activities is most beneficial here.

Notice what we have been doing throughout this blog. Let’s start with the “Best Me Ever” designation. Our foundation is that we are already good and that we are moving to the “best” version. That is not only a positive move but can be improved upon each year. We are not focusing on the negative aspects of our life. Instead, we are looking at causes and how to handle them in a healthy manner. We want our individuals to be excited for these plans and apply them daily to life. We don’t want them to feel they are failures by setting benchmarked numbers which may or may not be reached. We want them to begin to have healthier approaches to life and the other issues or concerns will be addressed as a positive side-effect.

As enter into 2024, we still have until September 30th to spend the ESSER III funds. All Assistive Technology is eligible to be purchased using these funds. Assess what you are already using in your school or district and bring in technology which may fill in some gaps. Look to create your own AT Assessment/Trial kits that can be utilized by teachers, therapists, AT Specialists, and yourself in the future. Consider making AT as transparent as possible in the buildings by re-visioning how to use some of the older AT in standard classrooms or offices, e.g. using a QuickTalker 12 as a support with a book like Goodnight Moon to let students “read” to themselves at the press of a button. Bring in new AT to support the current student population with an eye toward future students as well. We can use these funds to help so many students and don’t want them to go to waste. If you have questions on what might be good to have in your building or would like some ideas of how to use your current AT in other ways, please feel free to reach out to me at rheipp@schoolhealth.com.

2024 will be the best year for all of us! What is your “Best Me Ever” plan going to be?

Combating Burnout: Tips for Self-Care

 

Did you know that workplace burnout has been on the rise ever since the pandemic first hit in 2020? According to The American Institute of Stress, 80% of workers feel stressed from their job, and nearly half of them need help coping with this stress. The education sector is notorious for its high-stress environment, with school staff frequently dealing with long working hours, heavy workloads, increasing administrative tasks, and pressure to focus on the individual needs of each student. Acknowledging burnout is essential to maintain the wellbeing of school employees and empower staff to create a healthy work-life balance. With the holiday season approaching, now is the perfect time to start recognizing your stress triggers and indulging in the things you find most enjoyable.

Main Causes of Burnout in School Workers

In order to tackle burnout head on, we first need to start with knowing what it is and the effects that it has on the individual, both professionally and personally. There are many common causes of burnout in school workers. These include:

  • Excessive workload – Individuals who work in schools are frequently stretched thin and feel pressured to work long hours just to keep up. Large school and class sizes, increasing administrative responsibilities, and limited support staff are just a few of the challenges that lead to an unmanageable workload. 
  • Lack of resources – School employees may believe they are not being provided with the funding, materials, and equipment that is necessary for them to succeed in their role, contributing to feelings of frustration.
  • Administrative pressures – School nurses, teachers, and other educational workers may struggle to keep up with the demands of parents, administrators, and the community. 

Although your work environment may seem difficult and unbearable, there is one blissful thing that you should always strive to squeeze into your schedule: self-care. Like burnout, self-care also comes in many different forms and looks different for each individual. This is the time where you can focus on the most important thing: yourself!

Self-Care Tips (No… It’s Not Selfish!)

Taking intentional steps to nurture your own health and happiness is the first step to eliminating any overwhelming or negative feelings. Find what works best for you and prioritize it as frequently as you can. Psychiatrist, Amanda Itzkoff, explains the three types of self-care that are key to ongoing self-efficacy:

1. Physical

  • Take a nap to recharge your body and mind
  • Connect with nature and embrace the fresh air
  • Engage in physical activity such as jogging, walking, or even dancing
  • Do something crafty or DIY
  • Go for a drive without a destination

2. Mental

  • Journal or write down five things you love about yourself
  • Practice mindfulness with meditation or yoga to stay present in the moment
  • Take breaks when needed
  • Set boundaries when necessary to protect your time and energy
  • Read books to keep your mind occupied 

3.  Social

  • Spend time with your loved ones, including pets
  • Join a club or social group for extra support
  • Volunteer with others that have shared interests 
  • Express gratitude by performing small acts of kindness
  • Unplug from your devices and engage in person 

Recognizing and addressing the stress and burnout epidemic within schools is crucial for building a positive and healthy learning environment. This holiday season, be sure to take care of yourself as much as you take care of others. Being in tune with your mind and body is the first step to combatting burnout, which is why self-care is so utterly important. Once you assess your own needs and find techniques that work for YOU, workplace challenges will be a little less dreadful and your life will be a little more fulfilling.

To kick-start your self-care routine, check out this video

We wish your family a very happy, healthy, and prosperous season!

 

Resources

https://health.clevelandclinic.org/signs-of-burnout/

https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health

https://www.stress.org/workplace-stress

https://aihc-assn.org/burnout-a-threat-to-our-health-care-system/

https://psychiatristsnyc.com/blog/3-essential-types-of-self-care-for-everyday-life/\

The Opioid Crisis: Be Prepared for the Unexpected

 

Did you know that over 10 million people abuse prescribed opioids every year? According to the CDC, 1 in 7 high school students report that they have misused opioids at least once in their lifetime. The opioid crisis is a problematic pattern that can affect anyone regardless of race, gender, income level, or social class. Many of these incidents take place in educational settings, which is the one place where children should be safe. This makes it crucial that staff and students know what to do in the event of an overdose, share knowledge, and recognize the warning signs beforehand.

The Importance of Overdose Education in Schools

Detailed and comprehensive training within schools can empower the overall community to respond effectively to an overdose situation. Providing education about the dangers of opioids, along with how to prevent addiction and misuse, is an important initiative that schools can implement during this ongoing epidemic. Evidence-based prevention programs also have the ability to benefit schools by raising awareness and educating the overall school community about these drugs.

  • Both students and staff can learn about the dangers of opioid misuse, how they can mitigate the risks in their environment, and ways to prevent addiction
  • Schools can enforce an emergency plan outlining specific steps to be followed in the event of a drug overdose
  • School communities can offer students support and guidance through addiction or recovery, promoting healthier coping mechanisms

What is Naloxone and Why Should Schools Have It?

Naloxone, also known as Narcan, is a medication used to rapidly reverse the effects of an opioid overdose. It works by binding to the same receptors in the brain that opioids bind to, reversing and blocking the harmful effects that occur during an overdose. It brings the fatal symptoms of an opioid overdose to a halt in a prompt, safe, and efficient manner. Typically administered as a nasal spray, this medication has the potential to restore normal breathing in the individual. Nevertheless, even if someone has received naloxone, they will likely still need professional medical attention to prevent a recurrence of symptoms. It’s important to acknowledge that naloxone only works if the person is suspected to have taken opioids. However, schools nationwide are prioritizing the implementation of it, with the goal of promoting safety and protecting students and staff. The Food and Drug Administration approved Narcan for non-prescription use in March of 2023, meaning that anybody has the ability to purchase it without a doctor's approval. Ever since, schools have been stocking naloxone in case of an emergency.

 

The Key Points of Naloxone

  • Quick onset – Typically takes 1-5 minutes to restore normal breathing
  • Safety – Not addictive and has low risk for adverse effects
  • Over the counter - Accessible so that it is readily available for the people who need it

There are many steps that schools can take to prepare, prevent, and protect their community from opioid overdose. Overdose action plans should be thorough and involve a combination of education, support, and enforcement. School Health can help you get one step closer to saving a life with our new Naloxone Training Kits and other first aid necessities. Also, don’t forget to check out our recent webinar to learn more about this epidemic and what you can do to create a safer school environment, reducing the risk of opioid overdoses once and for all.

Resources

https://www.ed.gov/opioids/

https://www.cdc.gov/museum/education/newsletter/2022/july/index.html

https://dph.illinois.gov/topics-services/opioids/idph-data-dashboard.html

https://youth.gov/youth-topics/substance-abuse/opioids

https://drugabusestatistics.org/opioid-epidemic/

The Holidays Are Not Always a Wonderful Time for Some Individuals

 

As we enter the holiday season, we find excitement and lots of activities that go beyond our normal routines.  Starting with the schedules that we see in schools and at home, changes to routine become more routine than not!  As parents, we learn to verify what the actual breaks from school are so that we know how to best prepare.  For example, when I was a student in the 1970s, we went to school the Wednesday before Thanksgiving up to the 22nd or 23rd of December before any breaks took place.  Things have changed greatly since then.  As an administrator in the late 1990s and early 2000s, we saw that we needed to add the Wednesday before Thanksgiving due to the lack of attendance.  We also learned that the time off at Christmas needed to be two full weeks and had to work around potential weekends.

As fun as time away from school might sound, it does create issues for individuals who crave routine.  Even within school days or therapy sessions, we may see different scheduling of classes or decorations which can draw attention and cause issues around focus.  For some individuals, this could lead to sudden escalations around things we might not have considered, like having to walk around a decorated area instead of walking through it.  

What can we do to become more aware and help to spread that awareness to others?  First, recognize that we can only control what we can control. As our individuals leave our buildings, there are other disruptions that can be problematic.  With that in mind, I recommend “Holiday Sensory Kits” for the parents and guardians.  These kits can be used throughout the year; however, I am making suggestions that will help to address the constancy of change over the next few months.  To start, have the parents consider putting this together in a backpack or drawstring bag so that it can be portable without being obvious to others. In this backpack, a pair of noise reducing earbuds or headphones will be important for many. I like the Vibes as they really do appear as earbuds, yet give that reduction in ambient noise that might be encountered outside, in malls, or in larger gatherings.  For some, those might need to be noise cancelling headphones.  

Depending upon where you live, you also want to consider sudden changes in weather.  Having a pair of gloves and a knit hat in colder regions is also a good idea.  I have even seen some groups go as far as to recommend hand warmers in their kits.  This can be a good idea, as long as the individual who might be using them understands when something is too hot as well as why something like this should be used.

The next things to have in the backpack are a range of sensory support items that are socially appropriate for situations.  The Sensory Tangle Toy is one of my go-to items for both recommending and having available for myself.  I actually have one on my office desk and will utilize it during longer virtual meetings when I cannot get up and move around. This is a good choice as it does not make noise, can be used under a table or close to the body, and is better accepted by the external community for stress relief.  I also recommend that this is not the only item one has for sensory release.  In some cases, if an individual is not prone to throwing items, a squeeze ball can also be helpful.  Again, it does not make any sound and they are socially acceptable.  I do recommend for any sensory object to have more than one in the backpack in case something gets dropped or lost.  

A small first aid kit is also something to consider in the backpack.  Why? I have had stories shared with me where individuals began to escalate in a situation and either fell or crashed into something.  Having bandages and some antiseptic is always a good call.  The First Aid To Go Mini First Aid Kit is a nice choice for this.  

Finally, we do want to look at something with a little bit of weight (2-4 lbs. max) like Theo the Therapy Dog, the Manimo Weighted Lizard, or a Washable Weighted Lap Pad, adding the dynamic of having a weight that can be placed on the lap or shoulders.  For younger individuals, animals are acceptable.  For some of our older individuals, the lap pad is a more socially acceptable choice.

Think about also having some juice boxes, a filled water bottle, and some snacks.  For some individuals, they may need to have something that they are used to eating or drinking when the situation is strange and somewhat overwhelming.  I have spoken to parents who regretted not taking simple things like a favorite juice or snack along, along with presuming a food court or refreshment stand would have something that might assist in de-escalation through food or drink.  Hot chocolate is a great treat but may not help to calm someone who has been triggered in a new environment.  

In Gabe’s Access Angle blog, he addresses some of the outer wear which may be good during these months. Having lived in the Midwest for most of my life, I always urge to take layering into account if the individual is comfortable with that.  Think about things like thermal tops and pants to go on as the base layer and then build out from there.  The nice thing about layering is that one can always remove a layer if it begins to get too warm.  Temperature and other weather conditions can play a major role in escalations as well!

Those of you who have spoken with me or read my work before know that I am big on preparing our individuals to decorations and changes in advance.  I know of some families and schools who slowly transition into the holidays with inside decorations.  One mother described the fact that they have pumpkins around the house from the beginning of October until the day after Thanksgiving for Halloween, along with fall decorations.  The day after Thanksgiving is the changeover day.  In the morning, they say goodbye to the pumpkins and put away the fall decorations while bringing out their Christmas tree.  They only set up the tree on that day to start the transition.  On Saturday, the lights go on the tree.  Then on Sunday, ornaments go on the tree, decorations come out, and the outside is decorated.  This mother stated that even with only a 24-hour gap, it is enough to assist in the transition and not create escalations.

Furthermore, be aware of the places you are traveling to.  Prepare the individuals by explaining to them what they will be seeing and experiencing.  Be ready to take things slow.  Whatever you are doing, make sure that you include the whole family.  Inclusion in all activities is so essential to overall fulfillment and happiness in our lives.  Lack of inclusion can also cause escalations.  Be aware of the focus of the individual and what they are hoping for.  I learned this the hard way one Christmas, when my son was much younger.  He and I slept on a pull-out couch in the room with the Christmas tree as he was intent on catching “Santa.” Well, “Santa” woke up at about 3:30 am, brought out the gifts, and filled his stocking.  Santa also ate the cookies which happened to be my…  I mean HIS favorites and tossed the carrots outside for the reindeer and animals to eat.  “Santa” was feeling pretty good about things until my son awoke and had one of his worst escalations ever.  He was inconsolable for almost an hour because he didn’t catch “Santa.”  Take time to understand their needs beyond what we might believe those needs to be!  He did learn soon after that the spirit of “Santa” lived on in all parents.  In the future, he was able to catch “Santa.”  It did mean that lots of noise had to be made or “Santa” had to even “accidentally” shake his bed to wake him.  

The most important thing when helping individuals is to take care of yourself first.  When you are feeling stressed and overwhelmed, it can take its toll and not allow us to be present in the moment.  Make sure you are engaging in self-care as well.  When we focus on ourselves and preparing our individuals for various activities and changes in routine, we can make this the most Wonderful Time of the Year!

Warm Up With Winter Gear

Winter is near, it’s that time of year… to get out the jackets and rain gear. I will be highlighting some warm winter accessories for you or someone you know that uses a wheelchair, scooter, stroller, or something similar. Finding a way to keep the extremities warm and dry can take some additional planning. The lap blanket from the company Bundle Bean called Adult fleece-lined wheelchair cosy has continued to be such a great find. Its convenient to take along in my backpack, its warm, windproof, and keeps me dry from the rain.

If you or someone you know uses a wheelchair, scooter, stroller, or something similar, you probably also know that finding a way to keep the upper and lower extremities warm and dry can take some additional planning. I have used a wheelchair for a very long time and often found that I’ll be warm and cozy in a flannel shirt or winter jacket, but my legs become very cold. It is difficult sometimes to keep my entire body warm as my temperature fluctuates. If I am participating in an outside activity, I must take along a blanket or wear a few layers of pants. These methods work well, but can be bulky, take extra time to put on, or become too hot.

Several years ago, I was introduced to a couple of great products that I really like. These are worth checking into if you are looking for solutions to this same challenge for your child, student, family member, friend, or yourself.

X-Ability Bodycoats:

A couple of years ago, my Aunt Katherine saw the following news story about these specially designed jackets for people that use wheelchairs: 9&10 News WWTY Parents Invent Coat to Keep Kids, Adults in Wheelchairs Warm and Dry. This coat was designed by a mom for her daughter with Cerebral Palsy that uses a wheelchair. She created a prototype attaching two jackets together, making a full bodycoat. My Aunt surprised me that Christmas and purchased one for me. I was very excited; I have never seen anything like this jacket before. It is like wearing a sleeping bag with arms and a hood! Very warm and the zipper runs the length of the coat so I can have it all zipped up, half, or fully open in the front, without having to completely take the coat off. This bodycoat is great for use year-round for kids or adults as they come in different sizes. I have had the opportunity to use this bodycoat on a sailing trip in San Francisco Bay, it was perfect. I could enjoy my time and not be concerned about feeling uncomfortable due to tight muscles from the cold weather.
 
Bundle Bean:

I’ve been in search of a lap blanket, but not just any lap blanket. I used to have a waterproof lap cover with elastic sewn into the lower part that fits snug around my feet. It was originally part of a stroller used when I was a toddler. I kept that piece for a few decades, but it was misplaced in a move a few years back. This was one of the best tools for guarding against rain and wind. Earlier this year, I was thrilled to find an adult version of this similar item. The company Bundle Bean has a product called Adult fleece-lined wheelchair cosy. Woo hoo! One of my favorite winter apparel items, but made even better – it’s fleece lined! They offer a variety of patterns and colors for kids and adults. I chose black so it would match whatever jacket I decide to wear. What makes this type of item handy is that it is easily folded up and fits in a backpack. It features an elastic that hugs around the foot area, and elastic and Velcro straps on the reverse side keep it from dragging on the ground or getting caught in wheels. It’s very warm and waterproof. In the summer, I participated in a local 5K race to support Shriners Children’s Hospital. This wheelchair cosy was perfect for the early morning race start temperatures. I wear mine covering just my legs, but I can pull it up higher; mine is long enough to cover my feet all the way up to my chest while seated.

These are a few great options to consider for students waiting for a school bus, participating in recess, outdoor physical education classes, sports, and so much more!

Stay warm out there this fall and winter!

BLOG: Getting Students Excited About Nutrition

BLOG: Getting Students Excited About Nutrition

 

It seems the sight of children running around a playground is few and far between. Tablets, television and video game consoles are the new slides and swings, and it is taking a toll on children’s eating habits and physical health.

The inactivity of children has turned childhood obesity into a global epidemic and according to Benioff Children’s Hospitals, media use has been identified as a main contributing factor. Studies from Benioff states children between 8 and 18 spend about 6 hours and 43 minutes a day on media devices. Limited physical activity is an obvious reason excessive screen time is unhealthy, but the ads that come with the media they are consuming can be harmful as well. Children’s media often contains ads for foods that mostly have high sugar and high fat content.

Getting children away from their tablet completely is a tough task, but being able to limit screen time by finding something more entertaining is a big first step, and that first step can be at school.

What a child replenishes with after physical activity is just as important as the activity itself. FamilyDoctor.org explains the lifestyle benefits for children that eat healthy as well as what these healthy habits can prevent.

As teachers, it is important to educate your students on the benefits of good nutrition, and work to introduce them to some healthy snacks. School Health provides numerous ways to educate children on what a balanced meal looks like. The MyPlate Real Plate is a teaching aid used at mealtimes to show food groups and portion sizes for each meal.

Helping your students understand what it takes to maintain a healthy lifestyle can be essential for their future and taking a fun and rewarding approach through games and engaging educational resources can make it easier for them to remember key components.