You learn something every day - the last little boy I worked with used to grind his teeth really badly throughout the day. It was so loud, you could hear it across the room and it must have been playing havoc with his teeth. The only way I could stop it temporarily was to squeeze his cheeks gently between my fingers - but you can't keep doing that all day! My current little boy when tired or listening on the carpet makes a loud bull-froggy noise from the back of his mouth, which while it is harming no-one can be very distracting when the whole class is supposed to be listening to the teacher. Also, there is no way I can prevent him from making this noise, short of sticking my fingers in his mouth - which is NOT going to happen!
His mum, however, went on the case and came up with a possible solution, Apparently, you can buy human chew toys! See them for sale here. I guess that is no different to a teething ring and if it has the desired result, then it is a wonderful tool. So there is one on the way and we shall see what happens - watch this space!
Wednesday, 12 October 2011
Saturday, 8 October 2011
Starting to Read
The child I am working with at the moment is the fourth one that I will teach to begin to read. In the school where I work, the system for the other children is Synthetic Phonics which is good to know but will not go very far towards helping a very young child with Down's to read just yet. We usually continue including the child with the others in Phonics groups, but work harder on whole word recognition in these early stages.
The way I do this is to make a small 'All About Me' book. It's just a plain exercise book and I type up a few simple sentences to illustrate photographs from home. For instance,the first pages will consist of pictures of the child and their immediate family, with the words 'I can see Mum. Hello Mum. This is my Mum' etc. used underneath. As the first few words taught to the rest of the class are also Mum, Dad, I, can, see, the, cat, dog, it works out well. For children who also have speech difficulties, this helps a great deal with stock phrases being learnt that can be used in everyday life.
The book is then used on a daily basis for about ten minutes at a time - more if the child is enthusiastic - initially just read the text while pointing at each word as you say it. Gradually, as these words become more and more familiar, you get the child to read along with you and eventually to read independently. Along the way, you introduce cut out or magnetic matching words and show the child how to find and match each word while saying it out loud. Throughout your day, if you come across a printed word elsewhere that matches what he is learning, point it out and read it - it is quite important to avoid the pitfall of the child thinking that these words only have meaning when read in the All About Me book. As the vocabulary widens, it helps to have labels on such objects such as door, window, chair, table etc.
I will also be introducing flashcards of the first few words and slowly adding new words such as names of classmates, the words that will be used on future pages of the book, and selections from the 100 most common word list held in class. The flashcards are never used in a sit-down-read-this kind of way - you can invent all kinds of games to make this more interesting - labelling passing children, having a few words on the desk and getting the child to find one that matches an object, or even, if they are not impressed with this activity, getting them to put each word away as you read it, the reward being the end of the activity. I am currently using the child's snack as a fun incentive for counting and word finding - he brings in yoghurt covered raisins which can be used in hundreds of ways to help the learning process as well as being a good basis for some conversation and signing practice - ' I want MORE!' 'How many more, 1,2,3,4, or 5?'
Funny how the answer is invariably 'Five!'
The way I do this is to make a small 'All About Me' book. It's just a plain exercise book and I type up a few simple sentences to illustrate photographs from home. For instance,the first pages will consist of pictures of the child and their immediate family, with the words 'I can see Mum. Hello Mum. This is my Mum' etc. used underneath. As the first few words taught to the rest of the class are also Mum, Dad, I, can, see, the, cat, dog, it works out well. For children who also have speech difficulties, this helps a great deal with stock phrases being learnt that can be used in everyday life.
The book is then used on a daily basis for about ten minutes at a time - more if the child is enthusiastic - initially just read the text while pointing at each word as you say it. Gradually, as these words become more and more familiar, you get the child to read along with you and eventually to read independently. Along the way, you introduce cut out or magnetic matching words and show the child how to find and match each word while saying it out loud. Throughout your day, if you come across a printed word elsewhere that matches what he is learning, point it out and read it - it is quite important to avoid the pitfall of the child thinking that these words only have meaning when read in the All About Me book. As the vocabulary widens, it helps to have labels on such objects such as door, window, chair, table etc.
I will also be introducing flashcards of the first few words and slowly adding new words such as names of classmates, the words that will be used on future pages of the book, and selections from the 100 most common word list held in class. The flashcards are never used in a sit-down-read-this kind of way - you can invent all kinds of games to make this more interesting - labelling passing children, having a few words on the desk and getting the child to find one that matches an object, or even, if they are not impressed with this activity, getting them to put each word away as you read it, the reward being the end of the activity. I am currently using the child's snack as a fun incentive for counting and word finding - he brings in yoghurt covered raisins which can be used in hundreds of ways to help the learning process as well as being a good basis for some conversation and signing practice - ' I want MORE!' 'How many more, 1,2,3,4, or 5?'
Funny how the answer is invariably 'Five!'
Toilet Doll - Update
Not that there is much to update actually - the doll works fine, but the child it is aimed at was not impressed! He likes to see the doll pee into a toy potty on the table, away from the actual toilets, that he finds great fun. However, take it to the loo to use as a demonstration of what is required, that's another matter! Several times I have had ro rescue the 'mini-me' from nearly being thrown down the toilet in contempt.
We will persevere - I don't think it's anything to do with the toy or behaviour, just that the child isn't quite ready yet. In the meantime, I've sent the doll home with him for the weekend to see if it has any effect when used in familiar surroundings. Let's hope he doesn't come back to me tomorrow damp.....
We will persevere - I don't think it's anything to do with the toy or behaviour, just that the child isn't quite ready yet. In the meantime, I've sent the doll home with him for the weekend to see if it has any effect when used in familiar surroundings. Let's hope he doesn't come back to me tomorrow damp.....
Sunday, 18 September 2011
Necessity is the Mother of Invention
So in an effort to speed the training process along a little, I came up with the idea of a very visual aid. Last year I used a teddy with a small bottle of water held behind him in order to simulate the toy having a wee in the loo, but I felt this might not be the way to go with my current charge. So I whizzed up a little 'mini-me' out of felt.
Monday, 12 September 2011
Back to Basics
This September I am back working in Reception class for the first time in 4 years, with a new little boy to get to know. This year it has been possible to prepare very thoroughly as the school has had a major change in the number of classrooms and their layout, which has meant starting completely from scratch. So the teacher and I have had many discussions on how to arrange a little learning area for the new child, where to put it and how to stock it. It's been fantastic for the first time to be so completely organised rather than jammed into the nearest available corner. There is a work table, a noticeboard, my own set of drawers for various equipment and resources, even storage for my reference material.
However, I fear this learning area is going to remain unused for a while - I had forgotten the mayhem of those first weeks with a bunch of four year olds who have to have time to adjust to being in school and for us staff to get to know them and their foibles! It's been a good start to the school year, with what seems to be a calm and well adjusted class of children but to be honest, this week each day is just a matter of them charging around exploring their new environment and playing with just about everything they see. Combine that with teaching my new child all about the toilet and trying to get a routine established to avoid any further dampness(!), the hours fly by and any achievements are quite small and unremarkable.
But I know things will slowly calm down and then I can get on with my job properly. These early days are quite crucial even though they don't feel like it - if you don't establish a rapport with your target child in the beginning, there isn't much hope of you achieving an awful lot in the years ahead.
However, I fear this learning area is going to remain unused for a while - I had forgotten the mayhem of those first weeks with a bunch of four year olds who have to have time to adjust to being in school and for us staff to get to know them and their foibles! It's been a good start to the school year, with what seems to be a calm and well adjusted class of children but to be honest, this week each day is just a matter of them charging around exploring their new environment and playing with just about everything they see. Combine that with teaching my new child all about the toilet and trying to get a routine established to avoid any further dampness(!), the hours fly by and any achievements are quite small and unremarkable.
But I know things will slowly calm down and then I can get on with my job properly. These early days are quite crucial even though they don't feel like it - if you don't establish a rapport with your target child in the beginning, there isn't much hope of you achieving an awful lot in the years ahead.
Saturday, 20 August 2011
Summer Break
It's the school summer holidays, when everything slows down and we get time to catch our breath before the chaos that is September begins.
Happily, since my daughter is now an adult, although her college days are paused until late September, the other two activities she takes part in carry on regardless throughout all school holidays. This has been a blessing for both of us - it means she has two days a week when she gets out of the house and away from my company to spend time with her friends and doing something constructive. Whilst she is very capable of amusing herself at home, I do get quite concerned that she gets herself into a bit of a dull and repetitive routine. Each day at home has a very similar pattern and if I am not careful, she will spend a great deal of time up in her room listening to the same cd's over and over again and not doing an awful lot. I do try to make sure we go out at least once in the day and that she accompanies me on one if not two dog walks out in the countryside as well as the odd special outing, but it is impossible for me to play entertainments officer from dawn to dusk and get on with the day to day jobs that need to be done.
So this has worked quite well - with the added bonus that I get two days to myself per week as well, something unheard of over the previous 21 years. I get no other respite - I think we could apply for more, but my daughter is not difficult to deal with and we get along very nicely...most of the time!
- 0 -
In September I will have a new little boy with Down's to work with, starting in Reception class. It's been a while since I worked with the 'littlies' - I worked with one little boy for three years until he went to junior school and then last year my target child came to me in year 1 but didn't stay the whole school year as mainstream was not the right setting for him. So I am quite excited to go back to the beginning - I love the challenge of a new child as well as being able to see the progress being made as we go through the years together. I think I'm going to need my running shoes with this one though...
N.B.
Following the previous two posts, my daughter's HC2 form came through very quickly, approved and all correct, which meant that the prescription charge and fine that we inadvertently incurred has been wiped clean. Yesterday I received a letter informing me that her Incapacity Benefit is about to be changed to the Employment & Support Allowance, which means more forms to fill in and possibly an intervfew at some stage, but the end result will be that she will get the correct benefit and once again be automatically entitled to free health care.
Happily, since my daughter is now an adult, although her college days are paused until late September, the other two activities she takes part in carry on regardless throughout all school holidays. This has been a blessing for both of us - it means she has two days a week when she gets out of the house and away from my company to spend time with her friends and doing something constructive. Whilst she is very capable of amusing herself at home, I do get quite concerned that she gets herself into a bit of a dull and repetitive routine. Each day at home has a very similar pattern and if I am not careful, she will spend a great deal of time up in her room listening to the same cd's over and over again and not doing an awful lot. I do try to make sure we go out at least once in the day and that she accompanies me on one if not two dog walks out in the countryside as well as the odd special outing, but it is impossible for me to play entertainments officer from dawn to dusk and get on with the day to day jobs that need to be done.
So this has worked quite well - with the added bonus that I get two days to myself per week as well, something unheard of over the previous 21 years. I get no other respite - I think we could apply for more, but my daughter is not difficult to deal with and we get along very nicely...most of the time!
- 0 -
In September I will have a new little boy with Down's to work with, starting in Reception class. It's been a while since I worked with the 'littlies' - I worked with one little boy for three years until he went to junior school and then last year my target child came to me in year 1 but didn't stay the whole school year as mainstream was not the right setting for him. So I am quite excited to go back to the beginning - I love the challenge of a new child as well as being able to see the progress being made as we go through the years together. I think I'm going to need my running shoes with this one though...
N.B.
Following the previous two posts, my daughter's HC2 form came through very quickly, approved and all correct, which meant that the prescription charge and fine that we inadvertently incurred has been wiped clean. Yesterday I received a letter informing me that her Incapacity Benefit is about to be changed to the Employment & Support Allowance, which means more forms to fill in and possibly an intervfew at some stage, but the end result will be that she will get the correct benefit and once again be automatically entitled to free health care.
Wednesday, 29 June 2011
Prescription Charges 2
Well, I had a long conversation with an advisor at the Down's Syndrome Association today and found out all the details regarding free health care for my daughter. Apparently, it is the case that anyone with Income Support gets free prescriptions but anyone on Incapacity Benefit does not. This includes glasses and dental care.
However, the present government are changing the system yet again, and anyone currently on Incapacity Benefit will be moved onto something called Employment and Support Allowance, which is basically the same thing except each person will have to undergo an interview to check whether or not they are fit to go to work. This is part of the government's plans to weed out the benefit scroungers and make sure anyone getting support is eligible. It is a gradual process apparently as they slowly work through all claimants - hopefully with our name beginning with 'B' it won't be too long.
Once my daughter is on this 'new' benefit, she will once again be eligible for free health care - all a convoluted process, but I can see the reasoning behind it.
Interestingly, the DSA advisor said that many parents were angry that their child would have to go through an interview, but she pointed out that surely this was the best way for anyone to see for themselves that the person is genuinely unable to work. I agree with her - if you are a genuine case, then there is nothing to worry about.
Whilst I understand all the above, I do wish that this information was passed on to the benefit claimant rather than having to find out only when something goes awry. As carers, we have more than enough to deal with without having to follow up on each and every change to the system to find out how it affects the person we are caring for. I have found this throughout my daughter's life - the really pertinent information is never made known in a straightforward way, you either have to fall foul of some new ruling or stumble across it. This was one of the reasons I started this blog - I do know of parents who are ahead of the game and super-knowledgeable about everything their offspring is entitled to, but there must be a great deal like me who have enough trouble juggling work, caring, home and their own problems and just don't have the time or energy to trawl through every single website and booklet or spend hours on the phone speaking to advisors!
However, the present government are changing the system yet again, and anyone currently on Incapacity Benefit will be moved onto something called Employment and Support Allowance, which is basically the same thing except each person will have to undergo an interview to check whether or not they are fit to go to work. This is part of the government's plans to weed out the benefit scroungers and make sure anyone getting support is eligible. It is a gradual process apparently as they slowly work through all claimants - hopefully with our name beginning with 'B' it won't be too long.
Once my daughter is on this 'new' benefit, she will once again be eligible for free health care - all a convoluted process, but I can see the reasoning behind it.
Interestingly, the DSA advisor said that many parents were angry that their child would have to go through an interview, but she pointed out that surely this was the best way for anyone to see for themselves that the person is genuinely unable to work. I agree with her - if you are a genuine case, then there is nothing to worry about.
Whilst I understand all the above, I do wish that this information was passed on to the benefit claimant rather than having to find out only when something goes awry. As carers, we have more than enough to deal with without having to follow up on each and every change to the system to find out how it affects the person we are caring for. I have found this throughout my daughter's life - the really pertinent information is never made known in a straightforward way, you either have to fall foul of some new ruling or stumble across it. This was one of the reasons I started this blog - I do know of parents who are ahead of the game and super-knowledgeable about everything their offspring is entitled to, but there must be a great deal like me who have enough trouble juggling work, caring, home and their own problems and just don't have the time or energy to trawl through every single website and booklet or spend hours on the phone speaking to advisors!
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