TVDSA Easter Egg Hunt

The Lil' Buddies and Elementary groups will be joining forces for the first

TVDSA Easter Egg Hunt

on April 23rd at 3:00pm

at Guerber Park in Eagle.

We invite all elementary and younger kids and their families to join us.  We will set up three separate areas for: Crawlers, Toddlers (approx 2-4 years) and Runners (ages 5 & up).

In addition - we will have CHICKENS (who laid the eggs) and BUNNIES (who delivered them) for the kids to pet!

Refreshments will be served under the canopy after the Egg Hunt has concluded.  

There is a large, padded, play area for before and after the Egg Hunt - for those who can't get enough fun.

Directions:

From State Street - head north on Hwy 55.  Take first left hand turn, on Hill Road (heading East).  The park is 0.2 miles up on the right side of the road.

Don't forget the cameras - 

and come out for some Easter Fun with the kids! 

TVDSA would like to Thank the 14 members of S.O.S. for volunteering to help at the Easter Egg Hunt.  These boys from Eagle Middle School believe it is their responsibility to "Serve Now, Play Later."  We Thank you!

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Are You Getting Involved?

by Deanna Tharpe, DSAIA Executive Director & 

Mother of a 9 year old boy with Down syndrome

Have you ever had a feeling you were missing something?  Especially when it came to your child with Down syndrome?  So often we rock along in life thinking everything is fine.  And then, years later we realize that we missed out on something or worse yet, our child missed out on something.  For years, this phenomenon has happened over and over.  But there is a solution for it.  It's called "being involved."  No, you don't have to start your own Down syndrome support organization.  No, you don't have to organize a march on Washington or a walk in your hometown.  You just have to be involved.

Go to the group meetings.  Go to the workshops.  Go to trainings.  The resources are out there, but so often, we wait until a problem arises to take advantage of the gifts that are given to us by other involved parents and community professionals.  Why is that?  The sad part is that when the problem arises, a parent who has been involved will usually have the answers (or know who to call to get them quickly) and the problem becomes less of a problem in the end.

What does involvement breed?  Knowledge.  And we know that knowledge is power.  It also breeds empowerment.  Not just the empowerment of you as a parent, but also the empowerment of your child with Down syndrome.  Knowing adults with Down syndrome who have gotten married, who are successful business owners, who work full-time in a job they love, who have purchased their own home. . . .that is another type of powerful knowledge.  It gives parents perspective that they don't always have when they look into their young child's eyes.  It gives you a glimpse into the future and opens your eyes to the possibilities available to your child as they grow and develop into an adult.

Most of "awareness" does not come from a walk or a program, but rather attending conferences and conventions around the state, region, and country.  Listening to self-advocates speak about their life or listening to others talk about successes in their community is an awesome experience.  And then there are the connections you make through your involvement.  Those connections last a lifetime.  And they are integral to your growth as a parent.  Its' not always about your child with Down syndrome, or your other children without. . . sometimes, it really is about you.

So get involved!  Start local and start now!  Your group needs you and you need your group.  It's a win-win situation where everyone benefits and it's happening right now.  Why aren't you there?

 
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TVDSA's annual meeting will be held May10, 2011.  At this time, several board chairs are up for re-election, empty seats need filled and many volunteer positions are available.  If you want to get involved as a volunteer - please contact Joyce Page, so she can direct you in your journey.  Thank you for time and involvement, in advance! 

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Promoting Your Child's Development:  Information Resources for Families of Children with Disabilities.

from: American Physical Therapy Association,

Section on Pediatrics 

The United Way of America, partnering with the Ad Council and Civitas, created a Web site that helps parents, caregivers and communities create high-quality early learning opportunities using every day events for young children.  The Website provides comprehensive developmental information on children from birth to 5 years of age.  (This website is available in both English and en espanol.)

Zero to Three

Zero to Three is a national nonprofit organization whose purpose is to promote the healthy development of our nation's infants and toddlers by supporting and strengthening families, communities, and those who work on their behalf.  Examples of resources on the Website include an extensive list of parenting topics and downloadable booklets that show families how to make meaningful opportunities out of everyday moments. 

Able Play

Developed by the National Lekoteck Center, AblePlayTM is a toy rating system and Website that provides comprehensive information on toys for children with special needs, so parents, special educators, therapists, and others can make the best choices.  Toys are categorized according to disability and age group.

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Be Prepared: Tips for Transitioning into Early Childhood Education

The Exceptional Parent, Sept, 2008 by Laura Ann Oliver

The first days of school can be scary for parents, too. As your child reaches an age where she is ready to begin school, the very thought can overwhelm any parent. As a parent of a child with a disability there are added considerations. Nonetheless, transitions through the early years of school can become relatively easier for both the parents and the child. Knowing how to navigate the early transition periods allows families to face new challenges with greater assurance.

Once a child begins school, parents face letting go of the sole responsibility for their child's learning. For even the most actively involved parent, this can prove easier said than done. Parents of children with disabilities can experience significant anxiety when it comes to allowing another person to assume such an important role in their child's life. In spite of that, establishing open lines of communication with your child's school, especially the classroom teacher and paraprofessionals, will help to ensure that you are kept aware of what occurs when you cannot be with your child. Maintaining this open flow of communication permits a parent to have a voice in all that is going on while your child becomes part of a new educational setting.

It is important to remember that transitioning through the early years of education is a process. Therefore, it can take some time for everyone involved (including the child, parents, and teachers) to adjust to an unfamiliar situation. In order to successfully navigate these processes, some knowledge and a great deal of patience are essential. As a result, the goal of this article is to provide parents of children with disabilities some useful tips about surviving the early childhood transition periods, focusing primarily on the time between pre-kindergarten and first grade.

While the early years of transitioning can be challenging for any parent and child, parents of children with disabilities must consider additional factors that can make the early transition period increasingly stressful. Understandably, many parents have numerous questions and concerns such as:

* How will my child feel about this new environment?
* How will the school address his/her disability?
* Will my child interact with the other children?
* Will my child feel secure and happy with his/her new

   teacher and classmates?

Initially, such considerations can prove overwhelming. As you become accustomed to the school's system, the many processes involved will seem far less daunting. Since early experiences in education can have such a profound effect on how children perceive learning itself throughout their lives, it is important to make this time as positive as possible for both you and your child. Prior to the transition, gain as much knowledge as you can about what goes on at your child's school. For a smoother transition into a new situation, such actions like observing the classroom, getting to know future teacher(s), and understanding one's educational options, all help to ease anxious feelings of anticipation.

In order to provide a child with an opportunity to successfully manage the transitions throughout the earliest years of education, effective collaboration and communication among those individuals most involved in the child's life is essential. The continuous flow of communication between parents and school personnel, as well as parent and child, significantly reduces stress. Essentially, being prepared can make transitioning through the early years of education a more constructive experience for the child, as well as for parents and teachers.

PRIOR TO THE FIRST DAY OF SCHOOL

For the families of individuals with disabilities, preparation for early childhood education needs to occur sometime long before the beginning of a school year. The tips in this section focus on areas that parents may want to consider before their child transitions to school for the first time, as well as for those transitions occurring through first grade. Careful preparation will allow both the parents and the future classroom teacher to feel a greater sense of confidence about what lies ahead. In addition, this approach provides parents and teachers with the opportunity to anticipate and sort out potential concerns before any issues actually arise. Essentially, taking a proactive attitude sets the tone for developing a strong partnership between home and school.

For most children, their early educational experiences have a profound effect on the rest of their education. This means that positive early experience establishes a solid foundation for learning, as well as for success in the future. In fact, it has been found that both parents and teachers believe that the way a child feels about their school has a major influence on a how the child transitions into a new school environment. As a result, parents play an essential role in encouraging their children to maintain positive beliefs regarding school.

TIPS FOR TRANSITIONING TO EARLY CHILDHOOD EDUCATION

Tip 1:  Be enthusiastic about going to school. Remind your child of all the "new and exciting things" that they will do. To aid in preparation, ask your child's future teacher to tell you about some of the lessons they will be doing in the classroom, especially during the first few weeks of school. While children may function at different cognitive levels, in general, they recognize enthusiasm and positivity coming from their parents. When a child transitions from home to school for the first time, even greater emphasis and enthusiasm should be placed on explaining what he/she may expect. The surroundings and procedures of a school are a completely new experience, thus greater preparation and maintaining a positive attitude is vital for parents.

Tip 2:  Visit the school. Take the opportunity to meet with teachers, administrators, and other school staff, such as the nurse. This orientation helps you get to know more about the philosophy and practices that are encouraged in the new educational setting.

Tip 3:  Observe your child's future classroom and teacher(s). This gives you the chance to witness how the teacher runs the class. Also, this can be a good time to consider if the given classroom environment creates any accessibility issues for your child's specific disability.

Tip 4:  Write a brief statement of things you would like the teacher or school to know about your child.

Tip 5:  When possible, arrange for your child to meet his new teacher before school begins. Prior introductions help relieve some anticipation about starting the school year with an unfamiliar person. In addition, the teacher may also want to observe your child in his or her current learning environment to help better prepare future lessons to accommodate your child's needs.

SCHOOLS IN SESSION

The first day has arrived. You are confident that you have done your best to prepare yourself and your child. But what can you do now to make the transition easier for your child?  The following are some additional tips for the first few days or weeks of school:

Tip 6:  New routines and environments can be exhausting for many children. That's why it is so important to try to make sure that your child gets enough sleep, especially that first week of school. Setting a consistent bedtime can help ease the strain.

Tip 7:  Prepare a healthy breakfast to help get the first days off to a good start. Feeling hungry can be distracting, especially for very young children. They will be able to better focus on what is going on in the classroom if their stomachs are full.

Tip 8:  Time to say goodbye. This can be a difficult moment for both parents and child. Try to keep it brief. Remember that your child can sense how you're feeling, so keep a positive and enthusiastic attitude. Also, establishing some sort of special goodbye routine, for instance a hug and a high-five, can make the separation far less stressful.

Tip 9:  As the year progresses, attempt to maintain morning routines. Develop an order to getting ready and leaving for school. Consistency helps a child to adjust by increasing a child's sense of security.

Tip 10:  Stay proactive by attending parent-teacher conferences and other important meetings. Also, make an effort to attend school activities that are open to parents. Your involvement can make your child happy and lets the teacher know by your actions that your child's education is extremely important to you.

Tip 11:  Stay in contact with the teacher throughout the year to help your child prepare for major changes or transitions that may occur at school. If possible, try to avoid presenting any major changes at home while the child simultaneously experiences transitions in school.

THE END OF THE SCHOOL YEAR

Finally, you and your child have developed a positive relationship with the classroom teacher. However, it will eventually be time to move on to new educational challenges. Throughout the early years of education, the end of a school year often means that you and your child will need to be prepared to transition once again. The current classroom teacher can be a valuable resource in determining what steps will need to be taken. Saying goodbye to the current teacher may be difficult for your child, so allowing the teacher to be an active part of the transition process may help provide some ease in the inevitable separation. In order to get ready for the next school year, you may need to follow many of the same practices you did at the beginning of the current year. Remember, being well prepared and establishing an open line of communication with your child's school and teachers gives your child the opportunity to navigate transitions with confidence.

COPYRIGHT 2008 EP Global Communications, Inc.

COPYRIGHT 2008 Gale, Cengage Learning 
 

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 Toilet Training? 

We have had members express interest in learning from other members about how they successfully taught their children with Down syndrome to use the bathroom.  Below is a submission by one member.   Names are not used so as to respect the privacy of the child. 

I would not have said I had an "easy" time with my daughter, but we did get it done.  The biggest things were 1) training me and 2) patience.  We chose to start just after age 2, knowing that it might take longer than "normal" but we had her potty trained in 12 months with only occasional accidents when we were out and about (when the routine was different).
 
Our approach: We came up with a temporary schedule of taking our daughter to the bathroom every 20 min - - if anything to see if there was a pattern to when she went during the day.  Since she had breakfast/lunch/dinner and drinks about the same time each day, did she go to the bathroom about the same time each day?  It took a couple of days of data to figure out that she went about every 40-45 min (urine).  Then I remember having to set the oven timer to remind me to stop what I was doing and take her - no matter what.  Sometimes I would get it, sometimes I would miss it, etc.  But my daughter is a pleaser, so she too tried.  We also would do the sign for toilet (thumb through index and middle in fist and shake) while we went to the bathroom.  She didn't speak very well yet, and signing was her primary communication venue.  I would say it took 4-6 weeks to get where she started telling me - although I usually had 10 seconds to have her to the toilet.  At that time, we then added "smarties" to the equation.  If she told me and we got to the bathroom in time (no error on her side) she got 1 for #1, 2 for #2.  Once she started showing success, we changed from the pull-ups to "big girl panties" during the day.  She still slept in the pull-ups despite not "going" through the night, just in case we weren't fast enough in the morning. 
 
Through the night, was never a problem for us - - even before we started this adventure, she would wake up dry.  So we just learned the moment we heard her wake, we ran and took her to the potty.  I don't have any tricks on the night issues. 
 
I did buy a toilet seat adjuster that flipped down on-top of the seat to make it a smaller hole, so she didn't have to balance.  That made her feel more comfortable.  But then I had to buy a fold-able portable one for the public bathrooms, because all she knew was the smaller seat cover.  That wasn't a problem, although once, I didn't get it open all the way, and it pinched her - took a few times, to get her to try that again.

 
Honestly, our biggest issue was proper wiping technique.  It was (and sometimes still is, depending on what she is wearing) difficult for her to reach around back and clean herself up.  Unfortunately, that means unclean underwear through the day, and a couple urinary tract infections to go with it. 

 Just be patient and good luck!

Additional information about teaching bathroom use to children with Down syndrome can be found at these websites. 

- Toilet Training Made Semi-Easy by Kent Moreno

- The ABC's of toilet training - by Baby Center

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