SSSA Notes
October 2015





COLLEGE
life
by Owen Eigenburg

  Pic of my work space at UMSL

TEEN
life
by Megan Boers

Megan and Daniel Seirs

Hi! My name is Megan I am 15 years old and I am in 9th grade which means I am in my first year of high school. My favorite things to do are sing, dance and also act. My favorite singer is Ariana Grande.

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In This Issue
SSSA 
Video Corner


Daniel Siers sings 
the National Anthem

DVD:
A Journey from Diagnosis through Life
created by the SSSA
$5 + shipping
Large DVD Handbooks PHoto

 Order info
SSSA 
Dues

Click here to pay  
SSSA yearly dues



HORSEBACK
riding fun!
"My girl having a blast at the orchard!"
~Linnea Dugan

 
 Comparison: The Thief of Joy
 by Kathie Snow

"Comparison is the thief of joy," attributed to President Theodore Roosevelt and others, evokes a powerful sentiment that can be life-changing. If we compare ourselves to others, we may be left with feel- ings of inferiority or superiority-and neither creates an emotionally healthy human being! I'm reminded of the lines from Max Ehrmann's "Desiderata" poem, wildly-popular in the early 1970s: "If you compare yourself with others, you may become vain or bitter, for always there will be greater and lesser persons than yourself." As we mature, we (hopefully) realize the wisdom of not comparing ourselves to others.
But let's shift the conversation to children and adults with disabilities. If they're "receiving services," most are routinely assessed and compared to some "norm," and are then usually judged to be "less than." Consider the descriptors that may be used: deficient, sub-normal, below average, low functioning, severe, impaired, and so on. And once a comparison is made, it can be nearly impossible to see the person's abilities, strengths, and/ or talents. In addition, we may be unable to recognize that the person is making progress.
Comparisons, and their harmful consequences, can also occur outside of traditional disability-related assessments. 

 
 NEW SSSA 
 member 
 

Hi there! My name is Jessica and my son Michael, who is 9 (going on 30) was diagnosed with Soto Syndrome at 9 months old. We have been through challenges over the years. 



Michael does very well at school and with his tutor. The challenge is with homework.  I enjoy the newsletter and wish I had joined years ago but have only been a member since early this year.



(Jessica is a new member to the e-list and would love ideas about IEP and behavior strategies.)

 Early 
 learning

 The Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs,released jointly by the Departments of Education (ED) and Health and Human Services (HHS) on September 14, 2015, states that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.
Children with disabilities and their families continue to face significant barriers to accessing inclusive high-quality early childhood programs, and too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities. read the ED/HHS policy statement
________________________________________________________________

CSEFEL: Center on the Social and Emotional Foundations for Early Learning
The Center on the Social and Emotional Foundations for Early Learning is a five-year project designed to strengthen the capacity of Head Start and child care programs to improve the 
 social and emotional outcomes of young children.

Resources: Practical Strategies for Teachers/Caregivers

Excellent website...loads of information and tools.


 PECS 
 picture exchange communication system
 by Wendy Walsh

Perhaps you have heard of the augmentative and alternative communication (AAC) and picture exchange communication system (PECS). "Augmentative and alternative communication (AAC) technologies offer the potential to provide children who have complex communication needs with access to the magic and power of communication (Light & Drager, 2007)." AAC plans may include complex speech generated device or simple PECS, to name a few. According to Bondy & Frost (2001), "The Picture Exchange Communication System (PECS) is an alternative/augmentative communication system that was developed to teach functional communication to children with limited speech."

For example, pictures or PECS could be used for the following; a daily schedule or routine, food items on the fridge or to assist in constructing sentences. PECS may help your child communicate with you and reduce frustration when expressive language is delayed. They may give your child improved confidence by giving them the ability to communicate
needs and feelings. According to Almeida, Piza & LaMonica, "the adapted PECS proved to be effective in improving the subject's communication abilities
(2005)." Speech Therapist are the best resource when navigating through PECS and attaining proper direction. Most children hospitals have AAC programs which may provide the following: evaluation, treatment and training for children, families and therapeutic teams. Most AAC programs need a referral from your child's primary provider. You may also access PECS by making your own pictures and boards or buying them on-line (Purchase PECS). For a full-set; including an activity board, schedule board and pictures, cost around $200.00. 

The starter kit is around $153.00.

Almeida, M., Piza, M., & LaMonica, D. (2005). Adaptation of the picture exchange communication system in a school context (17) 233-240
Bondy A, Frost L. The PictureExchangeCommunicationSystem.Behav Modif. (2001) Oct;25(5):725-44
Light J, Drager K.AAC technologies for young children with complex communication needs: state of the science and future research directions. Augment Altern Commun. (2007) Sep;23(3):204-16

Wendy lives in Seattle, Washington with her husband and three daughters. Her second 
daughter is 2 1/2 and has Sotos syndrome



 FALL
 recipe 
 by Wendy Walsh

Apple Coffee Cake 
(I make this every fall and have it ready for the kids after a trip to the pumpkin patch!)

by Wendy Walsh

5 cups all-purpose flour
1 ¼ teaspoons salt
2 ½ tablespoons cinnamon, divided
¾ teaspoon powdered ginger
2 ¼ cups packed brown sugar
1 ½ cups plus 2 tablespoons granulated sugar
1 ½ cups plus 2 tablespoons canola oil
2 ¼ teaspoons baking soda
2 ¼ teaspoons baking powder
3 eggs, beaten
2 cups buttermilk
3 cups sliced and peeled apples
1) Combine flour, salt, 1 ½ tablespoons cinnamon, ginger, brown sugar and granulated sugar.
2) Add the oil and blend well. Remove 1 ½ cups of this mixture to a small bowl and add 1 tablespoon cinnamon. Set this reserved mixture aside as this will be your crumble topping.
3) Add the soda and baking powder to the flour mixture. Stir in the eggs, buttermilk and fruit just until combined; do not overbeat.
4) Pour batter into a greased and floured 9-by-13-inch pan that is at least 2 ½ inches deep. Sprinkle with the crumble topping.
5) Bake at 325 degrees for about an hour 40-45 minutes




 Portland - SSSA Conference 2016
 start panning.....

       Fun ideas to get you started in town Portland....

time out.com


"Keep Portland Weird" is a popular slogan that appears on bumper stickers, signs, and public buildings throughout Portland, Oregon and its surrounding metro area. It originated from the "Keep Austin Weird" slogan and was originally intended to promote local businesses, though it has since evolved into an all-encompassing slogan that secondarily promotes individuality, expressionism, local art, as well as atypical lifestyle choices and leisure activities. (1) The slogan frequently inspires articles and debate that attempt to quantify the exact level to which Portland is considered weird, unusual or eccentric.


 


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