All posts by Sensory Seeker

Speaking and Listening

September 28, 2014EducationLiteracy, speaking and listeningSensory Seeker

This week in Literacy class we covered speaking and listening. We thought about all the situations during the school day that the child would need their speaking and listening skills. From the first time knowing where to put things and where to go, deciding and communicating what they want for dinner, taking the register, following rules, sharing/getting along with peers, asking to go to the toilet, in all lessons (reading/maths/PE, etc) – to pretty much all of the day. We then thought about all the things required for good speaking and listening skills.

Good Speaking and Listening Skills

Speak clearly, at a pace that the other person can understand.
Use the right tone of voice.
Make sure that you have good eye contact – this will also ensure that non-verbal communication cues can be picked up.
Use NVC – most language is read through our body/facial actions (this is why it is harder for children on the Autistic Spectrum to communicate).
Respect the speaker – give them nods/smiles/say yes (at appropriate times) to show that you are listening. Do not interrupt. Do not have inappropriate responses (laugh when it is serious). Do not fidget or fiddle.
Ask relevant questions.
Ask for clarification/repetition of anything you did not understand or could not hear properly (do not do this too many times!)
Have patience and think before you speak.
Give the listener time to process the information – those on the spectrum may take longer to digest the information.

Developing Speaking and Listening Skills

The best way to help my Sensory Seeker to develop his speaking and listening skills is to just simply spending time with him – talking. We did two activities – the first was for him to draw a picture without me seeing it, then we had to talk to each other about it and for me to draw it (without seeing it). We sort of did this but he struggled with not showing it me, as he didn’t really understand that concept. Then we made a junk model together. He did a great job of discussing with me what he wanted to do, materials used. He absolutely loved what we created together and used lots of language to tell others about it. My boys really do seem to like “show and tell” sessions at school too. I think if they are passionate about something (especially if they are on the Spectrum) they find it easier to talk about.

I am really enjoying this course together, and I was delighted when he told me it was Monday (the day we do it). His face really lights up when he sees me come to collect him for it, and it has shown me how much I underestimate what he can do. We have homework too – finding the letters of his name in the newspaper, finding the score of his name in Scrabble, a punctuation hunt, a visit to the library – and lots lots more suggestions.

Suzie’s Dressing Up Day

September 27, 2014Reviewsdressing up, Imagination, readingSensory Seeker

This is a review of the book Suzie’s Dressing Up Day by Charlotte Oslon and illustrated by Nicola Moore.

I love this series of books in the Suzie and Sammy titles. They are just great for my Sensory Seeker because they are very visual and help with every day life. The books are designed to help children cope with these situations by helping them become more familiar with them, in a fun and visual way.

I like how there’s just a few sentences on each page. This means that there’s not too much to process at once. The words are not just all plainly written – some arch on the page, wiggly, bold, italics – to make them more fun. Or to indicate a different way to emphasis them. There’s plenty of opportunities to discuss things with My Sensory Seeker throughout the book. It gives him chance to think, images to give him cues – and when he was able to answer the questions I am sure this helped boost his self-esteem.

I think it is great to show children what fun dressing up can be – it’s actually one of my Sensory Seeker’s favourite activities. It is great for his imagination and helps develop his social skills with the use of role play. Beautifully illustrated with examples of how the child can use things when dressing up.

To Buy this book or any of the others in the series visit the Suzie Books website, where you can purchase a PDF or order a hard copy.

I received a free pfd in order to review it. All words and opinions are my own.

University with a Disability

September 23, 2014Asperger's Syndrome, Education, Personal Postsdisability, disabled, UCAS, UniversitySensory Seeker

When my son was diagnosed with Asperger’s Syndrome at aged 10 I never in a million years thought that I would be having to help him think about University. But he has come on so far in that time it really has been amazing. I shall not embarrass him by listing all the things he couldn’t do – I am sure if you are reading this you may already know yourself. But what now? Will he really be able to cope at University? Will he eaten enough, clean himself enough, not get into trouble with other people? Are these not the thoughts of any teenager about to fly the nest – is he really any different anymore?

The following information are things that I have gathered about disability in relation to my son with Asperger’s syndrome; there may be relevant information and links for other disabilities but obviously there is more to think about and this post may only be a starting point.

Going to University with Special Needs – UCAS

The first hurdle we are struggling with is UCAS. My husband and I did not go through UCAS when going to University it is our first time dealing with them. Of course communication is the first big issue here. I really am not sure whether our son is not being told the right information or not at all. He is not doing General Studies (timetable clash) and according to him there does not appear to be any way they are making up the fact that he is missing what they are being taught about UCAS forms. UCAS is the Universities and Colleges admissions services – basically he will need to fill out one of their forms saying which Universities he wants to go to. The deadline for UCAS is January 15^th 2015 – my son just thinks I am being a ~~pushy~~ organised parent.

UCAS can be done online, and saved and tracked. There’s a 10 digit personal ID number – and this can be shared with people who help fill out the form. Some of the form can also be shared with the student finance company. Tuition fees loan can be borrowed regardless of family income/situation. 5 choices can be made. It costs £12 to apply for one course and £23 for two or more.

This will include a Personal Statement – that is talking about himself, selling himself telling the places why they should pick him to go on their course over anyone else. It has to be a minimum of 1,000 characters This in itself is proving difficult as it is hard to get him to do anything to put on the statement, and also because things are so black and white he does not understand the whole, because I can do x then y. For example, when applying for a job as a lifeguard he put that he could swim a length under water and knew how to deal with children. To him these were the qualities he had to be a lifeguard. They said this wasn’t enough. We then talked about how he was studying science and was therefore good at observing hazards – he did not see how that was related to being a lifeguard because the hazards were not the same.

Universities must make reasonable adjustments to account for the disability. Disclosing the disability can show evidence of character and achievement (see why you should disclose that you have a disability). This may be something like learning the ability to manage money, or that the disabled person has learnt to cook their own meals. This shows determination and using skills to sort things out.

Deciding on a University

The amount paid back each month for a Student Loan will be the same whether the tuition fees are 6,000 as they are 9,000 (a year). Institutions that charge more than 6,000 in tuition fees have to put in place measures to help students from poorer backgrounds. Waivers and Bursaries – if there’s an option then it is better to have the Bursary as it is more likely to be higher and meet the costs of the basic needs. UCAS has a guide on helping disabled students find the right course for them.

Students with Asperger’s are likely more difficulties socially and with life skills. These may include understanding and processing language, sensory issues, diet/fussy eaters, working in groups, struggle with changes to routines, independent study, taking things literally, understanding jokes, and so on. So it is pleasing to hear that several Universities are offering summer schools to help those with Asperger’s adapt (including Birmingham, Bath, Cambridge and Aberystwyth.

Open Days

It is best to attend the Institutions before putting them down on the form. Have a look on their websites for when they are holding their open days. Some will require you to book them in advanced, others you just turn up on the day.

The Course:Selecting the place of study will depend on what you want to study. Check out the league tables to see which are the highest rated, and what others are saying about it. Think about whether future employers will be influenced by the institution choice. Depending on the course some careers are determined by health and have rules called ‘fitness to practice’ set by professional bodies to ensure people can do the job – this does not mean disabled people are automatically ruled out though. Does the course require an admission test to be sat? The disability officer (see below) can help with this. Tutors can provide advice on the course options -what mix of lectures, number of assignments, seminars there are.

The Requirements: Make sure you have enough UCAS points to secure a place, and see what typically they accept. Just because there isn’t enough UCAS points does not mean that a place cannot be obtained. If the offers received are not taken or none are given then students can go through Extra. From February 24^th courses with vacancies can be applied for, and the personal statement can be amended. Then if no offers in June then they can go through clearing.

The Location: Is the place near to home. Therefore, all the support of living at home is still available. If moving away think about the accommodation and any additional difficulties that may need extra help.

The Support: Each University will have a student support or Disability Officer. Speak with them to determine what additional help can be provided. They will be able to advise you on whether they could provide support/help/advice to meet needs. This might be just someone to meet with once a week to talk about academic/care/financial needs – so have a think about what it is that needs additional support. If contact is made before the open day then it gives the disability officer a chance to find other disabled students wanting to do the same course, and/or those already on the course to be able to meet up with. I think this also will give an indication as to what level of support the disability officer is likely to provide. This may give an insight into other difficulties that may be incurred that had not been thought of. Social services can also be involved to help with personal care needs.

Financial help for Disabled Students

All students are able to apply for loans for tuition and living costs. On top of this there is the Disabled Students Allowance – The support depends on individual needs and not income. It’s paid on top of other student financial income and does not have to be repaid. This can be up to a maximum of £27, 678 for the academic year 2015-2016 (most students get less). They do not cover disabled costs that would be incurred if not attending the course, or that any student may have. Things covered would include specialist equipment, non-medical helpers, extra helpers, and costs related to the course/disability. Cuts have been proposed for 2015 that DSA will be only be given for specific learning difficulties if their needs are considered complex. It will no longer pay for standard computers for disabled students or note-takers and learning mentors.

The University will also have a hardship fund – for those experiencing financial hardship – one of the examples is if the student is disabled.

Other Sources of help for Disabled Students

Skill

Disabled students helpline

This is, of course, lots more to consider such as insurance, helping them become independent (cooking/budget, etc), accommodation etc. If anyone has any support information on going to University then I would really appreciate it – disability or non-disability related. And if you or your child are thinking about it then the very best of luck to them.

This is NOT a sponsored post.

Literacy Development Ideas

September 18, 2014Educationlistening, Literacy, reading, spelling, writingSensory Seeker

Behind in Literacy

My little boy is behind his peers academically in every area apart from technology. He has what is known as a Global Developmental Delay – or at least that’s what I think he has. I guess he’s one of the SWANS – that is kids without an actual diagnosis. They decided what he didn’t have and that was it. I guess he is currently being supported and that is the main thing. But his school don’t just support children like mine – they support all children. So currently they are running a course on helping the Year 1s with their Literacy. The tutor told us that most people think about Reading, but Literacy covers speaking and listening, as well as reading and writing. Some of the session is work with just the parents, and then we bring the children in.

First she read some of the story of “Max and Lara’s Amazing Travelling Space Circus.” Then we had to discuss with the children about what they thought about the two main characters Max and Lara. We had a sheet with ideas of what to ask them (hair colour, favourite food, etc). I was really surprised (and proud) of how well my son did at the task so it was nice to try a fresh approach. I loved how all the fun things we have done about the Gruffalo had obviously made a difference as he talked of Gruffalo crumble and scrambled snake. It really brought home to me that all I need to do to help my son with his Literacy is just to keep having fun with him with it. Then he was able to draw his characters – and I talked about what he had said about them (eg remember you said she had big ear lobes).

Fun Literacy Ideas

Sign Language Alphabet – Home Schooling with ADHD

Roll and say Fall ABC Game – Fantastic Fun and Learning

Alphabet Matching Activity – Sand in my toes

ABC Letters – LalyMom

Preschool Writing Activity – Letters to Family – Mom Inspired Life

Books for kids not ready for Harry Potter – What do we do all day?

Creative Alphabet Activities – Gift of Curiosity

Free ABC handwriting practice pages – Embark on the Journey

B is for Butterfly – A Little Pinch of Perfect

Spelling Activities – B-Inspired Mama

Sight Word Stackers – JDaniel4’s Mum

Alphabet Glass Gems – Rubber Boots and Elf Shoes

October books for 2 and 3 year olds – Planet Smarty Pants

Sensory Halloween

September 4, 2014Play Matters, SeasonalHalloweenSensory Seeker

Halloween can be utilised to help your child with sensory processing disorder deal with some of their difficulties. Halloween games and activities can help the child learn to deal with unpleasant situations, connect with their bodies, and fulfill some of their required Sensory Diet. Of course there is going to be benefits for both the Sensory Seeker and the Sensory Avoider – but I mainly focusing on the Sensory Seeker – as that is what I know most about, as my son is more a Seeker.

Halloween Dressing up and Sensory Processing Disorder

sensory halloween Halloween definitely is a time to embrace dressing up. My Sensory Seeker loves nothing better than dressing up. All those different textures, and I think it really is where he is comfortable at using his imagination. Letting them get themselves dressed will also help them with orientation, textures, fastenings (zips, buttons, bows, laces etc). We also have a mirror for him – so that he can see what he looks like. I find that when he uses the mirror he also uses different expressions – and he can see what that looks like too. Or you can use face paint – which is fantastic for tactile stimulation.

Halloween Games

The Mummy Race

Sensory Halloween My boys loved this game. Basically get into two teams with the child with Sensory Processing Disorder (or any child) to be the Mummy. Then get the other children to wrap them up. We used toilet paper but you could use bandages or any other white material for a deeper pressure. The winning team can either be the one who has their Mummy all wrapped up the quickest, or have a time limit and the winner is the one who is the most wrapped at the end. If you wanted to add more sensory experiences to it the Mummy could have to run around too.

Go Away Ghost!

Sensory Halloween A number of children are scared of the dark, and at Halloween ghosts and monsters are even more likely to frighten them. The Go Away Ghost game can also be beneficial to the child who gets upset when something messy touches them (something in their shoe, a cobweb, a wet leaf, a grain of sand, wet paint); Or the child who is worried about something touching them; the unresponsive child who does not react to what is going on around them; the child who has trouble focusing on an activity, or has trouble making the transition between activities; and when they have trouble with an activity and needs removing. This game is good for their imaginations too.

The child says (whispers or shouts depending on their sensory need) – “Go Away Ghost Get off!” Get the child to use their hands to get the ghost off their whole body – pushing the ghost off their hair, down their face, shoulders, upper body, arms, hands, pulling him off their fingers, down their tummy to the legs (give him a kick off), shake him off their feet, then shake all over and jump, jump around in the space. Then get the child to take deep breaths and say, “That’s good, it is better.”

Apple Bobbin and Scary Spaghetti

I think this is especially good if your child is like mine in that he struggles with his diet. Sensory Halloween Sometimes he will not even try touching something just because of its appearance or smell. Putting some coloured water in a bowl and throw in some apples is a great way to encourage him to try putting the apple in his mouth because he knows it is a game and he is not expected to eat it. I think this takes the pressure off him. This could be used with black, red and green water – maybe have the 3 different bowls. Rewarding with sweets for participating is always a useful incentive I find too.

Sensory Halloween If they are not quite ready for putting their face in what about a game of scary spaghetti – where you place the cooked spaghetti in some jelly with some Halloween toys (eyes, spiders, etc) – and the idea is to put your hand in and pull out a particular Halloween toy to win. This will help them develop their sense of what things feel like, and what shapes they are without their sense of sight. You can do this with or without a face mask – depending on how comfortable they are with it.

Alternatives to Halloween Parties

Frozen Spiders

It doesn’t have to be a party with lots of people around – why not try frozen spiders in the bath. Last year my Sensory Seeker loved it. I simply filled tubs with plastic spiders and coloured water. I put them in the freezer and let my Sensory Seeker dissolve them in the bath. He had a lot of fun and discovered how the blocks of froze spiders disappear in his hot bath. Also how his bath changed colour and the fascination of more and more spiders appearing as the ice dissolved.

Sensory Halloween

Halloween Craft and Sensory Bins

Or why not have a Halloween crafting session. Great for fine motor, textures, etc. We made our own Halloween treat bags from just paper and odd bits – perfect for carry a few treats.

sensory halloween

Or why not make a sensory bin.

Gruffalo Live Relaxed Perfomance Review

August 26, 2014Relaxed PerformancesBirmingham Town Hall, Gruffalo, gruffalo live, relaxed performanceSensory Seeker

We went to see The Relaxed Performance of The Gruffalo Live at Birmingham Town Hall. Relaxed performances are open to everyone but are specifically for people with an Autistic Spectrum Condition, learning difficulty, sensory processing and communication disorder. I would like to say that a lot of effort has gone into the production and ensuring that everyone was able to enjoy it. This was both before and during the performance.

Prior to Attending The Gruffalo Relaxed Performance

Prior to attending there were videos of the town hall, a full guide to the story, visuals and information about the building (getting there and inside), photos of the cast (in and out of their costumes); detailed descriptions of the set, lighting, sounds and list of songs.

There was a visual story guide so that the child would know exactly what would be happening. There was also a visual guide with more detail for children with a higher understanding level. There was absolutely no reason that there would have been anything unexpected about the show. There was also an informal drop-in session on the Monday prior to the show so that the families could see the hall as it would be during the performance; find where they would be sitting, meet the people who would be on duty; meet the cast and ask any questions.

Arriving at The Gruffalo Relaxed Performance

We were told that our tickets would be available a couple of hours prior to the performance. It meant that there was actually no queue when we picked ours up, and gave our Sensory Seeker an opportunity to get to know the venue, purchase a Gruffalo flag (his brother had a book) and go to the toilet.

Autism West Midlands at The Gruffalo Relaxed Performance

Near to where we collected the tickets there was also lots of extra information in regards to Autistic Spectrum disorder (who the primary audience was for). I believe this was provided by Autism West Midlands. They had details of how they help and how they are contactable – including family outreach, support/social groups, residential care, supported living, employment support and training. They also had a social network for families living with Autism called Connect (which also has an app for it). Connect allows the user to develop a social network, featuring the people and providers who give them support; gives the opportunity to find local people going through similar experiences; find and promote local activities and events; discover, rate and review local providers and services; access free autism eLearning, download information and resources. This is information has been taken from their flyer.

In fact if my child was newly diagnosed with Autism this would have been a great place to go. They provided plenty of information about the condition, how to help with it, and where to access help. I particularly liked the Guide to Visual Communication Resources leaflet – which also had a list of useful websites. There were also flyers for applying for an Autism attention card – designed for when adults and young people go out on their own and encounter the Emergency services. It will then help the police and other emergency services to make reasonable adjustments to how they respond to the card carrier, and details of anyone who needs to be contacted. There was a whole range of printouts on a variety of topics including sensory issues, siblings, getting active/play etc. The lady also said there was more available from their website.

The Gruffalo Relaxed Performance The Hall

The central area had had the seats taken out, providing a central aisle. This big open space meant that there was plenty of room if anyone need to go in or out of the performance. It also it meant that children had space to move about and dance. It was really lovely as it also meant that the children were able to go right to the front of the stage and see the characters up close. Feeling very brave when the Gruffalo came out – and then down to the floor where the children could touch him!!!! There was extra wheelchair spaces, and some children were up high on another level. The doors were left open and a chill out area was provided (with bean bags and toys). It was less formal and we were told that noise and movement was welcomed. Do what we need to do was the message. There was low noise from the production and low light levels. The staff all had specialist training and were very good.

The Gruffalo Relaxed Performance

Prior to the performance all the cast were introduced and we were told which parts they would be playing (these had as previously been mentioned provided in the parent pack). Charlie Guest was The Narrator and Gruffalo; Will Towler was the Narrator, Fox, Snake and Owl; and Ellie Bell was the mouse.

Also we were told about the room that we could do pretty much whatever we needed, that we could get up, make noise, come and go. They did ask if any feedback could be fed to them to help improve future performances and a questionnaire was available at the end (to either fill in there or to post back to them). We were even allowed to take as many photographs as we liked, as long as the flash was off. I think this help many children with special needs as I saw a lot of them happily snapping away.

The Gruffalo Live Relaxed Performance itself was amazing. Just the right duration, with a fantastic mixture of songs, attractive costumes, humour, action and audience participation. We were pleased to see that it was not just a reading of the (much loved) Julia Donaldson & Axel Scheffler book. Theatre Company Tall Stories had adapted it for the stage with its own added bits and extra twists. I think the scenery/lighting was a good balance of not being under or over stimulating and the small cast meant that it was not overwhelming.

Relaxed Performance Improvements

The one thing I did notice is that no consideration had been taken into the differences between children’s needs. For example my son is a sensory seeker – and his needs are quite different to a sensory avoider. There was a lady who was worried about her son who needed to run up and down because the doors were open (and may wonder off or play with them). Her other concern was that he may try to get on stage. I know that all needs cannot be met, as children are so different. Maybe finding out why parents want to come to the performances and exactly how things could be made better will help though. In this case I think an enclosed space for the boy to run would have helped. Our son came in a Gruffalo outfit, which met most of his sensory needs. I liked that there were things for sale before the performance – such as Gruffalo soft toys – which could also have helped with the sensory experience. However, his costume could have upset certain children, and other children wanted to touch him (which is fine with us) but might not have been with other children.

Future Relaxed Performance

The next Relaxed Performance is “The Tiger who came to tea” – Sunday 11^th January 2015 at 3pm.

The Gruffalo’s Child is being performed in London 10^th December 2014 – 4th January 2015 (this is not relaxed performance).

I received four free tickets to see The Gruffalo Live Relaxed Performance. No other financial compensation has been given. All words and opinions are my own (except those stated from the leaflet). Thank you very much we all had an amazing time, and I was really impressed with the effort involved to make comfortable those who may have not been able to cope with the show otherwise.

Circles to Encourage New Taste Sensations

August 14, 2014Diet, Health & Hygienecircles, eating, tasteSensory Seeker

Today I am going to share with you how circles can encourage your Sensory Seeker (and avoider) to try new taste sensations. Not just circles but how other shapes, sounds and interests can help prior to eating. Plus some ideas for inspiration.

My Sensory Seeker as regular readers may know, is a bit (a lot) of a fussy eater. We try not to make too much of a fuss and provide him with foods throughout the day that we know he likes (so he doesn’t starve). See my previous post here. Well I was reading in the Out of Sync Child has fun about ‘Fed Up by Angela Gilbert. Basically it is about how playing with things associated with the food presented helps consumption, especially of new flavours/textures. This means that if before a meal consisting of say food shaped into circles, if the child plays with circles before eating then they are more likely to try new taste sensations.

So what foods are round?’

Carrots, peas, cucumber, tomatoes,
Pancakes, muffins, scones
Spaghetti hoops
Cheerios
Rice cakes
Blueberries, grapes, cherries, melon balls, oranges
Burgers

Can you think of others?

In fact with the use of shape cutters you could turn any food into circles. This could be adapted for any other shapes, including their interests – such as using Lego cutters for Lego obsessed children. This can also extend to noisy food – making loud sounds before eating food that can be loud too (popcorn, crisps, nuts,raw carrots, apples etc).

Activities with Circles

The most obvious choice for me at the moment is to let them play with Loom bands (age dependent and make sure they are not likely to put them in their mouth).Other ideas that spring to mind are with balloons, balls, bubbles, bubble wrap, beanbags. Make circles from toys – that can be anything cars, Lego, dinosaurs. Make sensory circles by drawing in mud, shaving foam, sand, rice, etc. How about craft – paper plates, toilet roll holders – again any material can be cut into a circle. The sellotape and glue-sticks are also circular. The ideas are endless and can be adapted for the child’s interests and sensory needs.

School holidays and The Sensory Seeker

August 9, 2014Personal Posts, Reviews, Seasonalschool holidaysSensory Seeker

Work destroyed – torn to pieces and coloured over, head butting, saying inappropriate things, playing with food, not eating favourite foods on an already limited diet, not sleeping, standing on his hand, spinning, attacking his brothers and smearing ice-cream all over his face. Yes this is the first three weeks of the school holidays. But you know what – it is going well!

Ways to cope with The School Holidays and The Sensory Seeker

The fact that I can even list what my 5 year old has done that is a tad bit stressful so far these holidays is real progress. In fact a lot of them were one off incidents instead of daily occurrences. In fact the reason I am even able to write this is that the school holidays are going so well that he has gone off to a summer day football session. It is at his school with a familiar adult but still a massive step forwards. I think that the two key ingredients for me are that I am not letting myself get wound up about them (he can’t help it and it must be worse for him) and trying to ensure he has a sensory diet to lower the risk of him not being able to cope.

Listening to The Sensory Seeker

I have stopped trying to force him to do things because I fear he will become an adult that can never do them. For example we missed seeing The Lost Dinosaur when we went to The Eden Project because he really could not cope with the sensory input anymore. The barefoot trail really helped him but he was really struggling. We have learnt to watch and listen for his cues and act on them. In this case we removed him from the situation and went back to the holiday park.

Diet and The Sensory Seeker

The food thing is so frustrating but actually relaxing about it has been what has worked for me. So what if he has smeared food all over himself before eating it, yes not the most hygienic but it won’t kill him. Surely it is better than him not eating at all. I am careful as to how many foods I give him, make sure they are not touching, something I know he does like. I never expect him to eat anything – even things he does like. I am prepared to barter with him to get him to eat something healthy. He is learning to understand about when he is at school and when he is not. He has shown this by telling us that he can have pancakes on non-school days (they take time to make and wash up after). Just before the holidays ended he decided that he did not like chicken roll – which was the only sandwich filling he would eat before! Now he only wants to eat wraps. There’s no point in making a battle of it I just listen to what he wants.

Things that have really helped with our Sensory Seeker and the School holidays

A paddling pool – we have a big pool outside and he can get in and out when he pleases.

Guns – water and the BOOMCo Madness Rapid Blaster – good for helping with his hand development.

The trampoline – this is an all year round thing that helps but our 14ft trampoline is great for him.

Ice – we made some frozen Lego shapes, great for his sensory needs.

Cardboard boxes – squeezing into a tight cardboard box was good, and he loved that he was able to destroy it afterwards.

Chocolate milkshake – this has been a big bartering tool this summer.

Picnics – I think he prefers cold food and he has loved the variety of a picnic. Plus with it not being hot food he can eat when he wants to. Particularly successful was when we made a last minute decision to take some jelly on a picnic.

Luckily we have a chill factor jelly maker that makes jelly in minutes and not hours. Following on from the success of Character’s Chill Factor Slushy and Ice Cream Makers they have now bought out a Jelly one! Simply leave in the freezer (minimum of 6 hours) and then when you want to make Jelly add your mixture and it is set in minutes! You need to use half the amount of water than normal, and you squeeze, squeeze, and squeeze some more. Then after a few minutes flip it over and leave for another minute to set. The jelly maker is suitable from 5 years (although they will need someone to make the jelly mixture). We found that it was really good for our five year old Sensory Seeker’s hand development. I am always forgetting to make the jelly so this is just perfect for me. Or for my impromptu visits to the park with a jazzed up picnic.

Not worrying about bedtimes – we will suffer later no doubt but whilst the sun is shining late at night and there is no school we have been much more relaxed about what time he (and all the boys) go to bed.

Keeping him active and entertained – using visuals such as alphabet bingo or working through his Gold Stars Starting Maths for the summer gold stars challenge. Children need to keep their education going through the school holidays so they do not forget things. As he is behind his peers I feel that this is particularly important.I picked the lower age book (3-5 years) and think it has been beneficial to both of us to see how easy he seems to be finding it. I feel it has really helped illustrate just how far he has developed in his reception year too (as he is still working towards all but one National curriculum levels and may be moved to P-levels). Each page has a simple activity and it is very visual. It was good for communication as we both discussed things in the book and what was expected of him. He is loving the stickers that he gets as a reward for completing each of the pages too. If he does all 30 then he will receive a certificate too. It has helped me identify that he needs more help/practice with colouring in.

We have also had lots of play, meeting up with others, days out, etc. with much more planned for the rest of the school holidays.

I would love to hear how other people are coping with the school holidays with their child with Sensory Processing disorder. Or any tips/strategies that they use.

We received a free Chill Factor Jelly Maker and Summer Gold Stars Maths book for purposes of review. No other compensation has been given. Words and opinions are my own.

Driving Test passed by Teen with Aspergers

July 29, 2014Personal Postsaspergers, driving, teenSensory Seeker

Our Teen with Aspergers is Driving

Only yesterday I was doing my A-levels whilst pregnant. So how is it today that the baby I was carrying is now the proud owner of a full driving license?! How did the time go so quickly? 7 years ago I would never have believed that this day would come. My son was struggling in so many areas, and had been newly diagnosed with Aspergers’ syndrome. Now we have so much hope for him and his future., driving is just the start. In fact now we are ~~struggling~~ trying to get him to decide on Universities and courses! We have established that he does want to go, and has an end goal of what he wants to do – but that’s it. Actually looking at them and making a decision for himself – well that’s just another hurdle. But for today we celebrate that our teenage with Aspegers can drive.

Now for the next nightmare. Insurance – omg! It seems the more expensive car that is bought the cheaper the insurance – but is that wise? And will he know what to do (socially) when out on his own? I guess it is natural for all mothers to worry (Aspergers or not). And actually the sensible lad in him is very reassuring. What about the other idiots on the road though – eek. Today someone walked across the road (fully) then (without looking) ran back again in front of me. I think everyone around was shocked, and horrified. Me I was just glad I pressed the brakes fast enough. The poor guy who was nearly hit couldn’t say sorry enough, I was just shocked speechless. My 11 year old (who was in the front) just said that he hoped that never happened to his brother. But I am sure my oldest will be fine. And when I have got over worrying about him, I am sure it will be his little brother’s turn!

Summer Sensory Diet – Tips and Inspiration

July 10, 2014Kids Co-op, Seasonalsensory diet, summerSensory Seeker

I find the best way to help my Sensory Seeker to cope with the School Summer holidays is to provide him with a Summer Sensory Diet. As he doesn’t like change, ideally, a visual aid. This would show a new summer routine, which meets all of his needs. I like to make sure I continue to provide educational stimulus, so that he does not fall any further behind his peers. I will also help him to develop his gross and fine motors skills. He needs plenty of outdoor activities to help burn off some his wild energy and meet his proprioception and vestibular needs; some noisy activities for his auditory sense; and of course plenty of tactile activities. Of course I will also set up just invitations to play, and use his imaginative (I love a bit of craft): These are also educational for him but in a less structured way. A plan not only helps him make sense of what is happening, but also gives him an idea of time, and when he will be returning back to school. I will also factor in down-time (he loves computer games and watching television) – both for his and my benefit.

Summer Sensory Diet Ideas from the Kids Co-op

There’s some great ideas on the Kids Co-op that inspire me, or I can utilise to help make my Summer Sensory Diet plan – here are a few of them:

Educational

15 Busy Bags for Fine Motor Skills – Powerful Mothering

Watermelon free Printables – Gift of Curiosity

Handwriting practice Letter B – Crystal & Co

Outdoor

Backyard Tight Rope – Kids Activities Blog

Outdoor Playspaces Kids Love– Frogs and Snails

Nature walks (and free printables) – Livin Montessori Now

Tactile

Chocolate Slime Playdough – Epic fun for kids

Ooooey Gooooey Slime – Our Little House in the Country

I am keen to find ideas for Apps as he sees these as playing computer games. He needs to learn how to blend his sounds, count from 10-20 – and other Early Years Goals. He is going to go up to Year 1 but be measure with P scales.

My other advice is to have lots of snacks. These can be frozen! As well as great for touch and smell.

What are P levels?

When children are in Year 1 they have finished the Early Years Foundation and move on to The National Curriculum. This starts at level 1 (and goes to level 3 in infants, and level 6 in juniors). Those children who have not achieved a level 1 at National Curriculum level would be marked with a W (working towards). This can feel deflating and confusing for a child/their parent who has made so much progress but the assessment shows the same W. P levels used when a child does not meet the National Curriculum levels but still allow progress to be seen. They are designed to show layers of small change below that of the National Curriculum levels – 1-8.

You may also be interested in Jenny’s Waterplay Activities Kids Co-op Round up