Encourage your children to do what they like best and what they are good at. This is what we parents hear from other parents who’ve “been there and done that”.

Encouraging your children and giving them the much-needed support to be able to reach their goals and make their dreams a reality. There are no definite steps or ways to make these happen. More often than not, parents do not merely lead what they think is best for their children but they feel and know what it is their children like.

There are of course those parents who insist on making their children do things without regard if the children are liking the experiences but that is another story.

So, how can parents encourage their children?

• Develop their self-esteem.
• Be able to provide for avenues to let them have experiences and develop skills that will further hone their talents. These need not be expensive, with the right creative approach, parents can give their children the support they need.
• Encourage them to love learning new things like making best friend gift ideas rather than buying or by trying out new things to see what they really want to pursue.
• Encourage them to be creative because being creative can open avenues for them to explore further.
• Let them know that mistakes don’t mean that they failed, but these are chances for them to stand up and do better.
• Love them unconditionally.
• Set limits. As a parent, you’ll know when is the right time for setting limit

Christmas is one of the most anticipated events we have. For some of my students in the past, there were a few who believed in the magic of Santa Claus via the gifts thy receive.

Of course, there was no way I will burst their bubble by saying that … never mind. When asked if I tell my children about Santa Claus, I tell them that I teach the children about the birth of Jesus Christ and what it represents to the Christians.

I also tell them that we traditionally ask the children to choose what they want for Christmas to be given as gifts. They are surprised I do that. But I tell them, better we give what they like (as long as these are within the budget) than they get something they don’t like.

So what do we teach the children about Christmas besides the Bible-related verses? We teach them that Christmas is about:

• Love. Loving your family and friends not just during the Christmas season but the whole year through. Year after year after year.
• Generosity. Generosity that does not just pertain to gifts and things that money can buy but generosity of kind words, respect and kind words among others.
• Family. Christmas is about family and how we should treasure each and everyone in our family.

I hope you all had a blessed Christmas!

This post written today, December 28th, but time-stamped for an earlier date for the ABC posts that I had not done since the last post I published dated December 6.

Bullying is probably one of the worst things that can happen to children. Most vulnerable to bullying are children with special needs.

No matter how much we brief our children on what to do just in case they get bullied, it is another story when they are on their own.

Young children are not exempted from bullying.

Online bullying happens and is probably just as scary as being bullied at the back of the school building because more people read and see what is happening. It is important to teach children about being careful when they do online activities.

For the teens, with the many issues they are going through, there are some things happening that make them vulnerable to being bullied or becoming bullies themselves. Coping with the challenges they face may make them unsure of what they should do and there are cases when they act out unexpectedly. continue reading this entry »

Activities for Daily Living – these are activities that will help students with special needs to adapt to “real-life” situations like waiting for a bus ride, ordering food and preparing your own food like making a sandwich or a bowl of soup.

Attention Deficit Hyperactivity Disorder (ADHD). I got several ADHD related posts here.

Affect is the general feeling tone. We can feel the happiness or sadness of a person based on his/her affect when they express themselves. For children diagnosed with autism, however, they need to be taught how to talk differently depending on their mood because most of them exhibit monotone voice when talking.

Alternative Career Options for those who are mainstreamed but would probably have difficulty getting full academic college degrees.

Auditory Discrimination is the ability to detect differences in sounds. One of the exercises for this would be drills about homographs. More about the terms pertaining to the auditory functions in this post.

Assessment is testing and evaluation to know what kind of services are to be given to a child diagnosed as having learning difficulties.

I am sure there are a lot more important terms that I missed so I am hoping I would be able to add more to this list.

Are you done with your Christmas shopping list? I’m not done yet. I have some gifts that need wrapping but I am still uninspired to start maybe because the second trimester exams are coming up next week and I know I will be swamped with reviewers to make.

The Christmas tree still needs to be taken out of its hiding place and decorated.

What do add to the list? leather backpacks? new shoes? wait we got those for the kids two weeks ago when we braved traffic to go to a sale. Do these count as gifts?

I think not.

My thought on gifting? As I have written in this post, “…expect me to wish you happiness and joy, without a gift tag”

Now, please excuse me while I help one of my children finish a book report and polish a poem with lots of rhyming words at the end of the lines for another one.

A is for Autism

Autism is classified as a neurodevelopmental disorder that can be diagnosed during early childhood and is characterized by three major signs/symptoms:

1. communication problems
2. problems with social interaction
3. repetitive, restricted and stereotyped behaviors

There are different types and range of autism according to DSM IV-TR or Diagnostic and Statistical Manual of Mental Disorders.

Classical autism is considered as “severe” because of the inability of children diagnosed with this as having no or low eye contact, facial expression and use of gestures and body language to communicate, among other characteristics. Spoken language is severely delayed or not developed at all. There is a preoccupation to one object or part of that object like a certain toy car’s wheel.

If a child has very delayed or showed no attempts with communicating with others, it is best that he/she is brought to a specialist.

Autism spectrum disorder or ASD on the other hand is considered a “milder” form of autism. A child diagnosed with ASD has the ability to develop his/her language, self-help and cognitive skills but needs help in several areas of development like: developing social interactions, adjusting to changes in routine and rituals, emotional reciprocity and being able to share interests with peers.

PDD-NOS or Pervasive Developmental Disorder Not Other Specified is a diagnosis that cuts across the two previously mentioned conditions. DSM IV-TR lists that: PDD-NOS is a type of childhood developmental disorder which forms part of the group of Autistic Spectrum disorders. (ASD) This group also includes Classical Autism, Asperger’s Syndrome and Childhood Disintegrative Disorder. The diagnosis of PDD-NOS is one of exclusion, made when a toddler or child clearly has a Pervasive Developmental Disorder but the symptoms and signs do not comply with the Diagnostic Criteria for any of the other ASD’s (or childhood psychiatric disorders).

Autism and Communication

Children with autism have difficulties in talking to or expressing themselves using words the way other children do. There are those who usually “keep to themselves” and are able to communicate with devices.

These children can’t usually “connect” or easily understand the underlying language symbolisms which include non-verbal language cognition and the more advanced skills like pragmatics and listening. They usually respond to short and easily understandable instructions rather than long complicated ones. Their names will be called but they do not look at the person calling them.

They react differently in situations like when there’s a thunderstorm or a certain part of a tv/radio commercial or song being played.

Social Interaction

Due to these children’s difficulties in communicating with others, they have a hard time making friends, start conversations and “get” the humor behind jokes.

Repetitive, Restricted and/or Stereotyped Behavior

They thrive in routine like putting socks on the right foot first and not the other way around. They do repetitive behavior like banging or clapping. In some of those classified as having classical autism, these children manifest hand-flapping, rocking back and forth, turning things around over and over among other things.

Causes
The number used to be much bigger but these days, it is said that autism affects 1 child in every 150 children.

Scientists are still baffled as to the cause of this condition for one because of the complexity of the human brain.. Some believe that some of the brain connections that have something to do with communication, emotions and certain behaviors affecting social interactions do not develop as it should.

There are instances of sibling or cousins with autism.

How to Deal with Autism continue reading this entry »