NC ELSSP-VI Newsletter
June 2020
Each child will be honored, respected, and empowered to achieve success in school and life.
Mateo
Mateo beginning messy play with food.
Teacher: Annette Z.
Lilly
Lilly using her vision and exploring with her hands.
Teacher: Kathy R.
Haven
Haven working on her packet from Ms. Becky.
Teacher: Becky L.
Sophia
Teacher: Annette Z.
Magnus
Teacher: Karen B.
Magnus
Teacher: Karen B.
North Carolina Early Learning Sensory Support Program for Children with Visual Impairments
Exceptional Children Division
Email: bethany.mayo@dpi.nc.gov
Website: www.ncelssp.com
Location: 6371 Mail Service Center Raleigh, NC 27699
Phone: (984) 292-3063
Contents
Amazing Kids - Staff
Website Spotlight: He's Extraordinary - Vanessa Bishop
LL Cool Tech Tool Tips - Lori Bartram, Lori Persinger
Community Outreach: Music Class with Ms. Susan - Lori Persinger
ECC Corner: Music Lesson Plan - Hitty Chiott, Nancy Kirby, Lori Persinger
Teacher Gifts - Becky Lowrey
Professional Development Opportunities - Lin Causey
Free Professional Development from HKNC - Heather Lister
Staff Birthdays for June
Photo/Video Credits
Website Spotlight
He’s Extraordinary: Tools for raising an extraordinary person
Some children struggle with emotional regulation and sensory integration. You know the ones that are unable stop moving, climb on furniture (or the parents), and have perfected their tiny tantrum skills!
Providing teletherapy to these children is a challenge for sure!! After a few rocky sessions, I began to research some strategies that I could use to coach the families to help their child with these behaviors. I came across an amazing website that was developed by a mother who has had her own experiences and was able to help her children overcome these same concerns. The following information was gathered from https://hes-extraordinary.com/improve-emotional-regulation-just-7-minutes-per-day
Emotional Regulation and Dysregulation
Emotional regulation is the ability to effectively manage and respond to an emotional experience. People unconsciously use emotion regulation strategies to cope with difficult situations many times throughout each day. When a child experiences dysregulation they aren’t able to diffuse their negative emotions. These emotions can take control leading to over-the-top reactions, outbursts, or meltdowns.
Emotional regulation can be achieved in two ways.
- Self-regulation means you can regulate your emotions on your own.
- Mutual regulation (sometimes called co-regulation) means you need someone to help you regulate your emotions
Most kids need help sometimes, or even all the time, with emotional regulation. However, you can improve their ability to achieve emotional regulation in just 7 minutes per day with exercise. The exercise needs to be intense. Short intensive bursts provide better results than longer durations of exercises with less impact.
Our mind, brain, and body are all interconnected.
When your child is dysregulated, their brain produces high levels of the stress hormone, cortisol. It also produces adrenaline. An increase in cortisol spikes anxiety and dysregulation. When this occurs, functional and social communication decrease – because the brain can’t access the prefrontal cortex, that controls executive functioning. This is what leads to meltdowns which cause a huge spike in adrenaline due to the fight or flight response being triggered.
Some research suggests that during a meltdown an individual’s IQ even drops by 30 points.
Exercise has been proven to reduce cortisol and adrenaline levels. In other words, it helps improve emotional regulation. This lessens anxiety and results in increased dopamine and other endorphins. These are the brain’s natural mood lifts. Less cortisol and more dopamine mean self-regulation is much easier!
This is where the 7-minute HIIT (High Intensity Interval Training) workout comes in!
Benefits:
· Helps reduce fidgeting
· Improves sensory integration
· Increases focus
· Improves the ability to learn new information
· Improves communication skills
· Positively influences learning on a cellular level
This is a video put together by a father who uses this 7-minute workout with his own kids. The children are older than the students we serve, but it is a great example of how we can have fun while helping the child!
LL Cool Tech Tool Tips
We need your feedback! Please complete the survey that was sent out in April. This will help provide valuable information for planning future LL Cool Tech Tool Informational videos and information to share.
Cool Apps to Try!
Book Creator App- $4.99 or you can try it free to make one book
Great App to make a digital book to integrate technology into your lesson with literacy. Can use with both iPad and Android; the Android version may have some differences in functionality and ease of play.
Credit and kudos to Hitty Chiott, TVI for sharing the digital book, I Like to Make Music she created using this app. See Link below. Thank you Hitty!
Link to the digital book - I Like to Make Music https://read.bookcreator.com/pXmIjvsoTndqrQ6AaBfksZWcaTU2/Y8tJLnFrSf6JH69__zlC3w
To make it show only 1 page at a time for reduced visual complexity, click on the little settings gear toward the top right side of the screen and then click "side by side pages" to turn the side by side feature off. To have the book read aloud with word by word color highlighting, click the "read to me" - but the sound effect letters aren't read aloud correctly using this feature. Still a cool option though.
Kindermusik App- free download for iPad or Android
Wonderful learning tool for young children and preschoolers. This app provides access to age appropriate music with a variety of themes and activities including crafts and recipes. There is an interactive instrument play with live sounds and games for children to play.
Community Outreach: Music Class with Ms. Susan
ECC Corner
Music Lesson Plan Hitty Chiott, TVI; Nancy Kirby, O&M; Lori Persinger, TVI
Despite our current circumstances of having to provide instruction from a digital platform as a result of COVID-19, we still find inspiration to create new materials and lessons for our families. The music outreach opportunity and information about new apps, sparked creativity and interest for some of the ELSSP-VI staff to create a comprehensive Music Lesson to share with you incorporating all elements of the ECC. ELSSP staff can find a copy of the Music Lesson template and download from inside the Co-teaching TVI and O&M Collaborative Lessons folder in OneDrive. A huge thank you Nancy for creating this lesson template using ideas generated during this activity!
Materials:
Something to wave, shake, and to bang with a tool
Use things from around your house if you have them or make one out of materials you have at the house and/or download to try new free Kindermusik App at Google Play or App Store
Songs, books, digital books, computers, tablets, or phones – for access to lesson
Link to the digital book - I Like to Make Music https://read.bookcreator.com/pXmIjvsoTndqrQ6AaBfksZWcaTU2/Y8tJLnFrSf6JH69__zlC3w
Some suggestions:
- Something to wave: i.e. scarves or use dishcloths, hand towel, piece of fabric, tissue paper
- Something to shake: ie. bells/maraca/tambourine or use keys, or make shaker using empty water bottle, oatmeal, storage container, paper plate folded and sealed, toilet paper tube and tape ends after you fill with rice, sand, dry noodles, beans, etc...
- Something to bang with a tool: i.e. drum instrument or pan, plastic container, cup and a spoon (wooden, metal, plastic)
Teacher Gifts
“…What a year it has been! Hopefully your heads are a little fuller than they were…you have the whole summer ahead to get them nice and empty before next school year starts…”
Albus Dumbledore
Harry Potter and the Sorcerer’s Stone
The primary thing I’ve heard from our teachers during this time of “next to normal”, and from all the teachers I know, is how much they miss their students. This is the time of the year we would be hugging the stuffins out of our rising kinders. You know, the ones you’ve had since they came home from the NICU almost 5 years earlier. We’d be saying goodbye to families who invited us into their homes for those precious years: the mothers who become teary eyed at the realization that we are saying goodbye, and the fathers who pump our hands and ask if there isn’t any way we can stay on. For me, I know these heart-felt goodbyes have more to do with the relationship I’ve honed with the family and not any special talent I have as a teacher. But let’s face it, developing that relationship and trust with the family is what keeps us in the door.
We love our students and families, and many of us say that we learn and gain as much from working with our families as they do from us. Sometimes more. Which brings me to the topic of the “teacher gift,” yet another tradition many of us won’t see at the end of this school year. Technically, I don’t think we’re supposed to accept gifts, but who is going to tell that mom, “no” as she hands you the small gift bag that you’re guessing is a mug with lots of goodies stuffed inside. I’ve gorged on a fair share of chocolate kisses, homemade cookies, and fudge, housed in a new teacher mug, as I’ve traveled between students. I then happily add this latest holder of hot beverages to a shelf where over 2 decades of teacher mugs are assembled. A favorite is one I received a few years back from a very bright young lady with severe low vision. By the time she was four going on fourteen, she decided that even she could see I needed a makeover. She pointed out during a session that I always wore black. What was up with that?! “You need more bling in your life, Mz. Becky!” she said. When she left me to go onto the grand adventure of kindergarten, she presented me with a crumpled gift bag from her cubby. Inside was a shocking, metallic-pink, insulated coffee mug with a 2-inch band of rhinestones around the top. Her mother called later that day to say goodbye and to apologize for what she considered to be a very gaudy gift. “She insisted we get it for you,” the mother said. “She felt it would ‘change your life.’” Though it really hasn’t changed my fashion sense, I still happily drink out of this fabulously enhanced (as we say in the VI profession) mug.
Now not all gifts should or can be accepted. Sometimes we must improvise a way to decline a gift without embarrassing or dishonoring the giver. One of my most memorable teacher gifts came from a family I had early in my career as a TVI: a young couple who were Hmong and their very premature son. It is traditional within the Hmong culture that, upon marriage, the woman leaves her family and goes to live with her husband and his parents. Often these families have multiple generations living under the same roof. [If you are looking for a good resource to better understand the Hmong culture, I invite you to read The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Another good resource is the very touching Clint Eastwood movie, “Gran Torino…” But I digress.] This very young couple and their baby lived with the father’s family. I had no problems talking and engaging with the parents, but the grandfather let it quickly be known that he was just tolerating my presence in the home. During the first few months of visits, my arrival was greeted with the grandfather kneeling in the kitchen in front of a small, smoking hibachi grill where prayers were obviously being said. Because I was unsure as to how to greet him, I waved, smiled, and made a small bow before moving on. During this time, the mother and I sequestered in a bedroom while she and I worked with her son and discussed his progress. I had been smiling, waving, and bowing to the grandfather for about 4 months when one day I entered a little early. He was kneeling but had not yet started up the grill. By this point, I knew that he had been warding off spirits that had caused his grandson’s prematurity. The grandfather watched me as I entered, took off my shoes, and stopped to offer him a wave, smile, and bow. “Why do you come?” he said gruffly. I was surprised at this sudden burst of communication, and that he spoke English fairly well. His daughter-in-law had indicated that he did not speak English, but I realized later that what she actually said was her father-in-law did not like to speak English. I chose my words carefully. “I come because your daughter-in-law has asked for the type of help I’m trained to give.” He snorted and began to build his daily fire. I needed to keep him in conversation with me. I glanced around the room and saw a picture on the wall of what must have been the grandfather as a much younger man in a South Vietnamese uniform. Of course! He had been part of the “secret army” during the Vietnam war: the groups of Hmong soldiers who aided U.S. troops in the Central Highlands. I had heard about this little known historical fact from my husband, a Vietnam vet. “Did you fight in the Central Highlands?” I asked motioning to his picture. He looked up surprised and asked me how I knew about these battles. “My husband is a Vietnam vet. He told me of how incredibly brave the Hmong soldiers were during the fighting.” “Your husband fought in Vietnam?” He stopped building the fire and looked at me, as if for the first time. “Yes,” I said. “He was very young.” The grandfather stood to retrieve the picture from the wall. “I was very young, too.” as he handed it to me. “We were all too young.” The grandfather asked if I had a picture of my husband, and because this happened long before phones could hold a gazillion pictures, I told him I would bring a picture of my husband at my next visit. He nodded and sighed. “It was not a good war, but then what war is. You go help my little dragon.” And he returned to his grill, and I walked toward the bedroom. Over the next several weeks, the mother, the baby, and I moved from the bedroom to the family room. The grandfather began to watch our sessions, first from the grill and then from the couch. He watched as his grandson began to reach and then move toward light up toys. No words were exchanged during the sessions, though I did show him a picture of my husband while he was in Vietnam and a more current one. “My husband says to thank you for your service.” I told the grandfather. He nodded and smiled for the first time, as he handed back the pictures. A month later, as I left my session, the grandfather called to me to wait as he slipped on shoes and went out the back door. After a few minutes I heard squawking, which grew deafening as he came back into the kitchen. In his hand were the legs of an upside-down chicken who was beating its wings and cackling at the top of its lungs. “This is for you.” He held the chicken out. “You have helped my little dragon.” I stood gaping at the flailing chicken. My brain screamed - SAY SOMETHING! “What a beautiful chicken. Thank you so much! I am very honored.” I hesitated…what to say. “I am driving a car owned by the state, and I’m not allowed to have animals in the car. They are very strict about this. But…” I could see his face darkening. “I would be especially honored if you would cook the chicken, and if you would allow me to share the meal with you.” His look brightened as he considered my compromised offer. “Yes,” he said. “We should celebrate together.” He started back outside and I heard him say, “D_____, government.”
The meal, which I attended on my off hours, included some of the most delicious Pho I’ve ever tasted. But the greatest gift I received during that meal was when the grandfather turned to me and said, “Thank your husband for his service.” He stopped and then added, “And thank you for your service.”
2020 has done a number on everyone, especially teachers. We’ve learned multiple digital video platforms. We’ve plunged into the art of teaching our students via a screen and trying to coach parents, grandparents, and caregivers through techniques that are difficult to fully comprehend in this alternate reality that does not include a TVI’s hands on approach. We are teaching at odd hours, like 5:30 or later, when parents can meet with us. Everything seems to take longer and takes a great deal more effort. But we have persevered through all this, and we will continue to because these are our students. These are our families. If we don’t care, who will. And so I say to all of you, “Thank you for your service.”
Professional Development Opportunities
Virtual Opportunities for Professional Development
Ongoing: NAEYC’s FREE archived webinars found here: https://www.naeyc.org/events/trainings-webinars/recorded-webinars [naeyc.org]
Ongoing: THE BRAIN ARCHITECTS PODCASTS: COVID-19 SPECIAL EDITION [developingchild.harvard.edu] FREE
Ongoing: Early Intervention Tele-Assessment: VideoChat #1 - May 2020 [r20.rs6.net], FREE
Ongoing: Early Intervention Tele-Assessment: Video Chat #2 - May 2020 [r20.rs6.net], FREE
*********************************************************************************
Coffee Chats with Brookes
Live chats with education professionals and expert authors
https://brookespublishing.com/coffee-chats-brookes/
Subscribe to our free monthly Early Childhood Newsletter to receive exclusive articles, author Q&As, new title announcements, and special offers—delivered directly to your inbox!
Sign up for free and get more go-to resources that will help you support the best early childhood outcomes for all young learners.
*********************************************************************************
The Growing Brain: From Birth to 5 Years Old Series is comprised of seven 3-hour units. Sessions run May 13th through June 17th. You may participate in any or all sessions! Please visit The Growing Brain Webinars [eita-pa.us11.list-manage.com] specific dates, times, and connection information. These webinars are FREE and a certificate will be provided after completion of an evaluation.
- Webinar 1: Factors Affecting Brain Growth and Development
- Webinar 2: Communication and Language Development
- Webinar 3: Cognition and Executive Function
- Webinar 4: Social–Emotional Development
- Webinar 5: Understanding Behavior
- Webinar 6: The Everyday Play
*********************************************************************************
July 6, 2020: Erikson’s Virtual Big Ideas in Early Learning [erikson.edu], Certificate provided
Free Professional Development From the Helen Keller National Center for Deaf-Blind Youths & Adults (HKNC)
Tuesday, June 2
2:30-4:00 EST
“The Feeling Through Experience: How We Are Staying Connected”
This zoom session will focus on the importance of staying connected with our families, providers and friends. The creator, writer, producer of the film, Feeling Through will meet with our participants through zoom and his actors in a panel discussion about this experience and the importance of Human Connection, especially now through this pandemic!
@feelingthrough across all platform (Facebook, Instagram, Twitter) and feelingthrough.com.
Doug Roland director/writer
Marilyn Trader HKNC
Thursday, June 4
2:30-4:00EST
"The Wonderful World of Jan van Dijk and Child Guided Conversations"
This session will focus on all of the tools and ways that Dr. Jan van Dijk used to connect with children with deafblindness and complex needs. Dr. van Dijk was a renowned expert in the field of deafblindness and was known for his ability to connect with children by following the lead of the child. Information on the book Child-guided Strategies: The van Dijk Approach to Assessment, will be presented in addition to understanding how conversation and communication are much more then spoken language.
Peggy Sinclair-Morris KDBP
Chris Montgomery TSBVI
Tuesday,June 9
2:30-4:00 EST
A Sparkly Box of Lovely Learning Ideas
Building a solid foundation of literacy access skills and fun experiences from infancy is critical for children with a sensory need. A brief understanding of these skills, along with practical ideas and resources to incorporate and promote fun, creative child-centered approaches to literacy, will offer inspiration from the sparkly box of lovely learning ideas.
Gwyn McCormack
Positive Eye
Thursday, June 11
2:30-4:00 EST
A Sparkly Box of Stories
An inclusive, theme-based approach will support us to consider how to extend literacy opportunities through a story based in an everyday experience.
‘Marvin’s Market Adventure’ will provide our inspiration as we understand together how to include all the elements of literacy whilst enjoying a fun story with a child.
Gwyn McCormack
Positive Eye
Tuesday, June 16
2:30-4:00 EST
Mental Health Services with Deaf-Blind Individuals
*PLEASE COMPLETE THE FREE HKNC MODULE "WORKING WITH INDIVIDUALS WHO ARE DEAF-BLIND" PRIOR TO THE EVENT DATE!
Find the training at: https://www.helenkeller.org/hknc/class/working-individuals-who-aredeaf-blind-course-mental-healthprofessionals
Use code MentalHealth100 for access through May 31st.
Michelle Niehaus
Marilyn Trader HKNC
Questions? Michelle.Niehaus@ky.gov
Thursday, June 18
2:30-4:00 EST
Availability for Learning for Children with Multi-sensory Impairment
The majority of children with deafblindness today have significant difficulties with most or all of their sensory systems, including the perception of pain, smell, taste, touch, and balance, as well as vision and hearing. Two of the senses, the proprioceptive sense and the vestibular sense, are particularly important but often ignored, and they play a key role in helping the brain to attend to the external environment. We need to know about these two senses, how they work, what might happen if they are not working properly, and what to do about it, so that we can make effective contributions to the development of attention, sociability, and functional vision and hearing. Difficulties with attention are often compounded by the lack of body awareness that results from significant multi-sensory impairment, so the more effectively we can help children know where their bodies are the more likely we are to gain their attention.
David Brown
Yes….that David Brown!!
Photo/Video Credits
NC ELSSP-VI Staff