Everyone's Child
Exceptional Children's Department, Scotland County Schools
December 2017
Positive Exposure by Rick Guidotti "Change How You See, See How You Change"
Our Story:
Positive Exposure was founded in 1998 by award winning fashion photographer, Rick Guidotti. Rick worked in NYC, Milan and Paris for a variety of high profile clients including Yves St Laurent, Revlon, L’Oreal, Elle, Harpers Bazaar and GQ. He took photographs of what were considered the world’s most beautiful people. But one day, on a break from a photo shoot, a chance encounter on a Manhattan street changed everything. Rick saw a stunning girl at the bus stop – a girl with pale skin and white hair, a girl with albinism. Upon returning home Rick began a process of discovery – about albinism, about people with genetic differences and about himself. What he found was startling and upsetting. The images that he saw were sad and dehumanizing. In medical textbooks children with a difference were seen as a disease, a diagnosis first, not as people.
So Rick turned his world upside down – he stopped working in the fashion industry and created a not-for-profit organization that he named Positive Exposure.
It has always been about beauty for Rick. “In fashion I was always frustrated because I was told who I had to photograph. I was always told who was beautiful.”
It became clear to him that it was essential for people to understand and see the beauty in our shared humanity. But how? How do you lead people down a different path? How do you get people to see those with differences not as victims, but kids and people first and foremost? The pity has to disappear. The fear has to disappear. Behavior has to change. These kids need to be seen as their parents see them, as their friends see them, as valuable and positive parts of society, as beautiful.
The photos give people the permission to see beauty and interpret beauty in their own right. Not to see beauty that is dictated by industry’s ideas of what is acceptable. What started with photographs, has grown into a wide variety of programs created to empower people living with difference – and to educate the world around them.
Our Mission:
Positive Exposure utilizes photography, film and narrative to transform public perceptions of people living with genetic, physical, intellectual and behavioral differences. Our educational and advocacy programs reach around the globe to promote a more inclusive, compassionate world where differences are celebrated we teach everything that happiness is a choice not a result.
The statistics to support our work are staggering. With one out of five children in the United States born with a disability, the need for society to understand and respect children and adults living with genetic, physical, intellectual and behavioral differences is critical.
- Photo shoots, interviews, and self-esteem workshops to empower people living with difference.
- Lectures and workshops targeting medical schools, corporations, nursing and genetic counseling programs, universities, elementary and secondary schools worldwide.
- The Pearls Project, an interactive, educational program for K-12 students, teachers, and healthcare providers.
- Image Database for print and media.
- Media Campaigns.
- Multi Media Exhibitions.
- FRAME (Faces Redefining the Art of Medical Education) , a series of brief films presenting the hallmarks of a variety of Genetic conditions. The medical information is delivered by people living with the condition and their families
- Learn more by visiting the web site: positivexposure.org
Program Specialist Tip of the Month
Are there times when you may need to diffuse a situation quickly or be proactive when a student starts to get agitated? Why not let them take a break and run an errand for you.
Send Student on an Errand Intervention (from pbisworld.org)
Why should I do it:
- Provides student time away from situation
- Provides student exercise and a release of tension
- Allows student to feel needed and important
- Can help students to “reset” and return to a task fresh
- Takes student’s mind off what may be hindering them
- Helps break up monotonous tasks, assignments, activities, etc
When should I do it:
- When a student gets off task
- When you are aware of an ADD/ADHD diagnosis
- When student seems fidgety, moves a lot, cannot sit still
- When student is becoming frustrated or agitated with the task at hand
- When two or more students are engaged in conflict, argument, or are just getting annoyed with one another
- When a student seems to be getting bored, sleepy, or their eyes are glazing over
- When a student’s emotions and/or behaviors need to be deescalated
- When a student has poor self-esteem and poor self concept
- When student is seeking adult approval
How do I do it:
- When a student(s) displays any of the characteristics above or similar characteristics, send the student on an errand
- Errands can just be random or part of a more formal classroom system whereby when a student is called on to run an errand, they choose from a list of errands that need to be done
- Examples of errands include erasing the board, taking out the garbage, helping in the office or lunch room, writing on the board, cleaning, organizing, assisting, helping, taking a note to another teacher, walking somewhere to retrieve or drop something off, opening the windows, making or reading announcements, etc
Occupational Therapy Corner--Karen Hunter, Lead Occupational Therapist
It’s that time of year….what to get the kids for Christmas?! Most of the lists consist of things like XBOX 360, ipads and other electronic gadgets. This is a perfect opportunity to introduce some toys that will actually be beneficial for your child. There are many games and other activities that will improve their eye-hand coordination, motor planning, logical thinking skills and fine motor coordination and strength. Here are just a few examples:
· Rush Hour (Jr.) Board game
· Pop Beads-many sizes available
· Craft activities that include threading and lacing
· Pop Toobs
· Slinky
· Candy Land and Chutes and Ladders
· Mr. Potato Head
· Different shaped hole punchers/construction paper
· Play-doh or therapy putty
· Operation
· Battleship
· Greedy Granny game (using small tongs or tweezers)
· Connect 4
· KerPlunk, Simon or Jenga
· Puzzles
· Art supplies-markers, crayons, scissors, etc.
· Legos, Lincoln logs, Erector sets, etc.
If you do get ipads, etc. there are MANY educationally related apps for letter formation/handwriting, visual-motor (mazes, etc.).
If you have any questions please feel free to contact me at khunter@scotland.k12.nc.us.
Have a Merry Christmas and a wonderful New Year!
The Speech Room--Amanda Hill, Lead Speech/Language Pathologist
STUTTERING RECOMMENDATIONS
Stuttering is a speech disorder characterized by repetitions of sounds, parts of words, or whole words. More than 70 million people world wide stutter. There are four factors most likely to contribute to the development of stuttering: genetics (approximately 60% of those who stutter have a family member who does also); child development (children with other speech and language problems or developmental delays are more likely to stutter); neurophysiology (recent neurological research has shown that people who stutter process speech and language slightly differently than those who do not stutter); and family dynamics (high expectations and fast-paced lifestyles can contribute to stuttering). Stuttering is difficult to treat and the goal of therapy is to reduce the difficulty of communicating. There is no “cure” for stuttering and people who stutter may continue to do so for all of their life. Here are some recommendations for teachers and staff that have students who stutter in their classroom.
1. Don’t tell the student “slow down” or “ just relax.”
2. Don’t complete words for the student or talk for him or her.
3. Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.
4. Expect the same quality and quantity of work from the student who stutters as the one who doesn’t.
5. Speak with the student in an unhurried way, pausing frequently.
6. Convey that you are listening to the content of the message, not how it is said.
7. Have a one-on-one conversation with the student who stutters about needed accommodations in the classroom. Respect the student’s needs, but do not be enabling.
8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter.
*This list was compiled by Lisa Scott, Ph.D., The Florida State University
From the School Psychologist
Have a Fruitful Holiday Experience
APA offers these tips for the holidays
· Take time for yourself — You may feel pressured to be everything to everyone. But remember that you’re only one person and can only accomplish certain things. Sometimes self-care is the best thing you can do — others will benefit when you’re feeling less stressed. Reflect on aspects of your life that give you joy; go for a long walk; get a massage; or take time to listen to your favorite music or read a new book. All of us need some time to recharge our batteries. Be mindful and focus on the present rather than dwell on the past or worry about the future.
· Volunteer — Find a local charity, such as a soup kitchen or a shelter that needs volunteers and offer to help. Alternatively, participate in a community giving tree program or an adopt-a-family program. Helping others may lift your mood and help you put your own struggles in perspective.
· Have realistic expectations — No Christmas, Hanukkah, Kwanzaa or other holiday celebration is perfect. View inevitable missteps as opportunities to exercise your flexibility and resilience. A lopsided tree or a burned brisket won’t ruin your holiday — it will create a family memory. If your children’s wish list is outside your budget, talk to them about realistic expectations and remind them that the holidays aren't about expensive gifts.
· Remember what's important — The barrage of holiday advertising can make you forget what the holiday season is really about. If your holiday expense list is running longer than your monthly budget, scale back and remind yourself that what matters most is loved ones, not store-bought presents, elaborate decorations or gourmet food.
· Healthy conversations— Let your family know that holidays are times to express gratitude, appreciation and give thanks for what you all have, including each other. If there is worry about heated disagreements or negative conversations, focus on what you and your family have in common. Families might even plan activities they can do together that foster good fun and laughter, like playing a family game or looking through old photo albums.
· Seek support — Talk about your worries and concerns with close friends and family. Getting things out in the open can help you navigate your feelings and work toward a solution.
Scotland County Schools' Exceptional Children's Department
Email: acotton@scotland.k12.nc.us
Website: scotland.k12.nc.us
Location: 322 South Main Street, Laurinburg, NC, United States
Phone: 910-276-1138
Please welcome new members to our EC family:
Cavassine Wall-new teacher at I. Ellis Johnson Elementary School
Don't Forget:
Dec 8 EC Facilitators Meeting 8-4pm in PD1
Dec 8 Speech Meeting at 2pm in the upstairs conference room
Dec 12 EC Staff Christmas Drop-In at 3:30 in PD1
Dec 20 Optional Workday
Dec 21-22 Annual Leave
Dec 25-27 Holidays
Dec 28-29 Annual Leave
Jan 1 Holiday
Jan 2 Students return
Jan 9 Program Specialist Meeting at 2:15
Jan 9 &11 EC Monthly Meeting at 3;30 in PD1