CAMPS SCHOOLS AN ANTON MEDIA GROUP SPECIAL
FEBRUARY 22 28, 2017
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When today’s parents were growing up, exposure to children with disabilities was limited. Many students with special needs were in different classrooms or different schools. Today, children with intellectual, emotional or developmental disabilities are in the same public schools and classrooms as their typically developing peers. Lacking that exposure early in their lives, contemporary parents may not have an understanding of disabilities, and may feel inadequate about speaking with their children about classmates with disabilities. If your child has questions about these differences, do not worry. It is natural to be curious. Here are tips on how to respond:
Confront The Curiosity
If you observe your child staring at someone with a disability, discuss it. “I noticed you were looking at that man. His legs work differently from yours; the wheelchair helps him get around.” If your child asks you a question, answer in a matter-offact manner. If you do not know the answer, be honest and suggest you research together to find it.
Different But The Same
Be sure to discuss what people with disabilities can do, not just focus on what they cannot do. Discuss what they may have in common with your child—similar hobbies, hair color or favorite food, for example. “He may be different from you because he needs a hearing aid to hear, but he is the same as you in many ways, too. Just like you, he likes going to the park. He likes to play with cars; and he also has a sister.” When your child comes home and discusses a peer who was having a difficult time at school, ask what
Talking To Children About Disabilities PARENTING MATTERS Graziella Simonetti that child is good at and what is difficult for that child. Remind your child that he, too, is good in certain areas and feels that other areas are challenging. Focus on connection versus separation.
Model
Remember that your child learns how to respond to others based on how you do. Be mindful of the terms you use to describe those with disabilities. If you hear people referring to others as “retarded “ or “dumb” or “crippled,” explain how hurtful these terms are. Do not use the word “normal” to describe people without disabilities. It suggests
that those with disabilities are abnormal. Differentiate the person and the disability (the child who has autism instead of the autistic child). Demonstrate understanding when speaking about others. “Sometimes she may lose control and start yelling and screaming in class because she has a difficult time finding the words to say what she thinks and feels.” Be firm around the idea that just because someone looks, talks or behaves differently does not make that child inferior.
Positive Language
Instead of saying “she cannot see” emphasize the positive. “Just like your eyes help you know what’s around you, that cane helps her know what’s around her.” “Just like you use your words to express yourself, he is using sign language to express himself.”
Promote Diversity
Read books and introduce television and movie programming that include people with disabilities. Set
up play dates or join programs that include children with disabilities. The more access and experience your child has with a diverse group of people, the more comfortable your child will be with differences.
Conclusion
Each person has strengths and challenges, and this can be a point of connection when discussing disabilities. Using inclusive and positive language can impact the way children think about disabilities and the way they treat those around them. Graziella Simonetti is a parent educator for EAC Network’s Long Island Parenting Institute and works as an early childhood social worker for the New York City Department of Education. She holds an advanced certificate in parent education from Adelphi University and is a NYSPEP credentialed parenting educator. Simonetti is a former kindergarten teacher.
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CAMPS & SCHOOLS • FEBRUARY 22 - 28, 2017
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CAMPS & SCHOOLS • FEBRUARY 22 - 28, 2017
March Is ‘Music In Our Schools’ Month With a glimmer of hope of a better economy and financial assistance for school districts throughout New York State, music educators and administrators are scheduled to visit with their legislators in Albany on Monday, March 6, during the 44th annual Joseph R. Sugar NYSSMA Day in Albany. As is tradition, the students in the All-State Instrumental and Vocal Jazz Ensembles will be the featured performers at an 11:30 a.m. concert in the South Concourse of the Empire State Plaza. “NYSSMA looks forward to the ongoing efforts with our state legislators to advocate that all students, pre-kindergarten through twelfth grade, deserve a well-rounded education which includes high-quality, comprehensive and sequential music education” said Michael W. Brownell, NYSSMA president. Music In Our Schools Month originated in New York State in 1973 as a single day concert at New York City’s Lincoln Center. Created by the New York State School Music Association (NYSSMA), it was one of the first public events held to support music education programs throughout New York State.
Jericho High School musicians
(Courtesy of Berklee College of Music)
It was named after Joseph R. Sugar, who passed away in October, 2009. Sugar served as NYSSMA’s president from 1980 to 1981, and as NYSSMA’s government relations chairperson for many years after. He also served as eastern division president of The National Association for Music Education (NAfME).
The National Association for Music Education, based in Reston, VA, adopted the month-long event in 1985 and now celebrates Music in Our Schools Month across America each March. NYSSMA, the New York State School Music Association, is in its 85th year as the largest state affiliate
of NAfME. The mission of the New York State School Music Association is to advocate for and improve music education across New York State by promoting and producing appropriate activities and programs for its membership and students in member school music programs.
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CAMPS & SCHOOLS • FEBRUARY 22 - 28, 2017
Overcome Test-taking And Social Anxieties BY CHRISTY HINKO
cHinKo@antonmediagroup.com
Stress and anxiety are a normal part of childhood, and every child can develop crippling worries about so many things, including test-taking and social situations. These kinds of worries can manifest into behaviors like withdrawal, shyness, tantrums, compulsive routines and more. We’ve all heard our mothers or grandmothers say, “He’s going through a phase,” and while phases are temporary and usually harmless, there are other levels of stress and anxiety that trigger fear and avoidance. Often, there are simple techniques and advice for parenting anxious children. Parents can teach their children coping techniques such as reassurance or breathing exercises. In extreme cases, anxiety and depression are also treatable, but 80 percent of kids with a diagnosable anxiety disorder and 60 percent of kids with diagnosable depression are not getting treatment, according to the 2015 Child Mind Institute Children’s Mental Health Report (www.childmind.org).
Research shows that untreated children with anxiety disorders are at higher risk to perform poorly in school, miss out on important social experiences and engage in substance abuse. Additionally, in an article written for Child Mind Institute, Clark Goldstein, PhD, who specializes in children’s clinical psychology at NYU Child Study Center in New Hyde Park offers four of his pointers for helping children escape the cycle of anxiety. None of us wants to see a child unhappy, but the best way to help kids
overcome anxiety isn’t to try to remove stressors that trigger it. It’s to help them learn to tolerate their anxiety and function as well as they can, even when they’re anxious. And as a byproduct of that, the anxiety will decrease or fall away over time. Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. If a child in an uncomfortable situation gets upset, starts to cry—not to be manipulative, but just because
that’s how she feels—and her parents whisk her out of there, or remove the thing she’s afraid of, she’s learned that coping mechanism, and that cycle has the potential to repeat itself. You can’t promise a child that her fears are unrealistic—that she won’t fail a test, that she’ll have fun ice skating, or that another child won’t laugh at her during show & tell. But you can express confidence that she’s going to be okay, she will be able to manage it, and that, as she faces her fears, the anxiety level will drop over time. This
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Roslyn A. Haber, Ed.D and Marlyn Press, Ed.D, associate professors at Touro College Graduate School of Education in New York, offered these tips to parents of children who have test-taking anxiety: 1. Make sure your child has a good night sleep and has a good breakfast. 2. Reassure your child if they ask questions such as, “What happens if I fail?”, “Will you still love me if I do not finish the test on time?” 3. Encourage your child to follow the test directions. That will help her do better. 4. Teach your child how to read over the test. Check key words such as: most, least, always, never. Only change an answer if you are sure it is incorrect. Many people change correct answers to incorrect ones. 5. Teach your child to take a deep breath when he is stressed. That can relieve some stress. Also, stretching during the test can help the child focus.
gives her confidence that your expectations are realistic, and that you’re not going to ask her to do something she can’t handle. It’s important to understand that validation doesn’t always mean agreement. So if a child is terrified about going to the doctor because she’s due for a shot, you don’t want to belittle her fears, but you also don’t want to amplify them. You want to listen and be empathetic, help her understand what she’s anxious about, and encourage her to feel that she can face her fears. The message you want to send is, “I know you’re scared and that’s okay,” and “I’m here and I’m going to help you get through this.” Even the most well-meaning parents can exacerbate their child’s anxiety unintentionally. This usually happens when parents, anticipating their child’s fears, try to protect her from them. Visit www.adaa.org/living-with-anxiety/ children (Anxiety and Depression Association of America) for more information about children and anxiety.
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CAMPS & SCHOOLS • FEBRUARY 22 - 28, 2017
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CAMPS & SCHOOLS • FEBRUARY 22 - 28, 2017 Published
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KARL V. ANTON, JR. Publisher, 1984–2000 ANGELA SUSAN ANTON Editor and Publisher FRANK A. VIRGA President SHARI EGNASKO Executive Assistant STEVE MOSCO Senior Managing Editor CHRISTY HINKO Managing Editor, Special Sections KAREN MENGEL Director of Production ALEX NUÑEZ Art Director IRIS PICONE Director of Operations JOY DIDONATO Director of Circulation ADVERTISING SALES
Rules For Life BY CHRISTY HINKO
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From the Newbery Medalist Kwame Alexander comes his newest book The Playbook: 52 Rules to Aim, Shoot, and Score in This Game Called Life,, now on store shelves. Using basketball as a metaphor for the game of life, Alexander delivers life lessons about motivation, teamwork, passion and focus that are easily applicable to every day scenarios at home, at work, in the classroom, on stage and as a measure of our relationships with others. It’s not preachy or heavy reading, and it is sure to pique the interest of even the most stubborn non-readers. Check out Alexander’s collected quotes from politicians, athletes and cultural leaders like: Muhammad Ali, Maya Angelou, Mia Hamm, Derek Jeter, Michael Jordan, Michelle Obama, Sonia Sotomayor and Oprah Winfrey. Publishers and critics told Alexander that poetry and sports didn’t have a place in the
mainstream and after nearly two dozen rejection letters, Alexander made the jump shot with his bestseller, Crossover, a poetry book published in 2009. Check out Alexander, on tour with The Playbook, on March 9 at Books of Wonder, 18 W. 18th St. in Manhattan. Buy The Playbook ($14.99) wherever books are sold.
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