13 minute read
Telehealth’s future, book recommendations, and meet the LiveSpecial.com illustrator.
TELEHEALTH OPTIONS: ARE THEY HERE TO STAY?
By Georgia Lattas
Taking care of the mind and body is always important, and the pandemic compelled people across the country to seek out mental, emotional and physical help through virtual health services. For people with special needs, not being able to visit their healthcare provider face-toface presented many challenges, but teleheaalth also offered healthcare professionals a peek into the day-today life of their patients.
Jo Elle Barath, Lori Mago and Rick Cirillo of the Cuyahoga County Board of Developmental Disabilities provide insight on the impact of telehealth services for people with special needs and how virtual healthcare will continue to be implemented.
Mago says some families requested virtual services prior to the pandemic for situations such as patients who are medically fragile and cannot be exposed to multiple people for health reasons, or for families with difficult work schedules that cannot allocate time to visit a healthcare provider in-person.
“When the pandemic hit, we were well prepared because we had already been using Zoom and had protocols in place for it,” Mago says. “Everyone in my department is a therapist or developmental specialist of some sort, and we were able to extend the virtual services out rather quickly.”
Although not all departments were accustomed to using virtual health services, many divisions did see the benefit in incorporating telehealth services.
One of the main challenges to telehealth is that not everyone has access to a computer, WiFi or Internet, and some people do not have the knowledge or ability to use telecommunication services. Some patients also felt intimidated by the virtual services and felt as if the application was less natural and were not as engaged in front of the screen.
Telehealth services span from occupational therapy, physical therapy, speech therapy, assessment services, behavioral therapy and others. Mago’s division, Assistive Technology and Children’s Services, had networking opportunities during the pandemic which allowed individuals to stay connected to one another in small groups. Her department also had exercise programs for people with mobility issues, and other departments found ways to keep patients engaged during the pandemic.
Telehealth has allowed healthcare providers to be more efficient, but virtual healthcare options provide obstacles to many people with special needs.
“We can still support individuals from a distance and telehealth makes us more accessible to the people we serve,” Mago says. “Telehealth will continue, but it’s not the way we prefer to do services, and it’s not how most of our individuals prefer their services to be received.”
MEET THE LIVESPECIAL.COM COVER ILLUSTRATOR: Kendra Huspaska
Q: TELL US YOUR BACKGROUND WITH THE SPECIAL NEEDS COMMUNITY IN NORTHEAST OHIO.
Huspaska: While in college I was involved in a program called 4 Paws for Ability (4pawsforability.org) where I was a volunteer for their Service Dogs in Training program. My junior year, I was paired with my foster dog Huxley, a 6-month-old black lab with a ton of energy. I helped with the socialization aspect of his training. I even volunteered with him at a local school’s classroom once a week so that he could have more interactions with children as well.
My experience working with 4 Paws was incredibly eye-opening and for my senior degree project, I knew I wanted to focus on the benefits of animal interactions for children with developmental disabilities. I developed a brand-concept for a program (kendrahuspaska.com/portfolio/ petconnect) that would partner with local animal shelters to provide sensory friendly adoption events for those with developmental disabilities to learn more about animal interventions.
Q: PROGRESS IS ON THE COVER OF THIS MAGAZINE, BUT WHAT DOES PROGRESS MEAN TO YOU?
Kendra with Huxley
Huspaska: The definition of progress is “forward or onward movement toward a destination.” To me, the destination would be absolute inclusivity, complete acceptance and a world devoid of labels. Through education and awareness I think we get closer and closer to a world like this every day.
Q: WHY WAS IT IMPORTANT TO YOU TO WORK ON THIS COVER?
Huspaska: About a decade ago my younger brother (he was 3-years-old at the time) was diagnosed with autism. Since then, my family and I have been learning and growing alongside him as we’ve begun to understand more about how he sees the world. It has had such a positive impact on my life to see the progress we’ve all made over the years and I was delighted to be approached with this opportunity to be able to contribute to a community that has meant so much to my family.
Q: CAN YOU TELL US MORE ABOUT THE COLORS YOU CHOSE OR THE WAY YOU DREW THE PEOPLE IN YOUR PIECE?
Huspaska: Something that is probably noticed right away is the absence of facial features and expressions in the illustration. This is something intentional that I do when including people in my work because I simply don’t think it’s as important as the action taking place. I also like to use this design choice as a chance to talk about how some people can find it difficult to understand the meaning revealed in facial expressions and other social cues.
Q: WHAT DO YOU HOPE PEOPLE TAKE AWAY FROM THE COVER YOU CREATED?
Huspaska: I hope when people see this cover they understand the importance of working together and including everyone along the way.
MAKING A DIFFERENCE
Lois Davis helps those in need in memory of her husband, Larry.
Larry and Lois Davis
Photo courtesy of Lois Davis
Lois Davis, of Beachwood, wants to make sure her husband, Larry, is remembered. Larry Davis, who passed away at 75 years old, was the inspiration for The Lois J. and Larry Davis Family Endowment Fund, which provides support for a variety of projects throughout the Northeast Ohio community.
“I couldn’t do it without Larry,” Davis says about the endowment fund. “Larry deserves to be remembered and I want to honor his memory. People recognize the name; if you don’t use the name, no one will follow you (in donating to others).”
Davis says her son, Jeffrey, was the first one to point out that she could make a difference in the community.
Davis went on to choose projects and
LOCAL FOOD ALLERGY MOM RELEASES BOOK: ‘BULLYING LEAVES A BAD TASTE’
Food allergy bullying is on the rise, but together we can stop it.
Food is at the center of everyone’s lives. For children and families with food allergies, school lunch tables and other social situations can be very challenging, even scary. While one in five children report being bullied and one in 13 children have a food allergy, half the children with food allergies report being bullied, and these incidents are often related to their allergy.
Dr. Abigail Glick, a mother of three and founder of the Northeast Ohio Food Allergy Network, teamed up with three psychologists to write “Bullying Leaves a Bad Taste.” The book offers tips, tools and strategies for children with food allergies to help them handle bullying and build confidence. For family members, friends, classmates, teachers and others without food allergies, the book can help them better understand the seriousness of food allergies, situations those affected face, and how they can help.
“Many people hear the word ‘allergy’ and think of sniffles and itchy eyes,” Glick says. “They do not realize exposing someone to their food allergy can lead to anaphylaxis, a life-threatening allergic reaction.” In the book’s forward, she states, “When my son came home from day camp and sadly shared that, ‘Nobody understands. Why would a camper put a brownie in my face if he knows I am allergic? It could kill me.’ I pushed back the tears and went into action. Conversations with my [University Hospitals] colleague, Carolyn E. IeversLandis, Ph.D., led to the creation of this book.”
“Bullying Leaves a Bad Taste,” by Abigail Glick, M.D.; Carolyn Ievers-Landis, Ph.D.; Patrice Yasuda, Ph.D.; and Chad Rose, Ph.D., is available on Amazon, or at local bookstores.For more information, visit neofan.org. — Lindsey Geiss
organizations to donate in her family’s name.
Davis has donated to the Ronald McDonald House Cleveland as an annual room sponsor, providing funding for guest rooms where families can stay at no cost while their child is receiving medical treatment at Cleveland area hospitals.
She also has supported the Jewish Family Service Association of Cleveland’s The Hebrew Shelter Home, a place for women and children escaping domestic violence or homelessness.
“(Opportunities to give) just come up and I can make a difference in a person’s life,” Davis says, which is why she wanted to continue to support LiveSpecial. com. “There are so many people that could benefit from this magazine and the website, I wanted to support this project in some way. I know how valuable LiveSpecial.com is for our community.”
Out of My Mind
by Sharon Draper Melody has cerebral palsy. She can’t walk, talk or write, but she is the smartest 11-year-old in her whole school. Most people dismiss her, but she is determined to somehow show them that she is not just her disability. — Book recommendation by Willoughby-Eastlake Public Library, we247.org
College on the Autism Spectrum: A Parent’s Guide to Students’ Mental Health and Wellbeing
by Laurie Leventhal-Belfer Provides guidance to parents of children with autism who are going to college. It helps parents support their child from application through graduation.
You Are Enough: A Book About Inclusion
by Margaret O’Hare and Sophia Sanchez This picture book, from 11-year-old Sophia, has an important message about being you, no matter what that means. Sophia has Down syndrome and wants her readers to embrace their differences and be proud of who they are. — Book recommendation by Willoughby-Eastlake Public Library, we247.org
A New Course: A Mother’s Journey Navigating Down Syndrome and Autism
by Teresa Unnerstall A book that takes a deep dive into the complexities that families face raising a child with a dual diagnosis of Down syndrome and autism (DS-ASD), and other intellectual and developmental disabilities.
Beyond the Diagnosis: The Path to Thriving as a Special Needs Parent
by Amy Mattson After author Amy Mattson’s two children were diagnosed with cerebral palsy, autism, ADHD, anxiety and dyslexia, she didn’t know what to do with her new reality. Each chapter includes action steps and practical information to help parents navigate their new world. — Book recommendation by Willoughby-Eastlake Public Library, we247.org
By Ginny McCabe
Learning social skills is important for children of all ages, skill sets and abilities. Having a solid set of social skills can help kids communicate, relate to others, and connect with their peers and family members.
Cheryl Pete, ATR-BC, clinical director of Art Therapy Studio, says social skills are linked to success not only in relationships, but also in work and school.
“It is crucial to set your child up for success, especially if they are experiencing anxiety related to social situations,” Pete says. “Start small and provide experiences that can be built on, such as encouraging your child to make eye contact or smile at others. Offer lots of praise and recognize what went well so your child walks away feeling good about the experience. Slowly build to more complex interactions.”
She says there isn’t a cookie cutter solution for all children, so adjusting and learning is important to really meet a child’s needs. It also allows parents and others an opportunity to model problem-solving skills.
“Kids with special needs can have additional barriers that can make the process more challenging. For example, a child with ADHD that struggles with impulse control may have a hard time not interrupting others, or a child on the autism spectrum may struggle reading facial expressions.”
Ann Marie Raddell, MTBC, NICU MT, approaches this issue wearing two different hats. She serves as the associate director of Creative Arts Therapies at The Fine Arts Association, and she’s also the mom of two kids with a rare disorder called Hurler syndrome.
“Social skills are needed for all areas of life to just have those meaningful connections in school, in your personal life, with families, with jobs, and just being a part of your environment,” Raddell says.
“My kids are cognitively not affected by their illness,” she adds. “It’s a medical illness, but my girls both have a small stature. They look a little different than their peers. My daughter is about the size of a 5-year-old, even though she’s 10.
“For her, social skills are often just being afraid she’s going to be rejected by her peers. Oftentimes, other kids ask her about her height or argue with her about her age. They might
say, ‘You’re not 10, you’re shorter than someone who’s 10,’ or they make comments about that. As her parents, my husband and I have had to really encourage them both to be brave and to advocate for themselves.”
Ed Gallagher, director of education at Beck Center for the Arts, says communication is a key factor and it’s always important to keep the lines of communication open.
Gallagher says that when it comes to other helpful resources for parents, “I would recommend looking at the websites of professional organizations for broad brush stroke information — such as the American Music Therapy Association or local organizations such as Beck Center, Up Side of Downs, local libraries and schools dedicated to the success of individuals with disabilities. Start there and as you create your network, folks will provide a wealth of knowledge and reading material.”
Creative arts therapy programs can provide children with an opportunity to build social skills while doing something they love — in art, dance, music, theater and visual arts. Art Therapy Studio (arttherapystudio.org),
The Fine Arts Association (fineartsassociation.org) and Beck Center for the Arts (beckcenter.org) are a few places in the greater Cleveland area that offer creative arts therapy programming.
Social skills are important for kids of all ages and abilities. Whether it’s building meaningful relationships with their peers, in a family setting, performing at a job when they’re older, or in the day-to-day world around them, learning and developing social skills will help children navigate through life. We spoke to several local experts who provided us with some helpful tips and advice. Here’s what they had to say.
ED GALLAGHER, director of education at Beck Center for the Arts: “Teachers, therapists and others in those types of roles need to show accepted community norms when they’re around kids. Children learn by watching and seeing what we do and the research backs this up. My advice is to meet the child at a developmental level, regardless of age, and work to advance that level. Some children will make great strides over time with assistance, while others may lag for various reasons that are no fault of their own. Be supportive even when times are challenging. Finally, parents should look for support for themselves as well – they don’t need to try and figure out the challenges alone as the community is filled with many outstanding resources.”
CHERYL PETE, ATR-BC, clinical director, Art Therapy Studio: “It’s important to make the experience rewarding, so providing lots of positive reinforcement is key. Celebrate the little successes and make it playful. Set up activities that include opportunities to practice skills. For example, an art project in a small group may only have one bottle of glue that the kids all have to share. Helping them navigate skills while doing something they enjoy is a more natural approach.”
ANN MARIE RADDELL, MT-BC, NICU MT, associate director of Creative Arts Therapies at The Fine Arts Association: “I think as adults, we have to learn, too, that not everybody communicates the same way, and a lot of children with differing abilities might not communicate the way we expect. We often ask them to figure out how to communicate with us, but sometimes I think we also need to figure out how to communicate with them. So, I think that is definitely a different aspect. Children might struggle with those meaningful connections of experiencing the world differently than their peers. So, being excited might not look excited in the same way that maybe one of those typical peers looks, and they might struggle more with knowing what to say or they might struggle more with just being able to be with their peers. They might look like they have more challenging behaviors, when again, they are just learning how to navigate their environment, and we all have to demonstrate a little patience.”
