[teacherlanda]

I would like to direct Arnold Schwarzenegger's response to anyone who still uses the words "retard," "retarded," "abnormal," "abnoy," "mongoloid," and the like -- whether in jest, as part of discriminatory language, or as hate speech.

There is no greater disability in society, than the inability to see a person as more.

-- Robert M. Hensel

Enlighten yourself! More importantly “...you could learn from them, and try to challenge yourself, to give back, to add something to the world." <3 <3 <3 Photo re-posted from Chip Franks

#WisdomWednesday #WednesdayWisdom #specialneeds #respect

[teacherlanda]

For Jack Robison and Kirsten Lindsmith, both of whom fall on the autism spectrum, being in a relationship together has created a unique set of comforts and challenges.

There’s nothing like a seemingly atypical romance to open the Love Month. ;) Many of us probably think that individuals on the Autism Spectrum do not feel love and affection. While dating and relationships can undoubtedly pose challenges for people diagnosed with autism, love truly knows no bounds. Get giddy as you read the beautiful love story of Jack Robinson and Kirsten Lindsmith. Just like you and me, people on the spectrum want to love and be loved in return. Have a happy heart! <3 ------------

Excerpts from the article:

>> She was the only girl to have ever asked questions about his obsessive interests — chemistry, libertarian politics, the small drone aircraft he was building in his kitchen — as though she actually cared to hear his answer. To Jack, who has a form of autism called Asperger syndrome, her mind was uncannily like his. She was also, he thought, beautiful.

>> Only since the mid-1990s have a group of socially impaired young people with otherwise normal intelligence and language development been recognized as the neurological cousins of nonverbal autistic children. Because they have a hard time grasping what another is feeling — a trait sometimes described as “mindblindness” — many assumed that those with such autism spectrum disorders were incapable of, or indifferent to, intimate relationships. Parents and teachers have focused instead on helping them with school, friendship and, more recently, the workplace.

>> Yet as they reach adulthood, the overarching quest of many in this first generation to be identified with Asperger syndrome is the same as many of their nonautistic peers: to find someone to love who will love them back.

>> The recent recognition that their social missteps arise from a neurological condition has lifted their romantic prospects, they say, allowing them to explain behavior once attributed to rudeness or a failure of character — and to ask for help. So has the recent proliferation of Web sites and forums where self-described “Aspies,” or “Aspergians,” trade dating tips and sometimes find actual dates. Lessons learned with the advent of social skills classes and therapies, typically intended to help them get jobs, are now being applied to the more treacherous work of forging intimacy.

>> Jack, Kirsten noticed, bit his lips, a habit he told her came from not knowing how he was supposed to arrange his face to show his emotions. Kirsten, Jack noticed, cracked her knuckles, which she later told him was her public version of the hand-flapping she reserved for when she was alone, a common autistic behavior thought to ease stress.

>> From the beginning, their physical relationship was governed by the peculiar ways their respective brains processed sensory messages. Like many people with autism, each had uncomfortable sensitivities to types of touch or texture, and they came in different combinations.

>> And then there was the characteristic of autism — focusing on a detail rather than the whole — that seemed to define the nitpicky arguments she and Jack had daily, even hourly, it sometimes seemed. There was the one, for example, when they were trying to recount something that had happened at a particular hotel, but could not advance past the semantics of its size.

>> People with autism, Dr. Grandin suggested, can more easily put themselves in the shoes of an animal than in those of another person because of their sensory-oriented and visual thought process. Suddenly, Kirsten yearned for the kind of uncomplicated comfort and affection that came with a small furry animal.

[teacherlanda]

Principal faces DepEd probe for what he said about special kids

The Department of Education (DepEd) is investigating a Caloocan City school principal for reportedly referring to special education (SPEd) students as “abnormal.”

It pains me that, to this date, there are still so many people who use the words “abnormal,” “abnoy,” “retarded,” and “mongoloid” so casually. Worst, to refer to children with special needs at that! This news is especially alarming as it involves the highest ranking official of a public school! A School Principal should promote the inclusion and welfare of ALL students. He/she should be the first to rally public awareness about the rights of persons with disabilities (PWDs). Please remember that our thoughts shape our words and eventually, our actions. How we initially see individuals with special needs is primarily reflected by our language. We can use it to discriminate special people OR dispel negative stereotypes about them. Stop the spread of ignorance! Let’s advocate the universal acceptance of differences. Please help educate people on the hurtful consequences of ignorance and insensitivity to people with special needs. Here’s the feature by GMA News:

Principal, nireklamo matapos tawaging “abnormal” ang mga SPED student The condition of children with special needs does not define who they are. They are children/persons to begin with! Like any child/person, they deserve equal opportunity and respect.

[teacherlanda]

This illustration reminds me of a fable I once read from “Living, Loving, & Learning” by Leo Buscaglia. I am sharing it here in a slightly adapted version. ------------ “The Animal School: A Fable” by George Reavis Once upon a time the animals decided they must do something heroic to meet the problems of a “new world” so they organized a school. They had adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects. The duck was excellent in swimming. In fact, better than his instructor. But he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that, except the duck. The rabbit started at the top of the class in running but had a nervous breakdown because of so much makeup work in swimming. The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and D in running. The eagle was a problem child and was disciplined severely. In the climbing class, he beat all the others to the top of the tree but insisted on using his own way to get there. At the end of the year, an eel that could swim exceeding well and also run, climb and fly a little had the highest average and was valedictorian. The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school. Does this fable have a moral? ------------ Reading this during my early professional years framed the way I regard education and how important it is to discern and accept every person’s innate abilities. When we understand this, we begin to see how vital Special Education is. Does the fable have a moral? Of course it does! And this quote by Howard Gardner, author of “Frames of Mind: The Theory of Multiple Intelligences” sums it perfectly.

“We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate these. There are hundreds and hundreds of ways to succeed and many, many different abilities that will help you get there.” - Howard Gardner 

[teacherlanda]

Is Your Child's Speech Therapist Qualified? (A Guide for Parents)

When a former schoolmate, whose son was recently diagnosed with Autism Spectrum Disorder (ASD), consulted with me regarding possible services for her son, I didn’t expect to unearth a can of worms. After I had given her recommendations for some of her concerns, I inquired where her child went for therapy. She informed me that they have been going to a newly opened center for both Occupational Therapy and Speech Therapy. I casually asked where her son’s therapists graduated from and she said she never bothered to ask the center. I then advised her to be confident enough to ask for the therapists’ credentials for the sake of her son’s development. After some time, she came back to me with the name of an unfamiliar school where her son’s Speech Therapist presumably graduated with a “Master’s Degree in Speech Pathology.” When I prodded her to ask about the therapist’s undergraduate course, the center replied that the practitioner was a licensed Nurse. Having been in the field for quite some time now, I knew this was an issue. A big issue, in fact. Please do not get me wrong. I have a very high respect for Nurses and all other professions. But a Nurse is not the same as a Speech Therapist, in much the same way that an Art Teacher isn’t automatically a SPED Teacher. And one who “trains” for ten months is certainly not the same as one who studies a course for four or five years. I corresponded with a colleague thereafter, and found out that this issue has been going around for some time now. Quite sad, really. I am writing this in the hopes of guiding parents regarding qualified Speech-Language Pathology providers in the country. Speech-Language Pathology is an allied medical field of practice. It is a field of expertise devoted to the study of human communication, its normal development, and its disorder. Speech-Language Pathologists (SLP) or Speech Therapists specialize in the evaluation and treatment of articulation, hearing, cognition, voice, fluency, swallowing difficulties and language disorders. According to the Philippine Association of Speech Pathologists (PASP), a qualified SLP has a Bachelor of Science in Speech Pathology or Speech-Language Pathology (BSSP or BSSLP). B.S. Speech Pathology is a four or five-year undergraduate course that trains students to be clinically competent in the aforementioned areas across the lifespan. They are trained to handle both pediatric and geriatric cases and can work in varied settings such as schools, clinics, and hospitals. An SLP may also have a Master’s or Doctoral degree in Speech Pathology or Speech-Language Pathology from an accredited higher education institution. Currently, there is no licensure exam for the practice, but the PASP provides a certification for professionals. To learn more about the policies, standards, and guidelines for Speech-Language Pathology Education, please see the Memorandum Order of the Commission on Higher Education (CHED) – CMO No. 29, series of 2011 - here. As of this writing, the Philippines only has four (4) schools offering B.S. Speech-Language Pathology programs recognized by CHED, namely University of the Philippines Manila (UP), University of Santo Tomas (UST), Cebu Doctors' University, and De La Salle Health Sciences Institute. Of the four, only UP and UST have had graduates. Furthermore, only UP has a Master of Rehabilitation Science in Speech Pathology recognized by CHED. As Parents, please be empowered to ask about the credentials of your child’s therapists and educate yourselves about the programs and services they are receiving. I cannot emphasize enough how important it is to go to reputable schools and centers. Your child deserves no less than qualified, well-trained, knowledgeable, and ethical professionals.

For more information on Speech-Language Pathology and to check if your service provider is a certified speech pathologist, please visit PASP.

To help spread awareness, you may likewise share this e-poster by Mr. Allain Yap Lustestica and PASP’s Ms. Danielle Escano-Miciano.

[teacherlanda]

Why anxiety is increasingly common in kids, early warning signs—and the gentle fixes that help them thrive

All kids feel nervous about something. Increasingly, though, anxiety is spiraling to debilitating, even dangerous, degrees in children and teens. And often, their struggles get worse before they’re noticed and helped. These 10 strategies can really make a difference.

Halloween season can be quite scary for a lot of kids. And yes, for some adults, too. But did you know that more and more children are becoming increasingly anxious these days?

While anxiety is a normal part of childhood, we should be wary when it stops becoming a "phase" and starts affecting their wellbeing. When should worries, fears, nervousness, and shyness be addressed? What techniques and tools can you use to help your child?

This article offers great insight and practical strategies on how parents and professionals can deal with anxious children. Read on to help your child battle his/her monsters.

#WisdomWednesday #WednesdayWisdom

------------ Excerpts from the article:

>> “An anxious kid tends to be well-behaved, meticulous, cares about school, follows rules, and wants to please people.”

>> Watch for early warning signs.

>> More sign signs of anxiety in kids

- Worrying often that things will go wrong - Ruminating - Avoiding group activities or meeting new people - Fearing minor changes in routine - Being rigid and perfectionistic - Using obsessive behaviors to manage anxiety - Over-sensitivity to teacher criticism - Mind “goes blank” when called on in class

>> Instead of saying, “Don’t worry,” help your child figure out when to worry

>> Instead of fixating on grades, focus on strengths.

>> Give your child practice becoming his or her own advocate.

>> Act the way you want your child to act.

Take screen time: “Parents often ask me how to limit it, and I say, ‘Well, during our one-hour meeting, you’ve checked your phone five times.’

>> Find ways to help your child face (not avoid) a fear.

>> Avoid micromanaging schoolwork.

>> Offer time-management assistance.

>> With a little understanding and the right support, an anxious kid can learn to harness this tendency in ways that provide power, not damage. Bonus: Kids with anxiety tend to be extremely compliant and respond well to help.

>> “I tell kids: Your anxiety is a huge gift. Let’s figure out how to harness it, so it helps you do good things like study and have friends, without letting it get out of control.”

[teacherlanda]

Happy World Teachers' Day to all inspiring educators around the world!!!

A special shout out to my mentors, teachers, colleagues, and friends. Thank YOU for all that you do.  Let's keep making a difference.

[teacherlanda]

Your Toddler’s Baby Talk Is Cute, but Are You Stunting Her Development by Saying It Back?

Earlier this week, I took a video of my 2-year-old asking me for a chicken nugget. It’s prize-worthy, that three-second shot, and not just because she ...

Admit it, baby talk can be adorable for the most part. To this date, my paternal aunts still remember how I used to refer to ice cream as "aklim".

But until when can we accept baba for bottle or boo boo for wounds? How do we teach our toddlers proper terms and articulation? What are the signs a child might need extra language help?

This article is a great guide for parents, older siblings, and caregivers of young children. Read on to become a better speech model for your li'l ones.

Oh and remember, put that gadget down, turn off the TV, and talk, talk, talk to your kid! ;)

#WisdomWednesday #WednesdayWisdom ------------ Excerpts from the article:

>> "...your kid may not like it when you speak incorrectly... The issue is that “they don't have the motor control or coordination to quite do it themselves yet.”

>> "...mistakes are common and can even be signs that kids are becoming grammatically proficient."

>> “The best thing to do is to be a good speech model, so if a kid says goed instead of went, don’t say, ‘No no no, you don’t say goed, you say went,’ ” Okrent says. “Just say, ‘Yeah, that’s right, we went there.’

>> "...certain red flags that parents can look out for — for instance, if a 4- to 6-month-old baby doesn’t smile or babble, or if she doesn’t speak at least one or two words by her first birthday, or if she doesn’t string words together to make short sentences by age 2. Signs of possible speech problems include if a 1- to 2-year-old is having trouble pronouncing the easier-to-say consonants P, B, M and H, or if a 2- to 3-year-old is still having trouble with K, G, F, T or D. That said, even kids as old as 4 or 5 may still struggle with one or two tricky sounds: R, S, L, and consonant blends like br and sp can be tough."

>> As far as what you can do on your own to help your child master language: “Talk, talk, talk to your child.”

>> "Language is hard, and your kids will need ample time to master it. Don’t ignore red flags, but don’t stress if they have age-appropriate trouble."

[teacherlanda]

The benefits of a bilingual brain - Mia Nacamulli

View full lesson: http://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli It’s obvious that knowing more than one language...

This video is a great way to cap off "Buwan ng Wika."

Do you still think that English is the only language of the educated? Then, think again.

Modern brain imaging technology shows that multilingualism actually strengthens the brain. In fact, people who speak more than one language show more brain activity and have a higher density of gray matter that contains most of the brain's neurons and synapses.

In essence, the earlier a child starts learning and using another language, the better!

So yes, that means we should encourage young children to speak both English and Filipino fluently. And while we're at it, why not teach them to speak any of our 187 individual Philippine languages, as well?

They can surely benefit -- socially, culturally, and neurologically -- from talking to Lolo, Lola, Tita, Tito, Ate, Kuya, and Yaya in their specific mother-tongues. No language classes and fees needed!

Our culture and heritage is rich in beautiful, dynamic languages. Let's keep them alive and relevant. Contrary to what others think or claim, no language is inferior. In fact, this ability reflects competence and mental deftness.

Truly! Tunay nga! Sa tinuud! Gayud! Ngani!

[teacherlanda]

More often than not, a raised voice isn’t the answer.

“You can’t teach children to behave better by making them feel worse. When children feel better, they behave better.” - Pam Leo

#WisdomWednesday #WednesdayWisdom

[teacherlanda]

What Children Need Most is Adults That Understand Development

The brain doesn’t fully develop until about the age of 25. This fact is sometimes quite surprising and eye opening to new parents and early years professionals who are interacting with children every day. It can also be somewhat overwhelming to contemplate. It is essential to realize however, that the greatest time of development occurs in the year...

Please forgive the Grammar-Nazi in me and allow me to re-write the title of the article to “What Children Need Most are Adults Who Understand Development.” :) Let me say this again... Children need to be children! Let’s be cautious of schools that implement a rote academic curriculum for early childhood learners. Remember, kids learn best through hands-on learning activities. ;) ‪#‎WisdomWednesday‬ ‪#‎WednesdayWisdom‬ ------------ Excerpts from the article: >> The brain grows in sequential fashion, from the least complex functioning area to the most complex. There are three crucial points to make about this fact. (1) Even though the most complex area of the brain is the last to complete development, experiences in the early months and years have a very significant impact. (2) Children need appropriate experiences in the early months and years to wire the brain in preparation for more complex learning.

(3) Pushing academics too early and ignoring the incredible impact of nurturing relationships and play can be detrimental. >>  To develop the higher functioning areas of the brain, secure, responsive and predictable caring relationships are crucial. >>  Due to rapid growth at this time, preschool children’s brains are especially vulnerable to experiences and their environment, and will therefore continually adapt to what they are exposed to. Environments that are chaotic, unpredictable, disorderly or highly stressful have a direct negative influence on the development of the brain.

[teacherlanda]

Apologies for Twitter Hack

Hi everyone!

I just found out that my “Dear Teacher Landa” Twitter account (@dear_TL) was temporarily hacked. : (

I apologize for any unpleasant language or posts made during that time. My apologies for any inappropriate likes, comments, or messages, as well. Offensive posts have been taken down and the account has since been sanitized.

On the up side, I’m thankful that my tumblr and Facebook Page remained unharmed. Grateful, too, that Twitter closed my account before any further damage could be done. : )

I’m taking this as a gentle nudge from the universe to resume my blogging duties. I know I’ve been delinquent for a while but I hope to pick up where I left off. ; )

Hoping to offer advice, write articles, or share links at least once a week from here on. *fingers crossed*

See you then! <3

All good wishes, Teacher Landa

[teacherlanda]

Hello! May I ask what country you are teaching in? I just added a Country column on the International spreadsheet of our updated Tumblr Teacher Roll Call. Let me know either way (entirely optional), so I can update your entry with your country. Thanks!

Hello charellabon! I just read your note. I'm so sorry for the delay. >.< I'm the Executive Director of The Learning Center, Inc. (TLC), a non-stock, non-profit school for individuals with special needs in the Philippines. Thank you for including me in your Tumblr Teacher Roll Call! Cheers!

[teacherlanda]

When Children Curse

Dear Teacher Landa,

  I am currently writing an article for a magazine about what to do when a child starts swearing or using bad words. I need your help and I hope you can answer the following questions. Thanks!

  Ceia Ylagan, Writer

    What is considered swearing? 

Swearing or using swear words is the display of verbally disrespectful behavior towards someone or something. This is manifested through words or expressions that society generally takes as rude or insulting.

  Why do children swear? Why do you think they start using bad words? Where do they get it? What factors influence them into using bad words?

There are varied reasons why children swear. However, most of them are caused by modeling or mirroring behavior from significant others. Some children hear swear words at home, often from persons of authority, while some copy peers. Other children, on the other hand, experiment with words they don’t know so they can understand what they mean. This is especially true for words copied from television shows, cartoons, books or stories. Still others enjoy getting attention from people for using profanity or are simply upset and don’t know how else to express their frustration.

What should you do when you hear a child use a curse word?

Parents and teachers must respond as calmly as possible and ask where the child heard the word he/she used. Understanding the reason behind a child’s use of profanity will allow parents or teachers to deal with the problem better. It is always best to identify the cause of the behavior and address it. If significant others are the culprit, parents or teachers must talk with the concerned parties. Often elders forget that children don’t know any better and as such must be guided accordingly. Talking with children and explaining how others feel when he/she uses bad words will help the child understand the situation better. Saying, “That word is hurtful and rude. It means something bad. How would you feel if I or someone else called you or used that word with you?” will help the child understand its effects better.

  What can parents do to discipline a child who uses a curse word? How do you correct them?

First of all, parents must establish a zero tolerance rule for swear words. Once this has been established, children need to learn that cursing has consequences. Parents and members of the household must also ensure that everyone follows the same rules. 

  What trick works best for you? What do you tell them about cursing and saying/using bad words? How do you explain to a child that cursing is wrong?

Children need to understand that words are powerful and can be very hurtful. When I talk with my students, turning tables around always does the trick. Once they can empathize with the receiver of curse words, they are better able to understand why swearing is unacceptable and does not have a place anywhere.

  What kinds of punishment should parents give if the child starts cursing or saying bad words?

The best way to deal with cursing, as is the best way to deal with any other negative behavior, is the establishment of consequences. These differ from one child and family to another, however. It can range from the withdrawal of a privilege such as allowance or favorite activity (e.g. taking away video time or play time) or giving extra chores to do.

Parents must remember to make this system consistent though. That way, the next time a child is about to curse, a mere “you know what will happen when you curse”, will help him/her think before swearing.

[teacherlanda]

Thank you, Ms. Tricia Aquino of InterAksyon.com, for sharing this with us!

------------

Excerpts from the article:

>> MANILA, Philippines - Senator Miriam Defensor-Santiago on Wednesday defended herself for calling her political enemies "mongoloids" in a speech at a Senate forum last week, but promised to practise self-censorship in the future. 

>> Santiago wrote, "[A]s a parent myself, I understand that what obviously motivates you and my other critics is parental love and concern. This being so, I extend the hand of friendship. Out of goodwill, I will impose self-censorship, by avoiding in future any word that refers to a person with disability."

[teacherlanda]

Hi Teacher Landa, good morning. I'm doing a story on SPED K to 12. May I interview you on how it affects the SpEd curriculum?

Angelo Garcia, Manila Bulletin

Excerpts from the article:

>>  For instance, TLC's curriculum already has functional learning, where CSNs (children with special needs) are taught life skills that can help them live independently or skills that will help them find work. This is similar to the new K + 12 program of DepEd where senior high school students study vocational skills to ready them for work.

>> “The K + 12 program is a continuum process for mastery of the learning competencies. In the regular curriculum or the old curriculum, they cram what the students need to learn in 10 years. So the K + 12 is like decongesting the system so that there are more years for students to master learning skills,” Bautista says.

>> Bautista adds that private SpEd schools have no problems with the K to 12 program. They are just hoping that the new curriculum will benefit the students with special needs especially those in public schools since they have to adjust more than the private school.

>> Bautista says that there is promise to the K + 12 program if they stick to their vision of holistically developing students’ potentials and skills. She just hopes that the new curriculum will focus on the functional literacy of a special child and has more hands-on and interactive learning.

[teacherlanda]

Hi Teacher Landa! I'm doing a story on back to school with special children. Can you please give one or two important tips on a special child's first day of school?

Angelo Garcia, Manila Bulletin

One to two weeks prior to the opening of classes, condition your child about the changes in his/her routine. Gradually introduce structure in his/her daily activities to allow him/her to ease into the year’s class schedule.

It would likewise be great to talk about what school would be like and how fun it would be to learn new things.

For the full article, please click the link. *^_^*