A new type of coronavirus, abbreviated COVID-19, is causing an outbreak of respiratory (lung) disease. It was first detected in China and has now been detected internationally. While the immediate health risk in the United States is low, it is important to plan for any possible outbreaks if the risk level increases in the future.
Concern over this new virus can make children and families anxious. While we don’t know where and to what extent the disease may spread here in the United States, we do know that it is contagious, that the severity of illness can vary from individual to individual, and that there are steps we can take to prevent the spread of infection. Acknowledging some level of concern, without panicking, is appropriate and can result in taking actions that reduce the risk of illness. Helping children cope with anxiety requires providing accurate prevention information and facts without causing undue alarm.
It is very important to remember that children look to adults for guidance on how to react to stressful events. If parents seem overly worried, children’s anxiety may rise. Parents should reassure children that health and school officials are working hard to ensure that people throughout the country stay healthy. However, children also need factual, age appropriate information about the potential seriousness of disease risk and concrete instruction about how to avoid infections and spread of disease. Teaching children positive preventive measures, talking with them about their fears, and giving them a sense of some control over their risk of infection can help reduce anxiety.
Remain calm and reassuring.
- Children will react to and follow your verbal and nonverbal reactions.
- What you say and do about COVID-19, current prevention efforts, and related events can either increase or decrease your children’s anxiety.
- If true, emphasize to your children that they and your family are fine.
- Remind them that you and the adults at their school are there to keep them safe and healthy.
- Let your children talk about their feelings and help reframe their concerns into the appropriate perspective.
Make yourself available.
- Children may need extra attention from you and may want to talk about their concerns, fears, and questions.
- It is important that they know they have someone who will listen to them; make time for them.
- Tell them you love them and give them plenty of affection.
Avoid excessive blaming.
- When tensions are high, sometimes we try to blame someone.
- It is important to avoid stereotyping any one group of people as responsible for the virus.
- Bullying or negative comments made toward others should be stopped and reported to the school.
- Be aware of any comments that other adults are having around your family. You may have to explain what comments mean if they are different than the values that you have at home.
Monitor television viewing and social media.
- Limit television viewing or access to information on the Internet and through social media. Try to avoid watching or listening to information that might be upsetting when your children are present.
- Speak to your child about how many stories about COVID-19 on the Internet may be based on rumors and inaccurate information.
- Talk to your child about factual information of this disease—this can help reduce anxiety.
- Constantly watching updates on the status of COVID-19 can increase anxiety—avoid this.
- Be aware that developmentally inappropriate information (i.e., information designed for adults) can cause anxiety or confusion, particularly in young
- Engage your child in games or other interesting activities instead.
Maintain a normal routine to the extent possible.
- Keep to a regular schedule, as this can be reassuring and promotes physical health.
- Encourage your children to keep up with their schoolwork and extracurricular activities, but don’t push them if they seem overwhelmed.
Be honest and accurate.
- In the absence of factual information, children often imagine situations far worse than reality.
- Don’t ignore their concerns, but rather explain that at the present moment very few people in this country are sick with COVID-19.
- Children can be told this disease is thought to be spread between people who are in close contact with one another—when an infected person coughs or sneezes.
- It is also thought it can be spread when you touch an infected surface or object, which is why it is so important to protect yourself.
- For additional factual information contact your school nurse, ask your doctor, or check the https://www.cdc.gov/coronavirus/2019-ncov/index.html website.
Know the symptoms of COVID-19.
- The CDC believes these symptoms appear in a few days after being exposed to someone with the disease or as long as 14 days after exposure:
- Shortness for breath
- For some people the symptoms are like having a cold; for others they are quite severe or even life threatening. In either case it is important to check with your child’s healthcare provider (or yours) and follow instructions about staying home or away from public spaces to prevent the spread of the virus.
Review and model basic hygiene and healthy lifestyle practices for protection.
- Encourage your child to practice every day good hygiene—simple steps to prevent spread of illness:
- Wash hands multiple times a day for at least 20 seconds (singing Twinkle, Twinkle Little Star slowly takes about 20 seconds).
- Cover their mouths with a tissue when they sneeze or cough and throw away the tissue immediately, or sneeze or cough into the bend of their elbow. Do not share food or drinks.
- Practice giving fist or elbow bumps instead of handshakes. Fewer germs are spread this way.
- Giving children guidance on what they can do to prevent infection gives them a greater sense of control over disease spread and will help to reduce their anxiety.
- Encourage your child to eat a balanced diet, get enough sleep, and exercise regularly; this will help them develop a strong immune system to fight off illness.
Discuss new rules or practices at school.
- Many schools already enforce illness prevention habits, including frequent hand washing or use of alcohol-based hand cleansers.
- Your school nurse or principal will send information home about any new rules or practices.
- Be sure to discuss this with your child.
- Contact your school nurse with any specific questions.
Communicate with your school.
- Let your school know if your child is sick and keep them home. Your school may ask if your child has a fever or not. This information will help the school to know why your child was kept home. If your child is diagnosed with COVID-19, let the school know so they can communicate with and get guidance from local health authorities.
- Talk to your school nurse, school psychologist, school counselor, or school social worker if your child is having difficulties as a result of anxiety or stress related to COVID-19. They can give guidance and support to your child at school.
- Make sure to follow all instructions from your school.
Take Time to Talk
You know your children best. Let their questions be your guide as to how much information to provide. However, don’t avoid giving them the information that health experts identify as critical to ensuring your children’s health. Be patient; children and youth do not always talk about their concerns readily. Watch for clues that they may want to talk, such as hovering around while you do the dishes or yard work. It is very typical for younger children to ask a few questions, return to playing, then come back to ask more questions.When sharing information, it is important make sure to provide facts without promoting a high level of stress, remind children that adults are working to address this concern, and give children actions they can take to protect themselves.
Information is rapidly changing about this new virus—to have the most correct information stay informed by accessing https://www.cdc.gov/coronavirus/2019-ncov/index.html.
Keep Explanations Age Appropriate
- Early elementary school children need brief, simple information that should balance COVID-19 facts with appropriate reassurances that their schools and homes are safe and that adults are there to help keep them healthy and to take care of them if they do get sick. Give simple examples of the steps people take every day to stop germs and stay healthy, such as washing hands. Use language such as “adults are working hard to keep you safe.”
- Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe and what will happen if COVID-19 comes to their school or community. They may need assistance separating reality from rumor and fantasy. Discuss efforts of school and community leaders to prevent germs from spreading.
- Upper middle school and high school students are able to discuss the issue in a more in-depth (adult-like) fashion and can be referred directly to appropriate sources of COVID-19 facts. Provide honest, accurate, and factual information about the current status of COVID-19. Having such knowledge can help them feel a sense of control.
Suggested Points to Emphasize When Talking to Children
- Adults at home and school are taking care of your health and safety. If you have concerns, please talk to an adult you trust.
- Not everyone will get the coronavirus (COVID-19) disease. School and health officials are being especially careful to make sure as few people as possible get sick.
- It is important that all students treat each other with respect and not jump to conclusions about who may or may not have COVID-19.
- There are things you can do to stay health and avoid spreading the disease:
o Avoid close contact with people who are sick.
o Stay home when you are sick.
o Cover your cough or sneeze into your elbow or a tissue, then throw the tissue in the trash.
o Avoid touching your eyes, nose, and mouth.
o Wash hands often with soap and water (20 seconds).
o If you don’t have soap, use hand sanitizer (60–95% alcohol based).
o Clean and disinfect frequently touched objects and surfaces using a regular household cleaning spray or wipe.
Talking With Children: Tips for Caregivers, Parents, and Teachers During Infectious Disease Outbreaks, https://store.samhsa.gov/product/Talking-With-Children-Tips-for-Caregivers-Parents-and-Teachers-During-Infectious-Disease-Outbreaks/SMA14-4886
Coping With Stress During Infectious Disease Outbreaks, https://store.samhsa.gov/product/Coping-with-Stress-During-Infectious-Disease-Outbreaks/sma14-4885
Centers for Disease Control and Prevention, Coronavirus Disease 2019 (COVID-19), https://www.cdc.gov/coronavirus/2019-ncov/about/transmission.html
Handwashing and Hand Sanitizer Use at Home, at Play, and Out and About, https://www.cdc.gov/handwashing/pdf/hand-sanitizer-factsheet.pdf
© 2020, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270
Parent Resources for supporting learning at home
Let’s face it teaching your kids at home is difficult. So where to start? Kids need a predictable schedule that will need frequent check-ins to get it up and going. Post a Schedule and use it as your daily to guide the day. Be open to being flexible with adjusting times and inserting breaks to match your student’s needs.
If you have more than one student cooperative projects are a must to include activities like; cooking, building, art projects, journaling etcetera. My son used FaceTime to read with a friend yesterday and it was a hit! Also, for downtime check out my post on Loose Things and Play.
Create music and sounds with Chrome Music Lab
Follow along with these drawing tutorials at Art for Kids Hub
Exercise with Go Noodle
Exercise with Cosmic Kids Yoga
Learn a language with Duolingo
Learn to code with Code.org
Learn to code with Tynker
Google Arts & Culture (360 videos and street views of museums and famous sites)
If you want to get away from the traditional approach one idea is to introduce a “Genius Hour” is an approach to learning where students are guided by their own interests, background knowledge, and curiosity to learn.
Finally, Talk to your kids about the COVID-19 virus with this Tip Sheet Talking with your Kids COVID
School-related resources from the ASCD
COVID-19 & School Closure Resources for K-12 Educators and School Leaders
With more and more schools across the country shutting down for an extended period of time, we wanted to provide you with information about some of the policy implications and questions you may have regarding lengthy school closures, some resources and tips for online learning, and other things school leaders should consider during this challenging time.
Interim Guidance for Administrators of U.S. Childcare Programs and K-12 Schools to Plan, Prepare and Respond to Coronavirus Disease 2019 – Centers for Disease Control (CDC)
Considerations for School Closures - Centers for Disease Control (CDC)
Fact Sheet: Impact of COVID-19 on Assessments and Accountability Under the Elementary and Secondary Education Act – U.S. Department of Education
Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak – U.S. Department of Education
FERPA & Coronavirus Disease 2019 (COVID-19) Frequently Asked Questions (FAQs) – U.S. Department of Education
The Resilient Leader – ASCD
Recently we had a student who had a traumatic brain injury and we were looking for user-friendly strategies to use at school. Our speech and language pathologist suggested BrainSTARS. I hope you find it as useful as we have in supporting students with brain injuries.
Tools from the BrainSTARS manual:
- Mental Processing Speed
- New Learning
- Social Skills
- Word Retrieval
- Non-Verbal Learning
- Expressive Language
- Adolescent Self-Regulation
- Sensory Processing
- Regulation of Emotion
- Mental Flexibility
- Fine Motor Control
- Gross Motor Control
The manual is available in English and Spanish. For more information or to order copies, call 1.800.624.6553, ext. 5470 or email@example.com.
Traumatic Brain Injury
A traumatic brain injury (TBI) is defined as a blow to the head or a penetrating head injury that disrupts the normal function of the brain. TBI can result when the head suddenly and violently hits an object or when an object pierces the skull and enters brain tissue. Symptoms of a TBI can be mild, moderate or severe, depending on the extent of damage to the brain. Mild cases may result in a brief change in mental state or consciousness, while severe cases may result in extended periods of unconsciousness, coma or even death.
About 1.7 million cases of TBI occur in the U.S. every year. Approximately 5.3 million people live with a disability caused by TBI in the U.S. alone.
- Annual direct and indirect TBI costs are estimated at $48-56 billion.
- There are about 235,000 hospitalizations for TBI every year, which is more than 20 times the number of hospitalizations for spinal cord injury.
- Among children ages 14 and younger, TBI accounts for an estimated 2,685 deaths, 37,000 hospitalizations and 435,000 emergency room visits.
- Every year, 80,000-90,000 people experience the onset of long-term or lifelong disabilities associated with TBI.
- Males represent 78.8 percent of all reported TBI accidents and females represent 21.2 percent.
- National statistics estimate between 50-70 percent of TBI accidents are the result of a motor vehicle crash.
- Sports and recreational activities contribute to about 21 percent of all TBIs among American children and adolescents.
- The mortality rate for TBI is 30 per 100,000, or an estimated 50,000 deaths in the U.S. annually. Of those who die, 50 percent do so within the first two hours of their injury.
- Deaths from head injuries account for 34 percent of all traumatic deaths. Beginning at age 30, the mortality risk after head injury begins to increase. Persons age 60 and older have the highest death rate after TBI, primarily because of falls, which have a rising incidence in this age group.
Centers for Disease Control and Prevention (CDC), Traumatic Brain Injury (TBI): Incidence and Distribution, 2004.
Traumatic Brain Injury Model System, University of Alabama at Birmingham, Introduction to Brain Injury – Facts and Stats, February, 2000
What is 22q11.2 deletion syndrome in children?
22q11.2 deletion syndrome (22q11.2DS) is a genetic disorder. In children with this syndrome, a tiny piece of chromosome 22 is missing. This can cause many health problems. These problems may range from heart defects and developmental delays to seizures. The child may also have changes in how the eyes, nose, or ears look. Or the child may have an opening in the roof of the mouth (cleft palate). Most children with the syndrome only have some of the health problems. In general, any of the health problems can be treated, especially if they are found early.
The name of the syndrome refers to the missing piece of chromosome 22. It is located at a place on that chromosome called q11.2.
The symptoms of 22q11.2DS can vary greatly from one child to another. For that reason, several disorders caused by 22q11.2DS have had other names in the past. These names include:
- DiGeorge syndrome
- Velocardiofacial syndrome (VCFS)
- Shprintzen syndrome
- Conotruncal anomaly face syndrome (CTAF)
- Sedlackova syndrome
- CATCH 22 syndrome
Some children with the syndrome had been diagnosed with Opitz G/BBB syndrome or Cayler cardiofacial syndrome in the past. Healthcare providers now know that these disorders all share the same genetic cause as 22q11.2DS.
About 1 in 4,000 people have 22q11.2DS. But some experts believe this number is higher. Some parents who have a child with this chromosome problem may not know it because the symptoms are less severe.
What causes 22q11.2DS in a child?
Most children with 22q11.2DS are missing about 50 genes. Researchers don’t yet know the exact function of many of these genes. But missing the gene TBX1 on chromosome 22 likely causes the syndrome’s most common physical symptoms. These include heart problems and cleft palate. The loss of another gene (called COMT) may also explain the higher risk for behavior problems and mental illness.
About 9 in 10 cases of 22q11.2DS happen by chance (randomly). They occur when the egg is fertilized. Or they occur early in a baby’s growth in the mother’s uterus. This means that most children with the disorder have no family history of it.
But a person with the condition can pass it on to his or her children. About 1 in 10 cases are inherited from the mother or the father. When the condition is inherited, other family members could also be affected. A person who has this chromosome deletion has a 1 in 2 chance of passing the problem to a child. So both parents can have their blood studied to look for the deletion.
Which children are at risk for 22q11.2DS?
A child is more at risk for this disorder if he or she has a parent with the condition or is carrying the faulty chromosome. But most cases occur randomly.
What are the symptoms of 22q11.2DS in a child?
Symptoms of 22q11.2DS may vary widely, even among family members. At least 30 symptoms have been seen with this disorder. Most children have only some of the symptoms.
The most common symptoms include:
- Heart defects. These are usually present from birth (congenital).
- Mouth problems. These include cleft palate and a palate that does not close fully (velopharyngeal insufficiency). These can cause speech problems.
- Ear problems. This includes middle ear infections or hearing loss.
- Low levels of calcium in the blood. This is caused by problems with the parathyroid glands and can trigger seizures.
- Immune system problems. These can increase the risk for infections.
- Spine problems. These include curvature of the spine (scoliosis) and problems with the bones of the neck or upper back.
- Learning problems. These include delays in development and speech.
- Communication and social problems. This includes autism.
- Increased risk for mental illness. This includes anxiety, depression, or schizophrenia in adulthood.
- Feeding difficulties. These may occur because of a cleft palate, gastroesophageal reflux, or other issues.
- Kidney problems. These may include an abnormally shaped kidney or a missing kidney.
Facial features of children may include:
- Small ears with squared upper ear
- Hooded eyelids
- Cleft lip, cleft palate, or both
- Uneven (asymmetric) face when crying
- Small mouth, chin, and side areas of the tip of the nose
The symptoms of 22q11.2DS can be like other health conditions. Make sure your child sees his or her healthcare provider for a diagnosis.
How is 22q11.2DS diagnosed in a child?
Your child’s healthcare provider will look at your child’s prenatal history and complete health and family history. He or she will do a physical exam. Your child may need certain tests. These may include:
- Blood tests. These are to look for immune system problems.
- X-ray. This test makes pictures of internal tissues, bones, and organs.
- Echocardiography. This test looks at the structure of the heart and how well it is working.
- Fluorescent in situ hybridization (FISH) studies. This blood test looks for certain genes that are deleted. If the FISH test doesn’t find any deletion in the 22q11.2 region of the chromosome, but your child has signs of the syndrome, he or she will usually need a full chromosome study. This will look for other chromosome problems.
- Chromosomal microarray. This is similar to a FISH test. But it looks at many regions across all the chromosomes, including chromosome 22. This is to find a missing piece in the 22q11.2 location.
How is 22q11.2DS treated in a child?
There is no cure for 22q11.2DS. But many of its related health problems can be treated. You can help your child by seeking early care.
Treatment will depend on your child’s symptoms, age, and general health. It will also depend on how severe the condition is.
Treatment may include working with specialists. This may include any of the below:
- Cardiologist. He or she will look at any heart defects. The cardiologist may correct them with a procedure or surgery.
- Plastic surgeon and speech pathologist. They will look at any cleft lip or cleft palate defects.
- Speech and digestive specialists. They will look at any feeding problems. Some children with the syndrome have severe feeding problems. They need tube feedings in order to get enough nutrition.
- Immune system specialist. Your child should be checked by this type of specialist. If your child has a T cell problem, he or she is at risk for infections that keep coming back. Your child should not have any live viral vaccines. Your child should have any blood products for a transfusion irradiated. This is true unless your child’s immune system doctor says that is not needed.
Other common problems that may need treatment include:
- Low calcium. This is common in children with the syndrome, especially right after birth. But it can also happen during times of stress, such as during puberty or after surgery. Your child may need to take calcium and vitamin D supplements. Your child may need to see an endocrinologist. This is a doctor who specializes in treating problems of the endocrine system.
- Development problems. Young children with 22q11.2DS may be slow to meet developmental milestones. These include sitting, walking, and talking. The International 22q11.2 Deletion Syndrome Foundation recommends that parents consider physical therapy (PT), occupational therapy (OT), and speech therapy for their child. PT strengthens large muscles and helps children meet developmental milestones. OT focuses on small muscles used for tying shoes, buttoning clothes, and other tasks. It can also help with feeding problems. Speech therapy can help your child with language delays.
What are the possible complications of 22q11.2DS in a child?
A small number of children with severe heart defects and immune system problems caused by 22q11.2DS will not survive the first year of life. But most children with the syndrome who get treatment will survive and grow into adulthood. These children will likely need extra help throughout school. They may also need long-term care for their health needs.
Some children with the syndrome may have behavioral conditions. These include autism, attention deficit disorder, obsessive compulsive disorder, or anxiety.
How can I help prevent 22q11.2DS in my child?
Most cases of 22q11.2DS occur randomly. So the disease can’t always be prevented. In about 1 in 10 cases of the syndrome, the deletion is inherited from one of the parents. Think about having genetic testing and counseling to find out if this disorder is inherited. If you have the 22q11.2 deletion, you have a 1 in 2 chance of passing it on to a child. This is true for every pregnancy you have.
How can I help my child live with 22q11.2DS?
Most health problems caused by 22q11.2DS can be treated, especially if they are found early. You can help your child by:
- Keeping all appointments with your child’s healthcare provider.
- Calling the healthcare provider if you are concerned about your child’s symptoms.
- Telling others of your child’s condition. Work with your child’s healthcare provider and school to come up with a treatment plan.
- Thinking about getting genetic testing and counseling to understand whether 22q11.2DS is an inherited condition in your family.
When should I call my child’s healthcare provider?
Call the healthcare provider if your child has:
- Symptoms that don’t get better, or get worse
- New symptoms
Key points about 22q11.2DS in children
- 2 deletion syndrome (22q11.2DS) is a genetic disorder where a tiny piece of chromosome 22 is missing.
- Most cases happen randomly as a baby grows in the mother’s uterus. It can also be inherited.
- Symptoms vary widely and can range from heart defects and developmental delays to seizures. A child’s eyes, nose, or ears may look different. Or the child may have an opening in the roof of the mouth (cleft palate).
- The syndrome has no cure. But many related health problems can be treated. You can help your child by seeking early care.
- Most children who get treatment early will survive and grow into adulthood. They will likely need extra help throughout school. They may also need long-term care for their health needs.
- A person with this condition has a 1 in 2 chance of passing the problem to a child. So genetic testing and counseling are important.
Just Jen: Living With Invisible Differences
By R. S. Hibbard
In this funny, heartwarming celebration of kindness and inclusion, spunky grade school narrator Jenna, or Jen (as she prefers), shares all about living with invisible differences.
Helping your Anxious Child
A Step by Step Guide for Parents
by Ronald Rapee, PhD
This revised and expanded edition of the best-selling Helping Your Anxious Child offers parents the most up-to-date, proven-effective techniques for helping children overcome anxiety.
Overview of The Syndrome Missing Genetic Pieces
by Sherry Baker-Gomez
The author, Sherry Baker-Gomez, is the parent of a child with VCFS. Her son, now 25, was finally diagnosed with VCFS at 18 years of age after a long medical history and searching for answers. Sherry, herself, had been so desperate for answers after many years of struggling with her son’s undiagnosed disorder that she became a nurse in an effort to understand the symptoms she saw in him and what they meant. Then she realized that many other parents needed answers and needed to know where to turn, so she began writing.
Committed to VCFS education, Sherry started gathering information on resources and, stories that offered support. Working along with other parents and professionals, Sherry has organized this collection of information into a comprehensive handbook that brings information and resources to parents, professionals, and others under one cover.
Educating Children with Velo-cardio-facial Syndrome
by Donna Cutler-Landsman
This book effectively blends the thoughtful research that has transpired within the past 15 years with practical and current educational strategies to better meet the needs of children with VCFS and other developmental disabilities.
The first part of the book explains the syndrome and the implications of current research in the fields of brain abnormalities, language/learning profiles and psychiatric/behavioral difficulties. These chapters are written in a reader-friendly manner for parents, professionals, and teachers. The second part of the book is a practical guide to educating a child with VCFS from birth through adulthood. It includes information regarding the necessary tests special education teams should run, typical difficulties associated with learning, changes that occur with ability as the child matures, as well as behavioral problems in the school setting. The authors also present meaningful advice on issues such as friendships, private vs. public school placement, job training, and other pertinent decisions that affect the VCFS child’s everyday life.
Educating the Child with VCFS Also Known as 22q11.2 Deletion Syndrome and DiGeorge Syndrome. Second Edition
by Donna Cutler-Landsman
For the second edition, the author has added fresh and updated content. A partial list of new material includes:
- The most recent research and studies to make the text as up-to-date as possible
- Expanded and enhanced coverage of bullying and the social/emotional aspects of VCFS
- More information on common core standards and standardized testing for children with disabilities
- Homeschooling and other placement alternatives
- Executive functioning deficits and their impact in the classroom
- Dealing with problem behaviors
- Issues related to anxiety and school success
- Cognitive remediation and new treatment strategies
- New math and reading remediation techniques
- Expanded section on the very young child
With its expanded content, as well as contributions from some of the most highly regarded experts in the field, Educating Children with Velo-Cardio Facial Syndrome (also Known as 22q11.2 Deletion Syndrome and DiGeorge Syndrome), Second Edition is an essential resource for teachers, parents, physicians, and therapists of children with velo-cardio-facial-syndrome.
Modified from http://www.amazon.com
Footprints of Hope: VCFS (Velo-Cardio-Facial Syndrome)
by Raymond Tanner
54-year-old Raymond Tanner has always felt different. As a child, he looked unusual, had trouble speaking clearly and was a slow learner. Over the years, he’s had countless operations to improve his appearance. For Tanner, being diagnosed with VCSF (at the age of 43) helped him re-evaluate his life, but it also brought a burden of guilt – both his sons were born with the syndrome. His first son died of heart problems when he was nine days old. His other son, Andrew, has ongoing health issues. Tanner now hopes to help other families through giving them a better understanding of VCFS, and encouragement that support is available and there is hope for the future.
This book is a compilation of stories from families from Australia, France, Israel, New Zealand, South Africa, the UK and the USA; and other important information. It also tells about Raymond Tanner’s life story with VCFS in himself and his two sons.
Adolescence and Young Adulthood Being Different: Growing up with impairments
by Daniella Krijger
Daniella is worried about the future of her son Tijn. He has been diagnosed with 22Q11deletion syndrome, and also has ADHD, autism spectrum disorder and Dyslexia. She wanted to know how people with a syndrome, disorder or impairment led their lives, what they had been through and whether they had been able to make their dreams come true despite these obstacles. How does it feel when others see you as being ‘different’ and treat you ‘differently’?
In this inspiring book, adolescents and adults with 22Q11 deletion syndrome, ADHD and ASD tell about their dreams and ambitions, friendships, love, education, work, drugs and depressions. Young people with a disability have to work harder at doing their best. They have the additional challenge of biases and incomprehension. Increasing awareness about 22Q11 deletion syndrome will hopefully contribute to more understanding and patience for these people who might seem different but who are as ordinary as anyone else.
A Different Life
by Quinn Bradlee
Ten percent of the population is affected by a learning disability, but few of us understand what being learning disabled (LD) is really like. When he was fourteen, Bradlee was diagnosed with Velo-Cardio-Facial-Syndrome (VCFS), a wide-spread, little-understood disorder that is expressed through a wide range of physical ailments and learning disabilities. In this funny, moving, and often irreverent book, Bradlee tells his own inspirational story of growing up as an LD kid—and of doing so as the child of larger-than-life, formidably accomplished parents: long-time Washington Post executive editor Ben Bradlee and bestselling author Sally Quinn. From his difficulties reading social cues, to his cringe-worthy loss of sexual innocence, Bradlee describes the challenges and joys of living “a different life” with disarming candor and humor. By the end of A Different Life he will have become, if not your best friend, one of your favorite people.
Socially Curious and Curiously Social: A Social Thinking Guidebook for Bright Teens & Young Adults
by Michelle Garcia Winner and Pamela Crooke
This anime-illustrated guidebook is written for teens and young adults to learn how the social mind is expected to work in order to effectively relate to others at school, at work, in the community and even at home. The book is written in the language of teens about what really goes on inside the minds of people as we share space together.
From discussing the ins and outs of what it means to be a social thinker to figuring out texting, dating, the different levels of friendship and the many and varied emotions we experience as we relate to others, the authors describe the real world of being with other people. The authors are not trying to get every reader to find a group to hang out with; instead, they are providing information to help each person find his or her place and be appreciated by others at whatever level he or she feels comfortable with.
So, What’s the Difference? A self-help guide to helping children and young adults understand their learning differences
By Donna Cutler-Landsman
This self-help workbook is designed to assist students with disabilities in understanding causes of disabilities, recognizing individual strengths and weaknesses, soliciting help from others, understanding the role of special education, learning how to be successful at school, studying for tests more eﬀectively, getting and staying organized, coping with teasing and bullying, making and keeping friends, coping with sadness and frustration, recognizing the struggles of others, mapping out and working towards future goals.
The workbooks are available in four themes: butterflies, coral reef, racecar and jungle.
Children with Cleft Lip and Palate
A Parents’ Guide to Early Speech- Language Development and Treatment
by Mary A. Hardin-Jones, Ph.D., CCC-SLP, Kathy L. Chapman, Ph.D., CCC-SLP & Nancy J. Scherer, Ph.D., CCC-SLP
Family-friendly guidance and support for young children with clefts. Teams of SLPs explain clefts and offer strategies to improve speech and language in children up to age three.
Living With a Brother or Sister With Special Needs: A Book for Sibs
by Donald Meyer and Patricia Vadasy
Living with a Brother or Sister with Special Needs focuses on the intensity of emotions that brothers and sisters experience when they have a sibling with special needs, and the hard questions they ask: What caused my sibling’s disability? Could my own child have a disability as well? What will happen to my sibling if my parents die? Written for young readers, the book discusses specific disabilities in easy to understand terms. It talks about the good and not-so-good parts of having a sibling with special needs, and offers suggestions for how to make life easier for everyone in the family.
This revised and updated edition includes new sections on attention deficit hyperactivity disorder, fetal alcohol syndrome, fragile X syndrome, traumatic brain injuries, ultrasound, speech therapy, recent legislation on disabilities, and an extensive bibliography.
Views from Our Shoes: Growing Up with a Brother or Sister with Special Needs
by Donald Joseph Meyer
In Views From Our Shoes, 45 siblings share their experiences as the brother or sister of someone with a disability. The children whose essays are featured here range from four to eighteen and are the siblings of youngsters with a variety of special needs, including autism, cerebral palsy, developmental delays, ADD, hydrocephalus, visual and hearing impairments, Down and Tourette syndromes. Their personal tales introduce young siblings to others like them, perhaps for the first time, and allow them to compare experiences. A glossary of disabilities provides easy-to-understand definitions of many of the conditions mentioned.
I ran across this Nemours website by accident looking for developmental reading resources and I found so much more. I hope you find it as useful as I have in looking at reading and health subjects in a very concise and accessible format.