When you think of theatre kids, you probably envision bubbly, outgoing types with great singing and dancing abilities. And if you are the parent of a child or teen with an intellectual disability such as Autism, you might assume that theatre involvement would not be a good fit for your kid. Surprisingly, kids with special needs can learn new skills and grow in their appreciation for the arts by participating in a theatre group.

There are two ways to get your child involved in theatre. Which you choose will depend on your child’s age and level of functioning. If your child’s school has a theatre elective and your child is eligible to attend, this is the easiest way to give theatre a try. In a school-based class, the focus is usually on producing a show. For younger kids and kids who are more severely affected, a Drama Therapy program may be the way to go. Each participant is paired with a therapist or theatre student (usually from a local university) and the exercises will be more guided to those with special challenges. 

Of my four children, two have participated in theatre groups! My oldest child, Elizabeth, who does not have special needs, helped lead the Theatre Therapy Project at Appalachian State University in 2016-17. The stated goals of the project are to help participants gain skills in communication, creativity, spatial awareness, and social awareness. The program was extremely successful, and most participants wanted to return the following year! The dramatic gains (pun intended) were detailed in an article in The Journal of Speech Pathology and Therapy. Journal Article

My third child, a 12-year-old girl with autism, participated in a general ed theatre elective at her middle school. After working with the group for nearly a full school year, she was able to play a role in the ensemble for a full-length play! She formed new friendships and grew in confidence. Though it wasn’t always easy and she was definitely required to step out of her comfort zone, she is excited to participate again next school year. 

Benefits:

1. Learn communication strategies: kids in theatre exercises practice respectful dialogue with peers and learn how to speak in large groups. Since the dialogue is from a script, the participant can practice taking turns speaking without having to consider what to say.
2. Learn to work in groups: producing a play or performance requires kids to develop group skills, which will be helpful in other classes and areas of life. Learning these skills is facilitated by the adult instructor.
3. Learn to manage anxiety: many kids with autism experience anxiety regularly, and theatre exercises can teach coping skills, especially in unfamiliar settings.
4. Increase ability to correctly recognize facial expressions: when working through a scripted scene, participants learn the correct facial expression for a situation.
5. Increase ability to identify emotions: theatre participants will learn to express an emotion outwardly in an appropriate way.
6. Learn problem solving skills: as a participant takes on the “role” of another person, he can learn new ways to work through real life situations. Playing a role gives a new perspective on how others think and act, thereby increasing “theory of mind” in a kid with an intellectual disability.
7. Increase in happiness and life satisfaction: theatre participants reported feeling happy with their accomplishments at the conclusion of a program or class. Parents often noted a decrease in their child’s aggression.

Like all arts programs, theatre participation can change a child’s perspective on the world. We have had such a positive experience with theatre arts that I look forward to my kids participating again! I encourage you to consider a theatre program for your child with special needs. 

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Introduce the topic of homeschooling to any group of parents and you’re likely to get a mix of responses. There will be some who are thoroughly in favor of homeschooling, some who are ardently against, and some who are just plain terrified of the idea! But what about homeschooling children who have special needs? Is that an option for parents? The answer is yes! Let’s explore a few reasons why a parent of a child with special needs might choose to homeschool, and how to get started.

Reasons Parents Choose to Homeschool

Why would a parent want to consider homeschooling a child with special needs? Most of the reasons are the same as for a typically developing child, and they include the following:

• Wanting to teach subjects not offered in the school setting
• Wanting more time with child
• Needing to help child get caught up academically
• Dissatisfaction with the school, teacher, or school system
• Lack of resources within the current school system
• Inappropriate placement in classroom setting
• Bullying
• Child’s comfort level in school setting
• Wanting to teach in a way that conforms to family’s belief system
• Wanting a more flexible schedule
• …and many others

Getting Started

The first step a parent should take is to research their state’s homeschooling laws and requirements. Most states require parents to register for homeschooling before a child is withdrawn from their current school. Find out who is eligible to teach your child, as many states have a minimum education requirement for anyone who will serve as a homeschool teacher. It’s also important to become familiar with all the state’s requirements, such as keeping an attendance log, grades, and end-of-year testing. 

In North Carolina, parents can apply to register their homeschool by visiting www.ncdnpe.org.

Typically, the parent may withdraw their child from the current school as soon as they receive approval from the state. This is allowed at any time during the school year.

Next Steps

As a mother of children with special needs who homeschooled for one year, I heartily recommend getting all your materials selected and organized before beginning to homeschool. Research different curricula and evaluate them for appropriateness for your child, ease of use, and cost. Research can be done either online or at a local homeschooling store. If you are fortunate enough to have a homeschooling store in your area, I definitely recommend visiting! Often, homeschooling stores are staffed with parents who are experienced homeschoolers and are a wealth of good information!

I also recommend finding a local homeschooling group. This will help with socialization and combat feelings of isolation. Some homeschooling groups have social outings, field trips, proms, and even organized classes together. See what is available in your area. If you don’t find any groups by searching the internet, call some larger local churches, as homeschool groups often use them for meetings.

What About the IEP?

Before withdrawing your child, ask the Special Education staff at your child’s school what will happen to the IEP when your child is withdrawn from the school system. This is valuable information if you choose to re-enroll your child in the school system at any time in the future. Often, an IEP will remain “on hold” for a certain amount of time. A school system may or may not require re-testing should you re-enroll your child. 

What about any ancillary services that your school provided as a part of the IEP? Do you have the right to continue those services, such at Occupational Therapy or Speech Therapy? Often, the answer is yes, though this varies state to state. The parent will most likely be required to provide transportation to and from the school to receive such services. If your child benefits from such services, it’s up to you to decide if you want to continue to receive school-based services or find other options. 

In most states, children who are homeschooled are still eligible to participate in team sports at their public base school. If this is something you and your child would be interested in, contact your individual school for details.

Above all, construct your schedule in a way that best benefits your child with special needs. Children on the autism spectrum need a firm schedule, while those with ADHD may need built in breaks with physical activity. With a little planning and organization, you can set your child up for success! 

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For example, a child bangs a spoon on a toy kitchen set instead of using the spoon to pretend to eat the food, or when first introduced to scissors a child only wants to see how they can open and close the scissors (plastic scissors recommend as the first pair of scissors!).

Even in these instances, the child is still learning, and sometimes it’s hard for us to see. To revisit our examples, a child who uses a spoon to bang on a toy kitchen set is learning a cause and effect pattern of their actions: I bang the spoon on the kitchen set, it makes a noise.

A child who first uses scissors to see how they open and close is learning how the mechanism of the scissors works. Here are some tips to help get your child engaged in play by first meeting them at their current level and then helping them to meet greater and greater challenges. These strategies come from a Natural Learning Environment Practice model that focuses on using what your child is interested in.

1. Invite: The first step to engaging a child in play is to invite them into the activity. Some ways to do this include:

-Get down on your child’s level: bend or squat down, or sit at a table with your child so you can see them eye to eye. This will help get their attention. Once you are eye to eye with your child, match their facial expression. Smile if they’re smiling, frown if they are frowning.

-Match the tone of voice of your child (if they’re excited speak in an excited voice, if they’re sad speak in a sad voice).

-If your child is open to taking your hand and being guided to an activity try reaching your hand out to them. If they are not open to holding your hand, gesture for your child to come over and join you in an activity.

2. Engage: See if your child will engage with whatever toys or items are present.

-Once your child starts to engage with a toy in some way (for example, banging blocks together) start engaging with the toy in the exact same way. If your child is looking at a ball, look at a ball with them.

-Respond positively to however your child is engaging with an item or toy. Let your child know that you see what they are doing and you are interested in doing the same thing too.

3. Teach: Add on to what your child is engaged in.

-Once you’re child is engaged, show them a new way to interact with the same toy or item. For example, show them how they can also stack one block on top of another.

-See if your child will take turns with you in doing whatever they are doing. (For example, if your child is looking at a ball see if they will show it to you, pass it to you, or accept help rolling it).

I hope you enjoy inviting, engaging, and teaching your child to play! Get more tips, interact with our OT’s and connect with other parents by joining our Facebook Group Here.

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Low muscle tone, or hypotonia, refers to decreased tension in a muscle when it is at rest. You’re child might feel floppy or it may feel like you’re picking up a child who is sleeping even though they are awake. Children with low muscle tone may also tire more easily because it takes more energy to use their muscles. Muscle tone and muscle strength are not the same thing, as your child can have strong muscles but still have low tone. Low muscle tone is neurologically based and generally cannot be changed. However, children can strengthen their muscles through occupational therapy and learn to compensate for low tone so they can better function in their daily activities.

My infant has low muscle tone. What can I do?

Infants with low muscle tone may have difficulty keeping their head up. One great intervention to increase trunk and neck strength to compensate for low tone is tummy time. Infants can be placed in tummy time on the floor or on their tummy on a pillow. Help your infant stay engaged by presenting toys at eye level (toys that make noise and light up can be a big hit in this position!). You can also try tummy time with your infant lying on your stomach to increase tolerance of this position by adding an element of social engagement (smile, coo, or sing songs with your infant on your tummy).

My school aged child has low muscle tone. What can I do?

One indicator of low muscle tone that I see often in preschool aged children and older is the inability to sit upright for long periods of time. These children are often slouching or leaning back in their chair due to fatigue maintaining an upright posture. Try helping your child strengthen their trunk muscles by having them sit on therapy ball. Sitting on an unstable surface requires activation of all the trunk muscles involved in sitting. Older children can use a therapy ball instead of a chair when doing tasks at a table.

My preschool aged child has low muscle tone. What can I do?

If your child is preschool aged they may require extra assistance sitting on a therapy ball by themselves. Have your preschool aged child sit on the therapy ball while doing a task that can be done on a low surface (a kids table, the edge of a sofa or chair, you may have to get creative!). Position yourself on another chair, on your knees behind your child or to the side of them and hold their hips on the ball. For an extra challenge, move the ball from side to side a little bit to see if your child can catch their balance (always be next to them in case they fall!).

Therapy balls can be purchased on Amazon.com for about $12! Look for one that is about 22 inches or 55 cm in diameter.

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1 – Meet your child’s teachers: This is a must for the first week of school, especially if your child is in elementary school. A face-to-face meeting is so helpful for both you and the teacher. Ask the teacher how you can be helpful in supporting your child in the classroom. Also ask if you may set up a time, such as a phone call after school hours, to help the teacher know your child’s unique needs.

2 – Re-connect with previous teachers: If your child is continuing at the same school as last year, it is helpful to ask the previous year’s teachers to meet with your child’s new teacher. Often, they really know how to work with your child in a classroom setting and can give helpful advice, teacher to teacher.

3 – Review before and after-school routines: It’s a great idea to review routines and expectations with all children returning to school. For children on the autism spectrum or those with intellectual disabilities, having a set schedule is a real key to success. Make and use a picture or visual schedule if needed.

4 – Utilize a communication log:  A communication log is a place, like a binder or a computer file, where you keep track of every instance you communicated with the school or the school communicated with you about your child. You will want to log the date, time, names, and details of the communication in the log. Include notes home, copies of emails, etc. This will make following up on matters much easier.

5 – Organize paperwork: School paperwork can get out of hand quickly, especially if you have more than one child. Set up a system for organizing all that paperwork, separated by child. Use a family calendar to record dates of school conferences, performances, and other special events.

6 – Plan for the next IEP meeting: It’s never too early to begin thinking ahead to the next IEP meeting. The good news is that using a communication log and an organized paperwork system will help you be ready. Keep notes on your child’s progress towards IEP goals. If your child is performing poorly in a class, don’t wait until the next scheduled IEP meeting to discuss it with your child’s support team at school. Parents have the right to request an IEP meeting at any time during the school year.

7 – Expect a few meltdowns: Transitioning to a new school routine, no matter how well prepared you and your child are, is probably going to trigger a few meltdowns for your child. Older children may come home and display aggressive behavior as a way to express their frustration with the day’s challenges. Usually this resolves within a few weeks. Remain positive as much as possible. Talk with your child’s doctor if challenging behavior is an ongoing problem.

8 – Make sure your child gets enough sleep: A tired child is not going to learn or behave as well as one who is rested. Establish (or re-establish) good bedtime and sleeping routines. A generally accepted rule is that children ages 6-12 need about 10-11 hours of sleep and teens need 8-10 hours. The National Sleep Foundation has published this chart to help parents know how much sleep each age group needs.

From All About Therapy for Kids in the Triangle area of North Carolina, best wishes for a successful school year! Any time you need in-home or natural environment Occupational Therapy treatment for your child, please call us at (919) 448-6018.

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-Weighted lap belt

This is a great tool for the child who finds deep proprioceptive input calming. Deep proprioceptive input can be defined as something that provides “deep pressure” to the joints in our body. It helps us know where our body is in space. Children who may benefit from this tool may enjoy tight hugs, crashing their body into things, and jumping. To make this tool, all you’ll need is a big bag of rice and a long knee-high sock (an adult sock can be used) with tightly woven fabric so the rice won’t come out. As a general rule, weighted items should be between 5%-10% of your child’s body weight. To make this item, you or your child can open up the sock and the other person can pour the rice into the sock. Again, pour the rice over a large open container to reduce the mess. Tie the sock off at the end if possible, or use a rubber band. This is another tool that can be used at school without disturbing other children or used at home during homework time. Ask your child’s teacher before sending it to school.

-No sew bean bags

These bean bags are another tool that can be used for deep proprioceptive activities. They can be made using the same technique as the weighted lap belt. Instead of using a long sock, uses smaller socks (maybe ones your child has grown out of!). These bean bags can be used in a variety of ways to provide deep proprioceptive input. Have your child wear a jacket with pockets and place the bean bags in the pockets as a DIY weighted vest. Weighted vests can be used as a calming tool for children who respond well to deep proprioceptive input. Again, stick with 5%-10% of your child’s body weight. Take the vest off for high movement activities such as running, jumping, or swinging. These bean bags can also be used at home for a variety of games that provide deep proprioceptive input. Scatter the bean bags out on the floor of a room. Have your child walk on their hands to retrieve the bean bags and place them in a container. Having your child walk on their hands (or you can say, “show me how you walk like a bear!”) to provide deep proprioceptive input to their arms and shoulders.

Enjoy! Tip: try using other items besides rice inside the balloon/socks for increased tactile sensation! (Try beans, sand, small pebbles, etc. Just make sure it doesn’t leak through the sock!)

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