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Lindsey Rowe Parker is the author of the award-winning book about sensory differences, Wiggles, Stomps and Squeezes Calm My Jitters Down. A mom with a home full of neurodivergent minds, she is embracing the next phase of parenting while learning to navigate and advocate for her autistic daughter. With a recent adult diagnosis of ADHD, and a new deeper understanding of her own sensory experiences, she has begun to delve into the neurodiversity community learning all she can from neurodivergent voices.

Lindsey is also the creator of the #SensoryStories campaign that brings together authors, illustrators, educators, and advocates to raise awareness of sensory differences during Sensory Awareness Month in October. The aim is to increase mainstream understanding of the importance of sensory integration and processing.

Visit her at https://www.wigglesstompsandsqueezes.com

And connect with her on social media at:

Instagram https://www.instagram.com/wigglesstompsandsqueezes/

Facebook https://www.facebook.com/wigglesstompsandsqueezes

Twitter https://twitter.com/WigglesBook

LinkedIn https://www.linkedin.com/in/lindseyroweparker/

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Wiggles, Stomps, and Squeezes Calm My Jitters Down (Calming My Jitters)

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Wiggles, Stomps, and Squeezes Calm My Jitters Down (Calming My Jitters) [Parker, Lindsey Rowe] on Amazon.com. *FREE* shipping on qualifying offers. Wiggles, Stomps, and Squeezes Calm My Jitters Down (Calming My Jitters)

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I was hesitant to read this book because it had been hyped up so much, but it is in fact delightful -- and, I think, accessible to NT (neurotypical) as well as autistic kids.

The authors are parents of an autistic kid (rather than this being #OwnVoices), and it focuses on the stereotypical manifestations of autism. But it was intended as a parody book -- and honestly, I feel like it does actually work as a non-parody book.

From an interview with the authors:

*Reason the authors wrote it:

When we fir
...more

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I was hesitant to read this book because it had been hyped up so much, but it is in fact delightful -- and, I think, accessible to NT (neurotypical) as well as autistic kids. The authors are parents of an autistic kid (rather than this being #OwnVoices), and it focuses on the stereotypical manifestations of autism.

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What It's Like To Experience A Disability (Full Episode)

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A blue crayon mistakenly labeled as "red" suffers an identity crisis in this picture book by the New York Times -bestselling creator of My Heart Is Like a Zoo. This funny, heartwarming, colorful picture book about finding the courage to be true to your inner self can be read on multiple levels, and it offers something for everyone.

Funny, insightful, and colorful, Red: A Crayon's Story is about being true to your inner self and following your own path despite obstacles that may come your way. Red will appeal to fans of Lois Ehlert, Eric Carle, and The Day the Crayons Quit , and makes a great gift for readers of any age!

Red has a bright red label, but he is, in fact, blue. His teacher tries to help him be red (let's draw strawberries!), his mother tries to help him be red by sending him out on a playdate with a yellow classmate (go draw a nice orange!), and the scissors try to help him be red by snipping his label so that he has room to breathe. But Red is miserable. He just can't be red, no matter how hard he tries!

Finally, a brand-new friend offers a brand-new perspective, and Red discovers what readers have known all along. He's blue!

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Amazon.com: Red: A Crayon's Story eBook : Hall, Michael, Hall, Michael: Kindle Store

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A story to help understanding a neurodivergent brain.
Created and inspired by my daughters ADHD diagnosis, I wanted to gift her a book that help explained her brain's processes and needs. No big words or acronyms that result in 'what does that mean' and bring the child out of the story.

"Brains are just like cars, they all drive round and round a track, picking up information and then bringing it back. Some brains are Race Cars that like to drive extra fast. Sometimes though, they forget to sop and fully complete a task.'
But driving cars fast all the time and not servicing or maintaining them leads to overheating and burnout.
We can apply that same logic to our brains.

I am so proud of this book, and sharing with friends I have been told the same principles talked about in this book apply to their children who are on the spectrum.

What this book is:
An explanation of common traits in a neurodivergent brain
Giving SELF regulation tools to the child to use themselves to assist with the plan and treatment around them
A book to open conversation between you and the child about their individual selves and why you both do what you do to manage and assist and uplift.

What this book is not:
Going to explain treatment or management approaches as that is an individual or tailored experience.
Going to specify traits in detail as once again it is again so individual.

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My Brain is a Race Car: A children's guide to a neuro-divergent brain

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A story to help understanding a neurodivergent brain. Created and inspired by my daughters ADHD diagnosis, I wanted to gift her a book that help explained her brain's processes and needs. No big words or acronyms that result in 'what does that mean' and bring the child out of the story.

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Jayneen (aka Jay Dale) is an experienced primary school teacher, editor, author and publisher.

She started her teaching career in the 1980s as an elementary school teacher in rural Queensland, Australia. She then moved to Victoria and taught at a number of inner-city schools.

In 1985, Jay had a change of career and became an educational editor and publisher.

In the early 90s, Jay and her partner moved to Japan to work as English teachers. They lived and worked in Japan for over three and a half years. In fact, Jay's first daughter was born there.

On returning to Australia, Jay began work as an educational author/packager. Since that time, she has authored and produced numerous award-winning titles for the educational publishing industry. Jay is also an accomplished children's book author, writing a number of titles for such literacy series as ZigZags, Totally Kidz, Deadly and Incredible, and a children's picture book series for Penguin.

During 2008 and 2009, Jay returned to teaching. That experience refreshed her understanding of issues facing children, teachers and parents.

She is currently working with an educational publisher as lead author of a new literacy series. Jay has written over 100 titles in that series.

More importantly, Jay is a mother of three teenage girls and has been a school councillor at her local primary school for over seven years. This time spent in primary schools both as a teacher and a parent inspired her to ask the question of her community: 'What are we doing in schools to protect our children from sexual interference?' When she realised very little was actually being done, she decided to use her authoring and publishing skills to write books to help parents, carers and teachers to broach the subject of self-protection and to encourage children to speak up.

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Included: A book for all children about inclusion, diversity, disability, equality and empathy

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Included: A book for all children about inclusion, diversity, disability, equality and empathy [Sanders, Jayneen, Carrossine, Camila] on Amazon.com. *FREE* shipping on qualifying offers. Included: A book for all children about inclusion, diversity, disability, equality and empathy

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A beautiful and inclusive picture book all about celebrating being yourself from Down syndrome advocate and viral sensation Sofia Sanchez!

It can be hard to be different -- whether because of how you look, where you live, or what you can or can't do. But wouldn't it be boring if we were all the same? Being different is great! Being different is what makes you YOU.

This inclusive and empowering picture book from Sofia Sanchez -- an 11-year-old model and actress with Down syndrome -- reminds readers how important it is to embrace your differences, be confident, and be proud of who you are. Imagine all of the wonderful things you can do if you don't let anyone stop you! You are enough just how you are.

Sofia is unique, but her message is universal: We all belong. So each spread features beautiful, full-color illustrations of a full cast of kid characters with all kinds of backgrounds, experiences, and abilities.

This book also includes back matter with a brief bio of Sofia and her journey so far, as well as additional information about Down syndrome and how we can all be more accepting, more inclusive, and more kind.

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You Are Enough: A Book About Inclusion [O'Hair, Margaret, Sanchez, Sofia, Cardoso, Sofia] on Amazon.com. *FREE* shipping on qualifying offers. You Are Enough: A Book About Inclusion

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Looking for a list of Children’s Books about Acceptance? These books for the classroom teach kids to go beyond tolerance, by accepting others and embracing their differences.

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What is Neurodiversity:  A Video for Children

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Amazon.com: You're Going To Love This Kid: Books

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Online shopping from a great selection at Books Store.

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Friends Like You. Friends Like Me. | Resources for Kids with Autism

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Let's start with some numbers.

More than 1 billion people - nearly 15% of the world's population - experience some form of disability. In the United States alone, about 61 million, or 1 out of every 4 adults, live with at least one disability.

So it's probably safe to say that you know someone with a disability or might be disabled yourself. To be clear, these disabilities may not be physical or even visible: they could be learning, developmental or intellectual disabilities, or mental or chronic illness, to name a few.

But as common as disability is, not many people know how to talk about disability or how to interact with disabled people.

"To so many people, [disability] remains a mystery, this very scary and overwhelming topic," says disability rights activist and writer Emily Ladau. "We don't talk about it. We ignore it. We shy away from it. We hide it away. But that's not what we should do when it comes to disability, because it's just something that's part of what makes people who they are."

In her book Demystifying Disability: What to Know, What to Say, and How to be an Ally, Ladau shares thoughts on how both nondisabled and disabled people can collectively make the world a more inclusive and accessible place.

Ladau, a wheelchair user with multiple disabilities, points out that there isn't a single story of the disabled experience. She says, while it isn't disabled people's responsibility to educate people without disabilities about the nuances of living with a disability, progress is made through dialogue.

"I believe that offering honest and sincere guidance and conversation remains a key part of the path forward for the disability. That's how progress has been made by the powerhouse disability activists who have come before me. It's how we will continue forward," she writes.

We talked with Ladau about the sorts of guidance she would give to someone - disabled or not - who wants to be a better ally and help destigmatize disability in America.

What is a disability?

Disability is a natural part of the human experience, says Ladau. There's no singular experience of what it means to be disabled, and there's certainly nothing inherently bad or shameful about being disabled or having a disability. So the words disabled or disability? Use them. They are not bad words.

What is ableism?

Ladau defines ableism as "attitudes and actions that devalue someone on the basis of their disability." It exists in many different forms and places. Ableism can be as small as someone asking about your disability by saying, "What's wrong with you?" or as big as a lack of accessible public transportation that provides a disabled person a means to access employment, education or even healthcare.

One size doesn't fit all.

There is no one disabled community. As Ladau says, "If you've met one disabled person, then you've met one disabled person." Every person with a disability has a unique experience with their own disability. Within Ladau's family, for instance, she, her mom and uncle have the same rare genetic disability. But for each of them, the disability manifests and impacts them differently. One person's experience may inform another person's, but no singular experience reflects that of the entire community.

Learn and use the correct language.

"Language is one of the most important signals that we have to demonstrate our acceptance or rejection of a person's identity," says Ladau. In her book, she lists words that shouldn't be used and offers terms that should be used instead. Here's a rundown of some of her suggestions:

Being an ally requires constant work.

"Allyship is not about simply holding the door for someone or using the correct terminology and then washing your hands off it, calling it a day and saying, 'Hey, I was a good ally today,'" says Ladau.

It brings us back to the idea of reckoning with what a typical disabled person looks like and understanding how someone who is Black and disabled or transgender and disabled experiences disability differently than a white woman in a wheelchair.

"To me, being an ally looks like asking yourself 'Who's at the table?'" says Ladau. "It's a constant learning process and that can be challenging, but when we know better, we can do better."

Additional resources
Books Movies

Crip Camp: A Disability Revolution (2020)

Sins Invalid: An Unshamed Claim to Beauty (2013)

Videos The podcast portion of this story was produced by Sylvie Douglis.

We'd love to hear from you. If you have a good life hack, leave us a voicemail at If you love Life Kit and want more, subscribe to our newsletter.202-216-9823 or email us at LifeKit@npr.org. Your tip could appear in an upcoming episode.

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Don't be scared to talk about disabilities. Here's what to know and what to say : Life Kit

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Do you find yourself avoiding conversations on disabilities? Worried you'll offend a disabled friend? A disability rights activist shares ways to be a better ally and to destigmatize disability in America.

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Engaging in critical thinking can be helpful in altering beliefs and avoiding ableist conclusions.

Cite this

Dunn, D. S. (2021, December 15). Understanding ableism and negative reactions to disability. https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/ableism-negative-reactions-disability

Why do nondisabled people tend to hold negative attitudes toward disability and disabled persons? Ableism-prejudice and discrimination aimed at disabled people, often with a patronizing desire to "cure" their disability and make them "normal"-is one explanation. Ableism, either subtly or directly, portrays individuals who are being defined by their disabilities as inherently inferior to nondisabled people.

Factors that characterize and contribute to ableism include:

Anxiety in unstructured social encounters, where nondisabled behave awkwardly around disabled people.

Social and cultural conditioning, as well as norms (e.g., "people who are familiar, similar to me are good").

Familiar responses toward minorities, so that disabled people are marginalized like other groups due to their race, religion, ethnicity, sexual orientation and so on.

Fear of death thoughts occur when nondisabled people encounter people with mobility issues, physical function loss, or missing body parts (e.g., an amputation).

Gender and personality factors-women and people with higher educational levels are more positive towards disability than men or individuals with less education.

Hierarchical attitudes toward disability, where, quite simply but erroneously, some disabilities (e.g., physical ones) are viewed as more acceptable than others (e.g., mental or intellectual disabilities).

Incorrect and offensive moral beliefs about disability, while outdated, still occur, so that a disability implies punishment for sins or judgment on an individual or family.

Various other disability-related factors, including severity, visibility, perceived contagiousness, and predictability (e.g., temporary disabilities are more favorable than permanent ones).

Some nondisabled people have conflicted attitudes, where they amplify their responses towards disabled people (e.g., saying nice things but talking too quickly and loudly) while also displaying discomfort (e.g., backing away rather than leaning in). And nondisabled people may hold both negative (e.g., disgust) and positive (e.g., empathy) reactions towards disability, which fluctuate but are noticed by the disabled person.

Nondisabled people may express explicitly favorable beliefs and feelings regarding disability while still harboring automatic, nonconscious, and decidedly negative (implicit) attitudes. They remain unaware that their implicit attitudes affect their behavior toward disabled persons, overriding any positivity tied to their explicit attitudes.

How do you think about disability?

Look back over the list of factors that characterize and contribute to ableism: Have you relied on one or more of these reasons for how you think about disability and disabled people? Which one(s) do you think you use or perhaps used in the past? Why did you do so? Can you point to any experience(s) or sources (e.g., television, advertising) that may have led you to associate disability with negative feelings or thoughts?

Follow-up

Ableism is common and, for most of us, unavoidable unless we work to change how we think, feel and act towards people with disabilities. Write down a list of reasons that you or others might engage in ableist thinking. Once you do, reflect for a moment: How can you go about changing how you think the next time you encounter a disabled person or something that reminds you of disability?

Psychologists distinguish between fast and slow thinking. When we are in a fast-thinking mode, we rely on shortcuts, including stereotypes, to make sense of our experience. These biases save time and mental energy-we can think quickly and easily-but we risk drawing false conclusions about people and acting in discriminatory ways.

Slower, more careful cognition requires us to engage in critical thinking in order to revisit and to perhaps revise our earlier conclusions. By slowing down and questioning our assumptions or even conclusions about disability, we may be able to reduce the likelihood that we will engage in ableist thinking.

Take a few minutes and reflect on the reason or reasons you may have engaged in ableist thinking in the past. How can you try to avoid doing so in the future? What (slower) alternative views or beliefs can you identify now to counter previous (faster) conclusions about disability?

How will you remind yourself to think more carefully and slowly the next time you encounter something or someone who makes you think about how you feel about disability?

About the author

Dana S. Dunn, PhD, is professor and chair of psychology and director of academic assessment at Moravian University in Bethlehem, Pennsylvania. He earned his PhD in experimental social psychology from the University of Virginia and his BA in psychology from Carnegie Mellon University. Dunn writes about the social psychology of disability and the teaching of psychology. He is the author or editor of 35 books and over 200 articles, chapters and book reviews. Dunn is currently editor-in-chief of the Oxford Bibliographies (OB): Psychology and editor of the journal Scholarship of Teaching and Learning in Psychology. His recent books include Positive Psychology: Established and Emerging Issues (Taylor and Francis, 2017), and Understanding the Experience of Disability: Perspectives from Social and Rehabilitation Psychology (Oxford, 2019). In 2022, Dunn receives the Roger G. Barker Distinguished Research Contribution Award, American Psychological Association Div. 22 (Rehabilitation Psychology).

Contact Education

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Understanding ableism and negative reactions to disability

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Engaging in critical thinking can be helpful in altering beliefs and avoiding ableist conclusions. Cite this Dunn, D. S. (2021, December 15). Understanding ableism and negative reactions to disability. https://www.apa.org/ed/precollege/psychology-teacher-network/introductory-psychology/ableism-negative-reactions-disability Why do nondisabled people tend to hold negative attitudes toward disability and disabled persons?

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Special Olympics Unified Champion Schools ® builds on Special Olympics' values, principles, practices, experiences and impacts to shape a generation that welcomes everyone.

The Special Olympics Unified Champion Schools program is aimed at promoting social inclusion through intentionally planned and implemented activities affecting systems-wide change. With sports as the foundation, the three component model offers a unique combination of effective activities that equip young people with tools and training to create sports, classroom and school climates of acceptance. These are school climates where students with disabilities feel welcome and are routinely included in, and feel a part of, all activities, opportunities and functions.

This is accomplished by implementing inclusive sports, inclusive youth leadership opportunities, and whole school engagement. The program is designed to be woven into the fabric of the school, enhancing current efforts and providing rich opportunities that lead to meaningful change in creating a socially inclusive school that supports and engages all learners. What a Unified Champion School "looks like" can vary greatly from school to school, based on the needs, goals, schedules and other factors unique to each school; but the basic building blocks remain the same.

Together we are creating a Unified Generation that Chooses to Include.

The following list of organizations are integral collaborators to the movement of inclusive schools;

Association for Middle Level Education (AMLE)

Council of Administrators of Special Education (CASE)

ESPN

National Association of Secondary School Principals (NASSP) & National Student Council (NatStuCo)

National Collegiate Athletic Association (NCAA)

National Federation of State high School Associations (NFHS)

National Forum for Accelerating Middle-Grades Reform

National Head Start Association

NIRSA: Leaders in Collegiate Recreation

PlayVS

SHAPE America

The Special Olympics are a group of 23 youth leaders with and without intellectual disabilities who are striving to make the nation a more inclusive place for all. These youth leaders act as advocates, share stories, and demonstrate the values of Inclusive Youth Leadership across the country. Through training, engagement, and activation at the national level, U.S. Youth Ambassadors are strong leaders of the Inclusion Revolution.

Special Olympics Unified Champion School's National Education Leaders Network (NELN) is made up of nearly two dozen leaders in special education, research, social equity, and education leadership. The NELN will work to accelerate the UCS strategy by providing insights, direction, opportunities, and access to national education conversations. This diverse network will offer refreshing outlooks and we look forward to their expertise and guidance. The leadership appointment is part of a comprehensive nomination process that occurs every three years.

Are you ready to take the next step and become a Unified Champion School? Contact us at usschools@specialolympics.org .

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Special Olympics Unified Champion Schools®

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Special Olympics Unified Champion Schools® builds on Special Olympics' values, principles, practices, experiences and impacts to shape a generation that welcomes everyone.

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

You will find tools to help you learn about inclusive education, inspire others, and plan lessons that work for all students. We focus on moving students from less inclusive to more inclusive educational environments. The TIES Center Core Values drives all of our work.

What is inclusive education?

One in which each and every student is valued and fully supported as active and engaged participants in their school.

All students, including students with extensive support needs, are supported to succeed in making academic progress, building friendships, and engaging in extracurricular activities along with their grade-level peers.

Read more about how TIES approaches inclusive education

Who are the students with extensive needs?

Students with extensive support needs are students who require intensive and individualized instruction and substantial supports to access the curriculum.

These are most often students classified for special education services under the categories of autism, intellectual disability, multiple disabilities, and deaf-blindness.

Students with extensive support needs may include, but are not limited to, students with significant cognitive disabilities.

Why can you rely on the information you find on the TIES website?

TIES brings together recognized experts in inclusive education to provide evidence-based resources, tools, curricula, and reports so students with disabilities, including those with extensive support needs, can learn in classrooms with their non-disabled peers.

From 2017-2022, TIES was funded through a grant from the U.S. Department of Education, Office of Special Education Programs.

How can TIES help?

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TIES helps educators, parents, and administrators create and support inclusive school communities

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

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One Out of Five: Disability History and Pride Project | Washington State Governor’s Office of the Education Ombuds

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This teaching resource has been updated as of September 2020 and includes new modifications for virtual instruction and elementary school classrooms, in addition to the original materials designed for middle and high school students.

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Posted on July 22, 2022 in News

I know that many of you are already aware, but I want to officially welcome all visitors to check out my new site, InclusionRules.com. In addition to loads of new content, the most popular content from PaulaKluth.com will be available on InclusionRules.com too.

InclusionRules.com is where you can find ...

Posted on July 22, 2022 in News

In August and September of 2022, I am offering my Co-Teaching Kickoff event to get us all back into the game of collaboration, co-planning, co-visioning, and, of course, co-teaching.

This opportunity is for all team members, including administrators ...

Posted on February 02, 2021 in News

In case you missed the news, the UNCONFERENCE has started!

Come and learn from the voices featured in All In: Creating Inclusive Virtual Classrooms!

While some students with disabilities are heading back to physical classrooms, many are still in virtual or hybrid settings. As we begin the second semester, it is so important that we continue to engage these learners and seek creative ways to include and support them and their peers without disabilities.

If you value inclusive education and are ..

Posted on June 27, 2020 in News

I have been having so much fun working virtually with book clubs this summer- it has helped me to connect with so many of you in a personal way. To keep the fun moving forward and to provide inclusion energy and support for your inclusive activities, I wanted to share a handout that I've been using with study groups, book clubs, and steering committees who are using ...

Posted on March 24, 2020 in News

We may be sheltering in place, but Coaster refuses to "stay"! I have made him available to all of you as of last week via my YouTube channel.

To support teachers and families who are teaching and learning virtually, I released this clip so teachers of young children can share storytime with their students and teachers of older students can craft lessons about ...
More Posts "

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Toward Inclusive Classrooms and Communities

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SWIFT Schoolwide Integrated Framework for Transformation

SWIFT Schoolwide Integrated Framework for Transformation

Leading the nation in equity-based Multi-tiered System of Support and inclusive education research and services.

We believe together we can transform education so that it benefits each and every student, their families, and ultimately the communities in which they live.

Equity

Children and youth are welcomed into schools that dynamically use all available resources to meet their needs.

Leaders

Leaders who move schools to an equity culture by building on what is successful and uniquely good in their community.

MTSS

Improving outcomes for all students through one system with a continuum of academic, behavioral, and social instruction and support.

We will meet you where you are-Anywhere! We offer products and services across the nation that build state education agency, service center, district, school and community capacity to implement or advance equity-based, multi-tiered system of support (MTSS) for inclusive education and improved academic, behavior and social-emotional outcomes for all students.

Contact Us

Our Services and Products

1

Professional Learning

Keep your team up-to-date

2

Fidelity of Implementation

Understand your school's current realities, monitor progress & avoid drift

3

Intensive Technical Assistance

Partnership for whole-system transformation

4

Organizational Capacity Assessments

Identify your strengths and priorities

5

Equity, Disproportionality & Special Education

Advance your initiatives

SWIFT Framework

Administrative Leadership

Integrated Educational Framework

Multi-Tiered System of Support

Family & Community Engagement

Inclusive Policy Structure & Practice

View Framework

Resources

Stories

SWIFT Unscripted Listen to interviews with teachers, administrators, family and community members, and researchers who are leading the transformation to equitybased MTSS. SWIFT Covid-19 Resources Covid-19 changed the way school looks, but some things remain. Check out resources on topics that matter more than ever. SWIFT Shelf Stories Watch our mini-films, Whatever It Takes, Together, and brief films on MTSS Universal, Additional and Intensified Support. Read, download, and share our Issue and Research to Practice Briefs, White Papers, Research Support and Bibliography, and more.

Family & Community

Free SWIFT brochures and materials especially for family and community members may be downloaded for use in newsletters, on websites, or printed as handouts.

Get Free Materials

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SWIFT Schoolwide Integrated Framework for Transformation SWIFT Schoolwide Integrated Framework for Transformation Leading the nation in equity-based Multi-tiered System of Support and inclusive education research and services. We believe together we can transform education so that it benefits each and every student, their families, and ultimately the communities in which they live.

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Inclusive Schooling - Inspiring and innovative custom professional development

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Offering virtual training and customized professional development to engage and energize educators in your school district

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Hi everyone ! Thanks for visiting my author page.

I think I´ve been an illustrator since I was born.

Although things "seriously" started when I was seven years old back in 1977 and I first saw the classic TV series "Space 1999". After that I spent days trying to draw their spaceships ( and build cardboard models of moon base Alpha) and so my love for creating imaginary stuff was born. Then of course came Star Wars and all the subsequent early 80s cheap space operas like Battle Beyond the Stars , the Italian - Starcrash or even Tron and that sparked my imagination even more.

Because I couldn´t download all the movies that I loved (remember kids, this was before the internet or Netflix was even invented ) , I tried my best to learn how to draw so i could make my own space comics and so I learned what I could from trial and error.

But what really got me was the book and movie ; THE NEVERENDING STORY back in 1984. That book and that movie changed my life. In particular the first landscape of the Ivory Tower seen in the movie. That was the scenery that shifted all my imagination from simple starships and aliens to whole fantasy worlds. From the moment I´ve seen that movie I wanted to learn how to create imaginary landscapes like that and that is what I´ve been doing for the last 35 years +.

I´m now 52 years old (what?!!) and I´ve been an illustrator for about 30 years.

Because of the initial portfolio with drawings I built when I was a teenager after seeing the movie The Neverending Story, that lead me to my first job. After I left the army in 1992, I learned that in my town , Portimão located at the south of Portugal, a new company was gathering a team of creatives to try and build the first PC video game made in Portugal.

The Lemmings were the PC craze in those early PC days , when everything was still in DOS and there was no Windows at all and so this company , was putting together a fresh team to do that first professional game project.

I took my ancient landscapes illustrations still in real watercolor and color pencils to the director and I found myself as the creative director for the game GAMBYS from night to day with the responsability of not only creating the game characters but also to work on the 3D and 2D animations for the game. At the time I was one of the first persons to use 3D Studio here in Portugal and I think my company bought one of the first legal copies.

I spent three years on that project and then in 1995 , GAMBYS was released to excellent reviews and sold really well. Remember, this before the internet really took off.

And then my career was on. After that I spent about 10 years designing software for the same company while at the same time doing part time illustration and improving on my portfolio. At the same time the internet was becoming what is nowadays and so I started to spread my work around.

Between 2004 and 2009 I created my insane comics Once Upon a Time On Mars, all done in real watercolor and color pencils and it was my big school of trial and error where I learned a ton of stuff that also became the basis for all the techniques I now use in digital artwork nowadays.

I did 190 pages of fantasy without a single page planned. It was pure creative fun and even me , I had no clue what was going to happen in the next page of the story I was creating. This because it was the time I discovered the great late Art Bell, and Coast to Coast, along with Richard Hoagland and the Face on Mars mystery and my imagination went through the roof. I almost had to stop myself or my comics would have had a thousand pages instead of 190.

Around 2008 after ten years in graphic design too, I became a full time freelance illustrator and I´ve started to work in board games, concept art and above all children books. Children books appear out of nowhere due also to the fact the market was changing and no longer big publishers had the full reign. Independent companies and even a bunch of self publish authors of success started to arrive and so my work range expanded a lot too with that.

So what can I say... Over the years I´ve illustrated dozens of books, children books or school manuals, worked for board games, book covers, posters, concept art and anything you can think of related to imaginary worlds and fantasy type stuff. Scifi is still one thing that I love too.

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I still live in the South of Portugal, in a beach town called Portimão which has great seascapes which are another thing that are totally part of my artwork. There´s an ocean somewhere in most of my pics , a little wave, a stream or a bit of water because the sea is something that keeps inspiring me.

I draw, I paint, I photograph and I do talks about illustration in schools and local universities when I get invited. I´m the co-author of several books about the historical past of my region and when I´m not painting, I´m watching cinema as I probably have about a million blurays now.

I love Tom Waits, Bruce Springsteen, Frank Sinatra, Nightwish, Kamelot and Jazz or Bossa Nova. Actually , I love all kinds of music as its another of my great inspirations.

So if you read everything here and you want to learn more about my artwork or you have an illustration for me please visit : www.icreateworlds.net or contact me through luisperesillustrator@gmail.com

Thanks and I hope you enjoy my books at amazon too. :)

Luis

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Amazon.com: The Molding of Clay: 9781734598018: Mr. Jay, Peres, Luis: Books

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Winner of the silver medal in the Moonbeam Children's Books Award in the Picture Book 4–8-year-old category from Independent Publisher Winner of the Gelett Burgess Children's Book Award

Noah knew he was different. He could see things that others couldn't, like the patterns in the dust that floated down on sunbeams.

Noah is different. He sees, hears, feels, and thinks in ways that other people don't always understand, and he asks a lot of questions along the way. Noah loves science, especially the weather. His books usually provide him with the answers he needs, until one day, there's one question they don't answer—and that is where Noah's windy adventure begins.

Filled with rich, sweeping illustrations, this picture book celebrates the inquisitive nature of all children, including those on the autism spectrum, who cannot stop asking a question until an answer has been unearthed.

The book contains a page of information for parents, caregivers, and educators about the importance of helping children feel good about their differences and know that being different is okay.

Michelle Worthington was born in Brisbane, Queensland, and has lived there all her life. She is much-published author in Australia.

Joseph Cowman lives and paints in the hills and valleys of suburban Idaho. He is a long-standing member of the Society of Children's Books Writers and Illustrators. He is the illustrator of six other Redleaf Lane books, including most recently, The Amazing Erik and Rita and the Firefighters .

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Noah Chases the Wind [Worthington, Michelle, Cowman, Joseph] on Amazon.com. *FREE* shipping on qualifying offers. Noah Chases the Wind

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Dr Rebecca Wood. Foreword by Dr Wenn B. Lawson (Author)

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Inclusive Education for Autistic Children

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Inclusive Education for Autistic Children [Dr Rebecca Wood. Foreword by Dr Wenn B. Lawson] on Amazon.com. *FREE* shipping on qualifying offers. Inclusive Education for Autistic Children

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Dr. Ross Greene is the New York Times bestselling author of the influential books The Explosive Child, Lost at School, Raising Human Beings, and Lost & Found. He is the originator of the innovative, evidence-based approach called Collaborative & Proactive Solutions (CPS) described in these books. The CPS model provides a compassionate, accurate understanding of kids with concerning behaviors and a non-punitive, non-adversarial approach for reducing those behaviors, solving problems, enhancing skills, improving communication, and repairing relationships. Dr. Greene also developed and executive produced the award-winning feature-length documentary The Kids We Lose, a film about the counterproductive, often inhumane ways in which kids with concerning behaviors are treated -- treatment that often pushes them into the pipeline to prison -- and the difficulties and frustrations often faced by their parents, educators, and other caregivers (learn more at www.thekidswelose.com).

Dr. Greene was on the faculty at Harvard Medical School for over 20 years, and is now founding director of the non-profit Lives in the Balance (www.livesinthebalance.org), which provides free, web-based resources on the CPS approach and advocates on behalf of kids with social, emotional, and behavioral challenges and their caregivers. He is also adjunct Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology in Sydney, Australia. The many research papers documenting the effectiveness of the CPS model can also be found on the Lives in the Balance website. Dr. Greene and his colleagues consult extensively to families, schools, and treatment facilities, and lecture widely throughout the world (visit www.cpsconnection.com for a complete listing of learning and training options). He has been featured in a wide range of media, including The Oprah Show, Good Morning America, The Morning Show, National Public Radio, The Atlantic, Mother Jones magazine, and various professional journals. He lives in Freeport, Maine.

You can connect with Dr. Greene by using the contact form on any of the above websites.

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them [Greene Ph.D., Ross W.] on Amazon.com. *FREE* shipping on qualifying offers.

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Have you ever let someone else's opinion of you change how you feel about yourself? ' child.', find out how Carter navigates home, the playground, and classroom in this motivational children's book. and all desire to feel a deep sense of belonging from those we care about and love the most. After reading this cute book, you will always remember that speaking positive words about yourself and hearing encouraging words of affirmation from others is powerful and essential.

In this heart-warming children's book about building self-esteem, understanding emotions, and discovering kindness, children will come to understand that making bad choices does not make you a ' BAD

Meet the lovable lead character, Carter. After he overhears someone saying he is ' BAD

In this book you will learn:

Children need time, love, and attention to thrive.

To better understand the root cause of challenging behavior.

Words can HARM, HELP, or HEAL, so use them wisely.

We are what we believe

This easy-to-read book is suitable for children of all ages. It can be utilized as a helpful resource for teachers, counselors, parents, and those who work with children to build self-esteem. Both adults and children are guaranteed to learn some important lessons about values, self-control, and respect.

Add this inspiring children's book to your cart and enjoy!

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I'm Not BAD! I Just Want Attention: An Inspiring Children's Book About Self-Esteem, Emotions, and Kindness

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I'm Not BAD! I Just Want Attention: An Inspiring Children's Book About Self-Esteem, Emotions, and Kindness [Matthew, Yashekia Felder, Matthew, Isaiah, Mansoori, Ayan] on Amazon.com. *FREE* shipping on qualifying offers. I'm Not BAD! I Just Want Attention: An Inspiring Children's Book About Self-Esteem, Emotions, and Kindness