# data[].attributes.headline
Book: Views from Our Shoes: Growing Up with a Brother Or Sister with Special Needs

# data[].attributes.subject
Book: Views from Our Shoes: Growing Up with a Brother Or Sister with Special Needs

# data[].attributes.body
Amazon: https://www.amazon.com/Views-Our-Shoes-Growing-Brother/dp/0933149980/ref=sr_1_1?crid=1Q2C160NU5JU7&dchild=1&keywords=views+from+our+shoes&qid=1621049924&sprefix=views+from+our%2Caps%2C214&sr=8-1

ThriftBooks: https://www.thriftbooks.com/w/views-from-our-shoes-growing-up-with-a-brother-or-sister-with-special-needs/314504/item/5023903/?gclid=CjwKCAjwv_iEBhASEiwARoemvEM2QlSo7J4k0QGa6HENdAI-SeAwH_QNE-fI42MJbOyfkL4eicg82BoCJ4cQAvD_BwE#idiq=5023903&edition=1274986

# data[].attributes.body
Youtube Link: https://www.youtube.com/watch?v=ZuPWnQCJkdw

# data[].attributes.body
Where to watch: Rent or Buy on Amazon
Or Rent on YouTube

# data[].attributes.body
Where to watch: Youtube

# data[].attributes.body
Where to Buy: Amazon
Read aloud of Book Here

# data[].attributes.attachment_link.readable_text
Embedded Instruction for Early Learning is based on a recommended instructional practice for preschoolers with or at risk for learning challenges. In embedded instruction, teachers, families, and other caregivers learn how to provide developmentally appropriate, intentional instruction to advance children's engagement and learning as part of their everyday activities, routines, and transitions.

Embedded Instruction for Early Learning was initially developed with funding from the National Center for Special Education Research in the Institute of Education Sciences, U.S. Department of Education as a Development and Innovation (Goal 2) project. It was informed by over 20 years of research conducted by key project personnel, which has focused on effective instructional practices for young children with or at risk for disabilities, professional development for practitioners, and supports for families.

Several studies and projects are currently being conducted. Please click on the links below to learn more.

The Impact of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices (EI Goal 3) is an efficacy study (Goal 3 project) funded by the National Center for Special Education Research in the Institute of Education Sciences. This study is being conducted to examine the impact of a professional development intervention on preschool teachers' use of embedded instruction practices and children's engagement and learning outcomes. Collaborating partners are the University of Florida and Vanderbilt University. Learn more.

Embedded Instruction for Early Learning - California (EI - CA) is pilot project funded by California Department of Education Special Education Division. The purpose of this project is to adapt, pilot, and evaluate a professional development approach to link the Desired Results Developmental Profile (DRDP) 2015, curricular frameworks, and embedded instruction to support the instructional utility of the DRDP 2015 for preschool children with individualized education programs (IEPs) as well as to guide teachers' individualization of instruction and their progress monitoring activities. School districts and county offices of education will work in conjunction with the University of Florida, Anita Zucker Center for Excellence in Early Childhood Studies, to implement the project. Learn more.

Embedded Instruction for Early Learning - International is a collection of collaborations with colleagues in New Zealand, Australia,Turkey, and Portugal to support the implementation of embedded instruction practices in culturally and contextually responsive ways in new contexts. Learn more.

Visit our partner sites

# data[].attributes.attachment_link.description
Embedded Instruction for Early Learning is based on a recommended instructional practice for preschoolers with or at risk for learning challenges. In embedded instruction, teachers, families, and other caregivers learn how to provide developmentally appropriate, intentional instruction to advance children's engagement and learning as part of their everyday activities, routines, and transitions.

# data[].attributes.body
Free Training Modules on behavior etc.

# data[].attributes.body
Cynthia Zafra, Elizabeth Oliveira, Luke Crumpler, Chloe Duclose, Erika Lumley, Lily Oto

# data[].attributes.headline
Book: My Three Best Friends and Me, Zulay by Cari Best

# data[].attributes.subject
Book: My Three Best Friends and Me, Zulay by Cari Best

# data[].attributes.body
Where to Buy it Here
Read Along Version Here
Where to Find more book Recommendations Here

# data[].attributes.body
Diana G., Kelsey V., Zoë T., Allie P, Emmie F.

# data[].attributes.body
Sadie, Lupita, Nayla, Jazmine, Hope

# data[].attributes.body
Sara Passof, Jessie Cahill, Syd Gutierrez, Tori Lopez, and Lexy Abarca

# data[].attributes.body
https://podcasts.apple.com/us/podcast/unexceptional-moms/id1153475023?mt=2

# data[].attributes.body
http://www.specialparentsconfidential.com/

# data[].attributes.headline
Signs of early Autism from Healthy Children. org

# data[].attributes.subject
Signs of early Autism from Healthy Children. org

# data[].attributes.attachment_link.readable_text
Many children on the autism spectrum may show developmental differences during their infant and toddlers years, especially in social and language skills.

There may be some delays in spoken language or differences in how they interact with peers. However, children on the autism spectrum usually sit, crawl, and walk on time. So, the subtler differences in the development of gestures (pointing), pretend play and social language often go unnoticed by families and doctors.

Here is information from the American Academy of Pediatrics (AAP) about three of the early signs of autism spectrum disorder (ASD) in young children.

Delay in or lack of joint attention

One of the most important developmental differences between children on the autism spectrum and children without ASD is a delay in or lack of joint attention. In fact, delays in joint attention skills are found in most children with ASD.

What is joint attention?

Joint attention is looking back and forth between an object or event and another person and connecting with that person. It is a building block for later social and communication skills. Engaging in many back-and-forth social interactions, such as exchanging a lot of emotional expressions, sounds and other gestures, is called reciprocal social interaction.

Stages of joint attention in babies & toddlers

There are several stages of joint attention. Children on the autism spectrum usually show delayed or absent social communication skills at every stage.

For example, below are ages when babies and toddlers toddlers typically use and understand gestures at the following times, compared with young children on the autism spectrum.

Using & understanding gestures such as pointing

Most children can immediately look in the direction of an object a parent is pointing at. They will then look back at the parent and mimic the parent's expression, usually a smile.

Children on the autism spectrum may appear to ignore the parent. This can cause parents to worry about their child's hearing.

Most children can point to out-of-reach objects that they want.

A child on the autism spectrum may instead take a parent's hand and lead the parent to the object without making much, if any, eye contact. Sometimes the child may even place the parent's hand onto the object itself.

Most children point at objects they find interesting. Children will look back and forth between an object and a parent to make sure the parent is tuned-in to what they are looking at.

Children on the autism disorder spectrum will often point to an object because they want a parent to get it for them, not because they want the parent to enjoy looking at the object with them.

Language delays & differences with ASD

Almost all children on the autism disorder spectrum show delays in nonverbal communication and spoken language. For example, you may notice differences such as:

The use of labels

A child on the autism spectrum may have words they use to label things, for example, but not to ask for things. They may use words for objects before using words for people or family members.

Echoing & repeating

Most young children go through a phase when they repeat what they hear. Children on the autism disorder spectrum may repeat what they hear for a longer period. They also may repeat dialogue from movies or conversations with the tone of voice they heard them in. This is called parroting or echoing.

Some children later diagnosed on the autism spectrum will seem to have met language milestones during the toddler years. However, their use of language may be unusual. For example, they may talk more like an adult than a toddler.

Regression in developmental milestones & skills

About 25% of children later diagnosed with autism spectrum disorder may develop some language that they suddenly or gradually stop using. Typically, this may happen between the ages of 15 and 24 months. They might also become more socially withdrawn. This change is called a regression in skills.

Screening toddlers for ASD

The AAP recommends that all children be screened for autism spectrum disorder at their 18- and 24-month well-child checkups, in addition to routine developmental surveillance. Research shows that starting an intervention program as soon as possible can improve outcomes for many children on the autism spectrum.

If you have concerns about how your child plays, learns, speaks, acts or moves, talk with your pediatrician. Remember, you know your child best and your concerns are important.

Together, you and your pediatrician will find the best way to help your child. Don't wait. Acting early can make a big difference in your child's development.

More Information

Adapted from ASD - What Are the Early Signs of Autism Spectrum Disorder? American Academy of Pediatrics (Copyright © 2023)

# data[].attributes.attachment_link.keywords[]
autism spectrum disorder; asd; signs of autism; social differences; joint attention; communication differences; behavioral differences; regression; developmental milestones; autism symptoms; echoing; echolalia; parroting; eye contact; pointing

# data[].attributes.attachment_link.title
3 Early Signs of Autism Spectrum Disorder (ASD)

# data[].attributes.attachment_link.description
Here are some examples of social, communication, and behavioral differences in children with autism. ​Subtle differences related to autism may be present before a child's first birthday and typically show up before 24 months. Learn more here.

# data[].attributes.headline
Inspirational Blog About Parenting a Child with Special Needs 

# data[].attributes.subject
Inspirational Blog About Parenting a Child with Special Needs 

# data[].attributes.body
https://www.lovethatmax.com/

# data[].attributes.attachment_link.description
This is a federally funded research project (U.S. Department of Education, R324A150032-16) focused on school-based interventions for students with autism spectrum disorder (ASD). The project is a multi-site project; work is being done in Massachusetts through the National Autism Center at May Institute, in New York through University of Rochester Medical Center, and in Florida through University of South Florida.

# data[].attributes.headline
The Exceptional Child 8-4e Intervention pg. 196-197

# data[].attributes.subject
The Exceptional Child 8-4e Intervention pg. 196-197

# data[].attributes.body
Several suggestions for working with children with autism follow,
- keep messages simple and direct
- use objects and actions along with words.
- Emphasize spoken language by having the child ask for something by name
- give the child opportunities to interact with children who are at a more "normal" level in terms of language and social development
- for behavior management programs, use tangible reinforcers and pair these with adult attention.
- establish a predictable environment, including teachers language and behaviors, the daily schedule, and classroom furnishings and materials

# data[].attributes.body
Shasta Cobry, Isabel Epstein, Mailealii Sagiao, Cynthia Garcia, Chloe Storrs

# data[].attributes.body
Parent to Parent programs to ensure access to quality emotional support for families of individuals with disabilities and/or special health care needs.
http://p2pusa.org

# data[].attributes.attachment_link.readable_text
The Early Learning Institute stands in solidarity with Black communities and others around the world in condemning the systemic racism and violence in the United States which has taken the lives of far too many.

ELI echoes the words of our sister-agency, Matrix, A Family Resource Center: "We do not claim to be experts on what the African American community is experiencing right now in the wake of recent tragic events. We do, however, understand this pain and hurt is deepened by the pattern of systemic racism and injustice that unfortunately remains prevalent in our society. We understand that the anger, frustration, and hopelessness that people are feeling comes from generations of oppression and repeated generational trauma that occur within communities of color. We understand that this is a cause that requires as many voices as possible to speak up and out in support of change."

ELI commits to standing up and speaking out and to using it's platform to promote racial equality, to amplify the voices of the Black community and People of Color, and to ensure equity of access to services for all children. ELI recognizes racism is a social determinant of health that has a profound impact on the health and developmental status of children and their families and will proactively engage in the development and implementation of strategies and best-practices that dismantle racism and ethnic oppression within all aspects of our agency.

# data[].attributes.attachment_link.description
The Early Learning Institute stands in solidarity with Black communities and others around the world in condemning the systemic racism and violence in the United States which has taken the lives of far too many.  ELI echoes the words of our sister-agency, Matrix, A Family Resource Center: "We do not claim to be experts on what the African American community is experiencing right now in the wake of recent tragic events.

# data[].attributes.body
Zoe Laks Sherman, Olivia Becker, Megan Friedland, Alexandra Petrini, Kaila Tagavilla

# data[].attributes.headline
Multilingual learner remote teaching resources (Spanish)

# data[].attributes.subject
Multilingual learner remote teaching resources (Spanish)

# data[].attributes.body
https://www.uft.org/teaching/remote-teaching/learning-activities-students/multilingual-learner-remote-teaching-resources

# data[].attributes.attachment_link.readable_text
El autismo, o trastorno del espectro autista (TEA), se refiere a una amplia gama de afecciones caracterizadas por desafíos con habilidades sociales, comportamientos repetitivos, habla y comunicación no verbal. Según los Centros para el Control de Enfermedades, el autismo afecta a aproximadamente 1 de cada 54 niños en los Estados Unidos hoy en día.

Sabemos que no hay un tipo de autismo sino muchos subtipos, la mayoría son influenciados por una combinación de factores genéticos y ambientales. Debido a que el autismo es un trastorno del espectro, cada persona con autismo tiene un conjunto distinto de fortalezas y desafíos. Las formas en las cuales personas con autismo aprenden, piensan y resuelven problemas puede variar desde personas con un alto funcionamiento hasta personas con dificultades graves. Algunas personas con TEA pueden requerir un apoyo significativo en su vida diaria, mientras que otras pueden necesitar menos apoyo y, en algunos casos, vivir de forma totalmente independiente.

Varios factores pueden influir en el desarrollo del autismo, y a menudo se acompaña de sensibilidades sensoriales y problemas médicos como trastornos gastrointestinales (GI), convulsiones o trastornos del sueño, así como problemas de salud mental tales como ansiedad, depresión y problemas de atención.

Los indicadores de autismo usualmente aparecen a los 2 o 3 años de edad. Algunos atrasos del desarrollo pueden aparecer incluso antes, y con frecuencia, se pueden diagnosticar a la temprana edad de 18 meses. La investigación ha demostrado que la intervención temprana conduce a resultados positivos a lo largo de la vida de las personas con autismo.

¿Tiene preguntas?

Llame a nuestro Autism Response Team en Español: 1-888-772-9050 o envíe un correo electrónico a familyservices@autismspeaks.org.

Únete a nuestro grupo de Facebook

Voces Latinas de Autism Speaks es una comunidad de apoyo del cual estaremos apoyando a padres y a individuos con autismo compartiendo materiales y recursos, mientras comparten experiencias, información, y forman redes de apoyo entre la comunidad.

Visita nuestra pagina de amabilidad y comprometete

Hemos dedicado el año 2020 a difundir la amabilidad para crear un mundo más inclusivo. ¡Vea cómo puede involucrarse!

# data[].attributes.attachment_link.title
Que Es El Autismo Español | Autism Speaks

# data[].attributes.attachment_link.description
El autismo, o trastorno del espectro autista (TEA), se refiere a una amplia gama de afecciones caracterizadas por desafíos con habilidades sociales, comportamientos repetitivos, habla y comunicación no verbal. Según los Centros para el Control de Enfermedades, el autismo afecta a aproximadamente 1 de cada 54 niños en los Estados Unidos hoy en día.

# data[].attributes.headline
A Guide for Ensuring Inclusion and Equity in Education (Chinese)

# data[].attributes.subject
A Guide for Ensuring Inclusion and Equity in Education (Chinese)

# data[].attributes.body
https://unesdoc.unesco.org/ark:/48223/pf0000369394

# data[].attributes.headline
Bilingual Resources (Spanish) for educators and families 

# data[].attributes.subject
Bilingual Resources (Spanish) for educators and families 

# data[].attributes.attachment_link.description
Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

# data[].attributes.attachment_link.readable_text
Sonoma County Child Care Resiliency Fund
Sonoma County Child Care Resiliency Fun
The COVID-19 public health emergency continues to have a severe, negative impact on child care programs nationwide, across California and locally, many of which have either closed their doors or are on the brink of closure.
FUNDING AMOUNT
The goal of the Sonoma County Child Care Resiliency Fund is to ensure that child care businesses remain open or re-open in the midst of the pandemic. This is a one-time grant opportunity for licensed and license-exempt child care providers that meet specific eligibility criteria (see below) can be used to address a broad range of needs to support the continued operation of a child care program.
USE OF GRANT FUNDS
The Fund is a collaborative funding partnership between the City of Santa Rosa, Community Foundation Sonoma County and First 5 Sonoma County.
ELIGIBILITY & PRIORITIZATION
Grant awards range between $2500-$8000. The amount of funding for individual child care providers and businesses depends on the size and type of child care.

Grant funds may be used in whatever way will most support the sustainability of the applicant child care business, including, but not limited to the following purposes:

a) Costs to maintain a safe environment for children with appropriate disinfectant and cleaning supplies, janitorial needs and safety measures to ensure they are following latest CDC, Community Care Licensing and local guidelines to mitigate COVID-19
b) Operating costs including payroll, rent/mortgage, insurance, utilities and other operating expenses
c) Cost of high-speed internet or wireless hotspots to increase bandwidth to support multiple distance learners
d) Cost of equipment and furniture to create developmentally appropriate environments for successful distance learning
e) Cost to develop outdoor environments (outdoor sinks, shady spaces, etc.)
APPLICATION PROCESS
Grants will be disbursed to child care providers and programs operators based on site-specific criteria that meet all of the following eligibility requirements:

1. a) Site or provider that cares for children between the ages of birth through 12 years old

2. b) Private Childcare Center

3. c) Large and Small Family Childcare Home

4. d) License-Exempt Setting: Family, Friend, & Neighbor (FFN) or Parent Cooperative Care that is registered with a Sonoma County Resources & Referral Agency (4Cs, River to Coast Children's Services)

5. e) Center-based Childcare or Preschool program that does not directly contract with the California Department of Education (CSPP, Title V, etc.). Childcare for the purpose of this funding opportunity means children are physically in the care of the provider.

6. f) Head Start, and sites fully funded with state or federal contracts are not eligible.

7. g) Providers who were awarded the Child Care Resiliency Fund Grant previously are welcome to apply. Priority will be given to first time applicants.

1. Applications will be received between January 29, 2021 - February 28, 2021.

2. Incomplete applications will not be considered for funding.

3. Applicants must provide a copy of their W-9

APPLICATION OVERVIEW Fondo de Resiliencia para el Cuidado Infantil del Condado de Sonoma
Bilingual technical assistance to complete the application will be made available through First 5, 4Cs, and River to Coast Children's Center.

Applications will be reviewed by March 5, 2021 for compliance with the eligibility criteria, and assessed according to priorities and available funding. First 5 Sonoma County will disburse the second round of funding by March 31, 2021.

La emergencia de salud pública COVID-19 continua teniendo un gran impacto negativo en los programas de cuidado infantil en la nación, en California y a nivel local, muchos de los cuales han cerrado sus puertas o están al borde de cerrar.
MONTOS DE SUVBENCION
El objetivo del Fondo de Resiliencia para el Cuidado Infantil del Condado de Sonoma es asegurar que los negocios de cuidado infantil permanezcan abiertos o vuelvan a abrir en medio de la pandemia. Las subvenciones a los proveedores de cuidado infantil con licencia y exentos de licencia que cumplen con el criterio de elegibilidad (ver a continuación) se pueden usar para abordar una amplia gama de necesidades para apoyar el funcionamiento continuo de un programa de cuidado infantil.
USO DE FONDOS DE SUBVENCIONES
El financiamiento para esta oportunidad de subvención es una asociación público-privada entre el Ayuntamiento de la Ciudad de Santa Rosa, Community Foundation Sonoma County y First 5 del Condado de Sonoma.

Los montos de las subvenciones serán entre $2500 y $8000 según el tamaño y el tipo de cuidado infantil.
ELEGIBILIDAD Y PRIORIZACIÓN
Los fondos de la subvención se pueden utilizar de cualquier manera que apoye la sostenibilidad del negocio de cuidado infantil solicitante, incluidos, entre otros, los siguientes propósitos:

1. a) Costos para mantener un ambiente seguro para los niños con desinfectantes y suministros de limpieza apropiados, necesidades de limpieza y medidas de seguridad para garantizar que estén siguiendo las últimas normas del CDC, las licencias de atención comunitaria y las guias locales para mitigar el COVID-19.

2. b) Costos operativos que incluyen nómina, alquiler / hipoteca, seguros, servicios públicos y otros gastos operativos

3. c) Costo de Internet de alta velocidad o puntos de acceso inalámbricos para aumentar el ancho de banda para admitir estudiantes a distancia múltiples

4. d) Costo de equipo y mobiliario para crear entornos apropiados para el desarrollo para un aprendizaje a distancia exitoso.

5. e) Costo para desarrollar ambientes al aire libre (lavabos al aire libre, espacios con sombra, etc.)

PROCESO DE SOLICITUD
Las subvenciones se otorgarán a los proveedores de cuidado infantil y operadores de programas que brinden atención en uno de los siguientes entornos:

1. a) Sitio o proveedor que cuiden a niños desde el nacimiento hasta los 12 años

2. b) Centro de Cuidado Infantil Privado

3. c) Hogar de Cuidado Infantil Familiar Grande o Pequeño

4. d) Lugar Exento de Licencia: Familia, Amigo y Vecino (FAV) o Cuidado Cooperativo de Padres que esté registrado con una agencia de Recursos y Referencias del Condado de Sonoma (4Cs, River to Coast Children's Services)

5. e) Programa Preescolar o Centro de Cuidado Infantil que NO tenga un contrato directo con el Departamento de Educación de California (CSPP, Título V, etc.). El cuidado infantil para el propósito de esta oportunidad de financiamiento significa que los niños están físicamente bajo el cuidado del proveedor.

6. f) Head Start, y los lugares financiados totalmente por contratos estatales o federales no son elegibles.

7. g) Los proveedores a quienes se les otorgo la subvención anterior del Fondo de Resiliencia para el Cuidado Infantil pueden presentar una solicitud, pero se le dará prioridad a los solicitantes por primera vez.

1. Las solicitudes se recibirán entre el 29 de enero del 2021 y el 29 de febrero de 2021.

2. Las solicitudes incompletas no serán consideradas para financiamiento.

3. Los solicitantes deben proporcionar una copia de su W-9

Aplicar Aqui
Asistencia técnica bilingüe para completar la solicitud estará disponible a través de First 5, 4Cs, y River to Coast Children's Center.

Las solicitudes se revisarán para el 5 de marzo de 2021 para verificar qué cumplan con los criterios de elegibilidad y se evaluarán de acuerdo con las prioridades y los fondos disponibles. First 5 Sonoma County desembolsará la segunda ronda de subvenciones antes del 31 de marzo de 2021.

# data[].attributes.attachment_link.keywords[]
<!-- empty field (illegal field [moreinformation.metakeywords])  -->

# data[].attributes.attachment_link.title
Fondo de Resiliencia para el Cuidado Infantil del Condado de Sonoma - Sonoma County Child Care Resiliency Fund

# data[].attributes.attachment_link.description
Sonoma County Child Care Resiliency Fun The COVID-19 public health emergency continues to have a severe, negative impact on child care programs nationwide, across California and locally, many of which have either closed their doors or are on the brink of closure.

# data[].attributes.body
https://www.commonsense.org/education/toolkit/audience/family-engagement-resources-in-spanish

# data[].attributes.headline
Opening New Avenues for Empowerment – ICTs to Access Information and Knowledge for persons with Disabilities (Portuguese)

# data[].attributes.subject
Opening New Avenues for Empowerment – ICTs to Access Information and Knowledge for persons with Disabilities (Portuguese)

# data[].attributes.body
https://unesdoc.unesco.org/ark:/48223/pf0000228320

# data[].attributes.body
https://www.doe.mass.edu/sped/iep/tforms.html

# data[].attributes.headline
COVID-19 Resources for SF Families of Children with Special Needs and Disabilities (Multiple Languages)

# data[].attributes.subject
COVID-19 Resources for SF Families of Children with Special Needs and Disabilities (Multiple Languages)

# data[].attributes.attachment_link.provider_name
Support for Families of Children with Disabilities

# data[].attributes.attachment_link.readable_text
This Family Resource Kit offers information and materials to help provide support and fun for you and your family during these challenging times.

In the kit, you will find:

* Our recipe book for sensory activities for children.

* Guidance for dealing with public health emergencies.

* Tips for caring for yourself and coping with stress.

* Contact information for essential local, state, and federal services, from health to education to caregiver respite.

* Social stories to help teach your child why we're all staying home, the importance of health and safety, and how to manage big feelings!

And more!

These materials are available in English, Spanish, and Chinese. If you would like to receive a packet by mail in one of these languages, please let us know - we would be happy to send it. We also can send masks and sanitizer for personal protection!

To request these materials, please fill out this online form (the form is in English Spanish and Chinese) or phone: 415-920-5040
Our thanks to the California State Council on Developmental Disabilities, First 5 San Francisco and Listos for contributing to this effort.

# data[].attributes.attachment_link.title
COVID-19 Resources for SF Families of CYSHCN - Support for Families of Children with Disabilities

# data[].attributes.attachment_link.description
This Family Resource Kit offers information and materials to help provide support and fun for you and your family during these challenging times. In the kit, you will find: * Our recipe book for sensory activities for children. * Guidance for dealing with public health emergencies.

# data[].attributes.body
https://www.autismparentingmagazine.com/autism-resources-parents/

# data[].attributes.headline
Top Children's Books That Explain Disabilities for Siblings and Parents 

# data[].attributes.subject
Top Children's Books That Explain Disabilities for Siblings and Parents 

# data[].attributes.body
https://www.friendshipcircle.org/blog/2011/11/10/explaining-special-needs-to-your-child-15-great-children%E2%80%99s-books/

# data[].attributes.body
Early Learning Institute does assessments. Parents this is a great resource!!! Eli offers home visits and early interventions. The focus is to support children up to 3 years old. There's a team of developmental professionals who provide target activities for optimal developmental growth.  Bilingual team ( Spanish & English)

311 Professional Center Drive
Suite 100
Rohnert Park, CA 94928
Phone: 1.707.591.0170

# data[].attributes.headline
Families Affected by Fetal Alcohol Spectrum Disorder

# data[].attributes.subject
Families Affected by Fetal Alcohol Spectrum Disorder

# data[].attributes.attachment_link.readable_text
This post is by James Bromley, an individual with FASD and an FASD advocate. Posted with permission. FASD kids : finding the middle ground I am by no means saying some of the tips below will work for you. It's

(First published on the Easy to Love but Hard to Raise blog (now private), by Adrienne Ehlert Bashista.) This was written when her son was about 10 years old. My child has a default setting, and it is NO. If

People who have been exposed to alcohol in utero have brain differences that express themselves behaviorally. As parents of children with FASDs it's important to keep these brain differences in mind when caring for our children. Remembering brain differences and

(German translation of FASD: Why Get it Diagnosed? kindly provided by fasd-netzwerk.at) Warum eine Diagnose im FASD-Spektrum suchen? Für viele - Eltern, unterstützende Fachkräfte und Betroffene - ,die bereits eine bestätigte FASD-Diagnose haben, ist dies eine verwirrende Frage. Warum sollte

# data[].attributes.attachment_link.title
Changes to FAFASD - from nonprofit to... - FAFASD

# data[].attributes.attachment_link.description
This post is by James Bromley, an individual with FASD and an FASD advocate. Posted with permission. FASD kids : finding the middle ground I am by no means saying some of the tips below will work for you. It's (First published on the Easy to Love but Hard to Raise blog (now private), by Adrienne Ehlert Bashista.)

# data[].attributes.headline
Infographics for crosswalks from Captain Autism

# data[].attributes.subject
Infographics for crosswalks from Captain Autism

# data[].attributes.attachment_link.description
CAPTAIN California Autism Professional Training and Information Network

# data[].attributes.body
https://themorganproject.org/

# data[].attributes.attachment_link.description
A Most Special Community Where children with lifelong disabilities, their families and our supporters unite to create an environment of joy in activity and life. Learn More Get Involved

# data[].attributes.body
for visual impaired
https://earlebaum.org

# data[].attributes.attachment_link.readable_text
Earle Baum Center is a nonprofit regional community center in Santa Rosa California, serving people with sight loss in Sonoma, Napa, Lake, and Mendocino Counties.
EBC helps people and families regain confidence, master new skills, contribute to their communities and engage with technology. At EBC we make vital, lifelong connections to lead happy, safe, productive lives.

# data[].attributes.attachment_link.title
Earle Baum Center of the Blind | Santa Rosa, California

# data[].attributes.attachment_link.description
Earle Baum Center is a nonprofit regional community center in Santa Rosa California, serving people with sight loss in Sonoma, Napa, Lake, and Mendocino Counties. EBC helps people and families regain confidence, master new skills, contribute to their communities and engage with technology. At EBC we make vital, lifelong connections to lead happy, safe, productive lives.

# data[].attributes.headline
Federation for Children with Special Needs

# data[].attributes.subject
Federation for Children with Special Needs

# data[].attributes.body
Informing, Educating, and Empowering Families
https://fcsn.org

# data[].attributes.body
Assist people with developmental disabilities to obtain the services and supports needed to live as others do in the community
https://nbrc.net

# data[].attributes.attachment_link.readable_text
Smile Train is the largest cleft-focused organization with a model of true sustainability - providing training, funding, and resources to empower local medical professionals in 70+ countries to provide 100%-free cleft surgery and other forms of essential cleft care in their own communities.

# data[].attributes.attachment_link.title
The World's Largest Cleft Charity | Smile Train

# data[].attributes.attachment_link.description
Smile Train helps families, supporters and medical professionals transform the lives of babies born with cleft lip and palate.

# data[].attributes.body
https://www.cdc.gov/ncbddd/autism/signs.html

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

# data[].attributes.attachment_link.title
Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

# data[].attributes.attachment_link.description
Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

# data[].attributes.headline
United Cerebral Palsy (UCP) of the North Bay

# data[].attributes.subject
United Cerebral Palsy (UCP) of the North Bay

# data[].attributes.body
https://ucpnb.org

# data[].attributes.headline
NAMI (National Alliance on Mental Illness) Sonoma County 

# data[].attributes.subject
NAMI (National Alliance on Mental Illness) Sonoma County 

# data[].attributes.body
https://namisonomacounty.org

# data[].attributes.body
Social media for special needs mothers

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
https://www.connecthearing.com

# data[].attributes.attachment_link.readable_text
It is recommended that we check our hearing annually and what better time to do it than in Better Hearing Month. The US Department of Health reports that nearly 1 in 8 Americans suffer from some level of hearing loss. That number rises significantly for those over the age of 50.

You can start by taking our free online hearing test or book an appointment with a hearing care professional at one of our locations nationwide. Appointments are free with no-obligation. Get answers to your questions about hearing health and hearing loss.

For more information on Better Hearing Month, visit our resource page.

# data[].attributes.attachment_link.title
U.S. Hearing Loss & Hearing Aid Centers | Connect Hearing

# data[].attributes.attachment_link.description
It is recommended that we check our hearing annually and what better time to do it than in Better Hearing Month. The US Department of Health reports that nearly 1 in 8 Americans suffer from some level of hearing loss. That number rises significantly for those over the age of 50.

# data[].attributes.headline
Down Syndrome Connection of the Bay Area: 

# data[].attributes.subject
Down Syndrome Connection of the Bay Area: 

# data[].attributes.body
https://www.dscba.org/

# data[].attributes.headline
Build an Inclusive playground/ Inclusion Matters

# data[].attributes.subject
Build an Inclusive playground/ Inclusion Matters

# data[].attributes.attachment_link.readable_text
Include. Build. Inspire.

You have the power to change the social inclusion landscape in your community for good. We have the resources to help you.

Together, we can create a flourishing, safe, inclusive space where children with and without disabilities play and thrive together.

Our project development team will guide your community every step of the way, from the first phone call to the grand opening and far beyond. We provide the tools that will help you bring inclusive play to your community.

For more information, please contact Brad Thornton, Sr. VP of Global Project Development at brad@inclusionmatters.org

Interested in building an inclusive playground in your community?

Here's how in three easy steps:

Design

Our Designer will help you create a community-driven design that fulfills your unique vision of inclusive play. The final design will offer maximum developmental value and joy!

Develop

Site selection, stakeholder building, fundraising, and vendor selection are a few of the support services we offer.

Program

Our program development team works hand-in-hand with your stakeholder group to identify partners and resources that will transform your playground into a classroom.

Start your playground journey today.

Click here to fill out a brief inquiry form. Our team will reach out to you shortly!

This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. Read More Cookie settings ACCEPT

# data[].attributes.attachment_link.title
BUILD AN INCLUSIVE PLAYGROUND | InclusionMatters.org

# data[].attributes.attachment_link.description
Include. Build. Inspire. You have the power to change the social inclusion landscape in your community for good. We have the resources to help you. Together, we can create a flourishing, safe, inclusive space where children with and without disabilities play and thrive together.

# data[].attributes.body
Movie Trailer Here
Link to Rent or Buy from Amazon
Link to Rent on YouTube

# data[].attributes.attachment_link.provider_name
Giant Steps Therapeutic Equestrian Center

# data[].attributes.attachment_link.title
Programs - Giant Steps Therapeutic Equestrian Center

# data[].attributes.attachment_link.description
Therapeutic riding is extraordinarily versatile, as is ground work and our other programming. Over its many years, Giant Steps has served riders with more than 60+ distinct disabilities, encompassing physical, developmental, cognitive, and behavioral challenges. Over time we have developed various programs to serve the many clients who come to us in pursuit of a more independent life.

# data[].attributes.attachment_link.description
Making inclusive playground equipment is our goal. We design play spaces that address the needs of all children including those with limited abilities.

# data[].attributes.body
https://www.aacap.org/AACAP/Families_and_Youth/Resource_Centers/Autism_Resource_Center/Home.aspx

# data[].attributes.headline
Making Playgrounds Accessible & Inclusive for All

# data[].attributes.subject
Making Playgrounds Accessible & Inclusive for All

# data[].attributes.attachment_link.readable_text
Making Playgrounds Accessible & Inclusive for All
(Last Updated On: May 3, 2021)
Do you remember spending afternoons swinging high into the sky, dreaming of life's possibilities? Or speeding down the slide to catch up with a friend? Many of us look back fondly to the days when life revolved around the playground. It's heartbreaking to think some kids don't know what it's like to swing, slide and climb at the park with friends. At Miracle® Recreation, we want to help bring playtime to all kids.

Playing at the playground is an essential part of childhood. It helps kids get the physical exercise they need to stay healthy, and it helps them develop critical cognitive, emotional and social skills. Every kid deserves the chance to learn, have fun and create joyful memories on the playground.

An accessible playground is not necessarily inclusive, and both elements are essential for a playground to benefit everyone. In this post, we'll explore the differences between accessibility and inclusivity, the advantages of both and how you can make a difference as a playground owner. There is nothing more rewarding than building a playground that welcomes kids of all abilities. Sometimes, just a few small changes can make a playground more inclusive, and you don't need a limitless budget to make it happen.

Read the full article or skip to a specific section:

What Is an Accessible Playground?

An accessible playground allows kids with or without disabilities to access and use a variety of playground equipment. It also invites parents, caregivers or older siblings with disabilities into the play area to supervise children or take part in the fun. In 2018, 14% of students attending public school received special education services. These included specific learning disabilities, speech or language impairments, autism, developmental delays, intellectual disabilities, emotional disturbances, hearing impairment and orthopedic impairments.

The accessibility guidelines in the Americans with Disabilities Act (ADA) require most new playgrounds to comply with the standards they set forth. They also require existing playgrounds undergoing alterations to comply. A few ADA compliance standards include:

An accessible playground must have available, unobstructed routes to the playground and connecting play equipment.

The playground must include at least one of each type of ground-level play component on an accessible route.

At least 50% of the playground's elevated play components must be on an accessible route.

Ramps must have handrails on both sides.

Playgrounds must use specific safety surfacing that has met ADA criteria. Additionally, this surfacing should receive regular inspections and maintenance to ensure compliance.

All kids should be able to travel freely on smooth pathways and ramps, use grab bars with ease and be able to move from one piece of equipment to the next safely.

What Is an Inclusive Playground?

In addition to being accessible, your playground should be inclusive. An inclusive playground allows children of all abilities and developmental stages to play in the same space and creates a nurturing environment for all.

No one deserves to feel left out. An inclusive playground considers the needs of all kids and incorporates play equipment that addresses those needs and promotes growth and joy. For example, children with autism spectrum disorder (ASD) or sensory processing disorder sometimes need to regroup in a quiet, cozy space. To build an inclusive playground, you might incorporate a comfortable, quiet area for kids with ASD to escape the commotion without feeling isolated. Experts estimate one in 59 children has ASD. An inclusive playground sends kids with ASD and other disorders the message that they shouldn't have to play alone.

Why Make Your Playground Accessible and Inclusive?

Children with disabilities benefit from free, unstructured play just as other children do, and they have a right to equal opportunities. An inclusive playground removes barriers between kids, despite any differences, and gives them the chance to play and grow together as they should. The benefits of an inclusive and accessible playground seem endless, but here are a few to consider.
View Inclusive Playground Equipment

Help kids gain understanding: When all kids get to play together, they gain a better understanding of the world and learn to appreciate and accept differences and similarities. They get to learn new perspectives and develop empathy, which they can carry with them through life.

Create a stimulating play environment: An accessible playground offers a wide variety of exciting inclusive play activities all kids can enjoy. From exploring a range of sensory-stimulating activities to using equipment that challenges their physical abilities without causing fatigue or stress, kids won't get bored on a correctly designed inclusive playground.

Help kids build self-esteem: A positive, enriching playground helps kids develop a sense of identity, and boosts their confidence and self-esteem as they learn new skills and make friends.

Help families spend time together: Adults with disabilities can spend time with their kids or grandchildren in an accessible and inclusive playground.

Build a better future: Inclusive and accessible playgrounds teach kids to value equality and fairness, which has long-lasting positive effects on the community and helps create an inclusive society where everyone enjoys equal opportunities.

Overall, an inclusive and accessible playground makes everyone happier, healthier and more connected to one another.

How to Make a Playground Accessible and Inclusive

Making a playground accessible and inclusive does not have to be complicated or unaffordable. There are plenty of resources available to provide guidance and funding assistance. Also, many playground structures already have inclusivity and accessibility in mind. Nevertheless, it's understandable if you feel overwhelmed by all the options and regulations. Rest assured, you don't need an enormous budget or space to make your playground fun for everyone. Let us help you start the process.

1. Evaluate Your Playground

The first step to design an accessible playground is to evaluate your playground and ask yourself the following questions:

Can kids and adults who use wheelchairs or mobility devices easily access the playground and equipment?

Are there deterrents such as slopes or narrow paths making accessibility difficult?

Can kids of all abilities use playground equipment such as slides, swings and climbers?

Can all kids play side by side?

Are paths level and smooth, so kids in wheelchairs can easily move about?

Is there enough shade to protect kids and their caregivers from the sun?

Are there rest areas for parents and guardians?

Are there activities that engage the senses in an interesting mix of shapes, textures and sounds?

How many elevated inclusive play activities do you have?

Do you have ramps, berms or other ways to make it more accessible?

Can all playground users enter the playground using the same route, so no one feels excluded?

To make sure your playground is ADA-compliant, consult the 2010 ADA Standards for Accessible Design published by the Department of Justice. Need more tips for playground planning? Check out our Ultimate Guide to Planning Your Playground.

2. Determine Needs

Your top priority is to make your playground safe, fun and challenging for everyone, all in the same play space. That means considering the unique needs of all kids. For example, you might take the following into account.

Adding sensory activities: Children with ASD often feel over- or understimulated, and either need a quiet place to escape to or the option to engage in activities that stimulate their senses. Make sure to include a mix of both calmer areas and sensory-rich activities that may involve music, lights or spinning motions.

Boosting accessibility: Think about how children will access play equipment. You might need to add ramps or transfer systems so all children can enjoy slides, bridges and other pieces. Consider activities that will engage all children physically and help them build strength and coordination. Also, consider how much effort a child will have to put into reaching equipment. It should never be exhausting to play!

Creating social space: Make sure to include inclusive play activities and equipment all children can use at the same time, so they get the chance to interact and socialize.

The entire playground should offer many opportunities for kids to develop cognitive, physical, social and sensory skills. Consider where your playground needs the most improvement and set realistic goals. Step by step, you can design an accessible and inclusive playground all the kids in your community will enjoy.

Accessible and Inclusive Equipment to Include in Your Playground

You can easily make any playground more accessible and inclusive. It may be a matter of adding a few new pieces of equipment to make a playground for everyone. We'll show you inclusive and ADA-compliant playground equipment to demonstrate it's all within your reach.

1. Ramps

Ramps allow all children to reach elevated play components and enjoy the view up high. They should also provide a space to turn around in a wheelchair. Handrails on both sides of ramps allow kids to effortlessly pull themselves along. Ramps are perfect for kids who are unable or do not want to use transfer systems.

2. Inclusive Slides

Slides add a lot of fun to a playground and promote the development of social skills and coordination. All children should be able to enjoy the freeing feeling of riding a slide at the playground. An accessible and inclusive slide makes it easy for children of all abilities to reach the top of the slide. For example, our Avalanche Inclusive Slide, suitable for ages 5 to 12, offers a lower transfer point so kids can access the slide from ground level and pull themselves up by gripping the side rail. Once they reach the top, they can zoom down the spacious slide alongside siblings or friends.

3. Ground-Level Play Activities

Ground-level activities allow children to enter and exit equipment or structures at the ground level. When equipment is in the same play area, children get to interact and play regardless of developmental or ability levels. For example, our Ten Spin accommodates up to 10 kids at once, allowing them all to whirl and play together. You can easily add this freestanding piece of equipment to any playground to make it more inclusive.

4. Sensory Activities

Sensory activities not only help meet the needs of children with ASD, but they are also enjoyable for all kids and often easy to add to any playground. You might install a piece of musical equipment like our Concerto Chimes, so kids can explore different sounds and jam out to their unique tune.Our Clover Leaf Sandbox offers multiple access points at the perfect height, so kids can enjoy tactile play together, while still feeling comfortable in their personal space. To add excitement to your playground for everyone, consider our colorful Sensory Maze, which makes rainbows on the sidewalk as the sun shines through. Explore our sensory stimulation guide to learn more.

5. Inclusive Swings

There's nothing more freeing than gliding through the air on a swing, and you can make it possible for all your playground users. Swinging helps autistic children process sensory information with soothing, repetitive motions. For all children, swinging helps improve motor skills and coordination. For example, our Accelerator Swing is a group swing ideal for stimulating the vestibular sense and making friends. Our ADA-compliant Inclusive Swing Seat offers extra support and security for a snug ride into the sky that kids can enjoy side by side. We even have an accessible zip line that uses the Inclusive Swing Seat, allowing everyone to fly from one area of the playground to the other.

6. Wheelchair-Accessible Equipment

Some children can't transfer out of their wheelchairs, but they still want to play alongside their friends. Movement experiences are essential for them to develop coordination and balance. Choose a piece of equipment that a person in a wheelchair can easily roll onto, such as our Inclusive Whirl which is a wheelchair-accessible merry-go-round. Also, consider our Alta Glide Flex - an accessible glider.

As you can see, there are many simple ways to make a new or existing playground accessible and inclusive, as well as plenty of fun!

Grants for Accessible and Inclusive Playground Equipment

If you're concerned about budget, know there is plenty of financial assistance available to help you make your dream a reality. Many organizations support inclusive and accessible playgrounds and are happy to help and contribute some of their resources. For example, KaBOOM! is a nonprofit organization that offers several grant opportunities and resources to help build safe playgrounds. Feel free to explore our Playground Grant Resource Guide to learn more ways you can fund your inclusive and accessible playground.

View Inclusive Playground Equipment From Miracle Recreation

At Miracle Recreation, we offer high-quality, durable, safe and innovative playground equipment for kids of all abilities to enjoy. We take pride in finding solutions and making sure all kids get equal opportunities to grow and reach their potential. We design and build our equipment to meet or exceed safety standards while providing unique, thrilling and unforgettable play experiences for all. If you can't find what you're looking for, our custom design team is happy to create inclusive playground equipment straight from your imagination.

Need help with the next step? Our representatives are well-versed in ADA requirements and inclusive play design and are excited to assist you. View our inclusive and accessible playground equipment, and contact us today!

# data[].attributes.attachment_link.title
How to Make Playgrounds Accessible & Inclusive for All

# data[].attributes.attachment_link.description
(Last Updated On: May 3, 2021) Do you remember spending afternoons swinging high into the sky, dreaming of life's possibilities? Or speeding down the slide to catch up with a friend? Many of us look back fondly to the days when life revolved around the playground.

# data[].attributes.headline
Five Ways to Build an Inclusive Playground No Matter Your Space or Budget

# data[].attributes.subject
Five Ways to Build an Inclusive Playground No Matter Your Space or Budget

# data[].attributes.attachment_link.title
Five Ways to Build an Inclusive Playground No Matter Your Space or Budget

# data[].attributes.attachment_link.description
In honor of this esteemed occasion, we've put together a handy list of 5 ways you can easily make your school or park playground more inclusive. You don't need a huge amount of space, and you don't need a massive budget. You can make a playground fun for everyone, no matter ability, in these 5 ways.

# data[].attributes.attachment_link.readable_text
Opportunities for active, independent play are important for children's development, health, emotional well-being, and social opportunities. Unfortunately, through no fault of their own, opportunities for active, independent play are often unavailable to children with disabilities as a result of barriers in the play environment. These barriers may be both physical barriers to access and social barriers to participation.

Disability is often mistakenly understood as a child's inability to experience the play environment because of limitations caused by their disability. Rather, disability is the limitation of opportunities to participate in play on an equal level with others due to physical and social barriers in the environment. Disability is not a condition a child has, disability is an experience a child may have. When the play environment supports the needs and abilities of the whole child, the child experiences active, independent play.

When the play environment is not appropriate to the abilities and needs of the child, the child experiences disability. Children do not bring disability to the playground, they find it there when they are faced with obstacles to their participation from the characteristics of the playground. Every child's right to play implies that children should not be subjected to the loss of opportunity for active, independent participation in play by characteristics over which they have no control.

Apparent exclusion or lack of diversity in play and recreation spaces is doubtfully ever intentional. It is more likely that it comes about through inexperience and unfamiliarity with the knowledge or insight necessary to create a truly effective and meaningful environment. The risk is that, when inclusion is not achieved, society as a whole may not benefit from the addition and rich experiences of those who are most affected and who have a lot to offer. People with disabilities do not seek extra attention; they desire only the same opportunities to recreation as anyone, the ability to play alongside their peers, feel the camaraderie of a group, experience the pride of physical and social achievements, reach their full potential, and cement a strong connection to their community through the experiences encountered while at play.

"Children learn important life lessons and character development, like acceptance, patience, perseverance, kindness, and respect."

The term accessibility usually brings to mind issues of access to a space for people with physical disabilities. While this is certainly critical, if access is the sole consideration, the result may not allow equitable participation, and may not consider the needs of the community as a whole. Access does not guarantee inclusion, and this can result in lost opportunities for people with disabilities and the larger society. Inclusive play environments encourage children of all abilities to play together, allowing them to develop an understanding and appreciation of each other's strengths and challenges. This interaction is critical toward creation of a stronger sense of community. Children learn important life lessons and character development, like acceptance, patience, perseverance, kindness, and respect. Early interactions in play help facilitate personal experiences and build lifelong positive opinions.

While inclusion includes access, a much wider range of considerations must be adopted to create a meaningful experience where all have equitable participation in the environment and with the people there. When executed correctly, inclusion can embrace cultural equality, break down psychological and emotional barriers, and create an atmosphere of respect, awareness, independence, and learning that benefits the whole community. In this wider sense, inclusion is about providing all people, regardless of ability or age, with equal opportunities to participate fully in a variety of opportunities in the environment in a mutually beneficial and respectful way.

Sensitivity toward those with special needs, creating a dialogue with your community about the importance of inclusion, and communicating the benefits to every child is the height of social equity. When every person is shown early on that inclusion is paramount, everyone benefits by creating a richer experience, helping all people in both recreation and in life.
Continue reading to get started advocating for inclusion in your community. Download the free PDF on disability awareness to share with your team.

# data[].attributes.attachment_link.description
Opportunities for active, independent play are important for children's development, health, emotional well-being, and social opportunities. Unfortunately, through no fault of their own, opportunities for active, independent play are often unavailable to children with disabilities as a result of barriers in the play environment.

# data[].attributes.attachment_link.readable_text
We Rock the Spectrum Kid's Gym is a sensory gym franchise that is committed to providing a safe, nurturing, and fun environment for our kids by providing the support and amazing sensory gym equipment to create these safe spaces. Our spaces foster learning, exploration and safe sensory experiences. Through our nonprofit My Brother Rocks The Spectrum Foundation®, we provide social skills groups and activities for children across the spectrum.

# data[].attributes.attachment_link.title
Kids Playground Franchise | We Rock The Spectrum Kids Gym

# data[].attributes.attachment_link.description
We Rock the Spectrum is a growing kids gym franchise of sensory-safe indoor playgrounds, classes, and birthday parties for ALL kids! Kids fitness and safety is our passion. Start your own kid's fitness franchise with today and make your gym the best kids gym in your city! (818) 996-6620 Call UsToday!

# data[].attributes.body
Anova is leader in special Education

Offers treatment, therapy and Education for children

With Autism. Focus is on behavior and social skills.

Anova offers assessments, behavior analysis, clinical consultation,

Speech and language assessments, therapy services, early intervention services,

Sensory integration, transition programs ( social cognition group, Intensive training).

Ace Schools

Offers quality care, education and a team of professionals who specialize in children with

Autism. and neurodevelopmental impairments. Also nonverbal learning disabilities.

ANOVA ADMINISTRATIVE OFFICES

220 Concourse Blvd.

Santa Rosa, CA 95403

ph (707)527-7032

Tips for parents to set up Playdates!

1. Practice Practice Practice!

Identity the play your child enjoys and teach him

My turn your turn

2.Be Social!

Connect with other parents. As parents we can be the advocates for our children to socialize.

3. Keep the playdates short!

Start planning for short playdates while your child gains experience. 45 minutes!

4.Playdates need structure!

Remember children with autism do better in structure and familiarity places. You can invite for playdates at home and help your child facilitate that way your child will have a successful playdate.

5. Find a good pair match!

Find a child who is patient, flexible and can model appropriate age play skills.

# data[].attributes.headline
Everyone’s Included: The Benefits of Inclusive Playgrounds

# data[].attributes.subject
Everyone’s Included: The Benefits of Inclusive Playgrounds

# data[].attributes.attachment_link.readable_text
Recess and play are an important part of childhood development. When children are playing, they are able to progress language, symbolic thinking, social skills, and motor skills. Children who engage in free play are healthier and have higher self-esteem. These affects can be seen in all children, so it is important that play structures accommodate children of all abilities and developmental levels. This is where inclusive playgrounds come in. Inclusive playgrounds allow all children to engage and play so everyone can be included in the fun.

What is an Inclusive Playground?

An inclusive playground is about more than wheelchair ramps, although those are important. A wide range of design elements should be included in a play space so all children can interact the structures and other children. Things to keep in mind when building an inclusive playground include:

Access: Can any child or parent access this space regardless of their ability? Including ramps and rails as necessary or using ground level play events.

Engaging: Is the playground engaging, considering factors such as color, sound, texture, movement, and versatility?

Comfort: Does the play space have a good mix of active and quiet play areas? Quieter rest areas can be helpful for children who may be over stimulated in crowds.

Cognitive Development: Activities such as swinging, sliding, climbing, spinning, and rocking have both physical and cognitive benefits. Additionally, number or alphabet boards are a fun way to incorporate learning into play.

If you are in the process of planning a new playground or renovating an existing play space, you can start by asking a big-picture question: How will this play space encourage children of all abilities to interact and share play time together?

The Benefits of Inclusive Play

Playgrounds are a great place for children to engage with peers and make friends. One of the struggles families with disabilities face is fewer places to meet and be part of the community. According to a study on physical and developmental disabilities, 53% of kids with disabilities spent less than two hours a week with their peers outside of class. By making playgrounds inclusive it solves this problem because children of all abilities can play together.

Parks and playground equipment shouldn't limit or segregate children. It should be a place for children to come together and learn from each other. Inclusive playgrounds encourage play, which leads to a mutual understanding, friendships, and a true feeling of community.

# data[].attributes.attachment_link.title
Everyone's Included: The Benefits of Inclusive Playgrounds

# data[].attributes.attachment_link.description
Recess and play are an important part of childhood development. When children are playing, they are able to progress language, symbolic thinking, social skills, and motor skills. Children who engage in free play are healthier and have higher self-esteem.

# data[].attributes.body
Inclusive Playground Activities

# data[].attributes.attachment_link.readable_text
Young children with disabilities have the right to participate in extracurricular activities on the playground. When they can't participate, they miss out on important health and social benefits.

Including children of all abilities means creating an environment where they have equal access. That is why schools often use an Individualized Education Program (IEP), a written plan detailing how a child's needs will be met in the classroom and on the playground. Developed by school staff and parents, the plan helps educators, administrators, and families set learning goals for a child and designate the services that the school district will provide.

When planning a playground, designers should consider various types of disabilities such as medical, sensory, cognitive, social, and mobility related disabilities. These considerations should play into all decisions related to the playground's design so that it can be an inclusive play area for children of all ages and abilities. The play equipment, the placement of equipment, and the surfacing are just a few design features that make a playground more inclusive.

Familiar and inviting environments can encourage social play among children of all abilities. Accessibility and safety should be the top priorities. According to the ADA Accessibility Guidelines for Play Areas (2000), "Designers should consider the optimal layout of ground-level play components to foster interaction and socialization among all children."

A playground's design can encourage (or hinder) socialization. Children with autism spectrum disorders, for example, rarely interact with other children in "free play" situations, and they typically have difficulty with imaginative play. A "circuit-style" layout (where playground equipment is arranged in a circle with a central open area) encourages them to navigate the playground and stay active. This encourages more imaginative play and physical challenge by creating a structural boundary surrounded by an open area for free play.

A 2013 report called A Systematic Review of the Best Practices for Playground Inclusion (Mejeur, Megan; Schmitt, Graceann; and Wolcott, Hannah) describes the physical and social barriers disabled children face on the playground. Physical barriers might include uneven surfaces, narrow entryways, and equipment that can't be used without help from an adult. These physical barriers make social engagement between children with disabilities and those without rather difficult (hence the social barriers). Children with disabilities might have different scheduled play times, which further isolates them and excludes them from social play with the rest of the children.

All of these barriers-both social and physical-should be eliminated for play to be truly inclusive.
Playground Activities for Disabled Children
From modified equipment to inclusive activities, your playground can also incorporate games and play structures that make inclusive play easier. These might include:

Modified swings: Several companies create adaptive swings for children with special needs. Swinging helps the brain make sense of speed and direction, which is beneficial for kids with visual perception issues.

Bright colors: To help kids with impaired vision, bright colors can help identify equipment from a distance. Bright-colored cones or tape can mark boundaries. Visual cues can also be important for kids with autism.

Modified sandboxes: An elevated sandbox gives kids who can't play on the ground a chance to dig. This gives wheelchair-bound children the same creative and tactile play experience able-bodied children enjoy.

Outdoor hide-and-seek: This classic is a great way to get kids playing together. Plus, it integrates counting, visual perception, and turn-taking into the game.

Surfacing and Inclusivity
Not all surfacings are made alike. Playgrounds that include loose fill surfaces such as pea gravel and mulch do not facilitate inclusive play. Wheelchairs cannot easily pass through these substances. For optimal inclusivity, it is recommended to use a seamless, flat surface such as No Fault's Poured-in-Place Safety Surfacing or Bonded Rubber Mulch. No Fault Sporturf also makes a great option for an inclusive play area.

Incorporating these surfaces not only provides a safer environment for children better protecting them from falls and accidents that may occur, but also makes it easier for children with mobile disabilities to access the play areas.

For more inclusive activities, see the Let's Play Together! Guide published by National Council of Social Service and Singapore Disability Sports Council.

No Fault can help with wheelchair accessible, all-inclusive playground surfacing, and playground design. Give us a call at 866-NFSPORT. We are happy to assist you!

# data[].attributes.attachment_link.title
Engaging Disabled Children with Inclusive Playground Activities

# data[].attributes.attachment_link.description
Young children with disabilities have the right to participate in extracurricular activities on the playground. When they can't participate, they miss out on important health and social benefits. Including children of all abilities means creating an environment where they have equal access.

# data[].attributes.attachment_link.title
Inclusive Play - A Guide for Inclusive Playgrounds

# data[].attributes.attachment_link.description
Giving children access to playgrounds isn't enough we must design them to allow all children to be included in play. View all our resources on Inclusive Play.

# data[].attributes.body
Delays in development of spoken language.

Idiosyncratic repetitive language.

Lack of pragmatic aspect of language.

Inability to initiate or maintain language.

Responds to a question by repeating it, rather than answering it.

Has difficulty communicating needs or desires.

Lack of appropriateness in verbal and non behavior.

Lack of ability to develop peer relationships.

Lack of apparent social and emotional reciprocity.

Prefers not to be touched, held, or cuddled.

Has trouble understanding feelings or talking about them.

Doesn’t share interests or achievements with others (drawings, toys).

Restricted, repetitive and stereotyped patterns of behavior.

Difficulty in motor control.

Peculiar attachment to inanimate objects.

Distressed by a change in routine.

Lining up toys.

Head banging.

Rocking back and forth.

(American Autism Association)

# data[].attributes.headline
How to Create Inclusive Playground Design

# data[].attributes.subject
How to Create Inclusive Playground Design

# data[].attributes.attachment_link.description
KEY STAKEHOLDERS. Invite people associated with your neighborhood, school, park or city-to join. Be sure to include people with disabilities, as they will be able to contribute a great deal of valuable insight. A multi-generational committee will ensure that you are aware of everyone's needs: kids, parents, grandparents, etc.

# data[].attributes.body
https://www.autismspeaks.org/signs-autism

# data[].attributes.attachment_link.title
CRIP CAMP: A DISABILITY REVOLUTION | Full Feature | Netflix

# data[].attributes.headline
Documentary: I Have Tourette's, But Tourette's Doesn't Have Me

# data[].attributes.subject
Documentary: I Have Tourette's, But Tourette's Doesn't Have Me

# data[].attributes.body
Watch on HBO Max or buy on Amazon (https://www.amazon.com/Have-Tourettes-but-Doesnt-Dispelling/dp/B0011XVR9S)

# data[].attributes.attachment_link.title
I Have Tourette's, But Tourette's Doesn't Have Me - Tourette Association of America

# data[].attributes.attachment_link.description
I Have Tourette's, But Tourette's Doesn't Have Me HBO Film produced by Shiela Nevins

# data[].attributes.attachment_link.keywords[]
uniquely wired: a story about autism and its gifts

# data[].attributes.attachment_link.keywords[]
juvenile fiction / disabilities & special needs

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / new experience

# data[].attributes.attachment_link.keywords[]
obsessive behaviors; autism disorder; kids with autism; parents of kids with autism; teachers; special education; ages 6-8; grades k-5; patience with autism; asd; aspergers; watch collection; unconventional responses; understanding autism; social skills; understanding; tolerance; preschool; patience

# data[].attributes.attachment_link.keywords[]
juvenile fiction / disabilities & special needs

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / friendship

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / new experience

# data[].attributes.attachment_link.title
Uniquely Wired: A Story About Autism and Its Gifts

# data[].attributes.attachment_link.description
Uniquely Wired: A Story About Autism and Its Gifts [Julia Cook, Anita DuFalla, Anita DuFalla] on Amazon.com. *FREE* shipping on qualifying offers. Uniquely Wired: A Story About Autism and Its Gifts

# data[].attributes.body
Buy on Amazon or view Read Aloud on Youtube (https://www.youtube.com/watch?v=O6ZBXPgBDfk)

# data[].attributes.attachment_link.readable_text
FREE Shipping

Free 5-8 business-day shipping within the U.S. when you order $25 of eligible items sold or fulfilled by Amazon.

Or get 4-5 business-day shipping on this item for $5.99. (Prices may vary for AK and HI.)

Learn more about free shipping

on orders over $25-or get FREE Two-Day Shipping with Amazon Prime
Ships from and sold by Amazon.com. Gift-wrap available.

# data[].attributes.attachment_link.keywords[]
juvenile fiction / health & daily living / general

# data[].attributes.attachment_link.keywords[]
juvenile fiction / social themes / special needs

# data[].attributes.attachment_link.keywords[]
juvenile fiction/social themes - special needs

# data[].attributes.attachment_link.description
As six-year-old Emma anticipates the birth of her new baby brother or sister, she vividly imagines all of the things they can do together. Emma feels ready to be a big sister! Then when the baby is born, her dad tells her that it's a boy and he has something called Down syndrome.

# data[].attributes.headline
Matrix Parent Network and Resource Center

# data[].attributes.subject
Matrix Parent Network and Resource Center

# data[].attributes.body
https://www.matrixparents.org/

# data[].attributes.headline
Evidence-Based Practices for the Design of Inclusive Playgrounds that Support Peer Interactions Among Children with All Abilities

# data[].attributes.subject
Evidence-Based Practices for the Design of Inclusive Playgrounds that Support Peer Interactions Among Children with All Abilities