Homemade videos to teach everything

 

I recently completed our 4th homemade video to help teach our 2 1/2 year old daughter who has Down syndrome. This method is effective for so many things, so I thought I would share it. My 2 and 4 year old daughters enjoy watching television, but they are usually only allowed to watch learning type shows or DVD's. I thought I would take this genuine interest and use it to my benefit.

The videos I make are a combination of Your Baby Can Read (which is like Rosetta Stone for kids) and Your Child Can Discover, Brillkids, Brainy Baby videos, Baby Babble  and Watch Me Learn. They include video modeling, which is a visual teaching method that occurs by watching a video of someone modeling a targeted behavior or skill and then imitating the behavior/skill watched. Presley likes to toss things off the table, so I put several "on the table" clips in the video with plenty of praise. I continue to reinforce sight word recognition and explanations by saying flashcards in short bursts and reading books. I do songs and phrases with anticipated words that Presley likes, such as "Twinkle, twinkle little star, how I wonder what you _______" and Presley says "are" and we continue to pull words out of her as we go through the entire song. Also, ready, set, ______ and she makes her sound for "Go" each time. She has participated more actively in the conversations after beginning the videos. I want my daughter to know how to say "I love you" and know that she is very loved, so there are many times it is said and displayed. She leans over to hug and kiss me and say "mmuwah" each time she sees it on the screen.

I originally taught both my girls sight word recognition. After they had a grasp of words have meaning, I added some phonics. Presley is a very physical little girl, she walked and climbed early for DS, so speech was on the back burner for her. She can read over 150 words, knows her colors, shapes, numbers, and the alphabet with letter recognition and sound them out phonetically. However, talking has not flowed as quickly. To encourage talking, I made this video using the CVCS speech words with a close up of my mouth for imitation purposes. Presley is a very visual learner (as most children are with special needs), so saying it to her over and over did nothing. I had my 4 year old do what comes naturally for her, to be silly in front of the camera to explain each word immediately after I said it.

We had fun taking photos to teach emotions and presented it three different ways within this last video. I also had my older daughter show how fun sequencing could be by using the Simply Smarter app (http://nacd.org/family/apps.php) and identifying different body parts. Also, what looks like two little girls just playing, is actually two girls learning and following directions, which will help improve sequencing.

Suggestions you can accomplish:

* teaching the alphabet letters, numbers, colors, shapes
* teaching sight words or phonics
* displaying positive behaviors that you want to promote (exclude the negative ones) and show the praise that follows
* teaching emotions or feelings
* how to react in certain situations and for social interactions
* sequencing and following directions
* enunciation of proper speech sounds or words
* Teach them to properly clean or pick up their room, show them what you mean when you say to clean their room
* Teach sounds of things like birds, trains, cars, airplanes, etc...
* Teach songs and children's games like Ring Around the Rosy, Wheels on the Bus, etc...
* Show family members in loud rooms and how they remain calm and socially interactive or someone getting into an elevator and pushing buttons if your child is bothered by situations like these
* Reading books
* Concepts such as in, out, up, down, on, off, above, below, etc...
* Teach the five senses, days of the week, months of the year, seasons
* Addition/subtraction

We used Windows Live Movie Maker to make these videos. These homemade videos are really a family event as each family member is always in the video. It reinforces positive behaviors that are seen as well as positive feedback that they can see and hear over and over. It shows children it is ok for both children and adults to be silly. They have fun making it, and they LOVE watching themselves be the star of the show later. You will enjoy not having to repeat certain things numerous times, because they will see it on the video. You can slip serious learning in between the fun clips and they keep their eyes on the screen knowing the next clip features them. I hope this inspires you and helps your child accomplish new and great things. Good luck and happy learning! Blessings, Robin

Here is a link to our latest video about emotions, following directions, and speech sounds:

 

Here is a previous video to learn concepts such as in, out, on, off, above and more:

Here we were teaching colors and reading sight words with left over party balloons:

Here is Presley going through a book I made her of words I know she can say:

Here is Payton reading to Presley. Payton made up her own version of "Pete the Cat and his four buttons".

 

 

 

Strategies to teach your young child to read (Down syndrome & typical)

By: Robin Tolliver












My background:

*  Flight medic, LPN, RN
*  Emergency Medicine Physician Assistant
*  22 years Army National Guard, retired MAJ
*  Precious Baby Ministry for children with Down Syndrome
*  I do not have a degree in education, but I have two daughters ages 2 and 4 who are reading well. I would genuinely like to share what has been successful for us and perhaps provide ideas and motivation for parents.

I implemented the following programs for Payton from 3 months old.  Looking back, it seemed so easy.  I really took it up a notch though when Presley was born.  I added much more to the program to ensure she would someday read as well as her sister.

This is Payton reading a poem the week of her 4th birthday I printed this off less than 24 hours before.  She makes it look so easy.
http://www.youtube.com/watch?v=WT1L2SVVAwQ


However, everything was different from the beginning with Presley.  When Presley was born, in our fog of mixed emotions, we heard the words "I'm sorry" many times as they told us Presley was born with an extra 21st chromosome (Down syndrome).  Next, the doctor told us all the potential health issues she may have.  Then, he began to tell us everything she would not do, such as "read, write, drive a car, or have a decent IQ".  I remember thinking "he is not talking about my child, and why is he is already placing limits on what she can do".  As I began my research, I came across a website called Einstein syndrome  (http://einstein-syndrome.com/).  I loved their philosophy and felt renewed.  They basically said, what if the doctor had come to you instead and said "Your daughter has Einstein syndrome. She has the potential to be brilliant, but it is up to you to expose her to a rich learning environment, teach her, show her one of everything and expect her to absorb it all".  At that moment, every parent would leave the hospital and begin this incredible educational journey with their child, believing they had unlimited potential.  This is how is should be.  No one can determine your child's future or abilities.  No one should place limitations on your child.  We need to believe in them and raise our expectations to help each child reach their maximum potential and determine their own point of success.

Here is Presley reading:

Age 19 months video #1 http://www.youtube.com/watch?feature=player_detailpage&v=UNjDuaMPmvw

Age 19 months video #2
http://www.youtube.com/watch?v=acI-pzwOzuA

Age 25 months http://www.youtube.com/watch?v=Cs5MGkiewGY

This is Presley showing she knows her alphabet by choosing letters:

Age 24 months: http://www.youtube.com/watch?v=ZiSyhSZehLg
Age 28 months: http://www.youtube.com/watch?v=LJNAEgEnEJg

I think both of our girls are pretty amazing!


Nutrition:

I believe each child gets a immune and cognitive boost through good nutrition.  Here are some of the basics to consider:

* Minimal amount of sugar - this causes inflammation throughout the body and feeds infections and bad bacteria.  Sugar is also hidden in large amounts in juices, kool aids, along with artificial colors. Read your labels.

* Avoid processed foods as possible

*  ACH study connecting “gut bacteria” with autism (http://arkansasautismalliance.org/in-the-news).  It states that children with autism possess a certain gut bacteria that thrives off of unhealthy diets and therefore increases the autistic symptoms.   It is obvious there is a gut-brain connection.  Think about how seeing something distressing causes immediate nausea or when you get "butterflies" in your stomach because you are nervous.

* 3 meals daily with healthy snacks

* Smoothies - we sneak lots of fruits and vegetables in our smoothies

* Help strengthen immune system - 80 % of our immune system is located within the gut.  Every child needs a healthy system to learn.

Recommended books for early nutrition:
                                                                                                                                           
  Super Baby Food by Ruth Yaron. Tells you directly what food to introduce each month in the first year.  Also gives lots of healthy recipes for older children. 

  Deceptively Delicious - helps you hide all types of healthy foods (esp vegetables) in regular recipes to secretly add nutrition to your children's meals.



Laying the foundation for learning:

* First five years very important in development - I read once that most of what a child will learn will be in the first five years. Don't wait for a teacher to begin laying this foundation.  Begin early. 

* Input, input, input for receptive language.  Do not expect output yet, just repetitively continue inputting.

* Frequency, consistency – 5 minutes here and there will make a difference

* TV is not recommended before 2 years old

* No more than 2 hours total screen time age 2-5 (Per American Academy of Pediatrics)

* Good time to increase auditory skills
         -Turn on the radio
         -Children’s songs on Pandora - sing songs that encourage participation
         -Audio books
         -Work on auditory sequential processing (keep reading for further
           explanation)

*  Use multiple techniques to keep interested

*  Multisensory approach – involve as many senses as possible to leave a vivid mental imprint (ex apple – see the apple, touch the apple, taste the apple, smell the apple, hear the apple crunch) This is a Montessori type approach.



Determine your child’s best learning type: While most people will use a mixture of each, there should be a dominant one

Visual
Auditory
Kinesthetic

.


Visual spatial learners

*Learning comes through imagery of the whole concept
*Visualization provides organizational construct for assimilating and processing new ideas, excellent organizer
*Astute observers
*Need more time to process information and think in pictures
*Need to see a concept in order to understand it
*Focus on ideas not details
*Often generate unusual solutions to problems and perceive the whole quickly
*Can recognize patterns easily
*Can experience difficulty with verbal instructions, sequential problem solving, and with drill and practice

Visual learners can learn best by handouts, studying alone, overhead slides, powerpoint presentations, watching videos, watching a demonstration, creating outlines, using various colors of highlighters, writing practice test, and mind mapping.



Auditory spatial learners:

*Good listeners - they recognize changes in tone easily
*Learn sequentially
*Rapid processors
*Think in words
*Well developed short term “working” memory
*Remembers what they hear, can follow complex set of oral directions and memorize easy
*Can express themselves well and fluently
*Can show their work easily b/c they took a series of steps that they can retrace, orderly, well organized which helps academic performance
*If hearing issues early in childhood, often experience language delays and difficulty with comprehension
*They typically are recognized as high achievers in school because school is geared more towards the auditory learner.  This is why auditory sequential processing is so important to help improve your child's ability to learn.

Auditory learners can learn best by working in groups or with a partner to discuss things out loud, recording their classes or lectures, reading assignments out loud, audio books, associating music with ideas/concepts, giving oral reports, mnemonics, rhythms, talking to oneself, and singing their notes,


Kinesthetic learners:

*“Tactile learners”
*Learn best by demonstrations and manipulating things
*Needs a “hands on” approach
*Usually volunteer to help with demonstrations
*May become bored trying to listen to a lecture.
*Like to experience the world and act out events
*Can remember complicated directions once they have acted them out
*Good at sports
*Typically can not sit still for very long
*Likes adventure books and movies
*Likes martial arts, dance, role playing
*Can study with loud music on
*Handwriting is usually not the best
*Likes science lab and doodling

Tactile learners can learn better with short study periods, taking lab classes, role playing, using flashcards and highlighters, having a "worry rock" in their pocket to fidget with when they have to be still and learning on the go.

If you have a child that is struggling to learn, please have his vision and hearing checked.  You can not learn if you can not see or hear the information accurately. During this presentation, we also discussed the importance of hand, eye, ear congruency.  If you are right handed, you should be right eyed and ear as well.  Information will not be processed correctly as a child.  



Increasing auditory sequential processing:

This is a way to increase their auditory learning ability.  A typical adult should be able to process a 7.  That is why phone numbers in the United States are 7 digits long.   A child should process roughly 1 for each year old.  1 year old processes a 1.  2 years old processes a 2. 

"Simply smarter" app  for the computer or IPAD/iphone by NACD takes the thinking out of it.  It does the processing and reverses it also.  You have a variety to choose from, just auditory, just visual, or combination.  You choose whether images, colors, animals, or what you would like your child to use. I highly recommend this app. http://www.nacdstore.com/collections/software

*  Stay 1+/- their processing level through out the day
*  In car (for example: sign, car, park, horn)
*  While cooking (spoon, pot, oven, sink)
*  Increase with following 1,2,3 step directions
*  Advance to reverse processing
*  Learn more: http://nacd.org/journal/auditory_processing.php



Techniques to develop reading skills:

Your Baby Can Read
Brillkids
Flashcards
Books
Ipad
Videos
Labels
Introducing them to their world

Using variety, repetition, and frequency enhances success.



Your Baby Can Read: 

*  We began at 3 months old – no other TV
*  Similar to learning sight words
*  Same concept as Rosetta Stone with picture word combination & repetition
*  20-30 minute video twice a day
*  Flashcards 5-10 min once or twice a day
*  Books once or twice a day
*  Your Baby Can Discover as they are older
*  Youtube – videos available for free but not as good of quality
*  Sight word recognition gives the child confidence as they begin to recognize words and see the parents positive reaction.
*  As with any program, it is very successful if you follow through with it

 

 

Brillkids:





 


*  Little Math, Little Musician, and Little Reader
*  Downloadable program
*  Discount to children with disabilities (50-100%)
*  Large resource for additional downloads
*  Can modify program to your child
*  One year curriculum 1-2 times a day for 5 minutes
*  www.brillkids.com
*  Also has app for iphone
*  Both of my girls loved the books.


Flashcards:

 

*  Typically cost $1-$14

*  Make your own.
*  Lamination machine: $25 at Wal Mart
*  Lamination sheets: $10 for 50 sheets (fit 4 cards on each sheet so
    approx .05 cents a card)
*  Laminate: personal photos: mom, dad, objects, actions (begin with
    immediate surroundings then expand out)
*  Store bought cards, stickers, preschool activity book pictures, magazine
    photos - just print a word label for the back and laminate
*  PSB Cubed – http://www.psbcubed.com/program-support-services-custom-flash-cards.html . Girl with Down Syndrome who prints flashcards for cost/S&H only.

*  Fast flash techniques (1-3 seconds)
*  Emphasize phonics while doing alphabet cards 2 minutes 2-3 times a day *  Stop while they are still interested and before they are bored
*  Add 10 cards each week,  Review old each day.
*  Keep moving whether they know the old or not




Other programs:  I have not used each one, but I know parents who liked each of these.

*  See &Learn
*  Love & Learning
*  How to teach your baby to read – Glenn Doman
*  Reading the Alphabet – PreK reading ciriculum that is a combination of Montessori, Handwriting w/o Tears, & word study. http://thisreadingmama.com/free-reading-curriculum/reading-the-alphabet-prek-curriculum/  I found this more than I could do with our current neurodevelopmental program too, but she gives out free printables almost daily that are extremely good.




Additional online reading resources for children:

*  Starfall   http://www.starfall.com/
*  Clifford interactive stores and books: http://teacher.scholastic.com/clifford1/index.htm 
*  Owl and Mouse:  http://www.yourchildlearns.com/learn-to-read.htm
*  Reading Bear:  http://www.readingbear.org/
*  Between the Lions (PBS) http://pbskids.org/lions/
*  Readeaz: http://vimeo.com/search/videos/search:readeez/st/6407bb8c




Books:

*  Goal 5-10 each day.  These may only have 3-5 words on the page.  It is
    about exposing your child to various books and developing a love for
    reading also.
*  If too many words then just talk about the pictures, point out details (“red
    ball”)
*  Be very animated Picture – word books, hand over hand technique



Reading area:  This is their special place dedicated for reading and learning.  Small, comfortable, well lit and easy access to lots of books!

The following books are for beginner readers such as Presley.  These are examples of books that use color, texture, sound, and associate and image with a word.  Here is a detailed list of good learning books for children with special needs:  http://dsdaytoday.blogspot.com/2011/03/books-to-read-to-your-baby.html


Starting out: contrast colors, large pictures, very simple.  I wrote the words in this book as we began to work on sight words.




Simple pictures with sound: 

See more examples at: http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Dstripbooks&field-keywords=let%27s+say+our

Lots of word books for receptive language :  shows the word with the picture  (example is by Priddy)

Little Scholastic – touch, feel, lift flaps = stimulating more senses

 

Brainy Baby:  colorful, interested, simple yet covers topic well

DK books – always very detailed and uses real pictures. DK also has extremely informative books and videos as children get older. Look for the videos on youtube.

Make your own book. We made this one to try to get Presley to talk more. We used words that we knew she would say as soon as she saw the word or picture. Seeing, hearing, doing, repetition.  It requires a printer and laminator.  Super easy!

https://www.youtube.com/watch?v=cyXCaBC43Pc
 

Videos:

 

*  Brainy Baby (DVR smile of a child channel for free)
*  Signing Times –early communication
*  Rock & Learn – lots of videos with music
*  Make your own videos: cheap, easy, fun. Make large print words. Display things around the home. Add clips to windows movie maker, pick transition method. Hit play! I plug the computer into our TV and they watch their home video on the TV. Watching themselves keeps them interested and they do not even realize they are learning words.

* Here is one we made just reviewing colors with the left over balloons we had from a party.  There is also a clip of the girls playing and wrestling in bed, which keeps them interested in the video.  They ask to watch this video EVERY day!  Word movie: http://www.youtube.com/watch?v=vE274mSuI5A




IPAD, Iphone, Ipod:

*  Flashcards: ABA, animated, sight words, talking cards on youtube
*  Matching shapes & colors that say it out loud
*  Little Reader, Laugh & Learn, Fisher Price
*  Phonics games Talking books
*  Videos on youtube
*  Search apps: baby reading, early learning, baby’s first words


Introduce them to their world: (yes, this is actually our house)

*  Labels through the house
*  From early age, tell them what everything is
            Walking around the house
            While shopping, especially produce section
            Walking outside, acknowledge sounds you hear





Here is a link to an extraordinary Mom whose son is an excellent reader. She shows you all the techniques she used.  She also gives links to other children with Down syndrome who are successful readers for even more inspiration.  http://dsdaytoday.blogspot.com/2011/03/teaching-your-baby-to-read.html


My last advice is to remove limitations and raise your expectations.  Typical child or special needs child, we should expect more. Invest the time, you will never regret it. Continue with large amounts of input, and wait patiently on the output. It will come when they are ready. Watch them absorb the knowledge and enjoy it. Thank you for your time and interest.

Many blessings,
Robin Tolliver

Emma's Reading Video

Just to help everyone understand the importance of what we are doing.  Robin and I both work with NACD, Brillkids, flashcards, videos and we read 10-20 books a day to our kids.  Reading is so important  and just like our 3 year olds and my 12 year old we will encourage reading every day.  We started really hitting the flashcards with Emma about 3 months ago and this is where we are.  We do them 3-4 times a day and it takes less than 2 minutes.  I too am so proud and just want parents to understand that you can never start too early. During the video you will see Emma stand up and sit down.  We are working on building her leg muscles in preporation of walking.  The only way I can get Emma to do this exercise is a Veggie Straw. ENJOY!

Presley reading at 19 months old

Here are videos of Presley reading this past weekend.  She is 19 months old.  She recently had her speech evaluation and showed zero deficents in receptive language.  See below to learn what we are doing to help teach her!

 

 

 

 

Via You Tube if you can not click on the above link:

 

 

 

 

 

1.  We use NACD (National Association of Child Development)  http://www.nacd.org/  She began on the program at 6 months old.  We drive to Dallas from Little Rock every 3 months for re-evaluation.  It costs over $900 for the initial evaluation, then approximately $230 per month.  We feel it is worth every penny!  Our program does more in one day than any therapist could accomplish in a week with Presley.  The program details exactly how to do flashcards, videos, and photo cards.  It shows you how to teach your child.  The program does more than teach though, it shows you how to do PT, OT, DT, and ST for your child so you are able to help your child each day.  Go to their website and check out their video.

 

2.  I used the Your Baby Can Read series with my first daughter Payton also.  She is 3 years old now and can read anything you put in front of her.  Initially it is like learning sight words, and the comprehension develops with use and repetition.  If you have ever used the Rosetta Stone for Spanish or another language development, then you will recognize that the method is exactly the same.  Repetition, repetition, repetition!  I use the flashcards that slide out to show the pictures.  Presley was only allowed to watch the YBCR videos when she was younger, and she still loves them.  I also vary up her routine with the lift the flap books, but she likes to hold them and pull on the pages so we only use once or twice a week.  It really is an effective program.

 

3.  Brillkids.  This is a computer program that takes about 5 minutes twice a day.  It shows the word "horse" then shows a picture of the horse and repeats the word, then shows a video of the horse running and repeats the word again.  It gives you an entire year of daily sessions.  You just simply advance each day or repeat the same day if you want to reinforce, but the same words carry over several days.  You can email Brillkids and provide proof of your child's disability and your proof of income and that will give you a code for 50-100% off of one of their products.  We purchased the big package which included the Little Math also.   http://www.brillkids.com/

 

4.  I have many items around my house labeled with large words, such as door, window, TV, books, radio.  I also have "take a bath", "go outside, bye bye" and "go to sleep, night night" in appropriate areas as well.  We help her to take notice of these words daily.  Of course she is at the age she just wants to rip them off, so I recommend lots of tape. 

 

5.  Flashcards.  I purchased flashcards and have made lots of my own.  Some have words on them and some just the picture.  You spend approximately 1-3 seconds on each card then move to the next.  We only spend about 2 minutes a session so we quit before she becomes bored with it.

 

 

6.  Books, books, and more books!  You simply can not read enough to your child.  It opens up a wonderful new world to them.  Whether you just point to the pictures and talk about them or go over simple words, just sitting down with your child and reading will help foster a great love of words and reading.

 



Expectations-Why We Do What We Do

There are many stories along the way that have inspired me to push each day.  To strive for more and expect more.  As with all of our children we want them to accomplish their best, to strive for more and to live a life without limits and labels.  Some days it is hard...when to push, when to step back, when to fight through and when to let your children win.  I have compiled a list of stories and videos that have encouraged me.  Stories of hope, stories of strength and stories of real lives of real people experiencing similar situations as my family.  When I look at my children every day I know that their options are endless, their dreams are mine and I am determined to see that they reach their goals.

**************************************************

Courtesy of Got Down Syndrome blog (http://gotdownsyndrome.blogspot.com/)

I thought I would share a few articles from our book over the course of the month. One article in the first section of the book is written by Jenny Marrs. She's the mom of a teenage boy with DS. She has done a lot of work for kids with DS, but especially her son and pushing to his highest potential. She is well known (especially by the "old-timers" on there) on the Einstein-Syndrome list.

Expectations
By Jenny Marrs

John is 13 years old and has Trisomy 21 Down syndrome.  He took his first steps at 13 months, and began reading at 2 ½.  He knew all the alphabet and numbers by age 3, and was fully potty trained before his 3rd birthday.  Prior to Kindergarten, John was tested in word recognition to be at a first grade 6th month level.  In Math, he tested at a Kindergarten 6th month level.  Today he continues to excel in a regular 7th grade classroom doing the same work as his peers.

John is not the only child with Down syndrome achieving such accomplishments within typical time frames.  John is merely doing the things all children with Trisomy 21 are capable of accomplishing—provided they have not acquired medical or other complications which could affect learning capabilities.  Some complications that could affect learning capabilities are untreated thyroid, hearing or vision disorders, autism, brain damage, attention deficit, fetal alcohol syndrome or constant upper respiratory infections.   I do not believe that there exists a range of functioning in persons with Down syndrome merely due to the 47th chromosome.  I believe every child with Down syndrome is capable of reaching for the stars.  It is crucial that parents believe this, and then help their children to achieve this goal.

For the most part, in today’s world, I do not see a society that believes in what the child with Down syndrome can do.  The available information is outdated and there is an abundance of old stereotypes and misconceptions among professionals---professionals who should know better.  Parents have a hard job helping their child reach for the stars because they go against what most educated professionals think and say.  I began this journey by thinking that John would teach THEM and that we would be opening some eyes.  Some have been opening, but very, very slowly.  In general, rather than give John the credit for his hard work, most just like to shrug and say, “He’s high functioning Down syndrome.”   In reality, John’s function is a reflection of the opportunities he has been given and the hard work he has done. 

I think the biggest burden on our children today is the many labels put on them, beginning with “Down syndrome”.  In 1865, Langdon Down observed these children and made a list of symptoms that he felt made them different from other children. The word “syndrome” is defined as “a list of symptoms”.   Because of this list made in the year 1865, our children are burdened at birth with this label and list.  This label/list is why many people look at John but can’t see the child.  This is why some of his past doctors were willing to accept illness for him, and it didn’t even occur to them to attempt wellness.  This is also why most of society has so many misconceptions about Trisomy 21.  Down syndrome is a label that suggests symptoms that may or may not be there; symptoms that CAN be addressed and for the most part eliminated.

John has a medical diagnosis of Trisomy 21.  Research tells us that there are metabolic issues we need to address to prevent the extra chromosome from wreaking havoc on John’s system.  We address this issue.  However, John does not now carry nor will he ever carry labels designed to hold him back.  We know his many strengths as well as his weaknesses.  This allows us to address each issue as it pertains to John.  Not as it pertains to an entire segment of the population.  Not as it pertains to a study, and not based on past performances of various children in various situations.  Just John. 

Another injustice to our children is the developmental chart suggesting almost everything will be later.  Buy into that thinking, and everything is almost certain to be later.  Because of low muscle tone, John did need more help to accomplish gross motor milestones, but we did accomplish them in a typical time frame.  I believe in the importance of the “windows of opportunity”, and I believe those windows are the same in all children.  I believe that the child who develops within those windows of opportunity has an edge.  The professionals that I first looked to for guidance, my doctor, therapists, and Early Intervention providers, all accepted the “special” charts, and did not strive for a normal development.  Normal development would not, in most of society’s eyes, be realistic.  “Reality” to them was that John had Down syndrome, and their education and experience had taught them to expect less.  My reality and experience tells me that if you expect less then less is exactly what you will get! 

Because of low expectations, professionals are stifling our children’s potentials.  It begins at birth and continues throughout our children’s lifetimes.  As it turns out, the child fulfills all of those dire predictions, not because that was his potential, but because he was educationally deprived by a very archaic system.

Granted, society has come a long way from the days when the child with Trisomy 21 was institutionalized, but we haven’t come nearly far enough.  We have advocate groups whose goals are to have society accept our children’s disability.  Society is much TOO willing to accept disability.  I not only want society to see John, I want society to see John’s potential.  Just look at the list of symptoms that a child with Down syndrome is expected to have.  Next look at the description of Down syndrome in the American Medical Association medical book.  These do not describe my child.  This tells me that we have a long way to go.  These are examples of society’s opinions.  This is what is taught to our future professionals.  This is how they view Trisomy 21.  I will not put my child’s health or educational welfare in “society’s” hands.  “I will not let his schooling interfere with his education.”  (Mark Twain)

I am tired of seeing television shows that are intended to make people feel all warm and fuzzy because they accept individuals with Down syndrome and their so-called disability.  I want to see television programs that concentrate on ability, and will educate the public about our children’s true potential.  When John was an infant, care providers leant me a video portraying a child with Trisomy 21 who was included in a typical classroom.  Instead of focusing on a child beginning his school career, this video takes an older child who has been educationally deprived and who lacks discipline, and then follows him through the school year.  The truth is, the child with Trisomy 21 is capable of learning at an equal or above average rate.  Why do we accept educational deprivation for the child with Trisomy 21? 

I think most children with Trisomy 21 display signs of having difficulties with speech, and this makes it all the more difficult for people to see their potential.  This speech delay, coupled with society’s misconceptions, leads to greater misunderstandings.  If a child has a hard time presenting his knowledge through speech, it is hard for anyone to grasp how smart he is.  John had a very large vocabulary when he entered Kindergarten, but he had a hard time making sentences.   He was not confident with speaking, so he spoke very little.  Naturally, people made incorrect assumptions and judgments based on this child with a speech delay, and a label of Down syndrome.  When I told people of John’s reading capabilities, it was as if their eyes would glaze over.  They smiled.  They were polite.  Finally, they changed the subject.  I found that I needed to make videos for these people, or provide the opportunity for John to prove his capabilities in person.  Then the mouths would drop open, and they would ask, “How did he do that?” 

My heart goes out to the many children who have suffered because of society’s misconceptions.  These children have such wisdom to share and yet are unable to because they have a speech difficulty, and because society has a listening disability.  These children know that we are stifling their potential.  They know so much more than we can even grasp, possibly because they are content to be silent and listen, which is the avenue to true wisdom.

We need to believe what these children can do; we need to help them achieve their potential.  Remember, the syndrome doesn’t have to happen.  When society sees the extra that is in these wonderful children, they will perhaps change their tendencies to labels that predict doom.  Perhaps an amniocentesis that suggests Trisomy 21 won’t be seen as an opportunity to make a choice.  Rather, this child will be seen as the gift that he is; a child with more, not less; a child who will teach us more than we will ever dream of teaching him.  This child touches the heart in a very special way, and has a profound message for those who have the wisdom to listen.

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Little Rockstar Jett

When we found out that our sweet two-week-old baby, Jett Lukas, definitely had T21, I was devastated. Between the diagnosis and struggles with breastfeeding, I cried for about three weeks straight. But when he was three months old, I discovered the CMF website. What a revelation!


Finally, I found what I was looking for: real answers to treat and possibly cure my baby. Jett has been taking ginkgo consistently since he was 4 months old. (It took me a month to work up the courage to give it to him.) I slowly introduced all items of the CMF protocol, introducing Prozac last at 12 months old. At 16 months, he's on all of the protocol for a child his age, but we have just recently stopped Prozac.


I am quite pleased with the results. At 5 months, Jett first rolled over and was on target as far as milestones. He drank from a straw at almost 6 months, the day before his heart surgery. Because of surgery, his physical progress took a major set back. So, with a lot of neurodevelopmental therapy, he was army crawling by 10 months, creeping and pulling himself to stand at 13 months and beginning to cruise at 14 months.


Cognitively, he's been going strong. He randomly said clear words and phrases off and on starting with "Daddy" at 6 months. (And said "okay", "alright", "go' boy", "oh boy", and "hey" all the time.) At 8 months, he spoke his first word of intention: "water." At 10 months, he used, "ilk" (for milk) regularly.


He consistently uses his potty for "number two" since at least 10 months old and has been letting us know when he needs to go since he was at least 6 months old.


At 11 months, he had his first speech evaluation with Renee Hill of Talk Tools. She was amazed! She said that she had to evaluate him using the typical scale, not the one for children with DS. She said he was on par and above the typical child. He has no tongue protrusion, great lip closure, strong jaw muscles, etc. She said it was the easiest evaluation she'd ever done and had the least amount of suggestions.


She was blown away by his cognitive ability. She was showing me how to teach him to blow and pop bubbles. She said it may only take me a day to teach him although it takes most kids with DS much longer. Then she said, "Oh, well, he just got it! That took two minutes." She then spent the last hour of the evaluation asking me what all I was doing with him. She was very interested in the CMF protocol. She commented that even with great oral motor skills, our children can't communicate very well without cognitive ability.


At 15 months, he first enjoyed cruising around the bathtub, nested cups together and putting items into boxes. He just turned 16 months old and he interactively enjoys books with you by pointing to pictures and text (with his thumb) and having you name objects and reread text. (His favorite book at the moment is Clip-Clop by Nicola Smee.) Although he's not talking, he babbles all the time and tries out about 3-4 new words a week.


He is alert and curious. He can play ball with you, open drawers and take out the contents, can follow simple, one-step directions (no kick, sit up, get ball, come here, let go, etc.)

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2 mothers, 2 little boys, 2 different parts of the world, 2 stories of hope for Down syndrome

Melbourne, Australia & Buffalo, New York: These are the homes of two mothers, Kristen Morrison and Geralyn Spiesz. Having recently met online, these women are now marveling at the extraordinary similarities between their experiences with their sons - born with Down syndrome.
Neither Kristen nor Geralyn accepted the negative forecasts which came with the diagnosis. Both of them decided to do their own research into ways to help their sons achieve the best possible result using natural therapies and interventions immediately from birth, and the results have been outstanding for each of the boys. Also co-incidentally, the boys are now 3 years old; both boys are pictured below.

With no medical qualifications, Kristen’s research was a steep learning curve, but through the use of nutritional supplements, a physical program, an intelligence program and a host of other natural therapies, her son is a healthy, active & communicative little boy. ‘Gryffin’s achievements are greater than our dreams. We are thrilled by his progress’ says his mother.

Geralyn has a Masters Degree in Occupational Therapy, and has many years experience working with developmental disabilities. Geralyn’s research therefore came from a professional background and together with nutritional supplements, an intelligence program (the same one that Kristen used) and a physical program, Geralyn’s son Lucas is similarly healthy and advanced by traditional standards. Geralyn says ‘Lucas continues to defy everyone's expectations.’

Traditional forecasts for a baby born with Down syndrome are daunting and distressing for most parents. Because of their success, Kristen and Geralyn have each written books to help other families. Naturally Better, by Kristen Morrison, was published in June this year (see www.naturallybetterkids.com ). Geralyn’s book will be released later in 2010 and she also has a blog: www.thedownsyndromeactionplan.blogspot.com
For more information, contact Kristen Morrison (Australia) 0433 450 804, kristen@naturallybetterkids.com or Geralyn Spiesz (USA) 716-597-7941 geralynOT@yahoo.com

About Naturally Better (Aust) Pty Ltd

Naturally Better (Aust) Pty Ltd, provides parents with resources to help their children - of all abilities - to be at their best through natural therapies and interventions. A range of information and products gives parents tools to use with their young children to promote good health, physical development and intelligence. The company was established to support the book, 'Naturally Better' by Kristen Morrison, a story of success through natural therapies for Kristen’s son – born with Down syndrome. The book also discusses in detail natural therapies relevant to brain function and general health in all children.

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Sweet Lydia

 Lydia's Success Story:  http://dsdaytoday.blogspot.com/2011/10/lydias-success-story.html