All Kids Can RSS

Five Tips for Planning Your Child’s Summer Vacation

Gina Badalaty — Thu, 09 May 2013 15:33:45 -0400

With the start of May, it's time to think about what your child will do for the summer, especially if they love school and crave schedules. Summer camps are booking up quickly, but even if you still have time to register, these programs can be costly, especially if they cater to children with disabilities. As a mother of two children with learning disabilities, I know that an unplanned summer can be a long, difficult stretch of time for kids. So what's a parent to do?

For families impacted by disabilities, here are five great ideas for planning a summer that keeps your child interested and occupied:

1. Homeschool, just a little.
For children with disabilities, summer time means losing some of the concepts they've learned over the school year. If your child is in elementary school, depending on the state, Extended School Year (ESY) programs can help prevent this. However, if your child doesn't qualify for a program like this, consider setting aside time every day to review skills you want to ensure they don't lose. Sit down with teachers, aides and therapists now to recommend kid-friendly activities and center it around snack time. Every year, my children receive a daily calendar of quick and easy academic and sensory activities for the summer months.

2. Make a weekly craft day.
I've recently gotten in the habit of doing a weekly craft with my kids. Initially, this was to use up the various craft toys they've received for Christmas, birthdays and other events that had been collecting dust around our house. Look for projects that are easy to do and simple to clean. Focus on what you are good at, and use it to draw out your child's interests. Remember that building skills in the small things has just as much value as a big, useful project.

3. Search for local programs for disabilities.
My family is lucky that we live in an area with several autism resource groups, a Down syndrome resource group and a support group for kids and adults with intellectual disabilities. To find groups like these in your neighborhood, get involved with other local parents or do a Google search with the name of the nearest large town and your child's disability (i.e. "Down syndrome Pennsylvania"). With so many resources at our fingertips, we have the options of lots of great activities, like BounceU outings and summer swim activities. Be sure to contact the organization to make sure that your child meets the requirements, whether they provide transportation or if they provide an aide, should your child need one.

4. Find out if respite care or summer services for children with disabilities are available.
In my area, several churches as well as several youth support groups provide free camps, free respite care and other activities for children during the summer. Call the office directly to ask about summer programs, respite care, and any activities for families like yours - they are not always listed on organization websites. It's a good idea to get on their mailing lists, too, since they tend to list activities in their newsletters. Follow local groups on Facebook or an online forum or group, such as Yahoo! Groups. You will get tons of information on activities and supports, and may even connect with other families.

5. Look into the Special Olympics.
This is a great program for kids to train for free in their favorite sport! Sports run at different times, in different areas, so you'll need to find the website of the Special Olympics group nearest where you live. In my area, children have to be at least 8-years-old and have a doctor's letter to participate and transportation is not provided, but everything else is free.

Summers can be long, hot and frustrating for a child with a disability, but a little bit of research and planning now can go a long way into making this a fun and productive summer for your child. You'll be surprised at how many activities there are, and with a little luck, you'll not only find great programs that will boost your child's self-esteem, you may even make new friends yourself!

Making an Impact: The CVS Caremark Charitable Trust Helps Nonprofits Improve the Lives of Children of All Abilities

Eileen Howard Boone — Fri, 26 Apr 2013 14:13:53 -0400

Have you ever witnessed something truly remarkable and inspiring? At Hole in the Wall Gang, life-changing stories occur on a daily basis as the organization works to provide children with serious medical conditions the chance to discover the world of possibilities that camp has to offer.

Camp is not only important for child development, it's a fun life experience that fosters friendships and incites adventure and exploration. But many kids with serious illnesses miss out on the opportunity to go to camp. That's where Hole in the Wall Gang steps in. With one simple mission - that every child, no matter their illness, can experience the transformational spirit and friendships that go hand-in-hand with camp - Hole in the Wall Gang provides more than 20,000 children annually the opportunity to experience camp that otherwise may not be able to. It's because of these deserving efforts that the CVS Caremark Charitable Trust is honored to award the organization with a grant to continue impacting kids through the expansion of their Hospital Outreach Program, which brings the playful spirit of The Hole in the Wall Gang Camp to children and families in hospital settings.

This grant is part of the CVS Caremark Charitable Trust's announcement that $2.6 million has been awarded to 66 nonprofit organizations across the country to help people on their path to better health. This funding celebrates the amazing work of nonprofits nationwide that are helping children of all abilities to be the best that they can be by increasing access to specialized medical and rehabilitation services, and providing inclusive opportunities for physical activity, play and social enrichment. Grants were also awarded in support of innovative approaches that increase access to health care for underserved populations, including mobile health innovations that bring health care services to locations where people need them most.

For Hole in the Wall Gang, this funding will help the organization reach even more kids with the power and positive impact of camp. But support from the CVS Caremark Charitable Trust does not end there. For instance, The May Institute, another grant recipient, will use funding to help expand access to effective treatment of autism for children in military families and to improve the coordination of their care. And support for California School Health Centers Association will help open three school-based health centers which will serve thousands of students in low-income communities in the Oakland community.

We're proud to support so many innovative programs that address significant health care needs of children and are committed to making an impact in the overall health of the communities where we live and work. For information on the CVS Caremark Charitable Trust, visit http://info.cvscaremark.com/community/our-impact/charitable trust.

Helping Children Learn about Autism and Acceptance through the Book “My Brother Charlie”

Melissa Morgenlander — Wed, 02 Jan 2013 11:18:26 -0500

I have 5-year-old twins: Quentin, who has autism, and Fiona, who does not. Last spring, Fiona participated in the "Walk for Autism Speaks" at my side. It was then that she started asking about autism, and a whole host of other questions that go along with it. Explaining autism to anyone can be difficult but explaining it in simple terms to a 5-year-old is even harder. Up until that point, there was no need to discuss Quentin's diagnosis with her. Fiona knows her brother has trouble talking, but she does not see anything wrong with any of his other behaviors (sensory seeking behaviors, need for visual stimulation, flapping, screeching, etc.). She knows he goes to a different school than she does but it has been like that for two years and so she does not think much about it. She pretty much just thinks of him as Quentin, and has no judgments. Yet very suddenly, I needed some help in talking about autism with her.

That's when I ordered "My Brother Charlie." It's a picture book about boy-girl twins, and the brother has autism. It's told from the sister's perspective, so I knew it would hit home. When the book first arrived I read it by myself. I broke down in tears halfway through it. I thought, how was I possibly going to be able to read this to my daughter without getting emotional? The narrator says, "Charlie has autism. His brain works in a special way. It's harder for him to make friends. Or show his true feelings. Or stay safe."

Fortunately, when Fiona and I read the book together I managed to keep my composure. We talked about the family in the book, and compared them to our lives. Yes, the boy in the book with autism is not exactly like Quentin. As we began reading, I worried that Fiona would not understand the diagnosis any better. It didn't list any of the key symptoms or offer any help on how to interact with someone with autism.

The book is a mother-daughter collaboration. Holly Robinson Peete and her daughter Ryan Elizabeth Peete wanted to write a book to help families like ours. Part of the reason why explaining autism is difficult (to anyone) is because it can manifest itself differently in anyone with the diagnosis. Symptoms are various and may not always be present, however, a majority of people with autism exhibit issues, including communication, socialization and sensory stimulation.

Fiona does not really understand this. It's hard for most 5-year-olds to see things beyond black and white terminology. For her, I am pretty sure she considers Quentin's autism a problem that makes it hard for him to speak. But a book like this is not really meant to explain the diagnosis. Most children still reading picture books are not going to understand the complexities of autism, anyway. Instead, this book is meant to be more of a comfort to anyone who is in a relationship with a child with autism. The message is about acceptance and love, even though there may be underlying feelings of confusion and anger. It acknowledges that there may be some negative feelings toward someone with autism and reminds us to look beyond those bad parts in order to see the good. This book taught me to stop seeking to define autism for my daughter and simply show her how to love and accept her brother, no matter what.

This is an excerpt of a post that originally appeared in Melissa's blog, the iQ Journals.

The Miracle League: A ‘Field of Dreams’ for Many Children with Disabilities

Eileen Howard Boone — Fri, 30 Nov 2012 10:08:35 -0500

In this post, Michelle Howard Smith, Special Mom Space blogger, answers our questions about her 11-year-old son CJ's involvement in the Miracle League of Westchester, and how the baseball program has created a positive impact in his life. CJ, who was diagnosed with cerebral palsy shortly after his first birthday, began playing for his local Miracle League in 2008.

How did your family first become involved in the Miracle League of Westchester?

I like to attend trade shows, fairs and the like. One day back in 2008 I went to a disabilities fair in Tarrytown, NY and met a representative from the Miracle League of Westchester, who introduced us to the League and everything it has to offer CJ. We immediately signed up and have been playing ever since.

What types of activities does the Miracle League of Westchester offer?

The Miracle League of Westchester offers young people with disabilities the opportunity to play baseball. They also provide other events for the children throughout the year, including parties, BBQs and movies on the adapted playing field during the summer months.

Can you describe the first moment you realized the impact the Miracle League had on your son?

Due to his limitations being in a wheelchair as well as being severely developmentally delayed, my son doesn't get to participate in a lot of activities like other children.

Playing for the Miracle League gives CJ an opportunity to express himself. He's a very happy and playful little boy. From the moment he began playing baseball, CJ has loved the game. He gets to interact with other people who are like him - kids in wheelchairs or walkers.

What is the one thing you want other families to know about the Miracle League?

The Miracle League of Westchester is funded by the donations of generous people and companies. They never charge for the activities. Without the donations of others, our children would not get to participate in America's favorite past time...baseball!

In terms of CJ's involvement in the Miracle League, what has been the most fulfilling moment for you?

It is most fulfilling to see your child enjoying him or herself. I've often felt as though my child was left out of more normalized society-based events since he was not capable of participating. I've felt very bad about that. When my CJ gets to play baseball with his buddies, it's a tear-jerking experience. I'm proud of how he enjoys himself.

Is there anything else you would like to share?

Children with disabilities can sometimes be forgotten by society. While they may not have the same physical abilities as other children, they have feelings and are people, too. That's why organizations like the Miracle League are so vital.

Please do not think for a moment that these types of organizations are a waste of time. They are more valuable than you think. Sometimes it's the only form of activity a child like my CJ will ever have the chance to be a part of.

How can others get involved with the Miracle League or the Miracle League of Westchester specifically?

There are a few ways people can get involved. You can find information on how to donate to or sign up to participate in the Miracle League of Westchester at http://mlwny.org.

And, for more information and to read more of Michelle's posts, visit http://specialmomspace.com/.

7 Tips to Improving your Child’s Diet

Gina Badalaty — Fri, 05 Oct 2012 09:46:49 -0400

My daughters both have disabilities, and over the years, we've struggled with allergies, medicines, alertness, sleep habits and other issues that for a long time we thought were unavoidable.

About a year and a half ago, my husband and I decided to try a new approach. We'd heard about a gluten/casein-free diet, sometimes referred to as the "autism diet," which many moms had encouraged me to try. We started by removing caseins - proteins commonly found in mammal's milk - and within a week my five year old, who had never slept through the night, was getting a full night's sleep. My older daughter not only lost her life-long sinus allergies, her teachers immediately noticed an improvement in school.

Improving your child's diet is worth the effort, but it can be challenging. Here are some tips that we've learned over the years that will help you ease your child into better eating habits:

Start simple.

When we started, we weren't big consumers of milk or cheese, so it was the easiest food to remove. Other simple things to start eliminating are products with high-fructose corn syrup, colorings and flavorings (natural or artificial).

Be careful when replacing.

You can find alternate sources of calcium in fresh foods, such as dark green leafy vegetables and almonds. The danger is in replacing one bad item with another, so I'd stay away from packaged or "enriched" replacements. Everything you need to eat right exists in nature, but when you can't find it, try appropriate supplements.

Read labels.

This is the most important change I've made in our home. If you don't know what an item is, look it up - you may be surprised. Now I try to only buy products that have real ingredients - nothing enriched or cooked up in a lab. It took me a long time to get here, so take your time and do your research.

Get educated.

There are lots of resources that show the benefits of a diet that is gluten-free, dairy-free or preservative-free. Find a group that does it for themselves - such as chefs who have Celiac disease and remove glutens or those who are lactose intolerant and remove dairy. You can get great tips, recipes and expert advice on replacement eating. Be sure to do your own homework on how the foods you are eliminating can hurt or hinder your child's intellectual ability.

Take notes.

Before making changes, make note of your child's behavior, sleep patterns and physical signs - such as barely visible rashes, diarrhea or black circles under the eyes. Then keep an eye on any changes to these factors - for better or worse. Often a child will have worse behavior for a while as their system withdraws from the toxic foods.

Join your children in eating healthy.

The easiest way to accomplish dietary changes is to make them for yourself. In addition, you'll know exactly how the food you are serving them tastes - what works, what fails - and you'll reap the health benefits as well. When I went gluten-free, I went down a whole dress size, without making any other life changes.

Avoid fast food and eating out.

There is no shorter path to eating disaster than fast food or a restaurant that considers removing croutons from salad as a way to provide a gluten-free item. (Glutens cannot even touch other foods items, for those who are sensitive to it.) Not only that, you can bring special food items for your kids from places such as sports arenas, to theme parks, to restaurants, to airplanes. We've been successful at all those venues. Think of the money you'll save, too! I do advise calling ahead to ensure you can do this without problems.

Those are some simple, beginner steps to changing your family's eating habits for better health, sharper thinking and improved behavior. Give yourself time to adjust and time for the changes to work. Getting a system clean takes time, care, patience and the love of a good parent.

For more information and to read more of Gina's posts, visit http://mom-blog.com/.

Feeding a Child’s Appetite for Art: Meg Bourne & Art Feeds

Eileen Howard Boone — Tue, 25 Sep 2012 14:53:22 -0400

"We see art as a form of therapy," said Meg Bourne, the 23-year-old founder of Art Feeds, a Mobile Arts Center based out of Joplin, MO that is dedicated to the growth and healing of children through art, and serves approximately 3,800 children each school semester. "Whether we are working with a student with a disability or a child that has experienced severe trauma, we are looking to create a great impact wherever we go. I find that the longer a child goes without a resource for expression, regardless of their ability, the more detrimental it can be for their development."

The idea for the organization generated from an experience Meg had as a volunteer. In 2009, Meg was a 19-year-old college student volunteering at a local school in her community. When one of her students started to fall behind in class, Meg investigated the issue and soon found out that the boy was not being fed enough at home. "He was having trouble catching on to the lessons due to his malnourishment. So we provided him with sustenance, and that's where the concept of ‘Art Feeds' originated. And once we spent more time with him in class, he began to thrive through his art. That's when I knew there was a deeper underlying issue. We can support kids through the food we give them, but it's just as important to feed them artistically and emotionally. Once I came to this realization, I knew there were so many more kids I could impact through this strategy."

From this experience, Meg launched Art Feeds. The first official Art Feeds classroom had nine children. She brought in her own art supplies - funded primarily through her part-time job - and for 30 minutes of their school day, her students began to express themselves through their artwork. As Meg's classes continued, and as these students gained confidence and self-worth, other teachers began to notice and request for their students to take part. Within the first year, Art Feeds grew from serving the classroom of nine students to serving between 200 and 500 kids a week.

But then, in 2011, a catastrophic tornado hit Joplin. Labeled the deadliest tornado in America since 1947, the natural disaster destroyed Meg's home, the Art Feeds van and all of the program's valuable art supplies. "The tornado, now that could have been the end for us. But I knew in the aftermath of what had happened to my town, that was when our students would need us most and that was when we had to grow our program." With the help of the community and support from local schools, Meg and her team worked to reestablish Art Feeds in Joplin, and since then the organization has continued to thrive.

Currently, Meg and her team of staff members, volunteers and educators work in ten different schools throughout Joplin and surrounding communities. For Meg, the effort she has dedicated to creating and sustaining Art Feeds has more than paid off. "Every single second, through each student I work with, I am reminded why I do what I do. I worked with a little boy recently who, after the tornado hit, would draw tornado, tornado, tornado, every day. One day his mom told me he started drawing rainbows. It's those experiences that make it all worthwhile."

For more information on Art Feeds and how you can get involved, visit the site: http://artfeeds.org/.

Must Love Dogs: Companion Dogs Empowering Children with Visual Impairments

Eileen Howard Boone — Thu, 23 Aug 2012 10:03:01 -0400

A dog is a man's best friend, and for many families impacted by visual impairments and other disabilities, dogs may even act as life savers, helping children succeed through increased mobility and independence.

As the President of OccuPaws Guide Dog Association, which provides visual companion dogs to children and adults in Wisconsin and adjoining states free of cost, Barb Schultze has witnessed the powerful and life-changing effects dogs can have on children with visual impairments. "Visual companion dogs can truly empower visually impaired children just by improving their gait or pace. Little things like teaching a child how to walk consistently and at a steady pace can affect where they go, who they talk to and how the fit into to their surrounding environments."

But in Barb's experience, a visual companion dog's impact does not end there. "For kids, there are so many other benefits to using a visual companion dog that aren't related to blindness. These dogs offer companionship - they keep kids company when they need it most. They teach children about ownership and how to be accountable for another life. And, there's a huge social aspect to consider. I've seen kids, who have in the past struggled to make friends, talk to other children about their blindness because they feel comfortable with their visual companion dog. These dogs can help facilitate important friendships that are fundamental to a healthy childhood."

As the building bridges to independence and mobility for blind youth, visual companion dogs provide children opportunities to explore the world around them. And at OccuPaws, it is critical to select dogs that are well-suited for the important task at hand. "For children, dogs have to be extremely healthy and very well socialized - aggressive dogs are taken out of the program. About 99% of the dogs selected are Labradors."

Training begins early for dogs that are part of the program. Puppies begin obedience training when they are eight weeks-old, and trainers evaluate how well they handle simple instructions like "sit," "down," and "stay." "Throughout puppyhood, these dogs go through various classes and we take them out in restaurants, malls and grocery stores. Our puppy raisers - volunteer trainers that temporarily adopt these visual companion dogs in-training - take the puppies anywhere and everywhere a blind person may go."

Once the dogs are 18 months-old and have mastered their obedience training, Occupaws' guide dog instructors begin extensive harness training, which can take between two and four months. When the dogs are ready to be matched with a family, the instructor will visit with each potential student. "It's a very tedious task, but our instructors make sure each dog is a natural match for the owner. For instance, if a child walks quickly, we'll select a dog that has a brisk pace. If a family has cats, we'll select a dog that is familiar and friendly with cats."

But what is the most important characteristic the guide dog trainer at OccuPaws considers? "What it all comes down to is personality. All of our dogs like people, but, for instance, some like to be hugged more than others, and correctly matching a dog's personality to its owner is essential."

The entire process of training a dog from puppyhood to visual companion dog certification can take up to two years and OccuPaws places about seven dogs a year with different families. "It is a long process, and it can be an arduous process, but the rewards in the end make up for all the challenges we face when we train dogs."

"I worked with one young lady who had been losing her eyesight and as a result, retreated to her room and refused to socialize with anyone. We matched her with a dog and one morning her parents went to her room to look for her. They didn't find her there and instead found her outside taking the dog for a walk. This small exercise of independence and socialization brought the family to tears."

If you're interested in learning more about OccuPaws and how you can help their cause, visit their website to apply as a volunteer. According to Barb Schultze, "A blind person cannot receive a dog without the generosity, patience and love of our raisers, trainers and volunteers - and that's something we're always looking for."

Increasing Access to Broadway: The Theatre Development Fund Makes Music and Dance Available to All

Eileen Howard Boone — Mon, 16 Jul 2012 09:11:40 -0400

In this post, Lisa Carling, the Theatre Development Fund's Director of Accessibility Programs, answers our questions about the organization and the success of its programs and services.

Can you provide background on the history of the Theatre Development Fund?

Theatre Development Fund (TDF) was created in 1968 in the conviction that the live theatrical arts afford a unique expression of the human condition that must be sustained and nurtured. TDF acts on this conviction by making it possible for people who could not otherwise attend the theatre to do so. Over the past 44 years, we have enabled more than 80 million admissions, and in so doing, have returned more than $2 billion to thousands of theatre and dance productions. In an era of diminishing cultural participation, we are actively engaged in researching and building audience development programs which will help ensure audiences for the live theatrical arts for generations to come.

What types of services does Theatre Development Fund provide?

TDF provides a variety of services to help keep theatre, music and dance healthy in New York City and across the country. These include ticket programs such as our TDF Membership, TKTS Discount Booths in New York City and education programs. Our "Open Doors" program just became the first arts education program to be given a TONY Honor for Excellence in the Theatre. We also have a more than 80,000 piece theatrical costume collection that is available for rent at low cost to not-for-profit organizations across the United States and an access program called TAP (TDF Accessibility Programs) which makes theatre accessible to people with disabilities.

What is your role at the Theatre Development Fund?

I am Director of TDF Accessibility Programs (TAP), a department of services for people with physical disabilities. Through our new Autism Theatre Initiative, we're also providing services for individuals on the autism spectrum.

What types of services does the Theatre Development Fund provide for people with disabilities?

We provide a variety of services for children and adults with disabilities, including our Accessible Seating option which provides members with a wide range of physical disabilities orchestra seating at half-price. We also offer services like Audio Description for those who are blind or visually impaired and Sign Language Interpreting for deaf or hearing impaired audience members. You can check out a full list of these services here.

What have been some of your greatest challenges, working with TAP, TDF's accessibility program, and what have you done to overcome them?

Some of the greatest challenges are persuading producers to make their performances more accessible to people with disabilities and being patient until the time is right for both the show and the venue to accommodate our ticketing needs. TDF/TAP is designed to make half-price orchestra seating available for our members with physical disabilities because surveys over the years have indicated that our theatergoers are not able or willing to purchase full-price tickets. With many of the hit Broadway shows, patience is the key. We wait until the producers and the box office are able to schedule dates for us with orchestra locations at half-price, even if it means waiting a year, two years or longer.

What has been the most fulfilling moment for you through your experience with the Theatre Development Fund?

The most fulfilling moment was watching the families with children on the autism spectrum attend The Lion King last fall. The joy on the kids and parents' faces was priceless. All the anxiety of pulling together this "first" on Broadway made it worth it-just to see how the families reacted to attending a performance in a warm, welcoming atmosphere.

Why would you encourage people to become involved in the organization? How can they become involved?

If you love live theatre performances and wish to share that experience with others who have never been or can't afford to go, I suggest getting involved in supporting TDF's outreach programs. Whatever amount you can give helps to support our services for people with physical disabilities and individuals on the autism spectrum.

Can you provide any anecdotes on how you've witnessed the organization's impact?

Right after TDF's autism-friendly performance of The Lion King, a mother told us that her little boy, who never shows affection, took his sister's hand on the escalator ride down from the lobby. That, to me, is an example of the power of theatre to change people's lives in the most unexpected ways.

What would you say is the Theatre Development Fund's main goal, or what does the organization hope to achieve in the future?

TDF is working to stay true to its mission to make theatre accessible to everyone!

Children with Autism Find Love for Song, Dance and Arts with The Miracle Project's Theater Program

Eileen Howard Boone — Wed, 09 May 2012 12:42:33 -0400

As the founder of The Miracle Project, a renowned autism-focused motivational speaker and the subject of the HBO documentary Autism: The Musical, Elaine Hall has a lifetime of accomplishments. Yet 15 years ago, Elaine would have never thought her goals and priorities in life would center around autism and ways to improve the lives of autistic children nationwide.

"I was working as a Hollywood acting coach - specifically with child actors. I knew I wanted a child of my own and adopted my son Neal from Russia when he was 22 months old. By the time he was three, I noticed he wasn't talking and had a continuous tendency to spin around and around in circles." Neal was soon after diagnosed with autism.

With her son's diagnosis in-hand, Elaine turned to her background in theater and the arts - and her rolodex of experts and coaches - to create different therapies tailored to Neal's individual needs. "Autism wasn't nearly as significant a health topic when Neal was first diagnosed. Research on autism services was not readily accessible. So I turned to listening and play to better understand Neal and join him in his own world."

Elaine created her life's work around developing interactive therapies for Neal - which she later used as the foundation of The Miracle Project, a theater arts program for children with autism. Founded in 2004, The Miracle Project empowers children with autism by encouraging acceptance and artistic expression. "Every child has talent and every child has a gift. Through our creative workshops and artistic programs, we hope to foster nurturing environments that celebrate the unique, and often unrecognized talents of every child we work with."

The Miracle Project works with schools across the country to implement workshops focused on acting, singing and dancing to encourage socialization and play. "We strive for our classes to have children of all abilities and at the end of our programs we put on live performances so all of the participants can share the spotlight on stage. We also invite any and all siblings to participate as well so that everyone is part of the program."

Currently The Miracle Project runs after school programs in two Los Angeles-based locations and two locations in New York. "We couldn't be more thrilled that more than 300 cities and towns have requested a Miracle Project program to help their families with autism - and we're hoping to expand to meet the profound need for this program."

"My life has become so much richer and fuller by experiencing the world through my son with severe autism. My goal is to enrich everyone's life, the way mine is, by expanding this program to schools everywhere. We hope to change the way the world perceives autism - all kids have a voice and we need to start listening."

The impact of The Miracle Project has not gone unnoticed, having been documented in the HBO and Emmy Award winning film "Autism: The Musical," however, it's the personal stories and accomplishments that have touched Elaine the most. "I've worked with kids that were previously nonverbal, and witnessed some of their first words. We worked with a young lady who rarely spoke, yet loved to sing. By the end of the program, she was featured in the mainstream choir."

"The Miracle Project is not just a support group where kids gather to talk about their problems. It's a place where people come together to make friends, real friends. And for that, my motto is, and always will be, ‘It takes a child with a disability to raise the consciousness of a village. A community can be transformed by just one child.'"

This year, CVS Caremark is excited to partner with the Miracle Project through our All Kids Can program to implement workshops in schools in San Diego and San Jose. On April 26, The Miracle Project and All Kids Can hosted a training session at the Pioneer Day School in San Diego. Free and open to the public, the session was a great success and taught the core principles of The Miracle Project and how to use creativity and the arts to bring out the best in children of all abilities.

If you're in the San Jose area on May 10, The Miracle Project and All Kids Can will be offering the same session at the Campbell Community Center, located at 1 West Campbell Ave from 4:00-7:00 p.m. We encourage you to stop by to learn about how The Miracle Project's artistic programs can connect children with autism through theater, music and dance.

Batman Comic “One Lock, Many Keys” Explores Relationship between Comics and Autism

Eileen Howard Boone — Mon, 23 Apr 2012 11:38:36 -0400

In this post, author Joe Caramagna answers our questions about his Batman comic that features a child with autism.

What inspired you to write "One Lock, Many Keys?"

When I had the opportunity to pitch DC Comics on a short Batman story, I wanted to do something different. One of my favorite comic books as a kid was about a group of campers who swapped stories about Batman around the campfire, so I decided to pitch a story that was from a kid's point of view. But I also wanted the story to be about something meaningful. I had recently read some articles online about autism and the story started to fall into place when I read one by a parent who said his autistic son really responded to reading comic books and graphic novels.

Can you explain what the story is about?

The story begins with the mom and dad of a boy named Lucas, who has autism, arguing over the kind of things that he should be exposed to. The father buys Lucas some comic books on his way home from work, but the mother does not approve, so she takes the comic books away. That night, Lucas hears a noise outside. He leaves his bedroom, climbs out of his window onto the fire escape and inadvertently becomes involved in a fight between Batman and one of his villains.

With this comic book, can you describe a moment you knew you were actually making an impact and helping more people understand autism?

There's a feeling of dread after you send a script to an editor and you're waiting for a reaction. At that point I'd been working on the story for so long I couldn't even pretend to read it objectively. Then Batman editor, Mike Marts, emailed me and told me he was getting emotional over my script while reading on his commute home, and I realized that some people were going to get it.

What is the one thing you want people to learn about living with autism after reading your comics?

What shocked me initially while doing research for the story is when I learned that the divorce rate among parents of children with autism is much higher than the national average. But being a parent myself, it made a lot of sense to me that having a child with a disability would put a lot of stress on a relationship. I wanted to show this in the story, but I also wanted to get the point across that even though there will be some hardship, there can also be moments of great joy that make it all worth it. You just have to hang in there.

What will your next comic book character focus be?

This depends on the character I get to write. But I love writing stories about real people and real issues even in a story about super heroes saving the world.

Do you think children with disabilities relate to one character over the other?

The Marvel Comics character Daredevil is probably the most relatable hero for children with disabilities because he's blind. But the great thing about super heroes is that even though they have extraordinary powers, they also have some difficulty that they have to overcome, so they're relatable to most people in some way.

What do you think is the most rewarding thing about writing?

There are so many rewarding things about writing. For one thing, it's an amazing feeling to build a complete story out of what started out as a simple idea or thought. And it's especially amazing when writing comics because it becomes more than just words on a page, you actually get to "see" your story. Also, writing could be a very personal thing. Letting other people read your thoughts makes you feel vulnerable. So when people tell me that they enjoyed something that I wrote, it's the best feeling in the world.

Do you have plans to write any other comics? If so, will they also be focused on autism?

I have two Spider-Man young reader novels coming out in May -- The Amazing Spider-Man: Behind The Mask and The Amazing Spider-Man: Vulture. After that I have a couple of projects I'm working on that haven't been announced yet. Nothing yet related specifically to autism.

Where can people go to get your comics?

You can find my comics at most comic book stores or search my name on Amazon.com. To find a local comic shop near you, go to www.comicshoplocator.com.

What else do you want people to know about you and your life?

I love talking to comic book fans and people with similar interests so if you want to chat, you can find me on Twitter @JoeCaramagna. Any and all are welcome, come and say hello! I answer everyone who reaches out to me.

What has been the most fulfilling moment for you, or what would you say has been your greatest accomplishment?

Personally, my three kids are my greatest accomplishment. Professionally...I hope it hasn't happened yet!

AutismAid is Increasing Access to Autism Services across the Country

Eileen Howard Boone — Tue, 10 Apr 2012 13:12:39 -0400

In this post, Tim Welsh answers our questions about how he and his business partner, Larry Goldfarb, founded the organization AutismAid.

Can you provide some background on how you founded AutismAid? What was your inspiration?

Larry and I both have children with autism, working with different organizations dedicated to dealing with the needs of the autism community has been a natural for us. I had been an autism advocate for more than ten years after my son was diagnosed with autism as when he was four years old. I spent a great deal of my time working with various autism-focused organizations in my area and I turned to blogging and writing as my own form of therapy.

Through my writing and through my nonprofit work, I had access to so much information on building autism awareness. That was the focus of the majority of organizations I worked with: how to create awareness around this disorder. But what we realized was that as so many programs sought to build awareness, few, if any, worked to coordinate services. We founded AutismAid for this reason - to work with nonprofits to facilitate services for families impacted by autism. Our sons coupled with the pleas we've heard from those in-need in the community, served as all the inspiration we needed to continue our work.

Can you explain what AutismAid does and how it works?

We created AutismAid this year with the mission to serve as a facilitator for nonprofits nationwide and help provide services for families impacted by autism. We work to provide direct assistance to established regional autism service organizations and expand the reach and effectiveness of these partner groups. And, we aim to complement the efforts of these organizations by filling in any gaps in autism-related services.

How does AutismAid differ from other autism-focused organizations?

AutismAid's sole mission is service-oriented. Unlike organizations that work to build awareness, AutismAid strives to provide baseline autism services in communities across the country. We work to end discrimination for these services based on socioeconomic status, geographic location and ethnicity so all families can have access to the services they need.

What have been your greatest challenges and what have you done to overcome them?

Larry and I have spent years advocating for increased access to services in the autism community but have faced a range of obstacles, including lack of communication and cooperation. We hope to overcome this by avoiding competition with any organizations that share our mission and by reaching out to local communities with new media technology to spread the word of our work and services.

Undoubtedly, fundraising and sustainability also play a huge role in our future success and we aim to combat these challenges by reaching out to and working with those organizations that have a vested interest in helping families impacted by autism.

What has been the most fulfilling moment for you, or what would you say has been your greatest accomplishment?

For us, it has been being involved in helping various nonprofits around the country save lives. I can't express how much it means to know we are able to make such a difference. I have been personally told a number of times that a program, service or even a social media posting that I created has made a difference in a family's life, and that's a feeling I will have with me forever.

What is your inspiration to keep AutismAid going?

My main inspiration is knowing that families and service organizations can do so much with our help. I pray we can be a beacon of hope and support during very difficult and challenging times for families. It's that thought that keeps me going.

Why would you encourage people to become involved with AutismAid? How can they become involved?

Right now, AutismAid needs support from sponsorship, partnership and unity. You can become involved by helping us design our logo in our online contest and sharing the news we post on our facebook page.

Can you provide any anecdotes on how you've witnessed the impact of your efforts?

We are so grateful to have been able to do so much in such a short time. We've dedicated countless hours to counseling and support to provide hope for families dealing with autism. And, we have lent a hand to organizations like the Hope Institute of Illinois by helping fund their mobility van. We also worked with the Tommy Foundation to help fund the Autism Documentary Project "United States of Autism."

What is your vision for the future of AutismAid, do you have plans to add to organization or its focus in anyway?

Right now, our plan is focused on increasing access to services in the United States, but we see these needs worldwide. We have identified 40 areas of need at this point in the U.S. where we want to address critical life-saving needs first, and then move into the quality-of-life programs. A recent Centers for Disease Control and Prevention study shows a rise in the number of children identified as having an autism spectrum disorder, and we know we'll be busy during the foreseeable future trying to meet the needs of autism services in local communities across the country.

RicStar’s Camp: Fostering Musical Expression and Creativity

Eileen Howard Boone — Fri, 23 Mar 2012 10:27:13 -0400

When Judy Winter started RicStar's Camp in 2003 to provide opportunities for musical expression for individuals with disabilities, she knew firsthand the important and life-changing impact that music therapy can have on children and families impacted by disabilities. As a mother to a son with cerebral palsy, who had an acute talent for music, and author of the book, "Breakthrough Parenting for Children with Special Needs: Raising the Bar of Expectations," Judy has dedicated her life advocating for music therapy opportunities for children and adults with disabilities.

Under the Community Music School Music Therapy Clinical Services Program, part of the College of Music at Michigan State University, RicStar's Camp provides opportunities for musical expression, enjoyment and interaction for all people with disabilities and their siblings. Celebrating its 10th Anniversary this spring, RicStar's Camp has provided hundreds of kids and adults with the opportunity to experience the power of music and performance.

Judy founded RicStar's Camp in the spring of 2003 following the death of her son, Eric, earlier that year. "Eric passed away when he was 12 years old and we wanted to do something to honor his memory," said Judy. "Music helped him achieve things that people never thought he would be able to achieve. Through music, Eric truly found his voice, his passion and his motivation. He also always wanted to go to summer camp, which is a difficult feat for many children with disabilities. We decided to combine the two to honor his legacy and his remarkable life."

RicStar's Camp was created to provide a place for people of all ages and abilities to come together and experience the powerful impact of music. The activities offered run the gamut from dance lessons, to one-on-one sessions with certified musical therapists, to musical guest performances and even sessions with therapy dogs. "We immerse our campers in music therapy and movement to try and foster the innate ability in each one of our participants. Our goal has always been to try and bring out the best in everyone."

While RicStar's Camp welcomes individuals with disabilities and their siblings, its BuddyUp program also pairs campers with their peers without disabilities. "It's the music that brings everybody together and allows everyone to be equal. And most of the time, we find that the campers without disabilities will leave here learning the most, with a greater sense of acceptance."

At the end of each camp, campers get to celebrate their achievements in the "Be A Star Showcase" and perform in front of their family and friends. For many, this is their first opportunity to showcase their talents in front of a live crowd. "I love watching each camper perform - whether they are playing an instrument, dancing or singing - but one of my favorite parts is witnessing the families that rush to the stage with their cameras and camcorders - so proud to capture the amazing moment of their children performing on tape."

In 2003, the inaugural RicStar's Camp had 46 campers. Ten years later, the camp now serves nearly 100 campers. "I've seen some of the most amazing things over the past ten years. I've had a camper, who was previously immobile, stand up for the very first time. I've witnessed adults that had difficulty speaking their entire lives leave our camp able to verbalize their thoughts. And one of the most rewarding experiences is when we see the returning campers' progression every year."

If you're interested in registering for the 2012 camp - from June 14 to June 16, act now because spaces are filling up quickly. Additional information can be found here.

"Our ten year anniversary means we've been able to make so many positive experiences through music therapy for a full decade. It's a bittersweet feeling, but it's the best decision I've ever made. We've opened up a lot of families to the knowledge and power of music therapy, and we've never looked back. What we've been able to achieve - we call it magic. It's been a lot of hard work, but it's been magical."

Painting to Make a Difference

Eileen Howard Boone — Wed, 22 Feb 2012 11:16:36 -0500

"There's always that one person that tells you, 'You're not good enough.' But you are. Keep on doing what you love."

This powerful advice comes from Amanda LaMunyon, a sixteen-year-old from Oklahoma who is hoping to change the way people perceive disabilities through her original artwork.

When Amanda was in elementary school, she had trouble concentrating and couldn't sit still in class. She had difficulty relating to her peers and struggled to stay focused on her daily activities. "I knew the rules in school but I just couldn't apply them, and I could never adapt social skills when I tried to communicate with my classmates."

Despite her struggles in school, there was one thing that helped Amanda relax and helped her express all the emotions that she couldn't convey to her teachers, friends and family. "When I put a paintbrush in my hands for the first time, I instantly felt my life change. I could finally focus without getting distracted and my paintings helped me convey everything I had difficulty expressing."

When Amanda was eight years old, she was diagnosed with Asperger syndrome, a condition that helped explain the difficulties she had experienced in school. After learning of her diagnosis, Amanda's painting hobby turned into an outlet that connected her with the people that had misunderstood her throughout her childhood.

"Learning I had Asperger's helped me come to terms with what I was doing, and made me all the more passionate to exercise my talents with painting. I always wanted my artwork to be enjoyed, but hearing about how I had Asperger's, like so many other kids in the world, I wanted my artwork to mean something and help other people."

Through her painting, Amanda has dedicated herself to increasing awareness around autism and other sensory disorders like Asperger's. Amanda's artwork is available for purchase online - http://amandalamunyon.com/ - and she donates a portion of the proceeds to organizations that are striving to improve the lives of children with autism like Children's Hospital Foundation and Children's Miracle Network. In addition, Amanda has participated in fundraisers for organizations including Autism Speaks, The Lili Claire Foundation and Autism Society.

In 2010, Amanda was selected as a finalist in the All Kids Can CREATE campaign with our partner VSA and traveled to Washington, D.C. to have her artwork displayed in a national exhibition. "Visiting D.C. was an absolute privilege. It was a humbling experience to meet other amazing young artists that never let their disabilities become an obstacle for them and the trip really opened a lot of doors for me to introduce my artwork to the world."

Since traveling to Washington, D.C. with All Kids Can CREATE, Amanda has gained notoriety in the art world, having pieces displayed in galleries like the Salmagundi Club and Carnegie Hall in New York City.

"It's safe to say my life has changed a lot since I've started painting. My artwork has given me a lot of opportunities to help other kids like me. Even though I have trouble socially, I really do have a talent. Not only do I want to raise money for autism-related research, I want to change the way people view autism, from a disability to an ability. And I want to help encourage other kids to find their own abilities, regardless of whether they have a disorder."

To learn more about our All Kids Can CREATE campaign and to submit original artwork, please visit http://www.artsonia.com/allkidscan. Artwork submitted before the April 8, 2012 deadline will be considered for display in the "What Inspires Me" exhibition debuting at the Dr. Martin Luther King, Jr. Memorial Library in Washington, D.C. in August 2012.

All Kids Can CREATE Program Invites All Children to Exercise Their Creativity through Art

Eileen Howard Boone — Tue, 24 Jan 2012 11:47:11 -0500

Calling all students to share their inspiration! We're very excited to announce the launch of the 2012 All Kids Can CREATE campaign, and we're inviting all young artists from around the country to submit their artwork for the chance to be featured in a national exhibition in Washington, D.C. All Kids Can CREATE is a fantastic program made possible through our partnership with VSA, the international organization on arts and disability, that encourages children of all abilities to express themselves through original artwork.

Art is a powerful tool that can inspire creativity and build self-esteem and self-confidence in children. As the only visual arts program of its kind that showcases how students with and without disabilities learn through the arts, All Kids Can CREATE has received thousands of artwork submissions since 2007 that demonstrate how all children can engage in art to help them grow and reach their full potential.

This year, the theme of our program is "What Inspires Me," and we're inviting children to reflect on what inspires them and express those inspirations through their art. Submissions are being accepted on http//www.artsonia.com/allkidscan until April 8, 2012.

Artwork received before April 8 will be featured in an online gallery and will be considered for display at the "What Inspires Me" exhibition debuting at the Dr. Martin Luther King, Jr. Memorial Library in Washington, D.C. in August 2012. One hundred and two pieces of art - two from each state and the District of Columbia - will be part of the exhibition.

Every piece of artwork we receive through the All Kids Can CREATE program celebrates each individual student, and we know there is no limit to the imagination. Children are invited to create original pieces of art by using traditional art materials as well as non-traditional ones, such as wrapping paper, newspaper or aluminum foil.

As All Kids Can CREATE works to expand access and learning through the arts for students of all abilities in schools and communities across the country, we are also honoring teachers that foster artistic environments in their classrooms. Teachers who submit their students' artwork are eligible to receive one of four $1,500 cash awards to use in their classrooms.

We believe art has a positive influence on children of all abilities and we hope you will encourage your child to transform a blank canvas into an amazing piece of original artwork. To submit, please visit http://www.artsonia.com/allkidscan.

Amazing Kids Making a Difference: Jess Davis & Everybody Dance Now!

Eileen Howard Boone — Wed, 04 Jan 2012 10:58:43 -0500

"Dance is an incredible means for bringing people together and can truly be a powerful tool for social change," said Jess Davis, speaking of her involvement in Everybody Dance Now!, a national organization striving to transform the lives of youth through dance and leadership.

Founded in 2005, Everybody Dance Now! was created out of the vision of then fifteen-year-old Jackie Rotman, who was inspired by her own dancing experiences to develop an organization that provides free dance programs through local chapters to youth who otherwise do not have access to them.

As a life-long dancer herself, Jess became involved in the organization in 2009 when she was approached at a local Santa Barbara, California dance studio by Jackie who shared her story about how she founded Everybody Dance Now! "I had always known how transformational dance could be - but hearing about how Everybody Dance Now! really channeled a passion for dance to help others in the community is what inspired me most to get involved."

Jess, along with six other students in the Santa Barbara community, began working closely with Jackie in 2009. Under this mentorship, Jess became actively involved in the organization as a faculty member and recently took on the role of Executive Director.

"Everybody Dance Now! envisions a world where every kid - no matter their background or ability - can have access to creative and healthy outlets for dance. What struck me most about the organization is that it inspires young leaders who are passionate about something to look for ways to get involved in their own communities."

Blossoming into a full-fledged national nonprofit organization, Everybody Dance Now! now has ten chapters in cities nationwide, serving nearly 400 youth annually. In addition to providing free access to dance programs to help all kids reach their full potential, the organization reaches out to low-income, at-risk schools to facilitate teachers to instruct their own local dance classes. "We really value reciprocity and one of our goals is that kids take our dance classes, interact with other students and eventually spread the message of Everybody Dance Now! by giving back in their own communities."

For the members of Everybody Dance Now!, dance is much more than a hobby. "Dance is something that can really connect people and promote confidence. All of the students we work with have unique stories to tell about how dance has played a role in their lives, whether it's gaining self-confidence or having newfound access to physical activity."

As Everybody Dance Now! enters into its seventh year, Jess is excited for the organization to continue expanding nationally and provide access to dance to more children and young adults. "We are trying to change lives through dance and it's my dream that Everybody Dance Now! finds itself all over the world at some point in the future."

Through her involvement with Everybody Dance Now!, Jess hopes to continue to serve as a role model for other young people looking to make an impact. "Working in a youth-led organization, I've come to realize that sometimes adults will underestimate you. This always made me look at my age as a barrier. Young people are often told, ‘You're going to do great things when you're older.' But we have the ability to be leaders today. That's what I want to tell other young people. Never see your age as a barrier - see it as a benefit."

Helping Families Navigate Holiday Gatherings

Dr. Patricia Wright — Fri, 23 Dec 2011 10:30:58 -0500

The holiday season can be an exciting time for everyone, especially for children. Creating an inclusive environment that children of all abilities can enjoy is a wonderful testimony to what the holidays are all about. Whether you’re a parent of a child with a disability or a grandparent, aunt, cousin, or friend, being aware of the needs of the child, especially during holiday gatherings is key to helping them experience the joy of this special time of year.

To help make holiday gatherings a fun experience for the child in your life, here are a few things to consider:

· Determine the type of environment expected at the holiday party (e.g. number of anticipated guests, number of other children at the party).

· Consider what types of foods will be served and prepare the child’s favorite food, if possible.

· Plan to have special games or activities that are appropriate for the child and/ or their favorite game.

· Explain the child’s disability to people at the party that you’re meeting for the first time to help make a comfortable setting.

· Pay close attention to how the child is reacting to the environment (e.g. crowds, noise level).

We all know the importance of inclusion and being aware of the needs of a child with disability will help ensure they have the same opportunity to share the wonderful experience of the holiday season with their family and friends.

Unified Theater Creates Opportunities for Inclusive Theater Productions Nationwide

Eileen Howard Boone — Thu, 08 Dec 2011 09:18:11 -0500

In this post, Elise Hopkins answers our questions about her involvement with Unified Theater and how she has helped create awareness around the importance of inclusion through the performing arts.

Can you provide some background on how you became a student leader for Unified Theater?

I actually met Unified Theater's founder, Micaela Connery, when I was in sixth grade. I was performing in my middle school's production of Tom Sawyer, and she was a high school volunteer, doing makeup for all of the students in the show. We started talking about Unified Theater, and I thought the program sounded amazing. We decided that I should start the program at my middle school.

What was your main inspiration for wanting to become involved?

I had been involved in theater for most of my life by that point. Every year, when auditions came around, everyone was stressed and the entire process became a competition. At Unified Theater, participants don't compete for parts. They write the show to fit every member's talents. It truly is a focus on ability over disability. I was excited about a performing group that fosters confidence building and collaboration.

Because I loved theater so much, I was also excited about providing the opportunity to perform to people of all abilities. I knew a few of the students with special needs in my grade from my classes, but I had never really had the opportunity to get to know them. I thought that this program would help to break the barriers between students that were already in place.

What types of productions have you worked on?

I directed two shows in middle school, themed The Four Seasons of New York City and Sports. I then went to high school, where I was an actor in four shows, themed Road Trip, The Circus, Under the Sea and Fairy Tales. And then, last year, when I left for college, I started North Carolina's first Unified Theater program in Chapel Hill and served as the advisor. The show was titled [IM]Mortal and was about three immortal siblings in Medieval times searching for mortality.

How have others involved in your school reacted to the program?

The communities I've been involved in have been so proud of a program like Unified Theater. I think the program really adequately represents how the communities are starting to modify their views toward people with disabilities. There's a lot more integration overall in my hometown in Connecticut and also in Chapel Hill. And I hope to see that change continue to grow in those two communities.

What has been the most fulfilling moment for you?

The most fulfilling moment was, without a doubt, the opening song of Chapel Hill's performance last spring. Seeing a smile on every performer's face, the interactions between the students and the pride that they all showed in their own performance made me so proud that I had brought the program there. The experience as a whole was humbling.

Why would you encourage other students to become involved in Unified Theater?

Unified Theater is not just a program for kids with disabilities. Every student gets something out of it, whether it's a boost in self-confidence, a handful of new friends, development of a new skill, or a whole host of possible benefits. Some of my closest friends have come from my Unified Theater experiences. I am so proud to be a part of Unified Theater, and as more and more students get involved, I think it will change the way a lot of teens think about themselves and their peers.

What advice do you have for other high school students looking to become involved in Unified Theater?

Keep an open mind about who could do it! Unified Theater is the most diverse club at my high school. One year, my skit group had the yearbook editor, the captain of the football team, a few lacrosse players and a few of my friends from choir and theater. Unified Theater gives many students the opportunity to perform in a non-competitive environment, so it opens the possibility up to a lot of students who have an interest in performance but maybe not the time to commit to their school's major show.

Amazing Kids Making a Difference: Micaela Connery & Unified Theater

Thu, 17 Nov 2011 09:15:58 -0500

Micaela Connery was exposed to disability at a young age, having grown up alongside her cousin Kelsey, who was born with several disabilities and significant needs. While others may have excluded Kelsey for her differences during childhood, Micaela adored her. "Kelsey was my best friend growing up, and I always thought she was one of the bravest people I knew."

It wasn't until both girls had reached high school that Micaela began to realize many of her peers did not share her perspective on inclusion. In 2002, while a student at Conard High in West Hartford, Connecticut, Micaela noticed that other kids like Kelsey were being treated differently because of their disabilities. "There was a clear distinction in my high school between how the students with disabilities were treated compared to those without, and I knew this was something I wanted to change. I wanted to help bring these two communities together as equals."

Micaela realized that in order to make real change in her school, she would have to start off simple. So, she turned to one of her own passions for some inspiration - theater. As a theater enthusiast, Micaela understood that the stage can act as a powerful platform for encouraging confidence and acceptance among performers. With this knowledge, Micaela petitioned to the school activities director for the creation of a high school theater club that accepted all students, regardless of ability. Only 15 years old at the time, Micaela was given the opportunity to start a club, and the official model of the Unified Theater organization was born.

Unified Theater is a school-based, student-led initiative that strives to provide opportunities for all students to participate in theater productions. For the club's first meeting, Micaela gathered a group of 12 students to plan the entire production of an original play called "Song of the 60s." "We met in the living room of my parent's house, and we planned every possible component, from the script, to the costumes, to direction. It ended up being a very simple show, but it had an extremely powerful message. Immediately after we performed at my high school, people were coming up to us asking how to create a similar club in their own school.

The idea to create an organization from her high school club grew organically from the positive feedback she had received. Concentrating her efforts on spreading the important message of accepting all students, Micaela developed Unified Theater as an organization that facilitates inclusive theater productions in schools across the country. Micaela and her team train student leaders nationwide and give them the tools to create successful programs within their own schools.

"Part of what makes Unified Theater so special is we focus on harnessing the power of our leaders which in turn empowers the other students involved. We train our student leaders, but they are the ones that create these productions and ultimately connect with each other and with the community. Nothing can substitute the interaction between youth."

Unified Theater prides itself on its commitment to inclusion and teaches respect by requiring that all students be treated as equals that are capable of unique contributions throughout the process. No one auditions, and anyone can have a line or a solo which gives all students the same opportunity to express their own individuality. With this mission, Unified Theater is pushing more schools to become inclusive, having established clubs in 28 schools nationwide with plans to create 10 to 15 more clubs in the upcoming months.

"Every organization encounters obstacles and struggles. But what keeps me motivated is the hope that inclusive theater and inclusion in general, become as commonplace in high school as a student government. What we've been able to achieve so far is a testament to the fact that everyone can make a measureable impact, everyone can be a leader and everyone is capable of stepping into the spotlight."

The Sparkle Effect: Inclusive Cheerleading Spreads Across the Nation

Eileen Howard Boone — Mon, 07 Nov 2011 09:13:00 -0500

In this post, seventeen year old Sarah Marcuccio answers our questions about her involvement with The Sparkle Effect and how she created a squad in Connecticut's Wethersfield High School.

What inspired you to create a Sparkles program in your own school?

I have always worked with kids with disabilities and when I learned about this organization, I was ecstatic to help start one! I wanted each individual to feel as if they fit in with their peers, and to help make that possible was our biggest goal.

When did you create the program?

The administrators and I started putting it together in February, 2011 and practices started in June, 2011.

Was it challenging to get the team off the ground? If so, what did you do to overcome these challenges?

In any sport you have your fears of trying something new, right? Therefore, before we started any type of stunting to where squad members would be lifted off the ground, I wanted to make sure these girls had enough trust in each other. By doing that, I made sure there was a connection and at least three or four girls felt comfortable with each other. Once we got to that point, they chose who they wanted to lift them. We started off with very basic skills and moved higher and higher. If they didn't feel comfortable, we would continue doing what they felt safe doing until they were ready. Every time they accomplished a certain goal you couldn't help but smile along with them!

When the squad was first created, what was the reaction from the other cheerleaders in the squad?

When it first started, there were only two or three girls who worked with students with disabilities. As the bonding experienced throughout each practice with these girls progressed, more and more of the varsity cheerleaders contributed their help during the school day. So many friendships were formed!

What has been the most fulfilling moment for you, or what would you say has been your greatest accomplishment?

I would have to say our first pep rally would have to be the most fulfilling moment. With all the pep rallies I’ve attended since I was a freshman, I’ve learned to realize the noise level can be outrageous. When the Sparkles performed, not one student made a single sound. But once we ended our performance, the energy and positive feedback was overwhelming and it literally gave me chills all over my body and tears came storming down my face. I have never been so proud of the amount of confidence the Sparkle girls gained – that truly is the most fulfilling moment from this whole experience.

How has working with The Sparkle Effect impacted your life?

I have always known I wanted to pursue a career in Special Education, and The Sparkle Effect has been a great learning experience. It has made me look at life in a completely different way, where not only do I want to help kids with disabilities, but everyone in need of help. The Sparkle Effect was what I looked forward to each day, seeing those girls grow each practice as individuals and a team.

What advice do you have for other high school students looking to become involved with The Sparkle Effect?

I strongly suggest you start a Sparkle Effect squad. You will never feel the way you do when you leave those girls after a practice or game. I have never seen so much true spirit and excitement from the girls when they perform. To feel like you have changed someone’s life in any way is the greatest accomplishment I believe you can ever make; and that is the way you feel every day when you work with a Sparkle squad. You're making a difference in their lives and for once they have the opportunity to feel like they aren't different.

Amazing Kids Making a Difference: Sarah Cronk & The Sparkle Effect

Eileen Howard Boone — Thu, 20 Oct 2011 12:25:28 -0400

At Pleasant Valley High School in Bettendorf, Iowa, the cheerleading squad cheers for more than just school spirit. When the Spartan Sparkles take the field, they are crusaders of confidence, acceptance and joy. As the inaugural squad of The Sparkle Effect movement, which encourages teens nationwide to include students with disabilities in school-based cheerleading and dance programs, the Spartan Sparkles are dedicated to embracing diversity and ensuring all students are accepted and respected.

As The Sparkle Effect continues to grow and change the lives of participating students – both with disabilities and without – its founder Sarah Cronk serves as a model for other young people looking to get involved in the community. Her advice for young adults striving to make a difference? “Don’t believe that just because you’re young, you can’t do it. That is absolutely not the case. Pick what’s important to you, and go for it.”

The Sparkle Effect was born out of the inspiration of Sarah Cronk. Sarah had been familiar with disability her whole life having grown up with an older brother on the autism spectrum. But it wasn’t until Sarah and her brother were both in school at Pleasant Valley High that she began to realize he was not always included in school activities nor selected for sports teams. “The social transition was rough for him,” says Sarah. “He was trying to get involved in clubs and he ended up being rejected.”

One day, when a popular student invited her brother to sit with him at lunch – and later recruited him for the school’s swim team – he finally began to feel accepted alongside his peers. It was this small act of kindness that ended up changing her brother’s life. “It was the first time I witnessed the tremendous impact inclusion could have on a person.”

With the knowledge that inclusion can be a powerful tool to inspire confidence and self-esteem, Sarah began looking for other ways to spread this important message throughout her high school. She ultimately turned to the members of her cheer squad. Only 15 years old at the time, Sarah encouraged the squad to welcome members of all abilities and began advocating for all students in her high school to join. The team roster quickly transformed to include students with disabilities; in 2008, Pleasant Valley High School’s “Spartan Sparkles” became the first inclusive cheer squad in the country.

“It was a bumpy transition at first,” says Sarah. “The team was much more about being comfortable with each other. Our spirit was focused on getting to know one another and once we broke that barrier, we knew we were doing something important.”

As the Spartan Sparkles continued practicing and cheering at local sporting events, the squad learned the value of acceptance and what it feels like to be part of a team. And recognition among Pleasant Valley High School students soon followed. “The squad grew and we had to start turning interested girls away. That’s when I began thinking, ‘Why isn’t every school doing this?’”

Sarah decided to take matters into her own hands by drafting a letter to about 100 squads across the nation. “I wanted everyone to know about the profound impact the Sparkles had on my school and how having an inclusive squad could change all the members for the better.” But when her letter failed to garner a single response, Sarah picked up the phone and began contacting national media herself in the hopes of raising some awareness about the Spartan Sparkles.

Sarah’s efforts proved successful and the Sparkles scored an interview with People Magazine in 2009. “Once our article in People was published, there was just a snowball effect of interest in what we were doing. That’s when we decided to create The Sparkle Effect – we wanted to provide squads across the nation with the support to start their own inclusive teams.”

And that’s exactly what The Sparkle Effect does. It’s a one-stop-shop for everything a group may need to start their own inclusive cheerleading squad, including an on-line Quick-Start kit, grants for uniforms, free on-site training and ongoing advice and support. Interested squads are encouraged to visit the site to learn how to get started and apply for The Sparkle Effect’s uniform grant program. New squads also receive free on-site training by The Sparkle Effect staff members, which provides groups with a more personal experience and the confidence to get started.

To date, The Sparkle Effect has helped create 41 squads in 20 states across the country, impacting the lives of hundreds of students nationwide. For Sarah, this means more people now experience and understand the power of inclusion. “My greatest accomplishment with The Sparkle Effect is being able to train squads across the country and really witness firsthand that what had happened to me at my school [with the Spartan Sparkles] is happening to hundreds of kids across the country. I get to be there as people embrace all abilities and differences.”

For her amazing work encouraging a culture of acceptance in communities nationwide, Sarah was honored with the $100,000 grand prize at the 2011 Do Something awards ceremony in August. This new boost in funding will help the organization expand their grant program, hire more on-site trainers and develop regional cheer camps. “Our goal within the next few years is to have 100 squads that include 2,000 students across the country, but my ultimate dream is for inclusion to be synonymous with cheerleading. We want inclusion to be the norm instead of something we only hear about once in a while.”

Citing The Sparkle Effect’s motto “When everyone cheers, everyone wins,” Sarah believes that learning to embrace all abilities is a valuable skill for today’s youth. “Working with kids with disabilities is one of the best ways to promote inclusion – and I’ve found most of the time kids without disabilities get more out of the program than kids with disabilities since it teaches the value of acceptance.”

Author Lydia Wayman’s Views on Living with Autism

Eileen Howard Boone — Thu, 13 Oct 2011 13:30:20 -0400

What inspired you to start your blog “Autistic Speaks” and what is your inspiration to keep it going?

I began my blog in June of 2009, and, truth be told, I was doing it entirely blindly. I had no idea what my story was, where I was going with my writing, or how I would get there. It was actually my best friend from college who told me that I should try blogging, and, knowing that I loved to write, I figured, why not? It took quite a while for me to get into a groove, but once I did, I realized that my typing made me who I am and gave me a voice that no one could ever take from me.

My reasons for continuing to blog are many. First, I think it is essential that parents of people with autism hear what it’s like to be autistic straight from the horse’s mouth. It’s great if clinicians can analyze behavior and if teachers can teach kids how to learn; believe me, that’s very important. But until parents understand what autism feels like, they’ll never know how to best help their kids. Secondly, and perhaps no less importantly, blogging is my way of connecting with the world. As I live my days, I do everything with the mind of, “Could I blog about this?” Blogging helps me to process my experiences and emotions and sort through my thoughts and feelings. I have developed such a sense of self since I started to blog, and I greatly rejoice in knowing who I am and why I am here.

How did you get the idea to write your first book, "Interview with Autism?"

I answer many questions about autism day in and day out. Between my blog, email, and message boards, there is always someone who has a question. So, in my first book, I took forty of the most common questions that people ask me and answered them. The book went through quite a few iterations, but in its final form, it is a series of questions I took from parents, friends and family which I have answered as fully as I could. I believe that "Interview with Autism" gives the reader a good sense of what I’m like and how I function.

With your book and blog, can you describe the moment you knew you were actually making an impact and helping more people understand autism?

Back in June of this year, I published a post called “Internal Yardstick.” I described the concept that a person ought not to measure her success in comparison to the success of others, but rather she should measure her success only in comparison to herself. This was a revelation for me. For so many years, I’ve done nothing but compare myself to my peers. From driving, to boyfriends, to teaching jobs, I’ve often fallen short. I realized, at the time of the “Internal Yardstick” posting, that I in fact had much to be proud of in myself. While it can be hard not to measure my success in numbers of readers, I find that I am most successful and reach the most people when I write from my heart. Whether I reach 20 people a day or 500, what matters is that I’ve enlightened each individual to life with autism…not the numbers themselves. So, in realizing that the numbers weren’t what mattered, I came to know that I was making a real impact.

What inspired you to write your second book, "Living in Technicolor: An Autistic's Thoughts on Raising a Child with Autism?" How is it different from your first?

My second book was something of a collision of events. First, I’d been quietly dreaming of writing another book in the back of my mind. And then, my service dog trainers suggested that I put together a calendar or book of recipes in order to fundraise for my dog. Thirdly, I’d had in mind for some time that I might publish some of my blog posts. And, with all of that happening at the same time, "Living in Technicolor" was born. This book is so much more personal than the last. If you compare Interview with Autism to meeting someone for the first time and chatting, then "Living in Technicolor" is like talking to your best friend over something deep. It’s an intimate look into my life and my mind. While it’s hard to put myself out there like that, I also believe it to be entirely necessary. People need to know what autism is really like: the good, the bad, and the neutral. In "Living in Technicolor," I explain a lot about my communication difficulties, my feelings, and the relevance of my faith to being autistic. It’s like I’m giving a piece of myself to my readers.

What is the one thing you want people to learn about living with autism after reading your blog and books?

More than anything, I want people to realize that things aren’t always what they appear. Sometimes, it would seem to an outsider that I am not really there…when, in fact, I know everything that is going on. Just because I don’t always speak doesn’t mean I don’t have anything to say. Other people, seeing me on a good day, witness me sitting in a church group and “listening,” and make comments that I seem “just fine.” The reality is that I have a migraine, my skin burns, my stomach is nauseous, and my hands are shaking because I’m sitting under fluorescent lights. Just because I appear “fine” doesn’t mean that I’m not going through a lot to look that way. Rather than make assumptions that I’m just a regular cute, smart, happy girl because I’m having a good day, or that I’m not really there, miserable, or unintelligent because I’m having a bad day, I wish people would ask me.

What do you think is the most rewarding thing about writing?

I love the communication aspect of writing. I can sometimes communicate verbally (though I always find myself tied up and limited in what I am able to talk about), and other times I can only type. It varies from one hour to the next, and it’s related to the amount of sensory and emotional input I’m receiving. I have trouble using my speech to communicate… I tend to think of something in my head, burst out with whatever it is, and then I’m off doing something else by the time the other person responds. Communication is a two-way street, but when I use verbal means, it’s all about me. When I write, that changes. I can listen, I can use social language, and I can carry on a reciprocal conversation. I’m free when I write.

Do you have plans to write any other books? If so, what do you want to write about?

I am working on a children’s book. The goal is to write a book that parents can read to their children as a means of explaining to the child that he is autistic and what that means. It presents autism as a difference in the child’s brain and part of what makes him unique. As far as other books for adults, I’d certainly love to! I don’t know what I’ll write about, though. I mean, autism, to be sure, but I don’t specifically know the subject matter. I’m confident that it will come to me in the middle of the night sometime!

Where can people go to buy your books?

My books are available on Lulu at www.lulu.com.

What else do you want people to know about you and your life?

As I say in my presentations, I’m so much more than autism! I am completely obsessed with my cat. Oh, and every time I say or type “cat” I have to find her, so that makes twice in the past ten seconds. I love my family immensely. My mom is the best mom in the whole entire world. I’m positive about that. My sister is amazing. She edited my second book and she gives me help with business-type things and she stands up for me no matter what. I’m beyond excited to get my service dog within the next year. I am more than a little addicted to Diet Mountain Dew, but I’ll only drink it out of a 24-ounce bottle. I love to swim, knit, and do other crafts. I read voraciously. I write poetry when the fancy strikes. I love my life and just about everything about it. I’m not sure I’d change a thing.

What advice do you have for others living with autism who are working to get their own projects and ideas off the ground?

First, know your audience. For me, I like to work and communicate with parents of children with autism, so I focus on that. Second, don’t be afraid to contact people. I reach right out to some of the most famous people in my area and the world… and sometimes they really do help me out. If something falls through, keep trying, again and again. Third, find your way to communicate. If I didn't try to reach people the way I do in my books by speaking to them… I’d be lost. There are so many ways to communicate: speaking, reading, writing, sign language, art, music, sports, dance… find the best way for you. Finally, and most importantly, be confident and believe in yourself! When you display confidence, people want to get to know you. Since you’re worth it, worth getting to know, make sure everyone else is aware, too.

What’s your next project?

Right now, I’m getting involved in traveling and speaking, or, more accurately, reading. I will read my hour-long presentations to groups of mostly parents and then take questions (which I will most likely need to type out my answers and then read them aloud). I have four or five engagements in the next six weeks, so this is taking up most of my time. I’m not the least bit nervous; actually, I’m very excited!

Filmmaker Dan Habib’s Vision on Inclusion

Dan Habib — Fri, 16 Sep 2011 13:59:12 -0400

Before his son Samuel was diagnosed with cerebral palsy, photojournalist Dan Habib rarely thought about the inclusion of people with disabilities. Now he thinks about inclusion every day. Habib’s award-winning documentary film, “Including Samuel,” candidly chronicles the Habib family’s efforts to include Samuel in every facet of their lives. The documentary also features four other families with varied inclusion experiences, plus interviews with dozens of teachers, young people, parents and disability rights experts. In this interview with Harriet Cabelly, Dan speaks openly about what it’s like for him and his family to parent a child with a disability.

How has raising your family changed your life?

I think it’s made me a better person- a better parent, a better husband, a better friend. It’s made me look at the world through an extremely different lens that has allowed me to see diversity in a whole new light; to see human rights in a completely different light. It has made me appreciate the value that each person brings to our society, regardless of their ability, economic condition or social status. I knew a lot of this before. My parents were civil rights activists and I was brought up with that in mind. But there’s a difference between knowing it intellectually and experiencing it.

It’s about how you take something that is an enormous challenge and integrate it into your life so that you can continue to live a full, exciting and wonderful life, in addition to the challenges.

What are some of the challenges?

Having a child with a disability is very challenging, there’s no doubt about it. It’s challenging emotionally when you first learn about it and it completely turns your world upside down. It challenges your sense of what you thought the future would look like in a typical way for a typical family. It challenges your ability to cope with less sleep.

For us the biggest point of adversity has probably been the fear; coping with the fear of Samuel’s health. The fact that he does have an underlying health condition. I joke – if it was just cerebral palsy, that would be easy. But he has an underlying mitochondrial disorder which makes his health much more fragile. So when he gets sick, he gets really sick. When he gets a stomach bug, he usually ends up in the hospital. When he gets the flu, it can be life-threatening. So there’s a lot more to it than just a physical disability.

Someone will ask me how Samuel is doing. And I say there are two answers to that question. The first answer is, he’s doing theatre, he’s starring in "Fiddler on the Roof," he’s playing baseball, he’s following the Red Sox, he’s got lots of friends over, he’s started karate, he’s skiing. All true.

The other answer is, he’s having these uncontrollable movements, he’s on 15 different kinds of medicines, and he’s easily fatigued. We’re also waiting on some blood work that may give us new information on his disorder. You have to take both those answers.

It seems like you’ve had a positive outlook on life. Can you speak to that?

I think we have. I think the first thing is to realize that the negative is not as negative as you think. And that’s really about creating a vision for your child and your family. A very strong vision. Our vision came out of our Leadership Series at the University of New Hampshire, where we had incredible role models from all over the country showing us what’s possible: that Samuel can have an incredibly full and happy life; he can have rich relationships; he can go to college and have a great profession. That’s all possible. I think when you establish that vision, suddenly the negative doesn’t feel like such a devastating blow. That’s critical to have that vision. That gives you energy to do some things you wouldn’t feel the energy to do otherwise.

For me that leadership series I took through the Institute on Disability, which is where I work now, gave me the vision for the film; for taking my background as a documentarian and finding a way to tell a story of what it’s like to be a parent of a child with a disability, and use that experience to hopefully benefit other people; and change our school system and community.

How do you continue to maintain this strong and positive demeanor?

It is truly from Samuel. Samuel is a kid that has been through more medically than I’ve ever gone through in my whole life. He’s had more blood work, CAT scans, MRIs, serious illnesses, at his young age than most of us have in a lifetime. And still he wakes up every day with a smile and an optimistic outlook on the world, and kindness and compassion and a great sense of humor. That has just given me such incredible strength. He is definitely a role model for me. And he’s definitely one of the strongest people I’ve ever known in my life. Obviously I don’t mean that in a physical sense, but in strength of character and emotion and persistence. His persistence is incredible.

Staying strong as a family unit, and specifically as a couple, has been important. We work hard to even things out, to create more of a balance in how we share the many responsibilities of Samuel’s health and educational concerns.

I respond by channeling a lot of my energies into my work. It’s been healthy for me but also tricky. At first when I was working on “Including Samuel,” I almost used the film as a place to get lost, away from the daily stresses and realities and fears. My wife called it planet Dan. There were times when I was making the film that my head was so into the film that I wasn’t as connected to our family and to her as I should’ve been.

Was there a specific moment, thought or epiphany that helped guide you to a better place mentally/emotionally?

We didn’t realize he had a disability at birth. It was a gradual process. He was not hitting the developmental milestones. It unfolded over a period of time. But there was one moment I think that was the lowest point in my life, when one of his neurologists called, who we no longer work with for obvious reasons, who said, ‘I think he has mitochondrial disorder’. We didn’t know what that meant so we did what parents do now – went on Google. It said, ‘usually fatal’. And that was when I felt- anything short of this I can handle. Once you or a loved one has had a near-death experience, or in this case, a near-death diagnosis, it changes your perspective on everything. Getting Samuel up and changed and dressed and ready, doesn’t seem so bad when you think, I’m happy for this moment, this day.

What qualities within you help you carry on despite the challenges?

I am a very optimistic person by nature. That helps. It’s good to be optimistic, but you can’t let that create denial of some of the challenging realities. The problem is if you’re only optimistic and can’t acknowledge some of the fears or difficulties, your partner feels very alone, and so do the other kids. We realized that in terms of Isaiah, Samuel’s brother. If we weren’t honest with him about our fears and stresses, he would’ve picked those up. Kids have incredible radar. And he might then feel all alone in feeling those fears.

There’s another big component and that is my own foundation; my foundation of what I was given as a child through my family. I had a very stable, loving and supportive family life. I had that love and support where I felt good about myself. I think that gives you energy; when you’ve been nurtured. And that gives you a positive outlook on life. You have to tap into that every day to manage these challenges.

Sometimes I feel that everything in my life kind of prepared me for this moment. Some of it is the resources I was given by other people – by Betsy (my wife), by my parents and by the experience of raising Isaiah for 3 years before having Samuel.

What keeps you going?

We learned to ask for help. And we learned to accept help. We realized we needed it. Samuel needs 100% of our attention most of the time. He needs someone a few steps away.

Betsy and I make sure we carve out time for ourselves. We’ve made it a priority to take care of our relationship. And also to make sure we have lots of time with Isaiah and with the family as a whole.

We have a very strong local community in Concord, New Hampshire. We are amazed at the openness and support we have received for “Including Samuel” in school and recreational activities. That’s why it makes me sad, and at times horrified, to hear about the obstacles some families face to include their child with disabilities in the most simple, basic ways. So much of what could be draining for people when you have to fight those fights every day, is not draining for us. That’s a huge factor. It’s so critical.

What pearls of advice do you have?

The vision – it helps sustain you. And don’t compromise because of the disability.

Communication –make time to speak openly and honestly. Try not to let that (challenge) always dominate the conversations.

Ask for help – learn to be comfortable asking. There are people who want to be there for you. You can’t sit back and hope people respond. Let people know how they can be helpful.

I hope this is the greatest challenge we ever face. I hope I’ve already faced the hardest part of it. In some ways my life is richer and happier than it would’ve been otherwise. I appreciate every moment.

Do Your Back-to-School Homework

Terri Mauro — Wed, 17 Aug 2011 12:38:43 -0400

For most parents, getting ready for back-to-school means stocking up on supplies and planning out new wardrobes. If your child has special needs, though, you may have some more homework to do before your family is really ready for that first day.

Here are your assignments:

1. Assemble a teacher information packet

Don't assume that your child's teacher is going to be fully informed about your child's needs and Individualized Education Plan (IEP) from the get-go. Be sure all the details are available by providing them yourself with your own personal spin. Include a friendly letter, a few short printouts about your child's disability, and a Positive Student Profile to get things off on the right foot.

2. Double-check your services

Does your child rely on a bus ride, a car seat, a paraprofessional, special equipment, or other must-have items? Make sure you didn't forget to include them in the IEP this time around. And either way, give a call to the special-education department in your district to make sure no one there forgot about them, either. A no-show bus is no way to start the school year.

3. Read your child's IEP

In addition to catching any services that might be missed, reading your child's IEP over before the start of school can remind you of goals set for the year, therapies and services promised, names of people you'll be dealing with, percentages of time in different placements, and where your child is starting from.

4. Brush up on your special-ed knowledge

These weeks before the start of school are a good time to read some books on special education and IEPs, visit some websites, or take an online course to reinforce your knowledge about the law and what your child has a right to.

5. Start a reading routine

Kids can fall out of good homework habits over the summer, and be honest -- you've probably been relieved not to have to deal with that as well. One way to get you both slowly back into the habit is to read every day with your child. You'll be reinforcing skills, enjoying some together time, and getting used to settling down for part of the day to learn something. You can then carry it over to required school reading when that starts coming home in the backpack.

A Day at the Park

Jen Hazard — Thu, 28 Jul 2011 10:57:13 -0400

The Cute Potato family spent last Friday at Fenway Park with the Biddeford Tigers. The kids and their parents took part in a CVS Caremark All Kids Can Baseball Camp, which is designed for children with physical and/or developmental disabilities. Now in its 7th year, the baseball camp initiative — a team effort between CVS Caremark and the Boston Red Sox — is part of CVS Caremark’s national philanthropic “All Kids Can” program, which focuses on helping children with disabilities learn, play and succeed in life. The day was particularly exciting for Maine: Biddeford is the first Little League Challenger team from the state to participate in the event.

Our day began with a visit to the batting tunnel and lessons from Red Sox hitting coach, Dave Magadan. Coach Dave was great with all the kids, taking time to help them with their stance and ensuring each was able to make contact with the ball. MP never saw so many big smiles in one room. CP#1 was game to learn from Coach Dave, while CP#2 preferred to hang out in the dugout with his Dad, sipping his first Coca-Cola.

After hitting practice, we walked on the field to find the Biddeford team’s name displayed on the scoreboard. MP isn’t sure who was more excited: the kids or the adults. The kids even had a chance to bat at home plate with Coach Dave. The heat was record-breaking, but no one seemed to mind.

The highlight of the day for CP#2, and for several kids on the team, was Wally’s lunchtime visit. The loveable mascot signed autographs for all of the campers and had hugs for everyone.

For MP and DP, batting practice was a thrill. It was a treat to see CP#1 and #2’s favorite players: Dustin Pedroia, Big Papi and Adrian Gonzalez (who kindly signed the kids’ baseballs). Dance music blared while the players hit ball after ball over the Green Monster. We were all pinching ourselves, feeling fortunate to be a part of such an amazing day.

This year marks the inaugural season for the Biddeford Tigers, and our family was thrilled to share this incredible experience with them. Special thanks to the kind staff at Fenway and the team at CVS Caremark for making the camps possible!

To learn more about Challenger teams and how you can create one in your town, visit here.

Art Activities for Children of All Abilities

Jennifer Wexler — Tue, 14 Jun 2011 12:02:46 -0400

Want to encourage creativity in your student or child? Here are a few suggestions from VSA, the international organization on arts and disability, on how to get started.

Suggested Prompts

A Dream Vacation: If you could go anywhere in the world (or universe!) on a vacation, where would you go? Who would you bring? How would you spend your time there? Whether it is a deserted island retreat with your family or an outer-space adventure with new friends, use your imagination to create a piece of art that captures a real or imaginary vacation spot.
Super Me: If you were a superhero, what powers would you have? How would you use your powers? Or imagine yourself in a world where everyone has superpowers. What would that world look like? Share your adventures and powers with us.
Year 2110: You've just been transported in a time machine to the year 2110. What does the world look like 100 years from now? Be creative and visually describe the landscape of the future.

One way to get started is to create a Visual Art Box for your student. Having materials handy will make it easy to move spontaneously to arts activities. One practical and inexpensive way is to have several boxes for materials. Your boxes could include (but are not limited to) some items suggested below. Many of these items can be found at your local CVS/pharmacy store.

Crayons
Fabric
Markers
Yarn
Colored pencil
Buttons and beads
Watercolors
Feathers
Hair rollers
Greeting cards
Newsprint
Brown paper
Wrapping paper
Paste
Glue sticks
Children’s scissors
Hole punch
Foam paintbrushes
Ruler
Stickers
Gauze
Pipe cleaners
Straws
Cotton balls
Tissue
Construction paper

Encourage your student artists to use their imaginations!