Madison's ballet recital 2013

 

 

 

This video was taken at the dress rehearsal.  Madison is in the back row on your right in the beginning of the video.  She's kind of blocked by the girl in front of her for the first part, but once they start moving, you can see her better. 

 

I thought Madison was amazing. She has made so much progress since she started ballet last year.  She also really enjoys it.  Now we get a few months of a break before it starts back up again : )

 

Ugh! Youtube only likes to download the first 49 seconds of my videos, so here's a Photobucket version that's pretty blurry : (

Things they lie to you about: teaching your kid to ride a bike

I'm not exactly sure what I mean by "they".  But you know, right?  Just "they".  Commercials, tv shows, movies, our own grandiose expectations, whatever. 

When you have a little one, who finally graduates their tricycle-riding days, you excitedly go to the store and pick out their first bike.  It's new and shiny, and it screams BIG KID!  It's complete with training wheels, maybe a bell, a basket, or a little seat in the back for their precious baby doll to ride around. 

They ride that bike, head held high and proud, until, for whatever reason, the time comes to hang up the training wheels. 

You may have a picture in your mind of what this may look like.  Something like a happy child, grinning from ear to ear, pedaling with all their might, as a smiling parents trots along side, holding onto the seat.  Until, miraculously, they announce, "I'm letting go!"  And the child smoothly rides off down the sidewalk.  Everyone cheers.  Success.

Well...................

If you want to know the truth, you can pretty much take whatever I just said and imagine the complete opposite.

How it actually goes is something more like this:

If you are like our family, you have a bike curse on you.  You just happen to purchase a bike with a defective pedal that unscrews as they ride, causing the entire pedal to fall off.  Since your child does have the use of both legs and wants to pedal with both, you, once again, contact the company for new pedals.  Finally, you get 2 good pedals.  The child has a properly functioning bike for about a month before one of the training wheels breaks.  As the child rides, it pushes up.  So you take the plunge, remove the training wheels and try to teach her to ride without them.  You hold up the bike as your near 50 pound child carefully balances their feet onto the pedals.  As you grasp one hand onto the handle bars and the other behind the seat, simultaneously balancing the near 50 pound child, you begin to trot along, while pushing the bike.  As the child pedals, the bike picks up speed, at which time, you are unable to keep up, so you let go.  The child immediately topples over, with no major injury, but the child is still angry.  In an angry tirade, the child rants something about hating the bike and not being able to do it, and somehow this is your fault.  This continues for months until one freezing cold winter day, protected from falling by a bubble of snow suit, you get this:

I will say that it was pretty awesome when she got it.  A big victory for sure.

By now, you have at least learned your lesson in purchasing bikes.  The lesson: let someone else buy it.  So your second child's grandparent generously purchases him a bike and has the store employee assemble it.  Genius.  We're golden, right.

Or you would be if the child watched where they were going instead of watching you.


We had about 6 months of bike riding bliss.  A 6 year old who could now ride a 2-wheeler bike and a 5 year old with his brand new, store assembled bike with training wheels.  Until, wouldn't you know, one of the training wheels, again, pushes up as he rides.  Bike curse.  We tighten it to no avail, until one day, I decide enough is enough, and I take off the training wheels.  I tell him to start off by gliding down the small, grassy hill, no pedaling, just gliding and balancing.  He does this a few times and feels comfortable.  We go out onto the sidewalk, and again, I am balancing the weight of a near 50 pound child, running along side, this time 6 months pregnant, and hoping for the best.  Of course, he falls, and he hates the bike, hates the road, hates life.  But we press on amidst the screaming, the tears, the thrown bike and helmet.  So far, this is where we're at with him:

I think I may just skip bike riding altogether with the next two children.  It isn't really a skill one needs to be successful in life, now is it?  I guess it would limit their ability to be a bike messenger, compete in the Tour de Franc or live in China.  Lots of people ride bikes in China, right?  I don't know. 

So there you have it.  The joy of teaching your child to ride a bike.

Walking and Down syndrome

I think for a lot of us who have kids with Down syndrome, there are two big milestones that we think of a lot:  walking and talking. 

We want to know, when are they going to walk, and when are they going to talk.  Unfortunately, nobody, no doctor, no specialist, no therapist, no other parent can tell you when your child will do either of those.  We teach, we encourage, we wait and wait in most cases, and it is all the sweeter when they reach those milestones.

While each child is going to reach the milestones at different times, there's a basic order that they will usually go in.  Here's Kamdyn's journey to independent steps.

 

Quadraped/ hands and knees crawling

20 months

Quadraped crawling is the precursor to pulling to stand.  Some kids will skip this step altogether, but for the most part, they will crawl on hands and knees before pulling to stand.  That's why most physical therapists will work on it so much.  Kamdyn resisted hands and knees like the plague, but she did get it.

 

 

 Pulling to stand and climbing steps:

22 months

Pulling to stand is obvious and speaks for it self.  Can't stand if you can't pull up.  Climbing up the steps was good for Kamdyn, because it made her bend her knees.  She had this habit of locking her knees for extra stability, and climbing the steps forced her to bend them.

 

 

 

Standing: 

 2 years, 2 months (26 months)

Kamdyn started standing independently by having something against her back.  For a long time, she was terrified of standing, and this offered her comfort.  Having something behind her gave her that leverage she needed, and it helped strengthen her back and tummy muscles.  I know I shed some tears in this video, because she worked SO hard to stand like that.

 

 

 

 

 Cruising:

2 years, 3 months (27months)

That's another one that goes without saying.  They have to start cruising before they are going to venture off and try walking independently.  We would place items (like cheerios) on different ends of the couch to motivate her to cruise along the couch.  The couch was good too, because it was soft if she bumped into it.  You can also build a cruising course around your living room and have them cruise along all the items and furniture.

 

 

 

 

Walking with help:

2 years, 5 months (29 months)

The "help" goes in phases.  There's walking while someone holds both hands, walking while just holding one hand (Kamdyn hated that one), and walking with a walker.  Kamdyn was scared of using the walker until she was at a place of being pretty sure on her feet.  Once she could do the walker, it was no time before she took independent steps.

 

 

 Independent steps:

2 years, 6 months (30 months)

 

 

 2 years, 7 months (31 months)

 

 

 

Right before her 3rd birthday (about 35 months)
Walking on uneven terrain is definitely harder for her, and you can see the wider stance she does to accommodate for that. 

Kamdyn is 3 years and one month old right now.  She is more sure on her feet, and she is getting better on uneven terrain, although it is still harder for her.  She tries to run, but it's not quite a run yet, more of a fast walk.  She goes down steps by scooting down on her belly right now.  She can hold someone's hand and take steps down, but she is pretty far off from being able to walk down the steps on her own while holding a railing.  She also does not walk up steps unassisted.  She crawls up steps.  That is part of her IEP at this point.  I'm not worried about it, because she has found ways to adjust and get up and down by herself.  It does make it more difficult at a playground, but she will get there.

Teaching Children with Down syndrome to Read

The following information is from the hand-outs and notes from the work shop, "Teaching Children with Ds to Read" by Dana Halle at the 2012 NDSC conference.

First, if you are not familiar with The Learning Program, you should go to their website http://dsfoc.org/learning_program.htm , make an account and login and take a look at their sight reading materials.  It will be much easier to understand everything below if you see the materials first. 
Here's a video that explains some more about the program:

Whole word approach to reading= sight reading rather than phonics

Teach phonetic awareness but focus on the whole words.

MATCH, SELECT, NAME


MATCH

1. young children (ages 1-2) ------>  match picture to picture (cat picture to cat picture), match to teach vocabulary.  Focusing on vocabulary for children under 3 will build their vocabulary and aid in understanding when they begin to read.  Start with family members, favorite foods, pets, places you go, animals they like.
2. older children (ages 3 and up) ------->  start with word to picture, then word to word.  Start with the same categories from above but with the word:  family members names, favorite foods, pets, places you go, animals they like.

         How?

• choose a book and pictures. 

The book will have something like below.  Picture of an animal with the sentence "I see a cat."



I see a cat.

• Read the book together.
• Show the picture cards that correspond with the book and go over what they are.  Let the student tell you what they are. This is a good warm-up activity, as the student will most likely be successful.

The picture card will be a small card that shows only the picture, no words.

• show the board with the words on it.

The board will have sections that have the words on it like below:

©2008 Down Syndrome Foundation of Orange County

  

 

 

dog                           cat

 

bird                          fish

 

rabbit                       frog 
 

• show them how to match the picture to the word, while saying the word
• Give them the card with the picture and have them place it on top of the word.  You can use Velcro to keep the cards in place.
• if they get it wrong, say "Good try! It goes here.  Cat, cat"(for example)
• modifications:  if the student signs, say the word and sign it and let the student respond with sign.
• As the student matches the pictures with the words and hears and says the word, they are learning the word. 

       *Even if the student does not seem to understand, continue doing the exercise.  Do it for them or use hand over hand to assist them in doing it.
       * If they resist, you do them, while the student watches.


SELECT

     How?

• place 2-3 pictures or words (depending on age and skill level) cards in front of the student
• ask the student to give you a card, "Can you give me 'cat'?"
• have them hand you the card or put it in a bowl
• show the student how to make the correct selection if they cannot
• respond to incorrect responses by modeling the correct one and saying "Here it is! Cat."  Refrain from saying "no"

         * Support, help, and guide the student for as long as needed.  Keep giving them the correct answer for as long as needed. We are teaching, not testing.  Help them be successful.


NAME (most difficult)

1. The student will "name" or sign the picture or word
2. Games to play: Bingo, I Spy

      How?

• choose pictures or words to name
• show the flashcards with the pictures or words on them. 
• Go through the cards once, flashing them, and saying the words as you go. Have the student repeat you.
• Now, ask the student to say or sign the word
• "This card says" _____pause____ and wait for a response or "Do you know what this (picture or word) is?"
• If they do not know, tell them, but they will eventually get it on their own
• If they get it wrong, "Good try!  It says cat."  If they get it right, "You're right! It says cat!"  Reinforce the correct answer.
• Respond to incorrect answers by modeling the correct answer with a positive approach

Once the student can name the word, they will be ready to read the book to you.

The book will have repetitive phrases that the child will read over and over, like "I see a........"






I see a dog.


Important tips:
    * Assume your student CAN learn-- BELIEVE IT!  Kids who are nonverbal can learn to read too.
    * "Success is key."  Making them feel successful makes them feel motivated to continue.
    * "Teach....Don't test!"  If they don't know the right answer, just tell them.  Don't try to drag it out of them.
    * "Model....Don't correct"  Don't say "no", demonstrate the correct response
    * Let the student set the pace and don't compare them to other students.


The Learning Program website has printables that can get you started, but you can also make your own if you want to use certain pictures.
       

Teaching Early Math Skills and Down syndrome

The following information was taken from the hand-outs and notes from the session, Count on It: Early Math Instruction Can Benefit Your Child by Dana Halle, JD at the 2012 National Down Syndrome Congress Convention. 


I.  Why is math important?
           A.  math= independence and functioning
           B.  every day skills= paying for things, sorting, getting places on time, recognizing numbers
           C.  it's practical (and we should make the teaching of it practical)

II.  The goal of math = using numbers in daily life in a meaningful way.
           A.  math is play based.  make it fun!  Games, hands-on activities, manipulates
           B.  use objects and manipulates, NOT a pencil!

III.  Rote counting=  1, 2, 3, 4, 5, 6, 7, 8, 9.....................................
           A.  use music and songs
           B.  walk up steps and count
           C.  swing on a swing set and count
           D.  have them touch object while they are counting.  this makes them slow down and focus on the task.
           E.  counting left to right encourages the reading skill of reading left to right
           F.  counting tips:
                       1.  place items in a straight line- helps them not lose their place
                       2.  increase the space between items- also helps them not lose their place
                       3.  stress the FINAL number- this number tells "how many" are in the entire group.
                       4.  moving counted items to a separate pile (into a bowl or cup) helps them keep track
                       5.  if incorrect, say "Let's try again!" or give the correct answer.  don't say "No!"

IV.  Number recognition= knowing the word five means the number 5
           A.  repeat, review, repeat, review.....over and over  (make it fun, use a variety of activities)
           B.  use foam numbers, chalk on the chalk board, magnetic numbers, dry erase, paint.........

V.  Sorting tips
           A.  sort items based on similarities
           B.  focus on one attribute at a time:  color, shape, type (car, plane, truck), and size
           C.  items to sort:  Leggos, laundry, beads, colored goldfish crackers, m&m's, red or green grapes, silverware, fruit snacks, fruit loops, matchbox cars.........................

VI.  Ordering= comparing items based on differences
           A.  smallest to biggest
           B.  shortest to longest
           C.  which has more?
           D.  which is bigger
           E.  use: nesting cups, measuring cups and spoons, toys, stuffed animals
           F.  point out objects that you see
           G.  use "same" and "different" to describe items
           H.  Compare whenever possible and use the terms more, less, big, little, long, short.......

VII.  Patterning
           A.  start with AB AB pattern
           B.  use: toys, food, household items, plant a garden and pattern the flowers, pattern in the carpet or walls or shirt

VIII.  Shapes and colors
           A.  Go on a shape or color hunt around the house or around town
           B.  Sort laundry by color
           C.  Pick fruits and vegetables at the grocery store that are a certain color
           D.  Play with toys that allow you to name colors: play-doh, puzzles, crayons, paint, markers, construction paper

IX.  Books
           A.  Olivia Counts by Ian Falconer
           B.  Ten Black Dots by Donald Crews
           C.  Very Hungry Caterpillar by Eric Carle
           D.  The Grouchy Ladybug by Eric Carle
           E.  Fish Eyes by Lois Ehlert
           F.  Counting Crocodiles by Judy Sierra
           G.  The M & M's Brand Chocolate Candies Counting Board Book by Barbara Barbieri McGrath

X.  Apps
           A.  Jumping Grasshopper
           B.  123 Shape Up Numbers
           C.  Counting 123 Learn to Count
           D.  Card Counting
           E.  Five Little Monkeys Book
           F.  Kids Learning My First Numbers

XI.  Websites
           A.  learningpage.com
           B.  mathfactcafe.com
           C.  mathplayground.com
           D.  rainforestmath.com
           E.  ixl.com (not free)
           F.  littlegiantsteps.com

XII.  Other resources
           A.  Lakeshore learning manipulatives
           B.  Numicon
           C.  Math U See

Dana Halle, who presented this session, was from the Down Syndrome Foundation of Orange County.  If you are not familiar with them, they have a website called The Learning Program.  They have educational materials that you can print off on your own for free or purchase.  They have math and sight reading materials.

This video shows some more about the Learning Program:

 

I also went to a reading session, so I'll post that one next.

                    

Madison's 7th birthday

Madison and Kamdyn had their birthday party together this year.  I think this will probably be the last year that we can do that.  I'm seeing more and more how quickly this thing of "growing up" happens.  It seems like as the age of 7 approaches, the growing up meter kicks into high speed. 

Light pink is for babies, Disney Princesses are kiddie stuff, fashion is of the uttermost importance, and being the "big kid" is where it's at.  She's already talking about when she can have a phone, wear make-up, and get married. 

 

 

Right after Christmas, Madison learned to ride a bike without training wheels.  We worked on that for so long, and we were thrilled when she got it.  When they're little, everything is a milestone.  The milestones may not be as frequent now, but they're just as big.

 

 

I remember when Madison was born, and I thought that having a baby was so hard.  Not to be all Debby Downer, but if only I had realized how simple life was then.  Because now, she is her own person, who has her own feelings and thoughts and ideas.  And I'm trying to figure out how to instill all of the things that I want her to carry for the rest of her life, like thankfulness, kindness, graciousness, and on and on. 

 

 

One day it's poopy diapers and midnight feedings, and before you know it, you're trying to figure out how to tell her to deal with that kid who was mean to her.  Your mama bear part wants to just tell her to give it right back, but you know that kindness and forgiveness will go a lot further in the long run.

 

Madison loves anything artistic or hands-on. 

 

The night before her actual birthday, we had a girls night with movie, popcorn, nails, and make-up with cousin Alicia.

We set up the bathroom like a spa.  They soaked their feet in warm, soapy bubbles, while soft music played and a vanilla candle scented the room.  They were so cute, and they thought it was great. 

 

Showing off their make-up:

 

Before the night was even over, she was talking about turning 8.  Gimme a break, kid!

 

 

Kamdyn's 3rd birthday

With wrapping up the giveaway, having a birthday party for Madison and Kamdyn, Madison's actual birthday, and everything in between, I never got a chance to post for Kamdyn's actual birthday.  I'm not quite sure what I could say that I haven't said a thousand times before, but I'll try.

There's been a lot of change, and there is still a lot of change to come on the horizon.  I remember when Kamdyn was a newborn, and I was signing her up for Early Intervention.  At that first meeting, they told me that when she turns 3, she would no longer be in the program.  I remember thinking how far away that sounded.  I remember thinking how scary it sounded to get to 3.

Here we are, at 3, graduated from Early Intervention, and we did it.

We said goodbye to our therapists, who spent hours with us each week.  One, in particular, was there since Kamdyn was about 6 months old, and I was still pretty scared out of my mind.  I remember confiding in her, telling her my fears, my insecurities.  She always encouraged me, always told me I was doing great.  I'll always be grateful for that.  At the time, I needed it.  I needed so desperately to hear that I was doing ok.  A big thing that has changed now is that I don't need to hear that as much.  I am confident in my ability to advocate and fight for Kamdyn when I need to.  I'm confident in my ability to love her.  And I have seen how God has worked things out for us. 

Kamdyn's birthday fell on a Saturday this year, and we had a joint party for both of the girls.  This year, I felt another change. While I still feel a lot of emotion over my reaction to Kamdyn's diagnosis, this is the first year where I didn't feel overcome with guilt.  There will always be a part of me that feels guilty over my feelings, but I am beginning to forgive myself and see that as just part of my journey that I had to go on. I wouldn't be who I am today without it.

(Another big change is that this was Kamdyn's first birthday where she could walk!  Yea for walking.  I never get tired of it.  And for all the people who said I wouldn't like chasing her around: I LOVE CHASING HER!)

 

Down syndrome is a part of our lives.  And, gasp, will I dare say it's a big part of our life?  I will, because it's the truth.  There's a lot of things in our schedules and in our lives that probably wouldn't be there without Down syndrome.  And I'm ok with that.  Different is ok. 

Kamdyn with her baby cousin, Aiden. 

Right before Kamdyn's birthday, Brad made a comment that was something along the lines of "what would we do if we didn't have Kamdyn in our lives? "  Who would we be?  I really can't even imagine it.  What I can say is that my life wouldn't be as fulfilling.  I wouldn't feel as content with my life as I do.  I would be a different person.  Kamdyn has changed me.  She has inspired me. We have a lot of learning, growing, and changing to do as we continue this journey, and I only look forward to it.  I look forward to all of the blessings that I know await us in the future. 

I've said it before, and I'll say it again, I am thankful every day that I get to be Kamdyn's mama, and I wouldn't trade it for anything in the world.

Some more party pictures:

Somebody gave Kamdyn a bag of chips before the party started.

She ate the whole thing.

I tried to think of a theme that would be pretty simple and be appropriate for a 7 year old and 3 year old.  I decided on a Spring/garden/flower theme.  We had the party at a park with a pavilion. 

The disheveled table covers were thanks to the windy day.  I made the tissue paper flowers, and I got some table decorations from the Dollar Store (flower center piece things and flower, gem-looking table scatter).  Madison's favorite color is purple, so we did purple balloons.  We also got one of those big bubble blowers, and the kids really liked that.  There were two tables with activities for the kids to do.  One had pre-made wands (from the Dollar Store) that the kids could put stickers on and color.  The other had small planters for the kids to paint.  After the paint dried, there was potting soil and seeds to plant and take home:

I bought the cake.  So much easier than making it, obviously.  I made the sugar cookies and decorated those, and the cupcakes were from the store, and I added the flower decoration on top. 

One more thing that has changed is Kamdyn using a fork to eat her cake instead of her hands.  Big girl stuff, right there.

The girls had matching outfits: