Camp Akeela

I read on another bloggers page about places children could go for autism, and was curious if there was something like this for children who had a nonverbal learning disability.  I did find Camp Akeela in Vermont where children who have been diagnosed with Asperger's or nonverbal learning disability can go to work on their social skills.  At this camp they work on building a community, friendship, growth, pride, and of course have fun.

Here is what they do for children with nonverbal learning disability at the camp.

"Treatment for children with nonverbal learning disability typically focuses on interventions to help kids better interact with others and become more self-sufficient. Activities and situations where kids receive social skills training, proper communication cues, and emotional support are most helpful.

This is why sending a child with non-verbal learning disability to a summer camp that understands NLD can be quite beneficial. The summer camp experience in and of itself is a social situation where social skill development and communication are important parts of daily life. A child or teenager at the right summer camp has a wonderful opportunity to learn and practice the social skills needed throughout his or her life.

The program at Camp Akeela is not therapeutic per se, but it offers a structured environment where life skills, friendship development, respect for the community, confidence and fun are encouraged by caring, knowledgeable experts and adults. Not all campers at Akeela have been diagnosed with non-verbal learning disability. The small nurturing community Camp Akeela provides benefits all children who wish to improve their social skills. To learn more about Camp Akeela's philosophy and program, click here." 

I find having camps like this very beneficial for children who do have a difficult time with their social skills, it gives them more than school to work with others and to improve in these skills.  

More Strategies for Parents and Teachers

I found a scholarly article on Nonverbal Learning Disability.  This article talks about how learning disability came about, and more in depth of what is considered to be a nonverbal learning disability.  There was a case study of a child who was misdiagnosed, and the family later came to find out her had a nonverbal learning disability.  In this article it mentions that NLD can often times be mistaken for many other disabilities.  I wonder how frustrating it would be to the parents if their child kept getting misdiagnosed for something other than what they truly have.  More in the article it goes into the definition of what NLD, the profile of a child with NLD, causes, and different options for interventions.  Something I'd like to focus on is the different strategies parents and teachers can do for a child who has a nonverbal learning disability.

General Strategies for Parents and Teachers

• Structured and supportive environment
• Make the child aware there is a person they can talk to about their disability
• Encourage Independence
• Use language to clarify questions or explain visuals
• Encourage interests and individual sports

Specific Strategies for the Teacher

• The classroom should not be too visually stimulating
• The child may need a scribe and assignment broken down into meaningful chunks
• When the child is able to keyboard allow them to use a laptop or word processor for note-taking
• Teach verbal mediation (self-talk) through modeling
• To enhance math ability use real life experiences, verbal explanation, and hands-on experiences
• For those who have poor attention may need frequent breaks
• Allow the child to have extra time or a buddy
• Give the child the opportunity to be a leader in a small group setting

I find that these strategies are extremely helpful, and makes you aware of how to help the child succeed in the classroom.  To read more about the article follow the link below.  

http://www.aboutourkids.org/files/articles/may_jun_4.pdf

Promoting Communication

I found a blogger named Kristyn Crow who’s an author for children’s books.  She wrote a blog called Promoting Communication in your Nonverbal Child.  The article gives great tips and techniques you can do during floor time to use with children who don’t speak.  First off, Floor Time is a 20-30 minute period of uninterrupted play time with the child where you literally get down on the ground and enter their world.  It has been suggested that several sessions per day, as many as you are reasonably able to have, is ideal.  Once a day is not enough.  When you begin floor time you want to build on the child’s favorite behaviors, let them select the activity no matter how strange it may be, have lots of activities for them to choose from, and follow their lead.  This is called parallel participation. 

After you’ve had time to parallel participate you want to promote interaction.  You can do that by: 1. Make meaningful behaviors purposeful. “Interactions are the beginning of communication”.  2. Use playful obstruction. 3. Play “dumb” While using these floor play techniques you should. 1. Recognize your child’s sighs of nonverbal communication. 2. Use animated facial expression. Put words with facial expressions.  3. Encourage eye contact. 4. Build a gestural vocabulary.  The blogger mentioned in her opinion it was necessary to use American Sign Language if they weren’t hard of hearing, but just natural gestures as long as you are consistent.  When using the gestures and expressions it’s important to communicate, model appropriate language using 2-3 word phrases.  She said when they have 30 communicative gestures they are ready to move toward speech.  5. Be sure you’re well aware of your child’s sensitivity profile. 6. Reward effective gestures or speech.

The blogger said that it’s going to take patience and determination, and the progress is going to be really slow.  I thought this blog was very informative, and I like the idea of floor time with the child and working on the communication with them.  The blog below if you would like to read it more in depth.

http://special-needs.families.com/blog/promoting-communication-in-your-non-verbal-child#

Social Implications

I found an article that mentions the social implications with children who have NLD.  While reading this article there was a lot of information I knew from previous research on the topic, but there were some things I was unaware of that I’d like to share.  Through my research I’ve found that when children have NLD, the problems usually start to develop in childhood but then it gets worsen with age.  Children who have NLD have a difficult time with interpersonal relationships and problem within social settings.  Something I didn’t know what NLD has been a newly-defined learning disorder.   In the article it states the “damaging aspects of the disorder is the fact that it causes the individual to be mostly incapable of recognizing nonverbal social cues.  The cues people rely on to tell them how to act in a given situation.”  This often times causes the child to be socially isolated during the teen and tween years.   I’d like to see if there is any kind of intervention to help these children during social situations, or to learn to cope with the social setting, and to develop friends.

Here’s the article I found if you’re interested in reading.

http://kathrynvercillo.hubpages.com/hub/The-Social-Implications-of-Non-Verbal-Learning-Disorder-NVLD

Teaching Strategies

Students with NLD are very concrete and literal, and have a difficult time understanding the world around them.  They are often eager to meet the expectations of others, but have a difficult time understanding what they expectations are and/ or how to meet them.  These students need very specific directions in order to function appropriately within a school setting.  Some tools teachers could use are rubrics and models to help demonstrate for the student what the performance expectation is.   The students with NLD, as I mentioned before, should be seated near the teacher with few distractions as possible.  The use of an FM system could be very beneficial that allows one-on-one communications from teacher to student.   It’s important to increase the amount of verbal instruction for this students, and “avoid anything that competes with the student’s ability to listen to classroom instruction”.  Sometimes this child may look like they are daydreaming, because of the lack of eye contact but a simple touch on the arm will assure the teacher they are focused on the instruction being given. 

“Frontloading is a critical teaching strategy, because it allows the NLD student to see the lesson in as much context as possible.  Without the use of frontloading teaching strategies that provide contextual information, the NLD students will likely be unable to learn more than discrete facts.  She needs to be taught how to make connections… how facts, events, and information relate to one another” (Tanguay, 2003).  Another effective teaching strategy would be cooperative learning if it’s done correctly.  This gives the child with NLD to use there strengths in the verbal/auditory modality and have discussions.  

"learning differently...outside the box."

I found a really informative website on NLD that I have previously blogged about.  This site gives examples of students who have NLD, characteristics, school wide support, and classroom strategies.  I really enjoyed the story about the little girl, Chris.  It goes to show how important it is for school personal to be educated in their student's disabilities, and the parents to be advocates for their child.  This was a success story where the school and family collaborated together to support the needs of Chris.  At first she seemed to struggle, but then eventually with the support from everyone she was able to become more successful at school.  I would encourage you to read this site below. :)

http://www.nldontario.org/articles/PuzzleNLD.html

School Environment

“Success or failure of most NLD children is based on the environment in which they are required to function” (Tanguay, 2003).  When raising a child who has a NLD and ideal environment would be home and school.  This isn’t the case for all children with a NLD, and it makes it hard for them to manage all the environments.  As a teacher who has a student with a NLD needs to make sure their classroom has a routine and is structured.  When the teacher needs to be absent from school it’s important to try to have the same substitute come in each time.   These will help the child with a NLD cope better in the school environment.  The child needs to be in a highly supportive environment, as well as have an aide at all times.   

When decorating the classroom it’s important to not have items and classroom hanging from the room to make it distracting for the child.  This could also cause frustration with them.  It would be a good idea to place this child in the front of the classroom if you wanted to place or hang items in the classroom they would be behind the child.  The front board needs to be cleared of anything that would cause a distraction.  When the students are asked to come to the carpet or join circle time it’s important this child sits next to the teacher or the aide in the classroom.  The arrangement of desk would be desk in rows even though this isn’t an ideal situation I would like in my own classroom.  The child’s desk shouldn’t be touching other desks this way they don’t feel like their space is being invaded.