Entries by Jennifer Cassell

(2001) Taking Care of Yourself When Your Child Has Special Needs

July 18, 2001 in /by

Unpublished – Written for the now-defunct clubmom.com, August 2001

Before takeoff, you buckle your seatbelt and listen to the flight attendant review emergency procedures. You hear that if the oxygen masks drop, you should adjust your own before assisting your child. Likewise, if you are on a lifelong journey as a special mom, you must care for yourself so you can effectively care for your child.

Self-care, however, requires TLC (Time, Liberty, Cash), resources often in short supply.

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(2000) Music and Movement Bring Together Children of Differing Abilities

July 18, 2016 in /by

Published in Child Care Information Exchange magazine (May 2000), and in Curriculum: Art, Music, Movement, Drama – A Beginnings Workshop Book (Exchange Press, 2006)

Typically-developing children are usually adaptable. They sing and dance, play rhythm instruments, and willingly try traditional preschool experiences. Children with special needs, however, may prefer sticking to the same-old-same-old activities that make them feel successful.

Whatever the skill level of your preschoolers, a variety of sensory-motor activities in your curriculum can satisfy most children’s needs. Music and movement activities, with their flexible structure, can foster every child’s creativity and competence.

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(2000) How Does Sensory Processing Disorder Affect Learning?

July 18, 2000 in /by

Posted on SPD Foundation’s website (May)

Sensory Processing Disorder (SPD) is not classified as a learning disability, but it can certainly hamper a child’s ability to learn. To illustrate, here are stories about two preschoolers whom I taught in my music and movement room at St. Columba’s Nursery School in Washington, DC.

Robin, 4, is over-responsive to touch sensations (she avoids them). Larry, 3-1/2, is under-responsive to movement (he craves it). Let’s look at these intelligent, healthy kids with an eye on how sensory issues are not only getting in their way now but may also interfere with learning and behavior in the future.

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