New software helps children with Down syndrome learn to read

One of the many topics of conversation on my round trip drive to DC for the KIDS event at the March for Life with a pro-life physician who happens to have a daugher with Down syndrome was how our children learn to read. I had heard that phonics don't work, and she has heard that they do. Frustrating as it is to have conflicting information, I press on seeking ways to improve her reading skills.
However, one thing both sides agree upon, is that contextual clues help. I was just in a planning meeting with Christina's teachers and they showed me how they were modifying the class's sentence building lessons  for her by adding pictures.  An example is; "The moose is in the yard." with cute drawings of the moose and the yard.
A new software program does this as well, as is aimed at English Language Learners as well as those children with autism and Down syndrome who are visual learners. It was developed by Rosemary Starett, an Irish educator and is called "A Busy Day"

The scenarios offered by the software are meant to illustrate "a busy day" in the life of a young child. Users see a brother and sister each waking up, getting dressed, eating breakfast together, walking to school with their father, and engaging in several other activities that most children will easily recognize. The software presents the scenes in colorful, fully illustrated on-screen windows featuring people, places, and objects children will relate with the activities being shown. "Waking up" includes a bed, pajamas, an alarm clock, and a bird perched on the windowsill. "Eating breakfast" displays a kitchen, food, silverware, and a table and chairs. Tied into the scenes are a variety of interactive exercises such as word matching, find the right word, and spot the differences, all designed to drive word recognition and association.

Read more about it here.

Some promising research from Down Syndrome Education International

Dear Friend,
This year will mark the 30th anniversary of the day I received a letter from a father of a young girl with Down syndrome describing her (then) surprising aptitude for reading. This letter, from the late Leslie Duffen about his daughter Sarah, was the start of a fascinating journey.
During this time I have been privileged to be involved (along with many colleagues here and around the world) with groundbreaking research that has delivered marked improvements in the support and education offered to young people with Down syndrome today. There is still much to do to properly educate and inform all educators and therapists working with our children, but there has been notable progress in many parts of the world.
Leslie's letter also marked the beginning of what was to become Down Syndrome Education International. Starting in the early 1980s as a support group for a few dozen families engaged in our earliest research projects, the charity now delivers support to over 75,000 families and professionals in over 180 countries each year.
Ongoing practical research
With a growing team at our centres in the UK and the USA and working with partners at Universities around the world, we have a busy, ongoing programme of research, including:
* Classroom reading and language teaching trial - the largest randomised controlled intervention trial to date will be underway at two centres in the UK in a few months' time and (if the results are as expected) will result in practical, assistant-delivered, daily reading, speech and language support for children in schools everywhere (supported by the UK Big Lottery Fund).
* Early reading pilot study - a pilot trial of two early literacy intervention approaches is underway with colleagues at the University of Denver, Colorado, USA (supported by The Rocky Mountain Down Syndrome Educational Fund, the McDonnell Foundation and the University of Denver).
* Early years studies - ongoing studies are investigating the factors influencing differing rates of development, effects of signing on language development and early indicators of social communication and behaviour difficulties - including early predictors of autism spectrum disorders (supported by The Sue Buckley Research Fund and general funds).
* Attention profiles - a study at the University of Oxford, UK, is examining early attention profiles and their impact on literacy and numeracy development (supported by The Sue Buckley Research Fund and the UK Economic and Social Research Council).
* Reading and language - a study is underway at the University of York, Centre for Reading and Language, UK, investigating the interrelationships between oral language and reading skills (supported by The Sue Buckley Research Fund and the UK Economic and Social Research Council).
* Oral motor abilities - a study investigating oral motor control, speech, language, and non-verbal abilities will start at Lancaster University, UK, in April 2009 (supported by The Sue Buckley Research Fund and the UK Economic and Social Research Council).
In addition, we have several studies 'ready to go' when we can secure funding. These include:
* Speech and language intervention at home - an evaluation of an intervention to improve speech clarity supported by speech and language therapists but delivered at home by parents is planned with colleagues at Macquarie University, Sydney.
* Working memory computer training - an evaluation of the effects of computer-based training to improve working memory is planned in partnership with colleagues in the Psychology Department, University of York, UK, who have already demonstrated the training helps working memory in other children with delays.
Expanding global information and advice services
Throughout its history, Down Syndrome Education International has remained focused on practical research that delivers tangible benefits to children and young people with Down syndrome, and on communicating up-to-date and effective advice and information based on this research to families and professionals. Coupled with our extensive experience delivering educational services, support and specialist advice, this model ensures that the research quickly informs effective practice.
This is a model we remain committed to today as we continue to expand our advice, support and information services to improve life for young people with Down syndrome around the world.
We have an exciting programme of ongoing and new information and advice services, including:
* Down Syndrome Issues and Information books online - from birth to adulthood, our Down Syndrome Issues and Information books offer comprehensive information and practical guidance for families and professionals.
* Step-by-step early language teaching - our new See and Learn early language programme (available free online) offers step-by-step guidance to support early language development. We are working on further steps in the language and reading programme and developing practical resources for speech, memory and number development.
* New Down Syndrome Education Conferences - reaching more people in more places with focused tracks for families and professionals, our new conferences offer high quality, evidence based training.
* Global outreach with local impact - from California to Kiev, we are working with partners around the world to support improved support and services on the ground for young people with Down syndrome and their families.
* New online seminars and interactive events - we are launching a series of online seminars and interactive events for families and professionals to be delivered via the Internet via the latest web meeting and web conferencing technologies.
* New teaching reading film - continuing our series of Down Syndrome in Practice films, we will publish a new film on teaching early reading to young children with Down syndrome later this year.
Supporting a better future
Most of our work depends on charitable giving.
Some of these activities are covered by specific grants we have secured - such as the funding from the UK Big Lottery fund for the reading intervention trial.
However, most of our day-to-day activities and much of our ongoing research programme depend on the generosity of thousands of families and friends around the world.
With an effective model of working that is firmly focused on delivering tangible outcomes, we operate our activities highly efficiently. To deliver all of the ongoing activities described in this letter our global operating expenses will total £820,000 (or $1,230,000 or €950,000) during 2009.
That is just under £11 (or under $17 or €13) per person we will help this year.
To ensure this work continues, we need your support today. There are many ways that you can give your support -
* You can donate securely and quickly online today to Down Syndrome Education International (a UK registered charity) or to our associated US nonprofit, Down Syndrome Education USA.
* You can give regularly, be kept informed and receive exclusive members' rewards by joining our new Supporters Club.
* You can organise a fundraising event - perhaps a sponsored sporting event or encourage your school to organise one of our fun, educational and easy Up for Reading events.
Your donation - however large or small - will go a long way towards improving the lives of young people with Down syndrome everywhere.
Thank you,
Sue Buckley OBE
Chief Scientist
Down Syndrome Education International
Down Syndrome Education USA

Snow day

Since we homeschooled until this year, we never experienced the pure joy of a snow day. I got a call at 5:30AM before the snow started falling, since such a HUGE storm was expected, and since I was as excited as a little girl, I HAD to get up and enjoy not having to get up. I napped luxuriously at noon just because I could. Oh, forgotten joys of homeschooling!
I even made a run in the snow to the local grocery store in the snow, playing Christmas carols on the radio. I hated to bother God with a request for a White Christmas our first time in Connecticut, but He read my mind. Isn't He awesome?
People at the local IGA were cheerful. A remarked to a mother who had carrots, milk and Hershey's bars, that she had the essentials covered. "If I'm going to be snowed in with kids, I've GOT to have chocolate!" she said.
I was stocking up on dog food, dairy products and Christmas cookie supplies. It was such sheer pleasure finally spending time leisurely baking a Chicken Pot Pie with leftovers, and getting to light my Christmas candles, and play my new favorite CD, "The Priests", as the silent snow buried us in quiet. We had the fire crackling, and I finally felt that Christmas feeling in my new home.
I had felt it plenty at school. St Joseph's had a wonderful Christmas pageant, and the Acadmy did their more sophisticated, but beautiful tableaux earlier this week. Though the entire cast were young women (even Baby Jesus was played by an infant girl) the fact that the Wise Men were played by an Asian, an African American and a Mexican teenager was very moving. The Academy had representatives of all races in the nativity play. Yes, Christmas had definitely visted the schools, but we had so little time at home that I was looking forward to Francisco's coming up this weekend to feel like I was "home for Christmas". We will be spending Christmas Eve and Day with his parents and mine on Long Island. Such are the sacrifices of moving. BUT the girls have two weeks off, and we can spend plenty of time as a family up here enjoying the snowy woods.

This nativity was on sale at the store today, so I bought it for under $5 to remember our first "Country Christmas".

Rosary Rally

On Friday both St Joseph and the Academy of the Holy Family participated in a Rosary Rally downtown Baltic. We walked the streets praying the Joyful Mysteries, and Fr Ignatius, FI told us that when we pray the rosary, we are holding Mary's hand, and she will lead us to Jesus.

The procession led us to St Mary's Church, where Our Lord in the Blessed Sacrament awaited us.

To Jesus through Mary.

Ave Maria!

A Formerly homeschooled child's worst nightmare

For your entire academic career, you have been homeschooled. You wait two years before you and big sister tell Mom you'd really like to go to school.

Mom moves the family three hours from home to a school she deems Catholic enough to educate you, and signs you up for school. You attend school for two weeks, emerging from the classroom each day bursting with talk about new friends and the yucky things the boys in class said. You do your homework enthusiastically and cover your new textbooks.

Then Mom tells you the bad news. She has just gotten a job to help pay your tuition.

It's a teaching job.

It's in your school.

She'll be teaching your class!

This Monday is her first day. . .


NO!! It can't be true! you wail.

But there she is in your classroom, learning the ropes from your teacher who is going out on extended leave for two months, and your new friends pump you for information on how mean your mother is. And you aren't allowed to tell her.

Poor Isabella!

Please help St Joseph School

As you know we have just left Long Island, my home for four decades, for a very good reason. Two excellent, faithful Catholic schools are here in Baltic, CT for my two girls. I have posted about St. Joseph and the Academy of the Holy Family here.
Isabella is happily attending school at St. Joseph, meeting new friends, and growing confident about her ability to function in a school setting after being homeschooled for her entire six years of schooling till now. She is surrounded by love and the glory of Catholicism every day at St. Joseph, so when she came home with a fundraising catalogue, I promised to do my best to help her help her school. It's a small school in an area which has many other Catholic schools, but what St. Joseph offers is unique. Habited sisters from the Sisters of Charity of Mary Mother of the Church operate and teach at the school, giving a living example to the children of the joys of consecrated life. Dedicated lay teachers with rich spiritual lives, teach there in the same spirit of joyful traditional Catholicism.
St. Joseph is a treasure which must be preserved. If you feel inspired, please click on the image of the Yankee Candle catalogue on this link and email me with your orders, giving me the item description, number and price. I'll return your email with payment instructions. We have one week (till Sept 29) to show St. Joseph that great Catholic schools have the support of the Catholic faithful.
And the candles are fantastic too! Yankee Candle has always had the most fragrant candles, which I buy regularly at the same price from home stores. Now we can stock up for Christmas, and help a good cause too.

Thanks in advance for your support.

I missed posting on St. John Vianney

Please understand if posts are sparse; I am in the midst of pre-moving rush. We plan to move to CT in time for school at the Academy's opening on August 27th. WOW! That's soon!
And my 9th grader is still finishing Seton!
So, I will link to Elena's wonderful post on St. John Vianney since I don't think I could do better anyway!

Our Lady of Guadalupe Friary Traditional Mass video

This video explains why I want to live within five minutes of this wonderful Friary. God is calling my heart, I just have to trust Him to work out the details, like Christina's school. The older girls spent Friday at their prospective schools in Baltic, and Isabella is fully convinced this is for her. Gabbi is not so sure. . .
Please keep my family in your prayers, as we make these important decisions.

How far education has fallen in the last century

From my emails:
What it took to get an 8th grade education in 1895...

Remember when grandparents and great-grandparents stated that they only had an 8th grade education? Well, check this out. Could any of us have passed the 8th grade in 1895?
This is the eighth-grade final exam from 1895 in Salina , Kansas , USA . It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salina , and reprinted by the Salina Journal.
8th Grade Final Exam: Salina, KS - 1895
Grammar (Time, one hour)1. Give nine rules for the use of capital letters.
2. Name the parts of speech and define those that have no modifications.
3. Define verse, stanza and paragraph
4. What are the principal parts of a verb? Give principal parts of "lie,""play," and "run."
5. Define case; illustrate each case.
6 What is punctuation? Give rules for principal marks of punctuation.
7 - 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.
Arithmetic (Time,1 hour 15 minutes)

1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. Deep, 10 feet long, and 3 ft. Wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3,942 lbs., what is it worth at 50cts/bushel, deducting 1,050 lbs. For tare?
4. District No 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find the cost of 6,720 lbs. Coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. Long at $20 per metre?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance of which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt
U.S. History (Time, 45 minutes)
1. Give the epochs into which U.S. History is divided
2. Give an account of the discovery of America by Columbus
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States
5. Tell what you can of the history of Kansas
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton , Bell , Lincoln , Penn, and Howe?
8. Name event s connected with the following dates: 1607, 1620, 1800, 1849, 1865.
Orthography (Time, one hour)
[Do we even know what this is??]1. What is meant by the following: alphabet, phonetic, orthography, etymology, syllabication
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: trigraph, subvocals, diphthong, cognate letters, linguals
4. Give four substitutes for caret 'u.' (HUH?)
5. Give two rules for spelling words with final 'e.' Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: bi, dis-mis, pre, semi, post, non, inter, mono, sup.
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane , vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.
Geography (Time, one hour)1 What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas ?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America
5. Name and describe the following: Monrovia , Odessa , Denver , Manitoba , Hecla , Yukon , St. Helena, Juan Fernandez, Aspinwall and Orinoco ..
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of Europe and give the capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give the inclination of the earth.
Notice that the exam took FIVE HOURS to complete.
Gives the saying "he only had an 8th grade education" a whole new meaning, doesn't it?!
Also shows you how poor our education system has become! and, NO! I don't have the answers!

Doctor's Office Reading

Last Sunday, Sean Hannity in his personal TV show, "Hannity's America" interviewed Pastor Don Piper, the author of "90 Minutes in Heaven". I won't be reviewing it formally since I can't make up my mind whether I believe he actually spent 90 minutes in Heaven after a horrific crash. He claims to have been raised from the dead by a preacher who felt the Lord wanted him to pray over him at the crash scene.
I don't doubt such things are possible, I just can't make up my mind in Piper's case. I don't know him well enough. One thing which made me doubt was the fact that he was certainly not full of God's grace during his long time of suffering. I know we are fortunate as Catholics to have the inspiring examples of the saints, the comfort of Our Lady in the rosary, and the inestimable honor of receiving Jesus' Body and Blood, Soul and Divinity in the Holy Eucharist. We have the example and the intimacy with the crucified Christ to be able to unite our sufferings with Him on the cross. Don Piper, as a Baptist certainly has the Scripture, "If you want to become my disciple, take up your cross and follow ME", but for someone who has experienced the peace and joy of Heaven, he didn't seem to understand the purpose of suffering in " making up what is lacking in the suffering of Christ".
These thoughts were going through my mind in the doctor's office this morning, as I waited some time to be seen. I have some kind of lower respitory infection, and am traveling to visit the schools in Connecticut tomorrow, so I wanted to be sure it wasn't serious.
The doctor was a woman about my age, who was curious about the book I had next to me on the examination table. I was happy to say I like the book but was still making up my mind about it's veracity, and we began to discuss our faith, schools for our children, CS Lewis, inner peace and how to recapture it once it's lost. It was an amazingly deep discussion for the situation, and we nearly forgot the burning in my chest which brought me there. I treasure my faith, and for that reason am considering leaving Long Island, my childhood home, to seek a place which will help my family grown closer to God. It was a blessed opportunity to be able to discuss that with someone who was seeking the same.
I wish her God's grace to bring her heart home to Him.

For all my prayer warriors, THANK YOU!

I pulled up 20 minutes early to pick up Christina from pre-school wondering whether I would be able to see her from the window of the classroom. Within seconds, her little head popped up and spotted our van, and tearfully demanded to go home from her first day in preschool. Her teachers said, that things were going well until then. Oh well, now I know not to park so close to the school!
Thank you, my friends, for all for your prayerful support, from England through Kansas to Hawaii, the Catholic blogging community had my little girl wrapped in love from Heaven during her first day in preschool in two years. The other mothers seemed to accept the fact that she needed a special teacher, and has Down syndrome, and as I said, her teachers are great.
God is good!

Gentle Hearts Preschool

Remember when I posted about being concerned that no private preschool would except Christina? Thanks to your prayers, I have found Gentle Hearts Preschool (don't you just love that name?) which is operated out of the local Presbyterian Church.

Teresa, the director, has experience with special needs children, and has a true love for them, even bending the no-diaper rule for Christina. The children were all happily engaged in activities and seem fond of the three teachers. Christina will begin there shortly, accompanied by Catherine, her special ed teache, whom she has had for a year, but has refused to do any work since she began therapy at the local elementary school three hours a week. We are so excited to begin, Christina had to be dragged out of the school bodily when we visited!

My reason for sending her to preschool rather than kindergarten, is that my district has a full-day kindergarten with an inexperienced male teacher with an attitude which tells me he does NOT understand children. I doubt he's even a father. And, after Christy's last male teacher suddenly left her former preschool under dubious circumstances after 20 years of teaching there, I am terribly protecive of my sweet little girl. Can you blame me?

So, next Monday, I will again entrust my barely verbal, vulnerable child to a school for five hours a week. Keep us in your prayers.

On the wall of the school is one of my favorite songs to sing with Christina.

Jesus loves the little children,

all the children of the world,

red and yellow, black and white

( and Down syndrome)

they are precious in His sight,

Jesus loves the little children of the world.

Where can we send our daughter for high school?

A Catholic father , an intelligent and conscientious man, was explaining why he and his wife took their daughter out of a Catholic high school: "They told the kids that the gospels weren't true."
Compare that with Pope Benedict XVI's affirmation in his best-selling book Jesus of Nazareth: "I trust the gospels." The Pope, a serious scholar who is one of the genuinely distinguished theologians of the day, judges it reasonable to believe the gospel accounts. Some religion teachers in a Catholic high school do not. Now, who do you think is right?

Over the years, many conscientious Catholic parents like the father quoted above have been scandalized and dismayed by the religious formation they've encountered in the Catholic schools, colleges, and religious education programs to which they've entrusted their kids. Not infrequently, it seems, a mischievous counter-catechesis has contributed to the young people's loss of faith.
To be sure, CTSA members aren't the people who teach religion in Catholic grade and high schools and religious education programs. But there's a link. It resides in the trickle-down effects of what these (academically speaking) humbler souls may have picked up from academicians in college courses and professional publications, as well as from the CTSA's own well-publicized proclamations of dissent.
In other words, the Catholic school teachers who have the religious studies credits they need to teach theology have been in the liberal propaganda machine long enough to believe this nonsense. And teach it. These are positions which I learned in my 11th grade Biblical Theology class from Sr. Pat, a young novice whom I admired so much, I came in on a Saturday to watch her take her vows at the convent.
"The miracles in the Bible didn't really happen the way they're written. People of those days didn't understand science and psychology the way we do today. For example, the Red Sea was really the Sea of Reeds, and there was no wall of water, the tide went out, allowing the Israelites to walk across"
I once heard a Pentecostal preacher enjoy this view very much. He said, " do you mean to tell me that all of Pharaoh's army, including his horses and charioteers drowned in two feet of muddy water? Now, THAT'S what I call a MIRACLE!!"
All the miracles were similarly debunked by Sr Pat, even Christ's multiplication of the loaves and the fishes." The people had the loaves and fishes, Jesus just convinced them to share them" Mother Angelica had fun with that one. "Do you think, that if I had been listening to Jesus preach for three days, with a salami sandwich in my pocket , I'd need Him to tell me to eat it? I got news for you; that salami sandwich would be long gone!"
The corrections to this nonsense came much later in my life. In high school I absorbed this stuff readily. I even went on a trip to a Protestant friend's home, notebook in hand, ready to defend what I believed then was the truth. Her correct interpretation of the Scriptures put the lies I'd swallowed to shame, and I never pulled out that notebook. I could tell she was right to believe that the Scriptures tell the truth. I am grateful for her understanding.

Sr. Pat has left the Academy since, but continues teaching the historical-critical method of theology in Catholic settings elsewhere, and was seen at a Voice of the Faithful meeting asking the bishop for more of a leadership role in the Church because of her education. Heaven forbid.

Meanwhile, since I live too far away from the one Catholic high school on Long Island which has the courage to teach from the Magesterium (ie. like Pope Benedict says, the Scriptures are trustworthy) while we live here, I either subject my daughter to the sewer of popular culture and anti-Catholicism in the public schools, or continue to home school her. Reluctantly, I have chosen the latter, but not without a bit of anger towards the Catholic Theological Society of America.They have robbed countless students of their Catholic faith, and essentially deprived my daughter of the legitimate pleasure of attending a good Catholic high school.

Where do you do pre-school?

Mommy Life is written by pro-life author Barbara Curtis, mother to twelve children and a professional teacher, has written a new book on deciding about whether to send your child to preschool.Mommy, Teach Me it sounds like something a homeschooling mom could really relate to. She has an in-depth discussion of this issue on her blog.
I caved in to pressure and sent my 3 year old Christina to special ed pre-school last year, one with the shortest day I could find (2 1/2 hours)however, that nagging feeling never left me, although it wasn't an entirely unpleasant experience. She had a enthusiastic, loving young teacher, whom she bonded with, however, I just felt, that I'd rather do the bonding with her. And so, now that she is 4, she is homeschooling with her two sisters. Christina seems very comfortable at home, and doesn't miss the pre-school.

The issue with a special needs child,however, is that no matter how many years I've homeschooled and taught as a professinal teacher(9 years homeschooling, and 15 years as a professional teacher) I don't have Speech Therapy training, Physical Therapy training, etc. This intimidated me. This year, however, I found my self-confidence, and began a co-operative, Montessouri-based preschool twice weekly with homeschooling friends, and it's working out beautifully. I use the book, Natural Structure as my inspiration and guide.
BTW the specialists can come to your home in NY state for free, throughout the school years, just as they did in Early Intervention, taking the pressure off being knowlegeable in all these areas as well. A homeschooling friend who has worked part time in a special needs school for years, advised me thus, "don't send her to school, she is advanced, and there she will start to imitate the less advanced children, and lose what you've done with her".

Dr Bill and Martha Sears, who reccommend Barbara's book, are famous La Leche League advisors, parents of nine children, and authors themselves, and they have helped me raise my girls,with their many excellent books. Thanks to them, I am a committed 'attachment parent'. This naturally led me to want to continue our special bonded relationship as my daughters' teacher.