Empowering Kids with Disabilities, Part Five: Fun!

Empowering Kids with Disabilities, Part Five: Fun!

Empowering Kids with Disabilities, Part Five: Fun!

Empowering kids with disabilities isn’t always a serious business. The previous posts in this series about meeting our kids’ basic needs (Part 1: Survival, Part 2: Love and Belonging, Part 3: Power and Self-Worth, and Part 4: Freedom) may have led you to believe so. This post takes a look at the fifth basic human need in psychiatrist William Glasser’s choice theory, which is fun.

That’s right. Fun!

The Glasser Institute website says the need for fun “encompasses pleasure, play, humor, relaxation and relevant learning.”

So how do parents make space for fun between all the serious stuff like medical and therapy appointments, hospital stays, school, special classes, and more without feeling guilty? The answer is simple.

Give kids opportunities for play.

Renowned child psychologist Jean Piaget said, “Play is the work of childhood.”

The even more renowned Fred Rogers said this: “Play is often talked about as if it were a relief from serious learning. But for children, play is serious learning.”

I wholeheartedly agree with these two guys.

The most effective and least painful way I found to get the kids in my life on board with whatever they needed to learn—be it content or a process, acceptable behavior or a skill—was to make it fun. Making things fun turned what my students, children, and grandchildren perceived to be work into play, which as Jean and Fred said, is the work of childhood.

Here are a few of the easiest ways I found to make work fun for kids:

To read the rest of Empowering Kids with Disabilities, Part 5, go to the Key Ministry blog for special needs parents.

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Jolene Philo is the author of several books for the caregiving community. She speaks at parenting and special needs conferences around the country. Sharing Love Abundantly With Special Needs Families: The 5 Love Languages® for Parents Raising Children with Disabilities, which she co-authored with Dr. Gary Chapman, was released in August of 2019 and is available at local bookstores, their bookstore website, and Amazon. See Jane Sing!, the second book in the West River cozy mystery series, which features characters affected by disability, was released in November of 2022.

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Raising Babies with EA/TEF or Other Feeding Issues

Raising Babies with EA/TEF or Other Feeding Issues

Raising Babies with EA/TEF or Other Feeding Issues

Raising babies with EA/TEF includes many feeding challenges. Finding tips about how to deal with those challenges can be hard to find. Thankfully a growing number of parents, like today’s guest blogger Kelly Simpson, are sharing what they have learned through trial and error. If you are raising a baby with oral feeding challenges of any kind, this post offers both practical tips and spiritual encouragement.

Raising babies with EA/TEF or other feeding issues can be extremely challenging. From diagnosis and surgeries to feeding issues and, in some cases, speech development, the adventure of parenting your newborn isn’t quite the path you foresaw. The roller coaster of emotions and seeking help for your child is exhausting and stressful. I would like to share some tips I have learned along the way.

Tip #1: Before an Esophageal Dilation

  • For bottle fed babies: Control your baby’s bottle intake at least 4 days before the dilation. Allow three sucks and then remove the bottle from the child’s mouth. This allows time for the liquid to drain down the esophagus. Then allow for 2-3 more sucks and another removal. Repeat until all the milk or formula is gone. When feedings are controlled, larger amounts of milk have enough time to drain through the smallest part of the esophagus. Controlling the feedings allows the liquid to funnel down the esophagus and not overflow to the trachea and into the lungs. Always consult with your child’s doctor about your plan.
  • For solid food children: Cut food up really small and control the feedings as suggested above. Let your child drink after every bite or couple bites (whatever seems to help your child). Limit very solid or hard foods. Softer foods such as apple sauce, mashed potatoes, Jell-O, or yogurt could be easier for the child to swallow. Another suggestion is to make a smoothie or puree with fruits or vegetables. Try to blend proteins in as well. Again, be sure to consult with your doctor as you plan.

Tip #2: Do Not Compare Your Child to Another Child

Avoid comparing your child to another EA/TEF child or to a child with a different condition that causes feeding issues. Also avoid comparing your child to kids without any feeding problems. Instead, welcome and hold tight to friendships with other parents raising kids with EA/TEF or other special needs. 

Some children with feeding challenges have swallowing issues, trouble gaining weight, or loss of appetite due to taking a drink after every couple bites. Researching natural remedies to deal with reflux or for speech therapy to remediate speech delays are other adventures. Your child may need help in all areas.

Every child is different, so try not to compare your child to the next. It is healthy to do research and ask other parents about their path. Your child could need four esophageal dilations, while the next child may need ten. My son has not had any issues with gaining weight or growth delays. However, I am very aware that another child could have this problem and that it can be very discouraging for their parents. I celebrate my son’s achievements, but also have a delicate heart for those who haven’t experienced that particular achievement yet. I appreciate those parents who comfort me or offer advice when their child has reached a goal that my son has not yet.

Tip #3: Embrace that Your Child’s Journey is Different

Embrace the fact that your child’s journey is different from that of a typical child. Parents of typical kids probably will not understand your walk, and that is okay. I remember when I would go to the grocery with my son when he was under four months old. Due to his tracheomalacia, he sounded like a goose when he laughed or cried. Man, did I get some funny looks! People had no clue what was going on. I’m sure they thought I was crazy for bringing him out to get basic necessities or that I was neglecting to take him to the doctor. I did not allow their different walk—and lack of knowledge about mine—to affect my own walk. I also did not give in to envy, wishing my child was healthy like theirs.

Instead, I embraced my own child. He is a gift from God. I was entrusted with him. I will stand by his side through everything. Were his first couple of years hard? Yes! Some months were extremely difficult, especially since my husband was deployed at the time. I did not have time to stop and compare, but I did have time to embrace my baby as he was.

My hope is that my experience can aid in raising babies with EA/TEF or other feeding issues. Always remember to consult with your child’s doctor about their specific needs and care plan because as I said before, every child is different!

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Kelly has lived her whole life in Kentucky. She and her husband, Jeremy, have an almost-four-year-old son, who, born during a deployment, was diagnosed with tracheoesophageal fistula (EA/TEF). She has always felt a calling to serve others and is living the dream as an Army wife, middle school teacher, and now, as an encourager to those who are living a dream different than they had planned.

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Empowering Kids with Disabilities, Part Four: Freedom

Empowering Kids with Disabilities, Part Four: Freedom

Empowering Kids with Disabilities, Part Four: Freedom

Empowering kids with disabilities, as the previous posts in this series have suggested, can be a challenge for caregivers. We have to make a paradigm shift from meeting all of our kids’ basic needs to equipping them to meet their own basic needs to the best of their ability.

This post explores freedom, the fourth of the basic needs identified by psychologist William Glasser in his Choice Theory. Before delving into Glasser’s definition of freedom, you may want to check out the previous posts in the series.

Part 1: Survival
Part 2: Love and Belonging
Part 3: Power and Self-Worth

This post will make more sense once you’ve read the others, so go ahead. Take your time. I’ll be here when you’re ready to go on.

You’re back. Great!

Let’s start with William Glasser’s definition of freedom. Bruce Davenport created a video series about Glasser, the choice theory he proposed, and the five basic human needs he identified. Davenport says that freedom can be defined as “the need for independence, autonomy, to have choices and to be able to take control of the direction of one’s life.”

If you’re a parent or work with kids in any capacity, you have witnessed children expressing their need for freedom. For instance…

We’ve heard two-year-olds stamp their feet and say, “I do it myself.”
We’ve heard tweens say, “Let me figure it out by myself.”
We’ve heard teenagers say, “Leave me alone. I can make my own decisions!”

I could go on, but you get the drift.

Click here to read the rest of Empowering Kids with Disabilities, Part Four: Freedom at the Key Ministry blog for parents.

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Jolene Philo is the author of several books for the caregiving community. She speaks at parenting and special needs conferences around the country. Sharing Love Abundantly With Special Needs Families: The 5 Love Languages® for Parents Raising Children with Disabilities, which she co-authored with Dr. Gary Chapman, was released in August of 2019 and is available at local bookstores, their bookstore website, and Amazon. See Jane Sing!, the second book in the West River cozy mystery series, which features characters affected by disability, was released in November of 2022.

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Help for Parents of Kids Who Experience Food Delays

Help for Parents of Kids Who Experience Food Delays

Help for Parents of Kids Who Experience Food Delays

 Help for kids who experience food delays such as EA/TEF was nonexistent when our son was born in 1982. Imagine my surprise when I read Jennifer Forman’s guest post and discovered that, all these years later, not much has changed. At least not until Jennifer used her professional and personal experiences and a whole lot of research to create the chart below. It is the help parents of kids with food delays caused by EA/TEF and other birth conditions such as cerebral palsy that necessitate a feeding tube are going to love.

When a parent hears the words “food delay” in reference to their child, questions start swirling around in their head. As a parent you will do anything in your power to help your child to overcome this challenge. My daughter was born with esophageal atresia and a tracheoesophageal fistula (EA/TEF) type C, with her primary surgical repair done on day 2 of her life. Feeding delays are common and almost expected of children born with this condition.

When our daughter was 6 months old, our pediatrician gave us the “all clear” to introduce solid foods. While this was a terrific milestone, I was terrified. I asked countless questions and called her surgeon to see if we should proactively do a swallow study to make sure it was okay.

I met with a GI specialist, and occupational therapist to discuss the best way to approach the progression and what food would be best to start with for an EA/TEF child. To my surprise, there wasn’t much information to help EA/TEF parents. I am sharing how I approached introducing solid foods as one way form of help for parents of kids who experience food delays, including EA/TEF and many others.

Steps

TEF Age range

Examples

Thin baby food cereals & purees

6-7 months

-Rice cereal, oatmeal mixed with milk

-Pureed fruits/vegetables

*Thin soup/chicken broth consistency

Thicker baby food cereals & purees

7-8 months

-Rice cereal, oatmeal mixed with milk

-Pureed fruits/vegetables

*Chunky stew consistency

Mashed table foods 

8-9 months

-Avocados, bananas, peaches, pears, squash, cooked carrots, cooked potatoes

*Easily mashed with a fork

Meltable foods

9-9.5 months

-Puffs, Towne Crackers, Graham Crackers, thawed frozen pancakes/waffles, Fruit Loops, baby cookies

*Foods that dissolve with spit only

Soft Cubes

10 months

-Avocado, cooked squash, cooked potatoes, vegetable soup ingredients without broth, peas, bananas 

*Foods that turn into puree with munching only

Soft foods

12 months

-Fruit breads, muffins, soft canned vegetables, soft pretzels, scrambled eggs, muffins, pastas, cubed lunch meat

*Foods that break apart in the mouth easily*

Soft chewier foods

15-18 months

Mac and cheese, chicken nuggets, French fries, spaghetti, lasagna, thin lunch meats, fish sticks

Crunchy foods

18-24 months

cheerios, pretzels, Ritz Crackers, Saltine Crackers, cookies, chips, raw fruit/vegetables

 

*Please always consult with your child’s physician regarding appropriate food serving sizes and if this approach would be appropriate to introduce solid foods to your child*

While this schedule worked well for our daughter, it’s important for parents to understand that feeding is not a one size fits all approach. You can have a feeding roadmap that you feel good about, but setbacks are common, and they become a stressful, frustrating, deflating, and sometimes scary endeavor.

Go slow with progression and have a low threshold for reaching out to your medical team if you need guidance. Sometimes when you transition to a new step, it uncovers the need for an esophageal dilation or another procedure, which can hinder progress. When you see other children your child’s age are able to eat whatever they want, it can be difficult to maintain perspective. Help for parents of kids who experience food delays need to take their cues from their kids. Always remember that your child will dictate the timeline and that is okay.

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Jennifer Forman lives in Michigan with her husband Mike and two children, Leila and Abby. Jennifer is a medical professional who has dedicated her career to oncology patients and anticancer treatments. She is an advocate for her EA/TEF daughter who has been her inspiration.

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Empowering Kids with Disabilities, Part 3: Power and Self-Worth

Empowering Kids with Disabilities, Part 3: Power and Self-Worth

Empowering Kids with Disabilities, Part 3: Power and Self-Worth

Empowering kids with disabilities doesn’t come naturally to most parents. Most of us spend a considerable time adjusting to unexpected parenting duties after our children are diagnosed. We struggle with our roles as long-term advocates and caregivers. We fight hard to meet our kids’ needs and access the services they need.

Empowering ourselves to be our children’s champions can be a hard-fought, continual battle. Once we finally become empowered and effective caregivers, relinquishing our role and empowering our kids with disabilities to advocate and speak for themselves can be difficult.

And yet our job as parents is to raise our children, whatever their level of disability or special needs, to become as independent as they can be. To give them agency. To teach them to use their voices to complete the purposes God created them to make.

The challenge, of course, is how best to accomplish that task.

During my life as a parent, teacher, and now grandparent, I have found the 5 basic needs of humans described by psychiatrist William Glasser to be a useful tool. I’m writing this five-part series to show how meeting those needs helps empower our kids who have disabilities and special needs. The first post in the series dealt with the basic need of survival. The second examined love and belonging. In this post we move on to the basic human need for power.

The William Glasser Institute website describes this basic need by saying, “We are hard-wired to learn, appreciate feelings of competence, value, and power. We feel good when we see the fruits of our effort and a continual failure to succeed in turn leads to dis-empowerment.”

Ouch.

To read the rest of Empowering Kids with Disabilities, Part Three visit the Key Ministry website.

Do you like what you see at DifferentDream.com? You can receive more great content by subscribing to the monthly Different Dream newsletter and signing up for the daily RSS feed delivered to your email.

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Jolene Philo is the author of several books for the caregiving community. She speaks at parenting and special needs conferences around the country. Sharing Love Abundantly With Special Needs Families: The 5 Love Languages® for Parents Raising Children with Disabilities, which she co-authored with Dr. Gary Chapman, was released in August of 2019 and is available at local bookstores, their bookstore website, and Amazon. See Jane Sing!, the second book in the West River cozy mystery series, which features characters affected by disability, was released in November of 2022.

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Empowering Kids with Disabilities, Part 2: The Need for Love and Belonging

Empowering Kids with Disabilities, Part 2: The Need for Love and Belonging

Empowering Kids with Disabilities, Part 2: The Need for Love and Belonging

Empowering kids with disabilities is essential for their present and future well-being. Unfortunately, as I mentioned in the first post in this series, empowering our kids is rarely our first priority as parents when our medically fragile kids are fighting for their lives, and our kids with a host of other conditions are failing to meet milestones or struggling at school.

Even so, we need to make empowering kids with disabilities a priority. But how?

As a parent and a teacher, I have found the 5 basic needs of all humans as described by William Glasser to be a useful framework for empowering kids.

In the first post in this series, I stated that according to Glasser the five basic needs of all humans are survival, love and belonging, power, fun, and freedom. The rest of that post examined our physical need to survive, which encompasses sleep, food, water, comfort, and warmth.

The four other basic needs are psychological rather than physical. Let’s take a look at love and belonging, the first and strongest of those needs. Love and belonging is all about our innate desire to form relationships, to make social connections, to give and receive affection, and to feel like we’re part of the group.

Side note: Jesus knew about this basic human need long before William Glasser. Jesus created us to love him and belong to him. This is one way we are created in the image of God who is and has ever been in relationship as Father, Son, and Holy Spirit.

Click here to read the rest of Empowering Kids with Disabilities, Part Two: The Need for Love and Belonging at Key Ministry.

Do you like what you see at DifferentDream.com? You can receive more great content by subscribing to the monthly Different Dream newsletter and signing up for the daily RSS feed delivered to your email.

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Jolene Philo is the author of several books for the caregiving community. She speaks at parenting and special needs conferences around the country. Sharing Love Abundantly With Special Needs Families: The 5 Love Languages® for Parents Raising Children with Disabilities, which she co-authored with Dr. Gary Chapman, was released in August of 2019 and is available at local bookstores, their bookstore website, and Amazon. See Jane Sing!, the second book in the West River cozy mystery series, which features characters affected by disability, was released in November of 2022.

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