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Activities: Adaptation

We are finishing up our first full school year living here in Connecticut, and part of our Connecticut experience has included trying out some of the adaptive recreational programs offered through community parks and recreation departments. Our older son sampled two programs this school year so far: Challenger Basketball in the winter, and Buddy Track this spring. These were excellent options, at least for our family. Both programs were free, open to children with special needs, and provided social and recreational outlets for our kids. Challenger Basketball ran for about two months, Buddy Track for three weeks. Each included weekly sessions, and outlet for his energy and a chance to meet new friends and learn some sports skills in a very supportive, low key atmosphere.

Our son attended the Challenger Basketball sessions at East Lyme Middle School, an indoor program which worked out well during the dark winter months. He learned some basketball skills in a low-pressure environment and enjoyed talking to the staff between exercises. Volunteers (generally high school students, under the direction of the East Lyme Parks & Recreation staff) guided the students through drills in small groups, and some practice games. The session ended with a pizza party and trophies for all participants. Our son was incredibly proud of himself for participating – for every jumping jack and every basket sunk – and he never met a pizza party he didn’t like.

His adaptive physical education teacher let us know about the Buddy Track program. The closest one to us is in Deep River, about a twenty minute drive away. Although there were only three sessions in the program, he absolutely loved this. The kids cycled through shot put, high jump, javelins (think nerf, not blades), hurdles and more. Again there were high school volunteers and adult staff on hand, and the program culminated in a pizza party (this time with medals for the participants).

We are looking forward to trying out additional adaptive sports programs next year, and repeating both of these. They were excellent opportunities for socialization and skill-building, and it is so wonderful to see our son just having such a blast with other kids – not on the sidelines, but right in the middle of everything and loving it. He felt very capable, and we celebrated right along with him. Two very enthusiastic thumbs up. I hope to add Top Soccer next year, and perhaps baseball. 

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Parent Perspective: First Do No Harm

I am not a medical doctor. But that oath – First do no harm – is something that I try very hard to keep in mind as I work with my children. From resolving sibling squabbles, to planning weekend outings, to the overwhelming and always looming PPT meetings and interstitial monitoring of supports and services, it is there in the background: First do no harm. Because both of our children have different needs (all people have needs, really, but we have better language to describe some), we try to be careful about whether we are appropriately considering their needs. Challenging them, without either expecting too much or too little; advocating for and providing support, while also fostering independence; evaluating what is important to them and what their goals are, are trying to honor those determinations and goals; celebrating all achievements, and instilling pride. It is quite a balancing act for them and for us.

A major consideration, and an evolving experience for our family, is how to most effectively support their growth. We look to what makes sense to advocate for in each IEP, and also how to best provide support at home for success, whether with homework assignments or emotional needs. A previous column discussed how to we have tried working through anxiety, and those strategies have been useful for other emotional needs, as well. For schoolwork, there are other approaches we have tried with varying degrees of success. We use a “toolkit” approach – trying different things, and using what works. Some strategies are effective sometimes and not others, and we give the kids ownership in getting work accomplished using available tools. They are very used to being asked variations of “how can I help you?” or “what do you need?” Here is some of what has worked:

1. Consider a schedule – especially a visual schedule.

We often use a schedule at home for one of our children, and we try to alternate so-called “preferred” and “non-preferred” activities (an ABA trick). Usually this child has homework that includes reading (which he adores – a preferred activity) and math (non-preferred). He is also allowed to watch a television show when he gets home from school and have a snack (definitely preferred). We will sandwich the non-preferred (math) between preferred activities. Since we also like to incorporate choice, I can ask him which he would like to do first. Would you like a snack and then to do math, or reading and then math? We can look at a visual representation when discussing so he sees that a missing preferred (say, the show) will happen right after. There is no option not to do math 🙂 and he sees that preferred activities will be on either side. Everyone is pretty happy. Just as we use schedules at home, they are part of our son’s IEP. In addition to a general class schedule, an individual visual schedule is an important part of his program. He needs structure, and access to his individual visual schedule helps.

2.  Take breaks!

Sometimes, we just need to put something aside for awhile, and that is okay.  Body breaks, snack breaks, fidget breaks, sensory swing time can all function as resets when the kids get a little stuck. When using a schedule, there can be built in options for what to do on the break. Keeping the break period short usually helps if we are in the middle of a scheduled activity, say math homework, and an impromptu break is needed to get back on track. Breaks can also be scheduled as their own standalone activity. We have a family goal of adding daily exercise time, perhaps gentle yoga, to our days, but for now that is aspirational. Somehow the kids find time for watching a show and I find time to read the newspaper, but we have not yet prioritized this as a daily family activity. (Again, breaks – both scheduled and impromptu – can be part of an IEP, both for day-to-day and as testing accommodations.)

3. Set goals and time limits.

With those “non-preferred” activities in particular, we try to keep things bite-sized (leaving the option open to take more bites 🙂 ). Perhaps we say that we will spend 20 minutes doing math, or shoot for 4 problems, or both. The approach depends on whether your child will use a 20 minute time limit mostly avoiding doing work, or will be motivated to try to get the 4 problems completed, and perhaps do more. Sometimes we sweeten the pot with a treat. That can be a snack or it can be something else, like 5 more minutes of screen time, or being allowed to help choose dinner, or whatever it is that may be motivating. When we are using a chip or point system, we can incorporate homework goals into the system quite effectively. Having a known end point and using an actual timer, as well as celebrating throughout (“only two to go! you are halfway there! awesome!!”) has really helped in our case, and sometimes provides motivation to do a few more minutes of work or a few extra problems beyond what we initially set out to do. Sometimes not, and that is fine, too.  If your child’s capacity for certain work requires limits (like 4 math problems for homework in the example above), you may need to negotiate modifications to homework or extensions to projects with school. This can be covered in an IEP, just as extensions to time for testing can be covered.

3. Shift focus.

A major piece of the do no harm strategy for us is to reiterate, over and over, until it takes, that the journey of learning is what is important. This is a lifelong journey. We do not want our children to compare themselves to each other or anyone else. This is not because we think they fall short, and we have made that clear. We just don’t think comparing yourself or focusing on grades is an appropriate perspective. It removes too much joy from the process of learning. This doesn’t mean we ignore homework or studying for tests, but that we attempt to shift the focus to the learning process and instilling a love of learning. We try to also teach them that they will learn things in their own time; people have talents for different things. We are all different, and that is beautiful. Sometimes this requires pausing a timer or an added break to review the perspective, but it is an important lesson that seems worth those extra moments. Our kids tend toward the high strung. We take great pains to combat that tendency by incorporating breaks to stop and smell the flowers, to celebrate the small and not-so-small stuff, and to remind them that they are not now and never will be their grades. Yes, we are proud when they get As, but we are proud regardless.

4. Are mechanical supports appropriate?

One of our children has fine motor deficits. We have supports in his IEP to address this. At home, for homework or other projects that are writing-intensive, he dictates responses and a parent does the writing or typing to alleviate any need for him to do painful writing or to type more than would be comfortable for him. (For tests and schoolwork at school, an analogous accommodation is in place.) If it is a small amount of writing, he may type or write using a grip. Sometimes he prefers sitting in a different space (he has a full body beanbag chair), or laying on the floor to write for more upper body and arm support (a trick from a prior OT). OT, PT and APE providers, special education teachers and resource room teachers are excellent resources for tips and tools that may be useful at home, for homework, art projects and other applications.

5. Is assistive technology appropriate?

There are a range of assistive technology approaches and devices that may provide appropriate support, depending on your child’s needs. We use graphic organizers, sometimes drawing them up on the spot according to grading rubrics provided by teachers. That would be an example of a low tech support. Students with dyslexia can benefit from proofreading systems. There are assistive listening programs for students who are hard of hearing. Voice-to-text software, modified keyboards and touch screen versions of computer applications that may be too complex for students with fine motor challenges are other options. (Assistive technology is a very broad space; you can get started here if you are interested in learning more. The field has progressed well beyond just requesting an iPad. 😉 ) Look into what might work for your child, and discuss options with your child’s team at school.

6. Are there any sensory needs to address?

In our home, that answer is a resounding yes! Some folks are sensory seekers, some are sensory avoiders, some are combined type, and some have no sensory needs at all. You can read all about this online or check out books on the topic; if your child does not already receive OT services at school but this sounds like it might be an issue after doing some digging, request an OT evaluation. We keep a variety of fidgets (from small stones to koosh balls to homemade “ooblek” and so many things in between) available at home and in the car, for homework time, while playing games or watching movies, for outings, for anytime. They really help with focus. Our children also use oral-motor tools for oral stimulation, both necklace style tools and handheld. We also have noise dampening headphones for both children, for use at school and home or on outings. One child even has an allowance for gum and snacks in his IEP; he needs to be able to eat regularly throughout the day, and the gum provides sensory input. It helps tremendously.

7. Consider using a token economy system, or updating your existing system

Token economies are a standard ABA tool, and also a holdover from when my parents were desperate to get my sisters and I to please follow directions and had never heard of ABA. We have had a lot of success with token systems and our kids actually love them. We have brought them to that fluorescent-lit beacon of penny candy, Party City, to choose items for a “treasure box” and added in other small items: books, playdough, small stuffed animals, Pokemon and Star Wars things, activity books, poker chips worth a set number of minutes of screen time or video game play – basically whatever makes their eyes big. Penny candy can be earned daily; the number of points or tokens are easily set low enough that they can “cash in” and exchange for one or two pieces (like two starbursts, not two full sized kit kats). Other items can be earned by amassing tokens over time and cashing them in for whatever values you have assigned to those items. That is how our system works. We have been careful to set up a system that allows the kids to be successful in potentially earning something everyday, even if they aren’t able to complete all tasks without meltdowns or other snafus. If they cannot be reasonably successful, they will not be motivated by the system. Similarly, if the “treasures” are not enticing, they will not be motivated.

If your child works with a behaviorist/BCBA at school or otherwise, you can get input on how to develop or update a home program from that person. Otherwise, there are lots of online resources, including this one and this one. We typically key our token system to a schedule, with a line item for each schedule item. Non-preferred activities earn more tokens, since there is less natural motivation to complete those tasks. Completing homework reading earns a token. Completing math homework problems earns three. Tokens (or points) are NEVER taken away once earned (some systems use penalties, but we do not; that has not had good outcomes for us. Our children need reliability and we focus on positive behavior support systems in general). When we have discontinued the system, the kids have asked us to bring it back. As for school, you can have token systems implemented there, too, if one is not already in place to help motivate positive behavior.

 

 

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Parent Perspective: Dinner & a Conversation

Dinners can be…chaotic in our home. We have two children with different needs, both boys, and they are rambunctious at the best of times. Peak sillies set in by the dinner hour, and while I get my zen on by cooking (except when I poach eggs; that leads to dashed yolks and yelling at the stove), my careful efforts go the way of spilled milk, races around the table and off-color little boy humor rather than relaxing meals and orderly conversation. One child refuses to eat anything not pureed or crunchy (think baby food and yogurt or crackers, but nothing in between, not even mashed potatoes). It is a wild treat every night.

One way we have tried to instill a little order, and I use that word in the very loosest sense, is to engage the kids in something other than poop jokes by running through a series of questions about their days and their thoughts. This focuses the kids on the questions – and even on their food – instead of on their long-running dinner table jester contest. It also keeps us tuned in to how things are going for them at school and in their little heads. In addition, it helps the children practice conversation skills like turn taking. They each have IEPs with small group social skills-focused speech at school, so this kind of directed activity lets them put some of that instruction into practice. 🙂

We have come up with some questions as a family, with the kids suggesting additions here and there. We used to call it “five questions,” and sometimes we just call it “our questions” or “the questions.” The list expands and contracts pretty regularly. We don’t always go through the questions when we have company or if we have an activity to get to, but we do go through them at least several times each week.

Here are some of our favorites:

Tell us something you learned today.

Tell us about something that made you feel proud.

Talk about something kind you did for someone else, or that someone else did for you.

Tell us about something special that happened today.

What was something funny or fun that you experienced?

Are you looking forward to anything in particular that is coming up tomorrow or later this week/month?

Tell us about something that made you feel extra happy today.

Was there anything that was scary or upsetting for you today?

If you could do anything again or differently today, what would it be?

In addition to social and conversational skills, some of these questions allow the children to practice other challenging skills. For example, one of our children is autistic, and asking him to tell us about something he learned is a great, low-pressure way for him to practice paraphrasing and main idea concepts; abstraction and generalization are pretty difficult for many kids on spectrum, and we can work on these with his responses. The kids are not limited to talking about what happened at school on school days. They may have learned something from reading a book, or had a special experience during time together at home. The only real parameter we use is to try to avoid yes and no questions. Otherwise, we just ask that the children not give variations of the same response over and over.

We often ask follow up questions depending on the responses they provide. Occasionally we get a response that encourages a separate conversation either with one of the children or with someone at one of their schools. The responses also sometimes lead to planning weekend outings when the kids share an enthusiasm for particular topics or activities. They serve lots of purposes, from learning about each other to skill-building and providing somewhat more peaceful dinners, but we haven’t fully eradicated racing around the table. Yet.

*An article popped up in my feed the other day which was on this general topic, and it has some great ideas for questions to ask. There is some overlap with our family questions, and some new areas to explore, as well.

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Parent Perspective: First Free Saturdays at the Lyman Allyn Art Museum

We took a trip to the Lyman Allyn Art Museum to check out the monthly First Free Saturdays program. This program was not billed as something specifically geared to the special needs community. Nonetheless, we took our chances since it was new to us and we were nearby. It ended up being a great choice! The space was filled with exploring families, and there were several options to keep kids engaged with the art and interested. We brought headphones to help with echo-filled galleries, oral-motor tools for sensory needs, and took advantage of the activities recommended by the front desk staff to fill our visit.

On the first floor, there is a cool I Spy activity for families in one of the galleries. Parents can pick up I Spy checklists and mini pencils to guide exploration in the gallery. Kids can then check off items they identify in works of art, drawing their attention more carefully to the pieces surrounding them. This was a great activity and helped with the tendency (for our kids, at least) to zip through and move on to the next room without really appreciating what is in front of them. By spending more time really looking at the art using the I Spy activity as a focal point, we could engage them in a bit more conversation about the pieces. (At other museums, where something like this isn’t available, I often go online in advance to see what is in the galleries and make up a scavenger hunt, even if it is something I just do in the car on the way over while my husband is driving. A museum BINGO card works, too!) A nice touch: after completing the activity, the kids traded in their completed I Spy checklists for prizes from the front desk.

At 11 a.m., we headed upstairs for a family art activity. The kids created prints, etching designs into styrofoam-like panels with wood implements. They chose paint colors and  spread it across the panels using brushes, and then printed their designs onto paper. These came out great. Bonuses: smocks were available in the studio to protect clothes, the tables the kids worked on were already fully covered in dried paint from prior projects so there was less pressure for kids who don’t have great motor control to keep their paint off the table, there is a sink for easy clean up, and we could leave the kids’ creations to dry in the studio while continuing to explore the museum.

The second floor had some very cool art installations, including several interactive displays (like trying your hand at nautical knots, headphones to listen to a musical composition, and a bench relax on while listening to vintage radios).

On the lower level there is a family space, with a giant dollhouse, some musical instruments to explore with, a puppet show area and other toys. This was a nice spot for a break. There was also a gallery on the first floor with coloring pages themed to the art on the walls, and crayons to create with.

We had a fantastic visit and will definitely return. Each month has a different project for First Free Saturdays. You can check the calendar here for themes. I love trying out new museums on free days, since some outings are more successful and some are less for our family. This takes the pressure off quite a bit if we need to make a quick exit. There are other family-friendly programs at the museum, with either museum admission or other fees attached (eg, Science Saturdays and vacation workshops). You can contact the museum or check the website for more information.

Accessibility note: There is an elevator connecting all three floors, and a family bathroom on the first floor.

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Parent Perspective: Addressing Anxiety and Meltdowns in Kids with Special Needs

Anxiety is frequently a companion diagnosis to special needs like ADHD and autism. Meltdowns can be a part of life with sensory processing disorder and autism. We have tried a variety of techniques, some suggested by teachers or other providers at school, to help with anxiety and meltdowns, and to promote mindfulness. Others we came upon from our own research or trial and error. Here are some options that have worked for us. Note that really nothing works ALL of the time. Sometimes we cycle through a few before something sticks, whether we are dealing with pure anxiety or an autism meltdown. But in any event, these are approaches that have been useful to refocus and ground our kids when things take a turn.

1. Walking

When we lived in a city, going for a walk was often a very effective means of calming down for one of our kids. Now, in an area with almost no sidewalks, it isn’t necessarily a safe option, unfortunately. However, if we are in an area with sidewalks, and a situation comes up where anxiety or a meltdown kicks in, sometimes this is the best antidote. We have walked literally miles, getting ahead of the discomfort one step at a time. We usually carry around a toolkit with headphones, some snacks, some books, fidgets and other supports. The headphones often come in handy in this kind of situation. Something about fresh air and getting away from whatever stimulation perhaps contributed to the initial disturbance seems to help. (We have also tried running, and this is something that we are building up to; endurance is an issue, but it may not be for your child.

2. Yoga

I work with modified versions of simple yoga movements – cat, cow, child’s pose, mountain pose, corpse, etc. There are youtube channels and websites devoted to yoga for kids that can help guide you if this is of interest. If you don’t have a yoga mat, as long as you have carpet on the floor, if you are doing only low impact poses all should be well. Some folded up blankets may be more comfortable for your child, depending on sensory preferences or needs.

3. Guided meditation

One of my son’s OT’s recommended meditation to help with mindfulness and grounding. We used this “robot” one most of the time; it has the children envision their bodies as little robots and power down the different parts to help calm down. My son said it helped him feel refreshed and calmer. He went through a phase of including this as part of his bedtime routine.

4.  5-4-3-2-1 grounding exercises and variations

Though I am not sure where we learned about this approach, it is an anxiety exercise to help folks become grounded through the 5 senses. The child would focus on looking for and naming each of 5 things they see, 4 things they feel, 3 things they hear, 2 things they smell and 1 things they taste. You can read about it here. We often do a variation, like looking around and trying to find 5 things in the room that are round (or some other shape), 4 that are red (or some other color), 3 triangles, 2 bumpy items, 1 soft thing. I mix it up depending on what is around us, in terms of the numbers of items and the categories. This does seem to help. Different kinds of lists, which are not specifically 5-4-3-2-1 approaches but I group in my mind as variations, have also been effective for us. For instance, since I know that one of my children is into food, I will suggest pretending that we are going to the supermarket and he can choose any 10 items he wants. We will go through imaginary aisles and he puts items in his imaginary basket. Broccoli (he likes his veggies), swiss cheese, yogurt, whatever. We periodically review his items. At the end he tries to remember everything. The idea is to get him to focus, and to shift him to something he has a positive association with. Talking about places they like is another approach that has been successful. Name 5 rides at Disney World that you love. What do they look like? How do you feel on the rides? Choose 4 toys to bring to the beach. What would you do with them? Describe the birthday cake you would like. What flavor is the cake? How many layers? Is each layer a different flavor? What about the frosting? Are there sprinkles? Chocolate chips?

There are more ideas for calming techniques and tools on this website.

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Parent Perspective: The D word

Usually the Parent Perspective feature addresses experiences at sensory-friendly programs, or spaces that are not specifically geared to children with special needs but can be pretty welcoming anyway, either depending on the needs of the child or with modification. To make programs and places that aren’t geared to my kids more friendly to them, we tote around a “toolkit” that includes mostly fixed items (fidgets, gum, a water bottle, writing implements and a notebook or pad of paper, coloring or activity books, and, aspirationally, headphones, but those seem to go missing so we have a backup pair that lives in the car, which also go missing ALL. THE. TIME.) and rotating items (current favorite books, snacks, maybe a deck of cards or portable game like Spot It.). Sometimes the tool kit saves us, sometimes it gets ignored. If we don’t bring it, it’s a good bet we should have. 

I have noticed more questions and comments here and there from both of our children that make me wonder whether we need to address the topic of the D word. Or D words, more accurately. Both of our kids have Diagnoses. There is a cocktail. And for those conversations, I think we need a different sort of toolkit. Autism Speaks recently shared an article from The Mighty on the topic of how to have a conversation about an autism diagnosis. The advice can be useful for starting a conversation about any kind of diagnosis, not just autism. PBS separately enlisted a panel to provide some advice on the topic. UCP provided guidelines, as well (geared by age and whether you are speaking to the child or to someone who does not have a disability). There are also a variety of books on the subject. Some of the advice is conflicting, which isn’t entirely surprising. We have a book geared to kids on explaining special needs, which we have not used, and we are on the lookout for more. My impression is that the one we have sort of starts off from the perspective that there is something “wrong” if there is a diagnosis, or at least that others will think there is something wrong with you if you have one. I absolutely do not want to give that impression, and I don’t want to utilize a book that allows the impression that someone else’s misunderstanding defines my child. I think we have to find our own paths as we figure out how to proceed. 

The whole topic is still wide open for our family, but the issue is growing, and needs to be addressed sooner rather than later. With every little (and big) question from either child, it seems like there is a bit more urgency. For now, we are putting together our own toolkit. It may or may not include a book, or a visit to one of the many sensory-friendly programs we tend to frequent. It will certainly be focused on promoting positivity, support, empathy, strategies and tools. I can never understand what either of my children feels precisely, but I can always aim to support them. I can always be on their team, and let them know that I can help them use their tools and strategies, and help them come up with new ones when the old ones don’t work. I can make sure they have input and ownership over their own services and paths as they grow. I can cuddle them or leave them alone when they are overwhelmed, at their direction. I can remind them that they have many strengths. I can tell them that they have value and are important. I can acknowledge their frustrations rather than minimizing their emotions and challenges. I can be a fierce advocate and cheerleader. I can listen. I can love.

 

 

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Parent Perspective: Sensory Saturday at Imagine Nation Museum

On a wet weekend morning, we trudged out of the house for Sensory Saturday at Imagine Nation Museum in Bristol. Everyone agreed that the museum visit was entirely worth braving the weather! Sensory Saturdays are free for families with children with special needs thanks to a grant from the McPhee Foundation. Arrive between 9 a.m. and 10 a.m. for the monthly early openings to enjoy sensory-sensitive exploration, featuring lowered lights and sound, with plenty of staff available to assist and stations set up for hands-on fun.

We ended up staying far past 10 a.m. on our visit. (Headphones are a great idea in case the museum gets crowded, and for the period after the modifications end.) We had been to the museum before, but the mix of workshops on offer kept our visit very fresh. We were able to bring our own food to eat in the cafe space by the entrance, which is a great option for special diets or selective eaters. One other appreciated point: the bathrooms are free of those shockingly loud hand dryers that have brought my oldest to tears.
 
Some of the fantastic experiences we took advantage of during our visit included a giant spirograph-style machine, lots of craft projects in the art studio space, which was very well-staffed and well-stocked, story time with visiting authors, and participating in robotics and 3-D printing demonstrations. The kids also enjoyed chatting with the resident museum bunny downstairs and the bearded dragon and tortoise upstairs. It was a bit chilly to enjoy the outdoor space, but I am certain our kids will have fun climbing around on the equipment at a later date.
 
We will absolutely visit on a future Sensory Saturday. Check the Imagine Nation calendar for the next session, and for workshops planned coinciding with the next date.
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Parent Perspective: Home Depot Kids’ Workshops

We frequently participate in the Home Depot workshops for kids. In colder weather especially, these free monthly events provide outlets for hands-on craft activities that allow our kids to get some fine motor practice done in a casual setting, with a finished project to bring home at the end of each session.

Workshops tend to begin at 9 a.m., and we usually show up around the beginning of sessions when they are less crowded. Advance registration is available, but may not be technically required at all locations. We always bring headphones for our children, who tend to be sensitive to sound, although they don’t always need them. It depends on the amount of hammering going on at once.

Wood crafts are usually on the menu, along with painting, and decorating with stickers. We have made little houses, ornaments, banks… lots of cute keepsakes. All materials are provided, including aprons to keep and snacks for during or after project time. Our kids like to spread out on the floor to make their projects, and this has always been fine with the staff. Depending on the craft, we adjust how much assistance to provide. The directions are always clear, and they have a lot of fun putting together the projects.

A special bonus is that around the holidays, our local store brings Santa in to visit. This has been a very low key way for our kids to visit with Santa for the last two seasons; mall photos would not be feasible, and sensory-friendly photo slots often fill up quickly.  

We rarely miss a kids’ workshop. These have been excellent opportunities for our kids to work on OT while doing something creative, and in the cooler months, it is a nice break from the same indoor activities that we tend to repeat on weekends.

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Parent Perspective: Exploring Artism at the Yale Center for British Art, New Haven, CT

We attended our first ever Exploring Artism session at the Yale Center for British Art. This is a free program oriented to families with children on the autism spectrum offered several times per year through Access Programs. We previously attended Access Programs offered through MOMA in New York (and LOVED them). The structure was similar at the Yale Center: checking in at the security desk, brief introductions in a classroom space off the lobby, learning a little about what we would see that day in the museum, a visit to the galleries, then back down to the classroom to make some art followed by sharing creations. The program lasted a manageable 90 minutes, and the kids are already asking when they can go back. 

Each program will have a different focus, and in advance of the session, the coordinators email out a schedule for the session and social story to review with your child(ren). Parking is free and reserved in a lot adjacent to the museum for participating families. This program was very welcoming, and we are really excited to return. The next session will be in February, date TBD.
 
Note there are some other museums that run similar programs, in case a road trip is in your future. As mentioned above, there are Access Programs through MOMA, and also Intrepid in NYC. Separately, the Yale Center for British Art additionally runs an Access Program specifically geared to teen girls on spectrum (Artworxx).  
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Parent Perspective: Accessibility Day at Stepping Stones Museum, Norwalk, CT

We visited the Stepping Stones Museum in Norwalk on Accessibility Day with our two children. Accessibility Day offers free admission to families with children with special needs, and special programming that is intended to be of interest to our community. The museum holds Accessibility Day one weekend morning and one weekday afternoon per month. 

The museum opens at 9:00 a.m. on weekend Accessibility Days, an hour earlier than general access hours, offering the opportunity for a quieter experience. This was a great accommodation, though we tend to bring headphones just in case for a more comfortable personal sensory environment. On weekday Accessibility Days, entry for the program is in the afternoon. My Ability workshops are scheduled to coincide with Accessibility Days for hands on exploration or enrichment in a sensory-friendly environment. When we attended, there was an adaptive theater presentation on offer in the museum theater, though we arrived just a few minutes too late to enjoy it. 

There is a cafeteria where food is available for purchase; note the museum is a nut-free space. There is a water play area, a maker space with craft items, a construction zone, outdoor play area, and a space for toddlers-only. It is a good idea to bring a change of clothes if you plan to visit the water play area, as the aprons provided can’t withstand rambunctious play. My children always manage to soak themselves. The maker space has odds and ends to create with, and sometimes specific projects. Our children used a giant spirograph in this area, and made a Rubik’s cube on our visit. There are also a variety of tools to try out; kids can practice screwing into wood, hammering (think rubber mallet, not sledgehammer) and check out a mini generator. The play construction zone has a house to climb in, tools and dress up items, and a variety of building toys. Some days, there is also a room open with books and toys for quieter play.  Toward the back of the museum, there is also an area where kids can use a mini bowling set.

On days with milder weather, there is an adaptive playground adjacent to the parking lot where kids can burn off some energy. It was not at all crowded when we visited the museum, and our kids had a blast playing and creating in a welcoming environment. 

Check the Stepping Stones calendar for the next Accessibility Day program. Admission is always free, and there is no charge to park.