Growing Together Blog Archives

When a teacher poses questions during story time or during play, she or he is not quizzing the children. An answer or response is not always expected. Teachers are helping make connections and extensions. Children benefit from wait time and the look twice, so that they can reflect and enrich their understanding.

Looking back in order to look forward. Upon receiving her daughter’s diagnosis of Type 1 Diabetes, a teacher looks in her “bag of tricks” to help put things in perspective.

Emory Luce Baldwin continues on her thread, “Children-with-a-Diagnosis.” Part II explores the idea of “growing courage bigger” and why this is so important for young children, especially those with identified needs.

If children need accommodations in school or special services compensated through health insurance, a diagnosis code is absolutely essential. Emory discusses in part 1 of a 2-part series, how a diagnosis can become self-limiting or an identity. How do we see past the diagnosis to the whole child?

“No two children on the spectrum are exactly alike; even among those who are high functioning, their strengths and challenges are unique and varied.” Melanie Costello shares her journey to the “other side of the spectrum.”

This is a story of how 18 children and 18 old, splintery 22-inch wooden unit blocks, 3 sheets of sandpaper, and 36 wood screws all came together and went on to serve a higher purpose.