inspiring play magazine fall 2013

inspiringplay MAGAZINE

FALL 2013

For Children And Families Of All Abilities

PLAYn Visit the STAR Centern Benefits of Sensory Playn 5 Tips For Autism At The Playground

Champions In The Outfield:BASEBALL FOR ALL

Big Bang Theory’s KALEY CUOCOTalks Play

issueSensory

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InspiringPlay.com | FALL 2013INSPIRING PLAY | 2

™

FALL 2013

PLAY issueSensory

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FALL 2013 | InspiringPlay.com

FROM THE EDITOR

Engaging The Senses

PLAY SPACES

“Come On, Let’s Go” PLAY!Pacoima, California, gets a musical inclusiveplayground that is designed and named for the late Mexican-American singer, Ritchie Valens.BY JERRI HEMSWORTH

KID PLAY

Hoop DreamsLearning to play and interact with kids who havedisabilities changed one young man’s life

INCLUSIVE PLAY SPOTLIGHT

Talking Charades, Hopscotch and Tennis with Television Star Kaley CuocoActress Kaley Cuoco from CBS’ The Big Bang Theory sits down for a four-on-one chat with the McLaughlin sisters about play and inspiration.

SENSORY PLAY

Sensing JoyOne special center uses an inclusive playground to helpfamilies and children affected with Sensory ProcessingDisorder. | BY MICHELLE MASSIE

SENSORY PLAY

Why Sensory Play?Sensory play benefits at-a-glance.

SENSORY PLAY

Sensory Solutions For Autism At The PlaygroundHere are 5 common sensory triggers and tips that can help make your play experience more enjoyable. | BY MARNIE NORRIS

FEATURE

Dancing With DelightThis nonprofit professional dance company’s mission is tomake the arts and dance accessible for all. | BY ABBY VENTZKE

FEATURE

Champions At PlayHow one local 11-year-old baseball player had the vision toinclude champions of all abilities. | BY JACQUIE BISQUERA

3 | INSPIRING PLAY


INSPIRING PLAY | 4

Sight. Sound. Touch. Taste. Smell. All of these senses can be so

amazing. How we experience and engage in our individual worlds

rely on these. Smell and Taste were big ones for me. Then I

abruptly lost both nearly 18 months ago due to an illness. I now

have had to switch and pay far greater attention to the other three in order

to bring me comfort. It’s not been easy.

I’m 47 years old, and at least I know what sensations will bring me com-

fort and joy. I know what work I need to do in order to make my world happy

again. While not the same, my “workarounds” have helped.

A small child who has sensory challenges has not yet discovered their

“workarounds.” Their brains have not yet developed or have the insight to

know that they even need a workaround. And then tantrums, melt-downs

and other behavior issues take the stage. My heart is with these little ones

as well as their families and teachers who are guiding them on their journey.

I am so excited to present the stories in this issue about Sensory Play and

the impact it has on helping these children. The work that Dr. Lucy Jane

Miller is doing at the STAR (Sensory Therapies and Research) Center in Den-

ver is amazing (see page 14). Landscape Structures has worked with the

STAR Center and Shane’s Inspiration to build inclusive playgrounds that are

sensory-rich in order to help children of all abilities shine and play. Marnie

Norris of Shane’s Inspiration has offered up 5 Common Triggers and Tips for

helping a child with Autism on the playground (see page 20).

We were touched by the stories of two young men, both aged 13, who

took on bar mitzvah projects that involved helping children play no matter

what their ability was. Both chose a sport: one basketball, one baseball. Both

inspiring! Their stories can be read on pages 8 and 28.

Witnessing and experiencing the healing power of dance for kids with

special needs is another story we couldn’t pass up. Lineage Dance in

Pasadena, Calif., is making dance accessible for all and their story can be

read on page 22.

There are so many stories, great stories, to be told that inspire and

impress. I hope you read them here. Let us know how they reach you.

Engage your senses.

Jerri [email protected]

We want to hear from you. Please tell us of people, children or events in your community that

are inspiring play for families of all abilities. Email me your thoughts, pictures or stories!

The first online/print-on-demand DualInternet Platform™ publication dedicatedto inspiring stories of children, parents,community leaders, teachers, educators,corporations and playground advocateswho believe in inclusive play for children

and families of all abilities.

EditorJerri Hemsworth

Managing EditorAbby Ventzke

Assistant EditorTaryn Gray

Contributing WritersWilliam ColinasAbby Ventzke

Brian HemsworthMichelle MassieMarnie Norris

Editorial ConsultantsMarnie NorrisMarci Moran

Art Direction/ProductionNewman Grace Inc.www.newmangrace.com

Editorial/Advertising OfficesNGI Publishing

6133 Fallbrook AvenueWoodland Hills, CA 91367

P: 818.713.1678www.ngipublishing.com

Inspiring Play Magazine is published quarterly by NGI Pub-lishing, 6133 Fallbrook Avenue, Woodland Hills, CA 91367

Volume 2.03. FALL 2013. Copyright ©2013 by NGI Pub-lishing. All rights reserved. Reproduction in whole or in partwithout written permission is prohibited. Advertising ratesand information sent upon request. Acceptance of adver-tising in Inspiring Play Magazine in no way constitutesapproval or endorsement by NGI Publishing or Shane’sInspiration of products or services advertised. InspiringPlay Magazine and NGI Publishing reserve the right toreject any advertising. Opinions expressed by authors aretheir own and not necessarily those of Inspiring Play Mag-azine, NGI Publishing or Shane’s Inspiration. Inspiring PlayMagazine reserves the right to edit all contributions forclarity and length, as well as to reject any material sub-mitted. Not responsible for unsolicited manuscripts. Thisperiodical’s name and logo along with the various titlesand headings therein, are trademarks of NGI Publishing.PRODUCED IN U.S.A.

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InspiringPlay.com | FALL 2013

From The Editor

Engaging The Senses



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http://www.newmangrace.com

www.lineagedance.org

http://www.shanesinspiration.org

http://www.playlsi.com

http://spdstar.org/

the bestinclusive playgroundsnourish the best in kids

shanesinspiration.org



The new inclusive play-ground that has beenbuilt in the north end ofLos Angeles would make

its namesake proud. Shane’s Inspira-tion along with the City of Los Angeles Department of Recreationand Parks opened this playground(number 42 in Shane’s Inspiration’slist of opened inclusive playgrounds)in June 2013. With the generoushelp of Best Start LA (First5 LA) andExceptional Children’s Foundation,children from all over the northernedge of Los Angeles are enjoyingthe legacy of the musician who wasraised in the neighborhood.Valens, who’s life was tragically

cut short in a plane crash at thetender age of 17, is considered thefirst Latino Rock & Roll star. SingersBuddy Holly and J. P. “The Big Bopper” Richardson were also killedin the crash. The year was 1959 andValens had racked up such hits as“Come On, Let’s Go,” “Donna,” and“La Bamba.” Valens could play anumber of different instruments,but eventually settled on the guitar.Even though his professional careerlasted only eight months, his legacyhas made an impact. He wasinducted into the Rock And Roll Hall

of Fame in 2001.This playground has many

musical elements that are sure tomake everyone smile. Children lovethe four-sided “On Stage/Jukebox/Recording Studio” feature as wellas a piece that children can enterand pretend to be tending a radiostation. Turntables, levers, switchesand the like keep a child’s attentionfor quite some time. Sidewinderslides, an OmniSpin Spinner and a beloved Oodle Swing draw hoursof play from eager kids of all abilities.

Play Spaces

“Come On, Let’s Go”PLAY!

By Jerri Hemsworth

Pacoima, California, gets a musical inclusive playground that is designed and named for the lateMexican-American singer, Ritchie Valens.

INSPIRING PLAY | 6

http://www.ecf.net/home

http://beststartla.org/

http://www.laparks.org/





PHOTO COURTESY SHANE’S INSPIRATION / LANDSCAPE STRUCTURES


Kid PlayWhere young folks can express themselves and inspire others with whatthey like and how they like to play.

1 What am I good at?

2 What do I like to do?

3 What bothers me so much aboutwhat is wrong in the world that Iget very angry and want to dowhatever I can to change it?

4 Whom do I know?

According to MyJewishLearning.com,these are four questions that youngteens should ask themselves whenchoosing a “social action” projectas part of their bar or bat mitzvahpreparations.One Los Angeles teen, Andrew

Friedman, answered these ques-tions and created a successfulfundraiser. His answers: • Basketball• Basketball• Kids getting bullied and pickedon just because they have adisability. They get left out of alot of things.

• Shane’s InspirationAt school, Andrew, along with his

classmates, participated in theShane’s Inspiration Together WeAre Able program. This is a socialinclusion program that Shane’sInspiration developed that helpsteachers and their students utilize

the power of play to build socialbridges between children with andwithout disabilities. It helps childrenplay together and learn about eachother regardless of their abilities.As part of the program, Andrew

and his class took a field trip to oneof Shane’s inclusive playgroundswhere he and his classmates werebuddies to a separate class of chil-dren with disabilities. Andrew’sbuddy taught him so much in a fewshort hours. As a result, Andrewdecided that he wanted to make adifference beyond just that one day.

When it was time for this 13-yearold to choose his bar mitzvah project, he came up with an idea todo a Basketball Fundraiser forShane’s Inspiration.Andrew’s plan was this: He

would attempt 100 three-point baskets and ten half-court baskets.Supporters pledged anywhere from$1 to $10 for every shot Andrewmade. In the end, he successfullysank 72 three-pointers and twohalf-court shots.In total, Andrew raised more than

$2,500 for Shane’s Inspiration.

HoopDreamsLearning to play and interactwith kids who have disabilitieschanged one young man’s life.So for his bar mitzvah project,he decided to pay-it-forward…literally!

TOP, LEFT: Andrew Friedman chose Shane’s Inspiration as the beneficiary of his bar mitzvahproject. TOP, RIGHT: A referee and friend keeps him honest in his quest. ABOVE: Andrew’sfamily and friends who all helped him see it all through. Congratulations, Andrew!

http://shanesinspiration.org/education/



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I N C L U S I V E P L

Actress Kaley Cuoco

from CBS’ The Big

Bang Theory sits

down for a four-

on-one chat with

the McLaughlin

sisters about play

and inspiration.

Kaley TALKING CHARADES, HOPS

TELEVISIONSTAR


FALL 2013 | InspiringPlay.com 11 | INSPIRING PLAY

A Y S P O T L I G H T

M arissa, Mallory, Mahrynn and MadisonMcLaughlin are four sisters who are nostrangers to folks in the entertainment

industry. And one of their good friends happens tobe Kaley Cuoco, star of CBS’ The Big Bang Theory.The sisters were able to sit down with Kaley at therecent Shane’s Inspiration Walk & Roll 5K ofwhich Kaley was the grand marshall and ask hersome key questions about play:

Marissa: What games did you like to play whenyou were a kid?

Kaley: Oh, wow! We loved games when I was akid. Our favorite thing was to take chalk and drawhopscotch courses outside. We would even drawlike 50 boxes to jump through at a time. That wasmy favorite game as a kid, for sure.

Mahrynn: What games do you like now and howdo you play them as a grown-up?

Kaley: What’s really cool is that I think you canplay hopscotch forever. Talking with you about itnow makes me want to go home and play. It makesme want to draw a hopscotch next to my car in thedriveway. That’s what I love about games, no matter

Cuoco SCOTCH AND TENNIS WITH


I N C L U S I V E P L A Y S P O T L I G H T

what age you are, you can always play and have funwhether you are a kid or an adult.

Now as an adult, my friends and family love to havebig massive game nights which are epic. We actuallyhad one last night with our friends which turned intoa full night of charades. It is our favorite game asadults. It gets a little crazy but it is definitely our all-time favorite game.

Madison: Who were your heroes growing up? Kaley: I get asked this question a lot and I always

come back to my parents. I know it may sound like theeasiest answer, but they are who I know the best andwho I’ve been with my whole life. They help set me onthis path to who I am today. They are still togetherafter 35 years of marriage. I look at them and theirrelationship as well as the choices they have made intheir lives and they are a huge reason why I am whereI am today. So I have to say my heroes are my momand dad, I really do.

Mallory: Who inspired you to become who you are today?

Kaley: I have to narrow it down and go back to mymom and dad. Because when I was really little, proba-bly younger than you are now, they sat me down andasked, “What do you want to do?” There were so manythings I wanted to do but they said, “You can do what-ever you want, but no matter what, you have to put100% of your effort behind it no matter what yourchoice is.” So if I was playing sports or acting, I had togo 100% and that’s what I’ve always believed in doingand that’s why life is so good today.

Where did you grow up?

Kaley: Camarillo,California. I’m a totallocal girl. My parentsstill live in the area afterall these years, and Ireally love the area.

What sports did youplay when you weregrowing up?

Kaley: I played tennismy whole childhoodand I loved it. I loved allof it. I practiced hardand got good. Then Idecided I was done withthat life and I went intothe whole acting thing,and it worked out.


Kaley Cuoco

ABOVE: Shane’s Inspiration co-founder, Scott Williams, and Kaleywere able to talk about the importance of inclusive play. BELOW:The McLaughlin family’s Team MacPac at the Shane’s InspirationWalk & Roll included Kaley Cuoco and her fiancé, Ryan Sweeting.

PHOTO COURTESY SHANE’S INSPIRATION / HARVEY BRANMAN


Wells Fargo & Companywellsfargo.com/com

© 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. WCS-1134808 (10/13)

Because helping them helps the whole community

Improving a community takes time, vision, conviction, and tremendous e�ort. When we help thosein need, especially children, we can inspire others to do the same.

We are proud to support Shane’s Inspiration and applaud their e�orts to create universally accessible playgrounds where all children — able and disabled — can play together safely.

https://www.wellsfargo.com/com/


SENSING

One special center uses an

inclusive playground to help

families and children affected

with Sensory Processing Disorder.

By Michelle Massie

n a sunny day just outside of Denver,Colorado, two kids laugh and chatter asthe seesaw they’re riding chimes sweet

tones into the air. Nearby, two more children slidedown tandem slides; reveling in freedom and cama-raderie. Still others dig and splash at the sand andwater table, share secrets in the Whisper Dish or

dervish around on the Omni Spinner.It looks, for all the world, like typical kids having

the time of their lives on a typical playground. Thedifference here is that this playground was designedby Lucy Jane Miller Ph.D., OTR, founder of theSTAR (Sensory Therapies and Research) Center(www.SPDstar.org) near Denver. With help from

O

joy

http://spdstar.org/

http://spdstar.org/



designers at Landscape Structures, Inc. Miller hasmade it her life’s work to unravel the mysteries ofchildren challenged with Sensory Processing Disor-der (SPD). When she decided to add sensory equip-ment to the center’s new playground, sheapproached Landscape Structures’ John McConkey.The relationship quickly became symbiotic:

McConkey was so impressed with Miller’s workthat the company decided to build her a full sen-sory-rich playground. In turn, Landscape Struc-tures, known for building custom inclusiveplaygrounds, will be able to integrate the results ofDr. Miller’s ongoing research into future designs.


WHAT DOES SPD LOOK LIKE?SPD is a stealthy disorder because itcan masquerade as other conditionslike autism and ADD/ADHD, mak-ing diagnosis elusive. Subtypes caninclude over- or under-responsive-

ness to stimuli such as loud noisesor touch. It can also present as aheightened sensory craving; forinstance, a child who keeps gettingin trouble at school because he orshe needs to make noise or con-stantly touch things. So it can betough to ferret out SPD, especiallysince schools and clinics now tendto view everything through the filterof autism. But according to Dr.Miller, there are significant differ-ences. While those with autism

struggle to make basicinterpersonal connec-tions, children with SPDcan usually still relate toothers with typical behav-iors such as eye contact.However, the constantneed for space or thecraving for touch caninhibit social skills.

So, where to start? Thethree most important

things experts identify are a child’ssocial participation, self- regulationand self-esteem.

THE JOY OF LEARNINGTHROUGH PLAYCreating a playground that servesthe needs of kids who are challengedby SPD is a natural outgrowth of Dr.Miller’s overall vision for treatingthis condition: it is her firm beliefthat every life should be lived withjoy. Her overarching concept is tocreate everyday situations so thatboth parents and children have theopportunity to face their challengesthrough games and play.

Dr. Miller’s passion for helpingthose who are misunderstood by themedical community evolved follow-ing her own experience with a dev-astating eye disorder that left herblind at the age of 16. Initially, adoctor told her parents that herproblem was “all in her head.”

SENSINGjoy


Reveling in freedom andcamaraderie, newrelationships unfoldorganically.

“Dr. Miller says her greatest

gift comes when parents see

true transformation.”


Eventually, however, the correctdiagnosis was found and Dr. Millerwas one of the first people in thecountry to receive a corneal trans-plant. Thankfully, she regained hersight after six months of both eyesbeing patched. Because transplantprocedures were new at the time,she was treated as a case, not a per-son. When an occupational thera-pist came in to show her how tomanage basic skills with an empha-sis on having fun again, Miller’s joyin life was rekindled. Inspired bythis very special therapist, Millermade a life-changing decision: twodays after her stitches were removed,Dr. Miller began occupational ther-apy school. And now, even after aformidable 40 years of experience,she’s never lost sight of what it feelslike to be misdiagnosed...and to livewithout joy.

That’s why games and play are the

cornerstones of Dr. Miller’s treat-ment model. It’s also why having aplayground specially designed to pro-mote inclusive play with kids whohave SPD was a natural fit; itbrought home the message thatlearning through joy and play equalslearning that lasts.

SMART PLAYSo why not just play in a regularplayground? According to Dr. Miller,sensory rich, therapeutic play pro-vides fuel for the SPD brain. Butbesides the obvious therapeutic ben-efits, having structures gearedtoward those with SPD helps bridgethe gap with typical kids. Forinstance, in a 21st century version of

two cans and astring, kids canstand 100 feetapart and chatthrough the Talk

Tube. This can give space to childrenwho might not be comfortable withdirect contact but still crave com-panionship. Or they can enjoy thefeeling of twirling in the Omni Spin-ner, which has a solid back and sidesto keep them feeling snug and safe.The bumpy-surfaced tandem slidesprovide much-needed proprioceptiveinput while allowing new friends toslip to the sand side by side. WhisperDishes stand 50 yards apart, captur-ing and amplifying the softestsounds and giving refuge to thosewho find it hard to communicate innoisy environments. And since it allhappens during play, new relation-ships unfold organically. Those expe-riences then become generalized to


At the opening of thecenter, parentsdelighted at thepossibilities that arenow available fortheir children.

The big red Whisper Dishescapture and amplify soft

sounds—perfect for childrenwho are sensitive to noisy

environments.

The “Time Inn” Club House.


the natural situations found ineveryday life.

HEARING PARENTSWhile involved as a consultant forThe Individuals with DisabilitiesEducation Act (IDEA), a law whichensures services to children with dis-abilities throughout the nation, Dr.Miller spent much time talking toparents... and listening. Their mes-sage was loud and clear: While clini-cal situations were all well and good,it was the management of behaviorin natural settings that stressed par-ents out the most. After all, notes Dr.Miller, it doesn’t make sense to havea child do well in an occupationaltherapy room and then fall apart atthe grocery store.

THE RESULTDr. Miller and her team set aboutdesigning a play space where every-thing is accessible and inclusive playhappens naturally. It had to includeequipment that would promote suc-cess in a real life setting. The endresult is The STAR Center’s newinclusive playground which inte-grates music and sound, texture andcolor, friendship and play. There’seven the “Time Inn” Club House: asmall, quiet space that encourageskids to self-regulate by giving themsafe harbor when the need arises.

In the end, says Dr. Miller, it allcomes back to joy. She tells thestory of one young boy who visitedher center and went onto the play-ground his first day. He immedi-ately gravitated toward the speciallydesigned sand and water tablewhere he played alone. Workingfuriously, he declared to no one inparticular that he was going to dighis way to China. The followingday, others began to join him in hisquest. Soon, an entire group of kids

lost themselves in the expedition.Having found their commonground, they chattered effortlesslywhile they focused on the task athand. Without stress, withoutrepetitive exercise, without frustra-tion and tears, this boy created acommunity of his own; skills thatwill seamlessly transfer into otherlife experiences.

But Dr. Miller says her greatestgift comes when parents see truetransformation. After watching theirchild finally find the key to accessingthe world around them through the

joy of play, she hears them say thewords that fill her heart: “I forgotwho he was; finally I have my childback again.”

The great American poet andessayist Ralph Waldo Emerson onceexclaimed, “Scatter joy!”

What better way to achieve thisthan to craft a place where all canplay joyously?

Michelle Massie is a freelance writerand special needs mom who lives in LosAngeles with her husband, 16-year-oldson and his service dog.


SENSINGjoy

Lucy Jane Miller,Ph.D., OTR, founderof the STAR(Sensory Therapiesand Research)Center near Denver.

A quest begins to dig all the way to China atthe specially-designed sand and watertable. Then, others join the expedition...


WHY SENSORYPLAY?

Sensory PlayBenefitsAt-A-GlanceEveryone seems to be moving at a

million-miles-an-hour these days.

Everyone processes information in

different ways, and we don’t always

have time to stop down and read a

ton of stuff. Here at the magazine, we

strive to give as much information in

as simple and inspiring a manner as

possible. Here is a great quick

graphic that was developed by our

friends at Landscape Structures to

help show the 5 Key Benefits of

Sensory Play. •


InspiringPlay.com | FALL 2013

While playgrounds benefit allchildren, these high-impactenvironments can be a true

challenge for children on the AutismSpectrum who have sensory process-ing issues or difficulties. The mix ofsensory input can quickly cause achild to deregulate and result inchallenging behaviors. But everybehavior is a communication!

Shane’s Inspiration wants to helpfamilies and teachers be able toenjoy their playtime at the play-ground with their children or stu-dents. So, in collaboration with itsprofessional advisory board (clickhere to view), and based on hoursof observation and interaction onthe playground, here are some com-mon triggers, what they might com-municate, and suggestions to helpsupport re-regulation when playingwith your child at the playground.

Sound SensitivityWhat: You may see children with

their fingers pressed into their ears,staying on the periphery of the play-ground, or engaging in verbal out-breaks (yelling, tantrums).

Why: Deregulation in childrenwith sensory processing disorderscan be triggered by specific soundslike a squeaky swing or lawn moweror general ambient noise on theplayground.

Try: Identify sounds or songs thatare calming for the child; direct thechild to a sound-protected zone(underneath the upper deck of aplay structure, inside a crawltube/tunnel, trees/grassy areas);provide sound protection (head-phones, pitch a kid’s tent as a soundbuffer); identify a friend or familymember who is interested in quieterplay (books, coloring, board games);allow the child and friend or familymember to play while others engagein an organized activity elsewhere inorder to reduce sound input.

Tip: Bring music to your play

space! Instruments with low-easytones (drums, shakers, rain sticks)can be very soothing.

Physical Space Is Too OpenWhat: Children experiencing this

often run in loops around the playspace, typically on the periphery oralong ramping systems. This is howthey gain control over the physicalenvironment and experience.

Why: A large, open-ended spacesuch as playground or school yardcan lack boundaries for some chil-dren and feel overwhelming. Somekids can get “lost in space.”

Try: Consider setting up play zoneson the playground that differentiatespace (sand zone, bubble zone, ballzone); identify a friend or familymember who can engage in a specificfamiliar activity that is calming (play-

INSPIRING PLAY | 20

AT THE PLAYGROUND

Sensory SolutionsFORAutism

Taking a child with Autism to a playground for a family

or school outing can be stressful. So, here are 5 common

sensory triggers and tips that can help make your play

experience more enjoyable.

By Marnie Norris

http://www.shanesinspiration.org/professional-advisory-board/

http://www.shanesinspiration.org/professional-advisory-board/




ing drums, throwing a tactile ball);create small spaces that feel containedwithin the playground or yard.

Tip: Encourage the children andtheir friends or siblings to play under theplayground or in the tunnels/tubes.

Hyper-Sensitive To TouchWhat: Children typically pull

away when touched and can some-times respond aggressively to touch(hitting or scratching), need to covertheir bodies, and have difficultystanding too close to others.

Why: Even light touches can feelunbearable due to over-sensitivity. Chil-dren can also react negatively to spe-cific textures (sand, types of clothing).

Try: Help friends or family mem-bers understand why the childresponds to touch that way so theyunderstand the physical cues; teachthem to use verbal cues or objects toget the child’s attention vs. touch;identify what tactile responses arefavorable (bumpy balls, smooth sur-faces, textured cloth); create sensoryvariety on the playground throughtoys (balls, bubbles).

Tip: Bring touch to your play-ground! Bean bags, dancing scarves,shiny wind toys. Engaging visualsalso stimulate imaginative play.

Hypo-Sensitive To TouchWhat: Children make big move-

ments (swinging, jumping, clap-ping, stomping) or loud noises.They may continually touch peopleand objects to register physicalstimulation and squeeze down onobjects to get pressure.

Why: Physical touch doesn't reg-ister easily for children who arehypo-sensitive. Their bodies seekphysical stimulation due to the lackof sensitivity to input.

Try: Find out what sensationssooth the child (deep hugs, firm handsqueezes, weighted backpacks/heavysweatshirts for pressure); keep thestudent directed toward big play activ-ities (swings, jumpers, body peddlers,playing ball and running); create asmall peer group (2-3) of activefriends or family members and engagein higher impact games.

Tip: Have a supply of squeezableobjects (small tactile balls, grippers)that children can squeeze down onduring interaction.

Communication DifferencesWhat: Children will naturally

communicate frustration physically(hitting/scratching themselves orothers/throwing sand) or in verbal

tantrums (yelling/repeated phrases).Why: Children who are emerging

verbal communicators (speech delay,echolalia, reliance on verbal scripts)can become frustrated with highly-verbal friends or family members asthey are not able to keep up with thecommunication.

Try: Remind friends or familymembers that there are many waysto communicate and encouragenon-verbal interaction through toys(balls, musical instruments, etc.);utilize ability awareness activitiesthat encourage understanding ofcommunication differences; identifya mature friend or family member toengage one-on-one; avoid open-ended questions that are a struggleto answer and encourage friends orfamily members to do the same.

Tip: Don't forget to use talktubes on your playground! They are a great way to encourage verbalexpression.

Marnie Norris is Director of Programs for Shane’s Inspiration. For more information on the Together,We Are Able Inclusion Lunch Box Education Program, contact her at(818) 988-5676 ext.112;[email protected];

21 | INSPIRING PLAY





have seen miracles. Mir-acles.” Hilary Thomas,founder and director of

Pasadena-based nonprofit LineageDance (www.lineagedance.org), sitsback in her chair and lets her wordssink in. I scribble “Miracles” in mynotebook. But as Thomas begins toexplain her story, I’m riveted. My

pencil drops and I let the voicerecorder take over.

I’ll be the first to admit, I lovedance. I get weak-kneed at thethought of tutus and toe shoes, andpractice relevées in line at the grocerystore. However, with two left feet,there are many things I do betterthan dance, and writing is one of

them. So when my dance teacher,Leigh Purtill (fitballet.blogspot.com),suggested a story about Lineage, Iimmediately jetéed on over.

The healing power of dance—movement through music—is so welldocumented that I find it amazingthe medical community hasn’t morefully embraced it. But for those with


“I


fitballet.blogspot.com

www.lineagedance.org


special needs, and their caregivers,dance is a godsend. Hilary Thomasgraciously opened her doors forInspiring Play and allowed us accessto her studio and students.

Dance instructor Elisha Wilson-Beach teaches both typically-abledstudents and those with Down’s. Shehas a B.A. in Child Development and

has danced professionally withDance Theater of Harlem. At Line-age, where she has taught for thepast year, she puts every aspect of hertraining and experience to work.“Dance with kids is my thing, I loveto do it. I really have a special bondworking with special needs kids.When you see that light go off in

their heads, and they connect…. Ifeel the biggest payoff comes fromkids with special needs.” Wilson-Beach had been teaching dance atschools and was a teaching artist atthe Music Center when she came toLineage through a mutual friend. Sheexplains her attraction to the studio,“You know, at any dance studio you

23 | INSPIRING PLAY

Dancingwith delight

As the upbeat strains of “Stayin’ Alive” fill the air, Wilson-Beach guides her class through aseries of coordinated steps and movements.

This nonprofit professional dance company’s

mission is to make the arts and dance accessible

for all. Its impact has a healing power for students,

parents and teachers alike.

By Abby Ventzke


can find modern dance, or African,or hip hop or ballet class, but it’s notusually a place that welcomes peoplewith physical disabilities.”

Her face lights up as she talksabout her class, “The kids are amaz-ing. To see the pure joy, and theacceptance of these kids, it’s justfun.” Wilson-Beach sees a broadrange of reactions, based on where inthe disability spectrum a child falls—and it’s not just physical. “I had one[non-verbal] child who had a verbalreaction. He doesn’t speak, but hemakes sounds. Reactions are alwaysindividual to the child.” There aremany aspects to dance class thatdraw in her students, she explains.Some are attracted to the movementand some to the music; some simplyfeel a connection to their peers. Eachis individual. “We had an older childwho came in, who just wanted tomove to the music. She didn’t wantto be touched, and didn’t want tointeract with me when I asked her totake her position, but as soon as themusic started she was moving.”

I had a chance to witness a classand saw firsthand how easily theregulars settled in as Wilson-Beachtook them through their paces. Anew student hung back shyly as shewatched the others enjoying them-selves. Hesitant at first, she took afew steps and soon found herrhythm with the rest of the class.

The parents have taken note ofthe strides their kids have made. “Ithas helped his motor skills somuch,” explains Carole Psaute,whose 8-year-old son Josh has beenparticipating in the class for the past6 months. “His P.E. teachers havenoted his improvement. And helooks forward to class.” TimothyRutt, father of Rosie, 9, and Jacob,11, agrees. “Rosie, who has Down’s,


Elisha Wilson-Beach shares a moment with her star student Rosie.

One critical component of class involves focusing on the task and paying attention.

Dancingwith delight



The story of Lineage Dance is nothing less than,well, inspiring. So we spent some time with itsfounder, Hilary Thomas, to get the scoop.

Hilary Thomas: I started in ’99, actually. The wholeidea of the company is to raise support and aware-ness for other nonprofits, and to help to make the artsaccessible to all.

Inspiring Play: So you didn’t actually start Lineageas a dance company?

Thomas:Well I started it as a dance company, but Icertainly had no intention of teaching classes or any-thing like that…we certainly didn’t have a space formany, many years. We spent most of the first decade ofthe company touring the country doing benefit concertsfor other nonprofits. And as a part of this partnering withother nonprofits I started to create shows inspired byother nonprofits—for example, breast cancer. I wouldinterview women from all over the country and createdances inspired by their stories. And that led to doing

shows about the brain—since I’m a science teacher, I’malways fascinated by the human body and the brain—and doing fundraisers for organizations that helped withAlzheimer’s and Parkinson’s and things like that. Michelle, one of the dancers, saw a video that the

Mark Morris Dance Group (markmorrisdancegroup.org)was doing classes with Parkinson’s, and she said,“That’s so cool, can we do it?” and I said, “Sure, whynot.” So we called the Mark Morris folks and asked,“How can we start doing this?” And they were reallylovely. Long story short, they came out here and did afew professional development seminars with us, andwe brought in teachers from all over to help with it.And that was three years ago. Two and a half yearsago we opened this performance space. And then aswe started teaching these [Parkinson’s] classes. Theywere so much fun that we were approached by thenonprofit, Elizabeth’s Canvas (www.elizabethscan-vas.org), and they wanted to set up classes for people

How Lineage Found Its Mission

Class begins by making pizza: beating out the dough, spreading the sauce, putting it in the oven, and finally pulling it out and eating it. .

just needs to move.” I can see hispoint. Rosie has a wide smile andboundless energy, and fairly sailsfrom one end of the studio to thenext. She eagerly tackles any chal-lenge her teacher puts forth. Her bigbrother doesn’t have Down’s, how-ever. Jacob suffers from Duchenne

Dystrophy, a rare degenerative dis-ease marked by rapid progression.One symptom of Duchenne is over-whelming fatigue, and Rutt tells methat by age 12 most of those strickenby this disease are in a wheelchair. Ican see nothing in Jacob’s move-ment that hints of disability, which

speaks volumes—both Rosie andJacob have been regulars of Wilson-Beach’s class since it started. Classends and the kids reluctantly headback to their parents at the sidelines.Rutt smiles as he watched Jacob pullon his shoes after class. “He is moti-vated to dance.”

www.elizabethscanvas.org


markmorrisdancegroup.org


undergoing cancer treatment. So we started thatabout a year ago. We started the classes for kids with Down’s Syn-

drome about two years ago, and that came aboutthrough one of my students. As a teacher, every yearwe do a Community Impact project with my eighthgraders, and they have to go out into the communityand create a project fueled by their own passion thatwill somehow impact the community. One of my stu-dents, who was also a dancer,said she wanted to teach kidswith Down’s Syndrome. So shecontacted Club 21 [a nonprofitbased in Pasadena that workswith kids who have Down’s Syndrome; clubtwentyone.org].And they arranged for the classes.So I got a teacher and offered thespace. And it’s still going. Sincethen we’ve also started classesfor the parents of kids who areundergoing cancer treatment. And the programs just kind ofkeep growing.

IP: Do you work with any med-ical facilities?

Thomas: Not as much as we’dlike. Huntington Hospital helpedlaunch the program and helped usout with space before we movedhere. And we’ve talked to the neurologists there who work withParkinson’s patients, and they’vereferred people to us. Part of theproblem is that we’re a nonprofittrying to survive without a lot ofmoney or people and we’re justnot able to get the word out asmuch as we’d like to. We did get awonderful grant which allows usto offer the classes for free, whichis huge. But we’re working on it.We would like to build the classes.

IP: How has your program beenreceived in the community?

Thomas: They love it! Whenthey come they don’t leave. Butwe still have the problem of get-ting the word out to the commu-nity—especially with Parkinson’s.If you’ve been diagnosed with a movement disorder,the last thing you want to do is go out and dance—especially if you’ve never danced before. People arevery self-conscious. But what they don’t realize is thatit’s just incredibly freeing and not at all about learning

steps. No one in the class has ever danced before,and now they all perform in our galas. It’s amazinghow far they’ve come in the three years that I’ve beenworking with them.

IP: Do you work with any other support groups?Thomas: We do for the cancer classes—we work

with the Cancer Center. We moved some of theclasses there, since it’s a bit intimidating for people towalk into a dance studio. We’ve found our numbers

are much higher when we hold theclasses there. But we’re hoping tobuild up enough of a following tomove the classes back here.When we moved the Parkinson’sclasses here they just loved it.Compared to dancing in a recroom, this is just so much better—a much better experience.

IP: What benefits have youseen in the people who have beenattending the Parkinson’s classesfrom the beginning?

Thomas:Movement definitely;self-confidence certainly. The con-fidence that I have seen peopledevelop is unbelievable—to seepeople put themselves out there infront of an audience and dance.Part of it is that we choreographtogether. It’s so cool to see whatthey come up with and why theycome up with it. It’s just a veryexpressive opportunity. We’re nottrying to do physical therapy, we’reart—we’re just offering them theopportunity to dance and expressthemselves through movement,and all that goes along with it. It’sphysically healing and soul-fulfill-ing and all those wonderful things.

IP: Has the program had anyimpact on you?

Thomas: I’ve been teachingmodern dance class since thebeginning, and it’s great, but thereis not the sense of healing that Iget from teaching the Parkinson’sclass. It’s just an amazing andvery moving experience—espe-cially now with the live music. It’s

had a huge impact on me artistically and emotionally,realizing the power of dance to heal. Our only gripenow, is that people aren’t taking advantage of theclasses. They’re free, but we just haven’t been able toget the word out. —A.V.


“The confidence that I

have seen people

develop is

unbelievable.”

Dancer Jacob enjoys a lift from Austin Roy whoteaches Parkinson’s classes at Lineage.

Dancingwith delight



http://www.bschool.pepperdine.edu/launchu

INSPIRING PLAY | 28 InspiringPlay.com | FALL 2013

he sounds of baseball fillthe air: the crack of thebat as it meets the ball, theshout of a player claiming

a fly ball, the cheer of the team as aplayer rounds third and heads forhome plate. It is a tangible energy thatpermeates the skin and energizes theonlookers in the stands as they shoutout encouragement to players.

The variety of team colors andlogos on the fields in the baseball

compound provide a vivid landscapeof children of all ages, all sizes, andmost recently, all abilities as WesthillsBaseball, in West Hills, Californiawelcomed a new division known as“Champions” to their PONY League.

FIELD OF DREAMSSitting in the bleachers and watch-ing a Champions game unfold is aventure into the human experience.It is the very best of the ideology that

every person has unique gifts andthat by embracing them we build abetter world. It is what we hope ourchildren and generations to comewill understand as a fundamentalprinciple. It is a lesson in diversity,empathy and acceptance.

Champions was the brainchild ofan 11-year-old Westhills Baseballplayer, Kole Kodimer, who wanted todo a community project for hisupcoming Bar Mitzvah and was

t

Champions


29 | INSPIRING PLAYFALL 2013 | InspiringPlay.com

At Play How one local 11-year-old baseball

player had the vision to include

champions of all abilities.

By Jacquie Bisquera

inspired by his mom’s work headingup a similar program 20 years ago.He wanted to share his love of base-ball with kids who typically wouldn’thave the opportunity to be on a base-ball field, much less actually play in agame. The entire Kodimer family(Kory, Lisa, Kole and Kamden) hasembraced the concept of adaptedbaseball. They developed and pre-sented the concept of an inclusivebaseball program to the board of

Westhills Baseball who wholeheart-edly approved the new division.

The Champions program recruitsvolunteers from local high schoolsand the Westhills Baseball league tosign on to be “buddies” to theChampions players.

The interest and response fromthe youth in the community hasbeen overwhelming. The struggle isnot in finding enough volunteers,but to find a spot for every young

person who wants to be part of theprogram so that no one is left out.The volunteers are given an overviewof the program and training in howto help their Champions player inpossible scenarios that may happenon the field, including what to do inthe event of a seizure or other med-ical situation.

At each game, Champions playerand buddy play through two battingline-ups of baseball, roughly an hour



long game. Together they bat, runthe bases, and field balls to thedegree that the Champions playercan manage.

Champions has already grown tofour teams in just their second seasonand the Kodimers continue to organ-ize and oversee the division whilecoaches head up the individual teams.Lisa’s enthusiastic and energetic “Let’sgo Cham-pi-ons!” and “Baseballready!” exclamations can be heardalongside Kory’s encouraging “Greatjob!” and “Way to go!” at home plate.Brothers Kole and Kamden are bud-dies to Champions players and arerole models for just how impactfulinclusive play can be for kids withspecial needs and also for the typicalkids who buddy up with them.

LIFE LESSONS LEARNED ON THE FIELDAll Champions players are unique inthe challenges they face. Many arenon-verbal, and physical disabilitiesare at the forefront for some. Stillothers struggle with cognitive chal-lenges or stereotypical behaviors thatchallenge them with concentrationand focus. How are these challengesovercome? Parents of the Champi-ons players would say that the inter-action between their child and theirbuddy is magical.

In truth, the inter-play between Champi-ons player and buddyhas benefits for every-one, even those whoare just observing. Inthe reality of a worldthat is often limited bythe parameters of achild’s disability, sib-lings and family mem-bers have theopportunity to seeothers interact withtheir loved one in away that is respectfuland uplifting. Thefocus is not on thechild’s disability buton growing what abili-ties they have. Key tothis is that all interac-tions begin from a place of belief:belief in the human capacity to over-come, to grow from challenge, andto build self-esteem and confidencefrom success.

Underneath the mechanics ofbaseball, the Champions player andbuddy are learning important les-sons that will serve them well in life.For the volunteer buddies, they learnacceptance of diversity, inclusion ofthose with differing abilities, andcompassion for the struggles of oth-

ers. They grow their own interper-sonal skills and self-confidence.They learn that in giving of them-selves, they are enhancing the livesof others and they come away withappreciation of the purity of afriendship that is based solely on thejoy of spending time together. ForChampions players, they know theyare in a place where they are notjudged, where they are not expectedto conform to what others say isproper behavior, nor will they be

Champions At Play



bypassed because they are thoughtincapable of participating. The mag-nificence of the Champions programis that it allows all players to bethemselves and to function withinthe challenges of their particular dis-ability: the game is adapted to them,not the other way around. Thisbuilds self-esteem in every Champi-ons player and challenges them toreach a little more in each attempt.Kids who struggled to hold a bat atthe beginning of the season are sud-denly swinging independently andmaking contact with the ball (andbeaming from ear to ear as they doso). A Champions player who at firstonly had the stamina to walk fromhome plate to first base is now walk-ing all bases because of the encour-agement and desire to do “more”.Amazing what opportunity and sup-

port can do! Kids who were hesitantto even set foot on the field now asktheir parents “How soon until thenext game?”

AN “ALL STARS” PROGRAMWhen the Champion players dontheir uniforms as Angels, Dodgers,Giants and Athletics, the playingfield is leveled to a degree that theyno longer stand out as kids with spe-cial needs. On the field there are nokids of exceptional ability or thosechallenged by disability, they’re justkids being kids, enjoying time witheach other, sharing the fun of thegame that brought them together foran extraordinary experience.

A parent of a Champions playersummed it up this way, “Only goodcan come from a child feelingencouragement and support, this is

no less true for kids with specialneeds. Opportunity is everything.Our kids may not be able to accessthe world on their own, but given ahelping hand, a level of support, andunbiased encouragement, people—sometimes even parents—areastounded at what can be achieved.”

“The Champions program is prac-tice for life off the field; for both theChampions player and their buddy.No MVP player ever started out hit-ting those homeruns. They developedthe skill in small steps and smallsteps are just the modification thatkids with special needs require. Ofcourse, it may take quite a bit morepractice, but they are all fully capableof hitting that homerun—here in theball park and out in the world.”

For more information, visit westhillsbaseball.clubsetup.com

In 1997, a youth baseball coach inGeorgia named Eddie Bagwellinvited a child with a disability to

play baseball on his team. Michael,who was 7 years old, was confined toa wheelchair. He had attended everygame while cheering on his 5-year-old brother. Within a year, more kidswith disabilities were invited toplay, and a league was born.The players dressed in uni-forms, made plays in the field,and rounded the bases just liketheir typical peers. Four teamswith 35 players made up theleague that first year. However,there was a major concern that thesurface of the field presented poten-tial safety hazards for players inwheelchairs or walkers.That’s when the league trans-

formed into The Miracle Leagueand a non-profit called the RotaryMiracle League Fund, Inc., wasformed by Dean Alford, the RotaryClubs of Rockdale County andConyers, Georgia.

One main objectiveof the organization isto raise funds in order

to design and construct more cus-tom baseball fields that have a rub-berized surface to prevent injuries.Making sure the dugouts are wheel-chair-accessible and the fields havecompletely flat surfaces to elimi-nate barriers to wheelchair-boundor visually-impaired children isparamount. The other objective isto assist in outreach efforts for Mir-acle Leagues across the world.

Just like the Westhills Champi-ons, buddies assist The MiracleLeague players on the field makingit a truly inclusive play experience.To date, The Miracle League has

more than 240 organizations acrossthe U.S., Canada, Puerto Rico,Venezuela and Australia. The Mira-cle League gives more than 200,000children and young adults with dis-abilities the opportunity to enjoyAmerica's favorite pastime.For more information, visit

www.miracleleague.com. •

Buddies In The OutfieldAcross the world, The Miracle League is busy bringing baseball to children of all abilities.

PHOTO COUR

TESY LAN

DSCAPE STRUC

TURES, IN

C.

http://www.miracleleague.com





http://westhillsbaseball.clubsetup.com/

http://westhillsbaseball.clubsetup.com/


inspiring play magazine fall 2013

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