Louise Masin Sattler

Top Tips for Exploring the Vatican’s Wonders

Published on October 13, 2025 by Louise Masin SattlerLeave a comment

Did you know that the smallest independent country in the world is Vatican City? It is home to under one thousand Catholics, mostly clergy, official members of the Vatican, and the Swiss Guard. Comprised of several major sites, including the home to the current Pope Leo XIV – the Apostolic Palace, St. Peter’s Basilica, St. Peter’s Square, and the Vatican’s official museums. One can spend all day visiting the Vatican and not even scratch the surface of all it has to offer.

If you do visit the Vatican, please acquire tickets well in advance of your visit using a verified tour service. (It is ironic how many people will try to “rip you off” with fake tickets or pickpocket you within the walls of this holy establishment!)

***First impressions* *of the Vatican***

There is so much to take in when you enter the Vatican.

The grounds of the Vatican are huge. The buildings are mammoth in size! The skyline of domes takes your breath away! And the outstanding staff are very adept at receiving and watching carefully the 30,000 (or more) visitors they receive EACH DAY!

Tips for Traversing the Vatican

Visiting the Vatican may mean you are waiting and walking in very hot, humid, crowded, and noisy conditions. There are very few elevators, and air conditioning exists in only a few parts of this extensive campus. (I really can’t fathom the reasons for no AC in buildings where priceless works of art are housed!)

Also, opportunities to get drinks or use a restroom are pretty few, so come prepared. Be sure to wear comfortable clothes, but heed the warnings of the Vatican’s attire protocol – and dress modestly.

Photography is allowed and encouraged

Photography was encouraged by our tour guide. He explained that there is so much to see and digest during the tour that photographs will act as helpful souvenirs and reminders.

You can spend the day with Michelangelo, Donatello, Raphael, and Leonardo. These are infamous artists and not the Mutant Ninja Turtles!

Here is just a sample of some of the most magnificent art you will see during a standard tour. I understand there are some “behind the scenes” tours of more artwork that is just being housed in a “warehouse”, of sorts.

Here is a little trivia. The Mastiff Dog sculpture posted within this montage was broken by a tourist taking a “selfie”. It has been restored thanks to benevolent supporters from California.

TIPS:

1) Some tourists do not understand the concept of “personal space” – so be prepared for being “smushed”.

2) When you enter an exhibit, go to the back of the room and view the masterpieces from different angles.

3) The ceilings are full of art – don’t rush through the rooms without looking up!

Have you ever seen a ceiling like this?!

St. Peter’s Basilica

One of the largest Roman Catholic houses of worship in the world, St. Peter’s Basilica. It is beyond words to describe.

See the Vatican at Night!

The Vatican is stunning at night. St. Peter’s Basilica Square looks like it shimmers under the lights and moonlight.

General Vatican Ticket Information can be Found Here:

If your trip to the Vatican requires special accommodations, such as wheelchair access, please click here for detailed information.

Where to stay when visiting the Vatican?

There are many wonderful hotels and rental apartment companies (AirBnB and VRBO, for example). The reader may want to consider TripAdvisor, Expedia, or Booking.com for assistance with locating accomodations.

(FYI: We enjoyed staying in the Trastevere area of Rome.)

Do you have any recommendations about visiting the Vatican or other places within Rome? Feel free to comment below!

Explore Barcelona’s Iconic Architecture and Art Museums

Published on September 20, 2025October 17, 2025 by Louise Masin SattlerLeave a comment

Barcelona is a beautiful city, rich in history, and home to some of the most amazing works completed by renowned artists – including the architectural designs of Antoni Gaudí, the mastery of Pablo Picasso, Warhol, and the contemporary expressions of Banksy and Robbie Williams.

It was my intent to write a blog describing in detail the sights and wonders of Barcelona. But then I stopped. This is a VISUAL city. One that can be better described through photography than perhaps descriptive writing. So, I hope these photos will inspire you to visit Spain, wander the streets, and enter the galleries where these art masters’ treasures are on display for all to enjoy!

ENJOY!

Let’s start with Antonio Gaudí, since he has left the largest thumbprint on Barcelona. Gaudí’s work is stunning, albeit quirky, and is showcased in many of Barcelona’s famous places – such as the Sagrada Familia Cathedral, Park Güell, Casa Vicens, and Casa Batlló.

CATHEDRALS

BARCELONA has GORGEOUS Cathedrals and neighborhood churches. I will spotlight the two we visited. First, the famous Sagrada Familia is a combination of church and a tour de force artistic endeavor for Gaudí. One needs to get tickets in advance if you wants a tour of the Sagrada Familia. Frankly, I thought our formal tour was so-so, and perhaps doing a self-guided tour would have been better for me. I did learn some interesting facts, such as the cathedral won’t be completed for another dozen or more years! Tickets to enter are a must and sell out well in advance. So, don’t delay! Sagrada Familia Information and Tickets

Park Guell

Park Güell is a lovely, albeit very busy, park north of Barcelona’s city center. To truly appreciate all of the park, you will have to climb lots of steps. But, there is much to see without doing so, as well.

Tickets can be found here and one is encouraged to pre-book before visiting.

Casa Vicens and Casa Batlló

While there are many places throughout Barcelona where Gaudí left his mark, we found Casa Vicens and Casa Batlló extraordinarily unusual and impressive! Just check out these designs! Tickets may be found here: CASA VICENS and CASA BATTLO

Casa Vicens

Casa Batlló

So many thoughts, so little time. If you have visited Casa Batlló, please share your thoughts in the comment section below. I would love to know your review of this particular Gaudí attraction.

PICASSO MUSEUM

The day I set out for the Picasso Museum was also the same day Barcelona received about 9 inches of rain. I arrived at the museum’s front doors drenched, but determined to see Picasso while I was visiting Barcelona! It was worth it!

MUSEUM OF MODERN ART (MOCO)

This was my favorite museum in Barcelona! From Bansky to Warhol – I loved it all! Check it out here

In closing, Barcelona is an amazing city with art playing a major influence on why I love it so! On to our next adventure – Athens, Greece!

FUN ALERT – Part 2! Creative Summer Learning Activities (Reading, Writing, Videography, and more – with FREE downloadable ideas)

Published on June 10, 2024June 10, 2024 by LouiseSattlerLeave a comment

Hello and welcome back if you are a regular reader and a big hello if you are new to this blog. Today, I am going to write Part 2 about how to beat the summertime “there is nothing to do” cycle with your kids and sneak in strategies to retain skills. Part 1 tackled Math and this time, Part 2 will focus on READING, WRITTEN LANGUAGE, and learning about our world!

Please don’t let out a big sigh and stop scrolling because I talked ed-speak here! I promise that below you will find fun and creative ideas that even grown-ups will love. So, please keep reading, comment with your ideas, and share with others!! THANK YOU!!

As I mentioned in Part 1, the first steps are necessary and important. Step 1) Turn off devices. This is good “old-fashioned” learning. Hands-on and multifaceted. Unless otherwise noted- no devices will be needed. (And if they are it will be “with intention”.) Step 2) Engage with your child and supervise their activities if they are young or in need of help. Don’t assume that your child will know what to do or how to do it. Bonus- you are likely to have fun, too!

INTERNATIONAL FLAIR!

Start by highlighting a different country every week or bi-monthly! During this time you can 1) read about the country 2) Listen to music from the country 3 )Find the country on a globe or map 4) Plan a fake (or real) trip to the country – including making an itinerary. 5) Learn about the language of the country (or languages). 6) Play a game that is specific to that country 7) Cook a traditional meal from the country!

Margaret McSweeney, host of KitchenChat, shared this technique to help promote cooking at a young age and reading skills, “Try tasting the world by cooking through the alphabet with your children. A: learn about Argentina and make Chimichurri sauce. B: learn about Brazil and make Brigadeiro. You will enjoy exploring the globe through food with your kids.”

For example, here is a scenario… “Jane” decided that she wanted to spotlight SPAIN. She found several books about SPAIN and even a travel guide and journal from DK! She then mapped out a “wish trip” from Barcelona to Malaga. Next, Jane went to the library and found a Spanish cookbook and chose to make a recipe for paella. She also found a Spanish dictionary and young reader books to help her learn basic Spanish vocabulary. Because she was learning “with intention”, Jane was able to listen to watch Flamenco dancers, and play “futbol”! She then watched TV shows in Spanish and tuned in to Spanish-language radio shows!

DRAMA CAMP- from STORYBOARDING TO FILMING

Do you have a future thespian in your home? Perhaps a screenwriter? Or videographer? Equip your kids with the skills to create a storyboard to start creating a play, or script for a TV program or film, and let them use their creativity to figure out the rest (like sets, costumes, etc.). Remember, the TV show The GOLDBERGS and how Adam Goldberg would enlist his family and friends to be part of his videos? Well, Adam is now a very successful filmmaker and it all appears that he started with what and who he knew- his family.

In this interview, Steven Speilberg talks about his early start to making movies prompted by his dad.

How to get started? First, your kids need to understand what is a storyboard and its purpose. You can find much information about that here in this video. Using tools such as CANVA and STORYBOARDTHAT can help to organize and create storyboards. What is amazing about this creative outlet is that children of all ages can integrate several skills. They need to read, write, and use many executive functions such as organization and being flexible. (If first you don’t succeed… try, try, again!)

Hint: Graphic storyboards and comic strip makers can multiply the attention span for this kind of activity. Free to download the “boards” I have created below.

YOUNG AUTHORS

Along the same line as ‘Drama Camp” is helping a child find their inner “author”. Perhaps they want to create a book (and even self-publish- such as on Amazon). Or they wish to begin a blog (yes, WordPress allows kids to write here.) There is no limit to the ideas a child conjures that are worth writing and being read!

More fun ideas!

Create a family trivia game – your child can design their own board game based on family trivia! Topics can be as follows: 1. WHO SAID THIS 2. WHO BOUGHT THIS. 3. WHEN DID THIS HAPPEN? 4. FAVORITES (favorite book, color, places to visit, etc.)

Download the PDF here to make and copy your own trivia game.

RULE-1 Download

COMIC-BOOK-and-STORYBOARD-TEMPLATES-Download

Young boy with yellow glasses near measuring tape, cups, and uno cards

FUN ALERT! Break the boredom while keeping kids learning – all summer long! PART 1- Math Skills

Published on June 7, 2024 by LouiseSattler1 Comment

Every year, parents ask me, as a school psychologist, for advice on preventing their child’s educational skills from regressing during the summer vacation. Many of these well-intentioned parents consider buying workbooks and implementing a “school-like” routine during the laid-back summer months. However, I must confess that I am not a proponent of this approach, as I have personally tried it when my kids were young before exploring alternative methods. Engaging in academic tasks during summer can lead students to resent the intrusion on their carefree break, especially for those with learning challenges and individualized education programs such as an IEP and 504 Plan. Therefore, parents often wonder what is the best course of action to keep their kids learning but to not squash their fun!

In previous blogs, I have listed activities to help fight boredom and keep the brain active – including during the pandemic shutdown. I have tweaked the list to include more “outdoor” summertime-specific activities. This is the first article in this special series- and it will focus on MATH.

To begin start with these steps:

Step 1) Turn off the TV / Device/ Computer/ Phone

Step 2) Be an engaged parent and participate with them – even if for a short time.

DOING MATH WITHOUT YOUR KIDS KNOWING THEY ARE DOING MATH

COOKING CLASS IS IN SESSION!

Cooking/ baking from a recipe. Instead of giving a child a recipe – give them a few cookbooks. Let them pick out what appeals to them. Then actually cook or bake the recipe!

Be sure to discuss the budget for buying the ingredients, have them go to the store, find what they need, and pay for them (of course using the “Parents Bank”), bring them home, determine what temperature to store the ingredients, and then finally use them in their recipe.

SUGGESTION: Bring a calculator with you to the store if you believe that is needed to help with addition and subtraction. For some, this may ease the stress of having to do “mental math”.

Here are just some of the skills you are reinforcing: Measurement (of the ingredients), Time (how long it takes to prepare and cook), Money (the value of each item to purchase and your budget), Quantities ( from teaspoons to gallons), Calorie intake and other information on the panel of each food, and finally about Expiration dates. Also, look at all the reading that is involved in this process, too!

Cooking with kids creates childhood taste memories and also teaches them important lessons about following directions, using math (1/4 cup plus 1/4 cup equals 1/2 cup), expanding their palate and learning about other countries.
Margaret McSweeney, Host of KitchenChat

Extend the learning by having your child create their recipe or cookbook of their favorite recipes. They also can watch cooking shows or videos for inspiration!

HINT: Take photos of what your child is accomplishing throughout the summer and surprise them with a collage or scrapbook! This also will be a great way to show your child’s teacher what they have completed during the summer months.

GOOD ‘OL MONOPOLY and Other Board Games!

Monopoly is one of the best games you can play to teach a child about money. Even better is playing – Let’s Buy a House. It is easy and FREE! First, have your child go on sites such as Zillow, Redfin, etc., and determine what they can buy in your area (or another) given a “set budget”. They will learn about the measurement of lot sizes, room sizes, and more. The fake budget will help them get a reality check as to how much they can “afford” (a great life skill), and also is a pool as important as having a second bathroom? Have your child price out the cost of renovations if they pick an older home or one in need of repair. And, what about the location, taxes, down payments, and mortgage? All are important concepts – especially for older children who are closer to leaving the family nest than a younger one. (Caution: Make sure they know this is a “fake experience” and don’t have them set up times to talk to agents or do home tours! But, do consider taking them to public open houses – who knows – you may have a budding realtor in your midst!)

Extend the learning: Design a home by using graph paper, rulers, and a pencil. A simple gander at sights such as HousePlans.com will give some free and fairly easy designs for junior architects to use model.

Other board games to consider: Yahtzee, Parcheesi, Chess, Checkers, Trouble, UNO, and even BUNKO!

Suggestion: For people with learning challenges consider playing games as teams!

FOR OUTDOOR LEARNERS

There is so much “math” to be found in our great outdoors! A child can measure rain in a bucket, construct a baseball diamond, use a stopwatch to time a friendly race, and create designs using measurements of feet and inches with sidewalk chalk.

Recently, I saw a very clever outdoor activity where the babysitter decided to make a scavenger hunt using math clues! Each child was given a tiny compass, ruler, and tape measure. An example of a clue was … “Starting at the door walk 25 steps and then turn 45 degrees to your right. The next clue will be 18 inches off the ground.”

SUGGESTION: For kids with learning challenges consider giving them support from a friend by making teams of 2 or 3.

HINT: Having a small tool belt or cinch bag to keep supplies for these special activities that will be used throughout the summer will help keep a child organized and a parent sane! Also, consider having a bucket of clean water and a towel to wash messy hands before coming inside!

MY #1 RECOMMENDATION FOR MATH SKILL DEVELOPMENT that is STEALTH! (Drumroll)

It’s no surprise that block building is a fundamental skill for math! Teaching children how to construct block towers, and bridges, or count with blocks are key concepts found in early childhood developmental scales, taught in preschools globally, and, most importantly, it’s incredibly enjoyable!

The beauty of building with blocks is that you don’t need anything fancy- just blocks! You can use plain old wood ones, Legos ™, magnetic tiles, or old shoe boxes! Just add your child’s imagination!

HINT: For children with dexterity difficulties consider using bigger blocks and also those that grip easier. ALSO- be sure to have a bin ready to put back the blocks so there are no broken ankles in your future!

EXTENDED LEARNING SUGGESTION: Introduce sign language for numbers, colors, types of measurements, and tools. This will be a fun extension of these activities and a wonderful way to teach this visual language.

Last thoughts – I am only scratching the surface with this list of ideas to help kids break the boredom and keep learning flowing during the summer months. Please comment below any ideas you have that are kid-friendly and educational. Would love to learn from you, as well!

Thanks for reading!

This is part of a series titled, “From Both Sides of the Table”.

Mission POSSIBLE – How to help a child become more flexible with their daily routine ( From the “Both Sides of the Table” series)

Published on November 7, 2023January 10, 2024 by LouiseSattlerLeave a comment

NO! NO! NO! yells a child as he is flailing on his first-grade classroom floor! The teacher is bewildered as all she did was ask the child to come to the reading circle. Instead, of compliance, her request was met with this volatile reaction. Yesterday, the same child ran around the classroom to avoid participating in a group activity. Clearly, change does not come easy to this student.

These scenarios are real – taken from just a few of the many, many, many accounts I have heard from teachers (and parents) of their students and children who have major challenges with transitioning from a preferred to a non-preferred activity. Routine schedules are essential for many of these kiddos and any alteration is met with objection.

To offer support to the adults who are faced with the monumental task of helping a child in their midst how to learn to pivot in the course of their day – I am offering this article as a kind of “roadmap”. Included are directions on how to create a few strategies to help calm or prevent the seismic behavioral eruptions that can occur when a child with an atypical response to change or flexing their schedule is expected to comply.

Keep in mind that this child is not intentionally being bad, but, perhaps doesn’t have the tools to easily negotiate from activity to activity.

The techniques you will find below are not difficult to implement if used consistently.

Here are the steps to how to create and activate a visual chart system that offers signals for transitions within a child’s daily schedule.

Create a list of your child’s or student’s daily activities. This will be important as you will assemble a deck of cards with each activity on a card.
Step 2 is to create a DAILY ACTIVITY CHART that communicates to the child their daily routine. For a younger child or one who cannot handle a board with a schedule of more than one or two activities – you can use a simpler alternative version -the CHOICES chart.
When you decide on which DAILY ACTIVITY CHART is best for your child / student then you can assemble it. Be sure to chat with the child/student that this chart is to help them feel understood and that you know that change is difficult. Validate that they have “big feelings”. Allow them the time and space to process that there will be modifications to their regular routine. Be sure to let them actively participate in the process by having them help to create their Daily Activity Chart. Listen to their concerns and apprehensions. Assure them they are not being punished.
Next, once the chart has been created, introduce the child/student to the variety of activity cards that will fill their schedule. Demonstrate how the cards can be positioned and are in the order of events for the day. Then show them the transition cards and how they can be used to to help as a signal that a change will happen. If possible, practice with the chart and cards before using them in “real time.” Consider doing role play – where the child can be the “teacher”.
Note, also there are charts and cards that can be used to communicate FEELINGS and NEEDS. These are additional to the DAILY ACTIVITY CHART– and very helpful for a child to use when they don’t have the ability to express themselves fully. (Or they want to be stealth about signaling their needs – such as a request for a 3-minute “brain break”)
Also you can invite the child / student to suggest any activities, needs, or feelings that are not part of the “deck”. (Especially older students.)
Next there are cards for the adults to communicate to the class or an individual- such a QUIET or 1-2-3-TIME
Data Collection is the last step. This is when you can determine if there were positive outcomes as a result to implementing these “tools”.

MATERIALS NEEDED

Poster board or paper
Tape or velcro.
The cards can be copied and printed or laminated. I sent mine out as jpegs and made into 4 x6 inch photo quality pictures.
Below you will find copies of the charts and samples of the cards I have created (thanks to Canva). You may download them for free.

If you wish to download the entire set of templates and cards- scroll to the bottom of the article and press the DOWNLOAD ALL CHART TEMPLATES button and the DOWNLOAD ALL CARDS button.

Lastly, let me know if these techniques/ charts/ cards work and if you have anything to add?

STEP 1- CREATE A LIST OF ACTIVITES

STEP 2 - CREATE THE DAILY ACTIVITY CHART

Once you identified the activities that your child / student will encounter during the day – create their visual schedule. I have created some examples for you in this blog.

This schedule template is blank with two columns and several rows. You will see that the columns are named USUAL SCHEDULE and CHANGE TO SCHEDULE. You can name your columns anything you wish – I just happened to use these titles.

NEED A SMALLER CHART?

Sometimes a full-day schedule may be overwhelming for a child to handle. If this is the case we can modify the presentation to a smaller sized chart.

An alternate is the chart called – CHOICES. Let us suppose that a student doesn’t want to do math or reading. They are both nonpreferred activities. But, by giving them a choice of which one to do first – they may feel empowered and will more likely complete the tasks.

You also can have a “deck” of activities and have the student pick two of the cards. All the cards in the deck are tasks that need to completed, but the student will feel that they get to determine their destiny by opting their top two choices.

ALTERNATE CHART:: CHOICES

The student is handed a CHOICES chart. They are asked to select two cards from a deck of four options. You can add preferred and nonpreferred activities to the deck or all of one kind (preferred or nonpreferred.) You can opt to have less or more options, as well.

Here is an example of a blank CHOICES CHART.

STEP 3: Be sure to include the child / student as part of the process.

STEP 4: Introduce the DAILY ACTIVITY and TRANSITION CARDS

SAMPLE ACTIVITY CARDS

About the Activity Cards:

These cards are of common actinides and SIGNALS for TRANSITIONS.

Here are some of the cards I constructed, but you are more than welcome to create your own!

REMINDER: The full deck is available at the bottom of this article.

STEP 5: ADDITIONAL "ADD-ONS"

“ADD – ONs ” include charts and cards that allow the child/ student to convey their FEELINGS and/or NEEDS.

Communication is key to helping a child cope

with change.

SIGNAL CARDS for the GROWN-UPS to USE

There may be times when an adult (parent or teacher) needs to use a cue card to relay information. Such as giving a three-minute “warning” that an activity is about to change.

LAST STEP: DATA COLLECTION

How do you know if these techniques are working?

Whenever you start a new “strategy” to help modify and/or regulate behaviors – you probably want to keep track of the effectiveness of the program. Realize, however, that you can expect an “uptick” of negative behaviors after you start. Why? Think of it this way. Have you ever wanted to start a good behavior – such as exercising daily -and then you realize after the first day it is HARD work! So, you want to quit! That is what may happen for a short time here, too.

To combat some of that “backsliding”, consider using praise (lots of it) for any attempts the child makes to comply with following the system (transition). Also, a token economy (tangible incentives like stickers, privileges, etc.) can be very helpful with a child “buying in” to this new system.

Be sure to document each day so you and your child can see the changes- hopefully for the better. An easy way is to just use /// marks as a way of tabulation each time that the child uses a chart successfully. And an XXX mark for when the chart was “in play”, but the child did not respond as expected. Use the chart below to help collect data and see if progress is being made or if you need different strategies or interventions.

Negative behaviors can be considered as 1)Non-compliant,2)Aggressive, or 3)Disruptive. Examples of these could be: 1) No, I won’t do it, 2) No I won’t do it and I will rip up the chart, 3) No I won’t do it and I’ll yell and have a major meltdown to disrupt the classroom environment and have everyone stop and pay attention to me.

DATA COLLECTION CHART to DOWNLOAD and an EXAMPLE.

THE CARDS IN THE DECK

SAMPLE ACTIVITY CARDS

SAMPLE TRANSITION CARDS

SAMPLE CARDS for the I FEEL CHART

SAMPLE "NEED" CARDS

DOWNLOAD FOR THE DECK OF CARDS

DOWNLOAD CHART TEMPLATES

CLOSING THOUGHTS

I hope that the content of this article helps families and educators who are looking for techniques and actual hands-on tools which calmly allow a child to adapt to transitions.

I welcome any of your suggestions or feedback on these. Also, I am always curious if you enjoy the information and articles on this blog.

Which are your favorites?

What would you like to see more of here on LouiseSattler.com?

Use the comment section below to let me know your thoughts!

Thank you-

~Louise

Special thanks to Ava Parnass

MENTAL HEALTH POSTERS – free downloads

Published on October 17, 2023November 8, 2023 by LouiseSattlerLeave a comment

As a psychologist, I am dedicated to the mental health of children and their families. I created these posters and you are welcome to download them for personal use (not sales, not distribution).

From Both Sides of the Table – Why is third grade so hard for some students?! (Includes suggestions for parents to help their child with reading and written language.)

Published on September 14, 2022 by Louise Masin SattlerLeave a comment

I always say that third grade is a very important year in the life of a child. It is the year that so much brain development happens within the classroom, at home, and on the playground. Parent’s may not realize it – but this is a year that a child with subtle learning problems will all of the sudden start to “stick out”.

School Psychologists often receive a great many special education referrals for third graders. Maybe even more than any others. It seems that this is a time when teachers start to advise parents that their child is “not learning as they should be” or perhaps is “dyslexic”. As a School Psychologist I use to dread the week following the first set of parent-teacher conferences. It meant that I would be flooded with referrals.

WHY THIRD GRADE? I have a theory… or two…

Up until the third grade many of our books included loads of photos and pictures. So, a child who had difficulty with reading or comprehending passages could maybe “fake it” by using really good scanning skills or guessing. Plus, a child with good memory may recall a story or bits of passages if they were read to the child prior. But, in ,good ‘ol third grade the pictures greatly reduce compared to early reading books. The vocabulary becomes harder. Common words used in the first primer years now are transformed to bigger words. We sprinkle synonyms, and antonyms all over the text. There may be introductions to unique or new parts of speech or … wait for it… idioms! Plus, the content can be abstract. A child may need to rely on prior knowledge or imagination. Thus, a child who is very literal may really start to become quite frustrated and exhibit learning issues.

And as with reading – the expectations of written language also increase. No longer do we accept the three-sentence paragraph. We now need to write and write and write… a little at a time or maybe a whole entire page. There may be some prompts or “story starters” – but, by the middle to the end of third grade, our little authors need to be pretty fluid with basic sentence structure. The reversals of letters are no longer acceptable and in fact, a red flag for possible dyslexia.

That brings me to my next point – what is DYSLEXIA? Some people think it simply means reversing letters or numbers. Nope. That is not all true. It is perhaps one of the characteristics of dyslexia- but this disorder is a bit more complicated. Here is a snapshot of what dyslexia “may look like” and please keep in mind that professionals can help you – but please don’t “self diagnose”.

A person with dyslexia may demonstrate a few of the following challenging learning behaviors:

Reads without fluency. Often will mispronounce words, omit words, substitute words or hesitate and need to start over.
Has a hard time knowing what letters make which sounds. This is called phonemic awareness. Some children with read letters wrong and thus identify their sounds incorrectly. A child who reads pal instead of gal because they read the p for g and then identified the wrong sound, is one example. It also shows some letter confusion visually. Also, a child who hears the “p” sounds instead of “b” sound may think they heard pad instead of bad.
Reversals of letters or words. In younger children, we consider reversing letters a developmental stage. After all TOYS R US made it clear that this was a “kid thing” by flipping the R between TOYS and US… But by the THIRD GRADE, this is something we don’t expect students to do.

So, what can parents do?

Here are some strategies that I recommend to parents to help spurn a love of reading, writing, and even math in their child who struggles. Let’s face it- a child who hates to read or cannot write may miss out – especially as they grow older. So let’s try to prevent this from happening by incorporating reading and writing into our everyday lives!

TIP 1: READ ANYTHING…

My parents use to say I could read anything I wanted to read. If I wanted to read a magazine instead of a storybook before bedtime -that was OK. In high school, I would find all the scary novels on the library shelves and take them home devouring them as fast as I could turn the pages. So my philosophy is to allow your child to read just about anything.

TIP 2: LIVE BY EXAMPLE…

Parents who demonstrate their appreciation for the written word pass on that behavior to their children more times than not. Perhaps setting a time each week as “family read time” would be a great way to have a shared family experience that will transcend beyond your home and into the classroom.

TIP 3: MAKE READING AND WRITING FUN! …

Did you know that many board games involve reading and often writing? Games that are trademarked and have withstood the test of time are often current family favorites. They also have invaluable lessons. So grab Monopoly, Scrabble, Boggle, Risk, Scatterfories, Code Names, Trivia Pursuit (and the “junior” edition) and the countless other games available and play, play, play!

Here is a list I have posted before of common games and what skills they teach. This is by no means an exhaustive list and you may note that many of these games are for 8 and up. So they start around the second or third-grade level.

Trivia Pursuit – helps with turn-taking and general knowledge

Monopoly teaches reading, about money, strategy building, and for many – disappointment!

CLUE is a game that teaches reading, memory and deductive reasoning skills. The same is true for GUESS WHO.

YAHTZEE teaches great math skills – from addition to multiplication. Also a visual discrimination exercise.

MEMORY – well it teaches just that!

CONNECT 4 helps with visual memory and perception.

SCRABBLE is all about word building.

SCATTEGORIES is hones in on language skills like categorization and associations.

CODE NAMES is a fairly new game in comparison to some of these others and it too teaches about memory and word usage.

TIP 4: REGULAR PAPER CAN BE BORING! SHAKE IT UP!

If the opportunity for creativity arises – shake up learning by using unique online programs, different color paper, or templates for cartoons! A diary or journal can spark writing in many kids.

I recently discovered CANVA’s EDUCATIONAL WEBSITE. Here are some examples of what you can make using this dynamic site. There are many pricing options you can pick- some are free.

AND… a few more tips

*Play classical music in the background as your child is working or reading.

*Have your child read a recipe to you and cook that meal!

*Go to museums, art galleries, national parks, or any place that is culturally rich and reading is needed to enhance the experience

*Ask a relative or friend to be your child’s pen pal!

*Invest, if you can, in art materials. Yard sales are great to purchase used items that can be turned into artistic masterpieces!

*Have your child read in a different place than where they do homework. Like on a porch chair or in a special reading nook – just for them!

*Have your child read to you or teach you new words. Playing teacher is a very instrumental way for your child to actually LEARN!

In closing, I love third-graders. In fact, I love watching children of all ages learn. But, I recognize as a psychologist and a parent that third grade was one of those “tough years”. So, if you feel that your child really is having difficulties with learning or your child’s teachers are continually concerned – then consider asking for a referral to see if support could be offered. Know that usually there are many steps before a special education referral is made. Such as RTI- tiered intervention to help a child struggling with academic attainment. Also you may be told about a 504 plan – something discussed earlier in this series.

I wish you all a happy school year –

~Louise

The FROM BOTH SIDES OF THE TABLE SERIES STARTS HERE

Grief? Anger? Relief? Bewilderment? Welcome to the special-education emotional roller-coaster. (Part 4 of the From Both Sides of the Table series)

Published on August 21, 2022August 31, 2024 by Louise Masin SattlerLeave a comment

Determination of Special Education Eligibility: From the School Psychologist’s perspective:

There is no band-aid big enough to cover the broken heart of parents when they find out that their child has a serious learning or developmental disorder. As a school psychologist, I would rehearse the words that needed to be delivered to the parents waiting for me – across “the table”.

I knew that “Bad” or unexpected news needs to be carefully and eloquently given versus blurted out like guesses for Jeopardy. You owe them that much. They trusted you with their child.

I gave hundreds, perhaps thousands, of parents “the news”. Usually starting my “spiel” with some glowing remarks about their child – “Such a great worker”, “Really motivated and tried so hard”, or “Fabulous ability to stay on task”. Then came the description of what transpired over hours of one-on-one evaluations, observations, interviews, and discussions with staff. Finally, arrives the moment that many await – the results.

“As you know “your child” and I worked together for many hours over a course of several days. He was alert, responded to my requests without any problems, and seemed to enjoy most of our activities. He was very good at ___ (fill in the blank) and a joy to get to know. With that said… based on the findings from this comprehensive psychoeducational evaluation your seven-year-old child currently has the developmental level of a child younger than himself. That means that his cognitive (intellectual) ability to complete tasks combined with his academic skills, and skills for his daily living – appear also to be delayed for his age and grade. (This is where I pull out a chart that shows visually what I mean – such as the one below

I stop. I look the parents in the eye. And then ask if it is OK to continue with the meeting or if they have any questions about the evaluation process.

I then continue as if I am doing a “big reveal” – but without the cheering and happy faces … “I need you to know that these results allow for our team to discuss options for eligibility and possible programming within special education as I am recommending that your son meets the eligibility qualifications as a child with Intellectual Disabilities. “

This is where a few parents will ask me to repeat – EXACTLY – what I just said. They need to hear it twice as to help with the understanding. It is not uncommon for people to ask questions that seem “basic” but are very important. One parent asked a question that would seem very politically incorrect by today’s standards – “Is my son retarded?”

I respond, “Yes, that is a much older term but the definition probably is the same. However, I need you to know that he is young and we use strategies and programs that have not been introduced to him yet. So, please know that these results may change by the next time we re-evaluate him. We need to keep an eye on your son’s educational programming – monthly – school year by year. We do not have a crystal ball – but I am very hopeful that consistent intervention and programming can only help him to developmentally and academically grow”

THEN I WAIT. With this news or any other “heavy news” I wait. I need to press pause right here and now as I just dropped a potential “heart bomb” and I owe it to the parent(s) to have a moment to process it. I ask if there are any questions. And, if they need a moment to privately discuss or regroup?

By the way… This is where some psychologists fail parents. They simply drop “the news” and then move on because they are thinking of their next appointment, meeting, or even lunch. They fail because they don’t know what it is like to sit at the other side of the table and the immense need for that moment of allowing the messaging they just received to sink in.

“Are you surprised by what I just said?”, I will ask.

Sometimes the response is “not really”. Other times the parents go through the Kubler-Ross stages of grief at record speed with ANGER being where they stop. “NO WAY, he is just like me and I learned just fine!”, announced one very demonstrative father to me. (How do I respond to THAT?)

Or the sobbing begins. This is so hard. I almost rather have the anger. Sobbing means that the dreams they had for their son are now being reformulated as we sit in this too formal setting. News like this should happen on comfy chairs over tea and with boxes of tissues. Not in a room of strangers who just altered your world in a blink.

So, begins most parents’ initial journey into special education.

Please keep in mind that I am using this scenario as one of my scenarios that could happened – just as an example. But, as I have mentioned in prior blogs – special education encompasses a large number of eligibility categories – from needing speech therapy to those with multiple impairments who may need intensive services. The process is almost the same with each category – meetings, reviews, possible evaluations, and/or eligibility meetings and perhaps writing of an IEP. The examples I offer are just that – EXAMPLES. They are not taken from any real clients. Also, this is a blog – my personal experiences being conveyed to you and not “gospel” – so please do your due diligence to check the “facts” for your situation, your state, etc. These are my opinions and examples of possible situations. And remember, I have been a school psychologist and a parent for a long time. I started to be an official school psychologist in 1984 – so alot has changed. What has not changed – is my caring for children and their education.

The Parent Perspective:

It hurts. Hearing any words of concern and describing the most precious and beloved person in my life as less than perfect – hurts so much! But, I recognize that our son needs support with his learning – his talking – his muscles – etc. He is perfect to us- but in the “eyes” of the special education process – he is another “qualifier”. This means special classes and therapies as a child under the age of 3. He will have home visits and I will need to bring him to special centers for infants and toddlers. I will meet other parents and we will share our ‘war stories”. This is helpful to some degree. To others it is not. We decide to supplement his structured learning by placing our little fella also in “regular” daycare. He doesn’t do well the first go-around. He cries too much. Seems a bit lost until recess. Doesn’t want to sit or follow-directions. He is a “handful”. But, in time – with both special and regular preschool – he “graduates” from all of the services except for speech. He can’t pronounce correctly a few sounds and speaks very fast. That seems “do-able”. But, our time in special education isn’t over – we are just “on hiatus”.

When Dreams are Altered.

Dr. Ken Moses is quoted in an article saying these wise words which helped me as a parent:

Parents attach to children through core-level dreams, fantasies, illusions, and projections into the future. Disability dashes these cherished dreams. The impairment, not the child, irreversibly spoils a parent’s fundamental. heart-felt yearning. Disability shatters the dreams, fantasies, illusions, and projections into the future that parents generate as pan of their struggle to accomplish basic life missions. Parents of impaired children grieve for the loss of dreams that are key to the meaning of their existence, to their sense of being. Recovering from such a loss depends on one’s ability to separate from the lost dream, and to generate new. more attainable, dreams.
Dr. Ken Moses, Childhood Disability: A Parent’s Struggle (read more)

I recall going to a conference when our son was young with Dr. Ken Moses as the key presenter. Gosh, it was great! But, I was emotionally drained by the first break. He started the session by having us do an exercise that brought us all to tears. We were to envision our child – before they were born. And then we were to think of our hopes for this child. What we dreamed for their future. These thoughts were to be mentally placed in “thought bubbles”. Then Dr. Moses asked us to reflect on our reality of the challenges this child has endured. Which bubbles are now burst? Which remained? He then went on to discuss how we can make new and attainable dreams with our child – and that hope is a good emotion.

Break out the tissues. This life lesson was extremely powerful.

But, it taught me a huge lesson as a parent. And a psychologist. Dreams are only dreams that sometimes can become reality – or just need adjustments. Regardless, you can DO this!

Being a parent in the digital age

I have learned as a parent and professional to be careful of what information I read and absorb on the internet. And yes, I am keenly aware that my website is chocked full of “suggested resources”. But, please note that when I offer an article or video I do with this caveat – please use your due diligence to be sure to check the content for accuracy and application to your life. With that said, here is a resource that I found helpful on this topic:

PARENT COMPANION

Part 1 of this series :Intro
Part 2 of this series – starting the process
Part 3 of this series – psychologist’s perspective of the evaluatoin
Part 3 of this series – continued- parent perspective of the evaluation

From Both Sides of the Table: Special Education and the Psychoeducational Process – Parent Perspective (Part 3, continued)

Published on August 20, 2022August 31, 2024 by Louise Masin Sattler1 Comment

From Both Sides of the Table is my chronicle of what special education may look like through the lens of the School Psychologist and the parents of the child referred. I have been in both roles. So, please feel free to refer to the last few blogs if you missed them.

So we continue…

The process of psychoeducational evaluation is very overwhelming. Shorthand seems to be the norm and for many parents – this is just too much. As a parent, you may feel like you need a translator for all the terms. Then there is the time spent on the part of the parents – mostly completing forms and attending meetings. The forms seem quite personal, too.

questions answers signage — Photo by Pixabay on Pexels.com

ASK QUESTIONS!

You also may be wondering about these questions/topics, too!...

Why do they need to know about my pregnancy on the survey I received? And any health and mental health issues with MY parents or siblings. Isn’t it enough to get information about hubby and me?

Why do they need to know about what we eat at home? If we have a consistent work history? If there are “stressors” within our home – doesn’t every family have their own share of stress?

Why am I asked to complete questionnaires that seem redundant? The speech and language evaluator is asking me the same or similar questions as the psychologist – don’t they share documents?

My child seems worried about this testing- but no one seems to give me any advice on how to prepare her for the evaluation. I would like to have some clue as to what to expect to help her feel better about “what is to come”.

How come it takes FOREVER to get the results? I am feeling anxious and would like my child to start getting help pronto! But, it appears that we are in a holding pattern for at least another MONTH or MORE!

And now I am in a meeting getting the results and it sounds like a foreign language is being spoken. The professionals are talking so fast and even though I am asked if I have questions it seems like we are too rushed to really get answers. Plus, I would like to make some clarification of what I wrote or said during a survey- can they amend the reports?

I am not sure I like the results – don’t I get a say as to what happens in, the meeting?

Will my child get better? Improve? Be “normal”? Ever have friends? Stop biting? Start talking? and the list goes on and on…

In reality, as a parent, I found the need to ask questions along the whole process. When tests were being offered that I didn’t know (or hubby didn’t know) – we asked. I understood the reason for all the surveys and personal questions.

As for the meetings I made sure hubby and I both attended. (Suggestion: bring along another trusted adult during the formal meetings to help you recall information or take notes.)

And yes, there were times I disagreed with the conclusions. But, in lieu of due process, we decided to work WITH the team to come together to create a plan. Being on opposite sides of the table doesn’t mean you are on opposite sides with the approach. Working together – respectfully- is something I strive for as a parent and a professional.

Terms that may be useful to know:

LRE: Least Restrictive Environment

FAPE: Offer of free and appropriate publicly provided education.

Due Process: When you disagree there is a system to have your grievances heard via a third party.

IEE: Independent Educational Evaluation – requesting another “do-over” evaluation in the event that a party on the IEP team (usually the parent) does not agree with the outcome or feels something was overlooked.

Related Services: These are services that are outside the usual- such as occupational or physical therapy. Counseling also can be a related service.

ERMHS – a California term (usually) for Educationally Related Mental Health Services. Some states refer to this as a related or adjunct service. The student must have an IEP to obtain these services and go through a process.

Educational Advocate: Someone who works with the parent to explain the IEP process and also to advocate for eligibility or services for the child via the IEP or 504 process.

See WrightsLaw.com for more terminology.

I couldn’t do this alone…

Many parents feel very isolated when their child starts special education. it could be because their child is not included in the neighborhood or school events like the other children? That hurts – big time! Perhaps, that is when it may be a good time to seek support groups of like-minded people. Schools often have such groups as do local community centers. I remember joining the local and national chapters of CHADD (Children and Adults with Attention Deficit Disorder). Through these groups, I learned that I wasn’t the only parent not sleeping due to a child who only required four hours a night. I also felt comfort and validation. Sometimes my son’s actions were misunderstood and I was glad to see that he was “accepted” among this “group”.

I also felt the need to advocate for my child, actually children, in their classrooms. You see I have been discussing my son and his traumatic birth and infancy. But, little did I know that lurking in my home was the dyslexia gene and it was about to come for a visit in my daughter’s classroom!

So now I am the parent of two children who need special programming due to a variety of unique challenges. So, I start to recite a mantra that has stuck with me til this day…