Easter events and traditions can be overwhelming for children who have disabilities, their families and their mainstream peers - and lots of fun, too

Children with special needs may have eating disorders related to their diagnosis, or may develop an eating disorder that puts their health at serious risk

Transitions during the elementary school years can be well planned and supported so that children with special needs may concentrate on educational opportunities, maintaining self confidence and developing healthy relationships.

Misinformation about Down syndrome has been combated by famiiles, local parent groups, national and international organizations for decades, but outdated stereotypes and even urban legends continue to raise challenges for children, teens and adults who face the condition's actual challenges.

Families of children diagnosed with cancer have many questions about the specific diagnosis, what treatments are available, and where to find experienced medical professionals.

Encouraging friendships between classmates who represent the true diversity of our communities helps build relationship skills among children with developmental disabilities as well as their mainstream peers.

Most babies have fussy periods, and toddlers go through stages where they are uncomfortably sensitive to touch or texture. Parents of those who experience ongoing sensory defensiveness, sensory integration challenges or a sensory processing disorder appreciate soothing S.I. therapy techniques.

Finding ways to encourage late-talking children to communicate helps us to build better relationships within the family and community. When a child misses developmental milestones in speech, or does not speak at all, alternative forms of communication help them show us their full potential.

Infant stimulation activities and early intervention programs for babies and toddlers with disabilities have been inspired by research into child development for more than a quarter of a century. Parents, grandparents, extended family and friends can all help children reach their true potential.

Use of time-out or seclusion rooms, physical restraints and other aversive techniques for any child ~ and especially for students who communicate mainly through their behavior ~ should be eliminated from the written policies and all practices of our children's schools, care and education facilities