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Register Today

SFCD's Annual Gala and Auction
Friday, October 4, 2013 6:00pm - 10:00pm
The Galleria at San Francisco Design Center

Wine, Cocktails, Hors d'Oeuvres, Dinner
Awards Ceremony, Auction, Entertainment



For all Support for Families special events, call us to register: 415-920-5040

Snow White holding apple

Snow White: An Old Fashioned Melodrama
Written and Directed by Stephanie Temple
Saturday, October 12, 2013
2:00pm - 3:00pm

New Conservatory Theatre Center
25 Van Ness Ave, San Francisco, CA

The New Conservatory Theatre Center invites families of children with disabilities or special needs to a FREE live performance of Snow White. Adults, children (ages 6 and up), siblings and friends are all welcome! Tickets are free through Support for Families. Space is limited so reserve a spot today!

4 monsters

Monster Mash Halloween party

Monster Mash Halloween Party
Saturday, October 26
5:30pm - 8pm

Aquarium of the Bay (at Pier 39)

Face painting! Mask-making! Cool prizes! Access to the Aquarium! & More....Join us at our annual Halloween Party at Aquarium of the Bay at Pier 39. Come dressed in your favorite Halloween costume and enjoy fun activities, exclusive access to the aquarium's exhibits, refreshments, and more! Event is FREE for families of children with disabilities and donations are welcomed.

skating figures

Holiday Ice Skating Party
For children with disabilities and their families

6:00pm-8:00 pm
Yerba Buena Ice Skating Center
750 Folsom Street (between 3rd & 4th Streets on the rooftop of the Moscone Center)

Come enjoy an evening of ice skating, refreshments, and fun with your family and friends! Event is free, which includes entrance, skates, and treats for each child; donations welcome. Space is limited; event filled up in 3 days last year! Call 415-920-5040 beginning Nov 1 to reserve space.



Family Access Day at the Legion of Honor: Impressionists on the Water

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Mother and son holding boat

Family Access Day: Impressionists on the Water at the Legion of Honor on July 20 was our first collaboration with the Fine Arts Museum of San Francisco, and it was a great success! Thanks to all the museum and SFCD volunteers, families enjoyed a private tour of the beautiful exhibit and made amazing boats out of recycled bottles.


Family Access Day at the Contemporary Jewish Museum

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(you don't need a Facebook account to see the photos!)

two boys holding project

Families with children of all ages and abilities joined a hands-on art workshop and an interactive multi-sensory tour of Beyond Belief: 100 Years of the Spiritual in Modern Art at the Contemporary Jewish Museum on August 11.


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From Authoritarian to Restorative Schools

by Lyn Harrision

Restorative methods seek to address problems by working with youth rather than doing things to them or for them. While individual teachers use such methods, a restorative school requires a consistent whole school approach. This article describes core principles for building restorative schools being implemented by Marist Youth Care in Sydney, Australia.

Many an educationalist ponders on the rapid changes in schools and the journey from the traditional school in which an authoritarian regime ruled through control and fear. We celebrated the departure of the cane and welcomed the era of self-esteem. More and more, schools began to be seen as the centers for social change that could provide all the social support that our youth were increasingly lacking.

We live in an age of constant change, ever increasing stressors, and a disintegration of support structures. Our innate human “fight or flight” response is no longer adequate to deal with modern day stress. Our children are growing up faster and with more pressures. Many are alienated through victimization or negative peer culture. There is a breakdown in social structures with more single-parent families and young people in care. Within our school system, there is pressure to juggle the academic with the pastoral in order to manage greater levels of accountability, more depressed and disruptive students, and new challenges around multicultural issues (Weare, 2000).

It is with great frustration that schools are now declaring, “How much more can we be expected to do?” “How do we find the balance between discipline and support?” “What sort of school culture can best respond to the needs of our youth?”

While faced with ever increasing challenges to meet the sociological needs of our youth, Restorative Practices give us new hope. This whole school approach builds on the important notion of connectedness in a school community. Connectedness, in terms of building positive relationships, is one of the most protective factors we can offer our youth (Catholic Education Office, 2002).

Restorative Justice is a philosophy and a set of practices that embraces the right blend between a high degree of discipline encompassing clear expectations, limits and consequences, and a high degree of support and nurturance. Steinberg (2001) suggests that this blend tends to correlate with the best psychological and behavioral outcomes for children. This “authoritative” approach is seen as far more effective than the authoritarian (YMCA of the USA, 2003). Simply put, in a Restorative school one works with people, rather than doing things to them or for them.

Restorative Justice programs in schools aim to develop:

  • Communities that value the building of quality relationships coupled with clear expectations and limits.
  • Restorative skills in the way we interact with young people—using teachable moments to enhance learning.
  • Restorative processes that resolve conflict and repair damaged relationships.
  • Communities that are forward looking, optimistic, and inclusive.

The Work of Marist Youth Care
Marist Youth Care is a not-for-profit welfare agency, based in Sydney, Australia, whose mission is to assist marginalized youth.

For the last four years Marist Youth Care has been developing Restorative Justice Programs for schools across Australia, with the focus being a whole school approach. In many schools, one will see daily interactions between teachers and students that reflect Restorative Practices, but these will not have the lasting impetus unless the whole school approach is consistent. A Restorative School can articulate the underlying principles and beliefs. There is a commitment to collaborative problem solving, involving students, teachers, and parents. While there is consistency in values, there is flexibility in commitment to meet individual needs. This is a school that has transparent processes to resolve conflict, is forward looking, optimistic, and committed to inclusiveness.

Lyn graphic a continuum of strategies

This whole school approach is based on a set of underlying principles.

1. Focus on the relationship and how people are affected.
In the traditional school, the focus is on rules and rule breaking with punishment as the primary intervention. In a Restorative School, the focus is on relationships and how people are affected. Most students with behavioral difficulties have an underdeveloped sense of others. There is little appreciation that at the receiving end of their misbehavior is another human being. A key focus in this work is to develop in students greater empathy for others or what is referred to as “relational thinking.”

2. Restore damaged relationships.
Wherever there are relationships, there is an inevitability of conflict which creates hurt. In our schools, we need to make sure that we have good “healing processes” to restore the relationships. This applies to all relationships, at all levels in the school. In a Restorative School, the teacher cannot “hand over” a discipline problem for middle management to “deal with it.” When a referral is made, the classroom teacher continues to be involved. Serious breaches of discipline in the classroom often result in a breakdown of the relationship between the student and the classroom teacher. The teacher needs to continue to be involved in any intervention so that the relationship can be resolved. Unresolved relationships will inevitably affect the student’s ability to learn in that class and may also impact the teacher’s ability to teach.

3. Talk about the behavior without blaming.
The common responses from students when teachers scold or lecture them are either to shut down or react aggressively and argue back. In either of these two classic responses, the student is distracted from any sense of other. In a Restorative conversation, the teacher is absolutely clear about the inappropriateness of the behavior and the effect that this behavior has on others, but this conversation is respectful and engaging.

4. See mistakes and misbehavior as an opportunity for learning.
How often do we see students in patterns of misbehavior and punishment? The student who turns up every week for detention, having lost sight of which teacher or which incident precipitated the detention has been given no opportunity to learn from his or her misbehavior. Restorative practices promote understanding, reflection, and a sense of others. Consequences are sought that bring about the most learning. Teachers are unanimous in their belief that schools are centers of learning, but this learning should not be just academic learning. We need to embrace the evidence that “social and emotional learning and academic achievement can go hand in hand, and that the same key factors underlie both happy and effective schools” (Weare, 2000).

5. Accept that sometimes we cannot get to the ultimate truth.
Often fault is unclear and people can agree to accept the ambiguous situation. Too often in schools, there is an inordinate amount of energy spent on hunting out the absolute truth, only to find that we are often left with different perceptions and different versions of the truth. This is not to say that we do not make attempts to find out what happened. But when we are left with ambiguity, it is best to accept this and focus on who was affected. It is in this understanding that the potential for learning lies. Does it really matter if the student swore at the teacher or in the presence of the teacher? The student needs to understand that the teacher was offended and hence learn the inappropriateness of swearing.

6. Be future focused and talk about how to make things right.
In Restorative Practices, we move from talking about the “problem” that happened in the past to how we problem solve into the future. We need to let go of the past and forgive and acknowledge the important fact that change takes place in the future. Students often cycle through change with periods of improvement and then inevitable setbacks. We need to plan for the management of setbacks, while placing our focus on the improvements that are made.

Strategies progress from the informal, when the teacher uses “the language of choice” to de-escalate potentially negative behavior, through to the Restorative Meeting, the most formal intervention. This occurs when conflict or behavior is of such severity that all key stakeholders are brought together to heighten understanding, repair damaged relationships, and make a plan for a positive way forward. The goal of the continuum of strategies is to move all interventions down toward the least formal end.

Excerpt from Lyn Harrison’s 2007 article, “From Authoritarian to Restorative Schools.” Reclaiming Children and Youth: The Journal of Strength-Based Interventions 16:2 (2007): 17-19. Read the rest of the article online: http://reclaimingjournal.com/sites/default/files/journal-article-pdfs/16_2_Harrison.pdf.

Used with permission from Reclaiming Youth International, a division of the Starr Global Learning Network. For subscription information and related information, visit www.reclaiming.com.


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Support for Families Launches New iPad Lending Program

by Jimi Gilroy, iPad/Assistive Communication Project Coordinator

When I think about the fundamental desires that a parent has for their child, three basic themes come to mind:  to be independent, to be safe, and to be happy.  When I apply these to the outcomes for children with disabilities, it creates a startling gap between, on one side, our understanding of how we can use technology and the different ways that brains process information, and on the other, how to use that understanding to improve the lives of children with disabilities.

Our goal with this project is to start to bridge that gap between what children need to thrive and what resources we have available to make that a reality.

In my experience as an early intervention specialist, play and social interaction can be the most powerful ways to build on a child’s strengths. My hope with this project is that the increased ability to communicate will create more opportunities for children to play and interact with others that will allow them to be more independent, to be safer, and to be happier.   

girl with iPad as AAC

In the next few months, the ability for families to access Assistive Technology such as iPads will be bolstered by a new iPad Lending Program at Support for Families of Children with Disabilities in San Francisco. Twenty-four iPads will be available to lend to families and there will be workshops in Spanish and English for parents on how to use the devices for their children’s communication needs. The hope is that parents will connect with the technology and find support moving forward to find other resources such as grants, insurance, or other funding to maintain their consistent use of the device as a “talker” or assistive communication device.  This is so important because, as Jennifer MacDonald-Peltier from the Center for Accessible Technology states, “Once you give someone a voice, you should not take it away.”

A few resources for iPad lending already exist: The Center for Accessible Technology maintains an iPad lending program of 12 devices, the Independent Living Resource Center of San Francisco has 8 devices, and there are 14 technology lending libraries throughout California through the Assistive Technology Exchange that can provide families with myriad tools to incorporate technology as part of a child’s system of communication.

The challenge often becomes how to reach families who either do not know how the technology can benefit them or how to ask for it as part of the IEP process. With that in mind, by next year we will also offer a Parent Provider Workshop which will include service providers and stress the role of collaboration which is one of the crucial components to the program. We also hope to collaborate with the San Francisco Unified School District, as well as the other centers and lending libraries, which make use of this technology.

gripcaseOur parent workshops will start in September in both English and Spanish on a monthly basis. Topics covered in the workshop will include: how to use an iPad, IDEA regulations, apps for assistive communication, incorporation of the “talkers” in conjunction with speech therapy and occupational therapy and resources in the community for accessing this technology on a long-term basis. Cases are also often an overlooked but important topic – we’ve chosen Gripcases for our fleet of iPads because they are light and shock-absorbent enough to be thrown across the room. (We’re so thankful to Gripcase USA for donating 5 of them to our project!)

In addition, features like guided access will show parents how to set limits and boundaries around using the device as a “talker” as opposed to an entertainment device, which are both valid uses of the technology but the distinct roles need to be made clear to children as well as parents in order for the device to be used effectively. We’ll also talk about how many children that can benefit from these devices, including children that have some verbal ability and children that have mobility and accessibility needs.

Most importantly, the devices do not stand alone as a communication system. The most important part of the process is that the families, support staff, school staff, and other members of the community find ways to play, socialize, and communicate with the child. iPads are also not the solution for every child.  Often a combination of high tech and low tech solutions is going to be the most sustainable option.  But to not give children with special needs the opportunity to explore this technology and find their own voice would be the greatest failure.

To find out the dates of the next iPad workshop, go to our Upcoming Events page and call 415-920-5040 to sign up.

Jimi Gilroy is the Assistive Communication Coordinator at Support for Families of Children with Disabilities. He is also an Early Interventionist for ABC Special Start in San Francisco and a presenter for San Francisco SafeStart. He speaks Spanish and Mandarin and he has a background in Sociolinguistics and child development.

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SFCD PMP - A Testimonial

by Joan E. Selby, Parent Mentor Program Coordinator

The Parent Mentor Program (PMP) provides families with an additional resource in helping them find support and answers to their concerns.  It is supported by parents trained to help other parents around similar experiences and is appreciated by many. 

How wonderful is our PMP?  Why, let us share a one Parent Mentor’s testimonial…

Goldstein familyThe Parent Mentor Program (PMP) at Support for Families of Children with Disabilities (SFCD) is literally my lifeline of support. I can’t imagine navigating the complicated and stressful world of disabilities without it.

Fortunately I was connected with a couple of different parent mentors shortly after my child was diagnosed, a time when I felt depressed, overwhelmed and confused. My dear mentors were there for me emotionally, in ways that my closest family and friends weren’t able to be. After helping me cope, my mentors empowered me by providing me with extremely useful and specific information. They gave me the support and courage to start the process to get services for my child. Over the years, the PMP has connected me with other amazing mentors when unique challenges arose and specific guidance was needed.

One of the aspects that makes the PMP so successful is that incoming parents are matched with other parents whom have shared experiences. I have learned that parents helping parents is the most effective way of learning what we need to advocate for our children.

I was so inspired by my mentors that I decided to participate in the Parent Mentor Training program, a supportive environment in which to learn and ask questions about the intricacies of special education law. I now mentor other parents and in doing so, I am able to share my experiences and successes so they can advocate for their children and get them the services that they need. In turn this makes me feel wonderful knowing that my experiences and knowledge may help other families.

The PMP is one of the most cherished services that SFCD offers. Whenever I meet a parent who is new to the world of disabilities, the first thing I do is tell them about SFCD and suggest that they get a mentor through the PMP.

--Rachel Goldstein

Become a Parent Mentor!!

If you are interested in becoming a Support for Families’ Parent Mentor, please contact us.  We are currently registering parents for the next eight-month Special Education training series starting this September, 2013 and completing by May, 2014.

The Special Education training series of the PMP covers various areas, including evaluations and assessments, the IEP Process, and Related Services to help Parent Mentors get a perspective of the Special Education system.

To be an effective Parent Mentor, Parent Mentors also take the Parent-to-Parent (P2P) training, which is a necessity of the PMP.  The P2P provides helpful information such as positive listening techniques, coping skills, and accessing and understanding resources.  The next P2P training will occur in December, 2013.

For information or to register, please contact:
Joan E. Selby (English)
Phone:  (415) 282-7494, Ext. 113
Email:    jselby@supportforfamilies.org


JoAnna Van Brusselen (Spanish)
Phone:  (415) 282-7494, Ext. 141
Email:    jvanbrusselen@supportforfamilies.org

Note:  Registration through Joan (English) or JoAnna (Spanish) is required.  Thank you.

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Volunteers Needed for upcoming Special Events in 2013!

Fundraising Gala: Friday, October 4, 2013
Volunteers needed for the following shifts:

  • 11:30am – 3pm, 1pm-5pm: Help load up supplies at the SFCD offices/ unload and set up event at The Galleria at the San Francisco Design Center
  • 5pm-10pm: Guest check in, Greeters, Raffle sales, assist with live auction purchases, bid sheet processing, and guest check out (Note: Must be 21 or over to volunteer during this shift)
  • 9:30pm-11:30pm: Clean-up, load vans

Family Events:

  • Halloween Party, Aquarium of the Bay – Saturday, October 26
  • Holiday Ice Skating, Yerba Buena Ice Rink – Saturday, December 21

For more information about volunteering with Support for Families, please contact Teri Lynes, Volunteer Manager: tlynes@supportforfamilies.org or 415-282-7494 ext. 121

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Why Inclusion?

San Francisco Inclusion Networks, a program of Support for Families, is assisting numerous early childhood programs throughout the city to build their capacity to include young children with disabilities.  Through monthly workshops for providers and families as well as coaching, consultation and technical assistance at Preschool for All programs, preschool program staff are sharpening their skills in creating welcoming, inclusive, and high quality learning environments for San Francisco’s youngest citizens. Contact SF Inclusion Networks (415-282-7494 ext. 122) to find out more about the free services and training.

Teachers and families often have questions about how the practice of inclusion came about. This article describes the legal basis of inclusion, and also provides a good overview of the benefits that result when children with disabilities are active participants in school and community life.

preschoolers sitting together

Inclusion is the principle that supports the education of children with disabilities alongside their non-disabled peers rather than separately. Ever since Brown v. Board of Education held that separate was not equal, inclusion has been part of this requirement to provide equal educational opportunities Both the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Sec. 504) require schools and agencies to provide equal educational opportunities for children with disabilities.  Another primary source for the inclusion requirement is the Individuals with Disabilities Education Act or IDEA. IDEA not only supports equal educational opportunities, it specifically requires schools to support inclusion of children with disabilities through the least restrictive and natural environment mandates. For preschool and school age children (ages 3-21), IDEA requires that children with disabilities be educated in the “least restrictive environment” (§1412(a)(5) and §1413(a)(1)). For infants and toddlers (ages 0-3) with disabilities, IDEA promotes the use of “natural environments” for early intervention services (§1432(4 )(G)).

American with Disabilities Act (ADA) 

  • Children with disabilities are entitled to equal access to all early childhood (Head Start and preschool programs) and child care facilities (center-based and family child care).
  • Programs cannot create eligibility standards that discriminate against or screen out children with disabilities. 
  • Programs must make reasonable accommodations on an individual basis to allow everyone to participate in the services and opportunities offered. 


Why does federal law support inclusion in schools and services?
While inclusion is justified as part of equal educational opportunities, in enacting IDEA (and in each subsequent revision of the law) Congress has also recognized the benefits of inclusion. Section §1400(5) of IDEA states:

“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by . . . ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.”

In addition to the academic benefits of inclusion, courts have long recognized that there are non- educational benefits to inclusion that are important to the quality of life of children with disabilities—such as the opportunity to make friends and increase acceptance among their peers (Daniel R.R. v. State Bd. of Educ., 1989; Sacramento City Sch. Dist. v. Rachel H., 1994).  Federal law thus recognizes and supports inclusion because of the developmental, educational, and social benefits that inclusion provides to children with disabilities.

How does federal law define inclusion and what does it involve?
Inclusion is not specifically defined in the law, but is supported through the equal opportunity, least restrictive and natural environment mandates.  Together these requirements support inclusion in three areas:  placement of the child with children who do not have disabilities, access to the standard educational or developmental curriculum, and participation in typical non-academic activities.

The Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) have developed a joint position statement on early childhood inclusion. (For more information on that definition and specifics on access, participation and supports for inclusion, visit http://community.fpg.unc.edu)

Policy differences for different age groups— early intervention (ages 0-3) vs. special education (ages 3- 21)
These general principles of intervention underlying inclusion apply to children of all ages (0-21 years): a placement in regular classrooms and settings, access to the general development or educational curriculum, and participation in typical activities. The specific requirements for services in a natural environment (ages 0-3) and education in the least restrictive environment (ages 3-21) differ in two important ways.

2 babies

First, for children 0-3 years of age, natural environments include homes and other community locations where children without disabilities participate (§1432(4)(G)). Even though the home is an arguably separate environment, it is considered an inclusive environment for an infant or toddler because most children without disabilities at this age are cared for in the home. In other words, the home is inclusive for infants and toddlers because it is a typical setting for infants and toddlers who don’t have disabilities. For children age 3-21, the home is not considered an inclusive environment. 

students at computer

Second, for children 3-21 years of age, the least restrictive environment includes a continuum of placements (§ 1412(a)(5)) from fully inclusive (the general education classroom) to fully separate (special school) with a lot of different options in between, such as the use of a part-time resource room. Natural environments do not have a spectrum of inclusion—they either are natural environments or they are not. The home is considered just as much of a natural environment as a child care setting that children without disabilities attend. When trying to decide between natural environments (i.e., the home or inclusive child care setting), either of which would qualify as “full inclusion” for an infant or toddler, the natural environment that is likely to provide the most benefit to the child should be selected (§1435(16)(B)). 

Excerpt from CONNECT: The Center to Mobilize Early Childhood Knowledge. (2012). Policy advisory:  The law on inclusive education (Rev. ed.). Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.  This document was developed with Matthew Stowe, J.D., Beach Center on Disability, University of Kansas.  Updates based on changes to Part C Regulations made by Anna Stagg, M.Ed., with input from Lynda Pletcher, M.Ed. (February 2012). Updated by Pam Winton March 2013.

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Special Education Services - Assignments and Contact Information (8/20/13)

Download PDF Version [pdf]

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Reviews from the Joan Cassel Memorial Library

Don't Hide Abuse book cover

Bobby and Mandee’s Don’t Hide Abuse
By Robert Kahn

This may be the beginning of a series of books since it is listed as “Children’s Safety Book”. We hope to see more books in the series. It is a book to be shared with a classroom by a teacher or between a parent and child. The illustrations are large and brightly colored and the text is in a story format with the appropriate cautions and actions to take as part of the story. I think it makes a child less afraid to bring a situation of abuse into the open if she or he knows the procedure to follow. The book encourages the friends to tell an adult their secret to protect their friend. It includes a short test on the text and explains the 911 system and what to expect when making a 911 call.

Cancer book cover

By Alvin & Virginia Silverstein

This is part of a series targeting middle school students,  as the Twenty-First Century Medical Library. It would be quite nice to have more books in this series. The book explains cancer in a scientific way to help reduce the fears of the student, who may have or know someone with cancer. Actual cases with photos, tell how cancer is diagnosed, treatments and how the patient feels about cancer. They describe several types of cancer and give possible causes and how it grows in the body and various treatments used to cure the disease. I feel it gives just enough information in easy to understand format and language. It includes a bibliography, resources and alphabetical index.

First Impressions book cover

First Impressions…Exposure to Violence and a Child’s Developing Brain
By California Attorney General’s Office Crime and Violence Prevention Center.

This DVD uses real people and situations to illustrate that removing the child from a violent situation does not mean he will now be fine. Research has shown that chronic exposure to violence has lasting effects on the child’s developing brain. The audience for this DVD is parents. The principles and stories are easy to understand and appropriate actions and strategies are given. The total DVD is about 28 minutes long and is closed captioned in English and Spanish. I think it is “ a wake-up DVD for families, who know other families or are themselves in situations of domestic violence. It gives the facts backed-up by scientific research.

A Regular Guy book cover

A Regular Guy: Growing Up with Autism
By Laura Shumaker

The author’s subtitle is A Family’s Story of Love and Acceptance. The author, lives in Northern California and many of you have probably read her excellent essays and contributions in, The Autism Perspective, The SF Chronicle, Contra Costa Times and many others. This book is a memoir of raising her son, with autism from birth to adulthood. It is easy to read and is filled with everyday events and humor. I can visualize their family life and the good and the bad they experienced. Photos are included so you can see Matthew growing up in the story. There is a descriptive table of contents and chapters are short and very well-written. I highly recommend this book to all families raising a child with special needs or differences.


Why Do We Fight book cover

Why Do We Fight, Conflict, War, and Peace
Niki Walker

School has started and conflicts arise in lives of the children, teens, teachers, families and the world around us. The author is writing for the middle school student in writing this book to teach the teens that the smaller conflicts mirror the international conflicts. She takes history and international relationships to bring these conflicts to the students’ understanding. The student is encouraged to discuss his fears and debate others with his new knowledge. The book teaches techniques to resolve conflict using negotiation and arbitration rather than fighting. There is a propaganda toolkit to help the reader understand what it is and  how propaganda is used to cause conflicts. It also includes a Bibliography.

Sensory Tube

Toy Library Review

Lights and Vibs Sensory Tube, By Enabling Devices

Toy number 204 is a favorite of most children. It is battery operated and is a sensory toy. It is like a baton and is brightly colored with silver glitter. The switch is inside the tube and the red end near the toy identification information must be removed to turn the switch to On. The switch allows for two speeds fast vibrate and light flash (right) or faster blinking lights and vibrations (left).  Replace the red cap after turning it on and hold or twirl it. The child feels the vibrations and watches the blinking red lights. Note the check out period is 30 days, the same as the other library materials!



Reviews by Elaine Butler, Librarian

Each of these books has been personally researched and requested for review purposes by me for introduction to you, the reader.

Support for Families maintains the Joan Cassel Memorial Library which is a lending library for families and professionals, comprised of multi-lingual books, reference materials and media related to children with disabilities and special health care needs. The library is open during regular business hours.

If you have the title or author of a book you’d like to read, please go to our website and do a search. Go to this link and enter the title or author or subject and click search. If we have the item, call us and the librarian will hold the item for you until you can come to the office to pick it up. Try the online catalog or come and browse the shelves by category, new items added weekly.

Visist our library online at: http://www.supportforfamilies.org/library.html

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Support for Families gratefully acknowledges gifts from the following individuals, groups and businesses, received May 1, 2013 through July 31, 2013. We apologize for any omissions or misspellings; please contact us so we can correct our records. Wine + Design 2013 sponsors and donors will be listed in our Winter 2013-2014 issue.

Give Something Back

Christopher Kahney
Merry Powers
Zac White

In honor of Vivian Horner's 5th Birthday
Lily Grace Stell-Wong and Cori Stell

2012 Alameda County Combined Charities
Julia Manaois

2012 CFC Norcal
Lorna Feria
Joan Granato
Amy Hosa
Gary Leong
Winston Mapa
Leslie Owyang-Chin

2012 City & County of San Francisco
Anthony Breslin
Belinda Chan
Kathleen Duffy
Robin Hansen
Lucas Metcalf-Tobin
Shireen Mospadden
Peter Straus
Peter Summerville

2012 City of Berkeley
Leslie Harris

2012 County of Sacramento
Joyce Johnson

2012 Santa Clara County Combined Giving
Miche'Al Babowal
Murielle Baillin
Shaina Denner
Van Do
Jamie Fordham
Ivan Gonzalez
Peter Jensen
Andrew Kim
Christie Lebaudour Moore
Jules N Ordinario
Noe Quinanola
Nguyet Trinh Shockley
Andrea Urena

2012 Sonoma County Combined Fund Drive
Darrell Craig Light
Bryan Cave LLP

2012 United Way Campaign
Goli Mahdavi

Charles Schwab Foundation
Ellen Lee

Ernst & Young LLP 2012 United Way Campaign
Michael Kapulica

Morgan Stanley Annual Appeal
Holly Heiserman

PG&E Corporation Campaign for the Community
Michael Chinen

United Way California Capital Region

Charles Schwab Foundation, matching the gift of Ellen Lee
Gartner Matching Gift Program, matching the gift of Leslie Kues

Kathy Calder
Karen Cancino
Sift Cupcakes
Microsoft Corporation

Special Thanks!
Morgan Stanley “Philanthropy Friday”
Nersi Boussina
Gerald F. Brush, Jr.
Philip Peterson
John Lin and Julie Kahng
Darrell Brown
Theodore Micka
Vivian Kremer

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