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Yoga for the Special Child
By Sonia Sumar

Yoga is a scientific system of physical and mental practices that originated in India more than three thousand years ago. Its purpose is to help each one of us achieve our highest potential and to experience enduring health and happiness. With yoga, we can extend our healthy, productive years far beyond the accepted norm and, at the same time, improve the quality of our lives. The branch of yoga that forms the main focus of my teaching work with both adults and children is called Hatha Yoga. Hatha Yoga begins by working with the body on a structural level, helping to align the vertebrae, increase flexibility, and strengthen muscles and tendons. At the same time, internal organs are toned and rejuvenated; the epidermal, digestive, lymphatic, cardiovascular, and pulmonary systems are purified of toxins and waste matter; the nervous and endocrine systems are balanced and toned; and brain cells are nourished and stimulated. The end result is increased mental clarity, emotional stability, and a greater sense of overall well-being.

Because yoga works on so many different levels, it has great potential as an effective therapy for chronic diseases and conditions that do not respond well to conventional treatment methods. For this reason, children with Down Syndrome and other developmental disabilities who practice yoga often surprise their parents and teachers with their quick mastery of basic motor, communicative, and cognitive skills. The same yoga routine can help children with learning disabilities develop greater concentration, balance, and composure in their daily lives. Everyone gains some level of benefit. The only requirements are proper instruction and regular practice.

Yoga is not a contest or a "quick fix." Like the proverbial story of the tortoise and the hare, yoga favors quiet, consistent application over theatrical displays and superficial accomplishments. It does not require that we transform ourselves overnight into something beyond our capacity. Yoga begins by accepting our limitations, whatever they may be, and working with this self-acceptance as a base. In our daily practice, we gradually learn to transcend our limitations, one by one, and in this way, real and lasting progress is possible.

At my teaching center in Brazil, we employ the same basic yoga methods taught around the world since the system began. For my work with special children, I divide these methods into five basic areas of practice: (1) asanas, or body postures; (2) pranayama, or breathing exercises; (3) cleansing practices; (4) music and sound therapy; and (5) deep relaxation. Asana literally means "posture" or "pose."

According to an ancient and authoritative text, an asana is "a particular posture of the body, which is both steady and comfortable." The greatest benefit from practicing asanas comes when we learn how to relax in a given pose. Contrary to what most of us have been taught, real relaxation results from a state of deep concentration, in which the mind is totally focused on a single object. During the practice of asanas, the object of concentration is the body. The student focuses his mind on the incoming and outgoing breaths, the steady flexion and extension of different muscle groups, or other bodily sensations. Ideally this inward focus should be maintained throughout the entire yoga class.

Pranayama is the science of proper breathing. Breath is the main source of nourishment for all the cells of the body. The average person uses only about one-seventh of his total lung capacity. By learning how to increase this capacity with deep abdominal breathing, plus specific pranayama practices, we can increase the flow of vital energy to various organs in our bodies, build our immunity to disease, and overcome many physical ailments. The way we breathe also has a profound effect on the nervous system. Our brain cells use three times more oxygen than other body cells. By regulating the breath and increasing oxygenation to brain cells, we help to strengthen and revitalize both the voluntary and autonomic nervous systems. When practiced consistently, pranayama also has a powerful stabilizing effect on the mind and emotions.

Purification (cleansing) practices include: a pranayama practice for eliminating excess phlegm and mucus from the respiratory system; an eye exercise; and a special technique for isolating and rolling the abdominal muscles. When properly performed, this last technique gives a powerful self-massage to the organs of the abdomen, resulting in improved digestion and relief from constipation.

Music and sound therapy use rhythm and melody, combined with hand movements and sound combinations, to develop concentration, breath coordination, communication and motor skills, as well as appreciation for the essentials of tone and harmony. In addition, studies have shown that the repetition of certain sound patterns can produce a calming and healing effect on the nervous system and psyche.

Deep Relaxation is traditionally the conclusion and culmination of every yoga session. During ten to twenty minutes of complete silence and immobility, deep relaxation allows the body to absorb all the benefits of the previous asanas, pranayama, and cleansing practices. When working with infants and toddlers, soft music is combined with massage of the feet and nape of the neck to help induce relaxation. For children and adults, deep relaxation begins as they lie down on their backs with palms up and legs spread one to two feet apart. Using soft background music and muted lighting, the instructor gently guides students through the relaxation process, encouraging the release of physical tension and mental stress by bringing the attention to various parts of the body. Visualization and meditation techniques are used in this part of the practice, as students direct their minds to points of tension and areas of blockage in their bodies. This is followed by a short period of unstructured relaxation, including meditation on the in-and-outflow of the breath, and the practice of pure awareness, undisturbed by distractions from the physical body.

Over the years, as I continued to work with children who have special needs, I found it helpful to divide the progress of my students into several stages. This allowed me to create a specific program for each stage, tailoring the exercises and teaching methods to suit the various levels of the children's development.

Whatever the child's age, my first step is to evaluate the degree of developmental impairment so I can determine the appropriate program in which to place him. In some cases, there is a great disparity between the physical age and the developmental age of the child. In other cases, the child's motor and cognitive skills are much closer to the age-group average. No two children are exactly the same, and their development rates will reflect these differences.

At my center, I always begin a course of yoga therapy with a personal evaluation of the prospective student and an interview with the parents. Normally, I ask parents to fill out a questionnaire that I have created for my yoga students with special needs.

The next step is to perform an evaluation of the child’s motor skills and ability to respond to sensory stimuli: Motor Skills Evaluation

1. Check the child’s ability to sit, stand, and walk.

2. Check the formation of the feet, including arches, toes, and joints.

3. Check the child’s grasping reflex in each foot, as well as the flexibility of the toes.

4. Check the degree of sensitivity in the feet by gently running your finger across the sole of each foot.

5. Check the alignment of the hips, legs and knees.

6. Check the formation of the chest, shoulders, arms, wrists, hands, and corresponding joints.

7. Check the grasping reflex in each hand.

8. Check the strength of the neck muscles in the following manner:

The Preparatory Stage Program consists of a series of eleven exercises designed to prepare the infant or child for the practice of asanas. In this phase of development, the child is totally passive during the yoga session, absorbing the benefits of the exercises without any noticeable response. An infant or child who has not yet acquired any basic motor skills will need to begin with the Preparatory Stage Program. The absence of basic motor skills is indicative of early infancy, a nervous system dysfunction, or extremely low or high muscle tone. Children with Down Syndrome and cerebral palsy often need to begin working in this stage.

The Inductive Stage Program contains many of the same exercises as the Preparatory Stage, plus a number of basic asanas that are relatively easy to perform. As motor control and body awareness gradually develop, the child begins to respond by flexing or extending in accordance with the guiding movements of the instructor. Eventually the level of development reaches a point where the child is able to remain in a comfortable and steady pose for brief periods with the help of the instructor. An infant or child who demonstrates some degree of body awareness and is able to participate minimally during the evaluation may begin with the Inductive Stage Program.

In the Interactive Stage Program, the child learns to participate in a greater variety of movements and poses. As the participation level increases, the need for your support and assistance will decrease. He will quickly learn to hold some of the poses without help; others, with the touch of your hand. An infant or child who can sit alone and stand or walk with a minimum of assistance may begin with the Interactive Stage Program. In addition, he needs to have a basic understanding of your requests and commands. A child with attention deficit disorder, who has good motor skills but difficulty in following instructions, should begin working in this stage.

In [the Imitative] Stage, the child's motor and cognitive skills are developed enough to stand and walk without assistance, and to imitate the movements of others. Now it is time for him to start practicing asanas and pranayama with a minimum of physical assistance from the instructor. To facilitate this process, the parent or yoga instructor should be able to perform a basic yoga routine, since the child will learn most quickly by imitating others. A child with good muscle tone and reflexes, who can follow your instructions, imitate your movements, and stand and walk without assistance, may begin with the Imitative Stage Program.

If you are a parent, the next step after evaluating your child is to determine a suitable yoga program for him. If you are unable to decide between two programs, choose the less-advanced one. If he quickly masters the exercises in this routine, you can test him with several exercises from the more-advanced program. Based on his response, you will know when he is ready to begin the next program.

At my teaching center, classes for all four of the above stages are conducted on an individual basis. Children are encouraged to attend a minimum of two half-hour classes a week. Although the duration for each stage is listed as either six months or one year, these time frames can vary considerably. This depends on the child's age, capacity, and home environment, as well as the regularity of practice. Naturally, parents who are able to carry on with their child's yoga routine at home will see quicker and more far-reaching results.

As a parent, your responsibilities include creating a supportive home environment, monitoring your child’s diet, and conducting his yoga classes at home. I also encourage at least one parent to enroll in an adult yoga class. This helps to orient the parents and to provide them with an appreciation of the techniques and benefits universal to yoga practice.

If you have the space, it is helpful to set aside a room in your house for the practice of yoga, where you can create a quiet and pleasant environment, free from interruptions. Your yoga room should be clean and have a comfortable floor covering, preferably carpeting. The decor should be simple and free of distracting objects, such as toys, magazines, books, television, etc.

As a rule, I recommend that parents allow their child to wait at least two hours after eating or nursing before beginning a yoga session. Loose-fitting clothes are recommended so as not to restrict the child’s movements in any of the postures or breathing practices. For infants, a folded quilt, soft blanket, or fluffy towel can serve as a mat for yoga practice. Always have a change of diapers close by. For maximum benefit, try to follow the proper sequence in each of the yoga routines.

Yoga stimulates all the areas necessary for an infant's development, so you should put your mind at ease and trust in your child's innate capacity for growth and improvement. The best way to demonstrate this confidence is by giving your baby lots of love and encouragement. This will help him to develop self-confidence and trust, qualities that will help to ensure the success of this program.

 

Excerpts taken with permission from Yoga for the Special Child: A Therapeutic Approach for Infants and Children with Down Syndrome, Cerebral Palsy, and learning disabilities by Sonia Sumar, 1998, available at Barnes & Noble and other bookstores, and through the Yoga for the Special Child web site http://www.specialyoga.com.

 

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