| Celiac disease in children can be very | | | | In the Kitchen |
| overwhelming. There are several first steps that | | | | Cooking and shopping creates independence. |
| you can take when your child is first diagnosed | | | | Investing in a toaster oven that will be used for |
| with celiac disease that can make things so much | | | | gluten free products only is a great idea since you |
| easier! | | | | will lessen the chance of cross contamination. Be |
| Join a support group, as it can be an absolute | | | | sure to wipe down the counter tops when |
| lifeline. By interacting with other parents of children | | | | switching back and forth between foods. |
| with celiac disease you won't feel so alone. | | | | Encourage your child to help you with grocery |
| Members can offer you coping strategies as well | | | | shopping if they are old enough, ask him/her to |
| as tips on resources. There are also some great | | | | help you in making out the shopping list. Then |
| groups that are for families. Parents are able to | | | | when you are at the grocery store you can ask |
| exchange ideas and concerns (since parents find | | | | him or her to figure out whether certain foods |
| that celiac disease in children is easier to cope with | | | | contain gluten or not. Involving your celiac child in |
| when they have the support of others dealing | | | | the kitchen and at the grocery store is a great |
| with the same issues). In the meantime the | | | | way to teach about proper food preparation, as |
| children get to play and enjoy goodies with others | | | | well as teaching him/her how to take control of |
| like them. | | | | their diet. They will feel empowered since they |
| Consult with a dietitian (there are dietitians who | | | | can take care of themselves! Most of your childs |
| specialize in celiac disease in children) who can help | | | | favorite foods can be converted into a gluten |
| teach you and your child how to follow a gluten | | | | free recipe (pizza, cookies, brownies, mac and |
| free diet. It is also important to remember that | | | | cheese). Early involvement like this will teach your |
| children, by nature, adjust more easily than an | | | | celiac kid that he or she can take control of his or |
| adult receiving the same diagnosis! | | | | her life! |
| Celiac Disease in Children of School Age | | | | Be sure to educate all the adults in child's life, |
| School does not have to be scary! | | | | caregivers, grandparents, parents of friends etc. |
| Visit your child's school, meet with the dietitian and | | | | They all need to understand, not just celiac |
| school nurse. Provide a letter from your child's | | | | disease in children, but the restrictions that come |
| physician explaining the diagnosis and restrictions | | | | along with it. |
| of celiac disease. Give them a list of acceptable | | | | You Can Have Your Cake and Eat it Too! |
| foods. Make sure that the principal, teachers, and | | | | Life with celiac disease doesn't have to be |
| front office all have copies of the letter and list. | | | | restricted. |
| Also provide copies for the substitute teacher file | | | | Just because your child is diagnosed does not |
| (if you are able to, send a letter home with your | | | | mean he or she can't have fun too! There are |
| child's classmates). You can also send a stash of | | | | camps that cater to celiac children all over the |
| gluten free desserts to the classroom (you never | | | | country. Some are weekend camps that include |
| know when a celebration might pop up). Your child | | | | the whole family, others are just for celiac kids. |
| will really appreciate being able to celebrate | | | | The wonderful thing about these camps is that |
| birthdays and eat cookies or cupcakes. | | | | there are no restrictions on food! Make sure you |
| If your child is comfortable with it, you may want | | | | click the link below to get a free list of gluten free |
| to go give a talk to the classroom about celiac | | | | summer camps and recipes. |
| disease in children. | | | | |