Q: If their speech is halting or labored, it may take them more time to get through a sentence. Give them utter patience, and don't rush them to finish what they're saying. This takes the pressure off and makes them feel more at ease. Show them that you're interested in what they're saying by looking at them, and making eye contact if they're comfortable with it. Remember that they may have different listening body language than you do. If you aren't sure whether they're paying attention, watch to see if they react to what you say (e.g. giggling when you compliment them, asking questions) or just ask them. Sometimes, people with disabilities get sidelined and ignored, even with friends or family. This can be very isolating. Make time to include and listen to them, so they know someone cares about what they have to say. Ask questions about what they think, and take time to listen to what they say, even if you have to ask them to repeat themselves. Validate their feelings to help them feel cared about and understood. Due to social uncertainty, past mistreatment, or anxiety issues, some disabled people may feel scared and confused if you are angry or hostile towards them. If you're getting very upset, take some deep breaths and try saying "I need some alone time" so you can handle your emotions privately. If the disabled person does something that upsets you, communicate it calmly and clearly. Try using "I" language in the template "When you ______, I feel _____" or "Please stop ____." Take some quiet time. If you need to speak to them to address the issue, wait until you are able to handle it with a level head. They won't be able to listen well if they are scared or confused by your strong emotions. They are facing barriers beyond your comprehension, and that can make conversation difficult. It's harder for them than it is for you. Never yell at a disabled person, or blame them for their disability. If you find yourself feeling too frustrated, disengage. Go for a walk, do something else, or say "I need some alone time for a little while." If you notice that they seem distressed, ask them "Is something wrong?" and "Is there anything I can do to help?" For example, a disabled person might feel distracted by all the movement in a crowded restaurant, and prefer to eat at an outdoor table where there are less people. People can talk much better when their needs are being met. They have goals, interests, friends, (maybe) romantic relationships, boundaries, and preferences. They're regular people. Even if they look or act a little different, they're similar to you and other people in many ways. Ask about their interests and favorite activities, and look for similarities to what you like. You may share more favorite things than you think!
A: Let the pace slow down as needed. Use open body language. Take time to listen closely to them. Speak clearly and calmly to them if they're doing something that bothers you. Be patient. Accommodate their needs. Remember that disabled people are still people. Look for what you have in common with them.

Article: When you begin a large project, you must steel yourself for what often adds up to hours of work. Besides the initial programming process, you will have to painstakingly examine every dash and apostrophe during your debugging process. Programming can be difficult, but by committing yourself at the outset to seeing your project through to the end, you'll be able to complete it. Push yourself to get your programming right. Use short mantras or phrases to encourage yourself. For instance, tell yourself, "Failure is not an option" or "I will do what it takes to succeed." Programmers engage in time-intensive work. To think like a programmer, avoid losing your patience or giving up in despair. Cultivating patience will help you stick to what you're doing and help you avoid sloppy programming. For instance, when you're frustrated with your programming or other activity, get up and take a walk. Sometimes getting some fresh air or having even a brief change of scenery can help you decompress and approach your task with renewed energy. Breathe in and out slowly. Close your eyes and breathe in through your nose for three seconds. Breathe out slowly through your mouth for five seconds. Successful programmers will learn to look at a challenging piece of code or a difficult programming project as an opportunity to learn and grow. Instead of allowing yourself to be tortured by a challenge or difficult experience, try to enjoy it. When you're stuck on a programming challenge, try to think about it as a puzzle to be solved, rather than as an impossible, painful chore. If you've done a great job programming something, pause to congratulate yourself and take pride in your work. Programming is always done in the service of some larger goal. Software programming is intended to make great software. Computer programming is meant to create a functional computer. But it can be easy to fall into the trap of trying to make your programming so fluid and beautiful that you only stop when it's perfect, not when it's usable. Always program with high standards for both function and form, but learn to recognize when you've programmed something that is functionally complete. Thinking like a programmer means getting your task or project done, and not necessarily getting it done in the prettiest possible way. Don't make great work the enemy of good work.
Question: What is a summary of what this article is about?
Be persistent. Be patient. Reframe how you think about challenges. Keep your eye on the big picture.

Problem: Article: To draw a straight line without a ruler, just draw a starting and ending dot for the horizontal line. Then place your pencil on the starting dot and keep your eye on the ending dot as you draw a straight line toward it. This line can be just a few inches or centimeters long. The diagonal line on the left side should be opening up toward the left, and the diagonal line on the right side should be opening up toward the right. You can think of each of these lines forming a 120 degree angle with the horizontal line. They should create a mirror-image of the first two diagonal lines. The line on the bottom left should look like a reflection of the line on the top left, and the line on the bottom right should look like a reflection of the line on the top right. While the top lines were moving outward from the top horizontal line, the bottom lines should move inward from the bottom edges of the top lines, toward the space where the base will be. This will form the base of the hexagon. It should ideally be parallel to the top horizontal line. This will complete your hexagon.
Summary: Draw a horizontal line. Draw two diagonal lines from the ends of the horizontal line. Draw two more diagonal lines moving inward from the bottom edges of the first two diagonal lines. Draw another horizontal line connecting the two bottom lines.

Q: Ask your child's school for information on any community programs that are distributing free school supplies. Typically this is requires a family to already be identified as low-income. However, even if you do not qualify for some reason, school staff may be able to point you to resources for the community in general. Teachers are usually aware that for some families, school supplies are a real financial hardship. He or she can often help you out--but only if you speak up. For example, faculty in schools often have "lost and found" items put aside from last year for those in need. Or even donations from different organizations. Teachers will often have an extra supply of items for students. A savvy middle school math teacher will have multiple calculators squirreled away for kids who do not have access to one. Many teachers in the United States pay for school supplies from their own pockets, often because they know some families simply cannot afford to. These organizations collect overstocked donations from businesses and redistribute them to nonprofit organizations, like schools.
A:
Inquire about help with school supplies if you're low income. Try talking to the teacher. Talk to your school principal about the school joining the National Association for the Exchange of Industrial Resources (USA) or a similar organization in your country.