Building A Sharing Circle of Support
by Suzanne Swanton
A Sharing Circle of Support is Continuity Care’s model of a support network. The goal of a Sharing Circle is to build friendships and create connections in the community for people with intellectual disabilities. Suzanne will provide practical information about how to develop and maintain a Sharing Circle for your family member or individuals that you are supporting. Perspectives will be shared by those who participate in existing circles. Suzanne will provide details about the new Sharing Circle of Support Program, including the Facilitator and Tool Kit options that are now available.
Thursday
December 9th, 2010
7:00 - 9:00pm
LOCATION: All sessions will be held at 120 Maryland Street (at Westminster)
REGISTRATION: Please register in advance by calling 779-1679 to ensure there is space for everyone. It is also helpful for us to know who is attending in case there is a cancellation.
COST: Non-members - $10 (per family)
Continuity Care Members – FREE
1 year Family Membership - $20
Sunday, December 5, 2010
Tuesday, November 30, 2010
Nov 30th meeting
with Anne Kresta has been cancelled and we will re-schedule for the spring. Give thanks to mother nature and her wonderful blustery snow :)
have a Merry Christmas and we will hopefully see you at the next meeting with David D, Jan 11, 2011.
have a Merry Christmas and we will hopefully see you at the next meeting with David D, Jan 11, 2011.
Tuesday, November 16, 2010
CTV Winnipeg Nov 16 2010 - Inclusion in MB Schools
Debate surfaces over policy of inclusion in Manitoba schools
Under a mandated policy of inclusion in Manitoba, children with special needs are taught in classrooms with other children.
Some say the policy benefits children, while others question whether students are getting the assistance they need.
Amanda Manness is a teacher at Lord Roberts School. She supports the policy of inclusion.
"I think it benefits all the students because they learn to accept others for who they are," says Manness.
Monique St. Germain's son Dylan has autism and he is in one of Manness' classes.
"He takes a little bit to process things. So when you talk to him, sometimes you have to wait a few seconds, sometimes a little longer, to get a response," says St. Germain.
As a result, Manness has adapted her lesssons.
"We will work together and decide what he can do from the assignment -- whether it's shortening it, whether having him do a visual instead of the writing," says Manness.
But some say that doesn't benefit Dylan or other students.
John Long and Rod Clifton are two of the authors of a book called What's Wrong with Our Schools: and How We Can Fix Them.
They suggest policies of inclusion force teachers to divide their attention, which may prevent scholastic achievement.
"The children who otherwise are quite gifted…they're not going to be well-served under a strategy in which attention is focused always in the middle or at the bottom," says John Long.
They said it doesn't make sense to teach people with vastly different abilities all in the same class.
Clifton and Long said some children should instead be put in segregated classes.
"A severely handicapped child would be best served by a specialized environment," says Long.
Monique St. Germain said that may be true from a strictly academic perspective, but adds other matters come into play for students like her son Dylan.
"He has to be a whole person. It's not just about academics. It's also about making friends. It's also about being around and being able to function in society," says St. Germain.
School officials also say children need to learn about living in a world filled with diversity.
"We…certainly don't want to create a community where we only accept those who are just like us," said Julie Millar, director of student support services at the Winnipeg School Division.
- with a report from CTV's Jon Hendricks
Under a mandated policy of inclusion in Manitoba, children with special needs are taught in classrooms with other children.
Some say the policy benefits children, while others question whether students are getting the assistance they need.
Amanda Manness is a teacher at Lord Roberts School. She supports the policy of inclusion.
"I think it benefits all the students because they learn to accept others for who they are," says Manness.
Monique St. Germain's son Dylan has autism and he is in one of Manness' classes.
"He takes a little bit to process things. So when you talk to him, sometimes you have to wait a few seconds, sometimes a little longer, to get a response," says St. Germain.
As a result, Manness has adapted her lesssons.
"We will work together and decide what he can do from the assignment -- whether it's shortening it, whether having him do a visual instead of the writing," says Manness.
But some say that doesn't benefit Dylan or other students.
John Long and Rod Clifton are two of the authors of a book called What's Wrong with Our Schools: and How We Can Fix Them.
They suggest policies of inclusion force teachers to divide their attention, which may prevent scholastic achievement.
"The children who otherwise are quite gifted…they're not going to be well-served under a strategy in which attention is focused always in the middle or at the bottom," says John Long.
They said it doesn't make sense to teach people with vastly different abilities all in the same class.
Clifton and Long said some children should instead be put in segregated classes.
"A severely handicapped child would be best served by a specialized environment," says Long.
Monique St. Germain said that may be true from a strictly academic perspective, but adds other matters come into play for students like her son Dylan.
"He has to be a whole person. It's not just about academics. It's also about making friends. It's also about being around and being able to function in society," says St. Germain.
School officials also say children need to learn about living in a world filled with diversity.
"We…certainly don't want to create a community where we only accept those who are just like us," said Julie Millar, director of student support services at the Winnipeg School Division.
- with a report from CTV's Jon Hendricks
Thursday, November 11, 2010
Friday, November 5, 2010
Nov 4 -Connect with Mark Kelley
Julian Seguin, 13, talks about living with Asperger's syndrome, a form of autism
{watch video}
Temple Grandin, one of Time magazine's 100 most influential people of 2010, talks to the CBC's Mark Kelley about how she has learned to live with her autism
{watch video}
*both pages are currently having loading issues, but the sound does work
{watch video}
Temple Grandin, one of Time magazine's 100 most influential people of 2010, talks to the CBC's Mark Kelley about how she has learned to live with her autism
{watch video}
*both pages are currently having loading issues, but the sound does work
Monday, November 1, 2010
Nov 2 Meeting - Social Thinking
Meeting is tomorrow! same time same place :) 7:30 pm at the Boundary Trails Health Centre.
Our topic of Discussion: Social Thinking By Michelle Garcia Winner
What is Social Thinking?
Social Thinking® is required prior to the development of social skills. Successful social thinkers consider the points of view, emotions, thoughts, beliefs, prior knowledge and intentions of others (this is often called perspective-taking - considering the perspectives of others). This is for most of us an intuitive process. We can determine the meanings behind the messages communicated by others and how to respond to them within milliseconds to three seconds! Social thinking occurs everywhere, when we talk, share space, walk down the street, even when we read a novel and relate to our pets. It is an intelligence that integrates information across home, work and community settings - something we usually take for granted!
In neurotypical (so-called normal-thinking) people, social thinking is hard-wired at birth and learned intuitively from infancy onward. While most of us develop our communication skills as we grow up, steadily observing and acquiring social information and learning how to respond to the people around us, many have great difficulties with this process. These difficulties with learning and applying social information is often considered a social learning disability.
to learn more about social thinking, please visit Michelle Garcia Winner's website.
Please also remember to bring back any books you have borrowed from our lending library, so that we may pass them on to our other members!
see you tomorrow!
Our topic of Discussion: Social Thinking By Michelle Garcia Winner
What is Social Thinking?
Social Thinking® is required prior to the development of social skills. Successful social thinkers consider the points of view, emotions, thoughts, beliefs, prior knowledge and intentions of others (this is often called perspective-taking - considering the perspectives of others). This is for most of us an intuitive process. We can determine the meanings behind the messages communicated by others and how to respond to them within milliseconds to three seconds! Social thinking occurs everywhere, when we talk, share space, walk down the street, even when we read a novel and relate to our pets. It is an intelligence that integrates information across home, work and community settings - something we usually take for granted!
In neurotypical (so-called normal-thinking) people, social thinking is hard-wired at birth and learned intuitively from infancy onward. While most of us develop our communication skills as we grow up, steadily observing and acquiring social information and learning how to respond to the people around us, many have great difficulties with this process. These difficulties with learning and applying social information is often considered a social learning disability.
to learn more about social thinking, please visit Michelle Garcia Winner's website.
Please also remember to bring back any books you have borrowed from our lending library, so that we may pass them on to our other members!
see you tomorrow!
Thank you to our Volunteers & Sponsors!
The basket donated from Floral Scents in Morden was won by Isabelle C from Morden.
The stoneware bake pan & pizza server donated by Cheryl Peters for Pampered Chef was won by Agnes C from Winnipeg
The metal art donated by Linda Rempel and the 8x8 digital scrapbook donated by Michelle C was won by Robyn G of Greysville* the $40.00 gift certificate donated by Town 'n' Country Grooming and the $30.00 gift certificate donated by Colors was won by Julie H of Darlingford.
Thank you to everyone who donated to our raffle and to those who purchased tickets. We truly appreciate your support! With the money that was raised, we will be purchasing a some more books to add to our lending library.
Sunday, October 24, 2010
IEP's
This is the time of year when we, as parents, make the trip to the school or division office to formulate a plan called the IEP - Individual Educational Plans for our child/ren. People at the table to discuss this plan varies from divisions; but generally it is the principal, the resource teacher, the teacher of your child, a division representative and yourself, the parents. Sometimes the speech & language teacher, school psychologist, Occupational Therapists, your child's educational assistant, even a daycare provider [if your child goes to daycare], and your child care worker can participate.
According to the IEP handbook, there are 3 teams to help in the making and implementing of an IEP.
1- Core Team: the Student, Parents, & the Classroom Teacher
2- In-School Team: Principal, Special Education Teacher, School Counsellor, Resource Teacher
3- School Support Team: Mental Health Professionals, Community Resources Personnel, Child and/or Adult Support Services, Personnel Health Professionals, Clinicians, Therapists & Consultants
So when you sit down the next time to do your child's IEP, look around the table; is everyone there that should be there? If not, ask where they are, or if you feel someone should be there, contact your Resource teacher or division office ahead of time and let them know of that person who you feel should be there. Because it doesn't hurt to ask? And remember, everyone at the table is there to help your child, so be honest, because you are the one who knows your child best! You are their best advocate!
NOVEMBER 30th @ 6:30, *weather pending* Anne Kresta from Community Living will be joining us once again, to discuss IEP's. Please remember IEP's are not just for Autisic children, it is for any child who needs modifications to his/her educational plan! So please feel free to join us at the Boundary Trails Health Centre
According to the IEP handbook, there are 3 teams to help in the making and implementing of an IEP.
1- Core Team: the Student, Parents, & the Classroom Teacher
2- In-School Team: Principal, Special Education Teacher, School Counsellor, Resource Teacher
3- School Support Team: Mental Health Professionals, Community Resources Personnel, Child and/or Adult Support Services, Personnel Health Professionals, Clinicians, Therapists & Consultants
So when you sit down the next time to do your child's IEP, look around the table; is everyone there that should be there? If not, ask where they are, or if you feel someone should be there, contact your Resource teacher or division office ahead of time and let them know of that person who you feel should be there. Because it doesn't hurt to ask? And remember, everyone at the table is there to help your child, so be honest, because you are the one who knows your child best! You are their best advocate!
NOVEMBER 30th @ 6:30, *weather pending* Anne Kresta from Community Living will be joining us once again, to discuss IEP's. Please remember IEP's are not just for Autisic children, it is for any child who needs modifications to his/her educational plan! So please feel free to join us at the Boundary Trails Health Centre
Friday, October 15, 2010
Winkler Wal Mart
We will be there for an information session from 10-2 on Oct 16 2010. There will be raffle tickets for sale. prizes?
Prize #1
* $100.00 gift basket from Floral Scents
Prize #2
* $40.00 gift basket from Cheryl Peters for Pampered Chef
Prize #3
* $40.00 gift certificate to Town 'n' Country Grooming
* $30.00 gift certificate to Colors
Prize #4
* $80.00 20 page custom 8" x 8" digital scrapbook
* Metal Art from Linda Rempel
Thank you to everyone who donated! and thank you to Winkler Wal Mart for allowing us to share our information with the Pembina Valley.
Prize #1
* $100.00 gift basket from Floral Scents
Prize #2
* $40.00 gift basket from Cheryl Peters for Pampered Chef
Prize #3
* $40.00 gift certificate to Town 'n' Country Grooming
* $30.00 gift certificate to Colors
Prize #4
* $80.00 20 page custom 8" x 8" digital scrapbook
* Metal Art from Linda Rempel
Thank you to everyone who donated! and thank you to Winkler Wal Mart for allowing us to share our information with the Pembina Valley.
Tuesday, October 5, 2010
Altogether Strong 2010 -Asperger Manitoba Inc
Brochure
Poster
Thursday, November 4th
9:00 am to 4:30 pm
Centro Caboto
1055 Wilkes Avenue
with Keynote Presenters:
Dr. Jonathan A. Weiss
“Supporting Youth with Asperger Syndrome or Autism Spectrum Disorder who are being Bullied: Student, Family, and School Strategies”
Lewena Bayer
“That’s Just Plain Rude! Modern Guidelines for Civility at Work Dealing with Bullying in the Workplace”
Next Year: Tony Attwood October 5, 2011
Poster
Thursday, November 4th
9:00 am to 4:30 pm
Centro Caboto
1055 Wilkes Avenue
with Keynote Presenters:
Dr. Jonathan A. Weiss
“Supporting Youth with Asperger Syndrome or Autism Spectrum Disorder who are being Bullied: Student, Family, and School Strategies”
Lewena Bayer
“That’s Just Plain Rude! Modern Guidelines for Civility at Work Dealing with Bullying in the Workplace”
Next Year: Tony Attwood October 5, 2011
Sunday, October 3, 2010
Meeting! this tuesday!! Oct 5th
Are you back to your routine now that the kids are in school? We sure are! Some days are good and some days ...not so good! Transitions can be so much fun! Come and join us this Tuesday at the Boundary Trails Health Centre @ 7:30 pm in the meeting room..share your stories from the summer and the back to shccol process. Share the good and the bad, and maybe one of us can help you out! or vice versa, maybe YOU can help us. That's what we are all about, helping each other. See you Tuesday!ps. I will bring the books that we purchased with the donation from Monarch Industries.
Sunday, September 12, 2010
Mason Alert
The Mason Alert is a petition to be created, like the "Amber Alert", but for autistic children.
from their website:
We want the Mason Alert to immediately provide authorities with the following:
-A current picture of the child.
-Child's address and Contact information.
-Their facinations: i.e. railroads, small spaces, water
-Locations of all nearby hazards such as tracks, pools, ponds, abandoned houses, busy intersections.
-Notify if the child is verbal or nonverbal. This is very important, because when we search for someone, we tend to stand in one place and shout the person's name. A nonverbal child won't respond to this AT ALL. When I arrived home, the police were shouting Mason's name. I could have been standing right beside him, shouting his name and not gotten a response.
-How the child reacts under stress. i.e. do they hide, do they run, do they fight, do they shut down and just stand still.
-And finally, how to approach the child and who needs to approach the child. In some instances, authorities will just have to immediately react if the child is in immediate danger, but in other instances, it might be better to wait for a parent or caregiver, and taking this step might help eliminate danger.
from their website:
We want the Mason Alert to immediately provide authorities with the following:
-A current picture of the child.
-Child's address and Contact information.
-Their facinations: i.e. railroads, small spaces, water
-Locations of all nearby hazards such as tracks, pools, ponds, abandoned houses, busy intersections.
-Notify if the child is verbal or nonverbal. This is very important, because when we search for someone, we tend to stand in one place and shout the person's name. A nonverbal child won't respond to this AT ALL. When I arrived home, the police were shouting Mason's name. I could have been standing right beside him, shouting his name and not gotten a response.
-How the child reacts under stress. i.e. do they hide, do they run, do they fight, do they shut down and just stand still.
-And finally, how to approach the child and who needs to approach the child. In some instances, authorities will just have to immediately react if the child is in immediate danger, but in other instances, it might be better to wait for a parent or caregiver, and taking this step might help eliminate danger.
Wednesday, September 8, 2010
Tuesday, September 7, 2010
Tuesday, August 24, 2010
Getting Ready for School by Paula Kluth
For many learners with autism, transitions are the toughest part of schooling. Moving from classroom to classroom or teacher to teacher can be stressful enough, but moving from building to building is almost always a process filled with anxiety and trepidation. These strategies are designed to prepare the learner with autism for a new school or a new schooling experience (e.g., an inclusive classroom) and can be used days or months before the student arrives in the inclusive school or classroom. These strategies can also be used throughout the school year.
School Preview
Many students with autism will profit from seeing, experiencing, and learning about the school before they show up on the first day. This is an effective strategy for students who are changing schools or for those who will be going to a certain classroom for the first time. A student can pre-view the school using many different tools. Some learners might appreciate a videotape of the school and its rooms, complete with short interviews with his new teachers (e.g., “Hi, I'm Ms. Thiel and I'm going to be your fifth-grade teacher. This year you will study the fifty states, long division, and biology.). Other students like to tour the school themselves and meet teachers face to face before school officially starts. Still others may want to hear siblings, parents, or friends tell them about the school. Students may also be interested in reviewing brochures of the school, school newsletters from the previous year, and/or the school's website (if one exists).
Surveys
Before the year begins or during the first few days of school, many teachers ask students and their families to complete a survey. The purpose of this tool is to help the teacher become more personally acquainted with students and to make an immediate connection with families. Some teachers may choose to administer different surveys to students and parents while other teachers may design a survey that families and students complete together. While a survey would undoubtedly help a teacher learn more about his student with autism, many teachers choose to use surveys with every student in the class.
When considering using a survey, teachers will want to focus on learning styles, interests, needs, strengths or even on student ideas for the classroom. Although questions will vary by age group, possible questions include:
• How do you learn best?
• What hobbies do you have?
• What scares or upsets you?
• What kind of expertise do you have (e.g., skateboarding, karate, collecting bugs, drawing)?
• What do you need to be comfortable in my classroom?
• What do you want to learn this year?
• What is your least favorite part of the school day?
• What is your favorite part of the school day?
If one or more students cannot write, the teacher, parent or support person can allow learners to submit visual surveys. Students might draw pictures, create a collage, or submit photographs, a videotape or audiotape in response to the survey questions.
Routines and Schedules
Some students will profit from the development and implementation of written schedules, picture calendars, or the use of a daily planner. As one of my former students explained to me: “School is very stimulating and a lot of noises and disorganization for me. So I need to get used to new places and have a schedule”. Teachers should talk often to students about how time will be used in the classroom. They should also try to give students with autism as much warning as possible when they are going to alter the class schedule or when a substitute will be teaching the class.
All students in a given classroom may benefit from knowing more about the schedule. Having information about what content will be taught and what activities will take place in any given day or week can help any student become a better planner and time manager. Teachers can make going over the daily schedule a regular part of the daily routine in any classroom; even taking a few seconds to review this information can make a difference in the learning of some students.
Personal Portfolio
Students who have unique needs and abilities may want to introduce themselves to a teacher through the use of a portfolio. Portfolios may include photographs, artwork, writing or schoolwork samples, lists of favorite things, or even video or audiotapes.
A portfolio can be an especially helpful tool for students who do not speak or use a reliable communication system. I worked with one young man, J.D., to assemble a portfolio he would use as he transitioned from high school to the work place. This young man did not speak and those who met him for the first time often struggled to connect with him. When his teachers first accompanied him to his new school, J.D.'s peers began asking them questions about him: Did he understand them? Did he have any interests? Why did he flap his arms like that?
The teachers decided that J.D. needed a way to represent himself so that they didn't need to serve as his voice and liaison. In order to facilitate this process the teachers worked with J.D. to create a portfolio that he could use to introduce himself to new people and to interact with those he already knew. J.D.'s portfolio included:
• Four pages of photographs (J.D. with family and friends; snapshots of him playing soccer at a community park; J.D. working with peers on a biology experiment, vacation photos from the Rock and Roll Museum in Ohio)
• A short “resume” outlining some of the classes he took in middle school
• A list of his favorite movies and compact discs
• A “Learning About Autism” pamphlet J.D. got at a conference
• A glossy picture of the Green Bay Packers, J.D.'s favorite football team
Portfolios can be in paper, audio, or video form, formal or informal, a few pages or dozens of pages, include only current information and artifacts or serve as a cumulative record of the student's life. One student I know keeps his formal portfolio at home and carries a four-page paper condensed copy with him at all times.
Plan in Reverse
Planning in reverse is most useful when working with students who need the most unique supports. Planning in reverse means looking first at “what works” and building from there, instead of looking at typical school day and asking “How will he fit in to the day or schedule as it exists?” We should think of the student's strengths, preferences, and abilities and build from there. Upon beginning the process of planning backwards first ask yourself:
• In what contexts, school situations or setting is the student successful?
• When does the student perform well?
• What opportunities does the student have to present their knowledge or understanding of age appropriate curricular materials?
• When does the student successfully interact with peers in natural, meaningful ways?
I first used the planning backwards strategy with a student named Andee. Andee was in first grade and when he came to be my student, he had never before been in a general education classroom? The adjustment to a new school seemed challenging for Andee. He didn't seem to feel comfortable sitting in his desk and needed a lot of movement throughout the day. On several occasions, he bolted from his classroom, opened the outside door, ran to the swing set on the playground, and rocked himself back and forth on his favorite swing. While we attempted to gently introduce him to the other students and show him the neat learning materials his classmates were using but he was not able to remain in his classroom for more than eight or nine minutes at a time.
Instead of forcing Andee to sit in his desk and manipulate materials like the other students, we sat down with his daily schedule and considered how we could plan his day in a way that would make him feel secure and help him to learn. Instead of starting with the schedule of the first graders, we started planning with Andee's strengths and preferences in mind. We know he needed movement and, therefore, was delighted every Monday when his class went to physical education class. We also knew that he loved music and the music teacher and that he had experienced success with her. Clearly Andee also needed playground time; he seemed to depend on his swing for daily doses of “reorganizing”.
With all of this information in mind, we started planning for him while considering the activities where he experienced success. We consulted with the physical education teacher and he agreed that Andee could come to physical education with every first-grade class. Then we contacted the music teacher and she agreed that Andee could come to music with all of the first grade classes. While Andee had to miss some second-grade content in order to attend these extra classes, his team agreed that since Andee was still being included with peers, this adapatation to his schedule was acceptable. He was still receiving instruction appropriate for a second-grader and getting more opportunities to practice skills needed in music education. We also agreed that Andee should get some extended recess time, so he was allowed to leave lunch early with a few friends to join the kindergarten classes for their recess. Andee and his friends served as “play leaders” for the younger students introducing them to new games and helping students play cooperatively with each other.
While it was our goal to slowly increase the time Andee was spending participating in the traditional schedule of the first grade class as a team we realized that this would take time and our goal was to find a schedule and routine where Andee would be successful. The increased movement he experienced in P.E. as well as the extra time in music class allowed Andee to develop routine success throughout his school day. As a team we decided that over the course of the school year we would work to make sure Andee spent an increased amount of time he spent with his first-grade class but that this would be done carefully so that Andee would continue to have opportunities to experience success at school while he learned new skills and explored new environments.
Please check out Paula's website, there is a lot more that you may find valuable!
School Preview
Many students with autism will profit from seeing, experiencing, and learning about the school before they show up on the first day. This is an effective strategy for students who are changing schools or for those who will be going to a certain classroom for the first time. A student can pre-view the school using many different tools. Some learners might appreciate a videotape of the school and its rooms, complete with short interviews with his new teachers (e.g., “Hi, I'm Ms. Thiel and I'm going to be your fifth-grade teacher. This year you will study the fifty states, long division, and biology.). Other students like to tour the school themselves and meet teachers face to face before school officially starts. Still others may want to hear siblings, parents, or friends tell them about the school. Students may also be interested in reviewing brochures of the school, school newsletters from the previous year, and/or the school's website (if one exists).
Surveys
Before the year begins or during the first few days of school, many teachers ask students and their families to complete a survey. The purpose of this tool is to help the teacher become more personally acquainted with students and to make an immediate connection with families. Some teachers may choose to administer different surveys to students and parents while other teachers may design a survey that families and students complete together. While a survey would undoubtedly help a teacher learn more about his student with autism, many teachers choose to use surveys with every student in the class.
When considering using a survey, teachers will want to focus on learning styles, interests, needs, strengths or even on student ideas for the classroom. Although questions will vary by age group, possible questions include:
• How do you learn best?
• What hobbies do you have?
• What scares or upsets you?
• What kind of expertise do you have (e.g., skateboarding, karate, collecting bugs, drawing)?
• What do you need to be comfortable in my classroom?
• What do you want to learn this year?
• What is your least favorite part of the school day?
• What is your favorite part of the school day?
If one or more students cannot write, the teacher, parent or support person can allow learners to submit visual surveys. Students might draw pictures, create a collage, or submit photographs, a videotape or audiotape in response to the survey questions.
Routines and Schedules
Some students will profit from the development and implementation of written schedules, picture calendars, or the use of a daily planner. As one of my former students explained to me: “School is very stimulating and a lot of noises and disorganization for me. So I need to get used to new places and have a schedule”. Teachers should talk often to students about how time will be used in the classroom. They should also try to give students with autism as much warning as possible when they are going to alter the class schedule or when a substitute will be teaching the class.
All students in a given classroom may benefit from knowing more about the schedule. Having information about what content will be taught and what activities will take place in any given day or week can help any student become a better planner and time manager. Teachers can make going over the daily schedule a regular part of the daily routine in any classroom; even taking a few seconds to review this information can make a difference in the learning of some students.
Personal Portfolio
Students who have unique needs and abilities may want to introduce themselves to a teacher through the use of a portfolio. Portfolios may include photographs, artwork, writing or schoolwork samples, lists of favorite things, or even video or audiotapes.
A portfolio can be an especially helpful tool for students who do not speak or use a reliable communication system. I worked with one young man, J.D., to assemble a portfolio he would use as he transitioned from high school to the work place. This young man did not speak and those who met him for the first time often struggled to connect with him. When his teachers first accompanied him to his new school, J.D.'s peers began asking them questions about him: Did he understand them? Did he have any interests? Why did he flap his arms like that?
The teachers decided that J.D. needed a way to represent himself so that they didn't need to serve as his voice and liaison. In order to facilitate this process the teachers worked with J.D. to create a portfolio that he could use to introduce himself to new people and to interact with those he already knew. J.D.'s portfolio included:
• Four pages of photographs (J.D. with family and friends; snapshots of him playing soccer at a community park; J.D. working with peers on a biology experiment, vacation photos from the Rock and Roll Museum in Ohio)
• A short “resume” outlining some of the classes he took in middle school
• A list of his favorite movies and compact discs
• A “Learning About Autism” pamphlet J.D. got at a conference
• A glossy picture of the Green Bay Packers, J.D.'s favorite football team
Portfolios can be in paper, audio, or video form, formal or informal, a few pages or dozens of pages, include only current information and artifacts or serve as a cumulative record of the student's life. One student I know keeps his formal portfolio at home and carries a four-page paper condensed copy with him at all times.
Plan in Reverse
Planning in reverse is most useful when working with students who need the most unique supports. Planning in reverse means looking first at “what works” and building from there, instead of looking at typical school day and asking “How will he fit in to the day or schedule as it exists?” We should think of the student's strengths, preferences, and abilities and build from there. Upon beginning the process of planning backwards first ask yourself:
• In what contexts, school situations or setting is the student successful?
• When does the student perform well?
• What opportunities does the student have to present their knowledge or understanding of age appropriate curricular materials?
• When does the student successfully interact with peers in natural, meaningful ways?
I first used the planning backwards strategy with a student named Andee. Andee was in first grade and when he came to be my student, he had never before been in a general education classroom? The adjustment to a new school seemed challenging for Andee. He didn't seem to feel comfortable sitting in his desk and needed a lot of movement throughout the day. On several occasions, he bolted from his classroom, opened the outside door, ran to the swing set on the playground, and rocked himself back and forth on his favorite swing. While we attempted to gently introduce him to the other students and show him the neat learning materials his classmates were using but he was not able to remain in his classroom for more than eight or nine minutes at a time.
Instead of forcing Andee to sit in his desk and manipulate materials like the other students, we sat down with his daily schedule and considered how we could plan his day in a way that would make him feel secure and help him to learn. Instead of starting with the schedule of the first graders, we started planning with Andee's strengths and preferences in mind. We know he needed movement and, therefore, was delighted every Monday when his class went to physical education class. We also knew that he loved music and the music teacher and that he had experienced success with her. Clearly Andee also needed playground time; he seemed to depend on his swing for daily doses of “reorganizing”.
With all of this information in mind, we started planning for him while considering the activities where he experienced success. We consulted with the physical education teacher and he agreed that Andee could come to physical education with every first-grade class. Then we contacted the music teacher and she agreed that Andee could come to music with all of the first grade classes. While Andee had to miss some second-grade content in order to attend these extra classes, his team agreed that since Andee was still being included with peers, this adapatation to his schedule was acceptable. He was still receiving instruction appropriate for a second-grader and getting more opportunities to practice skills needed in music education. We also agreed that Andee should get some extended recess time, so he was allowed to leave lunch early with a few friends to join the kindergarten classes for their recess. Andee and his friends served as “play leaders” for the younger students introducing them to new games and helping students play cooperatively with each other.
While it was our goal to slowly increase the time Andee was spending participating in the traditional schedule of the first grade class as a team we realized that this would take time and our goal was to find a schedule and routine where Andee would be successful. The increased movement he experienced in P.E. as well as the extra time in music class allowed Andee to develop routine success throughout his school day. As a team we decided that over the course of the school year we would work to make sure Andee spent an increased amount of time he spent with his first-grade class but that this would be done carefully so that Andee would continue to have opportunities to experience success at school while he learned new skills and explored new environments.
Please check out Paula's website, there is a lot more that you may find valuable!
Friday, July 16, 2010
New Books
Thank you to Monarch Industries in Winkler for their generous donation to purchase some new books for our lending library.
Please see our lending library section for the updated titles!
Also, if you are a member of our public library, SCR, they have recently aquired a few new books as well on Autism!
Thursday, July 8, 2010
Help create a better world for children with disabilities!
About Filmpossible!!
Help create a better world for children with disabilities!
Holland Bloorview believes in a world of possibility for kids with disability. They are calling on Canadians* across a spectrum of ages and abilities to create short videos – under two minutes long -- with the theme “bringing visibility to disability”. Six great prizes will be given away, including a first prize of $5000 cash. (other prizes)
The public will vote for their favourite videos. Videos will also be reviewed by a panel of celebrity judges. Six finalists will be selected -- three by the jury and three by the public. Winners will be determined by a final round of online public voting.
They are looking for your creative twist on bringing visibility to disability! Your videos could:
•Shatter myths
•Demonstrate inclusion
•Tell a story
•Show changes we can make
Requirements:
•You must be a resident of Canada. (We regret that the contest is not open to residents of Quebec.)
•If you are under 18, you need a parent or guardian’s knowledge and consent to enter.
•Videos must be no longer than two minutes.
•You may use any kind of camera, including cell phone cameras.
•Incorporate the theme “bringing visibility to disability”. Judges will also evaluate creativity, emotional impact, film quality, as well as subject and storyline.
•Videos must be original – created for this contest.
•Anyone who is identifiable in the video must sign a Release Form. Remember you must keep a copy of the signed release forms!
•Multiple entries are permitted – you can enter up to 5 times.
•Entries must be received by Holland Bloorview no later than August 31, 2010 11.59 p.m.
•Read and agree to the complete rules and regulations, posted here.
Please view their Contest Rules, their Language Guidelines, and About Childhood Disability.
Questions: Email them at filmpossible@hollandbloorview.ca
* some exceptions apply, see Contest Rules.
Check out their site here!
Help create a better world for children with disabilities!
Holland Bloorview believes in a world of possibility for kids with disability. They are calling on Canadians* across a spectrum of ages and abilities to create short videos – under two minutes long -- with the theme “bringing visibility to disability”. Six great prizes will be given away, including a first prize of $5000 cash. (other prizes)
The public will vote for their favourite videos. Videos will also be reviewed by a panel of celebrity judges. Six finalists will be selected -- three by the jury and three by the public. Winners will be determined by a final round of online public voting.
They are looking for your creative twist on bringing visibility to disability! Your videos could:
•Shatter myths
•Demonstrate inclusion
•Tell a story
•Show changes we can make
Requirements:
•You must be a resident of Canada. (We regret that the contest is not open to residents of Quebec.)
•If you are under 18, you need a parent or guardian’s knowledge and consent to enter.
•Videos must be no longer than two minutes.
•You may use any kind of camera, including cell phone cameras.
•Incorporate the theme “bringing visibility to disability”. Judges will also evaluate creativity, emotional impact, film quality, as well as subject and storyline.
•Videos must be original – created for this contest.
•Anyone who is identifiable in the video must sign a Release Form. Remember you must keep a copy of the signed release forms!
•Multiple entries are permitted – you can enter up to 5 times.
•Entries must be received by Holland Bloorview no later than August 31, 2010 11.59 p.m.
•Read and agree to the complete rules and regulations, posted here.
Please view their Contest Rules, their Language Guidelines, and About Childhood Disability.
Questions: Email them at filmpossible@hollandbloorview.ca
* some exceptions apply, see Contest Rules.
Check out their site here!
Monday, June 21, 2010
Living With Rain Girl And Other Under The Weather Conditions
It’s been a long journey for Ang Loeppky of Altona and her family. Loeppky officially launched her book, Living With Rain Girl And Other Under The Weather Conditions.
She says it tells the story of how she and her family have lived with and raised her daughter Hannah, who has autism. Loeppky adds writing the book has been therapeutic for her and is thankful for the different forms of support for her family through the years.
She notes her faith has also provided her with strength, noting it was and still is a decision she makes.
email us and we can give you a number to get your copy of this book!
Wednesday, June 9, 2010
telehealth cancelled
"Mb Telehealth Session June 9th is cancelled.
Unfortunately, our scheduled speaker is not available for the session on Wednesday June 9, 2010. We do not have a replacement on short notice and apologize for any inconvenience this may cause."
Autism Manitoba
Unfortunately, our scheduled speaker is not available for the session on Wednesday June 9, 2010. We do not have a replacement on short notice and apologize for any inconvenience this may cause."
Autism Manitoba
Tuesday, June 1, 2010
Disability Tax, general info
To apply for the disability tax credit, print this application (it is 12 pages) and take it to a qualified practitioner (your medical doctor, optometrist, audiologist, occupational therapist, physiotherapist, psychologist, or speech-language pathologist) have them fill out the appropriate section. Your family doctor would be the easiest. You are responsible for any fees that they may charge, but you can claim them as a medical expense. Keep a copy!!!! and send the original to the gov't and wait 4-6 weeks.
For our area, send it to:
Winnipeg Tax Centre
PO Box 14006 STN Main
Winnipeg MB R3C 0E5
They will send you a "certificate", actually, it's a letter, stating they have evaluated your case and yes you qualify, no you do not, or we need some more info. If they say "no" they will send you a letter to explain why your application was denied. Check your copy of the form against the reason given, since they base their decision on the information provided by the qualified practitioner. If they need more info, or if you have more info that may help your case send that information to the above address and they will review your file again.
You also have the right to file a formal objection to appeal the decision. Objections, however, cannot be based on a letter you received. They must be based on a notice of assessment or notice of reassessment. They send you these notices after you file an income tax return or ask for a correction to an income tax return for the year in question. There is a time limit for filing objections. You must file your objection by whichever of the following dates comes later:
one year after the due date for the return in question; or
90 days after the date of the notice of assessment or notice of reassessment for that year. {Asking your tax centre to review your file again does not extend the time limit for filing an objection.}
If you choose to file a formal objection, your file will be reviewed by the Appeals Branch. You should send either a completed Form T400A, Objection – Income Tax Act , or a letter, to the attention of:
Chief of Appeals
Sudbury Tax Services Office
1050 Notre Dame Avenue
Sudbury ON P3A 5C1
You may also file an objection electronically through their secure Web page at www.cra.gc.ca/myaccount.
For more information, read Resolving Your Dispute: Objections and Appeal Rights Under the Income Tax Act.
If your certificate says "yes", you are eligible for the Disability Tax Credit (DTC)they may have already looked at the last couple of years and "reassessed" your Canada Child Tax Benefit (CCTB) and added the Child Disability Benefit (CDB) If this is the case, they will be providing you with an adjustment refund. It will either be direct deposited or sent by mail, however you have your tax refund set up. They will then send you more letters, called "Notice of Reassessment"*. Keep these with your taxes.
They will also tell you if you want the gov't to reassess further years going back to the birth of the child for the Canada Child Tax Benefit (CCTB) & Child Disability Benefit (CDB), you will need to write them a letter requesting them to re-assess these years. This letter is typically written by the Mother, as she usually is the one who receives the Child Tax Benefit. Keep a copy of your letter.
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
You will then have to wait another 4-6 weeks, and if they do re-assess you, you will receive more Notice of Reassessments* and a further refund. Keep these with your taxes.
If you want them to reassess your TAXES, your personal income, to allow a claim for the disability amount, you will need to fill out a T1-ADJ, T1 Adjustment Request form and send it to them. You need to do ONE form for EACH year that you are requesting the gov't to re-assess. This form is typically signed by the Father, as he is usually the one to claim the children as dependants. Keep copies for yourself and then send all the forms together
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
You will then have to wait another 4-6 weeks, and if they do re-assess you, you will receive more Notice of Reassessments* and a further refund. Keep these with your taxes.
If someone is representing you, you must provide the gov't with a signed letter or a completed T1013, "Authorizing or Cancelling a Representative" which authorizes the person to request the reassessments on your behalf.
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
They will also tell you when to get another certificate form filled out or if there are any changes to let them know. Mark you calendar, they may or may not send you a reminder in 5-8 years to get this done.
They will also give you some information on Registered Disability Savings Plan (RDSP), Canada Disability Savings Grant (CDSG) and Canada Disability Savings Bond (CDSB).
Manitoba’s New Primary Caregiver Tax Credit
information
application
There is a 31 page Medical and Disability-Related Information Guide, 2009, that goes through things that you can and can not claim on your taxes.
*Please read these notices very carefully, as some parts are taxable in the year you receive the refund.
For our area, send it to:
Winnipeg Tax Centre
PO Box 14006 STN Main
Winnipeg MB R3C 0E5
They will send you a "certificate", actually, it's a letter, stating they have evaluated your case and yes you qualify, no you do not, or we need some more info. If they say "no" they will send you a letter to explain why your application was denied. Check your copy of the form against the reason given, since they base their decision on the information provided by the qualified practitioner. If they need more info, or if you have more info that may help your case send that information to the above address and they will review your file again.
You also have the right to file a formal objection to appeal the decision. Objections, however, cannot be based on a letter you received. They must be based on a notice of assessment or notice of reassessment. They send you these notices after you file an income tax return or ask for a correction to an income tax return for the year in question. There is a time limit for filing objections. You must file your objection by whichever of the following dates comes later:
one year after the due date for the return in question; or
90 days after the date of the notice of assessment or notice of reassessment for that year. {Asking your tax centre to review your file again does not extend the time limit for filing an objection.}
If you choose to file a formal objection, your file will be reviewed by the Appeals Branch. You should send either a completed Form T400A, Objection – Income Tax Act , or a letter, to the attention of:
Chief of Appeals
Sudbury Tax Services Office
1050 Notre Dame Avenue
Sudbury ON P3A 5C1
You may also file an objection electronically through their secure Web page at www.cra.gc.ca/myaccount.
For more information, read Resolving Your Dispute: Objections and Appeal Rights Under the Income Tax Act.
If your certificate says "yes", you are eligible for the Disability Tax Credit (DTC)they may have already looked at the last couple of years and "reassessed" your Canada Child Tax Benefit (CCTB) and added the Child Disability Benefit (CDB) If this is the case, they will be providing you with an adjustment refund. It will either be direct deposited or sent by mail, however you have your tax refund set up. They will then send you more letters, called "Notice of Reassessment"*. Keep these with your taxes.
They will also tell you if you want the gov't to reassess further years going back to the birth of the child for the Canada Child Tax Benefit (CCTB) & Child Disability Benefit (CDB), you will need to write them a letter requesting them to re-assess these years. This letter is typically written by the Mother, as she usually is the one who receives the Child Tax Benefit. Keep a copy of your letter.
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
You will then have to wait another 4-6 weeks, and if they do re-assess you, you will receive more Notice of Reassessments* and a further refund. Keep these with your taxes.
If you want them to reassess your TAXES, your personal income, to allow a claim for the disability amount, you will need to fill out a T1-ADJ, T1 Adjustment Request form and send it to them. You need to do ONE form for EACH year that you are requesting the gov't to re-assess. This form is typically signed by the Father, as he is usually the one to claim the children as dependants. Keep copies for yourself and then send all the forms together
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
You will then have to wait another 4-6 weeks, and if they do re-assess you, you will receive more Notice of Reassessments* and a further refund. Keep these with your taxes.
If someone is representing you, you must provide the gov't with a signed letter or a completed T1013, "Authorizing or Cancelling a Representative" which authorizes the person to request the reassessments on your behalf.
For our area, send it to:
Winnipeg Tax Centre
66 Stapon Road
Winnipeg MB R3C 3M2
They will also tell you when to get another certificate form filled out or if there are any changes to let them know. Mark you calendar, they may or may not send you a reminder in 5-8 years to get this done.
They will also give you some information on Registered Disability Savings Plan (RDSP), Canada Disability Savings Grant (CDSG) and Canada Disability Savings Bond (CDSB).
Manitoba’s New Primary Caregiver Tax Credit
information
application
There is a 31 page Medical and Disability-Related Information Guide, 2009, that goes through things that you can and can not claim on your taxes.
*Please read these notices very carefully, as some parts are taxable in the year you receive the refund.
Monday, May 31, 2010
Autism Portage group
The Autism Portage Support Group will be held on Monday, May 31st, 7pm. Christine Longford, with Child and Adolescent Mental Health, Central RHA will be presenting her session on "Depression and Anxiety in Adolescents with ASD".
Do symptoms of depression and anxiety look different in adolescents with autism spectrum disorders, compared to other teens? What are the main causes of depression and anxiety? What are some of the strategies that can be used to help ease the symptoms? What are the unique challenges and complications?
All parents, caregivers, educators and professionals are welcome to attend this session, at 20 Tupper Street North in Portage
This will be our last Autism Portage support meeting of the season.
Do symptoms of depression and anxiety look different in adolescents with autism spectrum disorders, compared to other teens? What are the main causes of depression and anxiety? What are some of the strategies that can be used to help ease the symptoms? What are the unique challenges and complications?
All parents, caregivers, educators and professionals are welcome to attend this session, at 20 Tupper Street North in Portage
This will be our last Autism Portage support meeting of the season.
Sunday, May 23, 2010
Year End Family BBQ
Come and join us for a family BBQ at Stanley Park June 19th from 5:30 to 7:30. Bring your chairs, frisbee's, bug spray, baseball gear, or just hang out on the play structure! Please RSVP at southcentralasd@gmail.com so we know how much to bring and if there are ANY food allergies/sensitivites please let us know!
This will be our wrap up to the year, and then we will start our meetings up in the fall.
Friday, May 14, 2010
Benefits of Occupational Therapy for Autism
People with autism can benefit from occupational therapy, both at home and at school. Autism is a complex developmental disorder. A person who has autism often has trouble communicating and interacting with other people. The person’s interests, activities, and play skills may be very limited.
What’s the role of occupational therapy (OT) in treating autism?
Occupational therapists study human growth and development. They are experts in social, emotional, and physiological effects of illness and injury. This knowledge helps them promote skills for independent living in people with autism.
Occupational therapists work as part of a team that includes parents, teachers, and other professionals. They help set specific goals for the person with autism. These goals often involve social interaction, behavior, and classroom performance.
Occupational therapists can help in two main ways: with evaluation and therapy.
How is occupational therapy useful for evaluation with autism?
The therapist observes children to see if they can do tasks they are expected to do at their ages. These might relate to certain self-help skills, such as getting dressed. Or they might involve knowing how to play a game. Sometimes, it helps to videotape a child during the normal course of the day. This will help the occupational therapist better assess what is needed for care. With the tape, the therapist might learn about the child’s reactions to the environment. For example the therapist might note any of the following:
-attention span and stamina
-transition to new activities
-play skills
-need for personal space
-responses to touch or other types of stimuli
-motor skills such as posture, balance, or manipulation of small objects
-aggression or other types of behaviors
-interactions between the child and caregivers
How does occupational therapy help a person with autism?
Once an occupational therapist has gathered information, he or she can develop a program for your child. There is no single ideal treatment program. But early, structured, individualized care appears to work best.
Occupational therapy may combine a variety of strategies. These can help your child respond better to his or her environment. These OT strategies include:
-physical activities, such as stringing beads or doing puzzles, to help a child develop coordination and body awareness
-play activities to help with interaction and communication
-developmental activities, such as brushing teeth and combing hair
-adaptive strategies, including coping with transitions
What are the benefits of occupational therapy for autism?
The overall goal of occupational therapy is to help the person with autism improve his or her quality of life. This includes life at home and at school. The therapist helps introduce, maintain, and improve skills. That way, people with autism can be as independent as possible.
These are some of the skills occupational therapy may foster:
-daily living skills, such as toilet training, dressing, brushing teeth, and other grooming skills
-fine motor skills required for holding objects while handwriting or cutting with scissors
-gross motor skills used for walking or riding a bike
-sitting, posture, or perceptual skills, such as telling the differences between colors, shapes, and sizes
-visual skills for reading and writing
-play, coping, self-help, problem solving, communication, and social skills
By working on these skills during occupational therapy, a child with autism may also do the following:
-develop peer and adult relationships
-learn how to focus on tasks
-learn how to delay gratification
-express feelings in more appropriate ways
-engage in play with peers
-learn how to self-regulate
What is sensory integration therapy?
You may have heard a lot about sensory integration therapy. That’s because some researchers estimate that eight out of 10 children with autism have problems processing sensory input. For example, they can’t filter out background noise. Other signs of processing issues include:
-problems with balance
-problems with body position in space
-problems with sensitivity to touch such as the feel of certain types of clothing like the seams in socks
With autism, social, behavioral, or attention problems can be partly a result of these sensory challenges. Although more research is needed, OT can help with sensory integration and some of the related behavioral problems. Research suggests sensory integration therapy is less helpful in terms of improving academic performance.
Examples of sensory integration therapy include:
-being brushed or deeply touched and massaged
-compressing elbows and knees
-swinging
-spinning on a scooter
-wearing a weighted vest
How can someone obtain OT services for autism?
You can obtain occupational therapy services either privately or at school. Public law requires schools to provide occupational therapy to those who need it. Private insurance also usually covers OT. Not sure, just ask, it won’t hurt, and besides, if YOU don’t ask, how will you ever know?
What’s the role of occupational therapy (OT) in treating autism?
Occupational therapists study human growth and development. They are experts in social, emotional, and physiological effects of illness and injury. This knowledge helps them promote skills for independent living in people with autism.
Occupational therapists work as part of a team that includes parents, teachers, and other professionals. They help set specific goals for the person with autism. These goals often involve social interaction, behavior, and classroom performance.
Occupational therapists can help in two main ways: with evaluation and therapy.
How is occupational therapy useful for evaluation with autism?
The therapist observes children to see if they can do tasks they are expected to do at their ages. These might relate to certain self-help skills, such as getting dressed. Or they might involve knowing how to play a game. Sometimes, it helps to videotape a child during the normal course of the day. This will help the occupational therapist better assess what is needed for care. With the tape, the therapist might learn about the child’s reactions to the environment. For example the therapist might note any of the following:
-attention span and stamina
-transition to new activities
-play skills
-need for personal space
-responses to touch or other types of stimuli
-motor skills such as posture, balance, or manipulation of small objects
-aggression or other types of behaviors
-interactions between the child and caregivers
How does occupational therapy help a person with autism?
Once an occupational therapist has gathered information, he or she can develop a program for your child. There is no single ideal treatment program. But early, structured, individualized care appears to work best.
Occupational therapy may combine a variety of strategies. These can help your child respond better to his or her environment. These OT strategies include:
-physical activities, such as stringing beads or doing puzzles, to help a child develop coordination and body awareness
-play activities to help with interaction and communication
-developmental activities, such as brushing teeth and combing hair
-adaptive strategies, including coping with transitions
What are the benefits of occupational therapy for autism?
The overall goal of occupational therapy is to help the person with autism improve his or her quality of life. This includes life at home and at school. The therapist helps introduce, maintain, and improve skills. That way, people with autism can be as independent as possible.
These are some of the skills occupational therapy may foster:
-daily living skills, such as toilet training, dressing, brushing teeth, and other grooming skills
-fine motor skills required for holding objects while handwriting or cutting with scissors
-gross motor skills used for walking or riding a bike
-sitting, posture, or perceptual skills, such as telling the differences between colors, shapes, and sizes
-visual skills for reading and writing
-play, coping, self-help, problem solving, communication, and social skills
By working on these skills during occupational therapy, a child with autism may also do the following:
-develop peer and adult relationships
-learn how to focus on tasks
-learn how to delay gratification
-express feelings in more appropriate ways
-engage in play with peers
-learn how to self-regulate
What is sensory integration therapy?
You may have heard a lot about sensory integration therapy. That’s because some researchers estimate that eight out of 10 children with autism have problems processing sensory input. For example, they can’t filter out background noise. Other signs of processing issues include:
-problems with balance
-problems with body position in space
-problems with sensitivity to touch such as the feel of certain types of clothing like the seams in socks
With autism, social, behavioral, or attention problems can be partly a result of these sensory challenges. Although more research is needed, OT can help with sensory integration and some of the related behavioral problems. Research suggests sensory integration therapy is less helpful in terms of improving academic performance.
Examples of sensory integration therapy include:
-being brushed or deeply touched and massaged
-compressing elbows and knees
-swinging
-spinning on a scooter
-wearing a weighted vest
How can someone obtain OT services for autism?
You can obtain occupational therapy services either privately or at school. Public law requires schools to provide occupational therapy to those who need it. Private insurance also usually covers OT. Not sure, just ask, it won’t hurt, and besides, if YOU don’t ask, how will you ever know?
Thursday, May 13, 2010
No Child Without
The Canadian MedicAlert® Foundation is a charitable organization which is the leading provider of emergency medical information services linked to customized medical bracelets and necklets. We are pleased to be able to offer MedicAlert memberships to students (from age 4 to their 14th birthday) through the No Child Without® program in select schools. The financial support of the Government of Canada and Lions Clubs allows students to receive the MedicAlert membership for FREE.
Go to their website and see, if your school is participating in this wonderful program. If they are, apply for your FREE MedicAlert® bracelet, sport band or necklet today! If the school is not a part of the program, call them and tell them of this amazing program!
Go to their website and see, if your school is participating in this wonderful program. If they are, apply for your FREE MedicAlert® bracelet, sport band or necklet today! If the school is not a part of the program, call them and tell them of this amazing program!
Wednesday, May 5, 2010
N.S. autism report calls for 'total care centres'
The Canadian Press
Date: Tuesday May. 4, 2010 8:04 AM ET
HALIFAX — The Nova Scotia government should set up a network of regional centres to provide a wide range of care for people living with autism, a team of advisers recommends in a report released Monday.
The eight-member team, which included government officials and autism advocates, submitted 53 recommendations aimed at helping the province deal with the increasing number of people diagnosed with the complex neurological disorder.
Figures from the Atlanta-based Centers for Disease Control and Prevention suggest the prevalence of autism is on the rise. The centre says rates have soared from one in 2,500 during the 1960s to one in 110 in 2009.
Between January 2009 and November of that same year, the number of school-age children and young adults in Nova Scotia diagnosed with autism rose 22 per cent to 1,350, according to statistics from regional school boards.
Autism is now recognized as one of the most common developmental disorders affecting children. It is now more common than Down syndrome, muscular dystrophy, cystic fibrosis, cerebral palsy and diabetes combined.
Despite its growing prevalence, a survey of 732 parents, professionals and people with autism suggests Nova Scotia has to provide more help.
The team found that once a diagnosis is given, families often do not receive resources to help them understand the nature of autism, leaving them to seek answers from the Internet or their local school.
"This process is overwhelming for families, who are often still in the grieving process after diagnosis," the report says.
As well, many families reported:
-inadequate services in the areas of psychology, speech-language therapy and occupational therapy.
-limited access to psychologists, unless there is an emergency.
-virtually no support for adult children with autism.
-lengthy wait times for children seeking assessment.
-difficulty finding health professionals who understand patients with autism.
"Families report significant stress in living with and supporting persons with (autism)," the report says. "Although the challenges may change with age, they do not disappear."
The report quoted a parent of an eight-year-old whose story is all too familiar to those with autistic children.
"He is very smart, lovable and affectionate, but his lack of communication skills leaves him frustrated and volatile," the parent said.
"With no means to say what is on his mind, he often resorts to the only thing he can do: tantrums borne of pure frustration. Imagine living in a world where, no matter how hard you tried, you couldn't make a single person understand your needs."
The survey found that respondents with preschool children with autism said they need more parent training and easier access to early intensive behaviour therapy.
Parents with school-age children with autism said they needed more social and friendship programs and activity programs, such as physical education, art and music.
Adults with autism said they needed access to more employment programs, friendship and recreation programs and post-secondary programs.
To address these challenges, the report stressed that the creation of regional centres is a priority.
"The unique and complex nature of the autism disorder is best served by a 'total care centre' approach," the report says.
The centres would provide access to counselling, speech and occupational therapists, behaviour therapists and psychologists, the report says.
As well, each centre should have a lending library dedicated to autism and an "autism navigator" who would guide families through the process of finding the right help.
There was no indication of how much it would cost to set up such a network, but the report says it could be done using existing facilities and services.
Education Minister Marilyn More said the NDP government is expected to respond to the report in the fall.
"We are committed to helping families in all regions of the province," she said in a statement.
Date: Tuesday May. 4, 2010 8:04 AM ET
HALIFAX — The Nova Scotia government should set up a network of regional centres to provide a wide range of care for people living with autism, a team of advisers recommends in a report released Monday.
The eight-member team, which included government officials and autism advocates, submitted 53 recommendations aimed at helping the province deal with the increasing number of people diagnosed with the complex neurological disorder.
Figures from the Atlanta-based Centers for Disease Control and Prevention suggest the prevalence of autism is on the rise. The centre says rates have soared from one in 2,500 during the 1960s to one in 110 in 2009.
Between January 2009 and November of that same year, the number of school-age children and young adults in Nova Scotia diagnosed with autism rose 22 per cent to 1,350, according to statistics from regional school boards.
Autism is now recognized as one of the most common developmental disorders affecting children. It is now more common than Down syndrome, muscular dystrophy, cystic fibrosis, cerebral palsy and diabetes combined.
Despite its growing prevalence, a survey of 732 parents, professionals and people with autism suggests Nova Scotia has to provide more help.
The team found that once a diagnosis is given, families often do not receive resources to help them understand the nature of autism, leaving them to seek answers from the Internet or their local school.
"This process is overwhelming for families, who are often still in the grieving process after diagnosis," the report says.
As well, many families reported:
-inadequate services in the areas of psychology, speech-language therapy and occupational therapy.
-limited access to psychologists, unless there is an emergency.
-virtually no support for adult children with autism.
-lengthy wait times for children seeking assessment.
-difficulty finding health professionals who understand patients with autism.
"Families report significant stress in living with and supporting persons with (autism)," the report says. "Although the challenges may change with age, they do not disappear."
The report quoted a parent of an eight-year-old whose story is all too familiar to those with autistic children.
"He is very smart, lovable and affectionate, but his lack of communication skills leaves him frustrated and volatile," the parent said.
"With no means to say what is on his mind, he often resorts to the only thing he can do: tantrums borne of pure frustration. Imagine living in a world where, no matter how hard you tried, you couldn't make a single person understand your needs."
The survey found that respondents with preschool children with autism said they need more parent training and easier access to early intensive behaviour therapy.
Parents with school-age children with autism said they needed more social and friendship programs and activity programs, such as physical education, art and music.
Adults with autism said they needed access to more employment programs, friendship and recreation programs and post-secondary programs.
To address these challenges, the report stressed that the creation of regional centres is a priority.
"The unique and complex nature of the autism disorder is best served by a 'total care centre' approach," the report says.
The centres would provide access to counselling, speech and occupational therapists, behaviour therapists and psychologists, the report says.
As well, each centre should have a lending library dedicated to autism and an "autism navigator" who would guide families through the process of finding the right help.
There was no indication of how much it would cost to set up such a network, but the report says it could be done using existing facilities and services.
Education Minister Marilyn More said the NDP government is expected to respond to the report in the fall.
"We are committed to helping families in all regions of the province," she said in a statement.
Monday, May 3, 2010
May Meeting
Finding Your Voice: Advocating for Your Child
How can you be an effective advocate for your child?
How can you work more effectively with the school?
What can you do when things are not working in the best interests of your child?
Join us for an evening workshop with Anne Kresta from Community Living Manitoba.
She will help bring clarity to these issues and provide us with resources that you
can use as our child moves through the education system and beyond.
May 4, 2010
7:30pm until 9pm
Boundary Trails Health Centre in the meeting room
How can you be an effective advocate for your child?
How can you work more effectively with the school?
What can you do when things are not working in the best interests of your child?
Join us for an evening workshop with Anne Kresta from Community Living Manitoba.
She will help bring clarity to these issues and provide us with resources that you
can use as our child moves through the education system and beyond.
May 4, 2010
7:30pm until 9pm
Boundary Trails Health Centre in the meeting room
Don't Mourn For Us by Jim Sinclair
DON'T MOURN FOR US
by Jim Sinclair
[This article was published in the Autism Network International newsletter, Our Voice, Volume 1, Number 3, 1993. It is an outline of the presentation Jim gave at the 1993 International Conference on Autism in Toronto, and is addressed primarily to parents.]
Parents often report that learning their child is autistic was the most traumatic thing that ever happened to them. Non-autistic people see autism as a great tragedy, and parents experience continuing disappointment and grief at all stages of the child's and family's life cycle.
But this grief does not stem from the child's autism in itself. It is grief over the loss of the normal child the parents had hoped and expected to have. Parents' attitudes and expectations, and the discrepancies between what parents expect of children at a particular age and their own child's actual development, cause more stress and anguish than the practical complexities of life with an autistic person.
Some amount of grief is natural as parents adjust to the fact that an event and a relationship they've been looking forward to isn't going to materialize. But this grief over a fantasized normal child needs to be separated from the parents' perceptions of the child they do have: the autistic child who needs the support of adult caretakers and who can form very meaningful relationships with those caretakers if given the opportunity. Continuing focus on the child's autism as a source of grief is damaging for both the parents and the child, and precludes the development of an accepting and authentic relationship between them. For their own sake and for the sake of their children, I urge parents to make radical changes in their perceptions of what autism means.
I invite you to look at our autism, and look at your grief, from our perspective:
Autism is not an appendage
Autism isn't something a person has, or a "shell" that a person is trapped inside. There's no normal child hidden behind the autism. Autism is a way of being. It is pervasive; it colors every experience, every sensation, perception, thought, emotion, and encounter, every aspect of existence. It is not possible to separate the autism from the person--and if it were possible, the person you'd have left would not be the same person you started with.
This is important, so take a moment to consider it: Autism is a way of being. It is not possible to separate the person from the autism.
Therefore, when parents say,
I wish my child did not have autism,
what they're really saying is,
I wish the autistic child I have did not exist, and I had a different (non-autistic) child instead.
Read that again. This is what we hear when you mourn over our existence. This is what we hear when you pray for a cure. This is what we know, when you tell us of your fondest hopes and dreams for us: that your greatest wish is that one day we will cease to be, and strangers you can love will move in behind our faces.
Autism is not an impenetrable wall
You try to relate to your autistic child, and the child doesn't respond. He doesn't see you; you can't reach her; there's no getting through. That's the hardest thing to deal with, isn't it? The only thing is, it isn't true.
Look at it again: You try to relate as parent to child, using your own understanding of normal children, your own feelings about parenthood, your own experiences and intuitions about relationships. And the child doesn't respond in any way you can recognize as being part of that system.
That does not mean the child is incapable of relating at all. It only means you're assuming a shared system, a shared understanding of signals and meanings, that the child in fact does not share. It's as if you tried to have an intimate conversation with someone who has no comprehension of your language. Of course the person won't understand what you're talking about, won't respond in the way you expect, and may well find the whole interaction confusing and unpleasant.
It takes more work to communicate with someone whose native language isn't the same as yours. And autism goes deeper than language and culture; autistic people are "foreigners" in any society. You're going to have to give up your assumptions about shared meanings. You're going to have to learn to back up to levels more basic than you've probably thought about before, to translate, and to check to make sure your translations are understood. You're going to have to give up the certainty that comes of being on your own familiar territory, of knowing you're in charge, and let your child teach you a little of her language, guide you a little way into his world.
And the outcome, if you succeed, still will not be a normal parent-child relationship. Your autistic child may learn to talk, may attend regular classes in school, may go to college, drive a car, live independently, have a career--but will never relate to you as other children relate to their parents. Or your autistic child may never speak, may graduate from a self-contained special education classroom to a sheltered activity program or a residential facility, may need lifelong full-time care and supervision--but is not completely beyond your reach. The ways we relate are different. Push for the things your expectations tell you are normal, and you'll find frustration, disappointment, resentment, maybe even rage and hatred. Approach respectfully, without preconceptions, and with openness to learning new things, and you'll find a world you could never have imagined.
Yes, that takes more work than relating to a non-autistic person. But it can be done--unless non-autistic people are far more limited than we are in their capacity to relate. We spend our entire lives doing it. Each of us who does learn to talk to you, each of us who manages to function at all in your society, each of us who manages to reach out and make a connection with you, is operating in alien territory, making contact with alien beings. We spend our entire lives doing this. And then you tell us that we can't relate.
Autism is not death
Granted, autism isn't what most parents expect or look forward to when they anticipate the arrival of a child. What they expect is a child who will be like them, who will share their world and relate to them without requiring intensive on-the-job training in alien contact. Even if their child has some disability other than autism, parents expect to be able to relate to that child on the terms that seem normal to them; and in most cases, even allowing for the limitations of various disabilities, it is possible to form the kind of bond the parents had been looking forward to.
But not when the child is autistic. Much of the grieving parents do is over the non-occurrence of the expected relationship with an expected normal child. This grief is very real, and it needs to be expected and worked through so people can get on with their lives--
but it has nothing to do with autism.
What it comes down to is that you expected something that was tremendously important to you, and you looked forward to it with great joy and excitement, and maybe for a while you thought you actually had it--and then, perhaps gradually, perhaps abruptly, you had to recognize that the thing you looked forward to hasn't happened. It isn't going to happen. No matter how many other, normal children you have, nothing will change the fact that this time, the child you waited and hoped and planned and dreamed for didn't arrive.
This is the same thing that parents experience when a child is stillborn, or when they have their baby to hold for a short time, only to have it die in infancy. It isn't about autism, it's about shattered expectations. I suggest that the best place to address these issues is not in organizations devoted to autism, but in parental bereavement counseling and support groups. In those settings parents learn to come to terms with their loss--not to forget about it, but to let it be in the past, where the grief doesn't hit them in the face every waking moment of their lives. They learn to accept that their child is gone, forever, and won't be coming back. Most importantly, they learn not to take out their grief for the lost child on their surviving children. This is of critical importance when one of those surviving children arrived at t time the child being mourned for died.
You didn't lose a child to autism. You lost a child because the child you waited for never came into existence. That isn't the fault of the autistic child who does exist, and it shouldn't be our burden. We need and deserve families who can see us and value us for ourselves, not families whose vision of us is obscured by the ghosts of children who never lived. Grieve if you must, for your own lost dreams. But don't mourn for us. We are alive. We are real. And we're here waiting for you.
This is what I think autism societies should be about: not mourning for what never was, but exploration of what is. We need you. We need your help and your understanding. Your world is not very open to us, and we won't make it without your strong support. Yes, there is tragedy that comes with autism: not because of what we are, but because of the things that happen to us. Be sad about that, if you want to be sad about something. Better than being sad about it, though, get mad about it--and then do something about it. The tragedy is not that we're here, but that your world has no place for us to be. How can it be otherwise, as long as our own parents are still grieving over having brought us into the world?
Take a look at your autistic child sometime, and take a moment to tell yourself who that child is not. Think to yourself: "This is not my child that I expected and planned for. This is not the child I waited for through all those months of pregnancy and all those hours of labor. This is not the child I made all those plans to share all those experiences with. That child never came. This is not that child." Then go do whatever grieving you have to do--away from the autistic child--and start learning to let go.
After you've started that letting go, come back and look at your autistic child again, and say to yourself: "This is not my child that I expected and planned for. This is an alien child who landed in my life by accident. I don't know who this child is or what it will become. But I know it's a child, stranded in an alien world, without parents of its own kind to care for it. It needs someone to care for it, to teach it, to interpret and to advocate for it. And because this alien child happened to drop into my life, that job is mine if I want it."
If that prospect excites you, then come join us, in strength and determination, in hope and in joy. The adventure of a lifetime is ahead of you.
Jim Sinclair.
by Jim Sinclair
[This article was published in the Autism Network International newsletter, Our Voice, Volume 1, Number 3, 1993. It is an outline of the presentation Jim gave at the 1993 International Conference on Autism in Toronto, and is addressed primarily to parents.]
Parents often report that learning their child is autistic was the most traumatic thing that ever happened to them. Non-autistic people see autism as a great tragedy, and parents experience continuing disappointment and grief at all stages of the child's and family's life cycle.
But this grief does not stem from the child's autism in itself. It is grief over the loss of the normal child the parents had hoped and expected to have. Parents' attitudes and expectations, and the discrepancies between what parents expect of children at a particular age and their own child's actual development, cause more stress and anguish than the practical complexities of life with an autistic person.
Some amount of grief is natural as parents adjust to the fact that an event and a relationship they've been looking forward to isn't going to materialize. But this grief over a fantasized normal child needs to be separated from the parents' perceptions of the child they do have: the autistic child who needs the support of adult caretakers and who can form very meaningful relationships with those caretakers if given the opportunity. Continuing focus on the child's autism as a source of grief is damaging for both the parents and the child, and precludes the development of an accepting and authentic relationship between them. For their own sake and for the sake of their children, I urge parents to make radical changes in their perceptions of what autism means.
I invite you to look at our autism, and look at your grief, from our perspective:
Autism is not an appendage
Autism isn't something a person has, or a "shell" that a person is trapped inside. There's no normal child hidden behind the autism. Autism is a way of being. It is pervasive; it colors every experience, every sensation, perception, thought, emotion, and encounter, every aspect of existence. It is not possible to separate the autism from the person--and if it were possible, the person you'd have left would not be the same person you started with.
This is important, so take a moment to consider it: Autism is a way of being. It is not possible to separate the person from the autism.
Therefore, when parents say,
I wish my child did not have autism,
what they're really saying is,
I wish the autistic child I have did not exist, and I had a different (non-autistic) child instead.
Read that again. This is what we hear when you mourn over our existence. This is what we hear when you pray for a cure. This is what we know, when you tell us of your fondest hopes and dreams for us: that your greatest wish is that one day we will cease to be, and strangers you can love will move in behind our faces.
Autism is not an impenetrable wall
You try to relate to your autistic child, and the child doesn't respond. He doesn't see you; you can't reach her; there's no getting through. That's the hardest thing to deal with, isn't it? The only thing is, it isn't true.
Look at it again: You try to relate as parent to child, using your own understanding of normal children, your own feelings about parenthood, your own experiences and intuitions about relationships. And the child doesn't respond in any way you can recognize as being part of that system.
That does not mean the child is incapable of relating at all. It only means you're assuming a shared system, a shared understanding of signals and meanings, that the child in fact does not share. It's as if you tried to have an intimate conversation with someone who has no comprehension of your language. Of course the person won't understand what you're talking about, won't respond in the way you expect, and may well find the whole interaction confusing and unpleasant.
It takes more work to communicate with someone whose native language isn't the same as yours. And autism goes deeper than language and culture; autistic people are "foreigners" in any society. You're going to have to give up your assumptions about shared meanings. You're going to have to learn to back up to levels more basic than you've probably thought about before, to translate, and to check to make sure your translations are understood. You're going to have to give up the certainty that comes of being on your own familiar territory, of knowing you're in charge, and let your child teach you a little of her language, guide you a little way into his world.
And the outcome, if you succeed, still will not be a normal parent-child relationship. Your autistic child may learn to talk, may attend regular classes in school, may go to college, drive a car, live independently, have a career--but will never relate to you as other children relate to their parents. Or your autistic child may never speak, may graduate from a self-contained special education classroom to a sheltered activity program or a residential facility, may need lifelong full-time care and supervision--but is not completely beyond your reach. The ways we relate are different. Push for the things your expectations tell you are normal, and you'll find frustration, disappointment, resentment, maybe even rage and hatred. Approach respectfully, without preconceptions, and with openness to learning new things, and you'll find a world you could never have imagined.
Yes, that takes more work than relating to a non-autistic person. But it can be done--unless non-autistic people are far more limited than we are in their capacity to relate. We spend our entire lives doing it. Each of us who does learn to talk to you, each of us who manages to function at all in your society, each of us who manages to reach out and make a connection with you, is operating in alien territory, making contact with alien beings. We spend our entire lives doing this. And then you tell us that we can't relate.
Autism is not death
Granted, autism isn't what most parents expect or look forward to when they anticipate the arrival of a child. What they expect is a child who will be like them, who will share their world and relate to them without requiring intensive on-the-job training in alien contact. Even if their child has some disability other than autism, parents expect to be able to relate to that child on the terms that seem normal to them; and in most cases, even allowing for the limitations of various disabilities, it is possible to form the kind of bond the parents had been looking forward to.
But not when the child is autistic. Much of the grieving parents do is over the non-occurrence of the expected relationship with an expected normal child. This grief is very real, and it needs to be expected and worked through so people can get on with their lives--
but it has nothing to do with autism.
What it comes down to is that you expected something that was tremendously important to you, and you looked forward to it with great joy and excitement, and maybe for a while you thought you actually had it--and then, perhaps gradually, perhaps abruptly, you had to recognize that the thing you looked forward to hasn't happened. It isn't going to happen. No matter how many other, normal children you have, nothing will change the fact that this time, the child you waited and hoped and planned and dreamed for didn't arrive.
This is the same thing that parents experience when a child is stillborn, or when they have their baby to hold for a short time, only to have it die in infancy. It isn't about autism, it's about shattered expectations. I suggest that the best place to address these issues is not in organizations devoted to autism, but in parental bereavement counseling and support groups. In those settings parents learn to come to terms with their loss--not to forget about it, but to let it be in the past, where the grief doesn't hit them in the face every waking moment of their lives. They learn to accept that their child is gone, forever, and won't be coming back. Most importantly, they learn not to take out their grief for the lost child on their surviving children. This is of critical importance when one of those surviving children arrived at t time the child being mourned for died.
You didn't lose a child to autism. You lost a child because the child you waited for never came into existence. That isn't the fault of the autistic child who does exist, and it shouldn't be our burden. We need and deserve families who can see us and value us for ourselves, not families whose vision of us is obscured by the ghosts of children who never lived. Grieve if you must, for your own lost dreams. But don't mourn for us. We are alive. We are real. And we're here waiting for you.
This is what I think autism societies should be about: not mourning for what never was, but exploration of what is. We need you. We need your help and your understanding. Your world is not very open to us, and we won't make it without your strong support. Yes, there is tragedy that comes with autism: not because of what we are, but because of the things that happen to us. Be sad about that, if you want to be sad about something. Better than being sad about it, though, get mad about it--and then do something about it. The tragedy is not that we're here, but that your world has no place for us to be. How can it be otherwise, as long as our own parents are still grieving over having brought us into the world?
Take a look at your autistic child sometime, and take a moment to tell yourself who that child is not. Think to yourself: "This is not my child that I expected and planned for. This is not the child I waited for through all those months of pregnancy and all those hours of labor. This is not the child I made all those plans to share all those experiences with. That child never came. This is not that child." Then go do whatever grieving you have to do--away from the autistic child--and start learning to let go.
After you've started that letting go, come back and look at your autistic child again, and say to yourself: "This is not my child that I expected and planned for. This is an alien child who landed in my life by accident. I don't know who this child is or what it will become. But I know it's a child, stranded in an alien world, without parents of its own kind to care for it. It needs someone to care for it, to teach it, to interpret and to advocate for it. And because this alien child happened to drop into my life, that job is mine if I want it."
If that prospect excites you, then come join us, in strength and determination, in hope and in joy. The adventure of a lifetime is ahead of you.
Jim Sinclair.
Sunday, May 2, 2010
Thank you to our Volunteers & Sponsors!
Thank you to all of the sponsors who have donated to our Family Fun Bowling Night and to the Fun Fair & Stick Rodeo. Without your generosity, we never would have been this successful!
-Rite Way Rentals
-Janet Haslam Photography
-Computer Remedies
-Delmar Commodites & Jordan Mills
-Variety Advertising
-Pembina Valley Containers
-Shear Bliss Salon & Day Spa
-Funk's Bakeshop
-GVE
-Brenda Seward
-Terry Keen
-Mazer Group
-Fehrway Feeds & Livestock Equipment
-Margie Hildebrand
-Wink City Signs, Chris Block
-The Charriere Family
-Valley Bowling Lanes
-Gaslight Harley Davidson Sales
-Banman Meats: Cornie & Helen Banman and Jake Wieler
-Janet Hildebrand
-JNF Lowline Cattle
-The Munroe Family
-Red Dog Tack
-Elaine Carter for Stampin' UP!
-Pembina Valley Saddle Company
-Cindy Terwin
-Nancy Pauls
-S. Barron, Simplot
Thank you to the many volunteers who have donated their time from the planning, to the setting up, to helping at the event. To the La Riviere 4-H Beef Club & Manitou Sunset Riders 4-H Club and their parents, thank you! Without YOU, we never would have succeeded.
From all of us at Keen Ridge Equine Center & South Central ASD, thank you!!
-Rite Way Rentals
-Janet Haslam Photography
-Computer Remedies
-Delmar Commodites & Jordan Mills
-Variety Advertising
-Pembina Valley Containers
-Shear Bliss Salon & Day Spa
-Funk's Bakeshop
-GVE
-Brenda Seward
-Terry Keen
-Mazer Group
-Fehrway Feeds & Livestock Equipment
-Margie Hildebrand
-Wink City Signs, Chris Block
-The Charriere Family
-Valley Bowling Lanes
-Gaslight Harley Davidson Sales
-Banman Meats: Cornie & Helen Banman and Jake Wieler
-Janet Hildebrand
-JNF Lowline Cattle
-The Munroe Family
-Red Dog Tack
-Elaine Carter for Stampin' UP!
-Pembina Valley Saddle Company
-Cindy Terwin
-Nancy Pauls
-S. Barron, Simplot
Thank you to the many volunteers who have donated their time from the planning, to the setting up, to helping at the event. To the La Riviere 4-H Beef Club & Manitou Sunset Riders 4-H Club and their parents, thank you! Without YOU, we never would have succeeded.
From all of us at Keen Ridge Equine Center & South Central ASD, thank you!!
Friday, April 30, 2010
Autism Awareness Event Saturday
posted on Pembina Valley Online April 30 2010
A family living with autism can have many struggles.
The South Central Autism Spectrum Disorder family support group and Keen Ridge Equine centre are helping these families.
They are joining for an autism awareness fun fair tomorrow.
The Keen Ridge Centre has an indoor riding arena in which they hold an equine assisted learning program.
Co-owner Brenda Seward says the day will be filled with games for kids where kids will take home a prize, and they will hold a silent auction.
The event takes place in the riding arena, so rain or shine it will take place.
Seward says the event takes place at Keen Ridge Equine Centre which is three miles south of Darlingford.
Entry fees are $25 per family, or $5 per person.
All money raised will go to the South Central A.S.D. family support group.
This is the first year the two organizations have attempted this event, and Seward says she hopes it is a success so they continue the tradition for years to come.
A family living with autism can have many struggles.
The South Central Autism Spectrum Disorder family support group and Keen Ridge Equine centre are helping these families.
They are joining for an autism awareness fun fair tomorrow.
The Keen Ridge Centre has an indoor riding arena in which they hold an equine assisted learning program.
Co-owner Brenda Seward says the day will be filled with games for kids where kids will take home a prize, and they will hold a silent auction.
The event takes place in the riding arena, so rain or shine it will take place.
Seward says the event takes place at Keen Ridge Equine Centre which is three miles south of Darlingford.
Entry fees are $25 per family, or $5 per person.
All money raised will go to the South Central A.S.D. family support group.
This is the first year the two organizations have attempted this event, and Seward says she hopes it is a success so they continue the tradition for years to come.
Tuesday, April 27, 2010
Week-long series takes an in-depth look at autism
Beginning Monday, April 26, CTV's Canada AM launches a week-long special series on autism.
Each day, Canada AM will examine different issues, treatments, perspectives and resources for Canadian families. Canada AM airs Monday – Friday beginning at 6 a.m. ET on CTV.
(if you click on the title, it will take you to the Canada AM site to watch the video clip aired that day)
Monday, April 26 – The Value of Early Diagnosis
Today Canada AM introduces Canadians to a family who believes that an early diagnosis changed the course of their son's autism. Beverly Thomson and Seamus O'Regan sit down with top experts for tips on how early to have your child assessed, signs to watch out for and why early diagnosis is crucial in an autistic child's long-term progress.
Tuesday, April 27 – Therapy
Today Canada AM focuses on a Montreal father who began communicating with his non-verbal son, through drawings. He has now broadened out his ‘discovery,' teaching his method to other autistic children and their families. In studio, Thomson and O'Regan speak with a behavioural therapist to talk about mainstream autism therapy, and a renowned autism researcher, who will cover alternative treatments and therapy, to focus on what works and why for children who are part of the autism spectrum.
Wednesday, April 28 - Day in the Life
Today Canada AM follows a family with an autistic daughter, from morning until night for a first-hand look at the challenges and the small daily triumphs each day brings, for a family living with autism. Thomson and O'Regan host a panel of parents from across the country – each with a different perspective on how an autism diagnosis changed their lives and how they cope with the challenges of raising autistic children.
(the mom's point of view)
Thursday, April 29 – Adults with Autism
Today Canada AM looks at the issue of adults living with autism, profiling a 30- year-old man, his boss and his co-worker. In studio, Canada AM will interview his parents and an expert on adults living with autism, to discuss the lack of support and resources for families and why so many Autistic adults seem to fall through the cracks when they leave high school. We will also cover the emerging trend of adult-diagnosis of Asperger's.
Friday, April 30 – Canada a Leader in Autism Research
Today Canada AM profiles Dr. Stephen Scherer, currently a world leader in autism research, relating to genetics. Thomson and O'Regan sit down with Scherer and his colleague Dr. Peter Szatmari, to talk about their pioneering research, which could lead to a diagnostic test for Autism. They will also announce the results of what they say is a major discovery regarding Autism and genetics, based on their latest research.
In addition, CanadaAM.ctv.ca will provide additional resources for parents/families including links to support groups, different types of therapy available in Canada, a province by province breakdown of funding, and an interactive element where Canadian families can send in photos of their families and share their stories about living with autism.
Monday, April 26, 2010
Rodeo & Bowling Sponsors!
You need to check out the amazing list of sponsors we have for the bowling family fun night and the Fun Fair and Stick Rodeo. If you go to our website some of the logos are links to the sponsors web pages, so you can check them out as well! Please, check it out, it is so worth it! and, the list is growing, so keep looking!!!!
Thank you to all the sponsors, your generosity is truly appreciated!
Thank you to all the sponsors, your generosity is truly appreciated!
Sunday, April 25, 2010
Rodeo in support of South Central ASD
Grab the bull by the horns, pack up the kids and head off to Keen Ridge Equine Center on Saturday, May 1 from 1 to 4 p.m. A Fun Fair and Stick Horse Rodeo is scheduled to take place at their arena in support of South Central ASD Family Support Group.
Many fundraisers are going on, but this one will be especially exciting since it includes a desire to help others in need, the love of children and of animals, and the element of fun. You and your family can enjoy an afternoon of fun with events like Stick Horse Rodeo, Games, and Farmer’s Fix. Everyone takes home a prize.
Dress up for the event or choose a costume available at the Dress-Up Center on site. Photos of the memorable moment will be available for you. Grab a snack from the concession and you’re on your way.
Stick Horse Rodeo events include barrel racing for 10 and over, musical sack races and regular sack races. Egg and spoon races and toilet paper races will keep you in stitches. And then there’s Jack Benny. What is Jack Benny, you ask?...that’s our secret.
If rodeo is not your specialty, the games will definitely grab your interest. They will include Eggs in the Haystack, Farm Yard Dunkin’, Chore Time, Wild Cow Milking, Cow Patty Toss and Farm Fix includes Tie That Dogie, Rope that Dogie and Ride Blueberry. Featured as well will be a craft table, face painting and a petting zoo.
Keen Ridge Center is a great choice for an event such as this. It has been proven that animals are very therapeutic with special needs children. Here horses do the teaching, with Brenda Seward and Terry Keen acting as certified, equine-assisted specialists and talented facilitators. Using the ‘Building Block’ program, they maximize the progressive learning potential and focus on developing individual skills for each child.
All funds raised at the rodeo will go to the South Central ASD (Autism Spectrum Disorder) Family Support Group. The group’s area is large: from the Canada-USA border at the south to as far north as Treherne, and west from Crystal City as far east as Morris and St. Jean. To learn about this disorder visit their blog at southcentralasd.blogspot.com. E-mail them at southcentralasd@yahoo.ca for more information or to provide support. If you are a newly diagnosed family, attend one of their meetings at Boundary Trails Health Centre on the first Tuesday of every month.
Keen Ridge Equine Center is asking your help. Dress-up clothes are needed for this event. If you can provide these items, wish to donate time to this event, or provide support by way of cash donation, call Brenda Seward at 242-2101 or Dianne Munroe at 822-4587.
Keen Ridge Center is located 3 miles south of Darlingford on Highway 31 and 2 ½ miles west on Mile 10. Watch for directional signs to get you to a centre of fun for the entire family.
Many fundraisers are going on, but this one will be especially exciting since it includes a desire to help others in need, the love of children and of animals, and the element of fun. You and your family can enjoy an afternoon of fun with events like Stick Horse Rodeo, Games, and Farmer’s Fix. Everyone takes home a prize.
Dress up for the event or choose a costume available at the Dress-Up Center on site. Photos of the memorable moment will be available for you. Grab a snack from the concession and you’re on your way.
Stick Horse Rodeo events include barrel racing for 10 and over, musical sack races and regular sack races. Egg and spoon races and toilet paper races will keep you in stitches. And then there’s Jack Benny. What is Jack Benny, you ask?...that’s our secret.
If rodeo is not your specialty, the games will definitely grab your interest. They will include Eggs in the Haystack, Farm Yard Dunkin’, Chore Time, Wild Cow Milking, Cow Patty Toss and Farm Fix includes Tie That Dogie, Rope that Dogie and Ride Blueberry. Featured as well will be a craft table, face painting and a petting zoo.
Keen Ridge Center is a great choice for an event such as this. It has been proven that animals are very therapeutic with special needs children. Here horses do the teaching, with Brenda Seward and Terry Keen acting as certified, equine-assisted specialists and talented facilitators. Using the ‘Building Block’ program, they maximize the progressive learning potential and focus on developing individual skills for each child.
All funds raised at the rodeo will go to the South Central ASD (Autism Spectrum Disorder) Family Support Group. The group’s area is large: from the Canada-USA border at the south to as far north as Treherne, and west from Crystal City as far east as Morris and St. Jean. To learn about this disorder visit their blog at southcentralasd.blogspot.com. E-mail them at southcentralasd@yahoo.ca for more information or to provide support. If you are a newly diagnosed family, attend one of their meetings at Boundary Trails Health Centre on the first Tuesday of every month.
Keen Ridge Equine Center is asking your help. Dress-up clothes are needed for this event. If you can provide these items, wish to donate time to this event, or provide support by way of cash donation, call Brenda Seward at 242-2101 or Dianne Munroe at 822-4587.
Keen Ridge Center is located 3 miles south of Darlingford on Highway 31 and 2 ½ miles west on Mile 10. Watch for directional signs to get you to a centre of fun for the entire family.
Saturday, April 24, 2010
Group marks autism awareness month
as seen in the April 23 2010 Winkler Times and on the Winkler Times website!
A recently formed organization is helping to support families impacted by Autism Spectrum Disorder.
The South Central ASD family support group involves people from all over south central Manitoba and meets the first Tuesday of each month at the Boundary Trails Health Centre.
The month of April is autism awareness month, and the group is planning a couple of events in conjunction with April 24 to 30 as autism awareness week.
The first is a family fun night with bowling at Valley Bowling lanes tomorrow. That will be followed by a fun fair and stick rodeo in conjunction with the Keen Ridge Equine Center May 1.
Everyone is welcome with all proceeds going to the South Central ASD family support group.
For more information, contact Celeste at 331-3357, Michelle at 822-5908 or Dianne at 822-4587 or e-mail southcentralasd@yahoo.ca. You can also go to their website at southcentralasd.intuitwebsites.com.
Their goal is to support, improve and enhance the lives of ASD children and their families in the Pembina Valley through information sharing, education, awareness and proactively supporting each other.
Autism is a developmental disability that affects a person's verbal and non-verbal communication, understanding of language, and socialization with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change and unusual responses to sensory experiences.
Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related disabilities that share many of the core characteristics.
Article ID# 2546148
A recently formed organization is helping to support families impacted by Autism Spectrum Disorder.
The South Central ASD family support group involves people from all over south central Manitoba and meets the first Tuesday of each month at the Boundary Trails Health Centre.
The month of April is autism awareness month, and the group is planning a couple of events in conjunction with April 24 to 30 as autism awareness week.
The first is a family fun night with bowling at Valley Bowling lanes tomorrow. That will be followed by a fun fair and stick rodeo in conjunction with the Keen Ridge Equine Center May 1.
Everyone is welcome with all proceeds going to the South Central ASD family support group.
For more information, contact Celeste at 331-3357, Michelle at 822-5908 or Dianne at 822-4587 or e-mail southcentralasd@yahoo.ca. You can also go to their website at southcentralasd.intuitwebsites.com.
Their goal is to support, improve and enhance the lives of ASD children and their families in the Pembina Valley through information sharing, education, awareness and proactively supporting each other.
Autism is a developmental disability that affects a person's verbal and non-verbal communication, understanding of language, and socialization with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change and unusual responses to sensory experiences.
Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related disabilities that share many of the core characteristics.
Article ID# 2546148
Thursday, April 22, 2010
Autism Portage Support Group
The upcoming Autism Portage support meeting will be held on Monday, April 26th, 7pm.
We are thrilled to have the opportunity to tour the Sensory Room at Portage Collegiate Institute. Albert Krynski, Lifeskills teacher, will give us an overview of the program, then introduce us to the Sensory Room. This room has been a tremendous asset to students in the Portage la Prairie School Division. Many students, including those with autism spectrum disorders, have found benefits from the features in this room, which includes fibre-optics, bubble columns and much more.
We will meet in Room 72 in the Prince Charles Building, Saskatchewan Avenue at 3rd Street SW. A link to a map of the EPCS building can be found on the Autism Portage website.
This tour and presentation will be of benefit to parents, educators and professionals working with children with sensory issues, not limited to autism spectrum disorders. Please feel free to invite anyone who may be interested in this tour to attend.
We look forward to seeing you there!
We are thrilled to have the opportunity to tour the Sensory Room at Portage Collegiate Institute. Albert Krynski, Lifeskills teacher, will give us an overview of the program, then introduce us to the Sensory Room. This room has been a tremendous asset to students in the Portage la Prairie School Division. Many students, including those with autism spectrum disorders, have found benefits from the features in this room, which includes fibre-optics, bubble columns and much more.
We will meet in Room 72 in the Prince Charles Building, Saskatchewan Avenue at 3rd Street SW. A link to a map of the EPCS building can be found on the Autism Portage website.
This tour and presentation will be of benefit to parents, educators and professionals working with children with sensory issues, not limited to autism spectrum disorders. Please feel free to invite anyone who may be interested in this tour to attend.
We look forward to seeing you there!
Group aims to raise awareness, support for autism
as seen in the April 23 2010 Morden Times and on the Morden Times website!
Posted By Lorne Stelmach
A non-profit group recently formed in the region to support families impacted by Autism Spectrum Disorder.
The South Central ASD family support group involves people from all over south central Manitoba and meets the first Tuesday of each month at the Boundary Trails Health Centre.
The month of April is autism awareness month, and the group is planning a couple of events in conjunction with April 24 to 30 as autism awareness week.
The first is a family fun night with bowling at the Winkler bowling lanes this Saturday (April 24) then a fun fair and stick rodeo in conjunction with the Keen Ridge Equine Center May 1.
Everyone is welcome with all proceeds going to the South Central ASD family support group.
For more information, contact Celeste at 331-3357, Michelle at 822-5908 or Dianne at 822-4587 or e-mail southcentralasd@yahoo.ca. You can also go to their website at southcentralasd.intuitwebsites.com/
Their goal is to support, improve and enhance the lives of ASD children and their families in the Pembina Valley through information sharing, education, awareness and proactively supporting each other.
Autism is a developmental disability that affects a person's verbal and non-verbal communication, understanding of language, and socialization with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change and unusual responses to sensory experiences.
The range of severity can be from extremely mild to severe.
Autism is a behavioral disorder, not an illness or disease. It typically appears by age three and is a lifelong condition. There is no known cure, although there are documented cases of symptoms being reduced and even some children losing their diagnosis alltogether.
Although autism affects the functions of the brain, the specific cause is not known.
Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related disabilities that share many of the core characteristics.
Although the classic form of autism can be readily distinguished from other forms of ASD, the terms autism and ASD are often used interchangeably.
Article ID# 2545984
Thank you to the Morden Town Council & Mayor for signing a proclamation declaring April 24th to 30th as Autism Awareness Week!
Posted By Lorne Stelmach
A non-profit group recently formed in the region to support families impacted by Autism Spectrum Disorder.
The South Central ASD family support group involves people from all over south central Manitoba and meets the first Tuesday of each month at the Boundary Trails Health Centre.
The month of April is autism awareness month, and the group is planning a couple of events in conjunction with April 24 to 30 as autism awareness week.
The first is a family fun night with bowling at the Winkler bowling lanes this Saturday (April 24) then a fun fair and stick rodeo in conjunction with the Keen Ridge Equine Center May 1.
Everyone is welcome with all proceeds going to the South Central ASD family support group.
For more information, contact Celeste at 331-3357, Michelle at 822-5908 or Dianne at 822-4587 or e-mail southcentralasd@yahoo.ca. You can also go to their website at southcentralasd.intuitwebsites.com/
Their goal is to support, improve and enhance the lives of ASD children and their families in the Pembina Valley through information sharing, education, awareness and proactively supporting each other.
Autism is a developmental disability that affects a person's verbal and non-verbal communication, understanding of language, and socialization with peers. Other characteristics include: engagement in repetitive activities, resistance to environmental change and unusual responses to sensory experiences.
The range of severity can be from extremely mild to severe.
Autism is a behavioral disorder, not an illness or disease. It typically appears by age three and is a lifelong condition. There is no known cure, although there are documented cases of symptoms being reduced and even some children losing their diagnosis alltogether.
Although autism affects the functions of the brain, the specific cause is not known.
Autism Spectrum Disorder (ASD) is an increasingly popular term that refers to a broad definition of autism including the classic form of the disorder as well as closely related disabilities that share many of the core characteristics.
Although the classic form of autism can be readily distinguished from other forms of ASD, the terms autism and ASD are often used interchangeably.
Article ID# 2545984
Thank you to the Morden Town Council & Mayor for signing a proclamation declaring April 24th to 30th as Autism Awareness Week!
Tuesday, April 20, 2010
May 4th 2010
Mark your calendars, as Anne Kresta from Community Living Manitoba is coming to guest speak for our local group on May 4 2010. 
Monday, April 19, 2010
Don't forget about our bowling night!
Please let us know if you can make it, as we have little bags for all the kids and I rather have too much than not enough!!
Wednesday, April 14, 2010
telehealth April 14 2010
Cancelled
The next ASM/MB Telehealth session will be held on Wednesday, May 12th. This session will feature the "Panel of Experts, Vol. 2" - the parents of the young participants of the March session will share their experiences and answer questions.
The next ASM/MB Telehealth session will be held on Wednesday, May 12th. This session will feature the "Panel of Experts, Vol. 2" - the parents of the young participants of the March session will share their experiences and answer questions.
Monday, April 5, 2010
April 6th 2010
**We will be in the board room
and:
a message from our minister of health:
World Autism Awareness Day
April 2, 2010
As Minister of Health, I am pleased that Canada is joining other countries in recognizing April 2nd as World Autism Awareness Day. I would like to take this opportunity to thank the Autism Society of Canada and all autism organizations across the country for their tireless work in creating awareness about Autism Spectrum Disorder (ASD) and providing support to those affected by this condition.
ASD affects people from all walks of life, as well as their families, friends and caregivers. Roughly one out of every 150 Canadian children is affected by ASD. While there has been progress in research, care and education, we need to learn more about the causes of ASD and the most effective treatments and interventions.
The Government of Canada recognizes that autism is an important health and social issue which presents challenges for many Canadian families. We are committed to supporting research and raising awareness. The Canadian Institutes of Health Research has provided approximately $35.3 million for research related to autism since 2000.
I would like to express my sincere appreciation to every autism organization in Canada for their continued dedication to improving the lives of Canadians living with ASD.
Leona Aglukkaq
Minister of Health
Government of Canada
Autism Awareness Conference in Winnipeg
September 23 & 24, 2010 Winnipeg, MB
Learn practical skills that can be immediately implemented into existing curriculum and training programs, at home or in school!
Delta Winnipeg Hotel
350 St. Mary Ave, Winnipeg, MB
Deadline for Early Bird Registrations September 13, 2010
Who Should Attend?
•Educators
•Parents
•Speech/Language Pathologists
•Consultants
•Occupational Therapists
•Others who live or work with children who have Autism Spectrum Disorder or other Developmental Disabilities. Learn practical skills that can be immediately implemented into existing curriculum and training programs, at home or in school!
Conference Description:
Thursday, September 23
Catherine Faherty
A Practical Approach to Improve Communication Between Individuals with ASD or Asperger’s and their Neurotypical Communication Partners: Contract for Communication
Target Audience: Family members and professionals working or living with verbal individuals with ASD of all ages; and verbal adults with high functioning ASD or Asperger’s. This day is for those who desire mutual understanding, and are willing to learn to use new strategies to achieve that goal.
Catherine asks us to think of ourselves as “communication partners.” Each of us have people with whom we communicate, and we have unspoken assumptions about how, why, and when we communicate. She promotes a subtle but essential fact that the autistic style of communicating is different from –not inferior nor superior to the widespread, more familiar communication style that most family members, friends, teachers, therapists, co-workers, and other neurotypical (NT) communicators expect. Catherine proposes that both members of the relationship – the one with ASD, and his or her NT communication partner – make new agreements about HOW each person will communicate. These new agreements require knowledge about what is different about each communication style, and modification in each person’s natural way of communicating. She proposes the Contract for Communication as a way to help make this happen.
After today’s presentation, the neurotypical participants (family members, teachers, etc.) will be able to:
1.Become aware of their unspoken expectations about communication.
2.Be a better listener and clearer communicator with their family member/student/client with ASD.
3.Use visual methods of providing information for their family member/student/client with ASD.
4.Create and use specific and practical methods to help their child, student, spouse, or client with ASD express themselves effectively and authentically, including using Communication Forms.
5.List five “new agreements” that could improve their communication with their students, family member, client, co-worker, etc. with ASD.
After today’s presentation, the adult participants with ASD will be able to:
1.Choose, from a list of options, a preferred method of communicating, in any given situation.
2.Be introduced to, and/or become more familiar with, and/or skilled at self-advocacy.
3.Be introduced to, and/or become more familiar with the experience and expression of gratitude.
4.Have greater understanding/rationale for authentic self-expression.
5.List five “new agreements” that could improve their communication with their neurotypical family members, teachers, friends, therapists, co-workers, etc.
Catherine Faherty works with children and adults on the autism spectrum through the well-renowned TEACCH program in North Carolina. She is also a parent consultant and child therapist, consults to school programs, trains teachers and other professionals locally, nationally, and internationally, and runs social groups for children and adults with autism. She has written manuals used in TEACCH trainings, developed training models, and is the author of these 3 books - Understanding Death and Illness and What They Teach Us About Life, Asperger's...What Does It Mean to Me? and Contract for Communication, (to be published in the spring of 2010 by Future Horizons).
Friday, September 24
John Clements
Thoughts, Feelings and Behaviour: Empathy and Analysis in Working Through the Behavioural and Emotional Difficulties of Children with ASD
The course will argue for identifying our concerns in terms of thoughts, feelings and behavior rather than just behavior on its own. From this starting point the contributors to these challenges will be identified – those to do with autism, those to do with the environment and those to do with the interaction between the two. There will be consideration of three important but often obscured drivers of behavior:
1.Lack of social engagement
2.Lack of personal well being
3.Person-Environment fit
Approaches to assessment will be considered and an assessment aide provided.
From this base approaches to intervention will be examined. These will be considered first in terms of some of the common flashpoints such as requests and denials. Practical interventions for these situations will be presented and their use illustrated by case studies. The intervention implication of the ‘obscured drivers’ will then be detailed.
It is intended that as a result of the day’s work participants will:
1.Gain greater understanding of the drivers behind the behavioral difficulties that give rise to concern, particularly a wide range of antecedent conditions
2.Have an enhanced ability to assess these difficulties
3.Take away specific intervention ideas for the people with ASD that they support, in whatever capacity
John Clements is a British Clinical Psychologist, specializing for over 35 years in the field of developmental disabilities in general and autism in particular. After holding senior posts in the UK health and university systems, he established with Ewa Zarkowska the UK’s first independent psychological consultancy dedicated to people with developmental disabilities. In 1996 John emigrated to the USA and worked for the next 10 years as a behavior consultant in the great state of California, returning to the UK in 2006. John is the author of 7 books, (one entitled Assessing Behaviours Regarded as Problematic for People with Developmental Disabilities) and over 100 other publications. He retains a persistent delusion that he is a member of the Rolling Stones (not really!!)
Contact Autism Awareness Centre Inc. for more information on the Autism Awareness Centre, to register for upcoming conferences or to receive our Quarterly Newsletter, please contact us at:
Ph: 780-474-8355 or Toll Free: 1-866-724-2224
Email: vharris@shaw.ca
For Books and Resources or To Display a Product or Service at an AACI Event, please contact:
Maureen Bennie:
Phone: 403-640-2710
maureen.aaci@shaw.ca
For more information, registration fees, schedules or to sign up for the conference, please go to the Autism Awareness Centre site.
Learn practical skills that can be immediately implemented into existing curriculum and training programs, at home or in school!
Delta Winnipeg Hotel
350 St. Mary Ave, Winnipeg, MB
Deadline for Early Bird Registrations September 13, 2010
Who Should Attend?
•Educators
•Parents
•Speech/Language Pathologists
•Consultants
•Occupational Therapists
•Others who live or work with children who have Autism Spectrum Disorder or other Developmental Disabilities. Learn practical skills that can be immediately implemented into existing curriculum and training programs, at home or in school!
Conference Description:
Thursday, September 23
Catherine Faherty
A Practical Approach to Improve Communication Between Individuals with ASD or Asperger’s and their Neurotypical Communication Partners: Contract for Communication
Target Audience: Family members and professionals working or living with verbal individuals with ASD of all ages; and verbal adults with high functioning ASD or Asperger’s. This day is for those who desire mutual understanding, and are willing to learn to use new strategies to achieve that goal.
Catherine asks us to think of ourselves as “communication partners.” Each of us have people with whom we communicate, and we have unspoken assumptions about how, why, and when we communicate. She promotes a subtle but essential fact that the autistic style of communicating is different from –not inferior nor superior to the widespread, more familiar communication style that most family members, friends, teachers, therapists, co-workers, and other neurotypical (NT) communicators expect. Catherine proposes that both members of the relationship – the one with ASD, and his or her NT communication partner – make new agreements about HOW each person will communicate. These new agreements require knowledge about what is different about each communication style, and modification in each person’s natural way of communicating. She proposes the Contract for Communication as a way to help make this happen.
After today’s presentation, the neurotypical participants (family members, teachers, etc.) will be able to:
1.Become aware of their unspoken expectations about communication.
2.Be a better listener and clearer communicator with their family member/student/client with ASD.
3.Use visual methods of providing information for their family member/student/client with ASD.
4.Create and use specific and practical methods to help their child, student, spouse, or client with ASD express themselves effectively and authentically, including using Communication Forms.
5.List five “new agreements” that could improve their communication with their students, family member, client, co-worker, etc. with ASD.
After today’s presentation, the adult participants with ASD will be able to:
1.Choose, from a list of options, a preferred method of communicating, in any given situation.
2.Be introduced to, and/or become more familiar with, and/or skilled at self-advocacy.
3.Be introduced to, and/or become more familiar with the experience and expression of gratitude.
4.Have greater understanding/rationale for authentic self-expression.
5.List five “new agreements” that could improve their communication with their neurotypical family members, teachers, friends, therapists, co-workers, etc.
Catherine Faherty works with children and adults on the autism spectrum through the well-renowned TEACCH program in North Carolina. She is also a parent consultant and child therapist, consults to school programs, trains teachers and other professionals locally, nationally, and internationally, and runs social groups for children and adults with autism. She has written manuals used in TEACCH trainings, developed training models, and is the author of these 3 books - Understanding Death and Illness and What They Teach Us About Life, Asperger's...What Does It Mean to Me? and Contract for Communication, (to be published in the spring of 2010 by Future Horizons).
Friday, September 24
John Clements
Thoughts, Feelings and Behaviour: Empathy and Analysis in Working Through the Behavioural and Emotional Difficulties of Children with ASD
The course will argue for identifying our concerns in terms of thoughts, feelings and behavior rather than just behavior on its own. From this starting point the contributors to these challenges will be identified – those to do with autism, those to do with the environment and those to do with the interaction between the two. There will be consideration of three important but often obscured drivers of behavior:
1.Lack of social engagement
2.Lack of personal well being
3.Person-Environment fit
Approaches to assessment will be considered and an assessment aide provided.
From this base approaches to intervention will be examined. These will be considered first in terms of some of the common flashpoints such as requests and denials. Practical interventions for these situations will be presented and their use illustrated by case studies. The intervention implication of the ‘obscured drivers’ will then be detailed.
It is intended that as a result of the day’s work participants will:
1.Gain greater understanding of the drivers behind the behavioral difficulties that give rise to concern, particularly a wide range of antecedent conditions
2.Have an enhanced ability to assess these difficulties
3.Take away specific intervention ideas for the people with ASD that they support, in whatever capacity
John Clements is a British Clinical Psychologist, specializing for over 35 years in the field of developmental disabilities in general and autism in particular. After holding senior posts in the UK health and university systems, he established with Ewa Zarkowska the UK’s first independent psychological consultancy dedicated to people with developmental disabilities. In 1996 John emigrated to the USA and worked for the next 10 years as a behavior consultant in the great state of California, returning to the UK in 2006. John is the author of 7 books, (one entitled Assessing Behaviours Regarded as Problematic for People with Developmental Disabilities) and over 100 other publications. He retains a persistent delusion that he is a member of the Rolling Stones (not really!!)
Contact Autism Awareness Centre Inc. for more information on the Autism Awareness Centre, to register for upcoming conferences or to receive our Quarterly Newsletter, please contact us at:
Ph: 780-474-8355 or Toll Free: 1-866-724-2224
Email: vharris@shaw.ca
For Books and Resources or To Display a Product or Service at an AACI Event, please contact:
Maureen Bennie:
Phone: 403-640-2710
maureen.aaci@shaw.ca
For more information, registration fees, schedules or to sign up for the conference, please go to the Autism Awareness Centre site.
Sunday, March 28, 2010
Asperger Manitoba has a new look!
They have a new look, please check them out and give them your support!
12 Ways to Make a Difference for Your Autistic Grandchild
You are a grandparent! Nothing can compare with the boundless love that a grandparent feels for their grandchild. No longer limited by the need to juggle work, home, school and raising children into mature, self reliant adulthood, the gift of grandchildren is one of life’s greatest blessings. But life doesn’t always deliver it’s blessings in the package we expect. The diagnosis of autism is for many a jolt into a new world; one that many have not even heard of or at least have no knowledge. Autism is a mysterious and heart breaking neurological (occurring in the brain) disorder that occurs in 1 in 150 children. It shows itself most prominently in impairments in language, communication, behavior and social relationships. For parents, the diagnosis tears at our hearts and brings the future crashing down (at least for a time).
This is where grandparents come in. You have awaited the news of your grandchild for months, maybe years and now the gut wrenching truth is almost too painful. Your children are suffering. What could be worse?
I know you want to help because you are reading this. You want to find a way to ease the pain. Your adult children need you. You cannot cure the autism or somehow make it disappear, even though you would love to. But you play a role that is critical and you have the power to make life more manageable for your children and your grandchild or you can undermine their challenges and exacerbate an already fragile situation.
Autism cannot be cured. But, time will show that it is not a “death sentence.” Life will find a “new kind of normal” and life will take on new meaning. There are therapies, education programs, and dietary considerations that will make life much more controllable for a person with autism.
So, you want to play a positive role in the life of your grandchild with autism? Here are a few tips that will certainly get you started on the right track:
1.Support your children in their efforts to come to terms with and negotiate this challenging path. Listen, affirm and avoid offering quick judgments and /or solutions. What parents need most is to be supported and to feel affirmed that they are good parents and they will be able to cope; they are not alone.
2.Accept and love your grandchild for who they are now, not what you want them to be. This can be tall order when you are in public and a full-blown tantrum is underway! Remember, this is not a child that is misbehaving; he or she needs to tell you something and is not capable of it. Loving our children means interpreting their behaviour to find the message behind it.
3.Avoid judging or blaming anyone or anything. As humans we too often find ourselves searching for a reason or something on which we can lay blame. In the larger picture of your grandchild’s emotional, physical and intellectual growth, negative energy is simply wasted energy. Positive energy seeks to learn, to understand and to support what is. Autism is a neurological disorder. Parents cannot do anything or fail to do anything that would leave their child autistic. Suggesting otherwise is cruel and utterly wrong.
4.Support financially when possible. The education savings plan that you have begun may need to be used earlier than expected. Therapies, programs, resources and respite care are costly and yet they are the critical ingredients to making the lives of your children and their children with autism better. Listen to what your children are saying they need. Quietly reassure them that you will help in any way that you can.
5.Learn as much as possible about autism. There are many excellent resources on the market. The goal should be to increase understanding of the child’s communication, social and behavioral presentation NOT to find a cure. Information on how children with autism see the world and how they learn will do wonders for helping you to connect with your grandchild. One of my parent’s favourites is Autistic Thinking: This is the Title, by Peter Vermeulen.
6.Offer to spend time with the children or provide the financial means to have the parents have time on their own. Don’t wait to be asked. Your child’s marriage and mental health needs as much attention as does your grandchild. It is an investment for the whole family when you provide the regular opportunity for relief.
7.Gift certificates for movies, dinner, spa, and fitness clubs are a way to “force” a parent to take time for him or her self. Most parents will never quite get around to taking care of themselves. A homemade meal or a house cleaning can go a long way to easing stress. Take care of your child so they can care for your grandchild.
8.Spend time with the siblings of the child with autism. Or, provide care for the child with autism so that parents and typical children can reconnect! So often, life at home is centered on the child with special needs that siblings can get “lost in the shuffle.” Special days away or planned activities give siblings the relief that they need from a busy household. Our other children need to know that it is healthy to take a break from caring for a person that needs a lot from us.
9.Give your grandchild the opportunity to develop self esteem by teaching them how to do things for themselves rather than doing it for them. It is so tempting to do things for our special needs children. We can easily feel that “our babies” must deal with so much already that it seems cruel to say, “You can do it!” But be aware that being overly nurturing can sabotage a child’s opportunity to learn to do something and feel the sense of accomplishment and pride when they get it! No grandparent would want to chip away at a child’s self esteem. When you guide your grandchildren through each small step and encourage their attempts (even if they are off the mark) you are building their internal sense of self and that is a gift of a lifetime.
10.Communicate to the child with autism with short simple sentences. If you want your grandchild to do something it is best to state it specifically rather than ask a question. For example, instead of asking, “Do you want to rake the leaves with me?” it is more likely that you will get a positive response if you say, “Come rake the leaves with me. You can help me.” People with autism are often quite literal in their thinking and if we pose statements as questions, we may get a response that we did not intend. Avoid being loud, talking quickly and giving multiple steps. Your grandchild will most likely not be able to process all of your verbal instructions and they may ignore you or become very agitated.
11.Pictures, lists and diagrams are far more meaningful to most people with autism than words are. If your grandchild is upset or seems to lack understanding of something it is useful to draw a picture/diagram, list the steps that will happen or use a picture schedule. For example, a list might say: 1) Play at park. 2) Snack. 3) Brush teeth. 4) Bedtime. OR even more specific: 1) Eat snack. 2) Brush teeth. 3) Read story. 4) Sleep.
12.Respect the expectations and limits that parents set up. Raising a child with autism demands a structure and routine that is essential for the child’s peace of mind. Follow dietary restrictions, bedtimes, routines (no matter how odd they seem) and communication guidelines that the parents set. People with autism may have trouble coping with changes in routine, food, sleeping arrangements, toileting, etc when they are in your home. This is not because they are behaving poorly. This IS NOT a discipline (or lack thereof) issue. It is an autism issue and it needs to be treated as such.
Trust that you can make a deep and life changing impact on your grandchild by being the support that his/her parents need. As grandparents you may feel helpless and completely at a loss as to how to help. In reality, you do have the potential to make a huge difference whether you are physically near your children or not. Support, affirmation and love are what will get your child’s family through the challenge of raising a child with autism.
Jennifer Krumins is a full time teacher in Ontario, Canada with 18 years of experience in special education and the regular classroom. A mother of three (one of which has autism) I am currently teaching severely challenged teen boys with autism. Author of, "Been There. Done That. Finally Getting it Right. A Guide to Educational Planning for Students with Autism: Lessons from a Mother and Teacher".
[added on February 3, 2009 to the Autism Awareness Centre site]
This is where grandparents come in. You have awaited the news of your grandchild for months, maybe years and now the gut wrenching truth is almost too painful. Your children are suffering. What could be worse?
I know you want to help because you are reading this. You want to find a way to ease the pain. Your adult children need you. You cannot cure the autism or somehow make it disappear, even though you would love to. But you play a role that is critical and you have the power to make life more manageable for your children and your grandchild or you can undermine their challenges and exacerbate an already fragile situation.
Autism cannot be cured. But, time will show that it is not a “death sentence.” Life will find a “new kind of normal” and life will take on new meaning. There are therapies, education programs, and dietary considerations that will make life much more controllable for a person with autism.
So, you want to play a positive role in the life of your grandchild with autism? Here are a few tips that will certainly get you started on the right track:
1.Support your children in their efforts to come to terms with and negotiate this challenging path. Listen, affirm and avoid offering quick judgments and /or solutions. What parents need most is to be supported and to feel affirmed that they are good parents and they will be able to cope; they are not alone.
2.Accept and love your grandchild for who they are now, not what you want them to be. This can be tall order when you are in public and a full-blown tantrum is underway! Remember, this is not a child that is misbehaving; he or she needs to tell you something and is not capable of it. Loving our children means interpreting their behaviour to find the message behind it.
3.Avoid judging or blaming anyone or anything. As humans we too often find ourselves searching for a reason or something on which we can lay blame. In the larger picture of your grandchild’s emotional, physical and intellectual growth, negative energy is simply wasted energy. Positive energy seeks to learn, to understand and to support what is. Autism is a neurological disorder. Parents cannot do anything or fail to do anything that would leave their child autistic. Suggesting otherwise is cruel and utterly wrong.
4.Support financially when possible. The education savings plan that you have begun may need to be used earlier than expected. Therapies, programs, resources and respite care are costly and yet they are the critical ingredients to making the lives of your children and their children with autism better. Listen to what your children are saying they need. Quietly reassure them that you will help in any way that you can.
5.Learn as much as possible about autism. There are many excellent resources on the market. The goal should be to increase understanding of the child’s communication, social and behavioral presentation NOT to find a cure. Information on how children with autism see the world and how they learn will do wonders for helping you to connect with your grandchild. One of my parent’s favourites is Autistic Thinking: This is the Title, by Peter Vermeulen.
6.Offer to spend time with the children or provide the financial means to have the parents have time on their own. Don’t wait to be asked. Your child’s marriage and mental health needs as much attention as does your grandchild. It is an investment for the whole family when you provide the regular opportunity for relief.
7.Gift certificates for movies, dinner, spa, and fitness clubs are a way to “force” a parent to take time for him or her self. Most parents will never quite get around to taking care of themselves. A homemade meal or a house cleaning can go a long way to easing stress. Take care of your child so they can care for your grandchild.
8.Spend time with the siblings of the child with autism. Or, provide care for the child with autism so that parents and typical children can reconnect! So often, life at home is centered on the child with special needs that siblings can get “lost in the shuffle.” Special days away or planned activities give siblings the relief that they need from a busy household. Our other children need to know that it is healthy to take a break from caring for a person that needs a lot from us.
9.Give your grandchild the opportunity to develop self esteem by teaching them how to do things for themselves rather than doing it for them. It is so tempting to do things for our special needs children. We can easily feel that “our babies” must deal with so much already that it seems cruel to say, “You can do it!” But be aware that being overly nurturing can sabotage a child’s opportunity to learn to do something and feel the sense of accomplishment and pride when they get it! No grandparent would want to chip away at a child’s self esteem. When you guide your grandchildren through each small step and encourage their attempts (even if they are off the mark) you are building their internal sense of self and that is a gift of a lifetime.
10.Communicate to the child with autism with short simple sentences. If you want your grandchild to do something it is best to state it specifically rather than ask a question. For example, instead of asking, “Do you want to rake the leaves with me?” it is more likely that you will get a positive response if you say, “Come rake the leaves with me. You can help me.” People with autism are often quite literal in their thinking and if we pose statements as questions, we may get a response that we did not intend. Avoid being loud, talking quickly and giving multiple steps. Your grandchild will most likely not be able to process all of your verbal instructions and they may ignore you or become very agitated.
11.Pictures, lists and diagrams are far more meaningful to most people with autism than words are. If your grandchild is upset or seems to lack understanding of something it is useful to draw a picture/diagram, list the steps that will happen or use a picture schedule. For example, a list might say: 1) Play at park. 2) Snack. 3) Brush teeth. 4) Bedtime. OR even more specific: 1) Eat snack. 2) Brush teeth. 3) Read story. 4) Sleep.
12.Respect the expectations and limits that parents set up. Raising a child with autism demands a structure and routine that is essential for the child’s peace of mind. Follow dietary restrictions, bedtimes, routines (no matter how odd they seem) and communication guidelines that the parents set. People with autism may have trouble coping with changes in routine, food, sleeping arrangements, toileting, etc when they are in your home. This is not because they are behaving poorly. This IS NOT a discipline (or lack thereof) issue. It is an autism issue and it needs to be treated as such.
Trust that you can make a deep and life changing impact on your grandchild by being the support that his/her parents need. As grandparents you may feel helpless and completely at a loss as to how to help. In reality, you do have the potential to make a huge difference whether you are physically near your children or not. Support, affirmation and love are what will get your child’s family through the challenge of raising a child with autism.
Jennifer Krumins is a full time teacher in Ontario, Canada with 18 years of experience in special education and the regular classroom. A mother of three (one of which has autism) I am currently teaching severely challenged teen boys with autism. Author of, "Been There. Done That. Finally Getting it Right. A Guide to Educational Planning for Students with Autism: Lessons from a Mother and Teacher".
[added on February 3, 2009 to the Autism Awareness Centre site]
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