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.
Sunday, September 12, 2010
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.
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