Does your child have difficulty with change of clothing between seasons e.g. moving from shoes to boots, long sleeves to short, coat to just a tee shirt? This can be a common characteristic in children with Autism and those with sensory processing difficulties. It can be the result of tactile sensitivity; the child is particular about the clothes he wears, finds tags and seams itchy or irritating, may not like having his sleeves pushed up, and likes only loose or tight clothing, socks and shoes or bare feet. Some children have difficulty tolerating touch to their skin and find that they can only tolerate certain clothing. It may also be the result of an intolerance to change in routine, transitions, or type of clothing. Some children are rigid and ritualistic because their world is confusing and overwhelming. The rituals and routines are their attempts to control their world in order to cope with it. Continue reading
2016 marks the completion of the 25th anniversary of Children’s Integration Support Services (CISS). We were not given a road map when our journey for a seamless system of supported inclusion began. As we travelled down the inclusion road, we learnt that change is inevitable and it is up to each of us to grow with each lesson learned. We also understood that it was alright to ask for directions. Our story began with a road trip to the Region of Durham to seek information and ideas from others who had already started their inclusion journey. Believe it or not, “Google Maps” had not yet been invented so it became a leap of faith, knowing that we all believed in and were committed to a path where full inclusion was possible by working towards supporting the needs of each child, their parents and the early childhood educators and providers. The inclusion pioneers who had bravely gone before us shared all of their lessons learned on how they achieved their success as well as sharing what roads for us not to go down. We had a strong belief in a vision where ALL children belong. We knew our journey was going to be positive and possible. Continue reading
In 1991 when Children’s Integration Support Services was formed, a unique role was created to support licensed child care programs with the integration of children with special needs. That role was then known as Integration Advisor.
The Integration Advisor’s primary role was to demonstrate to programs that a child is a child first, and that a child with a special need can integrate well into a community program when there is a strong partnership between the family, program, and community partners. Today Integration Advisors are known in the community as Resource Consultants. Continue reading
We are a family of four which consist of myself, Annik, my husband, our oldest son Jeremy who is thirteen, and our youngest son Bryce who is eight. Jeremy was born on October 1, 2002. We were the happiest parents in the world. Jeremy was reaching all of his milestones except for language until the age of one. I was concerned as he was getting frustrated and upset as he couldn’t communicate with us. I went to the doctor who referred us to First Words. Within a year, I received a call at work and that’s when it all began.
Jeremy was diagnosed with Autism Spectrum Disorder (ASD) in the fall of 2005. I will never forget the day when my husband and I got the diagnosis from the assessment at the Ottawa Children’s Treatment Centre (OCTC). Our world went spinning that afternoon knowing our child has ASD. It was hard at the beginning as we did not have much information and questioned what the future held for a child with ASD. OCTC was a big help for us as they guided us in the right direction. Continue reading
The child care community is currently in the process of change and educators/home child care providers are continuously making efforts to create engaging environments and experiences to foster children’s learning and development. They are deeply engaged in recognizing and adapting their own personal perspectives to support children’s well-being and their sense of belonging.
We as educators/home child care providers and parents/guardians all have our own personal perspectives, values and belief systems, and it can feel unnatural to change or adapt how we express ourselves. Recognizing and being more conscious of the statements we use with children helps shift the focus to a more positive approach that can lead to a decrease in the intensity and frequency of challenging behaviours. Continue reading
Attention all Resource Teachers/Resource Consultants, the Early Childhood Resource Teachers Network of Ontario (ECRTNO) and Children’s Integration Support Services (CISS), a program of Andrew Fleck Child Care Services, are pleased to invite you to attend our celebratory conference Inclusion – A Cause for Celebration on November 15, 16 and 17th, 2016. The conference marks the 30th anniversary of the ECRTNO as well as the 25th anniversary of CISS.
Please check out our conference program guide for the complete lineup of keynotes, workshops, the registration information and more.
Educators have numerous responsibilities to the children in our care. Most importantly we are responsible for fostering their social, emotional, cognitive, and physical development. In our school age program for children aged 6 to 8, we set goals for creating new friendships between peers and fostering skills to support basic social interactions (e.g. asking to join a game already in progress). But where to start?
Our CISS Resource Consultant told us about a former program called “Amigos Time”. It sounded exactly like what we were looking for. The concept is fairly simple. Each week, the educators place the children in pairs. The pairings are written on a dry erase poster hanging on our Amigos Club bulletin board, and the children are very excited to see who their partner will be upon arrival from school on Mondays. Each educator introduces a cooperative activity once or twice a week that they do together. Continue reading
The document How Does Learning Happen? Ontario’s Pedagogy for the Early Years stresses the importance of Registered Early Childhood Educators (RECE’s) engaging in a strong and respectful relationship with children and their families in order to foster a sense of belonging.
In February 2016, Judith Colbert PhD was the keynote speaker at the Welcoming Newcomer Children Conference who spoke about meeting and responding to the needs of young immigrants and refugees. Judith shared that young newcomers have distinctive needs arising from their settlement experience which may differ from other children in child care programs. Continue reading
Rebecca, born on February 1st , 1990, has Down Syndrome and lives with her mother, father and older sister, Monika.
Rebecca has been integrated into regular child care settings since she started day care at the age of two and a half at Dow’s Lake Day Care. It was there that support from Children’s Integration Support Services began.
Rebecca started her school years at St. Patrick’s Elementary School and attended the Barrhaven Child Care Centre school age program. When she first started at the day care, integration was a new concept and a “learn as you go” approach was taken by Rebecca’s family and teaching team. Rebecca’s parents were very appreciative of the team that was assembled to help and for the ongoing support of their Resource Consultant. Continue reading
Throughout Canada, changes are being made to facilitate and provide a positive inclusion experience for all children with special needs. In our society, it’s important that we emphasize the dignity and value of each child. The myth that only “some” children can be included is false, all children can be included with the proper community support. The key to a successful inclusion experience is team work and communication. We need to remember that the parents\guardians are such a vital part of our team.
Here are some strategies that I’ve used as a preschool teacher.
- Project a positive attitude when working with the children. Optimism is catchy.
- Be flexible, be prepared to make changes, adaptation to the program and/or toys to ensure a positive inclusion experience.
- Consult with the parents\guardians, your Resource Consultant and therapists about the different methods of carrying and positioning their child.