Category Archives: Children with Special Needs

Paws for Philip

Phil and Etta

Almost 4 years have passed since Etta, our son Philip’s Autism Assistance Dog Guide, became part of our family. Hardly a day goes by without one of us saying “how did we ever live without Etta”. Etta is a beautiful, 5-year old female brindle Lab. She has a very patient and gentle personality, a perfect complement to our son.

Philip, who is now 13, is on the severe end of the Autism Spectrum. He is non-verbal and has been known as a runner and climber, along with other behaviours. We first heard about Autism Assistance Dog Guides in 2007 through information on the internet and elsewhere and decided that this could be of real benefit for Philip’s safety. Continue reading →

One Hour a Day, Grow Stronger Every Way!

In early April some of my colleagues and I began a training study with CHEO (Children’s Hospital of Eastern Ontario). The ABC (Activity Begins in Childhood) program is “designed to facilitate the engagement of 3 to 5 year old children in physical activity and movement experiences that form an overall physical, cognitive, social and emotional development” (Kristi B. Adamo, PhD).

Through the study, we received training and support to help us engage the children in a wide variety of physical activities both indoors and outdoors. The goal was to provide one hour of physical activity every day. It seemed like a lot until we realized that the hour could be broken into smaller parts; five minutes here and fifteen minutes there adds up quickly. Over the six month period of the study, we chose activities to enhance and develop the children’s skills; loco motor, manipulative movement, music and creative play. Continue reading →

It’s All About Relationships

Our Transition to School Story

Like all parents, we worried and hoped for the best possible transition for our daughter into Kindergarten. She had been excelling in all of her Team Service Plan goals through the guidance and support of her preschool educators and we wondered how she would cope with the transition to a larger school environment with more expectations and less individual support. To ease our concerns, we requested an interview with the school principal to discuss our daughter’s diagnosis. In late June, we contacted the resource teacher to develop a transition plan to deal specifically with our daughter’s anxiety towards changes in routines and environments. We also attended the school’s spring BBQ so she could become familiar with this new environment. We read the social story about her new school all summer and talked with excitement about Kindergarten. Continue reading →

A Big Step: Our Family’s Transition to School

Part 1 of 2

I have two wonderful children, twins, and like many parents I was very excited about them going to school. The task of enrolling children into the school system is challenging. Now add a child with special needs and the task can seem impossible. Enrolling my daughter was easy, but my son’s enrolment was more complicated due to his diagnosis of global developmental delay. Since my children were enrolled in a licensed day care I had the guidance, support and expertise of a Resource Consultant from Children’s Integration Support Services (CISS). If your child is not enrolled in a licensed daycare, but receives services from OCTC (Ottawa Children’s Treatment Centre) you may be eligible for School Liaison Support. Continue reading →

Achieve Positive Results…

by Improving the Environment of Early Learning and Care Programs!

Each day children of preschool age or younger are enrolled in an early learning and care program in their community, where they are challenged to develop their abilities and adhere to established rules and expectations. It is quite a challenge for these young children as the development of skills is the main goal for any child regardless of having special needs or not.

Children’s Integration Support Services’ (CISS) mandate is to support and assist children with special needs, their families and educators. Their Resource Consultants and Behaviour Consultants focus on what is positive, constructive and durable by concentrating on the transfer of knowledge and by offering a delivery model based on inclusion practices, skills development, team collaboration and prevention. Another innovative CISS program is the Positive Outcomes Program (POP), which supports children with behavioural challenges who are not identified as having special needs. Continue reading →

Inclusion Ideas Corner – Kindergarten Quiet Corner

Quiet CornerMorning drop off and daily transitions can be stressful for children.  In our Kindergarten program we realize that when a child leaves one environment and enters another or separates from their parents they may experience a variety of emotions. We have created a quiet corner to help children collect themselves, regroup and manage their emotions. This space accommodates one child at a time and encourages them to make use of the many quiet and calming activities. Continue reading →

How Will You Feed the Joy?

Kevin

I’m sure there is not a parent among us raising a child with special needs, who does not have forever imprinted on their minds and in their hearts, the day their child was diagnosed. For our little family, it was the virtual blow from a two by four to the gut; the breathless shock to the system; the blood rushing to your face and the feeling that you needed to sink to your knees as some faceless voice uttered “severely autistic”. It’s amazing what power a few little words, quietly spoken, can have on a whole bunch of lives. Then comes the ricochet effect as the power of love for your child sends you hurtling into action as if on a permanent adrenaline rush: therapy, preschool, social programs, interventions, doctors, what program, how many hours, what can we afford, who are the best service providers and how much can we fit into a day? All the while, like an irritating song stuck in your head, the words so many will utter without truly understanding the impact they will have; “there’s a window of opportunity, and then development slows or stops.” Continue reading →

The Power of H’Art

H’Art of Ottawa is an innovative and inclusive visual arts studio that supports the creative growth of artists with developmental disabilities. H’Art’s unique art and literacy program promotes creative and cultural experiences, self-expression and independence. In the studio, visual art and creative writing are used as approaches to learning. The artists exhibit, promote and sell their paintings through the studio, galleries and venues within the community. This provides the opportunity to participate in society in a meaningful way and contributes to the growing awareness of the general public that persons with disabilities can live rich, productive and independent lives. Continue reading →

Yoga for Children

Tips to Help Teach Children Yoga
The most important things to remember when practicing yoga with children—keep it fun, free and simple! Let your creativity flow and many more good ideas will come.

When working with young children don’t try to make the poses technically “perfect”. At such a young age, the purpose of yoga is to introduce them to, and familiarize them with, the basic concepts of the practice. The essence of yoga is breathing, relaxing, balancing, trying and being good to self and others. Continue reading →

Inclusion Ideas Corner – Smooth Transitions

Smooth transitions, whether they are big or small, start with consistency and repetition. Here are some ideas:

• Make up a song for each transition sung to familiar tunes. Consistently sing the same song for each transition. This supports the children to make a link between the song and the expectation of the routine.
• During long wait periods, provide a small bin or basket of hand held toys for the children to choose from while they wait their turn. Continue reading →