Category Archives: Inclusion

A Big Step: Our Family’s Transition to School (Part 2)

Read Part 1

Following an enjoyable summer, a week before school started, we met with our son’s school team; kindergarten teacher, Resource Teacher and Educational Assistant. Everything was in place: a designated change room, as he was not yet potty trained, a room for his physiotherapy, occupational therapy and time away from the classroom. We were really impressed how much was done to make sure that our son was integrated into a regular school and classroom.

Once school starts, it is important to start thinking about your child’s Individual Education Plan (IEP). The IEP is specific to your child’s goals that he or she is expected to achieve during the school year. It is a working document and can be changed or updated at any time. It is up to the parents to decide what information will be included in the IEP, if you don’t agree with it, don’t sign it. As parents we know best whether the goals listed are attainable by our child. Continue reading →

Mindfulness: What’s the Buzz?

MindfulnessJust about everywhere you turn these days, mindfulness has become the new hot item. In fact, mindfulness has become so popular that sometimes it seems as though it is ubiquitously applied to just about everything – physicians can use it to improve patient care, athletes to improve their game, and yes, parents to reduce distress and prevent burnout. But how does mindfulness work? Is it really effective? Or is it just a trend?

Despite its newfound popularity, mindfulness is an ancient practice that combines awareness of the current moment with a nonjudgmental attitude. Mindfulness is based on Buddhist insight meditation but there is nothing inherently religious about it and people of any faith can practice it. Practitioners concentrate their awareness on a single-pointed focus and accept the reality of the situation as it unfolds, moment-by-moment. This is a concept that is better experienced than described. That is, understanding mindfulness requires going beyond reading about it – you need to practice it firsthand. Continue reading →

Interview with Children’s Village at Stoneway

Pina, Resource Consultant from CISS interviewed Brenda Fick-Kahler, Program Supervisor, Bernie Seville and Darren Walker, educators at the Children’s Village at Stoneway. The purpose for this interview was for them to share their process in contributing to Team Service Plans.

Resource Consultant: How do you prepare for a Team Service Plan?

Brenda: It’s a collaborative on-going process within our program blending the Early Learning for Every Child Today (ELECT) with Emerging Curriculum. The team has weekly meetings where they evaluate the program and discuss the children’s needs. From the time the child enters the program, the educators begin taking notes and developing profiles for all the children. When CISS is involved, the team meets with the Resource Consultant on a regular basis. With our process, we are able to deal with issues, resolve challenges and try different approaches. This style of programming lends to the children being successful. Continue reading →

Your Library Can Help Children Talk, Sing, Read, Write and Play EVERY DAY!

With 33 Branches, 2 Bookmobiles and a strong online and digital presence, the Ottawa Public Library (OPL) is in your neighbourhood, your child care centre, your child’s classroom and your home. With core values that include “access and inclusion”, “bilingualism”, and “love of reading”, OPL and its employees are great resources. If you are looking for accessible collections, story time programming or expertise related to early literacy, OPL is here to help.

Children’s Services employees offer early literacy programs in the Library and out in the community for example at early learning and care centres and schools. Employees are trained in presenting engaging programs for children and also in educating parents and educators on best practices for preparing children to read. OPL uses a curriculum called Every Child Ready to Read, which is based on five simple practices which parents and caregivers can easily integrate into everyday activities. These practices include: Talking; Singing; Reading, Writing and Playing. Continue reading →

Inclusion Ideas Corner – Job Chart, Greeting/Goodbye Apron and Classroom Accountability System

Job Chart

At Gardenway School Age Program, we have been implementing many aspects of Conscious Discipline©. This is a comprehensive self regulation program that integrates social-emotional learning and discipline.

Job ChartOne of the tools we have successfully implemented is a Job Chart for the children. It is important for these jobs to be meaningful. Every child has their picture on the job board. Each job has a corresponding picture. At the beginning of the week, we ask the children which job they might like to do. Once the job is chosen, we take it and Velcro it to their picture on the board. Some jobs are composter, pet care-taker, room and cubby checker, book tidy-er, door-holder, line-leader and caboose, tidy-up, snack announcer and helper, first-aid, and the ‘We Care’ helper. The children are always thrilled and excited to pick and carry out their new jobs. Continue reading →

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 →