Category Archives: Resources

“Shoe Box” Activities

1“Shoe box” tasks are one unit activities that are designed to teach a child a variety of skills from basic put in/put on tasks, to finger dexterity and eye-hand coordination, bilateral hand skills and pre-academic skills (matching, sorting, patterning, size, shape, colour). The “shoe box” includes all of the materials to complete the task.  As learning progresses, the child learns to complete the task independently including getting the box, bringing it to the table and replacing it when finished. Continue reading →

Behaviour Guidance Tip – The “You” Statement

Did you know that by using a “You” statement it:
Validates the child’s needs, wants, and feelings by focusing instantly on them.

A child is crying during drop off time, the educator approaches the child and validates her feelings by saying; “You are sad. You miss your mom”. Most often the child will seek comfort and regain control over their emotions because the child feels understood.

Did you know that by using a “You” statement it:
Can help a child deal with not having immediate access to a preferred item. Continue reading →

Positive Transition to Preschool

September is always an exciting time for children and parents starting preschool. Along with all the fun associated with new surroundings, new friends, new adults in the child’s life, comes the anxiety about parent and child separating from one another. It’s a very emotional time for parents to leave their child but can be equally scary for some children. This is especially true for children whose first language is not English or for a child with special needs who has not been separated from their parents before. Here are some strategies that we have used to ease the transitions for children, parents and educators.

1. Prior to starting in the program, hold an open house for children enrolled in the group and their parents so that they may meet the other children, parents and educators. Plan your open house so it happens when your centre is in operation. This will provide an opportunity for everyone to experience a preschool day. Continue reading →

Preparing for Separation Anxiety

September is a very busy time of year especially for educators and providers as they prepare to receive many children. Some will be returning but many will be new. This means many children along with their parents/guardians will experience Separation Anxiety. Here are some considerations to help with this short lived anxiety.

Create a small booklet with pictures of your centre or home child care setting that you can give to parents/guardians so they can read it with their children.
Post and use a visual schedule not only in each classroom or playroom in a provider’s home but also next to the schedule posted for parents/guardians. Continue reading →

Strategies for Building Partnerships with Families

  • Create an environment in which parents/guardians are comfortable enough to speak and interact.
  • Value the parents/guardians comments and insights and make use of their knowledge about their child’s strengths and needs.
  • Actively listen to parents/guardians by communicating with words, eye contact, and a posture that promotes open communication.
  • Avoid judgements.
  • Ask questions that will start a conversation about their child and listen to their answers before reacting. Continue reading →

Inclusion Ideas Corner – Lin Teaches Children About Autism

DollkitChildren are curious about the world around them. Let’s teach them about how similar we all are and that differences are a good thing. CISS has Educational Dolls Kits that come with a comprehensive binder where educators and providers will find detailed suggestions for every routines and transitions. Although your program may not currently be supporting a child with a specific diagnosis, may we suggest that you make use of the doll kits in your daily programming to promote diversity.

The following are examples of how a child care program may set up their environment with the contents from an Educational Doll Kit. The Doll Kit chosen is Lin – Autism Spectrum Disorder. Continue reading →

Family is Family: Everyone has the Right to Travel the World with Pride

Is travelling with children with special needs really that different? Not really. When we travel with our six children, five of whom have special needs, we are more careful in the planning and execution of our vacations. Because we require two hotel rooms, we always contact the hotel directly and request connecting rooms. This ensures that there is only one access to the hallway from our room because one of our children sleepwalks. The second room door remains bolted at all times. We also ensure that we have a small refrigerator in the room for quick snacks and/or beverages.

Our children’s diagnoses vary, from ADHD to global delays to Autism, each requiring special considerations such as being more sensitive to their environment. Although the thunder during the luau at SeaWorld startled our middle daughter, she was still thrilled to be on stage doing her version of the hula. If children are afraid of loud or sudden noises, take into consideration experiences that could frighten them such as the Indiana Jones attraction at Disney World. Our choices of attractions tend to be on the “mild” side on purpose. Our more daring children “buddy up” to experience the more exciting rides. This ensures everyone can fully enjoy their vacation. Continue reading →

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 →