Category Archives: Resources

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 →

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 →

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 →

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 →

Fine Motor Booster Program at Bettye Hyde Co-operative Nursery School

Generations ago children spent the majority of their time outdoors climbing, digging, hanging from trees, running, riding bikes, swinging along with many other body developing activities. Childhood was full of physical activity which developed muscles of the hand to prepare them for school work. Today children can spend the majority of their spare time indoors playing on computers, watching TV and videos and playing video games as early as 2 years old. As a result, it is not uncommon for children’s hand muscles to be immature upon entrance into Kindergarten. Continue reading →