Meeting the Needs of Child and Families

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Meeting the Needs of Child and Families

  1. 1. Meeting the Needs of Children and Families By:AnnaYu
  2. 2. Jamie’s Story  “The youngest son, Jamie, is almost three and is profoundly autistic, a diagnosis that he was given at 21 months old.The few months after the diagnosis were a complete roller-coaster of emotion for his family. His mom will never forget quite how many people she met and how many times they had to repeat their family history. Mom spent most of the time crying or chasing up appointments on the phone. Her husband didn’t want to talk about it.The older son, who was six at the time, thought that Jaime was dying because they were spending so much time at the hospital.”
  3. 3. Child’s Challenges  Jaime has autism he was diagnosis when he was 21 months old.“Increased diagnosis, more common in boys.” (Class notes, week 3)  Not fitting in with other children.  Thinking other children or people in society will judge him for who he is.  Can’t do what most other children can do.
  4. 4. Family’s Challenges  Jamie’s mother was having a difficult time throughout the path of Jamie’s autistic.The mother would always have to repeat their family history to people she knew or met.  Jamie’s father wouldn’t bother talking about the situation with the mother or feeling ashamed about his son.  The older son, thought Jamie was going to die due to the trips to the hospital multiple times.
  5. 5. What is Autism?  Autism is a behavioural disorder where children and adults experience difficulty of communicating with those around them.“Associated with repetitive behaviours difficulties in social interactions communication, making changes, sensitive to sensory stimulation and to develop and sustain interests.”(Class Notes,Week 3)  Children with autism also have different ways of hearing, seeing, and feeling and sensitive to those areas.  Autism happens in early brain development to among young children between the age of 2 and 3 years old.  Some people who has autism can live independently but others needs to live with extra support from others.
  6. 6. Symptoms of Autism  Social Challenges: Gaze at faces, turn towards voices, grasp a finger and smile by 2 to 3 months. 8 to 10 months for infants showing failure to respond to their names, reduced interest in people, and delay babbling.  Communication Difficulties: Most toddlers say a one or two word, turn and look when they hear their names, point to objects of desire or showing.  Repetitive Behaviors: Common behaviors include hand flapping, repeating sounds, words, and phrases.  Associated Medical Conditions: Genetic Disorders, Seizure Disorders, Sleep Dysfunction, Sensory Processing Problems and Pica.
  7. 7. Environment Strategies  Modifying the environment of the safety, security, windows, lighting, noises, smells, colour, layout, bedrooms, bathrooms, sensory rooms and garden.  Creating a well warmed environment, without involving physically changes to the environment itself. Strategies using the principles of SPELL and TEACCH.
  8. 8. SPELL  Structure: Having incorporating daily structure in their life to help them predict the events going through the day.  Positive: Having a positive behaviour encouraging those who have autism to try to new activities at their own pace with supportive and caring environment.  Empathy: Understanding how people experience autism, help them to overcome the difficulties.  Low arousal: Always be aware of the activities and lessons in a calm environment due to some are sensitive with light, noise and smells around them.  Links: Good communication between co-works, parents, carers and any other professionals.
  9. 9. TEACCH  Structured Environment: To create a focused and calm area, think about the different objects, such as furniture, placed in the room.This will help a person with autism to adapt to the typical activities that take place within the room.  Scheduling and Routines: This helps people with autism to have own daily or weekly timetable.With this strategy you can have pictures or words or both to show the child about what will be happening throughout the day.
  10. 10. Teaching/Support Strategies  Posting up visual pictures with labels of activities, daily/weekly routines.“Visuals can be presented in several formats ranging from the most concrete to the most abstract such as: objects, colour photographs, black and white photographs, colour line drawings, black and white drawings and miniature objects” (Class Notes,Week 6)  Have group activities, including the children with autism into the activity.  Instructing the activities with support verbal information and pictures, also giving them opportunities for the student to get involve.
  11. 11. Teaching Strategies Cont.  Some children may be sensitive to light, and colour by using the device of Light Box it helps the eye-hand coordination.“They can also assist in the instruction of eye-hand coordination, visual discrimination, and visual perceptual skills.” (Class Notes,Week 7)  Using task analysis will help the guiding the child and instructing the child to do the task step by step. “Someone children learn by watching and imitating. Others need the skill to be broken down into smaller steps.When you break down complex skills into smaller easier steps to learn, it is calledTask Analysis.” (Class Notes,Week 9)
  12. 12. Organizations/Resources  Autism Speaks Canada (http://www.autismspeaks.ca/)  Autism Canada (http://autismcanada.org/)  Autism Ontario (http://www.autismontario.com/)  Kerrys Place (http://www.kerrysplace.org/)  Geneva Centre for Autism (https://www.autism.net)
  13. 13. Autism Speaks Canada  Autism Speaks an organization of research, awareness, advocacy and family services that founded in 2005 by two grandparents (Bob and Suze Wright) of a child with autism.  The mission of this organization is for us globally help the children and adults speak for them about autism helping to bring more support to those who are in need.  “We are dedicated to funding global research into the causes, prevention, treatments, and cure for autism; to raising public awareness about autism and its effects on individuals, families, and society; and to bring hope to all who deal with the hardships of this disorder.We are committed to raising the funds necessary to support these goals.” – Autism Speaks  http://www.autismspeaks.ca/
  14. 14. Video:What is Autism Speaks?
  15. 15. Autism Canada  Is a national foundation to lead volunteer, and providing treatment along resource information for families living with autism or influenced with health care or government policy.  Supporting Canadians providing biomedical and behavioural treatment.  More opportunities to expand health care knowledge of autism as a treatable illness.  “I am proud to have been chosen to lead the Autism Canada Foundation.Autism Canada is an important organization providing support and hope to Canadians impacted by Autism.We have been extremely lucky to have the resources to try many of the new effective treatments which are available.” (Don Blane, President)
  16. 16. Contact:Autism Canada  Website: http://autismcanada.org/  Facebook: http://www.facebook.com/autismcanada  Ashley Patton - Donations/Events  Ashley@autismcanada.org 519.695.5858  Lucie Stephens – Family Support Lucie@autismcanada.org 519.284.7441  General Inquiries info@autismcanada.org 519.695.5858
  17. 17. Video: Support Autism Canada
  18. 18. Autism Ontario  This organization focus on advocacy and support, research, best practices, government relations, public awareness and governance.  Their mission is to each individual will understand the meaning of life and respected as anyone else in society.  Autism Ontario is the greatest information source and referral on autism and one of the largest groups representing the autism community.  The group is guided by a Board of Directors, primarily made up of parents of individuals with autism, and a host of respected professionals who provide help with their guidance and expertise to the organization as volunteers.
  19. 19. Contact:Autism Ontario  Website: http://www.autismontario.com  Phone: 416-246-9592  Email: http://www.autismontario.com/client/aso/ao.nsf/Email  Location: 1179 King StreetWest, Suite 004Toronto, ON M6K 3C5
  20. 20. Kerrys Place  Kerrys Place was founded in 1974 by leaders developing and providing supports building their knowledge to others.  Their values of working with people they support, families, staff, funders, community partners and stakeholders of respect, choice, integrity, teamwork and continuous learning.  Kerry's Place Autism Services is the largest provider in Canada, serving over 7 000 people with ASD and their families annually.
  21. 21. Contact: Kerrys Place  Website: http://kerrysplace.org/  Phone: (416) 537-2000  Email: info@kerrysplace.org  Location: 12A - 219 Dufferin St. Toronto, ON M6K 3J1
  22. 22. Geneva Centre for Autism  Research discovered, in 1983, that participants did better during the program than in the monthly visits.  The centre focused its funding on a year-round service the change happened in 1984 when the small cap became a full service agency.  Embrace individuals with autism and their families to be participate in communities.  Providing delivery services with excellent and flexibility.  Raising awareness and understanding of autism promote the rights of each person be treated.
  23. 23. Contact: Geneva Centre for Autism  Website: http://www.autism.net/  Phone: (416) 322-7877  Email: info@autism.net  Location: 112 Merton Street Toronto, Ontario Canada M4S 2Z8
  24. 24. Inclusion  With a child who has autism, include them with the other children in the class.“Same opportunity to learn, enjoy and participate as others.” (Class Notes,Week 1)  Getting the child to be involve with the activities, not excluding them and making them feel they are left out.  Also, getting the parents involve with the activities to see what their child had learned, communicating with the parents to get more support for them.“Connect with local organizations that support families” (Class Notes,Week 1)  Most important ACCEPT FORWHOTHEY ARE.
  25. 25. References  Research:  http://www.autism.org.uk/living-with-autism/at-home/environment-and- surroundings.aspx  http://www.edu.gov.on.ca/eng/general/elemsec/speced/autismspecdis.pdf  http://kerrysplace.org/  https://www.autism.net/  http://autismcanada.org/  http://www.autismontario.com/  Videos:  What is Autism Speaks? https://www.youtube.com/watch?v=qSTFDUmXMOI  Support Autism Canada https://www.youtube.com/watch?v=Q3t22bDghy4  Pictures:  http://www.achievetherapycentre.com/resources.html  http://www.autismontario.com/client/aso/ao.nsf/docs/c3fbf6844b429c338525789e 005ca21a/$file/kerry_place_proper.jpg  http://www.oakcityacademy.org/wp-content/uploads/2010/12/Classroom-Span- e1341183334235.jpg  http://www.comminit.com/files/montessori-room.jpg  Clip Art – Microsoft PowerPoint  Google Map

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