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  1. 1. Meeting the Needs of Children and Families Assignment Name: Hasna Ferdous Student ID 300645466 Professor’s Name: Lisa McCaie Date: 3rd April, 2014
  2. 2. Noori Child with a nonverbal learning disorder
  3. 3. Nonverbal Learning Disorder (Case study) Three year old, Noori, was recently diagnosed with nonverbal learning disorder or nonverbal learning disability (NLD or NVLD). Her parents are shocked and do not understand what this will mean for their daughter. They ask for your help. they are both very upset as becoming pregnant with Noori was very difficult for them. They expressed to you that is not acceptable to parent a ―children with special needs‖. They beg you to make the diagnosis ‗go away‘ and ask you ‗to fix Noori‘.
  4. 4. Nonverbal Learning Disorder A nonverbal learning disability (NLD) causes problems understanding body language, facial expressions, and tone of voice. A child with NLD also has trouble with balance and doing physical things. According to Dr. David Dinklage, There is clearly a great deal of overlap between Asperger‘s Disorder (AD) and Nonverbal Learning Disabilities (NVLD), so much so that it is possible that the symptoms of each describe the same group of children from different perspectives—AD from either a psychiatric/behavioral perspective, and NVLD neuropsychological perspective. However, parents likely realize early on that something is amiss. As preschoolers, these youngsters probably have difficulty interacting with other children, with acquiring self-help skills, are not physically adept, are not adaptable, and present with a host of other troublesome problems that are of concern, but not alarming.
  5. 5. Nonverbal disorder Definition
 NLD was first identified around 1985 by Byron P. Rourke, who wrote that "Nonverbal learning disability is defined as a dysfunction of the brain's right hemisphere - that part of the brain which processes nonverbal, performance-based information, including visual - spatial, intuitive, organizational and evaluative processing functions.‖ NLD can be seen in three areas of child development: motor, social and visual-spatial. Some children will exhibit problems in all three areas while some may only have problems with one or two of these areas. Nonverbal learning disorders are often misdiagnosed. Often a child with NLD may initially be considered to have ADD/ADHD, to be autistic or suffer from Asperger syndrome, a reason for having multiple evaluations done.
  6. 6. Nonverbal disorder What is the cause? NLD is caused mostly by problems in the right side of the brain. Problems during pregnancy or birth increase the risk that your child will have NLD, such as: A mother who smoked, drank alcohol, or was ill while pregnant Very long labor at birth Having the umbilical cord wrapped around the neck Premature birth or low birth weight Serious infections as a young infant also may increase the risk. NLD affects boys and girls equally. tm
  7. 7. Nonverbal learning disorder or Nonverbal learning disability Studies conducted by the Yale Child-Study Group suggest that up to 80% of children who meet the criteria for AD also have NVLD most likely children with the more severe forms of NVLD also have AD. Children from both groups are socially awkward and pay over-attention to detail and parts, while missing main themes or underlying principles. _resources/articles/miscellan eous/asperger_nonverbal_lea rning.html
  8. 8. Nonverbal Learning DisorderAccording to class note week-2 Asperger‘s Disorder is children‘s with Behavioral and Social/ Emotional Disorder. According to my case study, Noori, three years old diagnosed with nonverbal disorder or nonverbal learning disability (NLD or NVLD). NVLD can be conceptualized as an imbalance in thinking skills Children with NLD are very verbal, and may not have academic problems until they get into the upper grades in school. Often their biggest problem is with social skills. Intact linear, detail oriented, automatic processing with impaired appreciation of the big picture, gestalt or underlying theme. NVLD is a learning disability not any psychological disorder. /asperger_nonverbal_learning.html
  9. 9. Nonverbal Learning Disorder  It is not nearly as common as language-based learning disabilities, but this may be a phenomenon created by environmental demands (i.e. our societal demands for precision skills in reading assure that even the most subtle language-based LD cases are identified)  The definition of Nonverbal Learning Disability (NVLD or NLD) is almost the opposite of what it seems to mean. People with this disability are actually highly verbal but are challenged when it comes to processing non-verbal information.  Typically social/psychiatric concerns are raised before academic problems are identified.  While the overlap is not complete, NVLD children may meet the criteria for Pervasive Developmental Disorder Not Otherwise Specified (PDD NOS), Aspersers Disorder, or Schizotypal Personality. ml
  10. 10. Nonverbal disorder (NLD) NLD can be seen in three areas of child development. Motor Skills
Children with NLD often have weaker-than-normal motor skills, both gross-motor and fine-motor. Riding a bike or playing soccer can be difficult, as can using scissors or even holding a pencil or fork. Social
Children with NLD are unable to process visual "cues." Scientists tell us that nearly 65 percent of a regular face-to-face conversation is communicated non-verbally, that is to say with facial and hand gestures and with changes in tone or pitch. Visual-Spatial Skills
Group activities, such as being in a classroom, may well be where NLD is most identifiable. Because they are missing all of the non-verbal interactions going on around them, they do not understand what is going on. definition-symptoms.php
  11. 11. Early Warning Signs  Developmental histories sometimes indicate precocious language development with slight delays in acquisition of motor milestones.  As infants, these children might have histories of tactile defensiveness  As a group, these children are identified as learning disabled much later that usual. Boys tend to be identified somewhat earlier than girls.  These children are often regarded as clumsy or uncoordinated and as impulsive.  These children are usually thought of as being bright, but unmotivated and lazy.  These children are highly verbal and articulate. They will talk excessively in many situations, but express relatively little meaningful content (e.g., "cocktail party" speech). definition-symptoms.php
  12. 12. Early Warning Signs  Generally, these children will interact well with adults, but exhibit poor social interactional skills with children (and may have few friends).  Intellectually, these children may have depressed performance scores, relative to verbal scores on the WISC-R (an intelligence test).  Academically, these children have a characteristic profile of "hyperlexia" or at least average reading recognition skills. They may have a slow start in reading, exhibit poor reading comprehension, and have poor mechanical arithmetic abilities.  These children will exhibit a characteristic profile on personality evaluation. They will show peak scores on the Depression, Anxiety, Psychosis, and/or Withdrawal subscales of the Personality Inventory for Children. Often they are referred for suspected primary emotional disturbance due to difficulties with their emotional functioning.
  13. 13. Signs of NLD What are the signs of NLD?  Great vocabulary and verbal expression  Excellent memory skills  Attention to detail, but misses the big picture  Trouble understanding reading  Difficulty with math, especially word problems  Poor abstract reasoning  Physically awkward; poor coordination  Messy and laborious handwriting
  14. 14. Signs of NLD  Concrete thinking; taking things very literally  Trouble with nonverbal communication, like body language, facial expression and tone of voice  Poor social skills; difficulty making and keeping friends  Fear of new situations  Trouble adjusting to changes  May be very naïve and lack common sense  Anxiety, depression, low self-esteem  May withdraw, becoming agoraphobic (abnormal fear of open spaces)
  15. 15. Asperger’s Disorder (AD)  Preoccupation that is overly intense and narrow  Inflexible adherence to non- functional or peripheral routines  Stereotyped or repetitive motor movements  Persistent preoccupation with parts of objects  There is no general language delay.  E. There is no severe global cognitive impairment ources/articles/miscellaneous/asp erger_nonverbal_learning.html
  16. 16. Nonverbal Learning Disorder
  17. 17. Noori the child has nonverbal learning disorder ECE’s Responsibility  As an early childhood educator first I have to stop and evaluate my feeling. Then find something positive about the child or the situation. After that I have to focus on how to improve the situation. Finally make an achievable goal for the child and for myself. ( Class note, week-4).  As an Early Childhood Educator my role will be assist in making the earliest possible identification of developmental differences or at risk conditions. The younger the child is identified the better. (ie. Placed on waiting lists for support, may prevent secondary developmental problems) (class note, week-4)  A major responsibility of teachers is to refer children to the appropriate support and services. It is important that ECE‘s know local community services. Then understand that a form 14 is needed to access services  Assist in creating and implementing IPP‘s and IEP‘s. this includes providing thoughts, ideas, observations, strategies and solutions.  Work in collaboration with Resource Consultants/ Specialists, families, and coworkers.  Engage in Professional Developmental opportunities.
  18. 18. According to my case study Noori three years old was recently diagnosed with a nonverbal learning disorder, which is learning disabilities. The children who have NLD have learning disability who are suffered from organizational problems, conceptual problems such as, poor social skills, reading, difficulties doing math, solving problems, and nonverbal messages. (Class note, week-3) The child like Noori who has learning disorder needs the environment where she can get attention, or we can say she will need close observation and support in order to do all activities in daycare settings. Therefore, she needs small class size with 6-8 children, she also needs all classroom aids to be available to assist her as the need arises. Her daily routine should be consistence so that she can follow the daily activities without any difficulties. She needs a highly structured day, which is very predictable. There should be both a teacher and an aid, so that one of them is always available to assist Noori the NLD child when she is struggling. Adapting learning environment for Noori
  19. 19. Adapting learning environment for Noori Visual Communication Workshop Noori the child with nonverbal learning disorder needs visual communication workshop in order to know her daily activities, for which she will feel comfortable in daycare settings. ―using visual cues allow us to plan, organized, and to be independent. Visuals are equally important to children as they are beginning to learn about their world abound them‖( Class note, week-8) ― Types of visuals will depend on what is meaningful to the child. Line draws can be helpful. Pictures schedules can also be helpful especially when there are changes. For example, pictures can be also be turned –over or crossed out. It can cause less stress when there are changes routine‖ (class note, week-8). Child with NLD will get help to have visual communication because they face difficulties to follow routine, transition, and changing routine. Therefore, visual communication adding in environment of daycare settings will help her to do daily activities independently.
  20. 20. Using Visual
  21. 21. Teaching strategies for NooriCreating social stories: As I mention before child with nonverbal disabilities faced interaction with others, making friends. Therefore, as an ECE I have decided to create social stories for Noori, which can help little Noori to make friends and become social. I can also use social stories to prepare Noori for new event, and new skills. I will also involve Noori writing and drawing pictures on the story book, which will help her to organize story and also meaningful pictures that can be related the story. All writing will be writen by Noori‘s perspective so that she can feel the story related to her. ―Social Stories (created by Carol Gray) are tools for teaching social skills to children‖ (Reading Package). ―Social Stories are written from the child‘s perspective, using positive language in the first person ‗I‘, and in the present tense. (Reading Package)
  22. 22. Creating Social Srories
  23. 23. Teaching strategies for Noori Communication book I will make a communication book for Noori. This book will help the ECE to communicate with the parents to inform about the child‘s progress, which can help the ECE to collaborate with the parents to fulfill child‘s needs. ―Maintaining open communication with a child‘s family is very important but sometimes difficult to do. Communication book allows child care staff and parents to exchange a few written words about the child‘s day and night, share information about appointments or special events, and it can also be used as a record-kipping tool.
  24. 24. Teaching strategies for Noori Kipping Buddy: Noori the child with nonverbal disability has problem with social interaction and making friends. Making lunch buddy will help her to communicate with other children, and as an ECE I know children learn from their peers.
  25. 25. Teaching Strategies for Noori Giving choices It is easy for the children with nonverbal disorder to follow the same routine everyday, but sometimes giving them choices would be good teaching strategy. So that they can enjoy learning, and also think about making own decision, which will build their self esteem. I will give Noori some choices every other week.
  26. 26. Using Tolls for Noori Kurzweil 3000 Software which is a comprehensive reading, writing and learning software program designed for individuals with learning difficulties, such as dyslexia or attention deficit disorder. The software can access virtually any information, whether it is printed, electronic, or on the web. It facilitates active reading including highlighting, text circle tools, annotations, Bookmarks, Voice Notes and Extract in order to create outlines, study guides, or word lists. It reads the words aloud to the student in clear, humanlike, voice. (Class
  27. 27. Fidget kits (Tools) These devices are used to help children focus and maintain attention during challenging activities such as learning in a classroom setting or child care setting. These kits should contain sensory items that help maintain attention and focus but do not distract the person from learning or distract others in their environment. These kits are often used for calming, focusing and self regulation. (Class note, week- 8) Depending on the situation I can use this kit for Noori.
  28. 28. Inspiration device (Tools) A great program that helps children organizes their ideas visually. It provides a tool create a picture of the ideas or concepts in the form of diagram. Then, if the child would like, he/she can turn the diagram into outline with the click of button. Whether the child prefers a visual diagram or an outline, this tool can help guide the child as he/ she write essays. (Class note, week-8) From this device Noori can get help to write something
  29. 29. Task Analysis Some 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 called Task Analysis. We often use Task Analysis or Task Sequences throughout the our day. (Class note, week-9) I will set task analysis for Noori, which will help her to do new task by herself. I will do that by observing Noori closily then depending he ability I will break the task in small steps that Noori can easily complete the steps one by one and reached her goal. The critical step is being able to identify the skills the child already has. Breaking down the skills in simple steps depends on the child ability. Begin with the skills that are of use and motivating for the child. It is a good one to start. Once the child has been successful, then move to more difficult tasks.( Class note, week-9)
  30. 30. Prompting and Fading Prompting and Fading is used in teaching a new skill to support participation. Prompt is cue or hint that helps the child will make the right response. Use more obvious prompts when more obvious prompts when the skill is new. Fading is a processes to gradually reduces how much help you provide. It should only be used as long as needed ( Class note, week- 7) According to my case Noori is the child who has NLD, which she might face difficulties about Motor Skills ―Children with NLD often have weaker-than-normal motor skills, both gross- motor and fine-motor. Riding a bike or playing soccer can be difficult, as can using scissors or even holding a pencil or fork‖. (Website) She also might needs some extra help doing math activity. Therefore I want to use prompting and fading strategy in order to complete her task.
  31. 31. Prompting and Fading Physical Prompts are the greatest amount of support most helpful with new skills. It involves using you hands over the children‘s hands. This is called the hand over hand technique and an example of full physical prompts. Partial physical prompts is used with lighter physical assistance for the child to know what to do. (Class note, week-7) I can use this technique to help Noori some motor activities, such as fine motor and large motor activities.
  32. 32. Prompting and Fading Modeling and Demonstrating Is showing the child how to do the skill or action while the child imitates. (Class note, week-7) I will use modeling the activity to Noori in order to teach her new activity. For example, I will demonstrating picking up the block- when teaching imitation skills.
  33. 33. Prompting and Fading Gestural Gestural Prompts include pointing, nodding and gazing at the item. (Class note, week-7) I will use this gestural prompts with Noori to tech her something new by using pointing. I will reinforce with praising and rewarding the activity. For example, I request her ―stack four blocks‖, and I will point her the blocks and wait for few seconds for her respond. If she able to do it, will reinforce her by praising
  34. 34. Prompting and Fading Visual Prompts Visual Prompts is anything that you can see that will help the child perform the correct response. Visual Prompts is anything that can see that will help the child perform the correct responce (Class note, week-7) I will use visual prompts with Noori which can help her to learn the activity by watching something, such as doing something by using step by step pictures.
  35. 35. Prompting and Fading Positional Prompts Positional Prompts is when the item is related to the skill is placed near the child. Verbal prompts can be helpful with the certain tasks. (Class note, week-7) This prompt can be used to observe Noori‘s progress standing beside her and telling her what to do. I will use this prompt when she needs less support, but needs reminders.
  36. 36. Steps of Prompts and Fading I will apply all of the prompts with Noori in order to teach her math. First of all I would like to analyze the task by figuring out which task I want to teach her. Then I will identity suitable prompts. For example, if I want to teach her social activity I would chose to modeling, visual and positional prompts. I will ―go through the smaller steps in task analysis, determine the most amount of prompts the child will need to complete the steps. (Class note, week-7) I will also do some reinforcement by praising her work, which can help her to grow self esteem. After that I will fade the prompt, reduce force, delaying the time, change the position or distance which can help her to do the task by herself. Finally I will ―monitor results, keep a list of prompts, and share with others‖( Class note, week-7) Moreover, I will return to stronger prompts when Noori will need it to reach her goal. I will always keep my patient to teach not only Noori but also other children who have special needs, which I have learned from my inclusion class that everyone learns at their own pace. Therefore, having patient is one of the key components to help children in learning environment. ( Class note, week-7) I also remember that ―Success built one
  37. 37. Child as a larger group of children ―Full participation: necessary supports must be provided, so that all children can participate, in some way, in all activities‖ (Reading Package). Children learn from their peers. Noori is a child with nonverbal disability needs friends support in order to improve her social skills. As I mentioned before children with nonverbal disorder have difficulties with social relationships. Therefore it is important to introduce Noori with other children, but there will be some limitation. Small group of children like 6-8 children will be good number for Noori to have good social interaction. She can learn from other children and also lunch buddy and reading buddy will help Noori to communicate with other children.
  38. 38. Parents can help their children learn new behavior in a positive way by practice, praise, prompting, and pointing out One of the most important roles that parents play in their child's development is that of teaching their child social skills. These skills include daily interaction skills such as sharing, taking turns, and allowing others to talk without interrupting. The category of social skills can also be expanded to facets of self- control such as appropriate anger management. For many children, social skills are learned by observing how others in their environment handle social situations. These children then imitate desirable responses such as turn taking and little thought is given to how the young child became so adept at playing board games, cards, or other activities that require a child to wait for others. By helping parents look at social skills as just that— skills that the child must learn like any others (e.g., riding a bike or playing the piano), parents may be better able to tolerate some deficits in their child's behavioral repertoire.
  39. 39. Parents can help their children learn new behavior in a positive way by practice, praise, prompting, and pointing out Practice, Praise, Point Out, and Prompt One framework that can be effective in teaching parents how to encourage their child's social skills development is referred to in our clinic as the ―4 P's‖ approach (Christophersen & Mortweet, 2003). The four P's stand for Practice, Praise, Point out, and Prompt. The purpose of the four ―P's‖ is to break down the skills into concrete components that the parent can easily teach to their child. To illustrate this approach to building social skills.
  40. 40. Needs of the Family as a whole ―A successful partnership between parents, childcare staff, and specialized services is essential in order to meet the individual needs of each child within a group setting. Participation of parents/ guardians is recognized as integral to the successful inclusion of children with special needs in childcare‖. (Reading Package) I will ensure Noori‘s parents that she will improve if we work as a team. She needs help from her parents, teachers, and specialized in order to complete her work successfully and lead normal life.
  41. 41. Needs of the Family as a whole I will also tell Noori‘s parents that she can not cure from learning disability, but can have normal life, by getting help from parents and caregivers.―The right learning strategies, techniques, support and interventions can impact the learning process in significant and positive ways‖. (Reading Package) I will communicate with parents for daily basis, where I let the parents know about Noori‘s developmental progress. Sharing our thoughts about Noori‘s progress can help the parents and teachers to help Noori in her all domain.
  42. 42. Some parenting tips for the children with NLD Keep the environment predictable and familiar. Provide structure and routine. Prepare your child for changes, giving logical explanations. Pay attention to sensory input from the environment, like noise, temperature, smells, many people around, etc. Help your child learn coping skills for dealing with anxiety and sensory difficulties. Be logical, organized, clear, concise and concrete. Avoid jargon, double meanings, sarcasm, nicknames, and teasing.
  43. 43. Some parenting tips for the children with NLDState your expectations clearly. Be very specific about cause and effect relationships. Work with your child‘s school to modify homework assignments, testing (time and content), grading, art and physical education. Have your child use the computer at school and at home for schoolwork. Help your child learn organizational and time management skills. Make use of your child‘s verbal skills to help with social interactions and non-verbal experiences. For example, giving a verbal explanation of visual material. Teach your child about non-verbal communication (facial expressions, gestures, etc.). Help them learn how to tell from others‘ reactions whether they are communicating well.
  44. 44. Resource for Noori Noori will need some therapies, such as: occupational and physical therapy, psychological, or speech and language (to address social issues). As a teacher I will promote the inclusion of children with special needs in the child care community. First of all I will encourage Noori‘s parents to discuss about Noori‘s signs and symptoms with her family doctor. ―Child‘s family doctor make the diagnosis, then can advise parents about accessing and referral for diagnosis, help the family find support‖. (Class note, week-9) Then Noori needs to see Pediatrician. ― A Pediatrician specializes in child development and medical care for children‖. (Class note, week-9) Noori needs specialist for
  45. 45. Resource for Noori How is it diagnosed? Your healthcare provider will ask about your child's symptoms and medical history and examine your child. Sometimes scans of the brain will be done to screen for any physical problems. Your child may need to see a specialist. They can do more testing and advise you about treatment. Your school district may also provide testing services for your child. How is it treated? Several kinds of therapy can help treat NLD: Sensory integration therapy, which is a kind of therapy that uses games to improve your child's sense of touch, sense of movement, and sense of body position Social skills training, to help your child learn how to respond to people Help from your child‘s school with math, reading, spelling, and physical education classes Physical therapy, which helps improve your child‘s strength and balance Medicines are generally not helpful for NLD, but may help with some symptoms.
  46. 46. Resource for Noori Occupational therapist: works with children and their families to develop the child‘s maximum level of independence in all areas of daily living. For example, Dressing, bathing, feeding, play and school activities. (Class note, week-9) Noori may get help from occupational therapist in daycare, school, and home to get help to do her daily work independently. As an early childhood educator I will promote some valuable information to her parents regarding occupational therapist.
  47. 47. Discovering Abilities Discovering Abilities is a private company that provides occupational therapy services to children and their families in the Greater Toronto Area. Your child will receive the highest quality of occupational therapy services from our dedicated occupational therapists. We come to you! All services are provided in your own home or child's school for your convenience. Services are provided to children and their families in the Greater Toronto Area. Service Locations: We currently provide services in Greater Toronto Area. All services are provided at the client‘s home or school. Please email for more information or Please click to schedule an assessment. Call 416-587-3921 now for a free telephone consultation!
  48. 48. Hands Skills for Children We offer private Occupational Therapy services to support children with sensory, fine motor, or gross motor difficulties. Our clinic is located at Pape & Danforth near Riverdale. We also offer Occupational Therapy services at your home or school in Toronto. Individual Occupational Therapy Home and School Visits Occupational Therapy 45 minute session for assessment or treatment: $120 (includes travel time to areas listed) 4-6 page summary report (initial assessment, progress or discharge): $120
  49. 49. Hands Skills for Children Telephone 647.236.4263 e-mail: Our Occupational Therapists are available for home or school visits in Toronto, Thornhill, and Woodbridge. Or if you would like to come to our clinic, it is located at: 658 Danforth
Suite 412
Toronto, ON M4J 5B9
Main intersection: Pape & Danforth (1 block south of Pape Subway Station)
  50. 50. Hands Skills for Children Map
  51. 51. Ellen Yack & Association Ellen Yack and Associates was established in 1985 by Ellen and she continues to be the owner and director of this private practice. Our practice primarily provides occupational therapy (OT) assessment, treatment and consultation services to children and adolescents with a range of challenges. Services available range
from decreasing a baby's sensitivity to touch, assisting a Grade 1 student to learn to print and ride a bike, developing play skills in a child with autism and learning disabilities, and also assisting an adult manage their sensory difficulties. Ellen Yack & Associates Phone No 416-481-2446 2700 Dufferin Street, Unit 72 Toronto, Ontario M6B 4J3
  52. 52. Ellen Yack & Association Map
  53. 53. Resource for Noori Speech and Language Therapist: ―Works with children and their families to develop the child‘s verbal and non-verbal communication skills, their understanding of language and their swallowing and feeding skills‖. (Class note, week-9) Noori is a child with nonverbal disorder needs speech and language therapist in order to learn verbal and non verbal communication, which can help her to understand others and also express herself.
  54. 54. Ontario's leading provider of in-home Speech Therapy (The speech association) Occupational Therapists provide skilled treatment for children with the goal of achieving optimal age appropriate skills needed to perform daily activities at home, at school, at play and within the community. These skills for daily living are necessary to ensure satisfying, fulfilling and independent lives. They are giving many services, such as, Self-care skills, Sensory integration dysfunction, Difficulties with feeding and other oral-motor skills Fine motor skill challenges, Problems with motor coordination: Contact them to schedule an appointment at or by phone:416–800–4259 / GTA, 289–805–0048 / Mississauga, 905–581–0362 / Hamilton
  55. 55. Child Speech Therapy Many children have special needs and challenges that require focused treatments and therapies. These diverse treatments and therapies might be beyond the scope of a speech- language pathologist working on his or her own. That‘s why we have such a large team at The Speech Therapy Centres of Canada to make sure we can always do everything possible to help, support and nurture your child‘s development. We have several great ways for you to get the help that you need. Our speech therapy services are designed to work with your schedule, budget and lifestyle. Assessments
• One-on-One Therapy Sessions
• Pair Therapy Sessions
• Group Therapy Sessions
• FREE Parent Workshops
• Summer Speech Therapy Classes
• Corporate Speech Therapy Services
  56. 56. Child Speech Therapy The Speech Therapy Centres of Canada works closely with Medicard to offer patient financing. Medicard makes applying for financing options easy with a fixed monthly payment schedule, ranging from six months to five years. With Medicard, client financing is simple, fast and convenient. Contact us today and ask us how we can help. Distance should never be an issue when trying to get speech help. We offer in home services in the following areas: Newmarket, Aurora, Richmond Hill, Markham, Vaughan, North York, Scarborough, Pickering, Ajax, Whitby, Oshawa, Toronto, Etobicoke, Mississauga, Brampton
  57. 57. Child Speech Therapy Map
  58. 58. Speech Kids Canada We are a committed team of Speech-Language Pathologists servicing children of all ages experiencing difficulties with speech, language or literacy. Our Speech-Language Pathologists provide service at the location of your choice (ie. your home, daycare, grandma‘s house, etc). Sessions are available during the day and evening hours. Our fee structure is based on the recommended fee schedule provided by The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA). Fees for services will be discussed and agreed upon prior to the first visit. We provide services: Speech Delay, Literacy Skills, Receptive Language, Expressive Language, Voice Production, Stuttering.
  59. 59. Speech Kids Canada We provide many services, such as Articulation, Motor Speech & Apraxia Delayed Speech and Language Development Autism Spectrum Disorders Developmental Delays Auditory Processing Behavioural Services Language Learning Disabilities Assistive Technology for Reading, Writing & Language Augmentative and Alternative Communication For-Children.aspx
  60. 60. Speech Kids Canada Phone: 416-490-1720 Fax: 416-490-9159 Email: info@speechtherapytoront
  61. 61. Speech Therapy Services in Toronto At Speech Therapy Services Toronto, our clinicians have combined over 75 years of experience working in the field of Speech Language Pathology! As such, we have a diverse range of clinical skills and experience to offer our clients. We provide assessments and therapy for children in a fun, play-based environment. We use a wide variety of toys, games, music and interactive activities that make learning enjoyable (for the therapists too!). Parents participate in the therapy process so they may effectively continue the therapy goals at home and incorporate them into their child‘s daily routine. Address: 245 Fairview Mall Drive, Suite 407, Toronto, Ontario, M2J 4T1 Services-For-Children.aspx
  62. 62. Speech-language pathology Speech-language pathology Exception for families residing in downtown Toronto where a physician‘s referral is accepted due to proximity. Appropriate referrals are children of preschool age who present with speech and language delay (receptive and expressive language skills), articulation and phonology. t-we-do/Speech-Language-Pathology/index.html
  63. 63. Speech-language pathology Contact Address The Hospital for Sick Children
555 University Avenue
Toronto, Ontario
M5G 1X8 Important contacts: General inquiries: 416-813-1500
Patient information/locating: 416-813- 6621
Ontario Poison Centre: 416-813-5900
Telehealth Ontario info line: 1-866-797-0000 Language-Pathology/index.html
  64. 64. Toronto Speech Therapy Toronto Speech Therapy is a team of Ontario registered Speech-Language Pathologists serving both ADULTS and CHILDREN as well as BABY SIGN LANGUAGE in the GTA and York Region. Services Pre-school Age (age 2-5) Articulation (pronunciation) Language assessment and treatment Stuttering Late talkers Voice disorders Oral motor delays (i.e. apraxia, dysarthria) Phonological Awareness (pre-reading skills) Parent and Family training & counseling regarding communication disorders
  65. 65. Toronto Speech Therapy The clinic is conveniently located in the heart of North York.

HOME VISITS and SCHOOL VISITS around the GTA and York Region are also available.
The clinic is conveniently open from morning to evening.

 Telephone: 647.982.5270
  66. 66. Toronto preschool speech and language This is a community based program that provides services and information for children and families. It is for children from birth to five years of age who have trouble talking or understanding language. Source: Reading Package
  67. 67. Ontario Association of Speech- Language Pathologists and Audiologists- The Ontario Association of Speech- Language Pathologists and Audiologists (OSLA) is the strong, collective, influential voice for the professions in the province. OSLA represents, promotes, and supports its members in their work on behalf of all Ontarians, especially those with communication disorders, swallowing difficulties, of hearing health care needs. Source: Reading Package
  68. 68. Speech Foundation of Ontario (Toronto Children’s Centre)- The Toronto children‘s Centre is a specialty service for children with communication disorders. It provides intensive therapy programs for children, age three to ten, with moderate to severe speech and/ or language disorders. All therapy is conducted in small groups with three to four children and one speech-language pathologist. Source: Reading Package
  69. 69. Resource for Noori Social Worker: ―Inform and refer parents to services provided and link families with community- based supports and services‖. (Class note, week-9) As a responsible early childhood educator I will provide social workers address to Noori‘s parents so that they can get help from social workers in their community.
  70. 70. Canadian Association of Social Workers (CASW) The Canadian Association of Social Workers (CASW) provides the social work community with a number of publications intended to communicate timely and relevant information specific to the profession. Social workers work in a variety of settings: family services agencies, children‘s aid agencies, general and psychiatric hospitals, school boards, correctional institutions, welfare administration agencies, federal and provincial departments. An increasing number of social workers work in private practice. Child Care Advocacy Association of Canada (CCAAC) The Child Care Advocacy Association of Canada (CCAAC) is dedicated to promoting a publicly funded, inclusive, quality, non- profit child care system.
  71. 71. Resource for Noori Psychologist:  Offer diagnosis and can address concerns about a child‘s learning and abilities or behavior.  Can provide family- centered treatment and support. (Class note) According to my case study Noori is diagnosed NLD, which is learning disorder. Therefore as an ECE I would provide psychologist address, and what they are doing in Toronto, so that her parents can take her to them and get support for Noori.
  72. 72. Psychology Today Sara Marlowe Breathe In & Shine Mindfulness for Kids & Families Sara will introduce child-friendly mindfulness practices to children & families they can practice together at home. Practices will include games, songs, stories, art activities & everyday mindful awareness practices that can help to reduce stress & support connection in today's often hectic households. WHO: For children ages 4-11 & their caregivers. Cost (4-7 yrs.) : $140 per one child and up to 2 caregivers (additional sibling fee $40) - includes all art materials and a copy of "No Ordinary Apple". download registration form at Location Mindful Families Toronto, Ontario Canada M6H 2T7 (647) 778-7280
  73. 73. Resource for Noori Intensive Behavioral Interventionists Assist in assessing children with Autism and developing service plans based on their unique needs. Linking children and their families to other services, and helping the transition to school. Conduction sessions to change behaviors and improve language and social skills; and Working with parents to help them support their child‘s progress at home. (Class note, week-9)
  74. 74. Learning Disabilities Association of Ontario The Learning Disabilities Association of Ontario is a registered charity dedicated to improving the lives of children, youth and adults with learning disabilities. Our mission is to provide leadership in learning disabilities advocacy, research, education and services and to advance the full participation of children, youth and adults with learning disabilities in today’s society.. Address and phone number: 365 Evans Avenue Suite 202 Toronto, ON M8Z 1K2 Phone: (416) 929-4311 Fax: (416) 929-3905
  75. 75. Parent’s Responsibility Ask your child's school about testing your child for a learning disability. Ask if your child can have more time for work that involves handwriting, spelling, and math. If your young grade-school child prints poorly, practice printing at home. Also ask the teacher if you can start teaching cursive writing. Many NLD children do better with cursive writing than printing. If your young grade-school child has messy handwritten papers, work with them on staying on the lines and putting spaces between words. A handy rule to teach is to keep one pinky-finger-width between words, one-index-finger width between sentences, and 2 finger widths as margins on both sides of the page. If your child has messy handwritten papers, start teaching them to use a computer word processor for written papers. Teach the steps to math operations (like long division and working with fractions) by talking through the steps. Encourage your child to say the steps aloud as they go.
  76. 76. Parent’s Responsibility Teach the spelling of difficult words by having your child write them over and over. Often writing the words large, like on a white board, is more helpful than writing them on paper. Talk with your child's teachers about when your child can use a calculator and spelling checker to help with their work. Help your child identify emotions and the meanings that go with facial expressions and body cues and figure out appropriate responses. Ask the school counselor or teachers to help teach your child how to interact better with other children and how to interpret the reactions of others. Children with NLD may be anxious and depressed. Professional counseling may be helpful nonverbal_learning_disability/
  77. 77. In Conclusion There are no cures or direct treatments for an NLD. Medicines are generally not helpful for NLD, but may help with some symptoms. Tutoring and special instruction in the areas of weakness are helpful. Some children may need special education classes at school for some or all academic subjects. Seeing a pediatric occupational therapist is often helpful. Occupational therapy helps your child learn better visual processing skills. This will help with drawing, keeping spaces between words, and handwriting. The therapist may also use sensory integration (SI) therapy. SI therapy involves special activities that help children overcome problems with senses such as touch, sight, hearing, and movement. This may improve their behavior and ability to pay attention. Children who have social skill problems often need training in how to respond socially. Counseling can help to teach social skills and help deal with low self esteem. al_learning_disability/
  78. 78. Bibliography disorder-definition-symptoms.php _nld_bhp.htm cellaneous/asperger_nonverbal_learning.html disorder-definition-symptoms.php cellaneous/asperger_nonverbal_learning.html
  79. 79. Bibliography cellaneous/asperger_nonverbal_learning.html ent.html _nld_bhp.htm schedules/group-fees/
  80. 80. Bibliography tm /asperger_nonverbal_learning.html Class notes, Week-3,4,7,8,and 9 Reading Package
  81. 81. Pictures examples-in-mobile-device-screens
  82. 82. Pictures