Inclusion
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Simon is a boy with autism who recently moved to Toronto with his family. The document discusses meeting the needs of Simon and his family by providing support through linguistic, schooling, medical, housing, daycare, social and emotional, and after school programs. It also introduces Simon's individual special need of autism, which is a developmental disorder characterized by difficulties in communication, social interaction, and typical behaviors. Finally, it discusses strategies for meeting Simon's needs in child care, including adapting toys and materials, as well as providing an overview of referred agencies and resources for autism support.
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Inclusion
- 1. Assignment: Meeting the Needs of Children and Families Course: Inclusion of Children with Special Needs ECEP= 233 Professor: Chris Cadieux Prepared By: Rabeya Akhter 300728855
- 2. Introduction to the child and family Simon is a boy with autism. His family has moved to Toronto recently. Family may need support: Linguistic Schooling Medical Housing Daycare Social and emotional support After school support
- 3. Introduction to the individual special needs: Autism is developmental disorder that characterizes by difficulties in communication, social interaction, imaginative play and typical behavior Stereotyped in behaviors, interests and activities 70% Children with autism are also developmentally delay Many Children with autism will never develop functional language although intervention is provided.
- 4. •Introduction to the individual special need: (Continued) Autism is Neurological, lifelong and worldwide Autism appears in many more: Preferring more visual information Misreading social cues Problems in organization & memorization Sensitive to sensory Difficulties with changing routines
- 5. Meeting the needs in the Child care center (Continued): Learning within the child care setting: Use many opportunities to practices Repetition in multiple locations More Visual learners predictable environment Motivated the children Celebrates small successes Communication in ways children can understand Realistic expectations Flexible to depend on child’s cues Respect Initiatives
- 6. Meeting the needs in the Child care center (Continued) An ECE can use 4 strategies to adapt toys or materials within child care center: Stabilizing Enlarging Enhancing Simplifying All strategies are related with preschoolers and suitable for handling.
- 7. Meeting the needs in the Child care center (Continued): Adaptive play toys or materials help the child with autism to manipulate materials to develop independence to interact with peers
- 8. Overview of referred agencies and resources: https://www.autism.net/about-us/contact-us.html
- 9. Overview of referred agencies and resources: (Continued) http://www.surreyplace.on.ca/Clinical- Programs/Autism/Pages/Toronto-Autism-ABA-Services.aspx
- 10. Overview of referred agencies and resources: (Continued) http://www.adventureplace.ca/services/autism
- 11. Reflection:
- 12. Reflection:
- 13. Bibliography
Editor's Notes
- Simon is a 3 years old boy with autism. His favorite toys are wheels and cars. He has two older teen siblings. His father is single dad. They have moved Torontorecently from outside Canada. I am working as an ECE in the junior preschool room. Simon hasimpairments in communication and stereotyped in interests and activities.As an Early childhood Educator, I can support the family to provide easily accessible information about relevant resources. The information could be about childcare, schooling, Housing, walking clinic, social assistance, recreational services. Now, many immigrant serving agency provide brochures, posters, handouts in to different languages. This is very helpful for immigrant families who struggle with learningEnglish. The family may be feeling insecure in a new setting, such as-if they do not speak English, I can introduce them other families who speak same language in the center. Then, the family can share culture and ideas to connect them in new environment. Being an ECE I can learn some common word to feel them comfortable; for example: “Good morning”, “Hello”, Good bye”. The Family can apply for subsidized day care and government housing as a financial support. In Canada, education is free up to 12 grades. So, Simon’s dad can admit his teenager children in the local middle or high school and can take the opportunity of after school program. As a single parent he also can apply toronto.ca/parks to involve his younger children for after school and weekend program. The services include physical, social ,volunteering, exploring and creative. recreational programs for all age groups. The family needs to wait 3 months for Health card but in emergency they can visit walk-in clinic. Father can call in home social assistance services for Simon, such as language and speech therapy..
- Simon has difficulties with communication. His language development is slow, words are repetitive and very passive to do something. The cause of autism is neurological differences in the brain. In some families, autism is seen as genetic pattern. The research explains that no gene is directly linked to autism. The child with autism appears prior to the age of 3 years. Autism is the combination of several developmental delays. The child with autism uses words without meaning and sometimes echolalia is present. Autism is more common in boys than in girls. The child with autism is less responsive to social cues, such as eye contact, smile. Sometimes touch or closeness of others may be avoided.For example: sensory stimulation- touch, smell, sight , hearing and taste may affect their range of responses and make it more difficult to control their bodies and minds reactions. As a result, withdrawal or spent time alone is seen rather than making friend. There is a lack of spontaneous or imaginative play, poor motor- imitation skills and short attention span. Some children with autism are overactive and some are very passive. In addition, some children with autism shows strong interest in a single item, activity or person. It is difficult for them to adjust with the transition time.(connectability)
- The core challenges of Autism are seen in communication, social interaction and behavioral issues. There is no direct evidence that autism is increasing but more children are affected by autism rather than cancer, juvenile diabetes. In Canada, autism is most commonly diagnosed by neurologist, psychologist, speech-language pathologist, learning consultant and a development pediatrician. The diagnosis is based on behavioral rather medical criteria. There is no single cure for autism but applied behavioral intervention is used as an effective treatment option today.(connectability)Researchers have found that the brains of the children with autism grow more faster at the age of 2 years. This is the time for forming connections and ensuring the proper wiring of the brain. However, this overgrowth, is in the front of the brain, leads the behavioral changes that associates with autism. (connectability)Due to brain differences and wiring, the children with autism may be likely to process information in small chunks. Some children with autism are tend to be more focused and detailed in a particular subject, such as designing, making block. They all have multiple intelligences, weakness, strengthens in different areas and subjects.(connectability)
- Each child with autism is different. He or she has also individual skills, interests, hobbies, favourite person and places. Visual information is helpful for them to understand the topic or subject in the class room setting. For example: picture, drawing, flash card, text, physical gesture help to get their attention what is being said. The students with autism function best with stable and clear predictable routines.(connectability)Social relationships can be difficult for the children with autism. They want to interact with others but difficulties in expressing . We can play or read a book with them. They may seem to lack of imagination skills. For example: the child with autism sees the cardboard roll of paper towel as a paper towel nothing else. We can show him different uses of cardboard roll of paper towel by using as flute, microphone, crafts item.(connentability)Autism affects on cognitive abilities. So, body language, facial expression, modeling and concrete context of the situation offer what exactly is taught. For example: when we read a book about animals the child with autism, we point the picture, make animal’s sound and sing a animal’s sons for understanding animals’ character. Before launch we can use flash card with picture for washing hands. All toys and materials are in good working order and organized to promote independency and safety. Duplicated toys and materials are available for each child’s ability and level. Room should be more spacious and traffic lanes free for avoiding crowded environment. In addition, Outdoor environment need to be arranged for practicing different levels of skills.( connectability)
- Some children with autism feel overwhelmed to cope the situation. They need quiet environment to follow the instruction. Some are sensitive to ball, car or any particular toy or color. These sensitivities are individual but we have to take steps to eliminate the stressful stimuli. For example: the children with autism need extra care to adjust with monthly fire drill lesson. Adapting toys with the children with autism provide opportunity to participate them in child care setting. Some children with autism may not respond when other try to interact with them. Play is an important way to express their ideas and opinions. An ECE can use 4 strategies to adapt toys or materials within child care center. They are - stabilizing, enlarging, enhancing, simplifying. All strategies are related with preschoolers and suitable for handling.Stabilizing: Securing toys or materials on the table or hard surfaces. For example: put the rubber place mat under the toys to prevent rolling away or going far away from the child with autism. We can also use tray with a high rim or baking tray to play small car and beads on it. It prevents falling down and keeps the toy on it. Building the block can be struggling for the child with autism. We can use glue strips of velcro to the top and bottom of every block to keep the block together.(connectability)
- Enlarging: Adding small pieces or materials to make a toy easy accessible for the child with autism. For example: we can enlarge the puzzles with gluing wooden knobs or push pin or wrapping thick cotton lace. Add small ball of plasticine on to a paint brush handle to make easier to grasp. Threading beads on a string help to develop fine motor skills. We can use pipe cleaners, plastic gem, woolen lace instead of string. Extend the tip of the string by wrapping masking tape several times around the tip until 2” long. We can use sponge, clay and play dough to enlarge and wide the smaller items like pencil or crayons.(connectability)Enhancing: The parts of a toy is used differently to make the toy or material more accessible for the child with autism. For example: we can present the toy with push buttons differently by using sandpaper, texture, color paper, bubble wrap, wax paper, velcrostrip. In addition, sensory materials , water table, can be attractive by enhancing color, soap and toys.(connectability)Simplifying: Simplifying means when a toy is used by reducing or removing the number of pieces or steps for the child with autism in the child care setting. For example: we can simplify the puzzles in to 4 pieces instead of 8 pieces puzzles to reduce or cover the other pieces. The ball and hammer toys are simplified to remove rubber ring and replace small ball.(connectability)
- Geneva Centre for Autism: Geneva centre for autism, non profit organization, is working with ASD children and their families to ensure evidence based and best practices in its service delivery since 1974. The programs and services emphasize on person-centered philosophy to build skills and recognize the unique needs and strengths of an individual with an ASD. The centre staff are qualified professionals with diverse skills and backgrounds that also reflect the lives of the individuals and families. The centre raises awareness to treat all individuals with ASD with respect and dignity. In addition, it provides early intensive intervention program, speech and language services, occupational therapy and psycho-educational assessment, family education and support, behavior/ communication services, transition services etc. The mission of the centre is to empower individuals with an Autism Spectrum Disorder, and their families, to fully participate in their communities. Geneva centre for autism has the largest Reference Library in Canada related to Autism Spectrum Disorder. The Reference Library is a non-lending system but members can book appointment to browse the Reference collection. The collection includes articles, books, newsletters, service information, journals, audio & video tapes. Contact: 112 Merton StreetToronto, OntarioCanada M4S 2Z8Tel: (416) 322-7877 Fax: (416) 322-5894https://www.autism.net/about-us/contact-us.html
- Toronto Autism ABA Services: Toronto Autism ABA Services offer free services for the children with confirmed Autism Spectrum Disorder. The services are funded by Ministry of Children and Youth services and available up to children’s 18th birthday but they must live in Toronto region. Surrey Place Centre works as a partner of this treatment services. It provides training for parent how to apply ABA ( Applied Behavior Analysis) strategies with their children for improving their learning skills. The services promote understanding and using language for social interaction, making relationships with other people, introducing personal care, regulating behavior, teaching practical skills as individual or group. The mission of the centre is to assist children and the youth to learn important skills through the use of Applied Behavior Analysis (ABA), strategies and promote success at home and in the community. Contact information:2 Surrey PlaceToronto, ON M5S 2C2Phone: (416) 925-5141Fax: (416) 923-8476Confidential Fax: (416) 925-3402http://www.surreyplace.on.ca/Clinical-Programs/Autism/Pages/Toronto-Autism-ABA-Services.aspx
- Adventure Place: Adventure Place is, a registered charitable organization , assisting children with autism( up to 12 years) and families to reduce the impact of difficulties and stress. The mission of the center is to provide comprehensive mental health, social, and developmental services dedicated to the well-being and success of children in their early years and to their families. Adventure Place offers high quality, individual education and treatment programs for children with mild-to-moderate autism in a schooling setting from September to June. The day program is suitable for the age 4 to 7 years old children. Each classroom has 2 teachers with 6 children. Class activities are designed through play based curriculum, need philosophy, peer support and diverse environment. Contact information: Adventure Place McNicoll Public School155 McNicoll AvenueToronto, Ontario M2H 2C1Telephone: 416 744 7650Fax: 416 744 8055http://www.adventureplace.ca/services/autism
- Learning outcome: The assignment meeting the needs of children and families recognizes the inclusion in the positive way among the community. It demonstrates respect and responsibility to other people as members of society. Special needs children need additional support and training to participate in the program. The modification of learning environment promote inclusive practice to develop the needs and strengths of an individual with autism.Strengths : I have learned different kinds of children with Autism Spectrum Disorder while completing this assignment. For example: Autism, Pervasive Developmental Disorder (PDD), Asperger’s Syndrome, Childhood Disintegrative Disorder etc. I think that meeting the needs is necessary to make a sense of belonging and better growth for the children with special needs and their families. This assignment has given me the opportunity to know more about different agencies and their services regardingthe children with special needs and their families. Child care setting must be matching each child’s ability and level. I have got clear strategies how do set the class room for the children with special needs from connectablity website. They need support and extra time to process the information. Meeting the needs of children and their families is the best way to feel them valuable as the members of society.
- Challenges: I have faced challenges to summarize the agencies information. Most of the agencies offer various services according to needs and strengths of the children with autism and their families. I did this assignment to base on the web site only. It would have been better if I could manage time to visit some related agencies to find outwhat's happening in the real field regarding child with autism or family to understand his/her meeting of the needs. GC& E outcome:As a global citizen my learning outcomes are to ensure full participation of the children with special needs and their families in the program and community. Demonstrate the diversity as a part of society by promoting learning environment to support individual’s needs and values. Developmentally and age appropriate materials increase their range of experiences. Moreover, working with the children with special needs must be bias free and practices must be supported by research.
- Sources:https://www.autism.net/about-us/contact-us.htmlhttp://www.surreyplace.on.ca/Clinical-Programs/Autism/Pages/Toronto-Autism-ABA-Services.aspxhttp://www.adventureplace.ca/services/autismhttp://connectability.ca/