Jamie is a 3-year old boy who was diagnosed with autism at 21 months old. His mother struggled with the diagnosis and supporting Jamie, while his father did not want to discuss it. Jamie's older brother was confused and worried that Jamie was dying. Children with autism face social and communication challenges compared to other children. Families of children with autism also experience difficulties. There are several organizations that provide resources and support for individuals with autism and their families, such as Autism Speaks Canada, Autism Canada, Autism Ontario, Kerry's Place, and Geneva Centre for Autism. These organizations focus on advocacy, research, awareness, family services, and treatment options for autism.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Autism or autism spectrum disorder(ASD), refers to a wide range of conditions which is charactterized by challenges with social skills, repetitive behaviors, speech and non verbal communication. Autism spectrum disorder comes with a whole host of myths and misconceptions. Check out this video to know more about the myths and mysconceptions about autism.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Autism or autism spectrum disorder(ASD), refers to a wide range of conditions which is charactterized by challenges with social skills, repetitive behaviors, speech and non verbal communication. Autism spectrum disorder comes with a whole host of myths and misconceptions. Check out this video to know more about the myths and mysconceptions about autism.
Feature article about the challenges of living with autism, as experienced by the parent of a child with the condition. Published in The Independent newspaper.
Families Commission - Anne Kerslake Hendricks and Steve Attwoodihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
The Lived Experience of Parenting a ChildWith Autism in a Ru.docxcdorothy
The Lived Experience of Parenting a Child
With Autism in a Rural Area:
the Invisible, Visible
Lindsey Hoogsteen, Roberta L. Woodgate
D
erived ftom the Greek word
"self," autism is a neurologi-
eal disorder where ehildren
seem to be enclosed in their
own world. Affecting boys three to
four times more than girls (Beauchesne
& Kelley, 2004; Behrman, Kliegman,
& Jenson, 2000), a once-thought rare
condition is becoming progressively
more common. Characterized by the
impaired ability to engage in social
interaction, impaired communica-
tion, restricted interests, and repeti-
tive behavior, children diagnosed
with autism face an incapacitating
life-long disability (Behrman et al.,
2000; Committee on Children with
Disabilities, 2001).
Although some researeh detailed
the lived experienee of what parents
of ehildren with autism faee (Cashin,
2004; DeGraee, 2004; Glass, 2001;
Gray, 1993, 1994, 2002; Woodgate,
Ateah, & Seeeo, 2008), the majority of
this work involved urban parents.
Few authors had researehed the expe-
rienees of families of ehildren with
disabilities who live in rural areas
(O'Callaghan, Allister, & Wilson,
2005; Seott-Findlay & Chalmers,
2001; Skinner & Sliflcin, 2007).
Moreover, no researeh was found on
the parenting experienees of parents
of ehildren with autism who live in
rural areas. To ensure that the eon-
cerns and needs of these parents and
children are adequately addressed,
research detailing these experiences
was warranted. Accordingly, a qualita-
Lindsey Hoogsteen, MN, RN, is a Register-
ed Nurse, Winnipeg Heatth Sciences Centre
- Chitdren's Hospitat, Winnipeg, t^anitoba,
Canada.
Roberta L. Woodgate, PhD, RN, is a
Canadian Institute of Health Research
Applied Chair in Reproductive, Chiid and
Youth Services and Policy Research, and a
Member of the Facutty of Nursing, University
of t\/lanitoba, Manitoba, Canada.
This qualitative study explored the lived experiences of parents parenting a child
with autism whiie living in a rural area. The philosophy of hermeneutic phenom-
enology was used to guide this inquiry, and interviews of 26 families served as
primary data. Thematic statements were isolated using van Manen's (1990)
selective highlighting approach. "Making the invisible, visible" emerged as the
essence of the parents' experience. Parents shared that although autism was an
invisible disability, they in fact made it visible in their constant battles to ensure
their child received the best quality of life. The major themes of this essence
included a) he's not the Rain Man, b) society's lack of knowledge and under-
standing, and c) doing it on our own. Findings from this study may be used to
guide program development that is concerned with improving the quality of life of
families of children with autism living in rural areas.
tive study that explored the lived
experiences of parents parenting a
child with autism in a rural area was
undertaken. This article describes the
essence of the parents' experienee.
Method
Th.
The project I have chosen to radically revise my second paper about Autism and Education. I plan on making an informative power point based on the researched information from my paper. In the power point, I will discuss the different options available to the parents of children with autism. The different options I will discuss include enrolling a child in a private school, the process of enrolling a child in public school, and enrolling a child in an alternative school. For each option, I will discuss the pros and cons, advantages and disadvantages of each choice. The objectives of my power point include informing parents of autism more about the disorder, outlining the step by step process of enrolling a child into a special education program in a public school, outlining the different laws associated with how the public school systems and special education, discuss the advantages and disadvantages of each option, and give references for more information on Autism and how to help out the cause. The goal of the power point overall is to inform parents of children with autism of their different options, and hopefully it will become an aid in their decision when it comes time to decide how they want to educate their child. I also plan on providing more information on Autism, so they will be able to learn more about the disorder and have some references to find more information about it.
As for the interface, I will be using Microsoft Powerpoint. In the program there is an option to ‘Publish as a Webpage”, which is how I am going to publish my work. I will be posting the link to the webpage I created with the power point to a blog I created so it will be accessible to a wide audience. By using a blog as well I give the audience a chance to provide feedback on my website, or a forum to post more information. Parents can post their opinions, choices, or provide advice for each other.
Transforming Care: Share and Learn Webinar – 29 March 2018NHS England
Topic One: "The ERIN Initiative"
Guest speakers: Susan Holloway, NHS Chorley & South Ribble CCG and NHS Greater Preston CCG and Sheila Roberts, Lancashire Care NHS Foundation Trust
The aim of "The ERIN (Education, Resources, Interventions and Networking) Initiative" is to provide a local, accessible, responsive, early assessment and intervention service for children aged 0-5 years who may be placed on the pre-school Autism Spectrum Disorder (ASD) pathway.
This webinar reports on the progress made during a pilot which commenced on 1st October 2017 to implement a service which deals with complex/challenging behaviors of children who may or may not go on to have a diagnosis with autism.
Topic Two: An introduction and brief overview of the Source4Networks platform
Session led by Rob Cockburn, Sustainable Improvement Team, NHS England
This topic provides an introduction and brief overview of the Source4Networks platform and its potential to support the Transforming Care Programme.
Autism 101 by ASNV (Last updated June 2015)AutismNOVA
Want to know more about autism? This presentation gives parents, educators, service providers, and the general public a brief overview of autism signs & symptoms, and considerations and best practices when interacting with a child or adult who is on the autism spectrum.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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/
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. 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
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. 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. 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. 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. 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. 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. 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. 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
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