Simon is a 3-year-old boy who was recently diagnosed with autism and moved to Toronto with his single father and two teenage siblings. He experiences issues with social skills, repetitive behaviors, and communication. The family needs help finding housing and schools, as well as accessing resources for parenting a child with autism. These include recreation programs, childcare that can accommodate Simon's needs, and local autism agencies that provide services and support.
Meeting the needs of children and families simon - by sayeda sultanassulta31
Simon is a 3-year-old boy with autism who is new to Toronto and living with his father and two brothers. He displays little impulse control and echolalia. His father is seeking resources to help support Simon. The document provides information on agencies, services, and strategies that can help Simon with his communication, behavior, social skills, and the needs of his family as they settle into their new community.
Meeting the needs of the children and familiessaraamohammed2
This document summarizes the needs of a family with a 4-year-old daughter who has severe hearing impairment. The family is new to Canada and the country, and needs services like childcare, education, recreation, and translation support. Early childhood educators can help by setting up communication tools between staff and parents, arranging a suitable environment, and modifying activities. Key agencies that can assist include the Canadian Hearing Society, which offers interpreting and other supports, and Corvetti Education Centre, which provides language training and settlement services.
This document discusses the needs of a 15-month-old child named Laila who has severe vision impairment and her newcomer family. It provides information about Laila's condition, how vision impairment can affect development, and what supports may help meet Laila's and her family's needs. Specifically, it suggests ECE teachers and professionals can help with Laila's development, and community services in their native language, schools, clinics, and foreign community groups can provide additional support. The document also outlines accommodations that could be made in childcare to help Laila and refers the reader to agencies and resources available in the Greater Toronto Area.
Meeting the needs of children and familiesryannoel
This document discusses Jack, a 5-year-old boy with Down Syndrome. It provides background information on Down Syndrome, including that it is a genetic condition causing delays and occurs in 1 in 800 births. It describes Jack's limited speech and need for support services. The document also discusses characteristics of Down Syndrome, myths and facts, strategies to help Jack in school like speech and sign language development, and resources for families like agencies, tax credits, and programs.
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and familiesMatthew Medina
Lily is a 4-year-old girl with severe hearing impairment who is new to the preschool. Her family speaks Cantonese and some English. The educator needs to ensure Lily feels safe and comfortable. Adaptations may include using sign language, visual aids, and a buddy system. Services in the area can help Lily's family learn English and access support for her hearing. An audiologist can assess Lily and recommend devices or therapy to enhance her hearing.
Meeting the needs of children and familiesJenny Chan
The document discusses the needs of a child named Faith who has been diagnosed with anxiety disorder. It outlines modifications that can be made in a child care center to meet Faith's needs, such as changing the physical environment, using flexible routines and schedules, and collaborating with parents and agencies. The document also provides information on anxiety disorder and resources to help children dealing with this condition.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
Meeting the needs of children and families simon - by sayeda sultanassulta31
Simon is a 3-year-old boy with autism who is new to Toronto and living with his father and two brothers. He displays little impulse control and echolalia. His father is seeking resources to help support Simon. The document provides information on agencies, services, and strategies that can help Simon with his communication, behavior, social skills, and the needs of his family as they settle into their new community.
Meeting the needs of the children and familiessaraamohammed2
This document summarizes the needs of a family with a 4-year-old daughter who has severe hearing impairment. The family is new to Canada and the country, and needs services like childcare, education, recreation, and translation support. Early childhood educators can help by setting up communication tools between staff and parents, arranging a suitable environment, and modifying activities. Key agencies that can assist include the Canadian Hearing Society, which offers interpreting and other supports, and Corvetti Education Centre, which provides language training and settlement services.
This document discusses the needs of a 15-month-old child named Laila who has severe vision impairment and her newcomer family. It provides information about Laila's condition, how vision impairment can affect development, and what supports may help meet Laila's and her family's needs. Specifically, it suggests ECE teachers and professionals can help with Laila's development, and community services in their native language, schools, clinics, and foreign community groups can provide additional support. The document also outlines accommodations that could be made in childcare to help Laila and refers the reader to agencies and resources available in the Greater Toronto Area.
Meeting the needs of children and familiesryannoel
This document discusses Jack, a 5-year-old boy with Down Syndrome. It provides background information on Down Syndrome, including that it is a genetic condition causing delays and occurs in 1 in 800 births. It describes Jack's limited speech and need for support services. The document also discusses characteristics of Down Syndrome, myths and facts, strategies to help Jack in school like speech and sign language development, and resources for families like agencies, tax credits, and programs.
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and familiesMatthew Medina
Lily is a 4-year-old girl with severe hearing impairment who is new to the preschool. Her family speaks Cantonese and some English. The educator needs to ensure Lily feels safe and comfortable. Adaptations may include using sign language, visual aids, and a buddy system. Services in the area can help Lily's family learn English and access support for her hearing. An audiologist can assess Lily and recommend devices or therapy to enhance her hearing.
Meeting the needs of children and familiesJenny Chan
The document discusses the needs of a child named Faith who has been diagnosed with anxiety disorder. It outlines modifications that can be made in a child care center to meet Faith's needs, such as changing the physical environment, using flexible routines and schedules, and collaborating with parents and agencies. The document also provides information on anxiety disorder and resources to help children dealing with this condition.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
This document presents information on meeting the needs of a child named Josh and his family. Josh is a 4-year-old boy who has been diagnosed with Asperger's Syndrome. He has difficulty with social interactions and exhibits restricted interests, becoming frustrated and biting himself. The document discusses providing one-on-one attention and social skills training for Josh. It also provides resources for Josh's family, including information on Asperger's Syndrome and support organizations. The document aims to educate on understanding and assisting children with special needs like Josh.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
Final ppt meeting the need of children and families11selvahomes
Simon is a 3-year-old boy diagnosed with autism who is new to childcare. He has echolalic speech and poor impulse control. His single father and two teenage siblings are also new to the city. Agencies were referred to provide speech therapy, ABA therapy, family counseling, financial support, and specialized childcare to help meet Simon's needs and support his family's transition. These included Toronto Preschool Speech and Language Services, Adventure Place, Aisling Discoveries, and Toronto ABA Services. Strategies for the childcare center included visual schedules, sensory modifications, and using interests like cars to aid development.
Meeting the needs of children and families lisa 2Muila
The document discusses a preschooler named Cameron who has a leg amputation and uses crutches for mobility. It describes the needs of Cameron and his family that the teacher must address in the classroom, such as adapting activities to be inclusive and ensuring accessibility. It also provides strategies for how to help Cameron feel included and supported in the preschool environment.
This document provides information about autism and strategies to support a student named Simon who has autism. It defines autism, introduces Simon and his family's situation, and outlines Simon's specific needs and interests. Potential support agencies are described and classroom modifications, teaching strategies, and ways to include Simon in group activities are suggested to help him develop important skills.
Meeting the needs of children and familieschenvivian
This document summarizes the needs of a child named Jose and his family as they have recently moved to Toronto. Jose has low vision and has just started preschool. The summary identifies several services and supports that would benefit Jose and his family, including:
1. Access to optometrist through OHIP and rehabilitation services through an agency.
2. Enrollment in an after school program.
3. Modifications to the preschool's inclusive learning system and physical environment to adapt to Jose's low vision needs.
4. Recommendation to contact the Canada National Institute for the Blind for community support and resources.
This document discusses the needs of a 16-year-old deaf mother, Maria, and her 4-month old deaf baby. It outlines the challenges of deafness, including difficulties with communication, language development, and feelings of isolation. It provides strategies for helping deaf children and their families, such as teaching sign language, using visual aids, and ensuring supportive environments. Finally, it lists several community organizations that provide services and support for deaf individuals and their loved ones.
Kailei cheng meeting the needs of children and familiesKailei
This document discusses meeting the needs of an 8-year-old boy named Tom who has Asperger's syndrome and his single mother. It identifies their needs for a summer program that is affordable and inclusive for children with Asperger's. Potential options discussed include the Geneva Center for Autism, which offers Asperger-specific programs, and resources on their website, books on Asperger's syndrome, and an upcoming Asperger parent support group. The document also provides strategies for modifying the physical and teaching environments to meet Tom's needs within a child care center.
Meeting the needs of the child and familiesApersaud824
Jose is a 4-year-old boy who was recently diagnosed with low vision and moved to Toronto with his family from Winnipeg. His parents are looking for services to support Jose and their family's transition. Low vision is a visual impairment that cannot be fully corrected with glasses or surgery. It can impact learning, social skills, and independence. To help Jose, his preschool will make adaptations to the environment and activities, provide referrals to agencies like Toronto Preschool Speech and Language Services and CNIB that support children with low vision and their families, and communicate with his parents about effective strategies.
This document discusses a case study about a student named Avery. Avery is a 5th grader who receives special education services for a learning disability in reading. He was recently suspended for stealing and threatening his teacher. As the ECE, you are looking for advice to help Avery and his mother. The document outlines Avery's learning needs, signs of his disability, teaching strategies to help him, the importance of family support, and outside resources.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
This document provides an overview of key information teachers should know about hearing loss. It discusses the varying degrees of hearing loss and their impact. It also covers how individuals with hearing loss may identify themselves, the types of support and accommodations students may need, and resources available for teachers and students. Sign language and assistive technology like hearing aids and FM systems are addressed. The importance of recognizing individual student needs and putting the student first is emphasized throughout.
This document discusses the intersection of autism and deafness in children, and the benefits of teaching sign language. It notes that deafness occurs more often in children with autism, but the conditions are often misdiagnosed due to masking behaviors. The language gap that results when a child goes years without communication can be damaging. However, studies have found that teaching sign language via applied behavior analysis techniques can improve communication and reduce behavioral issues for nonverbal autistic children. Structured teaching with visual supports and a focus on reinforcement have been shown to effectively establish sign language skills.
Social Inclusion of Children Wearing a Cochlear Implant - Dimity DornanMonika Lehnhardt PhD
This document discusses social inclusion of children with cochlear implants. It presents a literature review that developed a model of social inclusion called the "5 Faces of social inclusion" which includes personal independence, health/access to services, education, interacting with society, and economic participation. A preliminary study applied this model in a survey of parents and found that children with cochlear implants had similar or better social inclusion than peers in areas like recreation, but parents were less satisfied with education programs. The study aims to benchmark social inclusion for children in listening and spoken language programs.
This document outlines a family support program for families with hearing impaired children in Hungary. The main goals of the program are to 1) increase parental competence through educational programs and resources, 2) provide mental health support through parent groups and psychologists, and 3) help strengthen the connection between children and parents through sign language courses. The program faces some challenges with limited time and financial resources, but overall family support is seen as important to helping hearing impaired children develop and the effectiveness of the institute's work.
Adele is a 3-year-old girl with acquired brain injury from shaken baby syndrome at 15 months old. She has motor, speech, and cognitive delays. Her mother needs support as a single parent and full-time student. The document discusses Adventure Place and Centennial Infant and Child Centre, two Toronto agencies that provide specialized programs, education, and support for children like Adele with developmental needs and their families. Both receive government funding and offer subsidies.
This document provides information about dyslexia, including:
- Dyslexia affects reading, writing, spelling and dealing with symbols, but not intelligence. It exists on a continuum from mild to severe.
- Around 4-10% of people have dyslexia, which is generally detected when children start school and struggle with learning.
- Dyslexia can be helped through suitable teaching strategies so those with dyslexia can achieve their potential, but their fundamental learning profile may not change.
- Both boys and girls can have dyslexia, though boys are more likely to be identified due to other issues like behavior. Dyslexia can run in families.
General Education Teacher Toolkit to Support Students with Autismsantorini2009
This document provides information and strategies for general education teachers to support students with autism spectrum disorder (ASD) in their classrooms. It defines ASD and common characteristics like difficulties with social interaction and communication and engaging in repetitive behaviors. The main differences between autism and Asperger's are outlined. Suggested supports include providing structure with visual schedules and timers, addressing sensory issues through seating arrangements and lighting, and using social stories to teach social concepts.
Cochlear Implants in Children: Parents in Charge of Development - Ann Charlot...Monika Lehnhardt PhD
The document discusses the development of cochlear implants in children and who drives this development. It argues that inquisitive parents, through organizations like Barnplantorna, are leading the charge by demanding up-to-date rehabilitation, schools, and support that allows deaf children to participate fully in society. These empowered parents collaborate with devoted doctors and professionals to advance opportunities for children through bilateral implants, screening programs, and more. Continued progress requires lifelong support through partnerships between parents, organizations, and experts that place children's needs and development at the center.
Meeting the needs_of_children_and_families[1]Alviya Vawda
Jose is a 4-year old boy with low vision who recently moved to Toronto from Winnipeg. His parents have asked the ECE about services available in the area to support Jose's needs. To help include Jose, the ECE plans to talk to Jose's parents to learn more about him, discuss his needs and interests with staff, create an individualized program plan, and contact a resource consultant. Adaptations like enlarging materials, improving lighting and contrasts, and using strategies like instructions and hand-over-hand teaching can help meet Jose's needs.
ECEP 233. Inclusion of Children with Special Needs. by Anhelina Butkevichbasya07
This document provides information about meeting the needs of children with epilepsy and their families. It discusses Zenna, a child diagnosed with epilepsy, and analyzes her case. It then defines epilepsy and describes different types of seizures. The document outlines various areas of development that may be affected in children with epilepsy, such as social/emotional, cognitive, and adaptive skills. It discusses adapting the physical environment and using strategies, devices, agencies and resources to help children with epilepsy and their families.
Najia is an 11-month-old girl who is exhibiting atypical development in that she is not babbling or pointing, which are skills she should have developed by this age. This could affect her social, emotional, physical, and cognitive development. The document discusses Najia's special needs and proposes modifications to her environment, teaching strategies, and inclusion of family to support her development. It also provides information on local resources such as speech therapy centers, hearing clinics, and early intervention programs that could help assess and treat Najia's delays.
This document presents information on meeting the needs of a child named Josh and his family. Josh is a 4-year-old boy who has been diagnosed with Asperger's Syndrome. He has difficulty with social interactions and exhibits restricted interests, becoming frustrated and biting himself. The document discusses providing one-on-one attention and social skills training for Josh. It also provides resources for Josh's family, including information on Asperger's Syndrome and support organizations. The document aims to educate on understanding and assisting children with special needs like Josh.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
Final ppt meeting the need of children and families11selvahomes
Simon is a 3-year-old boy diagnosed with autism who is new to childcare. He has echolalic speech and poor impulse control. His single father and two teenage siblings are also new to the city. Agencies were referred to provide speech therapy, ABA therapy, family counseling, financial support, and specialized childcare to help meet Simon's needs and support his family's transition. These included Toronto Preschool Speech and Language Services, Adventure Place, Aisling Discoveries, and Toronto ABA Services. Strategies for the childcare center included visual schedules, sensory modifications, and using interests like cars to aid development.
Meeting the needs of children and families lisa 2Muila
The document discusses a preschooler named Cameron who has a leg amputation and uses crutches for mobility. It describes the needs of Cameron and his family that the teacher must address in the classroom, such as adapting activities to be inclusive and ensuring accessibility. It also provides strategies for how to help Cameron feel included and supported in the preschool environment.
This document provides information about autism and strategies to support a student named Simon who has autism. It defines autism, introduces Simon and his family's situation, and outlines Simon's specific needs and interests. Potential support agencies are described and classroom modifications, teaching strategies, and ways to include Simon in group activities are suggested to help him develop important skills.
Meeting the needs of children and familieschenvivian
This document summarizes the needs of a child named Jose and his family as they have recently moved to Toronto. Jose has low vision and has just started preschool. The summary identifies several services and supports that would benefit Jose and his family, including:
1. Access to optometrist through OHIP and rehabilitation services through an agency.
2. Enrollment in an after school program.
3. Modifications to the preschool's inclusive learning system and physical environment to adapt to Jose's low vision needs.
4. Recommendation to contact the Canada National Institute for the Blind for community support and resources.
This document discusses the needs of a 16-year-old deaf mother, Maria, and her 4-month old deaf baby. It outlines the challenges of deafness, including difficulties with communication, language development, and feelings of isolation. It provides strategies for helping deaf children and their families, such as teaching sign language, using visual aids, and ensuring supportive environments. Finally, it lists several community organizations that provide services and support for deaf individuals and their loved ones.
Kailei cheng meeting the needs of children and familiesKailei
This document discusses meeting the needs of an 8-year-old boy named Tom who has Asperger's syndrome and his single mother. It identifies their needs for a summer program that is affordable and inclusive for children with Asperger's. Potential options discussed include the Geneva Center for Autism, which offers Asperger-specific programs, and resources on their website, books on Asperger's syndrome, and an upcoming Asperger parent support group. The document also provides strategies for modifying the physical and teaching environments to meet Tom's needs within a child care center.
Meeting the needs of the child and familiesApersaud824
Jose is a 4-year-old boy who was recently diagnosed with low vision and moved to Toronto with his family from Winnipeg. His parents are looking for services to support Jose and their family's transition. Low vision is a visual impairment that cannot be fully corrected with glasses or surgery. It can impact learning, social skills, and independence. To help Jose, his preschool will make adaptations to the environment and activities, provide referrals to agencies like Toronto Preschool Speech and Language Services and CNIB that support children with low vision and their families, and communicate with his parents about effective strategies.
This document discusses a case study about a student named Avery. Avery is a 5th grader who receives special education services for a learning disability in reading. He was recently suspended for stealing and threatening his teacher. As the ECE, you are looking for advice to help Avery and his mother. The document outlines Avery's learning needs, signs of his disability, teaching strategies to help him, the importance of family support, and outside resources.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
This document provides an overview of key information teachers should know about hearing loss. It discusses the varying degrees of hearing loss and their impact. It also covers how individuals with hearing loss may identify themselves, the types of support and accommodations students may need, and resources available for teachers and students. Sign language and assistive technology like hearing aids and FM systems are addressed. The importance of recognizing individual student needs and putting the student first is emphasized throughout.
This document discusses the intersection of autism and deafness in children, and the benefits of teaching sign language. It notes that deafness occurs more often in children with autism, but the conditions are often misdiagnosed due to masking behaviors. The language gap that results when a child goes years without communication can be damaging. However, studies have found that teaching sign language via applied behavior analysis techniques can improve communication and reduce behavioral issues for nonverbal autistic children. Structured teaching with visual supports and a focus on reinforcement have been shown to effectively establish sign language skills.
Social Inclusion of Children Wearing a Cochlear Implant - Dimity DornanMonika Lehnhardt PhD
This document discusses social inclusion of children with cochlear implants. It presents a literature review that developed a model of social inclusion called the "5 Faces of social inclusion" which includes personal independence, health/access to services, education, interacting with society, and economic participation. A preliminary study applied this model in a survey of parents and found that children with cochlear implants had similar or better social inclusion than peers in areas like recreation, but parents were less satisfied with education programs. The study aims to benchmark social inclusion for children in listening and spoken language programs.
This document outlines a family support program for families with hearing impaired children in Hungary. The main goals of the program are to 1) increase parental competence through educational programs and resources, 2) provide mental health support through parent groups and psychologists, and 3) help strengthen the connection between children and parents through sign language courses. The program faces some challenges with limited time and financial resources, but overall family support is seen as important to helping hearing impaired children develop and the effectiveness of the institute's work.
Adele is a 3-year-old girl with acquired brain injury from shaken baby syndrome at 15 months old. She has motor, speech, and cognitive delays. Her mother needs support as a single parent and full-time student. The document discusses Adventure Place and Centennial Infant and Child Centre, two Toronto agencies that provide specialized programs, education, and support for children like Adele with developmental needs and their families. Both receive government funding and offer subsidies.
This document provides information about dyslexia, including:
- Dyslexia affects reading, writing, spelling and dealing with symbols, but not intelligence. It exists on a continuum from mild to severe.
- Around 4-10% of people have dyslexia, which is generally detected when children start school and struggle with learning.
- Dyslexia can be helped through suitable teaching strategies so those with dyslexia can achieve their potential, but their fundamental learning profile may not change.
- Both boys and girls can have dyslexia, though boys are more likely to be identified due to other issues like behavior. Dyslexia can run in families.
General Education Teacher Toolkit to Support Students with Autismsantorini2009
This document provides information and strategies for general education teachers to support students with autism spectrum disorder (ASD) in their classrooms. It defines ASD and common characteristics like difficulties with social interaction and communication and engaging in repetitive behaviors. The main differences between autism and Asperger's are outlined. Suggested supports include providing structure with visual schedules and timers, addressing sensory issues through seating arrangements and lighting, and using social stories to teach social concepts.
Cochlear Implants in Children: Parents in Charge of Development - Ann Charlot...Monika Lehnhardt PhD
The document discusses the development of cochlear implants in children and who drives this development. It argues that inquisitive parents, through organizations like Barnplantorna, are leading the charge by demanding up-to-date rehabilitation, schools, and support that allows deaf children to participate fully in society. These empowered parents collaborate with devoted doctors and professionals to advance opportunities for children through bilateral implants, screening programs, and more. Continued progress requires lifelong support through partnerships between parents, organizations, and experts that place children's needs and development at the center.
Meeting the needs_of_children_and_families[1]Alviya Vawda
Jose is a 4-year old boy with low vision who recently moved to Toronto from Winnipeg. His parents have asked the ECE about services available in the area to support Jose's needs. To help include Jose, the ECE plans to talk to Jose's parents to learn more about him, discuss his needs and interests with staff, create an individualized program plan, and contact a resource consultant. Adaptations like enlarging materials, improving lighting and contrasts, and using strategies like instructions and hand-over-hand teaching can help meet Jose's needs.
ECEP 233. Inclusion of Children with Special Needs. by Anhelina Butkevichbasya07
This document provides information about meeting the needs of children with epilepsy and their families. It discusses Zenna, a child diagnosed with epilepsy, and analyzes her case. It then defines epilepsy and describes different types of seizures. The document outlines various areas of development that may be affected in children with epilepsy, such as social/emotional, cognitive, and adaptive skills. It discusses adapting the physical environment and using strategies, devices, agencies and resources to help children with epilepsy and their families.
Najia is an 11-month-old girl who is exhibiting atypical development in that she is not babbling or pointing, which are skills she should have developed by this age. This could affect her social, emotional, physical, and cognitive development. The document discusses Najia's special needs and proposes modifications to her environment, teaching strategies, and inclusion of family to support her development. It also provides information on local resources such as speech therapy centers, hearing clinics, and early intervention programs that could help assess and treat Najia's delays.
Meeting the needs of children and families assignmentmumpa82
Faheen is a 5-year-old girl born with a congenitally deformed right leg who has had several operations and wears a prosthesis. Her father is concerned about Faheen making friends in her new classroom in Toronto due to her frequent hospitalizations. The teacher plans to engage Faheen and her classmates in cooperative play activities and pair Faheen with close friends to help her feel comfortable socially. Modifications will also be made to the classroom environment to accommodate Faheen's needs.
Meeting the needs of children and familiesannyliang123
This document discusses the needs of a 5-year-old boy named Jack who has Down syndrome and his family. It provides information on Down syndrome including physical, neurological, and health characteristics. It also outlines skills Jack needs to develop like self-care, communication, and decision making. Finally, it lists agencies and resources that can help meet Jack's language development needs, facilitate friendships, find a doctor, affordable housing, job assistance, subsidized daycare, and transportation options.
Meeting the needs of the children and familiesizabela18
Jose is a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. Low vision is a loss of eyesight that makes everyday tasks difficult. Several organizations in Toronto provide services to help children with low vision, including Toronto Preschool Speech and Language Services which offers early intervention programs, and the Ontario Foundation for Visually Impaired Children which operates a daily group program for visually impaired children ages 2 to 5.
Brittany and her family recently moved from Florida to Toronto due to Brittany's diagnosis of Bloom Syndrome. Brittany is feeling sad about missing her old friends, while her brother is angry about the move and blaming Brittany. The parents are asking the teacher for help meeting Brittany's needs and those of her family as they adjust to the new city. Some strategies discussed include creating a shaded play area to protect Brittany from sun exposure, connecting the family with local resources, and encouraging open communication between the parents and Brittany's brother.
The document presents a model curriculum for Applied Health Informatics (AHI) developed through a collaborative process. It defines the AHI role, identifies key challenges faced by AHIs, and develops competencies in areas like strategic planning, procurement, and project management. The curriculum maps these competencies to 22 categories that will be delivered through short online courses to professionals in the field through a diploma program at the University of Waterloo.
The document describes a student teacher's curriculum project on leaves based on observations of preschool children. The project involved 6 planned activities centered around leaves, including sorting leaves by color, exploring leaves' textures by putting them in water and sand, comparing leaf colors and shapes, making leaf crafts, pretending to be squirrels collecting leaves, and dancing to leaf songs. The goals were to enhance the children's development in various domains like cognitive, physical, social, emotional and language skills through hands-on exploration and investigation of leaves.
Meeting the needs of children and families sickle and depression.300781290
Brandon is an 8-year-old boy with Sickle Cell Disorder who misses a lot of school and his friends due to frequent illness. He has recently lost his pet dog Boo-Boo, who helped comfort him during difficult times with his illness. His mother is worried that Brandon may be developing depression in addition to dealing with his Sickle Cell Disorder and loss of his dog. The document provides information about Sickle Cell Disorder, its symptoms and treatment, as well as depression in children including signs, diagnosis and treatment options. It also discusses ways that Brandon's needs could be met in a childcare setting.
The document provides an agenda for a literacy advocacy meeting in San Antonio. The agenda includes:
1. Welcome and introductions from Literacy San Antonio
2. A presentation on after-school programs from Excel Beyond the Bell SA
3. A presentation on the "Let's Read!" program from San Antonio Youth Literacy
4. Information on an upcoming Literacy Fiesta
5. A discussion on community alignment and a call to action
The document also provides details on the presentations, including information on specific programs, statistics, volunteer opportunities, and goals to improve youth literacy in San Antonio.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
The document provides a summer survival guide for high school with the following sections:
I. Part I explores yourself through personality tests, volunteer opportunities, and interest surveys to discover your interests and strengths.
II. Part II prepares you for high school schedules by having you track your current time usage, schedule your time, and reflect on your time management.
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Supporting children and young people can be challenging. SLCN impacts on many areas of personal and academic life. Communication is not only important for children and young people, but also for a successful education team.
This workshop aimed to:
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* Increase your understanding of SLCN.
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The document provides information for parents about the 1st grade curriculum and classroom policies for the school year. It discusses topics like attendance, behavior, curriculum focus areas in reading, math, science, social studies and more. It outlines homework expectations, field trips, assessments, unit themes and ways for parents to volunteer or communicate with the teacher. The overall summary is:
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Simon is a 3-year-old boy recently diagnosed with autism who has moved to Toronto with his father and brothers. He has issues with impulse control, primarily uses echolalia, and is interested in wheels and cars. Support is needed for daycare/school, autism treatment, language support, subsidies and doctors. Strategies discussed include behavioral training, visual supports, social skills groups, and collaborating with families and community services.
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2. Simon’s Family Introduction
• Dad: Single parent
• Siblings: 2 teenagers
• Simon: 3 years old
• New to Toronto
3. More About Simon
Diagnosed with autism
• Problem with social relationships and play
skills (e.g.: little impulse control);
• Engagement in stereotypical/repetitive
behaviours (e.g.: fascinated with wheels and
cars);
• Impaired Communication (e.g.: speaks
echolalic language);
4. Family Needs
• Rent or buy a property
• Find schools for Simon’s siblings
• Access to parenting resources
• Family recreation program
• Autism Agency in Toronto
5. Rent or Buy a Property
in Toronto
Information websites:
• http://www.torontorentals.com/
• http://www.viewit.ca/
• http://www.realtor.ca/splash.aspx
6. School Information
• The Toronto District School Board (TDSB)
- Toronto District School Board is the largest
school Board in Canada and the fourth largest
in North America.
- School can be found by map, address and
school name.
Link: http://www.tdsb.on.ca/
7. Access to Parenting Resources
• Parentbooks:
Parentbooks offers information from planning
a family to everyday parenting issues to special
needs of all kinds.
Link:
http://www.parentbooks.ca/index.htm
8. Family Recreation Program
Toronto Fun Guide
• Programs and services for people of all ages.
• Information about Toronto’s museums, parks,
volunteer opportunities, part-time job possibilities.
Link: http://www.toronto.ca/events/index.htm
9. Meeting the Needs
in Child Care Center
• Adapting the Environment
• Transitions
• Problems with social relationships and play skills
• Restrictive, repetitive, and stereotyped behavior
• Communication
10. Adapting the Environment
• Simplify room layout by designating specific
areas for defined activities.
• Label the areas and storage using color coding
or a pictorial system.
• Designate specific areas for quiet work.
• Only post necessary information such as
schedules, examples of children's work,
classroom expectations, and information that is
to be used for instruction.
11. Transitions
• Prepare for all transitions ahead of time.
• Set up next activity so children do not have to
wait.
• Use a transitional object/signals.
• Use a visual schedule.
• Give one clear direction at a time.
• Use a specific relaxation strategy.
• Remain consistensy.
12. Problems with Social
Relationships and Play Skills
• Explain rules / rationales behind social
exchanges.
• Target perspective-taking skills.
• Teach student to accurately label his / her
own emotions.
• Be aware of teasing by peers
• “Boost confidence for activities Simon can
succeed.
• Invite him.
• Do not expect Simon to do the same as other
children” (Cadieux, 2012).
13. Restrictive, Repetitive,
and Stereotyped Behavior
• Encourage Simon to play with wheels and
cars when he is showing appropriate
behaviour.
• Vary the activities within the daily schedule.
• Provide Simon a "time out" pass for a few
minutes of free time to leave the classroom.
• Ensure understanding of all assignments and
tasks (and materials needed).
• Allow Simon opportunities to move during
instruction.
14. Communication
• Ensure that Simon always has access to
communicate his wants and needs.
• Simplify language.
• Paraphrase back what Simon has said or
indicated.
• Reinforce communication attempts.
• Use words in addition to gestures and facial
expressions.
• “Talk as calm as possible” (Cadieux, 2012).
15. Autism Agency in Toronto
Geneva center for autism
• Development and delivery of clinical intervention
services and training.
Services available for:
- children
- parents and caregiver
- youth and adults
- professionals
Phone No.: 416 322 7877
Link: http://www.autism.net
16. Autism Agency in Toronto
Autism Ontario
• the leading source of information and referral on
autism
• one of the largest collective voices representing the
autism community.
Link: http://www.autismontario.com/
17. References
Cadieux, C. 2012. handout Learning Together Every step of the way:
Fact Sheet Autism Spectrum Disorder, Toronto, Canada
Website Links:
http://www.autism.net
http://www.autismontario.com/
http://connectability.ca/2011/03/24/visual-schedule-tip-sheet/
http://www.dotolearn.com/disabilities/CharacteristicsAndStrategies/AutismSpectr
http://www.do2learn.com/disabilities/FASDtoolbox/classroom_management/class
http://www.parentbooks.ca/index.htm
http://www.tdsb.on.ca/
http://www.toronto.ca/events/index.htm
Simon was diagnosed with autism. There are a few common traints associated with all ASD’s: Problem with social relationships and play skills (e.g.: little impulse control); Impaire Communication (e.g.: speaks echolalic language); Engagement in stereotypical/repetitive behaviours (e.g.: fascinated with wheels and cars); Sensory impairement References: Cadieux, 2012. handout Learning Together Every step of the way: Fact Sheet Autism Spectrum Disorder
Picture source: www.baidu.com
As a new comer, the family may need to rent or buy a property in Toronto. The websites list here are information that they can research to make a sound decision. Picture source: www.baidu.com
Simon’s siblings need to register a school. And TDSB is the public school in Toronto that children go to. The family may find the school that is nearest to them once settled down. Picture source: http://www.google.ca/imgres?q=school+pictures&hl=en&sa=X&biw=1152&bih=749&tbm=isch&prmd=imvns&tbnid=6lGNMtpSY4TftM:&imgrefurl=http://schools.essb.qc.ca/riverview/&docid=jTUn2Ga8NvX7pM&imgurl=http://schools.essb.qc.ca/riverview/files/2011/09/school4c.gif&w=550&h=362&ei=rCpmT7-xBpD1gge5kfHHAg&zoom=1&iact=rc&dur=599&sig=111542041830010751754&page=1&tbnh=165&tbnw=250&start=0&ndsp=15&ved=1t:429,r:11,s:0&tx=162&ty=40
Parentbooks offers the most comprehensive selection of resources available anywhere — from planning a family to everyday parenting issues to special needs of all kinds. Our friendly and knowledgeable staff can help you find the books you need. As a single parent with two teenage children and a child with autism, the dad in this family may find that information from Parentbooks are helpful to him. References: http://www.parentbooks.ca/index.htm Picture source: http://www.google.ca/imgres?q=parent+pictures&start=124&num=10&hl=en&biw=1152&bih=749&addh=36&tbm=isch&tbnid=VeCiLQn3BQD6OM:&imgrefurl=http://www.cnpparentlink.com/&docid=a6mVkHRgZn3tJM&imgurl=http://cnpparentlink.webs.com/fcen.jpg&w=350&h=360&ei=4itmT8PCOIrqgQfg_6jBAw&zoom=1&iact=hc&vpx=496&vpy=334&dur=6724&hovh=228&hovw=221&tx=99&ty=91&sig=111542041830010751754&page=7&tbnh=162&tbnw=158&ndsp=20&ved=1t:429,r:2,s:124
The FUN Guide is filled with programs and services for people of all ages. Along with a huge variety of recreation programs for you and your family, there is also information about Toronto's museums, parks, volunteer opportunities and even part-time job possibilities. References: http://www.toronto.ca/events/index.htm Picture source: http://www.google.ca/imgres?q=family+fun+day&hl=en&biw=1152&bih=749&tbm=isch&tbnid=Yd9CpMdyg9xm1M:&imgrefurl=http://ckdp.ca/2011/08/03/family-fun-day-this-saturday-in-dover/&docid=YowWERsCsmzc8M&imgurl=http://ckdp.ca/files/2011/08/leclair-fun-day.jpg&w=600&h=400&ei=eSxmT9y9K43egge0nPDpAg&zoom=1&iact=rc&dur=243&sig=111542041830010751754&page=2&tbnh=159&tbnw=212&start=27&ndsp=21&ved=1t:429,r:12,s:27&tx=34&ty=65
Transition Tips Because Simon have low impulse control, transition is difficult to him. The following transition tips may help to ease the transition. Prepare for all transitions ahead of time. Give ample warnings (i.e. 5 minutes left, 2 minutes left, 1 minute left, time to switch). Once children are at the next activity, they should not have to wait for “setup”; circle time should begin as soon as the children are seated. Use a transitional object to help the child remain calm during the transition. It may be a calming toy (squeeze ball) or an item related to the next activity (paint brush to move to the paint centre). Use transitional signals such as a sign, a noise or song. Eventually the child will learn to associate the signal with change and will understand that the signal means to stop what they are doing. Use a visual schedule to indicate what will happen next. Give one clear direction at a time. Use a specific relaxation strategy. Remain calm even when the transition appears chaotic. References: http://connectability.ca/2011/03/24/visual-schedule-tip-sheet/ Picture source: http://www.childcareonly.com/starting-your-business/my-canadian-day-care-start-up-story/
Simon’s low impulse control is a common trait in Autism – problems with social relationships/play skills. The following social tips may help Simon with his social relationships and play skills. Social Tips: Do not take rude or aggressive behavior personally. Recognize that the target for anger may not be linked to the source of that anger. Be aware that student may feel very uncomfortable with eye contact. Work to expand the student’s reinforcer and leisure activities repertoire; work to increase social reinforcers and activities. Pair existing reinforcers with new activities to expand repertoire. Explicitly and frequently teach social rules and skills, such as turn-taking and social distance. Break down social skills into non-verbal and verbal components. Explain rules / rationales behind social exchanges. Target perspective-taking skills. Teach student to accurately label his / her own emotions. Use cartoon conversations, coping comics, and thought stories to teach social responses. Be aware of teasing by peers; teach and rehearse appropriate responses to bullying. Explicitly teach discrimination between private versus public behaviors. Provide modeling and role-play opportunities to teach social skills. Program for generalization of social skills across all contexts. Build social interactions around common interests. *Social Stories can be used to teach social skills to children with autism. A situation, which may be difficult or confusing for the student, is described concretely. The story highlights social cues, events, and reactions that could occur in the situation, the actions and reactions that might be expected, and why. Social stories can be used to increase the student’s understanding of a situation, make the student feel more comfortable, and provide appropriate responses for the situation. We recommend that you incorporate visuals into the stories as well. These visuals can be drawings created by the student, imported images from Google, picture symbols / icons, or photographs. References: http://www.dotolearn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html Picture source: http://www.google.ca/imgres?q=day+care&start=47&num=10&hl=en&biw=1152&bih=749&tbm=isch&tbnid=nQTpBP2QuBwwjM:&imgrefurl=http://frederickdaycare.com/&docid=yK8wThB-nfx0YM&imgurl=http://frederickdaycare.com/images/1537520_lowsm.jpg&w=302&h=298&ei=8i1mT4jgLci0gwfl5a3xAg&zoom=1&iact=hc&vpx=144&vpy=398&dur=6568&hovh=223&hovw=226&tx=56&ty=172&sig=111542041830010751754&page=4&tbnh=174&tbnw=176&ndsp=16&ved=1t:429,r:12,s:47
Simon’s fascination with cars is a restrictive, repetitive behaviour. The following tips may used to help this kind of behaviour. Restrictive, repetitive, and stereotyped behaviour tips · Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors (teaching the student what to do rather than what not to do ). · Reinforce Provide clear structure and a set daily routine. · Ensure that Simon knows the day's schedule at the start of each day and can reference schedule throughout day. · Vary the activities within the daily schedule so that the student does not become inflexible about the sequence of the schedule or routine itself. · Provide warning of any change of routine, or switch of activity. Present this warning visually. · Be aware that some change in manner or behavior may reflect anxiety (which may be triggered by a change in routine). · Be aware of bright lights, loud noises or too much touching. · Teach Simon to accurately identify how they feel as often as they can. · Provide Simon a "time out" pass for a few minutes of free time to leave the classroom. · Set up a special time-out location, so student has a place to go to take a break (could be a quick trip to the restroom or water fountain). · Encourage students to keep their noise levels down. · Have a "hands to yourself" rule to respect personal space of all students. · Organize classroom and teach students how to use and maintain organization. · Ensure understanding of all assignments and tasks (and materials needed). · Develop routines for organizing materials and work completion. · Ensure consistency of expectations among all family members and staff. · Create a structured environment with predictable routines. · Create a picture schedule with daily routine. · Allow student opportunities to move during instruction. · Use consistent classroom routines. · Teach student to identify signs of stress, anxiety, anger, etc. · Use visual organizers to help student evaluate appropriate alternatives to maladaptive behavior. · Use visual scales to label escalating emotions (e.g. 1-5 scales, Volcano scale). · Teach and practice coping strategies to reduce anxiety, stress, anger, etc. · Develop a coping plan; rehearse plan with student when they are calm. · Introduce opportunities for free drawing to express feelings. · Create a “calming area” or a “sensory area.” · Provide stress release activities or items, such as drawing, brushing, squeeze toys, weighted blankets, headphones, and music. · Be aware of signs of anxiety or difficulties a student may be having with sensory and emotional overload (hands over ears, plugging ears, or repetitive behaviors, like rocking). · Allow student to avoid certain activities which may cause anxiety (e.g. large assemblies). · Minimize verbal demands when the student is upset, or escalating. Use visuals instead. · Provide clear, explicit feedback on behavior. · Set up consistent written rules for each classroom. · Use color-coded system for behavior and class participation. · Use an individualized points system / token economy to increase target behaviors. References: http://www.dotolearn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Characteristics.html Picture Source: http://www.google.ca/imgres?q=rewind&start=116&num=10&hl=en&biw=1152&bih=749&addh=36&tbm=isch&tbnid=CqKqdokxAWEphM:&imgrefurl=http://www.alphanista.com/20-sign-you-know-you-are-not-alpha.html&docid=lqe812Db02SYzM&imgurl=http://www.alphanista.com/wp-content/uploads/2009/01/donotenter.png&w=600&h=595&ei=ti5mT_j3DMXXgQfp-pH9Ag&zoom=1&iact=hc&vpx=383&vpy=274&dur=1265&hovh=224&hovw=225&tx=88&ty=149&sig=111542041830010751754&page=7&tbnh=176&tbnw=177&ndsp=20&ved=1t:429,r:16,s:116
With impaired communication, the following communication tips may help Simon to communicate in the day care. Communication Tips: · Ensure that Simon has a way to appropriately express his wants and needs. · Identify and establish appropriate functional communication system (e.g. sign language, Picture Exchange Communication System (PECS), voice output, etc.). · Ensure that Simon has access to his (portable) communication system across all contexts, all of the time. · Reinforce communication attempts (e.g. their gestures, partial verbalizations). · Paraphrase back what Simon has said or indicated. · Simplify language, highlighting what is important. For example, for a non-verbal student, simply say “ Sit in chair ” instead of “ Sit in your chair please .” · Label areas in the room with words and pictures. · Use sequencing cards to teach order of events. · Use clear and unambiguous language. · Avoid sarcasm (students with autism may have a hard time understanding). · Explicitly teach the meaning behind puns, idioms, figurative language, etc. · Try to be as literal and clear as possible. · Use words in addition to gestures and facial expressions. · Help Simon interpret conversations. · Remind other students that some students may not get jokes or non-verbal language. · Repeat instructions and check for understanding. · Engage student in role-plays to target reciprocal conversation. · Program for generalization of communication skills across all contexts. References: http://www.dotolearn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Characteristics.html Picture Source: http://www.google.ca/imgres?q=communication+in+day+care&start=325&hl=en&biw=1152&bih=749&tbm=isch&tbnid=V-nr69Xax4avXM:&imgrefurl=http://www.ecolab.com/our-company/our-story/our-principles&docid=2cMuXU78hA88bM&imgurl=http://www.ecolab.com/our-company/our-story/~/media/Ecolab/Ecolab%252520Site/Page%252520Content/460%252520x%252520290/sustainability/465%252520x%252520285%252520sunflowers.ashx&w=465&h=285&ei=HjBmT4iJFNPDgAfWyIjwAg&zoom=1&iact=hc&vpx=554&vpy=87&dur=2827&hovh=176&hovw=287&tx=160&ty=115&sig=111542041830010751754&page=17&tbnh=127&tbnw=208&ndsp=21&ved=1t:429,r:13,s:325
Geneva Centre for Autism is an international leader in the development and delivery of clinical intervention services and training. They offer a wide range of clinical services which are determined individually for each person with an Autism Spectrum Disorder (ASD). All of their clinical services are supported by a multi-disciplinary team of trained, experienced and empathic professionals including speech-language pathologists, behaviour analysts, therapists, early childhood educators, occupational therapists, developmental paediatricians, psychiatrists, psychologists and social workers. References: http://www.autism.net Picture Sources: http://www.all4myspace.com/layouts-2.0/hope-myspace-layouts-2.0/0
Autism Ontario (formerly Autism Society Ontario) is the leading source of information and referral on autism and one of the largest collective voices representing the autism community. Members are connected through a volunteer network of Chapters throughout the Province of Ontario. We are guided by a Board of Directors, composed primarily of parents of individuals with autism, plus a host of volunteers and respected professionals who provide expertise and guidance to the organization on a volunteer basis. Autism Ontario is dedicated to increasing public awareness about autism and the day-to-day issues faced by individuals with autism, their families, and the professionals with whom they interact. The association and its chapters share common goals of providing information and education, supporting research, and advocating for programs and services for the autism community. References: http://www.autismontario.com/
Do not take rude or aggressive behavior personally. Recognize that the target for anger may not be linked to the source of that anger. Be aware that student may feel very uncomfortable with eye contact. Work to expand the student’s reinforcer and leisure activities repertoire; work to increase social reinforcers and activities. Pair existing reinforcers with new activities to expand repertoire. Explicitly and frequently teach social rules and skills, such as turn-taking and social distance. Break down social skills into non-verbal and verbal components. Explain rules / rationales behind social exchanges. Target perspective-taking skills. Teach student to accurately label his / her own emotions. Use cartoon conversations, coping comics, and thought stories to teach social responses. Be aware of teasing by peers; teach and rehearse appropriate responses to bullying. Explicitly teach discrimination between private versus public behaviors. Provide modeling and role-play opportunities to teach social skills. Program for generalization of social skills across all contexts. Build social interactions around common interests. *Social Stories can be used to teach social skills to children with autism. A situation, which may be difficult or confusing for the student, is described concretely. The story highlights social cues, events, and reactions that could occur in the situation, the actions and reactions that might be expected, and why. Social stories can be used to increase the student’s understanding of a situation, make the student feel more comfortable, and provide appropriate responses for the situation. We recommend that you incorporate visuals into the stories as well. These visuals can be drawings created by the student, imported images from Google, picture symbols / icons, or photographs.