Naveah has been diagnosed with Fragile X Syndrome. Her parents, who have a language barrier, need resources to understand her condition. Teachers will provide Spanish translations of materials on Fragile X Syndrome to help the parents. Naveah may need therapies and classroom accommodations to address challenges with behavior, communication, and daily living skills that are common in Fragile X Syndrome. Supporting both Naveah and her parents is important.
The document discusses the biological and psychological origins of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It traces the early history and changing definitions of both conditions. It examines past psychological theories that linked autism to poor parenting as well as current understanding of the genetic and neurological factors involved, such as links to specific chromosomes and brain structures. The document also explores possible environmental influences and compares the historical understanding and treatment of inattentiveness to modern concepts of ADHD and current theories about its genetic and neurotransmitter-related causes.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
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.
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.
Connie is concerned about a child in her care who may have special needs and asks how to identify if this is the case. The most common special needs seen in young children are speech/language delays, autism spectrum disorder, cognitive delays, social/emotional disorders, and learning disabilities. The document provides information on warning signs for each of these and recommends that caregivers document observations, share concerns with parents, and request a developmental evaluation if needed. Early identification and intervention is important to help support the child's development.
Cerebral palsy is a group of disorders that affect movement and muscle coordination, appearing in early childhood. It can be caused by complications during pregnancy like infection or problems with brain development. Babies at higher risk are premature, low birth weight, or had complicated labor. Signs include poor balance, shaky movements, and abnormal speech or gait. Diagnosis involves neurological exams and scans. Treatment focuses on physical, occupational and speech therapy as well as orthotics, medications, and sometimes surgery. Prevention involves prenatal care and immunizations.
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.
The document discusses the biological and psychological origins of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It traces the early history and changing definitions of both conditions. It examines past psychological theories that linked autism to poor parenting as well as current understanding of the genetic and neurological factors involved, such as links to specific chromosomes and brain structures. The document also explores possible environmental influences and compares the historical understanding and treatment of inattentiveness to modern concepts of ADHD and current theories about its genetic and neurotransmitter-related causes.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
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.
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.
Connie is concerned about a child in her care who may have special needs and asks how to identify if this is the case. The most common special needs seen in young children are speech/language delays, autism spectrum disorder, cognitive delays, social/emotional disorders, and learning disabilities. The document provides information on warning signs for each of these and recommends that caregivers document observations, share concerns with parents, and request a developmental evaluation if needed. Early identification and intervention is important to help support the child's development.
Cerebral palsy is a group of disorders that affect movement and muscle coordination, appearing in early childhood. It can be caused by complications during pregnancy like infection or problems with brain development. Babies at higher risk are premature, low birth weight, or had complicated labor. Signs include poor balance, shaky movements, and abnormal speech or gait. Diagnosis involves neurological exams and scans. Treatment focuses on physical, occupational and speech therapy as well as orthotics, medications, and sometimes surgery. Prevention involves prenatal care and immunizations.
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.
This document discusses the needs of a 4-year-old child named Jose who has a visual impairment. It outlines Jose's needs in the classroom including adaptations, learning to move around, and play with friends. The document also discusses visual impairments in children generally and how they can affect development. It provides strategies for inclusion, modifying the physical environment, and working with professionals and agencies to support Jose and his family as they adapt to their new city.
Developmental Screening test (Denver II - Overview) Azad Haleem
The document provides information about the Denver-II developmental screening test, including its history, administration, scoring, and interpretation. Some key points:
- The Denver-II screens children ages 0-6 and assesses personal-social, fine motor, language, and gross motor development. It identifies potential developmental delays.
- The test consists of 125 items across the four developmental domains. It is administered through child activities and caregiver reports.
- Responses are scored as pass, fail, no opportunity, or refusal. Delays or multiple cautions on the scoring sheet may indicate need for further assessment.
- Interpretation categories are normal, suspect, or untestable. Referral is considered for
This document summarizes a seminar on behavioral pediatrics. It defines behavioral disorders as tension-reducing activities that appear in childhood development. The document then covers causes of behavioral disorders like faulty parenting, deprivation, and media influences. It describes common behavioral disorders like temper tantrums, bedwetting, nail-biting and ADHD. The assessment and management of these conditions is also discussed. The document provides an overview of behavioral disorders in children.
Managing difficult behaviors show englishJoseCabassa
This document summarizes a parent workshop on managing difficult child behaviors at home. The workshop defined problem behaviors and provided strategies that schools use, such as nonverbal cues and praise notes. It discussed using positive methods to change behaviors and listed basic child behaviors that parents may find challenging. The workshop also covered factors that can contribute to behaviors and provided a social story template for teaching children when screaming is appropriate. Overall, the workshop aimed to help parents understand child behaviors and address them positively to prevent future issues.
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 evaluation report summarizes the findings of a partnership between the Too Small to Fail initiative and UCSF Benioff Children's Hospital Oakland to promote early literacy and brain development. The key findings were:
1) Parents recognized the importance of talking, reading and singing but engaged in these activities less frequently than recommended, especially reading.
2) A hospital clinic visit that provided messaging from doctors and literacy materials increased parents' awareness and planned behavior changes, especially among Spanish-speaking families.
3) Follow-up interviews found parents had retained messages, were using provided materials regularly, and expected to talk, read and sing more in the future with their children.
pedodontics.....non pharmacological methods of behaviour managementSurabhi Desai
This document discusses various behavior management techniques used in pediatric dentistry. It defines behavior management as the means by which the dental team performs treatment to instill a positive dental attitude. Factors that influence a child's cooperative behavior like parental anxiety, medical experiences, and communication techniques are described. Methods of behavior shaping include desensitization, modeling, and contingency management. Specific behavior management techniques addressed include audio analgesia, biofeedback, voice control, hypnosis, humor, coping, and aversive conditioning.
Health promotion of the infant & toddler fall 2017Shepard Joy
This document provides information on health promotion for infants and toddlers. It outlines several objectives related to child development, nutrition, health concerns, communication, and anticipatory guidance. Nursing diagnoses that may be relevant for this age group are also listed. The document then reviews normal infant development by age group and describes common infant reflexes. It provides information on assessing growth, body systems, motor skills, language, vision, hearing, psychosocial development, sleep, and crib safety for infants.
This document discusses managing pediatric epilepsy and the importance of a team approach. It emphasizes that the parent is a key part of the child's care team and should work with their doctor, nurses, teachers, and other professionals. It provides information on creating a seizure action plan and medical home to help coordinate care. It also addresses potential mental health issues in children with epilepsy and the importance of open communication between all parties involved in the child's care and well-being.
The Cognitive Science of cognitive developmentJim Davies
This document discusses theories of cognitive development in children. It covers:
- How children rapidly learn language through innate language acquisition devices.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's social development theory and the importance of social interaction and culture.
- Recent research showing domains of early knowledge like objects and living things.
- Studies demonstrating early abilities in object permanence and distinguishing animates from inanimates.
This document discusses several topics related to sex education classes and their impact on teenage birth rates. It first introduces teenage pregnancy and defines sex education. It then addresses whether discussing sexual intercourse is necessary, what is missing from current sex education classes, and how parents should talk to their children about sex. The document notes that the US teenage birth rate decreased from 39 to 68 births per 1,000 people between 2008 and 2009. It also profiles the career of a neonatal nurse practitioner and discusses high school career academies, universities offering relevant programs, community service experiences, and prior job experience.
This document discusses psychological growth and development in children from infancy to adolescence. It covers the key periods of development and important behaviors and milestones at each stage. For example, it notes that infancy from birth to 1 year is a critical period for personality development and trust building. It also discusses common behaviors seen in children during dental visits, such as crying, anxiety, resistance and timidity. The document provides several classifications of child behaviors and factors that can influence their behavior, such as their age, dental experiences and parental influences. It emphasizes the importance of effective communication and behavior management techniques in caring for children, such as modeling, positive reinforcement and distraction.
Behavioural Management in Pediatric DentistrySwalihaAlthaf
This document provides information on behavioral management techniques used in pediatric dentistry. It defines key terms like behavior, behavior management, behavior shaping, and behavior modification. It then categorizes and describes various non-pharmacological behavior management techniques including communication, use of second language, tell-show-do, desensitization, modeling, behavior shaping, contingency management, distraction, assimilation and coping techniques.
Feliza fanto meeting the needs of children and familiesffanto
Avery, a 5th grader with a learning disability, was suspended for 13 days after confronting his teacher aggressively. He had been caught stealing and when returning to class, called his teacher names and threatened her with a knife. Avery's mother is stressed as her husband recently left, and she does not know how to handle Avery's behavior. The case study suggests Avery exhibits signs of conduct disorder, including aggressive, destructive, deceitful behavior and rule violations. Risk factors for conduct disorder include biological, genetic, environmental and psychological factors. Strategies are provided to meet Avery's needs, including positive reinforcement, consistency, and limiting transitions. Local resources like the York Centre also offer family services for conduct disorder.
This document discusses behavior management techniques for children in dental settings. It defines key terms like psychology and behavior management. It categorizes behavior management approaches as pharmacological or non-pharmacological. Non-pharmacological techniques include communication, behavior shaping methods like desensitization and modeling, and behavior management strategies such as audio analgesia and coping mechanisms. The document also addresses managing behaviors of children with conditions like mental retardation, convulsive disorders, cerebral palsy, and autism. It stresses the importance of understanding each child's needs and abilities to provide successful dental treatment.
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.
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.
The document discusses how to talk to parents about autism. It provides information on:
- Defining autism spectrum disorders and how the presentation of autism has changed over time.
- Common screening and diagnostic tools used to evaluate autism, including the M-CHAT screening questionnaire.
- Major interventions for autism, including Applied Behavior Analysis (ABA), DIR/Floortime, and TEACCH.
- Sources of family stress when raising a child with autism, such as behavioral issues, financial burden of care, and concerns for the future.
Non pharmacological/Psychosocial managment of older adults dr RK Tripathi13Dr. Rakesh Tripathi
This document discusses the multidisciplinary approach to managing geriatric mental health issues. It involves both pharmacological and non-pharmacological management by professionals like psychiatrists, psychologists, social workers, physiotherapists and others. Non-pharmacological approaches focus on social support, activities, exercise and addressing behavioral issues. Specific techniques discussed include reality orientation, validation therapy, reminiscence therapy and behavior therapies to improve symptoms like aggression, agitation and coping skills. The goal is to enhance quality of life through both medical and psychosocial interventions.
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.
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.
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.
This document discusses the needs of a 4-year-old child named Jose who has a visual impairment. It outlines Jose's needs in the classroom including adaptations, learning to move around, and play with friends. The document also discusses visual impairments in children generally and how they can affect development. It provides strategies for inclusion, modifying the physical environment, and working with professionals and agencies to support Jose and his family as they adapt to their new city.
Developmental Screening test (Denver II - Overview) Azad Haleem
The document provides information about the Denver-II developmental screening test, including its history, administration, scoring, and interpretation. Some key points:
- The Denver-II screens children ages 0-6 and assesses personal-social, fine motor, language, and gross motor development. It identifies potential developmental delays.
- The test consists of 125 items across the four developmental domains. It is administered through child activities and caregiver reports.
- Responses are scored as pass, fail, no opportunity, or refusal. Delays or multiple cautions on the scoring sheet may indicate need for further assessment.
- Interpretation categories are normal, suspect, or untestable. Referral is considered for
This document summarizes a seminar on behavioral pediatrics. It defines behavioral disorders as tension-reducing activities that appear in childhood development. The document then covers causes of behavioral disorders like faulty parenting, deprivation, and media influences. It describes common behavioral disorders like temper tantrums, bedwetting, nail-biting and ADHD. The assessment and management of these conditions is also discussed. The document provides an overview of behavioral disorders in children.
Managing difficult behaviors show englishJoseCabassa
This document summarizes a parent workshop on managing difficult child behaviors at home. The workshop defined problem behaviors and provided strategies that schools use, such as nonverbal cues and praise notes. It discussed using positive methods to change behaviors and listed basic child behaviors that parents may find challenging. The workshop also covered factors that can contribute to behaviors and provided a social story template for teaching children when screaming is appropriate. Overall, the workshop aimed to help parents understand child behaviors and address them positively to prevent future issues.
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 evaluation report summarizes the findings of a partnership between the Too Small to Fail initiative and UCSF Benioff Children's Hospital Oakland to promote early literacy and brain development. The key findings were:
1) Parents recognized the importance of talking, reading and singing but engaged in these activities less frequently than recommended, especially reading.
2) A hospital clinic visit that provided messaging from doctors and literacy materials increased parents' awareness and planned behavior changes, especially among Spanish-speaking families.
3) Follow-up interviews found parents had retained messages, were using provided materials regularly, and expected to talk, read and sing more in the future with their children.
pedodontics.....non pharmacological methods of behaviour managementSurabhi Desai
This document discusses various behavior management techniques used in pediatric dentistry. It defines behavior management as the means by which the dental team performs treatment to instill a positive dental attitude. Factors that influence a child's cooperative behavior like parental anxiety, medical experiences, and communication techniques are described. Methods of behavior shaping include desensitization, modeling, and contingency management. Specific behavior management techniques addressed include audio analgesia, biofeedback, voice control, hypnosis, humor, coping, and aversive conditioning.
Health promotion of the infant & toddler fall 2017Shepard Joy
This document provides information on health promotion for infants and toddlers. It outlines several objectives related to child development, nutrition, health concerns, communication, and anticipatory guidance. Nursing diagnoses that may be relevant for this age group are also listed. The document then reviews normal infant development by age group and describes common infant reflexes. It provides information on assessing growth, body systems, motor skills, language, vision, hearing, psychosocial development, sleep, and crib safety for infants.
This document discusses managing pediatric epilepsy and the importance of a team approach. It emphasizes that the parent is a key part of the child's care team and should work with their doctor, nurses, teachers, and other professionals. It provides information on creating a seizure action plan and medical home to help coordinate care. It also addresses potential mental health issues in children with epilepsy and the importance of open communication between all parties involved in the child's care and well-being.
The Cognitive Science of cognitive developmentJim Davies
This document discusses theories of cognitive development in children. It covers:
- How children rapidly learn language through innate language acquisition devices.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's social development theory and the importance of social interaction and culture.
- Recent research showing domains of early knowledge like objects and living things.
- Studies demonstrating early abilities in object permanence and distinguishing animates from inanimates.
This document discusses several topics related to sex education classes and their impact on teenage birth rates. It first introduces teenage pregnancy and defines sex education. It then addresses whether discussing sexual intercourse is necessary, what is missing from current sex education classes, and how parents should talk to their children about sex. The document notes that the US teenage birth rate decreased from 39 to 68 births per 1,000 people between 2008 and 2009. It also profiles the career of a neonatal nurse practitioner and discusses high school career academies, universities offering relevant programs, community service experiences, and prior job experience.
This document discusses psychological growth and development in children from infancy to adolescence. It covers the key periods of development and important behaviors and milestones at each stage. For example, it notes that infancy from birth to 1 year is a critical period for personality development and trust building. It also discusses common behaviors seen in children during dental visits, such as crying, anxiety, resistance and timidity. The document provides several classifications of child behaviors and factors that can influence their behavior, such as their age, dental experiences and parental influences. It emphasizes the importance of effective communication and behavior management techniques in caring for children, such as modeling, positive reinforcement and distraction.
Behavioural Management in Pediatric DentistrySwalihaAlthaf
This document provides information on behavioral management techniques used in pediatric dentistry. It defines key terms like behavior, behavior management, behavior shaping, and behavior modification. It then categorizes and describes various non-pharmacological behavior management techniques including communication, use of second language, tell-show-do, desensitization, modeling, behavior shaping, contingency management, distraction, assimilation and coping techniques.
Feliza fanto meeting the needs of children and familiesffanto
Avery, a 5th grader with a learning disability, was suspended for 13 days after confronting his teacher aggressively. He had been caught stealing and when returning to class, called his teacher names and threatened her with a knife. Avery's mother is stressed as her husband recently left, and she does not know how to handle Avery's behavior. The case study suggests Avery exhibits signs of conduct disorder, including aggressive, destructive, deceitful behavior and rule violations. Risk factors for conduct disorder include biological, genetic, environmental and psychological factors. Strategies are provided to meet Avery's needs, including positive reinforcement, consistency, and limiting transitions. Local resources like the York Centre also offer family services for conduct disorder.
This document discusses behavior management techniques for children in dental settings. It defines key terms like psychology and behavior management. It categorizes behavior management approaches as pharmacological or non-pharmacological. Non-pharmacological techniques include communication, behavior shaping methods like desensitization and modeling, and behavior management strategies such as audio analgesia and coping mechanisms. The document also addresses managing behaviors of children with conditions like mental retardation, convulsive disorders, cerebral palsy, and autism. It stresses the importance of understanding each child's needs and abilities to provide successful dental treatment.
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.
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.
The document discusses how to talk to parents about autism. It provides information on:
- Defining autism spectrum disorders and how the presentation of autism has changed over time.
- Common screening and diagnostic tools used to evaluate autism, including the M-CHAT screening questionnaire.
- Major interventions for autism, including Applied Behavior Analysis (ABA), DIR/Floortime, and TEACCH.
- Sources of family stress when raising a child with autism, such as behavioral issues, financial burden of care, and concerns for the future.
Non pharmacological/Psychosocial managment of older adults dr RK Tripathi13Dr. Rakesh Tripathi
This document discusses the multidisciplinary approach to managing geriatric mental health issues. It involves both pharmacological and non-pharmacological management by professionals like psychiatrists, psychologists, social workers, physiotherapists and others. Non-pharmacological approaches focus on social support, activities, exercise and addressing behavioral issues. Specific techniques discussed include reality orientation, validation therapy, reminiscence therapy and behavior therapies to improve symptoms like aggression, agitation and coping skills. The goal is to enhance quality of life through both medical and psychosocial interventions.
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.
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.
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.
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.
Ben and Jerry are twin brothers who recently moved to Toronto from North Bay. Ben has cerebral palsy and uses a walker due to having little strength in his left hand. The document introduces Ben's condition, which causes issues with movement and mobility. It discusses how childcare centers can meet Ben's needs by using visual schedules, limiting distractions, and adapting activities. Resources for cerebral palsy from the Ontario Federation for Cerebral Palsy are also outlined.
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 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.
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.
The document discusses Shane, a child who attends a child care center and has been diagnosed with Attention Deficit Disorder, outlining his needs, the needs of his family, strategies to support him in the classroom, and providing resources to help his parents make informed decisions to best support Shane. It also discusses creating an inclusive environment and the importance of peer interactions for Shane's development.
The dollhouse sees four friends having a night in at a house near a graveyard. Strange noises come from the graveyard, prompting Abbie to investigate. She returns acting strangely, hiding an old creepy doll. A flashback reveals the doll witnessed a girl resembling Abbie being raped in the house long ago. The girl is then possessed by the doll and kills the men, but one survives and burns the doll. At the end, the burnt doll moves its head, still alive. Jerry realizes Abbie is possessed by the doll.
The document discusses strategies to support a child named Billy who has been diagnosed with conduct disorder. It outlines Billy's needs, including difficulty controlling his emotions and behaviors. It also notes the needs of his same-sex parents family, who may lack proper gender roles models and face stigma. The document then discusses various intervention strategies to help Billy, such as social skills training, parenting support, medication, and ensuring a supportive classroom environment through proper supervision and staff training.
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 discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
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.
The document discusses services available for Hope, a preschooler diagnosed with Rett Syndrome, and her family, including information about Rett Syndrome, modifications that can be made in childcare, teaching strategies, resources for the family, and local organizations that provide support services for children with special needs like Rett Syndrome and their families.
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 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.
Meeting the needs of children and familiesLipingLiu
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.
This document provides an overview of conduct disorder in children and strategies for meeting the needs of a child with conduct disorder in a child care center. It begins with an introduction to Billy, a school-aged child living with his fathers who has been diagnosed with conduct disorder. The document then defines conduct disorder, discusses signs and symptoms, potential causes, and prevention strategies. Finally, it proposes ways to create an appropriate environment and implement teaching strategies in a child care center to meet the needs of a child with conduct disorder.
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.
Kaitlyn and Kianne are twin girls diagnosed with cystic fibrosis who will be starting kindergarten in the fall. Their mother left her job and the family is facing financial difficulties. Cystic fibrosis is a genetic disorder that causes thick, sticky mucus to build up in the lungs and digestive system, causing life-threatening infections and making it difficult to breathe. There is no cure, but treatments like medications, therapy, and nutrition help manage symptoms and allow those with cystic fibrosis to live longer lives.
Nevaeh has been diagnosed with Fragile X Syndrome. Her parents speak little English and do not understand her condition. The teacher asks to explain Nevaeh's needs to her parents and how the daycare can help. Fragile X Syndrome is a genetic disorder caused by a defect on the X chromosome. It causes developmental delays, learning disabilities, and autism-like behaviors. Modifications like visual schedules, preferential seating, and prompting can help children with Fragile X Syndrome in daycare. The Fragile X Research Foundation of Canada provides services and support for families dealing with this condition.
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
The document discusses pediatric counseling and play therapy. It notes that children experience stressors like adults but lack a shield from them. Counseling for children is different due to factors like age, brain development, and emotions. Play therapy is described as using toys and games to help children express feelings and deal with behavioral/emotional difficulties. The goals are to improve expression, self-observation, coping skills, and relationships. Elements of play therapy include safety, love, security, reassurance and diversion.
ASD A Guide for Practitioners Working in Pre School / Primary / Special Schoo...ASDInfoWales
This document provides guidance for practitioners working with students who have autism spectrum disorders (ASD) in pre-school, primary, and special school settings in Wales. It discusses the characteristics of ASD and their impact in educational settings, including strategies to support students with social skills, communication, transitions between activities and schools, sensory processing, and alternative curricula focusing on life skills. The document emphasizes the importance of multi-agency collaboration between families and professionals to best support students with ASD.
The document discusses supporting children and families during end of life and palliative care. It covers stressors in critical care environments, providing support for dying children, adolescents, parents, and siblings. It discusses facilitating communication and decision making. Child life specialists can help children understand illness, cope with procedures, express feelings, and say goodbye. The document also discusses supporting grieving children and families, considering developmental, cultural, and religious factors. Child life specialists develop skills in areas like play facilitation, communication, group work, self-reflection to provide bereavement support.
This document discusses crisis and nursing intervention for hospitalized children. It begins with definitions of crisis and crisis intervention. It then discusses types of crises including maturational, situational, and adventitious crises. Crisis theory is explained, outlining the work of Erich Lindemann and Gerald Caplan. Four phases of the crisis process are defined. The document then focuses on hospitalized children, discussing functions of hospitalization, principles of hospitalization, modern concepts, visiting policies, rooming-in, care by parent units, parent support groups, and encouraging self-care. Reactions to hospitalization for different age groups are examined, along with preparation for hospitalization, guidelines for admission, and stressors and implications
At Disha, we conduct various Corporate Social Responsility activities like vocational guidance,life skill training, workshops and various other social services.A Center that works with children who have or are at risk of developmental disabilities.
Our services, which began with aptitude testing, career guidance and individual psychotherapy, today cover the entire spectrum of services in mental health, ranging from clinical assessments, in-depth vocational guidance, workshops for various target groups, individual and group psychotherapy, assessments for gifted, hyperactive and autistic children, corporate assessments, and many more programmes.
Woods Homes provides mental health services to children and families in Calgary and surrounding areas. They have partnered with the Calgary Catholic School District to provide treatment to children experiencing behavioral and emotional challenges through "Starting Points" classrooms in mainstream elementary schools. Understanding a child's behavior requires knowing their family history, any diagnoses or medications, home and school environments, triggers, warning signs, strengths, and motivations. As adults working with children, it is important to be proactive, set clear expectations, offer choices, and avoid power struggles by de-escalating situations before a full crisis occurs.
Information and education for early childhood providers in New Mexico. Inside you will find dates for upcoming classes, tips for helping children stay healthy and happy, and contact information for UNM Cariño.
This document provides guidelines for activities and accommodations for infants and toddlers with various disabilities or developmental needs. It is divided into several sections:
The first section describes how activities should be designed for different age ranges of infants and toddlers (birth to 9 months, 8 to 18 months, 16 to 36 months) and considerations for adapting activities based on a child's abilities or disabilities.
The second section lists the goal areas for infant/toddler activities: social awareness, language/communication, cognitive development, sensory motor skills, and creative development. It provides tables cross-referencing activities with goal areas and age ranges.
The third section gives guidelines for adapting activities for various regulatory, communication, or physical
The staffs at Kick Start Therapy are certified in various music therapy programs to assist individuals with auditory processing and, inevitably, positively influence their social and communication skills. The staffs are equipped with certifications in an array of different programs such as the Safe and Sound Protocol and Bellis Model, to be able to appropriately utilize the most suitable program for the individual.
The document discusses supporting autistic students in schools. It notes that over half of parents do not feel their autistic children are making good educational progress. It also reports that teachers often lack knowledge about autism. The document then provides information on what autism is and how it can affect children at school. It gives strategies for helping autistic students, such as using visual aids and designating a safe space for students when anxious. The National Autistic Society aims to help professionals support autistic children through educational conferences.
Early Intervention provides comprehensive services to infants, toddlers and families with disabilities or at risk of developmental disabilities. Services include home-based services with therapists visiting the home, home and school services with support in both settings, and classroom services located in schools or facilities. Therapies address skills like cognition, communication, behavior and more. Common therapies include PECS, dietary interventions, SCERTS, occupational therapy, sensory integration, speech therapy, RDI, TEACCH, verbal behavior, ABA, and DIR/Floortime.
Sensory Processing Disorder (SPD) is a condition where individuals have difficulty processing sensory information like touch, sound, and movement. It affects around 1 in 20 children. People with SPD may feel overwhelmed by sensory input or seek intense sensations. They have trouble with motor skills, social skills, and school performance. Occupational therapy helps teach skills to manage sensory input but the causes and best treatments are still being researched. SPD is being considered for inclusion in the DSM-V diagnostic manual.
This document discusses child development from birth through early adulthood. It notes that child development involves physical, cognitive, emotional, social, and language growth and can be influenced by environmental factors. Taking care of others, sharing feelings, and appropriate social behaviors are examples of emotional development in young children. Social development involves learning social skills through interactions with others.
The document outlines a research and advocacy plan to address bullying. It identifies key stakeholders like Kids Help Phone, Bullying Canada, and the Toronto District School Board. The research plan involves surveys, interviews, and internet research. The group chose to advocate to the TDSB and details how they advocated in support of their anti-bullying cause, including following up. It provides links to anti-bullying videos, websites and a poem. Sources are listed at the end.
Brittany and her family recently moved from Florida to Toronto after Brittany was diagnosed with Bloom Syndrome. This has caused changes for Brittany including missing her friends and feeling sad about the move. Her brother is also having difficulties adjusting and acting out. As Brittany will be joining the author's preschool class, modifications will need to be made to the physical environment, teaching strategies, and inclusion of Brittany as part of the larger group to help meet her needs related to Bloom Syndrome. The author also discusses connecting Brittany's family to local resources and agencies to help support them as newcomers to the city.
This document discusses Jose, a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. It provides information about Jose's needs and strategies for supporting him in the preschool environment. Key points include:
- Jose will need an inclusive environment with adapted materials to support his visual impairment and allow interaction with other children.
- It is important to make Jose and his family feel welcome and supported by providing resources about local services.
- The physical environment can be modified with adaptations like larger toys, high contrast colors, and soft surfaces to prevent injury to accommodate Jose's low vision needs.
- Teaching strategies like using props, audio books, and individual activities may need to be incorporated to support Jose
France has a comprehensive early childhood education system that is largely publicly funded. Preschool programs called Ecoles Maternelles serve almost all children ages 3 to 6 and are free, integrated into primary schools. These preschools have three levels and do not charge fees. Training for early childhood educators includes obtaining a university degree and teacher-based training through teacher institutes. Availability of childcare is widespread across France but demand often exceeds supply, so parents are advised to get on waiting lists early.
VoiceThread is a collaborative tool that allows users to create multimedia slideshows from anywhere in the world. Users can contribute to slideshows using webcam, text, or microphone. VoiceThread aims to be accessible and useful for all people, regardless of their individual needs. The tool can be used for education or work by collecting photos into slideshows, creating instructional videos, and facilitating collaboration between classmates, families, or coworkers through shared projects.
Butterflies have a thorax, head, and 6 legs, thinner antennae than moths, and use their proboscis to drink nectar and liquids. There are approximately 28,000 butterfly species, 80% of which are found in tropical areas, with the largest being the Queen Alexandra's Birdwing. Butterflies go through a life cycle of egg, larva, pupa and adult stages and have been around since the Cretaceous period approximately 65 million years ago.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Cell Therapy Expansion and Challenges in Autoimmune DiseaseHealth Advances
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
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Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
3. The parents of Naveah have a language barrier so they do not know what special
needs their daughter has.
See if any caregivers can translate.
We need to find resources in Spanish to help the parents understand. They can also
go on online discussions to see if someone who can speak Spanish can explain the
condition.
Some websites pages online can actually be translated in Spanish.
Extra time and considerations for translations
http://www.bermudahospitals.bm/health-wellness/conditions-A-Z.asp?chunkiid=254010
The link above explains the Fragile X syndrome in Spanish.
5. ―Fragile X syndrome is the most common genetically-inherited form of mental
retardation known‖.
―Children with Fragile X often appear normal in infancy but develop typical
physical characteristics later on‖.
6. ― Naveah ‗s daily living skills are all of the areas of development that are
integral to our everyday routines‖.
―Eating, sleeping, dressing, washing and bathing, taking care of hygiene and
toileting are all daily living skills that may provide challenges for children with
Fragile X syndrome and their families‖. (Understanding Fragile X Syndrome, p.
72)
7. Children with Fragile X may have autism.
They may have vision problems.
Fragile X syndrome is caused by a defect on the X chromosome.
There is no cure for fragile X syndrome.
There are different medications and therapies available.
8. Children with Fragile X often have behavioural challenges. Parents and
teachers/educators need to help children cope with everyday life, like
school, home and the community.
Using calming techniques can reduce anxiety and improve Naveah‘s
concentration.
9. Children with Fragile X syndrome have trouble adapting to environments that
are distracting.
The classrooms should not be too noisy.
The class size should not be too big.
Too many children can be a issue.
Natural lighting, when possible is best, avoid fluorescent lights.
Try to make routines and schedules predictable.
10. Children with fragile X may have specific learning disabilities that may require medication and
therapy.
Different types of therapies can help Naveah with her speech, her balance and behaviour.
There are many therapists that can speak Spanish, so they can support the family's needs as
well.
Speech language therapists: They can help children improve their pronunciation, help them
complete their sentences, help to develop language and help them problem solve.
Use non verbal ways to teach them with picture cards.
Physical therapists: Can help improve balance ad postures and build muscles.
Behavioural therapists
Teaches children to adjust in the environment
11. Dr. Janice Tomlinson. ―She is a psychologist and a former Superintendent of
Special Education Services for the Hamilton Wentworth school board. She is in
private practice in Hamilton but does come to Toronto to do assessments if
she/you can locate a space in which she can see the child. With her unique
background in psychology and special education, she can make good
recommendations about educational and remedial programming for children‖.
Dr. Virginia Frisk. ―She is a psychologist who was with SickKids for many years
working on neonatal follow-up programs but is now with the Dufferin-Peel
Catholic District School Board. She has a good background and decades of
experience with psycho-educational assessment and students‘ academic
difficulties‖.
Dr. Jennifer McTaggart. ―She is a psychologist working at Chedoke-McMaster
Hospital in Hamilton. She has had very good training and internship
experiences with children and adolescents‖.
Dr. Michaela Evans. ―She is very well trained clinically and can undertake both a
psycho-educational assessment and a clinical assessment that addresses
anxiety, emotional, and behavioural issues‖.
―You will be able to acquire phone numbers for these people from the College of
Psychologists of Ontario‖:
https://members.cpo.on.ca/members_search/new
12. In the environment, we can use adaptations, such as physical
space, toys, visuals, materials. It is important for children with Fragile X to have
a certain amount of space, not too big.
They need visuals to help with language.
They also need special toys and materials to help their special needs.
13. It is important for children with Fragile X syndrome to have a quiet space.
15. ―Flexibility in Routines, Schedules & Activities‖
―Giving children more time during transitions‖
―Different options for different abilities‖
―Adaptable materials-routines‖
―Follow up on expectations‖
Adaptive Learning Environments notes
http://t1.gstatic.com/images?q=tbn:ANd9GcRWVQGYNGBMuF_P2DjG2CLd3TgfrUN4081O0eqsBTBhSWp1p021
17. ―Prompting and fading- Physical‖
―Hand over Hand‖
―Touching elbow to guide child to the block‖
―Visual Communication‖
―Classroom labels‖
―Labels‖
―Making choices‖
―Reduce frustration‖
―Promote self-esteem‖
(Reading Package, Task Analysis, p. 1 of 2)
http://t2.gstatic.com/images?q=tbn:ANd9GcQ9mOtEXc6qm3RmYmIrMIR6GqYK_76
AHaARArVxkCcsjlulAVto
18. “Task Analysis”
“Organizing the steps”
“Sequencing the steps”
“Mastering the steps”
“Gaining motivation to master the steps”
“Generalizing the new skill to new people, places, and
conditions”
(Reading Package, Task Analysis, p. 1 of 2)
http://1.bp.blogspot.com/-LFiZaEZdwXM/Th4cR74fPwI/AAAAAAAAABs/aNWP1g09KwM/s1600/schkidule1.jpg
19. “Identifying skills to teach”
“Problem solving”
“Independence”
“Reinforcement- Connectability”
“Use motivation”
“Use praise”
“Giving instructions”
“Use child’s name to get his attention”
“Get down to his eye level”
20. ―Communication Skills‖:
Children with the Fragile X syndrome have trouble with eye
contact. So it is important to ―look at the child‘s face when
you are speaking to them‖.
―Speaking slowly and clearly‖
―Giving child time to respond to you‖
(Reading Package, Everyday opportunities to develop communication skills, p. 1of 7)
http://t1.gstatic.com/images?q=tbn:ANd9GcRrfprmT3NPiiWPpfgon90-YFHzrc6kgtBUVamsnOma4o0LdFVt
21. We need to include all children in child care centres, in all activities.
Make the children have an understanding about Fragile X syndrome, and have
them learn that all children have different needs.
Creating an inclusive environment.
We are all different.
22. Parents need support by coping with the feelings that come when your child is
diagnosed with a special need. When Naveah‘s parents realize what their child‘s
special need is they will face different kinds of emotions.
Some of these emotions can be: anger, fear, guilt, sadness, denial, shock,
grief, and anxiety.
These reactions are normal and there are many resources for these parents.
23. ―Tips on caring for the caregiver‖
―Caring for a child with fragile X syndrome can feel very stressful at times. It‘s
important to remember that fragile X does not define your life or your family‘s
life‖. Consider coping strategies such as:
―Taking care of other relationships: While you may feel like all your energy is
focused on your child with fragile X, be sure to take care of your other family
relationships‖.
―Communicate with each other but remember that people deal with emotions
differently. Allow each other some leeway in how you communicate. Make sure
your child‘s siblings understand his condition, and reassure them with your
attention‖.
24. ―Maintaining a sense of normalcy: Although your regular
routine may become centered around your child with fragile X,
try to keep your life as normal as possible. Continue doing
activities that were important to you. Maintaining some sense
of normalcy will help your family be in the best mindset to help
your child‖.
―Keeping a journal: Keeping a journal of your child's health and
medical care can be helpful for both you and your child's
medical team, especially if you ever need to change specialists.
You can also record your emotions and look back to reflect on
how you have managed each phase of the situation‖.
25. “Researching and learning: Learn everything you can
about your child's condition and the treatments available.
Read inspirational stories about parents and children who
have been through similar situations‖.
26. Social/Emotional Development
Physical Development
Intellectual Development
Language Development
Cognitive Development
―Fine motors and gross motors
Delayed speech, repetitive speech.
Anxiety , shyness, attention deficit hyperactivity disorder (ADHD), autistic-like behaviour
sensitivity to touch or dislike of loud noises, difficulty making eye contact,
and aggression‖.
―Medical concerns : heart murmurs, vision problems, ear infections, reflux and
seizures‖.
―Their physical characteristics are long and narrow face, prominent ears, poor muscle
tone – which can cause crossed eyes or a squint, curve in the spine or slack face
muscles, flat feet, and loose joints (double joints)‖.
27. Parent to parent: Talk to parents in your situation.
Support groups: Support groups can help families get advice.
Faith-based support: Someone/ group that will listen to you, and have the same
beliefs as the families.
They can pray with the families during your treatment experience.
28.
Social workers and mental health clinicians can help
families in Naveah‘s situation.
They can offer counselling and assistance with issues such
as coping with your Naveah‘s diagnosis, translation for
diagnosis and financial problems.
29. Our Mission:
―The Leslie Dan Faculty of Pharmacy is committed to internationally significant innovation in the discovery and mobilization of pharmaceutical
knowledge in the pursuit of health‖.
http://www.pharmacy.utoronto.ca/about-us/our-mission-vision
They do research on animals to understand the effects of the Fragile X syndrome.
Contact David Hampson:
Our labs and offices are located on the 9th Floor
Leslie Dan Faculty of Pharmacy, University of Toronto
144 College Street
Toronto, Ontario Canada M5S 3M2
Tel: (416) 978-4494
Fax: (416) 978-8511
E-mail: d.hampson@utoronto.ca
30. Mission and Vision
“United Families of Eastern Ontario is a coalition of family groups and individuals joining together to
improve the lives of children and adults with developmental disabilities in Eastern Ontario by ensuring that
we have access to the same opportunities and choices as other Ontarians‖.
“Advocating with government and other agencies on issues affecting families and individuals‖.
“Sharing information between families, individuals with developmental disabilities and groups on
events, meetings, government legislation, supports and services ...‖.
“Raising awareness within the general public on issues of concern‖
“Increasing UFEO's membership in order to have a strong UNIFIED FAMILY VOICE in Eastern
Ontario”
Vision
“Citizens with developmental disabilities have access to the same opportunities and choices
as other Ontarians”.
―United Families of Eastern Ontario strives to have representation from all family-focused groups in
Eastern Ontario, whose family members have a developmental disability‖.
No waiting list, no cost, have to be a Canadian citizen and live in Ottawa our surroundings. Need to
submit supporting documents to define developmental disability.
1-855-376-3737
31. The Fragile X Research Foundation of Canada Headquarters
Our mission
―The Fragile X Research Foundation of Canada (FXRFC) is a non-profit, tax-exempt charity run by parents and volunteer professionals
that is dedicated to raising awareness of Fragile X syndrome, funding biomedical research for improved treatment and
ultimately, finding a cure for this disorder‖.
―Understanding both the suffering that Fragile X syndrome can cause and, more importantly, the many reasons for optimism and hope
through advances in research, they founded the Fragile X Research Foundation of Canada (FXRFC)‖.
167 Queen Street West
Brampton, Ontario
Canada L6Y 1M5
Phone: 905-453-9366
info@fragilexcanada.ca
32. Surrey Place Centre
Mission:
―Surrey Place Centre provides specialized clinical services that are responsive to individual need and
promote health and well-being. In addition to our direct service role, we facilitate system-wide
access to information and supports. Our leadership in research, evaluation and education is directed
toward advancing knowledge and practice in the field and building the capacity of service systems.
As an organization we are committed to supporting the social inclusion of people with developmental
disabilities and/or autism spectrum disorders‖.
―You must call us to be assessed for a developmental disability. If you have been previously
diagnosed with a developmental disability, a call will be required to gain access to our specialized
groups and services‖.
Although this centre does not focus on Fragile X syndrome, they still can help Naveah with
developmental issues such as cognitive and autism in case Naveah may have autism as well.
Please call (416) 925-5141 during our office hours:
Monday, Friday: 8:30 am to 5:00 pm
Tuesday, Wednesday, Thursday: 8:30 am to 8:30 pm
33. Aisling Discoveries Child and Family Centre
120 Middlefield Road
Scarborough, ON,
Canada M1S 5E2
Tel: (416) 321-1445
―Aisling Discoveries Child and Family Centre relies on the support of our community
to fulfill our mission‖.
―We encourage you to get involved by becoming a member; providing financial
support through a charitable donation; considering employment at our Centre; or
seeking opportunities for volunteer work or a student field placement‖.
―The Centre is committed to promoting and strengthening the emotional and social
well-being of children and their families, through a variety of prevention, intervention
and treatment services. Families are an important part of the treatment and decision
making process. We strive to make services accessible and culturally sensitive‖.
The cost is free, it is by referral only.
They are not Fragile X syndrome focused but can help with autism and
social/emotional and behaviours problems.
http://www.aislingdiscoveries.on.ca/files/images/homepg400px175p.jpg
34. Children with Fragile X, may have anxiety issues.
Mission: ―To catalyze interdisciplinary interactions among clinicians, scientists
and the public that will improve the health and well-being of children through
the development and applications of genetic knowledge and technology‖.
―Here at SickKids, there is an Anxiety Clinic which provides assessments for
anxiety disorders. The children must be between the ages of 6-13 for first
visits. A referral form from a physician or paediatrician must be faxed in to
begin the process‖.
The fax number is 416-813-7361. Parents should contact the Intake Coordinator
(Kristina Klopfer—416-813-8636, kristina.klopfer@sickkids.ca) for further
information.
35. Community Association for Riding for the Disabled (CARD)
www.card.ca
Toronto ON 416-667-8600
This is a therapeutic horseback riding program for children and adults with disabilities. Its goals are to
improve balance, coordination, confidence, self esteem and social skills.
36. Gymboree Learning Program
Gymboree Learning Program
―This program offers a progression of developmentally appropriate play, music and arts classes for infants and young
children and their parents‖.
―The website has interesting links‖.
37. Harbourfront Centre
www.harbourfrontcentre.com
Toronto ON 416-973-4600
―A wide range of programs are offered throughout the year for children‖.
Laura Hunters STEPS Programs
www.stepsprograms.com
Stouffville ON 905-642-8001
―STEPS stands for Specialized Therapeutic Education for Physical Skills. Laura runs gym, biking, horseback riding and life
skills programs year-round, for toddlers to young adults with intellectual and/or physical disabilities‖.
.
38. Martial Arts
Martial arts may be helpful to children with learning or developmental
disabilities.
They can improve self-esteem and by joining competitions.
Find one closest to you.
39. Ontario Track 3 Ski Association
www.track3.org
Ontario 416-233-3872, Toll Free 1-877-308-7225
This organization teaches downhill skiing and snowboarding to children and youth with all kinds of disabilities.
Special Olympics Canada
www.specialolympics.ca
Toll Free 1-888-888-0608
―Programs offered nationally
This is a community-based organization across Canada that provides sport training and competition opportunities
for children and adults with an intellectual disability‖.
40. The YMCA
The YMCA
―Ys have many activities and camps that include kids with special
needs, look for the one closest to you‖.
41. Images:
http://t2.gstatic.com/images?q=tbn:ANd9GcT2nF6sgiV3HEVnBX9VA1NZDgSNolrY39a6GvcuQrHXrdwG_F9S5w retrieve from google images.
Com 03/24/13
http://www.cdc.gov/ncbddd/childdevelopment/images/child-fingerpaints.jpg retrieved from google images. com 03/24/13
http://www.mandygregory.com/images/digital%20pics/classroom%20pics/second%20grade/after%20pictures/library.jpg retrieved from
google images. com 03/24/13
http://t2.gstatic.com/images?q=tbn:ANd9GcThpuosRZf5N2JgbEO9EPXuuUpjDckzvRPwsofdYrYxlmex6Z3n retrieved from google images.
Com 03/24/13
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google images. Com 03/24/13
42. Images
http://t0.gstatic.com/images?q=tbn:ANd9GcQmCnLB-0rGoiacZBgzVvqAmKDOum3anLVTalmN5XksyaZeHqCL
Retrieved from google images 03/24/13
https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRfs3Nlpj-
EIefkpCM9XZuDTtXrJ4xRnha6NXfRLjqBMyqBeZq5Retrieved from google images 03/24/13
http://play2podium.com/parenting/professionals/toy-guideRetrieved from google images 03/24/13
http://t0.gstatic.com/images?q=tbn:ANd9GcSSSbhaQa4SFXSPmv5aI7_gFmwWYH2EGpHohqE_0lIVeRoBAUJtMARetrie
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http://www.logisticsmatter.com/wp-content/uploads/2010/11/IMG02067-20101104-0837.jpg retrieved from google
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Com 03/24/13
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Retrieved from google images 03/24/13
43. Images
http://t2.gstatic.com/images?q=tbn:ANd9GcQ9mOtEXc6qm3RmYmIrMIR6GqYK_76AHaARArVxk
CcsjlulAVt Retrieved from google images 03/24/13
http://www.bls.gov/ooh/images/p12-to-p13/p131-1-jpg.jpg Retrieved from google images
03/24/13
http://www.support-for-add-and-autism-spectrum.com/images/pause4kids3.jpg Retrieved from
google images 03/24/13
Retrieved from google images.com 03/24/13
http://www.northwestmilitary.com/installations/military-life/2012/03/Panel-aims-to-boost-
support-to-special-needs-families/uploads/articles/17993-banner-15961-banner-family_-
_by_Robert_Crum.jpg
Retrieved from google images. Com 03/24/13
http://1.bp.blogspot.com/-
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Retrieved from google images. Com 03/24/13
44. Images
http://www.childrenshospital.org/az/Site1788/mainpageS1788P4.htm Retrieved from google images 03/24/13
Retrieved from google images 03/24/13.
l http://www.northwestmilitary.com/installations/military-life/2012/03/Panel-aims-to-boost- support-to-special-needs-
families/uploads/articles/17993-banner-15961-banner-family_-_by_Robert_Crum.jpg Retrieved from google images 03/24/13
http://www.fragilexohio.org/images/366_littleguy.gif Retrieved from google images 03/24/13
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSOYDIqSa3F6VsUUTmTTIia6Wly4KOkVMdyUq5Caswq2J30MwlrJQ
Retrieved from google images 03/24/13
http://www.edilportale.com/immagini/prodotti-thumb/b_prodotti-18649-rel4e40638e-9809-433e-921f-83c3aabfff51.jpg Retrieved from
google 03/23/13
http://www.surreyplace.on.ca/Pages/Home.aspx
Retrieved from google images 03/24/13
Youtube video link
http://www.youtube.com/watch?v=t-xGOVuvX8A
Retrieved from youtube 03/24/13
45. http://www.pharmacy.utoronto.ca/about-us/our-mission-vision
http://www.nshss.org/images/newsletter/university-of-toronto-logo.jpg?sfvrsn=0 Retrieved from google 03/23/13
http://zync.ca/srv/thumb.php?src=%2Fvar%2Fwww%2Fvhosts%2Fzync.ca%2Fhttpdocs%2Fwp-
content%2Fuploads%2F2011%2F08%2Fport_fx_01.jpg&w=650&h=388&zc=1&cva=m&cha=c&q=80 Retrieved from google
03/23/13
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Available/Fragile-X-Syndrome.html
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www.card.ca
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www.gymboreeclasses.com
http://www.fragile-x.ca/
http://www.torontowaterfrontmarathon.com/en/charity/fragilex.htm
http://fragilexcanada.ca/index.php?id=5,0,0,1,0,0
http://www.ufeo.ca/en/ufeo/Mission_and_Vision_p3031.htm l
http://www.surreyplace.on.ca/Pages/Home.aspx
http://www.aislingdiscoveries.on.ca/
46. Recreational
http://www.harbourfrontcentre.com/images/footer/2013/camps-ad.jpg Retrieved from google 03/23/13
www.harbourfrontcentre.com
http://www.stepsprograms.com/images/logo_steps.png Retrieved from google 03/23/13
www.stepsprograms.com
www.track3.org
http://elipse.ca/melanie/images/Track3Logo2.jpg Retrieved from google 03/23/13
http://www.ldsa.ca/wp-content/uploads/2011/08/soc_can_bil_col.jpg Retrieved from google 03/23/13
www.specialolympics.ca
http://home2.btconnect.com/ymcataunton/Quickstart/ImageLib/YMCA_Website.jpg Retrieved from google 03/23/13
www.ymca.ca
Spanish Link
http://www.bermudahospitals.bm/health-wellness/conditions-A-Z.asp?chunkiid=254010
Book
Fernandez, I., (Understanding Fragile X Syndrome, p. 72) 2011, Jessica Kingsley Publishers,. London, UK
Notes
Adaptive Learning Environments notes
Textbook
Reading Package, Inclusion of Children with Special Needs, 2011