This document discusses the needs of a child named Lee and his refugee family who immigrated to Canada from Bosnia. Lee is exhibiting symptoms of post-traumatic stress disorder due to experiences in his home country and difficulties adjusting in Canada. The family lacks social and financial support. The summary identifies services and programs that could help meet Lee's developmental, emotional and family needs including childcare, counseling, language classes, housing assistance and connecting with community organizations.
Speaking at the 2015 CCIH Annual Conference, Allison Flynn, MPH, Health Advisor, World Relief shares a World Relief program to mentor girls aged 10 to 14 in Rwanda to facilitate a healthy transition to adulthood.
This document summarizes a workshop for training youth exchange counselors. It discusses selecting qualified counselors, the importance of counselor training, and responsibilities of counselors. The workshop covers how counselors can best support students by understanding communication challenges and problem-solving techniques. Presenters encourage counselors to enjoy working with youth, advocate for students, and help students have "the best year of their life" by becoming global citizens through language immersion and cultural exchange.
The Relationship with a student and counselor is critical to an exchange students year. 1 and 7 students report they do not have more than 2 contacts with their counselor during their exchange. Join us to discuss how are clubs preparing and working with their counselors to ensure a productive and helpful year with their students. How do you as a club strengthen this relationship? Facilitators: Kimberly Armitage, Walter Weidenholzer, and Dr. George Sundararaj
This document summarizes the 2019 Rotary Youth Exchange Officers Preconvention in Hamburg, Germany. It discusses challenges facing Youth Exchange programs in African districts, such as lack of certification or partial certification. Recommendations are made to work towards full certification, limit hosting to safe environments, engage Youth Exchange participants, and prioritize Youth Exchange in district budgets. The document also provides tips for keeping inbound exchange students engaged, such as using the Rotary directory and showcasing their home country culture. Finally, it concludes that Youth Exchange has a positive impact on participants and communities.
This document outlines the details of a short-term reciprocal youth exchange program between Rotary districts. It describes that the program allows students ages 15 to 18 to stay with a host family in another country for 2 to 4 weeks during school breaks. Students are matched based on common interests and complete orientations before international travel. The goal is for youth to experience different cultures through immersion in a private family setting and form global relationships. District coordinators manage application processes and make travel arrangements between matched students and families.
This document provides information and guidance for Rotary Youth Exchange officers on organizing successful short-term and long-term youth exchange programs. It discusses recruiting students, conducting interviews, orienting students and host families, and the roles and responsibilities of clubs and districts in supporting exchange students. Key aspects include finding host families, appointing counselors, ensuring student participation in activities, and providing a strong support system to enable students to serve as ambassadors for their home countries.
This document discusses ways to keep Rotary Youth Exchange alumni engaged with the Rotary Youth Exchange Program (RYEP). It notes that currently alumni involvement is lacking due to no connection or interest. The goal is to have active alumni involvement as a connection between current exchange students and Rotary Clubs. It provides ideas for engagement such as scheduling alumni presentations early in the Rotary year, annual alumni events, social media communication, and involvement with Rotary youth organizations. Rotex, an alumni organization, is highlighted as a way to directly connect alumni to RYE, Rotary, and inbound students. The document encourages investment in Rotex and alumni to strengthen the future of Rotary and RYEP.
This document appears to be from a 2019 Rotary Youth Exchange preconvention. It includes information about various international projects led by Maxmiliano Toledo Cruz, including providing tents, mobile x-ray equipment, and clean water projects. It discusses how Rotary gave Toledo Cruz opportunities to learn about himself and understand life better. The document encourages developing closer relationships between sponsor and host Rotary clubs and believing in exchange students to form international leaders. It concludes with videos advertising the 2020 Rotary International Convention in Hawaii.
Speaking at the 2015 CCIH Annual Conference, Allison Flynn, MPH, Health Advisor, World Relief shares a World Relief program to mentor girls aged 10 to 14 in Rwanda to facilitate a healthy transition to adulthood.
This document summarizes a workshop for training youth exchange counselors. It discusses selecting qualified counselors, the importance of counselor training, and responsibilities of counselors. The workshop covers how counselors can best support students by understanding communication challenges and problem-solving techniques. Presenters encourage counselors to enjoy working with youth, advocate for students, and help students have "the best year of their life" by becoming global citizens through language immersion and cultural exchange.
The Relationship with a student and counselor is critical to an exchange students year. 1 and 7 students report they do not have more than 2 contacts with their counselor during their exchange. Join us to discuss how are clubs preparing and working with their counselors to ensure a productive and helpful year with their students. How do you as a club strengthen this relationship? Facilitators: Kimberly Armitage, Walter Weidenholzer, and Dr. George Sundararaj
This document summarizes the 2019 Rotary Youth Exchange Officers Preconvention in Hamburg, Germany. It discusses challenges facing Youth Exchange programs in African districts, such as lack of certification or partial certification. Recommendations are made to work towards full certification, limit hosting to safe environments, engage Youth Exchange participants, and prioritize Youth Exchange in district budgets. The document also provides tips for keeping inbound exchange students engaged, such as using the Rotary directory and showcasing their home country culture. Finally, it concludes that Youth Exchange has a positive impact on participants and communities.
This document outlines the details of a short-term reciprocal youth exchange program between Rotary districts. It describes that the program allows students ages 15 to 18 to stay with a host family in another country for 2 to 4 weeks during school breaks. Students are matched based on common interests and complete orientations before international travel. The goal is for youth to experience different cultures through immersion in a private family setting and form global relationships. District coordinators manage application processes and make travel arrangements between matched students and families.
This document provides information and guidance for Rotary Youth Exchange officers on organizing successful short-term and long-term youth exchange programs. It discusses recruiting students, conducting interviews, orienting students and host families, and the roles and responsibilities of clubs and districts in supporting exchange students. Key aspects include finding host families, appointing counselors, ensuring student participation in activities, and providing a strong support system to enable students to serve as ambassadors for their home countries.
This document discusses ways to keep Rotary Youth Exchange alumni engaged with the Rotary Youth Exchange Program (RYEP). It notes that currently alumni involvement is lacking due to no connection or interest. The goal is to have active alumni involvement as a connection between current exchange students and Rotary Clubs. It provides ideas for engagement such as scheduling alumni presentations early in the Rotary year, annual alumni events, social media communication, and involvement with Rotary youth organizations. Rotex, an alumni organization, is highlighted as a way to directly connect alumni to RYE, Rotary, and inbound students. The document encourages investment in Rotex and alumni to strengthen the future of Rotary and RYEP.
This document appears to be from a 2019 Rotary Youth Exchange preconvention. It includes information about various international projects led by Maxmiliano Toledo Cruz, including providing tents, mobile x-ray equipment, and clean water projects. It discusses how Rotary gave Toledo Cruz opportunities to learn about himself and understand life better. The document encourages developing closer relationships between sponsor and host Rotary clubs and believing in exchange students to form international leaders. It concludes with videos advertising the 2020 Rotary International Convention in Hawaii.
This document contains information from a Youth Exchange Officers preconvention on selecting and supporting host families. It discusses finding host families by promoting the cultural exchange experience and screening applicants through interviews, background checks, and training. The screening process and responsibilities of host families are outlined to ensure student safety and well-being. Tips for recruiting, supporting, and recognizing host families are provided to strengthen youth exchange programs.
This document discusses the challenges exchange students face due to a lack of host language skills and proposes methods for improving language preparation before and after arrival. It notes that students often feel lost, overwhelmed, and isolated at the beginning of their exchange due to limited language abilities. Survey results show Brazilian exchange students had more negative school and exchange experiences than others due to language barriers. The document then outlines ways for students to learn a language through courses, tools, and dedicating sufficient time. It proposes a new model of language preparation involving motivation, coaching and pushing students. Finally, evaluation results of inbound students' language progress after arrival using Rosetta Stone tests are presented.
The Literacy Rotarian Action Group, Rotary staff, and members of The Rotary Foundation Cadre of Technical Advisers will highlight strategies for successful basic education and literacy grant projects: conducting a community needs assessment, working effectively with local Rotarians and resources, and monitoring and evaluating a projects success. Participants will share examples and discuss a variety of service areas, including primary and adult education, technology, teacher training, and resource improvement.
This document discusses early returns in exchange programs and how to address the issues that cause them. It identifies common reasons for early returns, such as homesickness, health problems, rule violations, and issues with host families or schools. The document considers whether early returns should be ignored or ways to improve the situation. Some suggestions to improve outcomes include raising awareness before the exchange, ensuring open communication during the exchange, and reflecting on early returns to learn lessons that can help future students rather than ignoring the problem. The goal is to work as a team across organizations through readiness, communication, and teamwork.
Brian S. Stanley is seeking a career advancement opportunity in higher education or school program management. He has 15 years of experience educating and managing programs for youth, teens, and adults. He has recruited and managed staff, maintained budgets, directed projects, and successfully collaborated with Chicago Public Schools. He is pursuing a Master's degree in Public Administration with plans to study Higher Education Administration.
This presentation is about my motivation and experiences of working as an online project coordinator in global community work. Its message can be summarized accordingly,
People + Purpose + Technology = Community
Nigel Richardson Transforming Life ChancesCare Connect
Nigel Richardson, Director of Children's Services Leeds City Council's presentation at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
What is the best way to promote Rotary's most prestigious personal development program? Learn why we should begin promoting Rotary Youth Exchange as a scholarship, how we can do this, and hear success stories about successful Study Abroad Scholarship applicants. Facilitators: Stuart McDonald and James Landmann
Katie Page Nielsen is a speech education major and English minor from Dell Rapids, SD attending the University of South Dakota. She enjoys playing and listening to music, hanging out with friends, being involved in her sorority Pi Beta Phi and various campus organizations. Her goals are to graduate from USD in 2011, become a teacher that makes a difference in students' lives by helping them become more literate and able to communicate well, and in 10 years be a successful high school Speech and English teacher with a family of her own.
Inkululeko aims to provide South African township youth with the skills and support needed to succeed in education and employment. It assists learners from 8th grade through university or trade school with academic and social support, tutoring, experiential learning opportunities, and mentorships. The organization is staffed by locals and collaborates with universities to help fill the gap between high youth unemployment and many job vacancies in South Africa.
Youth Exchange in a small town or rural area has unique challenges: How to attract outbounds & host families and engage your club & community? How to engage your inbounds? Attend to learn best practices to create a thriving program in your small town. Facilitator: Mark Oliver
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
Are you passionate about literacy and improving education?
Come connect with others who share your interests. Learn
how to start a hands-on reading project in your community,
and find experts to strengthen your global grant project or
education initiative. If you have resources that would help
improve an education project, come and share your best
practices with people who are just getting started. Members
of the Literacy Rotarian Action Group will facilitate roundtables to help you trade ideas, explore the potential of
partnerships, and collaborate with others who share your
passion to improve literacy and education.
The YMCA has operated in Ireland since 1849 and currently has 21 locations throughout Ireland and Northern Ireland serving over 30,000 youth participants annually with 200 staff and 450 volunteers. The YMCA focuses on youth work, health and fitness, community relations, and international work through schools and family programs. It strives to provide high quality Christian-based services and build partnerships across communities.
The document discusses volunteer opportunities in Denmark, focusing on The Danish Red Cross Youth organization. The Danish Red Cross Youth is the largest humanitarian youth organization in Denmark, with over 4,500 volunteers involved in over 200 ongoing local and international projects to improve the lives of vulnerable children and youth. Examples of volunteer activities include operating homework cafes, summer camps, and mentorship programs as well as international exchange and development programs in countries like Uganda, Jordan, and Palestine.
Youth Navigators is a program through EMBARC that helps refugee and immigrant youth ages 14-24 with college and job readiness, homework assistance, and leadership development. It meets on Mondays, Wednesdays, and Fridays at two locations in Waterloo, Iowa. The program offers college visits, practice exams, volunteer opportunities, tutoring, and mentoring to help youth succeed in school. It also provides support for parents to assist their children's education and help them navigate life in the United States. EMBARC is a nonprofit created by refugees from Burma that aims to help refugees through advocacy, education and community building.
The document discusses the Boys & Girls Club of Brazos Valley agency and a student's field experience there. It provides background on the organization, its mission to help youth become responsible citizens, and the programs it offers. The student's responsibilities included creating a writing class, assisting with activities, and helping with fundraising events and office tasks. Previous research suggests after-school programs may help reduce dropout rates by providing academic support, mentoring, and a nurturing environment for youth development. However, more long-term longitudinal studies are still needed to better understand the impacts.
After surveying all certified all RYE districts in world, we have distilled our the top best practices: How to transform applicants to successful exchange students. Facilitators: Walter Lundstrom, Liisa Stjernberg, and Lennart Joergensen
Billy has been diagnosed with conduct disorder and his fathers have requested a meeting with Billy's teachers. Billy needs an inclusive environment with appropriate support and treatment to help him learn to control his anger and improve his self-esteem. Billy's family also needs support from their community to help care for Billy and his needs. Resources that could help Billy and his family include counseling, support groups, and agencies that provide services for children with mental health issues.
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 child care in Germany from the perspectives of several group members. It covers the types of childcare available, which includes kindergartens for ages 3-6 and before/after school programs. The history of childcare in Germany is explored, noting it began in the 19th century to care for working class children and educate wealthy children. The philosophy emphasizes educating and caring for children until age 3, whereas Ontario focuses on ages 0-12. Training requirements for childcare workers include certification as a special education teacher or a high school diploma.
This document contains information from a Youth Exchange Officers preconvention on selecting and supporting host families. It discusses finding host families by promoting the cultural exchange experience and screening applicants through interviews, background checks, and training. The screening process and responsibilities of host families are outlined to ensure student safety and well-being. Tips for recruiting, supporting, and recognizing host families are provided to strengthen youth exchange programs.
This document discusses the challenges exchange students face due to a lack of host language skills and proposes methods for improving language preparation before and after arrival. It notes that students often feel lost, overwhelmed, and isolated at the beginning of their exchange due to limited language abilities. Survey results show Brazilian exchange students had more negative school and exchange experiences than others due to language barriers. The document then outlines ways for students to learn a language through courses, tools, and dedicating sufficient time. It proposes a new model of language preparation involving motivation, coaching and pushing students. Finally, evaluation results of inbound students' language progress after arrival using Rosetta Stone tests are presented.
The Literacy Rotarian Action Group, Rotary staff, and members of The Rotary Foundation Cadre of Technical Advisers will highlight strategies for successful basic education and literacy grant projects: conducting a community needs assessment, working effectively with local Rotarians and resources, and monitoring and evaluating a projects success. Participants will share examples and discuss a variety of service areas, including primary and adult education, technology, teacher training, and resource improvement.
This document discusses early returns in exchange programs and how to address the issues that cause them. It identifies common reasons for early returns, such as homesickness, health problems, rule violations, and issues with host families or schools. The document considers whether early returns should be ignored or ways to improve the situation. Some suggestions to improve outcomes include raising awareness before the exchange, ensuring open communication during the exchange, and reflecting on early returns to learn lessons that can help future students rather than ignoring the problem. The goal is to work as a team across organizations through readiness, communication, and teamwork.
Brian S. Stanley is seeking a career advancement opportunity in higher education or school program management. He has 15 years of experience educating and managing programs for youth, teens, and adults. He has recruited and managed staff, maintained budgets, directed projects, and successfully collaborated with Chicago Public Schools. He is pursuing a Master's degree in Public Administration with plans to study Higher Education Administration.
This presentation is about my motivation and experiences of working as an online project coordinator in global community work. Its message can be summarized accordingly,
People + Purpose + Technology = Community
Nigel Richardson Transforming Life ChancesCare Connect
Nigel Richardson, Director of Children's Services Leeds City Council's presentation at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
What is the best way to promote Rotary's most prestigious personal development program? Learn why we should begin promoting Rotary Youth Exchange as a scholarship, how we can do this, and hear success stories about successful Study Abroad Scholarship applicants. Facilitators: Stuart McDonald and James Landmann
Katie Page Nielsen is a speech education major and English minor from Dell Rapids, SD attending the University of South Dakota. She enjoys playing and listening to music, hanging out with friends, being involved in her sorority Pi Beta Phi and various campus organizations. Her goals are to graduate from USD in 2011, become a teacher that makes a difference in students' lives by helping them become more literate and able to communicate well, and in 10 years be a successful high school Speech and English teacher with a family of her own.
Inkululeko aims to provide South African township youth with the skills and support needed to succeed in education and employment. It assists learners from 8th grade through university or trade school with academic and social support, tutoring, experiential learning opportunities, and mentorships. The organization is staffed by locals and collaborates with universities to help fill the gap between high youth unemployment and many job vacancies in South Africa.
Youth Exchange in a small town or rural area has unique challenges: How to attract outbounds & host families and engage your club & community? How to engage your inbounds? Attend to learn best practices to create a thriving program in your small town. Facilitator: Mark Oliver
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
Are you passionate about literacy and improving education?
Come connect with others who share your interests. Learn
how to start a hands-on reading project in your community,
and find experts to strengthen your global grant project or
education initiative. If you have resources that would help
improve an education project, come and share your best
practices with people who are just getting started. Members
of the Literacy Rotarian Action Group will facilitate roundtables to help you trade ideas, explore the potential of
partnerships, and collaborate with others who share your
passion to improve literacy and education.
The YMCA has operated in Ireland since 1849 and currently has 21 locations throughout Ireland and Northern Ireland serving over 30,000 youth participants annually with 200 staff and 450 volunteers. The YMCA focuses on youth work, health and fitness, community relations, and international work through schools and family programs. It strives to provide high quality Christian-based services and build partnerships across communities.
The document discusses volunteer opportunities in Denmark, focusing on The Danish Red Cross Youth organization. The Danish Red Cross Youth is the largest humanitarian youth organization in Denmark, with over 4,500 volunteers involved in over 200 ongoing local and international projects to improve the lives of vulnerable children and youth. Examples of volunteer activities include operating homework cafes, summer camps, and mentorship programs as well as international exchange and development programs in countries like Uganda, Jordan, and Palestine.
Youth Navigators is a program through EMBARC that helps refugee and immigrant youth ages 14-24 with college and job readiness, homework assistance, and leadership development. It meets on Mondays, Wednesdays, and Fridays at two locations in Waterloo, Iowa. The program offers college visits, practice exams, volunteer opportunities, tutoring, and mentoring to help youth succeed in school. It also provides support for parents to assist their children's education and help them navigate life in the United States. EMBARC is a nonprofit created by refugees from Burma that aims to help refugees through advocacy, education and community building.
The document discusses the Boys & Girls Club of Brazos Valley agency and a student's field experience there. It provides background on the organization, its mission to help youth become responsible citizens, and the programs it offers. The student's responsibilities included creating a writing class, assisting with activities, and helping with fundraising events and office tasks. Previous research suggests after-school programs may help reduce dropout rates by providing academic support, mentoring, and a nurturing environment for youth development. However, more long-term longitudinal studies are still needed to better understand the impacts.
After surveying all certified all RYE districts in world, we have distilled our the top best practices: How to transform applicants to successful exchange students. Facilitators: Walter Lundstrom, Liisa Stjernberg, and Lennart Joergensen
Billy has been diagnosed with conduct disorder and his fathers have requested a meeting with Billy's teachers. Billy needs an inclusive environment with appropriate support and treatment to help him learn to control his anger and improve his self-esteem. Billy's family also needs support from their community to help care for Billy and his needs. Resources that could help Billy and his family include counseling, support groups, and agencies that provide services for children with mental health issues.
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 child care in Germany from the perspectives of several group members. It covers the types of childcare available, which includes kindergartens for ages 3-6 and before/after school programs. The history of childcare in Germany is explored, noting it began in the 19th century to care for working class children and educate wealthy children. The philosophy emphasizes educating and caring for children until age 3, whereas Ontario focuses on ages 0-12. Training requirements for childcare workers include certification as a special education teacher or a high school diploma.
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.
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.
Jean Piaget was a Swiss psychologist known for his theory of cognitive development. He proposed that children's thinking develops through four stages - sensorimotor, preoperational, concrete operational, and formal operational - as their brains mature. At each stage, children understand and experience the world differently. Piaget's theory emphasized that children are not just empty vessels to be filled with knowledge, but rather they actively construct their own understanding through hands-on experiences with objects and interactions with others. His work revolutionized the field of developmental psychology and still influences modern education.
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.
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.
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.
Guidance and counselling services provide students with assistance in self-understanding, career exploration, and personal development. They include individual and group counselling, as well as career guidance, academic advising, drug prevention education, and coordination with parents and outside agencies. The document outlines 10 types of guidance services offered and describes in detail individual counselling, group counselling, and maintaining student records to support students' personal and academic growth. Counsellors must maintain high ethical standards including responsibility, confidentiality, and unbiased assessment to effectively help students.
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.
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 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.
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.
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 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.
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.
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
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.
Special needs for children and familiesLovley Afroza
Lee is a refugee child from Bosnia who lives with his single mother in Canada. He exhibits symptoms of post-traumatic stress disorder from his experiences in the refugee camp. His needs and those of his family include counseling, education supports, financial assistance, and help improving language skills. Several local organizations can help meet these needs, such as providing childcare, parenting supports, counseling, and connecting families to additional community resources and agencies. Meeting the child and family's needs requires collaboration between parents, teachers, care providers, and social service organizations in a supportive environment.
The Aisling Discoveries Child and Family Centre is a non-profit organization that provides services to children from birth to twelve years old. The agency offers a variety of programs including early intervention, autism services, community support, family counseling, day treatment, and residential treatment. The day treatment program provides academic and emotional support for children ages 4 to 12 who have difficulties in local schools. It includes family involvement and aims to help children learn skills to cope with social and emotional challenges.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
The document provides information about special educational needs and disabilities (SEND) support at Field Court C of E Infant Academy. It outlines:
1) Who parents can speak to about SEND provision including the SENDCo, SENDCo Assistant, and Family Support Worker.
2) The process for identifying a child's SEND which involves discussions between parents and teachers. Additional support is provided through "My Plans".
3) That children with SEND will be treated the same as other children and have access to the same curriculum with additional support as needed.
4) How school staff are trained to work with children with SEND and examples of recent training topics.
This document summarizes a meeting of the Santa Barbara County Partnership for Strengthening Families. The goals of the meeting were to strengthen relationships between partners, deepen understanding of protective factors, and develop a leadership team and work plan for the Partnership. The Partnership aims to strengthen families and support optimal child development through collaboration between organizations like the Child Abuse Prevention Council, Child Care Planning Council, and Network of Family Resource Centers. The Strengthening Families framework guides the Partnership's work to build protective factors like social connections, knowledge of parenting/child development, concrete support, and parental resilience.
2022 Meadowside School SEN Information ReportCarolynHughes18
This document provides answers to frequently asked questions about Meadowside School. It discusses how the school supports students with special educational needs, including through specialized staff training, individualized learning plans, and extra support. It also details how the school evaluates student progress, facilitates inclusion, and works with outside experts and families on student well-being and transitions.
The Family Resource Center is a non-profit organization founded in 1999 that offers services to enhance the lives of youth aged 5-25 experiencing social, academic, or behavioral difficulties. It provides social skills and study skills programs for youth, counseling and support groups for families, and classroom training for professionals. The center's mission is to build community success through supporting youth, parents, and professionals. It offers individualized and specialized programs to teach life skills and has helped over 10,000 families since opening. The center relies on donations and fundraising as it receives minimal core funding.
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Special needs for children and families
1. Assignment: Meeting the Needs of
Children and Families-Part-1
Course Coordinator: Prof. Chris Cadieux
● Prepared by:
Begum Afroza
Student ID: 300509288
ECEP-233, Section: 062
Centennial College
March 16, 2013
2. ABOUT LEE’S FAMILY
Lived in Refugee Camp in Bosnia
New Comer in Canada
Broken Family
Different Cultural Background
Lack of Communication Skills
Lack of Financial Support
Separation & Emotional Anxiety
Developmental Domains Delay
Behavioral Issue(Post-Traumatic Stress Disorder) of Lee
4. Reasons of
Post-Traumatic Stress Disorder
Adverse Environment of the Family
Lack of Social Status
Separation of Beloved Father & Uncle
Poverty of the Family
Lack of Language Skill
Sense of Insecurity
Long Lasting Psychological Anxiety
5. Needs of the Child-Lee and Family
Quality & Flexible Childcare Facility
▪ Suitable Environment ▪ Parents, Staff and Community Partnership
▪Enough Opportunity for Suitable Activities ▪ Appropriate Teaching Strategies
▪ Counselling
Information for the Family
▪ Childcare Fee Subsidy ▪ Subsidise Housing
▪ Social Welfare for financial support ▪ Community Involvement
▪ Workshop and providing Information for Post –Traumatic Stress Disorder
Appropriate Service Agencies and Community for:
▪ Child Counselling ▪ Educating &Counselling to Parents
▪ Improvement of English Language and Communication Skill
▪ Community based Family Supports Programs
▪ Provides Therapies to Lee as per Needs
▪ Connecting with other service agencies in case of need
6. Meeting the Needs within Setting for Lee
Inclusion of Quality Childcare Program
● Modify the Environment:
▪ Layout Properly ▪ Ensure Safety ▪ A variety of age and gender appropriate
activities and materials. ▪ Level Bins with picture
▪ Level each area with picture ▪ Trained and professional teacher
● Modify Teaching Techniques:
▪ Select & setup age & gender appropriate group activities and materials
▪ Break down the task into smaller steps ▪ Visually showing and modelling
▪ Introduce the zone of proximal development techniques of Lev Vygotsky
▪ Building Confidence ▪ Provide new activities for more practice
▪ Motivate and Reinforce ▪ Talk to Lee and keep track
▪ Teach to implement the new skills in new place ▪ Involve others as Partnership
Arrange for Psychological Counselling by Specialized Professional
▪ Cognitive Therapy ▪ Behavioural Therapy ▪ Psycho-analysis Therapy
► Finally build up Confidence of Lee to work in Large Group
7. Meeting the Needs within Setting for Family (Mother)
Information for Family:
▪ Childcare Fee Subsidy ▪ Specialized Nursery School ▪ Social Welfare
Support
▪ Subsidize Housing
Educating and Counselling
Guidance for Language and Communication Improvement
Provide Information about Post-Traumatic Stress Disorder
Respect and Cooperation Time to Time
Keep her Up –to- date about the Progress of her Son-Lee
Involvement with Community based Programs
Provide a List of Agencies with details information who are services
to Children with special needs (Post-Traumatic Stress Disorder
8. Inclusion
Principles of Inclusion:
▪ Included Everyone ▪ Naturally Occurring Proportions
▪ Identical Option ▪ Full Participation ▪ Parent Participation
▪ Valued Diversity ▪ Advocacy
Benefits of Inclusion:
▪ Positive outcomes ▪ Grow Interest ▪ Feeling a sense of belonging
▪ Develop Friendship ▪ Superior Social Skills Development
▪ Respect Diversity ▪ Healthy Child Development
▪ Parent Labour Market Information and Training
▪ Develop Social Network for Children and Parent
▪ Make Everyone Happy as well as Community & Country
Who will Benefits:
▪ Child with Special Needs- Lee ▪ Typical Children
▪ Parent of the Child-Lee ▪ Parents of Typical Children
▪ ECE and Childcare Specialist ▪ Society ▪ Country
9. Child Development Institute, Toronto
Mission: Healthy Development of Children & Families
Vision: Innovate and excellent work in child development services
Area of Services: Children & Families Living Toronto
Cost: No Cost to Parents
Referrals: Parents, schools, child care centres, child welfare agencies and
other community sources are accepted year-round.
Services:
▪ Early Intervention Program ▪ Speech & Language Services
▪ Parents-Child Counseling ▪ Family & Community Counseling
▪ Consultations Program for Child with Special Needs in Childcare
▪ Intensive Resource Consultation in Childcare
▪ Intensive Community and Home Services (ICHS)
▪ Connecting with Communities and other Agencies as per Needs
Source: http://www.childdevelop.ca/site/PageServer?pagename=home
10. Aisling Discoveries- Child and Family Centre
Mission: Promote Developmental Well-being by Services with Families
Vision: Help to Explore the Potentiality of all Children
Values: ▪Partnership ▪ Diversity ▪ Capabilities & Experiences
Area of Services: East York, Scarborough & some other area of Toronto
Cost: Free of Cost
Referrals: Not mentioned but contact Tel: 416-321-5464 for an appointment
Services:
▪ Behaviour (Social, Emotional) Management of Children
▪ Specialized program for separation, divorce and anxiety related disorder
▪ Childcare Consultation ▪ Day Treatment ▪ Parenting ▪ Family Counselling
▪ Individual & Group Counselling ▪ Community Support
▪ Residential Treatment ▪Growing Healthy Together
▪ Intensive Child and Family Service ▪ Speech & Language Services
▪ Help to get linked up with other agencies are the best fit for Child & Families
Source: website: http://www.aislingdiscoveries.on.ca/
11. City of Toronto-Toronto Children’s Services
Services:
● Supervise the program regularly ● Early identification and intervention
● Individual Consultation ● Program Consultation
● Community and program training ● Program adaptations
● Staff, provider and parent training ● Service coordination and referral
Cost : All services are offered free of charge.
Website: http://www.toronto.ca/children/specialneeds/pdf/eveychildinsert.pdf
Community Living Toronto
Services:
● Working with Community Partners ● Early Childhood Consultation
● Occupational Therapy ● Behaviour Management Consultation
● Training for Staff and other Resources ● Person Directed Plan
● Education and Program as per need of Individual
● Job Placement ● Develop Social Network ● Family & Home Management
● Help for Housing ● Career, Vocational and Community Supports Services
Cost: Free of Cost
Website: http://cltoronto.ca/supports-and-services/skills-development/
12. Bibliography
Class hand note-Inclusion of Children with Special Needs, Environment, Teaching
Strategies
http://www.toronto.ca/children/specialneeds/inclusive_cc.htm
http://occupationaltherapy.dal.ca/Files/LunchandLearn_Inclusion_with_graphics.pdf
http://www.counselor.org/types-of-psychotherapy.html
http://www.toronto.ca/children/specialneeds/specialneeds_families.htm
http://www.scholastic.com/teachers/article/ages-stages-empathy
http://www.medicinenet.com/posttraumatic_stress_disorder/article.htm
http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder
http://en.wikipedia.org/wiki/Anxiety_disorder
http://emedicine.medscape.com/article/918844-overview
http://www.ptsd.va.gov/public/pages/ptsd-children-adolescents.asp
http://www.cmha.ca/mental_health/post-traumatic-stress-disorder
http://kidshealth.org/parent/positive/talk/ptsd.html#
http://www.toronto.ca/children/pdf/family_support.pdf
http://www.childdevelop.ca/site/PageNavigator/programs_home.html
http://www.aislingdiscoveries.on.ca/who_we_are/intro
http://www.slideshare.net/ChellenTon/meeting-the-needs-of-children-and-families
http://cltoronto.ca/supports-and-services/skills-development/
http://www.toronto.ca/children/specialneeds/pdf/eveychildinsert.pdf
http://connectability.ca
Editor's Notes
Lee was grown up in adverse environment. They lived in refugee camp in Bosnia in adverse and war situation before come to Canada. He was grown up in a broken family. All of his family members had a lack of communication skill in English. His father and uncle are separated from family. Mother and aunt did not enough skills, income, and social status. He did not get enough love and other family supports. Unfavourable environment, separation from his beloved family members, poverty, war, adverse and horror situation of his family which are the barriers to develop his physical, cognitive, social and language skills. He was worrying, thinking more, concern and fear about uncertainty of their future and was suffering psychological, emotional and anxiety illness. Due to the situation, his relationships with parents, aunt, siblings and peers did not develop properly. As a result, his behaviour was developed with violent attitude. Lee was repeatedly remembering the past and present adverse situation of his family. He lost interest in activities for enjoy, feeling not well and was thinking that the adverse situation will not end. Therefore, his developmental domains are not grown up properly. He was caught by emotional anxiety and feeling negatively of his family environment. As a result, his mental and social domains did not develop properly and expressed destructive behaviours during play in the dramatic play center. Source: http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder http://en.wikipedia.org/wiki/Anxiety_disorder Assignment Scenario# 14
Post-Traumatic Stress Disorder (PTSD): Post-Traumatic stress disorder is a one kind of emotional illness. The illness is evolved due to adverse anxiety-related experiences, psychological and mental shock, environment, behaviours, war, fear and poverty, separation of beloved one, uncertain future and unsafe experiences. As a result, some one is suffering a lot of anxieties. http://www.medicinenet.com/posttraumatic_stress_disorder/article.htm
Causes of the Emotional and Behavioural Disorder ▪ Experiencing psychological and emotional fear during his childhood due to his environment, supports and obscure future ▪ Neglected environment in family as well as in society ▪ Lack of social and parental supports ▪ Panic and anxiety disorder due to the situation and environment of the family. ▪ Separation of his loved one (father & uncle) from family ▪ Emotional and mental abuse due to lack proper supports and environment ▪ Sense of insecurity due to the family situation ▪ Believe that their parent are not capable to support and protect them ▪ Helplessness and hopelessness ▪ Poverty of the family. ▪ Long lasting anxiety, concern and worry due to multiple adverse situation of the family ▪ He lived in a refugee camp due to war in Bosnia Source: http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder http://en.wikipedia.org/wiki/Anxiety_disorder
Needs Services and Supports for the Child-Lee: Provide Quality and Flexible Childcare Facility: Provide an opportunity to Lee a quality childcare environment, where Lee will able to involve with different kinds of activities with peers and teachers. Due to flexible schedule for example 6am to 6 pm will help his mother to keep him in childcare any time and go outside for her necessary works. So that he could develop his social, intellectual, problem solving skills which will reduce his emotional anxiety and aggressive behaviours. Need Modification of Physical Environment : We know the environment has a great role to properly develop the children developmental domains. Children watch, follow and learn from their surrounding environment. Their physical, cognitive, social and language skills depend on their environment. The mental, social and cognitive domains of Lee’s did not properly develop due to his family’s situation and environment. I believe that it is most essential to improve his family environment. Need to spend time for companion : He was feeling separation anxiety of his parents. Therefore, need to give him companion to relieve his aloneness and build good relationships with parent, aunt, sibling and peers Modify the Teaching Techniques: For example, positive role-modeling activities to improve social skills and reduce aggressive behaviours Involvement of a variety of Individual and Group Activities : To improve social, intellectual, problem solving skills Involvement o f Parents , staffs and child special for planning and making decision Connection with Agencies for Counselling and Therapy Individual and Group Counselling: Agencies like Child Development Institute, Aisling Discoveries are providing individual and group counselling to reduce emotional and psychological related anxieties. Cognitive Therapy: It helps the child solve problems by finding and changing dysfunctional thinking, negative thinking, behaviour, emotion and anxiety. Behavioural Therapy : It is used to treat depression, anxiety and phobias. It identify the causes of dysfunctional behaviours and take necessary action to change the behaviours Psychoanalysis Therapy : It is a specific mind investigation technique. It is used to investigate the mind, human behaviours and treat psychological illnesses. Need to build self-confidence of Lee: Individual counselling will help to build his confidence Need counselling by licensed professional and social workers Necessary Information and Services for Families a. Accessing Services and Supports : There are many agencies that are providing services and supports to children and families. His family needs the details information to communicate with them for supports. b. Childcare Fee Subsidy : Low income family are allowed to get childcare fee subsidy. His families need the necessary information and process to get the facility Specialized Nursery School: There are specialized nursery schools for the children with special needs in Toronto. His family needs this information for Lee. Social Welfare Support : Financial assistant is available in Toronto who does not have sufficient income. Subsidise Housing : There is opportunity in Toronto to get subsidized house that have low income. Educating and Counselling : The mom and aunt of Lee are separated from their husbands. They were not in good shape due to surrounding situation and they did have enough knowledge to overcome the situation. So they need education and counselling to overcome the situation. Improve Language and Communication Skills: The mom and aunt of Lee did not have enough English knowledge for smoothly communication. It is most necessary to express their views and get a job. Community Based Programmes: Involvement with community based program will help: Connect to other families in their communities Social network for children and parents Informal parent education Resource for Family Healthy child development Connecting with Community and Service Agencies: Family of Lee’s is new comer in Canada. They are facing emotional anxiety. Involve them with community will help to reduce their frustration and anxiety. Source ; http://www.counselor.org/types-of-psychotherapy.html http://emedicine.medscape.com/article/918844-overview http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder http://www.ptsd.va.gov/public/pages/ptsd-children-adolescents.asp http://www.cmha.ca/mental_health/post-traumatic-stress-disorder http://kidshealth.org/parent/positive/talk/ptsd.html#
Meeting the Needs within the Childcare Setting Modify the Environment: Layout the Area for Activities Properly: Children will feel comfort for active participation in a good layout and it will encourage and help them to easily understand which area is for what purpose and what they need to do. For example, Cubby: Place a coat hooks at the Lee’s Level. Add a photo of the Lee and a name card to personalize the space. Add a bin for personal belonggins. Safety: Ensure the safety of the area for activities of Lee and his peers. For example, free from unacceptable materials, maintain ratio and extra staff for special care of Lee. Arrange for a Variety of Age and Gender Appropriate Activities and Materials: Lee is boy and 6 years old. I will carefully select for him group activities those will suitable and safe for him. Then he will get interest and actively participate in the activities. For example, Art & Craft Project, Matching Shapes, Making Tower, Cho-Cho-Train Game and Building Block activities and materials like Craft foam, Markers, Colour, Play dough etc. These kinds of activities will improve his social, cognitive, problem solving and language skills and will reduce his emotional and anxiety related illness. Level Bins: Placing pictures of the actual objects and numbering system on the bins will help to easily identify the right place for each objects. Lee as well as other children will learn their responsibilities. For example, numbering the bins like 1, 2, 3, and levelling picture which object will go which shelves. This will help maintain order in systematic way and tidy up the area. Level with Picture for Each Area: It will help to Lee and other children to understand that which area is for what kind of activities. For example, Level the area with picture of “Dramatic Play” or Science or Music Area. Arrangement for Professional and Effective Teacher s: Provide professional and effective teachers who are able to grow up attention and interest for active participation in activities, set up appropriate group activities, build up trust, follow up, monitor activities and help the children when they need supports and reinforce them with positive wording for their small success. The teachers always highly take care of the safety for the children. He will communicate with children easily understandable way. He will expect realistic achievement from the children. For example, the teacher will guide them showing step by step procedure, take feedback and always use positive guidance strategies is able to build trust with children and follow up the teacher all advice and instructions Modify Teaching Strategies : Child and family based Program: ● Setup an appropriate group activity for social, emotional and communication skills development. For example: Arts and Crafts activity like drawing and coloring books. Break Down the Task into Smaller Steps : For example, organize the children, arrange to sit down at a table, provide them drawing book, colours pencils, tern the book, getting the colour pencil, step by step follow the colouring techniques, organize and tidy up finish their work. Teaching Strategy: Teaching the children with showing real objects, using body language and role-model. Then the children will learn quickly and remember long time. For example, show them the colour pencils and book for colour. Provide the material to touch then they can realize about the materials. They show them with visual communication and by role-modelling about how to drawing and coloring in the books ● Working in the Zone of Proximal Development of Lev Vygotsky : with the help of the teacher, Lee could proper interact, cooperate with peers and able to solve their problems ● Teach by role modelling about kindness, Compassion and Empathy to Lee. Develop social skills like cooperation, help each other, positive interaction, be empathic and appreciate others, teacher will teach Lee by role modelling their feeling-happy and sadness in front of mirror , demonstrate nonverbal and verbal expression strategy, expression of empathy by modelling gestures, hug, back rub, patting techniques. Building Confidence: Lee has lack of communication and social skills. To build his confidence, I will involve him with small group activities with his cousin and friends of neighbour. It will help to build his confidence and gradually I will involve him for group activities with large group. Provide New Activities for practice for Skills Development: I will provide them different types of group activities which will help to develop more social, physical, language and cognitive skills. For example, cooperative play like, Keep up Balloon Up, Building Block etc Motivate and Reinforce: The children will start to do colour nicely, they will talk and exchange ideas and views, share and take turns among themselves. When they done, they will show me their creative activities then I will praise the children one by one to say something positive wording for example excellent! Or well done etc. Talk to Children and Keep Track: I will discuss with Lee and other children about the advantages of help each other, share and taking turn and working together. I will encourage them and repeat positive work for praise them. Continuously follow up , track and keep communication with them. I will give sufficient time for response. This kind of activities will directly help to develop their social domains. Implement the New Skills in Other Place: Encourage the children to use the acquired new skills in other activities which are suitable. For example they learned here how to express empathy with peers. This new skill they can use in every sphere of their life by modelling hug or body gesture. Involve others as Partnership: Exchange ideas, knowledge and experiences for effectiveness of the program, it is most important to include parents, staff, teacher, board members during making, setting, reviewing and implement programs. For example, involve her mother to make a decision for set up activity and review the plan, exchange her ideas and involve with committee will encourage her to contribute something better for her son-Lee Arrange for Psychological Counselling by Specialized Professional : Lee needs psychological counselling because it will help to understand his emotional anxiety, reactions, reducing aggressive and violent behaviours and improve problem solving skills. For example, Cognitive Therapy: It helps Lee to solve problems by finding and changing dysfunctional thinking, negative thinking, behaviour, emotion and anxiety. Behavioural Therapy : It identify the causes of dysfunctional behaviours and take necessary action to change the behaviours like aggressive action Psychoanalysis Therapy : It is a specific mind investigation technique. It is used to investigate the mind, human behaviours and treat psychological and emotional related illnesses who is Lee suffering. Build self-confidence of Lee: Individual counselling will help to build his confidence Providing the above mentions setting and service will make Lee busy and help to remove his separation anxiety and other emotional related disorder as well as develop his social, intellectual, physical, problem solving and language skills. He will develop his self-esteem and self-confidence to work within larger group of children Source: Class Hand Notes-Inclusion of Children with Special Needs Class hand note- Inclusion of Environment and Teaching Strategies http://voices.yahoo.com/group-activities-preschoolers-8742151.html?cat=2 ) ://www.toronto.ca/children/specialneeds/specialneeds_families.htm http://www.scholastic.com/teachers/article/ages-stages-empathy http://www.counselor.org/types-of-psychotherapy.html http://emedicine.medscape.com/article/918844-overview http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder http://www.ptsd.va.gov/public/pages/ptsd-ch ( ildren-adolescents.asp http://www.cmha.ca/mental_health/post-traumatic-stress-disorder http://kidshealth.org/parent/positive/talk/ptsd.html#
Meeting within the Setting for his Mother 1. Information for the Family: Childcare Fee Subsidy : Low income family are allowed to get childcare fee subsidy. It will very helpful for his mother to get details information to get the facilities. For example, provide application process for subsidy, location and address of the office for childcare fee subsidy. Specialized Nursery School: There are specialized nursery schools for the children with special needs in Toronto. His family needs this information for Lee. Social Welfare Support : Financial assistant is available in Toronto who does not have sufficient income. The family of Lee are facing financial problem. Provide his mother about the illegibility and process of application for social welfare support and address and contact name of person. Welfare Housing : There is opportunity in Toronto to get subsidized house that have low income. Prove them application process and address of the office of Toronto Community Housing. 2. Educating and Counselling : The mom and aunt of Lee are separated from their husbands. They were not in good shape due to surrounding situation and they did have enough knowledge to overcome the situation. So they need education and counselling to overcome the situation. For example arrange for Individual and Family Counselling by specialized professional 3. Improve Language and Communication Skills: The mom and aunt of Lee did not have enough English knowledge for smoothly communication. It is most necessary to express their views and get a job. 4. Provide Information about Post-Traumatic Stress Disorder: His mother does know about the demerits and consequence results of the problem of his son. Providing information and pamphlet about the issue will update her know and she will more careful for her son. 5. Respect and Cooperation: It is importance to show to her empathy, cooperation and time to time advice to keep up her mental supports about her son as well as family. For example, respect her culture, receive her cordially and provide advice with respect. 6. Keep Update about her son: Regularly inform her about the progress of her son-Lee will reduce her mental stress. 7. Community Based Programmes: Involvement with community based program will help: Connect to other families in their communities Social network for children and parents Informal parent education Resource for Family Healthy child development Social workers and service agencies help the child-Lee and families of Lee to introduce and involve with different activities of their communities. So that they could make many friends and participating in activities they could enjoy their life. Social participation will help them to reduce their emotional anxieties and could build up social relationship 8. Provide a list of Agencies who are services for Post-Traumatic Stress Disorder and other necessary Support for his Family: There are many agencies working in Toronto to help and services to children and families who need special supports and services. For example -Child Development Institute, Aisling Discoveries, Community Living Toronto and City of Toronto Children’s Services, Community Living Toronto and so on. Sources: http://www.toronto.ca/children/specialneeds/inclusive_cc.htm http://www.ptsd.va.gov/public/pages/ptsd-children-adolescents.asp http://kidshealth.org/parent/positive/talk/ptsd.html#
Principles of Inclusion ● Included Everyone: All children will get opportunities to attend childcare all programs ● Naturally Occurring Proportions : Children with special needs are include in the programs according to ratio of their number and the number of typical children ● Same Range of Options: Children with special needs are include in all aspects of the childcare day (longer daycare days, home-based or school-age care) ● Full Participation: Children with special need get the necessary supports from childcare. So that they can participate in all activities with typical children ● Parent Participation: Parents of all level get the opportunity to involve with activities ● Valued Cultural Diversity : Involve everyone in activities create an opportunity to make friendship, accept and respect cultural diversity. ● Advocacy : Staff and parents promote “inclusive, accessible, affordable, quality childcare” for all-at the centre, in the community and as public policy. Benefits of Inclusion: Positive outcomes Grow interest to participate in activities Feeling a sense of belonging Making friendship Accept and respect diversity Superior social skills development Healthy child development Parental labour market information and training Develop social network for children and parent Making everyone happy Who Benefits Child with special needs -Lee Typical children Parent of the child of Lee Parents of the typical children Early childhood educator and other staff Society As a result our society, country as well as the world will be benefited as a whole. Source : 1. Class hand Note –part one-Inclusion of children with special needs 2. http://occupationaltherapy.dal.ca/Files/LunchandLearn_Inclusion_with_graphics.pdf
Child Development Institute- Service Agency Head Office 197 Euclid Ave, Toronto, ON M6J 2J8 Tel: 416-603-1827,Fax: 416-603-6655 Mission: Assist and support for the healthy development of children as well as work for enhance and establish the families and communities Vision: Work continuously for innovation and excellence in child development services and research by working with others who believe their values. Population they serve: C hildren and families living in Toronto. Programs are offered in several locations in Toronto. Cost of the Service: No direct cost to clients with the exception of child care services (Subsidy may be available). Services of Child Development Institute Early Intervention Program: Target : Children of Kindergarten level with special needs Area of Services: Social –Sharing and taking turn difficulties Emotional- Aggressive behaviours Self-esteem and anxiety –insecure, afraid and sad Developmental-communication problems, cognitive delay Program Planners : Parents, Child workers, school staff and community work together. Program Structured : Small group “Play and learn” activities during school hours. Results: Build confidence to deal more effectively with challenges in play ground, home and classroom. Cost: No cost to parents. Funding is provided by Ontario Ministry of Community and Social Services, Child and Youth Services, and Ministry of Education. Referral Process: Referrals from parents, schools, child care centres, child welfare agencies and other community sources are accepted year-round. Speech and Language Services Child Development Institute staff works as part of the broader Toronto Speech and Language network of services for young children. Intensive Services: Counselling to Families with their Children: Family Therapy/Parent Counselling /Parent-Child Counselling: The agency provides counselling based on family or child needs. Families are directly involved planning and making decision about the services. The agency accepts the opinions, views of the families and respects the cultural and spiritual beliefs in setting program and developing strategies to achieve the goals. Participants may include: Families with children experiencing social, emotional and behaviour difficulties Families with children who may be experiencing a significant transition in their lives Children and parents who are willing to explore themes and issues related concern Families who have, or may experience, obstacles in accessing mental health services. The agency is offered individual and group program depend on the needs and interest. Cost: Services are free and confidential. Referrals: Child and Family Clinicians and a Community Child Worker. Self or professional or community referrals are accepted. Family and Community Counselling Area : Social, emotional, behavioural and developmental issues of families of young children Services: Family therapy, parent counselling, parent-child interaction, Individual play therapy, behaviour management and parenting. These kinds of therapies help parent understand the reasons of difficulties of her child. Parents develop helpful skills to cope with and changing the situation of her family and parenting style to work more successfully with child, daycare and school. They also learn to connect with helpful community resources. Parent’s opinions and beliefs are accepted and respected in setting goals and involved in making decision in all aspects of service planning. Cost: Services are provided at no cost to parents. (Funding is provided by the Ontario Ministry of Community and Social Services and Ministry of Child and Youth Services.) Referrals : Referrals are accepted from parents, schools, doctors, daycares and other community sources. Consultations Program for Child with Special Needs in Child Care: The child support workers of Child Development Institute work as consultant at the childcare of city of Toronto This program promotes inclusions and supports for children with special needs ● Individual child consultation: Assessing the needs of child, developing action plan as per needs of the identified child that will meet the goal and able to do within the childcare centre. Childcare staff and parents are sharing their ideas and knowledge to make plan and achieve the goal. ● The program is involved with educating, training and support to staff and parents Referrals: Individual child care centre with the consent of the parent. Intensive Resource Consultation in Child Care: Consultant : Community Child Workers Target People : Childcare Staffs and Parents Area of Consultation: Significant social, emotional or behavioural difficulties Teaching Methods : Role-Modeling and Coaching the childcare staff to develop their skills to work with children who needs more intensive care. Program Planner : Consultants, childcare staff and parents work together to make the program. Concentration of Plan: Needs, situation for adaptation as well as changing teaching strategies. Duration: 3 month program Referrals: The Resource Consultant, in collaboration with the childcare centre and parents. Intensive Community and Home Services (ICHS): Treatment Planners: ICHS staff and family members jointly. Area of Services: Anger Management, Self-control and problem solving , Social Skills development, parenting, connecting with community resources Cognitive-behavioural therapy, Program Components: Each family is assigned a ICHS staff who works with them in the following ways: Home and Community: Home-based support and coaching ( weekly parent and child counselling) Building connections and use of community resources Collaboration with schools to support student success Advocacy and community support At Child Development Institute Facility: Weekly parent and child groups counselling Access to family and individual counselling Weekday summer activity program Duration: As long as need but average 6-12 months. Treatment: Social skills development, Anger management and Cognitive-Behavioural Therapy Results: Positive long term outcomes Cost: No cost to clients. Funding is provided by the Ontario Ministry of Community and Social Services and the Ministry of Child and Youth Services. REFERRAL: School social workers, teachers, children’s aid societies or other agencies and all referrals are processed through Centralized Access to Residential Services (CARS). Source: http://www.childdevelop.ca/site/PageServer?pagename=home
Agency: Aisling Discoveries 325 Milner Avenue, Suite: 110 Scarborough, ON Canada, M1B 5N1 Tel: 416-321-5464, Fax: 416-321-1510 Service Locations: ▪ Main Office ▪ Highland Heights Jr. Public School ▪ Holy Name Catholic School ▪ Vradenburg Jr. Public School ▪ Regional Links-Children Mental Health Ontario Mission : Promote social, emotional and developmental well-being of children by services in partnership with families and communities Vision: Help to explore the potentiality of all children in community Values: Partnership : Work with parents and communities for healthy development of children. Respect Diversity : Cordially accept and respect the diversity and build good relationship Innovation: Create and generate new ideas Values the Capabilities : Respect and accept the knowledge and experiences of parents, communities and staffs Accountability: Committed for quality services Area of Services : East York, Scarborough and some area of Toronto Cost: No cost to the clients Referrals : Not mentioned but Contact: 416-321-5464 Services: Behavioral (emotional, social) Management Special Program for Children and Parents for Separation, Divorce and Anxiety related disorder Childcare Consultation Family Counseling Individual Counseling with Children Individual and Group Counseling Working Together for Healthy Development of Children and Family Intensive Child and Family Service Speech and Language Services Residential Treatment School based Services Help to connect with other Agencies as per needs for best fit of Child and Families Source: http://www.aislingdiscoveries.on.ca/ http://www.aislingdiscoveries.on.ca/who_we_are/intro
City of Toronto-Toronto Children’s Services (Special Service Unit) Toronto Children’s Services are working in partnership with community agencies. They provide extra supports to licensed childcare program to ensure the successful inclusion of children. The agency has 29 Resource Educators. They provide enhanced services to children, their families, staffs and in licensed childcare programs. Services: ● Visits and monitor the program regularly ● Early identification and intervention ● Individual Consultation ● Program Consultation ● Community and program training ● Program adaptations ● Staff, provider and parent training ● Service coordination and referral Monitoring and Supervising the Programs: There are 4 Resources Supervisors. They directly visit, monitor, control and update the program progress. For more information contact the following number. Toronto East: 416-338-75, West: 416-392-6176, North: 416-392-4349, South: 416-392-5865 Cost: All services are offered free of charge. Referrals: Information are available with Supervisor. Source: http://www.toronto.ca/children/specialneeds/pdf/eveychildinsert.pdf Community Living Toronto 20 Spadina Road Toronto, ON 416-968-0650 Mission: Change the lives of people with an intellectual disability by giving a voice and supporting their choices. Vision: Provide a full range of personalized supports and services to people and families. Main Values: ● Supporting Staff, Individual and Families ● Develop Leadership Skills ● Work through collaboration of families, staff and communities ● Making choice and supporting for achieve the goals. ● Respect the diversity Services: Early Childhood Consultation and Intensive Resource Support Work with families, professionals and the community to develop, monitor and evaluate a plan that is based on each child’s strengths and support needs for both home and community programs by linking with groups, childcare and school to ensure consistency of programming. Providing access to specialized supports, such as Occupational Therapy and Behaviour Management Consultation Provide Training staff and other resources Developing, implementing and monitoring individual teaching plans Teaching community staff to use individualized and class-wide teaching strategies Providing workshops and training to early childhood staff and other community groups Support Education: Provide individual education plans as per need of individual children Planning program as per individual interest and ability Provide Job Placement Services: Provide job market information, training, coaching and develop interview skills Provide Person-Directed Plan: Introduce person directed plan for children, families and staff for their improvement. Help to Build Social Network: They support for connecting with communities to make friends, community partners, share ideas and knowledge with each other. Family Support Community Living Toronto’s Family Support program facilitates the growth and development of the individual at home. Family Support workers liaise with the family to build personal supports and identify and access services, as well as community resources. They may also assist in recruiting, training, and the orientation of in-home support workers or volunteers. Home Management Home Management staff helps families of children with an intellectual disability cope with challenges by providing in-home consultation and collaboration with other professionals to plan for services. Help for Housing : The agency help by providing financial supports for housing to low income families. They also help to a house for share living and individual living Career, Vocational and Community Supports Services Provide training to individuals and group for a job. Cost : All services are free of cost for clients Source :http://cltoronto.ca/supports-and-services/skills-development/
Bibliography: Class hand note-Inclusion of Children with Special Needs, Environment, Teaching Strategies http://www.toronto.ca/children/specialneeds/inclusive_cc.htm http://occupationaltherapy.dal.ca/Files/LunchandLearn_Inclusion_with_graphics.pdf http://www.counselor.org/types-of-psychotherapy.html http://www.toronto.ca/children/specialneeds/specialneeds_families.htm http://www.scholastic.com/teachers/article/ages-stages-empathy http://www.medicinenet.com/posttraumatic_stress_disorder/article.htm http://en.wikipedia.org/wiki/Posttraumatic_stress_disorder http://en.wikipedia.org/wiki/Anxiety_disorder http://emedicine.medscape.com/article/918844-overview http://www.ptsd.va.gov/public/pages/ptsd-children-adolescents.asp http://www.cmha.ca/mental_health/post-traumatic-stress-disorder http://kidshealth.org/parent/positive/talk/ptsd.html# http://www.toronto.ca/children/pdf/family_support.pdf http://www.childdevelop.ca/site/PageNavigator/programs_home.html http://www.aislingdiscoveries.on.ca/who_we_are/intro http://www.slideshare.net/ChellenTon/meeting-the-needs-of-children-and-families http://cltoronto.ca/supports-and-services/skills-development/ http://www.toronto.ca/children/specialneeds/pdf/eveychildinsert.pdf http://connectability.ca