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MEETING THE NEEDS OF THE CHILDREN WITH SPECIAL NEEDS Name: Luxin Li Student Number: 300713383 Professor: Lisa McCaie Course: ECEP 233 – 062
MEETING THE NEEDS OF THE CHILDREN WITH SPECIAL NEEDS
Name: Luxin Li
Student Number: 300713383
Professor: Lisa McCaie
Course: ECEP 233 – 062
Simon is diagnosed with autism by age 3. He is interested in:
Cars Wheels
WHO IS SIMON?
He is usually impulsive.
His language is primarily echolalia.
WHO IS SIMON?
SIMON’S FAMILY Simon lives with two
older brothers and his dad, and his family would struggle to live without mother.
Family members would have a difficult to time throughout the path of Simon’s autism.
ECE teachers to support childhood development
Organizations and agencies provide helps in GTA
for supporting children who are Autism
Professional treatment for Autism child by clinic
Financial aid
Single parents services
WHAT SUPPORTS DO SIMON AND HIS FAMILY NEED?
WHAT IS AUTISM? More common in boys Happens in early brain
development to among young children between age of 2-3 years old.
Sensitive to sensory stimulation and to develop and sustain interests
Lack of eye contact
Associated with repetitive behaviours difficulties in social interaction, communication and making changes.
Loss of words
(Inclusion of Children with Special Needs, Class notes, Week 3)
WHAT IS AUTISM?
THIS IS AUTISM
“Autistic Child Has an Outburst”Joey who is autism, and his mother found challenges to cope with his disorder.
Video: https://www.youtube.com/watch?v=w_23z9yJAq0
VOICE OF A CHILD WHO IS AUTISM (AUTISM SPEAKS)
I am a child. My autism is just a part of who I am. I am also a person with thoughts, feelings, preferences, ideas, talents and dreams. My senses are out of
sync. My sights, sounds, smells, tastes, and touches are all sensitive.
VOICE OF A CHILD WHO IS AUTISM (AUTISM SPEAKS) CON’T
Distinguish between won’t (I choose not to) and can’t (I am not able to).
I can’t understand you when you call me from across the room. I want you to come over to me get my attention, and speak in plain words.
VOICE OF A CHILD WHO IS AUTISM (AUTISM SPEAKS) CON’T
I am a concrete thinker. I interpret language literally.
I am confused when you say, “Its pouring cats and dogs,” I will think pets are coming out of a pitcher. Tell me, “It’s raining rad.” Listen to all the ways I’m
trying to communicate. I can’t find words to describe my feelings. Be alert for my body language, and that’s a sign to tell you something is wrong.
VOICE OF A CHILD WHO IS AUTISM (AUTISM SPEAKS) CON’T
Picture this! I’m visually oriented.
Show me how to do things instead of just telling me. I need you to show me many times. Focus and build on
what I can do rather than what I can’t do.
Look for my strengths and do not make me feel I am not good enough.
VOICE OF A CHILD WHO IS AUTISM (AUTISM SPEAKS) CON’T
Help me with social interactions. I don’t know how to start a conversation and join with other children. I need you to teach and coach me how to play with others. Identify what triggers my meltdowns. Everything I do is a form of communication. Look for the signs through my behavior because I am not able to tell you about these things. Love me unconditionally. Throw away the words like, “If you would just-” and “Why can’t you-”. I need your support and guidance, the possibilities are broader than you might think. Remember to be Patient. Patient. Patient. https://www.autismspeaks.org/family-services/tool-kits/100-day-kit/ten-things-every-child-autism-wishes-you-knew
WARM WELCOME ENVIRONMENT
Create an open door atmosphere from the start.
Reduce visually distracting materials.
Communicate with parents the child’s favorite toy or activity
Furniture is adaptive All areas of classroom are
accessible, free from obstructions and wide enough to pass.
Talk about the program and give a written schedule, and it is displayed no barriers
Post policy about inclusion
Look for ways the organization can
help.
Have everyone talk about learning to
accept differences
Toys with different textures
Label with pictures and words every
where
Allow children to have a personal
space in the classroom.
WARM WELCOME ENVIRONMENT CON’T
Flexibility in Routines, Schedules and Activities
Giving enough time for the child
More warning before transition time
Not challenge activities Plan appropriate activities for
Simon to play with other children.
Down to his eyes level, and repeat to him if he doesn’t understand.
Support and Training Respectful Patient
AS AN EARLY CHILDHOOD EDUCATOR
WORKING THROUGH MY EMOTIONS
Stop and Breath Find something positive
about the child Focus on how to improve the
situation Make an achievable goal for
the child and for myself Ask and find support Live in the moment and make
it truly count
(Inclusion of Children with Special Needs, Class notes, Week 3)
TEACHING STRATEGIES
Sensory Stimulation KitThe kit includes variety of items to stimulate all five senses. I will use them to encourage responses from the child, expose to a new feeling (sensation), or decrease a dislike, to a particular sensation.
TEACHING STRATEGIES
Use photos or pictures symbols to represent each step. For example, teach Simon to tidy up Give a verbal warning that play time
is almost finished, “Two more minutes then tidy up!”
During this time, I will remove the some items from Simon’s area, and he is able to see how I am tidying up.
After two minutes, I will begin to sing tidy up song.
I will provide hand-over-hand assistance for Simon to put the objects inside the basket.
TEACHING STRATEGIES
Giving Reinforcement I will reinforcement to motive and reward him who is learning a new skill. For example, after Simon tidy up the toys, I can use verbal praise. I can say, “You put all the toys inside the bin. Great tiding up!”
TEACHING STRATEGIES
Generalizing the New SkillsI will generalize the new skills and let Simon know it can apply in many places, with many people, and under many conditions. For example, to help Simon generalize the tidy up new skill Have other caregivers and
parents teach the same skill using the same techniques.
Teach the skill in several different locations around the child care center (e.g., cubby area, lunch time, washroom, and during indoor and outdoor free play time).
(Reading Package, Inclusion of Children with Special Needs)
TEACHING STRATEGIES
Prompting and Fading I will use prompting to develop Simon’s new skills, and use fading to motive Simon to do task more independently, such as, tying shoes.
1. Physical 2. Modeling 3. Verbal 4. Positional 5. Pointing6. Environmental
(Inclusion of Children with Special Needs, Class notes, Week 7)
TEACHING STRATEGIES
Task Analysis “Task analysis is breaking down of complex skills into smaller components.” (Class notes, Week 9) I will break down the steps to teach Simon how to use spoon to eat. Pick up the spoon Put spoon into the food in
the bowl Scoop food onto the spoon Lift spoonful of food from
the bowl Put the food into the mouth (Inclusion of Children with Special Needs, Class notes, Week 9)
TEACHING STRATEGIES
Using Labels Make the child eligible for
special education services, supports and funding.
Concrete way of describing some aspects of the child’s development.
Assists with researching information for families and professionals.
A common language Gathering information
(Inclusion of Children with Special Needs, Class notes, Week 2)
TEACHING STRATEGIES
Develop Communication skills
Help Simon to understand
Help Simon to express himself
Encourage Simon to
communicate
Find ways to encourage children
to ask for more
Communication temptation
(Reading Package, Inclusion of Children with Special Needs)
WORKING WITH FAMILY
Creating A Home/Child Care Communication Book
Talking To the Family About My Concerns of Simon
Getting The Most Out of Team Meetings
Creating A Child Information Binder
Provide Detailed Information Regarding Community Resources and
Agencies
(Reading Package, Inclusion of Children with Special Needs)
AISLING DISCOVERIES - CHILD AND FAMILY CENTRE
Providing prevention, intervention and treatment services to help families and children who are experiencing or at risk of developing social, emotional or behavioral problems and autism spectrum disorder.
What They Do: The services that they provide include, Autism Services, Babies’ Best Start, Behavior Management, Brief Counselling Services, Child Care Consultation, Community Support, Day Treatment, Family Counselling and Therapy, etc. Population: Prenatal – 18 years children and families
Eligibility Criteria: Not concurrently receiving any other ABA based services
Cost: Free of charge
Address: 325 Milner Avenue,
Suite 110 Scarborough,
ON, Canada, M1B 5N1
Telephone: 416-321-5464
Fax: 416-321-1510
Email:
Office Hours:
Mon-Thurs. 9:00am-7:00pm,
Fri. 9:00am-4:00pm
Availability:
http://www.aislingdiscoveries.on.ca/
AUTISM SPEAKS CANADAHelping people who are autism to change their future life by funding global research to raise public awareness about autism and effects of individuals, families, and society, and they bring hope to all the people who with autism.
What They Do: The researches that they provide includes Science News, Science Blogs, Top Ten Lists and Autism Treatment Network, etc. They also provide information about autism and community services to help people who struggle with autism.
Population: people with autism and all Canadian people
Eligibility Criteria: Not concurrently receiving any other ABA based services
Cost: Free of Charge
Head Office:
2450 Victoria Park Avenue, Unit 120
Toronto, ON M2J 4A2
Call:
Local - (416)-362-6227
Toll Free - 1-(888)-362-6227
Email:
Fax:
(416)-362-6228
Availability:
http://www.autismspeaks.ca/
AUTISM CANADA FOUNDATION It is a national and volunteer led organization. They believe Autism is preventable and treatable, so they provide resources and information to families that live with autism. What They Do: They provide information about autism, treatments, research and related resources to support autism families. Eligibility Criteria: Not concurrently receiving any other ABA based servicesPopulation: Up to 18 years and families who live with autismCost: Free of Charge Address: McMaster University’s Ron Joyce Centre4350 South Service RoadBurlington ON L7L 5R8Call: (905) 525-9140 Email: [email protected]: http://autismcanada.org/index.html
KERRY’S PLACE - AUTISM SERVICES It is the largest services provider for children, youth and adults with Autism Spectrum Disorder. They enhance the quality of life of people with autism by being leaders in developing and providing evidence-based supports and building capacity by sharing their knowledge. What They Do: They provide LIFE Academy for people who with autism to have a better education, Education and Training Workshop, consultation, employment supports, evening/weekend groups and activities for people with autism.Eligibility Criteria: Not concurrently receiving any other ABA based servicesPopulation: Up to 18 years and families who live with autismCost: Free of Charge Address: 34 Berczy Street Aurora, Ontario L4G 1W9Tel: (905) 841-6611Fax: (905) 841-1461Email: [email protected]: http://www.kerrysplace.org/Public/Home.aspx
SURREY PLACE CENTREIt provides specialized clinical services to help children and adults who with developmental disabilities, and they offer workshops, consultation, extensive education services for families and caregivers. What They Do: Treatment Services, Clinical Programs and Services and Community Programs. Eligibility Criteria: Not concurrently receiving any other ABA based servicesPopulation: Up to 18 years and families who live with autismCost: Services are funded by the Government of OntarioOffice Hours: Monday, Friday: 8:30 AM to 5:00 PM Tuesday, Wednesday, Thursday: 8:30 AM to 8:30 PM Saturday: 8:30 AM to 4:30 PMAddress: 2 Surrey Place Toronto, ON M5S 2C2 Phone: 416-925-5141 Fax: 416-923-8476 Availability: http://www.surreyplace.on.ca/
GENEVA CENTRE FOR AUTISMIt is a successful community inclusion organization to empower individuals with Autism Spectrum Disorder (ASD) and their families to fully participate in their communities. What They Do: Services for Children, Parents-Caregivers, Youth and Adults and Professionals; Information for individuals with ASD and Community Services, etc. Eligibility Criteria: Not concurrently receiving any other ABA based servicesCost: Free of Charge Population: Up to 18 years and families who live with autismLocation: 112 Merto Street Toronto, Ontario, Canada M4S 2Z8Phone: 416-322-7877Email: [email protected]: http://www.autism.net/index.php
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