Some great visuals to print off and use for discussion with our kids

Ontario Special Needs Roadmap for School has a great Facebook page, that covers a lot of different special needs struggles, challenges, and some tips to help support. I really like a lot of there visuals, and have posted 3 in particular that have been shared the past week or so. Have a look, and print off what is useful for you. The use of graphic organizers/maps has always been a great resource, and one we have used consistently throughout the years for a variety of topics and needs. This one is specific to Anger, but really helps to facilitate discussions and create a plan. 

There is one on Body Safety Rules, and discussing what my body is and rules around being safe, and finally a great one on how to ask questions, that may evoke more conversation with your kids about their day at school. I often use some of these, or ask them to tell me 3 things- 3 good or bad things about the day, and 3 things about their buddies..often leads to a story, that tells you more about what happened during the day, verses the classic " how was your day?" and usually get more than one word responses..

https://www.facebook.com/ONTSpecialNeeds?fref=photo

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How to Be a Friend to Someone With Autism-great tips

As October is Autism Awareness Month, some of the posts here, will be about Autism. This article has some great points in it, about how to be a friend to a peer who may have Autism. Thanks to Angela Haupt for writing  this article, and sharing some great information. 

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When people meet Andrew Phillips, they cast him off as anxious. Maybe irritable, and certainly disconnected.

Then there are the people who know him well. The people who say he’s funny, sweet and very smart.

“Those are two completely different kids,” says his mom, Leslie Phillips, of the two descriptions. That’s because Andrew, 14, has autistic disorder, the most severe of the autism spectrum disorders – which also include Asperger's syndrome and Pervasive Developmental Disorder. “He struggles with communicating with people in a meaningful way, so to be a friend to Andrew, you have to take the time to get to know him and be around him.”

In late March, the Centers for Disease Control and Prevention released new data that suggests 1 in 68 8-year-olds is now affected by autism, a 30 percent jump since 2012. That means virtually every grade in every elementary school has at least one autistic student – and it’s likely you know one (or more) of them.

Autism affects the way a person’s brain and body work, and someone with the disorder might have trouble speaking, make strange sounds or not talk at all. About 25 percent of people diagnosed with an autism spectrum disorder are considered nonverbal, but they can sometimes communicate by writing, sign language or picture cards. Autistic people may flap their hands, spin in circles, do or say the same things repetitively, or sit quietly and avoid looking at others.

But none of that dampens the fact that they’re intelligent, capable, passionate, honest people. People who, in many cases, deeply value friendship. “It’s so hard for Andrew, but I don’t think there’s anything more important to him than being connected with other people,” says Phillips, who lives in Katy, Texas, with her three sons and does advocacy work for the National Autism Association. “I think if autistic kids could say one thing to people, it would be this: Don’t give up on me.”

As we mark National Autism Awareness Month, consider these ways to be a friend to someone with autism:

Don’t assume he or she doesn’t value friendship. Yes, there are communication challenges and trouble with social interactions. But that doesn’t mean friendship isn’t important. “The reality is that autistic people, like neurotypical people, are very diverse in our levels of sociability and desire for friendships,” says Lydia Brown, a junior at Georgetown University who has autism. Some people with autism are exceedingly social, while others are significantly more introverted. “But like all people, we value others who want to be our friends for the sake of who we are,” Brown says, adding that “we seek friendships based on mutual interest and respect, shared values and negotiated boundaries.”

[Read: An All-Out Assault on Autism.]

Be patient. Meet somebody where he is – don’t try to change him so he becomes what you consider acceptable. “You need to be sensitive to the fact that they’re doing the best they can, just as you’re doing the best you can,” says Lisa Goring, vice president of family services at the advocacy group Autism Speaks. “There’s no reason they need to be the only one to change.”

Communicate clearly. Speak at a reasonable pace and volume – and keep in mind that it’s often helpful to use short sentences. Gestures, pictures and facial expressions may also work well. Speak literally rather than using confusing figures of speech, and when you ask a question, don’t expect an immediate response – give your friend extra time.

[Read: You! Too! Can Become More Patient.]

Make plans. There’s a good chance someone with autism wants to be included but doesn’t know how to ask. A number of formal school programs pair autistic kids with neurotypical buddies, setting up dinner or movie nights. But little or no interaction occurs outside those structured times, Phillips says. “Real friendships are made in the cafeteria at lunch, or in the stands at the softball game, doing normal daily activities.” She says her oldest son, a 19-year-old who has Asperger's, found a few close friends in elementary school. As the years progressed, he always had someone to sit with at lunch and a friend in gym class. “Those are the times when kids who are alone get bullied,” Phillips says. “It’s really important that one or two people – it doesn’t have to be a big group – are spending time with that person on a regular basis.”

Respect sensory differences. People with autism are often unusually sensitive to sounds, sights, touch, taste and smells. High-pitched sounds like fire alarms may be painful; scratchy fabrics intolerable. “A good friend will learn to respect sensory differences, whether or not they understand the reasons or causes for them,” Brown says. “Don’t question or doubt someone’s knowledge of their own body and mental state.” Likewise, don’t assume people with autism are intellectually disabled. Often, they have normal to high IQs and excel in areas such as music and math.

[Read: What You Need to Know About Autism.]

Don’t treat people with autism like a project. This happens often, Brown says, stressing that friendship with an autistic person is not community service. “We don’t need charity or pity friendships,” she says. “And we neither want nor need people who want to ‘look past the autism,’ as autism is integral to our identity and experiences.” Brown suggests this test to determine whether your friendship with an autistic person is a positive, healthy experience, as opposed to a charity project. Do you include the autistic person in events or nights out with your other friends? And are your perceptions of the person based on widespread stereotypes of autism or other disabilities?

Stand up for your autistic friend. Bullying, abuse and other types of violence are prevalent in the lives of autistic people – from childhood through adulthood. If you see someone teasing or picking on an autistic peer, take a stand. “Working to end the systemic ableism that stigmatizes, isolates and normalizes violence against autistic and other disabled people ultimately benefits everyone,” Brown says. “So too does working through ableism at the individual level and in one's own personal relationships.”

Touching video about a discussion with a Son & his Mom.

Beautiful video based on an interview with Joshua a 12 year old with Asperger's and his Mom. I love his thoughts & words.We do all grow as parents, because of our children. We will always have to explore new paths & have challenges that others may not. Treasure each conversation & moment. There is a lesson in each one. 

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Joshua Littman, a 12-year-old boy with Asperger's syndrome, interviews his mother, Sarah. Joshua's unique questions and Sarah's loving, unguarded answers reveal a beautiful relationship that reminds us of the best—and the most challenging—parts of being a parent.

5 great tips for helping kids with special needs brush their teeth

Great points in this article that I thought would be worth sharing for sure!! thanks http://www.lovethatmax.com/ for the great information, yet again!

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5 great tips for helping kids with special needs brush their teeth

Sometimes, it's an uphill battle getting any kid to brush their teeth, but encouraging children who have special needs can pose unique challenges. This, I know all too well. Max has oral sensitivity, which can make the act unpleasant for him (although he's had less of it over the years). And because of ongoing oral-motor issues, spitting out water is a challenge.

Oh, and then there's this truth from John Hendry, DDS, a dentist in private practice in Lafayette, Louisiana, who has served as president of the American Academy of Persons with Disabilities: "Often parents are so overwhelmed with all the other simple duties of caring for a special needs child that they don't put a priority on oral health and hygiene." Sigh if that sounds familiar. The goal for children is to brush two minutes for twice a day. Oh, and for the record: Studies have found that manual toothbrushes are just as effective as powered ones.

Dr. Hendry is a spokesperson for the American Academy of Pediatric Dentistry(AAPD), a membership organization that is sponsoring this post. Driven by the rise of tooth decay among children (40 percent of kids have it by the time they enter kindergarten, although tooth decay is nearly 100 percent preventable), the AAPD launched the Monster-Free Mouths Movement—a campaign that provides resources, tools and tips to help fight tooth decay and other oral beasts.

Dr. Hendry, also a founding board member and chairman of the Federation of Special Care Organization in Dentistry who has been honored for his commitment to kids with special needs, shares five key tips that make toothbrushing easier for kids with disabilities...and their parents.

1. Role play
Take a tip from pediatric dentists and try the "Tell-Show-Do" method of behavior modification. "We show children—often on a stuffed animal—what we hope to accomplish and allow the child to practice on the stuffed critter to make it a fun experience. They get to be the dentist/hygienist."

2. Tag team
Ideally, you and your husband can both pitch in with toothbrushing, especially early on in the process of introducing the habit to a child. "One person can hold and comfort," explains Dr. Hendry, "and the other can actually accomplish the brushing and fluoride application." Note from me: If you happen to have a third adult handy, he or she can pour you a glass of wine afterward! Tee hee.

3. Make the brush comfortable to hold
For a child with fine-motor-skill issues, notes Dr. Hendry, "toothbrushes can be adapted with a Play-doh grip, a bicycle grip or even a tennis ball."

4. Play a game
Dr. Hendry is fond of the "smile contest"—as in, "Let's see who has the biggest smile!" That way a child exposes his teeth for brushing. "The patient always wins!" says Dr. Henry. You can also entice kids with prizes or stickers, he continues: "Make it a game, but always reinforce with praise."

5. Put on some tunes 
"We have been very successful with getting kids to brush their teeth to their favorite music," says Dr. Hendry. "One special needs class brushed to Michael Jackson upon arrival to class, and every afternoon before leaving to a softer, country song. Occasionally on Mondays I felt like they had not brushed since Friday's departure, but I was comfortable they were brushing at least ten times a week! The hidden benefit is that most songs last at least two minutes, so we got them to brush for a significant amount of time without getting bored."

http://www.lovethatmax.com/2015/09/5-great-tips-for-helping-kids-with.html

Links & information on provincial funding- DSP, Autism funding, APSEA

Another great online chat the other night!! Thought I would post a few links that we had talked about, just to make sure everyone has the information, if you are not already receiving these, please check them out. 


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Disability Support Program (DSP)

Disability Support Program

The Disability Support Program (DSP) is the first program in Canada to distinguish disability-specific support from income support. The purpose of DSP is to assist with personal planning and to help meet the needs related to an individual's disability. These supports are needs-based, and they are not intended to provide income. For more information, see the Disability Support Program Policy Manual.

Supports are provided in three main areas: child disability supports, adult disability supports, and employment and vocational supports.

Supports can take a number of different forms, including support for respite care, community living and community participation supports, technical aids and other devices and family support programs.

If you are not currently receiving DSP support, contact one of the offices in your area, and make an appointment to apply.

Charlottetown	Summerside	Montague	O'Leary	Souris
368-5996	432-2740	838-0190	859-8824	687-7016

Here's the link for more info:
http://www.gov.pe.ca/sss/disabilitysupports


Here is the link to the actual DSP handbook, it explains who qualifies, what it covers, and how to apply, as well as what to expect at the first appointment. Have a look. 
http://www.gov.pe.ca/photos/original/hss_dis_sup_h.pdf

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Autism funding that can happen for Preschoolers/ and school aged children 



The Department of Education and Early Childhood Development (herein referred to as ‘the Department’) provides two different types of funding to support children with Autism Spectrum Disorders.

Preschool Autism Funding is provided for parents or licensed early childhood centres to help with the employment of an Autism Assistant for preschool children with Autism who receive Intensive Behavioural Intervention (IBI) through the Early Years Autism Service.

School-age Autism Funding is provided for home or community-based supports outside of school hours for school-age children with Autism. The funding can be used by parents or designated agencies to offset the costs of employing a) a one-to-one tutor in the home to supplement the child’s school program and minimize regression of academic and social skills during school breaks and summer months, or b) a one-to-one aide for group activities in the community, when an aide is required to enable participation.


For more information, please contact: Autism Funding Administrator Department of Education and Early Childhood Development Holman Centre, 250 Water Street, Suite 101 Summerside, PE C1N 1B6 Telephone: (902) 438-4854 Toll-free: 1-888-482-5330 Facsimile: (902) 438-4874 Email: autismfunding@gov.pe.ca

Here is the link to the Autism funding guidelines, it explains how it works, and how to apply, depending on your child's age- whether they are preschoolers or school aged.
http://www.gov.pe.ca/photos/original/EECD_autismfund.pdf

http://www.gov.pe.ca/eecd/autismservices

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APSEA, was also discussed, so wanted to put that information on here.

Services for Students who are Blind or Visually Impaired

The PEI Department of Education and Early Childhood Development supports the philosophy of inclusion of students who are blind or visually impaired with their peers who are sighted in their community schools.

Services provided through the inter-provincial agency, APSEA, the Atlantic Provinces Special Education Authority, make it possible for each child to receive an appropriate educational program designed to meet the student's individual needs and assist schools in providing the necessary adaptations required by the student.

A student who is diagnosed legally blind or partially sighted by a medical practitioner or optometrist is eligible for APSEA service. Legally blind is defined as having a corrected visual acuity of 6/60, (20/200), or less in the better eye, or a visual field of no more than 20 degrees. Partially sighted is defined as having a corrected acuity of 6/24, (20/70) or less in the better eye.

In Prince Edward Island, APSEA staff include itinerant teachers who offer direct support to students in inclusive settings, a preschool specialist, an orientation and mobility instructor who monitors travel training in the province, and a transition facilitator who assists students and families in the transition from school to adult life.

The majority of these services are provided to students in their local communities, however, requests can be made for 'Center Based Services' which may include short term programming and/or assessment at the APSEA Center in Halifax.

For further information, please contact: 

Myretta Farrell,
PEI Provincial Supervisor for Students who are Blind or Visually Impaired, APSEA
c/o Itinerant Services,
3 Brighton Road
Charlottetown, PEI
C1A 8T6
Phone: 902-368-4694
Fax: 902-620-3973
Email: mpfarrell@edu.pe.ca

 http://www.gov.pe.ca/eecd/index.php3?number=1027837&lang=E