ConnectABILITY Homepage

Risk Assessment Checklist

Circle the bullets that best identify current safety practice.

Home:

  • I lock all doors and I close all windows when leaving or sleeping
  • I have a cordless phone or cell phone
  • I have a flashlight
  • I have a well lit lobby or door to home
  • I take the elevator instead of stairs
  • I don’t open the door to strangers
  • I only tell trusted friends, or family when I’m not at home

Phone:

  • I have a recorded message that does not include: names of people in household, phone number or address
  • I don’t give my name, phone number, or address to strangers on the phone
  • I have caller ID
  • I hang up if a caller is rude or I feel uncomfortable.

Banking:

  • I have my PIN number memorized
  • I do my banking on my own without strangers or new friends watching
  • I ask only banking employees if I need help
  • I don’t share my PIN, debit cards, credit cards with anyone

Internet:

  • I don’t think that the internet is a safe place to meet people
  • I don’t tell anyone on the internet my real name, address, phone numbers, email addresses, passwords, or credit card numbers
  • I tell someone I trust when someone online asks for personal information
  • I do not talk to anyone online that is bothering me. I block them from contacting me.
  • I do not meet anyone I talk to online for friendship or sex when I am by myself
  • I only meet people I talk to online in public

Street:

  • I travel mostly in daylight hours
  • I travel in well lit areas after dark
  • I travel with company after dark
  • I only carry small sums of money when travelling
  • I travel in places where there are lots of other people
  • I do not walk close to a car or van to talk to a stranger even if they ask me a question
  • If I feel scared I go to a safe place for help
  • I know people in my area that I can go to for help
  • I have friends or family that live in same neighbourhood
  • I keep looking around when I am out alone and I know who or what is around me
  • I go where there are other people and ask for help if someone is following me
  • I carry a cell phone when I go out

Health:

  • I feel comfortable with doctors or healthcare professionals
  • I speak up if I am not comfortable with any medical practice or procedure
  • I have a friend, or support person who will come with me on Doctor’s visits
  • I have a good family doctor that I trust

Sex:

  • I have sex only with people I know and want to have sex with
  • I use condoms or birth control to protect myself from disease or unwanted pregnancy
  • I talk to my doctor, and other women I know about condoms and birth control methods
  • I choose to use a birth control method that works for me and I always use it
  • I feel comfortable talking to my partner about sex
  • I have a partner who listens to my needs when it comes to sex

Relationships:

  • I have not been pushed, hit, kicked, punched, bitten, burned, injured by use of weapon, or objects thrown, by partner, family members, caretakers, or friends
  • I have not been unwillingly touched, forced to have unprotected/protected sex, exposed to, or forced to participate in pornography or prostitution
  • I have not been threatened, put down, embarrassed or humiliated by unwelcome comments or behaviour from my partner, family members, caretakers, worker, or friends
  • I pay my own bills, do my own banking, and decide what I want to do with my money
  • I have not had money or property stolen by friends, family, or partner
  • I am able to practice my own spiritual beliefs
  • I have a plan to stay safe if I choose to stay with someone who hurts me
  • I have a plan to stay safe if I choose to get away from someone who hurts me
  • I have supportive friends and family
  • I have someone that I trust and I can go to for help if anyone is hurting me

*Un-circled bullets identify areas of safety risk

Download a printable checklist PDF

Created with the support of the City of Toronto

Street Safety

  1. When leaving home, make sure that all doors and windows are locked – including the garage door.
  2. Watch out for people who are just hanging around and seem to be doing nothing, and do not carry large sums of money.
  3. If possible, travel with another person that you know well. This is especially true after dark.
  4. When carrying a purse or wallets, only place two or three five dollar bills inside. Credit cards, money, driver’s license, and keys should be carried in a coat pocket or hidden inside zipped pocket.
  5. At night, travel on well-lighted and busy streets. Avoid unlighted areas. Walk in the middle of the sidewalk and never in deserted areas.
  6. Walk on the side of the street where you would face oncoming traffic. If someone in car stops, walk or run in the opposite direction.
  7. Be careful of people who approach asking for directions or the time of day; keep a polite but safe distance. Do not let others use your cell phone, especially strangers even if they say it is an emergency. If there is an emergency you call 911 on your phone.
  8. If you feel someone is following you, go to the nearest house or building with people inside and ask for help.
  9. If you feel that you are in danger, cry out for help by yelling “FIRE! FIRE!” instead of “HELP”! This will grab the attention of others really fast!
  10. When returning home, after dark, unlock your door and get in quickly. If you think someone has broken in don’t go in leave and call the police.

Tips for Avoiding Being the Victim of a Street Crime

What criminals don’t want in a victim:

  1. AWARENESS: Know where you are, where you’re going and what is happening around you. This includes people, events taking place around you.
  2. RIGHT PLACE AT RIGHT TIME: Know about the safety of a neighbourhood and if you’re not sure ask someone you trust before you go there. Don’t walk or drive alone while in a bad neighbourhood.
  3. AGRESSIVE BODY LANGUAGE: Stand or walk confidently by keeping your head up, swing your arms and stand up straight. Always be aware of what is going on around you. Also, keep your distance when walking past strangers on the street or in dark areas.
  4. BE ON THE MOVE: While in a strange neighbourhood, focus on where you are going and get there. If you are in your car, think twice before staying there with the car doors unlocked before you drive off. If you are in a parking lot that might be unsafe, get in your car, lock the doors and leave.
  5. HIDE VALUABLES: When walking in a bad neighbourhood or at night, DO NOT WEAR flashy or expensive jewellery. Also, keep your purse inside your coat or tucked close to your body. Do not carry a loose bag or backpack.
  6. HIDE YOUR HAIR: Criminals will use things that they can pull on you. If you’re in a dangerous neighbourhood, consider putting your long hair up in a hat or tucking it inside your coat. Do not wear loose scarves, belts and backpacks or place them inside your coat.
  7. LOOK SCARY: If a criminal does not see you as being difficult or threatening, you could be the next victim. This can be quickly changed if you decide to carry something large and blunt such as a large golf umbrella or walking stick.

Created with the support of the City of Toronto

Relationship and Sexual Safety

Safe Relationship Tips

  1. Love yourself. It is important that you are comfortable with yourself. Know your own strengths and be proud of them. If you are happy with yourself, you will be a happier partner.
  2. Share your feelings. If you are upset or concerned, talk about it. Working through difficult situations builds trust and helps make relationships even stronger.
  3. Don’t assume you know what someone else is thinking or feeling. If you want to know what is on your partner’s mind — ask. Make sure you are ready to hear the answer.
  4. Spend time on your own. Sometimes people think a healthy relationship means spending all your time together. It is actually healthier for people to spend time with different people than with just one person. That way they can develop their own interests and talents and grow as individuals.
  5. Communicate openly and honestly about sex. This is the only way your partner will really know what is comfortable for you and what gives you pleasure.
  6. Take care of your sexual health. In a healthy relationship, both partners want to protect their sexual health. Getting checkups for STDs and practicing safer sex are important. Make an appointment with your doctor or at a Clinic to get birth control, tests and treatment for sexually transmitted infections, and information about your sexual health.

Sexual Safety Tips

Avoiding Abuse:

  1. Know how your body works
  2. Know that you have the right to say “No” to sexual touch or activity of any kind
  3. You have the right to tell someone you trust if someone touches you without your permission
  4. Know the difference between behaviour that is ok in private, but not in public
  5. Know when it is ok to be touched by a stranger (e.g. doctor check-up)
  6. Touching another person without their permission is not ok
  7. Talk to your partner about sex and what you both like and dislike
  8. Be clear about what sexual contact is not ok for you
  9. Carry a whistle

Created with the support of the City of Toronto

Internet Safety Tips

  1. NEVER give out any personal information such as your address, telephone number, or the name and location of your workplace
  2. NEVER agree to get together with someone you ‘meet’ online without taking a trusted friend or family member with you to meet in a public place
  3. ALWAYS agree to meet in a public place
  4. NEVER send anyone your picture – Don’t accept any pictures either
  5. NEVER respond to any messages that make you feel uncomfortable
  6. ALWAYS remember the people you meet online are still strangers. The people you are talking to may not be who they say they are
  7. NEVER send an insulting or rude message to anyone online.
  8. Use a fake name, code name or a nick name
  9. Report any harassment or nasty messages to your online service and to the Police
  10. Set your browser to say NO to ‘cookies’

Created with the support of the City of Toronto

Banking Safety Tips

  1. Never lend your card to anyone. It is the key to your bank account and is for your use only.
  2. Protect your Personal Identification Number (PIN). Memorize that number instead of writing it down for safe keeping. Don’t choose an easy PIN to guess, like 111 or 222 or something like your birthday that other people could easily guess.
  3. Never give your PIN to anyone. NOTE: No one from your bank will ever ask you for your PIN.
  4. Have your card ready when going to the automatic teller so that you can get your money quickly and safely.
  5. Be aware of anyone hanging around the area of your automatic teller. If you are suspicious of anyone or anything then leave right away and contact the police.
  6. When using the bank machine, use your hand or body to prevent others from seeing what you are doing with the buttons.
  7. Remember to get back your card, your cash, and your transaction record after you have finished using the machine.
  8. After you have your cash, do not count it at the machine. Place it in your purse or wallet and count it later, privately.
  9. Report any lost or stolen cards to your bank and police right away.
  10. Never give your card information to anyone on the phone unless it is a company that you have contacted first.
  11. Never lend your credit/debit card to anyone.
  12. Sign new credit/debit cards as soon as you get them and destroy the expired ones.

Created with the support of the City of Toronto

Safety Includes Me

Safety Workshop

A six week workshop “Safety Includes Me” is a workshop that caters to women living with an intellectual disability who have experienced violence and would like to be involved in violence prevention and education work. The content of the program was developed with the input of women living with intellectual disabilities. The program includes workshop outlines, pre-assessment survey sample, risk assessment checklist template, safety plan template, knowledge quiz sample, and safety tip sheets.

Training Manual

Tip sheets

For more information please contact
James Holzbauer, Danielle Pittman

Communicating for fun Calendars

Parent and Child Activity Calendars to Promote Better Speech, Language and Hearing

About the Calendars

The Calendars provide activities for all children, but will be very helpful for children who have special needs. These are activities that you and your child can do together. The calendar activities are available for three age groups and reflect distinct developmental stages. Children with special needs may develop at a different or slower rate than other children. To find out what stage your child is at, look at the Developmental Milestones Chart from the Preschool Speech and Language Program.

The calendars have activities for each day of the week. Every week has a theme which makes the activities fun and interesting. You can choose a calendar for each season, or for special holidays, as well as for everyday activities.

Key Words

On the bottom of each calendar there are some key words to use throughout the week with your child. The key words reflect the theme of the calendar and will help to build your child’s vocabulary, language and listening skills. Young children are not learning to spell words but should be starting to recognize the sounds of words and letters. Oral language (talking and understanding words) is the start of learning to read and write. On the second page there is a picture with each of the key words. You can print the Calendar and the key word pictures and put them on your fridge or on the wall where your child will see them everyday. Looking at the pictures and naming the item will help your child to recognize the word. Using the word in a sentence or story will help younger children to recognize the word and older children to understand how to use the word when they are talking.

The aim of the activities and key words is to develop better communication skills:

  • hearing (listening),
  • speech (sounds, words), and
  • language (message, ideas).

The calendars provide a focus on speech, language and hearing skills as your child explores, learning more about themselves, others, and the world around them.

Families may:

  • take longer than a week to do the activities
  • choose only some of the activities
  • do the activities in a different order
  • adapt or vary the activities
  • do different or extra activities

There is no right or wrong way to use the calendars. They are to help your child by providing lots of chances to play and learn. Many of the activities will be ones that you already do with your child. The difference is that you will be thinking about your child’s speaking and listening skills and providing your child with the chance to learn new words and expand their communication skills.

Communicating with Your Child

Some helpful pointers when talking and communicating with your child:

  • Become involved in what your child is doing – talk and ask questions about the activity.
  • Play, read, and listen to music with your child – be excited.
  • When your child points, makes faces, or makes a sound -put words to it and describe what they see or do.
  • Don’t do all the talking – give your child a turn to talk.
  • Praise your child – recognize your child’s efforts to communicate.
  • When playing and talking with your child make sure you are face to face with them – sit on the floor, bend to their level.
  • Encourage your child to use words and talk as much as possible.
  • Have fun!

For more ideas about helping your child to communicate check out the Tip Sheet section for the stage that your child has reached.

Calendar Tips for Toddlers

Most Toddlers Will:

  • Understand more words than they can say.
  • Follow simple directions (such as: “Show me your ear.”, or, “Put the doll to bed.”).
  • Answer “yes” or “no” questions.
  • Make animal sounds.
  • Use two to four word sentences (“More juice”, “Me do it”).
  • Use describing words (big tree, hot food).
  • Enjoy listening to stories, songs, and rhyme.
  • Have short conversations with people they know.

Things to Keep in Mind When Helping Your Toddler:

  • Talk slowly and clearly, using 2 to 4 word sentences.
  • Label everything – point to items and say the name “Table, Daddy’s chair, your chair.”
  • Tell the child what you are doing – describe your actions. “I am stirring the pot.”
  • Read books with pictures. Point to the pictures and describe what you see. “Look at the funny bear.”
  • When your child labels an object, expand on it. (When your child says, “Flower”, you say, “Pretty flower” or “Yellow flower.”)
  • When your child tries to say a new word, repeat it. Encourage every new word.
  • Do the calendar activities with other children so that your child can practice talking and listening, and learn how to communicate with others.

Are You Concerned about your Toddler’s Speech, Language or Hearing?

Seek Help if your Toddler:

  • Has repeated ear infections.
  • Does not play or is not interested in others.
  • Has problems making him/herself understood.
  • Speaks using very few words, or never puts two or more words together.

Trust your Instincts!! You know your child best and if you have concerns contact the Preschool Speech and Language Program or Infant Hearing Program in your community. You do not need a referral from a Doctor and the program is free to residents of Ontario.

Calendar Tips for Preschoolers

Most Preschoolers Will:

  • Use sentences with 4 to 6 words. (“I go get my doll.”)
  • Give and follow directions.
  • Understand the meaning of in, on, and under.
  • Tell stories and sing songs.
  • Ask and answer questions, such as who, what, where, why.
  • Makes themselves understood by other people 60% of the time.

Things to Keep in Mind When Helping your Preschooler:

  • When playing games together, take turns with your child.
  • Count everything.
  • Provide your child with chances to choose (“Do you want to wear your red or blue shirt?”)
  • Use picture books and have your child come up with his/her own story.
  • Do the laundry together. Sort clothes by colour, where they belong, type of clothing.
  • Pretend with your child, with or without toys.
  • Sing songs, say rhymes, do finger plays and do all the actions with your child.
  • Talk with your child about things that are the same and things that are different.
  • Encourage your child to play with other children.

Are You Concerned about your Preschoolers Speech, Language or Hearing?

Seek Help if your preschooler:

  • Becomes frustrated when trying to communicate.
  • Repeats words, but does not know what they mean.
  • Puts only two words together at a time.
  • Has problems listening and being understood.
  • Stutters often.

Trust your Instincts!! You know your child best and if you have concerns contact the Preschool Speech and Language Program or Infant Hearing Program in your community. You do not need a referral from a Doctor and the program is free to residents of Ontario.

Calendar Tips for Kindergarten

Most Kindergarten Age Children Will:

  • Follow three-step instructions, such as: “Pick up your coat, hang it up, and close the closet door.”
  • Answer open-ended questions: “What do you think?”
  • Tell or repeat stories using detail.
  • Use complete sentences, like that of an adult.
  • Use describing words in their sentences, such as: small/big, under/over.
  • Know most colours and numbers up to 20.
  • Explain the meaning of words they know.
  • Be able to problem solve, figure simple things out.
  • Start to recognize letters and their sounds, as well as certain signs (eg. stop sign)

Things to Keep in Mind When Helping the Kindergarten Age Child:

  • When labeling objects, encourage your child to use the word/object in a sentence. (“Teddy bear” – “That is a big, soft teddy bear.”)
  • Read books related to the weekly themes. While reading stories, talk about what is happening in the book. Ask questions such as, “What do you think will happen next?”
  • Build on what your child is saying. (Name the colours of each object-red, green; use the names of flowers-tulip, rose; name the parts of trees- trunk, leaves)
  • Give your child little jobs. When you make a craft, let them do the cutting; when cleaning around the house give them a job they can do weekly; have them describe the weather every day.
  • When doing the activities, give your child choices. (“Do you want the blue or red paper?”; “Do you want to set the table for lunch or supper?”)

Are You Concerned about your Kindergarten Age child’s Speech, Language or Hearing?

Seek help if your Kindergarten age child:

  • Doesn’t talk, listen, or mix with other children or adults.
  • Has a hard time following directions.
  • Does not speak in sentences.
  • Cannot get other people to understand them

Trust your Instincts!! You know your child best and if you have concerns contact the Preschool Speech and Language Program or Infant Hearing Program in your community. You do not need a referral from a Doctor and the program is free to residents of Ontario.

If your child has already started school talk to the Classroom Teacher about your concerns. The school Principal can make the necessary referrals to have your child screened or assessed by a Speech-Language Pathologist.

Calendar Tips for Professionals

Using the Communicating for Fun Calendars

Communicating for Fun Parent and Child Activity Calendars are designed to help all children with activities that promote speech, language and listening skills. Incorporating the calendars into your child care programs is a way Communicating for Fun calendars can be used for the benefit of all children. The activities can easily be extended and adapted to fit your program. Copies of a theme calendar may also be sent home with each child to accompany your program theme.

Calendars

  • The calendars have been divided into three different age groups – Toddler, Preschooler, and Kindergarten Age.
  • Each of the age groups share 20 common themes for each of the 20 weeks – in total, there are 60 different calendars. Themes include special holidays, seasons, animals, transportation and everyday events.
  • Each week you can display a calendar and highlight the activities you are going to include in your daily program.
  • Copies of the calendars and the Key Word graphics can be sent home with parents to hang on their fridge or notice board.

Age Specific Tip Sections

Tip Sheets have been developed for each age group and include a list of the skills most children of that age will have and suggestions on how to interact with the child to promote communication. The suggestions are geared to each developmental stage.

Concerned about a Child’s Hearing, Speech or Language?

The age specific Tip Sheet Sections also identify indicators that could suggest that the child may need extra help and a referral to a Speech-Language Pathologist or an Audiologist. Parents that are concerned can contact the Preschool Speech and Language Programs or the Infant Hearing Program in their community for help.

As the professional involved with the child, you may need to encourage or support a parent to make the connection with these programs. The Preschool Speech and Language Program Brochures provide lists of Developmental Milestones for Babies and for Preschoolers. You can print the brochures and review the information with the parent. The lists are available in 16 different languages.

Services from the Preschool Speech and Language Program or the Infant Hearing program do not require a Doctor’s referral and are free to residents of Ontario.

SOURCE: Ontario Association for Families of Children with Communication Disorders (OAFCCD) and Community Living Tillsonburg (2009)

Children on the Farm

Farms can be a fun place for children. It can also be a dangerous place. Children who live on a family farm range in age and needs. Other children also come to visit or attend child care offered at the site. Children are enchanted by the animals, the equipment and the activity that comes with the cycles of nature.

There is much to learn about farm safety, even before children are taken into consideration. Many farm safety resources are available online and through your local office of the Ontario Ministry of Agriculture, Food and Rural Affairs (OMAFRA). The Farm Safety Association is based in Guelph, Ontario and has a website which also includes a section Just for Kids.

Parents & children both need to know about playing safe on a farm. Here are some guidelines:

  1. Create safe, accessible play areas, designed just for children
  2. Supervise children at all times
  3. Stay away from machinery and vehicle movement
  4. Limit access to hazardous materials
  5. Reduce exposure to higher noise levels

Adaptive equipment and resources for inclusion

Depending on the needs of your child or a child in your care, you may need to have specialized adaptive equipment. The needs may relate to feeding, walking, mobility, playing and/ or sleeping. The equipment would be recommended by a therapist to support and include the child in the home or child care setting. For example, a storyboard of picture symbols can help all children learn about the do’s and don’ts of playing on a farm. Ask a professional about resources available in your area.

The Thames Valley Children’s Centre website has information about adaptive equipment for children. www.tvcc.on.ca/ , search for ‘adaptive equipment’.

Another good resource for the London area is the Calendar of Support for Families of Children with Special Needs: www.thehealthline.ca

Information for services in your area: www.211.ca

Canadian Rural Information Service: www.rural.gc.ca/ or phone: 1-888-757-8725 connect with the Rural Child Care Pathfinder

Children learn best from watching their parent’s example. Children often repeat the actions that they see. Farmers and their workers should always consider the safe choices when working. Setting a good example can make a life or death difference. Set a good example for your own safety and as a role model for children.

Farms have many sources of loud noise such as tractors, compressors, grain dryers, chain saws and noisy livestock/ animals. Being exposed to loud noise is the most common cause of hearing loss. The loudness (decibel level) and the length of exposure both contribute to permanent hearing loss. Workers should be wearing protective ear-wear, but we must also think about children who have their play area outside. You may need to change the time for outside play to work around the extra noise. Protect everyone’s hearing, starting at birth. Starting at birth, protect everyone’s hearing.

Make sure children do not have any access to dangerous materials and chemicals. Farms use potentially toxic pesticides and chemicals. Secure fuel tanks and the entrances to silos and grain bins to prevent children from getting inside. Keep inside when crops are being sprayed.

Dust from organic sources such as hair, bedding, grain and dried urine and feces are dangerous. When airborne, dust & mold can be easily inhaled by children playing nearby. Some dust and spores can cause immediate and long term breathing problems. Children need to play away from sources of organic dust.

After playing outside in the city or on the farm, be sure to wash hands to reduce the chance of infection.

The small size of children compared to the large size of farm equipment is a big concern. This includes riding lawnmowers. It is very difficult for drivers & operators to see children under or around machinery. Never take extra riders on tractors, machines or the drawbar of wagons. Passengers MUST have a proper seat. The potential for injury and death is too great!

As a safety precaution, always remove keys from vehicles and equipment so that children cannot start them. Some equipment have a button start-up. Can the power be locked out so that mechanisms will not start by accident? “Children Playing” signs can be displayed by laneways to alert visiting drivers of tractors, milk trucks, combines, etc.

Supervision is needed at all ages. Even with a fence, supervision is still a must. Young children simply cannot be left alone and need constant supervision. When both parents are working, find someone else-a babysitter, a relative, or a rural day care service-to care for the children. Situations may arise on short notice when no one else is available. When both parents are needed in the barn, create a safe spot with a few toys where you can still see & hear the children. This safe spot could be a child’s playpen or a clean, empty calf pen.

The level of supervision will change as the age and development of the child changes. There will also be days when special things are happening. More supervision will be necessary when children have a larger play space, the numbers of children increase and when farm activity increases, during busy planting and harvest times.

When older children begin helping on the farm, a different kind of supervision is needed. A child’s maturity level is important and affects the level of supervision needed. Children must prove they are capable of following the farm rules before they are allowed to perform farm tasks.

Tasks that tend to be appropriate for children include:

  • Preschool: household clean up, watering plants, feeding small animals.
  • Age 6-11: hand tools are appropriate- not power tools, feeding animals (under supervision), weeding, watering and picking; hand raking and digging.
  • Ages 12-14: limited power tools under supervision.
  • Age 15-18: can start to do adult jobs under supervision.

There are appropriate times of the day for children to observe and learn by example. Helping with chores is a great time to include children while limiting exposure to machinery and dangers.

Every child deserves a safe place to play. It is a parent’s responsibility to create “hazard-free” play areas to protect their children. A farm cannot be considered a giant playground. View your farm from your child’s perspective. Get down on their level and look up, down and all around. Search the internet, local library or ask trained child care staff for guidelines on child development (ages and stages). You may also have information from physical (PT) and occupational (OT) specialists about your child’s strengths & needs. These all help to identify the risks for your child on the farm.

Boundaries and limits need to be set for play areas. A fenced play area is a great place to start for young children. Keep in mind that irrigation ponds and streams are rarely fenced on farms, including the neighbour’s. Check online for laws and local regulations for creating safe play areas on a farm. There may be grant money available to fund the building of a safe, accessible play area on your farm. It’s worth the time to ask around.

Change the play opportunities and equipment as children grow and develop. Very young children cannot understand the concept of rules but as they grow they begin to understand the reasons for rules and the consequences for not following them. Bike helmets should NOT be worn when playing on playgrounds. Children have become entrapped or strangled from slipping or crawling into small openings.

Search the internet for Children’s Interactive Games & Activity Sheets on Farm Safety. You’ll be pleasantly surprised at what you find.

Safety always comes first! below is a simple list of farm safety rules to use with your children:

Preschooler’s Farm Safety Rules

  • Ask First! Before you touch.
  • Stay in your safe play area – the farmyard is not a playground.
  • If there is only One Seat – there is only One Rider!
  • Never go near water, machines or animals without an adult.

Travelling with Children

Children are the most precious cargo we carry in our vehicle. Travelling with children requires some planning ahead for safety and comfort. Families who have children with special needs can spend even more time travelling to appointments. Whether you live in the city or the country, doctor’s appointments can be quite a distance from home. These trips can be by car, taxi, train, horse & buggy, boat or plane. Whichever way you travel, making trips safe & fun is in everyone’s best interest.

A few Basic Travel Rules go a long way towards happiness & safety:

  • Everyone in the vehicle must buckle up properly. Stay buckled.
  • Use an inside voice. Speak, sing or hum softly. The driver must concentrate to drive.
  • Keep feet still. Happy little wiggly feet are okay, but kicking feet are a distraction for the driver and could cause an accident.
  • Keep hands to yourself. They fit very nicely on your lap.

Ideas for making safe travel fun:

Singing with your child is a great way to spend time together. Singing is a simple, fun way to pass the time of travelling and waiting. It exercises the muscles around mouth & lungs, expands vocabulary and encourages a love of music. Best of all, no extra equipment is ever required! Here are a few travelling songs to start your own list of family favourites:

  • Wheels on the Bus
  • Old MacDonald Had a Farm
  • Eensy Weensy Spider
  • Check at your local library or online for the words of these and other children’s songs.
  • Make up your own words to a tune you already know. It could be about going to the appointment or about your child’s favourite activity. Be creative and have fun!

Travelling Games:

  • I Spy – “I Spy with my Little Eye, something that is…” eg. round or blue. Give one clue at a time. The other person tries to guess what it is. When he/ she guesses correctly, switch and the other person says “I Spy with my Little Eye, something that is…”
  • Guessing Game – “I’m thinking of an animal that has…” eg. 4 legs and a bushy tail. After each guess, the first person can add more clues. Switch when they get the right answer. You may want to try other categories such as numbers, people, places or vehicles.
  • Find the Alphabet – Find the letters of the alphabet on road signs, license plates, etc. Start with A and see how far you can get. Sing the Alphabet Song each time to help younger children learn the alphabet.
  • Find the Numbers – Find numbers on signs, license plates, etc. for younger children. Older children can start at 1 and work upwards.

Travelling Games that require materials/equipment:

  • Colouring Pages or Colouring Books with pencil crayons/crayons. Be sure to gather up all the crayons when you’re done as they will melt in the hot car on a sunny day.
  • A Pad of Paper can be used different ways; printing, drawing, paper folding, a roadway/ racetrack drawn for cars & trucks, paper dolls, tic tac toe, hangman, connect the dots, etc.
  • String Games – Do you remember Cats in the Cradle string games? Look in your local library or online to refresh your memory.
  • Make a Social Story – A Trip to the Doctor’s- include pictures of what they will see/do on the trip or when they arrive at the doctor’s
  • Travel Bingo is similar to traditional Bingo and uses pictures of things seen while travelling, eg. cow, tractor, tanker truck, fire engine, dog, stop sign, baby in a stroller, bicycle, swimming pool, playground, a certain chain of restaurant.
  • Flash Cards for Spelling, Math, Science, the colour wheel and other fun topics. Use recipe cards or boxboard to make your own.
  • Magnetic Board Games – Tic tac toe, Score Four, Checkers and others
  • Make a travel bag or bin of activity books, quiet toys, small games, puzzles, small photo albums, puppets or dolls that can stay in the car.
  • Make different theme bags, one for each child traveling with you. During the trip, trade bags every so often to keep kids happy.

Tips for Parents

Bring your child’s favourite cuddly toy or comfort blanket along for the trip. This would not be a good time to wean him/ her from the soother. If you have a personal listening device or portable DVD player, allow your child to enjoy their favourite songs or movies. Bring your own drinks & snacks to satisfy hunger when it’s difficult to stop for food. Food in your stomach and a view out the front of the vehicle, where possible, can help reduce car sickness.

For children who have visual sensory issues, travelling can be difficult because looking out the side windows can be overwhelming. Place a window screen/ blind beside your child to block out the world that is whizzing by.

Prepare your child for first-time experiences. If they will be flying in an airplane for the first time, read books about airplanes. Talk about everything from airport security to waiting times and strange noises.

Inquire at your local Board of Health about child car seat safety. Information on choosing the right car seat for your child in Ontario: www.mto.gov.on.ca/english/safety/carseat/choose.shtml

Sometimes, travel means you will not be in your own vehicle. Your child must be properly secured in an approved car seat that meets safety standards. This includes when you are travelling to another country. Do your research ahead of time. Does your child seat meet the regulations of the country you will be travelling to? If so, does it make more sense to rent the appropriate car seat when booking a car rental or bring your own child car seat through the airport?

A newer law to be aware of relates to smoking. In Ontario, as of January 21, 2009, it is against the law to smoke or have lit tobacco in a motor vehicle while children (under 16 years old) are passengers. Drivers and passengers in Ontario who break the law could be fined up to $250 for each offence. Studies are now showing harmful effects on pets, as well. Check the local laws in the area you will be travelling to.

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