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Including Children with Special Needs: A Guide for Child and Family Programs

guide

This guide was developed to assist child and family programs to better serve children with special needs and their parents and caregivers. It is intended for any program that serves children from birth to six years of age. Originally published in 2001, it has been updated to reflect current thinking, research and practices within the field of early childhood education and care.
Source: Macaulay Child Development Centre

Including Children with Special Needs: A Guide for Child and Family Programs

Wills and Trusts Information Session

Planning for a secure future

Brendon D. Pooran is the principal lawyer at PooranLaw Professional Corporation.
He regularly provides advice in the area of wills, trusts and estates planning to individuals with disabilities and their families.

Recorded on Monday, October 20, 2014 at the Victoria Village Hub 1527 Victoria Park Ave., 2nd Floor 7:00 – 9:00 pm

Rights!

Kevin

Created his own bill of Rights


Professionals discuss RIGHTs

Brendon Pooran, Pooran Law

Discusses Consent and Capacity law as it relates to people with a developmental disability

James Holzbauer and John Devenish, APSW Assessment coordinators

Present The RIGHTS meme

UN Conventions: Real Promises or Just Words

Presented by Defence for Children International –Canada and Community Living Toronto
Tuesday, May 8, 2018

Host and Panel Moderator: Michael Enright
Lecturer: Anna MacQuarrie
Panelists: Anna MacQuarrie, Brendon Pooran, Jessica Rotolo, Sam Forbes

Part 1: U.N. Conventions: Real Promises or Just Words
Presented by Defence for Children International –Canada and Community Living Toronto
Anna MacQuarrie, is Inclusion International’s Director of Global Advocacy and Human Rights. She has a Masters degree in Human Rights, from the University of Essex. Her focus is supporting the realization of the rights and full inclusion of persons with intellectual disabilities and their families

Part 2: Two Self-Advocates on taking action to make Rights real
Presented by Defence for Children International –Canada and Community Living Toronto
Jessica Rotola and Sam Forbes talk about rights at the “UN Conventions –Real Promises or Just Words?”

Part 3: UN Conventions: Real Promises or Just Words – Panel Discussion
Presented by Defence for Children International –Canada and Community Living Toronto
Host and Panel Moderator: Michael Enright
Panelists: Anna MacQuarrie, Brendon Pooran, Jessica Rotolo, Sam Forbes

Articles

Understanding Capacity, Competency & Consent: Introduction

Audio MP3

Understanding Capacity, Competency & Consent: Personal Care

Audio MP3

Understanding Capacity, Competency & Consent: Property

Audio MP3

Dignity of Risk

Recorded at a Transition Planning training forum put on by The Toronto Networks of Specialized Care in partnership with the Developmental Services Toronto (DSTO) Shared Learning Forum and ConnectABILITY.ca


Advocacy

Tips for successful Advocacy

Working Together: People with Intellectual Disabilities Helping the Toronto Police

A presentation by the Community Living Toronto Self-Advocate council. Recorded at the DS Information fair 2018

A group of Advocates explain what rights mean to them

LGBTQ Group

Discussing the Right to be who you are

Mom’s Group

A group of mom’s talk about the Right to have kids

John

Talks about his Right to live with who he chooses

Jared

Discusses the Right to heard and have an opinion

Alex

Talks about moving out on his own

Shineeca

Discusses the importance of parents showing their love

These videos were shown at our annual conference Connected Families Forum on Saturday October 25th, 2014

Communication and Accessibility in the Community

Including Presenters from the Following Agencies:

  • Bob Rumball Centre for the Deaf
  • Canadian Hearing Society
  • Canadian National Institute for the Blind (Deaf Blind Services)
  • Surrey Place Centre-Augmentative Writing and Communication Writing Aids

A Shared Learning Forum (Webinar) recorded at Bob Rumball Centre for the Deaf on October 31, 2014.

Play presentation

Developing Empathy in Children

Developing empathy in children helps them to accept and value differences in each other and to appreciate strengths in their peers. Empathy is the ability to recognize and feel the emotions of another person (i.e., to put oneself into another’s shoes.)

Teaching empathy helps to create kind and compassionate children who are less likely to hurt others or to become bullies.

In the past, it was believed that empathy was an inherent skill and would develop in children naturally. But many professionals in child development now feel that empathy is a learned skill and that as Early Interventionists, we need to begin teaching children empathy in their formative years. We can help children to build the foundation they need to become caring and cooperative individuals who say “no” to bullying at home, in school and in their day care programs.

As a teacher, modelling empathy through your interactions with children and their parents is the beginning of the learning process for the children in your classroom. There are also a variety of activities that can be implemented to develop empathy in your program, such as:

  • Incorporating cooperative games / activities into your curriculum which will promote the development of empathy. Activities can be used during both outdoor and indoor play. Include activities throughout the day as well as at circle time.
  • Using circle games, such as We are Special Chant, The Spider Web Game, The Ball Name Game, Name Exchange, One Potato, Two Potato, Blindfold Walk, Draw a Shape. Other activities include: Say Something Nice about your Neighbour Game (the teacher gives each child the name of a peer. Then, each child has to say something nice about the peer in circle time. The teacher picks the peers so that everyone is included), As a group create graphs about your class (e.g., eye colour, hair colour, what you like, height, etc.) The teacher facilitates a discussion (using the graphs) about the children’s similarities (e.g., We all have eyes. We all eat food. We all grow., etc.)
  • Incorporating empathy activities into informal classroom play. An example would be building a puzzle together. Each child is given a piece of an interlocking puzzle with a number or a letter on the back. As a group, the children have to assemble the puzzle, working together by putting the numbers or letters in sequence to complete the puzzle. Another activity is building a structure together. The group is asked by the teacher to build a structure with blocks. Each child is given a block and the group works together to build the structure. It is important that teachers be involved in these activities and model cooperative, nurturing interactions.
  • Including games and stories to build empathy in your classroom. Games can include The Empathy Fishing Game, Emotions Lotto games and stories, including social stories, books and stories that can be created by yourselves and the children in your classroom.
  • Scripting role plays using puppets (or the children themselves) will help children to develop an understanding of different situations that they and their peers might face Teachers can begin by giving scenarios and then students can create their own.

Activities that focus on developing an appreciation of each other’s similarities and differences help children to begin to value and understand each other. Some of these activities include Face Puzzles. Using magazine faces, have children draw faces and use the children’s photographs to create face puzzles. Have each child do one face, whether their own or that of a peer. As a group, everyone works to put the face puzzle together. The teacher facilitates a discussion about differences in each face and the underlying similarities; Another activity is Get To Know Your Friends Bingo. Each child has a bingo card with a variety of different squares. Examples of the squares can be: likes pizza, likes to dance, likes hockey, etc. When the bingo leader picks a card, all the children who feel they can relate to the square put their hands up. For example, eight children like to do puzzles and the children with that square on their bingo card put the number 8 on the card. The game is over when all children have filled their cards. During the game and after, discuss how many children felt they belonged to which squares and why. Another activity is My Family Tree. Have each child do a family tree. At circle time have each child discuss their family tree and what their family likes to eat, do for fun, etc. Discuss the differences and similarities between families and also discuss the fact that the world is one big family. During this discussion talk about the things we all have in common in the world (e.g., We need to eat, drink, sleep, have shelter, etc.) and the differences between us.

As a group, have children bring in a favourite food from their family/community. Discuss the differences/similarities between the foods. For example, many of us eat bread but the breads might have different spices, etc.

Worksheets and cut and paste activities about similarities and differences such as the Friendship Tree (each child creates a tree with all the names of classmates on leaves and writes one nice thing about each classmate on his/her leaf) can also build children’s feelings of empathy and an appreciation of each other.

Creating Cooperative and Caring Classrooms

Cooperative and nurturing games foster children’s self-esteem, sense of belonging, ability to care for oneself and others, and provide the opportunity to develop increased trust. Implementing such activities in the daily curriculum helps to decrease bullying in the classroom.

Cooperative games are those that require teamwork and do not have a “winner” and a “loser.” These games, by their very nature, promote children’s awareness of each other and others’ needs. The implementation of cooperative games develops children’s feelings of concern for others which results in positive social interactions.

Nurturing games and activities involve those that are soothing, calming, and reassuring. These activities promote self-esteem by conveying the message that the child is cared for and is loveable. Children internalize the “caring” message and are better able to respond to others in a positive and empathic manner.

Indoor / Outdoor Cooperative Play Ideas:

  • Motorboat
  • Paper Punch / Basketball Throw
  • Musical Hoops
  • Hot Potato
  • Walking to a Wall
  • Name Exchange
  • Choo Choo Train
  • Simon Says
  • Blindfold Walk
  • Pass a Funny Face
  • Red Light, Green Light
  • Duck, Duck, Goose

Indoor Cooperative Play Ideas:

  • Lotto and bingo games
  • Puzzles
  • Murals
  • Quilts
  • Friendship trees

Bullying Behaviour

What is Bullying?

Bullying can occur in any environment. It is defined as exposure repeatedly and over time to negative actions on the part of one or more people. Bullying happens, on average, every seven minutes on elementary school playgrounds. It most often happens while others watch and it does not stop when victims are left to deal with it themselves.

Forms of Bullying

  • Physical – hitting, kicking, pushing, etc.
  • Verbal – insulting, teasing
  • Psychological – threatening, excluding, making fun of others, gossiping

While the reduction of bullying can be accomplished by peers and adults intervening immediately when bullying is happening, it can also be prevented, to some extent, by the tone of the classroom and through activities which promote group cohesion.

Setting a Positive Tone in the Classroom

  1. Have clear expectations – Use visuals to help the children to know what is acceptable in the classroom. Establish rules as a group and have the children write or draw the rules. Post the list of rules in a visible spot in the classroom. Refer to the list when a child is not complying with the rules.
  2. Include activities to build self-esteem – Children who bully often have low self-esteem and being a victim can lead to feelings of rejection. All children benefit from activities that emphasize their own strengths and those of others. Children who bully learn to value their peers. Activities include:
    • Making a friendship tree with leaves made from the children’s handprints. Each handprint has qualities their peers like about the person whose name is on the leaf.
    • Friendship bracelets – Each person adds a bead to the other’s bracelet while saying something positive about their peer.
    • Making a helping hand – The child traces their own hand and then writes 5 ways to help others (one on each finger).
    • Superhero books – Have each child draw and/or write about what they would do if they were a superhero.
    • Make a “Hug Book” for each child to receive on their birthday. Each peer decorates a page (or half-page) and writes something they like about the birthday child.
  3. Educate children about bullying – Teach specific strategies so that the children will know what to do (whether they are a victim or a bystander). Provide strategies for children who bully others to help them stop the behaviour.
  4. Have the child who bullies admit the behaviour, apologize and atone for the action – The child who bullies must perform some act of kindness for the bullied child (with teacher direction and consent from the child bullied).
  5. Include cooperative, nurturing games/activities in your curriculum – Make sure the child who bullies is involved in these activities. Initially, the activities could be introduced at circle time or in large-group activities with all the children. Then, more of these activities could be used in a small groups. Make sure that the child who bullies is part of the small group. An adult must always facilitate these activities.
  6. Include activities/stories to build empathy in your curriculum – These activities can be done in the large group and also, emphasized individually with the child who bullies. An adult must facilitate the following activities:
    • Board games/lotto games designed to help a child build empathy
    • Books
    • Worksheets
    • Scripted role plays that use puppets/the children themselves. Make sure that the child who bullies plays the role of a victim to help develop empathic understanding.
  7. Use a reinforcement schedule – As well as clear consequences for bullying behaviour, use a reinforcement chart to reward the child for appropriate interactions with others. Initially, begin with a short time expectation to promote success. Make sure that the reinforcer is highly rewarding for the child. A token economy could also be used.
  8. Break the pattern – When possible, record incidents of the bullying behaviour to help identify a pattern, a particular situation and/or who the child targets. Break the generalized bullying pattern by creating a structured activity plan (in your head, at least) for the child who bullies by giving the child a variety of helpful chores to do (e.g., help bring chairs, help set out activities, help set out snack, set the table, put out cots, wash tables, etc.) Praise the child for all successful activities.
  9. Help the child to learn appropriate outlets for anger – Help the child learn to recognize the signs of anger/agitation which lead the child to bullying. Then, help the child to find appropriate outlets for these emotional responses by:
    • Using books/social stories to teach anger management
    • Using games (e.g., circle games that teach impulse control and body management skills as well as games that teach appropriate anger responses)
  10. Role play – Use puppets /children.

Ontario Review Board (ORB) and Community Treatment Orders (CTO)

Ontario Review Board (ORB)

A presentation by Kent Heise and Anissa Lamb – Managers, Complex Mental Illness Centre for Addiction and Mental Health (CAMH)

Community Treatment Orders (CTO)

A presentation by Kamilah Golding and Andrea Todd – Community Treatment Order (CTO) Coordinators, Centre for Addiction and Mental Health (CAMH)

A Shared Learning Forum (Webinar) recorded at Bob Rumball Centre for the Deaf on September 19, 2014.

Play presentation

Palliative and End of Life Care Glossary

End of life

That part of life where a person is living with, and impaired by, an eventually fatal condition, even if the prognosis is ambiguous or unknown.

End of life care

End of life care combines the broad set of health and community services that care for the population at the end of their life.
Quality end of life care is realized when strong networks exist between specialist palliative care providers, primary generalist providers, primary specialists and support care providers and the community-working together to meet the needs of people requiring care.

Palliative care

Short definition:

Palliative care is specialist care provided for all people living with, and dying from an eventually fatal condition and for whom the primary goal is quality of life.

Full definition in accordance with the World Health Organization:

Palliative care is an approach that improves the quality of life of patients and their families facing the problems associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual. Palliative care:

  • provides relief from pain and other distressing symptoms;
  • affirms life and regards dying as a normal process;
  • intends neither to hasten nor postpone death;
  • integrates the psychological and spiritual aspects of patient care;
  • offers a support system to help patients live as actively as possible until death;
  • offers a support system to help the family cope during the patient’s illness and in their own bereavement;
  • uses a team approach to address the needs of patients and their families, including bereavement counselling, if indicated;
  • will enhance quality of life, and may also positively influence the course of illness;
  • is applicable early in the course of illness, in conjunction with other therapies that are intended to prolong life, such as chemotherapy or radiation therapy, and includes those investigations needed to better understand and manage distressing clinical complications.

Palliative approach

A palliative approach is a term that has been used to describe care that aims to improve the quality of life for individuals with an eventually fatal condition, and their families, by reducing their suffering through early identification, assessment and treatment of pain, physical, psychological, social, cultural and spiritual needs.

Comfort care

Comfort Care is an essential part of medical care at the end of life. It is care that helps or soothes a person who is dying. The goal is to prevent or relieve suffering as much as possible while respecting the dying person’s wishes.

Palliative care can start anywhere from 3-6 months before someone reaches the end of life stage. Please keep in mind that palliative care does not necessarily mean comfort care or end of life care. There is still opportunity to provide the resident with a meaningful and fulfilling life until their very final days. Seven Oaks has the resources to provide support and comfort to all residents who are deemed palliative, even early on in the palliative stage. Please refer to the next pages to determine how members of the care team can provide the best quality care to our residents and their families. Note that there are various approaches to care. Some may be suitable for the resident and their family, while other approaches are not. During meetings with the family and resident, please determine if any of these resources are appropriate and send out a referral as soon as possible.

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON

Different cultural beliefs at time of death

Living in a society represented by many cultures and religious beliefs means that memorable events can be celebrated differently. In this article we look at the different religious beliefs surrounding death & dying and what funeral or burial rituals may be undertaken.
The information contained in these pages has been approved by community religious leaders. If you are interested in more detailed information, this can be obtained by contacting the appropriate church.

Christian

beliefs

Christians trust they will go to heaven to be with God once they have died and so in some respects a funeral is a time of joy, although also sadness, as the person will be missed by friends and loved ones.

Preparing

The church minister may come and visit the person and their family to discuss any concerns and to help the person to prepare for their death. Depending on the form of Christianity (i.e. Anglican, Presbyterian etc.) and the particular church, there may be slightly different customs that will be followed.

At the time

The church minister will offer any comfort or assistance the family needs to help them cope with the death and to organize the funeral. Friends will often send their sympathies in the form of cards and/or flowers to the deceased’s family.

Funeral

A Christian may be either buried or cremated, depending on their preference. The ceremony will typically be held at the deceased person’s church and conducted by the minister, but it could also be held at a funeral home. The ceremony may involve hymns, readings and prayer by both the minister and the deceased’s family and friends. The casket may be present in the room during the ceremony and carried out at the end by pallbearers usually members of the deceased’s immediate family. There is often the opportunity for people to view the deceased and to say their last goodbyes before the deceased is buried.

Burial

If the deceased has been cremated the ashes may be scattered. Otherwise, the ashes or body will be buried in a cemetery and marked with a gravestone to remember the deceased.

After

On special occasions such as the deceased’s birthday, Christmas or anniversary of the death, family and friends may come and visit the grave. Often, flowers or other objects to remember the deceased will be placed on the grave as a sign of respect.

Catholic

beliefs

Catholics believe that there is an afterlife and that once a person dies they will see God face to face. If a person has committed a grave offence and has not repented at the time of death then that person would not enter into the full glory of heaven.

Preparing

The sick and the elderly can receive the Sacrament of the Anointing of the Sick on a regular basis if they wish to. If they can’t get to church on their own they will be taken there by other members of the church.

At the time

When a person is close to death the family or friends ask a priest to come and pray with the sick person and the Sacrament of the Anointing of the Sick is administered. This includes anointing with Holy Oils and the reception of the Sacraments of Reconciliation and Holy Communion. After the person has passed away the priest comforts the family and helps them prepare the funeral arrangements.

Funeral

The Catholic funeral rite is called the Order of Christian Funerals. Family and friends pray for the soul of the deceased person and ask God to receive their soul into his eternal glory. The Vigil of the Deceased (a prayer service) is held the night before the funeral. On the day of the funeral a Requiem Mass for the deceased person is celebrated. This includes scripture, prayers and hymns. Family and friends are invited to take part in the service.

Burial

At the grave or place where the body has been entombed the Rite of Committal is celebrated. Family members and friends along with the priest pray once again for the deceased person as they commit the body or cremated remains to the final resting-place. The gravesite is also blessed.

After

Over the next year family members and friends often have Mass celebrated for the peace of the soul of the deceased person. On special occasions such as the deceased’s birthday, Christmas or anniversary of the death, family and friends will often visit the grave. Flowers or other objects to remember the deceased are sometimes placed on the grave as a sign of respect.

Church of Jesus Christ Latter Day Saints

beliefs

Church of Jesus Christ Latter Day Saints (or Mormons as they are also known) believe that at death the body and the spirit separate. The spirit goes to the spirit world before being reunited with the body. The judgment will then occur and after that the person will live in Heaven with God.

Preparing

The ward bishop and members of the church will offer support to the person who is dying and their family.

At the time

The ward bishop will go to the deceased’s home and offer assistance to the family in making arrangements for the funeral.

Funeral

Funeral services are generally conducted by the bishop in a ward chapel or in a mortuary. Although people mourn the loss of a loved one, the funeral service is viewed as a celebration of the life of the deceased. The service will consist of a eulogy, doctrinal messages, music and prayer. The funeral is designed to bring peace and solace, as church members believe families may be reunited in the life hereafter. Mourners often send flowers to the family to show their support.

Burial

Church members who have received temple ordinances are buried in their temple clothing. The grave is dedicated as a place of peace and remembrance for the family. Cremation is generally discouraged.

After

The gravesite is considered to be a sacred place for the family to visit and place floral remembrances.

Seventh Day Adventist

beliefs

Seventh Day Adventists believe that death is an unconscious sleep. When Christ returns to the earth he will awaken all those who believe in him and they will all go to be with God in heaven.

Preparing

For a Seventh Day Adventist death is not something to be afraid of but is part of God’s plan. The church minister or lay group leader may come and offer support to the person who is dying as well as their family.

At the time

Friends may visit and offer sympathies to the family. The church minister or lay group leader may offer assistance in helping with preparations for the funeral.

Funeral

The funeral will usually take place within a week. Friends may be able to view the deceased if that is what the family wishes. The service will usually take place at the church, a chapel or crematorium and include music, singing, scripture readings, a sermon and prayers.

Burial

Seventh Day Adventists can be buried or cremated. There will be a committal ceremony at the graveside or crematorium. The minister or lay group leader will pray and read scripture as they commit the body to the earth.

After

Friends may visit the family to offer help and offer words of comfort. They may also send flowers or food to the house.

JEHOVAH’S WITNESS

beliefs

Jehovah’s Witnesses believe that when they die they go into a kind of sleep until God resurrects them from the dead. Those who gain entrance to heaven will live with God but the vast majority of mankind will be resurrected to a restored paradise on earth.

Preparing

The church elders will visit the person, pray with them and share scripture to bring the person comfort.

At the time

No rituals are performed at time of death but an elder will give comfort to friends and family of the deceased.

Funeral

The funeral is usually held at the Kingdom Hall that the deceased attended or at the funeral home. The body may either be cremated or buried depending on the wishes of the deceased. Mourners will usually wear dignified clothing in muted colours out of respect for the deceased. A church elder runs the service with a sermon, prayers and singing.

Burial

A committal service may take place at the graveside if this is the wish of the family. It would include prayers and scripture, which will once again be lead by the church elder.

After

Mourners gather at the family’s house so friends and relatives can offer their sympathies. Flowers and cards are usually sent. Family and friends may come and visit the grave in the coming years to remember the deceased.

Jewish

beliefs

Beliefs may vary depending on whether the Jewish person is Orthodox, Reform or Conservative. Jews believe that when they die they will go to Heaven to be with God. This next world is called Olam HaEmet or ‘the world of truth’. Death is seen as a part of life and a part of God’s plan.

Preparing

Family and friends will gather. A rabbi may be called to offer comfort and to pray for the person who is dying.

At the time

The person’s eyes are closed, the body is covered and laid on the floor and candles are lit. The body is never left alone. Eating and drinking are not allowed near the body as a sign of respect. In Jewish law, being around a dead body causes uncleanliness so often the washing of the body and preparations for burial will be carried out by a special group of volunteers from the Jewish community. This is considered a holy act.

Funeral

Jews may not be cremated or embalmed. In Israel a coffin might not always be used but outside of Israel a coffin is almost always used. The body is wrapped in a white shroud. Mourners have the opportunity to express anguish. Tears are seen as a sign of sadness and show that the mourner is confronting death. Mourners also tear their clothing as an expression of grief.

Burial

The burial takes place as soon as possible following the death. Pallbearers will carry the casket to the grave. A family member will throw a handful of earth in the casket with the body. This is to put the body in close contact with the earth. Jewish law says each grave must have a tombstone to remember the deceased.

After

A candle is lit after returning from the cemetery to mark seven days of mourning called Shiva. This is when people can offer sympathies to the mourners. A meal is prepared by friends to help the mourners regain their strength. Each year the anniversary of the death is commemorated according to the Hebrew calendar. This day is observed as a solemn day of remembrance.

Hindu

beliefs

Hindus believe in reincarnation. When a person dies their soul merely moves from one body to the next on its path to reach Nirvana (Heaven). So, while it is a sad time when someone dies, it is also a time of celebration.

Preparing

Family and a priest may come to pray with the dying person, sing holy songs and read holy texts. The priest may perform last rites.

At the time

Family will pray around the body soon after death. People try to avoid touching the body as it is considered unclean.

Funeral

The deceased will be bathed and dressed in white traditional Indian clothing. If a woman dies before her husband she will be dressed in red. The procession might pass by places that were important to the deceased. Prayers are said at the entrance to the crematorium. The body is decorated with sandalwood and flowers. Someone will read from the scriptures. The head mourner is usually a male or the eldest son and he will pray for the body’s soul.

Burial

Hindus are cremated as they believe burning the body releases the spirit. The flames represent Brahma (the creator).

After

A priest will purify the family’s home with spices and incense. A mourning period begins during which friends and relatives can visit the family and offer their sympathies. After the funeral mourners must wash and change their clothing before entering the house.

One year later Shradh occurs. This is either a one-off event or may become an annual event. Sbradh is when food is given to the poor in memory of the deceased. Shradh lasts one month and a priest will say prayers for the deceased; during this time the family will not buy any new clothes or go to any parties.

Muslim

beliefs

There are two types of Muslims – Shi’ite and Sunni, so beliefs and customs may be slightly different for each. Muslims believe that the soul continues to exist after death. During life a person can shape their soul for better or worse depending on how they live their life. Muslims believe there will be a day of judgment by Allah (God). Until then, the deceased remain in their graves but on judgment day they will either go to Heaven or Hell. Muslims accept death as God’s will.

Preparing

Muslims should be prepared for death at any time, which is partly why daily prayers are so important. A dying person may wish to die facing Mecca, the Muslim holy city. Family members and elders recite the Muslim scripture called the Koran and pray for the person.

At the time

The eyes of the deceased will be closed and the body is laid out with their arms across their chest and head facing Mecca. The body will be washed by family or friends. It will be wrapped in a white shroud and prayers will be said.

Funeral

The body will be buried within 24 hours as Muslims believe the soul leaves the body at the moment of death. The funeral will take place either at the graveside and involve prayer and readings from the Koran.

Burial

There are conflicting opinions as to whether women are allowed to go into the graveyard. Before burial a prayer will be recited. Mourners are forbidden from excessive demonstrations of grief. The body will not be cremated as this is not permitted in Islam. The deceased will be buried with their face turned to the right facing Mecca. A coffin is usually not used but a chamber dug into the grave and sealed with wooden boards so no earth touches the body. The grave will usually be simple without any fancy decoration.

After

Three days of mourning follows where visitors are received and a special meal to remember the departed may be held. Mourners avoid decorative jewelry and clothing. Male family members go to visit the grave daily or weekly for 40 days. There will also be prayer gatherings at the home for 40 days. After one year there will be a large prayer gathering of family and friends. After that, male family and friends visit the grave and everyone remembers the deceased in prayers.

Sikh

beliefs

Sikhs believe in reincarnation but also that if a person lives their life according to God’s plan then they can end the cycle of rebirth in this life. They believe in an afterlife where the soul meets God

Preparing

Friends and relations will be with the dying person and recite from the Sukhnami Sahib.

At the time

After passing away the deceased will be washed and dressed in clean clothes. If the deceased has fulfilled the Sikh baptismal ritual then the five symbols of Sikh membership will also be placed in the coffin.

Funeral

Friends and family drive in procession to the crematorium. Death is not seen as a sad occasion but as an act of God and so it is forbidden to cry. There may be an opportunity to view the deceased. Hymns may be sung, prayers and the poem Sohila recited.

Burial

Cremation is the norm. Although, some Sikhs and only small children and babies will be buried. A male family member will switch the cremation oven on. The ashes will be spread in running water and are traditionally sent to India.

After

Afterwards the mourners will come to the temple for more hymns and readings as well as the distribution of parsad, a kind of bread/pudding, which is a symbol of God’s blessing. For days after the death, Gum Granth Sahib will be read or sung regularly in order to ease the sorrows of the family.

Buddhist

beliefs

Buddhists believe in rebirth and that when they die they will be reborn again. The goal is to escape the cycle of death and rebirth and attain nirvana or a state of perfect peace. There are lots of different types of Buddhism and many different ways of dealing with death.

Preparing

The dying person may ask a monk or nun in their particular Buddhist tradition to help them make the transition from life to death as peaceful as possible. Buddhists believe that a person’s state of mind as they die is very important so they can find a happy state of rebirth when they pass away. Before and at the moment of death and for a period after death, the monk, nun or spiritual friends may chant from the Buddhist scriptures.

At the time

Buddhists believe the spirit leaves the body immediately but may linger in an in between state near the body. In this case, it is important the body is treated with respect so that the spirit can continue its journey to a happy state. The time it is believed to take for the spirit to be reborn can vary depending on the type of Buddhism practiced

Funeral

Because there are so many different types of Buddhist funeral traditions vary. Funerals will usually consist of a simple service held at the crematorium chapel. The coffin may be surrounded by objects significant to the person who has died. Monks may come with the family to the funeral and scriptures may be chanted.

Burial

The person may either be cremated or buried depending on their tradition. There may be speeches and chants on the impermanence of life.

After

The grave may be visited by friends and family in remembrance of the person who has passed away. The importance of the gravesite will depend on the particular Buddhist tradition. Buddhists believe that it is just the physical body that lies in the grave because the person’s spirit has been reborn. Buddhists will often do things to wish for the happiness of the deceased person. For example in Southeast Asia lay people give offerings to the monks in memory of the dead person.

Material sourced with permission from The Comfort Care Basket Program, Seven Oaks Long Term Care Centre, Toronto, ON