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Listening to Others

Materials Required:

  • 2 puppets
  • crayon and paper for the puppet show
  • puppet theatre (optional)
  • visual schedule outlining the schedule for this session
  • rules board
  • radio or cd player with music cd
  • crayons, markers or pencils (one per child)
  • scissors (one per child or enough for children to share)
  • glue (one per child or enough for children to share)
  • art activity sheets for “Listening to Others” (one per child)
  • “What I did in Social Skills Group” worksheets (one per child)
  • “Listening to Others” story books (one per child)

Schedule:

    1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

      Visual Schedule Pictures

    2. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
    3. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun!Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

    1. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in listening to others.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What was Mona doing? (She was drawing a picture.)
      • When Jerome called Mona’s name, did she continue to draw? (No, she stopped drawing her picture.)
      • Did Mona look at Jerome? (Yes, she did look at Jerome.)
      • Did Mona talk while Jerome was talking? (No, she waited until he was finished.)

      Puppet Show Script: Listening to Others

    2. At this point, you can introduce the social skill for this session by showing the steps involved in how to listen to others. Refer to the “Step by Step Visuals” and show them to the children.
      • I have to stop what I am doing.
      • Look at the person talking to me.
      • Be quiet so I can hear the other person.
      • I can wait until the person is done talking and try not to interrupt.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

Step by step: Listening to Others

    1. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘listening to others’. At this time, you will perform the ‘Inappropriate Script’ for listening to others.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was Mona doing? (She was drawing a picture.)
      • When Jerome called Mona’s name, did she stop drawing? (No, she continued to draw.)
      • Did Mona look at Jerome? (No, she looked down at her drawing.)
      • Did Mona interrupt Jerome while he was talking? (Yes she did interrupt and she did not give him a chance to finish speaking.)
      • How did you think Jerome was feeling?
    2. The story helps to reinforce the steps and desired responses about ‘listening to others’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Listening to Others

    1. The group game is intended to give the children an opportunity to practice how to stop, look, and be quiet. The following is a suggested group game:Freeze Dance Game –
      Select music to play for the activity; it may be from the radio or a music CD. Ask the children to stand and listen very carefully to the music. While the music is playing, the children can dance any way they like until the music stops, at which time they must “freeze” or stop moving. Remember to stop the music every minute or so.
    2. OPTIONAL: The art activity focuses on the sequence of steps involved in listening to others. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Listening to Others

    1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example,

      Worksheet

      a) Point to the title box and read this to the children.

      b) Ask the children to write their name on this line (point to the line at the top of the paper).

      c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

      d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

      e) Have the children identify how they were feeling during today’s group session.

      * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

      Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

Worksheet: Listening to Others

  1. Distribute “Listening to Others” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends.You may want to include a copy of the story at the book centre in your classroom.
  2. Sing a goodbye song to conclude the social skills session.
    • Sing “Goodbye(child’s name), goodbye(child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Asking a Friend to Play

Materials Required:

  • 2 puppets
  • 2 games for the puppet show (e.g., Connect 4, or Hungry, hungry hippos)
  • puppet theatre (optional)
  • visual schedule outlining the schedule for this session
  • rules board
  • crayons, markers or pencils (one per child)
  • scissors (one per child or enough for children to share)
  • glue (one per child or enough for children to share)
  • art activity sheets for “Asking a Friend to Play” (one per child)
  • “What I did in Social Skills Group” worksheets (one per child)
  • “Asking a Friend to Play” story books (one per child)

Schedule:

    1. Review the plan for today’s session by showing the children the visual schedule.
      • When reviewing the schedule, point to and name the pictures in order (e.g., first we will sing hello, have a puppet show, etc).
      • You may consider removing each picture as the activity is completed. You can create a pocket at the bottom/end of the schedule that represents “finished” or “all done”.
      • Place the schedule in a visible and accessible place where it can be referred to throughout the session.

      Visual Schedule Pictures

    2. Each session begins with a song that welcomes all the children and teachers to the group. Here are a few suggestions:
      • Sing “Hello (child’s name), hello (child’s name), hello (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving hello and singing along.
      • If age appropriate, create name cards/tags for each child and teacher. Hold up each card while singing the “Hello Song” above. After singing the child’s name give them the name card to hold. Once the song is finished, ask the children to put their name cards behind them. The children can use the name cards later in the session when completing the worksheet.
      • You may also choose to use a “hello” or “welcome” song that you currently sing in your classroom.
    3. A rules board or a positive behaviour chart can help to provide a clear and consistent description of rules and expectations for the session. Decide on the main rules that will help the session run smoothly and help the children be successful in their learning. In our sample board, the rules are: raise your hand for a turn to speak, one person talks at a time, listen to others, sit on the carpet, keep your hands and feet to yourself, and have fun! Review the rules during each session. Have the children look at the rules, point to them and label them. Place the rules board in a visible and accessible place where it can be referred to during the session.

Group Time Rules

    1. OPTIONAL: Review the skill from last session. Ask the children if they remember what they learned in the previous social skills session. Can they recall the steps involved?For example, the previous skill was “Getting Someone’s Attention” and the steps are:
      • I can walk towards the person.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • then, i  wait and listen for an answer
    2. The puppet shows that you will be performing help to demonstrate the concept or skill for this session. At this time, you will be performing the ‘Appropriate Script’ which models the steps involved in asking a friend to play.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask:
      • What game did Mona pick? (She picks the Connect 4.)
      • How did Mona get Jerome’s attention? (She walks up to him, taps him on the shoulder and says his name.)
      • What did Jerome do next? (He stops colouring, looks at Mona and answers.)
      • What does Mona ask Jerome? (She asks him to play.)
      • How do you think Mona was feeling?
      • How do you think Jerome was feeling?

      Puppet Show Script – Asking a Friend to Play

    3. At this point, you can introduce the social skill for this session by showing the steps involved in how to ask a friend to play. Refer to the “Step by Step Visuals” and show them to the children.
      • First, I pick a game or activity.
      • I walk towards my friend.
      • I can say their name.
      • I can tap them gently on the shoulder.
      • I can ask my friend to play.

      We recommend keeping these visuals out so the children can refer to them during the puppet show that follows. For example, place them on the floor in the middle of the circle for all the children to see.

      Step by step: Asking a Friend to Play

    4. The second puppet show that you will be performing is a scenario where one of the puppets does not follow the suggested steps for ‘asking a friend to play’. At this time, you will perform the ‘Inappropriate Script’ for asking a friend to play.After the puppet show, have a brief discussion with the children about what they saw. Here are some sample questions you may want to ask the children:
      • What was game did Mona pick? (She picks the Connect 4.)
      • How did Mona get Jerome’s attention? (She walks up to him and pulls his hand.)
      • What did Jerome do next? (He tries to pull himself away from Mona.)
      • Does Mona ask Jerome to play? (Not really, she tells him he has to play.)
      • How do think Mona was feeling?
      • How do you think Jerome was feeling?
    5. The story helps to reinforce the steps and desired responses about ‘asking a friend to play’. Read the story to the children. Let them know they will receive a copy of the story to look at later and/or to take home.

Book: Asking a Friend to Play

    1. Here is a chance for the children to practice asking a friend to play some games. The following are some suggested games to play: Crocodile Dentist, Honey Bee Tree, Hungry Hippos, and Pop up Pirate.Depending on the number of children in your group and/or the number of games that are available, have some of the children choose a game then go ask a friend(s) to play.
    2. OPTIONAL: The art activity focuses on the sequence of steps involved in asking a friend to play. You can include this activity as part of the session or use it as a follow up activity to be completed another day.Please refer to the Art Activity sheets.

Art activity: Asking to Play

  1. Distribute the “What I did at Social Skills Group” worksheets to each child along with a marker, crayon or pencil. Once the children have all the materials, review the worksheet and point out what needs to be completed in each section.For example, worksheet

    a) Point to the title box and read this to the children.

    b) Ask the children to write their name on this line (point to the line at the top of the paper).

    c) Review the pictures in the “Group time activities” section by pointing to the each picture as you label it. Ask the children to circle the activities from this session.

    d) Here, ask the children to write the name of at least one other child they played or interacted with during the session.

    e) Have the children identify how they were feeling during today’s group session.

    * If you are using name cards or tags, ask the children to place them on the floor in front of them. The name cards can be used to help children to complete the worksheets by writing their own name, and the name(s) of a friend they played with during the session.

    Once the worksheets have been completed, collect the writing materials and ask the children to place the worksheets in front of them. Let the children know they can take the worksheets home to share with their family and friends.

    Worksheet: Asking a Friend to play

  2. Distribute “Asking a Friend to Play” books to each child. Let the children know that they can bring the story home to read with their parent(s), family and friends. You may want to include a copy of the story at the book centre in your classroom.
  3. Sing a goodbye song to conclude the social skills session. Sing “Goodbye (child’s name), goodbye (child’s name), goodbye (child’s name), so glad you came today”. Repeat until everyone in the group has been greeted. Encourage the children to join in by waving goodbye and singing along.

Aging: Changes in Smell and Taste

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Smell and Taste

Changes in smell and taste expected as the person ages:

  • Decreased taste buds and secretions.
  • Drying of mucous membranes.
  • Decreased sensitivity to smell.

Strategies for supporting people with changes in smell and taste:

  • May enjoy smaller attractive meals. It helps to be able to smell food preparation.
  • At risk of eating spoiled food.
  • Needs to be taught about the dangers of cleaning with chemical (i.e. ammonia).
  • Food poisoning can be a concern with clients who have difficulty detecting spoiled meat and dairy products.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Other Ideas

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Other ideas

Ideas for accommodating balance:

  • Use a rocking chair can help compensate.
  • Use walkers and canes properly.
  • Do some exercise to maintain leg muscles.
  • Encourage the person to avoid lifting, stretching and reaching when it can not be done safely.
  • Have the person get up gradually so that they don’t get dizzy.

Increased Physical Stress:

  • Handling physical stress becomes more difficult as you get older.
  • People are less able to adjust to such stresses as heat, cold, physical exertion, and illness.
  • Have the person do things they enjoy but help them to pace themselves. Provide a rest day after an extra busy day, if possible, or at least a quieter day.

Ideas re Exercise:

  • Important to exercise to prevent muscle tissue from turning to fat.
  • Exercise helps maintain bone density.
  • Exercise helps prevent depression.
  • Encourage walking and other exercise as suggested by medical doctor or physiotherapist.

Ideas re Meals and Nutrition:

  • In general, older people need fewer calories so provide foods rich in nutrition but lower in calories.
  • Sense of thirst decreases so encourage people to drink more frequently. Kidneys may also be filtering more medication.
  • Weight loss or gain of 10 pounds in six months needs to be looked into medically.

Ideas re Speech and Communication:

  • May be slightly harder and take a bit longer to say what they want to say. Not usually apparent but more likely to happen in stressful situations.
  • For example, when the doctor is in a hurry and wants to speak with the person accompanying the individual, they may need support to speak for themselves.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Some Possible Psychological/Social Issues

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Psychological/Social Issues

Psychological/Social Issues possible as the person ages:

  • Decreased social contact – friends and family die- person may withdraw.
  • Reconciliation with past-resolving conflicts, losses, acceptance.
  • Changes in physical appearance may be difficult.
  • Changes in roles/tasks that people can manage can make them feel they have less to contribute.
  • Managing leisure time- more “free time”.
  • Depression relatively common.

Strategies for supporting people with Psychological/Social Issues as the person ages:

  • Provide grief support and encourage existing friendships.
  • Do life review work/life story book and use photographs to help person talk about the past.
  • Help person with grooming and clothes so they can look their best.
  • Help person participate in meaningful ways in daily activities, find new roles and have as much control and choice as possible. Help structure time.
  • Facilitate participation in leisure activities the person likes.
  • Facilitate assessment for and treatment of depression.
  • Advocate for your clients since it is predicated that social services will not be equipped to deal with the increased aging population.
  • Hire qualified staff to perform assessments on anticipated new geriatric population.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Changes in Cognitive Ability

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Cognitive Ability

Changes in the cognitive ability expected as the person ages:

  • Don’t lose overall ability to learn new things but there are changes in the learning process.
  • Harder to memorize lists of names and words than for a younger person.
  • Sensory and motor changes as well as cognitive ability may affect ability to respond – hard to know which is which.
  • Increased risk for dementia – approximately 56% to 67% of the population will be affected after the age of 60.

Strategies for supporting people with changes in cognitive ability:

  • Learning new information may take longer for an older person and they may need cues to help to retrieve information stored in memory.
  • When given a choice of answers it may be easier for the person to give correct answer rather that retrieving directly from memory.
  • Monitor for signs and symptoms of dementia which include but are not limited to:
    • Behavioral changes.
    • Difficulty performing familiar tasks.
    • Mood swings.
    • Decline in level of functioning.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Changes in the Nervous System

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Nervous System

Changes in the nervous system expected as the person ages:

  • Sleep /wake cycle changes at 60/70. May need 1or 2 less hours of sleep at night but sleep may not be as restful.
  • People get about 20% less oxygen to the brain which affects balance.

Strategies for supporting people with changes in the nervous system:

  • Discourage long naps and caffeinated products later in the day. Encourage the same patterns and rituals at bedtime.
  • Maintain a set schedule with respect to bedtime time and arising in the morning.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Changes in Bones and Joints

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Bones and Joints

Changes in Bones and Joints expected as the person ages:

  • Decreased height due to bone changes.
  • Bones are more brittle – risk of fracture.
  • Changes of absorption of calcium.
  • Pain from previous falls or broken bones.

  • Joints less lubricated – may develop arthritis or osteoarthritis.
  • Unsteady gait.
  • Decrease in muscle mass, strength, tone and joint mobility.

Strategies for supporting people with changes in Bones and Joints:

  • Incorporate light exercise including some weight bearing if possible to daily routines.
  • Take precautions to prevent falls such as de-clutter home and remove area rugs.
  • May need calcium and Vitamin D supplements- ensure a balanced diet.
  • Monitor and treat pain appropriately.
  • Provide pain medication if at possible prior to undertaking an activity to reduce discomfort.
  • Allow more time as the person may need to do things more slowly.
  • Promote use of mobility aids.
  • Use of safeguards to prevent falls.
  • Increase tolerance for physical activity.
  • Restore and improve the ability to ambulate and /or participate in ADLs.
  • Avoid injury from falling or improper use of body mechanics.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Aging: Changes in the Cardiovascular System

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Cardiovascular System

Changes in the cardiovascular system expected as the person ages:

  • Heart works harder to maintain oxygen levels in the body.
  • Cholesterol may accumulate on the walls of the arteries.
  • Decreased ability to replace fluids lost while breathing.
  • Diminished cardiac reserve.

Strategies for supporting people with changes in the cardiovascular system:

  • People may become fatigued – may need more rest.
  • Blood pressure monitored as recommended by healthcare professionals.
  • Reposition person frequently, if unable to move on their own, so fluids don’t build up. Physiotherapy may be needed.
  • Assure adequate fluid intake and seek medical help quickly if you think the person may be dehydrated.
  • Encourage client to raise feet or to rest on pillows to decrease edema.
  • Sign of stroke and heart attack may not be as noticeable as the general population. Some of the signs may be rapid change of behaviour, such as sudden weakness or unable to stand.
  • Exercise regularly, participating in at least 20 minutes ( up to 40 minutes) of vigorous exercise 4-5 times a week.
  • Do not smoke.
  • Maintain ideal weight.
  • Eat a diet low in total fat, saturated fats, cholesterol and high in fibber.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

Changes in the Respiratory System

Supporting people with an intellectual disability through the “Normal” Aging Process

Introduction

Aging Persons with an intellectual disability will:

  • Likely affect the daily rhythms of our homes and the community as a whole.
  • Push us to focus even more on building upon, reinforcing and developing their strengths so that their quality of life is enhanced.
  • Have frequent changes in support and residential location and their health records are often inadequate. Consequently, it may take some time to piece together an accurate picture of the individual’s health status.
  • Challenge us to find creative ways for people to continue to do the things they like to do and to continue to have a role in the home.

Other Considerations:

  • Aging takes place earlier with individuals who are intellectually disabled than the general population.
  • In the 21st century, the life expectancy has increased to 66.1 years of age.
  • Individuals who are intellectually disabled account for 3% of older adults.
  • Health needs change as they individual gets older.

Respiratory System

Changes in the respiratory system expected as the person ages:

  • Respiratory disease most common cause of death.
  • Decreased volume and expansion of lungs may lead to decreased function.
  • Susceptible to lung infections, increases if someone is inactive.
  • Swallowing impairments can cause aspiration.
  • Pooling of respiratory secretions.
  • Atelectasis.

Strategies for supporting people with changes in the respiratory system:

  • Planning activities with shorter duration.
  • May need more rest periods.
  • Reposition person frequently if they are unable to move on they own.
  • Consult a doctor if person consistently coughs during or after a meal.
  • Encourage deep breath exercises.
  • Breathe through nose to moisturize the inhaled air.
  • Monitor clients at meal time and encourage them to eat slowly to reduce the risk of aspiration.
  • Keep immunization up to date and consult with health care provider about with other immunization that may be recommended.
  • Encourage hand hygiene throughout the day to reduce the transmission of infectious diseases especially during flu season.
  • Monitor for signs and symptoms of infection.
  • Encourage client to increase fluid intake.

Summary

  • Not every person will experience all of these changes.
  • Organizations concerned with a particular syndrome or condition may be helpful in providing information helpful for certain individuals.
  • Aging is a spiritual and psychological journey as well as a physical one.

Don’t Forget

  • If we believe that people can continue to grow and to share their gifts as they age we will support them to do so.

Information is compiled from the following:

  • McCracken Intervention Matrix –McCracken -College of Nursing and Health, University of Cincinnati and Lotteman Children, Inc. Covington, KY
  • A Focus on Geriatrics Sharing the Learning St Vincent Hospitals part of Providence Health Care
  • Age Changes and what to do about it Phyllis Kultgen and Peggy Hotz
  • Management Guidelines Development Disability Version 2, 2005.

Original material compiled by Jane Powell of L’Arche Ontario
Adapted with permission from http://www.aging-and-disability.org

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