Resume Template

Resume

Your name: _______________________________

Your address: _____________________________

_______________________________________

Home phone: _____________________________

Employment goal: __________________________

Education:

_ _ _ _- _ _ _ _

Name of School: ___________________________

Description of Program: ______________________

_______________________________________

_ _ _ _- _ _ _ _

Name of School: ___________________________

Description of Program: ______________________

_______________________________________

Special training/volunteer:

_ _ _ _- _ _ _ _

Name of Agency: __________________________

Description of Experience:____________________

______________________________________

Employment history:

_ _ _ _- _ _ _ _

Name of Agency: __________________________

Description of Experience:____________________

______________________________________

_ _ _ _- _ _ _ _

Name of Agency: __________________________

Description of Experience:____________________

______________________________________

_ _ _ _- _ _ _ _

Name of Agency: __________________________

Description of Experience:____________________

_______________________________________

Activities and Interests:

Description: ______________________________

References:

Available on request.

ABC Functional Assessment Card

Whether you are a parent, teacher or early childhood professional, understanding and changing your child’s behaviour is never simple. However, describing the behaviour that concerns you, and gathering good information about when it occurs and under what conditions, is the first step to success.

The ABC Functional Assessment Card is a recording system that is extremely valuable in helping you gather and analyze information you need to help change behaviour.

The first step is to carefully select and “define” a specific problem behaviour – the one you are concerned about and would like to change. Defining a behaviour requires that you describe exactly what you see and/or hear. Your definition should be specific, observable, and measurable. You may find it helpful to print the definition of the behaviour right on the top of the ABC card before copying the cards.

The next step is to fill out a separate ABC Card each time the defined behaviour occurs. The example below shows you how to do this. If the behaviour often occurs, you will want to have a greater number of cards handy. Other adults can also fill out the cards.

On a busy day, you will sometimes miss recording an occurrence. Do not worry about it. Just complete the cards as often as you can.

How do I complete the cards?

The cards are quite simple to complete. Here is how to do it:

ABC Functional Assessment Card

For example, Amanda is having great difficulty with the hand washing routine and her tantrums are very disruptive. The problem seems to be getting worse. We will begin by defining the problem behaviour (e.g., screaming and stomping of feet). Next, we will gather the information about each incident using the ABC card.

Here is what it looks like when one incident is recorded:

ABC Functional Assessment Card Example

You will need to record at least 5 or 6 incidents to make sure you have enough information. It also helps if other people record the incidents as well. At this point, you will probably have enough information to analyze.

What should I look for when analyzing the cards?

It is important to look for any patterns or common trends, such as patterns in the days of the week, or times of the day when the problem behaviour occurs. You will also want to think about when the behaviour does not occur. This may give you additional clues about contributing factors.

Questions to ask include:

Is the behaviour happening during the same activity and/or with the same materials?
Does the behaviour occur with specific people? (e.g., mom, child care teachers)
Are there certain events or conditions that lead up to or happen ¬before the behaviour?
Is there a consistent consequence?
Does the behaviour stop after a particular consequence? If this is consistent, does this mean anything about the function or purpose of the behaviour?
Consider other personal factors that may be influencing the behaviour such as illness, tiredness, or hunger.

Analyzing all the information that you gather and record using the ABC Assessment Cards will allow you to make a “best guess” regarding the function or purpose of the behaviour. Your next task will be to plan for change!

blank ABC template

Worried About Starting School

photo of mother and child looking out window

While you can’t always know what your child is thinking, chances are he is both excited and nervous about starting school. Think back to your own thoughts and feelings when you started school for the first time. Here is a list of some worries children may have.

Who will play with me?
What if I get lost?
Who can I ask for help?
Where do I put my coat and bag?
I miss my Mom and Dad.
What if the bus driver forgets where I live?
What if the teacher asks me a question and I don’t know the answer?
I’m afraid to use the washroom.

Children with special needs may find it difficult to express their fears and worries about starting school. As a parent, you can help your child by making him familiar with what school will be like and all the things he can look forward to learning. You can also put plans in place to deal with his fears and anxieties. If your child becomes so anxious about school that his typical eating, sleeping, or washroom routines are disrupted, please contact a professional.

Parents often have their share of worries as well. This is understandable as having a child start school can bring changes to the whole family’s routine. Parents who were previously at home with their child may be returning to work. After school child care arrangements may have to change as well. As a parent of a child with special needs you may also be concerned about how your child will “fit in” at school.

It is important to remember that it’s impossible to prepare your child for every new experience he will encounter at school. Much of our learning in both childhood and adulthood occurs when we face the unexpected. Your child will have days when he comes home buzzing with excitement, eager to show you a picture he has painted, or how he can print his name.

Your child will also have days when he comes home frustrated by things he finds difficult to learn. At these times, it is important to acknowledge your child’s frustration and praise him for his efforts. You can let him know that everyone learns at a different pace and it’s OK if he needs more time to practice a new skill. If you find that your child is frustrated more often than not, you may want to meet with his teacher to figure out what the cause may be. Regardless of exceptionalities, all children still differ from one another to varying degrees. Every child has a unique combination of abilities and needs, interests and fears, and successes and failures. These individual differences are present throughout our lives and are a part of human nature.

Finally, always take time to relax and have some fun with your child and his brothers or sisters. When you visit the park, prepare a meal together, or rent a movie, you are showing your children that your love is not based on their academic achievement.

When your Child is Diagnosed with Special Needs

Parenting a child is perhaps one of the most challenging tasks we will face during our lifetime. Whether we consider it a job, art, or craft there are few experiences in life that prepare us for the many ups and downs that come with this unique responsibility. Nonetheless, most parents manage to raise their children remarkably well.

In addition to the usual stresses and strains of parenthood, parents of children with special needs face other pressures and must learn to cope with problems in ways that will enhance, rather than, hinder the growth of their child.

Diagnosis

Children are diagnosed at different ages. Parents may learn about a condition prior to a child’s birth, immediately after birth, or they may identify concerns more slowly as the child matures.

Regardless of when your child receives a diagnosis, your reaction may be strong and often traumatic. No parent is prepared for this news. Upon learning that your child may have special needs, most parents react in ways that have been shared with all parents before them who have been faced with this challenge.

The following is a look at some commonly reported reactions to parenting a child with special needs:

Reactions

A common first reaction is denial. Denial, in fact, may act as a protective device, giving parents additional time to adjust to and absorb information. Denial quickly merges with anger. Anger may be directed at the medical professional giving the news, a spouse, family members, and the child himself. At times, the anger will seem so intense parents feel that the world is against them. Parents may avoid medical professionals, family, friends, and even neighbours who confront them with a reality they are not ready to accept.

Fear and guilt may also be present. Fear may arise if parents are unsure of the diagnosis, the implications of it, and what the future holds. When a parent is given information about a diagnosis, it is common to only take in bits and pieces of that information. Large chunks of a discussion can disappear. You are unsure of what you have heard, or what it means. A medical or developmental professional may use jargon or terminology that is completely unfamiliar to you. You may be overwhelmed and unable to ask questions or clarify the information you do not understand. You may fear the reactions of your family members to this news and you may fear that your child will be rejected by society.

Parents may also feel greatly alienated or separated from others. You believe that no one else is coping with a situation like yours. Guilt is often associated with feelings that you could have done something to prevent this. Parents ask “Why us?” and search for explanations. Much self-reproach and feelings of remorse, or sorrow can stem from questioning the causes of your child’s special needs.

Guilt may also lead to confusion during this traumatic period. As a result of not fully understanding what is happening and what will happen, confusion may reveal itself in sleeplessness, inability to make decisions, and general overload. As with fear, confusion is often related to being forced into a world that is unfamiliar to you. Medical or developmental terms are feeling like a new vocabulary and you find that you cannot make sense of it.

Feeling helpless to change what is happening can occur. You may recognize that you cannot change the nature of the diagnosis and it is very difficult to rely on the judgments and opinions of the professionals with whom you have had contact. You are interacting with people who are basically strangers to you and with whom no bond of trust has yet been established. Helplessness is often accompanied by disappointment. Disappointment related to your expectations being changed can create a roadblock or barrier to acceptance of your child.

Rejection may also be present. Rejection can be directed toward your child, a medical professional, or toward other family members. Rejection and depression are often linked to one another.

Many families reach a stage of adaptation where they can accept their child, the diagnosis, and themselves. At this stage, families begin to find, or pull together resources to adapt to the situation and to help cope with what is to come.

Not all parents go through these stages, but it is important for parents to identify with all of the potentially overwhelming emotions that can arise and know that they are not alone. The impact of a child’s diagnosis affects different families in different ways. Keep in mind that there are many actions that you can take immediately to help you and your child.

After the Diagnosis

Request Information
Your first visit with the doctor may leave you emotionally drained and just not capable of taking in any more information. Try not to do everything
in one visit. Set up a second or third visit with the doctor who diagnosed your child.Before you go for the next visit, write down a list of questions you want to ask, or write down questions during the visit.A few questions to consider asking the doctor can include:
- Does my child need additional testing, blood work, and assessments by other specialists?
- If so, when will the tests be scheduled and when will we know the results?
- How do you know my child has__________?
- Are there other names for my child’s condition?
- How will this affect my child’s development?
- What needs to happen next?
If you do not understand the doctor’s response to your questions, ask him to explain in greater detail. Write down the responses, or bring a tape recorder. Don’t rely on your memory! This is an emotional time for you and you may forget key things the doctor has said. Ask the doctor to give you a list of books on the diagnosis and related support services in your community. Get the information in writing and if you need a referral to another doctor or agency, request that the doctor do it immediately in your presence.
A Second Opinion
If you have any doubts about the diagnosis or the professional who gave it to you, seek out a second opinion. Do not feel that you have only one option when it comes to having your child assessed. If a medical professional is unable to answer your questions in a manner that you find reasonable and clear, move on. You need to establish a comfort level with a medical professional who may be involved with your child for some years to come. You want to develop a sense of trust with this person and be recognized as a contributing and valued source of information about your child. You are in the best position to observe and report what your child is doing. Be confident that you know your child better than anyone else.
Parent and Family Counselling
This unique service can assist parents and other family members to help understand the meaning of a child’s diagnosis, and assist them in developing realistic expectations for their child.Counselling sessions also provide an environment in which parents can openly express and work through their feelings. Sessions offer coping self-help skills, group relaxation, self-praise, and self-instruction. Siblings (brothers and sisters) of a child with special needs are often included in counselling sessions. These sessions help siblings work through their feelings and emotions concerning their brother or sister with special needs. It is normal for your other children to feel resentment, fear, embarrassment, and guilt. These problems, if not acknowledged and expressed in appropriate ways, may cause long-term issues.
Talk to Another Parent
Have your doctor provide you with contact information for parent support services. He should be able to connect you with another parent who has had the same experience as you.Pilot Parents is an example of a parent support group with chapters across Canada and the United States. The program was developed by parents of children with special needs in order to offer support to parents of newly-diagnosed children. You may also be able to locate a support group in your area through organizations dedicated to your child’s particular special needs.
Talk to Your Family and Friends
When you feel comfortable, share the information about your child’s special needs with your family and friends. You may find that you have a support network already available that you did not expect. Keep them involved and up to date with any important information about your child and family. Family and friends usually want to assist, or help you any way that they can, so let them. For example, you could have them watch your other children when you take your child with special needs to an appointment.
Services
As stated in the first point, get your doctor to make referrals for services that will provide support to you and your child. Ask for a listing of these resources and get a contact name of a person who can provide you with more information. Feel free to call them on a regular basis to inquire where your child is on their wait list and if there are other services you can access that will benefit your child. Keep a binder at hand to hold information that is sent to you and requested of you. Write down important phone numbers and appointments that your child may have. Get written copies of all documentation from doctors, early interventionists, and therapists regarding your child.Families often represent the only long-term, responsible, and caring people in the life of a child with special needs. The family is very important. Interaction with family members deeply influences the child’s opportunities and barriers, challenges and expectations, ambitions and frustrations, and general quality of life. Whether your family is two-parent, single-parent, or extended, it plays a powerful role in your child’s social, emotional, behavioural, and intellectual development.Getting help is a key step in understanding what your child and family needs during this time. Support from professionals and social services agencies can help you build a relationship with your child, and help you recognize your child’s individuality and unique contributions to the family.

Additional Resources:

Healthy Babies, Healthy Children Toronto – https://www.toronto.ca/community-people/children-parenting/pregnancy-and-parenting/pregnancy/during-pregnancy/prenatal-programs/healthy-babies-healthy-children/
The Healthy Babies, Healthy Children Program (HBHC) is a prevention and early intervention initiative to provide support and services to families with children from before birth up to six years of age. Public health nurses determine what services are needed and make sure the family is linked to the most suitable resources in their community. The family home visitor is an experienced parent who comes to the home to provide support and information to new mothers.

Parent Outreach Program – www.woodgreen.org
The Parent Outreach Program provides free in-home support to parents of children who have been diagnosed with one or more developmental delays. Specially- trained home visitors are all parents who have children with developmental delays. Weekly visits by the home visitor will assist parents with ongoing support and guidance in raising a child with developmental delays, develop programming in the areas of self-help and socialization skills and provide information on additional community resources.

FamilyLink – FamilyLink group on Facebook
FamilyLink is a parent directed support group for parents and caregivers of children with an Intellectual Disability. Each member can pose questions, vet concerns and share through this program. We are here for sharing, support and friendship.
Contact: Sarah Winter swinter@cltoronto.ca 647-968-6214

Books and Literature:

When Your Child has A Disability: The Complete Sourcebook of Daily and Medical Care, Revised Edition
By Mark L. Batshaw

Answers to frequently-asked-questions follow the chapters to clearly address common parent concerns like behaviour, medication, and potential complications. New and expanded chapters have been added to explore the latest care issues including prematurity, early intervention, legal rights, attention-deficit/hyperactivity disorder, learning disabilities, genetic syndromes, and changes in health.

You Will Dream New Dreams: Inspiring Personal Stories by Parents of Children With Disabilities
By Stanley Klein and Kim Schive

The authors have collected stories by parents of children with special needs from all over the world. You Will Dream New Dreams is a remarkable parents’ support group in print. The shared narratives come from those with newly-diagnosed children and adults with special needs. These experiences offer hope and encouragement and serve as a reminder that there are others out there who can help.

Changed by a Child
By Barbara Gill

Parenting is always tough, but parenting a child with disabilities, serious injuries, or chronic illness can be a life-changing, profoundly disrupting experience. In Changed by a Child, Barbara Gill provides brief meditations and passages about the challenges, grief, faith, hope, and other feelings and experiences of parents who have a disabled child. Gill’s son has Down Syndrome, and she writes with the authority and credibility of a parent who has been through it herself.

What is Specialized Equipment?

Seating

There are several types of specialized seating. Wheelchairs and specialized strollers are used when a child’s temporary or permanent physical condition makes walking impossible, when walking is so difficult that it leaves no energy for other activities, or when the child needs to develop the motivation to get around.

photo of specialized seating

There are many types of wheelchair designs: manual and self-propelled chairs can be light-weight or heavy-duty, have one-armed drive, or be lever-operated. Battery driven wheelchairs can be conventional, scooter-type, heavy-duty, or all-terrain.

Stroller/travel chairs are a type of specialized seating in which the child is pushed by another person. These strollers are sturdier than young children’s strollers and offer more head and neck support.

Other Mobility Aids

Mobility devices can provide support for a child to crawl, stand, or walk.

Crawling: Scooter boards can be propelled by the child’s arms as he lies across the board.

Standing: Many children with balance issues are unable to stand independently but can play if they are supported in a standing position. Sometimes children who cannot hold their heads up while lying down are able to hold their heads up when they are in a sitting or standing position.

Walking: A child with weak leg muscles may require braces to help support the joints. Even with bracing, a child may require a walker for trunk balance. Young children usually require walkers with front wheels as they require less energy to use than walkers without wheels.

Rolls and Wedges

Rolls

For children who require support in developing control of the head, shoulders, arms, and hands, a small roll may be used. When placed under the chest, the roll makes lifting the shoulders or raising the head easier. Some children keep their arms close to their body because they don’t have enough control and balance to reach out their arm(s). The roll can also assist children to move their arms forward and reach out.

Wedges

A wedge provides slanted support to help children work on head, shoulder, and arm control. The height of the wedge depends on the child’s needs. Lower wedges allow the child to lift up onto the elbows, while a higher wedge encourages arm and shoulder movement.

References:

Based on Parent Articles for Early Intervention, 1990, Communication Skill Builders, Inc.

What is Bullying?

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

Forms of Bullying:

Physical – hitting, kicking, pushing, pinching, shoving, etc.
Social – insulting, teasing, threatening, excluding, making fun of others, gossiping, spreading rumours, ganging up on others

Why Children Bully:

There are many reasons why children bully others. Sometimes the bully feels like s/he doesn’t fit in and so they bully others to become popular with a particular crowd. Many bullies engage in bullying behaviour because it makes them feel stronger, smarter, or better than the victim. Bullying can make the bully feel more in control. In some instances, the bully feels that this behaviour is the normal way to interact with others since they have been treated this way themselves.

Warning Signs:

A child may be a victim of bullying if s/he:

Has unexplained torn clothing or missing belongings
Suddenly complains of headaches, stomach-aches, or nightmares
Has difficulty making friends
Is often alone
Suddenly is more withdrawn and/or aggressive toward self or others
Does not want to go to school
Is more easily upset than usual
Avoids certain situations

A child may be a bully if s/he:

Behaves aggressively with people and animals
Is easily angered and frustrated when playing cooperative games
Believes violence is an acceptable way to solve problems
Hangs around with other children who appear to be bullies

What can teachers do if children are…

Victims:

Listen to what the child says, believe what they say, try to understand their feelings
Assure child that it is not their fault
Involve children in prosocial activities with peers that are more supportive
Provide specific strategies for child to use next time bullying happens

Bullies:

Let the child know by your words and actions that bullying is not okay
Teach children to act in ways that show respect for others and themselves
Acknowledge what is happening and provide help

Bystanders:

Talk to children about bullying and listen to what they think about it
Help children plan what they will do if they see someone being bullied
Stress the difference between telling and tattling

What Can Centres Do to Promote a Bully-Free Zone:

Develop an anti-bullying policy which is shared with families when children are admitted to the centre
Provide information and workshops for parents

Resources:

Region of Peel, Bullying Hurts…Inside and Out
www.stopbullyingnow.com

Vision Assessment

photo of a girl getting her vision tested

What is vision assessment?

A vision assessment is an organized procedure for gathering information about the health and function of the vision system. Assessments can be done at home, school, and during regular examinations with the doctor. A child with a known visual impairment should be assessed by a paediatric ophthalmologist, a teacher for the visually impaired and an orientation/mobility specialist. Observations made by caregivers and the above mentioned specialists are a very important piece of the assessment.

Why assess?

To understand how the child uses vision to gather information.
To share information with family, friends, and other professionals working with the child.
To promote development based on the findings of the vision assessment.
To determine whether the child will learn more effectively through auditory, print or tactile media.
To evaluate the child’s ability to move safely in the environment.
To determine whether a child is eligible for services.

What information is needed?

Parents and caregivers observations provide valuable information that helps interpret a child’s use of vision. Family members and caregivers have the greatest opportunity to observe children over time and in a comprehensive way. Research shows that families’ observations of their children have been accurate even when those observations contradict
formal testing results.

The child’s medical history is an important part of the assessment. Medical issues such as seizures, motor impairments, respiratory difficulties and other health issues may affect the child’s functioning and ability to see. Medications have side effects, such as blurred vision, that could affect the final outcome of a vision assessment. Medications may also affect the child’s responsiveness, including visual function.

How to assess?

Many professionals use a variety of tests to assess vision. Vision information from each child will determine the tests and methods used. Before decisions are made about evaluation methods and materials, it is important to establish the following:

What the family and others familiar with the child have observed.
Materials and activities used in the assessment are developmentally appropriate for the child.
Materials and activities are of interest to the child.
Whether the child requires extra time to respond.
It is important to observe the child in familiar and unfamiliar settings.

The diagnosis of some eye conditions is dependent on the use of additional tests such as:

MRI (Magnetic Resonance Imaging) examines soft tissue structures inside the body not seen with X-Rays.
CT Scan (Computerized Axial Tomography) creates pictures of cross sections of the body. These images of tissues are produced by passing X-Ray beams at various angles through the area of the body to be studied.
Lighting and Illumination: type of light, the intensity and position of the light and the child’s adaptation to light and glare are important considerations. Some children require strong, bright lights and can see better when the light is positioned at specific angles. Others may be sensitive to light.

Questions for the Ophthalmologist

A visit to the ophthalmologist can be busy and overwhelming for everyone. It is helpful for families to have some or all of the following questions ahead of time.

What caused my child’s vision problem?
Is the eye condition hereditary?
Is my child’s condition stable?
Is there any surgery that would help my child’s vision?
Should there be restrictions on my child’s activities?
Will glasses or contact lenses help? If so, how much will they help?
Will low vision aids help when my child is a little older?
What is my child’s best viewing distance?
How does the eye condition affect my child’s mobility?
Are my child’s eyes sensitive to light?
What kind of lighting will help my child?

Glossary

Optometrist: A licensed specialist (O.D.) trained to examine eyes and related structures to determine vision problems. S/he may prescribe eyeglasses, contact lenses, or other vision aids.

Orientation and Mobility Specialist: A teacher trained to teach people who are visually impaired how to move safely around the environment.

Paediatric Ophthalmologist: A medical doctor (M.D.) who specializes in treating children’s diseases of the eye. This doctor may perform surgery or prescribe other types of treatment, including eye glasses and contact lenses.

Resources:

INSITE MANUAL (1988). Ski-Hi Institute, Logan, Utah. Topic 4, p.35.

Coleman, J. (1993). The Early Intervention Dictionary Woodbine House, Bethesda, Maryland

Using the Anti-Bullying Program Kit

About the Program:

This kit is designed to provide classroom teachers with all the activities and material ideas required to implement the sessions in the classroom.

There are six sessions, usually implemented on a weekly basis with the entire group of children. The sessions are structured so that they provide information on a specific topic through a variety of methods.

Each session begins with a song that welcomes each child by name to the group. This is followed by a visual schedule of the activities that will occur and a set of rules.

Puppet scenarios are carried out demonstrating the concept or skill that is being discussed for that week. The scenarios promote discussion regarding the topic and there are visuals to support each main point.

A story describing the topic and desired responses is included. This is followed by a few cooperative games each week. The circle closes with a song that acknowledges each child by name.

Informing Parents:

As a school-age teacher, you may wish to share with the parents the fact that you are implementing an anti-bullying program in your classroom. Please see sample letter to parents.

As a program consultant implementing this program in partnership with a classroom teacher, you will require parental consent. Please see sample consent form.

Session Topics:

Materials Required:

Week One:

Two puppets
Paper and crayon

Week Two:

Two puppets
Toy car
Hula hoops and music

Week Three:

Two puppets
Toy

Week Four:

Two puppets
Paper and crayon
Bean bag

Week Five:

Two puppets
Small book
Large spoon, small ball
Newspaper

Week Six:

Three puppets
Newspaper

Using Signs and Gestures

We communicate with others in different ways. We can greet a friend by saying “hello”, by waving our hand, or smiling at them. As a parent, teacher of early childhood professional you can use gestures or signs while speaking. This can help to enhance your child’s receptive language (understanding) by providing her with a visual cue. It also assists adults by slowing down their accompanying speech and emphasizing the key words.

Using Gestures

Gestures are a natural part of communication. When adults exaggerate gestures, the information provided becomes clearer.

Let’s take a look at some examples of gestures you can use throughout the day to help your child understand:

Directions
- rub your hands together to show it is time to wash hands
- tap your head to let your child know she needs to put on a hat
- you can pat the chair or spot on the floor while saying “Sit down.”
Greeting
- waving hi or bye
Concepts
- using your fingers to show how many (e.g., give me one cookie)
- fanning yourself to show that it is hot, or rubbing your arms to show that it is cold

Using Signs

In addition to helping children understand others, signs are often introduced as a support to learning speech or verbal communication. Signing can take the pressure off and actually help children say the words. Signing, along with speech, provides information in three different learning styles: auditory, visual, and kinesthetic (movement and touch). Signing supports children who learn in any of these three ways, in contrast to speech which is only auditory. Children who learn through movement are good candidates for using signs themselves.

A speech-language pathologist should be consulted when considering using signing as a child’s main method of communication.

Some basic signs can be introduced as a general support. Signs to give your child information could include: stop, wait, eat, drink, washroom.

Your child will be more likely to use signs if the ones chosen serve a specific purpose and are important for your child to learn. For example, if signing “more” gets the child more of something she likes, she will be motivated to learn. “My turn” and “Help” are also useful as they can help your child get something she enjoys or wants.

Communication Posters

This set of thirteen posters is designed to support the use of general communication strategies at home and in the classroom. All children can benefit from the strategies. It is important to place each poster where it will be useful to everyone who plays/speaks with your child.

The following are some suggested areas to display specific posters in your home:

Near floor toys (such as blocks):
“Get on Child’s Level”, “Take Turns”, and “Model”
Near table activities (such as puzzles, beads, shape sorters):
“Imitate”, “Describe”, “Follow”, and “Listen and Respond”
On the kitchen table/lunch table:
“Expand” and “Offer Choices”
Near bookshelf /book centre:
“Use Descriptive Statements”
In the washroom and/or a closet:
“Simplify” and “Wait”

Classroom Specific

Near circle area:
“Use visuals”

The posters are intended to remind adults of ways to promote children’s communication through everyday activities. These reminders help people to use the same strategies until the strategies become familiar. Don’t let the posters overwhelm you. Start by posting the ones that you feel are most important to your child or are part of your child’s individual program plan. Add other posters when you think you are ready to try a few more. Move the posters to another area if you feel that they will be more helpful somewhere else.

Download the Communication Posters.