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Speech and Language Disorders

What is a Speech and Language Disorder?

A child’s communication is considered delayed when the child is noticeably behind his/her peers in the acquisition of speech and/or language skills. Sometimes a child will have greater receptive (understanding) than expressive (speaking) language skills, but this is not always the case.

Speech disorders refer to difficulties producing speech sounds or problems with voice quality. This might be characterized by an interruption in the flow or rhythm of speech, such as stuttering (dysfluency), problems with the way sounds are formed (articulation or phonological disorders), or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. People with speech disorders have trouble using some speech sounds, which can also be a symptom of a delay.

A language disorder is an impairment in the ability to understand and/or use words in context, both verbally and nonverbally. Some characteristics of language disorders include improper use of words and their meanings, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary, and inability to follow directions. One, or a combination, of these characteristics may occur in children who are affected by language learning disabilities or developmental language delay. Children may hear or see a word but not be able to understand its meaning. They may have trouble getting others to understand what they are trying to communicate.

How is it manifested?

A child with speech or language delays may present a variety of characteristics, including the inability to follow directions, slow and incomprehensible speech, or pronounced difficulties in syntax and articulation. Syntax refers to the order of words in a sentence, and articulation refers to the manner in which sounds are formed. Articulation disorders are characterized by the substitution of one sound for another, or the omission, or distortion, of certain sounds.

Stuttering, or dysfluency, is a disorder of speech flow that most often appears between the ages of 3 and 4 years and may progress from a sporadic to a chronic problem. Stuttering may spontaneously disappear by early adolescence, but speech and language therapy should be considered.

Typical voice disorders include hoarseness, breathiness, or sudden breaks in loudness or pitch. Voice disorders are frequently combined with other speech problems to form a complex communication disorder.

Who is affected?

The prevalence of speech and language disorders is estimated to be approximately 2-19% of children aged 2-5 years old, with a 2:1 male to female ratio. The overall estimate for speech and language disorders is widely agreed to be 5% of school-aged children. This figure includes voice disorders (3%), specific language impairments (7%) and other speech disorders (i.e. phonology, stuttering (1-14%)). The incidence in elementary school children who exhibit delayed articulation (phonological) development is 2% to 3%, although the percentage decreases steadily with age.

How is it diagnosed or detected?

Speech-language pathologists (speech therapists) diagnose and treat or remediate communication disorders in children.

Developmental paediatricians and paediatric neurologists will also sometimes diagnose a speech or language disorder and refer the child to a speech-language pathologist for treatment.

Additional Resources:

Early Abilities (formerly known as Toronto Preschool Speech and Language Services) – https://www.toronto.ca/community-people/children-parenting/pregnancy-and-parenting/parenting/speech-language-vision-hearing/ This is a community-based program that provides services and information for children and families. It is for children from birth to five years of age who have trouble talking or understanding language.

Ontario Association of Speech-Language Pathologists and Audiologists – www.osla.on.ca
The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA) is the strong, collective, influential voice for the professions in the Province. OSLA represents, promotes, and supports its members in their work on behalf of all Ontarians, especially those with communication disorders, swallowing difficulties, or hearing health care needs.

Speech Foundation of Ontario (Toronto Children’s Centre) – www.speechandstuttering.com
The Toronto Children’s Centre is a specialty service for children with communication disorders. It provides intensive therapy programs for children, ages three to ten, with moderate to severe speech and/ or language disorders. All therapy is conducted in small groups with three to four children and one speech-language pathologist.

Books and Literature:

Communicating Partners, By James D. MacDonald
It is the result of over 30 years of clinical practice and research with pre-verbal and verbal children with language delays, including children with autism, Asperger Syndrome and Down Syndrome. With practical suggestions that are illustrated with personal anecdotes and grounded in research findings, the book offers an innovative approach to working with late-talking children that focuses on building responsive relationships and an understanding of the key stages of communication development.

Enhancing Everyday Communication for Children with Disabilities, By Jeff Sigafoos, Michael Arthur-Kelly and Nancy Butterfield
Practical and concise, this introductory guide is filled with real-world tips and strategies for anyone working to improve the communication of children with moderate, severe, and multiple disabilities. Emphasizing the link between behaviour and communication, three respected researchers transform up-to-date research and proven best practices into instructional procedures and interventions ready for use at home or in school.

Childhood Speech, Language, and Listening Problems: What Every Parent Should Know, 2nd Edition , By Patricia McAleer Hamaguchi
This essential, up-to-date guide explains what parents can do to help. Speech-language pathologist Patricia Hamaguchi employs her 15 years of experience to show parents how to recognize the most common speech, language, and listening problems.

A Parent’s Guide to Children’s Speech: A collection of full length articles and check-lists.
Canadian Association of Speech-Language Pathologists and Audiologists Article available at: www.caslpa.ca

Parentbooks – www.parentbooks.ca
Parentbooks offers the most comprehensive selection of resources available anywhere — from planning a family, to everyday parenting issues, to special needs of all kinds. It also has a selection of resources for caregivers, counselors, therapists, educators, and clinicians.

The content contained in this document is for general information purposes. It is not intended to diagnose or treat a child.

Sleep Diary

Sleep time/naptime can be very challenging when a child resists going to sleep or when he is restless during sleep. As a parent or caregiver you have probably had difficulty settling you child down to sleep at one time or another. If you continue to have difficulty with settling your child down to sleep, even after following the suggestions from our “Bedtime Routines” or “Naptime Routines” tip sheet, you may want to try keeping a Sleep Diary.

A Sleep Diary allows you to record information from every sleep routine that will help you to see any unusual patterns of sleep. The information you collect can help you identify or see where changes should be made in your child’s routine.

Let’s take a look at some things you’ll be recording in the Sleep Diary:

Keep track of these items for at least two weeks to find out about your child’s sleep pattern. Here are some things to consider when reviewing the completed

Sleep Diary:

  • the amount of time it takes for your child to fall asleep (e.g., Does it take ten minutes or two hours?)
  • how often, and for how long is your child’s sleep disrupted (e.g., How many times does your child wake up?)
  • are night terrors keeping him awake?
  • is your child not tired at naptime?
  • is the bedtime/naptime routine interfering with your child’s ability to fall asleep on his own?
  • information about the time your child wakes up every morning and naps during the day can reveal the total amount of sleep time – Is he getting enough sleep, too little sleep, or too much sleep?

Tracking this information will help you identify the type of sleep problem your child may be experiencing and will help you to begin to plan for change. Also, if you seek assistance from your child’s paediatrician you can show them the Sleep Diary and he may be able to offer you suggestions to help solve your child’s sleep problems.

Keep in mind that sleep problems are very common in children of all ages. A child may experience poor sleep during a brief period in their life, like holidays, a stressful event, or illness. For some children, not being able to settle down to sleep may occur only occasionally and for others it may be more chronic.

sleep diary template

Services and Benefits

There are a various funding options available from different levels of government and private organizations. They are available to families with children with special needs ranging from developmental support needs to physical/mobility needs. The general purpose of a program that provides funding is to compensate or financially assist families for expenses, services, or devices related to their child’s disability, and to give families a tax break.

Note: Some of the following funding options are based on a family’s income. Consider applying for all funding options regardless of your income as many of these applications take several months to process and your family’s financial situation may change by the time your applications are officially reviewed.

Funding available through the Government of Canada:

  1. Disability Tax Credit
  2. Child Disability Benefit
  3. Registered Disability Savings Plan
  4. Canada Child Tax Benefit
  5. Universal Child Care Benefit

Funding available through the Government of Ontario:

  1. Assistance for Child with Severe Disabilities
  2. Special Services at Home Program
  3. Assistive Devices Program
  4. Easter Seals Society Ontario
  5. Children in Need of Dental Treatment
  6. Ontario Child Benefit

Alternate Funding Sources and Charitable Organizations

  1. Jennifer Ashleigh Foundation

Government of Canada Funding:

Disability Tax Credit (DTC)

What is the Funding?

Revenue Canada offers the Disability Tax Credit for individuals with disabilities. The disability amount is a non-refundable tax credit used to reduce income tax payable on your return. This amount includes a supplement for persons under 18 at the end of the year.

If a child under 18 is eligible for the disability amount, that child is also eligible for the Child Disability Benefit, an amount available under the Canada Child Tax Benefit. See below for more details.

Who is Eligible?

The Disability Tax Credit is limited to individuals who have a severe and prolonged impairment in mental or physical functions. One of the following must apply:

  • The individual is blind, even with the use of corrective lenses or medication;
  • The individual is clearly restricted his or her ability to perform a basic activity of daily living;
  • The individual is significantly restricted in his or her ability to perform two or more basic activities of daily living, and the cumulative effect of these significant restrictions is equivalent to having a marked restriction in a single basic activity of daily living;
  • The individual must dedicate a certain amount of time specifically for life-sustaining therapy, but does not include implanted devices or special programs of diet, exercise, hygiene, or medication.

How Do I Apply?

Begin by completing the Disability Tax Credit Form T2201. The form can be obtained through your local Tax Services Office or at the Canada Customs and Revenue website.

Keep in mind that Part B of the form needs to be filled out by a medical practitioner. This section allows the medical practitioner to provide details about the person’s disability.

Who Do I Contact for More Information?

Contact your local Tax Services Office or visit the Canada Customs and Revenue web site: www.cra-arc.gc.ca
You can also call 1-800-959-2221 for information and/or applications.

Child Disability Benefit (CDB)

What is the Funding?

The Child Disability Benefit is a tax-free benefit of up to $2,504 per year ($208.66 per month) for families who care for a child under age 18 with a severe and prolonged impairment in mental or physical functions.

The CDB amount is calculated according to your base income. The CDB is paid monthly to the Canada Child Tax Benefit (CCTB) eligible individuals. (See below for more details on the Canada Child Tax Benefit)

Who is Eligible?

Families who are eligible for Canada Child Tax Benefit for a child will receive the CDB only if the child also qualifies for the Disability Tax Credit.

Not all children with disabilities will qualify for this benefit. Only children with severe and prolonged disabilities. See the Disability Tax Credit Certificate info sheet to review the eligibility criteria.

How Do I Apply?

Begin by completing the Form T2201, the Disability Tax Credit Certificate.

You must get this form completed and signed by a qualified practitioner (e.g., medical doctor, speech and language pathologist). Send the completed and signed form to your tax centre.

The Canada Revenue Agency (CRA) will determine whether or not you are eligible to receive the child disability benefit. The CRA processes the forms throughout the year, so you do not have to wait until it’s time to file your tax return to submit your form.

You must also apply for the Canada Child Tax Benefit, if you have not done so already.

Who Do I Contact for More Information?

Contact your local Tax Services Office or visit the Canada Customs and Revenue web site: www.cra-arc.gc.ca
You can also call 1-800-959-2221 for information and/or applications.

Registered Disability Savings Plan (RDSP)

What is the Funding?

The RDSP is a long-term savings plan to help Canadians with disabilities and their families save for the future. The “beneficiary” of the RDSP is the person who will receive the money in the future. To help you save, the Government pays a matching grant of up to $3,500, depending on the amount contributed and your family income. The Government also pays a bond of up to $1,000 a year into the RDSPs of low-income and modest-income Canadians.

Who is Eligible?

You should consider opening a Registered Disability Savings Plan (RDSP) if you have a long-term disability and are

How Do I Apply?

Apply through financial organizations(banks) that offer the Registered Disability Savings Plan (RDSP), grant and bond.

Who Do I Contact for More Information?

Contact your local Tax Services Office or visit the Canada Customs and Revenue web site: www.cra-arc.gc.ca

Canada Child Tax Benefit (CCTB)

What is the Funding?

The Canada Child Tax Benefit (CCTB) is a tax-free monthly payment made to eligible families to help them with the cost of raising children under age 18.

The CCTB may include the Child Disability Benefit (CDB), a monthly benefit providing financial assistance for qualified families caring for children with severe and prolonged mental or physical impairments.

Also included with the CCTB is the National Child Benefit Supplement (NCBS), a monthly benefit for low-income families with children. The NCBS is the Government of Canada’s contribution to the National Child Benefit, a joint initiative of federal, provincial, and territorial governments, and First Nations.

Who is Eligible?

To get the CCTB, you must meet all the following conditions:

  • you must live with the child, and the child must be under the age of 18;
  • you must be the person who is primarily responsible for the care and upbringing of the child;
  • you must be a resident of Canada;
  • you or your spouse or common-law partner must be a Canadian citizen, a permanent resident, a protected person, or a temporary resident who has lived in Canada for the previous 18 months.

How Do I Apply?

Generally, you should apply for the CCTB as soon as possible after:

  • your child is born;
  • a child starts to live with you;
  • you become a resident of Canada.

Even if you feel you will no longer qualify for the CCTB because your family net income has increased, you should still apply. The Tax Service office recalculates your entitlement every July based on your family’s net income for the previous year.

To apply for the CCTB, complete Form RC66, Canada Child Tax Benefit Application

Who Do I Contact for More Information?

Contact your local Tax Services Office or visit the Canada Customs and Revenue web site: www.cra-arc.gc.ca

You can also call 1-800-959-2221 for information and/or applications.

Universal Child Care Benefit (UCCB)

What is the Funding?

The Universal Child Care Benefit helps families balance work and family by supporting their child care choices through financial assistance.
This benefit of $100 a month — up to $1,200 a year per child — is paid to parents for all children under six years of age. Payments are made directly to parents so that they can choose the child care that is best for their children and their family’s needs.

The Universal Child Care Benefit is in addition to existing federal programs, such as the Canada Child Tax Benefit, the National Child Benefit Supplement and the Child Care Expense Deduction. This new benefit does not affect the benefits families receive under these programs.

The only exception is that the Canada Child Tax Benefit supplement, a small monthly amount previously received by some families, has been rolled into or combined with the new Universal Child Care Benefit.

Who is Eligible?

All Canadian families with children under six are eligible, regardless of income or the type of child care they choose.
This benefit is taxable in the hands of the lower-income spouse.

How Do I Apply?

Enrolment for the Universal Child Care Benefit is processed through the Canada Child Tax Benefit (CCTB) application. If you are already receiving the Canada Child Tax Benefit, you do not need to apply for the Universal Child Care Benefit. If you are not currently receiving the Canada Child Tax Benefit, you can enroll by submitting a completed Canada Child Tax Benefit application.

Application forms are available on the Canada Revenue Agency website at www.cra-arc.gc.ca

Who Do I Contact for More Information?

For more information on how to receive the Universal Child Care Benefit, visit the Canada Revenue Agency web site at www.cra.gc.ca/uccb or call toll-free at 1-800-387-1193 or TTY at 1-800-665-0354.

Government of Ontario Funding:

Ontario Child Benefit

The Ontario Child Benefit is a non-taxable income-tested monthly benefit paid to low- to moderate-income families with children under 18 years of age. It is paid to all eligible recipients whether they work or not.

Who is Eligible?

Depending on your family income, you could qualify if you:

  • are the primary caregiver of a child under 18 years of age
  • are a resident of Ontario
  • have filed your tax return for the most recent year – and so has your spouse or common-law partner, if you are married or in a common-law relationship
  • have registered your child for the federal Canada Child Tax Benefit

How Do I Apply?

If you are eligible, the Ontario Child Benefit will be included with your Canada Child Tax Benefit and National Child Benefit Supplement monthly payments.

Who Do I Contact for More Information?

For specific information about your payment, contact the Canada Revenue Agency toll-free at 1-800-387-1193

Assistance for Children with Severe Disabilities (ACSD)

What is the Funding?

ACSD provides help to parents to assist with some of the extra costs of caring for a child who has a disability. In order to qualify for this program, financial and medical criteria must be met.

Financial assistance ranges from $25 to $430 per month depending on the family’s gross annual income and the number of other children in the family. A child is also eligible for a dental card (basic dental coverage), and a drug card for prescription drugs.

In addition, the program may help parents with extraordinary costs related to a child’s condition (e.g., travel to doctors and hospitals, special shoes and clothing, parental relief, wheelchair repairs, hearing aid batteries, and financial assistance for basic dental care, drugs, eyeglasses and hearing aids).

Who is Eligible?

Child must be under 18 years of age and live at home with a parent or a legal guardian.
The income of a family will be evaluated to determine qualification.
The child must have a severe disability that results in a functional loss.
Extraordinary costs must be present which are incurred directly as a result of a disability.

How Do I Apply?

Obtain an application form from the nearest Ministry of Children, Community and Social Services (MCCSS) Regional Office.

A Special Agreements Officer (SAO) will review your application and contact you if further information is required. If this is the family’s first time applying, a SAO will make a home visit to meet the child and family and review the information on the application.

Who Do I Contact for More Information?

Contact your local Ministry of Children, Community and Social Services Regional Office. Local offices are listed in the blue pages of the telephone book.
Visit the Ministry of Children, Community and Social Services website at www.children.gov.on.ca

Special Services at Home (SSAH)

What is the Funding?

The Special Services at Home (SSAH) program helps children under the age of 18 with developmental and/or physical disabilities to live at home with their families by providing funding on a time-limited basis to address individual needs. With this funding, families can purchase supports and services that are not available elsewhere in the community.

Each family has a unique set of circumstances. You will need to describe your family’s needs, establish your own goals and indicate the type of assistance you need. For example, funding may be used to access:

  • Personal growth and development to help the child learn new skills and abilities, such as improving their communication skills and becoming more independent
  • Family relief and support to provide respite to the family – families receive support to pay for services that will provide respite/relief

Temporary Expansion of Admissible Expenditures

To better support children with special needs and their families during the COVID-19 pandemic,  eligible expenditures in the programs have been temporarily expanded to support greater flexibility for families. The following expenditures are temporarily admissible until further notice:

  1. Sensory items to support children and youth who rely on sensory items to alleviate anxiety/stress and/or support any clinical or behavioural plans
  2. Technology to provide children and youth the means and ability to stay safe, connected, and engaged at home
  3. Items to support home-based recreation and fitness activities
  4. Personal Protective Equipment and Supplies
  5. Essential Service Delivery Fees
  6. Behavioural Support Plans and Interventions
  7. Ability to hire (non-primary caregiver) family members or neighbours/friends to provide respite

Families who receive SSAH funding can submit eligible expenses for reimbursement through mail, email, fax or through MyDirectPlan.com, a free direct funding management tool.

Who is Eligible?

Children with a developmental disability and/or physical disability (or their families) can apply for this funding if they:

  • live in Ontario
  • are under the age of 18
  • are living at home with the family, or
  • if not living at home with their family, are not receiving residential support funded by a government source.

How Do I Apply?

The program is funded and managed by the Ministry of Children, Community and Social Services.

  1. Review the program guidelines and the April 2020 addendum for more information about temporary changes to eligible expenses. 
  2. Download and complete an application form.
  3. Attach a medical statement or psychological assessment to your application. It should describe the disability and explain why you need the services and their projected cost.
  4. Mail the completed application form and the medical assessment to your nearest regional office. 

Important Additional Information

  • SSAH wait time varies per region and within the fiscal year 
  • It is important to keep a copy of your completed application for your records
  • It can be useful to include a letter of support from your family doctor or consultants/therapists currently working with your child to describe their needs and how funding can benefit the child
  • There is a range of funding which is needs based

Who Do I Contact for More Information?

Contact the Ministry of Children, Community and Social Services to find your regional office.

Assistive Devices Program (ADP)

What is the Funding?

The Assistive Devices Program is administered by the Operational Support Branch of the Ontario Ministry of Health and Long-Term Care. The objective of ADP is to financially assist Ontario residents with long term physical disabilities to obtain basic, competitively priced, and personalized assistive devices appropriate for the individual’s needs and essential for independent living. Devices covered by the program are intended to give people increased independence and control over their lives. They may allow them to avoid costly institutional settings and remain in a community living arrangement.

ADP covers 75% of the cost of some therapy equipment, up to a pre-set maximum. The remaining 25% is the responsibility of the family. Some additional resources may help provide assistance. (e.g. ACSD, Ontario Works, Easter Seals Society).

When the family requires assistance to pay for this remaining 25%, or when ADP does not cover equipment, there may be additional resources that can provide assistance (e.g. ACSD, Ontario Works, Easter Seals Society).

Who is Eligible?

Any Ontario resident who has a valid Ontario Health Card and has had a physical disability for six months or longer is eligible. Equipment cannot be required exclusively for sports, work or school.

Residents with a primary diagnosis of a learning or mental disability are excluded from ADP, as are those on Workers’ Compensation.
There are specific eligibility criteria which apply to each device category. Initial access is often through a medical specialist or general practitioner who provides a diagnosis.

How Do I Apply?

Referral process through clinical prescriber (your ADP registered occupational therapist or physiotherapist).

Who Do I Contact for More Information?

For more information please contact Ontario Ministry of Health at www.health.gov.on.ca

Easter Seals Society Ontario

What is the Funding?

Provides Equipment Funding for costs not covered by ADP, family resources and private insurance.

Provides Incontinence Funding (i.e. diapers, catheters, and enema supplies) for children and youth with special needs aged 3-18, with irreversible incontinence or retention problems.

Application form to be completed by your doctor

Provides up to $3,000/year/client for equipment, meals, and accommodation. Parents are responsible for paying the first $50 depending on their financial situation

Who is Eligible?

Ontario residents aged 3-18 years with a valid Ontario Health Card who live at home or in a group home are eligible. The child or youth has to have a chronic disability resulting in irreversible incontinence or retention problems. A review of eligibility will occur every 2 years.

How Do I Apply?

Forms may be obtained by contacting the Easter Seals Society.

Your child’s Ontario licensed medical doctor must certify that your child has a chronic disability requiring the ongoing use of incontinence supplies and meets the age criteria. Application forms must be submitted by mail. Faxes or photocopies of the application are not accepted.

The family may apply and qualify for one of two grants:

  • Level A: $400 per year for children aged 3-5 years using diapers and/or catheters and/or reusable garments, children/youth aged 6-18 using intermittent catheters, indwelling catheters and/or reusable garments and liners, or
  • Level B: $900 per year for children and youth aged 6-18 years using diapers or for those who use male external catheters.

Who Do I Contact for More Information?

Contact the Incontinence Supplies Grant program for children and youth with disabilities at Toronto: 416-421-8377 ext 314, or toll-free: 1-888-377-5437 (1-888-ESS-KIDS)

The Easter Seal Society – Incontinence Supplies Program for Children & Youth with Disabilities, 1185 Eglinton Avenue East, Suite 706
Toronto, Ontario M3C 3C6

Children in Need of Dental Treatment (CINOT)

What is the Funding?

The CINOT program is cost-shared between the province and the municipality in which the child resides. It was introduced to provide a public health ”safety net” for children who have dental conditions needing urgent care. The CINOT program provides a basic level of dental care to eligible children. Sometimes, not all services recommended by a dentist will be covered by CINOT (e.g., braces to straighten teeth). Therefore, it is important that parents check with their dentist to determine if any services are NOT covered before their child starts treatment. All dentists receive a copy of the CINOT Schedule of Dental Services and Fees, so they can see what is covered. If they need clarification, they can call the local public health unit.

Who is Eligible?

  1. Age – Children age 17 or younger
  2. Dental Conditions – Children who have identified dental conditions requiring emergency or essential care.
  3. Access – Children who have no access to dental insurance or any other government program (e.g. Federal Refugee Program, Ontario Works, Ontario Disability Support Program, or others) and the parent who has signed a written declaration that the cost of the necessary dental treatment would result in financial hardship. Please note that parents may be asked to provide proof of financial hardship.
  4. Ontario Residency – Children must be residents of Ontario and possess a valid Ontario Health Card number.

How Do I Apply?

Contact your local Public Health office to arrange a CINOT screening appointment to determine if the child qualifies or for more information.
The child must be determined to be eligible for CINOT coverage and appropriate form signed BEFORE dental care is provided.

Who Do I Contact for More Information?

Parents must contact their local Public Health office prior to making a visit to the dentist.

Alternative Funding Sources and Charitable Organizations

Jennifer Ashleigh Foundation

What is the Funding?

The Jennifer Ashleigh Children’s Charity provides financial assistance for:

  • Respite
  • Emergency financial relief
  • Specially adapted computer equipment and software
  • Educational programs, materials, instruction
  • Recreation that promotes a child’s involvement in the community

Who is Eligible?

The Jennifer Ashleigh Children’s Charity assists children who are seriously ill, have a permanent disability, are 21 years of age or under and whose permanent residence is in Ontario.

How Do I Apply?

Please call the Charity office at (905) 852-1799 and ask for a Request for Assistance form. The form may be completed by the child’s parent, physician, therapist, social worker, teacher or community liaison.

Who Do I Contact for More Information?

Visit the website at www.jenash.org

Assistance with Funding Applications

www.respiteservices.com

Access Facilitators are available to provide support in developing respite options on behalf of families in Toronto. Short term coordination will be provided in order to overcome barriers to respite. This short term coordination includes assisting families with funding forms, contacting agencies on behalf of families and assisting to connect with workers.

To be connected with an Access Facilitator call 416-322-6317 or complete a family registration form on the website.

Promoting Sharing Through Stories and Role Playing

Sharing is an important social skill that is difficult to learn for many children (e.g., “Would I give another child my toys, if I can have them all to myself instead?”)

Children often become very attached to certain toys and may have a hard time letting other children play with them. They may become aggressive – kicking, biting, or hitting other children – to protect their favourite things.

As toddlers get a little older and start to engage in parallel and co-operative play, they are more likely to be willing to share their toys. But they will still need adult help to give their favourite toy to another child and to wait for their turn to come again.

As a parent, teacher or early childhood professional, you likely spend a lot of time helping your child learn how to share and you probably have some tricks up your sleeve. Here are some ideas to help along the way.

Learning How to Share

  1. Personal Stories

  2. Role-Playing

    3. What is role-playing?

    Role-playing is an interactive way of teaching many social skills. Role-playing consists of acting out social interactions that children would typically encounter. The adults first model the skill and then the children practice it by acting it out. Puppets or other toys can be used as “actors” in the role-play.

    Your children should have an opportunity to play each of the roles, as well as to be an observer.

    Role playing can teach your child the actual words she can say and the things she can do in specific situations. It also gives her an opportunity to practice these new skills with their peers.

    How do I use role-playing to teach my child to share toys?

    • Step 1 – Model the skillTwo or more adults model a situation in which one asks the other to share his/her toys. The specific phrase and behaviour your child or children need to learn are modeled.

      You can role-play a few possible scenarios to prepare for different situations:

      Scenario 1

      Person A is playing with two cars.

      Person B asks, “Can I play with a car, please?”

      A says, “Sure, you can have one and I’ll have one,” and hands one car to B.

      Scenario 2

      Person A is playing with two cars.

      Person B asks, “Can I play with a car, please?”

      A says, “No, I want to play with them both.”

      B says, “OK. Can I play with them later when you are finished?”

      A says, “OK.”

      B goes to find something else to do in the meantime.

    • Step 2 – Select role playersAt first, it is best to have children who are older or more experienced at the skill do the role-play and have the other children watch and comment.

      If possible, give all interested children a turn to do the role-play. It is especially important that your child who is having difficulty has a turn to be part of the role-play.

    • Step 3 – Children do the role-playA small group does the role-play and the other children watch and comment.

      After seeing a few examples, your child who is having trouble with the specific skill can be part of the role-play. Your child should play many different parts in the role-play.

      Encourage the children to role-play different scenarios and outcomes (e.g., when someone says, “No, you can’t share my toys.”)

    • Step 4 – Provide feedbackAll children and adults give feedback to the role-players. Remember, you are modeling how to give positive feedback. Give specific, positive feedback to all children involved in the role-play. For example, “I liked how Ali asked Rebecca if he could use a crayon and how well Rebecca shared the crayons.”

    What are Personal Stories?

    Personal stories are a tool for teaching social skills to children. These stories clearly describe challenging social situations and provide suggestions about how to behave. The goal of a personal story is to increase your child’s understanding of a specific social situation and to offer alternative, appropriate responses to it. By giving your child some perspective on the thoughts, emotions, and behaviours of others, the personal story can help her better predict and understand social situations.

    How do I use a Personal Story?

    It is best to use a personal story when your child is calm and focused. Try reading and talking about the story daily (perhaps at the beginning of the day) so that your child is able to really understand, not when the challenging situation is actually happening.

    Personal stories are always written from the child’s perspective, using positive language in the first person, (“I”) and in the present tense:

    Correct: I sit quietly on my mat during circle time.

    Incorrect: Cheryl must not talk during circle time.

    When writing a personal story, make sure that you only mention what your child should be doing, not what she should not be doing:

    Correct: I tidy up when I’m finished playing.

    Incorrect: I don’t leave a mess after I’m finished playing.

    Before writing a Social Story, be sure that:

    • it focuses on teaching one behaviour or skill,
    • you talk to other adults involved in your child’s life to get their input, as they may have some unique insight into the situation,
    • when possible, involve your child in writing her own personal story,
    • it is written at the appropriate level for your child and has visual supports or pictures, if necessary.

    Depending on your child’s skill level, you can write the personal story using words only or you can add pictures or photographs. Here are some examples of how to use a personal story to teach a child to share:

    A Personal Story using handwritten text and Boardmaker symbols:

    INSERT PHOTO OF HAND-WRITTEN PERSONAL STORY

    A Personal Story presented as a book – using text and photographs

We hope that these strategies will give you some ideas about how to support children who are learning to share their toys. After all, sharing is a social skill that we use throughout our lifetime so let’s teach children when they are young to learn this skill.

Source:

Personal stories are based on “Social Stories” created by Carol Gray.

What is Person-Directed Planning?

photo of a person directed plan

Person-directed planning helps you think about the life you want and your future.

With the help of a facilitator, it is a process which:

  • Is directed by you
  • Supports you to make a plan for the best possible quality of life where you live, work and spend time
  • Identifies and strengthens your personal support network
  • Supports you to be involved in your community
  • Helps you develop goals and determine who will help you reach your goals
  • Identifies all informal and formal supports and services needed
  • creates a living document that should be reviewed at least once per year and changed as required.

Person-Directed Planning:

  • is a service to help you create meaningful life goals and find community connections with the help of important people in your life.
  • is not case management or a referral service. If you do not want to spend time planning goals for the future, but only want help finding a service, planning may not be right for you at this time.

How can person-directed planning help me?

Planning can help direct your life the way you want. Planning can help you figure out how to share your strengths and talents, and how to find new opportunities. It’s good to be clear about what you want to do, how to do it, and the support you need to create the future you want.

Person-directed planning assists a person with developmental disabilities to create a meaningful life in their community by identifying their life goals and finding community connections, services and/or supports with the help of their families and/or significant others of their choice.

For example:

  • Identifying abilities and interests
  • Finding volunteer, employment and/ or educational opportunities
  • Enhancing independence skills
  • Making connections to social and recreational activities

The focus of planning is based on the goals people set.

Is this the right time to work on a Person-Directed Plan (PDP)?

  • Planning: Am I interested in planning for my future? For example: planning for life after high school graduation, moving somewhere different, or trying something new.
  • Goals: Am I ready to develop goals to create a meaningful life in my community? For example: meeting new people, learning a new skill, and or finding a job.
  • People: Am I interested in including people in my life or developing a network of people to help me plan for my future? For example: family, partner, friends, neighbours, or teachers.
  • Timing: Can I spend some time visioning, dreaming, and planning for the future or am I in urgent need of help? For example: stable housing or health

Other useful information about Person-Directed Planning:

  • A. For adults (18 years of age and older) access to person-directed planning is through your local DSO http://www.dsontario.ca/ (For example: For Toronto Developmental Services Ontario Toronto Region (DSOTR) Phone: 1-855-DS-ADULT or 1-855-372-3858 Tty: 416-925-0295 Fax: 416-925-3402 Email: DSOTR@surreyplace.on.ca http://www.dsotoronto.ca/
  • B. For children and youth up to age 18 person-directed planning is available (usually without cost). (For example, in Toronto: Toronto Community Living Toronto 647- 426-3220. For youth between 14-18 years of age: Corbrook 416-245-5565 ext. 222)
  • C. Passport funding can be used to pay for person directed planning.
  • D. You can choose a Plan without implementation or a Plan with implementation
    1. A Plan without implementation does not include staff support to implement goals. Informal supports, such as family members, community members, etc., can be used to help facilitate goals.
    2. A Plan with implementation includes a worker for up to one year to help facilitate goals.
  • E. You can have an Independent Facilitator (not associated with a service provider agency) to help develop your plan (The Ontario Independent Facilitation Network) or you can choose a Ministry funded agency to help you develop your plan (Check with your local DSO to find agencies). Whichever you choose to there should be no difference in the quality of the plan.

How can I prepare for my plan?

To get ready for a plan, think about whom you want to invite and what goals and dreams you want to talk about.

What different ways is planning done?

There are many tools planners use. All are flexible based on what you like and how you communicate. The tools are not just another way to create a service plan, but are a different way of thinking about how to do what you want and reach your goals. Often your planning facilitator will meet with you before your planning meeting to talk about the tools and find what works best for you.

How often do I meet with my group to go over my plan?

In the beginning you may meet more often, but the number of meetings depends on the progress towards your goals and how often you want to meet. There may also be meetings with just your planning facilitator in addition to meetings with your group.

What is a network?

A network is a group of people who meet regularly to help you to reach your goals or personal vision. Usually, friends, family members, co-workers, neighbours, and sometimes service providers are part of a network. Most of the people in a network are not paid; they are there because they care about you and have agreed to work together to support you in making your life better.

How can a network help me carry out my plan?

  • Support you with what you want to say
  • Bring ideas and help in planning for the future you want
  • Help you make decisions
  • Use their personal networks to make connections in your community
  • Give support
  • Spend time with you
  • Advocate on your behalf
  • Provide friendship
  • Celebrate together

How can I get help to build a network over the long-term?

Networks can happen at any stage in a person’s life but often form during periods of change or transition, such as starting high school, leaving school, moving out of the family home or looking for work.

A planning facilitator can help you to create a network. As you become more involved in your community working on your goals, you may meet people who might become part of your network.

Life Beyond Work

boy painting at easel

High school is more than just about attending classes. It is also about exploring your interests, developing skills, establishing social relationships (independent of your family circle) and having fun! Activities and experiences at this time can help us figure out what we would like to do after high school and, they teach us to balance what we like to do and what we must do, in our daily lives.

You would typically do this through recreational, camps and volunteer activities. Some of these will occur during the school day; others will happen outside of school.

Inside school:

Check out the extra-curricular activities offered in the school. Intramural sports activities, use of fitness equipment, clubs (such as drama, chess, or photography), choirs, bands, yearbook and newspaper committees, all offer opportunities to pursue interests and make friends. What activities are you interested in? What will fit into your schedule? Are you interested in competing or just having fun? Once you answer these questions, plan to attend a session or two to see if it is what you had in mind. Remember: high schools often offer activities that will be new to you. (i.e.: football) Intramural clubs are great places to learn and the coaches expect to do some teaching and mentoring. That is how they build their teams/clubs for future years. Some schools offer peer- mentors, if you need extra support. Speak to your Guidance Counsellor for advice.

Many school departments use volunteers. For example: the library may use student helpers to re-shelve books, teachers use students as “office assistants” on parent nights, the drama club uses volunteers to help paint sets and there is often, a “stage crew”, to set up the stage for assemblies. Talk to teachers about opportunities or visit your Guidance Counsellor. Some activities will be ongoing while others are a one-time event.

Paid work in schools is limited but, the cafeteria, office or gym coach might offer positions.

Outside of school:

Recreation:

Community and recreation centres offer a wide variety of activities. You can find everything from swimming lessons to woodworking classes. They usually produce a calendar of events organized around the school year and offer activities based on age/experience. Check schedules to determine when the activities you are interested in are offered. Take note of registration dates and fee schedules. Many offer reduced fees for families on tight budgets. Municipal departments such as Parks and Recreation will have information but often, walking to the centre and asking staff, is the easiest way to check out activities available locally.

Boards of Education often offer interest courses such as dance, crafts, cooking and mechanics. These are usually offered at night time. Calendars are often organized around the school year. Fee schedules are published.

Public libraries often offer workshops, movie nights or lectures. Check out the website or visit your local library. They will have their calendars and often, those for other local libraries.

Many cities will have bulletin boards or websites announcing events around the city such as winter festivals, theatre in the park, neighbourhood festivals and public meetings. On the internet, searching for events + your city will often give you a list of what’s happening in your area.

Locally, you should look for private organizations. Religious institutions might have youth groups, choirs or study groups. Cultural groups may have language or dance classes and community gatherings. Theatre groups will post a play schedule. Sports clubs, private dance, yoga classes, fitness clubs and pottery centres are just a few of the activities found in the private sector. Your local newspaper or telephone directory will provide contact information and many now will have a website.

Camps

Do not overlook the offerings of camp programs in the 21st century! Summer camp, March break and even December camps can offer exposure to new skills or enrichment of current talents! Traditional camps offer a mixed experience of boating, swimming, arts and crafts and survival skills but there are so many more options! Computer camp, sports camp, dance camp, circus camp, sailing camp, digital photography camp are just a few of the choices to be found. Many of these camps are designed for the young teen set (under age 16) and many also offer opportunities for Counsellors-in- Training, for those looking for leadership experience. Whether you wish to be a camper or a leader, opportunities are out there! Determine your budget, your desire for residential or day camp, and your interests and get searching! On the internet summer camp+your province, will get you started. All camps offer opportunities for lasting friendships and great memories.

two people sitting on a beach

Volunteering

Volunteer involvement strengthens communities and is mutually beneficial to the volunteer, the organization they support and the community. The volunteer develops skills and contributes to the community. Volunteers improve the capacity of the organization to realize its mission. When you volunteer, you should choose your activity carefully! Are you wishing to learn something? Gain experience for your resume? Share a talent you have? Have fun? You will be asked to make a commitment. The organization will allocate resources to train and support you.

To find a volunteer position, consider charities and non-profit organizations local to you. Organizations like hospitals, service clubs and museums are good places to start. If you do not know of any, try to find your local volunteer centre. On the internet, a search for volunteer + your city often gets you a list. They will have information of current positions.

These are just some ways that you can start to develop a balanced life. This helps you to build connections and relationships, as well as varied skills and abilities through different activities.

Joining in Play

photo of children running in playground

Some children find it easy to join a group of children. When they see another child, or a group of children playing something that looks like fun, they either just sit down and join in, or ask simple questions such as, “What are you doing?”, or “Can I play?”.

For some children, joining in a game can be very challenging. These children might play alone or use inappropriate methods of joining in, such as grabbing toys, or hitting other children in order to get their attention. None of these strategies are appropriate. The child who grabs or hits will probably be seen as a “trouble maker” and is unlikely to be welcomed into the play group. A child who does not join in, but stands alone on the sidelines might be feeling very lonely or shy. They also are not learning all the important skills that group play can teach.

Like other social skills, the skill of “joining in play” is one that some children can be taught – step by step.

Helping your Child Learn How to Join in Play

As a parent, teacher or early childhood professional, you can help your child learn how to join in play using the following ideas.

    1. Talk about it
      Start by talking to your child or children about the specific skill. Ask her questions like:

      “How can you ask a friend to play? Show me.”em>
      “How does it feel when you play with someone else?”

    2. Teach
      You can teach your child about the appropriate ways to join in play. One tool you can use is a personal story.

      The goal of a personal story is to:

      • describe social situations that are difficult for your child,
      • increase his understanding of this situation,
      • provide suggestions about how to behave, and
      • give your child some perspective or understanding on the thoughts, emotions, and behaviours of others.

      It is best to use a personal story when your child is calm and focused, not when the challenging situation is actually happening. Try reading and talking about the story daily (perhaps at the beginning of the day) so that your child is able to really understand.

joining a game script

  1. Role-Playing
    Role-playing consists of acting out various social interactions that children would typically encounter. Puppets or other toys can also be used as “actors” in the role-play.

    Role playing teaches children the actual words they can say and the things they can do in specific situations. It also gives children an opportunity to practice these new skills with their peers.

    In the beginning, you should play all the ‘parts’ to show your child what she can do or say in certain situations. You can keep her interested by using characters from her favourite television shows. Be sure to speak in an animated voice and use words that your child can understand.

    Try to act out situations with both positive and negative responses, as this will help your child understand that other children are not always willing to share or play with her.

    Here are some examples:

    Scenario 1

    Dora and Boots are playing with blocks. Swiper comes close, taps Dora on the shoulder, makes eye contact, and says, “Can I play with you?”

    Dora says, “Sure”. Swiper says, “Thanks” and joins the game.

    Scenario 2

    Dora and Boots are playing with blocks. Swiper comes close, taps Dora on the shoulder, makes eye contact, and says, “Can I play with you?”

    Dora says, “No”. Swiper says, “OK” and goes to find someone else to play with.

    Steps to take when using role-playing to teach children to join in play:

    • Step 1 – Model the skill
      Two or more adults model a situation in which one asks the other to join him/her in play. The specific phrases and behaviours that your child needs to learn are modelled.

      Role-play a few possible scenarios so that children are prepared for different situations:

      Scenario 1

      Person A and Person B are playing with blocks. C comes close, taps A on the shoulder, makes eye contact, and says, “Can I play with you?”

      A says, “Sure”. C says, “Thanks” and joins the game.

      Scenario 2

      Person A and Person B are playing with blocks. C comes close, taps A on the shoulder, makes eye contact, and says, “Can I play with you?”

      A says, “No”. C says, “OK” and goes to find someone else to play with.

    • Step 2 – Select role players
      At first, it is best to have older children or ones who are more experienced at the skill do the role-play and have your child watch and comment.
      If possible, give all interested children a turn to do the role-play. It is especially important that your child who is learning the skill has a turn to be part of the role-play.
    • Step 3 – Children do the role-play
      A small group does the role-play and the other children watch and comment.

      After seeing a few examples, your child can be part of the role-play. She should play many different parts in the role-play.

      Encourage the children to role-play different scenarios and outcomes (e.g., when someone says, “No, you can’t play with us.”)

    • Step 4 – Provide feedback
      Everyone can give feedback to the role-players. Remember, you are modeling how to give positive feedback. Give specific, positive feedback to all children involved in the role-play. For example, “I liked how Joshua asked Amelie if he could use some of her crayons.”
  2. Reinforce
    Tell your child that you will be watching for this skill for a week. Reinforce your child when you see her joining in play and remember to label the behaviour that you want to see.

    “Bernice, good job using words to ask to play with Christopher”.

  3. Review
    Talk about the skill for a few minutes each day so that it is fresh in your child’s mind. This also helps her understand the importance of this social skill.

    Teaching your child how to join in play can be challenging and takes time. You will be most successful when you are:

    PATIENT – Some children might need more reminders, more support, and more time to learn.

    CONSISTENT – Make sure that you and any other adults in your child’s life have the same expectations of the child.

    POSITIVE – Remember to look for your child using the skill and reinforce her as much as possible.

    By using these strategies and encouraging your child, she will become more comfortable joining in play with other children.

    Source:
    Personal stories are based on “Social Stories” created by Carol Gray.

How to Apply for a Social Insurance Card (SIN)

Why do I need a Social Insurance Card?

  • When you’re ready to enter the workforce you will need to apply for a Social Insurance Card.
  • No employer will hire you if you do not have a Social Insurance card.

How to apply for your Social Insurance Card for the first time?

  • You can apply in person or by mail
  • If you have access to a computer and the internet you can download the application form from: www.hrdc.gc.ca or you can pick up your application from your local Service Canada Centre
  • It is recommended that you apply in person at your local Service Canada Centre

What documents do I need?

ALL DOCUMENTS MUST BE THE ORIGINAL
You need a primary document from one of the following that describes your status in Canada:

Canadian citizen born in Canada:

  • Certificate of Birth or Birth Certificate (issued in Canada)

Canadian citizen born outside Canada:

  • Certificate of Canadian Citizenship (issued by Citizenship and Immigration Canada)

Status Indian Born in Canada:

  • Certificate of Birth or Birth Certificate

Status Indian born outside Canada:

  • Certificate of Birth or Birth Certificate and a Certificate of Indian Status

Permanent Resident:

  • Permanent Resident Card (issued by Citizenship and Immigration)
  • Confirmation of Permanent Residence and Visa counterfoil in foreign passport (issued by Citizenship and
    Immigration)
  • Confirmation of Permanent Residence and Visa countfoil on United Nations High Commissioner for Refugees
    Travel Document (issued by Citizenship and Immigration)
  • Confirmation of Permanent Residence and Visa countfoil on Single Journey Document for Resettlement in
    Canada (issued by Citizenship and Immigration)
  • Confirmation of permanent Residence and visa counterfoil on Red Cross Travel Document (issued by
    Citizenship and Immigration)
  • Record of Landing (issued by Citizenship and Immigration)

For Children under the age of 12 the parent or legal guardian must also provide proof of identity

You may also have to provide a supporting document if your name appears different from your primary
document.

The following supporting documents may be submitted:

  • Marriage certificate or marriage registration
  • Divorce Decree
  • Legal change of name document
  • Adoption papers
  • Request to amend immigration record of landing or confirmation of permanent residence

ALL DOCUMENTS MUST BE THE ORIGINAL

How much do I have to pay for a Social Insurance Card?

  • If you’re applying for the first time your Social Insurance Card there is no charge
  • If you have lost your Social Insurance Card and you need to replace it you must pay $10.00

Where do I mail my application to?

Service Canada
Social Insurance Registration Office
PO Box 7000
Bathurst NB E2A 4T1

Where is my local Service Canada Centre?

Local office Information:
City Hall – Service Canada Centre
100 Queen Street West
Toronto, Ontario
M5H2N2

Cecil Street Community Centre Scheduled Outreach Site
58 Cecil Street
Toronto, Ontario
M5T1N6

Metro Hall Scheduled Outreach Site
55 John Street (King Street Entrance)
Toronto, Ontario
M5V3C6

College Street – Service Canada Centre
559 College Street
Toronto, Ontario
M6G1A9

Gerrard Square – Service Canada Centre
1000 Gerrard Street East
Toronto, Ontario
M4M3G6

Centre – Service Canada Centre
25 St Clair Avenue East
Toronto, Ontario
M4T3A4

Flemingdon Park (Flemingdon Recreation Centre) Scheduled Outreach Site
29 St Dennis Drive
Toronto, Ontario
M3C3J3

Rogers Road Scheduled Outreach Site
605 Rogers Road
Toronto, Ontario
M6M1B9

Lawrence Square – Service Canada Centre
700 Lawrence Avenue West
North York, Ontario
M6A3B4

Etobicoke South Social Services Scheduled Outreach Site
779 The Queensway
Toronto, Ontario
M8Z1N4

Helping Someone to Make Transitions

For someone with an intellectual disability, any kind of transition or change can be extremely stressful. People with intellectual disabilities can feel vulnerable when faced with a new situation because it will take them out of the familiar. The familiar represents a successful safe haven of sorts to most of us. When we are faced with a significant (or, for some of us) a slight change, we begin to prepare ourselves in a variety of ways.

This article will outline a number of strategies that can be used to assist any individual with making a transition. These strategies are divided into three main sections:

  1. preparation
  2. making the transition
  3. follow-through

When any type of change is anticipated we prepare ourselves in a variety of ways. For a job interview in an unknown location: we can rehearse possible responses to questions with a friend; we can look on a city map to find the location; we can decide ahead what clothes to wear, etc. Each of these preparatory steps help us to be more organized and, hopefully, more confident when we actually have our job interview.

Preparing an individual with an intellectual disability for change will certainly be a smoother process if preparatory steps are followed. The use of a variety of cues and aids generally assists in making transitions, whether large or small.

Consider the cues that might be used for a young adult about to leave home for an assisted living arrangement. Visual cues can include things like: brochures with photographs of the interior; polaroid photos taken by the individual and her family on a visit; calendars and schedules outlining daily or weekly routines; picture symbols to help organize clothing and possessions; name tags on fellow residents’ photos. Auditory cues can include the rehearsal of peoples’ names; practicing at home with an alarm clock to wake up independently; practicing with an egg timer to get dressed independently. The individual can also prepare with family by packing their own belongings; physically taking the transit route to get to the new residence; and taking part in some social activities at the residence prior to moving in. All of these cues are, in some way, assisting the individual to prepare, to be more comfortable when the moving day finally does come.

Essentially, preparing for change is the taking of any steps which will make the transition go as smoothly and successfully as possible.

We have discussed a rather large and potentially stressful change in a person’s life. However, many of these same types of cues may be used with a small transition. Some individuals may be so disrupted and upset by even a small change in their environment that they will need some kind of preparation. An individual who is comfortable with a predictable daily routine may need preparation to change a part of that routine.

For example, a child in a nursery program may need to move from one activity to another. Each time a new move or transition occurs, a number of cues can be used to help. The child may be given verbal warning paired with a visual cue that he will be moving to a new activity. Other children could be partnered with him to give another cue-when they move, he sees this and moves too. A portable schedule can be given to the child, using picture symbols to show what comes next. All of these ways of preparing an individual may help the transition to be successful.

During the actual transition, it is useful to repeat the various cues, including visual, auditory and physical. Now the cues are given in an immediate way, with the intent that the transition will happen. For the child moving from one activity to another at Nursery School, the instruction can be given, paired with physical guidance to help the individual complete the action. For the adult moving to a group home, the actual day will involve the carrying of favourite articles to a vehicle and physically getting into a vehicle to travel to the apartment. Again, the repetition of various cues will help the person to be more independent, comfortable and successful.

The final stage in making transitions involves the assessment of how the transition was made. Was the individual successful? Could some things be changed in preparation so that the transition goes more smoothly? Did the individual appear to respond better to some Cues than others? By asking these and other related questions, subsequent transitions can be made smoother for the individual. When the individual and others around him/her are asked how things went, a better picture will emerge on how to modify transitions in the future. This step is important because, ultimately, changes in routines and activities should become easier to deal with.

The ease with which we handle new and different situations is directly related to how many times we encounter new and different situations. The more we are successful with changes in our environment, the more relaxed we can be when faced with something completely new. We learn to generalize from one situation to another. Generalization occurs when we mentally assess a new situation and compare it to similar past experiences. We see the aspects that are the same, and we see those that are different. We use all of our past experiences to successfully manage this one.

When assisting an individual with an intellectual disability to make successful transitions, we need to build in opportunities for generalization to occur. Frequently, this will mean more practicing of skills across a number of different situations, and with a variety of people. Cues may be altered slightly, instructions may be changed, timing may be different. All of these should be planned based upon the observations made when the individual first made their transition.

Let’s review the three stages in making a successful transition. First, we must carefully prepare the individual for change by using as many cues as possible to let them know change is imminent. Second, we must use those cues again when actually making the transition. The more cues that facilitate independence with the transition, fostering self reliance, the better. Third, a review of what happened is critical to ensure that future transitions will be successful. It is especially important to look at the need for generalization at this stage, building up the experiences in a positive way, sot that change does not seem as difficult.

The First Job and Beyond

photo of girl working in video shop

Gaining work experience is a great way for someone to explore occupations that might interest them in the future. (Working is also a great way for someone to figure out what they do not want to do!)

For people just beginning to think about life after school, part-time or weekend jobs are the most likely place to start. They might be limited in their choices by the opportunities available, but remember—even if a job doesn’t sound like the perfect fit, it can still teach valuable skills that will help them qualify for future opportunities.

Getting Started with a Resume

To begin, a person should have a resume ready to share with potential employers. A school guidance counselor can help, or if the person is not in school, local community resources and employment agencies are often available to assist.

Even without a “regular job,” include informal work like grass cutting, snow shoveling, babysitting, or running errands. These show responsibility and independence. Extracurricular activities can also demonstrate useful skills—sports, clubs, or volunteering are all relevant.

Don’t forget to keep the resume updated, especially if contact information or job experience changes. Also, consider certificates that improve qualifications—like babysitting, first aid, food handling, or swimming training. Include any awards or recognition to showcase accomplishments.

Use AI Tools to Build and Improve Your Resume

Free or low-cost AI tools like ChatGPT can help create or improve a resume. You can:

  • Get a resume template tailored to your skills or experience level
  • Receive suggestions for how to describe your work or volunteer activities
  • Ask for help writing a cover letter or interview answers
  • Review grammar and wording to make your resume more professional

If you’re not sure how to describe your past experience or skills, AI tools can help you put it into words—just type in what you’ve done and ask for feedback or suggestions. This can be especially helpful for youth, newcomers, or anyone writing a resume for the first time.

Leveraging Social Media and Creating a LinkedIn Profile

In today’s world, being online can help with finding work—especially for youth or job seekers looking to build a network.

LinkedIn is a professional networking site where you can:

  • List your work, volunteer experience, and skills
  • Connect with employers, agencies, and coworkers
  • Follow companies you’re interested in
  • Find job postings or be noticed by recruiters
  • A strong LinkedIn profile includes:
  • A clear, friendly photo
  • A simple “About Me” section (e.g., “Motivated worker looking for a job in retail or customer service”)
  • Past experience, skills, and any training

For more detailed tips of using LinkedIn visit this presentation [insert LinkedIn Webinar] or read the following article – How to Use LinkedIn to Boost Your Job Search: A Guide for Job Seekers and Supporters

AI tools like ChatGPT can also help you write your LinkedIn bio, summarize your experience, or give suggestions on how to present your skills online.

Other social media platforms—like Facebook, Instagram, or X—can also be helpful:

  • Follow local businesses, recreation centres, or job agencies
  • Join local job groups
  • Watch for posts that say “We’re hiring!”

Be careful about what’s posted on personal accounts. Employers sometimes check public profiles. Keep it positive and professional.

Searching for Jobs

When looking for work, here are some ways to find opportunities:

  • Enrol with MyJobMatch – a platform designed for persons with disabilities to find employment
  • Look at community bulletin boards at rec centres, libraries, and grocery stores
  • Visit government employment centres or websites like Job Bank Canada
  • Explore job boards on municipal websites or Parks and Recreation departments
  • Talk to your school, support worker, or employment agency

Sometimes opportunities are right around the corner. A walk through your neighbourhood might lead to “Now Hiring” signs. Ask for applications at stores or restaurants. Even if they’re not hiring immediately, many keep applications on file.

If you’re volunteering or in a co-op placement, let your supervisor know you’re looking for paid work—they might be open to creating a paid position.

Networking and Word of Mouth

Ask family, friends, teachers, neighbours, or anyone in your circle about job opportunities. Most people are happy to help and may know someone who’s hiring. Let others know what kind of work you’re looking for and what you’re good at. Many jobs are found through word of mouth.

Keep an Open Mind

Your first job likely won’t be your last. Early jobs help build confidence, independence, and valuable work habits. Even a short experience in customer service, cleaning, or stocking shelves can help lead to a long-term opportunity.

Stay open to new experiences, be willing to learn, and remember that every job—big or small—is a step toward your goals.

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