Exploring Funding Sources

boy holding a cheque

Where do you find individual funding sources to assist someone who wants to access work, volunteer and recreational opportunities; yet additional support is needed?

Funding sources may mean money to pay for personal supports, skills training or assistive devices so the person is able to choose those opportunities. Typically, such sources come from local or provincial funding. It is beneficial to contact your provincial Ministry of Children, Community and Social Services or local developmental service agencies in your area to explore what’s available.

Potential provincial funding sources in Ontario include:

Income Supports

Through the Ontario Disability Support Program, the Ministry of Children, Community and Social Services provides financial assistance and other benefits to eligible people with disabilities and their families. This can include “Income Supports” for accommodation and basic living expenses as well as prescription drugs and basic dental care.

www.mcss.gov.on.ca/en/mcss/programs/social/odsp/income_support/apply_income.aspx

Employment Supports

Through the Ontario Disability Support Program, the Ministry of Children, Community and Social Services also provides goods and services to eligible people with disabilities to help overcome barriers to employment.

“Employment Supports” are designed to help people with disabilities alleviate some of the challenges they face in finding or keeping a job.

www.mcss.gov.on.ca/en/mcss/programs/social/odsp/employment_support/what.aspx

Special Services At Home (SSAH)

The Special Services at Home program provides funding directly to families so they can purchase services to provide personal development and relief support to children with a developmental disability and children with a physical disability. With this funding, families can purchase supports and services which they could not normally provide themselves and are not available elsewhere in the community.

This program is funded and administered by the Ministry of Children, Community and Social Services.

www.children.gov.on.ca/htdocs/English/topics/specialneeds/specialservices/index.aspx

Passport Initiative (Passport funding)

The Ontario government created the Passport initiative to provide opportunities for individuals who have a developmental disability and who have left school to find more ways to participate in their communities. Through Passport, participants can receive funding for activities that encourage their personal development and help them achieve their potential.

www.mcss.gov.on.ca/en/mcss/programs/developmental/servicesupport/passport.aspx
Update: Revised Passport Guidelines (September 2021)

Assistive Devices Program (ADP)

The objective of the Assistive Devices Program (ADP) is to provide consumer-centered support and funding to Ontario residents who have longterm physical disabilities and to provide access to personalized assistive devices appropriate for the individual’s basic needs.

www.health.gov.on.ca/english/public/program/adp/adp_mn.html

Respite Services (respiteservices.com)

respiteservices.com consists of agencies funded by the Ministry of Children, Community and Social Services and the Ministry of Children, Community and Social Services. They are collaborating to develop a more dynamic respite network for both children and adults in Toronto. As well, participants include delegates from the Ministry of Children, Community and Social Services, the Toronto District School Board, Toronto Parks and Recreation, and the Children’s Aid Societies. Other organizations providing respite services for families in Toronto are invited to join.

www.respiteservices.com

To find alternative funding sources in your area, search through your local sports clubs, faith or cultural groups, recreational facilities, charitable organizations or community agencies. For example:

Local Rotary clubs fund programs which benefit children and youth in the areas of health, education, child abuse and neglect, social development and life enrichment. It also funds community programs for the homeless, disabled and seniors and contributes, from time to time, to international Rotary projects which assist children and youth.

www.rotary.org

Check the Yellow Pages for Charitable Organizations for your local area.

www.yellowpages.ca

Check the Canadian Association for Community Living (CACL) for your local support agency.

CACL is a Canada-wide association of family members and others working for the benefit of persons of all ages who have an intellectual disability.

www.cacl.ca/

Creating Employment and Training Opportunities in Your Community

photo of girl working in an animal shelter

Supporting individuals with intellectual or developmental disabilities means helping them discover inclusive pathways into work and training. Whether you’re a parent, support worker, or advocate, building community connections is one of the most powerful tools available.

Here are practical tips to help create employment and training opportunities in your community:

Set a Specific Meeting Time

If someone expresses interest, don’t leave it open-ended—lock in a date and time right away, and make sure to follow through.

Keep It Brief

Let people know the meeting will only take about 15 minutes. This makes it easier for them to say yes and shows you respect their time.

Prepare Like It’s a Sales Pitch

Come prepared with a few clear reasons why this opportunity benefits them. If you’re representing someone specific, highlight their strengths and how they can contribute to the workplace or community. Need some ideas on what to say – here are some ideas – How to Prepare to Talk to Employers — Like It’s a Sales Pitch

Make a Strong First Impression

Be professional, friendly, and yourself. If they decline, thank them and move on. Don’t take it personally—it’s part of the process.

Be Persistent, Not Pushy

It might take 20 or more conversations to find the right opportunity. Stay positive—each “no” gets you closer to a “yes.”

Meet in Person When You Can

In-person meetings help build trust and make your intentions clearer. When that’s not possible, video or phone calls can still be effective.

Look for Natural Fits

Look at where there might already be a natural fit between your skills and interests and community needs. For example, if you love animals, explore local pet stores or shelters. This creates a more authentic and likely match.

Focus on Skill-Building First

Sometimes the best starting point isn’t a job, but an opportunity to build confidence or practice a routine. Volunteering, internships, or short-term roles can all serve as stepping stones.

Start With Your Existing Network

Ask family, friends, co-workers, teachers, or other community members if they know of any opportunities. Even if they can’t help directly, they might know someone who can.

Stay Hopeful and Professional

Don’t expect immediate results. Share your message clearly and respectfully. People may need time to consider how they can help.

Final Thought:

Creating opportunities isn’t always easy, but your effort and optimism can open doors—not just for one person, but for the whole community. Keep at it. You’re making a real difference.

Choosing a Child Care Program

Choosing a program for your child is a very personal choice for each family. The best program is one that matches your child’s personality, likes and dislikes, health, interests, and behaviour. It is also important to think about finding child care that respects your family’s culture and beliefs. With so many child care options to choose from, look for a program that meets your family’s needs and schedule, provides a safe and fun environment for your child, and also helps her learn, grow and build relationships with others.

Decisions about child care are important. Let’s take a look at some of the following child care options:

Nursery Programs
Nursery programs are offered on a part-time basis for children usually three to four years old. Programs tend to operate in the morning and follow a ten or eleven month schedule each year. They may be closed for one, or two months during the summer. The programs may be offered for 2-5 days per week for a 2 ½ to 3 hour program. The parent is not expected to remain with the child. The program will provide a range of activities such as arts and crafts, sensory, free play, gross motor and group games such as music circles.

Nursery programs offer other benefits including:
- a focus on education
- the social skills of young children
- a preparation for elementary school or kindergarten
Child Care Centres (Daycare)
Child care centres (daycare) offer balanced programs of activities for infants (0 to 18 months), toddlers (18 months to 2.5 years), pre-school (2.5 to 5 years), and school-age (6 to 10 years) children. Children learn and grow while making friends with other children of the same age.

Child care centres provide a program for a full day, usually offering at least 9 hours of care. Child care centres are open all year; some may close for a set two week period during the summer for vacation. Fees are based on in which age group your child belongs. Infant spaces are the most costly. Many child care centres offer before and after school care as well.

Centre-based care offers other advantages:
- the staff includes professionals with training in early childhood education
- the activities are designed for children at different stages of development
- the setting is designed for children
- the toys and playground equipment are age-appropriate and are chosen with the safety and enjoyment of children in mind
Home Child Care
Home child care is provided in a family-like setting for infants, toddlers, pre-school, and school-age children. Children from the same family can be cared for together, often in their own neighbourhood, and close to school and friends. Hours of care can be flexible and may be adapted to suit the needs of individual families. Keep in mind that some home child care providers are licensed and some are not. Let’s take a look at some of the benefits of licensed home child care.

Licensed home child care agencies are inspected at least once a year by the Ontario Ministry of Children, Community and Social Services. Agencies will recruit individual caregivers who use their homes to care for up to five children. These caregivers, usually called providers, are supervised by home visitors employed by the agency.

Home visitors with training in child development and family studies ensure that providers follow the agencies’ approved policies and procedures and meet the requirements of the Day Nurseries Act.

Home child care provided through licensed agencies has many advantages:
- providers have access to learning opportunities and other supports through their association with home child care agencies
- home visitors help providers to plan activities for children at different stages of development
- home visitors provide advice about nutritious meal planning and routines
- home visitors check the home environment to make sure that it is free from dangerous objects and materials
- agencies often lend providers child-size furniture and may supply toys and equipment that have been chosen with the safety and enjoyment of children in mind
Child care services offered by an independent caregiver are sometimes referred to as non-licensed home child care. This is another option for child care, but keep in mind that it is not regulated. All aspects of the services offered by independent caregivers such as hours of operation, fees, policies, and philosophy, are determined by the caregiver, or are negotiated or discussed individually with the parents. Non-licensed child care may be provided by relatives, friends, neighbours, or nannies.
Specialized Child Care Programs
There are a variety of specialized child care programs which provide full day, half day or nursery programs. Some specialized programs are segregated (available for only children with special needs) and others are integrated where children of all abilities are included.

These programs have many benefits including:
- some programs offer specialized services, such as physiotherapy, occupational therapy, and speech and language therapy
- staff with specialized training to work with children with special needs
- smaller group settings

How are child care programs regulated?

When thinking about child care options, keep in mind that in Ontario, all child care centres must be licensed by the Ministry of Children, Community and Social Services, under provincial legislation called the Day Nurseries Act.

The Act sets out very specific rules, regulations and minimum standards under which centres must operate in order to get and maintain a license. Most of the regulations of the Act are designed to ensure the health and safety for children. In addition, some regulations relate to helping children develop and learn.

The following is a list of how the Act outlines the ration or number of employees required to care for a certain number of children. These rules apply to all centre based care.

Infants (0 to 18 months): 1 employee for every 3 infants (1:3)
Toddlers (18 months to 2.5 years): 1 employee for every 5 toddlers
Pre-school (2.5 to 5 years): 1 employee for every 8 preschoolers
School-age (6 to 10 years): 1 employee for every 15 school age children

Home child care is also regulated under the Day Nurseries Act. Agencies that provide home child care services also have specific policies that home providers follow.

Assessing Your Family Needs

Part of choosing the best child care option for your child is to start by assessing your family needs.

Consider some of the following:

For how long do I need child care? (e.g., morning or afternoons only, full-day, before and after school)
When do I need the child care? (e.g., immediately, in a few months)
Where do I want the child care to be located? (e.g., near home, work, school)
How will I get my child to child care? (e.g., walking, bus ride, car)
For what type of care am I looking? (e.g., nursery program, child care centre, home child care, specialized program)
Will I require subsidy or financial assistance to pay for the fees?

Once you know your family’s needs, you can begin to explore the child care resources in your area. Information about child care centres, nursery programs, or agencies that have home child care providers in your community is available from:

the yellow pages of the telephone directory under Child Care or Day Care
newspaper ads, bulletin boards
local offices of the Ministry of Children, Community and Social Services
community information centres, child care resource centres, libraries, churches
the human resources department at work
friends, neighbours, relatives, co-workers

Making the First Contact

A telephone call will likely be your first contact with the child care centres, agencies or nursery programs on your list. When you call, ask to speak to the director or supervisor since you may be arranging for care with that person. If the director or supervisor is not available, ask about a convenient time to call again.

Before telephoning child care centres or nursery programs, it is a good idea to make a list of questions. If you use the same list for each call you can compare the answers from each option and eliminate child care centres that clearly do not meet your family’s needs.

Your questions may include:

What are your hours?
What are the ages of children for which you provide care?
How many children are in a group?
How many staff members care for each group?
What training does the staff have?
Are parents encouraged to drop in?
What is the cost? Are there any additional charges? Is there a charge when children are sick or away on holiday?
Is there an application fee?
Is fee subsidy available?
Do you operate all year or have any set closure times?
Do you have a waiting list?
What is your policy or guidelines for including children with special needs?
Do you have supports or resources for children with special needs?

If you like the way the director or supervisor answers your questions, ask for an appointment to visit the centre. Since it is important to be able to compare two or more centres, continue to call the other centres on your list. Ask the same questions and make appointments to visit.

If you are interested in home child care, find an agency that provides this service and ask to speak with or meet the director and/or home visitor who will be supervising the home child care provider. It is a good idea to make a list of questions. If you use the same list for each, call so you can compare the answers from each option and eliminate agencies that clearly do not meet your family’s needs.

Your questions may include:

How are home providers selected?
Can I visit the provider’s home? Can I visit more than one provider?
Are there training opportunities the agency offers to the providers?
How often do home visitors see the providers?
How does the agency communicate with parents and how do providers give parents information about their children?
What is the cost? Are there any additional charges? Is there a charge when children are sick or away on holiday? Is there an application fee?
Is fee subsidy available?
Do you operate all year or have any set closure times?
Do you have a waiting list?
What is your policy or guidelines for including children with special needs?
Do you have supports or resources for children with special needs?

Visiting the Program

When visiting child care centres, nursery programs, or home providers, it is important to think about the way you were welcomed and how your questions were answered. Spend time talking with the staff who will be working with your child and be sure to observe the program for long enough to get a clear impression. Make notes during the interview and/or use the checklist found at the end of this document – one for visiting child care centres and nursery programs, and another for visiting home child care providers.

As a parent you want to make sure that your child receives the best possible care with lots of love and understanding. After your visits, compare your notes and think about the agency, the home(s), child care centres, or nursery programs you have seen in relation to your family’s child care needs.

Child Care Centre/Nursery Program Visit Checklist

Take this checklist with you when visiting child care centres or nursery programs, and consider the following elements of quality child care. During and/or following your visit to the program, review each section. With a checkmark, indicate if what you observed during your visit is appropriate for your child and family.

Child’s Communication Binder

A communication binder can mean different things. In this guide, you as a parent, teacher or early childhood professional, will learn how to create a simple yet powerful tool that your child can use to communicate with other children and people in their life.

A communication binder has pictures arranged in a variety of categories. When choosing pictures, consider your child’s needs and what she is not able to clearly communicate through speech or gestures. Routines and rules can be added for different settings.

Why use a Communication Binder?

Children with special needs sometimes find it hard to be understood when they are in a busy classroom, or meeting someone for the first time. Reasons for this may include:

unclear speech
limited vocabulary
difficulty making eye contact
forgetting what to say or do when feeling overwhelmed

A child who uses a communication binder is more able to express herself in a way that other children and adults will understand. This may decrease the likelihood that she will resort to crying, hitting, kicking, or having tantrums in an attempt to get her needs met.

A communication binder can also encourage a child to play with and talk to other children without needing an adult to “speak” on her behalf. For example, a child can use her communication binder to show a friend what game she would like to play at recess. Some children have sections on hobbies, such as collecting stickers or baseball cards. Finally, a communication binder can promote sharing and conversation about what a child has done at home, child care, or school each day.

If your child has a speech-language pathologist or support person from an agency, he may provide suggestions about what to include in the communication binder and how to encourage your child to use it.

What to include in a Communication Binder

We have provided a sample communication binder to get you started. The communication binder is based on a series of labeled picture symbols that are easily understood by children and adults.

Below is a brief description of each possible section and ideas about what to include:

Basic Needs

Placing pictures of basic needs at the front of the binder will make it easier for your child to communicate in a hurry. This section usually includes pictures of requests such as “eat”, “drink”, “washroom”, “more”, and other specific needs for which your child requires help communicating clearly.

In My Classroom

Pictures in this section include classroom activities and routines. Since the binder is a support to your child’s expressive communication, the pictures should include activities that she may request, as well as transitions for which she may need help. When your child starts school or child care, her teacher may want to add more pictures.

Let’s Play

Your child can use these pictures when she is playing with others, or participating in group activities. These pictures can assist your child with some social skills, such as asking to play, or knowing whose turn it is. Game and activity choices can also be included to allow your child to point out with what she wants to play.

Show and Tell

You may want to add a photograph or picture to the binder every week for your child to share with friends and family. This encourages conversation about something new, or of special interest, to your child and can help her develop social connections.

What I Did at Child Care or School

This is a conversation page that can be photocopied and completed by your child each day. It can help your child remember what she has done throughout the day so that she can ”talk” about it at home. The conversation page can be laminated and marked with a dry-erase pen.

What I Did at Home

This is a conversation page that can be photocopied and completed by you and your child each evening. It can encourage her to share experiences with teachers and classmates. This page can also be laminated and marked with a dry-erase pen.

How to Make a Communication Binder

You will need:

a computer and printer
a thin three-ring binder
10 three-hole clear page protectors
5 three-hole page dividers
markers and pencil crayons
stickers and stick-on labels
glue or tape

Steps:

Print the pages for the communication binder found at the end of this document.
Decorate the cover with your child. You may want to glue her picture on the cover.
Place each page inside a page protector and add to the binder.
Put page dividers between sections.

Your child’s communication binder is ready to use.

Personalizing Your Child’s Communication Binder

Communication binders are designed to grow with the person using them. The key to increasing your child’s communication skills at home and in the community is to be flexible and creative.

If the picture symbols in our communication binder do not suit your child’s needs, feel free to create your own using computer clip art, your own drawings, photographs, pictures from magazines, or by visiting the Visuals Engine. Just make sure that the pictures are clear and easy for your child to see. Print or type a label in lower case letters above each picture you add to the binder. It will be easier for your child to learn what each picture represents when everyone uses the same words to describe it.

If you find that a binder is too large for your child to handle or carry around try placing pictures in a mini photo album, or glue them into a paper notebook.

If your child consistently uses words or gestures to express certain needs and wants, the pictures representing them can be removed from the binder. Pictures representing words or gestures that are new to your child can be added instead.

Teaching Your Child How to Use a Communication Binder

Children who are comfortable using the Picture Exchange Communication System (PECS) or visual schedules will probably find it easy to use a communication binder. When introducing the communication binder to your child, it is best to review the pictures in each section with her at the time that they will be used. This way you can make sure that she understands the meaning of each picture. Here are some tips on introducing your child to a communication binder:

Read a Book Together

This will help your child learn that pictures and words can be used to represent
people, objects, or actions. It also provides her with opportunities to practice
page turning and pointing skills. Help your child point to different pictures or objects in the book (e.g., ”Barbara, show me dog”, or, “Barbara, where’s the cat?”). Provide your child with gentle hand-over-hand assistance if needed.

Include the Communication Binder in Daily Routines

When going through daily routines open the communication binder and point to the related picture(s). Start by guiding your child’s hand to a picture and labeling it. For example, “It’s snack time.”

Include the Communication Binder in Daily Conversations

If you are having difficulty understanding your child when she is trying to tell you something, point to the binder and say, “Show me”, or, “Use your pictures”. When friends or family visit, you can encourage your child to show them the pictures that she has put in the “Show-and-Tell” section.

Make the Binder Useful to Your Child

Remember to include pictures of important, desired objects and activities. Reinforce your child’s use of the binder by providing the items requested whenever possible.

Your child is ready to use a communication binder independently when she:

knows what the pictures in the binder mean.
is able to open the binder and turn its pages.
understands when she needs to use the binder.
can get someone’s attention and show them the binder.

Chaining and Shaping Behaviour – Mastering and Motivating the Child to Learn the Steps

What do the terms mean?

Any skill can be thought of as a chain of small steps. These small steps are identified by completing a Task Analysis. Each step, or link in the chain, serves as a cue to do the next step. By building one step onto another learned step in the sequence, a strong chain can be created. This is called CHAINING. There are two kinds of chaining, forwards and backwards, and you’ll learn more about these later.

Here’s an example: Simithy doesn’t like to wait for you to serve the other children and then spoon-feed her. She often cries and throws her bowl. You decide that it would be helpful to teach her to use a spoon to feed herself. A task analysis is completed and five steps in the spoon-feeding chain are identified.

pick up the spoon

put spoon into the food in the bowl

Scoop food onto the spoon

lift spoonful of food from the bowl

put the food into the mouth.

As Simithy begins to learn the steps, each one prompts the next one. When she has the spoon in her hand it helps her to know that the next step is to put it in the bowl. The spoon in the bowl prompts her to scoop the food. The food on the spoon prompts her to lift the food, and holding a spoonful of food prompts her to put it in her mouth. Of course the big pay off is the spoonful of her favourite food.

The actual steps in the task are taught through SHAPING. This is where the child is rewarded for approximating or getting close to the steps that we want to see in the end. Like playing “Hot and Cold”, you reward any movement that takes the child closer to the prize—doing the step correctly. If the prize is under the couch and the player is moving toward the couch, every time the player takes a step toward the couch, you are yelling “hotter” (reinforcing the behaviour). If the player moves away from the couch, you would say “colder” (not reinforcing). In shaping a skill, the child is rewarded when part of the skill is done well. Initially, if Simithy touches the spoon you might reward her with praise. Gradually, that will not be good enough to receive praise, and praise will only be given when the step of picking up the spoon is done a little bit better. The rule for giving reinforcement, changes as you expect more independence and greater accuracy.

As mentioned earlier, there are two kinds of chaining – forwards and backwards. The difference between the two is the point at which you begin teaching the steps in the chain. With forwards chaining, you would start by teaching Simithy to pick up the spoon. With backwards chaining, you would begin by teaching her to put the food in her mouth. Both are perfectly good approaches in this case.

How do you decide whether to use forwards or backwards chaining?

It is best to teach the sequence of steps from the beginning to the end (forwards chaining) when:

The child understands the final end product. (e.g., Simithy understands that she will end up with a spoonful of food in her mouth.)
The child is somewhat motivated to learn the new skill (e.g., She really wants the food, and now!)
The child displays little resistance to following instruction and can tolerate possibly being prompted through several steps of the task analysis.

In some cases, it is best to use backwards chaining (e.g., teach the child the last step first, then the second last step, etc.) You might choose to use this when:

The child does not understand the final end product (e.g., a mouthful of food) and needs to be quickly taken to the end result.
Motivation to learn the new skill is initially low and the child needs to very quickly receive an effective reward for cooperation and completion of the step. This will help to draw an association with the end product. Over time, as the child is required to complete more steps, she learns to tolerate delays in being rewarded.
The child shows resistance to instruction, prompting, etc. and needs the instruction sessions to be very short, initially, so that she can experience a quick reward for her efforts. This will reduce future resistance, as the child understands that rewards are coming soon.

What does it look like when you teach, using chaining and shaping?

Simithy is motivated to learn this new skill, understands what a spoonful of food in her mouth feels like, and is cooperative while being instructed. Forward chaining might work well in this case.

You will want to teach either the:

Whole Task – Prompting and rewarding Simithy throughout most or all five steps in the task analysis, or
Partial Task – Prompting and rewarding only a single step until it is mastered and doing the rest yourself. You will start by modeling and prompting Simithy to pick up the spoon and then complete the final four steps yourself . Using the shaping technique, you will reinforce increasingly-closer approximations until she is able to pick up the spoon independently. Once she can do this on her own without reward, you’ll move on and have her put the spoon in the bowl. Only reward her for approximating this new step in the chain. Over time, she will have to do more and more steps to get rewarded. Finally, the reward (praise, etc.) is only given when the whole new skill is completed as independently as Simithy’s abilities allow.

Gradually reduce the amount of assistance needed in each step until it is learned. As each small step is mastered, stop rewarding it and only reward the new steps that still need some work. Over time, the amount of assistance needed on each step will be reduced. Eventually the reward will come only when the whole skill has been completed independently.

Tips to Ensure Success

Minimize frustration, mistakes, and the need for correction:

Don’t go through the steps too quickly or the child will start to make a lot of mistakes and might get frustrated.
Gradually reduce the amount of prompting and assistance needed to master the step. Always use the LEAST amount of assistance needed so the child does not become dependent on your prompts.

Maximize acceptance of instruction, motivation, and accuracy in performing the steps:

Give instruction clearly, and simply using visual supports where necessary.
Model the steps.
Find the right rewards for the child.
Gradually reduce and delay the rewards given for completing the steps.
Provide some encouragement when learning the newest steps. Remember the biggest reward occurs at the end, once the child has demonstrated the learned steps independently.

A Quick Note on Generalization

Children need to know that a new skill can be applied in many places, with many people, and under many conditions. For some children, learning to feed themselves at the child care centre does not necessarily mean that they are going to demonstrate this skill at home (with spoons other than those used during instruction, or with anyone other than the care provider who taught them).

To promote the use of new skills in as many ways as possible, a few tips include:

Use similar but different items to teach the same skills (e.g., several different types of spoons and bowls).
Have other caregivers teach the same skills BUT be certain that there is communication as to what strategies are being used to teach the skill, and what steps have been mastered, and what steps are being taught.
Teach the skill in several different locations around the childcare centre and at home.
Teach the skill during different times of the day, where appropriate.

With a little practice, you will find that chaining and shaping are quite easy and useful techniques for teaching all children new skills.

Calming Strategies to Use with Children

photo of angry girl

Learning to regulate our emotional responses, especially during times of stress, can be difficult. Most children have some natural ways of self-regulating, but may also need to learn appropriate ways to respond when experiencing anxiety. Calming strategies can help a child to work through strong emotions. When calming strategies are practiced regularly throughout the day, the possibility for use at times of anxiety is increased.

Tips on setting up a calming routine

When setting up a calming routine in your home or program, here are the first things you need to consider:

Take an inventory of the calming strategies your child is already using and select the ones you want to reinforce. Start with strategies that are familiar to your child and are appropriate for their developmental level. This may help build on their existing resources and increase the likelihood of success. Later, once your child is familiar with practicing the strategies, you can introduce new ones.
Choose the best times for your children to practice these activities. Calming strategies are best introduced during the least stressful times.
Try to make the activities fun by including props and visuals, such as pillows, squeeze balls, and pictures. For example, Robin is waiting for a turn with his favourite toy truck. He is starting to pace back and forth. His caregiver brings the “stress ball” that is kept in the book/quiet area. Robin takes the ball back to the quiet area and looks at his relaxation book, which shows him how to use the stress ball. His caregiver calls him to play with the truck when his friend is finished and praises him for his efforts.

Calming Activities

When choosing a calming activity, keep in mind your child’s developmental level. For example, a child will need to have good language skills and be able to express themselves in order to use “problem solving and brainstorming.” Here are some examples:

Breathing Exercises:

Breathing exercises can help to remind your child to stop and count out deep breaths at a time of upset. You can also use visuals as a non-verbal reminder, posting them in a quiet area of the room or where the exercise is most likely to be practiced.

Blowing Out Birthday Candles – Have your child hold up one hand; their fingers are the “candles”. Count out the five “candles” together. Then blow out each “candle” with a long breath. Curl your finger down slowly while you are blowing.
Blowing up Balloons – Pretend to pull a balloon out of your pocket and encourage your child to do the same. Cup your hands together and hold them in front of your mouth. Take a deep breath and as you exhale slowly expand your hands as if inflating a balloon. When you are finished take a deep breath and slowly close your hands back together as you exhale to “deflate the balloon”. Repeat this five times.

Physical Activities:

The following physical activities use the body to bring a sense of calm that can be instantly felt. Tensing and relaxing our muscles is a great way to relieve tension and stress.

Sticky Hands – Pretend to have “sticky” hands and then press them together. Now push hard for 20 seconds. You can count it out with your child. Now tell your child to slowly allow their hands to come apart and see if they can feel the stickiness. Repeat this sequence two or three times.
Stretching – Have your child do simple stretches such as touching their toes and reaching up to the sky on their tip toes. Have your child lie on their backs and make letters with their bodies. Try “X” (spread out their legs and arms) and “T”, (put their legs together while keeping their arms stretched out). Be creative and add your own! Remember to move slowly from stretch to stretch.
Tense and Relax – Have your child form their hands into fists and bring their shoulders to their ears. Count to five with them and then relax. Repeat five times. Try using props such as “squeeze balls” to help exaggerate the motion.
Yoga
There are many books and websites with yoga positions for children. Using visuals and showing by example will help your child get into the various positions. Here are a few examples:
- The Leaf – Sit with spine straight, soles of feet together, hands on ankles. Gently round spine and then return to sitting straight. Repeat several times.
- The Flower – Sit with spine straight, soles of feet together, hands on ankles. Gently bounce knees toward floor 10 to 20 times.
- The Starfish – Lie on back, arms and legs comfortably stretched. Raise one arm at a time toward ceiling and lower. Next, lift one leg at a time toward ceiling. Later, try lifting one arm and the opposite leg at the same time.

Sensory Play:

Sensory play has a calming effect by allowing your child to focus on one sense (often touch) and “block out” others. Make sure to have sensory materials such as play dough, sand, or water available at all times. Other ideas include:

Feeling Box – Put together a variety of different materials to touch, such as felt, leather, smooth stone, feather, fur, etc.
Listening Centre – Have available calming music with headphones or quiet instruments such as a rain stick.
Visual Centre – Provide a dimly-lit area or box and have glow-in-the-dark stickers and toys that light up.

Imaginative or Creative Thinking:

Imaginative or creative thinking can help your child to better understand stressful situations and to practice solutions.

Personal Stories – Personal stories describe a social situation and show how to cope with it successfully. They are effective teaching tools because they can be personalized to a particular child or group. For tips on creating personal stories, follow the link “Creating Personal Stories” in the For More Information box below.
Story Books – Story books that highlight social situations can be used to promote conversation, understanding of emotions and empathy. It’s a great way for your child to identify with characters in stressful situations and to understand how the story character copes. Stories can be chosen or adapted to fit the needs or developmental level of your child or group.
Role Play – Role playing gives children an opportunity to explore a situation, concept or social skill through play and to find different ways to handle stressful situations. The experience can be enhanced by using puppets, dress-up, and toys.
Problem Solving/Brain Storming – Talking about problems or concerns in a group of peers can provide opportunities for your child to express ideas ask questions and arrive at possible solutions in a safe environment. The process generally begins by posing a question, problem or topic. The children are then encouraged to contribute to the free flow of ideas. The ideas can then be written down or drawn in a picture. It’s a great way for your child to learn from and to build positive relationships with their peers. The caregiver’s role is to establish a warm and supportive environment for this process and to emphasize the importance of listening.

Positive Self Talk:

Positive self-talk may help to increase your child’s self esteem and, therefore, the ability to deal with anxiety. The following are examples of activities designed for the classroom to help promote positive self talk. These activities can also be adapted for home. You can also follow the link below to the “Kids Have Stress Too!” website in the For More Information box to get more ideas.

“I Can” Flower – Start by handing out paper flower petals to each child. In the center of the circle put the core of the flower with the words “I Can” on it. Have each child say something they can do, write it on their petal and then have them add it to the flower. The game is easily adapted for a wide variety of children by having them select from a few photos or by giving a few examples or choices. To expand this game, try using different themes, such as “I can” to help at home, “I can” with my friends.
“I Can” Project – Give each child a personal can or box and help identify a goal they would like to achieve. More difficult skills can be broken down into smaller, more easily achievable steps. As a child demonstrates the steps, help acknowledge their achievement by writing it down on a small piece of paper. The child then puts the paper into their can. Start with a skill that is developmentally appropriate and achievable. For example, a child is working on snipping with scissors. At each step of learning the task write down the success, such as “I can cut on the line,” and help them put it into their can. When a child says “I can’t do it” you can use this method to help guide them through the problem.

Tips for Infants and Young Toddlers

For infants and young toddlers, having a soothing and responsive caregiver as well as a calming environment increases the young child’s ability to handle stress and begin to self-regulate emotions. The following may help calm a young child:

Motion – Rocking, walking, dancing or using swings can help a child to breathe more regularly.
Music – Calm, quiet music, either sung or using a tape or CD can help soothe a child.
Changing position – The way that you hold or carry can help calm a very young child. Try changing positions and to see how a child will respond.
Reduce Stimulation – Try dimming the lights and reducing the amount of noise in the room.

Benefit and Work Information

According to the World Health Organization, health is a state of complete physical, mental and social well being, and not merely the absence of disease or infirmity. The definition of disability varies greatly, but it is generally agreed that about 16 per cent of the Ontario population have some form of disability. This represents almost 2 million individuals, many of whom are ready, willing and able to work. The number of people with disabilities is slowly rising as the population ages.

Many people find that they are no longer able to function competitively in their past workplace due to their disability, and look to be retrained to preserve their dignity and to make a contribution to the economy. Other people with disabilities are hopeful of finding a niche in today’s improved economy. It is difficult to be objective when considering an individual’s potential to work. Often, diseases are cyclical. Medical doctors may not be in the best position to evaluate the labour market. Employability assessment is not a pure science. Every job searcher soon discovers that finding employment is a combination of preparation, motivation and good luck.

If you are looking for work while collecting income support as a disabled person, it is best to contact the people who provide your support and see what services or opportunities are offered. The policy of government disability programs is to provide services as a “last resort”, meaning you must provide evidence that you are ineligible for programs through your last employer, Worker’s Compensation or through a private insurance company.

All vocational services require that you have an updated medical from your doctor endorsing your decision to explore vocational options, and explaining that you have the ability to undertake competitive work. There are few options for people who can not work competitively. Options for them can be found under the Developmental Services Act.

The Ontario Disability Support Program offers several benefits under their Employment Supports Services:

help with developing an employment plan
employment preparation support and training
technical aids ranging from mobility devices and reading aids to adapted computers and the training to use them
Interpreter, reader, note taker, and intervener services
travel, route, and orientation training
job placement support
job coaching and help with job searches
on-the-job training
transportation assistance while training for a job

Employment Action Plan

You will receive an application package which includes an application form, information about the program, and a Verification of Disability Form.

Complete and mail the application with the Disability Verification Form (if not on ODSP income support) to the Employment Supports Office. You will receive acknowledgement of your application within five days. You will then be contacted to determine initial eligibility. An Employment Plan may be drafted with the help of outside agencies, which identifies the employment goal, barriers to employment and steps required to achieve a competitive employment goal.

An action plan, outlining steps to employment and required disability-related supports, must be documented in a prescribed format. The Toronto ODSP office will refer you to suitable vendors who can help with this plan. Time frames and estimated cost, along with expected outcomes must be fully detailed. Options for training or utilizing community agencies including estimates of costs must accompany the plan. Requested goods and services over $500.00 must be submitted with at least two written quotes. The Interactive Training Inventory [ITI] is invaluable in researching training and costs. It is essential that you understand the plan, feel comfortable about your ability to follow through with the actions and are confident that the plan can lead to competitive employment.

The Verification Form is for individuals applying who are not receiving ODSP Income Support and must be completed by a professional person who knows your disability.

Under the Supports to Employment Program (STEP) Program, you are entitled to retain much of your earnings when starting employment. You may also be eligible for drug benefits, depending upon your budget. In addition, an employment start-up allowance can be issued when you begin employment or a job search.

ODSP Employment Supports will assist eligible participants in their program to access job trials, job coaching and some employment accommodation as approved. They may provide job specific training and worksite modifications (including technical aids and interpreters / interveners). Training courses which are OSAP eligible cannot be funded. (You should contact the Special Needs Office at a College or University or an OSAP Office for funding assistance). Often a combination of individualized services are used to help someone adjust to the world of work.

For an application form for ODSP Employment Supports:

Call: 416-750-0666 or email: jobplacement@cltoronto.ca

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.

Page 76 of 83
« First
«
...
10
20
30
...
74
75
76
77
78
...
»
Last »