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…your culinary skills, this program offers a unique opportunity to learn from one of the best. Spots will fill quickly—sign up soon! We hope to see you in the kitchen! Questions: Connect directly with Community Participation Supports (CPS) at 647-729-2976 or cps@cltoronto.ca…
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…re-registration is preferred. Check out the attached flyer for a full list of upcoming events. Don’t forget to invite your friends! It’s going to be a blast! π Should you have any questions, please connect with Community Participation Supports at cps@cltoronto.ca or 647-729-2976. Can’t wait to see you at the Mix!…
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…If you’re interested in applying for one of our openings, the first step is to come and visit TIFS to learn more about the program, meet the team and some participants, ask questions, and discuss your goals. To arrange an appointment for your TIFS visit, please email alyssa@larchetoronto.org…
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…WHEN: March 20, 2025 | 7:00 – 8:30 PM A monthly peer support program for parents and caregivers of youth and young adults with intellectual/developmental disabilities to share and access educational and advocacy resources from peers and expert guest speakers from the community. Join us as we invite Alexandra Shannan from Surrey Place to discuss housing options and answer your questions. See flyer for more details…
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…ousing toolkits and housing navigators; A live Q&A session to address your questions. Panelist Kelly Casey With over 30 years of experience in the area of Developmental Services, Kelly’s extensive clinical knowledge in developmental services, dual diagnosis and autism have provided her with the skills to support individuals and families in the development and implementation of their person directed plans and individualized residential models. Regi…
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…f the child will encounter daily to help establish routine. As the child becomes more comfortable, introduce small changes gradually to help him/her develop some flexibility. Examples could be changes in routine, place, and staff, using visual supports and schedules to cue the changes to the child. Provide a written individual schedule for the child with ASD, showing what s/he will be doing and with whom. Post this where it can easily be seen by s…
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…of the steps involved: finding one’s toothbrush, getting some toothpaste, opening toothpaste, squeezing toothpaste onto the toothbrush, opening one’s mouth, brushing teeth gently, and rinsing one’s mouth with water. Even a simple task like brushing teeth can be very complex. Now, list the steps to a self-care task that you would like to teach your child. Once you have the steps listed, make a note of which steps he is able to do and which ones ma…
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…possible function of the behaviour is to escape an activity – Asha may be escaping the activity that comes after “tidy up” time. But we’re going to focus on “planning for change” for the first possible reason seeing as the activities that come after “tidying up” are ones that Asha also enjoys. Now it’s time to move onto the next step and plan for change. Step 3: Plan for Change Planning for change involves making the behaviour irrelevant, ineffici…
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…what he is doing or teachers will go to him immediately and direct him to come down. Wayne does not usually comply with the verbal direction to “come down”. Teachers then physically assist Wayne to get down and he often resists and shouts. We also see this behaviour during outdoor play time. Wayne climbs to the top of the playground structure and jumps on the spot. He appears to be excited, makes sounds and laughs. Teachers allow Wayne to climb o…
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…idors, mats at door entrances, and exits to buildings) corridors should be free of obstacles (e.g., chairs, tables) “diffused strip lighting” is preferred Programming Recommendations children with visual impairments rely on auditory information for some part of their learning. Books on tape or CD, spoken output from the computer, and use of tape recorders provide a quick means of access that has the advantage of being meaningful to sighted peers….
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