MEETING THE NEEDS OF CHILDREN WITH SPECIAL NEEDS

Anjana Harigovind

300731283

ECEP 223 (063)

Lisa McCaie

Case Study: Jeremy

Centennial College

SYMPTOMS AND DIAGNOSIS Jeremy is a 4 year old boy and the

only child who lives with both of his parents.

He is diagnosed with Autism. Autism is categorized under

Children with Behavioural and Social/Emotional Disorder.

He has difficulty in communicating with others and fails to respond frequently when others speak to him. “Difficulties in social interactions, communication and loss of words” (McCaie Class Notes, Week 3)

He has difficulty in maintaining eye contact and he rarely makes eye contact with others. “Lack of eye contact” (McCaie Class Notes, Week 3)

He loses his temper frequently at home more often since they moved to Toronto last month. "Tantruming for no apparent reason”(Reading Package, Autism Spectrum Disorder (ASD), Page 2)

SYMPTOMS AND DIAGNOSIS Jeremy faces difficulties

communicating among with his peers.

He never tries to initiate conversations with others because he often times fails to respond back when others speak to him.

He has a hard time making friends. He has difficulties to share his interests with others. He also has difficulties to connect with his peers through play.

Ever since Jeremy and his parents moved to Toronto he has been frequently losing his temper at home.

He is sensitive to sensory stimulation (McCaie, Class Notes, Week 3)

o Both my co-worker and I fills out his behavioural logs everyday based on our observations on his behaviour, communication and his developmental levels.

DESCRIPTIVE OF FAMILY Jeremy comes from a Nuclear

family. He lives along with his parents at

Toronto. A meeting was conducted at the

Parent-Teacher meeting room between his parents and I.

During the meeting with Jeremy’s parents, they mentioned that they have noticed that Jeremy loses his temper frequently at home ever since they moved to the new city.

They requested me about the services that is located around the area that they lived at so that it would benefit helping both Jeremy and his family.

As an Early Childhood Educator I would like to take this opportunity to help and support both Jeremy and his family by providing as much as guidance and support that is necessary to support both Jeremy and his family’s needs. I would also like to make Jeremy feel secured and emotional good about himself by setting up the environment according to his needs.

NEEDS OF THE CHILD I would get to know Jeremy as an

individual and his favourite toy or activity first so that I would implement that in the classroom environment for him. “Get to know the child individually, Know the child’s favourite toy or activity.” (McCaie, Week 1, Connect Ability – Inclusion Workshop)

Since Jeremy is diagnosed with Autism I believe that it is important to teach the children how to embrace one another and acceptance in the environment so that they would accept Jeremy.

I would have everyone in the classroom involved in an open conversation about their learning based on accepting each others differences. I believe that children sharing their knowledge would help other children understand better. “Have everyone talk about learning to accept differences” (McCaie, Week 1, Connect Ability – Inclusion Workshop)

NEEDS OF THE CHILD I would provide both play and

learning materials to the children that is based upon child with autism and storybooks that would help understand children to not only learn but also accept him as an individual and his disability as well. I believe that this would also help children to think about helping Jeremy when in need of help.

Support from the Day Care/School, agencies and the community will be provided for both Jeremy and his family.

Appropriate treatments, services and strategies to help cope with his frustration and his developmental delays would be provided.

Modifications in the environment will be made for Jeremy so that he would be able to feel comfortable both emotionally and mentally and would be able to adapt to the environment .

NEEDS OF THE FAMILY

Inclusion should be created not only inside of the classroom but as well as outside of the classroom. It is also important that other children’s parents also accept Jeremy respectfully.

I would send a letter to the parents or would conduct a small meeting by inviting in other families discussing based on what would be their input and thoughts regarding how they would educate their children about children with special needs as well as teaching them acceptance.

I will offer counselling, services as well as extra information about strategies and parenting guides in order to know how to cope with Jeremy’.

For Jeremy’s parents I would open a gateway for communication to other parents so that they would be able to communicate and discus ideas about offering additional information, support as well as help.

I would provide them with information regarding other organizations and services based on additional family support that they provide to help both parents and children with disabilities.

Recommending Jeremy’s parents to Professional workers such as Speech and Language Therapist, Behavioural Consultants, Social Worker, Psychologist, Intensive Behavioural interventionists and Relief Worker

WHAT IS AUTISM? Video: What Is Autism? Please click the link below – Video 1:

https://www.youtube.com/watch?v=hRmNnmM5e0M

Video 2: https://www.youtube.com/watch?v=d4G0HTIUBlI

SIGNS AND SYMPTOMS OF AUTISM

Wordle - http://www.wordle.net/show/wrdl/7805741/wordle

CAUSES OF AUTISM There are several possible factors that

causes autism. Research suggest that this could be due to the following:

Genetics: Predisposition to autism can due to genetic conditions that may have been passed on from parents to children. Researchers are looking for clues about which genes contribute to this increased vulnerability(WebMd)

Environment: In some children, environmental factors may also play a role.  (WebMd)

Studies of people with autism have found abnormalities in several regions of the brain, which suggest that autism results from a disruption of early brain development while still developing in the mother's womb. (WebMd)

DEVELOPMENTAL DELAY FOR AUTISM

Jeremy is at an atypical level of development. When it comes to his development domains he develops at a slower rate compared to other children

Jeremy’s diagnosis of Autism makes him have:

Trouble understanding others people’s feelings or talking about their own feelings (cdc.gov)

Delayed in speech and languages skills (cdc.gov)

Sensitive to sensory stimulation (Lisa’s Notes, Week 3)

Gets upset by minor changes (cdc.gov)

Lack of eye contact (Lisa’s Notes, Week 3)

Loss of words (Lisa’s Notes, Week 3) Repetitive behaviours usually by

age 3 (Lisa’s Notes, Week3)

SENSORY SENSITIVITIES Hypersensitive - children with ASD are

oversensitive or over reactive to sensory experiences. These children might cover their ears when they hear loud noises, or eat only foods with a certain texture (Raisingchildren.net.au)

Over sensitivities and under sensitive - they might be oversensitive to some sound frequencies and under sensitive to others (Raisingchildren.net.au)

Some of the signs of sensory sensitiveies would be

Touch – Jeremy may like to feel different clothing textures

Sight – Jeremy might like bring colours Taste – Jeremy may be picky about his

food or may only eating a certain type of textured or coloured food

Smell – Jeremy may or may not like certain smell

Pain – Jeremy may ignore injuries or may have a delayed response to his injury.

MODIFICATIONS TO PHYSICAL ENVIRONMENT

In order to address Jeremy’s needs, some modifications should be to the environment. The environment should have –

Labels and Images Adaptive Devices Posted Schedules Adaptive Play

Materials Sensory Sensitivity to

the Environment

ADAPTIVE DEVICES Here are a list of adaptive devices

that I would like to include in the physical environment for Jeremy to help support his development delays:

Trampoline – This device will be placed outside in the play area where Jeremy would have the opportunity to use the trampoline because it would help control his anxiety and helps to relive the stress that is build up in him. It would also help also him emotional happy since it is hard for him to communicate or express his anxiety or stress. “Children can bounce on it to reduce energy” (Lisa’s Notes, Week 8) I would allow both Jeremy and his peers to join him during outside playtime in the trampoline with him.

ADAPTIVE DEVICES

Weight Vest – This device can be beneficial for Jeremy it helps because to deep pressure providing the child with unconscious information from the muscles and the joints, the added weight or pressure may help the child calm down and better integrate sensory information. (Lisa’s Notes (Week 8)

o The vest would also help Jeremy to organize and concentrate when he is playing, eating or learning.

ADAPTIVE DEVICES Fidget Kits – This is an

excellent device that would help Jeremy focus in the classroom. This kit contain sensory items that help maintain attention and focus but do not distract the person from learning or distract others in the environment. These kits are often used for calming, focusing and self-regulation. (Lisa’s Notes (Week 8)

o I would definitely allow other children to use the fidget kits as well because it would help them to improve on their cognitive, reading and learning skills. It would also help calm them down and focus on their learning.

ADAPTIVE DEVICES Daisy: This device will

help Jeremy’s language, cognitive functioning and reading delays; as it contains sound and text that can be used on a digital device or computer (McCaie Class notes, Week 8). This device can also be used by other children for improving their cognitive as well as reading skills.

ADAPTIVE DEVICES (AT HOME/SCHOOL) Eye Seeing Guide Dog – If the Day

Care or the School allows me to bring in a guide dog for Jeremy then I would definitely use that opportunity as well. A guide dog would help Jeremy to-

Have positive changes in his behaviour (lower aggression/frustration levels for the child) (autismsupportdogs.org)

Will help comfort by the dog when he is upset (autismsupportdogs.org)

A guide dog would help Jeremy to improve his ability to participate in education, social and leisure activities because the canine reduce the stress associated with interacting with other people and getting involved in social situations. (autismsupportdogs.org)

A guide dog would also be helpful for Jeremy to use at home since he has difficulties to cope with his anger. This would help him decrease his stress levels and would also help him to stay calm.

LABELS AND IMAGES Labelling and images would help

Jeremy understand his environment better.

It would help Jeremy understand would to do just by looking at the picture labels

Having words and pictures labelled together would help him to understand the names of the objects

This would help other children to understand where each objects or materials are placed just by looking at the pictures

This would also help other children to learn the materials names as well

I would use this method to help Jeremy understand the objects and the materials around him so that he could use those materials whenever he wants.

POSTED ROUTINE SCHEDULES I believe that posted routine

schedules will help Jeremy prepare and understand the routines that comes up next

The routine schedules will have Images with labels on them to help understand Jeremy better just by visually looking at the pictures

The schedule will be posted at Jeremy’s eye level so he can see better

This would also help other children understand at what time the next routine or activity would come next so that it would help them get prepared for it

I would review the routine schedules along with Jeremy so that it would help him understand with the routines. For example I would say “After playtime, lunch” pointing at each pictures.

SENSORY SENSITIVITY TO THE ENVIRONMENT

Creating an quite area near the book shelves were both Jeremy and his friends could use the area when they want to be on their own. “Have a “quite space” your child can go to when he feels overwhelmed” (raisingchildren.net.au)

Provide ear plugs to both Jeremy and other children when necessary so that it would help with sound sensitivities. “Let your child try ear plugs to help with sound sensitivities” (raisingchildren.net.au)

TEACHING STRATEGIES Fading and Promoting Providing Reinforcement Pair Pictures with Real

Objects Choice Boards Communication Posters Tucker the Turtle

Strategy

PROMOTING AND FADING (PHYSICAL) “Promoting is a cue or hint that

helps the child know what to do” (Lisa’s Class notes, Week 7)

This strategy would also help Jeremy to gain independences. For example this strategies would help Jeremy to learn how to point at pictures and read the words.

I would also provide Jeremy hand over hand assistance so that he would be able to point at pictures or objects and read the label or words after repeating after me.

This would not only help in his gross and fine motor skills but also his communication skills and cognitive development.

At the beginning full assistance will be provided by holding his hand to help him point at pictures. Once he gains a little bit of independence I would next move to partial.

PROMOTING AND FADING (PARTIAL) Placing my hands on Jeremy’s

wrist, elbow or shoulders so that it would help point to the pictures by himself. I will be standing beside him when I am using this strategy.

Visual picture labels will be provided to Jeremy so that it would help him point at the routine schedule and say the words. This would help him in language development as well as fine motor development.

PROMOTING AND FADING (VISUAL)

FADING AND PROMOTING (POINTING) I would use this strategy

to point at any one of the labelled picture so that Jeremy would be able to name the object. For example if car his is favourite toy I would point at the picture of a car and he would say the word.

This strategy would also help Jeremy to understand both the object and the word better

This strategy can be used on other children as well if they need extra help in fine motor development

PROVIDING REINFORCEMENT I would use small forms of

reinforcements like praise, smiles, hugs or cuddles if Jeremy has attempted or completed a certain task. For example placing all toys or belongings away or being able to focus on a task for longer time.

This strategy would also be used on other children if they have completed a task or helped their peers for tidying up.

Providing reinforcement would help children to gain self-esteem

PAIR PICTURES WITH REAL OBJECTS

I would use pictures to match up with real objects in the environment so that it would help Jeremy understand better.

This strategy would help Jeremy and the other children to be aware they need to be doing

For example I would show a picture label about washing hands with the word “wash hands” written on it so that it would help him understand better

CHOICE BOARD I would use this board on both

Jeremy and the children in the classroom so that they would be able to choose the activities that they like.

The choice board would both Jeremy and his classmates to become independent by making their own choices (Inclusion of Children with Special Needs, 2011)

The children are always welcomed to use this board so that it would help them know which activity that they would be interested in doing next

For example – I would show the choice board to Jeremy and ask him to choose from the board. He could either point or say the word based on the picture

COMMUNICATION BOARD Communication board are an

effective strategy that can be used at homes. Especially when his parents move to Toronto and Jeremy losing his temper frequently, this communication board will help communicate with Jeremy better.

The communication boards will help educate certain strategies that can he used at home on Jeremy

For example parents being at Jeremy’s eye level so that they would be able to understand what Jeremy wants

The communication board can also be used in the classroom environment. It would help as a reminders for my partner and me to use those strategies on other children

TUCKER THE TURTLE STRATEGY This strategy would “help

overcome challenging situations, and respond with positive behaviour” (Inclusion Children with Special Needs. 2011)

Jeremy will have the opportunity to learn self control skills. This strategy would encourage Jeremy to have positive behaviour . This would help him to communicate with his parents and peers comfortable without having the frustration of loss of words

This strategy can be done step by step as follow –

Think like a turtle Stop Tuck inside the shell and take 3

deep breaths Think of a solution to make the

situation better (Lentini, 2005)

BEHAVIOUR SUPPORT PLAN The Behaviour Support Plan would

help staff and other Professional members who are experts in other developmental areas to communicate better with one another hence it allows to observe the child and obtain information from the observations

The Behaviour Support Plan can also be used on other children in the classroom if they are also facing any behavioural problems.

“It is a written document helps for everyone involved with the child to have a constant understanding of the behaviour is occurring and what needs to be done when it occurs” (Inclusion of Children with Special Needs, 2011)

For example – teaching Jeremy the step by step process of washing hands. First – Turning on the tap, showing hands on running water, taking soap, rubbing hands together, show hands under running water, washing, taking paper towel, wipe hands, and turn off the tap with paper towel.

COMMUNICATION FOLDER A communication folder will be

created between Jeremy’s parents and me. This folder will contain Jeremy’s progress throughout the program

Staffs are welcomed to comment, write and provide Jeremy’s documentation in the folder so that his parents would have an opportunity to see what Jeremy has done in the classroom

The folder will be placed at the cubby area were the his parents would have an opportunity to go through the folder and check his progress

This folder can also be used on other children in order to communicate and show documentations based on their children's progress as well

An example would be that placing documentations based on the activity that Jeremy was interested in. Comments from the staff or myself will also be a part of the documentations

COMMUNICATING WITH FAMILIES I would also have an ongoing

communication going on with Jeremy’s parents as it is important for them to also be a part of his learning

There will a one on one meeting between his parents and me or with other staff, depending on whom they are more comfortable with opening up to

The meetings would always be conducted at a different room were only parents and teachers are allowed to communicate with each other based on their child’s strengths and needs

CREATING CLASSROOM RULES

Together along with other children we will have a group discussion based on classroom rules that everyone follows. This is a great opportunity for children to bring out their ideas based on the classroom rules and making sure that everyone follows it. This way everyone is included in the environment

Classroom rules such as “Using walking feet when we are indoors, ask 3 before you ask me, put your hands up if you know the answer and so on

ACCESS TO RESOURCES Before providing any

recourses, assistances or booking appointments with Professionals I would have to get the permission and the signature from the parents. Jeremy’s parents will have to sign Form 14 in order to get further assistance and help. By signing the Form 14 papers I would get the permission to provide help, support, and recourses as well as provide Professional support to both his parents and himself

GENEVA CENTRE FOR AUTISM Their vision is to have a successful

community with inclusion included. Their mission is to give

opportunities to individuals with Autism Spectrum Disorder and their families to fully participate within their communities.

Their goal is to: Provide help to people with Autism Spectrum Disorder by working together with their families, other agencies and Professionals and giving them the opportunity to become a part of their community and help achieve their goals for success

The services that they provide are as follows –

1) Services for Children 2) Services for Parents – Caregivers 3) Services for Youth and Adults 4) Services for Professionals 5) Information for individuals with

ASD6) Community Services 7) Family Feedback

Address: 112 Merton Street Toronto, Ontario Canada M4S 2Z8 Telephone: (416) 322-7877 Ext. 254

TORONTO PRESCHOOL SPEECH & LANGUAGE SERVICES

This organization is funded by the Ministry of Children and Youth Services and Toronto Public Health

TPSLS provides three types of programs.

1) Preschool Speech and Language Program

2) Infant Hearing Program

3) Blind-Low Vision Early Intervention Program

All of the services are free and are also available in French language

Address: Toronto Public Health 1450 O’Connor DrToronto, ON M4B 2T8Telephone: (416) 338-0025E-mail: tpsls@toronto.ca Working Hours: Monday – Friday 8:30am to 4:30pm

KERRY’S PLACE AUTISM SERVICES (TORONTO REGION) Kerry’s vision is to have people

with Autism Spectrum Disorder accepted as full and equal members within the community

Their mission is to help enhance the quality of life for individuals with ASD by helping being leaders in – Developing and providing evidence-based support and building capacity by sharing our knowledge and expertise

Some of their services are as follows-

Consultation Employment Supports Evening/weekend groups and

activities Meaningful day support Person-directed planning Personalized individuals/Group

supports

Office: 12A - 219 Dufferin Street, Toronto, ON M6K 3J1 Phone: (416) 537-2000Fax: (416) 537-7715

AUTISM DOG SERVICES (ADS) Their mission is to help

foster the integration of children with autism by placing, training and supporting them by offering guide dogs that will offer them safety, independence and companionship

ADS provides guide dogs to children between the ages of 3 to 18 years old to individuals with autism

Their services are as follows-

Service Dogs for Autism How is the ADS program

unique?

Autism Dog Services Inc. 1488 2nd Concession Rd. WLynden , Ontario, Canada L0R 1TO Telephone: (519) 721-1068

TORONTO AUTISM ABA SERVICES This organization is funded by the

Ministry of Children and Youth Services

Provides free programs to both children and youth with confirmed ASD

Toronto Autism ABA Services will help develop skills in individuals with ASD in communication, social/interpersonal skills, daily living skills and emotional/behaviour regulation, etc

The services that are provided are Communication Groups Social Skills Groups Emotional/Behaviour Regulation

Groups Daily Living Groups Address: 1230 Sheppard Ave WToronto, ONTelephone: (416) 925 5141

ONTARIO ASSOCIATION OF SPEECH AND LANGUAGE PATHOLOGISTS AND

AUDIOLOGISTS (OSLA) OSLA promotes and

supports their members with communication disorder, swallowing difficulties or hearing

There are wide variety of services that they provide based on individual needs. Few of the services are as follows-

Speech, Language, & Swallowing

Autism Language Address: OSLA 

410 Jarvis Street Toronto ON M4Y 2G6 Phone: (416) 920 3676

Email: mail@osla.on.ca

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