‘Program Links Arts and Autism’ by Jan Pitman

Caroline’s Commentary:

Jan Pitman wrote this article which was published on July 9th, 2014 in ‘What’s Up Muskoka,’ page 14, ‘Program Links Arts and Autism.’  This article was about the pilot project held  throughout 2014.  We met on Thursday afternoons starting at 1:30 pm in the Raymond Community Hall in Utterson, 2013 Hwy 141.

A program that utilizes the arts to promote healing is gaining momentum in Muskoka. Caroline Butson helps families and their children with autism using creative arts classes as part of the Creative Art Adventures Club for Children with Autism.

Butson believes that through the arts she has been able to manage many of the challenges children with autism face. The art stimulates the brain and calms the nervous system alleviating the effects of autism.

She started the Creative Arts Adventure Club at the beginning of 2014 with a trial run of 12 weeks. That proved highly successful, says Butson.
Children in the new program can range in age from five to 16 and are welcome to join the classes with their families or support workers. It is also open to siblings and friends who are not on the autism spectrum.

“We do different activities together, for example story telling, rhythm music, clay modelling or painting,” says Butson. “The paintings are very large, the children paint with the whole body. I am giving them the tools to express themselves because they can’t do it with words. Also, I help parents to connect with their children.”

Up to six families can meet once a week at the Raymond Community Hall at Highway 141, which Butson rents for her classes. The Tree of Life Art Adventures Club is sponsored by the Autism Ontario Potentials Programme and Ontario Ministry of Children and Youth Services.

“I would like to hold classes twice a week,” she says, “there are around 600 children in Muskoka registered with autism , and many more children who need help and are not registered. Our classes are simple, light and fun.”

Participants learn social skills along with how to co-operate and respect one another. Parents, siblings and caregivers also benefit and learn to relax with the creative process, so that they can apply these tools at home.

http://eedition.whatsupmuskoka.com/doc/Whats-Up-Muskoka/wum_july9_virtualedition/2014070801/#14

Yes we did it! With a Me to We approach!

It was a long relenting cold winter  in 2014 but in spite of the challenging driving conditions we managed to launch the Creative Art Adventures Club in the middle of winter with 4 families participating. The children came with their parent or their support worker who participated with them throughout the experience, sharing the storytelling, clay modelling, drawing, and painting.
A wonderful volunteer, Lea D. stepped in wherever a helping hand was needed; with registration, setting up the space, or surprising us with a beautiful colorful banner to hang up in the hall.
When the spring finally came, ‘me’ became a ‘we’ as 2 student volunteers joined us, Jasmine and Gabrielle, from Rosseau Lake College, as well as Nicolas from B.M.L.S.S. who assisted with many aspects of setting up the room and providing a gentle pillar of support for the small boys. Hooray we did it!

Portrait-LeaDLea Dooley

 

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Nicolas D. NicolasSettingUp

Jasmine G.

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'No Pressure Learning' by Jenny Lockwood

Caroline’s Commentary: Here is another approach to teaching children with autism without pressure from Jenny Lockwood from the New Trails School in Texas.

As I haven’t written anything for this blog for a while I thought I would start by reintroducing myself. My name is Jenny Lockwood and I am the education director of an organization called The Horse Boy Foundation. The Horse Boy Foundation was founded by Rupert Isaacson, an autism dad, whose son Rowan learned to communicate on the back of a horse. The book and movie of this story, both entitled ‘The Horse Boy’, are readily available on Netflix and Amazon. Rupert began inviting other autism families out to spend time with his horses and soon discovered that what worked for Rowan seemed to work for other kids on the spectrum as well. We now work with children all over the world and train other horse practitioners in the methods that Rupert discovered. We also train parents, teachers and schools to work more effectively with children with autism in the home or classroom by setting up an autism friendly environment (preferably outside in nature), allowing the child to move and tailoring everything to the child’s passions and interests.

One of the cornerstones of our method is to never put pressure on a child. Research shows that if a person feels under too much pressure this can cause stress and the production of the hormone cortisol. Cortisol is released by the amygdala in response to threat and it causes one of three reactions in the body: flight, fight or freeze. Children on the autism spectrum have an overactive amygdala which means that their bodies are often flooded with cortisol in response to seemingly benign situations that they have identified as a threat. It therefore follows suit that children with autism are also much more likely to produce cortisol when under pressure and it is this that causes them to shut down in response to that pressure. Exactly the opposite of what we are trying to achieve.

HorseBoycortisol

Part 2 of No Pressure Learning coming…
To find out more please visit our website at www.horseboyworld.com or email jenny@horseboyworld.com.

Autism Angel, Carly Fleischmann

Caroline’s commentary:

This is an inspirational story of Carly Fleischmann, who with the dedication and perseverance of her parents and therapists, eventually over time came out of her shell.
Never give up on your child with autism. You just never know when or how they will start communicating with the world. You have to do whatever it takes to reach them.

httpv://www.youtube.com/watch?v=34xoYwLNpvw

In Every Child there is a Spark

Caroline’s Commentary:

I would like to introduce, Carla O’Neill, as my administrative assistant. You may have been receiving emails and phone calls from her.

Carla, has two children aged 21 and 15, one who is on the Autism Spectrum Disorder. She runs an Autism Network System here in the Muskoka Region. Carla has been a great advocate for her son, Sean. They have lived in the Muskoka Region for 17 years.

If you need to contact her you can via email at carla@mcilroyinsurance.com

Here is an article Carla came across that she would like to share with you:

“Hi Everyone

I thought this attached article would be inspirational.  This article touched me as I myself truly believe that our children are capable of whatever they set their mind too and I believe that we should always focus on what they can accomplish and not on what they can’t.  Not all will major in physics but they all have their own personal strengths.

My thought for the day!”

Thanks.
Carla

 httpv://www.theloop.ca/news/ctvnews/article/-/a/2442441/Teen%20with%20higher%20IQ%20than%20Einstein%20once%20told%20he%20had%20no%20future

'The Autism Project' in the Toronto Star this week November 10 – 18th

Caroline’s commentary:

This week The Toronto Star publishes a series of articles called ‘The Autism Project” which you can read online at www.thestar.com

American research now shows 1 in 88 children — 1 in 54 boys — is diagnosed with autism. The rising numbers mean it is impossible for teachers to go their entire career without autistic children in the class.

Five years ago, 7,000 Ontario public schoolchildren were identified as autistic. Today, that number has more than doubled. The Toronto District School Board, Canada’s largest, estimates 1 in 88, or close to 3,000, is on the autism spectrum. The Durham District School Board puts their number at 1 in 75.

Canadian children, on average, are not diagnosed until age 4, after many have already started school. That means the majority of those kids will still not have received therapy.

Yet there is no mandatory teacher training in autism, or special education for regular classroom teachers. Teachers can take an elective course in university, or take extra courses once they start their careers, but they pay for those and take them on their own time.

Isabel Killoran, a professor at York University’s Faculty of Education and former special education teacher, says a teacher’s greatest challenge is that “no two children with autism are the same.”

She teaches a 36-hour course in special education, helping teachers learn common strategies that can help in class, depending on the child’s needs.

Children with autism think and learn differently. They need organization and structure, lessons in social skills and how to manage stress; they don’t tolerate a lot of noise and distractions.

Killoran’s big message though: behaviour is communication.

“It’s our job to be detective and figure out what’s triggering the behaviour. A lot of time it is something that’s environmental, something happening in the classroom.”

All school boards have an autism resource team — special education teachers, psychologists, speech language pathologists — to provide support to schools, but even school officials recognize it isn’t enough.

The Durham board launched its own autism training centre for teachers. It instructs them in how to set up a classroom to minimize distraction, how to use visual schedules so children with autism know what to expect, and how to anticipate an autistic child’s unruly behaviour. The program already has a waiting list.

Says Doug Crichton, the board’s superintendent of special education: “We’re working on the premise that in almost every classroom, certainly in every school, we’re going to have children with autism.” Continue reading “'The Autism Project' in the Toronto Star this week November 10 – 18th”

Making Learning Fun for Teaching Children with Autism is Key

Caroline’s Commentary:

Here is some great practical advice from a father of a girl with Autism, Henry Bee.

1.  Set up a safe learning space or ‘Therapy Room’

2.  Enter their world

3.  One on one learning sessions

4.  Interactive Computer based aids

5.  Do things children love doing with them

How do you make learning fun for your child or student?  Please share or comment below.

 

The Five Best Teaching Aids for Children With Autism and Special Needs by Henry Bee

We have had over ten years experience with tutoring and teaching our daughter with an Autism Spectrum Disorder. Below is some of the Teaching Aids we used that we think were the most successful in her development and learning. These methods can be used with any child with or without an Autism Spectrum Disorder, Pervasive Development Disorder or Special Needs.

Teaching Aid 1 – Setting up a Therapy Room
In the beginning what got us going was the SON RISE program. Liz went to America to the Option Institute and did a two week course on how to cope with a child with Autism, methods for working with and tutoring a child with Autism and how to set up a therapy room for a tutoring a child with Autism and or Special Needs.

The course is not just for Parents of children with Autism, but also for children with Learning Difficulties, Pervasive Development Disorder (PDD) and children with Special Needs in general. The course also focusses a great deal on how to deal on an emotional level with the fact that your child has an intellectual disability, and there is ongoing support if you so wish.

So on Liz’s arrival back home we set up a therapy room. We used a spare bedroom and painted it in bright colours. We set it up with shelves and storage drawers, play equipment, a computer and printer, a suitable child’s height table and chairs for table top work and a sturdy floor covering. The basic idea was to have a room the child can identify with as a learning and fun area only, somewhere that they will in time know that when they are in there it is time to learn. Continue reading “Making Learning Fun for Teaching Children with Autism is Key”

'Entering Their Imaginative World' by Dan Edmunds

Caroline’s Commentary:

Here is an interesting article by Dan Edmunds for you which may help you connect with the autistic student.  The key is for you to enter their world through your creative imagination.  Please share your experience below.

‘Entering Their Imaginative World’ by Dan Edmunds

In dealing with children with autism spectrum disorders, its all about relationship. These children are within a realm where they feel and respond much differently than others. There has been much focus on trying to eliminate certain behaviors or to evoke particular responses in children which actually become rote and repetitive for them without context. One of the goals in aiding these children should be in helping them find meaning. In order to do this we must be willing to not look at the child as broken, unable to respond, or even unable to communicate. These children DO communicate, however they are not always able to manipulate their senses to communicate in the typical ways of other children. As a result, they can become easily frustrated and trapped. The therapist must enter their imaginative world and learn to communicate in their language. Continue reading “'Entering Their Imaginative World' by Dan Edmunds”