Wednesday, July 28, 2010

Planning with a Special Touch


Do you ask yourself the following questions?
  • How do I maximize tax credits and deductions for the disabled?
  • What government programs are available to me?
  • How do I ensure that my wills and mandates are properly structured?
  • Do I need to implement a regime of protective supervision for my adult child?
  • How do I protect government benefits that I am currently receiving?
  • Is the RDSP the best option for my child?
  • How does the proposed changes to the budget affect my situation?
Nathan Leibowitz, an Investment Advisor with Assante Capital Management Ltd. addresses these questions in his seminars where he clarifies the financial and legal considerations for disabled individuals.

Dates & Time:
Wednesday, August 25th at 7 p.m.
Monday, September 20th at 7 p.m.
Thursday, October 21st at 7:30 p.m.

Location:
Assante Capital Management Ltd
8301 route Transcanadienne, Saint-Laurent, QC H4S 1Z1


Please call 514.832.5144 to confirm your attendance. The seminars are free of charge.

Assante Wealth Management is a leading provider of integrated wealth management solutions, designed to meet the needs and goals of individuals, families and businesses across Canada.

Wednesday, May 19, 2010

“Live and Let Live” - It’s more than an idiom . . . it’s a way of life

Hi, achh, my name is, achhhh, Marc Elliot. I tell people, ahhhhdaddad, my professional title is, grrrrr, “Motivational Speaker on Tolerance,” nigfuckdad. I know you might be a bit confused. If you’re thinking the editor made some egregious editing errors in the previous sentence, you’ll be surprised to know that those “words” are far from errors.

I suffer from the neurological disorder called Tourette’s syndrome (TS). My symptoms started at the age of five with little tics like eye blinking, nose sniffing and repetitive phrases like “excuse me excuse me” and “I love you.” Little did I know that I was embarking upon a life that embodied the word different, despite being male, white, and growing up in the suburbs of St. Louis. One would also think that having TS would be enough to qualify an individual to be an “expert” in the field diversity and tolerance, but in my life, I, of course, love to be different. When I was just two days old, the doctors told my parents that I was born with an incredibly rare intestinal disease that left me virtually no working intestines. It’s about as pleasant as it sounds. To make a long story end with a smile, I now have only four feet of intestines (compared to the standard length of 20 feet), and miraculously lead a fairly normal gastrointestinal life. The only catch is that I now have completely liquid and embarrassing-sounding bowel movements about 5-8 times a day. I know you’re wondering, so yes - that is a lot of times to go in one day!

To me, the most fascinating aspect of dealing with these challenges is being so different, in a more unusual way. Let me explain: From our schooling, the media, parents, and everything in between we’re all constantly bombarded with messages of diversity that point out the many macro issues that define our individuality: sex, race, creed, national origin, color, sexual orientation, etc. Yet even with all these attributes that clearly define us, my specific challenges, especially TS, seem to transcend them all. By saying inappropriate words, making weird gestures, producing loud sounds and more, I have learned first hand how people treat and react to someone who is actually so very different. The reactions I receive from people vary. Sitting at the San Francisco International Airport, you’d think that there are plenty of “different” people here and my noises and movements would just blend in. Well, you’d think wrong. Even with all of these people, most eyes are on me.

Although these challenges combined seem a bit grim, let me assure you there are some incredible advantages. First and foremost, because of the way my intestinal track is now configured, I now have the inability to fart; thus, if it smells, it definitely wasn’t me! Secondly, with TS I was the undisputed champion of the “PENIS” game in high school.

All jokes aside, these challenges are very real – and have provided me the chance to learn invaluable lessons about tolerance. And now I have the incredible opportunity to share my message of tolerance all around the country.

A year ago, I created the presentation “What Makes You Tic.” Filled with memorable stories and anecdotes, I try to teach tolerance in a relatable and realistic manner. What do I mean by that?

From the first day of kindergarten, we’re told to accept and embrace everyone’s differences. That is honestly a great thing that we teach children highly idealistic principles during such formative years in human development. But as we all get older, we all know that is just not how life works. The idea that we “just have to accept everyone and their differences” completely neglects some of our most basic human instincts – our instinct to make completely unfounded and baseless assumptions about other individuals. It’s not wrong, it just happens. The reason I say I teach a “realistic” approach of tolerance is to give audiences total permission to continue to make assumptions about those who are different. It might be incredibly difficult to change one’s assumptions and perceptions about those who are different. What is easy to change though, is the way in we one acts upon those assumptions.

Instead of talking about tolerance in the “we have to embrace differences” manner (because, let’s be honest, it’s a nice idea but not realistic), I teach tolerance with the phrase “live and let live.” It’s the idea that “I am going to live my life and I am going to let others live theirs. By sharing my challenges and encounters of intolerance, I bring audiences into my life in hopes to remind them of how little we know about other people’s live and what they are going through on a day-to-day basis.

The bottom line is, no one wants to be told what he or she can or cannot think. We can all make assumptions about other people who have different skin colors, or look different, or smell different, or make loud noises, who have liquid bowl movements, or play their iPods way too loud, or are just plain annoying and rude. What’s important, though, is that we don’t turn those assumptions into actions. Because doing so could, in turn, negatively impact someone’s life all because of our own ignorance. Maybe that person is just being rude because he or she is unkind. On the other hand, maybe that person was rude because his or her parents recently divorced, or maybe he or she is dealing with depression, an eating disorder, anxiety, schizophrenia, or a death of a close friend - the possibilities are endless.

Being a tolerant individual isn’t about accepting everyone. Nobody is perfect, but no matter our age, tolerance is something we all should aspire to. Being a tolerant person is about recognizing how little we truly know about others. It is about living a life in which you are able to freely live yours and, most of all, you allow other people to freely live theirs - - “Live and Let Live.”


Marc Elliot knows the importance of understanding people's differences and he is now inspiring audiences all across the country by sharing his life story to convey the value of tolerance and the basic attitudes and behaviors that allow it to flourish.
Marc can be reached at marc@whatmakesyoutic.comor on his website www.whatmakesyoutic.com.

Wednesday, March 17, 2010

Early Knowledge Of A Child With A Special Need

You have a beautiful new baby and he/she has a label that may scare the begeebees out of you. First off, congratulations! Your baby has finally arrived and despite the possible fear that may reside within you now, if you embrace your child and not your child’s label, I promise the pro’s will outweigh the con’s.

You have the wonderful opportunity to learn a new language, the likes of which you may never have imagined. Within your first months together, you’ll learn biological words, baby words, and you will likely learn some therapeutic lingo that invariable comes with having a special needs child. However, the most amazing language you will learn will be the very unique one between you and your child.

If you don’t have a social worker for your child, you need one now. Go to your CLSC and get your child’s name on a waiting list. It’ll make your life easier. Yes, you may have up's and down’s with the whole process, but without a social worker, you probably won’t get anywhere. The social worker has many suggestions of what can be done next. Believe me, there are a lot more things to do, but get your child’s name out there.

The first few months can be overwhelming, but early intervention with the baby and the parent is the best start.

When my babe was born, I quickly heard of Emily Kingsley’s ‘Welcome to Holland ’. It helped to remove my metaphorical blinders. I hope by passing it on, it will help you like it helped me.

Erika Tencer is co-founder of Empowerment - A Special Needs Network and a therapeutic recreation specialist. She can be reached at 1.514.603.4446.


Welcome to Holland

c1987 by Emily Perl Kingsley. All rights reserved


I am often asked to describe the experience of raising a child with a disability - to try to help people who have not shared that unique experience to understand it, to imagine how it would feel. It's like this......


When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy . You buy a bunch of guide books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice . You may learn some handy phrases in Italian. It's all very exciting.


After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, "Welcome to Holland ."


" Holland ?!?" you say. "What do you mean Holland ?? I signed up for Italy ! I'm supposed to be in Italy. All my life I've dreamed of going to Italy."


But there's been a change in the flight plan. They've landed in Holland and there you must stay.


The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine and disease. It's just a different place.


So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a whole new group of people you would never have met.


It's just a different place. It's slower-paced than Italy , less flashy than Italy . But after you've been there for a while and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland has tulips. Holland even has Rembrandts.


But everyone you know is busy coming and going from Italy ... and they're all bragging about what a wonderful time they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had planned."


And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant loss.


But... if you spend your life mourning the fact that you didn't get to Italy , you may never be free to enjoy the very special, the very lovely things ... about Holland .

Saturday, March 6, 2010

Slavery or freedom . . . We have a choice.

Emancipate yourselves from mental slavery;
None but ourselves can free our minds.
- Bob Marley -

Almost one year ago, our daughter was diagnosed with a rare genetic disease called Familial Dysautonomia (FD). Miriam was 18 months at the time and although she had curious health issues from birth, no one put the pieces together. Some symptoms of FP include: insensitivity to pain, inability to produce tears, poor growth, and labile blood pressure; vomiting crises, pneumonia, problems with speech and movement, difficulty swallowing, inappropriate perception of heat, pain, and taste, as well as unstable blood pressure and gastrointestinal dysmotility. She's had quite a few of these symptoms and, all in all, it's been a very all-encompassing condition, both for our child – and for us. FD is a syndrome that is specific to people of Ashkenazi (Eastern European) Jewish descent. It is also a complex neurological disease that is both progressive and chronic. Oh yeah, there is no cure.

Ironically, Miriam’s diagnosis was made right before Passover, a Jewish holiday that recounts the story of the Jews being slaves in Egypt and their subsequent emancipation. Why ironic? In many ways I felt that with the diagnosis, my freedom was taken away. The Miriam-Webster dictionary defines slavery as:

“1: drudgery, toil
 2: submission to a dominating influence”

Drudgery? Check. Toil? Check. Submission to a dominating influence? Check, check, check.

Part 1 of the story was being paralleled in my life and, as a result, the life of my family. We felt trapped, overwhelmed and, with our heads down, we submitted to a life of slavery, to being dominated by a disease that is beyond our control.

So what of Part 2? What of emancipation? I looked again to the story of Passover. Who gave Moses the strength to stand up to Pharaoh and say “let my people go!” It was his sister, Miriam, (ok, and God) who stood behind and beside her brother. It was Miriam who saw adversity as a stepping-stone to freedom, not a barrier. She was said to be an amazing woman, a prophetess and a midwife.

We weren’t thinking of the biblical figure when we named our Miriam, but it somehow fits. In order for her to be free, to face her challenges head-on and with courage, we have to emancipate ourselves, hence the lyrics from Bob Marley’s song.

This is a process that we are still working through and we can definitely use some coaching on how to do this. Still, there are few things that we did that have made a huge difference:

1. Accept help. I had to accept that I am super but not a superwoman.

2. Get help. We are fortunate to be able to hire a shadow/babysitter/nanny to help take care of our kids, the house and us. It’s clearly not possible for everyone but there is respite care available through various organizations, the CLSC, family and friends.

3. Take space with your partner or confidante. It took us months to make decisions. It was when we had a few hours to ourselves that we were able to share our feelings, articulate our needs and make decisions.

4. Take some time away alone. I think this is the hardest one for me. I always feel like I should be doing something. Back to superwoman? Perhaps. Just do it. Clear the brain.

Slavery or freedom? We do have a choice. And, do I feel like I am a slave in Egypt some of the time? Absolutely. Do I cry and rail at the unfairness of it all? Absolutely.

Then I choose.


Julie Kristof grew up in Montreal, lived in Toronto and Halifax. Now back in Montreal, Julie's husband Murray is doing his medical residency in anaesthesia and Julie is working in market research and communications. Murray and Julie have 2 children, Alex is 5 years old and Miriam is 2.5.

Saturday, February 20, 2010

A Parent's List for a Child with Down Syndrome

When my daughter was first born, I obsessively compiled basic medical notes about Down Syndrome and have followed them and will continue for much longer. I have since learned about individuality, but it helped control one of my many new fears.

I hope this helps you too.

1. After the diagnoses, get an assessment done at 4 months old and every 6 months after that.
2. Get routine health checks
3. Thyroid blood tests should be done at birth, 6 months, 1 year old and annually after that. This will prevent hypothyroidism.
4. Vision tests should be done annually as soon as you can get the first appointment.
5. Hearing tests should be done every 2 years from 3-13 years old.
6. Dental tests are done annually from 2 years; x-rays should be taken at ¾ years old and 10 years.
7. At 3 and 10 years, get a cervient spine x-ray to rule out atlantoaxial instability.
8. Generally, your child’s total caloric intake should be below the recommended daily allowance for children of the similar height and age.

12-18 years old
  • Check hearing and vision every other year
  • Possibility of obstructive airway disease and sleep apnea
  • If sexually active, get pelvic exam
  • Thyroid function testing yearly
  • Cervical spine x-ray at 12 years and 18 years
  • At age 16 years get a dental exam done twice yearly
  • Update estate planning and custody arrangement
18-20 years old
  • Get an echocardiogram once to evaluate for valvular disease
  • Pap smears should be done every 1-3 years following age of 1st intercourse
  • Breast exam should be done yearly by a physician
  • Get a gynaecologist with experience with special needs
  • Have annual thyroid exams
  • Ophthalmologist should look for keratinocomus and cataracts
  • Auditory testing should be done every 2 years
  • Twice yearly dental visits
  • Mammograms every number of years (ask your physician)
  • Update estate planning and custody arrangements
Milestones
If no other issues are a hindrance, he/she should:

                                 Down Syndrome Child         Regular Child

• sits alone                 6-30 months                        5-9 months
• crawls                     8-22 months                        6-12 months
• stands                     1-3 ¼ years                         8-17 months
• walks alone             1-4 years                             9-18 months
• first word                1-4 years                             8-23 months
• first phrase              2-7 ½ years                         15-32 months
• smile                       1 ½-5 months                      1-3 months
• finger feeds             10-24 months                      7-14 months
• drinks from cup      12-32 months                       9-17 months
• uses spoon             13-39 months                      12-20 months
• bowl control           2-7 years                             16-42 months
• dresses self             3 ½-8 ¼ years                     3 ¼-5 years

Erika Tencer is co-founder of Empowerment - A Special Needs Network and a therapeutic recreation specialist. She can be reached at 1.514.603.4446.

Wednesday, February 17, 2010

Dr. Eric Fombonne, director of the Montreal Children's Hospital (MCH) Autism Spectrum Disorders (ASD) Clinic, along with twelve other prestigious universities, is proud to embark on an ambitious project to investigate the genetic causes of ASD.

This project is unique for two primary reasons:

· The project comes at an exciting time in history. Recent scientific breakthroughs in genetics and neuroscience now make it possible to better understand the genetics of autism.

· It involves “simplex” families who have not been studied extensively. Simplex families have one child who has ASD, one or more children who do not have ASD, and two biological parents.

You and your family may want to participate in this important international research collaboration.

Participation in this project requires the completion of a number of questionnaires, interviews, and clinic visits, as well as the donation of DNA. Every member in your family will be asked to give a small amount of blood. Fragile-x and karyotype testing could be done at the same time. You will receive a comprehensive research evaluation, including psychology testing, as well as a report for your child once your family completes the study.

Your participation in this research is completely voluntary. Current and future services will not be altered if you do not participate in this study. You can also leave the study at any time without affecting the services that you normally receive.

If you believe that this research may interest you and your family, or if you would like further information, please contact the Project Coordinator, Cara Schwartz, at 514-412-4400 ext. 23325, or by email at cara.schwartz@muhc.mcgill.ca.

Saturday, February 6, 2010

Peering Into a Mind That’s ‘Different, but Not Less’

In her autobiography, “Thinking in Pictures: My Life With Autism,” Temple Grandin explains that she values “positive, measurable results more than emotion.” The HBO movie “Temple Grandin” honors its heroine’s priorities, stressing deeds over tearful setbacks and joyous breakthroughs.

That restraint, unusual in a portrait of a person who heroically overcomes a handicap, is oddly captivating and makes the story all the more touching. “Temple Grandin,” which has its debut on Saturday and stars Claire Danes in the title role, is a made-for-television biopic that avoids the mawkish clichés of the genre without draining the narrative of color and feeling.

Read the rest of the article here:
http://www.nytimes.com/2010/02/05/arts/television/05grandin.html?emc=eta1

Claire Danes plays the title role in the biopic “Temple Grandin,” which has its debut this Saturday night at 8, Eastern and Pacific times; 7, Central time on HBO.

Monday, January 25, 2010

Free Information Sessions for Families with Developmentally Delayed Children



Parents, IT STARTS WITH YOU !
Free information sessions for families with developmentally delayed children.


Des sessions en français sont aussi disponibles. Appelez-nous pour connaître l'horaire.

Do you have a child under age 6 who is waiting for an evaluation for a suspected developmental delay?
Are you waiting for services from your CLSC?
Or are you waiting for services for your child
following a recent diagnosis of global developmental delay or autism?



1. Introduction: The implications of a diagnosis of special needs and how to obtain services.
    Wednesday, February 24, 2010 (7:00 pm to 9:00 pm)

2. Communication/Social Interaction : What can you do to improve your child's skills?
    Wednesday, March 24, 2010 (7:00 pm to 9:00 pm)

3. Behaviour: How do we manage problem behaviours our child might have?
    Wednesday, April 14, 2010 (7:00 pm to 9:00 pm)

4. Impacts on the Family: Taking care of yourself and your loved ones.
    Wednesday, May 19, 2010 (7:00 pm to 9:00 pm)


INFORMATION SESSIONS FOR WEST ISLAND PARENTS
WHO SUSPECT A DELAY IN THEIR CHILD'S DEVELOPMENT

English sessions take place at CLSC Lac St-Louis, located at 180 Cartier in Pointe-Claire.
A discussion animated by a parent follows the session.
Sessions are free but pre-registration is required on a first-come-first-served basis.
Sessions do not need to be taken in sequence.
Register by calling WIAIH at 514-694-7090 or email info@wiaih.qc.ca before the session.
Only 15 spaces are available for each session.

Saturday, January 23, 2010

"Qui es-tu?"


L'an passé un groupe d'adolescents autistes à haut niveau découvrait les réalités liées à la deuxième guerre mondiale et aux génocides africains.

 "Que pouvons-nous faire devant tant d'horreur?"
 "Nous pouvons au moins apprendre notre histoire, pour ne pas se faire compter des histoires."
 "Oui, et nous pourrions faire un diaporama et informer nos camarades de ce que nous avons découvert."

Le 18 février 2010, ils présenteront leur diaporama à La Conférence des Droits de l'Enfant, organisée par le groupe Human Promise au Centre Gelbert, à Montréal. Le 16 mars, il présenteront la pièce de théâtre "Qui es-tu?", une création collective mise en scène par Hélène Massé et réalisée par des élèves autistes et non-autistes de l'école de La Magdeleine de La Prairie et l'école Herzliah de Montréal.

C'est une bonne occasion de découvrir les talents de ces adolescents, d'apprécier la richesse de ces projets regroupant des élèves de différentes cultures, de différentes religions et qui ont différentes manières d'être, de s'exprimer, de créer. C'est un rendez-vous à ne pas manquer. Un moment unique, un moment qui sera magique : humour, sensibilité, connaissance et engagement...

Qui es-tu? sera présenté à la salle Richard Sauvageau de l'école de La Magdeleine, le 16 mars 2010 à 19h00.

http://www.lamag.qc.ca/IMG/pdf/affichetheatre.pdf
http://www.lamag.qc.ca/

Sticks and Stones . . .


I read a story where a peer was incessantly using the word retarded in a demeaning fashion and telling other people, "You are so retarded," or "Your binder is mentally challenged," and things of this nature.

This is not a conversation between two people. It is one manifestation of a contagious attitude that, simply put, translates to: special needs = less than human.

Unfortunately such attitudes are all too common. They are not confined to the school yard, they are present everywhere.

Case in point: popular music. Check out 30H!3 song against Hellen Keller, Natasha Beddingfeild’s song comparing ADD to writer's block, the Black Eyed Peas “Let’s Get Retarded” or the Who’s words for Pinball Wizard.

Have you ever thought about what causes the difference between feeling welcome or not feeling welcome? I feel the greatest difference lies in the power of acceptance. Acceptance is a topic that we don't spend much time thinking about or routinely dwelling on. Most people don't realize how much the act of accepting and being accepted affects them. Acceptance can improve the quality of life and the lives of others. It is a basic human need.

Conversely, rejection hurts! The effects from rejection can be significant, long-lasting . . . and for some people, permanent. The act of accepting others for who they are and what they can contribute is an act of healing. Actions do speak louder than words. Making the decision to accept others is somewhat risky, but it can be personally liberating and rewarding. Taking the risk to accept can make all the difference in the world for us and for others.

It’s up to people who know better to correct those who don’t. Advocate for sensitivity.

Erika Tencer is co-founder of Empowerment - A Special Needs Network and a therapeutic recreation specialist. She can be reached at 1.514.603.4446.  

Jason Goldsmith is co-founder of Empowerment - A Special Needs Network and the founder of Big Blue Hug which raises awareness with its story telling art.
Visit http://www.thebigbluehug.com/ to learn more about Big Blue Hug art and about PictureTalking intervention and workshops.

Monday, January 18, 2010


Friendship Circle is a non-profit dedicated to enriching the lives of individuals with special needs through critical life skills training, promoting advocacy in the general population through a strong volunteer core and play-therapy based programs that pair teens and special friends together to form a life-changing bond of friendship.

Friendship Circle of Michigan has been chosen as a top 100 charity in the nationwide Chase Community Giving Challenge. Vote for Friendship Circle and show the world the importance of advocating for individuals with special needs: http://www.votefc.com/
 
About The Friendship Circle of Michigan: http://www.friendshipcircle.org/templates/articlecco_cdo/aid/926089/jewish/About-Us.htm

Enjoy this video on The Friendship Circle of Montreal:
http://www.youtube.com/watch?v=RPLy8VKMy0s

Saturday, January 16, 2010

New Perspectives on Autism


This February 8th and 15th, Giant Steps Montreal will host its fourth annual evening lecture series titled ASD Perspectives. This training initiative was undertaken by Thomas Henderson in reaction to a predominance of intervention-based information sessions being offered in public training forums. What this means is that the information being offered about what the needs of autistics are, is necessarily biased or influenced by the underlying presumptions upon which the intervention is founded.

The ASD Perspectives series offers a different kind of training option that favours both the first hand perspective of autistics as well as science-based research presentations. As such the series is at the forefront of emerging research about autism and also allows access to the kind of information about autism that only autistics can provide. The series has had remarkable success over the past 3 years, and this year’s series promises to be no exception. In trying to meet its own mandate of offering new perspectives on autism, the series is changing format this year. We will be taking the idea of perspective to heart by offering two evening discussion panels. Relevant and provocative topics have been chosen to allow for a lively discussion of questions relating to learning and life stages in autism. The panelists include autistic adults, researchers, parents, and teachers. Every person’s perspective and opinion is respected. At the end of each panel discussion, the discussion will be opened up to questions from the audience. Come out, hear a different point of view, and join in the discussion. The series takes place in an intimate and charming hall in the historical Atwater Library.

Thomas Henderson is the Training Coordinator and Social Skills Specialist for Giant Steps Montreal.

For more information please call Thomas Henderson
Tel: (514) 935-1911 x236

Email: thenderson@giantstepsmontreal.com



Complete description of the series:

Lecture Location: Atwater Library, 1200 Atwater Ave. between St. Catherine and Tupper, south of the Pepsi Forum and west of the Montreal Children’s Hospital

By metro and bus: Atwater terminus

Parking: Street parking is usually available on Tupper Street, or on Rene-Levesque Blvd. Indoor Parking is available in Alexis Nihon Plaza .

Cost per lecture: Professionals - $30 Parent/Person with ASD /Student - $20


Outline:
February 8th 2010 7-9pm: Life Stages in Autism – This panel will explore the different life stages experienced by people with an autism spectrum diagnosis with regards to issues such as inclusion/exclusion, community participation, rights and services, self-advocacy, self-determination, and outcomes.

Panelists - Dr. Tara Flanagan: an Assistant Professor in the Department of Educational and Counselling Psychology at McGill University , Doug Mitchell: a lawyer interested in the legal rights of autistics and the father of a teenager with autism, and David Lekx: a writer and musician diagnosed as an adult with Asperger’s Syndrome.

Moderator - Michelle Dawson: an autistic researcher affiliated with the Autism Specialized Clinic at Rivière-des-Prairies Hospital .

February 15th 2010 7-9pm : Learning in Autism – This panel will explore personal, professional and research perspectives on current ideas about learning in autism; existing and emerging research, educational implications and intervention approaches.

Panelists - Michelle Dawson: an autistic researcher affiliated with the Autism Clinic at Rivière-des-Prairies Hospital, Dr. Lisa Reisinger: a child psychologist and adjunct professor for McGill University involved in the research and diagnosis of children with ASD at the Montreal Children’s Hospital, was previously an elementary school teacher for 10 years, and John McCluskey: an autistic student at Marianapolis College and a graduate of Giant Steps.

Moderator - Doug Mitchell: a lawyer interested in the legal rights of autistics and the father of a teenager with autism.

Sunday, December 6, 2009

Made Everything Accessible!


How often do we hear ‘I cannot do it!’ or ‘It cannot be done!’ Take the 'not' out and what do you see?

What do you tell the little girl in the wheelchair about playing bingo with her classmates? The answer isn’t 'watch your friends’. Get a magnetic wand AC-60 (magnetic grasping tool for limited hand dexterity) to get her into the action.

Do we ask the boy who has physical and cognitive limitations to stay at home when his classmates are going swimming? No. Make sure there are floatation devices at the pool. The issue might be as basic as making sure he has a head float so that it will keep his face out of water and will help prevent tipping or rolling. Of course, he will need an assistant. The assistant might also want to check that the air and pool temperatures are suitable to the boy’s needs.

Maybe the issue is arts and crafts. Make it both possible and fun! Start with adapted tongs. Add a wheelchair easel with an angled lap tray. The participant may need a homemade cuff (participants can strap on tools). Attach crochet and embroidery hoops to a table top to allow for work with 1 hand. How about loop-the-loop scissors (curved scissors made for 1 or 2 hands use)? They can be basic or table top scissors so that cutting becomes easier. Often hand-over-hand scissors are the way to go. Think about using dollar store items such as velcro for objects on a tray or paint brushes with large handles. They may do the trick in making the time pass in a much more fun way. And don’t forget to use no spill cups for the paint and use large printed art paper for those with low vision.

Able-bodied people often take basic things for granted. You can empower those who don’t have your strong voice or ability. Stand up and advocate for the special person in your life!

Erika Tencer is co-founder of Empowerment - A Special Needs Network and a therapeutic recreation specialist.

Saturday, November 21, 2009

'Shema' in Sign Language - A Child's Journey into Judaism


Around the time of Atara’s tenth birthday, I began to think of her bat mitzvah celebration. I knew that I had time to think it through but I thought it best to start making notes about how it could be done. Knowing that if it were to be a memorable and a possibly eye-opening event for everyone, I would have to do most of it on my own.

Of course, I didn’t realize at the time I wrote this how much planning I’d have to do. I didn’t feel overwhelmed, just excited at the prospect that it would touch people and make a difference in their lives.

During our initial discussion with our synagogue’s rabbi, we learned that a bat/bar mitzvah must include showing some understanding and becoming part of the Jewish community.

I believe that every child deserves a proper education; one that is best suited for him/her. Within this everyday education comes values, beliefs and tradition. I hope that one day soon everybody will accept and embrace this. “I sought a service that would highlight her gifts and validate her unique essence,” I remember a mother saying when dealing with her own situation.

Given that there is no 101 book on how to plan/deal with such an event, I started my process by making exciting (for me) phone calls with the intention of telling people what was on my mind and brainstorming with them. I heard a multitude of things that were always encouraging. Initially, I brainstormed with pretty much anyone I came in contact with - people who I thought would be interested. Around the same time, I started to create a scrapbook visually documenting her journey into Judaism.

In preparation to the Pre B’nei Mitzvah group, the rabbi introduced the idea of having Atara on board to the other parents and students. The result was positive and very supportive. Atara became well accepted by the group, a group who truly helped her on her special day through communal readings and through their support and presence.

We decided on having Atara communicate important prayers in American Sign Language (ASL). This mode was chosen because Atara is a global communicator. She uses monosyllabic English, ASL, animated hands, her body and non seneschal words to communicate her feelings and needs. I figured that American Sign Language would be the easiest and the most animated way of saying the blessings.

One set of spiritual moments demonstrated her understanding of Judaism. Atara was alone in the room where we keep the children’s torah. With a tallit and kipah on, she took out the torah, paraded around proudly with it, looked through it, proceeded to care for the torah by straightening and primping it in the sunlight and then carefully put it back where she found it.

Atara’s been physically and emotionally involved at Congregation Dorshei Emet for more than half her life. Because of this, she has become an equal member of the congregation. She has also learned to embody much of who we are. No, not theoretical Reconstructionism but the practical side. Her bat mitzvah was a part of her Jewish journey. The process to date has been so full of emotions that I don't think I could tell you all the pertinent parts or keep them straight.

On the Friday night of her 11th birthday at the ‘New Members Potluck,’ Atara got to sing into the microphone with the Rabbi. The next day during Shabbat service, all of her new friends in the Pre B’nei Mitzvah group learned to sign the song Happy Birthday. At the end of their six months together, the group and their families went away to Camp B'nai Brith for a shabbaton (a learning week-end). If I had to use one word to describe this adventure, it would be ‘awesome’.

The rabbi’s wife, Carmela, helped Atara make her own tallit. Atara enjoyed the process very much and loves to put it on. What a wonderful way of personalizing her time up on the bimah.

The bimah - the place reserved for the big machers. There were many comments about her performance in the form of wide eyes and ‘wows’. She started by following the Torah around and giving lots of high fives. If the congregation wasn’t hooked by then, they certainly were after we demonstrated how they could sign the Shema along with Atara.

We all then said the prayer while simultaneously signing it. Throughout her time Atara handled the event wonderfully. What touched me the most was watching how easily people shed their anxieties for an attitude of love and acceptance. It was truly inspiring to see and experience.

Erika Tencer is Atara's mother as well as a therapeutic recreation specialist.

Thursday, November 12, 2009

Love can challenge us to wondrous heights . . .


This post is dedicated to our friend Jason Goldsmith and his beautiful son Ellis . . . two incredible individuals that have shown us what true love between a father and son is all about.

Saturday, November 7, 2009

“Why does Jimmy curl up in a little ball in the corner of the class and cover his ears during play time”?


“Why is Tanya always squirming in her seat and tugging at her clothes on her body? I can’t get her to wear anything but jogging pants! Sometimes she will even pull away or hit me if I touch her unexpectedly”.

“Does Kevin have behaviors at home, because at school he is always pushing kids in line and goes up to children to hit them for no reason at all! He often squeezes adults, and can even pinch too”!

“Catherine is always squinting, but the eye doctor says her vision is fine. It happens most often in shopping malls. Sometimes she will even close her eyes or cover them with her hands. Is she ignoring us, or playing a game”?

“Why can’t Amanda sit still…she is always upside down on her chair, or getting up and twirling around dancing”!

“Is it normal that a 7 year old still sucks on his thumb and puts toys in his mouth”?

These are common questions asked by many teachers and parents working with children with special needs, and yes there is an answer!

All these children have a nervous system that is having trouble interpreting and responding to sensory information. The senses send our brain information about the environment and our own bodies. Once this information is integrated, we respond with a behavior or emotion. When our senses do not register this information properly, or when our brain does not interpret this information properly, our response is greatly impacted! We might over-respond to the incoming sensory input, or under-respond.

Here is a description of the 7 Sensory Systems. Two of which are referred to as the “hidden senses”, as they are complex systems that people are less aware about. They are called the proprioceptive and vestibular systems.
  • The Auditory System is our sense of hearing. In loud/noisy environments (i.e. the playground, a shopping mall), we must rely on our auditory system’s ability to filter out non-relevant auditory information. A child with auditory processing difficulties may not be able to do this, and may shut themselves off from the environment altogether.
  • The Visual System is our sense of sight. Our visual system allows us to identify/recognize and locate objects and people, and it provides us with information regarding light and motion.
  • The Tactile System is our sense of touch. It provides us with information about light touch, pressure, vibration, temperature, and pain.
  • The Oral/Gustatory System is our sense of taste and food textures.
  • The Olfactory System is our sense of smell.
  • The Vestibular System provides us with information about movement, gravity, and changing head positions. It makes us aware of when our bodies and objects are moving or remaining still. It also lets us know where we are moving, and how fast we are going, if we are spinning, or moving back and forth. It gives us a sense of where our body is in space (i.e. whether or not we are standing or lying down). The receptors which send our brain information about the vestibular system are in the inner ear.
  • The Proprioceptive System is our sense of how our body works. It allows us to be unconsciously aware of our body. Our brain receives proprioceptive information from receptors located in muscles, tendons, ligaments, joints, and connective tissues. It provides us with information regarding the position of our body parts, in relation to each other, objects, and people (body concept). It also helps inform us about how much force our muscles need to exert in different situations. Like the vestibular system, the proprioceptive system also gives us information about movement and gravity.
Now let’s review the children above:

Jimmy is an example of a child with auditory sensitivities. He over-responds to auditory information, therefore he tries to block it out as much as he can. The classroom environment becomes very loud during free play time; which causes him to shut down and tune out from his environment.

Tanya is very sensitive to touch, even the feeling of her clothes on her body irritates her. Imagine how difficult it must be for her to attend in class, when she is distracted by the feeling of her own clothing, and is always on guard of someone who might brush up against her.

Kevin’s proprioceptive system is not giving his body enough information about where it is in space, and how much force he requires to complete tasks. He is not deliberately bumping into other children, he just doesn’t know where his body is in relation to others. He also seeks out proprioceptive information (i.e. squeezes and pinches) to help his brain have a better understanding about its own body.

Catherine is sensitive to visual information. People moving around her, worksheets with a lot of information on them, classrooms filled with pictures and drawings can be very overwhelming. In order to block out this information, she squints or covers her eyes.

Amanda’s vestibular system is not registering information about movement and gravity properly. She therefore seeks it out. Spinning and upside down activities provides us with lots of vestibular input!

Mouthing objects and sucking the thumb can be a result of developmental immaturity, but also a result of a sensory need. Children who lack awareness in their mouth may seek out a lot of oral-motor input. Sucking can always be very calming to the nervous system. Think of a baby, this is how they calm themselves. The reason this works is because sucking provides proprioceptive input. Proprioceptive input is calming to the nervous system.

Most of us are able to filter out unnecessary sensory information, and we will provide ourselves with appropriate sensory input that will allow us to function optimally on a daily basis (a.k.a ‘Sensory Modulation’). Many children with special needs have difficulty doing this.

Children with special needs don’t always have a clear ‘sensory profile’. Just because they are over-responsive to one type of sensory information, does not always mean that they will respond the same to another type of sensory information (i.e. they may be over-responsive to auditory input, but under-responsive to vestibular input). Depending on the surrounding environment, a child may also respond differently to sensory input from one moment to the next. This is what makes it difficult for teachers and parents to understand exactly why a child reacts the way they do, and what it is that their brain and body needs.

The above examples were provided to help you start thinking about your own child’s sensory needs, and to help you look beyond “behavior”.

As each child’s sensory needs are different, please contact an Occupational Therapist to provide you with strategies to help your child integrate sensory information better.



Tara Sloan is an Occupational Therapist at Summit School where she works with students from the ages of 4 to 21 with mild to severe intellectual disabilities, and a variety of syndromes (Autism and Down Syndrome), severe learning disabilities, ADHD, behavioral and emotional disturbances. Tara wanted to be an OT since she was 15 years old because she would have the opportunity to learn about medicine and psychology, work at a school, help children therapeutically and be an advocate for the children and their families!

Good references:
1. Stock Kranowitz, Carol (1998). The Out of Sync Child. The Berkley Publishing Group, New York.
2. Yack, E., Sutton, S., Aquilla, P. (1998). Building Bridges through Sensory Integration.

Monday, November 2, 2009

'The Brain That Changes Itself', but can it change you?


'The Brain that Changes Itself' is a rare breed of nonfiction that straddles the sometimes fine line between reality and sci-fi. Like any book that chronicles medical discoveries, it's full to the brim with true accounts from the leading scientists in their fields. However, the notion that these stories are actually true, that the people in this book really accomplished what the author says they accomplished places Norman Doidge's book on the cusp of science fiction fact.

The whole premise Doidge puts on the table is nothing short of a revolution in the way we understand how our brains function: we are born with brains that can change the way they work. They can rewire themselves so that one area can take over when there is damage in another. If a portion of our brains are underdeveloped, by birth or by under use, we can rebuild it like a muscle. Furthermore, this changing brain can morph itself "from the cradle to the grave" so that a man in his eighties can regain the cognitive functions he once had in his fifties and a massive stroke victim might fully recover the abilities she was so swiftly robed of.

Paul Bach-y-Rita, a pioneering neuroplastician, had discovered that the brain is able to replace one sense with another. He explains that we sense the world around us with our brains and not with our senses. For example, light is detected in the back of the eye through photo sensitive tissue. Electrical signals only become vision when they are interpreted by the brain. Bach-y-Rita made the brilliant discovery that it did not matter where the stimulation was coming from, the brain could interpret stimulation from any part of the body as vision.

Bach-y-Rita used a machine to 'scan' a scene, pixilate this information and send it to four hundred 'vibrating stimulators, arranged in rows on a metal plate". This metal plate was inserted into the back of a chair. A person sitting in this seat would interpret vibrating stimulators as the white area of a scene and the still stimulators as the dark areas. This bizarre machine allowed people who were blind from birth to 'read, make out faces and shadows, and distinguish which objects were closer and which were farther away". It even allowed them to perceive perspective. Eventually, this machine was reduced to a small plastic strip with hundreds of tiny electrodes that would tingle when placed on the tongue. Amazingly, now the tongue had become the seeing organ.

Bach-y-Rita explains that this is possible because our senses are "plastic'. By plastic, he means that our brains are made to be rewired. Plasticity is the rule and not the exception. The 'vision' example demonstrates just how plastic our brains can be.

However, our senses are not the only plastic facet of our brains. Barbara Arrowsmith Young was born with an incredible visual and auditory memory. On the other hand, Barbra had plenty of physical and cognitive obstacles.

Her body was strangely "asymmetrical', her field of vision was so narrow that she could only see what was directly in front of her and she had difficulty pronouncing words.

Yet some of Barbara's greatest challenges were her difficulty with grammar, math concepts, logic and cause and effect. Her brain could not handle symbolic reasoning.

Traditional interventions used 'compensation' to deal with disabilities. If you were a slow learner, you would be given more time to complete tasks. If you had trouble hearing, you would be given an audio tape. Barbara however decided to exercise her weaknesses instead of work around them. Barbara understood that her brain had the capacity for change so she isolated herself and worked one cognitive weakness at a time. She found that if she focused, for example, on relating number symbols to each other, she became better than the average person. In addition, by improving one function of thinking, others showed improvement as well.

I have experienced similar success with my own son. He is autistic and has underdeveloped cognitive functions as well. The more I focus on his core deficits, the less pronounced his deficits become. Ellis is doing more than learning, he is also making physical changes to the structure of his brain. That is why he can sometimes take months to learn something it takes another child only moments to learn: that child already has the neural network established in his brain. Ellis on the other hand may be building it from the very bottom up. It helps to know that the brain acts like a muscle. It gives me patience to keep trying and it offers me hope that consistent efforts will pay off in the long run.

I have no doubt that this book can change the way people think about what is and is not possible in their lives. 'The Brain That Changes Itself' is for anybody who wants to marvel at the potential that is in all of us.

Jason Goldsmith is the founder of Big Blue Hug which raises awareness with its story telling art.
Visit http://www.thebigbluehug.com/ to learn more about Big Blue Hug art and about PictureTalking intervention and workshops.

Find the book HERE:
http://www.chapters.indigo.ca/books/search?keywords=the+brain+that+changes+itself&pageSize=10

The author's website is HERE:
http://www.normandoidge.com/normandoidge/MAIN.html

Sunday, October 25, 2009

"Heartbreaking Strengths and Glorious Disabilities"


In the spirit of knowledge, support and educated choices, I thought it befitting to highlight one amazing woman and her message of empowerment.

Aimee Mullins is the fashionable spokesperson from the world of disability.

She was born without fibular bones and had both legs amputated below the knee as a child. Despite her disability, Mullins is a professional athlete, fashion model and actress.

Mullins gave a talk at TED (Technology, Education & Design) this year exploring the changing perceptions of disability.
Mullins sports no less than twelve prosthetic limbs allowing her to change her legs like people with glasses change their eye-wear. In a conversation with children in a museum, she succeeded in changing their ideas of disability. Mullins assembled her collection of legs on a table (to the delight of the children) and asked them if they could build her some legs that would give her a special ability of an animal, a superhero or even a cartoon, what kind of legs would they build her? The children began shouting out answers like "kangaroo" and "frog" and "go-go gadget go". Then one child answered that she could even have legs that would let her fly. At that moment, Mullins changed from being disabled in the eyes of those children to having the potential of being "super-abled".

Imagine a world where our differences were seen as assets and where a person with a different way of moving around like Aimee Mullins was seen only for her potential. Imagine getting to know a person with a cognitive disability like Asperger’s syndrome and realizing that his autism makes him "super-abled" too.

I think the current perceptions of disability are the most debilitating thing of all. However, perceptions are endlessly malleable. Mullins expresses it best:

"If we want to discover the full potential in our humanity, we need to celebrate those heartbreaking strengths and those glorious disabilities we all have. It is our humanity and all the potential within it that makes us beautiful."

See Mullins speaking at TED: http://www.ted.com/talks/aimee_mullins_prosthetic_aesthetics.html

Jason Goldsmith is the founder of Big Blue Hug which raises awareness with its story telling art. Visit http://www.thebigbluehug.com/ to learn more about Big Blue Hug art and about PictureTalking intervention and workshops.

Wednesday, October 21, 2009

Empower Yourself Through . . . Events



At the Friendship Circle offices, we’re all extremely hyped for what’s going to be our first annual Walk4Friendship. We’ve seen the powerful effect it’s had on our sister-Friendship Circle cities and we’re so excited for Montreal – cause ‘When we walk together, we all move forward!’

It’s not a secret, there are lots of Walks, all supporting important organizations so what’s different about Walk4Friendship?

Well, for one, we’re saluting our awesome teen volunteers, who are the heart and soul of Friendship Circle. And isn’t it about time we all came together – me, you, kids with special needs, their parents, friends, staff, supporters . . why even your hairdresser should be there!

We’re expecting lots of people this Sunday, October 25th as we take over Trudeau Park and proudly walk through the streets (well, actually sidewalks) of Cote Saint Luc. And we’re expecting a beautiful sunny day, but prepare your scarves and gloves, just in case!

Registration opens at 11:00 am with the opening ceremony at 12:45 pm honouring our volunteers. The 3KM walk follows, starting and ending at Pierre Elliot Trudeau Park in Cote Saint Luc. A variety of family activities, entertainment and refreshments will be ongoing from 2:00 – 4:00 pm. And you don’t want to miss The Pogo Dudes at 2:00 pm!

Hope to see you there!

Aidel Goldstein is one of the many special people that work at The Friendship Circle. She can be reached at 514.735.2255. For information about the Walk and to sign up and contribute, visit http://www.montrealwalk4friendship.com/

Sunday, October 18, 2009

Socialization - The Key That Unlocks So Many Doors


Within any case, within any mind, socialization is like a key. It’s like a key that can unlock so many different doors. These doors empower one through abilities that make the most of the participant’s life. Socialization effects one emotionally, physically and mentally.

How can a peer group help? Basically, what is given is what one can get (i.e. you give love, you get love back). Peer groups ideally don’t judge and no one tells anyone else to grow up. Isn’t the idea of noncritical acceptance nice? And one that is free from the emotions and opinions of close family or friends. Essentially socialization happens within environments that give strength. I can’t begin to tell you how my daughter Atara has touched individuals within groups and, of course, how they’ve affected her. Socialization within different groups of people has often been amazing for us all. Essentially it’s all about interaction with other beings and in the end all of one’s senses have been enhanced. There’s a good chance you’ll come alive.

How about a woman from Phoenix, Arizona dancing with friends after being bedridden from chronic pain? Or a superb smile from a boy who usually gives no expressions as ‘his special friends’ come to his house for their weekly visit? It’s awe inspiring what we can do with what we innately have to give.

Would you like to see your child with a personal network and indirectly build one of your own? Are you wondering where to get your child started? As a mother of a child with a disability I have found a refuge with The Friendship Circle. You too can find refuge from them.


Erika Tencer is Atara's and Tova's mother as well as a therapeutic recreation specialist.