Fall - Autism Ontario

The Autism
link
SEPTEMBER 2003
SPECIAL EDITION
CELEBRATING 30 YEARS
THE INSIDE STORY...
A View from the Outside, by Jeff
Dobbin
Educating Students with
Autism and Asperger’s: Reading
Comprehension Considerations;
Individual Education Plan, by Leslie
Broun
First Hand Accounts: School
Experience, by Vern Nicholson; Living
with Asperger Syndrome, by Gary
Waleski
Where have all the toonies gone?
TOONIE FOR AUTISM DAY: Creative
Ways to Celebrate: From Our
Mailbag; Update from the 2003
Committee; My Personal Story, by
Bonnie McPhail
National Epidemiologic
Database for the Study of
Autism in Canada (NEDSAC)
Autism Society Ontario
1179A King Street West
Suite 004
Toronto, ON M6K 3C5
Phone: 416-246-9592
Fax: 416-246-9417
E-mail:
mail@autismsociety.on.ca
participants at John Uyen
Catholic School in Chatham
TOONIE FOR AUTISM DAY
W
hen the provincial TOONIE FOR AUTISM
DAY campaign started in 2002, Autism Society Ontario’s goal was to
promote public awareness of Autism Spectrum Disorders and raise money to support
a student conducting ASD-related research in
Ontario. No one anticipated that we would
raise $90,000 and be able to provide financial
support and encouragement for not just one,
but seven research students. The following
are now supported through ASO Research
Fund awards:
Photo courtesy of Chatham Daily News
Parent-Teacher Collaboration: A
Successful Strategy in ASD Education,
by Anita Acheson
Student Awards of Excellence for
Contribution to Autism Research (cosponsored by ASO and Geneva Centre for
Autism). The award includes recognition
of the student’s research and expenses to
attend Geneva Centre for Autism Symposium.
Huiping Zhang, a Ph.D. student with the
Department of Physiology at Queen’s University attended the October 2002 Symposium.
(See Huiping’s article on Identification of
Genetic Factors in Newslink, Winter, 2003).
q
The Autism Newslink Special Edition September 2003 /1
The grants
...provide an
additional
support of $3,000
to individuals
conducting
research in any
field related to
Autism Spectrum
Disorders.
Studentship Award for Autism Spectrum Disorder Research, administered
through the Ontario Mental Health Foundation (OMHF). In 2003-04, two Ph.D.
students each received $20,000.
Timothy DeVito, studying at the University of Western Ontario through the Lawson
Health Research Institute, is focusing on
“Brain Magnetic Resonance Imaging and
Magnetic Resonance Spectroscopy of the
Corpus Callosum in Autistic Disorder.”
Terry Diamond, studying at York University is examining “Positive and Negative
Impacts of Raising a Child with Autism: An
Examination of the Direct and Moderating
Effects of Various Coping Resources.” (Terry
presented her work at ASO’s ASD Conference
and AGM in Cambridge in June, 2003.)
NOTE: See the OMHF website for details of
the 2004-05 award competition.
q
q
q
ASO Summer Student Scholarship Program (starting in May 2003). The $4,000
Scholarships (minimum of two per year)
support individuals conducting research
in any field related to Autism Spectrum
Disorders. This year’s recipients are Valerie Salimpoor, Shahar Gindi, and Tara
Smith.
Stimulus Grants for Graduate Study in
Autism Spectrum Disorders (starting in
September 2003). The grants (minimum
of two per year), developed to attract students to this field of study, will provide an
additional support of $3,000 to individuals
conducting research in any field related to
Autism Spectrum Disorders. Watch for announcement of the successful candidates
in the next issue of Newslink.
A View from the Outside
edistuO eht morf weiV A
Credit: Jeff Dobbin
by Jeff Dobbin
Jeff Dobbin’s Meet My
Brother video is available
for $20. Check our resources listing on page 15 to find
out how to get a copy.
R
ecently I had an opportunity to do
something I hadn’t done in nearly
15 years—visit a family with an autistic child. Those who live with someone
with autism may not think the experience
is all that unique, but looking in from the
outside, it is.
When the TOONIE FOR AUTISM DAY Committee asked me
to produce a
video for them,
I was eager to
see how things
have changed
for
affected
families. I had
worked closely
in the mid ’80s
with families of
autistic children
and thoroughly
enjoyed the experience.
Every child
and family is unique and it’s dangerous to
generalize, but I noticed some similarities
between the families I knew then and the
ones I have just met.
2\ The Autism Newslink Special Edition September 2003
The first thing that struck me was an overwhelming sense of activity. I had forgotten
how much noise some kids with autism make
and how quickly they move. For the uninitiated, it may take some getting used to.
What’s really interesting though is how
well most families function with this high
level of activity. I have a tough time talking
on the phone if someone else in the same
room is talking. But the families I’ve met
have developed an uncanny ability to multitask and focus. Brothers and sisters do their
homework at the kitchen table, parents make
dinner, send e-mails and talk on the phone,
all while supervising their child as he spins
and jumps around them.
This definitely is a marketable quality. If
you’re interested in an occupation where
concentration is critical, spending time in
a family with a child with autism is terrific
training.
I’d also forgotten how diligent and determined parents of an autistic child can
be. I know very little of what goes on in my
children’s classes, but the parents I’ve met
can’t afford to be that lax. It’s not only critical that they know what’s going on in their
child’s class, they must take the responsibil-
ity of training and educating their children’s
teachers, year after year. There’s no other
way.
I can reasonably assume that my children’s
teachers are competent and my children will
learn. With an autistic child, it’s foolhardy to
assume that everything will be alright and
that the teachers will know what to do.
It seems that diplomacy is one of the most
effective skills a parent of an autistic child can
acquire. Those who are most successful are
the ones who can partner with their child’s
teachers. Add teamwork to the parents’ list
of valuable and necessary life-skills.
I was also impressed by the brothers and
sisters I’ve met. Like it or not, siblings of a
child with autism are required to take a back
seat more often than not. Despite a parent’s
best intentions, there’s only so much time,
energy and attention available.
Instead of being detrimental, living with
an autistic sibling is a positive experience for
many kids. The siblings I’ve met are confident, competent and independent. It’s as if
they’ve discovered at a very early age that the
world doesn’t revolve around them. They’ve
had to learn to be patient and sometimes to
wait for what they need. They’ve learned to
be helpful, caring and protective of their siblings. In fact, when a child with autism learns
something new, it’s often their brothers and
sisters who are most proud.
While all siblings are typically competitive,
siblings in families with an autistic child seem
more cooperative and have a strong sense
of family. They understand that they’re all
in it together.
No one would prefer that their child has
autism, but as a family, there are residual
benefits. As a parent, I can only hope I will
become as patient and focused as the parents
I’ve met. I hope that I’ll have the courage to
stand up for my children when necessary and
the diplomacy to deal with those who don’t
understand them. I’d like to think that I’ll
develop the diligence to learn what I need
in order to guide my children safely through
their lives.
While many children grow up to be selfish
and self-centered, these characteristics are
rare in children with an autistic sibling. I can
only hope that my children will become as
caring and responsible as the siblings I’ve
met, and that they’ll develop the confidence
and strength to overcome the prejudices
they’ll experience.
What the McCrearys and Pohls and those
families before them—the McFaddens,
Vavallas, Emons, O’Connors, Prices and
Reeds—may not realize, is that they have
gifts to share.
I am profoundly grateful that they welcomed me into their families and shared
those gifts with me.
Instead of being
detrimental,
living with an
autistic sibling
is a positive
experience for
many kids.
Autism Day at the Skydome!
Sunday, September 7
The Toronto Blue Jays will play at Skydome
against the Detroit Tigers.
Game time is 1:05 p.m.
Tickets will be discounted up to 40 percent
with a portion of the ticket sales going to
autism research in Canada and to support individuals in our community
living with autism.
This offer is open to everyone. To purchase tickets at the special
rate, call ASO at 416-246-9592, Ext. 24 or order tickets online at
www.autismsociety.on.ca.
The Autism Newslink Special Edition September 2003 /3
Parent-Teacher Collaboration: A Successful
Strategy in ASD Education
solutions can be found. In our case, there
was a concern about the lack of supervision for my son during lunch hour. In consultation with the principal, we were able
to arrange for him to help the custodian on
his scheduled lunchtime clean-up instead
of going outside. The solution gave my son
exercise, supervision and an opportunity
to help out in the school, without unreasonably expecting a staff member to give
up a lunch period to supervise him.
by Anita Acheson
A
How would
our son’s
classmates react
to his obvious
differences? How
would the staff
deal with his
complex learning
needs?
The Teacher: Artwork by Carly
Hatton, age 11.
To purchase Carly’s
artwork, contact
hatton@kos.net
year ago, my husband and I were filled
with trepidation. After eight years at
our neighbourhood school with full
EA support it was time to transition our 12year-old autistic son to a new school. Facing
a new school, new students and half a dozen
new teachers was difficult enough. The fact
that the school had never dealt with a child
with autism in the regular program was more
daunting still. As a final stressor, anticipated
budget cuts meant that there was no guarantee that my child would have continued EA
support. Though we had extensive meetings
with school staff to plan for our son’s transition, still we had many concerns. How would
our son’s classmates react to his obvious differences? How would the staff deal with his
complex learning needs? How would our son
be supported without an EA?
It turned out to be, perhaps, my son’s best
school year yet! Despite all the challenges,
an unprecedented level of collaboration between the school staff and my husband and
me made the year hugely successful. Team
planning and problem solving helped us
manage each difficulty.
Unfortunately, my experience is not
necessarily typical. While many teachers
of ASD students have learned the value of
collaborating with parents, sadly many have
not. Not involving the parent as an
active part of the education team
for an ASD student usually results
in unnecessary stress and difficulties
for everyone.
Many schools seem resistant to
involving parents when developing strategies to deal with the ASD
student’s educational needs. There
are varied reasons for this trepidation.
• Professional pride: A teacher
may be afraid of appearing “unprofessional” by asking for advice in
dealing with ASD children. In most
cases, these fears are baseless. The
majority of parents recognize that
ASD are incredibly complex disorders that most teachers have never dealt
with. Even teachers who have special education certification generally receive little
or no specific ASD education. Children
4\ The Autism Newslink Special Edition September 2003
•
•
•
•
with ASD vary widely in ability, temperament and educational style. Even if other
children with ASD have been educated
in the school, there may be little of the
experience that applies to a new student.
In general, parents are the best resource
for determining the child’s abilities and
learning styles and will appreciate a
teacher who uses this expertise to their
advantage. Most parents do not expect
teachers to be experts on ASD.
It’s too time-consuming: In an increasingly complex teaching environment,
making time for planning meetings with
individual parents is difficult. While it is
true that cooperative planning can be a
time-consuming process at the outset, the
payback is that well-developed education
and management strategies will almost
certainly save time and frustration in the
end.
Unreasonable parents: Some schools
seem afraid that, if consulted, parents
will make unreasonable demands or
question the educational strategy. While
some parents of ASD students may expect
too much, this is also true of parents in
the regular program. Though a handful
of parents may be demanding and a few
refuse to get involved at all, the majority
are willing to be helpful and to compromise when necessary.
We can handle it: Some schools have a
well-meaning policy of trying to deal with
issues internally and not “bother” parents.
In the education of the ASD student, this
can cause unnecessary stress for both the
teacher and student. Problems that are
not dealt with properly at the outset can
become entrenched as long-standing issues. Often parents will have insight into
the source of a problem or a possible solution.
Inadequate resources: Some schools feel
that it would be preferable for the ASD student to go where there are more adequate
resources. Budget constraints can make
it difficult for school boards to provide
adequate supports for children with ASD.
Though it can be a challenge to educate an
ASD student, with creative problem solving between staff and parents, alternative
I
t is important that parents and school
staff work creatively together to find solutions to potential problems. Shortly after
the school year began, my son’s EA support
was cancelled due to budget cuts. Though
the principal and I continued to lobby for
return of the support, we managed the immediate crisis by agreeing that I would come
and sit in for some classes, and other EAs
within the school would be assigned to my
son when they had free periods. It was not
an ideal solution, but it allowed us to manage the crisis until my son’s EA support was
officially restored.
So how do all these strategies (see box
below) work in practice? At the end of his
school year, my son was enjoying his new
school, his classmates were supportive and
accepting of him, the principal and I had succeeding in having his EA support restored,
his teachers had enjoyed working with him
and we were all pleased with his progress.
We look forward to another great year in
September. What could have been a difficult
and troublesome transition has been satisfying and fulfilling for everyone involved. And
that is what the educational experience
is all about.
Shy Kids, by Carly Hatton
Developing a good relationship with the ASD student’s parents can be an invaluable resource to the teacher in understanding
and relating to the child and making life easier for everyone. Here are some tips on how to develop a collaborative educational
strategy:
1. The principal sets the tone: Most successful collaborations begin with a principal who is willing to facilitate joint problem
solving.The success of this strategy involves considering parent and staff needs, facilitating cooperative and flexible problem
solving, and arranging for professional support or evaluation when necessary.This results in a greater degree of satisfaction
for both staff and parents and a smoother education for the ASD student.
2. Make use of parent expertise: Few professionals inside and outside the educational community have extensive experience
in ASD. Parents are often the most comprehensive ASD resource a school can have.They can provide exclusive insight into
their ASD child’s learning style and motivators.
3. Collaborate when developing programs: Parents can be invaluable sources of ideas when developing IEPs, transition plans,
behaviour management strategies, program accommodations and educational materials. Parents may be willing to assist in
preparing specialized learning materials or finding resources for a modified program.
4. Establish a line of communication: Since even the most verbal children with ASD may be unable to relay messages and
explain problems, it is important that a communication strategy between school and parents be established at the outset.
For most children, this is easily accomplished through a communication book—a simple notebook in the child’s backpack
can be used by both parents and staff to relay messages. All that is needed is for both parties to check the book each day.
5. Address issues immediately: Educating the child with ASD can be a bumpy road. Behavioural issues, social problems or
learning difficulties may develop during the school year. School staff and parents need to develop a strategy at the outset
and must work jointly to tackle these problems immediately.Trying to “wait it out” can result in a more entrenched problem
which may be carried over into the home. A coordinated home/school approach to problem behaviour has the greatest
likelihood of success.
6. Manage crises together: Occasionally the child with ASD will erupt in uncontrollable behaviour. Schools should not attempt
to handle such outbursts alone. Parents should be called immediately.
7. Use teamwork for creative problem solving:When delivering programs to students with ASD, problems are often not easily
resolved “by the book.” Usually a creative solution can be developed if staff and parents work together.
8. Be mutually supportive: Parents who feel involved and valued as a member of their ASD child’s education team will usually
do whatever they can to make the experience successful. For the teacher, this provides an important ally and helper. For
the student, this means a unified approach to help make the school experience successful, and for the school the result is
a more harmonious environment for all children to learn in.
The Autism Newslink Special Edition September 2003 /5
Educating
Students
with
Autism and
Asperger’s:
Reading
Comprehension
Considerations
two articles by Leslie
Broun, ASD Consultant,
Peel District School Board
Member, Board of Directors, ASO
• Children with ASD usually have significant
difficulty understanding interactions, feelings and motives in “real life.” Comprehending these in print, in fact, may be
even more difficult.
• The appreciation of fiction is a cultural
value not shared by all. Comprehension of fiction is often very difficult for
students with autism and Asperger’s syndrome. When possible, allow for the use
of non-fiction and responses to express
understanding of the content and possible
uses for the information.
• Students with ASD may be more successful
in comprehending text when the subject
matter is based on their personal or perseverative interests, e.g. Thomas the Tank
Engine.
• It may be easier for students to answer
comprehension questions after reading
short “chunks” in which the answers will
be found.
• Expressing answers verbally may pose a
significant challenge because of the communication difficulties inherent in the
disorder.
• If the student has difficulty answering
questions orally, allow them to point to
or circle their answers.
• Allow for yes/no, true/false or multiple
choice answers.
• Children with ASD may also have difficulty
expressing answers in writing because
of inherent motor planning problems.
Keyboarding may be the most efficient
mode for children with ASD to respond
to questions in writing. Allow time and opportunity to develop keyboarding skills.
• When the purpose of a reading exercise is
to test comprehension, start with books or
stories that are one or two grades below
the student’s decoding level.
• When and if possible, use story videos.
Allow the student to take them home
to watch, as the child may have to see a
video several times to process all the language and to understand the sequence of
events.
• Books on tape can also be useful.
• If it is easier for the student, provide a copy of the book for her/him
to read while the teacher is reading to
the class.
• Allow for and expect repeated readings of passages for which questions
will be asked.
• Modify the nature of questions when
necessary—factual questions will be
6\ The Autism Newslink Special Edition September 2003
answered more easily, e.g. who, where,
when, etc.
• When conducting a reading skill inventory, such as the Slosson, allow the child
to respond to word recognition questions
both verbally and non-verbally. There can
be an interesting and significant discrepancy between the two scores. This can also
apply to other skill areas, such as verbal
vs. non-verbal assessment.
• It is critical to allow accommodations and
modifications in reading when the IEP is
created and when evaluations are conducted. If students are to receive marks,
it may be a fair question to ask if we should
find another way, within the parameters
and expectations of the curriculum, to
assign fair marks based on the student’s
IEP.
Individual Education Plan (IEP)
E
ach September, one of the critical tasks
for teachers, resource/support personnel and parents is the creation of Individual
Education Plans (IEPs). The IEP is intended
to be the document that will guide the
student’s school program for the year. It is
by no means a daily lesson plan, nor is it
a vague listing of goals and strategies. It is
intended to consider a student’s individual
strengths and needs and to outline program
plans to meet those needs. For some students, the IEP may list modifications to the
Ontario curriculum, while for others it may
outline a program which is alternative to the
curriculum, but is always determined by the
needs of the student.
The IEP should be created within 30
school days. Parents must be consulted
in the process, sometimes in a meeting,
or through a questionnaire or telephone
interview, depending upon what is most
convenient or what is directly requested by
the parent. Parents themselves may request
an interview to begin the IEP process. It is
usually very helpful for both the parents and
the teaching staff to come to the IEP meeting prepared with notes about the student’s
strengths, needs and proposed goals.
If parents wish to consider what kind of
information is helpful or to submit their input in writing, the following questions may
be useful:
• What do you consider to be your child’s
strengths?
• Over the summer, did your child work on
any specific skill areas, e.g. gross motor,
fine motor, reading?
• Does he/she have particular interests
or abilities about which we should be
aware?
• What are your child’s particular difficulties
in learning new information or skills?
• What academic goals do you have for your
child this year?
• Is there a particular subject area you would
like to be a focus in her/his program?
• What social goals do you have for your
child this year?
• What other skills would you like to see
emphasized in her/his program this year?
• Is there any other information you would
like to share that would help in the creation of your child’s Individual Education
Plan?
It is very important that parents and teachers work together to create an IEP that all
parties find meaningful and useful. It should
not sit in a drawer or a file in the office, but
should serve as the navigational document
and be reviewed regularly to keep all parties
on course.
The following are excerpts from accounts written by adults
with Asperger’s Syndrome.
School Experience
by Vern Nicholson
I
t was in elementary school that the wheels
fell off in a big way. Out of nowhere, once
I hit Grade 7, I was suddenly ostracized, bullied, and made to feel much different from
my peers. It could have been much worse;
I was never beaten up, for example. Girls
who seemed to like me the previous year
now shunned me (not that I could really tell
whether or not they “liked” me in the first
place). Awkward attempts at dating inevitably
ended in disaster. I began to withdraw and
experience depression for the first time. My
grades never suffered, however. That was the
one game I knew how to play at school, and I
milked that trump card for all it was worth—a
pattern that was to continue through high
school and university.
By the time I reached high school, the
bullying had stopped, but the damage was
done. I often refer to high school as my “zombie” years, and I can trace this development
back to a single, monumental event. After a
particularly painful rejection at an end-ofyear dance in Grade 8, I made a conscious
decision to stop trying socially—and I meant
it. As a consequence, I experienced an emotional shutdown that lasted for the better part
of four years. I was like a robot, diving into
my schoolwork and churning out endless A’s.
In keeping with my promise to myself, I made
absolutely no attempt to make friends, socialize, or join any clubs. I especially avoided
trying to get to know girls. Getting good
grades was my bread and butter and after
all, I rationalized, wasn’t that what school
was for? It was only years later that I came
to realize that school is so much more for
most people, a place to experiment with the
emerging adolescent self, find romantic part-
First
Hand
Accounts
ners, and begin the journey of independence
from one’s family. I missed those aspects of
the school experience completely, especially
from elementary school onwards.
Living with Asperger’s Syndrome
by Gary Waleski
S
chool was a major problem for me during
my growing years. I faced severe difficulties with my studies, and ultimately had an
extreme dislike towards school. I was intimidated by the workloads, the peer pressure,
and the treatment from the teachers. I felt
that I was imprisoned, and preferred to be
at home fantasizing and watching TV. I was
unable to pay attention in class, and often
couldn’t bring myself up to doing homework. Report card day was seldom a good
day for me.
I made some accomplishments and displayed talent as a child. In Grade 3, at the
age of eight, I created a pastel mural of The
Cat in the Hat, which impressed the teacher
and all of my classmates. This art piece was
taped on the window of our classroom door
for the entire school to see. My drawing skills
became the one thing that my peers complimented me about.
I honestly do not know what it is like to
be like the majority of the human population who are neurotypical. In turn, all of the
neurotypical people truthfully do not know
what it is like to be on the spectrum. The feeling may be quite similar, and yet, it may be
altogether different. I do not look at autism
as a disability, but simply a way of being.
The full stories by Vern
Nicholson and others are
found in Navigating the
Special Education System
in Ontario: A Handbook for
Parents of Children with Autism Spectrum Disorders.
To read Gary’s full story
and the stories of others, watch for First Hand
Accounts, a new book to
be released in the near
future through The Autism
Project.
The Autism Newslink Special Edition September 2003 /7
From our mailbag
Along with their Toonie Drive, the Grade 7 class from Havergal College,Toronto, held a bake sale
for their community service initiative.
♦I am overwhelmed by the generosity of our school community, who raised
ways to celebrate
TOONIE FOR AUTISM DAY
2003 Province-Wide Involvement
participants at St.
Paul’s School in Sault Ste. Marie
TOONIE FOR AUTISM DAY
At the time of printing, a total of 65 school boards (out of 99 school boards and school authorities in
Ontario) participated in the 2003 TOONIE FOR AUTISM DAY campaign. Thank you all!
The number of participating schools is indicated beside each school board represented.
Algoma District (1)
Algonquin and Lakeshore Catholic (1)
Asquith-Garvey District Authority (1)
Avon Maitland District (5)
Bluewater District (9)
Brant Haldimand Norfolk Catholic (1)
Bruce Grey Catholic (2)
Catholic District School Board of Eastern Ontario (2)
CD Publiques de l’est de l’Ontario (1)
CSDC Centre Est de l’Ontario (6)
CSDC Centre Sud (4)
CSDC du Sud-Ouest (4)
CSDC Franco-Nord (6)
CSDC Grandes Rivières (3)
CSDC Nouvel Ontario (1)
District School Board of Niagara (6)
District School Board of Ontario North East (5)
Dufferin Peel Catholic (10)
Durham Catholic (17)
Durham District (34)
English Language #38 Catholic School Board (1)
Grand Erie District (5)
Greater Essex County District (9)
Halton Catholic (4)
Halton District (4)
Hamilton Wentworth Catholic (1)
Hamilton Wentworth District (10)
Hastings Prince Edward District (3)
Huron Superior Catholic (3)
Kawartha Pineridge District (9)
Keewatin Patricia District (5)
Lakehead District (11)
Lambton Kent District (4)
8\ The Autism Newslink Special Edition September 2003
Limestone District (13)
London District Catholic (3)
Near North District (5)
Niagara Catholic (2)
Nipissing Parry Sound Catholic (3)
Northwest Catholic (1)
Northeastern Catholic (2)
Ottawa Carleton Catholic (7)
Ottawa Carleton District (8)
Peel District (30)
Peterborough Victoria Northumberland Catholic (8)
Rainbow District (4)
Red Lake Area and Combined (1)
Renfrew County Catholic (3)
Renfrew County District (4)
Simcoe County District (7)
Simcoe Muskoka Catholic (4)
Simcoe Muskoka District (1)
St. Clair Catholic (3)
Superior North Catholic (2)
Thames Valley District (21)
Thunder Bay Catholic (4)
Toronto Catholic (11)
Toronto District (40)
Trillium Lakelands District (9)
Upper Canada District (10)
Upper Grand District (9)
Waterloo Catholic (1)
Waterloo Region District (3)
Windsor Essex Catholic (3)
York Catholic (5)
York District (13)
Right: Blake Holden, a creative
student at Northridge P.S. in
London, used his computer
skills to write this picture letter
about TOONIE FOR AUTISM DAY. Below:
elow:
Students from the Edna Thomson
Child Care Centre, Bowmanville
Photo courtesy of Sault Star
Top: Secondary students listen to
a presenter on Autism. Below: Boys
from Our Lady of the Bay Catholic
School, Pickering, display toonies
collected.
Photo courtesy of Ajax/Pickering News Advertiser
creative
over $1,700. We look forward to another successful TOONIE FOR AUTISM DAY
in 2004! ARMADALE P.S., Markham
♦I am a Special Education and Resource Teacher at CROSSLAND P.S. in Newmarket, but I am also a parent of a child with ASD. I made it my personal
mission to educate our school population and it was a good beginning.
♦The video you sent is already being used to teach our students about the challenges that some individuals with autism may encounter. This is an exceptionally important campaign and we at EASTBOURNE P.S. in Brampton
are very proud to have been a part of it!
♦I am an OAC student at FATHER LEO J. AUSTIN CATHOLIC HIGH SCHOOL
in Whitby, and last month I organized and participated in TOONIE FOR AUTISM
DAY. This is the first time our school has been involved and I am pleased
to send a cheque in the amount of $1,010.
♦At our little school we have three children with autism. RIDEAU VISTA P.S. in
Westport would love to do this again next year, and get the community
involved.
♦At MARY IMMACULATE COMMUNITY SCHOOL in Chepstow we have a child
with autism enrolled. He is a very unique young man and we are all very
proud of the accomplishments he has made.
♦Please
Please accept this donation on behalf of W.O. MITCHELL ELEMENTARY in
Toronto. We raised the funds through a ‘Rock Paper Scissors Challenge’
and it was a wonderful success. We discovered that everyone could play
this game and have fun!
♦Children
Children seem to understand more about autism than adults do. We are
proud to enclose $110 from our small student population of 100, four of
which are diagnosed with autism. ST. VICTOR’S SCHOOL, Mattawa
♦ At TARENTORUS P.S. in Sault Ste. Marie we have four special needs
classrooms, each with at least one child affected by autism. We hope this
money brings us closer to the goal of raising awareness and research for
autism.
♦Α 10-year old autistic boy at WATT P.S. in Utterson is the only student
allowed to wear his ball cap inside the building. As a way of increasing
awareness and raising funds, students were permitted to wear their cap
on this day if they donated a toonie.
♦The
The PTA at ARTHUR STRINGER P.S. in London sold bags of popcorn at
recess. In addition, the family of our young autistic student visited each
classroom to continue to educate our students about autism.
♦En effet, l’ enseignante de la classe TED a coordonné cette activité qui a suscité
une participation dynamique des parents et des élèves. Notre école, étant
située dans un milieu économique défavorisée, nous avons été heureux
de constater, par cette activité, combien des parents et des élèves étaient
sensibilisés aux élèves de cette classe ayant le diagnostic d’autisme. ÉCOLE
CADIEUX, Vanier
The Autism Newslink Special Edition September 2003 /9
TOONIE FOR
AUTISM DAY
Update from the 2003
Committee
Display wall at Clara Brenton
Public School, London
A
wide variety of participants accepted
our 2nd annual TOONIE FOR AUTISM DAY
campaign challenge.
• 455 Public and separate schools
• 37 Private schools, nursery schools and
daycare facilities
• 6 Universities and colleges
• 12 Health care facilities
• 34 Corporations, organizations and
clubs
• Many personal donations
This year’s campaign involved 65
school boards and over 450 public
and separate schools. Private
schools, nursery schools and
daycare facilities also came
on board. The number
of participants and their
overwhelming feedback
energized the committee.
Despite the fact that both the
Toronto District and Durham District
school boards were on a work-to-rule,
they still managed to have the most overall participation of all the school boards
in Ontario. This speaks highly of the dedication of parents and educators who realize the
value of this endeavour, because for every
school in Ontario there are at least two students with Autism Spectrum Disorder.
This year’s campaign attracted more
than 215 new participants. Besides the new
level of awareness of autism, to date more
than $130,000 has been raised for autism
research. More than 185,000 students and
staff and over 650,000 families across
Ontario participated in this year’s campaign.
At the time of publication, more than 150
registered participants have not yet submitted funds. Read “Where have all the Toonies
Gone” (page 1) for a report on how these
research funds are being used.
Our sincere thanks to all who assisted with
this year’s TOONIE FOR AUTISM DAY campaign.
Next year’s official TOONIE FOR AUTISM DAY is set
for Friday, April 30, although another date
may be more appropriate for some schools.
We look forward to working together again
to raise autism awareness throughout Ontario.
Possibilities
© Kim Souch 2002
Kim and Sara Souch are a
mother and daughter duo
called KiSara. Order their CD
from our resources (p. 15)
or check out their website at
www.heartfeltmusic.ca.
A boy in class said the other day, “I don’t
know where to turn.
This piece of junk I thought was art looks
like the mummy’s curse.”
My teacher smiled, walked to his side,
Picked up his project, looked in his eyes and
said,
“Now don’t you give up yet. You might be
surprised. I see…”
Chorus:
“Possibilities. Yes, possibilities.
Look at those colours, reflections of light.
It would be a shame to give up the fight.
Time is sometimes needed for true beauty
to shine through.
Take another look. Could be you’ll
see...possibilities.”
My best friend had me over just the other
night.
When I got there she was crying by her
mirror at the sight
Of curly hair and brand new braces, big
glasses and her freckled face.
I sat down beside her and said, “Don’t
worry Kate. I see…”
10\ The Autism Newslink Special Edition September 2003
Chorus:
“Possibilities. Yes, possibilities.
Beauty’s beginnings, reflections of light;
A great smile in progress and eyes so
bright.
Time is all that’s needed for true beauty to
shine through.
Take another look. Could be you’ll
see...possibilities.”
Bridge:
They told my mom that I would never get
to reach out for my dreams,
But she says, every time she looks at me,
she sees....
Possibilities. Yes, possibilities.
Time is all that’s needed for true beauty to
shine through.
Everywhere I look I see possibilities...
Possibilities... possibilities... possibilities...
Printed with permission.
Chapter Presidents of ASO
Brant & County
Clifford Gowan
519-759-8891
Cambridge
Victoria McArthur
519-658-4906
Chatham-Kent
Elizabeth Carnegie
519-358-1823
Dufferin
Susan McCreary
519-942-2348
Durham
Leah Myers
905-420-1486
Grey/Bruce
Linda Dow-Sitch
519-371-7180
Kingston
Barb Dafoe
613-546.6613X388
Halton
Chuck Learn
905-825-1344
Hamilton-Wentworth
Teresa Simms-Obidi
905-545-9643
London
Patricia Gallin
519-685-8702
Metro Toronto
Luc Vandermeeren
416-489-0702
Niagara Region
Mike Gowan
905-682-2776
North Bay & Area
Yvette Bellefeuille
705-472-6807
Ottawa
Elizabeth McRae
613-230-6305
Region d’Ottawa
Huguette Boisvert-Secretary
Bernard Delisle
613-722-2482
Peel
Joyce Lang
416-390-9193
Peterborough
Beverly Randall
705-748-4793
Renfrew County
Diane Ferguson-Osterholm
613-687-4301
Sarnia/Lambton
Sarah Busby
519-332-2611
Sault Ste. Marie
Barbara Gjos
705-782-6379
Simcoe
Helen Aitken
705-326-2214 X251
Sudbury & District
Joanne Thistle
705-682-0983
Sunset Country
Kim Cariou
807-467-8414
Thunder Bay & District
Michelle Murdoch-Gibson
807-344-9830
Upper Canada
Debbie Keillar
613-347-2488
Waterloo County
Alan Coughlin
519-742-1414
West Nipissing
Anne Gingras
705-753-5326
Wellington County
Natalie Veltmeyer
519-836-8589
Windsor/Essex
Laurie Golocevac
519-250-1893
York Region
Cindi Buick
905-780-1590
My personal story
by Bonnie McPhail
I
feel fortunate to have been involved with
TOONIE FOR AUTISM DAY since its inception in
2001 at William Dunbar P.S. in Pickering. After the school’s community walk and Loonie
Day, Emmanuela Dimas and I met with John
Keating and Ron Harrison. We discussed
what could be done to promote awareness
of autism within the province. After our initial
meeting we approached Autism Society Ontario with our idea, and the rest is history!
Jean Woolford from Autism Society
Ontario’s provincial office joined our TOONIE
FOR AUTISM DAY team this year, along with
co-chair Ron Harrison and me. Believe me
when I say that the year was an emotional
roller coaster for all of us. As a parent of a
10-year-old autistic daughter (Kristy), I have a
special connection to the autism community,
but this was a totally new experience for me.
Despite all the challenges, TOONIE FOR AUTISM
DAY was very rewarding.
Response from participants in the event
was overwhelmingly rewarding. They sent
us photos, newspaper articles, school newsletters and more than 75 personal letters. It
made all our hard work seem so worthwhile.
A First Nations school in Gogama with only
36 students managed to raise $66.66 for our
cause. Pope John Paul II School in Bolton
started their fundraising on Pancake Day raising $1,300 in only one day, and by the end
of their campaign they raised an outstanding
$3,700—the highest in all of Ontario. There
are many wonderful stories to share.
We were impressed by the creative ways
in which schools raised money for TOONIE
FOR AUTISM DAY this year. There were hat days,
Ben Tanner of Maple Nursery
School, Georgetown, helps Mom
cut a Toonie cake.
continued on page 16
Parentbooks
Special Needs • Special Education
201 Harbord St., Toronto ON M5S 1H6
phone 416-537-8334 • fax 416-537-9499
toll free 1-800-209-9182
info@parentbooks.ca • www.parentbooks.ca
The Autism Newslink Special Edition September 2003 /11
&
Quotes,
Notes
Anecdotes
To get a copy of Form
T2201 or more information
about the CDB supplement, the conditions for
eligibility, and how to apply,
visit the CCRA’s website
at www.ccra.gc.ca/benefits,
or call the CCTB enquiries
line at 1-800-387-1193.
Child Disability Benefit
comes into effect July 2003
OTTAWA, July 17/CNW/: The Canada
Customs and Revenue Agency (CCRA)
announced today the implementation of
the new Child Disability Benefit (CDB) for
children with severe and prolonged impairment. The first payment of the CDB supplement will be issued with the March 2004
Canada Child Tax Benefit (CCTB) payment
and will include a retroactive amount from
July 2003 to March 2004 inclusively.
The CDB is a tax-free supplement, for eligible
recipients, to the CCTB and the Children’s Special
Allowance. It helps families with the cost of caring
for children under the age of 18 who have severe
and prolonged mental or physical impairment.
The CDB will provide up to $133.33 per month
in financial assistance for each eligible child.
The CCRA will automatically calculate and
include the CDB in the CCTB payment in March
2004 for families who have already submitted
Form T2201, Disability Tax Credit Certificate.
They will not have to complete any other forms.
If you receive the CCTB for a child with severe
and prolonged mental or physical impairment but
have not submitted Form T2201, please complete
the form, get it signed by a qualified person, and
send it to your local tax centre.
To find out if your child is eligible for the
CDB, see the eligibility conditions outlined on
Form T2201. Families with an eligible child who
have not submitted Form T2201 are encouraged
to apply as soon as possible to avoid delay when
payment of the supplement becomes effective.
A Conference entitled Teaching
Students with Autism: Enhancing Capacity in Ontario’s Schools is the first
ever province-wide training event for leaders from
all school boards in Ontario. Autism Society Ontario is a host partner of the event. One thousand
educators will gather in Toronto from September
10-12, 2003 to hear state-of-the-art information on
best practices in the education of students with
Autism Spectrum Disorders. Although this conference is geared towards educators, SEAC members
from local communities will be attending to represent ASO’s parents of children with ASD. Artwork
from students with ASD will be on display during
the event. Educators will hear from internationally
respected speakers such as Rita Jordon, Michael
Powers, Gail McGee, Brenda Smith Myles, Samuel
Odom, and Ontario’s own Peter Szatmari, Rebecca
Ward, Tracie Lindblad and many others.
Autism Society Ontario
Board Members - 2003-2004
Christine Dade - President
Claudio Del Duca - Vice President
Deborah Kitchen-Stanojevic - Treasurer
Nancy Ambrogio - Secretary
Hugh Vallee- Past President
Dr. Mehran Alaee
Leslie Broun
Dr. Jeanette Holden
Dr. Kelly LeCouvie
Ginny Pearce
Heidi Penning
Doug Reynolds
Dr. Rebecca Ward
Autism Society Ontario
Join us to celebrate our 30th anniversary
GALA
Friday, October 24, 2003
The Civic Garden Centre
(at Edwards Gardens), Toronto
Corporate Sponsors
GOLD
SILVER
BRONZE
$5,000 donation $3,000 donation $2,000 donation
Gold, Silver and Bronze sponsors will receive tickets for a table of 10,
as well as an ad in our program book
Individual Gala Tickets: $150 ($60 tax receipt)
Enjoy a wonderful evening, including a multi-course gourmet dinner,
silent auction, live auction, entertainment and dancing
For further information, or to request tickets, contact
Jean Woolford
416-246-9592, ext. 23
12\ The Autism Newslink Special Edition September 2003
National Epidemiologic Database for the
Study of Autism in Canada (NEDSAC)
Are Autism Spectrum Disorders (ASD) becoming more common? Recent reports suggest
that the prevalence is increasing, but there is disagreement over the reasons behind this
increase.The NEDSAC team, composed of researchers, clinicians and service providers, has
set up a surveillance system to track rates of ASD in various regions of Canada. Its goal is
to obtain accurate estimates of the prevalence and incidence of ASD among children.This
information can be used to ensure that the appropriate level of services is available, and
to provide clues to factors that may increase the risk of ASD.
T
he prevalence of Autism Spectrum
Disorders (ASD) is higher than previously suspected. Studies published
since 2000 suggest that the prevalence may
be as high as 67 in 10,000 children (see
map). Researchers disagree as to whether
the higher rates that are now generally being
reported mean that ASD are truly becoming
more common, or whether ASD are simply
being diagnosed more frequently, due to a
broader definition of what constitutes an ASD
and/or increased awareness of ASD among
parents, teachers and health professionals.
It is important to know how many children
have an ASD in Canada to ensure that there
is adequate funding to provide services for
these children and their families now and
in the future. It is also important to know
whether ASD are in fact becoming more common, since this could indicate that one or
more environmental factors may play a role
in increasing the risk for this group of disorders. The best way to obtain this information
is to measure the prevalence and incidence of
ASD in the same population over a number
by Helen Coo, Amanda
Green, Hélène OuelletteKuntz and the ASD-CARC
Epidemiology Project
Team*
of years. To our knowledge only one study
has been published on the prevalence of
ASD in Canada, and that appeared in 1988.1
The National Epidemiologic Database for
the Study of Autism in Canada (NEDSAC)
project is supported by research funds from
the Canadian Institutes for Health Research
through an Interdisciplinary Health Research
Team Grant to the Autism Spectrum Disorders—Canadian-American Research Consortium (ASD-CARC). Dr. Jeanette Holden, the
Principal Investigator, is attempting to fill this
void in knowledge by collecting information
from six regions of Canada—Newfoundland
and Labrador, Prince Edward Island, Southeastern Ontario, Manitoba, Calgary and
British Columbia—on children who have
been diagnosed with an ASD. These regions
account for approximately 22 percent of the
Canadian population. In the fall of 2003,
NEDSAC plans to submit a manuscript for
publication that details its 2002 research findings for Manitoba and Prince Edward Island.
Next summer, they plan to submit another
manuscript for publication to report 2003
Estimated Prevalence of Autism Spectrum Disorders in Children from Studies
Published 2000-2003
13.2/10,000
(Magnússon & Saemundsen, 2001)
67.0/10,000
(Bertrand et al., 2001
34.0/10,000
(Yeargin-Allsopp et al., 2003)
13.9/10,000
(Kielinen et al., 2001)
61.3/10,000
(Chakrabarti &
Fombonne, 2001)
57.0/10,000
(Scott et al, 2002)
20.2/10,000
(Webb et al, 2003)
26.1/10,000
(Fombonne et al, 2001)
57.9/10,000
(Baird et al., 2000)
For more information
about NEDSAC contact:
Hélène Ouellette-Kuntz,
NEDSAC Project Director,
ASD-CARC
c/o Ongwanada Resource
Centre
191 Portsmouth Avenue
Kingston, ON K7M 8A6
Phone: 613-548-4417 x1198
E-mail:
oullette@post.queensu.ca
or
Helen Coo, NEDSAC
Project Coordinator, ASDCARC
Same address as above
Phone: 613-548-4417 x1153
E-mail:
cooh@post.queensu.ca
The Autism Newslink Special Edition September 2003 /13
Parental response
is vital to
gain a better
understanding of
the occurrence of
ASD
research findings for all six regions surveyed
in Canada.
The director of the NEDSAC project, Hélène Ouellette-Kuntz, is an assistant professor
of Community Health and Epidemiology and
Psychiatry at Queen’s University in Kingston,
ON. NEDSAC regional teams in each of the
six areas surveyed are collecting anonymous
information (no names are used) on children 14 years of age and younger who have
been diagnosed with an ASD. In addition to
providing a count of the number of children
affected, this information will also allow
NEDSAC to determine if there are any areas
where rates of ASD are higher than expected
(known in epidemiology as “clusters”), in
which case further investigation can be done
to determine possible reasons for this. They
will also be able to examine how the age at
diagnosis varies across regions, whether ASD
are being diagnosed at an earlier age, and
whether factors such as season or month of
birth are associated with the risk of ASD.
They are currently surveying the six
counties of Southeastern Ontario (Hastings,
Prince Edward, Frontenac, Lennox and Addington, Lanark, and Leeds and Grenville) to
collect information. Agencies collaborating
in this region include five English-language
and two French-language school boards;
Pathways for Children and Youth, the agency that coordinates delivery of the Intensive
Early Intervention Program in Southeastern
Ontario; and the Child Development Centre
at Hôtel Dieu Hospital in Kingston, a diagnostic facility. These agencies mail information letters/consent forms to the families of
children who have been diagnosed with an
ASD. If interested, parents return the consent
form to the NEDSAC regional team based at
Ongwanada Resource Centre in Kingston. A
member of the team then contacts the family
and conducts a 10-minute telephone interview. Parental response is vital to gain a better
understanding of the occurrence of ASD in
Southeastern Ontario. If you receive or have
already received an information package,
please consider returning the consent form
to the project office. Please do not hesitate to
contact NEDSAC for more information. They
hope to extend this study to other regions of
Ontario in the future.
Definition of some terms used in this article:
Epidemiology: The study of how diseases/disorders
are distributed (e.g. what proportion of the population
has the disease/disorder, what proportion develop it
each year, at what age do people generally develop the
disease/disorder, etc.) and what causes them. Often, the
distribution of a disease/disorder can provide clues as
to what causes it. For example, one report from 19642
plotted lung cancer deaths in 1950 against per capita
cigarette consumption in 1930 for 11 countries. When
a line was drawn through the points, a clear increase
in deaths from lung cancer was seen with higher per
capita cigarette consumption.
Prevalence: The number of people at a given point
in time who have the disease/disorder, divided by the
population.
Incidence: The number of new cases of a disease/
disorder during a given period of time, divided by the
population at risk.
1
Bryson, S.E.; B.S. Clark and I.M. Smith. First report
of a Canadian epidemiological study of autistic syndromes. Journal of Child Psychology and Psychiatry.
1988; 29:433-445.
2
US DHEW. Smoking and Health: Report of the Advisory
Committee to the Surgeon General of the Public Health
Service. P.H.S. Publication No. 1103. Washington, DC:
US Government Printing Office, 1964.
*Hélène Ouellette-Kuntz, Helen Coo, Suzanne Lewis,
Linda Eaves, Susan Creighton, Liza Kasmara, François
Bernier, Deborah Dewey, Debra Busic, Dickie Yu,
Albert Chudley, Talia Prosick, Paula Hennessey, Robert
Gauthier, Linda Longerich, Montgomery Keough, Andrea Noonan, Marlene Breitenbach, Jeanette Holden.
Item
Unit Price
Quantity
Sub-Total
Manuals
Navigating the Special Education System in Ontario (2nd
edition) A Handbook for Parents of Children with Autism
Spectrum Disorder - This ASO publication of original material
is a must for every parent whose child with Autism Spectrum
Disorder is embarking on, or is in, the school system in Ontario. It
includes information on such topics as IEP process, assessments,
behavioural issues, how to develop an effective home-school
communication book and personal stories.
$25
Naviguer à Travers le Système d’Enfance en Difficulté en
Ontario - Available in late fall – Disponible en automne.
$25
Children Diagnosed with Autism: What to Expect and Where
to Get Help –Strategies and Information for Ontario Families and Care Providers - A complete and thorough discussion
of autism, covering everything you can do to help the preschooler
with ASD. Topics include getting a diagnosis, dealing with emotions, and everyday tips for everyday issues.
$25
Teens and Adult Issues - To be released in the fall of 2003.
$25
Resource
Materials
from Autism
Society Ontario
S&H: One manual is $8. Two manuals are $14. Three manuals are $18.
Video
Meet My Brother - This wonderful 8.5-minute video is a moving story about a boy with ASD, as told by his 10-year-old sister. It
shows day-to-day home and school events as well as some suggestions for being a friend. Cost: 1-20 copies $20 each; 20+ copies
$15 each.
$20
$15
S&H: $5 for one. Call for bulk orders.
CD
Possibilities by KiSara - Kim is a talented singer/songwriter and
Mom. Sara is a special child born in the realm of autism and has
a beautiful voice. Music became the bridge between their worlds.
Possibilities was a special project between KiSara and Cycle for
Autism, a cross-Canada cycle to raise money for autism research.
Although the ride is over (August 2003) the music continues.
$15
S&H: $5 for one. Call for bulk orders.
Visual Communications (Previously distributed by Graduate Beginnings)
Backpack Helper – Mon Aide Mémoire - This organizational
tool to promote self-help and independence allows a student
to remember visually what they need for school using reusable
velcro-backed pictures (French and English).
$10
My Window on Today – Au Quotidien (small format – 27.9 x
33.5 cm) - Compact, colourful attention-focusing display board
with reusable, velcro-backed picture symbols and words with days
of the week, months, date, weather and seasons. Can be used
for home or school for one-to-one or small group activity. Velcro
included. (French and English)
$20
My Window on Today – Au Quotidien (large format – 55.9 x
73.7 cm) - Large, colourful attention-focusing display board with
reusable, velcro-backed picture symbols with days of the week,
months, date, weather and seasons. For classroom or large group
activity. Velcro not included. (French and English) Available at
conferences, at the provincial office and by special request.
$30
S&H: $5 for Backpack. $7 for My Window (small format). Call for bulk orders.
Total
Name ______________________________________________________ Phone (______)_________________________
Address ____________________________________________________________________ Apt/Unit _______________
City ____________________________________________________ Prov ___________ PC _______________________
Mail or Fax to
Autism Society Ontario, 1179A King St. W., Ste. 004, Toronto, ON M6K 3C5 • Fax: 416-246-9417
For additional information contact Autism Society Ontario at 416-246-9592 • E-mail: mail@autismsociety.on.ca
Charitable Registration #11924 8789 RR0001
14\ The Autism Newslink Special Edition September 2003
Payment Method
q Cheque
q Credit Card
q Visa q MasterCard
Card #
_______/_______/______/_______
Expiry ______/______
The Autism Newslink Special Edition September 2003 /15
wacky hair days, pie-throwing at the principal, a dance-a-thon, guessing the jellybeans,
bake sales, rock-paper-scissors challenge and
staff/student basketball games.
We extend our thanks to the parents
who made special school and class presentations and to the dedicated educators who
responded so enthusiastically to our cause.
You make all the difference in how others
accept our children.
I would like to express my personal gratitude to some extremely caring individuals,
Interested in writing a thoughtful review of the hottest new title on ASD?
Contact Autism Society Ontario, and if
you’re chosen, we’ll ask you to write a
500-word review of The Curious Incident
of the Dog in the Night-time by Mark
Haddon. A draw will occur if we receive numerous offers. We’ll send you a
copy of the book, which you may keep
as our thanks for writing the review.
Contact the ASO Provincial office:
mail@autismsociety.on.ca before September 15, 2003 to be considered.
common senses
An online sensory toy shop dedicated to
offering affordable sensory toys
for children from 5 to 105
Home of Megan’s “the original
fidgitkitz”
When Megan’s two brothers were
diagnosed with ASD she wanted
to help.
She decided to combine her brothers’ love of sensory toys
with her desire to make a difference in the world of ASD
common senses
www.fidgitkitz.com
Phone 905-799-3727 Fax 905-799-5758
Complete product line available on our website
without whose help TOONIE FOR AUTISM DAY
would never have been as successful! My
co-chair Ron and his wife Maria, have no
personal connection with autism, but they
have made it their personal mission to
help us. To Jean, Marg and Ethel from the
ASO provincial office: Thank you so much
for your support and most importantly for
your friendship. Thanks too, to the many
people that I have had the opportunity to
work with, within the autism family: John
Keating, Christine Dade, Susan, Doug and
Megan McCreary, Joyce Lang, the Harrison
clan and all our extended families throughout the ASO chapters, especially my own
chapter in Durham. And last but certainly
not least, I say thanks to my family, without
whose support I wouldn’t have been able
to fulfill my dream of attempting to make
autism a household word!
Special Education
Standards and Autism
Starting in September, 10 Ontario schools
will be pilot sites to help determine the
changes needed across school boards for
the new standards for special education
programs related to autism. Evaluation
and research resulting from the pilots will
guide the next steps for the full provincewide implementation of the standards for
all special education services and programs.
For more information, see the Ministry of
Education website, or check with the boards
listed below.
Algoma District School Board
Avon Maitland District School Board
Bruce-Grey Catholic District School Board
Grand Erie District School Board
Halton Catholic District School Board
Keewatin-Patricia District School Board
Peel District School Board
Renfrew Catholic District School Board
Conseil scolaire de district du Grand Nord
de l’Ontario
Conseil scolaire de district catholique du
Centre-Est de l’Ontario
Autism Society Ontario is a registered charitable non-profit organization (#11924 8789 RR0001).
Our Vision: Acceptance and opportunities for all individuals with Autism Spectrum Disorders. Our Mission: To ensure that each individual with
Autism Spectrum Disorder is provided the means to achieve quality of life as a respected member of society.
Newslink is produced three or four times per year. Subscription to Newslink is included with ASO membership. Newslink welcomes contributions
from its readers. Send your articles, reviews, letters, comments, announcements, etc. to Margaret Spoelstra, Newslink Editor, 1179A King Street
West, Suite 004, Toronto, ON M6K 3C5. Phone 416-246-9592; Fax 416-246-9417; E-mail: mail@autismsociety.on.ca. Inclusions of information not
directly related to ASO are for information only and individuals, events, therapies, treatments, etc., are not necessarily endorsed by ASO.
16\ The Autism Newslink Special Edition September 2003
Editing and Design Services by GEPM Group Inc. www.gepmgroup.com
My Personal Story
continued from page 11