March/April - All Special Kids

ASK
GENEVA, SWITZERLAND
MARCH/APRIL 2010
Dear Parents,
CONTENTS
Assisted Technology
Visual Spatial Awareness
A Word from the Editor
Assisted Technology
ISSUE NO. 20
1
2/3
Boys Vs. Girls
4
Why Gender Matters
5
Tools for Learning
6/7
ASK Seminars
8/9
Weekly Social Drama
10
Fast ForWord Program
10
ASK Summer Camp
11
Calendar of events
12
ASK Newsletter Team:
Joy Tong
Jenny Jeffries
Contributors:
Zoe Caloghiris
Dominique Le Bouteiller
ASK - All Special Kids
ASK C.A.R.E Center
150 Rte de Ferney,
Room 425a
1211 Genève 2
Tel: 022 788 21 02
http://www.allspecialkids.org
info@allspecialkids.org
There is no question that technology is
the future for our children. These days
toddlers in diapers know how to handle
a computer mouse and young kids
know how to download programs on
computers and mobiles. Yet, there are
many of us parents who still are not
aware of the available assisted technology tools that can assist our children
with learning differences to be more
successful in their learning process and
improve their independent living skills.
Any kind of support tools and services
are not be all and end all. Every child
has different needs and for some, assisted technology may not be the right
solution. In addition, a proper training is
required and the parents need to reevaluate the training regularly to ascertain the progress is right on track.
During my latest parent teacher conference, I had to carefully hold my emotion
back, when one teacher challenged my
intentional avoidance of using the word
“ s pecial needs ” to discuss my daughter ’ s difficulties in front of her, whose
presence was required by law.
The words “ special needs ” can mean
different things to different people. The
term can create many arrays of feelings
depending on the acceptance level of
the parents. In some cases, it is used to
benefit the child who may need extra
support services but in many instances
it is used as a label to differentiate the
child from
their typical developing
peers.
In my family, we choose not to use
the word “ special needs ” to define Allegra. Since childhood, she
was told she is special and
unique . We repeatedly reinforce
the message that she can do any-
thing she wants as long as she
puts her mind to it. Despite her
numerous difficulties, Allegra
walks tall. Her self esteem is much
higher than many children that I
have seen with or without learning
difficulties.
Personally, I do not believe in defining a child with his or her special needs, which may psychologically limit the child to fulfill their
ultimate potential in life. Just like
many parents, my sincere wish for
Allegra is for her to live an independent and productive life, in
spite of what label she may be
given to wear at her school.
Happy reading!
Joy Tong & the newsletter team
We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science
and technology. ~ Carl Sagan
2
Assistive Technology
by Zoe Caloghiris
‘When selecting assistive
technology it
is mportant to
consider the
learner who
will be using
it, the environment and
the context it
will be used in
and the practicality of its
use ‘
Technology can be a wonderful tool and if
used effectively it can help break down barriers for individuals with learning difficulties.
From supporting children with their reading
and writing, to helping them with their organization and note taking, assistive technology has the potential of helping individuals accomplish tasks and gain new skills
that were previously out of their reach. It
also reduces the learners ’ reliance on parents and teachers and helps them become
more independent.
Assistive technology refers to any item,
piece of equipment, or product system that
is used to increase, maintain or improve
individuals ’ competence, whether their
needs are physical, cognitive or social.
These technologies may be purchased commercially off the shelf, modified, or customized. Assistive technologies range from lowtech equipment, such as a magnifying glass
to high tech gadgets, such as a computer
that responds to touch and allows a child to
communicate more effectively. These resources can be adopted for use in schools,
but also at home.
When selecting assistive technology it is
important to consider the learner who will be
using it, the environment and the context it
will be used in and the practicality of its use.
To help guide you through the process of
selection, the National Center for Technology Innovation and Center for Implementing
Technology in Education ( 2006 ) has defined six clear steps.
Six steps to finding a solution
Identifying AT solutions to support a child ’ s
participation is best done as a team process. By first examining the interests, abilities
and needs of a child and the specific components of the activity where support for
participation is indicated, AT solutions can
be planned and implemented and the impact can be observed immediately. A sixstep process defined below is one example
of a framework for AT decision making for
young children.
Step 1: Collect child and family information.
Begin the discussion about the child ’ s
strengths, abilities, preferences and needs.
What strategies have been found to work
best?
Step 2: Identify activities for participation.
Discuss the various activities within the environments that a child encounters throughout
the day. What is preventing him/her from participating more?
Step 3: What can be observed that indicates
the intervention is successful? What is his/
her current level of participation and what
observable behaviors will reflect an increase
in independent interactions? What changes
( e .g., number of initiations, expression attempts, responses, reactions, etc. ) will you
look for?
Step 4: Brainstorm AT solutions. With the
activity and desired outcomes established,
you are now ready to discuss possible solutions with educators, family members, the
physical therapist, and other people with
whom the child interacts on a weekly basis.
Do the child ’ s needs include supports for
movement, communication and/or use of
materials? Start with what is available in the
environment ( what other children use ) and
consider adaptations to those materials. A
range of options that address specific support areas should be considered. The TAM
Technology Fan, a new resource produced
by The Council for Exceptional Children
( C EC ) and which is focused on identifying
AT items for young children with disabilities,
helps to facilitate this step.
Step 5: Try it out. Determine when the AT
intervention will begin and create an observation plan to record how the child participates
with the AT supports.
Step 6: Identify what worked. Selecting AT
interventions is a continuous learning oppor-
3
Assistive Technology
by Zoe Caloghiris
tunity. Reflect on your plan and discuss what
worked. What didn ’ t work? What should be
done differently? Make modifications as
needed and try again. Only by trying the AT
can certain factors such as technology placement, amount of force, mounting, number of
choices, etc. be determined and adjusted.
dren with learning difficulties, for example,
are often further hindered by poor organizational skills; high tech assistive technology
such as handheld electronic organizers may
appear as an exciting effective solution,
however, a simple day planner may be
quicker to learn to use and work just as well.
Here are a just a few examples of the types
of technologies you can find to help:
If you are looking at more expensive high
tech aids, it may be a good idea to test a
variety of products before making a decision
in which to invest. Look out for and ask
about free demos or 30-day-trials which
some companies may offer. Many specialists will also have access to assistive devices and may have catalogs or resources
available for you to look through.
a child who struggles spelling - spell check
and word prediction software and electronic
dictionaries
a child who struggles with their thinking skills
- visual tools including concept maps and
webs with pictures, which can be found as
computer programs with templates and example activities or simply home made. These
can help the learner ‘ deal with facts and
knowledge, memory and retrieval, and language and thinking ’ .
a child who struggles using a regular computer mouse or keyboardkeyboard- more ergonomic
mice and keyboards can be found, which the
child may find more straightforward to use.
a child who struggles to read printed text:
text cameras which convert printed text in to digital text and then read it out loud to the user
an older child who struggles with note taking
- dictaphone devices
an older child with poor memory skills - paper
-based computer pens, which record someone speaking while they are taking notes and
would allow the user to listen back to what
the teacher was saying during any point of
his/her note-taking.
These are only a few examples, but by
searching the web and talking to teachers,
Educational Psychologists and other specialists, you may discover many, many more.
New tools are coming out all the time; however you should not dismiss older or more
traditional methods as these may still be
more effective or adapted to your child. Chil-
Here are some websites you can visit for
information about Assistive Technologies:
Assistive technologies for children with
Autism:
http://www.specialed.us/autism/assist/
asst10.htm
Accessible technology for all:
htt p://www.edt ech-associat es.com/
index.htm
Assistive technology for kids with
learning difficulties:
http://www.greatschools.org/LD/assistivetechnology/assistive-technology-for-kidswith-learning-disabilities-an-overview.gs?
content=702
Assistiveware:
www.assistiveware.com/touchstrokes.php
R e vo l ut io n
W a it in g
to
H ap p en,
by Sarah Jewell:
Article from The Guardian ( 2008 ) on Assistive Technologies for individuals with
Dyslexia.
http://www.guardian.co.uk/education/2008/
may/06/link.link6
Inclusive technologies:
http://www.inclusive.co.uk/
Assistive technology tools:
“It is a good
idea to test a
variety of
products before making a
decision in
which to invest. Look
out for free
demos and 30
trials”
4
Boys vs. Girls:
Are Boys More Visual-Spatial Than Girls?
“Researchers
found that
boys are years
behind girls
in the
development
of the area of
the brain
responsible for
fine motor
skills.”
Nearly every time I present, whether it ’ s to
an audience of parents or educators, I am
asked, “ Are boys more visual-spatial than
girls? ” I tend not to answer right away,
waiting until we ’ ve discussed some identifying traits of children who favor this learning style. Eventually, I ask each participant
to write down the name of a child they are
fairly certain fits the profile of this type of
learner. With a show of hands I ask “ Who
among you wrote down the name of a
boy? ” Almost without fail, the boys have
been identified by 80% or more of the participants.
When I first began studying this learning
style in earnest, I was concerned that I
might be biased. Both of my children are
visual-spatial and male, my husband is visual-spatial and male, 80% or more of my
students ( at a private school for gifted children ) had been visual-spatial and male,
and well over 80% of the families that had
hired me to consult with or advocate on their
behalf had visual-spatial male children.
Hence, my quest to read as much as I could
about the differences between the sexes
regarding spatial abilities, particularly as
related to successful learning.
Historically, boys and men have long excelled in spatial ability tests over girls and
women. Some authors have proposed a
hunter-gatherer theory, predicting that men
excel in spatial abilities such as navigation,
map reading, and mental rotations because
survival depended on the ability to hunt, hurl
a spear through space at a moving target,
and finding one ’ s way home. Women, on
the other hand, required better spatial location memory in their work as gatherers
( S ilverman & Eals, 1992 ) .
Other theories have postulated that spatial
abilities are further enhanced by experience
and that, once endowed with ability in a particular area, the individual continues to select activities that serve to further increase
ability in that domain. We see this in the
selection of many extracurricular activities
where those with an innate ability to draw, for
example, often choose visual arts classes.
Are boys more visual-spatial than girls?
Well, it could be argued that they appear to
be more visual-spatial and at a younger age
than girls:
...some of the regions involved in mechanical
reasoning, visual targeting and spatial reasoning appeared to mature four to eight
years earlier in boys. The parts that handle
verbal fluency, handwriting and recognizing
familiar faces matured several years earlier
in girls ( Ripley, 2005, p. 55 ) .
We have ample research to demonstrate that
young boys don ’ t appear as “ school
ready ” ( read “ left hemispheric ” and not
visual-spatial ) as young as girls:
…Virginia Tech researchers found that boys
are years behind girls in the development of
the area of the brain responsible for fine motor skills ( Sax, 2005, p. 95 ) .
For a 1,500 Hz tone...the average girl baby
had an acoustic brain response about 80
percent greater than the response of the average boy baby…that range of sound is critical for understanding speech, particularly
from a female voice [which most elementary
school teachers are]. The female-male difference in hearing only gets bigger as kids get
older ( Sax, 2005, p. 17 ) .
There are stronger connecting pathways
within the female cerebellum brain than the
male providing superior language and finemotor skills for girls than boys. A more active
frontal lobe, which facilitates speech,
thought, and emotion allows for improved
verbal communication in girls ( Gurian,
2001, p. 27 ) .
…girls are prewired to be interested in faces
while boys are prewired to be more interested in moving objects ( Sax, 2005, p.19 ) .
5
….Why Gender Matters in Every Classroom
by Alexandra “Allie” Golon
(www.visual-learners.com)
The problem may lie, however, in what we
regard as “ school ready ” skills. Seldom do
we assess or monitor the development of
spatial abilities, often an area of strength for
many boys. Geography, an area most visualspatial learners excel in, is not typically introduced until the later grades, nor is higherlevel mathematics. Instead, “ math ” is
about the rote memorization of seemingly
meaningless facts and figures.
Certainly we see plenty of visual-spatial
women. Many girls have grown up to pursue
careers as mathematicians, pilots, artists,
musicians, designers and other “ righthemispheric ” domains. So why the disparity
in what classroom teachers see, particularly
during the elementary school age years?
My personal observation is that girls, while
they may have strong visual-spatial abilities
and may prefer the right hemisphere of the
brain ( as demonstrated by their response to
instructional strategies that speak to that
hemisphere ) , are predisposed to please
their teacher and are not inclined to act out if
bored, unchallenged, or unengaged. Boys,
on the other hand, tend not to have any
qualms about verbalizing their displeasure
with a situation and ultimately becoming a
behavior issue in the classroom. So boys are
brought to me and girls, typically, are not.
As Sax ( 2005, p32 ) wrote, The bottom line
is that the brain is just organized differently in
females and males. The tired argument about
which sex is more intelligent or which sex has
the “ better ” brain is about as meaningful
as arguing about which utensil is “ better, ”
a knife or a spoon. The only correct answer
to such a question is: “ Better for what? ”
Did you know that boys represent 90% of the
discipline problems, 80% of the dropouts and
two-thirds of the identified learning disabled
in America ’ s classrooms ( Gurian, 2001 ) ?
No wonder teachers and parents of boys far
outnumber the teachers and parents of girls
who request my services. I have long been
plagued with the question, though, is this a
“ b oy ” problem or a teaching problem?
Take no offense teachers, as I am a classroom teacher as well, but my work with educators in classrooms all over the world has
convinced me it ’ s the latter. Though well
intentioned, too many of the teachers I have
encountered continue to deliver instruction
in an old and tired format of word-based
lecture and textbooks. Their classrooms
might be havens for word thinkers who can
easily remember facts and figures and recite
them on demand, but there is a significant
population they have let fall through the
cracks: gifted children, students with learning disabilities, English Language Learners,
minority children, students who excel in the
arts, and a whole host of other visual-spatial
learners for whom the written and spoken
word is the least effective method from
which to receive new information.
Ways we can help visual-spatial boys do
better in school ( Golon, 2006 ) :
•
Allow for ample hands-on learning opportunities
•
Maintain a sufficient level of challenge
– boredom comes more quickly to boys
•
Give them plenty of work space
•
Allow movement which helps stimulate
and provides oxygen to the brain
•
Use symbolism, including diagrams,
charts, graphs
•
Incorporate more images
•
Use computers and other media as often as possible
Because I strongly believe in the value of
spatial abilities and their application to successful careers in the 21st century, I would
encourage girls to participate and become
more proficient in activities of spatial awareness including reading maps, communicating directions, playing and building with construction toys ( K ’ Nex, blocks and
LEGOs ) , manipulating puzzles and mazes,
etc.
Both articles contributed by Allie Golon
“The bottom
line is that
the brain
is just
organized
differently
in females
and males.”
6
Tools faor Learning: Removing Barriers,
Empowering Learners, Achieving Results
“Universal
Design for
Learning is a
flexible
approach to
curriculum
design that
offers all
learners full
and equal
opportunities
to learn”
Tools for Learning professional development is designed to help classroom teachers learn how to use accessible desktop and
online tools to support the diverse learning
needs of their students. These tools can
remove barriers to reading, improve understanding of concepts, can empower learners
to independently access and comprehend
what they read, which can result in academic achievement. The framework of this
approach to learning for all students came
from the research of Universal Design for
Learning® ( UDL ) developed by CAST
( C enter for Applied Special Technology ) .
UDL is defined as “ a flexible approach to
curriculum design that offers all learners full
and equal opportunities to learn. Based on
research on the diverse ways people learn,
UDL offers practical steps for giving everyone the chance to succeed. ”
Universal Design for Learning calls for...
·Multiple means of representation, to give
learners various ways of acquiring information and knowledge,
·Multiple means of action and expression, to
provide learners alternatives for demonstrating what they know,
·Multiple means of engagement, to tap into
learners' interests, offer appropriate challenges, and increase motivation.
To best illustrate the tools behind “ Tools
for Learning ” , the focus of this article will
take a closer look at the technologies that
can support literacy skills and also illustrate
the first UDL principle, “ multiple means of
representation ” .
Tools for Learning
With computers located in almost every
classroom, an opportunity to use “ no
cost ” tools to support literacy is here and
now. These tools can be used by every
student; some will use it for reading text but
everyone can use them for writing and proofreading. What are these tools and where can
they be found? These tools are ReadPlease
2003, Natural Reader, WordWeb and the
Mac speech tool for the Mac computers. The
first two readers ( text-to-speech software )
can be easily downloaded from the web and
the Mac speech tool is already in the operating system that can be activated in Mac System Preferences. The first reader, ReadPlease 2003 ( www.readplease.com ) , can
be installed on any number of computers and
has features where you can adjust font size,
reading speed and voices. This reader also
highlights the words in yellow as it reads, an
important feature for students who may have
poor decoding or fluency skills. The second
reader, Natural Reader
( w ww.naturalreaders.com ) has similar features as ReadPlease 2003 with an added
feature of a mini-board. This mini-board can
sit on the desktop and when students need
to have information read whether in a software program or on the web, the student can
select what needs to be read and then click
the play icon to have it read.
Installed on a desktop, these readers support
literacy ( reading and writing ) for every student and provide independent access to curriculum and to the wealth of resources on the
web. For decades we have determined that
because a student could not decode efficiently, they could not understand the grade
level content or the literature that may have
been assigned. With the onset of e-books
and e-texts, we can now offer access to content and the wealth of resources on the web.
An essential tool that supports both reading
and writing is WordWeb ( wordweb.info/
free ) ; a free dictionary/thesaurus for the PC
with a 150,000 word dictionary and 120,000
synonym sets that can be used in any program or the web. After downloading and installing the software, simply place your cur-
7
By Kathleen H. McClaskey, M.Ed.,
EdTech Associates® www.edtech-associates.com
sor on a word and press Control and right
click; a window will appear with the definitions, how it is used in a phrase, the synonyms and antonyms ( if available ) . It will
also pronounce the word, and if the word is
not found you can cross-reference it to the
web. When you select a synonym, the definition number will also be highlighted.
Bookshare
Bookshare ( Bookshare.org ) offers a repository of over 60,000 electronic books and
textbooks at no cost for students who are
U.S. citizens ( anywhere in the world ) and
who are identified with a print or visual disability. Included in the membership, available to both schools and individuals, is a free
download of Read:Outloud – Bookshare
edition. This software includes text-tospeech and a set of reading comprehension
features, but will read only Bookshare ebooks.
With the Tools for Learning,
Learning you can empower every student with the ability to proofread their writing and expand their vocabulary. When you install these tools on every
computer in your school, you will be supporting literacy for ALL students.
TextText-toto-Speech Tools
• Natural Reader
www.naturalreaders.com ) and ReadPlease 2003 ( www.readplease.com )
– free text-to-speech tools for the PC
• WordTalk ( www.wordtalk.org.uk/
Home/ ) : a free text-to-speech program
for the PC that works within MS Word
and Outlook and highlights each word
that is read. Includes a talking spell
checker and a talking thesaurus. Upgraded in January 2009, WordTalk includes the ability to save settings and
convert your text file to a wav or MP3 file.
• Mac Speech Tool: This text-to-speech
tool can be used in any program or on
the web. Activate it by going to the Mac
System Preferences. Alex is a natural
voice found in the Leopard operating
system.
Writing Tools
• MyWebspiration
( m ywebspiration.com ) – online
graphic organizers developed by Inspiration that is currently free.
• Ghotit ( ghotit.com ) - Online context
spell checker service that is great for
students with learning disabilities.
Check out the downloadable Ghotit version that provides text-to-speech within
the correction window.
Tool to Support Reading and Writing
• WordWeb ( wordweb.info/free ) : a
free and comprehensive dictionary thesaurus that can be used in any program
or on the web.
Electronic Books ( ee -books or ee-text )
• Bookshare.org: A repository of over
60,000 books and textbooks ( see
left )
• Complete Works of William Shakespeare: shakespeare.mit.edu/
• e-books and e-text links: www.edtechassociates.com/ebooks-etexts-andreaders.htm
UDL Resources
• National Center on Universal Design for
Learning: www.udlcenter.org/aboutudl
• UDL Guidelines - www.cast.org/
publications/UDLguidelines/
version1.html. Guidelines to help in
designing flexible curricula.
• UDL Guidelines Blog - udlguidelines.edublogs.org/. A forum for educators and education stakeholders
• CAST Strategy Tutor - cst.cast.org/cst/
auth-login. Free online tool to support
students in activities that involved
online reading, research, and information collection
“With the
Tools for
Learning you
can empower
every student with
the
ability to
proof read
and
expand their
vocabulary”
8
Universal Design for Learning
Tools for Learning: Removing Barriers,
Empowering Learners, Achieving Results
Accessible Technology: Building a Plan for
Learning Diversity
By Kathleen McClaskey,
President of EdTech Associates, Amherst, New Hampshire,U.S.A.
www.edtech-associates.com
Webster University, LLC Hall, Saturday, 13th March 2010, Time: 9h-16h30
Fees inclusive of breakfast & lunch: ASK member CHF200,
Non-member: CHF325 (include one year membership & meals),
Pay at door CHF350
The greatest challenge for teachers in the classroom is to instruct to a diversity of learners each day.
In the world of accountability and improving outcomes for all learners, the question is what role accessible technology (desktop and online tools) has in supporting universally-designed instructional strategies and in developing effective learning skills with all students. Attendees will gain an understanding of the researched-based Universal Design for Learning (UDL) model by illustrating the three brain network - recognition, strategic and affective networks and the role they play in learning. Accessible desktop and online tools will be presented with how
they can be leveraged to support UDL instructional strategies for teachers as well as the 21st Century learning
skills for all students. In a step-by-step interactive demonstration, the audience will learn how to build a plan for
learning diversity by applying UDL solutions in a lesson using technology tools.
Workshop Learning Objectives As a result of this presentation, participants will be able to:
•
•
•
Acquire an understanding of the principles of the Universal Design for Learning Mode and how they are
applied in research-based instructional strategies
Gain practical ideas in using accessible technology to support students in developing effective learning
skills in reading, writing, organizing and planning.
Learn how to build an instructional plan for learning diversity with accessible desktop and online tools.
What will it take for technology to be considered a critical component of education to help more students learn,
achieve and reach their potential? A growing body of research exists to support the use of technology to assist
the teaching and learning of literacy skills. Educators will learn how 21st Century tools can provide a new opportunity to remove barriers to learning and improve the literacy skills of students across all grade levels. This
hands-on workshop will present how to use accessible desktop and online tools to support students in reading
and vocabulary development. Participants will learn how to develop effective universally-designed instructional
strategies in reading and vocabulary with the use of workshop tools that are presented.
9
The Visual-Spatial Classroom:
Differentiation Strategies that
Engage Every Learner
By Allie
Golon
Former Educator, Author & Internationally recognized expert on Learning Styles
Webster University, LLC Hall, Saturday, 24th April 2010, Time: 9h-16h30
Fees inclusive of breakfast & lunch: ASK member CHF200,
Non-member: CHF325 (include one year membership & meals),
Pay at door CHF350
Brain research has demonstrated that no learning can occur without engagement of the right hemisphere, which activates attention. All students, regardless of age, learning style, gender or IQ, learn best with strategies that employ
color, humor, music, movement, exaggerated size, visualization, and hands-on activities. The majority of today’s students are visual-spatial learners (VSLs), with powerful right-hemispheric abilities, such as imagination, intuition, creativity, technological proficiency, artistic expression and emotional responsiveness. While auditory-sequential students
excel in traditional skills—reading, spelling, handwriting, calculation, and memorization, VSLs have gifts crucial to success in the 21st century. Every student must be encouraged to develop these right-hemispheric strengths.
Objectives for Participants
Participants will
acquire an overview of different learning styles,
understand the necessity of finding and serving visual-spatial learners,
learn the distinction between visual-spatial and auditory-sequential learning styles,
recognize the characteristics of visual-spatial learners,
discover techniques to increase engagement of all students, regardless of learning style,
empower visual-spatial learners to succeed in the classroom and beyond.
Specific teaching strategies have been drawn from the books, Raising Topsy-Turvy Kids: Successfully Parenting Your
Visual-Spatial Learner, If You Could See the Way I Think: A Handbook for Visual-Spatial Kids and The Visual-Spatial
Classroom: Differentiation Strategies that Engage Every Learner.
10
Weekly Social Drama
SOCIAL SKILLS BUILDING THROUGH ROLE PLAY
Crossroads Church, Ferney Voltaire, Mondays – 4:30 to 6:00pm
Cost: Friends of ASK: 350CHF for 10 sessions
Non-ASK: 385CHF for 10 sessions
ASK Weekly Social Drama Program is an afterschool program for children to develop certain
social skills through role play and fun games activities that will improve your child’s interactions
with his or her peers and siblings, at the same time improve their self confidence.
Contact: info@allspecialkids.org
Fast ForWord®
Reading & Learning Intervention Program
AFTER SCHOOL PROGRAM
12 weeks Program – CHF550 per month
Please contact ASK for more information, if you are interested in the after-school program at
the center or off site home program.
Contact: Joy Tong - Email: joy@allspecialkids.org - Tel: 022 788 2102
11
2010 ASK Bi-Lingual SUMMER CAMPS
~ sharing ~ communication ~ cooperation ~
~ conflict resolution ~ empathy ~ self-control ~
~ self-awareness ~ self-confidence ~
Morning Tutoring, Learning Social Skills & Life Skills
Summer Fun Activities
Geneva Secondary School, avenue de Châtelaine 95, 1219 Châtelaine
First week: July 19th - 23rd, 2010
Second week: July 26th - 30th, 2010
Third week: Aug 2nd - 6th, 2010
Fourth week: Aug 9th - 13th, 2010
Morning Tutoring Program - HALF DAY: CHF550
ASK Social Skills Camp - FULL DAY: CHF775
Morning Tutoring & Social Skills Afternoon - FULL DAY: CHF975
Contact: info@allspecialkids.org - Tel: 022 788 21 02
12
CALENDAR OF EVENTS
http://www.allspeicalkids.org - contact: info@allspecialkids.org
ASK-Geneva Upcoming Events
MARCH 2010
PARENTS GET-TOGETHER (COFFEE MORNING)
1. Thursday, 4 March - 10h to 12h, Where: ASK office, Rm 425a,
2. Thursday, 18 March -10h to 12h, Where: Vufflens-le-Chateau, Vaud
WEEKLY SOCIAL DRAMA
1, 8, 15, 22 March - Crossroads Church, Ferney - 16h30 to 18h
C.A.R.E. LECTURES FOR PARENTS
Tools for Learning - Kathleen McKlaskey
Friday, 22 January - 19h30-21h30, Webster Uni, Rm A13/15
ASK - ANNUAL SEMINAR SERIES
Universal Design for Learning - Tools for Learning: Removing Barriers,
Empowering Learners, Achieving Results
Accessible Technology: Building a Plan for Learning Diversity By Kathleen McClaskey
Saturday, 13th March - 8h30 - 16h30, Webster Uni, LLC Hall
APRIL 2010
WEEKLY SOCIAL DRAMA
12, 19, 26 April - Crossroads Church, Ferney - 16h30 to 18h
PARENTS GET-TOGETHER (COFFEE MORNING)
No Events - Spring Break
C.A.R.E. DISCUSSION FORUM FOR PARENTS
Raising Topsy Turvy Child by Allie Golon
Tuesday, 9 February - 19h30-21h30, Webster Uni, Rm A13/15
ASK - ANNUAL SEMINAR SERIES
The Visual Spatial Classroom - Differentiation Strategies that Engage Every Learner
By Allie Golon
Saturday, 24th April- 8h30 - 16h30, Webster Uni, LLC Hall