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Service Navigation in Northern Ontario During COVID-19
La navigation des services dans le Nord de l’Ontario au temps de la COVID-19
Des conseils pour se soustraire à la pression des pairs
La pression exercée par les pairs est un sujet de discussion incontournable. Il est d’ailleurs tout aussi important de parler des moyens de se soustraire à celle-ci. Les jeunes qui ont reçu un diagnostic de trouble du spectre de l’autisme (TSA) sont toujours plus à risque d’être victimes d’intimidation à l’école que leurs pairs neurotypiques. Ce qui se traduit par une plus forte probabilité d’être exposés à des pressions exercées par leurs pairs. C’est généralement aussi le cas pour les personnes handicapées. Au fil des ans, j’ai accumulé plusieurs trucs utiles pour vous affirmer, presque tous tirés de mon expérience personnelle.
Autism x 2: Transitioning into Adulthood
A few years ago, I wrote a post about the experience of raising my two children with autism. I first wrote this piece from the point of view when my son and daughter were quite young. Recently, someone from China contacted me to ask if she could translate the post because it would encourage families and give them hope for the future.
My children have been out of school for almost two years now and are well into adulthood. Marc is about to turn 22 and Julia will be 20 next month. I’d like to share where we are now because when your children are younger, it’s hard to imagine what the future will be like for them. You feel like things will never change or improve or and you can’t see the results of all your efforts.
The Individual Education Plan (IEP)
What is an IEP?
The IEP is an active, working document designed to help a student to be successful. It includes the following information:
- The student’s strengths, interests and needs;
- Special education programs and/or services a student requires;
- Annual Goals: what a student is expected to learn in a school year;
- Learning Expectations: what a student will learn in a term;
- Accommodations: supports and services a student requires in order to learn at his or her age-appropriate grade level;
- Modifications: changes made to the age-appropriate expectations in order to meet a student’s learning needs. These can include specific changes to the age-appropriate expectations and expectations that are taken from a different grade level within the Ontario curriculum;
- Alternate Expectations: what a student will be learning that is not part of the Ontario curriculum;
- Teaching Strategies: what will be used to teach;
- Assessment Methods: how the student’s progress will be evaluated.
Plan d’enseignement individualisé (PEI)
L’acronyme PEI signifie plan d’enseignement individualisé
Un PEI est un plan écrit décrivant le programme d’enseignement à l’enfance en difficulté élaboré pour un élève en particulier. C’est un document rédigé par l’enseignant ou l’enseignante en consultation avec l’enseignant-ressource ou l’enseignante-ressource, le directeur ou la directrice de l’école et les parents. Il s’agit d’un document de travail qui tient compte du programme d’études en cours et qui est modifié, au besoin, tout au long de l’année. Les PEI sont régis par la Loi sur l’éducation et le Règlement 181/98.
L’éducation sexuelle
Le profil sexuel
Il existe très peu de recherches et de connaissances cliniques sur le profil sexuel des adultes qui vivent avec un trouble du spectre autistique (TSA). Cent trente et un adultes provenant du Canada, de l’Australie, des États Unis, du Danemark et de la France ont complété le Derogatis Sexual Functioning Inventory (DSFI; Derogatis et Melisaratos, 1982). Le DSFI sert à examiner divers aspects liés à la sexualité, y compris la connaissance et l’expérience, le désir, les attitudes, l’affect, le rôle, les fantasmes, l’image corporelle et la satisfaction sexuelle en général. Il permet d’obtenir une évaluation globale du comportement et des attitudes en matière de sexualité.
Cognitive Behaviour Therapy and Anxiety
What is this research about?
Many children with Autism Spectrum Disorders (ASD) have problems with anxiety. Past research suggests that cognitive behavioural therapy (CBT) may help lessen anxiety in children with ASD. This type of therapy teaches children ways of thinking and behaving that help them cope with, face, and reduce their anxieties (e.g., how to recognize what they are feeling, ways to think about their problems differently). CBT is the most scientifically supported talk therapy treatment for anxiety in children. However, because children with ASD have problems with social skills, communication and behaviour, the effectiveness of traditional CBT can be limited. This research is one of the first studies to assess how effective CBT can be when adapted specifically for children with ASD.
Autism Ontario Survey Recommends Increased School-Based Supports for Children with Autism Ahead of Return to School
Webinaire - Divulgation des besoins, recherché d'emploi et socialisation au travail avec Sarah Southey (en anglais)
Êtes-vous un adolescent ou un jeune adulte TSA qui a un emploi ou qui en recherche un? Cet atelier vous apprendra des stratégies pratiques sur les aspects suivants :
- Comment et quand faire part de vos besoins supplémentaires sur le lieu de travail
- Comment chercher un emploi plus efficacement
- Comment gérer le volet social au travail
Animateur : Sarah Southey, MSW
Sarah Southey est une travailleuse sociale (M.S.S. ) qui a à son crédit plus de 12 années d'expérience pratique auprès des adolescents et des adultes ayant un TSA, un TDAH, des troubles d'apprentissage ou des problèmes de santé mentale.
Ways to Counter-Act Peer Pressure
Peer pressure is certainly something that should be talked about. How to counter it is equally important to discuss. It is consistently the case that persons diagnosed with Autism Spectrum Disorder (ASD) are bullied at higher rates in schools compared to neurotypical peers. As a result, they are far more likely to experience higher rates of peer pressure. This is also the case in general for persons with disabilities. Over the years, I’ve accumulated several tips for
Developing Leisure Activities for Individuals with ASD
Leisure activities are an important part of life for everyone. Engaging in activities that are fun, enjoyable and interesting increases a person’s well-being, happiness and satisfaction in life. Leisure activities can be done alone or in a group, at home or out in the community. We learn activities by watching others, taking lessons, joining clubs, reading instructions, or simply by trying.
For people with ASD, developing leisure interests and skills can be more challenging because skills are often not learned through informal observation of others or through imitation. Their interests are developed in their own way. How to use materials may not be understood and the materials may primarily used for their sensory qualities. Skills learned through one activity may not be generalized to another.
Sexual Education
The Sexual Profile
There is remarkably little research and clinical knowledge on the sexual understanding and profile of adults with Autism Spectrum Disorder (ASD). One hundred thirty-one subjects living in Canada, Australia, France, Denmark and the United States completed the Derogatis Sexual Functioning Inventory (DSFI; Derogatis and Melisaratos, 1982). The DSFI examines a range of aspects related to sexuality including knowledge and experience, desire, attitudes, affect, role, fantasies, body image and general sexual satisfaction. It provides a comprehensive assessment of behavior and attitudes relevant to sexuality.
Supporting Success and Safety in Relationships
Like other teens, many teens on the autism spectrum desire friendships and romantic partners. Due to challenges with social communication, some teens with ASD may have limited experience dating and could benefit from explicitly learning skills associated with successful and safe dating experiences. Teens with ASD may benefit from developing skills in the following areas: basic dating readiness skills, safety skills related to dating, and social skills related to dating. School staff and families both play important roles in supporting these skill areas.
Soutenir le succès et la sécurité dans les relations
Comme les autres jeunes de leur âge, de nombreux adolescents autistes désirent nouer des relations amicales et amoureuses. En raison de leurs difficultés de communication sociale, certains d’entre eux ont peu d’expérience de ce type de relations et pourraient tirer profit de l’apprentissage des habiletés nécessaires pour établir des relations interpersonnelles positives et sans risque. On parle ici de développer les habiletés de base requises pour avoir des fréquentations : la maturité relationnelle et affective, la capacité d’avoir des fréquentations sans risque et les habiletés sociales liées aux fréquentations.
Disclaimers and Limitations of Liability
Avertissements et limitations de responsabilité
Where are Mom and Dad?
Où sont passés maman et papa?
Pointers from the Pool
Swimming instructors and lifeguards are taught many principles that may be appropriate and transferred easily to those working with children with autism. It is most important for instructors and lifeguards to understand whom they are working with, that each child is different, that children want to trust their teacher, to have fun and to enjoy their experience. Here are 25 pointers that have applications well beyond the pool.
Autour de la piscine
Bon nombre des principes inculqués aux instructeurs de natation et aux sauveteurs peuvent être pertinents et aisément adaptables pour les personnes qui interviennent auprès d’enfants autistes. Le principal, c’est que les instructeurs et les sauveteurs comprennent avec qui ils travaillent, que chaque enfant est différent, que les enfants veulent faire confiance à leur enseignant ou enseignante, s’amuser et vivre une expérience agréable. Voici 25 conseils pratiques qui peuvent être mis en application un peu partout, pas seulement autour de la piscine.
My First Job Experience is a Life Experience I’ll Never Forget
I was 20 years old when I got my first job. It was a three-month work placement at a burger restaurant, and it was a life experience I’ll never forget. I had years of previous volunteer experience and having successfully completed a pre-employment training program, I was confident that I was ready to take the next step and enter the working world.