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PEERS: Lessons in relationships for young adults

How do I let someone know I’m interested in them? How do I exchange contact  information? What steps are needed for planning a get-together or a date? These are questions that nine young men had when they became part of the PEERS for Young Adults program that the Niagara Chapter offered this past spring. PEERS (Program for Enrichment & Education of Relational Skills) was developed by Dr. Elizabeth Laugeson from UCLA
for teens with high functioning autism and Aspergers who are interested in learning how to make and keep friends. PEERS is a 14- week, evidence-based social skills program where caregivers (social coaches) and teens have separate but concurrent weekly lessons pertaining to social skills

Housing Through an Autism Lens

housing and people

This document captures the patterns and insights of housing through an autism lens. It describes why we gathered participants and partners from the autistic housing system in this Solutions Lab and what we did to explore the legislative, programmatic, and lived experience of autistic adults in housing.
We hope that you can use this document to inform your work in bettering housing for autistic adults and/or adults with intellectual and developmental disabilities. We intend to present the challenge of securing safe, suitable, and supportive housing for autistic adults and spark your curiosity into how we can develop solutions. We would also like to extend a sincere thank you to all the partners, participants and, in particular, the autistic advisors as well as the many people who contributed their stories. Without them, this project would not be possible.

https://www.hal-lab.ca/

Autism Career Connections - For Job Seekers

Create the Future You've Always Wanted Find Meaningful Work as an Autistic Person If you're looking for a meaningful long-term career, you're not alone! Most people on the autism spectrum want to find meaningful employment and get the satisfaction of being paid for doing the skilled work they love. But it can be tough getting in front of employers. That's where Autism Career Connections can help. From interview preparation to resume writing, you'll master the skills you need to make the all-important positive connection with potential employers! This is a free, no-cost to you program. It will
Karla Gagnon, Parent

Local Advocacy Works!
3 minute read - In 2019, our son Ben was diagnosed with autism. At that time Ben was three-and-a-half years old, non-verbal, a flight risk, and unaware of danger. We live in a quaint, quiet area, but there were many times where motorists would speed down our street. This made it incredibly dangerous for Ben who would easily wander off into the street. Knowing this, I had to try and make a change. Signage! We needed signage on our street that would tell drivers to slow down because there were autistic children in the neighborhood. So, I went on Amazon and purchased metal signs, one for each end
Karla Gagnon, Parent

La revendication locale fonctionne!

En 2019, notre fils Ben a reçu un diagnostic d’autisme. À cette époque, Ben avait trois ans et demi, ne parlait pas, risquait de prendre la fuite et n’était pas conscient du danger. Nous vivons dans un quartier pittoresque et tranquille, mais il est arrivé à plusieurs reprises que des automobilistes passent dans notre rue à toute vitesse. Cela rendait l’endroit incroyablement dangereux pour Ben qui pouvait facilement s’égarer dans la rue. Sachant cela, je devais essayer de changer les choses. La signalisation! Nous avions besoin de signalisation dans notre rue pour dire aux conducteurs de

Autism Career Connections - For Employers & Hiring Managers

Neurodiversity is Workplace Diversity Help Create Careers for Autistic People Did you know that 63% of unemployed autistic adults want to work? Adults on the autism spectrum are loyal, intelligent, and career-oriented, with a passion to help you and your organization succeed. Hiring autistic adults is good for business. Unfortunately, due to inaccessible workplace environments and implicit hiring biases, many of these valuable persons will never bring their skills and passion to your team. You can change that. Click Here to Start Individuals who are neurodivergent, including those on the

L'art de vivre en pleine conscience

Joignez Julie Paquette pour discuter: 'À quoi sert la méditation', 'Sur quoi on médite?', ' Comment calmer nos pensées? Notre esprit?' et 'Si cela ne fonctionne pas?'

Peter Fritjers, Parent

Wyatt and His Steer, Rufus Give Back to Autism Ontario!

1 minute read - Our son Wyatt has always had an interest in helping us in the barn. So when this past summer some very special friends of Wyatt’s, Rob Hasson and Karen McMaster suggested Wyatt show a steer this fall at our Premier Fallsview Junior Jackpot show, it didn’t a lot of persuading too get Wyatt on board! With the help of many people, Wyatt worked hard on his steer Rufus washing and brushing him twice a day.  As the show approached, we were talking to Wyatt about what he wanted to do with the money he would receive from the sale of Rufus. Wyatt didn’t hesitate for a minute. He thought

Le rôle de l’orthophoniste dans l’évaluation et le traitement des troubles langagiers liés à l’autisme - Christine Demers

Lorsqu’un enfant reçoit un diagnostique d’autisme, il devient parfois difficile à choisir quels services seraient bénéfiques pour l’enfant en question. De nos jours, il y a plusieurs professionnels de la santé qui peuvent s’impliquer au sein du traitement chez les enfants avec l’autisme, et donc la collaboration d’équipe est essentielle au développement optimal de l’enfant. Parmi ceux-ci, l’orthophoniste joue un rôle important dans le développement chez les enfants sur le spectre de l’autisme, et ce même au-delà de l’amélioration des habiletés de communication verbale et sociale (pragmatique). Au cours de ce webinaire, vous aurez une meilleure compréhension de l’implication de l’orthophoniste dans les domaines suivants :

- l’identification des signes précoces de l’autisme

- le processus de diagnostic

- le traitement – incluant des stratégies de base à considérer

- la collaboration interdisciplinaire

- et encore plus!

Aisha Ashraf, Self-Advocate (4 minute read)

How People with Autism Fake It

Where are all the adult autistics?’ they ask. I’ll tell you where: hiding in plain sight. I feel like a fraud whenever I discuss my Asperger’s because here I am, this put-together, functioning, articulate woman who expects people to believe her when she says she’s autistic. “You don’t look autistic,” they tell me brightly, half compliment, half reassurance. But really… how could they possibly know? They don’t see my brain seize up and shut down when I drive a route I haven’t taken before, even if I’ve been driven there a hundred times by someone else. They’re unaware I work so hard to suppress
Monica Richardson, Fund Development Manager, Autism Ontario, 2 minute read

Le Fonds de la famille Ritchie – un legs durable à Autisme Ontario

Dès les années 1970, à l’époque où Autisme Ontario s’appelait l’Ontario Society for Autistic Children (fondée en 1973), Eleanor et Jim Ritchie nous apportaient un solide soutien. Ils ont eu quatre enfants, soit Elizabeth, Charlie, David et Paul, ce dernier étant autiste. Bien des années avant qu’Autisme Ontario n’offre aux familles le vaste éventail d’activités, de services et de soutiens dont elles peuvent aujourd’hui profiter, notre organisation issue de la base constituait une source de camaraderie et un lieu de socialisation et de rencontre avec d’autres familles qui « comprennaient ce que
Article archivé de l’édition d’hiver 2018 d’Autism Matters

Les cerceaux de l’espoir LA DANSE TRADITIONNELLE AUTOCHTONE POUR SENSIBILISER LES GENS À L’AUTISME

QUAND IL A COMMENCÉ L’ÉCOLE, RIVER CHRISTIE-WHITE ne parlait pas. Aujourd’hui, cet adolescent autochtone de 15 ans prend la parole au Canada et aux États-Unis pour conscientiser les foules au sujet de l’autisme et souligner le manque de soutien apporté dans les réserves aux enfants à besoins particuliers et à leurs familles. River recourt à l’art traditionnel de la danse aux cerceaux pour promouvoir l’inclusion et tisser des liens avec d’autres jeunes à besoins particuliers. Il dirige sa propre organisation, Hoops for Hope, et a récemment été récompensé pour ses efforts par le conseil
by Michael Cnudde (from the Winter 2020 issue of Autism Matters), 3 minute read

Jordan’s Principle: Why it Matters for Aboriginal Children with Autism and their Families

Jordan River Anderson, from Norway House Cree Nation in northern Manitoba, was born with complex medical needs. Due to his diagnosis, he spent most of his life in a Winnipeg hospital. Once he was cleared to return home to receive home care, it became unclear who was responsible for providing it: the federal government due to his Indigenous Status, or the provincial government, which was mandated by the BNA Act to provide health care for all citizens. The federal and provincial government could not come to an agreement over who was responsible for his in-home medical expenses, and Jordan never
Monica Richardson, Fund Development Manager, Autism Ontario, 2 minute read

The Ritchie Family Fund – leaving a lasting gift to Autism Ontario

Eleanor and Jim Ritchie were long-time supporters of Autism Ontario, back as early as the 1970s, when Autism Ontario, founded in 1973, was called the Ontario Society for Autistic Children. They had four children – Elizabeth, Charlie, David and Paul, who was autistic. Years before Autism Ontario was offering the broad set of family events, services and supports as they do today, the grassroots organization was for many families a source of companionship, socializing and being with others who ‘understood what it was like for a family.’ That need for belonging and community still exists today
J. Dale Munro, MSW, RSW, FAAIDD

Donner du pouvoir aux familles : le « modèle d’approche par étapes » pour des revendications efficaces

Les familles d’enfants, d’adolescents et d’adultes ayant un trouble du spectre de l’autisme (TSA), ou autres troubles connexes, ne disposent pas toujours des habiletés et de la confiance nécessaires pour soulever leurs préoccupations avec aisance et de manière constructive auprès des systèmes de services sociaux. Néanmoins, les familles ont parfois plus de poids politique qu’elles n’en sont conscientes lorsque vient le temps d’apporter des changements dans les systèmes d’éducation, de développement, de santé et de services sociaux (Schields, 1987). Quand elles soulèvent des inquiétudes, les

k-12 Education Standards Development Committee Recommendations (Initial Report)

classroom

Autism Ontario Responds to k-12 Education Standards Development Committee Recommendations

The committee has produced a document that names and addresses both the practical steps and systemic changes required for equity in education in our province. The committee's efforts in setting Ontario on a constructive path are deeply appreciated. As an organization advocating for a vulnerable segment of society, Autism Ontario acknowledges that the invoking of human-rights legislation and code, as reference, guide and spur, is a necessity both sobering and encouraging. Accessibility to social benefits everywhere, including the classroom, is indeed a matter of human rights, and it will save us all time and other resources if this is delivered consistently across the province instead of piecemeal, one court case at a time. In your response to your call for feedback, Autism Ontario (AO) assembled a small team to review all the recommendations contained in the document and produce written commentary, which is laid out in detail below and organized according to the system used in the below document. 

Recommendations By The Transitions Sub-Committee for Accessible Transitions for Students with Disabilities in Kindergarten to Grade 12

desks in classroom

Autism Ontario Responds to RECOMMENDATIONS BY THE
TRANSITIONS SUB-COMMITTEE FOR ACCESSIBLE TRANSITIONS FOR STUDENTS WITH DISABILITIES IN KINDERGARTEN TO GRADE 12

In this document, Autism Ontario has provided point-by-point commentary on the Recommendations we agree mostly strongly with, have suggestions for or question. (See Transition Recommendations, Point by Point Response, in below document). Here, we would like to summarize our response. We are concerned we will never get any further ahead with this conversation until there is measurable and consistent outcome tracking for all pathways within the K-12 education system, not just for secondary schooling, which is the case currently and is only partially helpful. Currently there are students who have aged out of secondary extension options without a clear next step. More careful tracking and accountability would provide the kind of data required to a) assure that completed programming has been successful and b) clarify post-secondary options. Consistency, measurability and accountability at every level would build the groundwork required for successful transition out of the K-12 education system and toward meaningful and productive lives for people with disabilities. Read the full recommendations made by Autism Ontario in the below document. 

Hannah L.

All about my Autism
I would like to explain how my Autism affects me and things I wish people knew. I am Autistic, but that is just a part of me. My autism makes going to loud places and having bright lights very very difficult for me. It really hurts my ears and eyes. It makes me very uncomfortable. This is why I wear noise cancelling headphones to help block out the loud noises. Flashing or bright lights makes my head feel really weird... I try to go to places that don’t have flashing lights. I do not understand facial expressions, social ques and body language, and that makes people upset because I don’t know

Thérapie cognitivio-comportemental avec Allison Roy

Ce webinaire abordera les éléments principaux de ce modèle de thérapie: Comment la TCC peut aider les enfants et les jeunes à mieux gérer l’anxiété et d’autres réactions comportementales ou émotionnelles À quoi s’attendre au cours du traitement. Les facteurs à considérer lors de l’utilisation de la TCC avec des personnes sur le spectre de l’autisme. Comment inclure les parents dans le processus thérapeutique.