FINDING A WAYFINDING A WAY

Working with children and Working with children and young people with an young people with an intellectual disabilityintellectual disability

Rosie’s Place Inc 2006Rosie’s Place Inc 2006

United Nations Convention United Nations Convention on the Rights of the Child on the Rights of the Child

1979.1979. To have basic needs met.To have basic needs met. To be safe and have a healthy To be safe and have a healthy

environmentenvironment To have accurate information.To have accurate information. To be consulted and have choiceTo be consulted and have choice To have quality of serviceTo have quality of service To be supportedTo be supported To participate socially and to have social To participate socially and to have social

responsibilities andsresponsibilities ands To be heard in relation to a problem and To be heard in relation to a problem and

to seek redress.to seek redress.

Vulnerability to abuse.Vulnerability to abuse.

Dependency on others.Dependency on others.

Struggles with learning, speech, Struggles with learning, speech, and communication, movement, and communication, movement, developmental skills, abstract developmental skills, abstract thinking, social skills and self thinking, social skills and self care.care.

•Limited concepts about what is safe and unsafe, acceptable and unacceptable.

•Limited social skills and experience to discern people’s behaviours and intentions.

Poor body awareness, lack of knowledge of body parts and limited concept of personal space which may make them vulnerable to abuse and desensitized to invasive practices.

Challenging behaviours which Challenging behaviours which increase risk of physical and increase risk of physical and emotional abuse or neglect because of emotional abuse or neglect because of increased demands placed on increased demands placed on caregivers at home and school.caregivers at home and school.

Desensitisation to norms and Desensitisation to norms and expected standards of behaviour expected standards of behaviour due to daily routine in settings due to daily routine in settings that not conducive to learning that not conducive to learning those skillsthose skills

Changes in appearance or behaviour Changes in appearance or behaviour which may be seen as related to which may be seen as related to disability and not to abuse or disability and not to abuse or neglect.neglect.

Their isolation and dependency Their isolation and dependency makes it important to receive makes it important to receive approval and validation from approval and validation from significant others.significant others.

Limited skills in seeking help and Limited skills in seeking help and communicating fears and confusion.communicating fears and confusion.

Reduced opportunities for Reduced opportunities for independence, assertiveness and independence, assertiveness and development of self confidence, well development of self confidence, well being, self direction.being, self direction.

Less resiliency to stress-lack Less resiliency to stress-lack protective factors- high self esteem, protective factors- high self esteem, high scholastic achievement, high scholastic achievement, effective problem solving skills, effective problem solving skills, strong social skills, good peer strong social skills, good peer relations, safe attachments.relations, safe attachments.

Prevailing MythsPrevailing Myths

Myth of infantalisationMyth of infantalisation Myth of acceptable inappropriate Myth of acceptable inappropriate

behaviourbehaviour Myth of pain insensitivityMyth of pain insensitivity Myth of professional pessimismMyth of professional pessimism

Mansell & Sobsey (Counselling People with Developmental disabilities who have been sexually abused.)

Protective Behaviours in a Protective Behaviours in a Child Protection Framework.Child Protection Framework.

Socio sexual skills- including social Socio sexual skills- including social interaction and protection skills.interaction and protection skills.

Refine discrimination skills to Refine discrimination skills to discern safe and unsafe situations.discern safe and unsafe situations.

Recognising and responding to Recognising and responding to Emotions. Eg: To know how to Emotions. Eg: To know how to recognise concerns if worried/angry recognise concerns if worried/angry about a situation .about a situation .

Problem solving difficulties- to take Problem solving difficulties- to take action when those situations arise.action when those situations arise.

Communicate skills to notify others Communicate skills to notify others of their risk to harm.of their risk to harm.

To develop a network of support To develop a network of support people who they can communicate people who they can communicate such concerns to.such concerns to.

Principles of practicePrinciples of practice

Children and young people with an Children and young people with an intellectual disability are children firstintellectual disability are children first

Have the same rights to protection, to Have the same rights to protection, to feel safe, to be consulted and to be feel safe, to be consulted and to be heard as any other child or young heard as any other child or young person.person.

The issue of safety and protection The issue of safety and protection should remain the focus of attention-should remain the focus of attention-not the disability.not the disability.

Worker’s beliefs and attitudes can and Worker’s beliefs and attitudes can and do impact on their ability to respond.do impact on their ability to respond.

Not to make assumptions.Not to make assumptions.

Recognising a child’s strengths and Recognising a child’s strengths and abilities.abilities.

((Ref: Children with a disability who experience violence in their Ref: Children with a disability who experience violence in their family. Joan Bratel. Point of Contact PADV. 2005. Bk. 9 Working family. Joan Bratel. Point of Contact PADV. 2005. Bk. 9 Working with Diversity).with Diversity).

Aims of preventionAims of prevention

To increase access to protective To increase access to protective programs.programs.

Provide education to children to Provide education to children to increase their awareness of unsafe increase their awareness of unsafe situations and develop personal situations and develop personal safety strategies.safety strategies.

To provide information that will To provide information that will support access to available support support access to available support services within the community.services within the community.

Provide an outreach consultation Provide an outreach consultation and resource service to schools.and resource service to schools.

Devise group program and materials Devise group program and materials to assist to provide educationally to assist to provide educationally based protective strategies.based protective strategies.

What we learntWhat we learnt Confronting information and graphics that for Confronting information and graphics that for

children who may be at risk or have children who may be at risk or have experienced abuse.experienced abuse.

At times such pictures and descriptions are At times such pictures and descriptions are inappropriate and not respectful.inappropriate and not respectful.

Material did not seem to be easily accessed Material did not seem to be easily accessed by school staff. .by school staff. .

A “Grab and run” material for teachers to use A “Grab and run” material for teachers to use seems to be the most effective and useful.seems to be the most effective and useful.

The need for repetition of important The need for repetition of important concepts and generalised across a concepts and generalised across a range of familiar and unfamiliar range of familiar and unfamiliar settings. settings.

Major themes presented need to be Major themes presented need to be constantly revised.constantly revised.

The material needs to fit the child’s The material needs to fit the child’s own experiences for connection and own experiences for connection and interest. interest.

The program material for each The program material for each theme needs to have several theme needs to have several different activities. different activities.

If something is not working drop If something is not working drop it. that can be incorporated into it. that can be incorporated into the theme for that session.the theme for that session.

Process is primary…content Process is primary…content works if it is sinc with process.works if it is sinc with process.

Activities need to be socially Activities need to be socially positive, reinforcing achievement positive, reinforcing achievement and success rather than failure or and success rather than failure or frustration.frustration.

Learning is active with different Learning is active with different methods and mediums. methods and mediums.

““Hands thinking” and “eyes Hands thinking” and “eyes thinking” may work better than thinking” may work better than “ears thinking”“ears thinking”

All concepts and themes presented All concepts and themes presented to children needs to be presented in to children needs to be presented in visual format.visual format.

We are all visual learners and We are all visual learners and children who have difficulty with children who have difficulty with language itself will be able to language itself will be able to understand the content and follow understand the content and follow instructions.instructions.

The way with work with children who The way with work with children who have a intellectual disability is through have a intellectual disability is through visual supports. visual supports.

This method is so succesful we can use it This method is so succesful we can use it to assist all children who struggle with to assist all children who struggle with their own barriers ie: children who are their own barriers ie: children who are culturally & linguistically diverse, & culturally & linguistically diverse, & children who have other learning children who have other learning difficulties ie: ADD,ADHD, PDD.difficulties ie: ADD,ADHD, PDD.

CENTRAL THEMES.CENTRAL THEMES.

About Me. – About Me. – creating individual passports for each creating individual passports for each child. This passport will be creating over the course of the child. This passport will be creating over the course of the manual. It is interwoven into the structure of the manual so the manual. It is interwoven into the structure of the manual so the passport will reflect the child’s individuality and their passport will reflect the child’s individuality and their understanding of each theme represented.understanding of each theme represented.

Staying Safe – Staying Safe – safe and unsafe situations & what to safe and unsafe situations & what to dodo

Touching – Touching – Good & bad touches – hands on hands offGood & bad touches – hands on hands off

Feelings – Feelings – what your body tells you about feelingswhat your body tells you about feelings

Being with others / Healthy Being with others / Healthy relationships – relationships – (circles) appropriate contact with (circles) appropriate contact with other peopleother people

Multiple Intelligences Toolbox & Natural ResourcesMultiple Intelligences Toolbox & Natural Resources Verbal/LinguisticVerbal/Linguistic Logical/MathematicalLogical/Mathematical Visual/Spatial Visual/Spatial ReadingReading Abstract symbolsAbstract symbols guided imageryguided imagery VocabularyVocabulary OutliningOutlining Active imaginationActive imagination Formal SpeechFormal Speech Graphic organisersGraphic organisers Colour schemesColour schemes Journal diaryJournal diary Number sequences Number sequences Pattern/designsPattern/designs Creative WritingCreative Writing CalculationCalculation Painting/DrawingPainting/Drawing PoetryPoetry Deciphering codeDeciphering code Mind mappingMind mapping Debate/speakingDebate/speaking Showing relationshipsShowing relationships PretendingPretending Humour/JokesHumour/Jokes Syllogisms/problem solvingSyllogisms/problem solving Sculpture/pictureSculpture/picture StorytellingStorytelling Pattern gamesPattern games

Bodily/KinestheticBodily/Kinesthetic Interpersonal Interpersonal Folk/creative dancingFolk/creative dancing Giving feedbackGiving feedback Role PlayingRole Playing Cooperative learningCooperative learning Physical gestures/mimePhysical gestures/mime IntuitingIntuiting DramaDrama Person – personPerson – person Martial artsMartial arts communication communication Body languageBody language Empathy practiceEmpathy practice Physical exercisePhysical exercise Collaboration skillCollaboration skill InventingInventing Sensing others Sensing others Sports /gamesSports /games Group projectsGroup projects

Musical/RhythmicMusical/Rhythmic IntrapersonalIntrapersonal Rhythmic PatternsRhythmic Patterns Silent reflectionSilent reflection Singing/ vocal soundsSinging/ vocal sounds methods methods Music compositionMusic composition Thinking strategiesThinking strategies Percussion vibrationsPercussion vibrations Centrering practicesCentrering practices Environmental soundsEnvironmental sounds MetacognitionMetacognition Instrumental soundsInstrumental sounds techniques techniques Music performanceMusic performance Emotional processingEmotional processing

Source: Lazear,D.G (1992) Source: Lazear,D.G (1992) TEACHING FOR MULTIPLE iNTELLIGENCES (Fastback No:342) Phi TEACHING FOR MULTIPLE iNTELLIGENCES (Fastback No:342) Phi Delta Kappa Delta Kappa

Multiple Intelligences

Toolbox

Multiple Intelligences Toolbox - SafetyMultiple Intelligences Toolbox - Safety

Verbal/LinguisticVerbal/Linguistic Logical/MathematicalLogical/Mathematical Visual/SpatialVisual/Spatial

Story with hands on Story with hands on Sorting – Venn DiagramsSorting – Venn Diagrams Bingo – hands on/offBingo – hands on/off hands offhands off Crossword puzzleCrossword puzzle (reading a story to the (reading a story to the Group, discussing each Group, discussing each Situation is it hands on Situation is it hands on Or hands off touching)Or hands off touching)

Bodily/KinestheticBodily/KinestheticInterpersonalInterpersonal

Circles conceptCircles concept Cooperation gamesCooperation games (each child will learn (each child will learn turn takingturn taking the appropriate interactionthe appropriate interaction jigsaw makingjigsaw making With a variety of peopleWith a variety of people sharingsharing In their lives)In their lives)

Musical/RhythmicMusical/Rhythmic IntrapersonalIntrapersonal DrummingDrumming TalkingTalking Listening to different Listening to different Breathing (how to getBreathing (how to get Types of music andTypes of music and through feelings of unsafethrough feelings of unsafe Identifying safe & unsafe soundsIdentifying safe & unsafe sounds

Safety Toolbox

Multiple Intelligences Toolbox - Multiple Intelligences Toolbox - FeelingsFeelings

Verbal/Linguistic Logical/MathematicalVerbal/Linguistic Logical/MathematicalVisual/SpatialVisual/Spatial

Story telling with Story telling with Feelings towerFeelings tower Playdoh – Playdoh – making making

ParticipationParticipation feelings facesfeelings faces I feel…I feel… jigsaw feelingsjigsaw feelings feelings stonesfeelings stones

stickersstickers Bodily/KinestheticBodily/Kinesthetic InterpersonalInterpersonal Role Play – show childRole Play – show child feelings wheelfeelings wheel The name of a feeling The name of a feeling gamesgames And child makes that feeling And child makes that feeling His/her face and class His/her face and class guess feelingguess feeling

Musical/RhythmicMusical/Rhythmic IntrapersonalIntrapersonal Talking about howTalking about how how to dealhow to deal The music can The music can with differentwith different Make us feelMake us feel feelingsfeelings

Feelings Toolbox

Personal PassportsPersonal Passports

   Name: _______________________________Name: _______________________________   Age: ________________________________Age: ________________________________   Hair Colour: __________________________Hair Colour: __________________________   Boy or Girl: __________________________Boy or Girl: __________________________   Friends: _____________________________Friends: _____________________________

________________________________________________________________________   How I communicate: __________________How I communicate: __________________

________________________________________________________________________

   I like to eat: _________________________I like to eat: _________________________     I like to drink: _______________________I like to drink: _______________________     I like to watch on TV: _________________I like to watch on TV: _________________     I like to play with : ___________________I like to play with : ___________________

   Pets name: _________________________Pets name: _________________________     Mums name: _______________________Mums name: _______________________     Dads Name: ________________________Dads Name: ________________________

   I like to talk about: ___________________I like to talk about: ___________________     My favourite toy is: __________________My favourite toy is: __________________     I am good at: _______________________I am good at: _______________________     Things I like to do: __________________Things I like to do: __________________     Things I don’t like to don’t like to do: Things I don’t like to don’t like to do:    ____________________________________________________________________

   Ways to help me: _____________________Ways to help me: _____________________     Ways not to help me: __________________Ways not to help me: __________________     Things that don’t help me at all: Things that don’t help me at all:    ______________________________________________________________________   Important people in my life: _____________Important people in my life: _____________   ________________________________________________________________________  

   People I feel safe with: __________________People I feel safe with: __________________   ________________________________________________________________________   I am scared: __________________________I am scared: __________________________   ________________________________________________________________________   Things that help me stay calm: ___________Things that help me stay calm: ___________   ________________________________________________________________________   Things I can do for myself: _____________Things I can do for myself: _____________   ______________________________________________________________________  

   Places that make me feel safe: ____________Places that make me feel safe: ____________   ________________________________________________________________________   Things I need help with: ________________Things I need help with: ________________   ________________________________________________________________________   Things I might do if I am not happy: ______Things I might do if I am not happy: ______   ________________________________________________________________________   When I do this: ________________________When I do this: ________________________

________________________________________________________________ This is what is wrong: __________________This is what is wrong: __________________

__________________________________________________________________________