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How to make Halloween accessible

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Written by Grandview Kids Family Engagement Team Member, Jacki Nemisz

Sometimes you are going to have to be the one that makes the holiday inclusive.

I love Halloween; I love sugar, candy, chocolate. I am that mom that starts thinking about costumes in August. In 2013 when Colton was two years old, we made a decision that was so difficult at the time. After two years of seizures, we decided to start Colton on the Ketogenic Diet, meaning he could never consume artificial sugar, and if he did, the result would be seizures. Doing this meant that holidays, in general, would be tough, Halloween and Easter in particular. In 2013 Colton was still very young, highly medicated and unable to walk, so he didn’t notice after trick or treating when I hid his treat bag. I did, though, and so did my 6-year-old. I knew then that next year would have to be different, and it was going to have to be me that would make it different.

Fast forward to Halloween 2014; this was the first year Colton was walking, and I knew this Halloween had to be inclusive to him. I went to the dollar store and picked up pencils, mini cards, toy cars, stickers etc. I went home, and I composed this letter:

Happy Halloween!

Tomorrow our son Colton will be trick or treating dressed as a Paw Patrol. We would appreciate when Colton comes to your house you give him the attached item or toy. He is on a specialized diet to control his seizures and we want him to feel included in Halloween and enjoy trick or treating with his brothers. For those who don’t know Colton we will introduce him.

Thank you for making this Halloween special for him.

Image of the letter Jackie wrote her neighbours.
Image of the letter handed out to Jacki’s neighbours.

Each year since I have done the same, Colton is older now and sometimes travels to more houses than the items I give out, but that is okay. At the end of the night, when he opens his treat bag, there will be items in there for him. I think it is so important to educate people on how to be more inclusive, but as a special needs mom, I realize that sometimes I will have to do it myself. We make our house accessible and have non-edible treats available, so everyone has a Happy Halloween.

Colton enjoying his Halloween treats after Trick-or-Treating!

Here’s how you can make Halloween fun for all!

Contribution by Family Engagement Team member, Clare Alexander-Arias

The Family Engagement Team is helping all Durham Region neighbours consider making Halloween fun, safe and inclusive to children and youth of all abilities.

Here are our top tips:

  • Some trick-or-treaters might look a little older than you expect. Be kind as they may have a developmental delay.
  • Some children may be non-verbal. Do not wait for the child to speak before offering a treat.
  • Some children may not tolerate wearing a costume because of sensory concerns. Be sure to award them a treat just the same as their peers.
  • If a child seems overwhelmed or anxious, have patience.
  • Many children have food allergies. Consider offering a non-edible option for these children (i.e., bubbles, pencils, glow sticks, etc.) Display a teal pumpkin to signify that you have allergy friendly options.
  • For children who have a hearing impairment, show them the treat before putting it in their bag.
  • For children who have a visually impairment, tell them what sort of treat you are giving them before putting it in their bag.
  • Keep all of your walkways and steps clear of obstacles.
  • Meet trick-or-treaters who use a wheelchair or mobility device at the end of your driveway with candy so they don’t have to navigate up to your door.
  • You can order or print a sign to display on your lawn to show that families in your neighbourhood that if their child has a disability, they are welcome to enjoy Halloween without barriers at your home. Visit this website to order.
  • Remember to follow all of the COVID-safe rules as instructed by Ontario’s Chief Medical Officer of Health and the Durham Region Health Department. Read more on the Government of Ontario website.

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Written by Grandview Kids Social Worker, Stephanie

Are you anxiously awaiting your child’s return to school? Or do you want to set up your child’s first year at school for success? Grandview Kids Social Worker, Stephanie, provides several tips and strategies to help you manage the transition to the new school year.

The transition to, or back to, school

The transition to school or back to school is a significant milestone for children and parents, which may be associated with anxiety, excitement, sadness and anticipation; this is especially true during the current pandemic. Whether in-person or virtual at-home learning, children and parents may be experiencing struggles during this initial transition. Beginning school brings unique challenges to children with special needs and their families.

The transition to school looks different for each child. It is common at the beginning for there to be separation anxiety. You may also notice changes in behaviour, especially at home, as children navigate this transition. You can do several things as parents to make the transition to school a smooth and positive experience for the whole family. Take a look at the tips and strategies below to help you and your child manage the transition to the new school year.

Tips and strategies to help your child’s transition to school

  • Children can often “hold it together” at school, only to then display behaviours in the safety of their home. Keep after-school routines simple and limit demands.
  • Getting enough sleep and proper nutrition can also assist with positive behaviour. Ensure there are plenty of preferred foods packed in the lunch bag and offered after school, which may make the transition easier.
  • Manage expectations – especially if participating in virtual at-home learning. This method of learning places a lot of expectations on parents and children/youth. You know your child the best. Make sure you are not setting unrealistic expectations for sitting, on-task learning, or homework. Think about what is best for the whole family and think outside the box. Can older children, respite workers or others in your support network assist with learning expectations?
  • Talk openly to the school team and ask for help. The Special Education and Resource Teacher is a great resource to assist you in ensuring accommodations or modifications are in place to support learning, whether in the classroom or at home.
  • Learning as much as possible about the rights and responsibilities regarding your child’s education as early as possible is essential. To assist with this, check out your particular School Board’s website to learn more about inclusive student services.
  • Check out the Ministry of Education website (www.edu.gov.on.ca) for information about special education.
  • Talk with your child’s therapy and medical teams regarding concerns you may have related to school.
  • You are not alone. Connect with other parents who are going through a similar experience for support and strategies. Grandview’s Online Parent Support Group is a great place to stay connected and informed.
  • Prepare as much as possible the night before (i.e., lunches and clothes) to reduce stress in the morning.
  • Allow your child to bring a transitional object from home to provide comfort, keeping in mind the current safety protocols at school.
  • It is crucial to remember school should be a fun and safe place for children and youth to learn!

Wishing you all the best for the coming school year,

Grandview Kids Social Work Services

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Written by Grandview Kids’ Autism Therapy Team

Using sign language can be an excellent way to promote language and social interaction for children experiencing a delay in their communication skills.

Using Sign Language for Children with Delayed Speech or Language Skills

Benefits of using signs

  • Reduce frustration: sign language can give your child a way to express themselves and may reduce frustration or challenging behaviours that can result when they do not have another way to communicate.
  • Teaches the power of communication: For example: “if I use the sign for ‘more’ I can make Mommy or Daddy jump up and get me more blueberries. This is pretty great!” This can be very helpful for children with Autism or children who are reluctant to communicate.
  • Increase understanding: when parents model a sign AND say the word, this helps build your child’s understanding. For example: pairing the sign for diaper and the word ‘diaper’ gives your child another “tool” to build their understanding.
  • Teaches imitation: copying actions, gestures, sounds, or words is an extremely important skill for language development. Teaching signs is one way to work on imitation in a motivating and rewarding way.
  • Builds foundational language skills: children often demonstrate an improvement in their nonverbal language (gestures, pointing, giving an object, leading by the hand) before we see an improvement in their verbal language.
  • Takes away the pressure: children can often feel the pressure we unintentionally put on them when we are so motivated to hear those first words. Using signs can take the pressure off using words. Sometimes this is just what your child needs to start using words!

Common myths

If my child is using signs it will slow down their language development.

My child can speak. They’re just lazy. I don’t want to teach them the “lazy” way to communicate.

Using sign language means we are “giving up” on speaking.

Here’s the TRUTH

If your child could easily use words they would already be doing this. Children who aren’t talking aren’t lazy. Using language is tough for a lot of kids! Using alternative communication means (including sign language) does NOT prevent your child from learning language. In fact, it may support your child in learning to speak. We want to think of using signs as being a bridge to support your child in reaching their full communication potential.

Tips to start introducing sign language at home

1. Pick a few signs: You do not have to use a sign for every word you say. In fact, picking too many signs can be overwhelming. Aim to start with 2-4 meaningful signs.

2. Always say the word while you’re modelling the sign.

3. Learn the sign you want to teach your child. There are lots of online resources and videos available to help you learn the signs. It is ok to adapt this sign if it is too difficult for your child to do.

For example, the sign for “water” involves tapping your mouth with 3 fingers. Your child might start to tap their mouth with their whole hand – this is great progress!

4. Incorporate these signs into routines.

For example, think of familiar routines that already happen each day in your home such as getting dressed, brushing hair and eating a meal.  Pick 1 sign that you could teach your child within these different routines such as ‘get dressed’ or ‘eat’ and use the sign and the word each day during these routines. 

5. Use communication temptations to motivate your child to communicate.

For example, place a favourite food item or small toy in a clear container with a lid to encourage your child to request ‘help’ or ‘open’.  When giving your child a snack and drink, only give them a little bit at a time so your child will be motivated to request ‘more’ or ‘juice.’  Place a favourite item on a shelf where your child can see it but can’t reach it to encourage him/her to request ‘help’ or the name of the object such as ‘baby’ or ‘puppy.’

6. Model, model, model: your first job is to just MODEL the signs with no expectation for your child to copy. You may have to model the signs for a few weeks before you get a response. Model and WAIT to give them an opportunity to copy without any pressure for them to do so.

7. Gently help your child to sign: after you have modelled the sign MANY times you can begin to gently help your child make the sign.

For example, you may guide their hands together for the sign “more.”

8. Tell everyone about the signs: make sure you inform anyone looking after your child of the signs they are using and what they look like (they might not look exactly the same as you or I would make the signs). This can include Grandparents, babysitters, daycare providers, and other therapists. It is very exciting and rewarding for your child when a new person recognizes and responds to their sign!

Ideas of signs to start with

  1. Signs that can be used across activities. Examples might include: more, open, help, eat, all done.
  2. Highly motivating signs. What is your child’s favourite thing? Examples might include the name of a favourite toy.
  3. Signs of toys, foods, objects, or activities that your child enjoys on a daily basis. Examples might include: ball, bear, baby, book, milk, water, juice, cookie, or sing. 

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Written by Grandview Kids Recreation Therapist (RT), Courtney

Scavenger hunts are a great activity to do both indoors and outdoors! By engaging in a scavenger hunt, suddenly our everyday environments become a space for an interactive game.

Grandview Kids RT, Courtney, shares both indoor and outdoor scavenger hunts that will give you and your family an opportunity to work together, get active and most importantly have FUN together!

Please find printable PDF versions of the scavenger hunts below!

Illustration of a boy and girl on an expedition holding a magnifying glass and a pencil.

Scavenger Hunts

Click on the scavenger hunts below to download the printable PDFs!

Once you have finished your scavenger hunt, talk about the completed task.

Try asking them some of these conversation-starting questions:

  • Which item was your favourite to find?
  • Which item was the most difficult to find?
  • Which item did you find first?
  • Which item is the BIGGEST that you found?
  • Which item is the smallest that you found?

Tip: You can also get creative and make your own scavenger hunt based on your family’s interests!

Illustration of a torn up treasure map.

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Written by Grandview Kids Autism Therapy Assistant, Brittany

Are you finding it challenging for your child to move from one activity to the next? How about one place to the next?

Explaining transtions

It sounds like transition strategies may be of some help—but first, what are transitions?

Illustration of mother speaking while her son hides behind her timidly.

Simply put, transitions are changes. These changes may be small such as daily routines like toileting, bedtime, mealtimes, moving locations within the house, or switching activities. Transitions can also be major such as changing schools, moving houses, or entering into lockdowns.

If you notice that transitions are challenging during day-to-day routines and activities, try out some of these strategies to make the transition smoother for everyone involved!

Illustration of little boy kissing his mother on her cheek.

Strategies

  1. Give a warning, maybe 2, prior to the transition occurring to help prepare your child for what is about to happen; warnings may include using visual timers, sound timers, or gestures.
  2. Ensure once you’ve given an instruction (e.g., “it’s time to eat dinner”) that instruction is followed through.
  3. Offer choice when possible (choice of next activity, choice of where to sit, choice of materials, etc.).
  4. Plan for changes, or challenges (e.g., make sure you have time to follow through).
  5. Praise your child for doing all the little things (e.g., “nice listening the first time”, “Great job cleaning up”).
  6. Use visuals or help your child as necessary throughout the transitions.
  7. Be consistent! Consistency is KEY, this includes consistency amongst caregivers, expectations, and following through.

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Written by Grandview Kids Autism Therapy Assistant, Brittany, and Behaviour Consultant, Arjana

Social narratives provide comfort for their readers as they walk them through unfamiliar places and events. These stories vary in how much detail is provided and how they are presented (i.e., a story with just text versus with text and pictures).

What are social narratives?

Social narratives are visual stories that represent an upcoming event and the associated behaviours and expectations that accompany that event. In addition to expectations of the event, desired responses are also described in the story.

For example, a social narrative might discuss a trip to the dentist. This story may have pictures of the dentist’s office, the dentist, the appointment room, and will describe what will happen during a visit to the dentist. The level of detail for the narrative will depend on the skill level of the child; the pictures within the narrative may be real-life photos or animated pictures. The expectations of the visit may be extremely detailed such as including the length of the appointment to each step of the appointment. For some individuals, pictures may not be necessary, and text alone is sufficient to explain the upcoming event.

Illustration of mother reading to her two kids sitting in her lap

Writing a successful social narrative

The narrative should be written in first-person so that the individual reading the narrative is reading “I” statements to explain what is going to happen and what the appropriate/expected responses are. The narrative should also use clear, concise, and descriptive language, so as to paint a picture of the upcoming event for the reader

Illustration of kids introducing a new friend to the group

Examples of social narratives

Sometimes social narratives may be called social scripts, or Social Stories™, which is a trademarked term. Examples of social narratives include but are not limited to:

  • Doctor visits
  • New schools/classrooms/teachers
  • Social situations (making friends, joining in play)
  • Riding the bus
  • Leaving the home
  • Using nice words
  • Keeping hands to ourselves

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Everyone registered in the Ontario Autism Program is eligible to access Autism Services at Grandview Children’s Centre.To register with the Ministry's Ontario Autism Program (OAP) - Visit Ontario Autism Program.
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