Inclusion Time Spring Issue 2014

Spring 2014

!

P.8

P.12

P.4

EDITOR-IN-CHIEF

Jonathan Rossell

SENIOR EDITOR

Bernardo Pace

ASSOCIATE EDITOR

Gina Abraham

EDITORIAL ADVISOR

Dr. Joseph Coppolo Jr.

EXEC. ACCOUNTANT

Laura Paternostro

DESIGNER

Jonathan Rossell

OFFICE ASSISTANTS

Sarah Moretti

William Chapnick

EDITORIAL

CONSULTANTS

John Bilotti

James Allocco

Joseph DeVivo

Jennifer Brown

Danielle Kasday

Danielle Tedesco

Michael Urkonis

Randy Yhap

VOLUNTEER COORDINATOR

Joelle Bilotti

*A special thanks to everyone at the ICC Day Habilitation Program; including mainte-nance staff, job trainers, group supervisors, administrative staff, and, of course, program participants. Without your cooperation and support, Inclu-sion Time’s publication would not be possible.

Inclusion Time prints quarterly. Reproduction of Inclusion Time, in whole or part, is prohibited without written consent by On Your Mark, Inc. Inclusion Time and/or On Your Mark, Inc. are neither responsible for, nor endorse statements made by advertisers, writers, etc. Inclusion Time is not liable for any negative encounters or experiences that may occur.

Editor Letter

Sunday, September 28, 2014

College of Staten Island

WalkNowForAutismSpeaks.org/StatenIsland/teamonyourmark

Join our team and help us reach our goal.

Contact Jonathan Rossell

at 718-720-9411 Ext. 5100

Honoring

Lizette Colon

& Judge David G. Trager Memorial Community

Recognition Award Recipient

Roy Raineri

Saturday evening, April 12, 2014

Registration & Raffle Sales 6:30

- Cocktails 7:00 - Dinner 8:00

The Hilton Garden Inn, Staten Island, New York

For more info contact Helen DiPaolo @ 718-720-9233 ext. 5017

Spring has finally sprung and many of us will participate in a tradition known as

spring cleaning! Spring cleaning is very symbolic to the changes that occur in our lives

around this time; the time goes forward, days seem longer, trees grow leaves, and most

importantly, the temperature rises. These seasonal changes occur throughout a short

period of time and most people are able to cope with these changes.

Some individuals use routines and schedules to help cope with change. Developing routines gives the

opportunity to prepare for change, make necessary adjustments, and alleviate the stress that comes with

it. There are many ways to develop and properly use a routine, especially in the lives of individuals with

developmental disabilities. There are many helpful ways to establish routines including picture activity

schedules and other written schedules as well as the use of communication devices and communication

applications on smartphones or tablets. Check out our articles for more information on routines and

schedules, the benefits of routines, and insight from a participant of the On Your Mark Day Hab Program.

Easter and Passover, other Spring traditions, can be a fun time for parents and children alike. At times it

may be difficult for our individuals to participate in holiday events, but there are many creative ways to

modify activities and events to make it fun for everyone! Check out the articles on pages 4 & 14 for more

details on how to everyone in your Easter and Passover fun!

For more information visit www.inclusiontimeoym.com or email us at [email protected]!

: Like us @inclusiontime_oym Jonathan Rossell Editor-in-Chief

Easter Egg Hunt

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W e all have routines in our daily lives. Many of us

wake up in the morning, make coffee, take a

shower, get dressed and eat breakfast before heading to

work. A routine is a plan for the flow of your day more than a

rigid schedule for every minute of the day. Developing,

maintaining and executing an effective routine helps adults

have a productive day. In the same vein, children thrive in

an ordered and predictable home environment, where their

care-givers approach daily routines, such as mealtimes,

sleep times, eating, playing and toileting, with predictability.

Routines are where young children do most (if not all!) of

their learning.

“Routines…are really important for all children,” said Mag-

gie Collins, who has worked at the Family Child Learning

Center for nine years as an Early Intervention Specialist,

“We want children to feel comfortable in their routines so

they can learn and grow up to their fullest potential.” Collins

noted that, due to their repetitive and consistent nature,

routines are particularly helpful for children with special

needs. “Having consistent routines helps a child have more

opportunities to learn,” said Collins. “Sometimes, children

with special needs can benefit from the additional practice.

The best thing about opportunities during daily routines is

that they are naturally occurring times that happen daily in

the natural rhythms of a child’s own home life.” Learning to

use and understand language, gaining a sense of security

and stability, building self confidence, anticipating daily

events and transitions, and even decreasing challenging

behaviors are some of the benefits of effective routines,

according to Collins and Amy Soranno, who is also an Early

Intervention Specialist at Family Child Learning Center. The

pair works with families who have children ages birth to 3

with developmental delays and diagnosed disabilities.

The mission of Early Interven-

tion is to “assist family mem-

bers and caregivers to enhance

children’s learning and develop-

ment through everyday learning

opportunities” (OSEP Communi-

ty of Practice, 2008). In other

words, Early Intervention should

focus on routines! The profes-

sionals working with the child

should guide caregiv-

ers on ways “to help

facilitate their child’s

development based

on each family and

child’s individual

needs,” said Soran-

no, who has worked

at FCLC for seven

years. Soranno said

that routines can help

“influence a child’s

emotional, cognitive,

and social develop-

ment” and she believes that routines can particularly aid

children in understanding and learning to use language,

through the adult’s use of providing simple, predictable

phrases for each step of a routine as they are performed in

the home (“Brush teeth,” “Diaper on”). Soranno added, “It

doesn’t matter what the phrase is, as long as it’s the same

phrase every time.” For each routine, Collins said children

would begin to anticipate the “routine and the language as-

sociated with it and they are more likely to imitate and use

those words first.” When Collins executes routines with her

2-year-old-daughter Molly (who has unilateral hearing loss),

she is “very, very aware…about language in the routine.”

Not just because of the language associated with the rou-

tines but other functions of language, such as listening and

following directions, said Collins.

Additionally, routines allow children to not only hear the

same words repeatedly, but it can help ease their anxiety

when they are able to predict the next activity in their day,

said Collins. “It helps calm and regulate children when they

know what the future holds,” added Soranno. In this way,

routines can be reassuring as they

help children anticipate what is

coming next.

Along with feelings of security dur-

ing routines comes a corresponding

increase in pride and accomplish-

ment that develops through repeat-

edly engaging and successfully per-

forming in parts of their daily rou-

tine. For example, if a child strug-

Routines Help Children With Special Needs.


By: Peter Keren

gles with teeth brushing one day, but is able to have repeat-

ed opportunities and practice this same activity day after

day, over time the child will begin to gain more independ-

ence and pride from being more and more successful.

Soranno noted that she and Collins spend a great deal of

time with caregivers discussing with them what their daily

routines already look like. Soranno explained that once she

and Collins “better understand what a family’s routine con-

sists of, they can help the family modify the routine within

the context of the family’s current needs and priorities.” If a

family is struggling with bedtime, the FCLC Early Interven-

tion Specialist would have conversations with the family

about what bedtime looks like currently and how the family

might try to change the routine so it goes more smoothly

and can be more effective for the family, al-lowing the child

to learn new skills.

Collins emphasized that a challenge for all parents of chil-

dren with special needs is to engage in daily routines that

provide consistency and security, yet also remain flexible

and responsive to the individual

needs of their family life and

child. With her own family,

Soranno said she lives “by

the clock” while engag-

ing in her daily rou-

tines. Collins ex-

plained she finds her-

self a little less by the

clock but “has a pre-

dictable and set daily

schedule.” Both em-

phasized that there is

not a set template for

carrying out routines.

Parents should do what

works for them and their

children based on their family’s

goals and needs. Collins added that it is key for early inter-

vention professionals to work with parents in a collabora-

tive manner to fine-tune their already existing routines ra-

ther than changing the style and personality of each individ-

ual family. Together, professionals and parents can adapt

the family’s already existing routines to both match the

child’s developmental level and provide the child with a

predictable framework that will allow him or her to achieve

his fullest potential. Families can provide increased oppor-

tunities to their children for learning that is reflective of

their already existing daily lives.

Six Benefits of Using Routines

Taken from Dr. Laura Mark-ham’s website:

http://www.ahaparenting.com/

1. Routines eliminate power struggles because you aren't

bossing them around. This activity (brushing teeth, napping,

turning off the TV to come to dinner) is just what we do at

this time of day. The parent stops being the bad guy, and

nagging is greatly reduced.

2. Routines help kids cooperate by reducing stress and anx-

iety for everyone. We all know what comes next, we get fair

warning for transitions, and no one feels pushed around.

3. Routines help kids learn to take charge of their own ac-

tivities. Over time, kids learn to brush their teeth, pack their

backpacks, etc., without constant reminders. Kids love be-

ing in charge of themselves. This feeling increases their

sense of mastery and competence. Kids who feel more in-

dependent and in charge of themselves have less need to

rebel and be oppositional.

4. Kids learn the concept of "looking forward" to things they

enjoy, which is an important part of making a happy accom-

modation with the demands of a schedule. He may want to

go to the playground now, but he can learn that we al ways

go to the playground in the afternoon, and he can look for-

ward to it then.

5. Regular routines help kids get on a schedule, so that

they fall asleep more easily at night.

6. Schedules help parents maintain consistency in expecta-

tions. If every-thing is a fight, parents end up settling: more

TV, skip brushing teeth for tonight, etc. With a routine, par-

ents are more likely to stick to healthy expectations for eve-

ryone in the family, because that's just the way we do

things in our household. The result: a family with healthy

habits, where everything runs more smoothly!


Written By: Kevin Wismer

Through Their Eyes

Our specialty is caring for people with developmental disabilities.

Extended Home Care can help each individual reach their

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You want your family member, young or old, to have the best possible quality of life. But accessing

all the right services for people with Developmental Disabilities can be very challenging. Ex-

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Community Resources

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RESOURCES & INFORMATION:

Parent-to-Parent

Inclusion Time

Resources We understand how busy life can get, so we’ve done the research for you!

Below is a list of services provided by various volunteer agencies who serve

local individuals with developmental disabilities.

Services may have seasonal enrollment

and/or limited space. Contact infor-

mation about these organizations is

provided on following page.


718-987-1234

49 Cedar Grove Ave

Staten Island, NY 10306

[email protected]

AHRC

212-780-2500

83 Maiden Ln

New York, NY 10038

[email protected]


718-667-4263

88 New Dorp Plaza Suite 101


[email protected]

Challenge Early Intervention Center

718-851-3300

1911 Richmond Ave


[email protected]

Child Study Center of NY

718-442-8588

33 White Place


*No E-mail listed on website.

City Access New York

718-285-6548

1207 Castleton Ave



Community Resources

718-447-5200

3450 Victory Blvd


[email protected]


718-420-6330

1207 Castleton Ave



Eden II

718-816-1422

150 Granite Ave



Elizabeth W. Pouch Center

718-448-9775

657 Castleton Ave


[email protected]

Gingerbread Learning Center

718-356-0008

471 N. Gannon Ave


[email protected]

Heartshare Human Services

718-442-4200

12 Metro Tech Center 29th Fl.

Brooklyn, NY 11201

[email protected]


718-852-2000

110 York St.

Brooklyn, NY 11201

[email protected]

Jewish Community Center of Staten Island

718-475-5273

1466 Manor Rd


[email protected]

Lifespire

212-741-0100

1 Whitehall St 9th Fl

New York, NY 10004

[email protected]


718-983-5351

930 Willowbrook Rd 12-G


[email protected]


718-447-8200

88 New Dorp Plaza Suite 202


[email protected]

On Your Mark, Inc.

718-720-9233

645 Forest Ave


[email protected]

Parent-to-Parent

718-494-4872

1050 Forest Hill Rd


[email protected]


718-370-1088

40-A Marble Loop


[email protected]

Richard H. Hungerford School

718-273-8622

155 Tompkins Ave.




718-983-3800

264 Watchogue Rd.


[email protected]

United Cerebral Palsy/NYC

718-442-6006

281 Port Richmond Ave


[email protected]

Information based on agency websites and

subject to change without notice. Inclusion

Time and/or On Your Mark is not affiliated

with or does not endorse any other agen-

cies practices or beliefs. Inclusion Time is

not liable for negative encounters or expe-

riences that may occur.

Resources


Feel free to contact these agencies for more information.

Oscar Weissglass Memorial Seder

● ●

●

Four Children: Many Abilities by Sara Rubinow Simon

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Inclusion Time Spring Issue 2014

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