Spring 2014 final

Spring 2014

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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 Tedesco

Danielle Kasday

Gina Savage

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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How to Modify Easter Activities for

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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

Written By: Kevin Wismer

Through Their Eyes

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Kevin Wismer, a participant at the On Your Mark Day Habilitation Program on Staten Island, shares

his take on routines and how they allow him to overcome daily life obstacles and changes.

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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.

Four Children: Many Abilities by Sara Rubinow Simon

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