Monday, October 3, 2011
i pad aplication for children with Autism
http://www.indianexpress.com/news/in-ipad-autistic-children-find-a-rewarding-learning-tool/853238/
Wednesday, August 17, 2011
18 Auditory Processing Activities You Can Do Without Spending a Dime!
18 Auditory Processing Activities You Can Do Without Spending a Dime!
January 12th, 2009 | Tags: ADD, ADHD, Autism, CAPD, Central Auditory Processing Disorder, LD, learning difficulties, learning disabilitiesLeave a comment | Trackback
Many of you have asked about additional activities to do with your kids or students that have auditory processing difficulties due to CAPD, ADD, dyslexia, a learning disability, a learning difficulty or autism. I’ve compiled a variety that you can choose from whether you are tutoring a student, homeschooling, or a concerned parent tutoring your own child.
Auditory processing is a critical component to reading success. We work on a variety of auditory processing areas every time we do activities from the Reading Pack: Five Minutes to Better Reading Skills, Making Spelling Sense, Ten Minutes to Better Study Skills, and The Comprehension Zone. For example, The Comprehension Zone is a game where we play for both auditory memory, auditory comprehension, and reading comprehension. Making Spelling Sense is where we work on auditory discrimination, auditory closure, and auditory memory.
Computer work adds to the hands on work we have already done. I don’t use computerized programs exclusively because I strongly believe that students need the one-on-one feedback and modeling from peers, siblings, parents, and teachers. The increase in self-esteem that a student gets from this interaction with you while working on their skills is priceless.
Computer programs enhance the progress. There are a variety of good programs out there. Earobics and Fast Forward are the two that I’m most familiar with. They are both sound programs and do help with auditory processing difficulties. But, again, I would NOT use computer programs exclusively because students gain so many more benefits from one-on-one and small group work. Student reap a triple impact when you work directly with them: in addition to their skills improving, their auditory processing improving, their self-esteem also improves dramatically.
Here are some other activities you can do with things you typically have around the house or in the classroom to strengthen auditory processing.
These activities are from Children With Learning Disabilities by Janet Lerner
These activities can be done at home whether you are homeschooling or helping your child after school. These activities help those children with dyslexia, learning disabilities, ADHD, auditory processing problems such as auditory memory. Teaching strategies are just that, teaching strategies. A strategy can be done by a parent that is interested in helping thier child improve their auditory processing skills.
Auditory Sensitivity to Sounds
Listening for sounds. Have the children close their eyes and become auditorily sensitive to environmental sounds about them. Sounds like cars, airplanes, animals, outside sounds, sounds in the next room etc., can be attended to and identified.
Recorded sounds. Sounds can be placed on tape or records and the child is asked to identify them. Planes, trains, animals, and typewriters are some of the sounds that may be recorded.
Teacher-made sounds. Have the children close their eyes and identify sounds the teacher makes. Examples of such sounds include dropping a pencil, tearing a piece of paper, using a stapler, bouncing a ball, sharpening a pencil, tapping on a glass, opening a window, snapping the lights, leafing through pages in a book, cutting with scissors, opening a drawer, jingling money, or writing on a blackboard.
Food sounds. Ask the child to listen for the kind of food that is being eaten, cut, or sliced: celery, apples, carrots.
Shaking sounds. Place small hard items such as stones, beans, chalk, salt, sand, or rice into small containers or jars with covers. Have the child identify the contents through shaking and listening.
Auditory Attending
Attending for sound patterns. Have the child close his eyes or sit facing away from the teacher. Clap hands, play a drum, bounce a ball, etc. Have the child tell how many counts there were or ask him to repeat the patterns made. Rhythmic patterns can be made for the child to repeat. For example: slow, fast, fast.
Sound patterns on two objects provides a variation on the above suggestion; for example, use a cup and a book to tap out sounds patterns.
Discrimination of Sounds
Near or far. With eyes closed, the child is to judge what part of the room a sound is coming from, and whether it is near or far.
Loud or soft. Help the child learn to judge and discriminate between loud and soft sounds.
High and low. The child learns to judge and discriminate between high and low sounds.
Find the sound. One child hides a music box or ticking clock and the other children try to find it by locating the sound.
Follow the sound. The teacher or a child blows a whistle while walking around the room.The child should try to follow the route taken through listening.
Blindman’s bluff. One child in the group says something like an animal sound, sentence, questions, or phrase. The blindfolded child tries to guess who it is.
Auditory figure-background. To help a child attend to a foreground sound against simultaneous irrelevant environment noises, have him listen for pertinent auditory stimuli against a background of music.
Awareness of Phonemes or Letter Sounds
For success at the beginning stages of reading the child must perceive the individual phoneme sounds of the language, and he must learn to discriminate each language sound that represents a letter shape from other sounds. Such abilities are essential for decoding written language.
Initial consonants. Have the child tell which word begins like milk. Say three words like “astronaut, mountain, bicycle.”
Ask the child to think of words that begin like Tom.
Find pictures of words that begin like Tom, or find pictures of words in magazines that begin with the letter T. Find the word that is different at the beginning: “paper, pear, table, past.”
Consonant blends, digraphs, endings, vowels. Similar activities can be devised to help the child learn to auditorily perceive and discriminate other phonic elements.
Rhyming words. Learning to hear rhyming words helps the child recognize phonograms.Games similar to those for initial consonants can be used with rhyming words. Experience with nursery rhymes and poems that contain rhymes is useful.
Riddle rhymes. Make up riddles that rhyme. Have the child guess the last rhyming word. For example: “It rhymes with book. You hang your clothes on a _________.”
I hope you found this helpful.
Bonnie Terry, M. Ed., BCET
http://www.bonnieterry.com/blog/index.php/2009/01/18-auditory-processing-activities-you-can-do-without-spending-a-dime/
January 12th, 2009 | Tags: ADD, ADHD, Autism, CAPD, Central Auditory Processing Disorder, LD, learning difficulties, learning disabilitiesLeave a comment | Trackback
Many of you have asked about additional activities to do with your kids or students that have auditory processing difficulties due to CAPD, ADD, dyslexia, a learning disability, a learning difficulty or autism. I’ve compiled a variety that you can choose from whether you are tutoring a student, homeschooling, or a concerned parent tutoring your own child.
Auditory processing is a critical component to reading success. We work on a variety of auditory processing areas every time we do activities from the Reading Pack: Five Minutes to Better Reading Skills, Making Spelling Sense, Ten Minutes to Better Study Skills, and The Comprehension Zone. For example, The Comprehension Zone is a game where we play for both auditory memory, auditory comprehension, and reading comprehension. Making Spelling Sense is where we work on auditory discrimination, auditory closure, and auditory memory.
Computer work adds to the hands on work we have already done. I don’t use computerized programs exclusively because I strongly believe that students need the one-on-one feedback and modeling from peers, siblings, parents, and teachers. The increase in self-esteem that a student gets from this interaction with you while working on their skills is priceless.
Computer programs enhance the progress. There are a variety of good programs out there. Earobics and Fast Forward are the two that I’m most familiar with. They are both sound programs and do help with auditory processing difficulties. But, again, I would NOT use computer programs exclusively because students gain so many more benefits from one-on-one and small group work. Student reap a triple impact when you work directly with them: in addition to their skills improving, their auditory processing improving, their self-esteem also improves dramatically.
Here are some other activities you can do with things you typically have around the house or in the classroom to strengthen auditory processing.
These activities are from Children With Learning Disabilities by Janet Lerner
These activities can be done at home whether you are homeschooling or helping your child after school. These activities help those children with dyslexia, learning disabilities, ADHD, auditory processing problems such as auditory memory. Teaching strategies are just that, teaching strategies. A strategy can be done by a parent that is interested in helping thier child improve their auditory processing skills.
Auditory Sensitivity to Sounds
Listening for sounds. Have the children close their eyes and become auditorily sensitive to environmental sounds about them. Sounds like cars, airplanes, animals, outside sounds, sounds in the next room etc., can be attended to and identified.
Recorded sounds. Sounds can be placed on tape or records and the child is asked to identify them. Planes, trains, animals, and typewriters are some of the sounds that may be recorded.
Teacher-made sounds. Have the children close their eyes and identify sounds the teacher makes. Examples of such sounds include dropping a pencil, tearing a piece of paper, using a stapler, bouncing a ball, sharpening a pencil, tapping on a glass, opening a window, snapping the lights, leafing through pages in a book, cutting with scissors, opening a drawer, jingling money, or writing on a blackboard.
Food sounds. Ask the child to listen for the kind of food that is being eaten, cut, or sliced: celery, apples, carrots.
Shaking sounds. Place small hard items such as stones, beans, chalk, salt, sand, or rice into small containers or jars with covers. Have the child identify the contents through shaking and listening.
Auditory Attending
Attending for sound patterns. Have the child close his eyes or sit facing away from the teacher. Clap hands, play a drum, bounce a ball, etc. Have the child tell how many counts there were or ask him to repeat the patterns made. Rhythmic patterns can be made for the child to repeat. For example: slow, fast, fast.
Sound patterns on two objects provides a variation on the above suggestion; for example, use a cup and a book to tap out sounds patterns.
Discrimination of Sounds
Near or far. With eyes closed, the child is to judge what part of the room a sound is coming from, and whether it is near or far.
Loud or soft. Help the child learn to judge and discriminate between loud and soft sounds.
High and low. The child learns to judge and discriminate between high and low sounds.
Find the sound. One child hides a music box or ticking clock and the other children try to find it by locating the sound.
Follow the sound. The teacher or a child blows a whistle while walking around the room.The child should try to follow the route taken through listening.
Blindman’s bluff. One child in the group says something like an animal sound, sentence, questions, or phrase. The blindfolded child tries to guess who it is.
Auditory figure-background. To help a child attend to a foreground sound against simultaneous irrelevant environment noises, have him listen for pertinent auditory stimuli against a background of music.
Awareness of Phonemes or Letter Sounds
For success at the beginning stages of reading the child must perceive the individual phoneme sounds of the language, and he must learn to discriminate each language sound that represents a letter shape from other sounds. Such abilities are essential for decoding written language.
Initial consonants. Have the child tell which word begins like milk. Say three words like “astronaut, mountain, bicycle.”
Ask the child to think of words that begin like Tom.
Find pictures of words that begin like Tom, or find pictures of words in magazines that begin with the letter T. Find the word that is different at the beginning: “paper, pear, table, past.”
Consonant blends, digraphs, endings, vowels. Similar activities can be devised to help the child learn to auditorily perceive and discriminate other phonic elements.
Rhyming words. Learning to hear rhyming words helps the child recognize phonograms.Games similar to those for initial consonants can be used with rhyming words. Experience with nursery rhymes and poems that contain rhymes is useful.
Riddle rhymes. Make up riddles that rhyme. Have the child guess the last rhyming word. For example: “It rhymes with book. You hang your clothes on a _________.”
I hope you found this helpful.
Bonnie Terry, M. Ed., BCET
http://www.bonnieterry.com/blog/index.php/2009/01/18-auditory-processing-activities-you-can-do-without-spending-a-dime/
How one mom -- with three autistic daughters -- finds hope and happiness By Kim Stagliano
A new study in Pediatrics says the recurrence risk of autism in younger siblings is higher than thought. Hardly comforting to autism families who want a second or third child and not surprising to me, Mom of three (!) daughters with autism.
In 1999, my daughters Mia and Gianna were 3 and 4 years old. Both girls were in school for speech and other developmental issues, which made my life as a Mom more stressful and full of questions than most others.
But I adored babies, and had always planned to have three, four, maybe five children. Pregnancy and infancy were a blessing to me. (Mmm, maybe not the sleep deprivation part of those first months.) However, with two girls who were obviously developmentally delayed, we also wanted answers. Would autism strike all of our children if we chose to have more?
We had a pediatrician in Philadelphia when the girls were very young who told me, “I’ve never heard of a family with more than one child with autism.” Then Gianna began to exhibit the signs. Uh oh. When baby “Rocco Stagliano” started to appear in my dreams, I decided to ask my doctor what I should (could?) do.
Related content: 1 in 5 kids with autistic older sibling share the condition
At his advice we sought genetic counseling. The geneticist at a top Children’s Hospital said the chance of a third child with autism was perhaps 25%, which sounds a lot like this current study, some 11 years after I had asked for a probability number. He told us it was at best a guess. We set aside our plans for a third child, unsure of what to do. Well, New Year’s Eve 1999 arrived; Mark and I partied like it was 1999 as per the Prince song. Nine months later Bella arrived! Despite her autism (which is very different from her sisters’ version) she is an angel and the perfect bookend to our family.
If you have a second (or third) child on the spectrum, your experience with your first will make the process easier. Practice doesn’t make perfect, but knowing how to look for signs and ask for help eases the pain somewhat. I’m not going to tell you it’s easy – you’d know I was fibbing straight away.
There’s hope for new treatments, therapies and an army of families making sure that our kids have every tool to grow into a safe, successful adult life, whether they have Asperger’s Syndrome or full blown autism. In short, you won’t be alone. We “old timers” will not let that happen.
I hope I serve as proof that a family can thrive and prosper. Children aren’t appliances; they don’t come with warranties and guarantees. My girls are my joy. Just as I’m sure your child with autism is your joy too. And while I’d take away their autism for their sake, their Dad and I love them just the way they are.
Kim Stagliano is Managing Editor of Age of Autism and author of "All I Can Handle: I’m No Mother Teresa," available from Skyhorse Publishing. Visit her website at www.kimstagliano.com.
http://moms.today.com/_news/2011/08/15/7377798-how-one-mom-with-three-autistic-daughters-finds-hope-and-happiness#.TkuyLdi4xtw.facebook
Monday, July 11, 2011
Invitation
Dear Friends,
Our first student has cleared the SSC Exams this year. We plan to felicitate Siddhanth Sudhakar for his achievement coming Saturday 16th July 12, 2011 at 4pm at Sapplings School, Little Angels, Sion, Near Sion Hospital. We wish to invite you to come attend this function and participate in the happiness with Siddhanth's family and congratulate him on his achievement. Please call on 32949595 for any further information.
Warm regards,
Chitra
--
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
Our first student has cleared the SSC Exams this year. We plan to felicitate Siddhanth Sudhakar for his achievement coming Saturday 16th July 12, 2011 at 4pm at Sapplings School, Little Angels, Sion, Near Sion Hospital. We wish to invite you to come attend this function and participate in the happiness with Siddhanth's family and congratulate him on his achievement. Please call on 32949595 for any further information.
Warm regards,
Chitra
--
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
Monday, June 27, 2011
speech therapy i pad applications
http://www.scribd.com/doc/49125628/iPad-iPhone-iPod-Android-Apps-for-Speech-Therapistshttp://www.scribd.com/doc/49125628/iPad-iPhone-iPod-Android-Apps-for-Speech-Therapists
Sunday, June 26, 2011
Social Thinking Workshop Dates and the registration form
Dear all,
Just a gentle reminder of the Work-shop registration. Kindly Note the dates
Delhi- 8th August 2011
Bengaluru- 12th and 13th August 2011.
The registration with earlybird discount is on.
Prefered option is DD; there is option for electronic transfer.
Kindly download this attached registration form with corrected pin-code. Do refer to the other attachments for work-shop details.
Mail or call me for any questions
Best regards
Lakshmi Satish
+9109844354292
Just a gentle reminder of the Work-shop registration. Kindly Note the dates
Delhi- 8th August 2011
Bengaluru- 12th and 13th August 2011.
The registration with earlybird discount is on.
Prefered option is DD; there is option for electronic transfer.
Kindly download this attached registration form with corrected pin-code. Do refer to the other attachments for work-shop details.
Mail or call me for any questions
Best regards
Lakshmi Satish
+9109844354292
Tuesday, April 5, 2011
Dear friends, Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. Dr. Belmonte wishes to do a talk for parents and professionals of the Forum for Autism Venue : Hinduja Hospital, Conference Hall, Old Building Time: 7 pm onwards Date: 8th April Friday Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World Call at the FFA no. 32949595 to register your name entry free Lecture II for families and professionals : Friday The straightforward way to study autism is to confront the obvious deficits: What genes or what parts of the brain underlie autistic behavioural impairments? This approach falls short in at least two ways. First, in focusing on autistic deficits it fails to account for autistic superiorities; in fact, one and the same physiological and cognitive alteration may explain both autistic weaknesses in social communication and behavioural flexibility, and autistic strengths in perception of detail, exact memory, and understanding of explicit and immediate rules. Second, this approach from deficits assumes that autistic behaviours are produced directly by biological differences in the genes and/or in the brain; in fact, many of the things that people with autism do are most productively construed as adaptive responses, the reactions of a normal human mind maturing within an abnormal perceptual and cognitive environment. We all adapt within the constraints of our bodies and brains, and we all develop strategies that capitalise on our strengths and minimise our weaknesses. A child temporarily deprived of sight in one eye, for instance, will have learnt to rely on the intact eye; to force development of the bad eye, the good eye must be covered with a patch. Likewise, a person who has suffered a stroke will learn to rely on the good side of the body, and must be forced therapeutically to exercise the bad side. The situation in autism is less visible because it involves strengths and weaknesses not simply in overt sensory or motor skills, but in perceptual and cognitive skills: people with autism spectrum conditions learn to rely the capacities at which their brains excel, at the expense of skills that don't come as easily to them. Every human brain has a balance between local connections within single regions of the brain, and long-range connections between distant regions. More short-range connections may make individual parts of the brain very efficient at at working autonomously and independently, but correspondingly difficult to coordinate with each other. Autism seems the extreme case of such an altered balance, in which separate brain systems operate independently and in parallel, but with little or no coordination. This re-conceptualisation of autism as an extreme case of normal human cognitive variation opens the way toward new therapies for autism, and to a new understanding of ourselves: The more closely we examine autism, cognitively, genetically, and physiologically, the more we find ourselves gazing into a mirror. - Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net www.autism-india.org the parent body for Autism in India
Dear friends,
Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. Dr. Belmonte wishes to do a talk for parents and professionals of the Forum for Autism
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
Call at the FFA no. 32949595 to register your name entry free
Lecture II for families and professionals : Friday
The straightforward way to study autism is to confront the obvious deficits: What genes or what parts of the brain underlie autistic behavioural impairments? This approach falls short in at least two ways.
First, in focusing on autistic deficits it fails to account for autistic superiorities; in fact, one and the same physiological and cognitive alteration may explain both autistic weaknesses in social communication and behavioural flexibility, and autistic strengths in perception of detail, exact memory, and understanding of explicit and immediate rules.
Second, this approach from deficits assumes that autistic behaviours are produced directly by biological differences in the genes and/or in the brain; in fact, many of the things that people with autism do are most productively construed as adaptive responses, the reactions of a normal human mind maturing within an abnormal perceptual and cognitive environment. We all adapt within the constraints of our bodies and brains, and we all develop strategies that capitalise on our strengths and minimise our weaknesses. A child temporarily deprived of sight in one eye, for instance, will have learnt to rely on the intact eye; to force development of the bad eye, the good eye must be covered with a patch.
Likewise, a person who has suffered a stroke will learn to rely on the good side of the body, and must be forced therapeutically to exercise the bad side. The situation in autism is less visible because it involves strengths and weaknesses not simply in overt sensory or motor skills, but in perceptual and cognitive skills: people with autism spectrum conditions learn to rely the capacities at which their brains excel, at the expense of skills that don't come as easily to them. Every human brain has a balance between local connections within single regions of the brain, and long-range connections between distant regions. More short-range connections may make individual parts of the brain very efficient at at working autonomously and independently, but correspondingly difficult to coordinate with each other. Autism seems the extreme case of such an altered balance, in which separate brain systems operate independently and
in parallel, but with little or no coordination. This re-conceptualisation of autism as an extreme case of normal human cognitive variation opens the way toward new therapies for autism, and to a new understanding of ourselves: The more closely we examine autism, cognitively, genetically, and physiologically, the more we find ourselves gazing into a mirror.
-
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. Dr. Belmonte wishes to do a talk for parents and professionals of the Forum for Autism
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
Call at the FFA no. 32949595 to register your name entry free
Lecture II for families and professionals : Friday
The straightforward way to study autism is to confront the obvious deficits: What genes or what parts of the brain underlie autistic behavioural impairments? This approach falls short in at least two ways.
First, in focusing on autistic deficits it fails to account for autistic superiorities; in fact, one and the same physiological and cognitive alteration may explain both autistic weaknesses in social communication and behavioural flexibility, and autistic strengths in perception of detail, exact memory, and understanding of explicit and immediate rules.
Second, this approach from deficits assumes that autistic behaviours are produced directly by biological differences in the genes and/or in the brain; in fact, many of the things that people with autism do are most productively construed as adaptive responses, the reactions of a normal human mind maturing within an abnormal perceptual and cognitive environment. We all adapt within the constraints of our bodies and brains, and we all develop strategies that capitalise on our strengths and minimise our weaknesses. A child temporarily deprived of sight in one eye, for instance, will have learnt to rely on the intact eye; to force development of the bad eye, the good eye must be covered with a patch.
Likewise, a person who has suffered a stroke will learn to rely on the good side of the body, and must be forced therapeutically to exercise the bad side. The situation in autism is less visible because it involves strengths and weaknesses not simply in overt sensory or motor skills, but in perceptual and cognitive skills: people with autism spectrum conditions learn to rely the capacities at which their brains excel, at the expense of skills that don't come as easily to them. Every human brain has a balance between local connections within single regions of the brain, and long-range connections between distant regions. More short-range connections may make individual parts of the brain very efficient at at working autonomously and independently, but correspondingly difficult to coordinate with each other. Autism seems the extreme case of such an altered balance, in which separate brain systems operate independently and
in parallel, but with little or no coordination. This re-conceptualisation of autism as an extreme case of normal human cognitive variation opens the way toward new therapies for autism, and to a new understanding of ourselves: The more closely we examine autism, cognitively, genetically, and physiologically, the more we find ourselves gazing into a mirror.
-
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
Monday, March 28, 2011
Summer camp for kids
MDA rocks this summer with a cool workshop for children!!
Summer is back and we have lots of activities planned for the vacation to enhance the mental, physical, and social development of your child. This year's Summer Camp workshop will comprise a combination:
Language through hands-on activities, stories & games.
Mathematical & Scientific concepts through observation & experimentation,
Brain-Body Integration Exercises with expert Kinesiologist Roshan Bahar,
A related field trip.
So kids, get ready to have a sizzling, fun-filled summer at MDA!
Dates: 2nd May – 20th May 2011
Timings: 10.00 a.m. – 1.00 p.m.
Venue:
Little Angels School
267, Sulochana Shakti Marg
Behind Manav Seva Sangh Lane
Sion (W), Mumbai – 400022.
Age Group: 8 – 13 years
Fees: Rs. 8000/- per child,
Seats are fast filling up! Do rush in your child’s registration form, along with the fees to:
Maharashtra Dyslexia Association
003, Amit Park,
423, Lala Jamnadas Gupta Marg,
Deonar Farm Road,
Mumbai - 400088
For further details, please contact our Administrator, Ms.Divya Balgi on 2556 5754, or email us at mda@dyslexiaindia.com
Registration Form
Name of the Child: __________________________________________
Age: ___________
School: ______________________________________________
Class: ___________________________________________
Payment Details:
Cash: _______________
Cheque:
Bank: __________________________ Branch: _________________
Cheque #: _________________ Date: __________
NOTE : PLEASE ATTACH CERTIFICATE / REPORT OF LD WITH THE APPLICATION FORM .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
Summer is back and we have lots of activities planned for the vacation to enhance the mental, physical, and social development of your child. This year's Summer Camp workshop will comprise a combination:
Language through hands-on activities, stories & games.
Mathematical & Scientific concepts through observation & experimentation,
Brain-Body Integration Exercises with expert Kinesiologist Roshan Bahar,
A related field trip.
So kids, get ready to have a sizzling, fun-filled summer at MDA!
Dates: 2nd May – 20th May 2011
Timings: 10.00 a.m. – 1.00 p.m.
Venue:
Little Angels School
267, Sulochana Shakti Marg
Behind Manav Seva Sangh Lane
Sion (W), Mumbai – 400022.
Age Group: 8 – 13 years
Fees: Rs. 8000/- per child,
Seats are fast filling up! Do rush in your child’s registration form, along with the fees to:
Maharashtra Dyslexia Association
003, Amit Park,
423, Lala Jamnadas Gupta Marg,
Deonar Farm Road,
Mumbai - 400088
For further details, please contact our Administrator, Ms.Divya Balgi on 2556 5754, or email us at mda@dyslexiaindia.com
Registration Form
Name of the Child: __________________________________________
Age: ___________
School: ______________________________________________
Class: ___________________________________________
Payment Details:
Cash: _______________
Cheque:
Bank: __________________________ Branch: _________________
Cheque #: _________________ Date: __________
NOTE : PLEASE ATTACH CERTIFICATE / REPORT OF LD WITH THE APPLICATION FORM .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
Wednesday, March 23, 2011
World Autism Awareness Day
Dear friends,
It’s that time of the year where we gear up to celebrate with our children on World Autism Awareness Day falling on Saturday, 2nd April. This year we have even more exciting events lined up to increase awareness by different schools/centres across the city. Please do come forward to participate in atleast one of these which suit you the best.
One very important message comes to us from Merry Barua (point no.1) requesting us to light up in blue for Autism…Please join in this endeavour to help increase awareness for our children.
If anyone wishes to distribute leaflets or posters on Autism before the 2nd kindly contact us on 022-32949595 to get an email of the same. A good exercise would be to display the leaflet or poster
· on your society’s notice board,
· in your family doctors reception area,
· at any doctor/hospital/clinic you visit,
· on your office bulletin board,
· on your clubs/gardens bulletin board,
· at any nursery/school you know,
· distribute the leaflet to all the members of your building or society,
· insert in the newspaper through the paper vendor in your area.
The forum plans to focus on public transport travelling issues of parents of children with autism this year. We shall keep you posted on our activities for the same. Anyone in our group is part of a public transport organization and is willing to help out in the efforts is welcome to contact us.
We are planning on the GPS device workshop in April and will let you know the details on the same. Based on maximum response from parents requesting for workshops on independent living skills we will arrange for the same this year.
The is a world autism online survey which will open from 27th of March which we will mail you about to share with all whom you know online…
Do write in any information you have of a new school/centre/therapist we need to update our database with to help other parents. Or just drop in a line about how you feel on this World Autism Awareness Day to share with others…
Warm regards,
Chitra
This email carries information on the following
:
1) Light It Up Blue. On 2 April 2011-message from Merry Barua
2) RAYS OF HOPE PRIYANJ SPECIAL SCHOOL Celebrates WAAD
Venue :-Inorbit Mall ground floor Link Road ,Malad. Date: 30th March 2011 Time: 3 to 6 p.m. from Reesha Dhulap
3) Aspire Educational Services Welcomes you to: Autism Awareness and You – AAAU-2011 A workshop for: School counselors / therapist / special educators and parents. Date: April 2nd 2011 Timing: 9am to 5pm. Venue: SNDT College Dome hall, Cama Lane, Ghatkopar (west) Mumbai. Charges: For Professionals Rs: 350 and Parents Rs. 250 including lunch and refreshments. From Balaswami
4) SANTOSH INSTITUTE FOR THE MENTALLY CHALLENGED CHILDREN
Invitation on Occasion of Annual Day on 3rd April, 2011 to celebrate World Autism Awareness Day. From Datta Sir
5) Khushi, Pediatric Therapy Centre is organizing a bike rally for the awareness of Autism. Sunday 3rd April 4 to 6.30 pm from Aarey Colony to Carter Road from Reena Singh
6) Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. Dr. Belmonte wishes to do a talk for parents and professionals of the Forum for Autism
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
=====================================================================
Dear Friend of the Autism Community,
I am writing regarding an initiative we are supporting called Light It Up Blue. On 2 April 2011 the global autism community will celebrate the fourth annual United Nations-sanctioned World Autism Awareness Day. In recognition of this historic day, Action For Autism (AFA) is joining Autism Speaks, North America’s largest autism science and advocacy organization in its international campaign called Light It Up Blue, whereby landmarks around the world will turn their lights blue to create awareness for autism.
We are talking to various landmark buildings with a request to dress them up in blue light on the evening of Friday, April 1, 2011 – the first night of Autism Awareness Month, and Saturday, April 2 – World Autism Awareness Day. In Delhi, India Gate, Humayun’s Tomb, the Red Fort, and the Lotus Temple will all be lit up blue on these days. In Kolkata, the Asiatic Society has also agreed to join the campaign. We are approaching other landmarks to do the same.
We are also requesting parents, families and other supporters of the autism community to light up their homes and business establishments in blue on these days. When we light up our homes in blue we will join hundreds of buildings worldwide who will turn their lights blue on April 1 and 2, including the Empire State Building in New York, USA; Sydney Opera House in Sydney, Australia; Christ the Redeemer Statue in Rio de Janeiro, Brazil; Spinnaker Tower in Portsmouth, UK; CN Tower in Toronto, Canada; Bell Tower in Perth, Australia, among others.
Please contact Kathakali DasPandey for more information.
Lets go blue for autism!
Merry
--
Action For Autism (AFA)
The National Centre for Autism
Pocket 7 & 8 Jasola Vihar, New Delhi 110025
Tel: 91 11 40540991. 91 11 40540992, 91 11 65347422
Email:
Website: http://www.autism-india.org
AFA's Vision is a society that views the interdependence of people of every ability as valuable and enriching and seeks to provide equal opportunities to all
============================================================
RAYS OF HOPE
PRIYANJ SPECIAL SCHOOL
Celebrates
WORLD AUTISM AWARENESS DAY
Venue :-Inorbit Mall ground floor Link Road ,Malad.
Date: 30th March 2011
Time: 3 to 6 p.m.
Come and join us to make a difference
(Namrata Chheda)
(Chairperson )
(Reesha Dhulap) (Anita Mascarenhas)
(Chief Advisor) (Principal)
===============================================
Aspire Educational Services
Welcomes you to:
Autism Awareness and You – AAAU-2011
A workshop for: School counselors / therapist / special educators and parents.
On the eve of world Autism Awareness day, Aspire Educational services (AES) is glad to bring in a one day training/ workshop for school counselors, therapists, special educators and parents.
Autism is a developmental disorder which is marked by difficulties in 3 main areas: Communication, social interaction and behavior patterns. It is very important to understand and provide allowances and accommodations for individuals with Autism in order to teach them to be successful in life.
This workshop aims to bring in more information in terms of the etiology, evaluation, Parents emotions, educational methods, treatment methods etc. to enable professionals and parents to help individuals with Autism.
I am very pleased to share with you that Dr.Harish Shetty will inaugurate the workshop.
Mrs. Smita Awasti- President of ABA- India would be our key speaker. She will talk about ABA as a treatment method for Autism. Applied Behavior Analysis- ABA is a behavior based program derived from B.F. Skinner's theory of learning and is a scientific treatment method for children with Autism.
Program
Date: April 2nd 2011
Timing: 9am to 5pm.
Venue: SNDT College Dome hall, Cama Lane, Ghatkopar (west) Mumbai.
Charges: For Professionals Rs: 350 and Parents Rs. 250 including lunch and refreshments.
Please find the attached the Registration Form. Duplicate copies of the form may be used.
There will be nodal points near your area to submit the duly filled in form along with registration charges.
Contact: 9967485161 or mail aspiedu@gmail.com or balaswaminath@gmail.com for submission.
Last date of submission: March 25th 2011.
==========================================================
Tuesday, March 22, 2011
SANTOSH INSTITUTE FOR THE MENTALLY CHALLENGED CHILDREN
Mumbai, India
To: Respected supporters,
Subject: Invitation on Occasion of Annual Day on 3rd April, 2011 to celebrate World Autism Awareness Day.
Dear Sir/Maam,
Kindly accept heartiest greetings on behalf of Santosh Institute for the mentally Challenged Children.
Santosh Institute has stepped into the 4th year of its inception and to express its gratitude and joy the Santosh family is celebrating its "Annual Day". As a part of year long celebrations Santosh Institute is hosting the 3rd Annual Day on Sunday, April 3rd 2011, a day after 2nd April World Autism Awareness Day,
To mark this event a one-day event has been organized based on the theme "Dosti 2011". I hereby extend a hearty invitation to you on this occasion.
Kindly take this request in right earnest and grace the occasion with your presence. I look forward to your presence at the Yashwant Roa Chavan Natya Mandir at Matunga Road (w), Mumbai, India from 10.30am to 1.30pm. Please contact Datta Sir for donor passes.
Also we look forward to your continued support.
Thanking You.
Your's Truly,
Mr. Dattaram A. Fonde
Director
================================================
Khushi, Pediatric Therapy Centre is organizing a bike rally for the awareness of Autism. I request you to join us to ride for a cause.
If it is possible please put the pamphlet in your society or office premises so that more people can know about it. Also forward it to your friends and family.
For more details and registration please visit www.khushi.net.in. All the registered member will get a T Shirt to wear at rally.
Last date for registration 23rd March, 2011. refer attachment for the poster below:
============================================================
Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. He has spoken at Action for Autism on more than one occasion and is a wonderful speaker who can connect to families very well. Dr. Belmonte wishes to do a talk for parents of the Forum.
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Call at the FFA no. 32949595 to register your name entry free
Lecture II for families and professionals : Friday 8 April 7pm
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
The straightforward way to study autism is to confront the obvious deficits: What genes or what parts of the brain underlie autistic behavioural impairments? This approach falls short in at least two ways.
First, in focusing on autistic deficits it fails to account for autistic superiorities; in fact, one and the same physiological and cognitive alteration may explain both autistic weaknesses in social communication and behavioural flexibility, and autistic strengths in perception of detail, exact memory, and understanding of explicit and immediate rules.
Second, this approach from deficits assumes that autistic behaviours are produced directly by biological differences in the genes and/or in the brain; in fact, many of the things that people with autism do are most productively construed as adaptive responses, the reactions of a normal human mind maturing within an abnormal perceptual and cognitive environment. We all adapt within the constraints of our bodies and brains, and we all develop strategies that capitalise on our strengths and minimise our weaknesses. A child temporarily deprived of sight in one eye, for instance, will have learnt to rely on the intact eye; to force development of the bad eye, the good eye must be covered with a patch.
Likewise, a person who has suffered a stroke will learn to rely on the good side of the body, and must be forced therapeutically to exercise the bad side. The situation in autism is less visible because it involves strengths and weaknesses not simply in overt sensory or motor skills, but in perceptual and cognitive skills: people with autism spectrum conditions learn to rely the capacities at which their brains excel, at the expense of skills that don't come as easily to them. Every human brain has a balance between local connections within single regions of the brain, and long-range connections between distant regions. More short-range connections may make individual parts of the brain very efficient at at working autonomously and independently, but correspondingly difficult to coordinate with each other. Autism seems the extreme case of such an altered balance, in which separate brain systems operate independently and
in parallel, but with little or no coordination. This re-conceptualisation of autism as an extreme case of normal human cognitive variation opens the way toward new therapies for autism, and to a new understanding of ourselves: The more closely we examine autism, cognitively, genetically, and physiologically, the more we find ourselves gazing into a mirror.
=====================================
(A behavioral approach to learning)
Social Skills Program:
What are social skills? Skills that allow us to communicate, relate and socialize with others are called social skills.
Why Social skills program for children? Social skill is a complex human behavior and it is rule governed. It is sometimes very difficult for our children to understand the unwritten set of social rules that everyone knows but no one has been taught directly. These unwritten social rules can be taught to our children. It is also very important for the overall development of the children.
How is this done: A small set of 6 to 8 children are grouped. They learn to interact with each other and learn social skills. We will target specific social skill goal during the period.
Some Social skills Activities: social stories, social games, role plays, relational activities, music, group activities etc.
Some Social skill goals: Greetings and Farewells, How to begin interactions, Say Sorry, thank you, Getting appropriate attention, Waiting turns, Sharing, Use Appropriate voice, Personal space, Feelings Sharing, Asking for help, Asking for break, Negotiations etc.
Summer program - 2011
Social Skills program for children with Autism and related needs.
Organized by:
Aspire Education Services
(A behavioral approach to learning)
At
Chip and Dale Nursery school
Next to Vijay Sales,L.B.S.Marg, Nithyanand Nagar, Opp. Shreyas cinemas, Ghatkopar(w),Mumbai-86
2 week program: starting from April 18th and April 29th (Rs 3250)
4 week program: starting from April 18th to May 13th. (Rs 6500)
Age Group: 3 to 8 years Daily 2 batches: 11 Am to 1 pm or 2 pm to 4 pm.
Special features:
Individualized program based on the child’s needs. Working on Attending skills, compliance, Communication, self help skills, motor skills etc. focusing to increase social skills.
For more details and registration contact:
Mrs. Bala Swaminathan, Special educator and Behavior therapist at 9967485161.
E-mail: aspiedu@gmail.com, balaswaminath@gmail.com
--
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
It’s that time of the year where we gear up to celebrate with our children on World Autism Awareness Day falling on Saturday, 2nd April. This year we have even more exciting events lined up to increase awareness by different schools/centres across the city. Please do come forward to participate in atleast one of these which suit you the best.
One very important message comes to us from Merry Barua (point no.1) requesting us to light up in blue for Autism…Please join in this endeavour to help increase awareness for our children.
If anyone wishes to distribute leaflets or posters on Autism before the 2nd kindly contact us on 022-32949595 to get an email of the same. A good exercise would be to display the leaflet or poster
· on your society’s notice board,
· in your family doctors reception area,
· at any doctor/hospital/clinic you visit,
· on your office bulletin board,
· on your clubs/gardens bulletin board,
· at any nursery/school you know,
· distribute the leaflet to all the members of your building or society,
· insert in the newspaper through the paper vendor in your area.
The forum plans to focus on public transport travelling issues of parents of children with autism this year. We shall keep you posted on our activities for the same. Anyone in our group is part of a public transport organization and is willing to help out in the efforts is welcome to contact us.
We are planning on the GPS device workshop in April and will let you know the details on the same. Based on maximum response from parents requesting for workshops on independent living skills we will arrange for the same this year.
The is a world autism online survey which will open from 27th of March which we will mail you about to share with all whom you know online…
Do write in any information you have of a new school/centre/therapist we need to update our database with to help other parents. Or just drop in a line about how you feel on this World Autism Awareness Day to share with others…
Warm regards,
Chitra
This email carries information on the following
:
1) Light It Up Blue. On 2 April 2011-message from Merry Barua
2) RAYS OF HOPE PRIYANJ SPECIAL SCHOOL Celebrates WAAD
Venue :-Inorbit Mall ground floor Link Road ,Malad. Date: 30th March 2011 Time: 3 to 6 p.m. from Reesha Dhulap
3) Aspire Educational Services Welcomes you to: Autism Awareness and You – AAAU-2011 A workshop for: School counselors / therapist / special educators and parents. Date: April 2nd 2011 Timing: 9am to 5pm. Venue: SNDT College Dome hall, Cama Lane, Ghatkopar (west) Mumbai. Charges: For Professionals Rs: 350 and Parents Rs. 250 including lunch and refreshments. From Balaswami
4) SANTOSH INSTITUTE FOR THE MENTALLY CHALLENGED CHILDREN
Invitation on Occasion of Annual Day on 3rd April, 2011 to celebrate World Autism Awareness Day. From Datta Sir
5) Khushi, Pediatric Therapy Centre is organizing a bike rally for the awareness of Autism. Sunday 3rd April 4 to 6.30 pm from Aarey Colony to Carter Road from Reena Singh
6) Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. Dr. Belmonte wishes to do a talk for parents and professionals of the Forum for Autism
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
=====================================================================
Dear Friend of the Autism Community,
I am writing regarding an initiative we are supporting called Light It Up Blue. On 2 April 2011 the global autism community will celebrate the fourth annual United Nations-sanctioned World Autism Awareness Day. In recognition of this historic day, Action For Autism (AFA) is joining Autism Speaks, North America’s largest autism science and advocacy organization in its international campaign called Light It Up Blue, whereby landmarks around the world will turn their lights blue to create awareness for autism.
We are talking to various landmark buildings with a request to dress them up in blue light on the evening of Friday, April 1, 2011 – the first night of Autism Awareness Month, and Saturday, April 2 – World Autism Awareness Day. In Delhi, India Gate, Humayun’s Tomb, the Red Fort, and the Lotus Temple will all be lit up blue on these days. In Kolkata, the Asiatic Society has also agreed to join the campaign. We are approaching other landmarks to do the same.
We are also requesting parents, families and other supporters of the autism community to light up their homes and business establishments in blue on these days. When we light up our homes in blue we will join hundreds of buildings worldwide who will turn their lights blue on April 1 and 2, including the Empire State Building in New York, USA; Sydney Opera House in Sydney, Australia; Christ the Redeemer Statue in Rio de Janeiro, Brazil; Spinnaker Tower in Portsmouth, UK; CN Tower in Toronto, Canada; Bell Tower in Perth, Australia, among others.
Please contact Kathakali DasPandey
Lets go blue for autism!
Merry
--
Action For Autism (AFA)
The National Centre for Autism
Pocket 7 & 8 Jasola Vihar, New Delhi 110025
Tel: 91 11 40540991. 91 11 40540992, 91 11 65347422
Email:
Website: http://www.autism-india.org
AFA's Vision is a society that views the interdependence of people of every ability as valuable and enriching and seeks to provide equal opportunities to all
============================================================
RAYS OF HOPE
PRIYANJ SPECIAL SCHOOL
Celebrates
WORLD AUTISM AWARENESS DAY
Venue :-Inorbit Mall ground floor Link Road ,Malad.
Date: 30th March 2011
Time: 3 to 6 p.m.
Come and join us to make a difference
(Namrata Chheda)
(Chairperson )
(Reesha Dhulap) (Anita Mascarenhas)
(Chief Advisor) (Principal)
===============================================
Aspire Educational Services
Welcomes you to:
Autism Awareness and You – AAAU-2011
A workshop for: School counselors / therapist / special educators and parents.
On the eve of world Autism Awareness day, Aspire Educational services (AES) is glad to bring in a one day training/ workshop for school counselors, therapists, special educators and parents.
Autism is a developmental disorder which is marked by difficulties in 3 main areas: Communication, social interaction and behavior patterns. It is very important to understand and provide allowances and accommodations for individuals with Autism in order to teach them to be successful in life.
This workshop aims to bring in more information in terms of the etiology, evaluation, Parents emotions, educational methods, treatment methods etc. to enable professionals and parents to help individuals with Autism.
I am very pleased to share with you that Dr.Harish Shetty will inaugurate the workshop.
Mrs. Smita Awasti- President of ABA- India would be our key speaker. She will talk about ABA as a treatment method for Autism. Applied Behavior Analysis- ABA is a behavior based program derived from B.F. Skinner's theory of learning and is a scientific treatment method for children with Autism.
Program
Date: April 2nd 2011
Timing: 9am to 5pm.
Venue: SNDT College Dome hall, Cama Lane, Ghatkopar (west) Mumbai.
Charges: For Professionals Rs: 350 and Parents Rs. 250 including lunch and refreshments.
Please find the attached the Registration Form. Duplicate copies of the form may be used.
There will be nodal points near your area to submit the duly filled in form along with registration charges.
Contact: 9967485161 or mail aspiedu@gmail.com or balaswaminath@gmail.com for submission.
Last date of submission: March 25th 2011.
==========================================================
Tuesday, March 22, 2011
SANTOSH INSTITUTE FOR THE MENTALLY CHALLENGED CHILDREN
Mumbai, India
To: Respected supporters,
Subject: Invitation on Occasion of Annual Day on 3rd April, 2011 to celebrate World Autism Awareness Day.
Dear Sir/Maam,
Kindly accept heartiest greetings on behalf of Santosh Institute for the mentally Challenged Children.
Santosh Institute has stepped into the 4th year of its inception and to express its gratitude and joy the Santosh family is celebrating its "Annual Day". As a part of year long celebrations Santosh Institute is hosting the 3rd Annual Day on Sunday, April 3rd 2011, a day after 2nd April World Autism Awareness Day,
To mark this event a one-day event has been organized based on the theme "Dosti 2011". I hereby extend a hearty invitation to you on this occasion.
Kindly take this request in right earnest and grace the occasion with your presence. I look forward to your presence at the Yashwant Roa Chavan Natya Mandir at Matunga Road (w), Mumbai, India from 10.30am to 1.30pm. Please contact Datta Sir for donor passes.
Also we look forward to your continued support.
Thanking You.
Your's Truly,
Mr. Dattaram A. Fonde
Director
================================================
Khushi, Pediatric Therapy Centre is organizing a bike rally for the awareness of Autism. I request you to join us to ride for a cause.
If it is possible please put the pamphlet in your society or office premises so that more people can know about it. Also forward it to your friends and family.
For more details and registration please visit www.khushi.net.in. All the registered member will get a T Shirt to wear at rally.
Last date for registration 23rd March, 2011. refer attachment for the poster below:
============================================================
Dr. Matthew Belmonte, Professor at Cornell, who has done significant research in Autism is visiting Mumbai. He has spoken at Action for Autism on more than one occasion and is a wonderful speaker who can connect to families very well. Dr. Belmonte wishes to do a talk for parents of the Forum.
Venue : Hinduja Hospital, Conference Hall, Old Building
Time: 7 pm onwards
Date: 8th April Friday
Call at the FFA no. 32949595 to register your name entry free
Lecture II for families and professionals : Friday 8 April 7pm
Topic: Understanding Autistic Behaviour as a Normal Human Reaction to a Disconnected Perceptual and Cognitive World
The straightforward way to study autism is to confront the obvious deficits: What genes or what parts of the brain underlie autistic behavioural impairments? This approach falls short in at least two ways.
First, in focusing on autistic deficits it fails to account for autistic superiorities; in fact, one and the same physiological and cognitive alteration may explain both autistic weaknesses in social communication and behavioural flexibility, and autistic strengths in perception of detail, exact memory, and understanding of explicit and immediate rules.
Second, this approach from deficits assumes that autistic behaviours are produced directly by biological differences in the genes and/or in the brain; in fact, many of the things that people with autism do are most productively construed as adaptive responses, the reactions of a normal human mind maturing within an abnormal perceptual and cognitive environment. We all adapt within the constraints of our bodies and brains, and we all develop strategies that capitalise on our strengths and minimise our weaknesses. A child temporarily deprived of sight in one eye, for instance, will have learnt to rely on the intact eye; to force development of the bad eye, the good eye must be covered with a patch.
Likewise, a person who has suffered a stroke will learn to rely on the good side of the body, and must be forced therapeutically to exercise the bad side. The situation in autism is less visible because it involves strengths and weaknesses not simply in overt sensory or motor skills, but in perceptual and cognitive skills: people with autism spectrum conditions learn to rely the capacities at which their brains excel, at the expense of skills that don't come as easily to them. Every human brain has a balance between local connections within single regions of the brain, and long-range connections between distant regions. More short-range connections may make individual parts of the brain very efficient at at working autonomously and independently, but correspondingly difficult to coordinate with each other. Autism seems the extreme case of such an altered balance, in which separate brain systems operate independently and
in parallel, but with little or no coordination. This re-conceptualisation of autism as an extreme case of normal human cognitive variation opens the way toward new therapies for autism, and to a new understanding of ourselves: The more closely we examine autism, cognitively, genetically, and physiologically, the more we find ourselves gazing into a mirror.
=====================================
(A behavioral approach to learning)
Social Skills Program:
What are social skills? Skills that allow us to communicate, relate and socialize with others are called social skills.
Why Social skills program for children? Social skill is a complex human behavior and it is rule governed. It is sometimes very difficult for our children to understand the unwritten set of social rules that everyone knows but no one has been taught directly. These unwritten social rules can be taught to our children. It is also very important for the overall development of the children.
How is this done: A small set of 6 to 8 children are grouped. They learn to interact with each other and learn social skills. We will target specific social skill goal during the period.
Some Social skills Activities: social stories, social games, role plays, relational activities, music, group activities etc.
Some Social skill goals: Greetings and Farewells, How to begin interactions, Say Sorry, thank you, Getting appropriate attention, Waiting turns, Sharing, Use Appropriate voice, Personal space, Feelings Sharing, Asking for help, Asking for break, Negotiations etc.
Summer program - 2011
Social Skills program for children with Autism and related needs.
Organized by:
Aspire Education Services
(A behavioral approach to learning)
At
Chip and Dale Nursery school
Next to Vijay Sales,L.B.S.Marg, Nithyanand Nagar, Opp. Shreyas cinemas, Ghatkopar(w),Mumbai-86
2 week program: starting from April 18th and April 29th (Rs 3250)
4 week program: starting from April 18th to May 13th. (Rs 6500)
Age Group: 3 to 8 years Daily 2 batches: 11 Am to 1 pm or 2 pm to 4 pm.
Special features:
Individualized program based on the child’s needs. Working on Attending skills, compliance, Communication, self help skills, motor skills etc. focusing to increase social skills.
For more details and registration contact:
Mrs. Bala Swaminathan, Special educator and Behavior therapist at 9967485161.
E-mail: aspiedu@gmail.com, balaswaminath@gmail.com
--
Forum For Autism(FFA) parent support group Mumbai: www.forumforautism.net
www.autism-india.org
the parent body for Autism in India
Thursday, February 3, 2011
Vocational Centre for children with Autism
Babita Raja 1:00pm Feb 3
Dear Friends ,
We at Sunshine School , a school for differently abled children is
starting a Vocational Centre for children with Autism , Mental
Retardation , Down Syndrom, on every Saturday from February for one
and half hours . Details are given below :-
Day - Only on Saturdays
Time - 10am to 11.30am
Fees - Rs 2000/(admission fees)
Rs 1500/ (monthly fees)
Starting from - 5th feb 2011
Contact - Paramita at 9930530543
Suchitra at 9819997895
Regards
Paramita
Sunshine school
c/o Navi Mumbai Primary School
Near Vashi Police Station
Sec:2 Vashi . Navi Mumbai
Dear Friends ,
We at Sunshine School , a school for differently abled children is
starting a Vocational Centre for children with Autism , Mental
Retardation , Down Syndrom, on every Saturday from February for one
and half hours . Details are given below :-
Day - Only on Saturdays
Time - 10am to 11.30am
Fees - Rs 2000/(admission fees)
Rs 1500/ (monthly fees)
Starting from - 5th feb 2011
Contact - Paramita at 9930530543
Suchitra at 9819997895
Regards
Paramita
Sunshine school
c/o Navi Mumbai Primary School
Near Vashi Police Station
Sec:2 Vashi . Navi Mumbai
Monday, January 31, 2011
Feuerstein Instrumental Enrichment Programme -LEVEL 1 & LEVEL 2 in March 2011
Once Again by Popular Demand
Feuerstein Instrumental Enrichment Programme
Level 1: 7 Instruments - 6th to 13th March 2011
An Eight-Day Intensive Workshop covering the first 7 instruments
By Prof. Louis H. Falik, Certified Trainer, International Centre for the Enhancement of Learning Potential (ICELP), Jerusalem.
THE FEUERSTEIN INSTRUMENTAL ENRICHMENT PROGRAM [FIE] is based on the concepts developed by internationally renowned Israeli Psychologist Prof. Reuven Feuerstein, whose work with children affected by the Holocaust resulted in the setting up of the International Centre for the Enhancement of the Learning Potential. This intervention program is based on the belief that intelligence is modifiable and not fixed, and is designed to enhance the cognitive skills necessary for independent thinking. IE aims to sharpen critical thinking with the concepts, skills, strategies, operations, and attitudes necessary for independent learning; to diagnose and correct deficiencies in thinking skills; and to help individuals "learn how to learn".
IE can be used with students in classrooms and individual diverse populations ranging from low-functioning performers to gifted underachievers. The program aims at correcting deficient cognitive functions and enhancing the individual's capacity to learn more effectively from direct exposure in formal as well as informal learning situations.
The IE Level I Programme being offered by MDA in March 2011 introduces the first seven instruments out of a series of fourteen, in line with the international pattern, as follows:
1. Organisation of Dots
2. Orientation in Space -1
3. Comparisons
4. Analytic Perception
5. Orientation in Space -2
6. Family Relations
7. Temporal Relations
Feuerstein Instrumental Enrichment Programme
Level 2 - 5 instruments -11th to 15th March 2011
The IE Level 2 Programme being offered by MDA in March 2011 introduces 5 instruments out of a series of fourteen as follows. Participants must have completed the first 4 instruments of the LEVEL 1 earlier and practiced the same to be eligible for LEVEL 2.
1. Orientation in Space -2
2. Family Relations
3. Temporal Relations
4. Categorisation
5. Illustrations
For more details, visit www.icelp.org
VENUE : Acres Club,
Chembur , Mumbai 400071
Time : 9.30am to 4.30pm
SEATS : LIMITED ON FIRST COME FIRST SERVE BASIS .
EARLY BIRD ENDS ON : 12TH FEB 2011.
Please contact mda@dyslexiaindia.com or call 25565754 for more details .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
Feuerstein Instrumental Enrichment Programme
Level 1: 7 Instruments - 6th to 13th March 2011
An Eight-Day Intensive Workshop covering the first 7 instruments
By Prof. Louis H. Falik, Certified Trainer, International Centre for the Enhancement of Learning Potential (ICELP), Jerusalem.
THE FEUERSTEIN INSTRUMENTAL ENRICHMENT PROGRAM [FIE] is based on the concepts developed by internationally renowned Israeli Psychologist Prof. Reuven Feuerstein, whose work with children affected by the Holocaust resulted in the setting up of the International Centre for the Enhancement of the Learning Potential. This intervention program is based on the belief that intelligence is modifiable and not fixed, and is designed to enhance the cognitive skills necessary for independent thinking. IE aims to sharpen critical thinking with the concepts, skills, strategies, operations, and attitudes necessary for independent learning; to diagnose and correct deficiencies in thinking skills; and to help individuals "learn how to learn".
IE can be used with students in classrooms and individual diverse populations ranging from low-functioning performers to gifted underachievers. The program aims at correcting deficient cognitive functions and enhancing the individual's capacity to learn more effectively from direct exposure in formal as well as informal learning situations.
The IE Level I Programme being offered by MDA in March 2011 introduces the first seven instruments out of a series of fourteen, in line with the international pattern, as follows:
1. Organisation of Dots
2. Orientation in Space -1
3. Comparisons
4. Analytic Perception
5. Orientation in Space -2
6. Family Relations
7. Temporal Relations
Feuerstein Instrumental Enrichment Programme
Level 2 - 5 instruments -11th to 15th March 2011
The IE Level 2 Programme being offered by MDA in March 2011 introduces 5 instruments out of a series of fourteen as follows. Participants must have completed the first 4 instruments of the LEVEL 1 earlier and practiced the same to be eligible for LEVEL 2.
1. Orientation in Space -2
2. Family Relations
3. Temporal Relations
4. Categorisation
5. Illustrations
For more details, visit www.icelp.org
VENUE : Acres Club,
Chembur , Mumbai 400071
Time : 9.30am to 4.30pm
SEATS : LIMITED ON FIRST COME FIRST SERVE BASIS .
EARLY BIRD ENDS ON : 12TH FEB 2011.
Please contact mda@dyslexiaindia.com or call 25565754 for more details .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
READ 2011 - INTERNATIONAL CONFERENCE ON READING DEVELOPMENT AND PRACTICES
COUNTDOWN STARTED........
HAVE YOU ENROLLED ????? WILL YOU BE THERE ??
READ 2011 - a two-day International Conference on ‘Reading Development and Practices’. The conference is being held on February 10 & 11, 2011 at The Residence Hotel & Convention Centre, Powai in Mumbai, India. There will also be a post-conference workshop on February 12 at the same venue.
READ 2011 aims to bring together world-renowned speakers who will discuss issues related to reading and literacy, contribute with their insights as experts in this field and share their best practices. The conference aims to address the science of reading development and reading problems, components of literacy development and strategies to improve literacy skills. It is aimed at teachers of Language Arts, Primary and Middle School Supervisors, School Administrators, Teacher Trainers, Education officials at the State and National levels, researchers in linguistics and neuroscience.
REGISTRATIONS CLOSING FAST ..........
For more details visit our website or send us an email .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
HAVE YOU ENROLLED ????? WILL YOU BE THERE ??
READ 2011 - a two-day International Conference on ‘Reading Development and Practices’. The conference is being held on February 10 & 11, 2011 at The Residence Hotel & Convention Centre, Powai in Mumbai, India. There will also be a post-conference workshop on February 12 at the same venue.
READ 2011 aims to bring together world-renowned speakers who will discuss issues related to reading and literacy, contribute with their insights as experts in this field and share their best practices. The conference aims to address the science of reading development and reading problems, components of literacy development and strategies to improve literacy skills. It is aimed at teachers of Language Arts, Primary and Middle School Supervisors, School Administrators, Teacher Trainers, Education officials at the State and National levels, researchers in linguistics and neuroscience.
REGISTRATIONS CLOSING FAST ..........
For more details visit our website or send us an email .
Divya Balgi
Administrator
Maharashtra Dyslexia Association
003 Amit Park,
423,Lala Jamnadas Gupta Marg
Deonar ,Mumbai 400088
Tel : 25565754
www.mdamumbai.com
mda@dyslexiaindia.com
" If i can't learn the way you teach, will you teach me the way i can learn ? "
Saturday, January 15, 2011
Feuerstein Instrumental Enrichment Programme FIE-March 2011
Once Again by Popular Demand
Feuerstein Instrumental
Enrichment Programme
Level 1
An Eight-Day Intensive Workshop
by Dr. Louis Falik
Authorised Trainer, International Centre for the Enhancement of Learning Potential, Jerusalem
THE FEUERSTEIN INSTRUMENTAL ENRICHMENT PROGRAMME [FIE] is based on the work of internationally renowned Israeli Psychologist Prof. Reuven Feuerstein, whose work with children affected by the Holocaust resulted in the setting up of the International Centre for the Enhancement of Learning Potential. This intervention programme is based on the belief that intelligence is modifiable and not fixed, and is designed to enhance the cognitive skills necessary for independent thinking. IE aims to sharpen critical thinking with the concepts, skills, strategies, operations, and attitudes necessary for independent learning; to diagnose and correct deficiencies in thinking skills; and to help individuals "learn how to learn".
IE can be used with students in classrooms and individual diverse populations ranging from retarded performers to gifted underachievers. The programme aims at correcting deficient cognitive functions and enhancing the individual's capacity to learn more effectively from direct exposure in formal as well as informal learning situations.
The IE Level I Programme being offered this time introduces the first seven instruments out of a series of fourteen.
For more details, visit www.icelp.org
The Programme is scheduled for sometime in March 2011. The exact dates will be announced shortly.
Those interested kindly email to mda@dyslexiaindia.com for details as there are only 20 seats.
Feuerstein Instrumental
Enrichment Programme
Level 1
An Eight-Day Intensive Workshop
by Dr. Louis Falik
Authorised Trainer, International Centre for the Enhancement of Learning Potential, Jerusalem
THE FEUERSTEIN INSTRUMENTAL ENRICHMENT PROGRAMME [FIE] is based on the work of internationally renowned Israeli Psychologist Prof. Reuven Feuerstein, whose work with children affected by the Holocaust resulted in the setting up of the International Centre for the Enhancement of Learning Potential. This intervention programme is based on the belief that intelligence is modifiable and not fixed, and is designed to enhance the cognitive skills necessary for independent thinking. IE aims to sharpen critical thinking with the concepts, skills, strategies, operations, and attitudes necessary for independent learning; to diagnose and correct deficiencies in thinking skills; and to help individuals "learn how to learn".
IE can be used with students in classrooms and individual diverse populations ranging from retarded performers to gifted underachievers. The programme aims at correcting deficient cognitive functions and enhancing the individual's capacity to learn more effectively from direct exposure in formal as well as informal learning situations.
The IE Level I Programme being offered this time introduces the first seven instruments out of a series of fourteen.
For more details, visit www.icelp.org
The Programme is scheduled for sometime in March 2011. The exact dates will be announced shortly.
Those interested kindly email to mda@dyslexiaindia.com for details as there are only 20 seats.
Thursday, January 6, 2011
Advt Certificate course in Remedial Education for Learning Disabilities
Next batch for part time course for teachers, parents, and other professionals - "A certificate in Remedial Education for Learning Disabilities"- will be conducted at Mahavir nagar Kandivali (W) starting mid January.
This course will enable trainees ( parents, teachers and professionals ) to plan objective based remedial programs and relating it to the curriculum for children who face learning challenges in their school.
For further details contact: Bharti / Aruna at 9920064428/ 9223316941
Regards,
Bharti & Aruna
For SAAHAS ASSESSMENT & REMEDIAL CENTRE
13/130 Pragati Society, Link road,
Opp. Charkop Pumping Station, Mahavir nagar
Kandivli West, Mumbai
contact No. 9920064428/ 9223316941
This course will enable trainees ( parents, teachers and professionals ) to plan objective based remedial programs and relating it to the curriculum for children who face learning challenges in their school.
For further details contact: Bharti / Aruna at 9920064428/ 9223316941
Regards,
Bharti & Aruna
For SAAHAS ASSESSMENT & REMEDIAL CENTRE
13/130 Pragati Society, Link road,
Opp. Charkop Pumping Station, Mahavir nagar
Kandivli West, Mumbai
contact No. 9920064428/ 9223316941
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