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Archived Newsletters
November 2004
In this edition
Greetings from the Chair of the EINS
News From the Front Lines
What I've learned from children and families ... It's all a blessing ...
Winter driving tips
Think about it ...
Dear Adult
Leadership, mentoring and coaching ... a challenge worth considering!
Respite ... the Gift of Time
A Perspective on Early Signing with Typically Developing Children
Other good websites to check out
Good Judgement Takes Practice
Seven Wonders of the World
I Took His Hand And Followed
Greetings from the Chair of the Early Intervention Association of Nova Scotia
As Isabel den Heyer reported at the Annual General meeting in June it has been a busy year for EINS. Due to the changes in grant criteria at Human Resources and Skills Development Canada (HRSDC) EINS was unable to secure a grant to provide support to our on-going provincial initiatives. The foundation provided through the two grants will continue to be built upon as we move forward with our provincial initiatives.
Isabel also mentioned in her Annual Report that all documents would be transferred to myself as new Chair. What she failed to mention was how much material that was. She arranged to meet with at my office at the Institute for Human Services to drop off the files. After four trips with the cart on the elevator she told me that the computer, tv/vcr and LCD unit would follow. I had to find additional office space to store the files while I reviewed them. I have since transferred all but the essential files to my basement. The laptop, LCD unit and the TV/VCR have since been delivered. If any of the programs would like to borrow any of the above-mentioned items please contact me at 902-893-3342 (work) or 902-895-0568 (home). Oh yes we also have an EINS display board.
September 23 and 24 were the dates of the Partnership for Inclusion Symposium at Oak Island Inn on the beautiful South Shore. I chose not to attend as I had conflicting obligations with my work. The reports I received assured me that I missed an enjoyable and inspiring event. Representatives from similar projects in New Brunswick and Prince Edward Island reported on their work. We were fortunate to have our research compiler Donna Lero, from the University of Guelph available to present our research. Pat Wesley, Director of Partnerships for Inclusion - North Carolina was the keynote speaker.
On September 25, 2004 we met as a Board with our typical fall agenda. We reviewed committee membership and our long-term plan for EINS. We discussed the need for a funding review for Early Intervention Programs. It was agreed that a representative from EINS would accompany any Board's who were meeting with provincial representatives from Community Services (CS) to discuss funding issues. This decision was made to ensure that Community Services is aware that this is an issue on which EINS is offering the Community Boards full support.
September 30 was a meeting with the Deputy Minister of Community Services, Marian Tyson, which Isabel and myself attended as representatives of EINS. She outlined her job and the challenges of allocating budget dollars. Isabel spoke with her personally assuring her of the value of spending CS money on Early Intervention.
On October 2, 2004 we had a meeting of Early Interventionists and Early Intervention Board Chairs or their representatives from around the province. The turn out was impressive with twelve of the sixteen Boards represented. At that meeting we decided to request a meeting with the Minister of Community Services. Below is a portion of the letter that was sent to request a meeting.
"The purpose of the fall meeting would be to discuss a process to develop a formal Memorandum of Understanding by June 2005 between the 17 Community Early Intervention Community Boards and the Department of Community Services that would include the following:
To date we have not received a response. We have received letters of support from many Community Boards that we are compiling to forward to the Minister. Right now we are waiting to hear back from the Minister.
It is an exciting time for Early Intervention in Nova Scotia and I am very happy to have been elected to fill the position of Chair for our Association.
Sincerely,
Brenda Putnam
News From the Front Lines
Digby EI has under gone some changes including a new name, "Digby & Area Early Intervention Program" as well as it's own society as of June '04. Digby was originally a part of the Clare EI program.
Inverness Richmond Early Intervention program has relocated ... their new address is: 298 Reeves Street, Unit 4, Port Hawksbury, NS, B9A 2B4
Cumberland Early Intervention program has relocated to 15 Victoria Street in Amherst.
Congratulations to Lisa Smith, ED of the Pictou County EI program, and her husband Dale, on the arrival of Lauren Alexandra on November 4, 2004. A little sister for Carly.
Welcome to Nicole Fraser who will be Lisa's replacement in Pictou County for the duration of her maternity leave.
Congratulations to Ghislaine d'Eon who has taken a new posting with Alphabetisation Familiale (Family Literacy) in Clare. We'll miss you!
ALLKIDS - Staff attended 16th National Down Syndrome Conference in St John's NF. (May2004) And their comments were : GRAND experience - GREAT Information - WONDERFUL people - FAB food & entertainment - VERY WELL DONE !
What I've learned from children and families ... It's all a blessing ...
Whether the golden sun warms you to the core or the bitter cold wind stings your face, it is all a blessing. Whether you are surrounded by pleasure or immersed in toil and strife, every moment is a thing that carries boundless beauty and possibility. Take each moment as it comes to you and give your best to it. Resenting the pain will only make it more painful, and hoarding the pleasure will only prevent you from experiencing its joy. Give your attention and your energy to where you are. For when you truly appreciate the value of where you are and what you have, it opens you up to a world of possibilities.
Move beyond your own arbitrary judgments, and things that were once difficult and intolerable can become far easier to bear. Consider that much of what makes something difficult is the way you think and feel about it. Rather than seeing yourself as enduring something unpleasant, see yourself as contributing your very best to a challenging and energizing situation. Rather than waiting for something better to come along, take the initiative and find a way to make something better actually happen.
Every moment is a truly unique and valuable blessing when you see it as such.
Winter driving tips
With winter weather already here, all of us who spend our days on the roads need to put some extra thought into safety. Here are some tips from Transport Canada.- Always keep the gas tank at least half full, and add gasoline antifreeze to every second tank.
- Top up antifreeze, transmission, brake and windshield-washer fluids.
- Use a matching set of all-season or snow tires that meet standards (see below).
- Make sure that tire valves are equipped with caps to keep out snow and ice.
- Dress properly - wear warm clothing.
- Carry a winter emergency kit that includes: extra antifreeze and windshield-washer fluid; a flashlight and extra batteries; blankets; a candle; matches; hazard markers or flares; a snow shovel; extra hats and mitts; and chocolate or granola bars.
- Check local weather and road conditions before leaving.
- If possible, tell someone where you are going and when you expect to arrive.
- Bring a map and be prepared to take an alternative route.
- Bring a cell phone.
In February 1999, Transport Canada announced the introduction of a new industry standard to help Canadian consumers identify and buy snow tires that provide a higher level of traction for Canada's harsh winter conditions. This standard is now being implemented by North America's tire manufacturers, and is being monitored by Transport Canada. The tires are marked on at least one sidewall with a pictograph of a mountain and snowflake.
This design indicates that tires have met specific snow traction performance requirements, and have been designed specifically for use in severe snow conditions.
More information on driving and other road safety information is available through Transport Canada's Road Safety information line at 1-800-333-0371.
Think about it ...
Service is the rent you pay for room on this planet.
~ Shirley Chisholm
We must not only give what we have; we must also give what we are.
~ Desire-Joseph Mercier
Doubt is uncomfortable, but certainty is ridiculous.
~ Voltaire
Do not talk when you are listening. Interrupting is one of the most common discourtesies. Listen aggressively with the full scope of your attention. You will be amazed at what you learn and how your counsel will soon be sought by many.
Dear Adult
(with thanks to Carol Johnson)
I don't like to be disciplined. Do you? I don't like to be punished. Do you?I don't like to be "put in my place" or "straightened out for my own good." Do you?
I don't like to be yelled at, pulled by my hair, shaken by my shoulders, or yanked by my arm. Do you?
I don't ever, ever, ever like to be spanked. Especially not by someone two or three times as big as me.
I want so much to be like you. I try so hard to do what is right and to, make you notice the things I do.
I try to remember all the rules, but there are so many. And sometimes I get nervous, or mixed up, or excited, or scared, and that makes me forget some of the rules.
Then I get in trouble.
I really don't look for trouble.
But sometimes you tell me to so something and I don't know exactly what it is you want me to do or when you want me to do it. And while I'm trying to figure it out, you get so mad that I get all upset and forget what it was you said in the first place.
When I do the wrong thing, you get mad and nag and scold and make sure I notice my mistake. Then I feel really guilty and embarrassed and like I don't know anything, and it's no use to try and straighten things out because everybody is so excited, including me. And then I get mad at me.
What I really want is for you to hold my hand and walk with me.
Help me learn the things I need to know.
Help me do right. I really want to.
Help me to understand my feelings, because they're just like the kinds of feelings you have.
Please, please, don't just notice my mistakes.
Please notice when I do something right.
I'm glad you're here.
Please keep on being here, and together we can grow
I love you.
Your child
Leadership, mentoring and coaching ... a challenge worth considering!
Check these qualities:
- I listen to the whole issue before commenting.
- I always find time to help.
- I always question thoroughly to find the real issues.
- I always give honest opinions.
- I have a good range of networks and contacts that can be utilized appropriately.
- I am not intimidating - I'm easy to approach at any time.
- I know what I'm talking about - I'm good at my own job.
- I look for the reality within which my employee works.
- I always focus on my employee's needs during a coaching session.
- I don't get irritated by an employee who doesn't get the point quickly.
- I'm a positive role model in terms of my own achievements.
- I can help an employee believe in their potential.
- I'm open to new ideas.
- I know when to introduce options which may not have been considered.
- I can challenge assumptions skillfully.
- I'm a positive person.
- I'm an active listener.
- I'm non-judgmental.
- I feel comfortable about having my views challenged.
- I'm enthusiastic about coaching.
- I'm very knowledgeable about developmental issues.
- I don't expect an employee to be like me.
- I'm prepared to learn along with my employee.
- I can give feedback skillfully.
- I can allow an employee the freedom and confidence to make mistakes.
- I have sound judgement.
- I am able to distance myself, and maintain objectivity.
- I am keen to allow employees to make their own decisions wherever possible.
- I take an interest in the individuals who report to me - I value their views and what they say.
- I can give the space for an employee to express their feelings in safety.
- I can draw out an employee's ideas and I'm willing to use them.
- I have a true passion for developing others, and really believe in the value of development.
- I can avoid the temptation to direct conversation back to myself and my issues and experiences.
- I can challenge constructively and directly to get to the heart of the matter.
- I don't talk about my own achievements too much.
- I have a genuine desire to empower.
Respite ... the Gift of Time
By Meg Federico for the Halifax Daily News
As a caregiver, you haven't had a moment to yourself in a month. Say an angel with a halo and big wings knocks on your front door and says," Okay. I can only give you and hour. Hurry up and do something for yourself."
Would you say, "Something for me? You've got to be kidding."
You might feel that all you want out of life is a nap. But sometimes, a nap won't recharge your batteries. You need to have a little fun. But when you're on duty 24/7, having fun isn't even on your list. You can also feel you don't deserve to have a good time.
Respite doesn't have to come in giant-sized packages that involve complicated planning. In your life as a caregiver, bits of relief may come to you in a breath, in moment of stillness, or in the hour that unexpectedly comes your way. The idea is find time for yourself in workable amounts, as well as in prearranged breaks.
The last thing that you need is one more thing to do. But try this: Make a list of five activities you'd enjoy. Now list five things you haven't done, but always wished you had. If you have listed anything like "clean refrigerator," cross that off and write, "singing."
Now, resize those big ideas into small, workable bits. Gaining respite in daily life can be like making a mosaic, one small tile at a time.
If you've always wanted to draw, keep a sketch book handy. You'd be surprised what you can draw in twenty minutes. If you want to write a book, start scribbling incomplete sentences, even clusters of words. Then toss your fragments into a box. Soon you'll have enough material to string together. You can use small bits of spare time to develop your big, creative work. Fragments work well as starters for poems, too.
If you love to write letters keep a shoe box with stamps, addresses a pen, post cards and note paper . When you have a minute, drop a line to a friend. A photo album is another good stop/start project. Gardening is a major rejuvenator, although you might need to plan ahead to get the garden started. Or you can start a window box or a planter.
Finding respite in each day gives you room to breath and feel restored. But a longer respite plan for an afternoon with friends or an overnight excursion gives you a treat to look forward to.
So the angel comes back, bangs on the door and says, "Okay, next week, I can come for the afternoon." What will you do? Make a lift of five things you could do in an afternoon. Make a list of three places you'd go if you had three days off.
One woman's passion is Frenchy's. She arranges for respite care so that she can shop with friends, and have lunch, too. Sometimes, she does the loop, spending the night in the valley and working her way back to Halifax. "Don't tell anyone," she says, as though the only place she should be, when not taking care of her loved one, is church.
Then again, church is a good place to be, if attending services renews and restores you. Plus, if you go to the coffee hour afterwards, you can catch up with friends. Ask that angel to show up on a Sunday.
A Perspective on Early Signing with Typically Developing Children
Signing with babies who have normal hearing doesn't appear to have a negative effect on language development. In fact, some studies indicate that it may actually boost verbal skills. However, teaching your baby to sign takes time and a commitment to learning and consistently using the signs yourself in order to see desired results.
Interestingly, signing may be beneficial because parents who sign with their baby are spending more time focusing on communicating - observing their child and trying to understand what he is saying, as well as reinforcing communication attempts their child makes. In addition, these parents may be using a technique called elaboration: When a baby makes a sign for "more," for instance, the parent may respond, "You want more juice. I'll put some more in your cup."
But you don't need to institute a formal signing program with your baby to have these enriching conversations in which you read your baby's cues and respond through both words and actions. If you watch your baby carefully, you will see that she is signaling to you all the time. When you play peek-a-boo and you stop, she reaches out and babbles to let you know she wants you to keep playing. When she raises her arms to you, she is telling you she wants you to pick her up. And she'll cry and bang on the high chair to let you know you're not bringing the food fast enough. Responding to these kinds of cues promotes her language skills (along with her social and emotional development).
So, whether you choose to try formal sign language with your child is your call. The important thing is to keep exposing your daughter to all forms of language -- talk with her, elaborate on what she tries to tell you, let her know you understand her, sing to her, and explore books together.
Claire Lerner, LCSW, is a child development specialist at Zero to Three, a national nonprofit organization promoting the healthy development of babies and toddlers (zerotothree.org).
Originally published in American Baby magazine, February 2004.Other good websites to check out
wrightslaw.com - based on educational law in the US but with great information on self- advocacy and who can help.InterActiveFamilyResources.com - excellent materials from an experienced family as well as a monthly online newsletter.
kidsdomain.com - go to downloads for teaching tools, games, icons and more!
boarddevelopment.org - a site created, hosted and maintained by United Way of Canada.
envision.ca - based out of Newfoundland, this site is a virtual resource centre for the voluntary sector.
It does not matter what great things you accomplish until you have inner peace and harmony; once you have inner peace and harmony, it does not matter what great things you accomplish.
~Cher Holton
Good Judgement Takes Practice
By Betsy Mann
In a world where teens and young adults face many choices, parents want children to develop their thinking skills so that they learn to make good decisions. You can use everyday opportunities to teach decision making and, most important, to give children chances to practice.
Child-led play
Playtime is perfect for letting children practice decision making in areas where the choices matter little to adults. Children can choose for themselves which color of block goes on top of the tower, what gets served at the tea party or whether they play on the swings or the slides at the park.
Offer choices
Even very young children can start making simple choices: which glass they will drink their juice from, which shoe to put on first. Choices get more elaborate as the child gets older: what clothes to wear to school, at what time to do homework.
Set limits
Parents need to determine the limits within which choices get made. For instance, your child can chose to go to bed in red pajamas or blue pajamas, but you set the bedtime. Your child may choose what gift to buy for a friend's birthday, but you decide on the price range. Your child's age and their individual abilities will influence which decisions you allow them to make.
Ask questions
Parents can ask questions to stimulate children to think about the factors that go into making a choice. For example, if your child is deciding what to wear today, you could ask questions about the weather and the planned activities: Is it raining? What is the temperature? Do you think it will be warmer later in the day? Will you be playing outside? Your own experience will tell you what you need to ask questions about. If you dictate the choices, the child won't learn or practice the steps in the process.
Teach information gathering
Sometimes a child doesn't yet know how to get the information that is required. In the above example of dressing for the weather, you could show your child how to read the thermometer or find the weather forecast on TV or radio or in the newspaper. There will also be times when you will be the one to supply the information; they then can decide how to use it.
Practice with stories
You can encourage thinking about the consequences of choices when you read books or tell stories to your children. Ask them what they think will happen next, what would have happened if the character had done something different, what they would do in that situation.
Give responsibility
When you let children decide for them selves, they may make choices different from yours. This is why it is important to set limits and give them responsibility for decisions in cases where you can live with their choices, even if you don't agree. If you can't stand the thought that they might eat dessert without finishing their main course, make everything in their lunch box equally nutritious.
Allow consequences
Giving responsibility also means allowing children to experince the consequences of their actions. Sometimes these consequences will be uncomfortable for children, and it may be hard as a parent to see your children unhappy. However, if you rescue them, you send them the message that it doesn't matter what decision they make, their parents will fix anything that goes wrong.
Resist feeling incompetent
Sometimes, when you let your children make their own choices, other people will blame you for what goes wrong. You will be held responsible for decisions that your children make, whether you agree with their choices or not. That's why parents whose preschoolers choose to match a striped shirt with polka dot pants wear a button that says, "My child dressed himself today!"
It takes strength and conviction to stand up to this attitude from others. A sense of humour helps too. Perhaps there should be a button for parents of teens: "My child paid for getting her hair dyed purple with her own money."
Be patient
Learning to make good decisions takes time, and mistakes along the way are part of the learning process. As Mark Twain observed: "Good judgement comes from experience. And where does experience come from? Experience comes from bad judgement." It takes patience to raise a thinking child.
Seven Wonders of the World
A group of students were asked to list what they thought were the present "Seven Wonders of the World." Though there were some disagreements, the following received the most votes:
1. Egypt's Great Pyramids
2. Taj Mahal
3. Grand Canyon
4. Panama Canal
5. Empire State Building
6. St. Peter's Basilica
7. China's Great Wall
While gathering the votes, the teacher noted that one student had not finished her paper yet. So she asked the girl if she was having trouble with her list. The girl replied, "Yes, a little. I could not quite make up my mind because there were so many." The teacher said, "Well, tell us what you have, and maybe we can help." The girl hesitated, then read, "I think the 'Seven Wonders of the World' are:
1. to see
2. to hear
3. to touch
4. to taste
5. to feel
6. to laugh
7. and to love."
The room was so quiet you could have heard a pin drop. The things we overlook as simple and ordinary and that we take for granted are truly wondrous! A gentle reminder - that the most precious things in life cannot be built by hand or bought.
I Took His Hand And Followed
My dishes went unwashed todayI didn't make my bed
I took his hand and followed
Where his eager footsteps led.
Oh yes, we went adventuring
My little child and I
Exploring all the great outdoors
Beneath the sun and sky.
We watched a robin feed her young
We climbed a sunlit hill
Saw cloud sheep scamper through the sky
We plucked a daffodil.
That my house was so neglected
That I didn't brush the stairs
In twenty years no one on earth
Will know or even care.
But that I've helped my little child
To noble adulthood grow
In twenty years the whole wide world
May look and see and know.
Author unknown
The next edition of the EINS newsletter will be published in April 2005. Please send all submission by March 30, 2005 to Barb Boiduk, Editor, at boidukceip@eastlink.ca
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