Begin forwarded message:
From: Sam at The Growing Space <sam@xxxxxxxxxxxxxxxxxxxxxx>
Subject: The Growing Space; Disability News to Use #3 - Tips and More - JULY
2015
Date: 2 July 2015 6:14:57 am ACST
To: <edlohs@xxxxxxxxxxx>
Reply-To: Sam at The Growing Space <sam@xxxxxxxxxxxxxxxxxxxxxx>
This newsletter is mainly for families of children with disability in SA, but
has useful content for folks across Australia, including providers.
View this email in your browser
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Hello , Families and Friends of children with disability in South Australia
and beyond!
Welcome to our July newsletter. If you missed the first few, you can check
them out here: The Growing Space; Disability News to Use #2 - Tips and More -
JUNE 2015
<http://us10.campaign-archive2.com/?u=bc48f3f63dddf47b7a6cc1d10&id=8153f4912f>
The Growing Space; Disability News to Use - Tips and More - May 2015
<http://us10.campaign-archive1.com/?u=bc48f3f63dddf47b7a6cc1d10&id=441bdfc9b3>.
Have a scroll through and let me know what you think. I hope you’ll find
something useful!
Feel free to forward this newsletter, and if anyone would like to sign up,
please go to my web page and sign up on the right hand side:
www.TheGrowingSpace.com.au
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You may wish to like my Facebook page, too – I try to post something
interesting most days: https://www.facebook.com/TheGrowingSpaceAustralia
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Cheers,
--Sam Paior, The Growing Space, Disability Consultant
HANDY NDIS CASE STUDY: 12 Year Old Louisa <x-msg://7/#LOUISA>
NEAT PRODUCT: Cookbook for Non-readers <x-msg://7/#COOKBOOK>
WORTH SHARING: The Least Dangerous Assumption <x-msg://7/#ASSUMPTION>
HAVE A SAY: Parliamentary Committee on Education of Students with Disability
<x-msg://7/#education>
NDIS Q&A: Big Changes on August 1st <x-msg://7/#NDIS Q&A>
FAIR ISN’T EQUAL: Idea for Primary Teachers <x-msg://7/#EQUAL>
FUN HOLIDAY ACTIVITY FOR KIDS OF ALL ABILITIES: The Kids’ Kitchen at TAFE
<x-msg://7/#KITCHEN>
PERSPECTIVE: Ten Positive Traits of Asperger’s <x-msg://7/#ASPERGERS>
JOB ALERT – Looking for Support Workers/Tertiary Students <x-msg://7/#JOB
ALERT>
DOWN SYNDROME CONFERENCE IN ADELAIDE – For Parents and Professionals
<x-msg://7/#DOWN>
FUN EVENT FOR TEENS AND YOUNG ADULTS – Disco On Air <x-msg://7/#DISCO>
FREE READING AND WRITING WORKSHOP FOR LITTLE KID FAMILIES – SPELD SA
<x-msg://7/#READING>
THE GROWING SPACE SERVICES – NDIS Support and Education Assistance
<x-msg://7/#tgs>
ABOUT: The Growing Space <x-msg://7/#about tgs>
ABOUT: This newsletter <x-msg://7/#about news>
<>
HANDY NDIS CASE STUDY: LOUISA
Who is Louisa?
Louisa is twelve years old and lives with her single Mum and two older
siblings. She has an intellectual disability, and is hard for strangers to
understand. She doesn’t have a good understanding of personal safety. She
goes to her local primary school and is excited about going to high school
next year. She loves dancing and socialising.
Louisa’s mum, Kaylee lives with mental illness and her Dad passed away some
years ago. Louisa loves her aunt and uncle, but they don’t get to see each
other very often. The family are pretty isolated and don’t go out much
because of Mum’s anxiety about Louisa’s behaviour and safety in public.
Louisa’s Goals
Louisa’s goals in her NDIS plan focused on better communication skills and
more independence for her leap into high school next year. Her goals included
learning how to use a mobile phone, to be safe in the community, to have
sleepovers with friends, to cook some basic foods and to shower on her own
without help, as well as to catch the public bus to school next year and to
be able to walk the dog around the block on her own.
At her planning meeting, Louisa’s Mum explained that she felt housebound by
her mental illness, and couldn’t give her daughter the opportunities she
needed to be out and about after school and on the weekends.
Louisa’s Fixed Supports
Louisa’s plan has a transdisciplinary package of $18,000. This includes funds
for speech, OT, physiotherapy, psychology and podiatry, including some funds
for therapist travel. It also covers a developmental educator and therapy
assistants to develop a plan and teach her to catch the bus to school next
year as well as teaching her to shower independently. It also includes funds
for a local agency to support Louisa and her new school through her
transition next year, as well as money for Kaylee to attend a local workshop
about Intellectual Disability and encouraging independence.
The plan also allocated funds for an iPad with a survivor case, along with
appropriate software to encourage communication that her speech therapist
prescribes.
Louisa has not yet been able to attend regular holiday camps and loves going
to a specialised disability support camp each year with her friends and her
NDIS plan has included funds to cover this camp.
The funds already described above are considered “Fixed Supports” which means
that they can be spent within the guidelines as described. Kaylee will need
to choose a “key worker” or “lead therapist” who will write up a service plan
and make sure all the therapists are co-ordinating their work with Louisa,
and reporting to each other. Kaylee will choose her Lead Provider soon, after
she has gotten to know the new therapists funded in the plan and can decide
which one she thinks will lead the rest in the best way for Louisa.
The other half of Louisa’s plan are “Flexible Supports”.
This includes about three hours a week of “Assistance with self-care
activities”. These are effectively support worker hours for someone to take
Louisa out while giving Kaylee some time on her own. Kaylee plans to use most
of the hours for a worker to take Louisa around the neighbourhood with the
dog, teaching her about how to be sociable, appropriate and safe with folks
on the street, followed by some recipe choices, and cooking a meal together
once a week. Kaylee was also thinking she might use some of the hours to have
a cleaner come in one a month to just help with some housecleaning, as things
tend to slip away with all of Louisa’s therapy appointments and general
messiness (she is, after all, nearly a teen!)
Also in her flexible supports is a line for Co-ordination of Supports where
Kaylee has chosen a case manager to help her find therapists, get signed up
with a companion card and other entitlements as well as help her find,
interview and hire support workers for Louisa. The case manager will also
help her find things to do that are out in the community, like a local dance
class, and maybe dog obedience lessons.
Kaylee is not a fan of keeping track of invoices etc., so she requested Plan
Management, which means she can choose any providers (they don’t have to be
NDIS registered) and someone else looks after keeping track and paying the
bills for her.
Louisa’s flexible supports come to just over $12,000.
The plan also includes a few smaller items, like delivery of the iPad, and
some waterproof sheets for the bed as Louisa still wets the bed sometimes.
The total amount offered in Louisa’s plan is just over $30,000.
Those funds may not all be used over the next twelve months, as it can take
some time to find therapists and workers, but at her review in one year,
Kaylee, her planner and Louisa will talk about what she needs then, and it
may be less as she will hopefully have learnt the skills which were funded in
this year’s plan, and settled nicely into high school as well! Or, it may be
more if Louisa has new challenges or focusses for her growing independence.
*This post is not endorsed by the NDIA but is based on my experience of
assisting dozens of children with disability and the families navigate the
NDIS. You should take your own situation and common sense into consideration
when using the information. If you are in crisis, all bets are off – contact
a crisis care line and call or drop in to your local NDIA office yourself if
you can, or get a professional (therapist, psych, GP, social worker) to
contact NDIA on your behalf!
NEAT PRODUCT: COOKBOOK <>FOR CHILDREN AND NON-READERS
“Easy Cook Books” are a set of large format spiral bound books with
step-by-step recipes photographed in full colour with wipe-clean laminated
pages. They cost around $45 each.
Included are relatively inexpensive, highly nutritious fail-proof recipes
with strong visual and taste appeal. They include microwave, vegetarian,
soups, main meals, salads, vegetables and desserts.
You can also purchase Shopping Cards, which are glossy, two-sided shopping
cards available with each Volume of the Easy Cook Book series. For each
recipe the card shows a photo of the ingredients on one side and a text list
of ingredients in large, easy-to-read type on the other.
Super cool for older kids wanting some independence in the kitchen!
http://www.easycookbook.org/cookbooks.htm
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(don’t forget, if you have an NDIS plan, they may cover the cost)
WORTH SHARING: THE LEAST DANGEROUS ASSUMPTION <>
The “Least Dangerous Assumption” is an assumption that has the lowest chance
of causing harm or missed opportunity for a child with disability. If you
assume your child will never read and do not teach them, this is the work of
a dangerous assumption. If they are taught and never show you they have
learned, what have you lost? Some time, sure, but you might just find that
one day your child speaks, and recites the poetry you read together – this is
the work of the *least* dangerous assumption.
If you assume your child will always run away from the house, and keep the
doord bolted for the next ten years, your child will certainly never learn
NOT to run away. This is a dangerous assumption. If however, you leave the
door open and catch/teach your child how to ask to go out, they may learn,
and this is the work of the least dangerous assumption. If your child doesn't
learn not to run away, you are in no worse position.
If you never try, your child will most certainly never learn, and that is the
work of a dangerous assumption. There are no great losses in the *least*
dangerous assumption, but so much to lose when we don’t give our children
opportunities to learn and do and be.
Assumption drives Expectation
Expectation Drives Opportunity
Opportunity drives Achievement
Achievement drives Assumption
So, choose the Least Dangerous Assumption!
--Sam Paior 2015
HAVE A SAY: YOUR CHANCE TO SHARE THE EDUCATION <>EXPERIENCES OF STUDENTS
WITH DISABILITY WITH PARLIAMENT
The Growing Space will be making a submission: if you would like to be part
of that submission, feel free to email me sam@xxxxxxxxxxxxxxxxxxxxxx
<mailto:sam@xxxxxxxxxxxxxxxxxxxxxx> and I will incorporate your story, or
submit it directly to the committee yourself, or make your own submission as
per below.
The Hon Kelly Vincent MLC advises that as a result of her motion a Select
Committee of the Legislative Council has now been established to inquire into
and report on access to the South Australian education system for students
with disabilities, their families, and support networks.
Interested individuals or organisations can make a submission to the Select
Committee. Submissions should address the Terms of Reference of the Committee
(see below). There are two methods for submissions: oral evidence, given in
person to the Committee at a meeting in Parliament House OR a written
submission that can be posted, faxed or emailed. Written submissions can be
sent to the Committee Secretary (details below). You can make a written
submission and request to also appear before the committee. A submission can
be as simple as a letter, a series of dot points or may be a more formal
document. Accessibility requirements can be discussed with the Committee
Secretary. Please note, submissions are to be sent to the Committee Secretary
(NOT to the office of Kelly Vincent).
Please regularly check this web link for updated information and uploaded
submissions:
http://www.parliament.sa.gov.au/Committees/Pages/Committees.aspx?CTId=3&CId=320
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Who is on the Committee?
Hon Kelly Vincent MLC, Hon Tammy Franks MLC, Hon Jing Lee MLC, Hon Tung Ngo
MLC and the Hon Stephen Wade MLC
Where to make a submission?
Ms Leslie Guy, Secretary to the Committee
Telephone: (08) 8237 9490
Email: leslie.guy@xxxxxxxxxxxxxxxxxxxx
<mailto:leslie.guy@xxxxxxxxxxxxxxxxxxxx>
Address submissions to:
Select Committee on Disability and Access to Education
Parliament House, North Terrace, Adelaide SA 5000
Terms of Reference:
A Select Committee of the Legislative Council has been established to inquire
into and report on access to the South Australian education system for
students with disabilities, their families, and support networks, including:
(a) The experience of students with disabilities, additional learning needs
and/or challenging behaviours, and their families and advocates in the South
Australian education system, including early childhood centres, junior
primary, primary and high schools;
(b) The experience of discrimination, including victimisation and harassment,
of students with disabilities, including, but not limited to, educational
institutions failing to provide students with the support needed to reach
their full academic potential on an equal basis with non-disabled students;
(c) The experience of segregation, restraint, lack of social opportunities
and inadequate supports for personal care requirements, and other personal
care routines such as toilet use for students with disabilities;
(d) The current level of initial and in-service training for teachers and
other staff regarding students with disabilities, and suggestions for
broadening and improving such training;
(e) The appropriateness or otherwise of school based policies and funding
mechanisms for behaviour management for students with disabilities; and
(f) Any other related matter.
NDIS Q&A <>: WHAT CHANGES ARE HAPPENING TO LINE ITEMS COME AUGUST 1ST
On August first, the NDIS will launch their NEW catalogue, sometimes known as
the “Support Clusters Definitions and Pricing” document, which aims for
greater flexibility in purchasing. The new catalogue will have a simpler and
shorter price list, and will likely have fewer than 30 line items that have
broader options.
The NDIA says “This approach will encourage the development of innovative
support options for NDIS participants, enabling greater choice and
flexibility in support arrangements that participants can work out with
providers. This approach is preferable to plans being limited by fixed line
items based on outputs such as hours of service delivered.”
There will also be some price indexation (raises) for services and supports.
For more info:
http://www.ndis.gov.au/providerspricing-and-payment/pricing-and-catalogue-changes-1-august-2015
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FAIR ISN’T EQUAL <>: IDEA FOR PRIMARY TEACHERS
As each child walks into your classroom one day, grab a red texta and mark a
“boo-boo” on each child with one “x” somewhere on their body – forearm, calf,
ankle, palm, cheek wherever – just make sure that across the class they are
placed all over. Let them know we’re pretending that each of them needs help.
(tip for rookies – don’t use a permanent marker!)
Once they’re all in and settled, ask the class who has a boo boo? And ask
each child to come up to the front for a band aid, one at a time.
Then, one by one, ask where they need help, but put a band-aid on each
child’s left knee, regardless of where their “marked” injury is. Listen and
note their comments “That’s not fair” and “That’s silly”.
Then, with a big smile say something like “Wow – everyone got the same help,
aren’t you all lucky?!”, and enjoy the class discussion, comparing EQUAL with
FAIR and RIGHT.
FUN ACTIVITY FOR KIDS OF ALL ABILITIES: THE KIDS KITCHEN <>@ TAFE
Check out these awesome cooking classes. Taught through TAFE’s around the
State, there are a range of classes and age groups for kids aged from 4-16.
They range from 3-5 hours, and $30 - $50 for a three to five hour class, and
they start NEXT WEEK at Regency Park, Mt Gambier and Port Lincoln, so get in
now!
http://www.tafesa.edu.au/courses/food-beverage/cooking.aspx
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TEN POSITIVE TRAITS OF ASPERGERS <>
Tired of hearing media talk of all the supposed ‘difficulties’ associated
with Asperger’s (Autism)? Just like everyone else, Aspies (Autistics) have
their faults and fluencies, so let’s not hold back in celebrating some of the
many wonderful Aspie traits that even others find so refreshing.
1. Aspies Lie Less
Ever noticed how much more often others tell little white lies (and some
biggies) than the more plain-speaking people with Asperger’s? For Aspies, the
truth tends to be just that – the truth, unvarnished. A kind word or
compliment from an Aspie should hold greater value simply because it is so
often profoundly meant.
2. Aspies Live in the Moment
How often do typical folk fail to notice what’s in front of their eyes
because they’re distracted by social cues or random chit-chat? Aspies are
more truly available to the sensory inputs that surround them. So many have
achieved the ideal of always being mindful of their environment.
3. Aspies Seldom Judge Others
Who’s fatter? Richer? Smarter? For Aspies, such distinctions hold much less
importance than they do for typical people. In fact, Aspies often ‘see
through’ such surface appearances to discover the real person.
4. Aspies are Passionate
Of course, not all Aspies are alike, but many are truly passionate about the
things, ideas and people in their lives. How many ‘typical people can proudly
say the same? We may think they are not listening sometimes… so where exactly
did they learn all they know? Makes you wonder? Just how deeply are they
reading your book or watching the documentary you made?
5. Aspies are Not Tied to Social Expectations
If you’ve ever bought a car, played a game or joined a club to fit in, you
know how hard it is to be true to yourself. But for Aspies, social
expectations can be honestly… irrelevant. What matters is what they really
like, what really interests them, and the passion they associate with those
pursuits — not keeping up with the Joneses.
6. Aspies have Good Memories
How often do typical people forget directions, or fail to take note of
colours, names, and other details? Aspies are often much more ‘attuned’ to
details. They may have a much better memory than their typical peers for all
kinds of often critical details.
7. Aspies are Less Materialistic
Of course – this is not universally true — but in general Aspies are not only
less concerned about outward appearances than their typical peers, but as a
result worry so much less about brand names, hairstyles and other expensive
but unimportant externals than the bulk of the populace might.
8. Aspies Play Fewer Head Games
Who was that woman, and why were you looking at her? I know I told you I
didn’t mind if you went out, but why did you believe me? Most Aspies don’t
play games like these – even assuming wrongly that you don’t or won’t either!
It’s a refreshing and wonderful change from the emotional roller-coaster that
can harm many typical relationships.
9. Aspies have Fewer Hidden Agendas
Most of the time, if an Aspie tells you what he/she wants – they are telling
you what they want. Period. No need to beat around the bush, second guess,
and hope you’re reading between the lines! They do have their agenda, but it
tends not to be hidden anywhere near as much as most others, certainly seldom
as well hidden if anything else.
10. Aspies Open New Doors for Neurotypicals
For some non-Aspies (‘neurotypicals’ or NT’s), having an Aspie in our lives
has had a profoundly positive impact on the breadth and quality of our
perceptions, our beliefs, our hopes and expectations. For instance, the
ability to focus for a time on what concretely “is” rather than constantly
musing on what “should” or “could be”.
Written by “seventhvoice” and posted originally here:
https://seventhvoice.wordpress.com/2013/06/02/10-positive-traits-of-aspergers/
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JOB ALERT <> – looking for support workers/tertiary students
I am looking for students who are interested in doing support work and
babysitting for children with disability across Adelaide. There is plenty of
work with awesome families who have NDIS funding across Adelaide. Are you
keen to work with families? I’m particularly interested in students of
Special Education, Education, Disability Studies, Nursing or Psychology, but
anyone with an interest, appropriate clearances (DCSI), first aid and
reliable transport, along with some real energy and desire to have fun with
kids, please email sam@xxxxxxxxxxxxxxxxxxxxxx
<mailto:sam@xxxxxxxxxxxxxxxxxxxxxx> your CV, your availability and what areas
you would like to work, and I’ll see if I can connect you up! Rates are
around $30/hour for awesome candidates.
DOWN <>SYNDROME CONFERENCE IN ADELAIDE – FOR PARENTS AND PROFESSIONALS
The Australian Down Syndrome Conference offers ‘in depth’ training over two
days for parents, teachers, teaching assistants, educational/school
psychologists, speech and language pathologists, and other health and
education professionals. We believe the best outcomes for children are
achieved by parents and professionals working as a team. The conference is
hosted by Foundation 21 and the material is presented by the world renown Dr
Sue Buckley and her team from the UK and the Down Syndrome Educational Trust
There are three tracks to meet the needs of specific age groups on August
14-15, 2015:
· Early Years Track – information and advice about the education and
development of infants and toddlers with Down syndrome from birth to five
years
· Childhood Track – information and advice about the education and
development of young children with Down syndrome from five to eleven years
· Adolescence Track – information and advice about the development of
young people with Down syndrome from eleven to 16 years
These accredited two-day tracks provide parents, education and therapy
professionals with the information and practical advice they need to provide
the most effective education, therapy, care and support for children and
young people with Down syndrome.
(don’t forget, if you have an NDIS plan, chances are they will cover the cost)
FUN EVENT FOR TEENS AND YOUNG ADULTS – DISCO <>ON AIR
DISCO ON AIR is a fun Disco for Teens and Young Adults with special needs in
a safe and supported environment sponsored by parents and friends of St
Mary’s Unit Old Scholars.
SATURDAY, 1st AUGUST
7.30PM—10.30PM
AIR APARTMENTS Multifunction Room
220 Greenhill Rd, Eastwood
All Tickets $15
DJ’S Sam & Carmen
Non-alcoholic drinks available to purchase
Parents/Carers Welcome at no charge
ENQUIRIES: Anne Bailey 0428 833 177, bailfish@xxxxxxxxxxx
<mailto:bailfish@xxxxxxxxxxx>
FREE READING <>AND WRITING WORKSHOP FOR PRE-SCHOOLERS AND JUNIOR PRIMARY
FAMILIES – SPELD SA
Teaching a child (4, 5 and 6 years old) to Read and Write: Parent Session
Wednesday 12th August
10.00am - 11.30am
Led by Frances Scobie, Tutor Coordinator & Jolly Phonics Trainer, will show
parents how they can help their children develop the foundation skills for
reading and writing and demonstrate a range of activities that can be
incorporated into a five minute-a-day holiday program/daily routine.
No charge – Please phone to book a place 08 8431 1655
Download the registration form here:
http://www.speld-sa.org.au/images/workshops/regform.doc
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<>THE GROWING SPACE SERVICES
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– NDIS support and Education Assistance <>
Some of these services may be paid for from your NDIS plan, so do ask!
Getting ready for the NDIS, reviewing an existing plan to see what might be
needed or missing, finding good providers and therapists and finding good
support workers are all part of my work.
I also work with families who are choosing schools, changing schools, or
seeking help to make a school work for their child. Sometimes an advocate
bridge can turn an uncomfortable or even nasty situation into a positive one
that works for everyone!
The Growing Space also works with providers and schools, training staff or
providing group information or engagement sessions or focus groups for
clients. I am also available for public speaking events, individually, or
jointly with my fifteen year old son, Ben, who has Down syndrome and loves
talking about inclusion, and likes the limelight even more than me.
ABOUT: The Growing Space <> is a family focussed disability consultancy,
providing one-to-one assistance for families navigating the disability maze.
Sam offers tailored information about services, entitlements, education,
recreation and respite options and assists families going through the NDIS
planning process and making tough decisions with and for your children with
disability.
Contact me via email at sam@xxxxxxxxxxxxxxxxxxxxxx
<mailto:sam@xxxxxxxxxxxxxxxxxxxxxx> or 0410 513 013
Visit our website www.TheGrowingSpace.com.au
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ABOUT: This newsletter for providers, agencies, companies, NFP’s etc <>: If
you have an event, service or product you would like me to share, please
email me and I may include it in this newsletter, or on my Facebook page or
active groups of more than 900 verified families of children with disability
in South Australia, which garners views of up to 300K folks. However, if you
send me a flyer, it MUST be in a readable .pdf format (not a scanned image –
you must be able to select the words), as well as in .jpg and you must also
include the full text in the body of the email. I am committed to making all
my communications as accessible as possible, and you should be too.
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