It is indeed a pleasure to have our first newsletters for the parents. Kits4Kids Special School is founded with the belief that all children are special and all have the urge to learn. The primary purpose of Kits4Kids Special School is to develop our children in a holistic manner, building their self-belief and positive learning attitude to be independent, fostering a learning path towards the challenges of life. It is our responsibility in partnership with the parents and caregivers to nurture and develop children’s learning.

Our Curriculum : Early Intervention Programme

Piaget’s influence on child development and Early Intervention approaches has been profound. His theory of development postulates that children act on their environment to construct an understanding of how the world operates (Piaget, 1952). Piagetian theory emphasizes the need for children to be actively involved in constructing knowledge of their physical environment. Children need to explore, experience, manipulate and receive feedback from their actions on objects in order to move from the sensorimotor stage to representional and formal operations.

Likewise, the team of teachers recognizes the developmental needs of children. Learning corners, such as Home Corner, Block Corner, Dramatic Corner, Creative Art, are set up where children can work constructively through role-play, turn taking, problem solving, imitation etc. Children are engaged in functional and meaningful activities through child initiated activities and planned activities by the teachers in the activity- based intervention.

What is Asperger Syndrome ?

Asperger Syndrome is a condition which is thought to fall within the spectrum of autism – with enough distinct features to warrant its own label. It was first described in 1944 by the Austrian Hans Asperger. In 1981, Lorna Wing outlined the following criteria for Asperger Syndrome :

• impairment of two-way social interaction and general social ineptitude;
• speech which is odd and pedantic, stereotyped in content, but which is not delayed;
• limited non-verbal communication skills – little facial expression or gesture ;
• resistant to change and enjoyment of repetitive activities ;
• circumscribed special interests and good rote memory ;
• poor motor co-ordination, with odd gait and posture and some motor stereotypies.

The prevalence is thought to be in the region of 36 per 10,000 and boys are more likely to be affected than girls, with a probable ratio of 10 boys to every girl.

The Language and communicative environment

Children with Asperger syndrome often has good language skills, including extensive vocabularies and the ability to use complex grammatical structures. However, these skills are superficial and mask their difficulties in communication – particularly in the social use of language (pragmatics) and the ability to convey and understand meaning (semantics). These children do not learn the necessary semantic and pragmantic skills from simply being surrounded by a communication rich environment.

The aim of intervention is to create an environment which will :

• help the child to develop communicative intent, both verbal and non-verbal;
• develop the child’s ability to initiate and maintain a conversation;
• enhance the child’s understanding of meaning.

It helps if the language environment can be simplified and take account of the following points :

• Address the child by name before giving an instruction
• Encourage and reinforce all attempts to communicate.
• Use concrete, direct, explicit instructions – supported by picture prompts.
• Give the child time to respond, then check that he has understood.
• Offer activities which present opportunities for turn taking and reciprocity.
• Teach the child a stock phrase to use when he doesn’t understand an instruction.
  

Reference : Cumine, Julia Leach and Gill Stevenson, Asperger Syndrome

Upcoming Events

• Holiday Programmes ( 24th November – 12th December )

We are making binoculars.	Follow the footsteps.

The upcoming Holiday Programmes are lined with fun and interactive activities for the children on story literacy. We have the half day and full day programme for children aged 18 months to 12 years old. There will be field trips to Swensens and Katong Park.

S$120 – S$150 per week	half day session : 9am – 12 noon
S$190 per week	full day session : 9am – 4pm

• Soccer Programme

A group of soccer coaches who are experienced in dealing with children will be sharing their expertise in guiding the children to learn through hands-on footwork such as dribbling, basic passing and control of ball and basic throw ins.

• Parents’ Workshop

:Topic :	How to promote language & literacy for children with special needs
Date :	24 January 2004
(Parents to register and confirm a seat by 15 January 2004)

• Phonics Course for adults (10 hour course)

Parents will be taught phonemic awareness and how phonics are introduced through nursery songs, rhymes and stories. The course provides parents with insights on how words are decoded and the strategies to teach and coach children at home.

Peek a Boo ……… Suggested activity of the day

Shoe Box Path ( suggested by Lynne Isreal)

Developmental Age : 3 years and above

Materials :

a. shoe boxes ( 8 or more) b. Textured items, such as buttons, cotton balls, sand, yarn, beans, paper or foam

PREPARATION:

• Put a different material into each shoe box and line up the boxes for the child to step into, one after the other. Place some boxes very close, and some farther apart- but not so far apart that the child must step on the floor or crush the edges of the box while attempting to step inside.
• Have the child remove shoes and perhaps socks, too.

WHAT YOUR CHILD CAN DO IN INCREASING ODER OF DIFFICULTY:

• Step into boxes lined up in a straight row.
• Step into boxes arranged in a serpentine (S- shaped) line.
• Cross one leg in front of the other before stepping into the next box.
• Walk backwards.

BENEFITS OF THE ACTIVITY:

• Traveling successfully through the Shoe box develops motor planning.
• Grading his leg movements to stretch for the boxes strengthens proprioception.
• Moving his body through space improves balance and kinesthesia.
• Getting his feet “ in touch” with a variety of textures improves tactile perception.
• Watching where his feet are improves visual skills, such as eye-foot coordination, depth perception , and spatial awareness.

COPING TIPS:

• If your child ‘s balance is an issue , take the child’s hand or offer a finger for him to grasp or touch for support.
• If your child finds a particular texture uncomfortable to step on, remove the box. It may be more tolerable on another day.