We are happy that it is a beginning of a new year and once again all of us have to face the many challenges of everyday life. It is however, encouraging to see the smiling faces of the children in school, providing an intrinsic motivation for all. It is a new term where we commenced our soccer programme and the children enjoyed it. They were introduced to the basic techniques of kicking the ball with the side foot and throwing of the balls into a basket.

The children also enjoyed the outdoor water play session. It is interesting to see all of them jumping into the mini pool and splashing water at one another. It also reflects an important aspect of social interaction where children learn through play.

There will be a two weeks Holiday programme from 7 June to 19 June. It will be a fun filled programme with lots of creative thinking and experiential learning. Details of the programme will be available by end April.

Phonics Workshop
( Commencing 23 April 2004, 7pm – 10pm )

There will be a 10 hour parental workshop available for parents. This workshop enhances the parents’ knowledge of phonics and the application of the skill to teach the children.

What is Autism Spectrum Disorder (ASD) ?

The term ‘Autism Spectrum Disorder’(ASD) is a spectrum of autism which includes a number of triad conditions, among which is Kanner’s Autism, Asperger Syndrome, autistic like conditions. (Gillberg and Gillberg 1989)

There are various diagnostic manuals used such as DSM-IV-TR (2000). The diagnosis of autism rests on a set of behaviour criteria, invariably comprising communication, social interaction and behavioural deficits. Manifestation of the disorder varies depending on the age and developmental level of individuals.

Diagnostic Criteria for Autistic Disorder (DSM-IV-TR)

A. A total of six (or more items) from (1), (2) and (3), with at least two from (1) and one each from (2) and (3).

(1) qualitative impairment in social interaction, as manifested by at least two of the following :
a- marked impairment in the use of multiple nonverbal behaviours such as eye-to-eye gaze, facial expression, body postures and gestures to regulate social interaction.
b- Failure to develop peer relationships appropriate to developmental level.
c- A lack of spontaneous seeking to share enjoyment, interests or achievements with others
d- Lack of social or emotional reciprocity

(2) qualitative impairment in communication, as manifested by at least one of the following :
a- delay in, or total lack of, the development of spoken language
b- in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
c- stereotyped and repetitive use of language
d- lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(3) restricted repetitive and stereotyped patterns of behaviour, interests and activities, as manifested by at least one of the following :
a- encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in focus or intensity
b- apparently inflexible adherence to specific, non functional routines or rituals
c- stereotyped and repetitive motor mannerisms ( eg hand or finger flapping or twisting or complex body movements)
d- persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to 3 years; (1) social interaction, (2) language as used in social communication, or (3) symbolic play

Social Intervention Strategies

• initiate pretend play in a natural environment

• initiate cooperative games or activities

Examples of cooperative games include non-elimination musical chairs, frozen beanbag game.

• teach specific behaviour that make up social skilfulness

Prosocial Behaviours :

Although social skills differ at various ages and for various ethnic and cultural groups, some skills are universal. These universal skills comprise being positive and agreeable; being able to use relevant contextual and social cues to guide one’s own behaviour; and being sensitive and responsive to the interests and behaviour of playmates. (Mize 1995)

Children will have to be introduced to these social skills such as :

i) Entry skills
The child is taught to observe the group before attempting entry. He or she has to initiate contact by approaching, gaining eye contact, touching or vocalising. The child also learns to respond positively to others’ invitation.

ii) Supportive actions
Supportive behaviours tells the potential playmates that they are keen to cooperate and can be trusted. Such actions comprise smiling at the friends, imitating, sharing, taking turns and assisting others.

iii) Conflict management skills
To resolve conflict peaceably with playmates, children need to be taught to manage their emotions so that they can behave prosocially with peers, without using coercive means. Children will need guidance to solve a dispute collaboratively. When disputes have arisen between children, ask and listen to what each child needs; explain each child’s needs to the others involved; ask the children how they can solve the dispute so that all can get what they want; guide them to select one of the strategies that they have suggested; thank the children for their cooperation and check whether the solution is working.

Making a Mini Television

Learning Objectives :
1. Enhance spatial awareness
2. Enhance creativity
3. Introduce vocabulary

Materials :
1. Tissue Box
2. pictures of objects or animals
3. magazine
4. two long chopsticks
5. glue

Procedure :

1. Let the children glue the pictures that they have found in the magazine onto a piece of paper. Label the items.
2. Take an empty shoe box and decorate it with strips of coloured paper
3. Make holes in the box as shown below :

4. Glue all the papers together to form a long strip of paper



5. Place two chopsticks through the holes.Attached the long strip of paper to the two chopsticks and turn the top chopstick upwards until the paper is taut. The paper will move when the lower chopstick is turned downwards.



6. Decorate the shoe box with channels and switches. And you have made a mini TV.

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.