When my own son was diagnosed with autism at the age of three years, I knew of nothing that I could do as a physician to help him. From that frustrating beginning I began vigorously exploring and learning about the medical disorder called autism. I have now become well versed regarding biomedical treatments for dealing with this disorder and use them in my clinical office practice with patients. As my knowledge base increases, Patrick’s autism is fading. In my talk tonight I will describe not only how I treat patients with this diagnosis of autism but also how Patrick has improved on these treatments and why.

As a parent of an individual with autism, I have come to know the value of what or rather, who lay hidden beneath the emotionless exterior. A wise preschool special education teacher opened my eyes to the potential inside my daughter. She introduced me to her vision of equality and inclusion in the classroom but when it came time for transitioning to public school, I found that others were unable to see the positive aspects of Kim’s autism. I had to develop a way to build support between the professionals and me in order to come together as a team before we could mine the sensory capital so rich within.

People with complex needs often use behaviour to tell us many things about themselves.  There may be many underlying reasons for behaviours.  A seizure disorder can create attention difficulties, behavioural and emotional outbursts.  Food allergies can create difficulties with a person's ability to calm themselves.   An underlying physical tension can create bowel difficulties. Sensory difficulties can affect a person's movement and interaction with their environment.  An assessment process that is open and mindful of the potential reasons underlying behaviour can help determine the underlying cause, which can then increase the chances of addressing behaviour more accurately thus supporting the quality of life for that person.  It is acknowledged that compensating for underlying physical, sensory, emotional, communication and social needs is complicated and can be exhausting! 

In the workshop suggestions for observation strategies will be taught to help determine potential difficulties. Additionally, a referral list of health care practioners that can support health will be provided and communication/education strategies to other team members will be shared.  Many needs can be expressed through behaviour; the more accurate we are at determining the underlying causes, the better we can support the health and the quality of life of the people we serve. 

During the workshop participants will have the opportunity to explore the areas associated with various behavioural expressions of need. Via an illustration of case histories, and with active participation of participants, we will explore throughout the day the concepts related to the above areas.  Participants will have the opportunity to engage in practical exercises to enable application of these concepts into their own programs and practice.

This full day experiential workshop introduces participants to Bal-A-Vis-X combined with the learning readiness benefits of Brain Gym to improve integration while using the Accelerated Learning Cycle. BAVX is a series of simple to complex Balance/Auditory/Vision eXercises deeply rooted in rhythm, and utilizing sand-filled bags, racquetballs and so on. It improves full body coordination, focused attention promotes cooperation, self-challenge, and fosters peer teaching. It is user friendly and just plain fun.

Brain Gym is a program of 26 easy and enjoyable physical movements that supports whole brain integration to enhance learning and performance. Adults, children, and seniors all benefit from Brain Gym movements, which bring rapid and lasting changes in fundamental abilities, including: focus, organization, comprehension, physical coordination, social and communication skills, memory, attentiveness, and more. Participants will have an opportunity to use the BAVX activities while systematically increasing the complexity and then experience doing some Brain Gym activities. They will then return to BAVX to notice the improvements.

This workshop is designed for those who interact with children and adults experiencing sensory, cognitive, motor, and behavioural difficulties. The HANDLE paradigm has proven itself a practical tool for achieving functional outcomes by applying a systems approach to assessment and customized treatment programs for individuals, families, and communities around the world.

Valerie MacLean, Neurodevelopmental Educational Therapist, is a Certified HANDLE® Practitioner and Instructor. She will speak about the international award-winning HANDLE (Holistic Approach to Neurodevelopment and Learning Efficiency) approach.

The premise:
Change the brain (Neuroplasticity & Synaptogenesis) and address the root causes of a wide range of sensory, learning, social, and behavioural issues.
We recognize that many struggling individuals are attending to their inner needs, and have less attention and energy to learn and develop. This is often the case with those who are hyper or hypo sensitive to factors in their environment, those with neurodevelopmental challenges, or those with sensory integration issues.

Background:
The HANDLE Institute International, LLC is an international award winning organization, which provides education on it’s effective noninvasive and non-drug assessment and therapy program. Originator and author Judith Bluestone provided this approach for over 40 years. Currently there are HANDLE Affiliates in more than 20 countries. Fundamental to HANDLE the knowledge that stressed systems cannot strengthen. When we can appreciate the role of the Autonomic Nervous System, we can understand the foundational HANDLE paradigm of Gentle Enhancement. This program addresses the root causes behind the labels, investigating underdeveloped, weakened or challenged systems, or those working inefficiently to compensate for other challenges. The Gentle Enhancement Therapeutic Program is individually designed to address these particular systems by creating new neural pathways and by strengthening underdeveloped or damaged neural connections, through neuroplasticity or synaptogenesis.

Distinguishing Features:

• Assists the brain to create efficient neuro pathways through neuroplasticity and synaptogenesis Utilizes a holistic,
     systems approach
• Draws on neuroscientific principles while incorporating many disciplines
• Looks beyond labels to target root causes of learning, social, emotional and behavioural challenges
• Evaluates a person’s underlying sensory-motor and processing systems and their interdependency and interactions
• Strengthens foundational systems through the employment of the Gentle Enhancement® Therapy Program
• Based on a deep understanding of the Parasympathetic and Sympathetic divisions of the Autonomic Nervous System,
      Vestibular Functions, and the Cerebellum
• Provides guidance for implementation of activities at home or other settings
• Requires less than 30 minutes a day to implement, anywhere and anytime
• Applies to all ages and most disorders including chromosomal
• Recognizes signs and symptoms that often bring children and adults into developmental or mental health clinics as indicators of underdeveloped foundational systems
  
  Learning Objectives
  
  1. To present the HANDLE® paradigm and its basis in neuroscience.
  2. To illustrate how this extremely gentle movement based intervention can promote efficiency and functionality, and in turn,
          decrease emotional and physical stress. The Gentle Enhancement® therapeutic intervention directly promotes a more
          integrated functional sensory system through neuroplasticity and synaptogenesis.
  3. To present how, and teach the HANDLE’s Learning Foundations Assessment Tools®, assess and evaluate an individual’s
          sensory competencies and inefficiencies, and learn how to formulate individualized Gentle Enhancement® Therapy
          Programs.
  4. To demonstrate and learn how to practice some HANDLE activities, within the paradigm of Gentle Enhancement®.
     
     Judith Bluestone is the originator of the HANDLE approach. Her first book, The Churkendoose Anthology, includes personal accounts of triumph over neurological disorders as well as insights into HANDLE theories and practices, and has just gone into its second printing. In her book The Fabric of Autism, Weaving the Threads into a Cogent Theory, Bluestone combines her personal autistic experience with academic research and more than 40 years of clinical practice to craft a unique and compelling view of the phenomenon called Autism.
     
     HANDLE has helped:
     
     • Individuals diagnosed with Autism Spectrum Disorders; ADD/ADHD; Dyslexia; Learning Disabilities; Tourette’s Syndrome;     Brain Injury; Stroke; Cerebral Palsy; Bipolar Disorder; Obsessive Compulsive Disorder; Dyspraxia; Dysgraphia;     Dyscalculia; CHARGE & other Rare Syndromes
     • Families concerned about Perplexing Behaviors; Language Delays; Organizational Issues; Memory Problems; Disorders     Deemed Psychological in Nature; Sleep Disorders; Work Efficiency; Social Interactions; Mental Health; Maximizing Learning     Potential
     
     What others say:
     “I am a Paediatrician, who against and despite all my medical school training – treated my own child and still treat my patients with Autism using biomedical therapies. However, there was always something missing – a piece I did not get, not taught in Med School, not fixed with supplements and nutrition – HANDLE is it! I think I get it. Thanks Judith Bluestone for sharing all you’ve learned”
     
                                                                                         Dr. Wendy Edwards, Pediatrician & Parent - Chatham, Ontario Canada
     
     
     Valerie MacLean is the director of the Phoenix Centre for Neurodevelopment and Learning Efficacy. The Phoenix Alternative Learning Centre is located in Peterborough Ontario. It is a therapeutic centre within an educational environment, where students participate in academic, cognitive and neurodevelopmental programs. The Phoenix Centre for Neurodevelopment is a clinical setting. Clients from across Canada, and U.S.A. participated in the Neurodevelopmental Evaluation and Gentle Enhancement Therapeutic Program. Additionally, Phoenix continues to provide HANDLE courses across Canada. Valerie has given many presentations at national and international conferences, and is involved with several projects with The HANDLE Institute International LLC. Valerie is Canada’s first Certified HANDLE Practitioner and only Instructor

Osteopathy is a gentle manual therapy designed to release tensions in the body to promote health through increased circulation and nervous supply.  Osteopathy enables health in the body and prepares the body to function at its best.  Occupational therapy promotes the doing, the function of the body.  The combination of osteopathy and occupational therapy is a winning combination for the people we serve!

In this presentation we will explore issues such as the difference between expression which “stays” with the person as if it says “I just show you what it is”, and communication which is “given” to another person with the wish, intention and expectation, even if on an unconscious level, that the “other” will understand the communication and do something about it. Being the “other” we will further explore what is the importance of understanding not only the difference between expression and communication but also what the implications of such understanding of the behavioural language are. Such implications include the effect on our attitude and approach towards the people we serve; changes in the physical and human environments that need to be established and the influence on the outcome of such changes.

Lorna Jean King spoke about the purpose of behaviour. She said that all behaviours have both a meaning and a purpose. As such it is our job, as professionals who provide support services to people with disabilities to figure out what the meaning and purpose of the behavioural expression and communication are. Furthermore, and based on such understanding, it is our job and responsibility to develop and implement the appropriate support responses to the behavioural expression/communication regardless of the impact the challenges may pose both environmentally and personally.

Finally, we will also explore how we, as the nurturing human environment, may affect the enhancement of the individual’s sensory capital.

In this presentation we will discuss questions such as:

1. What are the gastrointestinal issues that have been reported to occur in Autism?
2. Is there scientific evidence that helps explain some of the GI issues in people with Autism?
3. Is there a link between the gut and behaviour?
4. From a GI perspective - what works in people with Autism?

Participants will have the opportunity to learn about the GI / autism connection and the effect GI issue can have on the general health, behavioural conduct and emotional manifestations of a person with autism.

Today, new technologies offer an unprecedented opportunity for people with disabilities to lead enriched, empowered and independent lives. This presentation will review the application of new and exciting technologies in education, therapy, physical fitness and daily living.

Before creating a supportive environment for individuals with special needs, it is crucial that all people involved have a united vision. Parents and Professionals need to work together to provide continuity and stability. By doing so, we are removing sensory barriers that create distraction and produce more favourable conditions for learning.

Learning Objectives
Recognize the brain’s plasticity and ability to be re-wired

• Relate current technology research to academic performance, physical health, and mental well-being
• Explore the effects of media violence and cyberbullying on child aggression behavior
• Recognize parent, teacher and physician trend to diagnose and drug child behavior
• Evaluate balanced technology management and apply school and home reduction strategies

There is amazing research revealing the possibility that our lifestyle, in relation to technology, may be contributing to some of the sensory deficits we see in our children. Parents and professionals need to be equipped to help increase public awareness regarding the damaging impact of technology on child development and academic performance.

Looking at the typical lifestyle, a century ago, it is realized that people lived a more active, physical and engaged type of existence. Compare that to today’s child who spends far too little time actively experiencing nature and movement. Our children are living increasingly sedentary lives with their focus on screens and keyboards, which is negatively affecting their development and relationships.

An explanation of brain plasticity reveals how the brain can be retrained to accommodate for physical loses. After understanding how the brain can be re-wired in a positive way, we must also look at the way brain development can be hard-wired negatively and impact our children’s sensory and motor functioning.

Television has become the new parent, reality shows have become the new family, medication – the new disciplinarian, video games – the new heroin, Wii – the new sport, ADHD/Autism/depression/anxiety – the new age diagnosis, text messaging/emails – the new communication. Children use on average 8 hours per day of combined technology, with over 65% of children having TV’s in their bedrooms. Due to the rise in child aggression, media violence has been designated a public health risk. Hard wired for high speed, children can no longer learn. Schools are creating Virtual Classrooms, and homes are creating Virtual Families, further alienating children from essential human connection and attachment that is the basis for all learning. Children are our future, yet choices made today raise the question: are children no longer sustainable?

Research, videos and discussion will be woven together to help participants understand just how much child development and the sensory systems are under assault by our increasing dependence and exposure to technology.

Abstract coming soon

Join Stephen in his autobiographical journey from the nonverbal days as he relates his life to the many challenges facing people on the autism spectrum. Some of the areas discussed include recognizing and providing support for sensory issues, classroom accommodations, teaching of musical instruments, as well as issues faced by adults such as relationships, self-advocacy, higher education, and employment. The session ends with a short audience activity demonstrating what it feels like have autism and to struggle through some of the challenges surrounding communication and socialization.

“Life is lived one breath, one smile, one heartbeat at a time”
We live in a very stressful society where trying to balance the demands of our work and our family schedules often leads to a fear of not being a good enough at our job, as a parent or even as a person and contributes to “insipient stress”, which is a silent killer.

This workshop will present simple seated exercises, primarily drawn from the ancient Chinese exercise system known in the west as “Qigong”, which need no equipment and can be done almost anywhere.

In addition throughout the workshop lifestyle choices and strategies, which can help you reframe behaviours, combat stress and lead a more healthful life will be presented and discussed.

This presentation will describe the work of the clowns of Fools for Health’s in hospitals and healthcare facilities with a focus on their sensory stimulation work in Rehabilitation settings and in Seniors’ homes.
The presentation will use anecdotes and audio-visual materials to bring to life the work of clowns as they interact not only with patients, residents and their families but also with other members of the healthcare team.

Children with developmental disabilities often have a high level of sensory sensitivity, expressed by reluctance to participate in activities requiring them to touch and experience various materials and textures. At Israel Elwyn’s Stein Early Intervention Center we have developed a method for dealing with this through weekly group activities, also implemented in the classroom, which focus on sensory treatment that help each child cope with reticence to participate in sensory experiences. Over time, the method results in changes to receptors in the nervous system, regulates stimulation and enables the child to change habits, aiding him in reaching optimal functioning. The common professional language created has also improved staff cooperation.

In this paper I will recount my experience as the blind artistic director of the Inside Out integrated Theatre Company which I founded in 1992. Beginning with a chiefly therapeutic focus, Inside Out evolved into a bona fide performance group. Highlights will include the benefits provided the experience of theatrical performance by artists with disabilities, not only to the artists themselves, but also to the theatre community generally, and to the wider public.

Previous studies have reported that individuals with ASD experience abnormal responses to sensory stimuli; how different sensory patterns affect work inclusion remains unclear. The purpose of this mixed method study was to explore the 1) self-reported sensory patterns in adults with ASD; and 2) accommodations needed at work. Twenty adults with and 20 without ASD completed the Adult Sensory Profile (Dunn & Brown, 2002). Ten participants with ASD were interviewed about their work experiences. Adults with ASD scored higher in the sensory sensitivity, sensation avoiding and low registration quadrants. This suggests that modifying the physical environment and work tasks will improve optimal work fit.

The main goal of this presentation is to demonstrate how through the social model, instead of the traditional medical scope, we can offer to intellectually disabled people new experiences that enhance their development and facilitate their social inclusion.

Social inclusion depends on two dimensions. On one side, we have to eliminate social pressure and prejudice, but also we have to renew the way we educate and bring up intellectually disabled children, adolescents, and adults. Families are the first input of this change, and professionals have to orient families towards social inclusion. At Stimulo A.C. we believe profoundly that this is possible and we relay on the creation of less challenging environments, where intellectually disabled people can act upon, with a higher functionality. The basic key of these environments, is the control of sensory overload, and the guidance through productive activities based on sensory support instead of cognitive learning. This method is applied into every activity at the center, and it works, because it allows our residents to function, act and learn, with a permanent support.

Based on the hypothesis that sensory-perceptual functions are the departure point of intellectual functions and development, we have created an environment, where every single instruction for an activity is sensory based.

In order to achieve functional daily independence individuals with special needs require specialized supports. Such specialized support can be achieved via exposure to Snoezelen intervention which will enhance quality of life and improve impaired functioning.
Observations sowed that the strengths and abilities of a person can be expressed In the Snoezelen room. Individuals with visual impairments or blindness would use the Snoezelen environment in a different way to the way seeing people would. A Snoezelen room and its harmonious atmosphere is usually laden with visual stimulatory devices that support the centrality of vision has. It is hypothesized that when working with children who are visually impaired treatment in a Snoezelen environment has potential beyond what is not manifested in other treatment modalities. Thus, it is suggested that such Snoezelen treatment can be efficiently used as additional support to an educational/treatment facility adding to the quality of life of the children and their ability to function.

The Goal of the Project
The goals of this project were to integrate Snoezelen treatment into the regular activities at the centre and enable visual impaired participants to fully and successfully utilize it.

Methodology
A Snoezelen room was created at the centre and staff were chosen from the various professional treatment teams at the centre. Participating students were selected based on the results of the questionnaires that were distributed to the different classes at the school. A pre project training workshop focusing on Snoezelen philosophy was conducted. This workshop also included the challenge that exists for this population due to the centrality of the visual sensory engagement that exists in a Snoezelen environment. Such centrality of visual input made clear the necessity to modify this method to suite this population thus enabling the usage of the Snoezelen room instead of the more common use of other visual assessments. In addition to the above pre project workshop, monthly meeting of the treatment team took place with the goal of achieving further learning and consultation.

Results
Details of the process, the struggles, solutions and successes achieved in 2008-2009 school year will be presented.

Key Words: Autism Spectrum Disorder; Oral Health; Pediatric Dentistry

Autism spectrum disorders (ASD) can severely impair a patient's ability to communicate and socialize. Individuals with such disorders tend to have unique ways of learning, paying attention, and reacting to different sensations. The increasing number of children with ASD highlights the need to provide a full range of services, including dental care. This presentation will focus on the oral health status and dental needs of patients with ASD. Clinical behavior-management issues such as pharmacological and communicative techniques, desensitization as well as the affect of the dental office’s environment and appointment structure on a patient’s with ASD will also be discussed.

Key Words: Autism Spectrum Disorder; Oral Health; Pediatric Dentistry

Sound therapy makes foundational change within the body using the connections between the Voice, the Ear, and the Brain as well as the body’s cellular response to sound vibration. All sensory systems are stimulated through the ear. The Davis Model of Sound Intervention® incorporates these connections and utilizes The Tree of Sound Enhancement Therapy to determine the best protocol for administering any sound-based therapy. Dorinne Davis, author of Sound Bodies through Sound Therapy, is credentialed in 20 different sound therapies and will discuss how the major sound therapies, such as AIT, Tomatis, and BioAcoustics are best administered as related to The Tree analogy.

Creating an environment that increases and supports sensory capital is an ongoing challenge for any treatment centre. An environment includes human and physical elements and any attempt to evaluate the ability of an environment to increase sensory capital must take a holistic approach. Research conducted at MukiBaum Treatment Centres (results published elsewhere) attempted to look at many aspects of life for the people we serve in order to adapt the physical and human environment to the needs of those with complex disabilities. Through communication and collaboration with staff and therapists, research results were used to develop a more sensory supportive environment. This presentation will focus on how research findings can be used to directly impact programming, practice and approach within a treatment centre.

Last year, many countries ratified the United Nations’ Convention for the Rights of people with disabilities. This Convention was the result of a long time of social injustice and the result of the struggle of thousands of people with disabilities, their families, professionals, agencies and various world governments. The question is whether this International Treaty will promote better quality of life of all people with disabilities. As well, is this treaty going to enable the provision of better supports for people with disabilities and their families and open up better opportunities for them? Finally, will the treaty be promoted by the society and governments for consideration for individuals who have physical, but not developmental disabilities as well as for people with multiple disabilities? The concern is that individuals with multiple disabilities will remain the "Forgotten citizens of the World", as stated in the IASSID Congress in South Africa in 2008. The World Health organization describe disabilities as the result of a complex relation between the health of the people and personal and external factors, remarking the environment, discriminations, limitations and barriers that people with disabilities experience.

In this presentation we will focus on the environment and its importance in the lives of people with disabilities. This will include issues such as the quality of the environment that surrounds the parents from the moment of conception, the developing embryo and the fetus, birth and then the impact of the environment on the life span of people with disabilities in general and people with multiple disabilities in particular.

We will also discuss the importance of providing individuals with multiple disabilities with many opportunities, with new sensorial experiences, motivation, and supports to promote the neuroplasticity of their brains. We will further discuss the effect of the environment on the emotional state and quality of life of the families that have children with disabilities.

The Soundbeam device is used to treat adults with profound cognitive and physical disabilities at Israel Elwyn’s Hosen Day Center in Haifa. Daily treatment through both individual and group therapies aims to bring out each individual’s physical and educational capabilities.

Soundbeam is a technological innovation that translates physical movement into sound through invisible, audiovisual light beams. Even the slightest movement on the part of the person being treated is translated into sound that is produced by a synthesizer and which is heard throughout the treatment room. Since the range of sounds is extensive, a group of sounds can be adjusted for each person according to personal preference and sensory needs.

The goal of Soundbeam treatment for people with various developmental, psycho-motor and sensory disabilities is to stimulate the entire nervous system in order to find additional and new nonverbal methods of expressing, soothing and communicating. The person being treated is responsible for the stimulation’s strength, duration and beat. The treatment also encourages interpersonal interaction and communication.

The lecture will present the case of a 38-year old man with profound cognitive and physical disabilities who uses a wheelchair, is fed by gastro tube and requires assistance with all day-to-day life skills. Following extensive treatment, he has gone from being passive during treatment to being active and initiating movement. The lecture will present the goals of his treatment, the process and the results.

There is considerable evidence that individuals with autism experience sensory processing difficulties, which can affect their ability to participate in functional activities. Professionals frequently recommend interventions that involve somatosensory (touch-pressure) stimulation to mitigate sensory difficulties and improve an individual’s ability to function.

Although somatosensory stimulation interventions are common, their effectiveness is not well-documented and the mechanisms by which these interventions may work are not well understood. This paper examines the theoretical rationale and evidence supporting somatosensory stimulation interventions for children with autism. Recent research on behavioural and physiological effects of weighted vests for children with autism will be incorporated. Strategies are provided to assist professionals and parents to intervene in an area with limited empirical support.

The Giddyup model promotes alternate learning through sensory integration.

“Sensory integration activities may help unscramble the child’s perception and enable information to get through – a pre-requisite for any type of learning. Sensory integration assures that a child is at optimal levels of attention and readiness to benefit from other interventions programs such as behavioural, educational or social skills programs.”
Temple Grandin.

This workshop examines how the Giddyup model creates a supportive learning environment incorporating the four levels of sensory integration, primary sensory systems, perceptual motor foundations, perceptual motor skills and academic readiness, in an equestrian setting.

Personal story of Aspergers and sensory challenges across the lifespan, sensory challenges and co-morbidity with relation to aspergers/bipolar (with emphasis pertaining to aspergers).

Learning Objectives:

• To create an awareness of the Asperger culture and how it’s “a way of life” and not just a diagnosis.
• To create a sense of hope for adults diagnosed with Aspergers
• To create an awareness of the “labels” that still exist within society due to sensory challenges individuals with Aspergers
  experience.
• To create awareness about bullying and the painful experiences one with sensory challenges endures not only from
  peers but from professionals within the education system as well.
• To educate about the social/environmental factors impacting sensory challenges.
• To inform professionals of the following (through my personal story):
• The unmet sensory challenges/sensory needs an adult faces and the severity of the sensory problems over time
  that one endures when left undiagnosed or misdiagnosed.
• Misdiagnoses of other mental illnesses and the effect it has on an individual in terms of adjusting to new labels each
  time a new diagnosis is given.
• Sensory challenges that the inpatient mental health patient endures and the lack of knowledge among inpatient
  mental health with regards to sensory integration disorder.
• Masking sensory challenges with multiple medications, medication compliance.
• Mania and sensory challenges.
• To inform sensory therapy caregivers the increased need for services among the adult population.

Key Issues and Implications:

• Aspergers and sensory challenges being “a way of life” rather than just a diagnosis.
• Labels that exist within society and the disruption they cause to the sensory capital.
• Bullying among teachers and peers due to sensory challenges.
• The need for professionals to be educated in the assessment and evaluation of one’s sensory capital in adults.
• Misdiagnosing and “lost nurturing” an adult sensory capital endures.
• The long-term effects of a disrupted sensory capital.
• The need for supportive, enriched environments that nurture adults and focus solely on sensory capital.
• Gifts and talents of those with Aspergers that help one excel not only within one’s own sensory capital but within society.

Keywords:
Aspergers, culture, “way of life”, labels, sensory challenges, bullying, misdiagnoses, environments, society, Bipolar, nurture, sensory capital, personal experiences.

As designers of educational video games, we’ve encountered something we generically term “problems of the interface”. In other words, enormous resistance to the idea that staring at a screen and pushing buttons could be education in any worthwhile sense, and subsequently from those who imagine that the range of intellectual engagements enabled by contemporary digital technologies are as slight as their literal and observable manifestations in play. There is, however, a deep and rich universe of experiential educative engagements and possibilities afforded by playing digital games --- and this talk will illustrate some of these affordances.

Often the abilities of children are underestimated when they are labelled disabled, medically or socially. Assumptions about ability/disability can be incorrect, and a different environment can redefine limited expectations. This paper presents data from a longitudinal, qualitative study of Canadian swimmers with different disabilities who competed on the Canadian national Paralympic teams. It includes the swimmers’ descriptions of the love of the sensory experience of the water, in their own words. It also illustrates how the water of the pool can be transformative in the lives of children and youth, both physically and socially.

This unique talk focuses on my personal challenges growing up on the autism spectrum and how I found very specific sensory stimulation helpful while other sensory stimulation painful. I will focus on how to understand the importance of the sensory environment from a personal perspective as well as a more general one. In past presentations I focused on how sensory challenges also could be seen in another perspective as abilities, even talents. I will touch upon this here while focusing on day to day sensory challenges and how different environmental factors from lighting to ambient noise can contribute to exacerbating negative symptoms or emphasizing positive qualities. I will share my understanding of why this is so and the inner workings of an autistic mind, an understanding of which can make a huge difference to those struggling to cope with sensory issues and their caregivers. This talk is especially helpful to caregivers, parents and researchers wanting to understand more about the unique sensory issues of autism as well as anyone on the spectrum looking for coping strategies.

Presence, touch, and communication with primary objects in childhood gives feeling of certainty and continuity for the child during development. With the separation or loss of a mother, world and light disappear. In the darkness which appears by turning off of sensory stimulation, neurochemical connections in the young brain which create sensory and emotional experiences are suspended. And this means sensory deprivation. This paper shows my personal and professional experience of loss and separation, and my hope that there exists a way to repair a damage through sensory integration and finding of sensory capital through human relationships.

Our research presents different forms of support provided for the families with children with autism spectrum disorder (ASD), treatment and inclusion of those children into the education process, as well as the possibility of social inclusion.
The sample consists of 19 families with children with ASD who voluntarily participated in our research. The representatives of the Centre for Autism and DAN Society offered help in administrating the questionnaires. In the 19 families there are 18 male children with ASD and one female. Most children are treated in various therapies, only two children do not benefit from any therapy. All children are included into the educational process. More than a half of parents express satisfaction over the inclusion of their child in the groups of their peers and in the local community. The fact that causes concern is that more than a half of the parents did not receive professional support when they needed it.

This presentation introduces the complex challenges and possibilities of a novel Finnish approach called sociocultural multisensory work; a concept, which combines and applies theories of social pedagogy and multisensory methods. Since these approaches may not yet be generally known in UK, USA, Australia and other English speaking countries, their theoretical backgrounds and practical uses will be introduced through examples.

The overall purpose of sociocultural multisensory work is to increase quality of life. This means increased happiness which is achieved through empowering participation in inclusive multisensory and cultural activities at three levels: individual, community and society. The individual level is probably the most familiar one for caregivers and service providers. This seems to be the case since the individual level is often the level of focus in supporting people with profound and multiple disabilities, which is one of the most vulnerable groups and therefore a challenging service user group.

This group challenges all service providers, but especially those whose aim is to provide accessible multisensory and cultural experiences at community’s and society’s levels. In Finland, sociocultural multisensory work is used within special education, health and social care services, and it is so far most often practiced in purposefully built Multisensory Environments. Currently there is a growing interest in Finland in building inclusive multisensory and cultural environments also at the community and society levels. Keywords: empowerment, happiness, individuals with profound and multiple disabilities as service users, interdisciplinary team work, sociocultural multisensory work, participation

Sensory processing impairments that are present from birth and follow an individual through their life cycle can dramatically affect an individual’s ability to source the truth of their innate abilities and come to a place of balance and ease within themselves.
People that experience sensory imbalances can derive great therapeutic benefit from receiving non-invasive energy based healing modalities such as Cranio Sacral Therapy and Reiki. These therapeutic approaches rebalance the energy of the central nervous system.

Energy based modalities can be an excellent conjunct to already existing treatment plans and are not intended to take the place of allopathic medicine, or sensory integration therapy approaches.

How do you enable children with profound disabilities, so that they can access sensory experiences which give them the resilience to cope with hospital and rehabilitation? How do we adapt an activity, as opposed to being so focused on sight and sound, the so-called higher senses? In utilizing Snoezelen we need to be mindful of maintaining the key elements: It is Stimulation that offers the possibility of Novelty and Openess to one another; it is Energizing (or encourages Zzzzzs!); and there are always Exciting opportunities for Learning, Empathy and Nourishing the senses.

This presentation provides an overview of the interrelatedness of play and development and its relationship to understanding and meeting children’s individual and sensory needs. Specific relational and play-based models of child development which serve as a framework within which to understand children’s strengths and challenges will be outlined. Parents and professionals will be introduced to practical guidelines on how to adapt interactions and environments to create meaningful exchanges and learning experiences to scaffold the child’s development. Resources for incorporating these principles into developmentally appropriate practice and for observing and supporting children’s unique strengths, needs, learning and play skills will be recommended.

This presentation highlights the primary physical limitations that present significant health barriers for the people we serve. These cases highlight the significant signs of inactivity – weakness, developmental delay and detraining. They identify the hypo-kinetic contributions to disease- arthralgia, arthrokinetic imbalance, vascular kinetics and fall risk. As well, the case studies present avenues for care and prevention.

This is an invitation to a voyage into a forgotten land that opens a path to thinking of the Body’s teaching role. This workshop focuses on the non-verbal realm primarily through movement, guided by the senses, explorations of authentic and conditioned movement, attunement to unfolding “Body knowledge”, delving into re-experiencing experience, facilitated by the “Energetic Shofar” model. All may enhance “personal-practical knowledge” bringing forth wisdom that is often ignored, seen as irrational and therefore, irrelevant for well-being. "Reflecting in/on action", attending to the unfolding meaning of experience one may attend to learning processes in-action and the important role senses/sensory awareness have towards personal and/or professional growth.

The purpose of this experiential workshop is to discuss the therapeutic benefits of yoga for children with developmental challenges and to demonstrate the components of the yoga class. The registrants will have the opportunity to participate in or observe a yoga class suitable for special children. They will learn hatha yoga poses, eye exercises, specialized breathing exercises, music and sound therapy, relaxation and meditation techniques. Everyone is encouraged to participate and ask questions during the workshop.

Who Might Attend: This workshop is ideal for everyone; it is especially beneficial for people who live on the edge of burnout from stressful lifestyles, and /or keeping up with the demands of caring for others.

While providing and promoting quality of life to others, many caregivers operate on the brink of burnout. A few minutes of self care can go a long way in renewing one’s sense of well being. During this workshop participants will learn about, and. have the opportunity to practice, various relaxation techniques of mindfulness, movement, and hands-on care. We will also take a common sense approach to incorporating these techniques into your daily life. These easy-to-follow approaches to relaxation can be practiced within a few minutes during a break at work, in the luxurious privacy of your own home, or during everyday life situations as they occur.

Mindfulness: Participants will learn a variety of straightforward focusing techniques i.e. letting go of worry, affirming what you want, watching the breath, giving thanks, and guided imagery. These techniques of mindfulness are designed to relax the mind, promote mental discipline, stimulate mental clarity, and restore a positive outlook.

Skeleton Dance: This light-hearted approach to movement uses principles of perpetual motion balanced with moments of stillness to free up the skeleton. Particular attention is given to lubricating the joints, shaking out the limbs, and “laying down the bones”. All of these techniques help release tension, increase flexibility, encourage free self-expression and renew your vital life energy.

Hands-On Care: Focusing energy through the hands is an innate ability common to all people. Participants will learn about the basic principles of hands-on care, and have time to practice on themselves and others. Receiving and / or giving hands-on care promotes overall relaxation for the giver and the receiver. States of deep relaxation trigger the para-sympathetic nervous system, which awakens the body’s natural ability to restore balance on all levels.

Practical Applications For Daily Life: Relaxation techniques are an effective way to manage daily stress and rebalance your physical, mental, emotional and spiritual energy. Whatever your chosen lifestyle, all of these relaxation techniques are easy to learn and simple to practice, and can be applied in everyday situations. During the workshop ample time will be given to explore practical ways to incorporate what you learn into your daily life. In addition to learning how to prevent burnout, another practical benefit of this full day workshop can be related to the known principle that states that “what we learn we can also teach”. So, eventhough this workshop focuses on prevention of burnout and is intended to teach care givers how to take care of ourselves, the knowledge base and practical ability acquired during this workshop will also enrich participants’ “tool kit”, resulting in increased ability to also implement into, and use, these techniques in supporting the people we serve.

This workshop will explore how Alternative Therapies such as Chiropractic, Acupressure, Reflexology and Yoga can enhance and increase intuition for ourselves as well as those with Sensory Integration Disorders. Alternative medicine covers a broad range of therapies, but these therapies do share some commonalities. We will be discussing these commonalities of alternative therapies which include promoting the natural healing abilities of the body, tailoring therapy to the individual and having quality of life issues as the focus. We will explore through physical movement and body awareness exercises how to tap into that greater sense of awareness and intuition.

Artistic expression has been used to heal from traumatic experiences since ancient times. Indian dance has numerous therapeutic benefits. Dance provides a direct experience of shared emotions on a preverbal and physical level, providing feelings of unity, harmony and empathy.

Tightness and energy blockages are released to give the body freedom to assume it’s real physical and spiritual energy. The spiritual aspect of Indian dance therapy is nourishing for one’s spirit and brings joy and peace to one’s heart and soul. It is truly a dance therapy session centered around the body, mind and sprit with great emphasis on the individual’s connection to their own bodies.

“Whither the hand goes, the glance follows,
Whither the glances lead, the mind follows,
Whither the mind goes, there the mood follows
Whither the mood goes, there is “rasa” born.”
nbsp; nbsp;                                   -Abhinaya Darpana

This experiential workshop will present an overview of virtual reality (VR) as a therapeutic modality that can be used when working with people with multiple diagnoses and disabilities. Specifically, the many uses of Virtual Reality as a vehicle to address sensory capital will be explored. The design, methodology and results of an evaluation of a VR program at MukiBaum Treatment Centres will be presented. In order to facilitate an understanding of how VR might answer the complex needs of those with multiple diagnoses, participants in this workshop will experience VR firsthand with practical ideas for implementation in a variety of settings.

Infants with myelomeningocele (MM) are complex biodynamic systems who come with unique sensory characteristics. Previous data has shown that the movement context significantly impacts the frequency, velocity, and amplitude of the spontaneous leg movements generated by infants with MM. This poster describes how the ability of young infants with MM to produce complex patterned leg movements, like kicks, is also significantly affected by their movement environment. These data suggest that infants with MM, despite their afferent neural loss, are sensitive to their movement context which may be used to facilitate or inhibit selected movement patterns.

Deafblind Ontario Services is an organization that provides intervention/support to adults who are congenitally deafblind. The combination of these sensory losses can lead to specific challenges in acquiring information and to receptively and expressively communicate. Support is provided to these adults to live within their community through the provision of intervention, residential and other specialized services. The support and information must be deliberately taught and creatively presented to maximize each individual’s potential for understanding. Experience Tools are a creative a facet of the “Sensory Communication Approach” Deafblind Ontario Services incorporates into the daily communication delivery with the Residents.

Contextual processing is the ability to take context into account when processing incoming information through any of our five senses. This ability often does not come naturally for individuals with autism. The goals of the proposed study are to improve contextual processing and its underlying cognitive components, namely abstraction and cognitive flexibility, in children with autism. I propose to design an interactive learning program that combines virtual reality technology with structured teaching strategies. This study may open the doors to further interest in developing treatment and educational programs that are not focused directly on surface behavioral.