Learn at Home Resources During COVID-19

I have gathered up some of the resources that have been shared with me, hopefully these are helpful to you as you teach your child(ren) at home while we self isolate during COVID-19.

High School: Grades 9-12
Ministry of Education: Learn at Home
High School Courses — Keep up with studies
CIVIX (a series of free, high-quality resources to help students understand the world of digital information, develop online verification skills, and build a habit of relying on credible sources.)
Student Vote (resources to improve civic literacy, introduce the concepts of governance and democracy, increase awareness about the workings of government in Canada, and teach students how to effectively participate as active and informed citizens in their community.)
Digital Human Library (In response to school closures in Ontario and across Canada, Digital Human Library is offering ALL Canadian K-12 School Districts FREE access to their Virtual Tours & Virtual Reality Catalogue, and Live Streaming Calendar of 500+ educational programs until the end of June 2020.)

Middle School: Grades 6-8
Grade 7-8: Learning Outside of the Classroom
Angela Stockman course for middle school writers
Khan Academy: A non-profit providing free education through fun lessons, like “Imagineering in a Box.”

Elementary School: Grades K-5
Ministry of Education: Learn at Home
Grade 4-6: Learning Outside of the Classroom
TVO Kids Language (K-6)
TVO mPower (Math, K-6)
TVO Kids Mathematics (JK-3)
Grade 1-3: Learning Outside of the Classroom
TVO Kids Science and Technology (JK-3)
Math story time (K-2)
Kindergarten: Learning Outside of the Classroom
tvo mPower - Videos, games and content that supports the Ontario curriculum.
Starfall Learn to Read

Additional Resources
Art
4 Drawing Games
sparketh.com

French
Duolingo
Idello
TFO

Compiled by HDSB teachers:

Il était une histoire (Intermediate)
TV5Monde (Junior, Intermediate)
Radio-Canada: Jeunesse (Junior, Intermediate)
FSL Homework Toolbox (Primary, Junior, Intermediate)
HDSB Elementary Internet Tools (Primary, Junior, Intermediate)
Frenchresources.ca (Primary, Junior)
Du plaisir à lire (Primary, Junior)
Literacy Centre (Primary)
Mini-tfo (Primary)
Radio-Canada: L’appli des petits de Radio-Canada (Primary)

Geography

GeoGuessr

Seterra

History

Discover Canada - Canada’s History (Government of Canada)

Language

Book Review Guide 

Scholastic Learn at Home
Spell Quiz

Math
DREAMBOX - Sign up for a free 90-day trial until April 30, 2020
Mathies.ca

Music

FlowKey (piano)

Music Play

Uke Buddy (ukulele)
virtual drumming

Virtual Tours

Cincinnati Zoo: Facebook Live videos highlighting a new animal each weekday at 3pm, and shared via Youtube after the live stream.
Exploring by the Seat of Your Pants: Live free events with scientists and explorers around the world, hosted Live on Youtube.
Ripley’s Aquariums: Daily live events with aquarium animals and downloadable educational materials.
San Diego Zoo: Live cameras in various zoo exhibits, paired with educational resources.
Smithsonian National Museum of Natural History: Self-guided tours of select current and past exhibits.
McMichael Canadian Art Collection
Virtual Museum: Google Arts & Culture virtual tours
Explore Ontario Museums Online

Fun

Canadian Authors Writing Contests & Competitions 2020

Scholastic Kids Press Kid Reporter applications - must be between the ages of 10–14. Deadline: May 31, 2020

Go Noodle

Source unknown.

How we are handling COVID-19

As we head into "March Break" we know that schools will be closed for (at least) two more weeks following that.

Social Distancing 

Some venues we would normally go to (libraries, museums, maple syrup festival, Royal Botanical Gardens) are closed, and some other options (theatres, bowling alleys, playdates) should be avoided in support of social distancing.

Our church is closed for the next couple of weeks, but we gathered as a family this morning and "attended" by viewing an online sermon.

Work

My workplace, a Library, is closed however staff are expected to go in to work. We have plenty of work we do behind the scenes, and will need to process items being returned over the next 3 weeks among other things. Since the public will not be present we will be able to wear gloves while handling things that may have been in bathrooms and exposed to various germs - a common problem. The closure also provides social distancing for our vulnerable customers - we have many who are elderly - and for us. We are often handed library cards that have been held between customers' lips, or have been stored in unsanitary places (bras and socks to name a couple). In order to assist customers at computers we are very close to them, touching keyboards and mice they are using. Children with runny noses, people who cough without covering, and newspapers taken into bathrooms are among the exposure we experience. 

So I'm thankful to have a reprieve from the exposure, as well as the opportunity to catch up on many tasks we have barely enough time to do. However, my four children are off school for an additional two weeks and need care. My husband and I are splitting the time off to care for our kids and stay on top of our workloads.

Children 

All children benefit from schedules and routines as it gives them a sense of control knowing what's coming next.

We held a family meeting on Saturday and explained what our schedule and routines would be, what each parent will be doing, that there will always be a parent at home to care for them, that we have plenty of supplies to get us through the next few weeks, that we will not be having any playdates to reduce exposure and try and keep our home a germ-free zone. We answered questions about COVID-19, symptoms and how we would take care of each other. We gave them a chance to ask questions and we provided answers.

We will dedicate the morning (9-12:30) to education, with time in the afternoon for physical activity (hopefully outdoors), chores, free time (during which they can phone a friend), and the usual 2 hours of screen time. I'm hoping to spend the evenings doing family activities like board games and movies.

Since we had previously homeschooled our two oldest it was pretty straightforward to create a plan to homeschool for the next few weeks.

I started by checking Classroom to see what their teachers had posted - projects or assignments they would normally be working on when they returned to school. 

The highschooler has 4 courses so we'll continue with those. For the other 3 kids we'll focus on English, Math, and Science. We'll also do some Art, DS2 will have French as he's in French immersion, and I'll work with DD on some phonological techniques for the letter R. The 3 youngest will also continue to work on their piano skills, although their piano teacher has canceled during this time.

Once I ran out of things from Classroom I had a look at the Ontario curriculum for their grade to see what they will be covering by the end of the year.

Emergency Preparedness 

We have always had "get out of dodge" backpacks ready for each of us. These have a change of clothes, toiletries, basic first aid kit, and water. We have also always kept an extra weeks worth of food on hand, along with water we could boil. Three weeks ago I replenished all of our first aid supplies, especially items to treat COVID-19 symptoms, and my husband and I saw our doctor to get our prescriptions refilled. We did two weeks worth of groceries over the past 3 weeks so that we currently have a 3+ week supply, including toilet paper. All of this without panicking or hoarding.

Autism Articles round-up: February 2020

Predicting autism risk may begin with a drop of blood
by Scott LaFee, UC San Diego

February 13, 2020

The UC San Diego Newborn Screening-Autism Risk Study is designed to determine whether the dried and stored blood drops of children later diagnosed with ASD contain within them the tell-tale presence and combinations of biological molecules and environmental chemicals that might predict the risk of a future ASD diagnosis.

Principal Investigator Robert Naviaux, M.D., Ph.D., [professor of medicine, pediatrics and pathology at UC San Diego School of Medicine] said the new study is important for two reasons: the dramatic rise in diagnosed cases of ASD and increasing evidence that early intervention in children at risk of ASD can significantly improve outcomes.

Naviaux and colleagues believe that the majority of ASD symptoms are the result of a treatable metabolic syndrome triggered by persistence activation of the cell danger response (CDR), a natural and universal cellular reaction to injury or stress. Chronic CDR, they suggest, results in disrupted and incomplete healing at the metabolic and cellular levels. In ASD, the consequence may be dysfunctional neural circuits and internal systems, producing autism’s well-documented symptoms and behaviors.

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Gene associated with autism also controls growth of the embryonic brain
by Sarah C.p. Williams, University of California, Los Angeles
FEBRUARY 12, 2020

A UCLA-led study reveals a new role for a gene that's associated with autism spectrum disorder, intellectual disability and language impairment.

The gene, Foxp1, has previously been studied for its function in the neurons of the developing brain. But the new study reveals that it's also important in a group of brain stem cells—the precursors to mature neurons.

During embryonic development, the protein plays a broad role in controlling the activity of many other genes related to blood, lung, heart, brain and spinal cord development. 

"What we saw was that both too much and too little Foxp1 affects the ability of neural stem cells to replicate and form certain neurons in a specific sequence in mice," Novitch said. "And this fits with the structural and behavioral abnormalities that have been seen in human patients." Bennett Novitch is a member of the Eli and Edythe Broad Center of Regenerative Medicine and Stem Cell Research at UCLA, and a UCLA professor of neurobiology who holds the Ethel Scheibel Chair in Neuroscience.

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The Relationship Between Autism Spectrum Disorder and ADHD
Here's how to understand the diagnosis and treatment options.

by Benjamin Cheyette, M.D., and Sarah Cheyette M.D.
Posted Feb 08, 2020

Behavioral disorders — ASD, ADHD, and all other psychiatric disorders — are generally not caused by a single biological abnormality or genetic mutation. Instead, each of these disorders can be caused by literally hundreds of genetic or biological variants, most often in combination, and they have other contributors too. Behavioral disorders may be caused by prenatal infection or other prenatal trauma, postnatal infection or other medical conditions, malnutrition, physical and emotional trauma, stress or other environmental issues both in the past and present — and of course, interactions between all these factors put together. 

For years, the DSM stated that the diagnoses of ASD and ADHD were mutually exclusive. In the latest version of DSM, however, co-diagnosis is allowed. As it turns out, on the basis of simple symptom categorization, there is a fair amount of overlap between these two behavioral conditions. Here are some statistics: There is a 5-10% incidence of ADHD overall in children, and a 2-5% incidence of ASD. Based on DSM-5 criteria, around 50% of children diagnosable with ASD could also be diagnosed with ADHD, and around 15% of children diagnosable with ADHD could be also be diagnosed with ASD. 

Why do these two disorders have so much overlap? For one thing, there is overlap in their behavioral signs and symptomatology. Both disorders make kids appear less engaged. Inattentive behavior in ADHD may cause affected children to miss social cues, for example, which can resemble mild ASD. Kids with ADHD have a higher rate of rejection by their peers, which can lead to them being more withdrawn, which may also resemble ASD. Children with both disorders may have, or develop, problems with empathy, as well as facial recognition.

Children with ASD and ADHD both have high rates of depression and anxiety. Impulsive behavior and deficits in planning (executive functioning) are common to both disorders. Both disorders include problems with pragmatic language, as well as with cognitive flexibility. Both disorders are more often found in the presence of intellectual disability or more specific learning disabilities such as in language, reading or motor skills. There may, in fact, be some underlying genetic or other biological factors common to both disorders: In many families where there is a child with ASD, there is a higher incidence of other family members who have ADHD (and vice versa). 

Effective behavioral treatments for the two disorders also have some similarities and some differences: In ASD the major goal is usually to promote social skills development, whereas in ADHD the major goal is usually on managing executive tasks; but controlling impulsive behavior is often a therapeutic focus in both disorders. Many of the therapeutic techniques used in each disorder are similar. For example, the positive reinforcement of desired behaviors, achieving consistent quality sleep, engaging in regular exercise, and assembling appropriate educational support are important strategies for treating both disorders.

Coming to understand the child has autism (Autism journal article)

Coming to understand the child has autism: A process illustrating parents’ evolving readiness for engaging in care
by Stephen J Gentles, David B Nicholas, Susan M Jack, K Ann McKibbon, Peter Szatmari

First Published September 11, 2019

Abstract

We report results from a large qualitative study regarding the process of parents coming to understand the child has autism starting from the time of initial developmental concerns. Specifically, we present findings relevant to understanding how parents become motivated and prepared for engaging in care at this early stage. The study included primary data from 45 intensive interviews with 32 mothers and 9 expert professionals from urban and rural regions of Ontario, Canada. Grounded theory methods were used to guide data collection and analysis. Parents’ readiness (motivation and capacity) for engagement develops progressively at different rates as they follow individual paths of meaning making. Four optional steps account for their varied trajectories: forming an image of difference, starting to question the signs, knowing something is wrong, and being convinced it’s autism. Both the nature of the information and professional help parents seek, and the urgency with which they seek them, evolve in predictable ways depending on how far they have progressed in understanding their child has autism. Results indicate the need for sensitivity to parents’ varying awareness and readiness for involvement when engaging with them in early care, tailoring parent support interventions, and otherwise planning family-centered care pathways.

Lay Abstract
What is already known about the topic?
Parents of children with autism often learn about their child’s autism before diagnosis and can spend long periods seeking care (including assessment) before receiving a diagnosis. Meanwhile, parents’ readiness to engage in care at this early stage can vary from parent to parent.

What this paper adds?
This study revealed how parents come to understand their child has autism—on their own terms, rather than from just talking to professionals. It also explained how parents’ growing awareness of their child’s autism leads them to feel more motivated to engage in care by seeking information and pursuing services. Four “optional steps” described how parents’ growing readiness to engage in care at this early stage can vary, depending on their personal process.

Implications for practice, research, or policy
The results suggest ways that professionals can be more sensitive (a) to parents’ varying awareness of autism and (b) to their varying readiness for being involved in early care. They also suggest ways to tailor parent supports to their individual situation and design care that is more family centered. Not all parents want high levels of involvement. Depending on their personal process, some parents may need care and support that is directed at them before feeling ready for professionals to engage them in care directed at the child.

Conclusion
This study provides a detailed account of how parents of children with autism come to understand that their child has autism, contributing to the emerging knowledgebase of parents’ experience before diagnosis. Furthermore, it provides perhaps the first explanatory account of how parents become ready for engagement in care at this early stage. The findings indicate the need for sensitivity to parents’ varying state of awareness and knowledge of their child’s autism when engaging them in early care and the need to tailor parent support interventions to address specific challenges on the path to coming to understand their child has autism.

Organizing my office

I've been doing a lot of reading about minimising what I own and organising what I keep.

I recently finished Emily Ley's "When Less Becomes More." It's a beautiful book with a great message. Some of the pages are pretty enough to frame, and there are work pages to flesh out your thoughts. I have just started Francine Jay's "Lightly: how to live a simple, serene & stress-free life," and my first takeaway from it is to remove everything (all the items) and then only put back what you love - instead of trying to remove just the things you don't like.

The space I call my office also serves as storage space for the clothes and shoes the kids are growing into and out of, extra school supplies, boxes of mementos, genealogy research, and photos. Most of it fits behind some curtains so that I don't have to see it, but it was overflowing out - with baskets of clothes to put in boxes, and a bag of items to donate extending beyond their designated space.

Today I took about 4 hours I think and did a big declutter and organize. Among the things being donated are a bulletin board, a memory board, loads of lined paper (the kids mostly use computers at school nowadays), and a good pair of shoes no one wants. Lots of paper got recycled, and some things went in the garbage.

The result is a space where everything fits behind the curtain.