Welcome
LimeHouseKids Wellness Life Skills Program
Building a brighter future for children with special needs.
Transforming Special Education
LimeHouseKids
At LimeHouseKids, we understand that special education is not a one-size-fits-all solution. That's why we offer specialized services tailored to meet the unique needs of each student we work with. Our team of experts includes experienced special education educators, trained and qualified, all of whom are passionate about supporting students with diverse learning needs. We are dedicated to helping children thrive in their academic and personal lives.
Reducing Anxiety Through Creative Art Directives
At LimeHouseKids, our mission is to provide a specialized Wellness Life Skills program for children who have diagnosed challenges. Our program helps release anxieties, build self-confidence and empower children and their families to recognize and harness their abilities.
At LimeHouseKids we foster positivity, and overcome barriers that hinder children's growth and potential. Our team is dedicated to creating a supportive environment where children can thrive and reach their full potential.
All goals are developed within the context of the child's ability through various creative and recreational interventions such as;
- MUSIC -various instruments provided, singing, styles of music, music scale notes and beats,varieties of sound.
- ART -painting, modeling clay, word art drawing, design tools/textures, colour, art supplies.
- COOKING -simple kid friendly recipes -ingredients, tools, procedures, fine motor skills, senses- all ingredients are peanut free and gelatin free, dairy free options will be available.
- DRAMA -recognizing emotions/feelings, movement, community life skills, calendar, weather, community helpers, family/peer relations
- MINDFULNESS- regulating emotions, breathing techniques, tranquil music, story time
- RECREATION- nature walk & talk, park play, parachute play, soft sports, planting, gross motor skills)-weather permitting
Get in Touch
Interested in learning more about how we can support your child? Contact us today to schedule a consultation.
LimeHouseKids
LimeHouseKids Wellness Life Skills Program
Hello, my name is Tina Fallis and I have been a Special Education Educator with the Peel District School Board for 25 years. In addition to my teaching experience, I am an Intervenor for the Deaf and Blind, Certified Hypnotherapist with the National Guild, and Reiki Practitioner. I hold a B.A. Psychology Degree and certification from the Royal Conservatory of Music. I am a mother of three and passionate about creating a space where all children feel connected and heard.
I am also trained in Applied Behavioural Analysis, Crisis Prevention Intervention, Neuro-Linguistic Programing, ASL, Braille and Two-Hand Manual for the Deaf and Blind.
LIMEHOUSEKIDS WELLNESS LIFE SKILLS PROGRAM
SATURDAY 10-WEEK PROGRAM
FALL, WINTER, SPRING, & SUMMER CAMP
4:1 ratio, 10:30AM-2:00PM (3.5hrs)
$1,250 + HST
Fall Session: OCTOBER 19, 2024 -DECEMBER 21,2024
***Light snack and materials provided***
Stay tuned for more dates opening up in the future for our Wellness Program!
****ALSO OFFERING****
LIMEHOUSEKIDS EDUCATIONAL HOME TUTORING
1:1 Ratio
"At Home or LimeHouseKids location available"
Monday-Thursday 4:00PM-6:00PM
2 HOUR SESSIONS
**(for additional time slots please contact)**
$80 + HST
**Work and supplies provided**
Note: Times, dates and availability are subject to change.
Early Intervention Services for Children with Special Needs-
Can Expressive Art Directives Work?
Anxiety and Post Traumatic Stress Disorder
Can Expressive Art Directives Work?
In my own professional experience working in the school system for 25 years, I have seen rates of anxiety whether formally diagnosed or not, rise dramatically among children and adolescents over the last 20 years.
Although there is an ongoing debate for the reason behind this upsurge, the reality is that increasing number of children, both in the general and special education population, are presenting symptoms of anxiety that are significant enough to represent a functional disturbance.Anxiety is a huge underlying current of many children regardless of their qualifying disability. Some of the most common anxiety-based disorders that impact students include...separation anxiety, generalized anxiety, school phobia, and obsessive-compulsive disorder. Additionally, and especially Attention Deficit Hyper-Activity Disorder ADHD and Autism Spectrum Disorder ASD.
PLAY is an integral part of how children learn; Therefore, the introduction of art, music, drama, recreation, creative expression, and social emotional mindfulness, especially within the special education sector, allows the children to engage more easily and respond to topics that may be more challenging for them in a traditional school setting.
"Expressive creative programs involving the use of creative expression within the context of the therapeutic environment, help children process and communicate their thoughts and emotions"
Although the expressive arts are often thought of as "non-verbal" therapies, verbal communication is actually a key part of the process. Once engaged in the activity, whether it is art, music, play, or drama, verbal communication occurs as part of the process, yet it is not the focus of the process.
The verbal discussion feels less about personal feelings, and more about the product itself. This makes the process less threatening, which allows children to lower their levels of defensiveness.
During the activity, the child is asked questions while performing the activity, as well as when reflecting on it afterwards. This encourages them to use the process as a way to discuss their feelings, reflect on their own experiences, or introduce coping strategies.
Autism Spectrum Disorder
Anxiety and Post Traumatic Stress Disorder
Can Expressive Art Directives Work?
Expressive creative art has worked with children on the spectrum in a variety of ways, both in educational settings an in private practice. Although all forms of expressive therapies can be beneficial when working with children on the spectrum, ART is particularly useful because it helps address their primary deficits in communication and spontaneous imagination.
"*** The creative act necessary in making ART is ITSELF an act of imagination"***
It involves the translation of an internal image in the mind into a tangible form on the sheet of paper. In other words, creating a painting or making a drawing is an act of communication because when we create an image, we expect that others will be able to understand what it is and what we are trying to communicate in some way.
Art can be utilized to increase a child's basic engagement with others, as well as build their motor skills and visual spatial skills. Other areas that can also be addressed with the use of art, such as social communication, sensory processing, an increasing verbal communication of feelings and needs. The basic act of engaging in the expressive arts can often provide an opportunity for social communication with peers and adults.
Drama has been found to improve social communication, reduce anxiety, and increase cognitive flexibility among children with ASD. It also helps children better understand the perspectives of others and improves their ability to recognize other peoples faces.
One reason behind the efficacy of Drama is that the introduction and use of role-playing, movement, and body language helps foster an understanding of how to communicate with an interpret communication from others.
Anxiety and Post Traumatic Stress Disorder
Anxiety and Post Traumatic Stress Disorder
Anxiety and Post Traumatic Stress Disorder
School refusal and somatic complaints are symptoms that are commonly associated with several anxiety disorders. Often, children have problems with consistently leaving class or excessive health office referrals with no documented health issues. Many times, the behaviour is dismissed as "defiance" or "overreacting" because they misunderstand the underlying anxiety to the behaviour. Identifying what is causing the anxiety is imperative, as doing so will allow you to get to the root of what is prompting students to leave class or develop somatic symptoms.
Some of the best interventions for anxiety involve mindfulness and helping.
Children develop self-awareness surrounding their current state of mind, so that they can evaluate and make appropriate changes in their thinking. Using guided meditation, art, music and play can be especially beneficial for students presenting with anxiety, as it allows children to move past the words and language that might limit their ability to process the strategies.
As a certified Hypnotherapist, some of the best expressive interventions for anxiety involve talking about the different types of emotions, calming breathing techniques, and guided mindful meditation. Children develop self-awareness surrounding their current state of mind so that they can evaluate and make appropriate changes in their thinking.
Mandala Art can be effective in reducing anxiety because the design process of creating the Mandala is centering and helps restore a sense of balance.
Attention Deficit Hyperactivity Disorder
Children with Intellectual or Developmental Differences
Anxiety and Post Traumatic Stress Disorder
Children with ADHD have difficulty applying what they have learned due to problems with impulsivity., distract-ability, and inattention. These issues cause them to either miss, misinterpret, or omit information that they may have previously been taught or mastered.
It is for this reason that ART THERAPY can be a particularly effective tool for ADHD; When a child creates a piece of art, it becomes a tangible memory that they can refer to throughout the course of therapy. Specifically, it provides a concrete benchmark at the initial intake session and serves as a visual representation of their progress throughout the remainder of treatment.
MINDFULLNESS is another great tool to include in treatment plans for children and adolescents with ADHD. Starting this journey can be overwhelming for these students because asking them to sit still and be present in the here and now is almost painful. However, in my experience as a Hypnotherapist, students begin to master the skill of mindfulness, as they start to understand its benefit in reducing their racing thoughts, calming their mind, and increasing their focus just listening to my guided visualization session.
Children with Intellectual or Developmental Differences
Children with Intellectual or Developmental Differences
Children with Intellectual or Developmental Differences
In the expressive therapies, the goals for students with intellectual differences are different than those for other populations. The focus is much more on the process and product itself, versus trying to make any interpretations about the student’s creation.
Many students have difficulty understanding directions which can lead to a completely different end product than originally intended.
However, it is not the finished product that is of value to students with intellectual differences. Rather, it is the joy that comes from creating something and the sense of pride that comes from sharing that with the people involved in the process. Instead of asking reflective questions at the end of the session, the focus is more about the process of making the expressive piece.
Any opportunities to introduce Expressive Therapies such as songs in MUSIC help to teach children skills in a fun and creative atmosphere. Songs are something that children can learn and memorize, and you can utilize it as a tool to support and reinforce skills. The song becomes something that is predictable and familiar. In turn, children often respond positively when it is sung to them or when they are asked to sing it in a specific circumstance as a teachable moment. A perfect example is the “Clean Up” song. It serves as a cue for them to clean up their area and move on to another activity.
Additionally, many expressive art activities can help students with intellectual differences learn social skills or life skills in a fun and engaging way. Always thinking outside the box is key.
Selective Mutism
Children with Intellectual or Developmental Differences
Children with Intellectual or Developmental Differences
Selective mutism is a rare but complex disorder. It involves an extreme form of social anxiety. In which children will not speak in specific social situations, often out of fear of embarrassment. It impacts both social and academic functioning and often causes students to be isolated. Expressive therapies are especially useful with children who present with selective mutism due to their nonverbal nature. Using expressive therapies gives students an opportunity to convey their feelings without feeling the pressure to talk.
Drama therapy can be effective with selective mutism in that the process of role-playing in the context of the drama directive naturally invites speech, as the child must usually speak to take on a role. It allows children to participate and be part of a social interaction with others without forcing them to speak or increasing their anxiety. The child has a choice in how much or how little to participate in both the action and the discussion in their role. Drama also allows for nonverbal role-playing and interaction such as pantomime (expressing yourself through gestures accompanied by music). Given that the process of role-playing can help naturally elicit spontaneous speech, a game like charades is another great way to encourage this interaction.
OTHER AREAS OF FOCUS
Social-Emotional Development
Social-Emotional Development
Social-Emotional Development
In addition to addressing specific qualifying diagnosis within the special education sector, the expressive arts are an effective tool that can address children's unique social emotional, behavioural, an academic needs. In particular, research has found that the arts help children process traumatic events, promote the development of social skills, improve impulse control and emotion regulation skills and facilitate academic growth.
· When we talk about trauma, it is important to note that trauma does not have to include a single isolated incident. In fact, many children live in a constant state of stress. They may worry about having their daily needs met, witness domestic violence, be exposed to drugs or alcohol. Another typical trauma that many children and adolescence experience is divorce. The stress that children experience in the context of divorce can result in anxiety, depression, and other problems that can benefit from the use of expressive art directives.
Behavioural Issues
Social-Emotional Development
Social-Emotional Development
· As previously discussed within the context of ADHD, the expressive therapies can help children increase attention span, decrease impulsivity and reduce acting out behaviors. However, even for children who do not have a formal diagnosis of ADHD, executive functioning challenges are one area that seemed to generate the most mental health issues. In my experience, this is because after a certain amount of time, children with executive functioning difficulties become anxious, depressed, and present with a sense of inadequacy. We all want to succeed, and children who have these difficulties often don't get to feel the same successes as other kids. They're constantly being told to “refocus”, “listen”, “calm down”, and “stop doing that”.
In contrast to traditional talk therapy, the expressive therapies can help children uncover aspects of themselves that they were not otherwise aware of, since these tools often “bypass the intellectual thinking” part the brain. Expressive therapies can help address any anger, disrespect, or aggressive behaviors that children may exhibit as a result of their frustration or feelings of helplessness. One example is Crinkle Art Therapy, in which children create a piece art out of an angry episode and learn how they can turn something challenging into something positive.
Academic Skills
Social-Emotional Development
When is the best time to use the Creative Arts?
Creative art directives can lead to improvements in academic performance and decrease in dropout rates as well. General idea is that if students are emotionally stable and happy, then they can better focus on their studies and graduate. The use of expressive therapies leads to an overall increase in feeling of well-being among students. And when students are in a positive state of mind, any emotional barriers to learning are removed, which opens the door for learning and accepting feedback. These students have had repeated challenges with learning and have led to feelings of helplessness and frustration, and after experiencing this frustration for years, feelings of anxiety, depression, and low self esteem begin to emerge.
For example, a goal may be developed to help a student utilized appropriate coping strategies when emotionally escalated so that students can perform efficiently in the classroom. Directives and Activities that are more play- orientated tend to produce less anxiety. Joining in with the students and fellow students make it much easier to build a rapport and engage, so that the child can process more fluidly.
When is the best time to use the Creative Arts?
When is the best time to use the Creative Arts?
When is the best time to use the Creative Arts?
Anytime! Children naturally gravitate towards art regardless of their social economic status, age, family history, or gender. Most children enjoy some form of music, fantasy play, or visual arts, whether it be singing, creating music, dramatic play, drawing, painting, mask making, paper mâché, crafts, watercolor, or clay. There is usually some form of art that intrigues a child.
The great thing about Art is that you can integrate it at any point. However, introducing art in the beginning can help establish rapport and build trust in relationships. Discussing students experiences after each art piece is a great way to understand the reasons behind their feelings and ask questions like…
· Did using that make you feel more calm or anxious?
· What was your favorite part about that activity?
· What was the thing you liked least about the activity?
Mindfulness and Guided Visulization
When is the best time to use the Creative Arts?
Decide what Format works Best for your Child
Resistance is not uncommon in expressive therapy especially for students who are new to the modalities.
Mindfulness is a tool that is often used in conjunction with the expressive therapies because it allows children to be present in the here and now. By introducing activities such as mindful meditation and guided visualization, I help children tune out the noise and focus on being in the moment.
It has been my experience as a Hypnotherapist and SpecEd Educator that often you will notice after introducing these techniques for a few sessions, students will begin to ask for Mindfulness Activities, or they remind me if I forget to start or end with these activities. It’s amazing!
When introducing mindfulness to children, I tell them that it is about recognizing any thoughts and feelings that come and go in their mind, releasing them, and then bringing themselves back to the present moment.
It is helpful to start by asking children to list all the things they were thinking about before they came in the room. Then explain that mindfulness or mindful meditation is meant to help them store those thoughts away for a bit so that they can focus on what we will be doing in the present moment.
Guided Visualization is a little different from Mindful Meditation in that instead of being present with their thoughts, children use their imagination to visualize a place of relaxation and calm. This is a great tool to use when children are feeling overwhelmed or anxious, or if they aren't familiar enough with mindfulness yet to practice Mindful Meditation.
By using imagination as their guide, children can relax, unwind, and even find joy or peace when they are feeling upset. Guided visualization can actually change the way they are feeling and what they are focused on, which in turn helps redirect the focus to the present activity.
Decide what Format works Best for your Child
When is the best time to use the Creative Arts?
Decide what Format works Best for your Child
Individual Session:
Using the Wellness Life Skills Program in individual sessions is a powerful way to bridge the gap between emotions and words for children.
Individual sessions are more personalized and allow for a specific “focus on” or “expansion of” a child’s personal needs, which may be more beneficial for children or adolescents who require a platform for processing personal issues.
Individual sessions also allow for greater confidentiality, which may be beneficial in several different ways with specific children. Additionally, if children have a history that they're not comfortable sharing with others, then they may feel more comfortable opening up and elaborating on personal information in an individual session.
Group Session:
The Wellness Life Skills Program in the context of small groups can be very helpful for children and adolescents who would benefit from peer feedback or opportunities to practice collaboration and problem solving with others in a safe, supportive, creative environment.
By working in a group, children can build rapport with their peers and verbalize their emotions with one another, and it tends to act as a support to normalize feelings and thoughts that may have previously been hidden. Additionally, skill building opportunities are easily incorporated into group sessions, as children can learn and practice skills in real time with their peers.
Program Directives-Empowering Special EducatioN
Meditation Directives-Positive Visualizations
Meditation Directives-Positive Visualizations
Meditation Directives-Positive Visualizations
As a society, we are consciously and unconsciously programming our children throughout the day. Our words, expressions, tone of voice, judgments, and values collectively bombard a child's mind. The child then develops a personality and a character congruent with the beliefs and limitations society has installed or programmed into them. Our goal is to make the programs installed into your child's mind more conscious, calm, and positive with a powerful technique using affirmations.
Affirmations are a powerful and popular technique. They are used when a child is in a relaxed state. When the mind is in a relaxed state, the affirmations influence your child while their subconscious mind is receptive for creating a particular outcome.
There are two types of affirmations applied at Limehousekids:
- OBJECTIVE AFFIRMATIONS (normal conversation-eyes open)
- SUBJECTIVE AFFIRMATIONS (eyes closed)
Objective affirmations are said aloud with strong, sincere emotion, an repetition. They are usually spoken during a normal conversation while your child's eyes are open.
Subjective affirmations are spoken with strong, sincere emotion, an repetition while your child's eyes are closed, and they are in a relaxed state of mind (meditation).
Affirmations for your children must be short, positive, and stated in the present tense. Remember, the subconscious is a bottom line, cut to the chase, goal orientated mechanism. If your affirmations are too long, wordy, and negatively stated, you may create some confusion and forfeit your outcome.
Avoid affirmations containing the word “don't”. A child's mind always negates a double negative. If you tell a child. “Don't” slam the door, the brain does not register the word “don't” and instead hears the command “slam the door”. As a result, they will slam the door hard. The term “don't” Is too abstract for their minds to comprehend. You will get a better result if you say. “Close the door quietly" , they hear the word “quietly” instead of the word “slam”. It is always best to tell your children what you want, rather than what you don't want.
Art Directives
Meditation Directives-Positive Visualizations
Meditation Directives-Positive Visualizations
At Limehousekids, we utilize a multisensory approach when engaging in art.
Anxiety and stress are often infused in our children’s daily lives, a topic that comes up in a variety of settings.
When children are in a positive state of mind, any emotional barriers to learning are removed, which opens up the door for learning and accepting feedback.
Children you have repeated challenges with learning have led to feelings of helplessness and frustration, and after experiencing this frustration for years, feelings of anxiety, depression, and low self-esteem begin to emerge.
It is important to remember, as a young child, it's all about fun and self expression.As adolescents, you might begin to see a slight decline in the "fun factor" as children become more conscientious of their product.
In many cultures, worry stones are thought to relieve stress. A worry stone is a smooth stone that fits in the palm of your hand. Rubbing the smooth area of the stone with the index finger and thumb is thought to reduce stress and anxiety.
The key to expressive art is engaging in the process and under covering things about themselves that they may not have been able to see with their intellectual mind in charge. Sometimes, the process may. Not even include making art, but reviewing other art pieces or using touch to engage with an art project. Encouraging our children to come in with an open heart and mind, and reminding them that there is no judgment in any of these art directives. It is all about the process.
Music Directives
Meditation Directives-Positive Visualizations
Music Directives
Just like the visual arts, the use of music does not require a child to be a musician. Even if a child cannot read music or play an instrument, everyone has a musician inside of them. We all have physical rhythmic patterns that our body follows in order to function, and even children who say they “can't keep a beat” can usually follow some type of rhythmic pattern.
Music can be used as a tool to help process and bypass a child's natural tendency to react to certain situations in an unhealthy manner. Using music with children allows you to interact with them on a level that doesn't feel forced or prescriptive, like talk therapy can for some. Many times, emotions that have been hidden or suppressed will come to surface with music, and although this can be overwhelming, it can also be liberating.
a) Activity: DRUMMING TO THE BEAT- drumming is an activity that can be done individually or with a small or large group. It is often used to teach rhythm, an group collaboration. Keeping rhythm when drumming can create a peaceful, grounding feeling that can increase focus and attention, as well as decrease emotional escalation.
b) Activity: Find the Sounds- Building rapport and trust in a group setting is an important element in facilitating a strong group experience. This activity involves having children work together to use their auditory discrimination skills to find various sounds around the room. It also forces children to pay close attention, which gives them an opportunity to practice using selective and focused attention skills.
c) Activity: Tissue Dancing- This group activity is a movement version of musical chairs in which children must practice dancing to music while balancing a piece of tissue paper on their head. It can be used to help children practice executive functioning skills, such as inhibitory control, as well as following directions.
Music can be an effective tool to help connect and bond through shared musical experience or through the use of music to discuss feelings. Using more than one medium at a time helps children explore feelings in different ways in order to expand their definitions and experiences with each feeling.Using colour and music together ultimately helps children see that feelings may be multidimensional.
A variety of instruments are available from keyboard, drums, chimes, sound bowls, shakers, tambourine, uekelalee,guitar and much more.
Play Directives
Cooking Directives
Music Directives
Play is a way for children to process feelings that may be new or uncomfortable in a familiar context (e.g. park). It also allows for the introduction of coping strategies and tools for managing emotions in a way that is more easily accepted and internalized.
Play is something that is intrinsic to each of us, and children use play not only as a way to interact with others, but to communicate as well.
Using play in a therapeutic model helps children learn and practice various ways to solve difficulties in a way that is familiar and fun. It is an effective intervention for children because the language of play is a more natural form of communication, even in adolescents (Cochran, 1996).
Although children start to move away from play as they get older because they think that it is “childish”, you will find that in their hearts they still love to play. Even adults love to play when they let themselves stop “adulting” for a moment. Play outdoors opens a huge learning opportunity for verbalization, exercise, and new experiences.
Play also allows children to reenact scenarios that they may not understand or have the cognitive ability to process through verbal discussion. Through the process of reenacting the scenario, including scenarios that they may have previously detached from, they often find a way to naturally process through their emotions.
Activity: “I Am” Feeling- Feelings cards are a great tool to allow clients to act out their feelings and identify and discuss how feelings relate to certain situations. Being able to use a format other than talking is helpful because, many times, children have difficulty attaching words to feelings, but they can use play an acting to relay them through an experience. In a group format, the cards can also be used to help build rapport and find similarities among group members.
Drama Directives
Cooking Directives
Cooking Directives
Using drama gives students a way to express their thoughts and feelings using theatrical tools and techniques. Drama not only provides a fun venue through which children can practice various ways of interacting with other people, but it also gives them an opportunity to practice or rehearse other strategies and behaviours that they might not have a chance to do regularly outside of the environment.
Engaging in role play an observing others do the same simultaneously promotes the development of interpersonal skills and helps children increase their self-awareness and positive sense of self.
Some fun activities include:
Activity: GUESS MY FEELINGS- This group exercise Encourages interaction among children., as well as collaborative problem solving as group members provide each other with clues to figure out the feeling. It also increases understanding of vocabulary around feelings, as children are required to find different ways to explain each feeling word without using the word itself.
Activity: ANIMAL FEELINGS- Sometimes, it helps children to remove the personalization when talking about a difficult topic. This exercise uses the familiar, and nonthreatening form of animals, to help children express feelings and take more risks with dramatic performances. By adopting the form of an animal, it may free them to be more dramatic and share more feelings than if they were required to share as themselves or with a more personal scenario.
Cooking Directives
Cooking Directives
Cooking Directives
Cooking can be a highly beneficial activity for children. Cooking offers a multifaceted approach to their development. And here are the benefits:
1. Mental Development: Cooking requires following steps, measuring ingredients, understanding sequences, which enhances cognitive skills like attention, memory, and problem solving. It also helps students learn about cause and effect, seeing how their actions (like Mixing or Baking) lead to a final product.
2. Verbal development: Cooking involves reading recipes, labeling ingredients, and communicating about the process, which can improve language skills. It encourages a verbal expression, whether it's discussing what they're doing or describing the food they're making. This can be especially valuable for children with speech or language delays, as it provides a practical, engaging context for practising communication.
3. Social Development: Cooking often requires teamwork, sharing tasks, and taking turns, which promotes social interaction and collaboration. It provides an opportunity for children to work together in a structured environment, enhancing their ability to communicate and cooperate with others. It can also be a fun way to build relationships and foster a sense of community within a group.
4. Creative development: Cooking allows for creativity, whether it's choosing ingredients, experimenting with flavours, or decorating the final dish. This creative expression can be empowering for students, giving them a sense of accomplishment and pride in their work. It also encourages them to think outside the box and explore their own ideas.
In some, cooking is a versatile activity that supports the overall development of special needs students by engaging multiple senses and skills in a fun, hands-on way.
************
IMPORTANT NOTE: CHILDREN WILL NOT BE OPERATING APPLIANCES.
STAFF ONLY
************
We do have an "Easy Bake Oven" at Limehousekids for children to operate .
Inclusive and Innovative Special Education
LimeHouseKids Inc. Wellness Life Skills Program Schedule
SATURDAY DAILY SCHEDULE
ARRIVAL: 10:30AM
FIRST LEARNING BLOCK
10:30 AM-11:15 AM (45 minutes)
- Morning Greeting
- Calendar
- Feelings Talk
- Breathing Exercise
- Guided Meditation
SECOND LEARNING BLOCK
11:15 AM-12:00 PM (45 minutes)
- Creative Art-(drawing,painting,crafting)
- Sensory Art
- Self-Expression and exploration of emotions through art.
THIRD LEARNING BLOCK
12:00 PM-12:45 PM (45 minutes)
- Cooking/Preparing simple recipes
- Measuring
- Reading Ingredients
- Experimenting with flavours/scents/textures (e.g. banana, lemon, vanilla...etc)
FOURTH LEARNING BLOCK-(45 minutes)
12:45 PM-2:00 PM
- Outdoors (weather permitting)
- Games-parachute, sports
- Nature/community walk
- Neighbourhood park
DISMISSAL
2:00PM at LimeHouseKids location
Contact Us
For more information about our program and directives, please contact us.
