L’association T21 Binche-Hainaut présente l’exposition Un autre regard sur la trisomie 21

A lire sur le site Agenda.be:

Un autre regard sur la trisomie 21

autre regard

L’exposition est constituée de 21 toiles réalisées par Anselme, Martin, Madeleine, Thomas dans le cadre du stage d’été « Ensemble c’est plus chouette ».

Et composée complémentairement de photographies de l’artiste belge David Deleu.

Le livre « Des mots, des toiles » de Claudine Destuynder – Desmet, illustré de 21 déclinaisons conçues en collaboration avec les élèves de la section « Arts » de l’Athénée Provincial de La Louvière sera, en outre, présenté lors de cette inauguration.

Pour rappel, l’association T21 Binche-Hainaut a pour objectifs d’apporter un soutien psychologique aux parents confrontés au syndrome de Down, d’être un relais entre les professionnels de la santé et les familles, de changer le regard de la société sur la trisomie 21.

En espérant vous y rencontrer nombreux.


  • lundi 09:30 – 12:00 , 13:30 – 16:00
  • mardi 08:30 – 12:00 , 13:30 – 16:00
  • mercredi 08:30 – 12:00 , 13:30 – 16:00
  • jeudi 08:30 – 12:00 , 13:30 – 16:00
  • vendredi 08:30 – 12:00


Expo / Expositions


Lieu et organisateur



Play skills are closely connected to all other developmental skills

To read on Friendship Circle website:

7 Tips for Troubleshooting a Special Needs Playdate

Written on 2015/02/09 by:  Karen Wang

Play skills

Play skills are closely connected to all other developmental skills. Learning how to play means learning how to communicate, how to move, how to think.

To encourage the growth of play skills, some parents of children with special needs make an effort to arrange playdates. Special needs playdates are notoriously difficult to plan, and even more difficult to supervise due to unexpected behaviors.

Keep in mind that behavior is communication, and the child’s needs must be supported at each stage of development. Play is one way that those needs are communicated. Often a child may be trying to demonstrate a need to end play time and return to a comforting activity, and that choice should be respected. With patience, it is possible to wait for the right opportunity for a successful play experience.

After years of playdates and talking to other parents about their playdates, I’ve noticed some patterns in the problems that arise. Here are 7 of the most common issues with special needs playdates, and some of the strategies that help families work through them.

1. One child becomes aggressive, and one child is frightened

A special needs playdate is not the right time for parents to sit back and chat over coffee while the kids play in the next room. Children with special needs may be accident-prone because of a delay in spatial awareness, or they may engage is dangerous attention-seeking behavior, or a mix of emotions may explode after a build-up. Direct supervision is necessary, and it’s better to intervene before an injury occurs. When a playdate turns aggressive, it usually seems like parents get confused about the correct etiquette, and each parent waits for the other to take action.

In my opinion, the correct response is to put safety first by stating and re-stating the house rules that apply to both children and adults. By doing so, the adult is modeling the protective behavior that the child is trying to learn. If the situation continues to escalate, then the playdate should end.  Or better yet, a playdate can be timed to end before aggression starts, and each subsequent playdate can be slightly lengthened to maximize the learning experience.

If aggression is a known possibility beforehand, then the non-aggressive child can be coached on a safety plan – I taught my younger son to come to me to be picked up out of harm’s way whenever a certain child waved sticks at him.

2. Is it disinterest or parallel play?

A lot of families give up on playdates because a child appears disinterested and does not initiate interactions. But the child may have a completely different perception. My teenage son enjoys having guests over, but seems to avoid them.  From his point of view, he is appreciating their companionship and observing the guests on his own terms while engaging in his preferred activities.

For example, one of his good friends came over recently and immediately started lining up toy cars while my son built the Lincoln Memorial out of Legos. It was a classic example of parallel play, except that these were teenagers, not toddlers.

After several minutes of playing separately, they finished the Lego kit together, moved on to a board game that they both enjoyed and then asked to hold our pet guinea pigs. Both boys were relaxed and comfortable together without being pushed to socialize in the “right” way.

3. The child runs away and hides

Like other types of anxiety, social anxiety can be treated with a gradual desensitization process. I spent time showing photographs and telling stories about visitors before their arrival, then did formal introductions. With each visit, my younger son spent less time hiding. He often hid behind the sofa, where he could watch and listen to everything without participating. Gradually, he came closer to the center of activity, and now he enjoys playing host to the visitors with whom he feels comfortable.

Last summer he allowed me to photograph him with some guests. Pressuring him to participate would have increased his anxiety.

4. The child panics and screams when visitors arrive

Once a panic attack starts, any attempt at socializing or play is futile. I had to turn away relatives and send away playgroups to take care of my son. His social anxiety limited our ability to have anyone visit our home, and he felt deeply threatened whenever anyone entered our home.

The solution was to go out and socialize with as many people as possible in as many locations as possible, so that he became accustomed to the idea of companionship. This took many years to achieve, because of the number of people who felt alienated by his panic attacks, but we also discovered abundant kindness and compassion along the way. These experiences turned into beautiful social skills lessons for both me and my son.

5. The parents are close friends but the kids don’t get along or the kids are best friends but the parents don’t get along

Both of these situations offer the same lesson in respect. If the children don’t get along, then the parents can schedule a separate time to hang out without kids. If the parents don’t get along, they can schedule a separate time for the kids to play – supervised by one parent.

6. Other parents pull their children away at the playground

Many parents of children with special needs have witnessed it firsthand: a parent at the playground notices something “different” about another child, and directs her own children away from that child. I put these parents in the same category as the ones who schedule a playdate and don’t show up.

We can’t control the way others choose to parent, and it’s not worth the time or energy to change their minds.

7. Strangers’ kids seek attention on the playground from the “fun” parent

I climb,swing and slide with my kids, and we love to visit new playgrounds all over town. It’s a great opportunity to work on therapy goals and learn how to adapt to new environments and social situations…and we just enjoy playing together. An adult on the playground equipment usually attracts quite a bit of attention from children who are playing alone, and some of the children can become very demanding.

Attention can be re-directed to the child with special needs through simple explanations, such as “Louie is learning how to ____. Can you help?” Being the fun parent on the playground has its advantages!

For better or for worse, anything is possible on a special needs playdate. Most issues cannot be resolved overnight, but they can be detangled over time with a winning combination of patience, alternate perspectives and compassion.

Ils représenteront la France aux « Special Olympics » de Los Angeles

A lire sur le site Essonne Info:

Cet été, ils s’envoleront pour Los Angeles, direction les Special Olympics

Martine Létourneau, Aude Abrial liked this post

Hope that “Quality Checking Government” is taken seriously

To read on Dimension website:

Note: In the UK, the term of ‘Learning disability’ is used instead of ‘Intellectual disability’.

Putting government(s) in ‘special measures’

Quality Checking Government

Posted by Steve Scown at 24/02/2015

I am beginning to wonder if we’re in the midst of what we’ll look back on and regard as a time of great significance. Following on from Simon Stevens’ recent and very welcome announcement regarding closing ATUs, today we’re witnessing the release by the Learning Disabilities Alliance of “Quality Checking Government”, a poll of 2000 members of the learning disability community, half of whom have a learning disability themselves.

The LDA’s end-of-term report does not make for pleasant reading, but I don’t think any of us who work with people with learning disabilities are surprised. The themes – such as work, money and social inclusion – are familiar and with marks averaging just 2 out of 10 from the 2000 respondents one would reasonably predict a CQC rating of “inadequate”. Indeed, such a poor performance would see CQC putting the government into “special measures”.

However this is not the first government we’ve experienced that would be given such a low score. For generations, people with learning disabilities have been shunned, shut away in awful places, excluded from society and generally treated as second class citizens. So why are they so consistently overlooked? Why have so many politicians of every persuasion got so many policies so wrong?

Last night, Newsnight asked why so many policies aimed at improving life for pensioners are being announced in the run up to the election. The hypothesis is that older people are a sizeable proportion of the electorate, and they vote, and so parties must try to win that vote. Well, a million people in this country have a learning disability – with their families they represent about 10% of the electorate. That’s a lot of potential voters!

But, our research in 2012 found that just 10% of people with learning disabilities voted in their last election. It’s worth considering if many more people with a learning disability voted how different things might be. That’s why Dimensions, along with Mencap and United Response, have been leading a number of campaigns aimed at encouraging people with learning disabilities and their families to vote on May 7th.

I hope that “Quality Checking Government” is taken seriously. It deserves to be, as it provides a really important baseline. In future years the learning disability community can use this report to judge if progress has been made – and then they will be able to hold politicians to account via the ballot box.

And that’s why I’m wondering if the launch of “Quality Checking Government”  today may be one of those significant moments we’ll look back on. The learning disability community may be about to find its voice. But no vote, no influence. Pass it on.

La Semaine québécoise de la déficience intellectuelle du 8 au 14 mars 2015

A lire sur le site de la Semaine québécoise de la déficience intellectuelle:

Comme on se ressemble

Semaine québécoise

L’Association du Québec pour l’intégration sociale (AQIS) est fière d’annoncer la 27e édition de la Semaine québécoise de la déficience intellectuelle (SQDI) qui aura lieu cette année du 8 au 14 mars. Le thème choisi Comme on se ressemble! vous invite à faire de belles rencontres et à découvrir des gens remarquables. Pendant cette semaine de sensibilisation, plusieurs activités sont organisées à travers la province.  L’AQIS lance une invitation à la population québécoise à prendre le temps de mieux connaître ce qu’est la déficience intellectuelle, pour faire tomber les préjugés et découvrir la contribution significative de ces personnes dans nos vies de tous les jours.

Crédits photo: Julie Perreault

Crédits photo: Julie Perreault

 Déjà 6 ans que le comédien Vincent-Guillaume Otis se fait le porte-parole national de cet événement. L’artiste connaît bien cette réalité puisqu’il a lui-même un frère ayant une déficience intellectuelle

 Pour une seconde année, Vincent-Guillaume Otis a invité la comédienne et danseuse Gabrielle Marion-Rivard à être la co-porte-parole de la Semaine. Rappelons qu’ils se sont connus lors du tournage du film Gabrielle de la réalisatrice Louise Archambault. Ensemble, ces deux comédiens incarnent ce message simple, mais combien important d’ouverture et de rencontre, nécessaire afin de mettre à mal les préjugés qui sont souvent bien ancrés dans notre société face aux personnes ayant une déficience intellectuelle.


Plus de 80 associations membres de l’AQIS et de nombreux partenaires dans toutes les régions du Québec, ont préparé un programme d’activités variées, vous permettant de vivre de bons moments et de découvrir des gens accueillants qui souhaitent partager avec vous leur ressemblance!

À noter également, le lundi 9 mars, de 8 h à 18 h, la cause de la déficience intellectuelle sera en vitrine sur la grande place du Complexe Desjardins. Le Support – Fondation de la déficience intellectuelle et une douzaine d’organismes seront sur place pour sensibiliser la population à cette cause méconnue.

La Semaine québécoise de la déficience intellectuelle, c’est un pas vers une société tolérante et inclusive!

Et une vidéo de l’AQIS:

Qu’est-ce que la différence ? En quoi sommes nous semblables ?

Anne, Gabriel et Sylvie sont invités à parler de leur réalité à des étudiants de secondaire 5. Le regard des autres peut parfois être blessant. En préparation à cette conférence, ils se dévoilent et nous font part des préjugés qu’ils doivent affrontés au quotidien. Leur réflexion sur la différence est poignante et bouleversante. Ils nous partagent également leurs rêves et leurs passions. La danse, l’histoire, la maternité, la quête d’autonomie, le travail, voici autant de sujets et de réalités qui les caractérisent et les allument.

Dans le cadre de la Semaine québécoise de la déficience intellectuelle, l’Association du Québec pour l’intégration sociale a réalisé cette vidéo pour démystifier certains des préjugés auxquels doivent faire face les personnes ayant une déficience intellectuelle.