YOUR DONATIONS IN ACTION
The heroes supported by the Everyday Heroes Foundation are aged between 4 and 21 and all have a physical disability. So, a whole little world on wheels, with canes or on walkers, who, like any child or teenager around them, would like to sink their teeth into life.
How to sum themare they attribues?
Teachers and speakers from the two schools submit their projects, three times per school year, to the members of the management of the Victor-Doré and Joseph-Charbonneau schools.
Below you will find the main steps surrounding the submission of a project to the Everyday Heroes Foundation.
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Needs experienced within a class, a teacher or a sector of one or other of the schools;
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Projects imagined/set up with objectives and associated costs;
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Projects presented to school management, then to members of the CA fund distribution committee;
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The members of the committee bring together all the projects submitted, during the period covered, and proceed to analyze them according to defined project criteria;
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Recommendations for projects to be funded are presented to the members of the Foundation’s board of directors;
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The members of the board of directors of the Everyday Heroes Foundation establish the final list of projects that will be funded for the period in question.
Projets financés par la fondation en 2022-2023
Victor-Doré School
Atomic Neural Workshops
The professor, Josée Beaulieu, summoned the Atomic Neurons to provide students of the Quebec School Training Program1 (PFEQ) with scientific activities of discovery and learning about their environment, using a facilitator and specialized equipment. The students were also able to do reading work on the different scientific themes and experiments.
Music therapy workshops
Myriam Bergeron, music teacher, offered certain students with profound intellectual disabilities (DIP) the opportunity to participate in music therapy workshops with music therapist Léa Jouffrieau. In fact, this provided more opportunities for communication and interaction for students with severe to profound disabilities to promote their well-being.
Piano
Myriam Bergeron, music teacher, requested a new piano for the music room since the old one was damaged and beyond repair. All the students at the school benefit from this piano, whether by listening to it or playing in a duet with the teacher.
Pet therapy
A zootherapist led workshops with several animals for students with profound intellectual disabilities and those in the skills program focused on social participation2 (CAPS). The teachers had previously set personal goals for each student.
Ipad tablets and Go talk now application
The speech therapists at the Victor-Doré school purchased two iPad tablets as well as GoTalk Now software in French. These tools are essential for learning and serve
substitute for oral communication for
many students at the school.
Clicker8
Teachers from the Quebec School Training Program purchased the Clicker8 software in French. This software allows students to compose texts with images and teachers to prepare activities and educational materials for students.
Purchasing suitable toys
After several years of teaching and working with students with profound intellectual disabilities, Nancy Genois noticed that adapted toys were starting to become very damaged. With this purchase, students will now be able to enjoy motivating toys that give them a taste for manipulating and being interested in what surrounds them.
Joseph-Charbonneau School
Music therapy equipment
The number of students with profound disabilities increases from year to year. The music therapy teachers, Caroline Doyon, Francis Lalancette and Ariane Paradis, have acquired musicosensory equipment likely to seek reactions and participation from students in this sector. The selected instruments allow students to interact with classmates and their teacher.
Equipment for a musical dinner
During the pandemic, each student had to stay with their class group during lunch time. The team of social work technicians (TES) noted that this reorganization disturbed several students. Indeed, during the morning break and after dinner, several students were bored in the waiting area. To set the mood, the TES have equipped themselves with a small sound system to create the atmosphere in order to allow the students to move and dance on site to the rhythm of the music chosen by the manager.
Introduction to the performing arts
The “Initiation to the performing arts” project is a project imagined and created by Élyse Désilets, therapeutic clown and actress in collaboration with teachers from the Semi-skilled Trades Training and Preparatory Training for Work (FMS-FPT) sector. Its main objective is to develop the creative potential of students despite their disabilities. These workshops also promote socialization, communication and teamwork.
Theatrical activities
Among the activities that teachers in the Medium Intellectual Disability (IMD) sector do with their students are theater workshops. Adding a varied number of props to theater activities promotes student autonomy and leads students to develop more diversified personal expressions.
Multi-Sensorial Room 2
Although a large part of the project was financed by the material resources services (SRM) of the CSSDM, there were many suitable accessories that had to be purchased to furnish the premises. Thus, shelves were added and stocked with suitable toys. The room has also been decorated with a beautiful mural which encourages relaxation.
Great activity kits
Special needs students with disabilities need concrete materials to touch and see to understand simple concepts related to everyday activities. Among the kits purchased, we find those for professions (doctor, hairdresser, dentist, etc.), actions, food (grocery shopping), emotions, birthdays and animals.
