Moving Mountains – My AGM Experience

Jessica Schurman
On Saturday, August 20th, Autism Society Alberta held its Annual General Meeting in Red Deer. I walked into the meeting feeling lower than low, discouraged; my bucket was empty. Three children, 17 loads of laundry, a van covered in Rice Krispies, and having only 24 hours to prepare for a mini-lake vacation will do that to you. Five hours is a great deal of time for anyone to dedicate and commit to a meeting, but wow, what a five hours it was. Everyone there had their own 17 loads of laundry and cereal covered minivan waiting for them, but they volunteered their time, showed up, and shared! I walked away from the AGM feeling completely inspired by the twenty people from across Alberta who were in attendance at the table and over the phone.
 
It was not five hours of budgets and reports – it was time spent learning and celebrating the other events and initiatives happening all over Alberta. For myself, on a personal level, it was a chance to spend time and connect with other parents and grandparents from across the province who are actively working to make the lives of all people touched by autism better. They are working tirelessly on policy, fundraising, and awareness. Most importantly (for me), I get the privilege of sitting in a room with parents who have children who are significantly older than my daughter and gaining knowledge and tips from them for when we get there. The advice, in my mind, is invaluable. My Matea is ten years shy of adulthood, but what a fast ten years I know it will be. I am forever thankful to this group of men and women who give of their time and their experience to help me and my daughter.
 

I would encourage any parent, with a loved one of any age, to attend a future AGM or call in if you ever have the opportunity. Walking away this afternoon, the statement that stuck with me the most was one made by both President Deborah Barrett & Vice President Lyndon Parakin: “we were and are just a group of parents, but if we have learned anything, it is that parents can move mountains.”
 
Thank you for the inspiration, my autism community friends. We in Red Deer are ready for another amazing year of working together with Autism Society Alberta to move some mountains.

Moving Forward

Deborah Barrett, President, Autism Society Alberta
Autism Alberta has grown significantly over the past three years. We now boast over 700 members from all over the province. But more than that, Autism Alberta has developed a strong sense of direction for the year ahead. Here’s what we hope to see as we move forward this year:

Who Will Take Care of Our Kids?

Autism Alberta has approved this project, which will begin this fall. The ultimate goal is to make sure there is a framework and supports to ensure our children’s quality of life when we are no longer able to care for them, which appears to be a worry for so many families. The first stage of this project will be to research existing supports, or lack thereof, both in Alberta and within other jurisdictions. This will give Autism Alberta the necessary research base to move forward.
Autism Alberta Alliance

The brainchild of Lyndon Parakin at Autism Calgary, the ultimate aim of the Alliance is to be both a repository of solid projects initiated by family/community based groups and to become the go-to for best practices in autism across the province.
AISH Policy Change

Autism Alberta will explore working with other agencies to change some of AISH’s policies that seem as if they will condemn our adult children to poverty once we are no longer here to take care of them. We hope to work toward increasing the $100,000 savings limit, look at ways of setting up trusts for our loved ones on the spectrum, or revamp the way AISH is managed for adults with disabilities to allow a better quality of life. This will likely involve working with a number of other disability groups facing the same issues.
Act Now for Adults with Autism Committee

Members of this committee have been part of the process that has created the Autism Lifespan Clinic, which opened last November. The Autism Lifespan Clinic provides knowledgeable, coordinated, medical, mental health and diagnostic services to people with ASD or who suspect they might have autism once they turn 18. The Clinic serves the ASD population from Red Deer north and is the first of its kind in Canada.

Needless to say, it is not possible for this clinic to see every single adult with autism, and most people want services in their home communities. That’s why Autism Alberta has supported a CIP Grant Application for the Autism Lifespan Clinic to create training modules that will help community-based doctors gain understanding and knowledge about autism so they can start feeling more comfortable treating adults with autism in their practices. Should this grant be approved, it will be the beginning of creating more awareness, knowledge and comfort among health service providers in general, which, we hope, will ultimately mean that adults with autism can access knowledgeable health services within their own communities.
Research

Autism Alberta is a partner with UBC and the University of Calgary in a research grant to understand how to engage more rural and remote communities in getting better information and services for people on the autism spectrum. Fort McMurray, Central Alberta and Aspen region are currently involved in the project.

An outgrowth of this research process, coupled with the wildfire this spring, has been another grant application to help Fort McMurray replicate an Autism Ambassador project. If this grant is successful, Fort McMurray will see an Autism Ambassador situated in town to help families and those on the spectrum navigate the system to acquire the resources they need.
Fundraising

Fundraising has gone well over the past three years. However, we are at the end of our cycle with a couple of big donors, so we will need to look seriously at how to fundraise for a provincial society without stepping on the toes of the various regions. The recent Annual General Meeting saw three or four parents volunteer to look more deeply into fundraising for the year ahead.
Regions

There have also been many exciting things happening in the various regions over the past year. Click below to read their reports.

Click here to view Autism Alberta’s new Board List for 2016

Jeff’s Marathon Journey – August Update

Jeff Bowers
Hi all – I’m back with a bit of an update for August. Everything is going well with training. We are a short ten weeks away from the NYC Marathon, and the program I’m following is really starting to pick up steam. I completed my second half marathon of the summer this past Sunday at the Edmonton Marathon event. I have been training hard the past few months, and was looking forward to this run in particular to see if the hard work would pay off in improvements to my time. I had set a goal to finish a half marathon in under two hours before I run the full marathon in New York, and Edmonton was my second-to-last chance in doing so – I have one more half marathon coming up in Fort McMurray on September 18th. I didn’t quite make the two hour threshold in Edmonton, with a time of 2:03:01, so I’ll have to wait until Fort McMurray in a month to try and realize that goal by trimming those last 3 minutes. All in all, 2:03 is a great improvement from my previous best of 2:11+ from last year, so I’m very pleased with the improvements. Being exactly at the halfway point of my training program, I’m happy to report that I have made it this far without any major or nagging injuries (with the exception of a black toenail that I think I’ll eventually lose… but I think that is bothering Yeunsuk much more than me at this point…).
 
As I write this, it’s Ben’s 4th birthday. As is normal with all parents, I was reflecting this morning on how quickly the past four years have gone. I was also thinking about all the ups and downs we’ve had, and all the things that Ben has learned, as well as forgotten or stopped doing – thankfully, in some cases. In my last update, I wrote about how Ben was on a bit of a hot streak with sleeping through the nights. I think I made mention that we rarely talk about it when he gets on those streaks for fear of jinxing it. As luck would have it, here we are a month later and he’s going through a bit of a rough patch again. Although far from the worst of periods, he is certainly not sleeping as soundly as


Ben, 4 years ago

he was a few weeks ago. Right now he’s going through one of those ‘not terrible, but far from good’ periods where we never know from night to night how he will sleep, and trade good days for bad. Just last night he woke up at 3:30am and stayed awake until I was leaving for work at 6:30am. This screws up Yeunsuk’s day much more than mine, as she has to get Jessie to preschool, which is impossible unless she wakes Ben back up at 8:00am. And with this not being an option… well, you can see where I’m going with this. As is the norm, Yeunsuk is forced to bear the brunt of the impact that comes with Ben’s symptoms. I certainly feel like I could do more at times, and am perpetually grateful for all that she does. I’m far from what most would consider a religious man, but I remember reading something that stuck with me way back when were first dealing with Ben’s diagnosis – something along the lines of God gifting his most special angels to parents who can best serve them. I certainly feel that there must have been some sort of intelligent decision making at play when I see Yeunsuk playing with and teaching Ben. On a side (and unrelated) note, I just remembered another quote that stuck with me for the past four years: even God has autistic tendencies – that’s why the planets spin. I giggle when I think about how much excited flapping Ben would do if he could see the planets spin from a creator’s point of view.
 
We bit the bullet a couple of weeks ago when he entered this current rough patch of interrupted sleep and secured ourselves some melatonin from the local pharmacy in syrup form (Ben won’t swallow the pills). Our grand idea is that if he starts waking up earlier than 3:00am, we’ll give him some and it will hopefully help him back to sleep sooner than he would normally, within 30-60 minutes, as opposed to his usual 3-5 hours of interruption. The jury is still out on how this will work; we’ve had two chances to try it so far, and the first time he was back to sleep within 30 minutes of taking the melatonin, whereas the second time he woke up much more stimmy and didn’t go back to sleep for 3 hours. We will see what happens in the weeks to come – Stay tuned!
 
As for the fundraising – currently, I’m pleased to write that we’ve raised $2337 for the Fort McMurray Autism Support Group so far! THANK YOU to all that have donated, I am very grateful. If you would still like to donate, please click the link below.
 
Until next time, take care all!
 
Jeff

Click here to support Jeff’s Marathon Journey
. All funds donated will go to the Fort McMurray Autism Support Group.

Getting Ready for Back to School

Kitty Parlby
With summer vacation almost over, many of us are now focused on sending our special needs children back to school. And just like any student, they may not want to go back. On top of that, they have to once again get used to being around their fellow students and interacting with them, following instructions from teachers and aides, and the sensory overload sure to be found in almost any school.
 
So what can you do to help your child or your student with autism to get ready? Here are a few pointers to help you get started, and maybe inspire you to come up with your own personalized solutions. Whether you’re a parent, a teacher or an aide, being proactive can save you a lot of trouble!

At home you can start by reading fun stories about going back to school. You can even make your own social story about going back to school, if you know how. If you have any photos of fellow students or the school and staff you can look at them and talk about them. You can also go visit the school playground to familiarize them with it, or better yet, arrange a playground date with other students who will be going back to school with your child.

Usually the staff goes back to school a week before the students. Take your child into the school two or three times during that week to get them used to their teacher and/or aide, the echoing sounds, the lights, the gym, the bathroom, the playground, etcetera. Pack a lunch and eat it wherever your child would normally eat lunch. Find out where her desk will be and read a fun book or color a picture while sitting there. Take photos of her teacher, aide desk, and other key areas so that you can look at them at home and talk about them.

If you know transitioning back to school will be VERY difficult, consider letting your child go only half days for the first week of classes. This more gradual start could make the difference between a negative or a more positive feeling towards school, and give your child more time to adjust to sensory issues in the school.

Speaking of sensory issues, make sure your student has all the tools she needs to help with overwhelming sensory input: things like a weighted vest, sunglasses, earplugs, body sock, rubber pencil topper to chew, or whatever is needed. Also remember that they’ll be expected to sit still longer than at home, so provide things like fidget toys, a seat wedge, a ball chair, or a visual timer when required.

Don’t forget to work with your child’s teacher in providing an optimum learning environment. Where’s the best place for his desk? Near the teacher’s desk so she can help him? Near the front of the room so he’ll attend more to what’s being taught? At the side of the classroom near the door so he can easily leave when a break is needed? It’s different for everyone.

Also consider your child’s schedule with the teacher. Try to have some variety in sitting-down time versus movement time. If possible, have a visual schedule prepared during that week the staff are back so you can show it to the student at home often and prepare them. When possible and practical, give your student some choices, so that they don’t feel school is totally out of their control. Agree on a signal or a word that indicates to the class staff that they need a break. Teach the appropriate way to ask to go to the bathroom.

Don’t forget to prepare for the ‘getting to school’ method in the same way. If they will be walked to school, make sure to do it 2 or 3 times before school starts. If they are driven, you can practice several times where you will drop them off and where are you picking them up. If they will be taking the bus, you may have to go on the first few rides with them. Be specific with all of your instructions, as consistency counts for a lot in all of the above, and take photos whenever possible so you can go over it several times at home as a visual.

Once school starts, it would be great to do a fun and interactive presentation to the students, all about your child. This is especially important if your child is entering a new school or new class. If your child is non-verbal, you can show the other students how to communicate with your son or daughter, and how they communicate (in whatever form that may be).

Taking the time to make your child or student feel safe and acclimatized to the school environment is well worth the effort. It makes everything easier for the parent, teacher, fellow students and your child. Most importantly, it starts the year off on a positive and engaging note for the student.

Note: If you have any other questions specific to your child, feel free to contact the author through Facebook. The author, Kitty Parlby, is a mother of a son with severe autism, and is also a special needs educational assistant, autism workshop presenter, and board member of Autism Society Alberta.

Social Solvers Play Date Program

Organizing playdates can be stressful – especially when your child struggles with understanding social rules and norms. The Social Solvers Play Date Program is designed for children on the autism spectrum and their parents! By matching children based on their common interests and social challenges and providing parents with support and guidance when it comes to planning a successful play date, the Play Date Program provides a unique opportunity for parents to connect and for children to improve their social competence in a low-stress environment.

How Does it Work?
  • Children with similar interests will be matched through the online Social Skills and Interests Profile.
  • Once enough children with similar interests are identified, parents will be contacted regarding a monthly event so that parents can be introduced to other interested parents.

Monthly Events
  • A supervised activity for the children will be provided based on their shared interest.
  • Parents will be provided information on planning a successful playdate, teaching specific social skills, and how to use play dates to practice these.
  • Parents will have opportunity to ask questions and brainstorm solutions.
  • Parents will exchange contact details and will be responsible for organizing future play dates between their children.
  • Parents will be expected to supervise their own play dates after the event.

To get started, complete your child’s Social Skills and Interests profile by clicking here. Please complete this ASAP as we plan to start the program in September.

Four Tips to Get the Most Out of Pokemon Go for Your Child with Autism

Maureen Bennie
From the Autism Awareness Centre Inc. Blog:

As you all know by now, Pokemon Go has become this summer’s sensation. Not only is the game making headlines as being beneficial play for those with autism, but the game’s Japanese creator has autism himself. Fifty year old Satoshi Tajiri almost didn’t graduate from high school because of his obsession with bugs and video games – an obsession that later turned into the multi-billion dollar Pokemon franchise.

How Pokemon Go can be used to help those on the spectrum
 
This game takes the original idea of catching Pokemon creatures (imaginary animals with different kinds of “powers”), and takes it outside into the real world. Tajiri has created a FREE app for your mobile device that allows you to walk around your city, town, or neighbourhood, while looking for virtual creatures that appear on your phone. The game is map-based, and challenges the user to find PokeStops which have been created globally by using local landmarks in each community. Personal interactions with other Poke-users are encouraged through the technology at the various PokeStops.

While there have been a number of stories of the pitfalls of walking around while staring intently at your phone, there are also many heartwarming stories of people with autism and anxiety finding a drive or purpose to get out into the real world and practice their life skills. Many people with autism have a fascination with technology; in fact, the hard part is to get them away from it, outside and interacting with others. By combining technology and the outside world, it gives players the best of both worlds. It is showing so much success that it is even being used in some schools for children with ASD. Below are some tips that outline how best to use this new game safely and to the most benefit.

1) Supervise
 
This might seem obvious, but going with your child/youth while they explore is essential. Either you or a caregiver should be around them while they explore and “catch ’em all”. Many PokeStops are near bodies of water, or require crossing busy streets, etc.

2) Encourage your child to come with you on errands by giving them a chance to play
 
One of the best ways to supervise is to offer your child/youth a chance to play in environments where you have errands to run. This allows the person with autism to be included in day-to-day activities while doing something that is engaging for them. There will be opportunities to connect with other players, and give your child/youth a chance to practice social interactions with people who are just as fascinated with the game as they are!

3) Take the opportunity to teach road safety and stranger danger
 
This app can create the perfect platform to highlight some basic life skills such as road safety and “stranger danger”. Making these lessons an integral part of the gaming experience is one of the best ways to learn. Help your child decide who to speak to, and what is appropriate when dealing with strangers.

4) Have some fun bonding with your child by doing something you can both enjoy
 
Let’s face it, this app is fun! Sometimes it can be hard to find mutual points of interest with our children. We might not be able to get consistently excited over patterns of floor tiles, the many names and levels of Jedi Knights, or dinosaur types, but this app provides a game you can both enjoy. The Pokemon animals are cute and the game is designed to provide lots of entertainment for all ages.

With the summer winding down, this is the perfect time to explore an outdoor activity that offers a great learning platform wrapped in a fun game.

You can download Pokemon GO for Android and iOS.

If you would like to read more about online safety and social media, check out the book Online Safety for Children and Teens on the Autism Spectrum.

We Want to Hear From You!

We are looking to publish stories, event notices or news items from all parts of the province. If you’d like to have your items included in the September 2016 issue of Autism Around Alberta, please send your submissions to AAA@autismalberta.ca by the deadline of Monday, September 12.

The Disability Paradox

Jessica Pigeau
There is an odd irony to life as a disabled person. I speak, of course, to my personal experience as an autistic, but undoubtedly the same absurd social factors and prejudices are at play in the lives of others, those with physical and mental conditions of every description. There is an oft-tragic lack of imagination within our default understanding of disability, where ability and disability are seen as mutually exclusive. I have experienced this myself many times –  sometimes underestimated and infantilized despite my accomplishments, despite my skills and talents, sometimes met with a lack of sympathy. But more than that, there has also been a rigid refusal to accommodate with those same accomplishments, with those same skills and talents now serving as damning evidence against my case for aid and assistance.

I have been struck by the absurdity of the situation most painfully when applying to graduate school. When it comes to the pertinent, awkward issue, one has two options: either remain silent and accept the risk posed by unexplained irregularities in one’s scholastic history, or disclose and accept the risks posed by prejudgement, prejudice, and misunderstanding. The second option is perhaps the more perverse of the two, as it places one in the paradoxical position of arguing for admittance both out of competence and incompetence.

The two arguments must be carefully balanced, and checked and rechecked for any flaw, any discrepancy, any misplaced or misworded clause in one case line that might fatally destabilize the other. It is much like trying to build a suspension bridge out of toothpicks, dental floss, and cheap chewing gum. After all, if I am too competent, too well-adjusted,  too well-spoken, am I really so disabled as to require special consideration? On the other hand, if I am too delicate, too unstable, too vulnerable to the vagaries of my mental condition, how could I possibly be prepared to take on the stress and responsibility of such a program? Would it not be better, kinder, that I were not offered admission at all?

I have long maintained a public face of extreme, extravagant competence. I have taken pains to speak ever eloquently, to pepper my conversation with charming anecdotes, clever witticisms, and warm compliments. I have cultivated the appearance of inexhaustible energy, imagination, and compassion. I have carefully, deliberately hidden signs of stress, of fracturing. While the majority of my social circle know of my diagnosis, they are generally unaware of the constant low-level overstimulation and anxiety, the taxing strain of an extreme introvert struggling to stay socially “on”. My private struggles remain private. My worst meltdowns and implosions stay firmly behind closed doors. The fact that I largely pass as neurotypical means that any error in my disguise might be immediately and severely punished. I cannot necessarily rely on widespread sympathy. Insofar as I wish to be seen as capable, I cannot let my deepest flaws, my humanity, show.

The idea that ability and disability cannot coexist is perhaps even harder on those who cannot pass as non-autistic. Many of the services available to disabled adults are only available insofar as one is “incapable” of work. This leaves those who theoretically have the skills to work, but who struggle to find employment or deal with the social requirements of the workplace, with no support to find jobs or succeed on the job. At the same time, it leaves those who require day-to-day support with no opportunity to exercise the skills they have out in the community. It is senseless to assume that because one can work one needs no support, or to assume that those on support have nothing to offer, no part to play in broader society, that their place is out of sight, out of mind, pitied and otherwise unacknowledged. Certainly, there are those who indeed cannot participate in such a way, but this is not the case for the majority of people labeled with autism.

The solution to these issues is unclear, but perhaps a decent place to start is to broaden our understanding of what people with autism are capable of and to resist the temptation of oversimplification. Perhaps, as well, we must question how support programs are structured, and ask whether or not they incentivise the full inclusion of autistic individuals.

Figures of Speech and Autism

Marie Tovell Walker
We have an adult daughter on the high functioning end of the Autism spectrum. I’d like the world to know that being on the autism spectrum is hard work: it takes an incredible amount of energy on an ongoing basis. The more I learn about my daughter’s lived experience, the more in awe I am of how well she manages.

Figures of speech are fun for most of us. They are a shortcut to communication. We say “I’ll run in and do it,” “I’m so hungry I could eat a horse,” or “he’s burning the candle at both ends,” without thinking much about what we said. For Jill, it’s not that simple. For example, if we are going somewhere I might say, “I want to stop at the store. I need to run in and get milk.” When I get back to the car we continue on without comment if Jill is having a good day. If she is tired or otherwise stressed, she sometimes says crossly, “You didn’t run!”

We were talking about literal language the other day. Usually I don’t give it much thought, as Jill knows what is meant when people use figures of speech. However, when she explained her process to me, I realized how much trouble it is for her when I use them. Following is my daughter’s comment on how figures of speech complicate her life.

I automatically read a figure of speech as literal and then I have to stop and put in the meaning that is intended. I don’t know how I learned what is meant, but I picked up the meanings long ago when I was a child.


Sometimes the literal meaning stays with me. If I’m tired or frustrated it’s more likely to stay and fill up my brain, making it harder to switch to what is really meant. I still know what is meant, but the literal meaning is like a loose thread waving around in my head. Sometimes I reply to the literal meaning because that seems to finish off the thought for me.


It’s just one of those little things that adds stress to life. People get cross when I respond literally. I do understand that it is annoying to them, but they don’t seem to understand that it is annoying to me to have to translate what they say.

Group for Partners of Individuals with ASD Meets in Edmonton

Are you a partner or spouse of someone with ASD? If you would like to get together with others to share experiences and learn about managing, there is a group available. Partners of Individuals with ASD is a discussion group that meets once a month on the third Thursday of the month. In September the topic will be basic information on ASD and marriage. Newcomers are welcome.

Next Meeting: Thursday, September 15 at 7 pm.
11720 Kingsway Ave, Edmonton.

For information call 780-453-3971 and press #1 for Support Services.

Autism Research Rounds

Glenrose Rehab Hospital Bill Black Auditorium
Tuesday, September 13, 2016 – 8:00-9:00 am

Launching or Crashing?
The autism support cliff after 18 and what to do about it.

Presenter:
Katelyn Lowe, PhD, RPsych
Clinical Director, The Sinneave Family Foundation
Adjunct Professor, Dept of Pediatrics, University of Calgary

Objectives:
By participating in these rounds, attendees will:

  1. Understand transition to adulthood challenges in ASD.
  2. Review “easy” tools for creating post-high school transition plans.
  3. Learn about the Launch Program (feasibility and scalability).

Pay Less Tax

Do you know that if you have a child with a physical or mental disability, you may be able to pay less tax? You can apply any time of the year. To find out more click here. The video on the linked page explains how to apply in three easy steps.

Disclosure – My Decision and Reasons

Erika Rowden
The act of making new or secret information known’

When we received Conor’s diagnosis, I decided to be very open and share with family, friends, coaches, teachers and anyone else with whom he would be involved. And of course Conor himself, when the time was right.

I have many reasons as to why I chose to do this. Initially I found it so hard to put it into words, but the more I share the easier it becomes. Two years post diagnosis, I finally understand his autism enough to make it much easier when talking with others. My primary reason for sharing is so that people can understand and accept – not judge. I want people to know that he is not just acting out, spoiled or not disciplined when he is experiencing sensory overload – he is totally dysregulated. There is definitely a difference between bad behaviour, which we don’t excuse, and a meltdown, and I want others to understand that.

Of course his school knows his diagnosis, but I like to go further and share it with his classmates and their parents. I send a letter to their homes at the beginning of the school year just so people can understand a little more about him, and I am very open to chatting with other parents, too. I found it has really helped us: we deal with issues as soon as they arise, I let his teacher know if he is having a rough morning so they can be prepared, and as Conor is getting older, he can now talk a little bit about his autism. He is quite happy to tell others, and I am very proud of him for owning it! It is a part of him, and I want him to help others understand and to be an advocate for himself.

It’s very important to me that his brother knows and understands, too. Shea helps with Conor’s therapy sessions and has a ‘happy box’ for when I need to focus on Conor during his periods of dysregulation. I know that Shea will be a wonderful advocate for his brother, and I want him to understand as much as he can about Conor.

For our extracurricular activities I always disclose, as well. And when I do it, Conor’s coaches and instructors are so understanding and accepting. He is a part of the team or group, but if he needs to take a break then it’s OK to do so, even if it is not a scheduled one. This makes him happy and able to enjoy what he is doing.

Disclosure has been therapy for me. It has allowed me to fully accept Conor’s diagnosis and seek out therapy for not only him, but for me as well. It has allowed me to meet the most amazing people who are my support group. I am proud to advocate for Conor, and I want him to embrace his autism. I am not disclosing to label him, but instead to make sure that he gets the support and understanding that he needs to be successful in life.

Thank you for letting me share this with you.

Another Victory for the Cycle for Autism!

Jade Nesvold
Before summer gets away from us, Autism Edmonton wants to say THANKS and give you an update on the 2016 Cycle for Autism, held in June at Edmonton’s Gold Bar Park.

An ambitious goal of raising $50,000 was set for this year. In total, nearly $40,000 was raised ($39,062.00 to be exact), and we received another $4500 worth of gifts in kind to help cover costs. Considering the event was held barely a month after the Fort McMurray fire, which impacted the resources of so many people in our province, the results were AMAZING.

Cycle for Autism is more than just a fundraiser. It’s also a wonderful opportunity for families to meet each other, get out of the house and have some fun, and chat with our support staff and resource partners in a relaxing and informal setting. On top of the amazing amount of funds raised, the turnout was significant, with 31 teams and just over 300 people showing up to participate.

This year, the first ever Cycle for Autism Ambassador was introduced: 6-year-old Peter Waligora, from Team Peter, got to enjoy some time in the spotlight and did an excellent job welcoming the participants and officially starting the ride. It was powerful to be able to put a face to the event, and celebrate how many individuals on the spectrum have been involved in making the Cycle a success over the years.


Thanks to all the donors across Alberta who made pledges to teams and helped spread the word about their efforts. Thanks again to all the teams who participated, the staff and volunteers who pulled off the event, and the sponsors who helped to pay for it all.