SOCIAL REHABILITATION, EDUCATION AND CREATIVE ACTIVITY CENTER FOR ADULTS WITH AUTISM
ANTON'S RIGHT HERE CENTER
Annual Report 2016
When I shot a film about autism and I met Anton, almost nobody was aware of this kind of disease. When we opened the Center, there was a bit more understanding, but it was primarily about the inner circle of emotional involvement. Three years have passed. The situation has changed: more and more people understand what ASD is, therefore have no fear and accept it. More and more entities are getting involved, from small companies creating new jobs for people with specific mental characteristics or placing orders in our workshops, to the State Hermitage, adapting tours for our care recepients. We are getting more and more cooperation offers, which means that an increasing number of people understand the importance to be near and caring This is perhaps more important for us than for people with special needs, as individuals, business community and culture get much more from communicating with them.

We continuously launch new programs for children, teenagers and adults. Replication is another important step along this path. After all, one in sixty-eighth children in our country needs support, but there are also so many adults who are not "considered", not accepted, locked up at home or in residential care facilities ...

Any donation is very important, and we are very grateful to all our donors. It is great to get regular donations. After all, autism is not a disease, but a specific mental feature that cannot be "cured". A person with autism spectrum disorder (ASD) needs support throughout his life, so if he can move to another program - for example, from an optional program or from a training program to the main educational program in the Center - then we should have the opportunity to invite the next person in the queue to take his place.

Dear friends, we appreciate your support!



Lubov' Arkus
President of Way Out in St. Petersburg Foundation and founder of Anton's Right Here Center

OUR MISSION:
  • creating a comprehensive model for supporting people with autism (from early diagnosis to assisted employment);
  • helping people with autism to develop their potential;
  • telling the society about autism;
WHAT IS AUTISM? [↓]
Autism is a developmental disorder remaining throughout the life of a person. It affects communication and relationships with other people, as well as perception and understanding of the outside world.

Autism cannot be cured, as it is not a disease, but it is possible to help make up for the needs of such people. To do this, one has to understand these needs: people with ASD need a structure, visual support, a clear plan and adjustment of the intensity of external signals.

We work with these people taking into account these deficiencies, help them to develop and train their household, social and communication skills so they can mingle, make friends and work.

Each person with ASD is unique. Each one has his own interests, strong points and challenges.

People with autism have three specific features:
  • Qualitative deterioration of verbal and non-verbal communication and imagination
  • Qualitative deterioration of social communication
  • Extremely limited range of activities and interests

AUTISM IN THE WORLD [↓]
Early 2000s:
  • One in 150 children in the USA
  • One in 100 children in the UK
Today, according to the US Center for Disease Control and Prevention, one in 68 children is born with an autism spectrum disorder

In Russia:
  • No statistics is held
  • No system for helping people with autism is available
  • No information on this issue is delivered to the society
Children: special-needs pre-schools and schools
Adults (18+): home or psychoneurological institutions
Way Out in St. Petersburg Foundation: it develops a model of integrated support for a person with autism throughout his life

KEY ACHIEVEMENTS IN FIGURES
2016
140 families with adults and children with autism participated in programs of the Foundation
16 new students
launch of the second platform the Employment Center
25 students started working in the Employment Center
launch of the second training appartment
in two years 19 students took part in the accompanied residence program
8 performances of The Speech of Birds, nomination for the Golden Mask Award
cooperation with the State Hermitage20 students went on excursion tours to the museum to learn how to orient themselves in the museum space.
first camp (2 shifts + 1 theater shift) for 24 students
32 families completed Russian training under the EarlyBird program f the Naked Heart Foundation (a program for parents of preschool children with autism).
In two years 68 families took part in the training
launch of the Naked Heart Foundation program for training specialists in pre-schools
- first American-type camp for teenagers for 9 people
- launch of a program for teenagers with RAS (evening optional artistic classes) - 12 teenagers

OUR PROJECTS
ANTON'S RIGHT HERE CENTER [↓]
Anton's Right Here Center is a resource platform for adults with autism, where students work in workshops and improve communication, household and social skills.
WORKSHOPS
During the workshops, students are engaged in creative activities, making crafts and prototypes under the guidance of master craftsmen.

In addition, these workshops create a therapeutic environment that helps students to develop communication skills and improve their interaction with other people, learn to perform the set tasks, follow the rules and timetable, and live an active life.

For example, during the classes we simulate situations where the student needs to ask another student or a master craftsman for a tool, thereby pushing them to communicate.
  • sewing
  • decoration
  • pottery
  • graphics
  • cooking
In 2016, 60 people worked in the workshops:
4–10 students in each workshop
4 days a week
3 classes of 50 minutes a day
2–3 master craftsmen in a workshop
The principles of working in the workshops are:

  • Communicative creative environment
  • Interaction between students, employees and volunteers
  • Freedom of perception and creativity
  • Integrative micro-society under the laws of ordinary life
  • Training of household and social skills, their consolidation and development

Misha, I was making an elephant at the pottery class today, Misha ... Well, what do you think?
– Well, Sasha, I think he looks like you.
– Looks like me... what do you mean? I'm not made of clay.
Sasha, it looks kind and funny, just like you.
– And does it speak like me too?
– No, dear friend, it is silent. But, I think you can speak for your elephant.

(dialog between Sasha and Misha during the pottery workshop)
WORKSHOPS PRODUCTS
The products of the Center's workshops reflect a unique view of our students' life. This is not only their creativity, but also a job. Sale revenues from workshop products are invested in the Center's operations and development of its programs.
PRODUCT SALE REVENUES:

2014 – RUB 755,461
2015 – RUB 2,211,007
2016 – RUB 3,514,105

In 2016, we participated in 30 city fairs and performed 16 corporate orders from Seven Suns, Upsala-Circus, Ziferblat, VIRRY, BC Communications and other companies.

OPTIONAL COURSES
Folklore, photography, fairytale therapy, puppet theater, dance, music therapy, ceramic workshop, three-dimensional composition, tourism, cinema

Students attending optional courses only – 19 people

Similarly to the workshops, during the optional courses we create a therapeutic environment where children learn to communicate, develop social skills (ask for help, contact another person, come up with a story or a fairy tale together), reveal their creative potential.

Optional courses are attended by both students and children not able to visit the Center regularly for various reasons: some of them already study somewhere or work, for others it is difficult to come for the whole day because of specific behavioral features. Optional courses prepare such children for regular attendance: step by step they get acquainted with the Center, other students and the personnel.
Fairytale and music therapy [↓]

Each optional course is aimed at developing certain social and communicative skills and creativity.

For example, during fairytale therapy children are given the beginning of a fairytale and come up with the ending, write hokku, guess an object by touching it and come up with a new life for it: they draw it and write a story about it (for example, about a pom-pom from a hat).

They also think out loud what to do when they feel hot, they are sad or lonely. It is quite challenging for people with ASD to read the emotions of other people and determine their own, to talk about themselves, their wishes and experiences. How to say that you are tired, what to do when you are angry? For many of them it is very difficult to identify such states and understand what to do.

By playing games, doing exercises and acting in sketches, students improve behavior patterns for everyday life.

Music therapy helps students to concentrate on one action, participate in the process here and now, develop joint attention and the ability to wait, feel the sound and the rhythm.

During this year Sasha, for example, learned how to control himself better, talk and get distracted less, stop switching attention from one musical instrument to another: he selects just one and plays it up to 20 minutes. Ilya, too, began to play longer and stay involved in the process.

REHABILITATION
We work with students through individual routes.

Individual routes are developed according to the assessment of the student's current status, the request of the family, his own strengths, interests and requests. We work both individually and in groups.

Students: 50 people
Daily group classes [↓]
All our students are different. Sometimes the way to the first attentive look at an unfamiliar person, or a common greeting, takes more than one year. It requires painstaking, patient and slow-paced work with a student to gradually send him out into the big world. Sometimes we can't easily find what will help our students to open up, what will help them to start communicating with other people, participate in everyday activities of the Center and be involved in the life around them, what will be interesting for them and will develop creativity, communication and social skills.

This is the focus of group classes, where students learn to interact, communicate, control their emotions, master the rules of conduct in different situations. Our students have different levels of communication and social skills, therefore they study in different groups, depending on the level of complexity and their basic deficiencies.
Self-sufficient children who speak well and do not need escorting study in the group 1. During the classes, they firstly learn how to communicate, listen to each other, talk in turns, control emotions, plan their near and distant future, as well as make decisions. We discuss situations that are vital for the children. For example, Vanya invites his friends to his place without asking his mother. What to do in this case? Or, Sasha and Misha quarreled and now they don't know what to do.

Sometimes students themselves lead group classes – this is a very big step. You need to choose the topic yourself, ask other children questions (for example, what do you do in your free time? How do you celebrate New Year?) and most importantly, you need to listen to their answers, by not interrupting and maintaining a dialog.

20–25 STUDENTS
Group 2 consists of students who don't speak much. It is quite difficult for them to cope with a large flow of information coming simultaneously from different sources, which we perceive every second without even thinking about it.

During the classes, we practice everyday social and communication skills: how to greet, say goodbye, meet new people, answer questions, ask for help.

We study emotions and feelings (students find it difficult to read emotions, moods of others) and learn to determine their own state. What I need to do 'if I'm angry or tired' – 'drink water, sit on the sofa and relax'.

We also study circles and rules of communication, by determining the inner circle, family, friends, acquaintances and strangers. It is quite difficult for children to understand how to behave with other people – the family members you can hug, kiss, and with friends – shake hands, pat on the shoulder.

11 STUDENTS
Group 3 consists of non-speaking and scarcely-speaking students having difficulties in communicating with the surrounding world and requiring constant support. Classes with such students are aimed at developing joint attention and joint involvement through games and physical exercises, imitation skills, waiting skills, by understanding the boundaries of our own body and objects in the space.



5 STUDENTS

Stories about students [↓]
After group classes Katya K. herself began to ask the permission to leave. It was a big problem for her to ask for something or start a conversation. Katya began to use this skill not only during the classes, but also during the workshops.

Seva studies in group 1 for children who speak well. Seva does not speak much and usually does not start the conversation, it is difficult for him to make up a whole sentence – basically he answers the questions, but his vocabulary is very extensive.

Seva speaks more with the help of visual prompts - for example, during the workshops, where you can make a request: give me the scissors, please.

This year, during one of the group classes, without any hints Seva pronounced the longest sentence, when all the students in turn were sharing their memories of the year: "Recollecting this year, I will remember the ceramic workshop."

At home, Seva began to tell his parents what was happening in the Center, looking through the pictures posted in our VKontakte group.

Like all other people, our students want to communicate, make friends and interact with the surrounding world; they just do not know how to do it, how to start a conversation, how to build a long phrase, how to address a person. Group classes help them to develop communication skills and motivate them to socialize.

PREPARATORY GROUP
We hold private trainings with students with complicated behavioral features, who cannot stay for a long time in a new space with a lot of people or join new activities. Students come once or twice a week for several hours.

We have individual programs for each student, in order to make them familiar with all the possible activities in the Center, develop their social and household skills, support their parents.

10 students take part in the program.
Stories about students [↓]
Previously, Dasha could not keep her attention on something for more than a few minutes, it was difficult to develop her interest in new people or space. Now Dasha can do what she likes without being distracted and without leaving the room for 40 minutes.

Since November 2015, Dasha has been attending the preparatory group: on Tuesdays she has physical therapy and community meal, on Fridays she has an individual class with a tutor.

In order to reduce her anxiety about staying in a new place and to ensure maximum predictability, we made Dasha's visits to the Center as much visual as possible, and developed a special calendar with photos of the Center and the tutors. We took to the Center her favorite and already familiar home activities (drawing, playing with a ball, making puzzles).

The fact that now Dasha herself can choose the photography class and follow a clear schedule: 'now' (class) - 'later' (tea, lunch), helps her to concentrate on a certain activity for almost an hour. For example, she can make an applique or a bracelet out of beads, or collect a puzzle. During the breaks she can lie in a hammock and listen to music. At the end of the class, Dasha tidies up, goes to the kitchen to drink tea and washes her dishes.

Last year, Olya started attending the preparatory group. She does everything too fast, she becomes tired quickly and cannot stay in one place for a long time. Previously, Olya could not stay in the Center for more than two hours, the large amount of information and intensity of surrounding events were tiring for her. But we managed to increase the time she could spend in the Center and slightly slow down the hurricane speed with which Olya performs something or moves from one class to another: now she can spend four hours at the Center.

During the workshop Olya gets visual support. She follows the prescribed algorithm of actions, including a mandatory stage – 'to wait'.

This year Olya started going to individual music lessons, also training the ability to wait patiently and to focus the attention when students play with a music therapist in turn.

PHYSICAL ACTIVITIES
People with autism spectrum disorder, like any other people, need physical activity. In Russia, people with ASD do not have open access to sports – the city's host infrastructure is just beginning to develop.

On the other hand, in addition to general physical activities, people with ASD need to develop the sense of their own body's boundaries and the connection with the surrounding space. Many of them need special exercises that help to cope with sensory overloads or, vice versa, lack of sensations.

Group and individual physical classes at the Center are aimed at maintaining the level of physical activity, developing coordination and endurance, as well as training the sensory system.

An article about sports and the benefits of physical exercises written by a girl with autism is on the website of Way Out Foundation

Students: 50 people (group and individual classes)

ADDITIONAL COMMUNICATION
It is easier for people with autism to perceive information when it is presented visually.

Individual schedules for the day, sequences showing what will happen after what, visual tips prescribing algorithms of activities help people with autism to structure the outside world, make it understandable and predictable, reduce anxiety and emotional stress that many of them experience when something changes around them.

The cards help to correlate words with what is drawn on them, and facilitate the perception of the information.
In 2016, we fully developed visual support in the Center - common timetables, workflows (household and technological for workshops).

14 students of the Center, who do not use oral speech, learn other ways of communication. We compiled visual schedules for them, and introduced additional methods of communication for 3 students: a communicative board and the PECS system.
This year Nina began to attend a ceramic workshop. She actively uses the visual schedule, she sticks with its order. For her it is difficult to perceive any changes, the entire order of the day is described in her schedule. When the first lesson in ceramics took place, Nina asked to add a ceramics workshop card to the timetable.

During the workshop, firstly with the help of a tutor, then independently, she studies according to the technological map – a visual sequence of actions explaining how to make a mug.

For students who use speech poorly we introduce additional ways of communication.

Katya's speech is echolalic: she repeats the phrases after the interlocutor, it is a difficult task for her to start a dialog. We teach Katya how to use a communicative board. Katya speaks but her speech is not fully correct and understandable, the communicative board allows her to structure word chaos and build phrases correctly.

The communicative board is a table with functional words and a set of thematic words which is constantly increasing. Words are introduced gradually, starting with two or three.

Katya has already the following functional words: Yes / no, more / enough, I want, I need; she has also some thematic words – the items from the sewing workshop. Katya can now build a phrase and say: I want to + call my mother / rest.

Work helps to keep me busy"
Kolya S., Anton's Right Here Center
Employment. Reference [↓]
In Russia there is no concept of assisted employment, there is no infrastructure to support people with special needs at the workplace.

The fund's efforts are aimed at helping people with ASD to join the society and to prepare the public institutions to accept people with disabilities. Like us, every adult with ASD needs to work, to be involved in an important and motivating activity and see its results. This helps them to gain not only financial but also psychological independence and forms a life trajectory with the possibility of independent life without the guardianship of their parents.

At the present moment 4 students of the Center work at the open labor market in friendly organizations which showed flexibility and interest in interacting with us. These cases have become important milestones showing that the labour market for people with disabilities starts to develop.

In 2016, thanks to the subsidies of PJSC Gazpromneft within the framework of the Native Cities program, we launched our second site, the Employment Center.

The main goals of the Center are to help people with ASD to get a profession, provide them with jobs in protected workshops or help them to find employers and enter the open labor market.


Stories about students [↓]
Pasha wants to be a painter, Vlad wants to be a gardener and Denis makes notebooks and writes texts about space and not only about it – this is his way to interact with the outside world.

More information about our students at the Employment Center can be found in longreads on our website: about Vlad, Denis, Pasha, Andrey, Zhenya, Valera.

At the Center, children receive not only working, but also social and communication skills. They learn to talk about themselves, talk to employers, write a CV. Trainings, group classes and constant interaction with people help them to open up.

Valera
At first Valera did not leave the workshop of plant-growing at all. He sat there during all the breaks, did not speak and avoided every eye contact. Now he drinks tea and eats with everyone, during the breaks he goes to the students and begins to talk. He made friends with Vlad and Pasha.

In the greenhouse:
"There are plants from all ends of the world!" said Pasha.
"There has not been any end of the world yet!" answered Valera


Orders and volunteer practice [↓]
One of the Center's tasks is to develop the motivation and interest to work and, most importantly, to teach them how to use money. Many students have no idea that every work done is equivalent to a certain amount of money.

For example, once Yegor paid for the transport and was very happy when he received two notes instead of one as he thought that he had become richer.

In December, all the students of the Center received their first salary.

Once a week students visit volunteer practice; they work in a greenhouse or in a library. Children will learn how the work is organized in the companies related to the profession they receive at the Center and see that what they do in the workshop is applicable and important.
WORKSHOPS:

BOOKBINDER'S WORKSHOP:
Students visit volunteer practice in the Lenin Library of the Petrogradsky District. They restore old books, glue the backstrips and the pages that came off, change flyleaves and covers.
Orders: 30 notebooks for BC communications (the amount is RUB 31,500), 60 notebooks for Petro LLC. (the amount is RUB 9,000)

SEWING WORKSHOP:
Orders: 12 aprons for the Subway in MEGA Parnas (the amount is RUB 18,000)

PLANT GROWING WORKSHOP:
Within volunteer practice, students work in the greenhouse of the Ecological and Biological Center, Krestovsky Island, and learn how to replant, water, graft. The main goal is to prepare children for the summer season for work in urban greenhouses, parks and gardening establishments.
Orders: flower compositions in pots from a ceramic workshop for sale at fairs

CARPENTER'S WORKSHOP
Orders: internal orders of the Center – shelves, frames, boxes, presses for the bookbinding workshop


ASSISTED LIVING
Assisted living. Reference [↓]
People with autism need to learn and are trained to perform actions which are very easy for us – go to the store, cook food, clean the house, pay bills, go to the cinema and cafes with friends.

Without training these simple household skills adults with ASD can not live on their own when they are left alone. Their parents do not often receive the necessary support, they do not have enough time and resources – it's easier to do everything by yourself than to teach your child

Our fund guided by the existing practices has created a model of learning in which adults with autism live together with tutors and volunteers in a training apartment and learn to be independent– do what we usually do without a second thought.

Imagine the situation when an adult visits a store for the first time, buys the food on the list and cooks dinner by himself. It seems easy, but to many of those who live in a training apartment it really happens for the first time.


Students live with tutors and volunteers who help them in the apartment for the whole working week. In addition, specialists work with the family by reinforcing skills and teaching how to use them at home. Very often, people with autism can do something only in a familiar environment, and starting to do something elsewhere requires additional effort and some training. Tutors supervise and help to do at home what they have learned in the training apartment.

In training apartments, as well as in the Center, we use infographics, individual schedules and visual tips to make children perceive information, orient themselves in the space and memorize action algorithms in an easier way.

Target of the program

Students learn how to use not only the simplest and necessary household skills such as cooking, cleaning and paying bills, but also social skills such as communication, negotiation, making friends. They become more independent and bold.
The first apartment was launched in November 2014 (4 shifts)
The second apartment was launched in September 2016 (1 shift)

19 students participated in the program
10 students are participating now
18 students are waiting for their turn
Stories about students [↓]
Household skills

Katya
learned many household skills. Before going to the store, she began to remember to take a shopping bag with her. In the store, she tore off the packages for fruit, pronounced the number on the scales and pressed it. She chose some food without any help, but sometimes she needed her tutor nearby. With the help of inforgraphics Katya learned also how to dress according to the weather. A special table with the picture of a thermometer was made for her. Near each of thermometer divisions clothes suitable for a certain temperature were depicted.

Shura learned to communicate using the PECS card system – ask a question, ask for something. With the help of cards with pictures of products and their names, Shura was able to choose food in the store by himself, tear off the packages, select the necessary vegetables and weight them. The trainings helped him a lot with the purchases in the store.

Natasha improved her household skills and managed to use them at home: she began to set the table properly, she learned how to wash the floor and the dishes, how to brush her teeth and wash her hair.

Anya had never been outside alone – only with her mother or a tutor. We started to prepare her gradually for an independent walk outside: at first, she started to walk from the metro to Anton's Right Here Center with another student, and now she has learned to walk alone. This is a great step along the way to independence.
Stories about students [↓]
Communication

The apartment helped Natasha to open up. Before she worked silently in the workshop, withdrew into herself, now she has begun to initiate a conversation, offer help and speak through simple sentences: "I also want to do this."

Lisa
has learned not to violate the personal boundaries of other children, for example, not to beg for tasty things. Before she could have asked Zhenya for a candy ten times in a row and really irritated her, but now she says politely: "Zhenechka, I will ask you only once: will you give me a fruit candy?" Lisa concluded an 'agreement' with the tutor, which prescribes the rules that she is obliged to observe. With the help of this agreement it is easier for her to control herself.

Articles on Takie Dela (These Cases) about training apartment:
- about Masha
- about Sasha
- about school leaving party in the training apartment

FRIENDLY ENVIRONMENT
Friendly environment. Reference [↓]
Our basic principle is that of normalization and inclusiveness. People with disabilities have the right for living conditions as close as possible to the living conditions of people without disabilities.

The efforts of our Foundation are aimed at preparing students to join the society, as well as preparing the society and its institutions to accept a person with disabilities. We work with the Hermitage Museum, Tovstonogov Bolshoi Drama Theater and others to create a friendly environment for people with ASD.

Brief history

Autism-friendly movement (friendly environment for people with ASD) appeared in 2007 as the consequence of one case. Marianne Ross, USA, wanted to go with her daughter with ASD to watch a movie where her favorite actors was playing. She specifically chose the matinee, when there were less people. The girl was so happy that she started shaking her hands, bouncing and spinning. Several other spectators complained to the staff, and the manager of the cinema asked Marianne and her daughter to leave. The story got a lot of publicity, and special film screenings for people with ASD were launched around the world.

In Russia, the host environment for people with ASD is only starting to develop. The families of our students have many sad examples: when parents with children were not allowed, for example, to a philharmonic society or a museum, 'because it would be unpleasant for other viewers and visitors to look at them'.

Way Out Foundation started to work systematically on the creation of a host environment in Russia.
In 2015, the first screening of the adapted musical Beauty and the Beast was organized in Moscow in cooperation with Disney. Then an adapted screening of Cinderella movie was arranged.

Garage Museum of Contemporary Art,The Pushkin State Museum of Fine Arts and Experimentanium Science Museum also joined Autism: Friendly Environment program.

In September of 2016 in St. Petersburg, with the assistance of Way Out Foundation, we helped to open a hall for people with ASD at the KARO 9 cinema in the Varshavsky Express shopping mall, where regular adapted screenings are held. We helped to organize the space, adjust the level of light and sound, prepared infographics and conducted trainings for the personnel.

We started our work from cooperation with cinemas, theaters, museums and one important step was the strategic partnership with the Hermitage Museum.

However, Friendly Environment program involves working with all institutions and our main goal is to make the entire urban infrastructure accessible to people with ASD as it is accessible to us, with shops, cafes, hairdressers, medical establishments and other public areas.
Program goals:

  • involve students in the social and cultural life of the city, help them to learn the rules of behavior in the urban space
  • prepare the society and its institutions to accept people with disabilities
Museum

In 2016, we began our cooperation with the Hermitage Museum in order to create a favourable environment for people with ASD and develop a special program and methods for teaching how to visit the museum independently.

During this period 20 students participated in weekly excursions to the museum, learned how to orientate themselves in the museum space and follow the action algorithms (buy a ticket, deposit clothes in the coat room, etc.)

In 2017, we are preparing a joint art project

Story about Sasha
The excursions to the Hermitage Museum helped Sasha more than other children. He was waiting for every new trip to the museum and asked about it every day.

After the first visit, Sasha was very impressed, he was walking around the museum and whispering: "Ornaments of the Hermitage...and you, Philip (tutor), are also covered by the ornaments of the Hermitage."

We started from the Ancient Greece. Sasha asked the guide questions, actively discussed the contents of the excursions with other students and tutors. He began to read additional materials at home!


"He descended into the underworld. He was transported there by boat ... uh...across the lake, only I don't remember the name of this person. I think he was called Khariton."

Sometimes we can't easily find what will help our students to open up, what will help them to start communicating with other people, participate in everyday activities of the Center and be involved in the life around them, what will be interesting for them and develop creativity, communication and social skills. For Sasha excursions to the museum were exactly such a turning point.
Theater

Every month the Bolshoi Puppet Theater gave the students of the Center some complimentary tickets for its performances. The children went to the performances in a big group from the Center, both alone and with the parents. The Bolshoi Puppet Theater's actors held a shadow show workshop for us.

12 students went for the excursion to the Mariinsky Theater's Second Stage.
Theater

Every month the Bolshoi Puppet Theater gave the students of the Center some complimentary tickets for its performances. The children went to the performances in a big group from the Center, both alone and with the parents. The Bolshoi Puppet Theater's actors held a shadow show workshop for us.

12 students went for the excursion to the Mariinsky Theater's Second Stage.
Cafe

Our children need to learn the skills we pick ourselves – starting with a question about the availability of a table and ending up not forgetting to take the change.

Four probation activities on going out to Zoom cafe and E.D.A i kofe restaurant were held for 6 students who trained general ethics rules, how to make an order, what to choose from the menu, how to pay for the order, how to keep up the conversation while having a meal.

It became obvious that skills should be trained consistently and in advance. During group trainings at the Employment Center we simulate these visits to cafes in a way that they correspond as closely as possible to reality: with tables, menu and even money prepared in the computer class, and our employees acting as waiters.

We are planning to have regular visits to self-service cafes and grocery stores.


On April 2, Saint Petersburg Theater of Musical Comedy held a free show of the adapted musical Aladdin by the Way Out Foundation and the Disney Company. The 500-seat hall was overcrowded.

We assisted in adapting the theater performance: we adjusted the volume, some sound and light effects, created info-graphics for the theater, gave instructions to its personnel.

Comments of the parents:
Everything was superb! My son was fascinated and danced, and then he wanted to ride a flying carpet.
The festival was fabulous! We liked everything. The musical itself was perfect, many thanks to the actors for understanding and being caring, we appreciate the arrangements prior to the theater performance and afterwards. My son is 17 and he had not been in a theater for a very long time, as it is difficult to choose a play and comfortable conditions. And he liked everything there.
It is the first time I took my son to the theater, I didn't dare to do so before. That was a festival not only for children, but for their parents as well. I had a good time, I didn't dare to go to the theater with him before. Once we tried to go to the circus, but our son was making noise, and other spectators were not happy about it. While during Aladdin show I felt secure, didn't restrict my son, didn't scold him as I usually do – and he also felt freely and secure.

THEATER PROJECT
About Meeting Project [↓]
Meeting Project is the first inclusive theater project at the premises of the federal theater in Russia. The actors, whose partners turned out to be people with special needs, face the necessity to reconsider the fundamentals of the acting technique, reject customary practice and set phrases. The project is aimed at integrating people with special needs into sociocultural life and interacting with the Center's students in a total improvisation mode.

Rehearsals of the Meeting started in October 2014. The work is performed in several areas: body awareness, scene study, music improvisations, work with folk songs. The project has no fixed membership, so in the process of work new actors, musicians, artists can join the project.
Theater camp on Ladoga
The Speech of Birds performance at the stage of Stanislavsky Electrotheater in Moscow at the Territory Festival.
This is the first attempt of creating an inclusive theater performance. And I consider it to be successful. The theater performance is nominated for the Golden Mask Award. We created a sort of fantasy on Sufi poem. It is about searching the meaning of life, searching oneself and one's freedom. Though, actually you cannot explain the art's meaning. And there's no need to do so.

Normally when you create a theater performance you are responsible for the entire sign system. And you should invent the beginning, the ending, the chain of episodes. Though, in this case children's fantasies and associations became the substance (not the material) of the theater performance. And I had no responsibility for the precise wording and storyline of the play. But, on the other hand, I cannot say that everything was easy: we made a long journey, the theater performance was created after a year and a half of work. That was neither teaching, not therapy, nor rehearsals... that was more like a co-creating activity. Though, an unpredictable one. At first, I was afraid of that: everything goes not the way you expect, everything crumbles. Yet somewhat surprisingly, that does not ruin the art, but creates it. The things that are born here and now are the art indeed. And all that we knew about art before, what we learned at school and university is a wan shadow...
Boris Pavlovich, theater director

The actors were offered to get acquainted with children and then decide if they stay in the project or not. I stayed and didn't regret since it is a unique actor and human experience. There were days when it was very hard and we didn't know where to go and what to do. And there were days when everything was easy and we finished one another's sentences. The communication was set by all means. Without that we wouldn't have made it.

What has this experience given me as an actor? You know, it ... swallows an actor's pride a lot.
Alexander Kononets, actor at Tovstonogov Bolshoi Drama Theatre

Neither of us thought we would have learned anything, we fancied that could teach those kids and considered the activity to be a pure charity. But now I am not sure who has benefited more of that theater performance: them or us.
Victoria Artyukhova, actress at Tovstonogov Bolshoi Drama Theatre
Efficient theater model

While creating The Speech of Birds theater performance, the theater model shows its universality and inspired other theater teams to have this experience. Now we see the development of the idea that the inclusion of people with special needs into the creative process may not be something isolated and taken off the table, but one of the options for any theater team. There are projects that do not make people with special needs the subject of objectification, but laboratories for professional actors do exist.

Yekaterinburg Youth Theater
Yekaterinburg Youth Theater, inspired by the example of The Speech of Birds, has created its own inclusive theater project: it formed a team of tutors, found actors interested in it and children with autism. The rehearsals started in October, at the moment 10 children with autism are participating in the project. In November, Boris Pavlovich held theater laboratories and workshops. The studio invites choreographers, photographers and other external experts to conduct workshops, so that creative search will not become an end in itself, but be an open process.

In September 2017, the studio wants to show a premiere on the Real Theater Festival where all professional theaters will gather.

InterAction Project
In November, New Space of the Theater of Nations hosted Boris Pavlovich's workshop for the InterAction theater project that is engaged in working with people with Down syndrome and graduates of School of New Cinema, Yuri Muravitsky's course. The actors did not know that the workshop would be an inclusive one. They came with no expectations and formed motivation. The collaborative work turned out to be so prolific that the idea of a joint project came up after the workshop.

ANTON'S RIGHT HERE ORCHESTRA
GOALS:

  • development and fulfillment of student's creativity
  • showing performances on festivals and musical venues
Performances:

  • Theatrical and musical happening on Malaya Sadovaya Street on World Autism Awareness Day
  • The third charity festival "Anton's Right Here"
  • "Be with the City!" festival on Dvortsovaya Embankment
  • The 12th Forum of Modern Art "APositsia" [APosition]
  • Inclusive theater performance of Anton's Right Here Center and Tovstonogov Bolshoi Drama Theater, The Speech of Birds (April 2 and 3, Territory Festival, May St. Petersburg Showcase Festival)
  • Music festival Solar Systo
  • Disk recording with invited musicians – Dmitry Fedorov (saxophone) and Dmitry Kakhovsky (santur bass)

Art is one of the most promising area for the integration of people with special needs into the society. The latter often lacks the spontaneity, sincerity, flexibility that our students are notable for.

Our orchestra plays improvised music with rock, jazz and electronic elements. Jazz allows us to stay in a free improvisation state of mind that suits our children very good.
Aleksey Plyusnin, Head of Anton's Right Here Orchestra

SUMMER CAMPS
Camp. Reference [↓]
In Russia this part of infrastructure for people with ASD, as well as other parts, has only started to develop.

A camp is one of the few opportunities for students to be trained for a completely new level of independence, for some children this is the first trip without parents.

As our experience shows, in the new conditions – having a rest in the camp, living in the training apartment – children start to communicate far more intensively, their social skills develop rapidly. Responsibility for the common space, duty system, understanding that no one will carry out your duties for you are backed with positive emotions coming from fresh air and the sun. Students begin to set the dining room for lunch, keep the camp territory tidy, make new friends.

In summer 2016, for the first time we independently organized a camping site for the first time, conducted a theatrical session, organized a teenager camp and a few more students went to Davydovo.
LADOGA CAMPING SITE [↓]
We organized a camping site for the first time on the picturesque bank of the Ladoga Lake in the suburbs of Priozersk.

In new conditions, students began to communicate more, cooked food themselves, laid in sleeping bags, collected sticks for the fire, tidied up.

Almost everyone had a hiking experience, but going without parents was a debut for some of them.

Every day a variety of activities was offered: music, folk games, football, pioneer ball, swimming in Ladoga, Treasure Hunting quest, different art workshops. For the latter natural resources were used as much as possible: children spelled words with leaves and sticks, painted with a dry blueberry spray like it was a paintbrush. There were kitchen activities: helping with cooking, brining water and wood, washing the dishes.

We were working not under individual programs like at the Center, but were setting common goals: develop self-sufficiency, flexibility, help to accept changes easier, reduce anxiety, develop communication skills.

For example, Yegor, who uses his mobile phone all the time, agreed to switch it off (that was the rule of the camp) and was also dining with all the other children; Lisa agreed to help in the kitchen and even brought water; Anton stopped to constantly ask his favorite question: what's the time...
DAVYDOVO [↓]
This year, like last year, our several students accompanied by the Center's specialists went to a "special" camp in the Orthodox community in the village of Davydovo. People with special needs, as well as normal people, go there. They carry out daily obedience: cook lunch for everyone, work in the garden, trim the grass, take care of horses and cows, etc. That is a community where everyone has his role, which is very important, and not a fake one.

Nina, Vanya and Sasha went to Davydovo for the second time, Lera and Nikita for the first time.

Let's listen to the students:

Nikita: Davydovo is a village or a settlement. There are wooden houses, a church and a camp. We wake up, wash ourselves and have a breakfast. Then we go to the church, where people pray.

Vanya: Vladimirsky Church in Davydovo settlement has morning and evening prayer rules, and I participate in them.

Sasha: I was carrying wood and was at the horse stable. Working on wood-carrying was generally ok, we moved them back and forth. Also we drove carts with wood, sawed wood.

Lera: We went to the horse stable in the morning and in the evening, we cleaned the stable. After the horses are took out we clean and saddle them. Firstly, we have special training: the horses are tamed. Then we mount them. Sometimes people go to the farm and help to clean cow cubicles, feed pigs and cows too.

INTEGRATION TEENAGE CAMP [↓]
We had a lot of new things to learn while organizing the integration teenage camp: that was the first large project for teenagers, the American model of the Rising Sun camp in New Mexico has been reproduced for the first time. The facilitator Tanya had an internship in the camp under the Naked Heart Foundation program, for the first time almost all the support was performed by volunteers.

The American experience included the presence of the camp participants' brothers and sisters, and the behavioral team of two experienced employees who supervised the process and came to rescue if necessary, the practice of changing attendants for an hour a day so that everyone could have rest, and the schedule of the day – with a lot of events and no nap time to avoid bad night's sleep.

9 children in total went to the camp – these are our students and Da Studio participants, as well as children who did not go the Center, and Sasha's brother and Danya's sister. For some of them that was the first trip without parents.

Key objectives included, in the first place, to provide children with positive communication experience: the classes were aimed at encouraging them to communicate not only with accompanying people, but also with each other. The second important objective was to make children more flexible, teach them to react smoother to the changes and unexpected things. The changes were created artificially (that is also an american practice): if the schedule indicated a quick meal, sometimes it was substituted for a walk. Even the experienced employees were surprised at the results: children accepted that calmly. New positive impressions that mobilize an inner resource helped that.

To provide those impressions lots of activities were organized: riding horses, boating, music, football, badminton, art activities, physical exercises, nordic walking. On the last day, just before the departure, it turned out that there was more to come: Stas was preparing theatricals for the whole week – he wrote a story, made costumes, and no-one had any idea about that. He distributed the roles immediately – Princess, Riflemen, Fairy – and staged the whole performance.
9 students (7 children with special needs, 2 siblings)
9 employees
7 volunteers
7 days


*sibling (English term) means brother or sister – one of two or more individuals having one or both parents in common.

TEENAGE PROJECT [↓]
Teenage summer camp that we organized ourselves for the first time inspired us to launch a teenage project at the venue of our Center.

Its objective is to provide teenagers with ASD with a successful experience in communication and self-fulfillment, to develop social and communication skills, involve them in common leasure with each other and neurotypical peers. During the second part of the day, optional group classes are held, each teenager chooses the activity he/she prefers – music, sport, painting. Common activities are held once a month (workshops, excursions).

We keep parents informed with practical recommendations on the use of visual aids, schedules, interaction and communication.

CHILD PROGRAMS
Child programs. Reference [↓]
Our foundation's mission is to build comprehensive model for supporting people with autism. Intensive and systematic work should be started at an early age.

Among people with autism there are no uneducable ones, there is a lack of knowledge among specialists and parents, a fear of the unknown - and a rapid passing of time that can be very difficult to catch up.

The harder you invest at an early age, the higher the chances are for socializing a kid and his/her family, as well as the lower the costs will be for the state and business onwards. When adults do not understand what to do, this closes the opportunities to their child and the parents to feel utterly discouraged.

This year, Naked Heart Foundation with our partnership and the support of the Education Committee of Saint Petersburg has launched Early Aid Program that consists of three components.

A child with ASD needs constant support in everyday life – either at home and at pre-school. Apart from that he/she needs special intensive classes that are aimed at working with his/her special needs.

The first component of the program is working with parents. We started from implementation this component. In 2014, thanks to Naked Heart Foundation, we were the first in Russia to launch Russian training under the EarlyBird program at the premises of our Center – that is the program that has been available worldwide for 20 years. The program teaches parents to understand their child's behavior and communicate with him/her.

Lack of information or its inconsistency is harmful. EarlyBird dispels myths and teaches parents how to find an efficient system of supporting their child.

The second component is the integration of efficient knowledge and technology into the existing infrastructure of state pre-school institutions where work with children with ASD is already underway. This year, with our partnership, Naked Heart Foundation has started teaching specialists from pre-school institutions of St. Petersburg who work with children with ASD.

The third component – the intense program for children with ASD – is going to be launched next year.
Russian training under the EarlyBird program of the Naked Heart Foundation
EarlyBird
early intervention program for Autism Spectrum Disorder, developed by the National Autistic Society in the UK and operating effectively since 1997.
Objectives:
  • help children with autism by educating their parents
  • facilitate social communication for the child and adapt his behavior to the environment
  • help parents establish a behavior regulation at an early age
    Comments of the parents:
    "The program made me believe in myself, understand that I am not alone with my problems"

    "In the last 5 years my child has made the greatest progress since my participation in the program"
    "I understood that autism is a special perception of the surrounding world, which can be adjusted by gaining an insight into its nature"
    "The most important thing is learning to understand that our children are different. EarlyBird program help understand why and what to with it"
    Modern technologies work with pre-school children with ASD
    (the program of Naked Heart Foundation in partnership with Anton's Right Here Center, supported by the Education Committee of Saint Petersburg)
    Experts of Naked Heart Foundation chose 4 pre-schools in Saint Petersburg that work with 67 children with diagnosis or symptoms of ASD.

    An intensive training for pre-school specialists was organized by experts, after which specialists have higher qualifications and experts supervise regularly, by observing how the methodologies obtained by the specialists during the training are put into practice.

    In the pre-schools were introduced individual timetables, that help children understand what is followed by what, visual support (for example, a sequence of getting dressed), encouragements, timers, in order to understand how long a certain activity will last. Educators stopped speaking with detailed sentences, they started to use more concise and clearer verbal instructions, combining the speech with gestures: this helps the children associate the words with objects and actions, and they start to understand what people want from them.

    The introduction of the new methods showed the results in few months: three children in the pre-school started speaking.
    Истории про детей [↓]
    The introduction of the new methods showed the results in few months: three children in the pre-school started speaking.

    1. A boy, Petya, was refusing to participate in the activities, starting to vocalize, squeak, sliding off the chair. One month later, Petya carried out the assignments during an individual lesson without getting distracted and started using the words. Before he didn't speak at all in the pre-school! For example, when an educator put in front of him a card and said "truck" he answered "car". And when they played with the sand, and he was not able to mold a figure out of the sand, Petya asked the educator: "help".

    Apparently, Petya was ready to speak, but he was in an environment that fomented his anxiety, emotional overload, he did not understand the meaning of what was happening, how long the lesson would be, he had difficulties in acquiring information. The timetable, visual cues and explicit verbal instructions helped structure the reality, acquire information and led to the manifestation of his innate resources.

    2. Another child started to pronounce words consciously: not repeating them after someone, but saying what he saw in his timetable and visual cues, for example "play", "lunch".

    3. Another boy, for the first time in five years, pronounced "yum, yum", showing a card picturing breakfast, and then he repeated it with the card picturing lunch. It cannot be called a meaningful word, but the fact that these sounds were associated with a card and its content is a very big step.
    The story of Misha
    The story of Misha is a very eloquent story about the importance, as well as the possibility, to make more understandable and easier the difficult life of a person with ASD, which becomes even more difficult over the period of illness. And how desperate are the manifestations of the relatives, with which one can and must work, if one knows how.

    Now Misha is under a medical treatment supported by our friendly Foundation. It is a prolonged hospitalization, and the treatment is complex. Misha is 9 years old, he doesn't speak and he has been living in a care facility since he was three. No one played with him, they didn't know how, parents and relatives didn't know what autism was.


    The case of Misha requires a huge amount of work: an initial establishment of contact (for this purpose were used cooperative games on the floor with Lego and toy cars and a gradual shift to table games), supervision, creation of an individual program, introduction of cards, with the help of the people he can interact with, introduction of a visual cue and timetable that help reduce his anxiety and restlessness.

    Now our tutor goes to visit Misha at the hospital to help him and his relatives establish contact and engage with each other.

    The story of Misha can be read on VKontakte and Facebook.

    Children's animation studio
    In the children's studio "Yes", they produced the animated movie "Our hands", a collaboration of 19 people at once: children, their parents, educators and volunteers, a story of fight and reconciliation with oneself.

    VOLUNTEERS
    Voluntary Social Year



    This year, following the example of our colleagues, the charitable organisation Perspectives, we launched the program Voluntary Social Year.

    15 volunteers accompany students to both Centers and Training Apartments.

    Experienced staff supervise the volunteers: they oversee their cooperation with students and give advice.


    The volunteers represent our most important resource and valuable support throughout the work. Apart from accompanying the students, as part of the Voluntary Social Year program, the volunteers help us:

    • sell our products at fairs and festivals
    • organize events
    • take pictures
    • collect the piggy banks of the Foundation
    • program
    • translate
    • drive anyone and anything

    Friends, thank you for your selfless help and support: without you we wouldn't have managed.
    The most powerful impression from the Center is how openly and sincerely the students intercommunicate. For example, Sasha invited me over very insistently, but it was enough to say: "Sorry Sasha, but I don't want to" to decline the offer. Usually in those circumstances one has to think of an excuse, but here saying the truth was enough. It's a pity that in real life this doesn't happen: I miss it very much.
    Nastya, volunteer

    BORDERS AND BOUNDARIES
    This year we launched a unique project where our core working principle is realized: the interchange of resources among students, staff, visitors and volunteers.

    Together with Exiclub Company we organize the communication training Borders and Boundaries, whose main venue is Anton's Right Here Center. For three days, the participants of the training attend workshops with the students, participate in group and music classes, expand their borders, get rid of social frameworks and roles, and familiarize with our children's world in an open, sincere way.
    - duration: three days

    - attitudinal, self-consciousness and self-reflection trainings in Exiclub

    - classes in Anton's Right Here Center

    - number of participants in 2016:
    20 people

    - financial result: RUB 103,500

    Having had the training Borders and Boundaries myself, I want to send for it our company's members who work with people: the Chief Procurement Officer, the Production Shift Chief and the project engineers. They interact with government bodies where very specific people work. Communicating with them it's possible by either putting on a mask, or trying to interact humanely, without masks. In my opinion, the mask-free human interaction is far better. I learned that in Anton's Right Here Center. Over there you feel special, you look for other resources in yourself. This is a unique space that cannot be created either with a training or with exercises.
    Participant of the training

    FUNDATION'S EVENTS AND CAMPAIGNS
    Anton's Right Here Festival

    - 25,000 visitors
    - New Holland Island within the project "New Holland: cultural urbanization"
    - financial outcome: RUB 326,421

    The program's highlight became a charity quest about the work at the Center, its students and programs in the new format. Visitors guessed where the pictures of our students Seryozha and Katya, Alexander Florensky or Yohannes Itten were, as well as which picture was behind the description "everything is depicted around God: village, work, city, people walking". They found out myths and the truth about autism, they tried the roles of tutors and students in a training apartment.

    The installation "24 heavy wheel salaam-alaykum" by the director Mikhail Patlasov was very popular. The director was able to find a simple, effective way to reproduce and show, through vivid images, the same feelings that might experience people with ASD traveling by metro for only one stop, from Gorkovskaya to Nevsky.

    80 people managed to complete the quest from the beginning to the end, and workshops products and excursions at Anton's Right Here Center were raffeld off among them. These 80 people were drown into the process of organizing the programs at the Center. The people who heard of autism and the special needs of people with ASD for the first time immediately saw how important and simple is to be right there.
    April, 2: World Autism Awareness Day

    - Light It Up Blue campaign in Malaya Konyushennaya street
    - musical adaptation of Aladdin at the Theater of Musical Comedy
    - Art Helps charity auction (financial result: RUB 265,956)
    - online flash mob #ImRightHere (outreach about 3,000 people)
    - landmarks lit up in blue


    I'm Right Here race

    - 250 people
    - together with the running school I Love Running
    - 4 kilometers across the 300th Anniversary Park
    - special guests: Mikhail Schatz and Alexander Malich
    - financial result: RUB 91,725

    Such Genes charity dinner

    - Gennady Yozefavichys and Gennady Smirnov
    - 9 guests
    - six-course gourmet cuisine
    - financial result: RUB 70,000


    Campaign with Ukrop cafe

    In February, Ukrop cafe chain came up with a new dessert: the carrot tart. A part of the funds from the order of every slice of Ukrop tart is transferred to the Center.

    financial result: RUB 196,650

    "Master of All Thoughts" at Pitcher cafe

    The whole profit of "Master of All Thoughts" signature drink, sold in Pitcher cafes in Summer, was devolved to the Center's development. A barista put a sticker with our students' comments on every glass of "Master".

    financial result: RUB 33,527

    Campaign with Uber

    Uber offered a promo code for the first free ride, and the funds derived from every new user were transferred to the Center.

    financial result: RUB 22,200

    Meet for Charity project

    Charity auction with the performance of meetings with interesting people, whose proceeds are sent to charity. Performed meetings: Nikolay Khomeriki, Anna Bichevskaya and Alena Ermakova (joint owners of the ISKRA cafe), Kermen Mandjieva (Communications Director of PJSC Megafon).

    Financial result: RUB 76,000


    Financial Report 2016

    We continue to work. Thank you for being right here!
    Made on
    Tilda