Archive for April, 2009

My Son Threw a Shoe in Class Today

Tuesday, April 28th, 2009

My son threw a shoe in class recently.  In this case, he was working at the chalk board, and a classmate noticed that one of his shoes was untied, and kindly went to tie it for him. The good news was that my son didn’t throw the shoe at his helpful classmate.  The bad news was that after he threw it, he hid under a table and refused to leave. 

When asked why he threw the shoe, my son says he was acting shy.  My suspicion  is that he lost his concentration and panicked when he could no longer keep up. Am I proud of him for hiding under a desk  instead of kicking and screaming? You bet I am.  But I also know that we needed to find a better way for him to self-regulate in the classroom. (more…)

Advocacy: What Can You Do in 30 Minutes?

Tuesday, April 21st, 2009

 Thankfully, organizations such as Autism Votes have made it easier than ever to advocate for legislation and policies helpful to families affected by autism.  If you think advocacy is time-consuming or scary,  check out what a mere 30 minutes can accomplish. It didn’t  take a long time for me to make a difference. You can do it, too!  (more…)

Can Homework be Fun????!!!…

Monday, April 13th, 2009

Yes it can.  It takes a bit of disguise and derring-do, but homework can be great fun for the entire family.  How do I know? Pure panic and desperation.

All parents know that homework isn’t about learning academics, it’s about learning how to be a grown up.   It’s about following through and fulfilling a commitment.  And, oh what a tough lesson it is, especially when the commitment deadline falls on a beautiful day or a shoe sale.

If you’ve tried everything that the experts have told you to do regarding good homework practices – like making sure your child has enough rest, a set time for homework, a set place for homework, no known other learning disabilities, good lighting, a full tummy– and none of it seems to be working, then here are a few desperation-generated alternatives:

1. Powerful incentives. This one never fails…Absolutely no Wii until at least one page of homework is finished, and then and only then can the reluctant student play all 32 time trial races.

2. Creative competition. An irresistible challenge does wonders.  Try this on your homework-avoidant offspring: “Sweetie, can you finish your math facts before Mom finishes packing your lunch?”   (For this  to work, make sure your child always wins, even if it takes you an hour and a half to make a sandwich).

3. Spelling word Pictionary.  After his turn to draw on our whiteboard, my son always blurts out the answer before anyone has a chance to guess.  This can work in your favor…make up a rule so that whoever answers first has to spell the word!

4. Taking turns being the teacher.  It is quite comical to see how a child interprets his teacher’s mannerisms. Through Connor’s outstanding mimicry, we discovered what a kind and loving teacher he has this year, and what a wonderfully stern taskmaster she can be when children misbehave.  You go, Mrs. C!

5. Think yucky.  Anything that eats its young,  drops its tail and excretes poison through scaly and/or slimy skin is an irresistible come-on to a reading-averse youngster. Make sure you have lots of books about reptiles and amphibians to help meet those 1/2 an hour per day reading requirements.

6. Be relevant.  Keep in mind that an assignment that involves writing a paragraph or a story can be about ANYTHING.  A favorite movie, a video game or an unusual episode, such as the curious incident of how our dog ate her own yurp (see #5 above) all work just fine. Just get the darn thing written.

7. Go on Vacation.  Why homework is fun on vacation but not at home eludes me, but my son loves to do homework on an airplane.  Hurray for fare wars!

….And if all else fails, put the responsibility back on his or her shoulders.  One afternoon, I threw up my hands, and said, “Son, I’ve tried everything I know to get you to do your homework.  If you don’t want to do it, I can’t make you. The consequences are in your hands now — it is up to you and only you if you want to move up to third grade, or to behave like a big boy or to help the teachers who have been trying to help you.”  Then, I cried (but I didn’t want to lay a guilt trip on him, so I did my sniffling in another room).  After about five minutes, he came to the kitchen table, sat down and began to complete his homework. I can’t say that this works every time – it doesn’t – but it gave me a glimpse of the man my son will grow up to be.

Fire Drills

Saturday, April 11th, 2009

When my son was in first grade, he refused to go to school one day because he knew that there would be a fire drill.  I finally got Connor into the building, but he was clearly terrified.  When I picked him up that afternoon, I asked him how his day went, and he calmly told me, “My teacher ’splained it to me, Mom. A drill is just PRACTICE!” In other words, my son hadn’t known the difference between a drill and an actual event.  (more…)

Ghosts and Monsters!

Tuesday, April 7th, 2009

My nephew wakes up screaming and pointing his finger at something (or someone) in the dark. There is nothing there.  My brother, the all-conference sports guy, feels the hair standing up on the back of his neck.  My nephew isn’t the only one. My son also points to people whom I can’t see. When reading at bedtime, Connor once pointed and said “Look at all the peoples.”  I corrected him “Honey, there aren’t any people there.  Are you talking about people in the book?”

“No right there. Right in here in this room.” Of course there was no one.  I am never sure what to say, so I usually give him a quick hug and suggest we continue reading and the people will go away shortly.  After we finish reading, I turn off the light, say a prayer and lie down with him until he falls asleep.  Once I know he’s in dreamland, I quietly tiptoe out of his room into my own bed.  A few hours later, Connor starts screaming “MONSTERS!” and jumps into bed with my husband and me.

It used to  scare me witless. On top of everything else, what if Connor was having hallucinations?  Hasn’t he had enough? And in the wee small hours of the morning, I confess that my thoughts did turn irrational at times.  I can recall leaving a rabbit’s foot, a couple of religious articles,  a baseball bat and my car keys beside my bed while I stayed up all night listening for mysterious interlopers!

And then I finally had the courage to tell a friend, who happened also to be a psychologist, what was going on with our resident Ghosts and Monsters.  She chuckled gently, then gave me the 4-1-1.  She explained that many children, not just those on the spectrum, have sensory feelings that perseverate. (She also explained that the term perseveration means that sensations can last past the time of the initial stimulus…hence the root of the word is to persevere).  In other words, Connor would wake up in the night and still have the feeling of my body lying next to his.  When he couldn’t find me, he assumed that the feeling was caused by a terrifying and invisible monster!

Recreational Inclusion

Tuesday, April 7th, 2009

My friend Donna reports that she recently created a  small trust fund for sports uniforms that her son will continue to purchase, but never use.  We  were well down the same path, particularly with the latest effort of signing up our son for a youth soccer league that advertised “individualized instruction,” only to find that the other students were already being scouted for high school teams!  Thank goodness we found out about community inclusion coordinators…

What are community inclusion coordinators?  They are typically employees of local parks and recreation departments whose main job is to ensure that children with disabilities get what they need to participate successfully in programs that the community offers.  The position evolved as an outcome of the American with Disabilities Act (ADA).  Under Title II of the ADA, municipalities must make accommodations for physical and program access for individuals with disabilities.  Local recreation councils, productive living boards  and other organizations helped partner with parks and recreation departments to bring those inclusion efforts to life by crafting the position of a community inclusion coordinator.

Parents can access their local community inclusion coordinator through their city’s Park Department or local Y (private recreational facility inclusion is similar, but falls under Title III of the ADA).  The coordinator will work with parents and children to create  a recreational plan.  The plan is somewhat similar to an IEP, although usaully not that highly structured. 

Planning begins by discussing the child’s strengths and interests.  Then, the team works together to find out what activities the child might enjoy – golf, swimming, camps, etc – that the community is already offering.  Once the activities are selected, the coordinator helps to figure out what modifications and supports are needed to allow the child to be successfully integrated in the program.  Modifications may include additional staff, shorter class times, pre-meetings with the staff, etc.  The coordinator will also help procure any additional resources and will monitor progress, working with the child, the staff and the parents to adjust as necessary. 

Parents typically pay the same program costs as anyone else for the activity.  The costs for the inclusion coordinator’s time is without charge. Many times, parents can be shy about approaching a coordinator for the first time, and to continue to work with them if things don’t work out the first time.  If that happens, keep trying!  Remember, community inclusion within your child’s rights!

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L. Mae Wilkinson:

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