Posts Tagged ‘Education’

New Year’s Resolutions for an ‘Autism Mom’

Thursday, December 31st, 2009

Autism and life are inextricable,  but certainly not incompatible nor joyless.  Sometimes, though, thriving with autism might take a bit more planning and commitment. Thus, with high hopes and good intentions, I join with many others in making my 2010 New Year’s resolutions. Here are mine, which have been tailored to an autism-friendly mode:

1. To stop dithering about my son’s educational placement, and get him where he needs and wants to be.  It all started with Connor’s statement, ”There are too many students and staff at my school.  I can’t concentrate.” All the sleepless nights, hand-wringing and relationship-cultivating efforts with the special education staff won’t change the fact that his current services and placement are not working as well as they could be. Dithering about the advantages and disadvantages of home school, private school or switching to a new public school is not helpful.  It’s time to get out those scorecards, interview guides, site tours and other due diligence methods that I used for years in the business world to discover what alternatives are out there, and how they may fit with Connor’s needs.  Surely there is some solution that incorporates inclusion, academic achievement, services  and a strength-based/individualized curriculum in an environment that my son will enjoy. (By the way, he’ll be in on the decision-making, too, along with our banker!)  Estimated completion date: June 1.

2. To talk less. This is a difficult thing to do.  I love words.  I love how words combine into phrases and phrases into sentences and sentences into paragraphs.  I even like to say the same thing twice, but in different ways.  Unfortunately, Connor doesn’t understand long monologues, and has even said “Mom, you talk too much.”  I’m sure my spouse would agree.  Estimated completion date: about 25 years from now.

3. To develop a passion for fresh fruit and lap swimming.  I thought these were more specific than “to adopt a healthier lifestyle.” The cholesterol-monster is already at work in my body, so diet and exercise are important for me, and fruit 3x per day and swimming 3x per week should be relatively easy to pull off. Besides, both can help my skin maintain a youthful glow, which at my age is much needed. Estimated completion date: ongoing, with constant vigilance and persistence.

4. To be willing to share what I’ve learned  and to keep learning. Mentoring and advocacy are critically important.  Moms and dads with autistic kids have a tank full of collective knowledge, and that knowledge is not siloed, even though the autism community that serves us is highly specialized.  In other words, we know how speech, OT, PT, APE, ABA, vision, music, art and other therapies fit into IEP goals. We know how concomitant medical issues may require the services of  a bunch of experts–an allergist, an  immunologist, a nutritionist, a gastroenterologist, an ear-nose-and-throat specialist, a sleep therapist, a pediatrician, a pharmacist, a psychologist, a neurologist, an attorney or even a social worker.  We’re pretty smart people, and I, for one, am glad to be part of such a group. Estimated completion date: always to be accessible for sharing; never to be finished with learning.

Happy New Year to you all!

Valentines, signatures and advice for the pincer-grip challenged

Tuesday, March 3rd, 2009

When it came time to write Valentines in kindergarten, Connor couldn’t write his classmates’ names small enough to fit on those teensie-tiny little cards. For those who are similarly pincer grip and fine-motor challenged, my husband came up with the perfect solution. First, he had Connor write every one of his classmates’ first and last names and his own signature on a single piece of paper. Then, I took the paper of his classmates’ names, scanned it and then resized the image so that it was roughly 1/3 of its original size. I scanned his signature, resized the image and then replicated it 23 times for each Valentine.

Connor then cut out each name and one copy of his signature. Then, he glued it to the Valentines. Unfortunately, Carter was not happy with the result. The glue was messy and the glue stick was ineffective on the slick-faced card stock. Carter came up with the idea to tape the names, which he did with a little help from us.

Mission accomplished. It might sound a bit laborious, but we as a team were able to deliver handwritten, hand-signed Valentines that met his teacher’s (and much more difficult, my son’s) expectations.  The pincer grip came about six months later!

A bad day doesn’t stop us from going to school

Tuesday, March 3rd, 2009

One morning no matter how hard I tried, my son would not put a shoe or a sock on his right foot. After an hour of wailing, meltdowns, time outs, bribes and begging, I gave up. I decided to walk to school per our usual routine, albeit with my five-year old partially barefoot. Undaunted, I led the procession with broom in hand to sweep away bits of broken glass, splinters or bird droppings that could be dangerous to his naked toes. Keep in mind that my son wanted to go to school so badly that he was willing to walk in with one shoe. Although I felt ridiculous, and I’m sure he did, too, I was quite proud of both of us.

As we entered the school, the principal and the social worker saw us, so I explained that no, I wasn’t trying to punish or humiliate my son by making him walk to school with only one shoe on; it was simply the only way I could get him to go to school. When we reached his classroom, his teacher told me I’d have to go back to the school office and sign him in because she had already listed him as absent. Back we went.

When I got to the office, the school administrator told me I’d have to fill out a special form to explain my son’s tardiness. By this time, I had had it, “Look, I’ve just had a one and half hour meltdown with my child. He is only wearing one shoe today and he can’t me tell why; I don’t know if his shoes are too little, or if he has an ingrown toenail, or if he is just being difficult. He’s only ten minutes tardy, he wanted to go straight to class, and the principal said for me to go ahead and escort him to the classroom, and then the teacher sent us back here.” Thankfully, she said she’d take care of it. She must have been an imperfect mom, too.

I immediately went to the store to buy five pairs of shoes. Surely something would fit him and appeal to his fashion sense. I prayed that they would not be perceived as ‘too fancy.’ I also talked the school social worker into putting in a word on our behalf with the kindergarten teacher, who was supremely miffed that I’d enter her classroom unannounced and ten minutes late with a one-shoed child. Finally, I called the school nurse to check out my son to see if one of his toes might be infected or broken. Of course, I was also twenty minutes late with my call to one of the partners of my consulting firm.

Sometimes you just have to do whatever it takes for yourself and for your child, including suspending the rule of consistency and discipline. I think both mom and child need to be cut some slack occasionally.

I’m sure you have at least a million stories like mine, so knowing that there are other moms capable of incredibly difficult, stupid or downright confusing moments. Keep smiling, and do remember to give your child (and his rapidly growing little feet) the benefit of the doubt.

IEP Serenity Wish

Saturday, February 28th, 2009

May the great IEP wizard grant me:

The strength to help my son change what can be changed through a combination of effective and thoughtful programs, teachers, therapists and compensatory strategies.

The courage to ignore those behavioral issues that drive me crazy, but will likely disappear on their own and/or didn’t matter in the first place.

The wisdom to know the difference so that I don’t drive my son crazy, thereby increasing my chances that he  might actually come to visit me in the nursing home (preferably accompanied by at least one grandchild) during my sunset years.

Stuff that works - for us

We  don’t assume these products will work for everyone–that’s why we ended the title with the parenthetical (for us). But if you are looking for new things to try, please read the accompanying blogs to view our experiences with these products. 

 

 

101 Games and Activities for Children with Autism, Asperger’s and Sensory Processing Disorders, by Tara Delaney, M.S. OTR

Written by a pediatric occupational therapist, this book is full of affordable and fun ways to engage your child in educational play.  Click here for our story on how we turned an ordinary family stroll into an exciting adventure!

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Model Me Kids

Model Me Kids® has broken the code on tools to teach social skills to children on the autism spectrum.

Click here for our success story and a full product review.

 

 b-Calm Audio Interventions

The b-Calm System provides audio technology to help calm and increase concentration in children on the autism spectrum.   To learn how we used b-calm, please visit our blog My Son Threw a Shoe in Class Today.

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Do You Have a Product?

Do you have a product you’d like us to review for Stuff That Works™? Contact us today.

 

L. Mae Wilkinson:

National Examiner for Autism and Education

National Public Policy Examiner

St. Louis Examiner for Autism and Parenting

Reporter,  Autism Hangout