Caveat: This “fictional” story, which is outstanding on its own, has been modified somewhat for teaching/learning purposes. Please find the LINK below to see this book on Amazon – School Daze Series, by Dr. Sharon Mitchell. Thank you, Sara Luker
Excerpts from the book – (8% indicates location in the Kindle version of the book, instead of page numbers).
Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…); an Extended Review with < My Thoughts > by Sara Luker
< My Thoughts > This is a fictional account of how one family finds an equitable solution to marriage, divorce, remarriage and loving a boy with autism. I believe it is a story that rings true and indeed, needs to be told. A story told by Ben, who is meeting his 5 year old autistic son Kyle for the very first time. A story of discovering what it means to be a single parent, and a parent of a child who sees the world in a different way. Through the eyes of Ben, we get a glimpse of both the challenges and joys of parenting this child.
8% Autism is not a dirty word. It’s a different way of viewing the world. There are challenges involved in autism, for sure. But, there are also strengths.
10% Kyle’s kindergarten teacher was teaching him how to play chess. Is this really what five year olds did these days? Shouldn’t the teacher have her students kicking a ball or playing in a sand box rather than teaching them chess?
11% Ben knew that a kid needed to eat on time and good food, not just any old thing he could rummage from the fridge.
Although Kyle seemed self-sufficient and self-absorbed, he still needed attention and watching.
Small children slept a lot, didn’t they? If Kyle was in bed early, that would leave hours each night for Ben to get caught up on his work. But putting Kyle to bed and getting Kyle to sleep were two different things. Last night’s bath was an example. Because Ben preferred showers, he told Kyle to get in the shower. Hadn’t he told him to take his clothes off first? Doubtful. Ben sighed. Only then did he remember that people with autism tended to take things literally.
“Kyle, quit it. Can’t you see the mess you’re making? Look at the floor.” Kyle continued as if Ben wasn’t even there. He hauled his son out of the shower, but at least Kyle didn’t scream at his touch this time. He stripped the sodden clothes off, no easy task as each garment clung to his little body. Kyle stood still, not helping but not resisting either. Ben debated skipping the whole business of a bath…
12% Kyle was at school. Four little words. That sounded so simple but hell, it was not. Getting one small boy up, ready and to school took more organization skills than Ben certainly possessed. He ran a business with ten employees, handled million dollar accounts, but could not manage one small boy.
13% “Routine is so important to kids like Kyle. Look. When you have autism, the world can be a scary place. It can seem that things come at you from all sides. You’re contending with the sensory issues when every touch, every sound, every light can feel like just too much,” Kyle’s teacher admonished Ben.
She continued, “Remember that teacher in the old Charlie Brown movies? The one who went, ‘Wa, wa wa wa wa’ and we had no idea what was said? That’s how it often is for kids with autism. They not only have trouble understanding us… but they have trouble letting us know their wants and needs.”
“And, there’s more. Most of us automatically see patterns and connections in the world and our daily lives. Not so with many kids with autism. They have to be directly taught that there are patterns and consistencies and you can predict what is going to happen. When you can do that, the world is not quite as scary a place.”
15% She tried again, “Look, I’ll try to explain. Kyle is a visual learner, rather than an auditory learner. Kyle can take in information he sees much better than what he hears.”
16% “Look around… our classroom runs on routines. These routines are taught using pictures. There are pictures all over the room.”
She told Ben, “Make a list of the things you want Kyle to do in the morning. Leave it on my desk and I’ll try to have some visuals ready for you when you pick him up this afternoon. And remember, show him, don’t tell him…stop nagging.”
< My Thoughts > “Visual" Schedules…
Visual schedules can support learning and help teach self-help and social skills to persons with autism. Several things need to be kept in mind when creating and designing helpful schedules. Some things to remember are that not all people are visual learners. Sometimes the visual schedule needs to be accompanied by an auditory backup, or Smart Phone App.
Another thing to remember is that the visuals should be age appropriate and meet the person at their level of understanding. If the person is very ‘literal’, which many with ASD are, then you may need to take actual photos to use on their schedule, instead of graphics. Also, they may not be able to ‘generalize’, use the same routine in a different place. So, if Kyle is expected to shower at grandma’s on Saturday, that should be explained. You may even need to make a separate schedule to take there. Have the child help you. Making things easy isn’t always that easy. Again, many things are ‘trial & error’.
16% The next morning, Ben showed Kyle pictures of socks, underwear, pants, and shirts, explaining to Kyle that this was how he was to get dressed. Ben removed each picture as that job was completed. When Kyle was dressed, Ben announced, “Good job, Kyle.”
Encouraged, they moved on to the bathroom. Again, it worked, with only a minimum of coaching, Kyle looked at the cards to see what was next. Ben tapped the appropriate card to draw his son’s attention back to the task at hand. Eventually, Kyle took the card himself, putting it back in the envelope.”
< My Thoughts > “…putting it back in the envelope.”
This requires the ‘level of understanding and skill’, as referred to previously. Requiring Kyle to initiate choosing, sorting, organizing, and replacing cards in an envelope, may be a bit beyond most children at his age. To have a one-page schedule might be more helpful. Our Sonny has a small photo album which fits in his pocket. He prefers actual photos of the items he likes, so that’s what we put in the album. Sometimes we have to page through it with him, until we find what he needs or wants.
16% Upon finishing, Ben saw Kyle’s face needed a little more washing. He grabbed the washcloth to get one more spot on the face. Kyle protested. Ben got it; according to the visual schedule he had already washed his face. Ben reached in the envelope for the appropriate card with Kyle smiling to let Ben know that he needed to show the card first.
Kyle would rather play with his cereal than eat it. Still, they did not end up mad at each other. Instead of ragging on Kyle to get moving, Ben just tapped the appropriate card to draw his son back to the task at hand. It worked!
17% Ben was early (to pick up his son at school), as he approached the kindergarten room, he heard screams. Kyle! Those were Kyle’s screams. Rushing in the room Ben spied his son on the floor. Kyle was tossing his head back and forth, kicking his heels and screaming. “What the hell’s going on here?” Ben yelled. “What’s wrong with my son?”
“What you just witnessed was a tantrum. Kyle was mad because he didn’t get his way. Remember how he reacted when he saw the ant farm at the back of the room the first day? That was a ‘meltdown’. He was feeling overwhelmed for whatever reason. We used some sensory techniques to help him calm down. That’s quite different from what just happened here. What you just experienced was a tantrum.”
“Tantrums are a good way to control others. Pitch a fit and people will give in. Is that the way you want your son to think?” “It’s just hard to see,” Ben said, “He almost kicked you.” “He’s a little boy and he’s still learning how to navigate his world,” she responded.
< My Thoughts > “Tantrums are a good way to control others.”
Sometimes the child can’t voice his/her fear and frustration; thus, a 'tantrum'. Perhaps they are having difficulty transitioning from one thing or place to another. Children with autism often resists change, due to their ritualistic nature. Possibly something happened earlier, which in the child’s mind hasn’t been resolved to their satisfaction. Maybe earlier, s/he was rushed to finish eating breakfast in order to meet someone else’s schedule. Because of the ritualistic nature of autism, this can bring about the fixated notion that s/he needs to go back and finish eating. They may perseverate on this, before s/he can move on to the next activity.
Morin, A. (2024) advocates that “The causes of tantrums and meltdowns are different. Tantrums usually have a purpose. Kids are looking for a certain response. Meltdowns are a reaction to something sensory that is usually beyond a child’s control. When responding to a tantrum, try acknowledging that you know what your child wants, without giving in. Calmly tell them the reason that their needs (wants) can’t be met. Or, tell them when they will be met. When responding to a meltdown, help your child find a safe, quiet place away from the sensory distress, where they can deescalate."
< My Thoughts > "The causes of tantrums and meltdowns are different."
Simply put, a 'tantrumming' child is demanding a response to some perceived injustice. Tantrumming requires an audience; a person who will meet the child's 'wants'. 'Meltdowns' are out of the child's control. He or she is having a 'sensory' crisis. A Post Traumatic Stress-like episode. Something in the child's environment is causing a 'fight or flight' response.
21% Each week had been better than the last. Yet Ben’s efforts to bond with his son were showing few results. He wanted some small sign. Just then Kyle walked to the door then stood with his hand out, waiting for his dad to take it. Ben took Kyle’s small hand and saw that as a small sign of progress.
22% Today, Ben decided to take his son to the park. He checked the weather on the Internet. Cool enough for jackets. “Kyle, go grab your jacket.” No response. “Kyle, get your coat.” No response. Ben sighed and went to find his son.
Kyle was in the den, kneeling in front of the couch looking at a Dora the Explorer book. “Let’s go. Grab your coat.” Kyle ignored him. Ben’s temper, never too far under wraps, rose. “Kyle!” “Now!” Still no response. Ben strode the few feet and took Kyle’s arm. The child started and looked at Ben. Kyle had been so engrossed in his book and hadn’t heard his father calling him.
Ben wanted his kid doing things that other kids did on a beautiful day; like running around in the fresh air at the park, playing with other children, kicking through piles of leaves. Just as he was about to yell at Kyle again, to get his coat, he remembered “show, don’t tell.” He got his own coat then showed Kyle a picture of his coat hanging on a low hook. Kyle reached for his jacket and struggled into it, doing up the snaps on his own with painstaking concentration.
22% Once at the park, the noises of the city faded away. It was like a world apart, this oasis of grass and shrubs and trees. “Go on Kyle, go and play.” Maybe he’s shy and doesn’t want to play with the other kids, Ben thought as he lifted Kyle onto a swing, and walked behind to give him a push. Kyle stiffened and Ben recognized the signs of an impending howl.
What’s the matter buddy? This is fun. Ben walked around facing Kyle, helping him hold on to the ropes. “I’ll push you gently.” Ben gently rocked the swing. Kyle slowly relaxed his shoulders. The gentle back and forth movement continued, Kyle relaxed. Crisis averted. What kid didn’t love the playground?
< My Thoughts > “What kid didn’t love the playground?”
One of the 'core' autism behavior symptoms, is that the child rarely 'imitates' play. Thus, play must be 'facilitated', as Ben did with his son Kyle. A few years ago, I took over as ‘primary’ class teacher for a friend who was on an extended leave of absence. That’s when I came face to face with ‘facilitated' play. This classroom had 1st and 2nd graders who were on the autism spectrum. Along with the students in the classroom, there were three instructional aides. The student’s parents ranged from the ‘not at all involved’ to very involved ‘high-profile’ parents; physicians, attorneys, and other professionals. Plus, there was a principal, only months away from retirement, who was trying his best to understand ‘autism’, and why he had to have ‘these kids’ in his school.
On an early spring day, the aides and I took the children out to the play area. An area which was segregated from the general education students, had little in the way of play equipment, no soft-surface base, and no shaded cover. I had requested changes to bring our playground up to code with the rest of the school. But that’s another story. Back to ‘facilitated play’. We are out on the play area when one of the ‘high profile’ moms paid us a visit. I happened to be standing near her son, coaxing him to stand up and walk over to the swing. The other students were sitting around, as were the aides.
Mom introduced herself and said to me, “I’m glad you are trying to 'facilitate' play with my son.” “Yes,” I said, “He's been staring at the swings, so I’m trying to encourage him to move the swing back and forth, with the hopes that he will eventually want to sit and swing on it.”
She spoke to her son, then sat on the swing and showed him how it worked. Now, he became more interested. Soon, the bell rang, mom left, and we took the students back to the classroom. That evening, I was researching all I could about ‘facilitated' play.
Russ, S. W. (2016) has found that ‘play facilitation sessions in small groups results in increased imagination and increased symbolic play. This in turn allows the child to experience creativity and creative tasks. Which in turn, provides “happy memories and pleasant story recall,” as an adult.
Bessler, F. & Kurt, O. (2015) found that helping parents create video modeling was an effective way to teach a play skill to children. They also learned that facilitating the acquisition of these skills seem to minimize behavior problems and improve the quality of life for both children and parents.
< My Thoughts > "...facilitating the acquisition of these skills..."
Facilitating the acquisition of skills is a very complicated process and parents need some guidance to pull this off. For example, one must decide on the ‘target skill’… such as swinging on a swing. The next step is for the child to acquire mastery of that skill (Sees the swing and is able to turn around and sit on the swing, while holding on with both hands).
Next, the child must learn to 'generalize' that skill to apply to other people and other places. For instance, the child must master the skill of swinging on a playground swing, as modeled by the parent. Then, the child must recognize that a swing in the schoolyard, works the same way; requiring the same skills.
If this can be accomplished, then the child has 'generalized' the skill to be able to swing on a swing, wherever and with whomever the setting calls for. Teaching 'generalization' in real-life settings gives parents and children an opportunity to spend more time on leisure activities and participate in more social settings. But, children with autism seem to have a built in resistance to all of this. They don't often 'imitate' to learn skills, the way most neuro-typical children do. And then, there is the thought that what may seem pleasurable to us, may seem like torture to your child with autism.
24% “I had no idea how to do any of this,” Ben remarked to Kyle’s teacher, Melanie. “Who does? Kids don’t come with a rule book, especially kids with autism,” she replied. “I was an uninvolved father,” he told her. I only learned of the child’s existence when the child was two, when his mother called asking for money.”
28% Ben had come to trust the teacher’s advice. Melanie explained that Kyle’s reactions had nothing to do with Ben. His reactions have more to do with something that’s going on inside him, some sensory sensitivities, some reaction to the environment, fatigue or overload. Kyle likes to be held, she explained. “Some kids like light, feather touches on their skin, for others a firming touch is calming.” Kyle likes a firm touch, that’s why we place a weighted blanket over him when he’s upset.”
30% Ben told his sister about Kyle. Explaining about his son coming to live with him, because his ex-wife was about to remarry. And, he told her about the autism. “The therapist Kyle’s mother went to told her that the only proven treatment for autism was something called Applied Behavior analysis or ABA for short.” “The treatment was expensive and the insurance only covered part of it. The rest had to be paid by the families.”
“Expensive?” “Just how much?” Ellie inquired. “It’s hard to give an exact figure, depending on how the child responded, but it usually worked out to about sixty thousand a year,” he said. “Dollars?” she asked. Ben nodded, “It costs so much because the treatment is individual and required a trained therapist.”
“The therapist must be raking it in for a few hours office visit a week, Ellie exclaimed.” Ben shook his head… “There aren’t any office visits. ABA therapy is done in the home and takes up to eight hours a day, five days a week. Then on the weekend and evenings, the parents are supposed to carry on using the same methods.” Ellie said, “That’s incredulous…when is the child supposed to play or nap?” Ben let her know that Kyle’s mom was told that this was necessary if she wanted a good outcome for Kyle’s life.
< My Thoughts > “ABA therapy is done in the home and takes up to eight hours a day, five days a week.”
Being the parent of an autistic child can be very difficult, especially in the type of “anti-autistic” or “find a cure” society we currently live in. There is no 'cure' for autism. According to The Truth About ABA, most parents are simply trying to love their child and with the influence of society and the media who present autism in an unacceptable manner. Parents may easily feel that they must try to find some sort of cure or way to alter the behavior of the child. Currently, many people claim that ABA intervention is an appropriate cure. They claim that there are dramatic improvements to behavior and that the majority of children see almost a full recovery with intense and time consuming therapy. Read more about Applied Behavior analysis (ABA) on the following website – http://autismmythbusters.com/ under “The Truth About ABA.”
31% Ellie said, “But, does he seem cured to you?” “No.” Ben’s words hung in the air. “So that’s why he doesn’t talk much?” Ben’s sister Ellie waited a few moments. “But I wonder what he was like before? Maybe he’d be a lot worse if he had not had that ABA. Who knows?”
< My Thoughts > “... if he had not had that ABA…”
You may be able to modify behavior, somewhat, but can you make the child non-autistic? And, what is the trade-off to an ‘intense’ program. In any case, check the credentials of those persons working with your child. Extensively research any program / service / intervention that you’re interested in. Observe sessions and make certain you can change your mind if you need to; hopefully before you mortgage your house. Know that an ‘intensive’ program usually refers to 25 - 40 hours per week, in your home. There are many different types of interventions out there and one-size does not fit all. Just saying.
31% “Kyle is amazing,” Ben told her. She replied, “I see you’re already a doting dad…nice to see, bro.”
Ben pointing across the room to the wall where the entertainment center was.” “Would you be able to load and play a DVD over there? No, I know you wouldn’t. I’m not sure most people would, if they weren’t familiar with my system.” “I had certainly not shown Kyle how to do this.” “But here he was, five years old and in a strange place.” “He can hardly talk, yet he came in here, figured it all out and was watching a DVD when I woke up.”
“The kid’s a mixture of can and can’t do things.” “From what I gather, that’s autism,” Ellie said. “How do you know that?” Ben asked his sister. “Get with it Ben. There are all kinds of people with autism. Silicon Valley is full of them. Some people with autism need full care all their lives, others are independent.” “So, maybe there’s hope for Kyle?” “Jeez, Ben. You obviously have a lot to learn.”
< My Thoughts > “The kid’s a mixture of can and can’t do things.”
As a parent and teacher of children with autism, this statement is so true. Added to that, there is the fact that s/he may do 'it' one minute, one time, but cannot, or choses not to do 'it' the next. That's not the child, but the 'autism'.
34% Sunday was usually a day Ben spent with his parents and sister, but today Ben focused on his new family of ‘two’. Knowing Kyle was learning how to play chess at school, Ben got out the chess board. At first he thought he’d have to purposely let his five-year-old son win. Kyle studied the chess board and moved his rook to cover his castle.
The kid was no slouch at chess. The more they played, the more Ben had to actually think to keep up. Ben could never have imagined that someone so young could be so skilled at this game.
34% Ben’s mind drifted. He had been reading about autism. Some of the stuff he read on the internet was downright terrifying. How could anyone predict which outcome would be Kyle’s? There was a pat, pat, pat on his knee. Ben looked up. Yep, his king was cornered. Yet again. He could discern no viable move. A look at his son confirmed his fears. The kid had got him yet again.
< My Thoughts > "The kid was no slouch at chess."
Peer reviewed studies about teaching children to play chess, checkers, and other board games are few. How this would help the child with Asperger’s? Hopefully, the child would be absorbed enough in the game to sit quietly and observe, a great skill for school, the workplace… or, anyplace. In addition, they may even try to figure out what the other person is ‘thinking’, a kind of ‘mental aerobics’ for a person with autism to understand and master. Maybe these would be more socially acceptable skills and a welcome addition to playing videos or video games in isolation.
Chandan, S. (2024) For years people on the Autism Spectrum have been missing out on activities the rest of us take for granted. No more. Chess is a great activity for children on the autism spectrum to pick up critical life lessons.
34% Ben grabbed Kyle under the arms for a tickle. Kyle’s giggles were music to his ears. It was time for lunch. He picked him up and headed into the kitchen. Kyle’s sounds of glee turned to terror. “Whoa, whoa, little man. Easy. Easy. You’re safe.” Kyle’s cries did not diminish. Ben carried Kyle to the couch and pressed the little boy into the cushions. Kyle’s cries notched down some decibels.
They remained pressed together for five minutes or more before Ben dared move. By then, Kyle’s hands had released from Ben’s hair and were loose at his sides. His noises changed into the light sounds of a sleeping child. Ben looked at his son. How could the kid go from hysterical to sleeping?
How was he to know what Kyle liked and what would scare him? This parenting business was all trial and error. Ben went to the kitchen to fix lunch. When he returned to get Kyle, he was awake and had turned on Dora the Explorer. They ate their lunch in silence, on the floor, watching the adventures of Dora.
< My Thoughts > “They ate their lunch in silence, on the floor, watching the adventures of Dora.”
Sonny is sometimes a typical 2-year-old in actions, although he is actually 34 years old. Where does a 2-year-old play? On the floor. There is an actual structured intervention called ‘Floortime’. For Sonny, we use the parts of the program protocol which seem to work for him and for us. For instance, we take the opportunity to get down on the floor with him when he initiates it. We are following the child’s lead and interest. Therefore, when he responds to this ‘together’ time and giggles or interacts with us it is meaningful. Not contrived, not forced, not a rote skill. Even if it’s a type of ‘parallel play’ we are being tolerated in his world… for the moment.
43% Kyle’s kindergarten teacher invited Ben to the school’s Parent Teacher Association meeting. He decided that he would go. As he entered the gym, there were more people there than Ben had anticipated. The buzz of conversation was electric. Maybe this wouldn’t be quite as boring as he thought it would be.
A planful person, Ben liked to be in control. He thought things out, made a plan, he took charge and followed the path he had laid out. Then Kyle happened. Nothing about Kyle was planned. As the meeting was called to order, Ben abandoned his thoughts.
Listening, Ben learned that Kyle’s classroom was not usual – it was an experiment, the brain-child of master teacher, Melanie Nicols. It was her belief that students with special needs learned best in the company of their age peers, not in secluded classrooms without typical role models. On top of this, she also believed that typical students would also benefit from being with their counterparts who had extra challenges.
< My Thoughts >… “…not in secluded classrooms without typical role models.”
In this fictional account, teacher Melanie Nicols may have created a ‘real’ dilemma for her school, her students, and their parents. Because, schools in each state must abide by both state and national laws regarding special education. You can search online for your states intentions.
For some states, Segregation, means the following: Learners labeled with special education needs may receive their education in a separate setting within the public school. Integration, which seems to be what Ms. Nicols refers to, may be special education students receiving their education alongside their non-disabled peers. While Inclusion, requires that attitudes, approaches, and strategies create a culture where all learners feel welcome. Also, disciplinary action may be brought against anyone who intentionally violates the specific statutes; as teachers and staff are expected to ‘cope’ with each student’s diverse needs.
And, this is just the tip of the iceberg, so to speak. Public, Private, and Charter Schools must create these programs, according to state and federal laws. They must identify those students whom they select to participate in those programs, as well as explain how these students will be accommodated accurately and fairly, in the least restrictive environment. Schools are also required to provide qualified staff to support these programs. Licensed professionals such as a school nurse & psychologist, occupational therapist, physical therapist, speech & language pathologist, plus staff trained in behavior management. If not, parents may bring about ‘Due Process’, possibly leading to court cases which if favorable to the parents, will govern their child’s placement.
44% People heard a speaker say that not only are we a multi-cultural, but a multi-ability society. That people with physical and intellectual handicaps are living and working among us. One father stood and asked just how much this experiment was costing them. The answer was that the law provides that all these students would receive a free, public education.
They were told that the cost was the same to outfit the two rooms and pay salaries. That the benefit was to the students in smaller class sizes. Plus, teachers like Ms.Nicols go through traditional training common to any educators. In addition, he continued, Ms. Nicols has had specialization in exceptionalities. Her studies included disabilities of all sorts, on top of master teaching techniques, the kinds that benefit all children. Her training included methods of assessing an individual child’s strengths and challenges, as well as designing and providing individualized programs to move each child along as far as possible.
Some general education parents initially opposed to this classroom worried that their children were not receiving the attention they deserved. They worried that the curriculum would be watered down to a level far below their child’s skill level. They worried that the kids with special needs would demand all the teacher’s time and attention. Despite the evidence of progress, some nay-sayers still muttered.
< My Thoughts > “…the curriculum would be watered down…”
For years, the educational system has been in a state of reform, but few professionals want to write about this subject. So, it took a lot of digging and I apologize that this article is almost ancient, but it covers all the bases. I too believe that Individual Educational Plan (IEP) accommodations created for special education students should not mean watering down the curriculum and thus reducing learning opportunities. Course curriculum should be designed to create ‘thoughtful’ learning environments where meaningful and robust learning takes place. No matter what they call that classroom it should be a place where students of all abilities and grade levels have the opportunity to learn ‘big ideas’ and solve ‘real-world’ dilemmas.
Ellis, E. (1998) tells us that the watered down approach became the accepted process by which special education students could more easily acquire the course credits necessary for graduation and grade promotion. Critically, he points out that students subjected to a watered down curriculum may learn concepts and facts, but only learn ‘how to learn’ by accident. In other words, he says, “they memorize the details but miss the point.” He feels that students deserve a watered up classroom. A place where teachers facilitate learning, not dictate it. Where students learn the cognitive and life skills they need to collaborate, analyze, plan and predict. Welcoming classrooms where they become ‘real’ learners who can forecast the future and take the calculated risks necessary in the real world.
45% Ben stood up. “My son has autism. I’m a businessman and own an accounting firm. My son is five. We play chess and he always wins.” People were turning to look at him. “My ideas of what certain kids can and can’t do were wrong. I set limits. I assumed that since my son doesn’t talk much, he doesn’t think much. I was wrong.”
“Look. He has a diagnosis of autism. No one will deny that. But autism doesn’t have to define his life. That’s just one aspect of it and with it comes challenges and strengths. He’s smart… life is hard for him. Some parents hover and protect their child, rather than figuring out ways to help them cope or problem solve. An alarmingly small percentage of young adults with high functioning autism and Asperger’s Syndrome live independently. Many others suffer from learned helplessness, having been over-helped all their lives. Ms. Nicols strives to facilitate each child in her class to become as independent as possible.
23% The next day, Ben took Kyle to the park. As his mind went back to that first day, Ben bent down on the leaf-strewn path, scooping the leaves into a pile. Then he stepped back and ran through the pile, kicking the leaves with his feet as he went. To Ben’s surprise, Kyle laughed. He actually laughed! “More” Kyle said, running through the leaves scattering them everywhere. Ben raised his head. It was rare to hear him laugh and even rarer for him to speak. Yes! Kyle was playing and having fun!
References:
Bessler, F. & Kurt, O. (2015). Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism; Educational Sciences Theory & Practice; Vol.16, Issue 1: p209-230.
Chandan, S. (2024). Chess & Life Lessons; Retrieved online from –https://chessklub.com/chess-and-children-with-autism-spectrum-disorders/
Ellis, E. (1998). Watering Up the Curriculum for Adolescents with Learning Disabilities; Remedial & Special Education; Vol 19; Issue 2, p91-105.
Morin, A. (2024). The Difference Between Tantrums & Sensory Meltdowns; Retrieved online from: https://www.understood.org/en
Russ, S. W. (2016). Pretend Play: Antecedent of Adult Creativity. New Directions for Child & Adolescent Development; 151: 21-32.
Excerpts from the book – (8% indicates location in the Kindle version of the book, instead of page numbers).
Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…); an Extended Review with < My Thoughts > by Sara Luker
< My Thoughts > This is a fictional account of how one family finds an equitable solution to marriage, divorce, remarriage and loving a boy with autism. I believe it is a story that rings true and indeed, needs to be told. A story told by Ben, who is meeting his 5 year old autistic son Kyle for the very first time. A story of discovering what it means to be a single parent, and a parent of a child who sees the world in a different way. Through the eyes of Ben, we get a glimpse of both the challenges and joys of parenting this child.
8% Autism is not a dirty word. It’s a different way of viewing the world. There are challenges involved in autism, for sure. But, there are also strengths.
10% Kyle’s kindergarten teacher was teaching him how to play chess. Is this really what five year olds did these days? Shouldn’t the teacher have her students kicking a ball or playing in a sand box rather than teaching them chess?
11% Ben knew that a kid needed to eat on time and good food, not just any old thing he could rummage from the fridge.
Although Kyle seemed self-sufficient and self-absorbed, he still needed attention and watching.
Small children slept a lot, didn’t they? If Kyle was in bed early, that would leave hours each night for Ben to get caught up on his work. But putting Kyle to bed and getting Kyle to sleep were two different things. Last night’s bath was an example. Because Ben preferred showers, he told Kyle to get in the shower. Hadn’t he told him to take his clothes off first? Doubtful. Ben sighed. Only then did he remember that people with autism tended to take things literally.
“Kyle, quit it. Can’t you see the mess you’re making? Look at the floor.” Kyle continued as if Ben wasn’t even there. He hauled his son out of the shower, but at least Kyle didn’t scream at his touch this time. He stripped the sodden clothes off, no easy task as each garment clung to his little body. Kyle stood still, not helping but not resisting either. Ben debated skipping the whole business of a bath…
12% Kyle was at school. Four little words. That sounded so simple but hell, it was not. Getting one small boy up, ready and to school took more organization skills than Ben certainly possessed. He ran a business with ten employees, handled million dollar accounts, but could not manage one small boy.
13% “Routine is so important to kids like Kyle. Look. When you have autism, the world can be a scary place. It can seem that things come at you from all sides. You’re contending with the sensory issues when every touch, every sound, every light can feel like just too much,” Kyle’s teacher admonished Ben.
She continued, “Remember that teacher in the old Charlie Brown movies? The one who went, ‘Wa, wa wa wa wa’ and we had no idea what was said? That’s how it often is for kids with autism. They not only have trouble understanding us… but they have trouble letting us know their wants and needs.”
“And, there’s more. Most of us automatically see patterns and connections in the world and our daily lives. Not so with many kids with autism. They have to be directly taught that there are patterns and consistencies and you can predict what is going to happen. When you can do that, the world is not quite as scary a place.”
15% She tried again, “Look, I’ll try to explain. Kyle is a visual learner, rather than an auditory learner. Kyle can take in information he sees much better than what he hears.”
16% “Look around… our classroom runs on routines. These routines are taught using pictures. There are pictures all over the room.”
She told Ben, “Make a list of the things you want Kyle to do in the morning. Leave it on my desk and I’ll try to have some visuals ready for you when you pick him up this afternoon. And remember, show him, don’t tell him…stop nagging.”
< My Thoughts > “Visual" Schedules…
Visual schedules can support learning and help teach self-help and social skills to persons with autism. Several things need to be kept in mind when creating and designing helpful schedules. Some things to remember are that not all people are visual learners. Sometimes the visual schedule needs to be accompanied by an auditory backup, or Smart Phone App.
Another thing to remember is that the visuals should be age appropriate and meet the person at their level of understanding. If the person is very ‘literal’, which many with ASD are, then you may need to take actual photos to use on their schedule, instead of graphics. Also, they may not be able to ‘generalize’, use the same routine in a different place. So, if Kyle is expected to shower at grandma’s on Saturday, that should be explained. You may even need to make a separate schedule to take there. Have the child help you. Making things easy isn’t always that easy. Again, many things are ‘trial & error’.
16% The next morning, Ben showed Kyle pictures of socks, underwear, pants, and shirts, explaining to Kyle that this was how he was to get dressed. Ben removed each picture as that job was completed. When Kyle was dressed, Ben announced, “Good job, Kyle.”
Encouraged, they moved on to the bathroom. Again, it worked, with only a minimum of coaching, Kyle looked at the cards to see what was next. Ben tapped the appropriate card to draw his son’s attention back to the task at hand. Eventually, Kyle took the card himself, putting it back in the envelope.”
< My Thoughts > “…putting it back in the envelope.”
This requires the ‘level of understanding and skill’, as referred to previously. Requiring Kyle to initiate choosing, sorting, organizing, and replacing cards in an envelope, may be a bit beyond most children at his age. To have a one-page schedule might be more helpful. Our Sonny has a small photo album which fits in his pocket. He prefers actual photos of the items he likes, so that’s what we put in the album. Sometimes we have to page through it with him, until we find what he needs or wants.
16% Upon finishing, Ben saw Kyle’s face needed a little more washing. He grabbed the washcloth to get one more spot on the face. Kyle protested. Ben got it; according to the visual schedule he had already washed his face. Ben reached in the envelope for the appropriate card with Kyle smiling to let Ben know that he needed to show the card first.
Kyle would rather play with his cereal than eat it. Still, they did not end up mad at each other. Instead of ragging on Kyle to get moving, Ben just tapped the appropriate card to draw his son back to the task at hand. It worked!
17% Ben was early (to pick up his son at school), as he approached the kindergarten room, he heard screams. Kyle! Those were Kyle’s screams. Rushing in the room Ben spied his son on the floor. Kyle was tossing his head back and forth, kicking his heels and screaming. “What the hell’s going on here?” Ben yelled. “What’s wrong with my son?”
“What you just witnessed was a tantrum. Kyle was mad because he didn’t get his way. Remember how he reacted when he saw the ant farm at the back of the room the first day? That was a ‘meltdown’. He was feeling overwhelmed for whatever reason. We used some sensory techniques to help him calm down. That’s quite different from what just happened here. What you just experienced was a tantrum.”
“Tantrums are a good way to control others. Pitch a fit and people will give in. Is that the way you want your son to think?” “It’s just hard to see,” Ben said, “He almost kicked you.” “He’s a little boy and he’s still learning how to navigate his world,” she responded.
< My Thoughts > “Tantrums are a good way to control others.”
Sometimes the child can’t voice his/her fear and frustration; thus, a 'tantrum'. Perhaps they are having difficulty transitioning from one thing or place to another. Children with autism often resists change, due to their ritualistic nature. Possibly something happened earlier, which in the child’s mind hasn’t been resolved to their satisfaction. Maybe earlier, s/he was rushed to finish eating breakfast in order to meet someone else’s schedule. Because of the ritualistic nature of autism, this can bring about the fixated notion that s/he needs to go back and finish eating. They may perseverate on this, before s/he can move on to the next activity.
Morin, A. (2024) advocates that “The causes of tantrums and meltdowns are different. Tantrums usually have a purpose. Kids are looking for a certain response. Meltdowns are a reaction to something sensory that is usually beyond a child’s control. When responding to a tantrum, try acknowledging that you know what your child wants, without giving in. Calmly tell them the reason that their needs (wants) can’t be met. Or, tell them when they will be met. When responding to a meltdown, help your child find a safe, quiet place away from the sensory distress, where they can deescalate."
< My Thoughts > "The causes of tantrums and meltdowns are different."
Simply put, a 'tantrumming' child is demanding a response to some perceived injustice. Tantrumming requires an audience; a person who will meet the child's 'wants'. 'Meltdowns' are out of the child's control. He or she is having a 'sensory' crisis. A Post Traumatic Stress-like episode. Something in the child's environment is causing a 'fight or flight' response.
21% Each week had been better than the last. Yet Ben’s efforts to bond with his son were showing few results. He wanted some small sign. Just then Kyle walked to the door then stood with his hand out, waiting for his dad to take it. Ben took Kyle’s small hand and saw that as a small sign of progress.
22% Today, Ben decided to take his son to the park. He checked the weather on the Internet. Cool enough for jackets. “Kyle, go grab your jacket.” No response. “Kyle, get your coat.” No response. Ben sighed and went to find his son.
Kyle was in the den, kneeling in front of the couch looking at a Dora the Explorer book. “Let’s go. Grab your coat.” Kyle ignored him. Ben’s temper, never too far under wraps, rose. “Kyle!” “Now!” Still no response. Ben strode the few feet and took Kyle’s arm. The child started and looked at Ben. Kyle had been so engrossed in his book and hadn’t heard his father calling him.
Ben wanted his kid doing things that other kids did on a beautiful day; like running around in the fresh air at the park, playing with other children, kicking through piles of leaves. Just as he was about to yell at Kyle again, to get his coat, he remembered “show, don’t tell.” He got his own coat then showed Kyle a picture of his coat hanging on a low hook. Kyle reached for his jacket and struggled into it, doing up the snaps on his own with painstaking concentration.
22% Once at the park, the noises of the city faded away. It was like a world apart, this oasis of grass and shrubs and trees. “Go on Kyle, go and play.” Maybe he’s shy and doesn’t want to play with the other kids, Ben thought as he lifted Kyle onto a swing, and walked behind to give him a push. Kyle stiffened and Ben recognized the signs of an impending howl.
What’s the matter buddy? This is fun. Ben walked around facing Kyle, helping him hold on to the ropes. “I’ll push you gently.” Ben gently rocked the swing. Kyle slowly relaxed his shoulders. The gentle back and forth movement continued, Kyle relaxed. Crisis averted. What kid didn’t love the playground?
< My Thoughts > “What kid didn’t love the playground?”
One of the 'core' autism behavior symptoms, is that the child rarely 'imitates' play. Thus, play must be 'facilitated', as Ben did with his son Kyle. A few years ago, I took over as ‘primary’ class teacher for a friend who was on an extended leave of absence. That’s when I came face to face with ‘facilitated' play. This classroom had 1st and 2nd graders who were on the autism spectrum. Along with the students in the classroom, there were three instructional aides. The student’s parents ranged from the ‘not at all involved’ to very involved ‘high-profile’ parents; physicians, attorneys, and other professionals. Plus, there was a principal, only months away from retirement, who was trying his best to understand ‘autism’, and why he had to have ‘these kids’ in his school.
On an early spring day, the aides and I took the children out to the play area. An area which was segregated from the general education students, had little in the way of play equipment, no soft-surface base, and no shaded cover. I had requested changes to bring our playground up to code with the rest of the school. But that’s another story. Back to ‘facilitated play’. We are out on the play area when one of the ‘high profile’ moms paid us a visit. I happened to be standing near her son, coaxing him to stand up and walk over to the swing. The other students were sitting around, as were the aides.
Mom introduced herself and said to me, “I’m glad you are trying to 'facilitate' play with my son.” “Yes,” I said, “He's been staring at the swings, so I’m trying to encourage him to move the swing back and forth, with the hopes that he will eventually want to sit and swing on it.”
She spoke to her son, then sat on the swing and showed him how it worked. Now, he became more interested. Soon, the bell rang, mom left, and we took the students back to the classroom. That evening, I was researching all I could about ‘facilitated' play.
Russ, S. W. (2016) has found that ‘play facilitation sessions in small groups results in increased imagination and increased symbolic play. This in turn allows the child to experience creativity and creative tasks. Which in turn, provides “happy memories and pleasant story recall,” as an adult.
Bessler, F. & Kurt, O. (2015) found that helping parents create video modeling was an effective way to teach a play skill to children. They also learned that facilitating the acquisition of these skills seem to minimize behavior problems and improve the quality of life for both children and parents.
< My Thoughts > "...facilitating the acquisition of these skills..."
Facilitating the acquisition of skills is a very complicated process and parents need some guidance to pull this off. For example, one must decide on the ‘target skill’… such as swinging on a swing. The next step is for the child to acquire mastery of that skill (Sees the swing and is able to turn around and sit on the swing, while holding on with both hands).
Next, the child must learn to 'generalize' that skill to apply to other people and other places. For instance, the child must master the skill of swinging on a playground swing, as modeled by the parent. Then, the child must recognize that a swing in the schoolyard, works the same way; requiring the same skills.
If this can be accomplished, then the child has 'generalized' the skill to be able to swing on a swing, wherever and with whomever the setting calls for. Teaching 'generalization' in real-life settings gives parents and children an opportunity to spend more time on leisure activities and participate in more social settings. But, children with autism seem to have a built in resistance to all of this. They don't often 'imitate' to learn skills, the way most neuro-typical children do. And then, there is the thought that what may seem pleasurable to us, may seem like torture to your child with autism.
24% “I had no idea how to do any of this,” Ben remarked to Kyle’s teacher, Melanie. “Who does? Kids don’t come with a rule book, especially kids with autism,” she replied. “I was an uninvolved father,” he told her. I only learned of the child’s existence when the child was two, when his mother called asking for money.”
28% Ben had come to trust the teacher’s advice. Melanie explained that Kyle’s reactions had nothing to do with Ben. His reactions have more to do with something that’s going on inside him, some sensory sensitivities, some reaction to the environment, fatigue or overload. Kyle likes to be held, she explained. “Some kids like light, feather touches on their skin, for others a firming touch is calming.” Kyle likes a firm touch, that’s why we place a weighted blanket over him when he’s upset.”
30% Ben told his sister about Kyle. Explaining about his son coming to live with him, because his ex-wife was about to remarry. And, he told her about the autism. “The therapist Kyle’s mother went to told her that the only proven treatment for autism was something called Applied Behavior analysis or ABA for short.” “The treatment was expensive and the insurance only covered part of it. The rest had to be paid by the families.”
“Expensive?” “Just how much?” Ellie inquired. “It’s hard to give an exact figure, depending on how the child responded, but it usually worked out to about sixty thousand a year,” he said. “Dollars?” she asked. Ben nodded, “It costs so much because the treatment is individual and required a trained therapist.”
“The therapist must be raking it in for a few hours office visit a week, Ellie exclaimed.” Ben shook his head… “There aren’t any office visits. ABA therapy is done in the home and takes up to eight hours a day, five days a week. Then on the weekend and evenings, the parents are supposed to carry on using the same methods.” Ellie said, “That’s incredulous…when is the child supposed to play or nap?” Ben let her know that Kyle’s mom was told that this was necessary if she wanted a good outcome for Kyle’s life.
< My Thoughts > “ABA therapy is done in the home and takes up to eight hours a day, five days a week.”
Being the parent of an autistic child can be very difficult, especially in the type of “anti-autistic” or “find a cure” society we currently live in. There is no 'cure' for autism. According to The Truth About ABA, most parents are simply trying to love their child and with the influence of society and the media who present autism in an unacceptable manner. Parents may easily feel that they must try to find some sort of cure or way to alter the behavior of the child. Currently, many people claim that ABA intervention is an appropriate cure. They claim that there are dramatic improvements to behavior and that the majority of children see almost a full recovery with intense and time consuming therapy. Read more about Applied Behavior analysis (ABA) on the following website – http://autismmythbusters.com/ under “The Truth About ABA.”
31% Ellie said, “But, does he seem cured to you?” “No.” Ben’s words hung in the air. “So that’s why he doesn’t talk much?” Ben’s sister Ellie waited a few moments. “But I wonder what he was like before? Maybe he’d be a lot worse if he had not had that ABA. Who knows?”
< My Thoughts > “... if he had not had that ABA…”
You may be able to modify behavior, somewhat, but can you make the child non-autistic? And, what is the trade-off to an ‘intense’ program. In any case, check the credentials of those persons working with your child. Extensively research any program / service / intervention that you’re interested in. Observe sessions and make certain you can change your mind if you need to; hopefully before you mortgage your house. Know that an ‘intensive’ program usually refers to 25 - 40 hours per week, in your home. There are many different types of interventions out there and one-size does not fit all. Just saying.
31% “Kyle is amazing,” Ben told her. She replied, “I see you’re already a doting dad…nice to see, bro.”
Ben pointing across the room to the wall where the entertainment center was.” “Would you be able to load and play a DVD over there? No, I know you wouldn’t. I’m not sure most people would, if they weren’t familiar with my system.” “I had certainly not shown Kyle how to do this.” “But here he was, five years old and in a strange place.” “He can hardly talk, yet he came in here, figured it all out and was watching a DVD when I woke up.”
“The kid’s a mixture of can and can’t do things.” “From what I gather, that’s autism,” Ellie said. “How do you know that?” Ben asked his sister. “Get with it Ben. There are all kinds of people with autism. Silicon Valley is full of them. Some people with autism need full care all their lives, others are independent.” “So, maybe there’s hope for Kyle?” “Jeez, Ben. You obviously have a lot to learn.”
< My Thoughts > “The kid’s a mixture of can and can’t do things.”
As a parent and teacher of children with autism, this statement is so true. Added to that, there is the fact that s/he may do 'it' one minute, one time, but cannot, or choses not to do 'it' the next. That's not the child, but the 'autism'.
34% Sunday was usually a day Ben spent with his parents and sister, but today Ben focused on his new family of ‘two’. Knowing Kyle was learning how to play chess at school, Ben got out the chess board. At first he thought he’d have to purposely let his five-year-old son win. Kyle studied the chess board and moved his rook to cover his castle.
The kid was no slouch at chess. The more they played, the more Ben had to actually think to keep up. Ben could never have imagined that someone so young could be so skilled at this game.
34% Ben’s mind drifted. He had been reading about autism. Some of the stuff he read on the internet was downright terrifying. How could anyone predict which outcome would be Kyle’s? There was a pat, pat, pat on his knee. Ben looked up. Yep, his king was cornered. Yet again. He could discern no viable move. A look at his son confirmed his fears. The kid had got him yet again.
< My Thoughts > "The kid was no slouch at chess."
Peer reviewed studies about teaching children to play chess, checkers, and other board games are few. How this would help the child with Asperger’s? Hopefully, the child would be absorbed enough in the game to sit quietly and observe, a great skill for school, the workplace… or, anyplace. In addition, they may even try to figure out what the other person is ‘thinking’, a kind of ‘mental aerobics’ for a person with autism to understand and master. Maybe these would be more socially acceptable skills and a welcome addition to playing videos or video games in isolation.
Chandan, S. (2024) For years people on the Autism Spectrum have been missing out on activities the rest of us take for granted. No more. Chess is a great activity for children on the autism spectrum to pick up critical life lessons.
34% Ben grabbed Kyle under the arms for a tickle. Kyle’s giggles were music to his ears. It was time for lunch. He picked him up and headed into the kitchen. Kyle’s sounds of glee turned to terror. “Whoa, whoa, little man. Easy. Easy. You’re safe.” Kyle’s cries did not diminish. Ben carried Kyle to the couch and pressed the little boy into the cushions. Kyle’s cries notched down some decibels.
They remained pressed together for five minutes or more before Ben dared move. By then, Kyle’s hands had released from Ben’s hair and were loose at his sides. His noises changed into the light sounds of a sleeping child. Ben looked at his son. How could the kid go from hysterical to sleeping?
How was he to know what Kyle liked and what would scare him? This parenting business was all trial and error. Ben went to the kitchen to fix lunch. When he returned to get Kyle, he was awake and had turned on Dora the Explorer. They ate their lunch in silence, on the floor, watching the adventures of Dora.
< My Thoughts > “They ate their lunch in silence, on the floor, watching the adventures of Dora.”
Sonny is sometimes a typical 2-year-old in actions, although he is actually 34 years old. Where does a 2-year-old play? On the floor. There is an actual structured intervention called ‘Floortime’. For Sonny, we use the parts of the program protocol which seem to work for him and for us. For instance, we take the opportunity to get down on the floor with him when he initiates it. We are following the child’s lead and interest. Therefore, when he responds to this ‘together’ time and giggles or interacts with us it is meaningful. Not contrived, not forced, not a rote skill. Even if it’s a type of ‘parallel play’ we are being tolerated in his world… for the moment.
43% Kyle’s kindergarten teacher invited Ben to the school’s Parent Teacher Association meeting. He decided that he would go. As he entered the gym, there were more people there than Ben had anticipated. The buzz of conversation was electric. Maybe this wouldn’t be quite as boring as he thought it would be.
A planful person, Ben liked to be in control. He thought things out, made a plan, he took charge and followed the path he had laid out. Then Kyle happened. Nothing about Kyle was planned. As the meeting was called to order, Ben abandoned his thoughts.
Listening, Ben learned that Kyle’s classroom was not usual – it was an experiment, the brain-child of master teacher, Melanie Nicols. It was her belief that students with special needs learned best in the company of their age peers, not in secluded classrooms without typical role models. On top of this, she also believed that typical students would also benefit from being with their counterparts who had extra challenges.
< My Thoughts >… “…not in secluded classrooms without typical role models.”
In this fictional account, teacher Melanie Nicols may have created a ‘real’ dilemma for her school, her students, and their parents. Because, schools in each state must abide by both state and national laws regarding special education. You can search online for your states intentions.
For some states, Segregation, means the following: Learners labeled with special education needs may receive their education in a separate setting within the public school. Integration, which seems to be what Ms. Nicols refers to, may be special education students receiving their education alongside their non-disabled peers. While Inclusion, requires that attitudes, approaches, and strategies create a culture where all learners feel welcome. Also, disciplinary action may be brought against anyone who intentionally violates the specific statutes; as teachers and staff are expected to ‘cope’ with each student’s diverse needs.
And, this is just the tip of the iceberg, so to speak. Public, Private, and Charter Schools must create these programs, according to state and federal laws. They must identify those students whom they select to participate in those programs, as well as explain how these students will be accommodated accurately and fairly, in the least restrictive environment. Schools are also required to provide qualified staff to support these programs. Licensed professionals such as a school nurse & psychologist, occupational therapist, physical therapist, speech & language pathologist, plus staff trained in behavior management. If not, parents may bring about ‘Due Process’, possibly leading to court cases which if favorable to the parents, will govern their child’s placement.
44% People heard a speaker say that not only are we a multi-cultural, but a multi-ability society. That people with physical and intellectual handicaps are living and working among us. One father stood and asked just how much this experiment was costing them. The answer was that the law provides that all these students would receive a free, public education.
They were told that the cost was the same to outfit the two rooms and pay salaries. That the benefit was to the students in smaller class sizes. Plus, teachers like Ms.Nicols go through traditional training common to any educators. In addition, he continued, Ms. Nicols has had specialization in exceptionalities. Her studies included disabilities of all sorts, on top of master teaching techniques, the kinds that benefit all children. Her training included methods of assessing an individual child’s strengths and challenges, as well as designing and providing individualized programs to move each child along as far as possible.
Some general education parents initially opposed to this classroom worried that their children were not receiving the attention they deserved. They worried that the curriculum would be watered down to a level far below their child’s skill level. They worried that the kids with special needs would demand all the teacher’s time and attention. Despite the evidence of progress, some nay-sayers still muttered.
< My Thoughts > “…the curriculum would be watered down…”
For years, the educational system has been in a state of reform, but few professionals want to write about this subject. So, it took a lot of digging and I apologize that this article is almost ancient, but it covers all the bases. I too believe that Individual Educational Plan (IEP) accommodations created for special education students should not mean watering down the curriculum and thus reducing learning opportunities. Course curriculum should be designed to create ‘thoughtful’ learning environments where meaningful and robust learning takes place. No matter what they call that classroom it should be a place where students of all abilities and grade levels have the opportunity to learn ‘big ideas’ and solve ‘real-world’ dilemmas.
Ellis, E. (1998) tells us that the watered down approach became the accepted process by which special education students could more easily acquire the course credits necessary for graduation and grade promotion. Critically, he points out that students subjected to a watered down curriculum may learn concepts and facts, but only learn ‘how to learn’ by accident. In other words, he says, “they memorize the details but miss the point.” He feels that students deserve a watered up classroom. A place where teachers facilitate learning, not dictate it. Where students learn the cognitive and life skills they need to collaborate, analyze, plan and predict. Welcoming classrooms where they become ‘real’ learners who can forecast the future and take the calculated risks necessary in the real world.
45% Ben stood up. “My son has autism. I’m a businessman and own an accounting firm. My son is five. We play chess and he always wins.” People were turning to look at him. “My ideas of what certain kids can and can’t do were wrong. I set limits. I assumed that since my son doesn’t talk much, he doesn’t think much. I was wrong.”
“Look. He has a diagnosis of autism. No one will deny that. But autism doesn’t have to define his life. That’s just one aspect of it and with it comes challenges and strengths. He’s smart… life is hard for him. Some parents hover and protect their child, rather than figuring out ways to help them cope or problem solve. An alarmingly small percentage of young adults with high functioning autism and Asperger’s Syndrome live independently. Many others suffer from learned helplessness, having been over-helped all their lives. Ms. Nicols strives to facilitate each child in her class to become as independent as possible.
23% The next day, Ben took Kyle to the park. As his mind went back to that first day, Ben bent down on the leaf-strewn path, scooping the leaves into a pile. Then he stepped back and ran through the pile, kicking the leaves with his feet as he went. To Ben’s surprise, Kyle laughed. He actually laughed! “More” Kyle said, running through the leaves scattering them everywhere. Ben raised his head. It was rare to hear him laugh and even rarer for him to speak. Yes! Kyle was playing and having fun!
References:
Bessler, F. & Kurt, O. (2015). Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism; Educational Sciences Theory & Practice; Vol.16, Issue 1: p209-230.
Chandan, S. (2024). Chess & Life Lessons; Retrieved online from –https://chessklub.com/chess-and-children-with-autism-spectrum-disorders/
Ellis, E. (1998). Watering Up the Curriculum for Adolescents with Learning Disabilities; Remedial & Special Education; Vol 19; Issue 2, p91-105.
Morin, A. (2024). The Difference Between Tantrums & Sensory Meltdowns; Retrieved online from: https://www.understood.org/en
Russ, S. W. (2016). Pretend Play: Antecedent of Adult Creativity. New Directions for Child & Adolescent Development; 151: 21-32.
Now sold in 'Boxed Set'... which I would also recommend reading. S.
