LABOR DAY BLOG 2024. According to https://www.dol.gov/laborday, this Labor Day 2024, the United States is “celebrating workers by building an equitable, empowered workforce for all.”
 
< My Thoughts >        “…equitable, empowered workforce for all.”
 
My hope is to start a conversation between education, students, and parents about the ‘future’ challenges of persons with autism entering the workforce. Entering the workforce for all persons, often requires further training and/or education. This becomes a new test of ‘soft’ and ‘hard’ societal skills. ‘Soft’ skills, such as understanding what is expected of you. Teamwork, such as doing your part as the member of a team. Work ethics, willingness to learn, and to take on added responsibilities. ‘Hard’ skills are more specifically, training, certification, and some degree of expertise in a certain field.
 
When a career path is ‘highly specific’, then the opportunity to explore interesting options along the way disappear. Older students may require more than a short-term, specific intervention. They may also need a form of comprehensive ‘literacy’ intervention. ASD is highly individual; evolving when new skills are accomplished; but never really going away.
 
Literacy is defined as the ability to read, write, speak, and listen in a way that lets us interpret and communicate effectively; to make sense of the world. Added to that, literacy should include ‘numeracy’. Equally important is understanding the literacy of numbers, as they relate to the individual’s environment. Numbers as they relate to things like paychecks, taxes, shopping, cooking, ordering food, health-related decisions about medication and nutrition; plus, understanding academic grading systems.
​
Note: Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read more in UNIT 6 Where to Look for Resources; Chapter 3a. – Individualized Educational Plan (IEP) & 504 Plan.
 
UPDATED excerpt from my FREE ASD BOOK – Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read more in UNIT 6 Where to Look for Resources; Chapter 5 – Future Challenges: College & Career. 
 
Arky, B. (2018) interviewed parents who are confronting new challenges for their kids’ upcoming adulthood. At age 21 or 22, depending on the state, all the educational supports and services they have been receiving, under the federal Individuals with Disabilities Education Act (IDEA), will vanish.
 
This forced transition, called ‘aging out’. ‘Aging out’ of services pushes students with special needs into the woefully lacking system for disabled adults. Other students who are termed ‘high-functioning’, including those who may be dealing with things like ADHD, anxiety and sensory issues, in addition to their social and communication delays, are not going to magically stop needing support after they reach a certain chronological age. Yet, they too will lose services.
 
< My Thoughts >       “…‘Aging out’ of services…”
 
Information regarding ‘Aging Out’ of the Social Security Disability System can be found online for citizens of the United States. There are also International Social Security Programs which may be of assistance, for disabled persons globally.
 
Long before your child ‘ages out’ of services, you have an Individualized Educational Plan (IEP) Transition Plan available to you. You may not be aware of this if your child’s school district waits until high school to implement this Transition Plan.
 
While some school districts begin to map out a projected ‘higher level’ education plan, and/or a career path to include a community trade, vocational, or government apprentice program, upon the student receiving an ‘autism’ diagnosis. Trades like electricians, plumbers, carpenters, concrete masons are attractive to persons with autism. Employers in the trades may find that repetition to neuro-typicals quickly becomes boring and unfulfilling. While that very day-after-day job task repetition is embraced and rewarding to the neuro-diverse.

Staff Writer (2022) shares information about coursework, internship opportunities, and extracurricular activities integrating neurodiversity ideal and practices into campus life for autistic students to successfully transition to this next stage of early adulthood. Saying that what makes a job autism-friendly is usually more about the work environment than the career field. Generally speaking, the best jobs for autistic adults tend to be positions that:

• Allow you to focus on one task at a time
• Have clearly defined responsibilities and expectations
• Emphasize quality and accuracy over speed
• Involve some degree of structure and routine

Fortunately, those conditions can be found in a wide range of different fields. People with autism have found success in writing, music, the visual and performing arts, accounting, law, finance, science, human services, and many other sectors.
Not long after new college students have finished choosing the college that is right for them, they are asked to declare an academic major. For some students, this decision is easy, as their majors may have actually influenced their choice of college.

1. Make a career planCreating a career plan is one of the ways that students can bolster their chances of success in their chosen majors. When creating a career plan, think about the career that you want to have in the future and consider the academic and professional paths that could lead to that career.

< My Thoughts >       “…career that you want to have in the future…”
 
Many/most persons on the autism spectrum have great difficulty with ‘future’ plans, direction, consequences, etc. The world of ‘autism’ is more about living in the moment, not projecting into the future. The ‘future self’ doesn’t exist. Nor does natural growth process, nor future learning, achievements, nor consequences. Also, understanding how to create a goal and dedicate oneself to following the steps necessary to fulfilling that goal becomes a ‘future’ learning experience within itself.
​
2. Do your researchDo your research about the job that you are interested in pursuing, as well as any related jobs. Is there one that would be better suited to your abilities and your preferences? Is there someone you can talk to who can tell you more about what an average day looks like at a particular job? While it is possible to switch out of your major once your interests become more apparent, you will save a good deal of time and energy by initially choosing a major that is aligned with your interests and abilities.
 
< My Thoughts >       “…switch out of your major…”
 
Determining your ‘major’ is not an overnight process. By the time you do your research, the idea of that ‘long-term’ goal may become overwhelming. Colleges usually insist that you pick a ‘major’ so they can enroll you in the program which will result in a degree in the area of your major. Switching out of a major may be very costly, or even impossible; especially if tuition is backed by a grant for that degree. An option may be to enter a program, close to home, which enrolls you in the basic courses to strengthen your abilities and interests. Make certain there will be continuing support for you, in addition to their version of an Individualized Educational Plan (IEP).
 
3. Brace yourself for challengePrepare yourself for the academic challenges that await you in whichever major you choose.
 
< My Thoughts >       “…academic challenges…”
 
Academia itself can be a challenge. Much depends on how ‘well-schooled’ you are. Have you learned how to learn? Have you learned to produce what the teacher expects, when s/he gives you an assignment? Do you know how to write an acceptable essay? Build success into your higher learning efforts by starting with first developing your strengths.
 
You may even consider learning an entry-level position, just to see if you feel comfortable and enjoy that particular professional environment. For example, seek a part-time or full-time job as a ‘mail clerk’ or ‘filing clerk’ in the agency where you are considering a career. Explore part-time or full-time positions learning general administrative duties. These duties may include filing, photocopying, sorting mail, entering database information, and other systematic responsibilities.
 
Another advantage of obtaining a ‘clerk’ position would be to allow for opportunities to learn the basics in a ‘real-world’ situation. With increasing levels of responsibilities, and added duties, you will become more proficient and confident. You may even interest a ‘mentor’ to help guide you on your career path.

Sicile-Kira, C. (2014) says that some people on the ‘more able’ end of the spectrum have found the college or university environment a comfortable place for them to learn and even work. Now there are so many opportunities to get an education by combining ‘brick & mortar’, and an ‘online’ settings, to achieve various degrees.
 
< My Thoughts >       “…college or university environment…”
 
There are states which have colleges with Special Education Departments providing Special Programs and Services, in accordance with the Individuals with Disabilities Education Act (IDEA). But understand that beyond public high school, colleges, trade schools, and other intuitions of higher learning are NOT required by law to provide accommodations and modifications for students. Neither are students required by law, or otherwise, to declare ‘disorders’ of any kind. Therefore, persons with a DSM-5 diagnosis may no longer be protected by government programs. But there are Equal Employment Opportunity programs which help individuals find registered apprenticeship programs.  

Gardner, N. (2013) marvels, Dale would have access to the College Supported Learning Department. They agreed to make reasonable adjustments, and to ensure inclusion.
 
< My Thoughts >      “To make reasonable adjustments…”

If there is an indication that a student may have a disability that is impacting on their studies, there may be the requirement to undertake reasonable adjustments. Reasonable adjustments also address employee needs, allowing for the individual’s strengths and abilities; plus providing –
​

• retraining or offering alternative tasks
• longer supported training periods
• more time off for rehabilitation, as needed
• additional breaks, as needed
• changing inaccessible areas, as needed
• relocating work area to address sensory needs

Wentz, E., Nyden, A., et al. (2012) explored the idea of using technology to help support adolescents and young adults with ADHD and autism disorders, in employment and educational settings. The idea was based on the concept that it would be easier to get additional support from a coach in an online ‘Chat Room’ setting which could be accessed during the day between the hours of 2 – 4pm.
​
Drapela, L. A. (2022) does her best to offer Helpful Guides to identify college campuses practicing ‘Neuro-Inclusion’. She offers that – “Persons on the spectrum looking for the best higher education fit to their needs, desires, talents, and energies will find several tools at their disposal.” Saying – “The College Autism Network (CAN) is a clearinghouse of colleges and universities incorporating autism education and supports into classrooms, dormitories, student life, and student governance. The site provides detailed information on Autism-Specific College Support Programs (ASPs) among institutions across the United States.”
 
Plus, the frustration parents may face, Burke, M., & Goldman, S. (2015) believe that the process can become quite costly. They offer that in some states, but not all, there are pro-bono attorneys who will assist the families engage in ‘due process’. If they cannot find support or pro-bono services from attorneys who will help them, every state has a Protection and Advocacy (P & A) agency to assist at a reduced cost.

 < My Thoughts >       “…attorneys who will assist the families…”
 
If you feel marginalized or you are not being heard, don’t get comfortable. Trust your parent radar. you have the legal right to can engage advocates, mediators, or even legal advisors to guide DUE PROCESS; guaranteed to your child by Individuals with Disabilities Education Act (IDEA). Bear in mind, most colleges and universities provide access to “504” plans – that is Section 504 of the federal Rehabilitation Act of 1973 – available through their student services divisions. 

Note: Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read more in UNIT 6 Where to Look for Resources; Chapter 3 – Individualized Educational Plan (IEP); 504” plans.
 

References:
 
Arky, B. (2018). Aging Out: When Kids with Autism Grow Up; Retrieved online from – https://childmind.org/article/aging-out-when-kids-with-autism-grow-up/

Burke, M., & Goldman, S. (2015). Identifying the Associated Factors of Mediation & Due Process in Families of Students with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45; 1345-1353.

Cody, R. (2024). Three Strategies to Help College Students Pick the Right Major the First Time. Retrieved online from – https://today.uconn.edu › 2024/08 › three-strategies/
 
Drapela, L. A. (2022). College Choices for Students on the Autism Spectrum; Spectrum Life Magazine. Retrieved online from – https://www.spectrumlife.org/blog/college-choices-for-students-on-the-autism-spectrum
Gardner, N. (2013). All Because of Henry; eBook Edition.
 
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; Penguin Random House Company; New York, N.Y.
 
Staff Writer (2022). Coursework, Internship Opportunities, Campus Life; Spectrum Life Magazine. Retrieved online from – https://www.spectrumlife.org 
 
Wentz, E., Nyden, A., et al. (2012). Development of an Internet-based Support & Coaching Model for Adolescents & Young Adults with ADHD and ASD; A Pilot Study; Journal of Early Child & Adolescent Psychiatry; V:21, p611-622.
 
Kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism.

Regards,

Sara Luker

Learning Disorders ~

As we hand our children over to school personnel, we may find that our kiddos are having a bad time. Sometimes, it is up to parents to recognize when things are going wrong. To help educators identify student struggles, we e learn valuable lessons from those who have gone before us. There are many good books about Dyslexia. This is one of them by author Beth Ellen Nash (2017)  Dyslexia Outside-the-Box: Equipping Dyslexic Kids to Not Just Survive but Thrive.

 Nash, B.E. (2017) needs you to know that, “The dyslexic needs education, which addresses the unique learning needs of dyslexics themselves. The mission is to empower generations of dyslexics to see themselves as uniquely wired. They are not broken, they can be successful. They merely need different tools. They have so much to offer the world through their unique flip-side strengths. They need not just survive; they can thrive.”

Dyslexia is part of a group of language-based challenges that originate in the brain. This means that the brain struggles to process sounds, recognize words, spell words, and sound out words.

Common characteristics of dyslexia include difficulty with:

• Noticing, telling the difference between, and working with the sounds (phonological awareness) and syllables (phonemic awareness) in oral language
• Word decoding (sounding out the words)
• Fluency in reading, which includes accurate and/or automatic word recognition
• Spelling
• Vocabulary
• Comprehension

• Reversing letters (from instead or form)
• Reversing words (was instead of saw)
• Flipping letters left to right and top to bottom (b’s & d’s, p’s & q’s)

• Being slower at learning to read than one’s peers

< My Thoughts >          “Fluency in reading…”

Fluency in reading can mean reading instructions, reading the face on an analog clock, reading the numbers on a phone. As a teacher, sometimes it was 6th or 7th grade before anyone noticed that students (especially girls) started having trouble with math. Upper level math starts by reading and following directions. By seeing ‘patterns’, understanding what to do first, second, third, etc. By remembering how you arrived at the correct answer last time. And, recognizing whether ‘your’ mathematical answer really makes sense.
​
The student may not have ‘dysgraphia’, but may have ‘dyscalculia’; and/or, may have both. Both are learning disorders affecting reading and appear in the American Psychiatric Association’s Diagnostic & Statistical Manual of Mental Disorders, 5th Edition (DSM-5), under Specific Learning Disorders. 

​According to the Cleveland Clinic (2022), neither disorder (dyslexia nor dyscalculia) has to do with intelligence, but does have to do with brain function. Both ‘neurodevelopmental’ brain disorders may run in families. The first signs of the disorder may be emotional. For instance, when a young child is faced with a ‘new to them’ math concept, s/he suddenly no longer wants to go to school. Or, when the older student is asked to make (monetary decisions) change, recognize a mathematical or a scientific symbol, they may suddenly show anxiety, agitation, aggression; even physical illnesses may appear.

< My Thoughts >           “…‘neurodevelopmental’ brain disorders…”

The DSM-5 allows that while these are brain development disorders, they are very different from the brain development disorders of those persons who are considered to be on the Autism Spectrum. But, special programs, interventions, and therapies, similar to those for ASD children, may be helpful. Testing and help can be found through the educational system; or, in nearby universities specializing in understanding these disorders.

References:

Nash, B.E. (2017)  Dyslexia Outside-the-Box: Equipping Dyslexic Kids to Not Just Survive but Thrive.
​
Staff Writer (2022). Dyscalculia: What It Is, Causes, Symptoms & Treatment. Retrieved online from: https://my.clevelandclinic.org › 23949-dyscalculia.
 
Kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism.

Regards,

Sara Luker

Going 2 School BLOG 2024, continued. On MENU, please find Autism Goes to School, by Dr. Sharon Mitchell; an Extended Book Review with < My Thoughts > by Sara Luker. Plus, a LINK to purchase the book on Amazon. Also find on MENU, under Gallery: School on the Short Bus.

Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…); an Extended Review with < My Thoughts > by Sara Luker

Excerpts from the book – (12% indicates location in the Kindle version of the eBook, instead of page numbers).
 
< My Thoughts >  This is a fictional account. A story told by Ben, who is meeting his 5-year-old neurodivergent son Kyle for the very first time. A story of discovering what it means to be a single parent. 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. A child he didn’t really know. A child Ben learned to share, not only with the part-time mother, but eventually with the teacher who taught both father and son. 
 
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.
           
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’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.
 
She exclaimed, “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 unjustifiably hasn’t been resolved to their satisfaction. Maybe earlier, s/he was rushed to finish the task of eating breakfast, 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 the task of eating breakfast. Children sometimes get stuck, and 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.’ 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.
 
Meltdowns are a reaction to something ‘sensory’ that is usually beyond a child’s control. 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 respond to, and/or meet the child's 'wants'. 'Meltdowns' are out of the child's control. He or she is having a 'sensory' crisis. This may be very painful, a Post Traumatic Stress-like episode. Something in the child's environment, over which they have no control, 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.
 
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.”
 
34%   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 most times a typical 2-year-old in actions, although he is now actually 34 years old. Where does a 2-year-old play? On the floor. There is a structured autism behavior intervention model called DIR ‘Floortime’. For Sonny, we use the parts of the program protocol which seem to work for him, and for us. We take every opportunity to get down on the floor with him, when he initiates it. We are following his lead and interest. Therefore, when he responds to this ‘together’ time with giggles, or interacts with us; it is meaningful. Meaningful, not contrived, not forced, not a rote skill. Even if it’s only a type of ‘parallel play’ we are being tolerated in his world… for the moment. A moment we cherish. 

Note: Read more about behavior in my Free ASD Book – Know Autism, Know Your Child, under UNIT 3 What Is Most Concerning?; Chapter 3 – Cognition, Theory of Mind, & Temperament/Personality.

Also, find more about Visual Supports in Social Story - 3 Parts, on MENU Previous BLOGs; beginning 7/29/2020. Power Cards BLOG, on 4/10/2020.

​The “DIR/Floortime Model” – is called that because the “D” part means we focus directly working on what the child needs’ like working on engagement or two-way communication. The “I” is focusing in on the child’s individual ways of dealing with sensory sensations; like being ‘over’ or ‘under’ reactive. The “R” is learning relationships which are tailored to the child’s nervous system; meeting them where they are, developmentally. All of this, makes DIR ‘floortime’ a special kind of play.
 
Note: Read more about ‘floortime’ aka DIR, in my Free ASD Book – Know Autism, Know Your Child, under Who May Help? UNIT 7 – 1  OTHER THERAPIES; Section 1: ABA, CBT, DIR, OT, PECS.
      
13%     “Routine is so important to kids like Kyle. 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.
 
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%     “…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 >         “…visuals…"
 
‘Visuals’ may take several forms. There are ‘picture’ step-by-step task cards showing how to eat breakfast, get dressed, or similar ‘life skill’ tasks. Other visuals, like ‘visual schedules’ can show students what to expect, and when. These can support learning and help teach self-help and social skills.
 
Several things need to be kept in mind when creating and designing helpful ‘visuals’. Not all students are visual learners. Sometimes the visual schedule may be used, but should 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 grandmas 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 (‘picture’ step-by-step task cards) 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 the choosing, sorting, organizing, and replacing cards in an envelope, may be a bit beyond most children at his age. 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 the album 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 ‘picture’ step-by-step task cards, 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.
 
During breakfast, 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!
 
Note: Read more about ‘visual schedules’ and ‘picture’ step-by-step task cards in my Free ASD Book – Know Autism, Know Your Child, under What To Do While You Wait? UNIT 5, CHAPTER 4 – WORKING ON DAILY INDEPENDENT LIVING SKILLS, & UNIT #3C What Is Most Concerning? ~ SOCIAL/PERSONAL AWARENESS & DAILY LIVING SKILLS.
 
Reference:
Morin, A. (2024). The Difference Between Tantrums & Sensory Meltdowns; Retrieved online from: https://www.understood.org/en

​Kindly share my website, globally. My goal is to reach all parents, caregivers, clinicians, therapists, educators, students, and persons with autism.

Regards,

Sara Luker

 Going to School ~

With school beginning, in some places, here are some ‘special needs’ things to consider. Whether back to school on the short bus, or finding new placement in a school, there are many things to consider. Giving hope and help in my Free ASD Book and in my BLOGs.

• Has my child been identified as learning impaired or developmentally disabled? (For each child ‘disability’ approved, is guaranteed by U. S. law, a Free & Appropriate Public Education (FAPE) )
• Will my child be in an educational setting appropriate to his or her needs? (A Least Restrictive Environment (LRE) setting with Highly Qualified Teachers.)
• Should my child have an Individualized Education Plan (IEP)? (The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services for all students who qualify.)
• Is my child currently being supported by a privately paid therapy program, intervention, or specialized service? (Will that program / intervention / service also be considered, when deciding my child's educational plan?)
• Does my child have a licensed nurse available on campus, if needed? (If my child requires medication, during the school day, will a licensed nurse be available to store and administer those medications?)
• Can I count on the educational system to decide which grade-level curriculum is best for my child; or, should I seek ‘interventions’ on my own? (Parents may also be able to include the child's healthcare professionals, therapists, and a family advocate into all important discussions.)

Shepherd, D., Csako, R., et al. (2018) share that parents may hesitate to move forward, because they feel vulnerable and overwhelmed by the challenging selection of interventions to choose from. Selection is often easier if their child has more severe deficits in one of autism’s ‘core’ areas; such as communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to finding the therapists or programs which specialize in those areas.

< My Thoughts >     “…challenging selection of interventions…”
 
Consider that the terms 'programs / interventions / services' may be used interchangeably by schools, therapists, insurance companies; and others. Often, these persons professional goals are to 'change behavior'.  But, never should they 'imply a cure'. Selected ‘instructional program’ sessions can be held at school, when trained or itinerant staff is available.
       
Know that problems may arise, due to lack of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may NOT be dedicated to the specifics of your child’s program alone, and/or may work with your child in a group setting; thus, wasting valuable time covering things that your child doesn't need. These sessions without purpose, could even cause problems, confusion, and even regression for your child.

Also, when the educational setting is the sole source of intervention, there could be a lack of important program continuance or continuity, due to school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to pick- up and continue program activities yourself.
 
One of the reasons for the popularity of these aforementioned 'select' programs / interventions / services may be that they have successfully been marketed to insurance  companies. Therefore, these therapies can almost always be assured of ‘provider referral’ and ‘program coverage’ approval, by the parent’s insurance.
 
Deb, S., Retzer, A., et al. (2020) recommend that when examining programs / interventions / services, look for the following specifics – (with My Thoughts in parenthesis)
​

• Fidelity to protocols & procedures.

(Alternating staff may affect these. Know that each child presents symptoms, & responds to therapy VERY differently. Just because it worked for a child with ‘like’ behavioral symptoms, doesn’t mean it will work for your child.)

• Accurate report of outcome data.

(Ask for ‘before’ & ‘after’ therapy data, so that you can clearly understand if your child is making the expected progress. And, if the services are age and ability appropriate for your child.)

• Parent education/training for involvement in child’s intervention.

(If you want to be involved, ask for your inclusion into sessions. And/or, how to be trained to continue the sessions at home. If your child does not seem to ‘bond’ with the therapist, can you request a change? Many ‘hidden’ factors my effect a therapy. Some children prefer to work with certain ‘types’ of therapists. Our Sonny prefers ‘low-key men’ therapists. The setting, time of day, & ‘sensory factors’ can be huge influences on success, too.)

•  The expected effect on child’s targeted ‘core’ symptom cluster.

(Are your child’s ‘most concerning behaviors’ being addressed? How will this ‘therapy’ work in other settings such as school, community, riding in vehicles; or, during transitions? Suppose your child becomes resistant to this therapy. Can you request an immediate reasonably measured ‘reevaluation / reassessment’, to your satisfaction? And, if needed, can your child be removed?)

• Additional therapeutic positive/negative effect on behavior, sleeping, and eating regimes.

(Frequently, programs / interventions / services, need to co-exist. Sometimes when you successfully resolve eating / digestive issues, a co-existing ‘behavior therapy’ may start to improve. Always make certain that these therapies don’t interfere with one another. For example, one therapist may offer a ‘favorite food' for cooperation’. But this food might not be on the child’s ‘special diet’ modification program. Also consider that at home, will that same ‘ program reward’ be expected when the child complies with your requests. If so, is that workable for you?)

• Positive effect on parental stress, knowledge, & confidence in the programs / interventions / services.

(Make certain the programs / interventions / services, ‘work’ for you & your family. Siblings may wish to be included. Or, they may feel marginalized, due to the constant interference of the program integration into family life.)

• Therapists are highly experienced & credentialed, to assure program integrity.

(Do your ‘homework’ about the advantages & disadvantages of starting any therapy. Will you be ‘locked’ into something that is not working? Ask for a ‘trial period’. But, once you obtain a ‘therapy referral’ and an ‘insurance approved provider’, it could be very difficult to make a change.)

Authors Deb & Retzer, et. al felt that ‘parent training’ in this study was considered very important to the success of intervention programs, according to this clinical study.

< My Thoughts >     “…‘parent training’…”
 
Along with ‘parent training’, these programs should include ‘post-testing’ and frequent ‘follow-up’ checks. Parents need to know when things are no longer working, or when more support is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’. Also, remember to check on the experience & credential of the actual therapists working with your child. Trust but verify!

Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘instruction’, ‘intervention’, ‘integration’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’; or, ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.

Note: Find on MENU ~ Autism Goes To School, by Dr. Sharon Mitchell (A fictional account of a single ASD parent & his son.); an Extended Review with < My Thoughts > by Sara Luker. Also find under School on the Short Bus on the MENU under Extended Book Review Gallery Slideshow.

Individualized Education Plan (IEP)
 
The United States Department of Education Individuals with Disabilities Education Act (IDEA), is a law ensuring services to children with disabilities. This law includes ‘autism spectrum disorder’ (ASD), in its list of disabilities which benefit from the protection of the IDEA law.
 
However, just having autism may not be enough to qualify for state public school special education services, nor for an Individualized Education Plan (IEP). Introduce yourself to the school in your district. Ask them what services they can provide for your child. Also, what documentation, referrals, and/or records they are requesting. It is always good to keep ALL documentation of your child’s diagnosis, testing, medical records / medications; and anything else that you can provide.
 
Reasons and advantages of seeking an IEP for your child.
 
Six principles of an Individualized Education Plan (IEP)  –

1.    Free & Appropriate Public Education (FAPE) for each child as ‘disability’ approved.
2.    An appropriate evaluation, before determined eligible to receive an Individualized Education Program (IEP).
3.    An Individualized Education Program (IEP) is a written statement of a child’s need for disability accommodations and modifications for education.
4.    A Least Restrictive Environment (LRE) setting is where this IEP will provide for the child.
5.    Parents and students will have appropriate notification, plus the opportunity to provide advice and consent, regarding the child’s IEP.
6.    A copy of the latest IEP Procedural Safeguards (booklet) will be presented and received, yearly to parents and student. 
The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
​
Special Education teachers, when writing an IEP are expected to create a legal document which describes how the student performs educationally. Creating a picture of their strengths and deficits. Many create a ‘strengths-based’ IEP. This type of IEP helps students make progress by leveraging what they’re good at. See how your child’s IEP goals can be ‘strengths-based’, too.
 
< My Thoughts >             “…writing an IEP…”

Other important legal parts of an IEP are providing students with ‘testing’, ‘transportation’, 'therapists', 'special class' opportunities, and a Least Restrictive Environment (LRE); as developed by a parent involved ‘multidisciplinary IEP Team’.  There will be yearly IEP meetings, revisions, and follow-up meetings, during the student's educational journey.
 
Understood Team (2019) explains that the ‘IEP Team’ is collective group of individuals qualified to interpret data and help to develop your child’s IEP. Members include, but not exclusive to –

• Child’s parent(s)
• Special Education Teacher(s)
• General Education Teacher(s)
• School psychologist
• School Administrator (or representative)

 
If desired –
​

• Child/student
• School therapist (physical, occupational, speech, etc.)
• Parent/child advocate
• Parent friend/relative
• Language interpreter

 
Each team member may contribute, present, and interpret evaluation data about the child. Compiling this information helps the parent, child, and other team members understand the child’s strengths, as well as their necessary areas of focus. Most areas of focus are those in mathematics, reading, and writing. Depending on the student’s grade level, other areas may be ‘behavior’, and/or assistance, accommodation, and modification for studying, homework, and note taking.
 
< My Thoughts >               “…necessary areas of focus.”
 
For my middle school students, there was an additional IEP provision allowing them access to the Resource Room, at any time; before/after school, and any ‘time of need’, during the school day. This allowed them to acquire test-taking assistance. Often, they also needed the ‘accommodation’ to dictate or type out answers to ‘Essay Answer’ questions.
 
A students’ IEP’s can specify that the Resource Room (‘teacher of record’) advocate for them, during the school year. Thus, the 'special education' team becoming a conduit between a ‘general education’ teacher and the ‘special education’ student having problems with ‘communicating’ needs, and ‘understanding assignments’. Or, students otherwise needing a more immediate ‘modification’ and/or ‘accommodation’ for an immediate activity or assignment..
 
Note: Nastiti, A., & Azizah, N., (2018) state, current ‘special needs’ students in the United State of America, United Kingdom, Australia, Hongkong, New Zealand, Thailand, Saudi Arabia, and Indonesia legally have public and private school IEP’s readily available to them. The authors also mention that other countries are currently working towards developing such programs.
 
References:
 
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.

Nastiti, A., & Azizah, N., (2018). A Review on Individualized Educational Staff Writer (2018). Program in Some Countries; Retrieved online from – Conference: Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018).

Shepherd, D., Csako, R., et al. (2018). Documenting & Understanding Parent’s Intervention Choices for Their Child with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48; p988-1001.
 
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12
 
Understood Team (2019). Who Is on the IEP Team?; Retrieved online from – https://www.understood.org/.../whos-on-the-iep-team/