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  • FREE BOOK UNIT #7 Who Can Help? Ch. 1 & 2 Traditional & Non-Traditional Programs
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  • ExtendedBookReviews~
  • Rules for David
  • A Friend Like Henry & All Because of Henry
  • No You Don't
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  • 3500: An Autistic Boy's
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  • LATEST BLOG POSTING...
  • Home
  • About
  • Contact Us
  • Help Us Grow
  • Paid Link Disclosure
  • Privacy Policy
  • Know Autism, Know Your Child
  • New Information
  • Previous BLOGs Good Ideas
  • FREE BOOK UNIT #1 HOW WILL I KNOW? Red Flags & Checklist
  • FREE BOOK UNIT #2 WHY IS IT AUTISM? Diagnosis & DSM-5
  • FREE BOOK UNIT #3 What Is Most Concerning? PRIORITIZE CONCERNS Eating & Toileting
  • FREE BOOK UNIT #3 What Is Most Concerning, cont.
  • UNIT #3C What Is Most Concerning? Social & Daily Living Skills
  • FREE BOOK UNIT #4 When is it Sensory?
  • FREE BOOK UNIT #4 SENSORY, Cont.
  • FREE BOOK UNIT #4 SENSORY, Chapter 3
  • FREE BOOK UNIT #5, Ch. 1 & 2, What To Do While You Wait?
  • FREE BOOK UNIT #5, Ch. 3 & 4, What To Do While You Wait? Cont.
  • FREE BOOK UNIT #6 CH 1, CH 2 – Where to Look for Resources?
  • FREE BOOK UNIT #6 CH 3, CH 4, CH 5 – Where to Look for Resources?
  • FREE BOOK UNIT #7 Who Can Help? Ch. 1 & 2 Traditional & Non-Traditional Programs
  • FREE BOOK, UNIT #7 Who Can Help, Cont. Ch. 3; Section 1 ABA,DIR, OT, PECS, CBT
  • FREE BOOK, UNIT #7 Who Can Help?, Ch. 4, Sec. 2 - NonTraditional Therapies RDI, SPD, ST, TEAACH
  • FREE BOOK, UNIT #7 More Programs/Therapies/Approaches; Meds, Diet, Bio Therapy
  • FREE BOOK, UNIT #7 More CAMs - Acupuncture. animal assisted therapy
  • FREE BOOK UNIT #7 CAMs Creative & Adventure Therapy
  • FREE ASD BOOK UNIT #7 Last of CAMs Cont. 6. - 12.
  • GALLERY SLIDESHOW
  • *PREVIEW Books in Gallery
    • AMAZING ADVENTURES Extended Book Reviews
    • DIAGNOSIS, DOCTORS, & DENIAL Extended Book Reviews
    • SAVVY SOLUTIONS Extended Book Reviews
    • SCHOOL ON THE SHORT BUS Extended Book Reviews
  • ExtendedBookReviews~
  • Rules for David
  • A Friend Like Henry & All Because of Henry
  • No You Don't
  • Twirling Naked
  • Survival Guide
  • A Spot on the Wall
  • Child's Journey Out of Autism
  • Paula's Journal
  • How Can I Talk
  • 101 & 1,001 Tips
  • Hello, My Name is Max
  • What Color is Monday?
  • Spinning in Circles
  • Miracles Are Made
  • Secondhand Autism
  • I Wish I Were Engulfed in Flames:
  • 3500: An Autistic Boy's
  • Ido in Autismland
  • The Journey to Normal
  • All I Can Handle
  • He's Not Autistic, But...
  • The Horse Boy
  • Building in Circles
  • Autism Goes to School
  • I Am In Here
  • The Aspie Parent
  • Seeing Ezra: A Mother's Story
  • Autism: Turning on the Light
  • Autism: Why I Love Kids
  • Autism: Triplet Twist
  • Someone I'm With Has Autism
  • Making Peace with Autism
  • The ABC's of Autism Acceptance
  • The Long Ride Home
  • Autism by Hand
  • Knowing Autism
  • Autism Belongs
  • A Real Boy
  • A Curious Incident of the Dog in the Night
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LATEST BLOG POSTING...

Teacher Appreciation Week

5/10/2023

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       Thank An Educator Today!

​Thank an educator today and every day. This week, May 8 – 12, is Teacher Appreciation Week. General Education and Special Education educators spend years becoming qualified and certified to teach your child. Parents are the child’s first and foremost teacher and professional educators welcome your support. 
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Help support the Special Education teacher’s sometimes subtle teaching of necessary ‘Soft Skills’. These are skills which make life so much easier.

Here are some of the ‘Soft Skills’ teachers work on, daily with autistic students –
​
  1. Communication. Since social communication is often a ‘core’ symptom of autism, it is so important that each child has his or her best form of communication. Is your child’s keyboarding, storyboarding, or an alternative and/or facilitated form?
  2. Self-motivation. Many students with autism spend hours trapped in their own world of motivation and/or interest. Knowing their special interests helps teachers use that as a ‘hook’ to lead the learning process. What is your child’s ‘hook’?
  3. Leadership to lead and inspire others. Because our students may seem to ‘wander’ as opposed to ‘lead’, teaching this skill requires a great deal of creativity and ingenuity. Discovering the student’s preferences, when working in a small group, may be the answer. Do they like to specify, clarify, verify, or document? Assign a task with which they can both excel and lead.
  4. Responsibility. This requires productivity and success. The autistic world mostly consists of living in the ‘here and now’, not in the ‘future’. It also requires choosing ‘priorities’, putting things in ‘perspective’, and understanding ‘consequences’. How can you help your child with these concepts?
  5. Time Management. The student with autism is often fighting to stay in a routine. This can be an advantage when managing time. But, the concept of ‘time’ is difficult because this person does not embrace change, nor understand the ‘intervals’ of time. Will visual schedules help your child with this?
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Another ‘support’ in the classroom comes from the Paraprofessional. They also are a big part of a student’s learning experience.
​
Asking for ways to support these efforts will be greatly appreciated. And, always welcomed is a simple ‘Thank You’ for all that you do.
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    Author

         Just to let you know that I, Sara Luker, have put forth my best efforts in presenting what I have learned over my 30 years with autism, Sharing Extended Book Reviews of  stories about those who have gone before us.      
         Understand that all health matters ALWAYS require medical decisions/diagnosis/treatment by highly qualified and licensed individuals. See website DISCLAIMER.

         Here you will find excerpts containing a combination of selections, synopses, general information prose, quotes and references to peer-reviewed articles.

         Plus < My Thoughts >, which are my responses to the material; as a state certified educator with a 2013 Master’s Degree in Special Education, and over 30 years as Sonny’s mom.

         The BLOGs on this site are meant to be insightful and timely. Comments and Responses are welcomed.

         The offered DOWNLOAD material is organized in UNITs and Chapters. The autism information comes from –

    *Peer-reviewed scientific journal articles, informational     and educational-writer articles.

    *Prose, which explains the currently circulating general public knowledge.

    *Personal, < My Thoughts > which are ‘educated   guesses’ about what it all means.

    *Poignant synopses of published parent stories.

    *Pages filled with decisions, denial, cited references, definitions, appendices, and more.

     Hearing the words “this child has autism,” parents are often shell-shocked.

         Then, in the face of so many more questions racing through their minds, the doctor says, “Just go online and read everything you can about autism.”

         
    Yes, disturbingly this kind of professional advice is given to many of our families.

    ​  If you are one of those families, or clinicians, I hope this material will give you a good start.
     


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