Someone I’m With Has Autism, by Carrie Cariello & Jordan Capell, eBook 2015; with < My Thoughts > by Sara Luker

(10% indicates the eReader book location, instead of page reference numbers).

10%     Right alongside Jack’s theory of mind is his cognitive flexibility, his mental ability to adjust thinking or attention in response to changing goals or environmental stimulus. This is really just a fancy way of saying he doesn’t switch gears very easily.

According to Bogdashina & Casanova (2016), deficits in planning, organizing and monitoring progress towards a goal often prevents one from taking a flexible approach to problem-solving. “Poor Executive Function can easily account for the lack of thinking flexibility and explains the rigidity of thinking exhibited by autistic people, including starting and finishing tasks which include all of the above.”

But with making this mug for his dad in school, the pendulum swung a little wider. After the initial shock of having broken his dad’s mug, he cycled a new set of emotions: sorrow, regret, and (to some degree) grief.
 
< My Thoughts >       “…the pendulum swung a little wider.”
 
Children with autism may fail formal ‘theory of mind’ tests, but show real-time understanding of another’s perspective.

101 Tips for the Parents of Boys with Autism & 1,001 Tips for the Parents of Autistic Boys by Ken Siri; an Extended Review with < My Thoughts > by Sara Luker

(24% indicates the eReader book location, instead of page reference numbers).

24%/100          Once your child is confirmed non-verbal or would benefit from a device, as stated in his IEP, then the BOE or Medicaid is required to cover the cost.  The IEP can state that he requires a “Dynamic Display Speech Generating Device”, which an iPad with apps can function as.

14%/1,001       Consider your options.  Do your research.  Consider moving to another state.  Some states spend a greater percentage of their budgets on social services and thus have more services available.  You need all the help you can get; seek out states considered to be “autism friendly.”  Easter Seals has compiled a list of state profiles.  Look for states with bigger budgets for social services, and for a higher percentage of autism programs. 
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< My Thoughts >       “Consider your options.” 
 
This is where you become both researcher and warrior. Find out about those people who are inserting themselves into your child’s life.  It is costly to change programs, change schools, or even move to another state.

All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children by Nuala Gardner eBook 2013; an Extended Review with < My Thoughts > by Sara Luker
 
(10% indicates the eReader book location, instead of page reference numbers).
 
10%     As every mum knows, the beginning of school is a time of scraped knees, bugs and illnesses. Amy certainly had her fair share of all that. One week she was unsettled and unhappy, repeatedly telling me that she had a sore eye.

12%     Some transitions are so simple – painting a classroom another color, a changed room layout, new furniture, a different teacher. Major transitions like leaving the familiar secondary school to the navigation of a big, college environment had to be addressed and planned months ahead.
 
30%     We had fought similar battles for Dale in the past and won, but this one was to be our ultimate crusade. Facing another war, we would need new armor, fresh defenses. Dale had endured the torment of bullying at school, like over 40% of autistic children. Now this!
 
31%     It wasn’t Dale’s failure, but the college’s failure: “To make reasonable adjustments for Dale. He should not be treated less favorably because he has a disability.”
 
For what seemed the hundredth time in a lifetime of composing fighting letters, we were once again taking days to perfect that all-important letter for Dale’s future.

A Spot on the Wall by Martha Squaresky, eBook 2014; an Extended Review with < My Thoughts > by Sara Luker
 
(58% indicates the eReader book location, instead of page reference numbers).
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58%   Greg ballooned to two hundred fifteen pounds by high school. We needed to find a niche for Greg in high school by taking a careful look at his educational opportunities. The words, “public education” have a collective connotation. Individualized instruction was not in the job description. To go through the legality of ‘due process’ for Greg took years. We didn’t have years.
 
I met my match at the first teacher/parent conferences when the special education math teacher approached me, shook my hand and said, “Greg should not be here. He should be in life skills.” She was resolute.

59%   I wanted inclusion.  Was there anybody who would listen and continue to educate Greg in a regular education class?
 
Greg demanded assistance on every task. In Art class, he produced beautiful pots, clay faces of all his favorite Sesame Street characters; and paintings, too. With help, Cindy encouraged Greg’s talents, never admitting defeat. She focused on the whole child, working on his socialization and behavior. 
 
But I had to change my expectations. Too many obstacles. I fought for my son until the fighting was done. Although I prayed for a miracle cure, it was not going to happen. This was not a common cold. Greg had autism.  We moved him to a life skills class.

​Autism Goes To School, by Dr. Sharon Mitchell (A fictional account…); an Extended Review with < My Thoughts > by Sara Luker
 
(16% indicates the eReader book location, instead of page reference numbers).
 
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.

​Autism Belongs, Book 3 in School Daze Book Series, by Sharon Mitchell, eBook 2015 Edition; an Extended Review with < My Thoughts > by Sara Luker  (Note: This is based on fictional characters.)

(28% indicates the eReader book location, instead of page reference numbers).
 
28%     “I asked Jeff that if Manny did have autism, would he ever be like Jeff. He said that Manny will need help – special help.” “Then he asked me why Manny is not in school.”

33%     “You have been most kind to us. Certainly, we should like to hear what you have to say.”

Mel studied him carefully. “Well,” she began, “life can be especially frustrating for kids who don’t talk. They have no way to make their wants and needs known. Often, it’s up to the parents to play a guessing game; sometimes we are not very good at it, frustrating the kid even more.”
 
51%     Mel continued. “It’s tough for kids who are nonverbal. They can’t tell us what they want or need, so we have to become keen detectives, watching their behavior and using trial and error.
 
60%     “What do we do now?”

Mel returned to the report – “Pretty standard stuff. Exposure to other children, follow the recommendations of a speech/language pathologist, referral to an occupational therapist for follow-up on sensory strategies, social skills training, maintain a language-rich, structured environment, support routines with visuals and work closely with your school.”

“There is not one thing listed here that we don’t do at school and do well. You won’t need to take time off work to run Manny to appointments; the therapists will come right to the school. And, when they aren’t there the school staff will carry on with the programming these specialists lay out.”

“And all this would happen at school.”

“Definitely. All this and much, much more.” Mel’s encouraging expression contrasted with that of the anxious mother and father in front of her.

REFERENCE:
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Bogdashina, O.( 2011). Autism and the Edges of the Known World: Sensitivities, Language & Constructed Reality; eBook.

Building in Circles: The Best of Autism Mom by Elizabeth W. Barnes, eBook 2014; an Extended Review with < My Thoughts > by Sara Luker
 
(39% indicates the eReader book location, instead of page reference numbers).
 
39%     As his Autistic behavior became more apparent in the structured setting of elementary school, he began recognizing his own “not fitting in” and feeling discomfort about it.

One of our saddest days was when he called himself “stupid” because he could not do his work in the classroom.

40%     Several weeks ago he came to me, unhappy, and said he was being bullied.
I asked him if he wanted me to talk to his teacher, and he said yes. I told him I was going to need some more information and asked him to tell me who it was bullying him. He said it was a lot of children.

41%     I was perplexed. His classroom is somewhat small, his teacher incredibly active and aware of what is going on at all times, and children are never in the classroom without an adult.

Then it dawned on me. My son was not being bullied, not in the commonly understood sense. He was seeing something new.

There were facial expressions, body language, and non-literal language that he recognized as other layers of communication that he could not follow. This made him feel uncomfortable and scared. He concluded that this was bullying.

Hello, My Name is Max and I Have Autism by Max Miller, eBook 2014; an Extended Review with < My Thoughts > by Sara Luker

(45% indicates the eReader book location, instead of page reference numbers).

45%   I want to be a voice for every single child who has autism and who cannot speak.  The kids who can’t speak are just like me.  We are not like everyone else.
 
We can’t see other people’s feelings or do well in school or pay attention.  Just because we can’t be like everyone else doesn’t mean we don’t matter.  We do matter.

53%   My anger bubbles up.  This is the blue – my frustration with the drama in my classroom.  I have to read and write and listen all at the same time.
 
I feel upset sometimes in the classroom.  My stomach hurts and I want to go home.  I feel overwhelmed and small.  I just want to shrink down and vanish.
 
I sit by myself because I don’t want to be near anyone.  My friends might think I’m claustrophobic but I’m just irritated when I have to be around others, especially when I have to concentrate.
 
All we need is a little compassion. I am not autism.  I am ME!