​‘Survive’ or ‘thrive’, to ways to approach life on the autism highway. ​Categorize your concerns, from simple to complex.

Image retrieved from – getgoally.com

From 'linear functioning labels' to other ways to recognize the unique strengths and weaknesses of an autistic individual. 
​
Staff Writer (2022), Understanding Categories of the Autism Spectrum Wheel:

1. Cognitive & Learning Skills
2. Physical & Medical Needs
3. Restricted & Repetitive Interests
4. Sensory Processing
5. Social Communication & Interaction

​
This first, more primary wheel shows 5 spokes, representing the ‘red flags’ many parents and caregivers first notice as their child's developmental delays.

< My Thoughts >     “Cognitive & Learning Skills” 

Noticing that their child seems to be struggling to understand the simplest communication, such as… “come here.”

< My Thoughts >     “Physical & Medical Needs”

Noticing how little sleep their child seems to need. He or she may also have prolonged feeding and constipation or diarrhea problems. Sometimes, their child may seem to have weak muscles or poor balance. Many parents speak of ear or immune system complications.

< My Thoughts >     “Restricted & Repetitive Interests”

Noticing the child’s need to ‘line-up toys’, or spin wheels on toy cars, purposelessly. Seemingly obsessed with always performing a routine. These things seem self-regulating and comforting to him or her, while change is intolerable and may even be met with aggression.

< My Thoughts >     “Sensory Processing”

A child’s over or under reacting to incoming environmental stimuli, such as sound, light, texture, and / or touch seems to be their routine. Meltdowns are often, and a result of a sensory stimuli the child cannot process or tolerate; as an uncontrolled reaction, not a thought-out behavior.

< My Thoughts >     “Social Communication & Interaction”

Many parents complain that their child does not seem to know or respond to their own name. Eye contact is often nonexistent, and parents often say that their child ‘is in his/her own world’, never seeming to want to engage in imaginative play, nor need to make friends. Play dates may result only in ‘side-by-side’, and not ‘interactive’ play.

REFERENCE:

Staff Writer (2022). 5 Characteristics of Autism. Retrieved online from –
https://www.cdc.gov/autism/signs-symptoms/index.html

End of Today’s BLOG ~ Survive or Thrive? Ways to categorize your concerns, from simple to complex.

​My appreciation for sharing, commenting, and 'liking' and 'friending' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.

This is not the child that I thought I was going to have. This child does not seem to be developing normally.
​
< My Thoughts >    “…developing normally.”
​
What is happening? How can I cope with these behaviors?

​

Here are some of the concerns parents have when their child has a lack of ‘age-typical’ development in one or more of these areas –
​

• gross/fine motor skills (including, ‘eating & toileting’)
• speech/language communication (including, ‘non-verbal’)
• cognition, temperament/personality expression (including, being gifted)
• social/personal awareness (including, having no friends)
• daily living skills (including, no reference to time)

 
To meet diagnostic criteria for ASD according to DSM-5, a child must have persistent deficits in each of the areas of social communication and interaction.
 
The severity of those deficits is based on social communication impairments and restricted, repetitive patterns of behavior. For either criterion, severity is described in 3 levels:
​

• Level 3—Requires very substantial support
• Level 2—Requires substantial support
• Level 1—Requires support

Also, a child must have persistent inconsistencies in severity of impairment across cognitive skills, adaptive behavior, and autism symptoms. Traditionally, these deficits have been described and / or portrayed in a 'linear' spectrum.

These linear functioning labels often fail to recognize the unique strengths and weaknesses of an autistic individual. People who are considered “low-functioning” can be dismissed or denied opportunities, while those considered “high-functioning” may be denied support services they need.

< My Thoughts >     “…linear functioning labels…”

The linear autism spectrum line ‘simplifies’ autism spectrum disorder (ASD). But autism is not simple, almost never linear, and ‘spectrum’ means a complex ‘variety’ of changing functioning over time. Not a static ‘band’ of functioning determined at the time of testing.

Heyworth, M. (2024) says, "Imagine if I asked you to place yourself on a two-dimensional line of functioning. Nothing to do with Autism, just a standard, regular, non-autistic functioning line. How accurate would it be?"

REFERENCE:

Heyworth, M. (2024). Introduction of Autism, Part 4: The Autism Spectrum is Not Linear. Retrieved online from –
https://reframingautism.org.au/introduction-to-autism-part-4-the-autism-spectrum-is-not-linear/

End of Today’s BLOG ~ This Is Not My Child. Next, we will explore the ways to categorize your concerns, from simple to complex.

​My appreciation for sharing, commenting, and 'liking' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.

#AutismParents you are part of your child's IEP Team. School starts soon! Learn, review about your child's ​Individualized Education Program (IEP).

What 6 items must an IEP contain?
 
Components of the IEP –

1. A statement of your child's Present Level of Academic Achievement and Functional Performance (PLAAFP).  

< My Thoughts >  “…your child's Present Level…”
 
For recently identified students, ‘Present Levels’ will most likely come from that original evaluation. For existing students, ‘Present Levels’ will need to be reevaluated before established levels can be determined for the new school year. Many special students lose skills during semester vacations. IEP’s are done ‘yearly’, often at the student’s birthday anniversary; or, at the anniversary of the first evaluation / IEP. Ask how your child’s present levels will be determined.

2.   Parent Input.  

< My Thoughts >   “…Parent Input.”
 
No one knows your child the way that you do. You are the child’s first teacher, his /her advocate, warrior, and coach. Your input should give the IEP team a clear picture of how you see your child; his /her strengths and resiliencies. Ask that your ‘parent input’ be considered as an important part of your child’s IEP.

3.   Annual Educational Goals.
 
< My Thoughts >   “…Goals.”
 
Educational goals will differ from the ‘entry-level student’ to the ‘existing student’ who will be expected to meet future transitional goals, and / or other curriculum requirements. Ask how your child’s ‘educational goals’ will be determined. And, how the IEP will be adjusted upon discovery of your child’s future academic data and /or interests.

4.   Accommodations and Modifications.
 
< My Thoughts >   “Accommodations and Modifications.”
 
Accommodations do not change the content, but modifications do. Accommodations help students access the same grade-level curriculum as the general education students. While modifications adjust the grade-level curriculum to meet the special education student's needs. For instance, they may use lower-level reading materials to present new concepts to your child. Or, tasks may be broken down to steps and include additional specialized instruction.

5.   FAPE (Free and Appropriate Public Education).
 
< My Thoughts >   “FAPE…”
 
FAPE guarantees that students with disabilities receive a public education, free of charge, that is tailored to their individual needs and delivered through an IEP. An Individualized Education Program (IEP) is the primary vehicle for delivering FAPE, outlining the specific ‘services’ and ‘supports’ tailored to a student's unique needs.
 
‘Supports’ help students access the general education curriculum by adjusting the learning environment or instruction. While ‘services’ address specific needs related to the student's disability and may involve specialized instruction or therapeutic interventions. Ask how your child’s current ‘therapy / intervention goals’ may be included as a ‘service’, during daily instruction.

6.   Transition Plan.
 
< My Thoughts >    “Transition Plan.”
 
An IEP ‘transition plan’ is a section within a student's Individualized Education Program (IEP) that outlines the steps needed to prepare your child for life after high school. It focuses on the student's post-secondary goals, whether that be in education, employment, or independent living, and includes specific services and activities to help them achieve those goals, according to their interests and strengths. Ask at what point your child’s ‘Transition Planning’ will begin. Some school districts begin with the student’s first IEP. Others wait until the student has to choose a ‘career path’.
 
In the United States, the core requirements for Individualized Education Programs (IEPs) remain consistent in 2025, guided by the Individuals with Disabilities Education Act (IDEA). IDEA mandates that public schools develop and implement IEPs for students with disabilities, ensuring they receive a Free Appropriate Public Education (FAPE). The IEP is a legally binding document outlining the student's educational goals, accommodations, and related services. 
 
Key Aspects of IEPs in 2025 –

• Purpose:

IEPs are designed to provide a personalized learning plan for students with disabilities, ensuring they receive the necessary support to succeed academically and functionally. 

• Content:

An IEP typically includes:

1. A Present Level of Academic Achievement and Functional Performance (PLAAFP). 
2. Measurable annual goals which should address functional skills, such as communication, social skills, and / or behavior.
3. Specific accommodations and modifications; services, and supports designed to help your student access the curriculum and demonstrate their knowledge.
4. Details about the extent of participation in regular education classes and / or opportunities for your child to learn alongside their neuro-typical peers.
5. Projected time-bound date for the beginning and end of services; plus, any follow-up and / or new support / services to be offered your child.
6. Evaluation procedures. Current interviews with the student, parents, and teachers. Any new assessments to measure academic skills, cognitive abilities, and other areas of suspected disability. Including, progress towards goals, review of report cards, and other relevant information.

 
Laurence, B. (2018) lets us know that a child must qualify for Special Education to be included in certain programs. The Individuals with Disabilities Education Act (IDEA), a law ensuring services to children with disabilities, includes autism in its list of disabilities that it benefits and protects.

However, just having autism is not enough to qualify a child for special education services, nor an IEP. There must be evidence that your child’s autism spectrum disorder negatively affects his or her educational performance. There are also several additional laws which protect or provide benefits for children with autism. 
 
When considering educational placement in any school, public or private, be sure your child will receive a type of individualized service to meet his or her changing and ongoing needs.
 
< My Thoughts >                          “…educational placement…”
 
First, parents can educate themselves about what to expect when entering the ‘world of the school system’, whether public or private. Or, how to decide if you might want to ‘Homeschool’ your child until an appropriate placement opens up. 
 
REFERENCE:
 
Laurence, B. (2018). Does the Law Protect Children & Adults with Autism?; Retrieved online from – www.Lawyers.com/
​
End of Today’s BLOG ~ IEP.

​My appreciation for sharing, commenting, and 'liking' on Facebook! Also, please note that my aim is to remove all other than government and / or public 'links' from the website. My reasoning is that they may suggest endorsement or approval of their content. It is better that individuals 'search' for desired 'links' in one's specific area of interest and location. Thank you for your understanding.

Regards,

​Sara Luker

DISCLAIMER
Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
 
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the resources, stories, and studies of those who have gone before us.  Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer. No ‘rights’ are given or transferred.