Johnny Depp and My 2012 Goals

January 9, 2012

Someone I met recently commented that they noticed I had not posted a blog here since May 2011.  I can’t believe it’s been that long but  I’ve been busy co-authoring a book (yes, another autism book!).

But I’m back here today – because I woke up this morning from a really weird dream brought on by my daytime worries.  Even if the dream involved Johnny Depp (more on the dream, later),  obviously I am overwhelmed and stressed  – probably like many of you reading this. And I wanted to share something I hope will be helpful.

After I woke up from my dream (and got over the initial excitement of having visited with Johnny Depp while still in my own bed) I decided enough was enough, and that I had to start walking the talk I give autism parents about taking care of themselves.

So I decided to follow the advice of  Chris Brogan. I received an email describing how in the last few years Chris has skipped the tradition of creating New Year’s Resolutions (soon forgotten) and instead he  creates  three words that describe what he wants to focus on for the coming year.  I thought that was a great idea and could help my stress level.

Here are my three words: (none of which are Johnny or Depp):

Produce:  I have great ideas, and I follow through when there are clear-cut deadlines ( for a publisher or a speaking engagement), but my own professional projects (AutismCollege.com)  and  personal ones (exercise,  develop my personal relationships, mentor my autistic son Jeremy in reaching his life goals) don’t get completed in a timely fashion.  So this year, I will produce the projects I have identified as crucial and dear to my heart. Which takes me to my second word…

Flow: In order to have more time to produce, I need to eliminate distractions and clutter in all areas of my life. I’m interested in so many things and I easily get distracted so I am learning to have blinders like a racing horse does and focus on the finish line. Horses can still sense what they may not necessarily see, and I hope I have the same instincts when necessary.

Collaborate: Often I am so busy with outside deadlines that I don’t make the effort to spend time with people who I could effectively partner with to reach mutually beneficial professional and personal goals.  This year, I will focus on collaborating with like-minded people who have similar goals.

Hopefully, what I’ve shared is helpful to you. However, I know most of you just want to hear about my dream involving Johnny Depp (rated PG). So here it is:

I dreamt I was visiting my daughter, Rebecca, who was staying with a musician friend, helping him break into the music business. (Rebecca is a volunteer DJ at the UC Davis radio station).  Johnny Depp was staying there as well (big surprise!). While I’m there Johnny asks Rebecca to help him with the computer to hear an on-line training course that is discussing streams of income and sales funnels and handling your wealth.  I am nervous meeting Johnny, so I try to make conversation  about how Rebecca could use information  like that because she is having such a tough time finding a part time job (reality) while at college, and could use money, and as I continue talking I realize that I sound like I am asking Johnny Depp for money and for a job for Rebecca, which I am not. I’m just having a bad case of  foot in- mouth disease.  I feel really stupid. Only my daughter was more embarrassed than I was.  We climb into a small boat to reach the small stage where Rebecca’s musician friend is playing, and getting out of the boat I splash my husband’s best friend from New Jersey, and his wife and practically drown them. Embarrassment after embarrassment. You know the feeling.

That’s my dream. So this morning I woke up, wrote PRODUCE, FLOW, COLLABORATE on a piece of paper and put it on the dining room table (center of the house) and every time I do something now I ask if it fits in with my goals. I’ll keep you posted on how my three words work out.

What are you focusing on this year?

If you are still reading this far and you know Johnny Depp, tell him I’m not asking for money, but if he needs info on autism, tell him to check out my books and websites, and to call me if he has time for lunch. We could collaborate on something. Hopefully, his good looks won’t be too much of a distraction.

Best wishes  to you and your family for 2012!

Jeremy’s Graduation Speech

May 13, 2011

Some people have written to me to say that Jeremy’s graduation speech is difficult for them to understand on the U-Tube video, so here is a transcript:

I have spent seven years at Torrey Pines High School.

Three years ago, I walked the graduation ceremony. Today I walk the same path, in the same cap and gown, but I have now earned my academic diploma.

My education at Torrey Pines has been my greatest achievement. I was once diagnosed autistic and severely retarded. When I arrived at Torrey Pines, I could not communicate and I spent my days in a class for the severely handicapped. Now I am going to college. I am writing a book about my life. I have become an inspiration nationally to many parents and educators of children with autism.

My story is like Helen Keller’s, the deaf, mute, and blind girl. Helen Keller had a teacher, Anne Sullivan, who taught her and took her out of isolation. My first great teacher was my mom, then the high school teachers.

My favorite story about Torrey Pines is when my teacher, Allan Gustafson, realized for the very first time that I understood everything. He was really trying to learn how to communicate with me. He said “Jeremy, I know you are in there somewhere. I can’t know what you are capable of unless you tell me.” I looked at him and saw tears in his eyes. I really wanted to make him happy. My nice teacher continued to try and reach me. He said, “Give me a sign.” I looked at him and spelled with him for the first time. Great teacher Allan was so happy.

The teachers here gave me good advice on more than just the subjects they taught. They understood that I might be different on the outside, but that on the inside I was just like any other student. Other important people include the ladies in the administration building who always said “hi” to me, and told me they were happy to see me. My speech teacher, Dr. Palmer, was nice, even if she tried to convince me to become a Republican. An exciting memory from this campus is when an MTV camera crew followed me around campus for the show, True Life: “I Have Autism”.

I would like to thank Bruce Cochrane, Director of Pupil Services, for the chance he took and the faith he had in me. I would like to thank the administrators, the school staff, the educators, (including Maureen and Janine), for allowing my voice to be heard. Without you, my life would still be imprisoned in darkness.

Nicely I wish I had made more friends from my years here. Being autistic, that is the hardest part. It is important to include all students in general education classes so they can be with their peers.

When Helen Keller grew up, she graduated from college, became an author, and an advocate for people with disabilities. I hope to do the same.

My real message to you today is:

Teachers, never underestimate your students no matter how disabled they may appear or what difficulties they face.

Parents, believe in your children and encourage them to fulfill their dreams.

Students, give yourself the power to hear the voice inside telling you that you can create the life you dream of. Believe in yourself, and never allow anyone to discourage you.

 

What IQ Tests Really Tell Us About Children with Autism

March 20, 2011

How to better administer psychological assessments to children with autism

This blog was first published on PsychologyToday.com on  March 19, 2011

In the past nonverbal children with autism were considered mentally retarded, and those who had difficulties in communication were considered intellectually slow. Now it has become more widely recognized that autism has nothing to do with intelligence.

Studies show that often children who are performing at grade level or above in school, have IQ scores that show them to have below average or even mentally deficient intelligence levels. IQ scores of children on the autism spectrum may not be accurate reflections of their innate intellectual potential.

For a child to perform to their ability on a standard IQ tests such as the WISC-IV and the Stanford-Binet, they must be able to quickly respond to verbal questions and have well developed motor skills. However, these are areas that are difficult for those with autism. In effect, these IQ tests do not tap the true cognitive ability of many children on the autistic spectrum, but rather tell us more about their communication and motor difficulties.

Children and teens with autism spectrum disorders are impacted by sensory processing challenges, and this as well can effect test results. A student may not be able to respond in a room with bright fluorescent lights or in an environment not conducive to someone with sensory processing issues.

Another reason why it is hard to know how much a person on the spectrum understands is that many with Asperger’s Syndrome may do well in answering test questions, but not necessarily realize how the information relates to them personally. For example, a middle school student may be able to tell you what he heard in health class, but he may not not understand or realize how this information (ie sex education) relates to him personally. For this reason, it is important that parents and educators ensure that students really have processed the information on a personal level.

It is important to remember that just because a person cannot talk does not mean that they are not understanding what is going on around them, what they are hearing in class, or reading in books. Conversely, just because a person sits in a class and can repeat to you what was said, does not mean he has internalized and learned it.

Joshua D Feder, MD, Child and Family Psychiatrist has these suggestions to make about administering psychological assessments :

• Think of all the sensory processing difficulties a child may be experiencing. For one-on-one testing, make sure that the room is quiet, has few visual distractions, and is not too brightly lit.

• Consider the difficulties of transitions for those with autism. Sometimes, clear explanations of what you will be doing together, what comes next, and what comes after, makes a big difference. Frequent breaks may be needed.

• Pay attention to regulation and co-regulation issues. Do testing with the child not to the child. Pay attention to joint attention and engagement, and find the balance between having expectations and trying to build rapport.

• Recognize that one-on-one testing may not show a child’s difficulties with same tasks attempted in the classroom. Children with an ASD may have been taught the ‘right’ answers, but ability to utilize the information may is limited. This is especially true with tests of pragmatic language that ask about what to do in social situations. Careful classroom and recess/lunchtime observations are an essential part of the evaluation.

• For younger or nonverbal children, it is important to observe what they chose to play with, and what they initiate in their actions. This initiation is often the key to finding what motivates them and what we can capitalize upon to help a child co-regulate and connect and move forward in social and cognitive growth

• For more verbal children, we often do not do projective testing with these children, however, the rates of depression and other secondary mental health problems are very high, and projectives often give us a way to understand the child’s experience of the world.

• There may be a lot of scatter in the subtests, so that more refined neuropsychiatric testing may be needed

The reality is, It’s hard to know how much a person on the autism spectrum knows because of the communication, motor, and sensory difficulties they may have, as well as the ability some have to repeat information that has not been internalized. All these things need to be considered when doing psychological assessments.

For more general information on Autism, read 41 Things To Know About Autism, and visit Autism College.

New to Autism? How to Cope

March 16, 2011

Recently, I posted a blog on the Autism College website entitled : “My child has just been diagnosed with autism, how do I cope with this?” Parents new to the world of autism usually have a tough time after getting the diagnosis. Parents learning to cope  may find the following tips helpful:

• First, acknowledge your feelings, and allow yourself to feel the emotions that are there. These emotions, may come back time and again, but you will learn to cope.

• Know that the emotions you feel as a parent of a child with autism, has been compared to the stages of grief that  person goes through when mourning the death of a loved one.

• Recognize what you are feeling and try to use those emotions to your benefit. If you are angry, use that energy to find out all you can and advocate for your child (just be careful not to take out your anger on those that are there to help you). If you are feeling isolated, join a support group. If you are feeling powerless, go on the internet and do some research to learn about what options you have for your child, or which advocacy group exists in your state (every state has one) for the developmentally disabled community.

• Keep in mind you are not mourning the death of your child, you are mourning the loss of your expectations. The child you have may not be the child you were expecting, but he still needs you and loves you.

• Reach out and find an autism support group in your area that can help you feel less isolated and can help you with information.

• Find out all you can that can help your child so you can make the right choices. Empower yourself with the knowledge you need to help your child the best way that you can.

• Take care of your self. Just like in an airplane where the flight attendant instructs you in case of an accident, to put the oxygen mask on yourself before you help your child; you come first. If you don’t take care of yourself, you won’t be able to help your child.

At Autism College, we can help you as we help other parents coping with autism. Our Parent Empowerment Course can assist with some information such as how to know what will help your child, and the affects of autism on siblings and grandparents. Our free Library will  grow and we are adding information you can use. Two of my books might be really helpful to you at this time: Autism Spectrum Disorders (an  ASA Book of the Year) and 41 Things to Know About Autism.

 

“Geek Dad: Awesomely Geeky Projects and Activites for Dads and Kids to Share” Free copy available

December 13, 2010

Geek Dad book

I’m not trying to out any Geeky moms or Geeky dads for that matter (notice I haven’t mentioned autism or Asperger’s Syndrome). But I couldn’t resist posting this – my publisher offered to send a free book to  a person of my choosing –  and I thought it would make a great present for winter break – lots of time to try stuff out, right?

I am not considered a Geek, yet I have always loved cool activities to do with my kids. I have always completed activities, they just never looked or turned out the way they were supposed to.  Let’s face it, I’ve always been a geek wannabee.  This book, Geek Dad: Awesomely Geeky Projects and Activities for Dads and Kids to Share by Ken Denmead speaks to the inner geek in all of us. Ken is the editor of GeekDad, a blog on Wired magazine’s Web site.  A professional civil engineer, he lives near San Francisco with his two sons, who are both geeks in training.

Here is a great book and I can send you a free copy. Just write a comment below (or send me a private email if you are too shy) within the next 48 hours, and I will pick one of you to get a copy from the publisher for free.

Meanwhile, here is  an  activity from the book – making coloring pages:

Because there are levels to artistic ability and interest, I’ll show you two different coloring pages you can make. First, the classic dot-to-dot, then coloring sheets. They are all made from images you can find online or scan into your computer from sources at home.

Dot-to-Dot Coloring Page

To start, you have to pick the image you want to turn into the coloring page. For dot-to-dots, it’s going to be a lot easier to select simple images, though if you’re patient and want more detail, you can go for the gusto with more detailed pictures. But dot-to-dots are great for younger kids who are learning about staying within the borders. And they love to be amazed by what they can create by drawing a series of lines between dots.

For this example, we’re going really simple—an image of the sigil of the Rebel Alliance.

(Advisory: If you are reasonably experienced with graphics software and know what a layer is, you can skip down a couple of paragraphs to the one that starts “Select a pen . . .”.)

Assuming you’re a geek, we are going to figure you have some manner of graphics software, probably for touching up pictures from your digital camera. Common (and pretty good) examples of such software include Photoshop Elements (the cheaper, easier-to-use version of the industry standard Photoshop) available on Mac or PC; Pixelmator for the Mac; or GIMP, which works on PC, Mac, or Linux and is FREE FREE FREE. Maybe you haven’t played around with the software that much. If that’s the case, here’s a quick lesson about the first feature you’re going to use.

A layer is a standard concept in image editing software. Conceptually, it’s very simple. Imagine if you took a printed picture and laid a piece of tracing paper over it, and then copied the features by hand on that tracing paper. Well, a layer is just like tracing paper, only it works digitally on the computer, and you can have as many of them as you want.

Step 1: For this project, you open your base image in the editing software of your choice. Then you  add a layer. Most of these pieces of software have a menu actually called “Layer” from which you can “Add a Layer.” Once you’ve done that, there is a perfectly transparent layer of digital tracing paper on top of your image, upon which you can now trace, without affecting the original picture.

Step 2: Select a pen or pencil tool and a fairly small brush size to make your dots with. Draw black dots all around the edges of the image, at relatively even intervals. Straight lines need only one dot at either end. Curves need more so that, when they are connected, they will better re-create the curve.

Step 3: These programs should have a separate control window that shows all the layers in the current project. From this window, you can now “turn off” the layer with the original image on it so that you see only the dots.

Step 4: If you want to go all the way, you can also use the program’s text feature to add numbers next to each dot to give your artist a sequence to follow. Or you can just save this file and print as many of them as your kids want to color, letting them be creative and decide how to connect the dots.

Coloring Book Pages

Obviously, older kids and those with more advanced coloring skills are going to be hankering for something a bit more challenging than connect-the-dots. What’s great is that these graphics programs have filters that let you kick out coloring pages by the ream with only a couple of clicks. They require even less work than the dot-to-dots.

Pick an image. For this example, I used a snapshot I took of my classic Nauga (http://www.nauga.com/promoitems_nauga.html) in my office. I opened the image in Pixelmator and then used “Filter-Stylize-Line Overlay” to automatically find the edges in the image and drop everything else out, making a perfect coloring sheet (there are settings you can tweak to get it “just right”).

In Photoshop Elements, the process is nearly as easy. Open the image, and use “Filter-Stylize-Find Edges.” Then use “Enhance-Convert to Black-and–White” to drop out the colors, and you have much the same effect.

In GIMP, you can try “Colors-Desaturate,” then ”Filters-Edge Detect-Neon” and “Colors-Invert” to get a similar effect. You may need to play with some settings to get an optimal result (and you can save those settings for future uses). GIMP is just as powerful at the other programs in many ways, but it is not quite as user-friendly, so there’s a bit more of a learning curve.

Once you have the technique down, you can whip these out en masse and build your kids (or get your kids to build) their own coloring books, using images they find online (Google Image Search is excellent for this, though make sure you keep an eye out for inappropriate content; or try the Web sites for the cartoon shows they like—Disney or Nickelodeon) or scans from other books or sources.

One other way to do this—with slightly less creativity (and therefore less geek factor) but without the need for special software—is the Coloring Page Maker at the Crayola Crayons Web site: http://play-zone.crayola.com/.

Putting Yourself First

November 7, 2010

This past week, I finally made it to the RoadRunner store to buy a pair of running shoes. I have not been getting my normal amount of exercise (walking or elliptical, plus core strengthening) and I was feeling it. Lethargic, less energy and putting on weight. And when I did exercise, my sneakers were so worn I was worried about my back and left right knee (go ahead and laugh if you are under 35, you’ll soon understand what I’m talking about….). I knew it had been a while since I had bought a new pair – but when I got to the checkout – I was told my current sneakers were purchased in July 2009. YIKES!

How did I let exercise – the one thing that keeps me healthy and sane (OK, maybe not sane but at least behaving appropriately in public settings) slide off my schedule?

Upon reflection, what has happened in the last two years is that I had put myself on the bottom of both the “scheduling support people for Jeremy list” and  the “to-do list.”  Parents and educators,  you know what I mean – you all do it. When you have special needs children your life can get swallowed up by your child’s or student’s needs.  I have been squeezing in my writing (ie paid work), my socializing (ie refreshing my social skills) and my exercise (ie keeping healthy) around Jeremy’s needs and everyone’s schedule.

I often tell parents and educators  during my presentations that they have to take time for themselves. Like the cabin crew tells you on the plane – you have to put your oxygen mask on first before you can help anyone else. Same goes for real life. If you don’t take care of yourself, no one else will, and you won’t be  any good to anyone else. So please, do as I say and not as I  have been doing.

Now, I’m putting my priorities first on the schedule. Everything else is secondary. (At least till the new shoes get a little mileage on them).

Self-Advocacy is a Needed Life Skill for Students on the Autism Spectrum Headed to College

October 17, 2010

Psychology Today blog, October 17, 2010 – Yesterday, as I was presenting on Autism Life Skills in Grand Junction, Colorado, I discussed the need for teaching self- advocacy to high school students with autism, including Asperger’s Syndrome..  At the end, a parent approached me and said she was shocked to learn that once their child on the spectrum graduates from high school, reaches the ripe old age of 18 and is planning to attend college, a parent is no longer the person responsible education-wise: the student is. This means that when they are  18 years of age and are college students, the college contacts the student, not the parent. If the student will be requiring any kind of accommodations, he or she – not the parent – will need to ask for them  and discuss the need with Disabled Student Services.

This is why it is important that before they graduate form high school, students  know how to advocate for their needs. This includes having a good idea of what their disability is and how to describe it, what kind of learning style they have, their strengths as well as their weaknesses, and know what accommodations they will need. These students should know their rights, be able to discuss the accommodations, and know how to carry on a conversation and convince the college of their need. Some Disabled Student Services are knowledgeable and helpful to  students on the autism spectrum, others are still more comfortable with students that have a physically challenging condition, and have a difficult time with those who have an ‘invisible disability’.

All students on the spectrum need to learn self-advocacy skills,  but those heading to college need to learn them before they  graduate. If you are a parent or an educator of a high school student,  have self-advocacy goals addressed in the  IEP (Individualized Educational Program) or ITP  (Individualized Educational Program).  High school is the best place for him or her to start learning these skills, if he or she  has not already done so. For some information on transitioning from high school to college, check out  Catching the Wave from Grossmont College, a community college in the San Diego area. Some of the resources and facts may apply only to California, but there is a lot of good information for high school educators and parents to consider.

Jeremy Sicile-Kira

Jeremy Sicile-Kira

An Interesting Read: Create Your Own Economy by Tyler Cowen

October 16, 2010

About a year ago, this book arrived on my doorstep and although I was intrigued by the title, I wondered why I was being sent a book about economy by my publisher.  I was busy writing 41 Things to Know About Autism so I put it aside. Today, heading out the door to catch a plane for a speaking engagement in Grand Junction, Colorado, I grabbed it to read on the plane. I thought it would be nice to read something different from my usual repast of autism books.

Create Your Own Economy: The Path to Prosperity in a Disordered World, is a misleading title because this book doesn’t seem to have much to do with economy but does talk a lot about how as individuals we organize information these days and how this relates to autism in the writer’s mind. Tyler Crowen, a behavioral economist, writes about how people with autism organize and manipulate information, how our consumption of information is changing, and how the way we organize these information bites are reminiscent of autistic thinking. A very interesting read, Tyler has many positive things to say about autism and how it should  be discussed not as a disability, but rather as an ability and an asset to society. Although I agree in principle, I only have to think about how much help my son needs at 21 due to his autism and how much it is costing the state and the family for him to live due to his need for 24 hour supports. That’s the reality of his economy – and mine – at the moment.

That being said, I agree with much of what Crowen has to say, and it would be nice if society had more his viewpoint when looking at some of the ‘quirkiness’ or ‘obsessions’ of those on the spectrum. Crowen became interested in autism when a reader of his blog wrote  telling him he sounded like he had a lot of Aspie or autistic traits. So Crowen began to read about autism. He states at the beginning of the book,  “As I read more, I began to see that the autistic mind-set about engaging with information is a powerful way to understand the whole world around us. Especially now.”

Read it for a fresh look at autism, and how the way we use and analyze information now is more like our loved ones on the spectrum.

Back to School 101: Tips for General Education Teachers About Students with Asperger’s Syndrome

October 13, 2010

This is from my Psychology Today blog published September 9, 2010

Often junior high and high school teachers have teenagers with Asperger’s Syndrome (AS) included in their classrooms, and are not given much in the way of useful information. Here I hope to provide a few practical tips that may be helpful to educators with no practical knowledge about students on the spectrum.

Parents, you may wish to print this out to give to your child’s teacher, or send them the link. There are only a few tips here, but usually teachers are receptive so practical information that may help them to understand and reach their student.

Asperger’s or High Functioning Autism (HFA) is often described as an ‘invisible disability’ because students on the spectrum do not look different frorm most students. Most teachers expect them to act like everyone else, but often the student gets in trouble for behaving in a way that seems rude, disruptive or non-compliant. A diagnosis of Asperger’s or HFA is based on challenges in the areas of communication, and social relationships, as well as what appears to be an obsession or passion for a particular area of interest.

Here are some tips that may help the school year go a little easier for you and your student on the spectrum:

* It’s a good idea to have a hard copy of the homework assignment to hand to your students on the spectrum, because most of them are mono-channel, meaning they have only one other processing channels (auditory or visual) working effectively at one time. This means they cannot look at the assignment on the board, write it down and still be able to focus on what you are saying. By the time they have finished copying down the assignment, they have missed your intro to that day’s lesson. This mono-channel aspect makes it hard for a student to multi-task, and by only requiring him/her to do one thing at a time, it will be much easier for the student to be focused on the day’s lesson.

* The student with Asperger’s or HFA usually takes things literally – this is part of the communication challenge. For example, if you address the class by saying “Please turn to page 12,” expecting the students to start doing the work on that page, the Aspie student may turn to page 12, and then just sit there, awaiting further instruction. Meanwhile, you may think he is being a smart-aleck, but I assure you, he is not. You need to say “Please turn to page 12 and write the answers to question 1-5 in your notebook.”

* This taking things literally means that also the student may not understand all the nuances of language or social customs, what we call ‘hidden curriculum.’ Think of what it is like as a foreigner in a new land and how they need to be explained the local customs- that is what it is like for a person on the spectrum.

* Students on the spectrum are often described as being obsessed with a particular topic or subject, for example, space travel, buildings, certain types of music, transportation. Actually, being passionate about a topic shows an interest in learning. If you know what your student is passionate about, you can relate your lessons or subject in some way to his area of interest and your student will excel.

* Many students on the spectrum are overly sensitive to noise and crowds, making transition times between classrooms difficult. By allowing the student to arrive or leave a few minutes early or late, you will make it much easier for that student to arrive to class less stressed, and ready to focus on the lesson.

Students with Asperger’s Syndrome or HFA are usually very bright and eager to learn. Hopefully these tips will help the year be a more productive one for you and your student.

Back to School 101 : How parents of ASD teens can get prepared for the school year

September 3, 2010

Here’s a column I wrote for the Examiner.com and still useful for this new school year!

Aug 27   Holy Moly – can you believe the summer break is just about over??  In last week’s column, Back to School : How to prepare your teen, tips for preparing your teen on the spectrum for the new school year were discussed. In this column, some ideas on  how parents can best be prepared for the new school year  are covered.  These tips are from both the “Back to School Guide” put together by A2Z Educational Advocates based in Pacific Palisades, and from my book “Adolescents on the Autism Spectrum.”

  • Perhaps it seems obvious, but contact your school if you have not been informed of your teen’s  schedule or the name of the teacher(s), classroom(s), bell schedule, district and master schedule for the new school year. Sometimes, these are not known till the last minute and the school administrators are dealing with many issues – budget cuts, union and staffing concerns, etc. But, by asking politely and reminding them that you need to ‘prime’ your teen about where he needs to be, who he will see, what the schedule is for the first day of school, you can reasonably hope to get an answer.
  • Review your teen’s  IEP document to refresh your memory about what the goals are. If you have any questions as to how the IEP will be implemented, get a list going to communicate your questions to the person responsible.
  • If your teen is to receive aide support as stipulated by the IEP, it would be a good idea to contact the administrator to insure that an aide has been assigned. If specific training has been specified in the IEP,   ask  if the aide has been trained or when the training will take place.
  • If your teen receives related services at school such as occupational therapy and/ or speech therapy, make sure you are aware of when and where he is receiving the services and that it is in line with the IEP. If the services are provided outside of the school day, contact the non-public agency providing the service to ensure an appropriate time is scheduled for your teen.
  • This is a good time to ensure any records regarding your son and his educational needs are in order. Filing everything (IEPs, assessments, correspondence) in one 3-ring binder in chronological order is most helpful as it provides easy access when you need to find a particular document.
  • If your child is fully included, or has a new special education or resource teacher, it is helpful to provide the teacher with a one-page positive overview about your teen, and ensure that the teacher is aware of the IEP goals and objectives. Your teen may wish to write his own note to the teacher.
  • Self –advocacy is a skill that should be developed in every teenager. When situations come up in regards to information that needs to be shared with the teacher and classmates, or situations arise that need to be resolved, think of ways   your teen take part in that process, and bit by bit, to take more ownership of it, depending upon his/her ability level.

In my next column, some strategies to help general education teachers who have students on the spectrum included in their class will be shared.

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