Continuing with instructional supports, this week’s blog will focus on a simple, yet powerful strategy: graphic organizers. “Graphic organizers are tools that help your brain think.” – Kylene Beers
Most teachers use graphic organizers, but might not be fully aware of the comprehensive benefits of this visual support. Graphic organizers can accomplish the following key elements toward instructional success:
Actors use scripts to help them memorize dialogue as part of their performance. Once they have memorized the script, then they can recite the words from memory adding meaning through inflection, tone and pauses. One of the common strengths of students with an autism spectrum disorder is that of rote memorization.
Therefore, a script may be an excellent tool to build conversational skills. Scripts are written sentences or paragraphs that individuals can memorize and use as supports in social situations. From greetings to asking for help to engaging in a conversation, a script can be a simple and discrete visual support.
“I suspect my child has autism or some related disability. He is in the early elementary years. How do I get my child qualified for Special Education services in public school and what do they offer?”
-Confused and Concerned in Texas
Dear Confused and Concerned in Texas,
Thank you for asking this question that many others surely have as well. I will do my best to clarify the referral process from a parent’s perspective and possible services. However, you are always welcome to contact the campus Principal and/or the special education department of your current campus/district and present your question to them directly. Their response will give you an overview of the process which I will outline in this article through multiple resources and a flowchart.
Since you have mentioned that you suspect autism or some related disability, I have also included a resource that might help you to clarify your concerns in those terms if/when you do make the phone call to the local special education office.
Individuals with an Autism Spectrum Disorder (ASD) remain highly vulnerable to bullying behavior. Parents, teachers, other students, and the community must be sensitive to the particular needs of these students and vigilant in bullying prevention and intervention.
This week’s blog will point families in the direction of multiple resources available.
Remember in our previous blog on taste differences that smell makes up a large part of our sense of taste. Therefore, an individual with an Autism Spectrum Disorder might have an extremely fine sense of smell, which can be enough to make them avoid certain foods or even lose their appetite. So, there might be overlap in this very complicated topic of sensory differences as they co-exist in each person.
“Our sense of smell is so deeply ingrained in our psychology that many times we don’t even realize how scents are affecting what we do and how we think. Smell, more so than any other sense, is also intimately linked to the parts of the brain that process emotion and associative learning. Meaning that our sense of smell influences our feelings and perceptions neurologically. Our brains are hardwired to perceive certain smells and have an emotional reaction to those smells.”
Many parents experience the “picky eater” from time to time. As with most differences on the autism spectrum, the difference in describing the picky eater with autism can be found in the intensity or degree. Because of this relative understanding, one might be critical of the parent with a child with autism and tell them they just need to make their child eat food that is more nutritionally sound. But the “picky eater” is really just someone with sensory processing issues in regards to taste.
I was in a meeting where the educators and the parents were discussing the narrow food choices of the daughter as being a nutritional and even behavioral concern. At one point, one of the educators told the parents that she, herself, had a picky eater, and that she just had to lay down the rules and “force” the issue. The teacher proceeded to tell the parents that they should do the same thing. The mother became upset very quickly and in a raised voice told the educator, “Don’t you think I’ve tried everything to make her eat healthy?! I’ve had food spit out at me more times than I can count, and I’ve had the kitchen torn apart after a food-related meltdown . . . I’ve done it ALL!!!”
I am trying to make the point that we are talking about a matter that goes beyond “picky eating”.
Aspergers101’s Samuel Allen receives the TCASE (Texas Council of Administrators of Special Education) 2017 Student Success Story of the Year Award! This annual award precedes the keynote speaker at the largest TCASE Conference in America. It is awarded to a student who has succeeded after graduating High School with the assistance of Special Education.
Sam attended NEISD in San Antonio Texas and graduated Ronald Reagan High School in 2013. In spite of an Autism diagnosis, he is driving, working, and currently attending college toward a degree in Business Administration and Computer Information Systems. Sam says “having Autism/Asperger Syndrome is not a weight…but offers a pair of wings in which to soar.”
Esped.com sponsored the presentation with an award toward his education. It is the contents of his speech that merits posting. Within the allotted 15 minute period, Samuel takes the massive audience (over 1,000 educators/administrators in attendance) through his elementary, middle school, and high school years as a student with special needs. There was not a dry eye in the room when Sam recalled how one teacher’s note made the difference from feeling ‘disabled’ to knowing Autism was a powerful gift.
(Note: This video includes the introductions, Sam’s speech begins at the 4:11 mark)
We congratulate Sam and all students enrolled in Special Education, their parents, and most certainly the educators who all work together toward a student’s graduation. The road is often rocky met with trials of testing programs that remove the obstacles often found with a special needs child. However, if all factions are working together, Sam is proof that special needs can mean success, and sometimes that success is found in graduation.
Everybody in the Asperger’s Community already acknowledges that aspies have that one thing that keeps them happy and comfortable: their intense interest. Whether you are a teacher, a parent, a sibling, or a friend, coming to understand the aspie’s intense interests is crucial for creating a relationship and helping them grow.
The aspie’s intense interest comes with many challenges and rewards, just as the jobs of parenting and teaching do. This article explores the real benefits and best parameters of understanding and working with the restricted interests for people with Aspergers. Following the 5-step process below can provide a window into the Asperger’s world and show how an intense interest influences the various aspects of personal development.
As with the senses of sight and hearing, sometimes one or more of the senses are either over- or under-reactive to stimulation. This is also true for the sense of touch. For some persons with an Autism Spectrum Disorder, certain textures feel uncomfortable or even painful. For these individuals, the idea of a hug or even accidentally brushing up against something may be highly stressful. In order to prevent this negative tactile experience, much energy and focus is spent avoiding situations that increase the likelihood of such events.
Imagine lining up where there are others in front of you and behind you. The chances of being accidentally touched by either person may cause the simple act of lining up to be highly stressful and anxiety provoking. For individuals that do not like the feel of certain textures or things, parents and teachers may consider the following types of supports: