As a continuation of last week’s blog on anchor charts, Lily Newman has posted some ideas to consider when creating anchor charts. Here are her tips on making this strategy most effective.
“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.
I will start by outlining what NOT to do. I think this is best said coming from someone that has lived through a meltdown with neurological implications. The following is an excerpt from a message from Mr. John Scott.
Since the inception of this blog, we have explored a variety of specific strategies. I encourage all educators and parents to be creative, and mix and match to best meet the individual needs of your child and/or student. In a previous blog, we learned that mini-maps can help to prevent behavioral difficulties related to academic tasks.
Often, teachers note that a common antecedent or trigger to behavioral difficulties is the presentation of academic tasks. The behaviors can range from a verbal protest to a meltdown when students feel overwhelmed by school work. The first question to ask, of course, is what is there about the work that makes the student feel so overwhelmed? Does the page look too busy? Is too much handwriting involved? Are there too many problems? Is it too difficult or too easy?
Recovery may involve time to do nothing at all. For some students the recovery phase involves a process that takes him or her from a semi-agitated state to a fully calm state.
Consider the following steps:
- Allow the student to engage in the highly preferred/calming activity without setting the timer until he/she appears to have recovered as fully as possible.
- Once he/she is calm, then set the timer for 5-6 minutes. If he/she remains calm and is able to transition to the next activity, then do so and watch for early signs of repeated escalation.
- If he/she requests more time [by giving the timer to the adult], then honor the request and set the timer for 3 or 4 more minutes. Continue until he/she no longer requests more time or staff feel she is ready for a positive transition to the next activity.
Once the person is fully recovered, then it might be possible to debrief and make a plan to prevent future escalation. Pictures and words can help to paint a clear picture and develop a workable plan.
By Lisa Rogers
A T-Chart can be made by placing a line down the middle of a page and labeling the left and right side of the page according to acceptable and unacceptable behavior. The T-Chart is then used to clarify acceptable or desired behaviors versus unacceptable or undesired behaviors by listing those under each of the categories.
I was visiting with a teacher about one of his high school students that was wreaking havoc with her profanity. They had many conversations with her and had a tried several other strategies, but the profanity continued to spew. I offered this as a possible strategy and the teacher immediately told me that she knows she is not supposed to say those words, but she just doesn’t care about that. He was trying to tell me that writing good words on one side of the T-chart and bad words on the other side was just too simple.
Excellent basic overview of High Functioning Autism and Aspergers Syndrome!
The Coping to Excelling documentary sheds illuminating light on the topic of High-Functioning Autism and Asperger’s Syndrome in school-aged children. Narrated by a Mother of a son with Asperger’s, this engaging program allows the viewer to ‘see through the eyes’ of those on the high end of the autism spectrum while getting advice from experts such as Dr. Temple Grandin, Dr. Tony Attwood, Jennifer McIlwee Myers, Billy Edwards and many more!
“I would strongly recommend the Coping to Excelling DVD not only for parents, especially those of a newly diagnosed child, but also for teachers and professionals!”
– Dr. Tony Attwood
The DVD, Coping to Excelling, is divided into 5 chapters each lasting just over 10 minutes. The chapters may be viewed independently or the entire Documentary (lasting 68 minutes) may be viewed in it’s entirety.
- Understanding High-Functioning Autism or Asperger Syndrome – a broad overview
- The Family Unit – The importance thereof
- Choices in Education – Pro’s and con’s of all methods
- Bullying – re-enactments and solutions
- Social Development – suggestions and tools from the experts
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:
Some students with disabilities require accommodations or modifications to their educational program in order to participate in the general curriculum and be successful in school. Each child with autism or Asperger’s Syndrome is different and has their own unique needs. Parents will meet with school personnel in an ARD/IEP meeting to determine what accommodations and modifications should be implemented to best assist their child. It is imperative that parents and educators understand the difference between the two.
For many students with Asperger’s Syndrome, accommodations will be needed to access the curriculum and remain in the least restrictive environment. Accommodations (the HOW) can be made for any student. Students do not need to have a 504 plan or an IEP.