A key feature to this, and almost any other strategy, is to teach and review it when the individual is calm and there is no problem at the moment. These conditions help to ensure that the brain is at its best, most rational thinking, and that the strategy is not associated with a negative or difficult situation.
Just recently I was given this scenario from the Doctorate program from which I am attempting to earn a specialization in Special Education. Let’s imagine, if you can, that You are the Director of Special Education and a family has just moved into the school district. In this scenario, the parent has asked for his child to be tested for possible special education services due to reading difficulties. The elementary school principal has told a parent that his child does not need to be referred for testing since the school is utilizing the Responsiveness to Intervention Model (RTI). The parent, as reported by the special education teacher, is very upset. The student has had difficulties with reading for a number of years. This is the third time a parent has requested services and both the principal and reading interventionist have refused to allow the special educator to start the referral process.
As a parent of children on the autism spectrum and as a professional working with children and parents of children with special needs, it is an interesting and pertinent scenario to explore. Not only for the sake of understanding you and your child’s rights under the law, but to better understand the foundation of the education system and where it seems to fall short.
The following will be discussed: the legal issues that are involved when assessments are requested and denied; the support that should be provided to the special education teacher; and what training should be provided to the principal.
Going through the Kinder through third grade for my Aspergers son was by far our (and his) most difficult time. A perfect storm comes together for the parent, the teacher and especially the undiagnosed child on the higher end of the autism spectrum when beginning the school age years.
Often thrust into a social situation where no one has a clue that autism even exists can easily mask itself as bad behavior. This crucial window of time has been my inspiration to create Aspergers101 so that you can have more information at your fingertips than we did! The signs could come earlier if your child is in day-care or daily with other children. Although our son (who was our first) did show early signs…it didn’t become ‘in our face’ until he started public school.
Whether or not a student should formally disclose an autism spectrum disorder to disability support staff at a college or university is a personal decision one should make after thoughtful consideration. It is my opinion, however, that students have the potential for a better college experience when they provide faculty with information that improves the ability of the instructor to communicate with the student and accommodate his or her academic and social needs.
We at Marshall University have found that providing professors with information and examples about preferred instruction styles can help facilitate a successful classroom experience. Your school might have disability services in place that offer facilitation between professors and students to help fit their accommodations. Oftentimes these services take the form of a letter written to the instructor that explains the student’s necessary accommodations for the class, which the professor must adhere to.
Look to see if your campus offers such services, and set up an appointment with a disability services representative to discuss your options. If your school does not offer services such as these, you can create this letter yourself.
Here is one example of how a letter to your professors could look.
Although sensory differences are very real and must be recognized as such, narratives can help to deal with these differences. For instance, there was a high school student that was having significant difficulty with the hallway transition from class to class. Not only was there the loud bell that signals the transition, but then it was followed by a crowded hallway and noisy teenagers talking in groups.
One way to address this might be to allow an early release from class to avoid much of this hallway chaos. Another option is to provide a narrative that helps deal with this difficult transition.
The following is an example of such a narrative:
Topic cards are similar to scripts in that they can help students engage in a variety of topics, beyond their own interests. They are different in that they include just a few words that describe a topic that launch a student or group students in a particular direction.
A teacher had created a special lunch group to help a student at the middle school level engage in appropriate teen conversations. She had one main interest and it would dominate every conversation. Her interest was in princesses and everything having to do with them. For most young teen girls, princesses were not much of an interesting topic for them.
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.
In 2013 I surveyed disability service professionals at 578 degree-granting, four-year public institutions of higher education. The survey was designed to determine the current readiness of higher education to support the academic, social and communication, and independent living needs of college students diagnosed with Asperger’s Disorder. 230 colleges participated in the survey. You can read part one of this blog series here.
The survey was designed around the Benchmarks of Effective Supports for College Students with Asperger’s Disorder (Ellison, Clark, Cunningham, & Hansen, 2012), a checklist of efforts determined by experts as integral to effective college supports for this student population. The 2012 study demonstrated college students with Asperger’s Disorder required specialized supports, and that disability services available traditionally on campus to this population were generally ineffective. The 2013 nation-wide survey explored, in part, whether or not colleges had specialized supports for this student population outside of traditional disability services.
When I started school, I noticed that I did not like certain things around me. For example, the fire alarm for the monthly fire drills unnerved me to no end. The feeling that it could happen at anytime almost drove me insane.
Some other problems I would have would be certain smells in the cafeteria would make me ill or the loud noises in the hallways would make me cover my ears because it was too loud. This is called a sensory overload, where certain everyday aspects of life can be uncomfortable for a child with Aspergers. Now, the main question is “What can I do for my child?”.
Well, my mother got involved with the school. She talked to the school staff about my Aspergers and how some sounds or smells can cause a sensory overload. By doing this, they were able to accommodate me i.e. taking me out before the fire alarm went off.
The first thing you can do is do what my mother did:
Talk to the school staff that knows your child and tell them about Aspergers and sensory. Don’t be afraid to tell them the details! Then, see if they can accommodate your child like they did with me.
by Samuel Allen
Now that we have established the core strategy of a class schedule or agenda as an essential starting point, let’s extend our focus to a companion strategy. A schedule within a schedule has many names. For our purposes, we will call this sub strategy “mini-maps”.
A mini-map takes a piece of the schedule and breaks it down even further. The schedule guides you from one major activity to another, while the mini-map clarifies the smaller steps within that activity. This can be especially helpful to decrease frustration associated with academic tasks, but can be useful for any chunk of time that presents a challenge.