Autism Spectrum Consortium Project
February 2012 Vol. 2, No. 2
CONTENTS
Introduction Pg.1 Sara Collins~CEO/President
Honor
and Gratitude Pg.2 Shelby Weatherford~Editor & Board Member
Call
for Articles Pg.2 Shelby Weatherford
Bassetti
Elementary Article Pg.3 Mrs.Pool, Mrs. Stewart and Mrs. Simpson
Bassetti
Elementary Article Pg.4 Venita Teal
Useful
You Tube Clips Pg.5 You Tube
Big
Country Homepage interview Pg.5 Big Country Homepage
Newsletter
Dedication Pg.5 Youtube
January
Honorees Pg.5 AISD Department of Transportation
REACH
Intro to Flier Pg.6 Download Included in this Email
REACH for a Difference is so excited to highlight teachers for
the month of February. A group of excellent teachers at AISD were kind enough
to meet with REACH board members and agreed to share their experience,
knowledge and tips for parents and even some challenges they face every day in
the classroom. We believe this information is so vital for everyone in the
community, for all of us are dealing with autism, in one way or another. Knowing that we are in this together and that
we can share our thoughts and ideas can only bring about a difference that is
going to make a difference. We as parents, caregivers, and community members of
children on the spectrum often do not have the opportunity to hear the
teachers' view experienced from behind the classroom walls. These articles will
allow us to take a closer look at a variety of ideas and advice which we may
not be aware. The United Way of Abilene
has generously made available to us a meeting place at their facility where we
will be holding our next meeting Tuesday February 7 at 6:00 - 7:30 p.m. Please come prepared to share and celebrate
the teacher(s) in your life who have made a difference. Please find the
attached flier at the end of this eNewsletter to pass on to professionals,
educators, individuals, family members and anyone you feel who would benefit
from this information. We at REACH want to especially make contact with
individuals and families on the spectrum. Please provide contact information.
Hope to see you all there!
Sara Collins,
CEO/President saracollins222@gmail.com
REACH for a Difference meets the first Tuesday of every month at
this NEW LOCATION:
United Way of
Abilene
240 Cypress St.
Abilene, TX 79601
~up the stairs
immediately to left as you enter the building~
This month we are honoring a wonderful class of
professionals to whom we entrust our children’s well-being, more than any other
institution, the public school teacher. On the average our children are in a
formal educational setting 8 hours a day, 40 hours a week,160 hours a month
over a 12 to 14 year span. These statistics translates into a total of
17,280 hours, or 720 24 hour days, or 2 years at 24 hours per day. Now that is
a lot of time! If you stop and consider it a bit, our children work in
their school day for 12 years as much as the modern day wage earner and they
are just children.
These are our fellow citizens on whom we have assigned, in
a huge way, to teach and inspire our children to grow up to be the recipients
of our labors and the builders that place the framework on the foundations that
we have laid. For the most part of history, they have been overworked and
underpaid. Furthermore, being the constructors of concepts and ideas that
have the capacity to lead and vault their students out of the bonds that bind
them to only that which is presently perceived, they are often rejected and
scorned. This rejection comes from community members who would often resist
growth and change, rather than learn new or more complex understanding.
Teachers are the leaders and instigators who lead the charge to break down the
walls of our boxes. In the present day and time, teachers have been
appointed the disciplinarians and teachers of morality for our children because
many families have abdicated these responsibilities to other community
institutions. This time teaching manner, social skill, and moral training
could better be used to teach facts, ideas, concepts, constructs, learning
strategies, and such. Our teachers deserve our honor and above all our
gratitude. In a most general sense,
we are all students and we are all teachers. Here at Reach for a
Difference, we recognize that we are both. We are inviting your
participation in our activities to support those families found on the autism
spectrum. We are presently gathering an action team to address the many
issues that arise for those on the spectrum.
Please come, sit and have a conversation. Working together, we can
be a difference that makes a difference.
Call for Articles: In the March issue of the “Reach for a
Difference” eNewsletter the editors plan to explore the operative roles that
the arts play in the transformation of the broken parts of humankind and the
further introduction of avenues for personal evolution to higher developmental
plains of experience. The article is to address the issues of the usefulness of
the arts to remediate the symptoms associated with those on the autism spectrum
and associated learning disabilities. Teachers of the arts are encouraged to
submit articles. The length is to be around 500 words. Articles are due on or
before February 24, 2012. Please submit your paper, along with author’s name(s)
and full contact information to reachforadifference@gmail.com. Shelby Weatherford, Editor. shelbyweatherford@gmail.com
Helpful Advice from Teachers in
the Trenches
By
Bassetti Special Ed. Teachers
Early intervention is imperative to
the future success of any child whether or not they have a disability. Many years of research tell us that early
intervention at the age of three and younger help to introduce and reinforce
vital concepts of language and socialization.
There are many different settings for early intervention but look for
ones which are language enriched. The
development of early language skills will help to lay a foundation on which to
build in the years ahead. Communication
is not only done verbally but can also be developed through sign language, a
Picture Exchange Communication System (PECS) or the use of an adapted technology
device. A language rich environment with
play therapy, social skills training, or Applied Behavior Analysis (ABA)
improves future communication and global success in child development. The most important goal in your child’s life
is to teach and implement a consistent form of communication.
From a teacher’s perspective, having a consistent and
structured home routine is so important.
It will help your child be able to organize and have an understanding of
time. We strongly encourage a schedule or
the use of visuals to make their day predictable. Transitions are much easier
for them if they know ahead of time what is ahead. Make goals such as teaching your child to put
toys away before transitioning to the next event. Use timers or a clock to as an auditory
reminder that a change is about to take place.
(i.e. “In 5 minutes we will be cleaning up and eating dinner.”)There is
a lot of training available on how to warn your child of transitions and the
steps needed to make and implement a daily visual schedule. If a daily schedule is in place, they may be
less likely to argue with you because the schedule is right there for them to
see; however, at the same time, you must also begin to shape and teach your child
that life is unpredictable and sometimes things happen to disrupt our daily
routines and schedules.
Another goal is to socially integrate your child in several
different environmental settings. The
first step is teaching them to greet and say good-bye at appropriate
times. Good social skills will include
greetings, waving, turn taking, sharing toys and use of please and thank
you. Being around other peers is a great
way of introducing these social skills to your child. Children are natural imitators and will
hopefully begin imitating and modeling some social behaviors. Avoid as much unstructured time as
possible. If you have unstructured time,
schedule it into the day with choices and boundaries (i.e. “You may paint, play
with toys or watch TV for 30 minutes.)
Parents also need to be consistent in having some type of
structured discipline plan. Most
behaviors, whether negative or positive, are learned. Children will do what works for them. If a child begins to have a tantrum or a
meltdown, the answer is NOT to always give in.
This will only teach them that they can have these negative behaviors
and eventually get whatever it is they were wanting or to get out of what they
are trying to avoid doing. They have
been reinforced by the “giving in” and soon it will be repeated over and
over. If your child begins a tantrum at
the grocery store or in another public place, you need to leave the basket or
wherever you are and take your child home.
It is not a power struggle. It is
a pattern of behavior that cannot be
reinforced. You need to have an escape
plan and know how you are going to deal with these difficult behaviors before
you leave for an outing. Consistent
discipline and outcomes will eventually shape the behavior.
As a parent, arm yourself with as much education as possible
about your child’s disability. YOU are
one of the best educators and advocates for your child. Immerse yourself in all the resources that
are available for your child and for you as their parents. Our goal for you is a functional happy
life.
Mrs. Pool, Mrs. Stewart and Mrs. Simpson - Bassetti Special
Ed. Teachers
Challenged and Loving It
By Venita Teal
It has been my privilege this year to have three autistic children in my classroom along with 20 other students. The parents have been so very helpful in working with their children. I have been able to call them and ask for help with specific behaviors when needed. This communication has been key in making this situation workable. I only have them for seven (7) hours a day. The parents have them for the other 17 hours a day. I only have them for five (5) days a week for 180 days of school. The parents have them for their whole lives.
Because the parents have this experience, it has been difficult to know exactly how to handle some situations that have come up. I have years of teaching experience in K and 2nd grade in regular education, but not so much with autistic children. How hard should I push? How much should I expect? What adaptations are all right to use? How much help do I give them? Thank goodness I have an excellent assistant to help guide me along the way!
In the perfect world, I would be in a classroom with an observation room equipped with 2-way mirrors for parents to come and see what happens without the child being able to see them. For now, I will try to tell you, the parent of an autistic child, what you might see on a typical day in second grade.
Because of the need for an assistant for these students, they all sit together at a table next to the assistant’s desk. I understand the need for socialization, but I feel like for their educational needs, this is the best arrangement. The socialization needs are met more in P.E., music, lunch, and recess. We do work with partners on some projects and this is also a time for them to work with others.
Since our school has a unique atmosphere that is welcoming to all, the other 20 students are very accommodating and caring toward these friends. The other students are very patient when they have to wait a little longer for the autistic children to finish a math problem, or when they may require being read aloud to from the assistant. I have tried to set the tone in our room for building others up with words and actions. Sometimes, it seems that the other students are more accepting of the children on the spectrum than they are with each other. If a problem arises that needs to be handled outside the room due to that child being too loud for the rest of us to focus on the lesson, it is handled in a timely manner and without the rest of the class missing a beat, thanks to the expertise of my assistant. We are a work in progress. Every day is a new day. Yes, it is a challenge, but challenges make me grow as a person and as a professional. I feel called every day to be in my classroom!
Teen with Autism Finds Inner Voice: Extraordinary story of Carly Fleischmann, a 14-year-old child who has severe form of autism and unable to speak, but she found a way to communicate with the world in a highly efficient manner. Her parents never lost hope. http://youtu.be/U_GXVzZ0Unk
Big Country
Homepage- Reach for a Difference interview with KRBC concerning upcoming DSN-5
changes
This Reach for a Difference eNewsletter is dedicated Anne Sullivan Macy:
Miracle Worker (1866-1936)
In our January meeting, Reach for a Difference Board of
Directors honored staff of the Abilene Independent School District’s Department
of Transportation with Certificates of Achievement and Appreciation. These are the individuals that are so gifted
and loving who help our special children transition from the security of their
homes in to the public school setting.
Through their special skills, they engender calmness and security
necessary to make that transition. We as
parents and professionals alike, have had a greater peace of mind knowing that
our children will be cared for in their trek to their schools safely,
respectfully, and lovingly. Those
honored were: Rodney Murphy, Verilyn
Wood, and George Dahl.
To
whom it may concern:
REACH
for a Difference would be grateful if you would pass on this flier in the
attachment to professionals, educators, students, individuals, family members
or anyone you know that might benefit from information regarding the autism
spectrum.
It
is our HOPE to provide Resources, Education, Community Awareness and Support.
Your
help is greatly appreciated and thank you for being the difference that
makes a difference.
reachforadifference@gmail.com
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