August Newsletter

August 2012 E-News 

 Vol. 2, No. 8

Table of Contents

I. Calendar Events

II. Website Roll-Out!

III. Must Read Article on Special Education

IV. Back to School Articles

V. A Visit to DRI

VI. A Thank you from Kerry Steiner

VII. Did You Know?

VIII. Newsletter Business

I. Calendar Events


A. REACH for a Difference --monthly family support group for families impacted by autism spectrum conditions and other neurodevelopmental delays; meets on the first Tuesday of every month in the United Way facility located at 240 Cypress Street, Abilene, Texas, at 6:00 P.M.

B. Workshop presented by Keri Steiner of the PEN Project sponsored by REACH for a Difference at Aug 7 meeting of Reach.
                   Autism Supplement Workshop
                    Presented by the PEN Project, Region 14 & 15 Coordinator Kerry Steiner
                   
"Texas is the only state in the U.S. that offers additional services for school-aged children on the Spectrum. This happened SOLEY because Texas parents and families approached and pushed their legislators to get these services provided to them by the Texas Education Agency. The end result is there are now 11 additional strategies that can be included in an Autistic child's IEP! No other disability has resources available to this extent. This workshop will outline each of these 11 Supplements, all of which are designed to help your child be as independent and successful as possible, and to ensure they receive FAPE (Free Appropriate Public Education)."


The PEN Project on Facebook, www.PartnersTX.org, ksteinerpen@sbcglobal.net

Kerry Steiner at 877 762-1435 or Cell at 317 370-6781

C. Beat the Back to School Jitters Event –August 9, 6:00-8:00pm, Cisco College, 717 E Industrial Blvd, Rm 152. For families with students who are “jittery” about the new school year, educators, service providers, and administrators. Free pizza and drinks will be served, activities for children, and opportunities to visit and get tips on making the back to school transition a smooth and easy one. For more information, contact Kim Wombles at kwombles@gmail.com. Website with articles and links at
http://beatthebacktoschooljitters.blogspot.com.

D. REHAB (West Texas Rehabilitation Center) Family Support Group- This group meets every 3rd Tuesday at 6:30 to 7:30 p.m. in the WTRC Boardroom, 4601 Hartford, and Abilene, Texas. Parking is provided in back.

E. King David’s Kids – This a parents support group that meets at Highland Church of Christ the 1st and 3rd Tuesdays every month from 6:00 p.m. until 7:30 p.m. You may leave a message at 325 672 8837. This telephone in manned from 4:00 p. m. until 6:00 p.m.

F. The Legacy Complex – is a new all-inclusive therapy center in Abilene, Texas specializing in equine-assisted therapy. Along with specialized and licensed counselors, the special horses are empathetic to the people they help in the individual healing process. Equine-assisted therapy is multi-faceted in its reach and can be used on all-ages and disabilities, and especially those with autism. Equine-therapy assists autistic patients in their social skills, balance and control issues. Great success has been seen with autistic children working with horses in therapy sessions, and we look forward to partnering with REACH to assist autistic children in the Big Country. The Legacy Complex is located at 4301 North Danville Drive across from KTXS News on HWY 83; for more information visit our website www.legacycomplex.org or find us on Facebook as The Legacy Complex or twitter @legacycomplex.
    

G. Adaptive Recreation Center - General Purpose of Adaptive Recreation Services: to provide specialized leisure and adaptive recreational activities for persons with disabilities. PROGRAM HOURS: Monday-Friday 9 a.m-3 p.m. PROGRAM FEE: $32 per month http://www.abilenetx.com/recreation/adaptive.htm

II. Website Roll-out -by Kim Wombles

Reach for a Difference is pleased to roll out its new website, courtesy of webmaster Bob Gates. It can be found at http://www.reachforadifference.org. Please make sure to look at it; it’s chock-full of information, from Sara’s Book Club to an Interactive Autism Quiz in Jeopardy format, the website is one of the ways Reach will be creating the roadmaps to resources.

III. Must read article taken from Special Education Advisor at https://www.specialeducationadvisor.com/the-most-important-article-you-never-saw-unless-you-teach-in-california/

IV. Back to School Articles

 We’ve asked several individuals to offer their insights on the back to school process, in preparation for the Beat the Back to School Jitters event on August 9. Articles from last year’s event can be found at http://beatthebacktoschooljitters.blogspot.com.

A. First up is John Mark McDonald - Mark McDonald is an advocate for people with autism who specializes in increasing understanding between those on the spectrum and those who are not. He is both a person with Asperger's type autism and the father of two children on the spectrum. He is currently in the process of setting up a website to help those on the spectrum as well as those affected by it. He is also trying to set up an effective advocacy group for college students on the spectrum in the Abilene area. If you have any questions or comments on the above article or any other topic relating to autism, you may contact him at Scintor@aol.com or (951) 850-7284.

Back to School Jitters: A Word of Caution.

            Sometimes our expectations can fool us. Those of us on the autism spectrum often have problems with starting a new school year, but they are not always what you would think.

            A big issue can be new clothes. Lots of mommies love to buy their kids new school clothes, trying to pass on fond memories of their childhood to their own children. Unfortunately, new clothing can be a hotbed of sensory triggers for the autistic child. Most people know about tags, but other triggers can include the texture of the fabric, the stiffness of the fabric, restrictions on the range of motion, how tight/lose the garment is, how long/short the garment is (e.g. sleeves, pants, socks etc.), the color of the fabric, and even the smell of the garment. In my experience, the more expensive and fancy the clothing, the greater the likelihood of triggering problems. All of these things can be a problem that makes the day that much harder and makes a meltdown that much closer.

      My advice is to introduce new clothing and clothing gradually. Everything all at once can be overwhelming, but a little at a time is more manageable. If nothing else, introducing things one at a time will let you know exactly which item is intolerable rather than the whole outfit being associated with sensory issues and rejected from then on. Allowing the familiar rather than the socially impressive is pretty much always a winner with autism.

            On the other hand, do not assume that going back to school will be traumatic. While, changing routines, new teachers, new peers and such are hard, school has a lot of things that are attractive to the child on the spectrum. First, school days have a very set routine with clear reminders that do not vary much barring a major disaster. Second, there are lots of playmates. Contrary to some opinions, every child on the spectrum I’ve met does like playing with other kids, even if we don’t always understand what is going on with them. Last (and increasingly important as the child gets older,) there is knowledge! Information about their favorite subjects is readily available and learning is rewarded.

            The last advice I can give is to listen to your child, especially if you are not on the spectrum yourself. Their experiences may be very different from anything you went through because they see the world differently.

B. Next up is Sommer Slosson. Sommer Slosson has been an autism parent for 6 years since her son was diagnosed at 2. She is also the creator of the Special Needs Directory which offers help and hope via products, services and other information for special needs children/adults, caregivers, educators and anyone wanting to learn about autism or help someone affected by it: http://SpecialNeedsDirectory.weebly.com.

Back to School

Back to school. Help! This event creates many emotions, especially for parents of special needs kids because we generally have a larger load in the Concerns Department when it comes to our kids’ schooling. What can help prepare, propel and sustain us for a new school year?

Health- You can’t argue against good health benefitting all aspects of life, and this is especially important as we send our sponges to class to soak up as much as possible every day, each day building on the one before. Ever try to read with a headache? Pretty tough. Dehydration is a big cause of not feeling well and isn’t always obvious, so pump your kids with fluids every day, water being the best source! All cells in the body communicate with each other in order for systems to function correctly, and water is an imperative ingredient for cell energy. Another basic part of good health are vitamins. It’s unfortunate that lots of food these days lack much nutritional value. But which vitamins to take and what brand? Lots of choices out there! So make it easy- go with a multivitamin. And it’s becoming more and more well-known that most vitamin brands sold at grocery/drug store chains are actually made in test tubes, so they’re a waste of money. Abilene has a new store with many quality multivitamin brands- even gummy ones! Natural Grocer at 3350 S. Clack Street, off the access road close to Zookini’s, has super friendly and knowledgeable staff who can help you find what you need, and the store has a great return policy so you don’t have to waste money trying something you realize your child won’t even look at, much less eat. And here’s a handy trick: grind a multi into a super-fine powder and mix part of it into food. Multi in disguise. :) Do keep in mind that if your child will take the multi without it being disguised, it’s best to take with food to avoid nausea.

Encouragement- Our kids tend to easily reach high levels of frustration, so make it a habit to use reassuring words with them every day. Acknowledge and validate their feelings, even if negative (we all have the right to have bad days and feel how we feel),and when negative, try to redirect to positive subjects or things they like. Affirmation and encouragement go a long way, even if your child won’t/can’t acknowledge your efforts.

Laughter- The concept of humor is abstract to some of our kids, but there’s much evidence in recent research showing they understand, though simply aren’t able to respond. Laughter is proven to create chemical changes in the brain, producing stress-relieving chemicals which give happy and positive feelings. So along with encouragement, try to find humor in the day and laugh with your child even if they can’t participate, smiling often to encourage them that things are OK.

Purpose- Purposing to communicate with teachers, aides and therapists in our kids’ schooling is so important, so set out this year with that plan and do your best, as we all understand many of us have varying degrees of ability with our other responsibilities. Explain your circumstances to your teachers and facilitate an open and willing line of communication to create the best possible scenario of success for the year ahead.

And ALWAYS remember- one day at a time. :)

C. Up next is Tamara Wood and her essay on her son Alex and the changes ahead for them as he starts a new school.

BACK TO SCHOOL

For the past two years our 5-year-old son, Alex, has been at the same school, in the same classroom, with the same teacher. It has been heavenly…his teacher and aids have all been beyond wonderful and we have all become friends. It has gotten to the point where sending Alex to school is like sending him to a friend’s house.

Well, this coming August he will be going to a brand new school, with a brand new teacher, and a brand new classroom. Being the mother of two children and the oldest being special needs, I have never had the experience of taking a neurotypical child to their first day of Kindergarten. I have however put my son with autism who is non-verbal, has pica, and is also a very high flight risk on a bus and sent him to school….following right behind in my car and then spying on him as he got off the bus. The willpower it took to put him on that bus and then NOT get out of the car when I saw him crying as he walked up to the school was monumental, but it has all been worth it. His school experience started out pretty rough and we wanted badly to just say forget it! But, patience and work paid off. Alex truly loves school now. Even though he is nonverbal, there are some things that you just don’t need words for. The joy on his face and his excitement when he sees the school building is more than enough reason for us to go through it all again.

And even with that knowledge and experience to go by, I am still anxious about his first day at his new school. Do they truly know how to take care of my son the way I know how? Will they be able to keep him safe? Will they be able to get through to him? How will they know what he needs? Will he learn? How will he handle the transition!? The fears and anxieties of any parent sending their children to school for the first time can be overwhelming, but sending a child with special needs to school is especially staggering for some. To surrender the care of your child to a complete stranger and leave it all in their hands takes trust and courage.

My hopes and dreams are simply to help Alex to bloom into the person he is meant to be. He has already shown us that going to school is part of that path and that going to school truly makes him happy. So, I am going to trust Alex’s new teacher to take care of him the best she can and to be aware of his special needs. I’m going to trust her to try to get through to him and teach him new skills and help him manage the best he can. I am going to take courage in the fact that she has his best interests at heart and that while Alex is unique and completely different from everyone else, so is every other child at that school and the teachers know how to do their jobs. And most importantly, I am going to take courage in the fact that I am his advocate and I can and will follow him every step of the way in his education and that is the one thing that will never change.

D. Shelby Weatherford provides a professional therapist’s perspective on ways to approach our children, teachers, and the return to school.

A Different Viewpoint

As parents, when we consider all the aspects of introducing our children to a new school year, we tend to reach inside ourselves and activate all that knowledge that is imbedded in our unique world view of “going to school.” For the safety and well-being of our children, what we know and understand about the school experience is an important attribute for every parent and caretaker with school age children. It would be best that, we as parents, learn everything that we are able, so as to teach our student children at home the very best strategies for a fruitful and rewarding educational experience. This is us, the parent, teaching, instructing, and encouraging from our view point.

One of the most difficult exercises we as adults participate in, in our daily activities, is the task of interacting with others in ways that we are able to know and understand their perspectives or world view. I believe that, for most of us, it is most challenging to put ourselves in the place of others so that we “know where they are coming from.” Being able to accomplish this mission is to be empathetic or understanding of vantage point. Knowing another’s “knowing” often teaches new and useful insights into the world around us. I think that learning valuable concepts and constructs happens most often when we put ourselves in the place of authors, instructors, teachers, professors and other individuals in general and listen to their truths and meanings. We may not agree with or believe every think another has to offer, but we will more likely understand the other person more completely. By the way, if we understand another and want to teach them something new, then we are able to start at their understanding and teach them from there. Otherwise, we start at our level of understanding, usually ending up creating a lot of anxiety full of frustration for the both of us.

There are two other major viewpoints that are musts when starting a new school year with your student children. The most obvious is to take stock of the thinking and the feeling of your children. Because of the closeness and everyday interactions with them we think that we know them well. However, because the complex nature of interaction of family members, we tend to fall into very ridgid interactional patterns and rarely venture outside those patterns, limiting what we really know about them. I encourage to give yourself a grand gift and have unique conversations with your children outside of those limiting everyday conversations. When we are able to truly speak and interact with our children in new and expanding ways we will be amazed at the vast array of understanding and views they possess. Good luck with this exercise, because it is most challenging.

The third world view is possessed by the classroom teacher and their staff. Often when we go to the school, we are there to show and tell the teacher all about our student so as procure the most advantageous position for the child in the class room setting. While this is an important component of the education of our children, other goals are at least equally important. That is knowing how to participate accurately with the teacher’s agenda and teaching our children to learn and respect the teacher’s view of life and how it will be played out under his or her tutelage. Acquiring an understanding of the teacher’s belief system may be difficult due to a number of reasons. Most of these limitations are often overcome by building a pleasant working relationship together with the teacher. Remember, first comes the relationship, then the problem solving. It may be helpful to remember that, more than likely, the teacher is doing the best that they are able and that is unlikely to change easily. If you truly understand your teachers’ perspective, then you will be in a better place to teach and encourage change in the classroom. When problem solving, a non-anxious presence is a must. If you the parent arrives anxious and fearful, is difficult to listen and think critically while problem solving and it most often signals the teacher to be on guard. Did you ever leave a parent-teacher conference wondering what went wrong? If so, look to those non-verbal signals, from both parties, which communicated fear and anxiety. Parents, if you determine that your teacher is fearful, it would be in your child’s best interest to find ways to make your interactions safe for your teacher. Good luck with your new insight and enjoy the world of education. I think it is here to stay and it is what we make it.

E. Next up is Karla Corpus-Vela, mother to Alex.

"Llama Llama, warm in bed. Wakey, wakey, sleepyhead! Llama school begins today! Time to learn and time to play... Meet new faces. Hear new names. See new places. Watch new games."
(from Llama Llama Misses Mama by Anna Dewdney)

     For the past couple of weeks, this has been one of Alex’s favorite books. He insists I read it to him at least twice before he goes to bed. Could this be any more prophetic? Does Alex know that his summer days are quickly flying by? Does he know that August 27, 2012, is looming just around the corner? Does he know that we are 36 days, 864 hours, and 51,840 minutes away from the first day of school? But really, who’s counting? Clearly this mama is! I know his first day of “big boy” school will be here before we know it and I am a jumble of emotions. My fears and anxieties are coupled with hope and excitement. Please let me explain....
     

     First of all, being Alex’s mama is a complete joy (well, 99.9% of the time; sometimes we have those “moments”). As his mother, I have spent my days and nights doing everything I can to instill and ensure that Alex possesses those qualities that make him a JOY to OTHERS. So one of my greatest hopes is that he is a joy to his new teacher, paraprofessionals and classmates. I hope that when he walks through the door every morning with his sweet smile, people are happy to see him and excited to begin their school day with him. I hope that with his joyful disposition, he makes friends and establishes some meaningful relationships (or as meaningful as 5 year old relationships can be). On the flip side of this hope, lies one of my greatest fears: bullying! It breaks my heart to think this might one day happen to Alex. Our children on the spectrum can be so vulnerable to this prevalent occurrence. Will Alex be verbally taunted and made fun of? Will he realize it’s even happening? Will another child get physical with him? Will he be able to find a way to tell his teachers or me? Sadly, I think this is a fear that many of us have in common.

    Before Alex’s ARD meeting in January 2012, I was given the name of the teacher who Alex was probably going to be assigned to for the 2012-2013 school year at Bassetti Elementary. I had the opportunity and great pleasure of getting to meet her during the ARD and I was invited to visit her classroom at Bassetti during the Spring semester. I went on two separate occasions and was extremely impressed and excited about what I saw, knowing Alex was going to be experiencing it in a few short months. It was a very structured environment with clearly set high expectations. The children were challenged and positive reinforcement and praise for a job well done came quickly. I know this is exactly the kind of environment that Alex needs to thrive and progress. I know this because he was immersed in this kind of environment during his preschool years at Locust Elementary. He was in the PPCD/KLT classroom from February 2011 through May 2012 (including two summer school sessions). Alex and his preschool teacher immediately established a STRONG rapport and connection and I hope he enjoys the same kind of relationship with his new teacher. I hope he’s able to make a smooth transition. My biggest fear is that he won’t be able to “connect” and the relationship and transition will be “bumpy.” I really don’t foresee this happening but it is a fear that I carry nonetheless.

    My husband always teases me and says that I am the “Queen of Questions” and Parent/Teacher conferences. He is a man of few words and doesn’t quite understand where all my questions come from, but he loves me and has come to understand and accept it (for the most part). While I can say this with confidence about my husband, I certainly can’t make that statement or generalization about anyone else. I am definitely fearful that my numerous questions and/or requests for Parent/Teacher meetings might become trying, bothersome or annoying. I REALLY hope not. Alex is a little boy with limited functional and conversational speech. I am his “voice” and biggest advocate. And yes, for now, I am a “helicopter parent.” At this starting point of his “educational career,” I believe Alex’s special needs warrant and justify it. It is my life’s mission to ensure that Alex gets everything he not only needs BUT deserves. It is imperative to me that I stay “on top” of everything that is going on in his educational environment, so I can ensure consistency in our home. The line of communication between Alex’s preschool teacher at Locust Elementary and me was ALWAYS open. From day one, I expressed to his teacher that I wanted to know exactly what was happening with Alex. I needed to know the truth without any sugarcoating and I wanted to know as soon as possible if there was any kind of problem or concern. We were in complete agreement and I got exactly what I asked for. His teacher did not mince words and any issues with Alex were immediately addressed. I hope to have the same pleasant, open and honest relationship with Alex’s new teachers. My questions and requests for information come from a good place and I have nothing but respect for teachers and paraprofessionals for all of their hard work and dedication. Educating children must be very rewarding, but I know it is also stressful, strenuous and exhausting!

    About a year ago I read, Ten Things Every Child With Autism Wishes You Knew. This book made a huge impact on my way of thinking and so much of what was written resonated deep within me. Especially this paragraph: “As a child, I am still unfolding. Neither you nor I yet know what I may be capable of. Defining me by one characteristic runs the danger of setting up an expectation that may be too low. And if I get a sense that you don’t think I “can do it,” my natural response will be: Why try?” I really take those words to heart. I know we walk a very fine line with Alex. He NEEDS to be challenged. I want to keep expectations high, but realistic. I want him pushed “right to that edge” where he is compelled to flourish and accomplish his goals before “falling over” or “flailing” about in sheer frustration. This was always my biggest concern when developing his IEP goals with our team for the 2012-2013 school year. Overall, I feel comfortable and confident with the goals we developed and my hope is that he masters every last one; especially all of his speech goals. I hope to see “Completed” checked off for each Annual Goal and 70% mastery or higher for each objective. I hope Alex “plows” right through and we find ourselves developing new, even more challenging goals and objectives. I believe in the power of positive thinking and I know he can do it. My confidence about Alex’s abilities does not waiver and I make sure that he knows and feels that. I do everything I can to quash any frustrations or impatience he or I may be having about an especially difficult task. My hope is that his teachers feel the same way.

     At this time, Alex is still primarily nonverbal. He has definitely added more words to his vocabulary this summer (Mommy is my new favorite), but he is still far from any kind of functional/conversational speech. He is making steady progress, but it’s not as quick as we hope and pray for. As much as I HATE to admit this (especially because it is the polar opposite of everything I just expressed in my previous paragraph); one of my greatest, deepest fears is that Alex may not talk. I know we will find a way for him to effectively communicate, but I would so love to hear his sweet voice. A couple of months ago, a pediatric neurologist told me that if his clients were not talking by the age of seven, he found that it never really happened for them. Needless to say, that bit of information “brought me down to my knees” (Alex just turned five in March). He was quick to say that it wasn’t absolute, that it may not apply to Alex and that every child progresses at their own pace. I shared this information with our REACH group and a very concerned, supportive REACH mother was quick to tell me not to give up hope. She shared with me that her daughter had also been nonverbal but that during her self-contained/”transitional kinder” class at Bassetti, the “floodgates opened” and she began to talk. She had the same teacher that Alex will have this coming school year. So obviously, my greatest hope for this year is that Alex will start talking. I hope the new classroom environment “triggers” something in him and with his growing confidence, he will become verbal too. That being said, I would also like Alex’s teachers to know that I am realistic and pragmatic. I know the responsibility and goal for Alex to talk DOES NOT fall squarely or entirely on their shoulders. Getting Alex to verbally communicate is a collaborative effort. I am fully aware of MY PLACE in this equation. I play an integral part in this effort to ensure I follow through and work with Alex in our home and provide consistency. I know we have to be on the “same page.” We are a team, which also includes his speech pathologists (at school and West Texas Rehab) and his new BCBA. I am hopeful and confident that our team approach will produce some amazing results this school year.

   Thank you for allowing me to express myself and share some of my deepest fears and hopes for this coming school year. Actually, my list could continue for days... minimize stimming and “quirks”, strengthen fine motor skills, foster a more independent spirit, etc.; but I must stop this “runaway train.” This is just the first step on a very long journey for Alex... he will not walk alone. WE will be there every step of the way.

     Here’s to a successful school year for our children and their teachers!

F. To close out this section of the newsletter, Kim Wombles offers some suggestions. Kim has three children on the spectrum ranging in age from 8 to 22 and hosted the first Beat the Back to School Jitters Event last year.

Routines

When you are a parent, you know the importance of routines. When you’ve got a child or two or three on the spectrum, routines aren’t just lifesavers for your children, they are vital for keeping parents afloat, too. No one wants to be rushed out of the house in the morning, everyone yelling and flustered, so the sooner you can get your children back to their regular sleep routine, the better. Practicing in the weeks ahead of school on getting up, getting dressed and getting breakfast can make the first day of school a lot easier. Making trial trips is also a wonderful way to get back into the routines of trying to get a family out of the door with everyone still smiling.

As you begin to implement the regular school routine ahead of time, work with your children to see where they are at—what do they like most about the morning routine, where would they like to change it up? Providing your children with opportunities for decision making and responsibility is incredibly important for their self-esteem, and most importantly, for their self-efficacy—the belief that they are capable of handling things on their own.

I would encourage you to actively listen and involve your children, even if they are nonverbal, in the routines we establish to make life flow smoothly. It’s amazing how much easier things go when everyone is vested in the routines we follow.

V. A Visit to DRI

Recently, Shelby and Sara visited the DRI facilities and were impressed with how a grass-roots effort over time has resulted in a thriving community where individuals with disabilities can live, work, and play.

From Becky Moody: A NOTE ABOUT DISABILITY RESOURCES, INC. (DRI)--

Disability Resources, Inc. (DRI) provides residential care, vocational training, and day programming. We currently have openings and would like to call DRI home to families in need of a loving, caring environment for a loved one who has intellectual disabilities or other related conditions. Our assisted living facilities are operated by a house manager who oversees each individual by providing outstanding care, and by helping each one to achieve his or her full potential in a Christian environment.

As a bit of background, DRI began as an idea in 1983 and became a reality in 1987. The highly skilled and dedicated staff members at DRI recognize the dignity, worth, and future of every person we serve. Our “folks” work and contribute to society with meaningful jobs.


Vocational training is considered highly important at DRI. Each individual is provided vocational training either through learning techniques or by “hands-on” operation. The folks at DRI produce many products that can be found on the shelves at HEB and various other locations. Some of our products include salsa, barbeque sauce, spice rub, chocolate, and many others.

Our recently-built activity center provides numerous activities throughout the day between work assignments. Some of these include history and geography lessons, pool, ping pong, Wii machine, arts & crafts, library, games, gym activities (basketball, volleyball, exercise, etc.), and many others. This beautiful building also houses a cafeteria where we provide hot lunches every Monday through Friday. Along with our residential program, we also offer a day program (Monday – Friday) through our vocational and activity centers. This program provides the same great quality and activities as those listed above.

Our programming costs continue to remain well below those of other organizations who provide similar services.


We welcome tours and would be happy to schedule a group or single family to visit our wonderful facilities. Contact numbers are as follows: Office—325-677-6815, Ext. 2007; Cell— 325-829-5200; E-mail—bmoody@driabilene.org. Also, ask about our summer camps!

VI. A Thank You Note from Kerry

Subject: Nice meeting you at Reach for a Difference!
Greetings everyone!
Just a quick note to say how much I enjoyed the oppportunity to present the workshop at Reach for a Difference last night, and to those of you whom I'd not met before, it was great to meet you!
Please know I'm here if anyone needs assistance regarding their family member's challenges in the classroom. As Ms. Clemmer pointed out so well, working with the school is a collaborative effort, and one that usually lasts a good number of years, so learning your rights and how to effectively work with the school staff (rather than against them), makes for a more positive experience for your child.


I look forward to seeing you all at future gatherings!
Warm regards,
Kerry

~ ~ ~ ~

Kerry Steiner

Coordinator, Region 14 & 15
PEN Project
1000 Main Street, Suite 701
Lubbock, TX 79401
Cell: (317) 370-6781
Toll free: (877) 762-1435

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www.PartnersTX.org

A 501(c)3 Organization

We empower parents ~ Parents empower each other!

VII. Did You Know? News You can Use!

        A. “Is Your District Breaking Special Education Law?”

http://www.cta.org/en/Professional-Development/Publications/2012/05/May-Educator-2012/Spec-main.aspx

       B. “1 in 3 autistic young adults lack jobs, education”

http://news.yahoo.com/1-3-autistic-young-adults-lack-jobs-education-042246312.html

     C. PASSENGERS WITH DISABILITIES

Megabus is committed to providing accessible transportation service to disabled individuals and does not discriminate on the basis of disability. We welcome all customers on Megabus and can provide assistance to those with walking difficulties, those who normally use wheelchairs or scooters, and passengers with service animals and breathing aids, among others. http://us.megabus.com/ 877-GO2-MEGA (877) 462-6342
     

   D. Handicap Placards

From Kerry Steiner:

“[P]arents of children with Autism can sometimes get a handicap parking placard to hang from their rear view mirror, since their children generally do not have a concept of traffic and safety.

I've heard parents express different views about this: one, it means less distance they have to walk to their destination, which reduces the time the child is outside the car and the opportunity to dart, and it also alerts people who see you park there to be more cautious. On the other hand, some parents prefer not to park in the designated spots because they not only have to watch for traffic coming up the aisle, but also for cross-traffic in front of the store or whatever.

If parents want to pursue getting one, request the parking placard form from DMV and have child's physician fill out the medical portion, stating that the child has no concept of traffic or personal safety. Most parents I know who have applied for it have received it.”

VII. Newsletter Information

To get your information included in the newsletter, please email Kim Wombles at kwombles@gmail.com.


To be removed from the mailing list, please email reach@reachforadifference.org.

July Newsletter

REACH for a Difference e-News

Map to Autism Spectrum Consortium Project – Road Resources

July, 2012                                                                                                                                    Vol. 2, No. 7

I.  Calendar Events

1.  REACH for a Difference monthly family support group meets on the first Tuesday of every month in the United Way facility located at 249 Cypress Street, Abilene, Texas, at 6:00 P.M.

 

REACH is an organization dedicated to hosting an ongoing forum (I call it “A Conversation”) to discuss the issues confronting individuals and families on the autism spectrum.  We at REACH understand the difficulties and frustrations that arise when families are attempting to access and thoughtfully participate in provider services for their family members.  Our present goals are to document the desires, wishes, and needs of families on the spectrum and with that information develop a road map to those resources offering services.  Where resources are lacking, we at REACH hope to be a part of the process to help fill in the gaps with and through present institutions and agencies to help formulate and implement useful services that address those needs.

REACH members are comprised of parents, professionals, and interested community members.  We are presently inviting individuals and parents of those on the spectrum to begin having conversations with us so that we may document more specifically the needs of families and bind ourselves together for support and family development.

2.   REHAB (West Texas Rehabilitation Center) Family Support Group- This group meets every 3rd Tuesday at 6:30 to 7:30 p.m. in the WTRC Boardroom, 4601 Hartford, and Abilene, Texas.  Parking is provided in back.

3.  King David’s Kids – This a parents support group that meets at Highland Church of Christ the 1st and 3rd Tuesdays every month from 6:00 p.m. until 7:30 p.m.  You may leave a message at 325 672 8837.  This telephone in manned from 4:00 p. m. until 6:00 p.m. 

4.  Workshop presented by Keri Steiner of the PEN Project sponsored by REACH for a Difference

REACH for a Difference Monthly Meeting July 3, 2012

Providing support & education to families on the Autism spectrum.

July 3, 2012, 6:00 – 7:30 pm, United Way Building, 249 Cypress Street

Every Month the First Tuesday

Learn to Improve the Outcome of ARD Meeting

We empower parents ~ Parents empower each other!

Presented by the PEN Project, Region 14 & 15 Coordinator Kerry Steiner

1000 Main Street, Suite 701, Lubbock, TX 79401

·         This workshop will help you to know your rights and your child's rights regarding their education.

·         Does your child have a strong, measureable IEP that ensures they succeed in school?

·         Do you know your options if you want services for your child and the school say No?

·          Texas is the only state to offer 11 additional IEP Services if the child has Autism?

·         Who can you turn to for help with an ARD meeting?

·          

The PEN Project on Facebook, www.PartnersTX.org,  ksteinerpen@sbcglobal.net

         Kerry Steiner at 877 762-1435 begin_of_the_skype_highlighting            877 762-1435      end_of_the_skype_highlighting or Cell at 317 370-6781 begin_of_the_skype_highlighting            317 370-6781      end_of_the_skype_highlighting

A note from Kerry ~  I know you all have demanding schedules and cannot always attend our workshops, so I would like to offer you an option to get the information in a one-on-one setting! I will meet with you at a time and place that works for your schedule. Most workshops are under an hour and you will leave with a wealth of information that will help you understand IDEA, IEPs, ARD meetings, Related Services and collaborating better with the school staff. Below is a list of available workshops so if you see something you'd like more information about, please let me know.

             *ABC’s of IFSPs (Individualized Family Service Plan)

*Autism

*Autism Supplements

            *Communication Skills                                              

            *Contents of the IEP

            *Is Your Child a Target of Bullying?

            *Overview of Procedural Safeguards

*Positive Behavior Interventions

            *Related Services (services like speech therapy, physical therapy and occupational therapy)

            *Top 10 Basics of Special Education

            *Transition from ECI to Public School (understanding part B and part C of IDEA)

            *Transition to Adulthood

5.   The Legacy Complex – is a new all-inclusive therapy center in Abilene, Texas specializing in equine-assisted therapy. Along with specialized and licensed counselors, the special horses are empathetic to the people they help in the individual healing process. Equine-assisted therapy is multi-faceted in its reach and can be used on all-ages and disabilities, and especially those with autism. Equine-therapy assists autistic patients in their social skills, balance and control issues. Great success has been seen with autistic children working with horses in therapy sessions, and we look forward to partnering with REACH to assist autistic children in the Big Country. The Legacy Complex is located at 4301 North Danville Drive across from KTXS News on HWY 83; for more information visit our website www.legacycomplex.org or find us on Facebook as The Legacy Complex or twitter @legacycomplex.

6.  The Abilene free summer lunch service - for children under 18 will be provided at the Alliance for Women & Children, 1350 North Tenth Street, starting June 12, Monday through Friday from 11:30 to 12:30. The service is offered in partnership with AISD.   Call the Alliance at 325-677 -5321.
                                                 

7.  Tennis for Autism – A program by Casey Chapa will begin with a free session on July 30 from 5:30-6:15. A 6- week program will follow August 6^th 5:50-6:00pm. The cost for the six week program will be $60 and if you cannot pay, you can talk to me and I will work with you. However, if I'm losing money by doing so, I won’t be able to continue so for very long, so I am just asking for people to be honest about what they can and cannot afford so that this program can grow.  casey.uspta@gmail.com.            
                      

8.  Linda Sikes is starting a new session of Paws for People at 6 p.m. July 9, 2012 at First Baptist Church University Place.  Come learn how your dog can become a certified therapy dog that would visit, listen, and love homebound church members and others (including anyone on the autism spectrum).  The possibilities are limitless.  Meeting times are July 9, 16, 23, 30, August 6 and 13.  You can join this ministry by calling Linda Sikes at 325 677-1013 (home) or 325 725-1741 (cell).

II. The Great Debate -by Sara Collins ~ President/CEO      

We recently became aware that some of the language used in previous REACH e-letters was offensive and discouraging to some readers. It seems that major competing distinctions are being made by the autism community in the use of words to characterize and give meaning to the various constructs surrounding autism.  Our initial thought was not to engage in these kinds of debates, politics and such issues in our newsletters. There are so many more important and practical activities that we would rather participate in with families and individuals on the spectrum, such as, the sharing of information services, locating resources, and providing educational opportunities.  On second thought, however, it is a conversation that is taking place among those interested in families and individuals on the spectrum, so we have decided to share with you a cross-section of that discussion.  You, the reader, then will have the opportunity to make an informed choice concerning your beliefs on this matter.  We have asked several individuals with different perspectives to write an article or provide information concerning this matter.

The conversation surrounds the use of language when referring to an individual that has been diagnosed with a disability.  A quick review of the literature reveals a heated debate, which we at REACH, was not aware of. In this debate the question is about how to best speak or write about an individual that has been diagnosed with ASD. Much to our surprise we identified four different prevalent views. One view point comes primarily from the individual on the spectrum, the second is often generated by the parent of an individual on the spectrum, the third is generated by professionals that work and relate to individuals with autistic characteristics, and the last is comprised of those who have no strong opinion, either way. Each group argues that its language most accurately defines a useful and respectful identification of individual diagnosed with ASD, while possibly viewing other language variations as disrespectful.  It is our position at REACH that we never wish to degrade anyone, especially those persons with a disability, always pledging to use our words responsibly so as to communicate accurate meaning with respect.

 We share the view of those that are not offended by the various forms of language use by others. We choose not to select sides on this issue, because at the end of the debate all views want the same thing; to give the utmost respect and dignity to everyone.  If one thinks about it a bit, any idea expressed, is just an individual’s opinion and nothing more.  Of course, a thoughtful process often guides us to more useful opinions, resulting in more favorable out comes.  Knee jerk reactions and emotional responding usually result in creating fear and distrust resulting in emotional cut-off.  REACH is about having conversations that foster unity, paired with action, and we welcome any conversations, questions or concerns that promote such ends. We would like to invite once again, especially those of you that feel strongly and passionately about issues regarding the autism spectrum to come be a part of the processes at Reach sharing and teaching your skills, knowledge and information.  This debate has enlightened us in several ways. What is apparent in this conversation is that whatever position is chosen, the opposing critics will often become reactively anxious. Our position is expressed best through a children’s story called The Little Red Hen, which helps us make sense out of this important conversation.   

Sara Collins & Shelby Weatherford    http://youtu.be/smspKuKqt5c                                           

III.  John Mark McDonald - Mark McDonald is an advocate for people with autism who specializes in increasing understanding between those on the spectrum and those who are not. He is both a person with Asperger's type autism and the father of two children on the spectrum. He is currently in the process of setting up a website to help those on the spectrum as well as those affected by it. He is also trying to set up an effective advocacy group for college students on the spectrum in the Abilene area. If you have any questions or comments on the above article or any other topic relating to autism, you may contact him at Scintor@aol.com or (951) 850-7284

Words are Powerful Tools –by John Mark McDonald ~  University Student Coordinator

As with any tool, they are not inherently good or bad. It all depends on how they are used. Any particular phrase can be used to help or to harm. I have watched a word or phrase that was meant to be helpful or neutral become an insult more than once in my lifetime. It seems like the average 8 year old can turn any word of phrase into an insult with just a little verbal twist and flick.

So when I see people drawing lines and taking sides over words, I tend to sigh to myself and shake my head sadly. As a writer I know just how powerful words can be. On the other hand, as on observer of the human condition, I know just how quickly meanings can change. There is no such thing as a safe word that is inherently good and respectful and there is no such thing as a word that is inherently bad or disrespectful. If you don't believe me, look at how easily and playfully the black community uses the word nigger among themselves. The problem is not the word, but with who uses it and how.

I urge you to think about this before you draw a line in the sand about a particular word or phrase. The important thing is how you treat a person. Words are only a tool in doing so.

IV.  People First Describing Language - People with Disabilities Texas Counsel for Developmental Disabilities   http://www.txddc.state.tx.us/resources/publications/pfanguage.asp . handicapped parking, bathrooms, etc. V. . A Perspective Extracted From a Blog- By Kim Wombles           "Miss Wombles, ~ PERSON first language. Learn about it. This is the first clue that indicates to me that you are not equipped to have this type of discussion. --part of a new comment on a two-year-old post." The post, in itself, and the remainder of the person's comment aren't what's important here. Plenty of folks have tackled this issue of person-first language. Lydia of Autistic Hoya has done so several times. Stuart Duncan has covered it. I'm pretty sure there are few long-term bloggers in autism-land who haven't handled this issue. As part of my master's in psychology, APA strongly insisted on person-first language, which in a ninety-page thesis can get incredibly tedious. But even the APA has backed away from that insistence in its latest update. "Although you should avoid labeling whenever possible, it is sometimes difficult to accurately account for the identity of your research population or individual participants without using language that can be read as biased. Making adjustments in how you use identifiers and other linguistic categories can improve the clarity of your writing and minimize the likelihood of offending your readers. In general, you should call people what they prefer to be called, especially when dealing with race and ethnicity. But sometimes the common conventions of language inadvertently contain biases towards certain populations - e.g. using "normal" in contrast to someone identified as "disabled." Therefore, you should be aware of how your choice of terminology may come across to your reader, particularly if they identify with the population in question". (Purdue OWL) --emphasis mine. It's a sign of respect and an acknowledgement of equality to refer to people by the terms they prefer. It's the height of rudeness and disrespect to force your own preferences on others and to insist, as this anonymous commenter has done, that one is "not equipped to have this type of discussion."  Firstly, it's an ad hom attack and offers no substance to the discussion at hand, which, let me point out, was a two-year-old article. Language choices should be respected. For example, my son has no desire to be identified as autistic or as a person with autism. He's Bobby. That's who he is. He wants no other label. Lily, on the other hand, gravitated to her Asperger's because she associates it with Sheldon Cooper of The Big Bang Theory, and she is proud to be like him. Rosie has no preference and doesn't care. How I refer to my kids depends on what the situation is and what the other people in the conversation need to know. When I write an article on autism, I use autistic individuals and people with autism interchangeably. I have no personal preference. I am not autistic, so I shouldn't. I should respect what the majority seems to prefer, and when I'm dealing with individuals, I should use whatever those persons prefer. Trolling the internet to play language police on person-first language is nothing more than that: trolling, and it misses the main point of having meaningful discourse that allows for growth and understanding. This page with links to several articles by autistic adults and their preference for autistic rather than person with autism may also offer several nuggets:  http://autisticadvocacy.org/identity-first-language/. VI.   ASAN – Autism Self Advocacy Network                              http://autisticadvocacy.org/identity-first-language  ASAN intern Lydia Brown originally published this article on her blog Autistic Hoya under the title The Significance of Semantics: Person-First Language: Why It Matters. Interested in other perspectives? Here are some links to feed your curiosity.People who use “autistic” or “autistic person”: - Why I dislike “person first” language by Jim Sinclair, founder of Autism Network International - - ‘Autistic’ or ‘person with autism’? by Jean Winegardner - Autistic vs. Person With Autism by Karin - - Autism-first Language by Elesia Ashkenazy, National Advisory Council of the Autism NOW     Center - Autism as a lifestyle as seen through the eyes of an autistic adult by Kassiane Sibley - - On Language by Gordon Darroch - - Climb off your high horse already by Rob Gorski - - Autism First (Again) by Jeff Gitchel (new!) People who use “person with autism” or “person who has autism”: - People First Language: What it is and why it matters by the Arc of Anchorage - - Person First Language - Put me first: The importance of person-first language by Mary Tobin, M.Ed. - - Person First Language by Katie Nelson - An Autism Parent on Kathie Snow’s People First Language by Julie L. - - People First Language by Kathie Snow (PDF) - - Olmsted on Autism: “Retards” and “Autistics” by Dan Olmsted People who use both interchangeably: - “Has Autism” versus “Is Autistic”; A muddled debate from Autism and Oughtisms - - The Last Word on “Person First” Language by Stuart Duncan - - Is It “Autistic Person” or “Person with Autism”? by Stuart Duncan
VI. Did You Know? – Provided by Kerry Steiner * In a landmark United States District Court decision, Judge Jack Weinstein has ruled that bullying can cause a child with a disability to be denied a Free Appropriate Public Education (FAPE). The case, T.K. versus New York City Department of Education, established a legal test that can be applied to future cases in the Eastern District of New York. The lengthy 51 page decision not only established a baseline test on whether bullying can deprive a child of FAPE but it also analyzed the current standards discussed in the 2nd, 3rd, 7th and 9th Court of Appeals. The methodology used by these four Courts is not uniformed leading the way for a potential Supreme Court case regarding IDEA and bullying in the future. The rule that Judge Weinstein created is: http://www.specialeducationadvisor.com/bullying-can-cause-a-denial-of-fape/  *Great video on the changes made to TX laws last year regarding bullying and cyber bullying. http://www.txssc.txstate.edu/K12/downloads-videos.  *TEXAS:  Driver's Ed Training for Individuals with ASD/ADHD Social Motion Skills and Houston's Safeway Driving Centers have combined their expertise to offer a comprehensive driver's education program specifically designed for high functioning individuals with Autism Spectrum Disorders (ASD) and ADHD. Safeway's state authorized driving curriculum has been approved and adapted by Social Motion Skills' education experts to bring ASD/ADHD families the most comprehensive driving program in the country. The result is "Driver's Ed at Your Speed". Full information is available at www.socialmotionskills.org.  *Ever thought about taking your family to any of the Walt Disney locations (Disneyland, Disney World or on a Disney cruise), but were concerned about how your Special Needs child would do? Read the email I received from Robyn Adams at Travel with the Magic: All of my services are completely free and I specialize in helping families with special needs take on the parks, and I can assist families all over the world. Over 90% of my guests need a little more attention to detail and I enjoy helping in any way that I can. I have experience in helping families with Diabetes, MS, Cerebral Palsy, Aspergers, Autism, lung disease, cancer, Celiac, multiple food sensitivities/allergies, sensory processing disorders, feeding tubes, OCD, and so much more. Please feel free to contact me and I will be glad to help in any way that you need. I can help with Walt Disney World, Disneyland, and the Disney Cruise. Please email me at Robyn@travelwiththemagic.com or call my cell at (404) 277-0212 begin_of_the_skype_highlighting            (404) 277-0212      end_of_the_skype_highlighting. You can also visit the website www.TravelWithTheMagic.com.  *For those of you who don't already know about it, this adventure park in San Antonio is designed exclusively for Special Needs individuals! One Day pass = Adult $15, Children $10, plus they have 10-day and seasonal passes.  Please share this with the families you serve. http://www.morganswonderland.com/  *If you've never heard or read "The Crazy Ones" by Steve Jobs (Apple Computers), then I'd invite you to do one or the other from the attached links. http://www.youtube.com/watch?v=8rwsuXHA7RA   *Here’s to the crazy ones. The misfits. The rebels. The troublemakers. The round pegs in the square holes. The ones who see things differently. They’re not fond of rules. And they have no respect for the status quo. You can quote them, disagree with them, glorify or vilify them. About the only thing you can’t do is ignore them. Because they change things. They push the human race forward. And while some may see them as the crazy ones, we see genius. Because the people who are crazy enough to think they can change the world, are the ones who do. – Steve Jobs (founder and CEO of Apple)  *TEA has just sent out this email about proposed changes to the regulations regarding Resolution of Disputes Between Parents and School Districts. It appears the federal Office of Special Ed Programs (OSEP) found a number of things in the TX rules that did not follow IDEA regulations. Note that while they are asking for input now, they will be involving stakeholders (schools, educators, education groups, parents and perhaps some state parent support groups). If you or someone that you know has the opportunity to participate as a stakeholder, please consider participating or encouraging others to participate. Especially for these changes on disputes, it is important that parents have a strong voice. OSEP may have told TEA to include much of what is below, so TEA may not be able to change some of this. In a quick reading, it appears that the major additions have to do with expedited hearings that are to take place when the dispute is over a discipline decision. Underlined words/sentences are new. Items with a line through them are being deleted.  Subject: TEA Special Education Web Page Update Dear Listserv Members: Over the next several months the Divisions of Legal Services and Federal and State Education Policy will bring forward two sets of proposed special education rule amendments. See the document below to find the first set of draft proposed amendments.  These proposed rule amendments reflect general clean-up and changes resulting from our recent OSEP monitoring visit.  TEA proposes to submit these amendments for stakeholder and then public comment and to have rules in place prior to the 2012-13 school years. Please review the document below and send any questions or comments to the TEA Legal email account at tealegal@tea.state.tx.us. The due date for all feedback is 11:59 PM on July 3, 2012.