Autism Spectrum Disorders

To prepare for learning about autism spectrum disorders in class, I read this article http://www.newyorker.com/reporting/2007/08/20/070820fa_fact_page?currentPage=all

as well as the videos we needed to watch for class. 

The article was an interesting read because the author described living with Autism Spectrum Disorder (ASD) and particularly how he managed to survive and benefit from ASD.

Admittedly, Tim Page (who wrote the article) has Asperger’s Syndrome, which is an ASD (ASD, as the name suggests, is a spectrum, meaning that some people can have quite severe symptoms, and others relatively minor ones). However, some of the things he describes do ring a bell with a camper I had during my one summer as a summer camp counselor.

I started worrying about Camper B before I had ever met her, because one of my superiors (let’s call her Superior) briefed me and my fellow counselors on Camper B.

“She just doesn’t seem to have any friends. We’ve tried and tried, but frankly, she isn’t even really interested,” said Superior. She paused, “And Camper B’s not so great at showering, either.”

When I finally met Camper B, she was polite and observant. Other campers were nice to her, but when they had long talks all crammed on top of a bunk, Camper B elected to read a book rather than join them. In fact, reading was virtually all Camper B did. I often wondered where all the books came from. They seemed to spout from her shelves like a bibliophilic edition of “The Sorcerer’s Apprentice.” Despite attending the same number of activities as everyone else, Camper B averaged a decent-sized novel every two days.

Books were her obsession, and, I suspect, a travel guide for the world of people around her. As in the article above, Camper B used books to tell her what emotions people would feel and when.

Camper B was able to use her prodigious memory when working to achieve an activity award at camp. I wish I could claim responsibility for guiding her towards the award, but it was someone else’s brilliant idea. She studied hard for an award that required her to research numerous facts in books and memorize them all. Naturally, Camper B got the award. This is exactly what the article above mentions: someone had found an “outlet for [her] ever-welling monomania” (Page) –books.

As in the videos I watched for class about ASD, students thrived when teachers were able to find a way to capitalize on the students’ skills. After IEPs and IPRCs for special needs students who have ASD, I want to remember that many students with ASD, particularly those with Asperger’s syndrome, may have gifts that can provide a lifetime of joy if they are given an outlet.

IEPs and IPRCs

Identifying the need for accommodation or special needs is just the first step in instituting those changes. Today in class, we discussed Individual Education Plans (IEPs) and Identification, Placement, and Review Committees (IPRCs).

A quick summary:
IEPs are "roadmap" for special education for a student. They outline ways in which instruction and assessment will be modified or adapted for a student with special needs. (Bennett, Dworet, and Weber 58)

IPRCs are typically in-school teams which must include the principal or a designate. Typically, the team also consists of special education teachers, educational assistants, teachers, the parent(s) or guardian(s) of the student in question, and the student themselves, if they are over 16. IPRCs are meetings which ensure that the student is in the most appropriate placement and at which the IEPs are implemented. (Bennett, Dworet, and Weber 71-72)

I watched these two youtube videos to give me a different perspective on IEPs and IPRCs.
http://www.youtube.com/watch?v=TYeMBtmA5oc&feature=related
http://www.youtube.com/watch?v=lorImN93foM&feature=endscreen
These are videos from Autism Speaks, which is an American organization. I suspect that Gary Mayerson is referring to an IPRC meeting when he talks about an "IEP" meeting.

These videos provide answers to questions parents may have about IEPs, which reminded me that parents also play a key role in IEPs and IPRCs. Parents can agree or disagree with recommendations. They have the power to change their child's attitudes towards school, teachers, and special education. Parents are often already special educators. They may not be trained, but they are responsible for their child's education during non-school hours. It is likely that the parent of a child with special needs already has strategies in place to accommodate the child's needs.

However, that the above videos were created suggests that parents are anxious about IEPs and IPRCs. They may not feel that their voices have been heard, and I suspect that many parents might feel intimidated by a large group of educational professionals with lots of opinions.

Here are two questions I think I should remember to ask a parent or guardian at an IPRC:
"What works for you and your child at home? What strategies have you developed?"
These questions create the opportunity to gain valuable insight into the child's life and make the parent feel that they are a valued part of the team.

I am also aware that sometimes, parents are not willing to recognize that their child may need a little extra help.

During one of my teaching placements, I got to see this behaviour first hand.
Student A's mother had come to pick her up from school, but my host teacher took her aside for a minute.
"I'm concerned about Student A," said my host teacher. "She is gets very frustrated whenever she cannot complete something 'right.'"
"There's nothing wrong," said the mother. "Student A just wants to do her best."
"She stomps around and kicks her chair and cries when she gets out of sync at jump rope. Student A had a tantrum today when she couldn't fit all the red legos onto her lego castle-"
"Thank you for telling me," said the mother. She took Student A by the hand and led her out of the schoolyard.
My host teacher turned to me and sighed. "This one will be an uphill battle."
Even though the parent was not willing to hear concerns about her daughter, my host teacher made sure that the parent was kept informed of developments in the classroom.

No matter how frustrated I become as a teacher, I must remember to be respectful with parents, making sure that they are aware of their child's progress and inviting them to participate in their child's education.

Works Cited:
Bennett, Sheila, Don Dworet, and Ken Weber. Special Education in Ontario Schools. St. Davids: Highland, 2008. Print.