Re: Gail/poor Seth :-(

[Guest guest]

Hi Gail,

When the principal had been by and suggested for them to include

him, does this mean the principal will listen to your side? If so

then this is where you could request an IEE meeting as they are not

including him and only allowing him to observe, this is not

following the IEP goals. Then how is he going to learn? Sounds like

the activities were perfect for him. I know with he needs

visual role models like hands on training.

Qualified or not anyone with some sense would of guided him slowly

just like a NT student to follow with the break down steps and the

other students are usually good helpers by wanting to teach their

peers. Did they even mention if they had tried it and he was unable

to follow directions?

If so then they NEED to include him with a TRAINED and QUALIFIED

person who works with kids with autism. It is not fair for Seth just

to observe and make him feel excluded. Seems like I would do the

same as a parent attend as much as you can so that you could see

when this happens and see what area to transition him to interact

with his peers, it is great for social skills and definitely for his

motor skills. I did end up doing this the beginning of 's

middle school years but then I or should I say lucked out as

everyone loved the challenged and found ways to include him.

Due to having sensory dysfunction his teacher included him in

the PE class as most kids in a self-contained class do not have PE

once they reach middle school and high school here. The coach was

just awesome and he ended up marrying 's favorite aide who is

now an adaptive PE Instructor with the same school district he

attends who still stays in touch.

If you would like to try something other than battling this as no

help from the SD grown-ups and they obviously need to get educated

some more like people skills as Seth has feelings too. You could

request and have an Autism specialist or an educational consultant,

or Adapted PE teacher who has worked with kids with Autism or any

other developmental disabilities to help you with this.Do you

remember when Donna had mentioned something about reading a book to

Cutie pie's classroom peers? Maybe something like this will help.

I'll share something that you might want to read to Seth's gym

class. I do have more info but for now this is from the book 1001

Great Ideas for Teaching and Raising Children with ASD by Ellen

Notbohm and Zysk.

Peer powers:

Young children are naturally inquisitive and can be more than

willing to help a student with ASD navigate her day, if they know a

little about the disability and how best to interact with the peer.

We asked several NT students who had friends with ASD for their best

advice; here are some of their responses.

* Don't be afraid of them. Sometimes they act differently but

they're still kids like the rest of us.

* Ask them to do things with you or a group. They know a lot of

things and are interesting.

* If it looks like they don't know how to do something, show them

what to do rather than telling them. It helps when they can imitate

your actions.

* Offer to help when they look like they need it, but don't just do

things for them. They have to learn just like the rest of us.

* Don't tease kids with autism. If you see someone else teasing

them, tell them to stop.

* Make sure you get their attention when you want to tell them

something. Otherwise, they might miss what you say.

* Treat them the same way you treat your other friends. They can be

cool too.

* Sometimes they don't respond right away...they need more time to

think about their answers. Be patient and don't rush them.

* Learn more about their autism, from their parents, or a teacher,

or from the Internet. Ask about ways you can help.

* If you see them acting weird, remember that they can't help it.

Sometimes their bodies act in funny ways because they're stressed

out or anxious.

* Say something to them when they do good things. Give them a high

five, or just say " great job. " They like compliments too.

* They have trouble with all the social stuff, so give them hints,

or talk them through situations if you think it might help.

* A lot of kids with autism have sensory problems. They get stressed

out in loud, noisy places where there's lots of people or things

going on. If you see your friend getting agitated, suggest you both

take a break for a few minutes and go someplace quieter.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Of course this will revolve around Seth and modified. It does not

have to be the entire group activities they do, they could start

including him with the warm ups and whatever activity you had

noticed that Seth could possibly do or learn and slowly build from

it. I would also let them know that you will be working with Social

stories which involves taking pictures of him interacting with the

activities so that you could see if this will help him understand

this transition.

Luck with this issue.

Take care,

Irma,16,DS/ASD

[Guest guest]

Sorry Gail,

Just thought what the school district Adapted PE could also or

should of have done and assessment on Seth. Has any been done?

How: A person trained in this area using a minimum of two different

assessment devices, dependent on his age and motor needs, carefully

assesses him. A formal written evaluation of the assessment is to

provide with you the parent and his current instructor, which

includes all test scores and areas that needs to be worked on with

some recommendations how to.

What: Most students example with ASD or other Developmental

Disabilities experience movement difficulties in one or more of the

four basic categories of movement.

* Perceptual skills (body and spatial awareness, identification of

body parts)

* Locomotor skills (walk, run, hop, jump, skip)

* Object Control Skills (throwing, catching, kicking, striking)

* Physical and motor fitness

Most of the Adapted PE class are designed to help children who are

experiencing movement problems due to a lag in the growth and

development process, or poor personal social skills, or the

inability to process information.

Irma