RE: planning for the future

[Guest guest]

We've been looking at lots of different states to see if anyone is using any

kind of standardized curriculum. The closest we came was the P.A.L.S.

program out of California. This is interesting software that they claim to

be adding more challenging lessons to in the future at no additional charge.

The problem in Texas is that our schools are great at teaching functional

skills and heavily push picking a career for your 3rd grader. I don't think

it takes 8 to 10 years to learn to load a coke machine but I've seen 5th

graders " working " on that skill. It's easier to teach a non-verbal child to

push a vacuum but does that make it a good goal? I think every child should

be taught to read and write and do simple math and I don't think it's too

much to ask. I believe that non verbal kids can be taught to touch a screen

that's what I liked about the PALS program. I think many of our kids can

learn academics but we run into danger when we start eliminating too many

goals since many skills build one on the other. There is a reason NT kids

are taught odd and even but it baffles me where you use this later I'll

admit. More work needs to be done on developing a functional academic

curriculum and I'd like to help standardize something. I don't know if I'm

QUALIFIED but I'm interested!

Re: planning for the future

Very well said. This is a big topic for me so let that first Email

serve as an introduction to the topic of effective planning. It would

be nice to keep it going for awhile now before spring ARD season.

More times than not, we discover the initiative, ideas and direction

comes from us (the adults-mom and dad/family)because of those

individual differences that make life harder for some. This range of

differences include some that can prevent effective planning by many

individuals.

Too often, school time is lost and wasted on short term goals that

aren't really going to add up in the long run or pay off. You may be

trying to get your child included into academic classes, get them up

to grade level so you find yourself approving IEPs based heavily on

academic objectives. If you are not careful, they will include

objectives that seem to have little to do with where you want your

child to be in 10 years.

Good planning will be more possible if you know early on where your

child 'might' be going. Be realisitic, help open doors.it It is

difficult to predict an exact outcome from education so you must know

you will need those particular skills that future participation and

enjoyment will require. Think in terms of outcome. Know what

curriculum your school is using and plan to interact at the level of

actual program planning.

I would like to know what curriculums your schools are following.

Some districts use a test and then teach the elements of the test as

their curriculum. I want the names of curriculums that are driving

written programs in the schools today. I would also like to know any

instances where no written curriculum is being used. I am not

talking about the TEKS, that is not a curriculum. Thanks. Dianne

Texas Autism Advocacy

www.TexasAutismAdvocacy.org

Texas Disability Network

Calendar of Events

www.TexasAutismAdvocacy.org

[Guest guest]

I agree with you Tina.

We need to give these kids the skills of reading, writing.

I always wonder where coloring gets you and teachers I know always harp on

this. A child can still do handwriting, even though they do not color.

Coloring is never listed on my resume.

Just my sense of humor there.

and Trina Sherman wrote:

We've been looking at lots of different states to see if anyone is using any

kind of standardized curriculum. The closest we came was the P.A.L.S.

program out of California. This is interesting software that they claim to

be adding more challenging lessons to in the future at no additional charge.

The problem in Texas is that our schools are great at teaching functional

skills and heavily push picking a career for your 3rd grader. I don't think

it takes 8 to 10 years to learn to load a coke machine but I've seen 5th

graders " working " on that skill. It's easier to teach a non-verbal child to

push a vacuum but does that make it a good goal? I think every child should

be taught to read and write and do simple math and I don't think it's too

much to ask. I believe that non verbal kids can be taught to touch a screen

that's what I liked about the PALS program. I think many of our kids can

learn academics but we run into danger when we start eliminating too many

goals since many skills build one on the other. There is a reason NT kids

are taught odd and even but it baffles me where you use this later I'll

admit. More work needs to be done on developing a functional academic

curriculum and I'd like to help standardize something. I don't know if I'm

QUALIFIED but I'm interested!

Re: planning for the future

Very well said. This is a big topic for me so let that first Email

serve as an introduction to the topic of effective planning. It would

be nice to keep it going for awhile now before spring ARD season.

More times than not, we discover the initiative, ideas and direction

comes from us (the adults-mom and dad/family)because of those

individual differences that make life harder for some. This range of

differences include some that can prevent effective planning by many

individuals.

Too often, school time is lost and wasted on short term goals that

aren't really going to add up in the long run or pay off. You may be

trying to get your child included into academic classes, get them up

to grade level so you find yourself approving IEPs based heavily on

academic objectives. If you are not careful, they will include

objectives that seem to have little to do with where you want your

child to be in 10 years.

Good planning will be more possible if you know early on where your

child 'might' be going. Be realisitic, help open doors.it It is

difficult to predict an exact outcome from education so you must know

you will need those particular skills that future participation and

enjoyment will require. Think in terms of outcome. Know what

curriculum your school is using and plan to interact at the level of

actual program planning.

I would like to know what curriculums your schools are following.

Some districts use a test and then teach the elements of the test as

their curriculum. I want the names of curriculums that are driving

written programs in the schools today. I would also like to know any

instances where no written curriculum is being used. I am not

talking about the TEKS, that is not a curriculum. Thanks. Dianne

Texas Autism Advocacy

www.TexasAutismAdvocacy.org

Texas Disability Network

Calendar of Events

www.TexasAutismAdvocacy.org

[Guest guest]

We musn't keep students from succeeding even if they are socially

deficient. For example, many of the kids can be capable of learning to

calculate complex math equations. Such work is more solitary, and may

be more fitting for persons with autism who get overstimulated with

many people around. So when we talk about functional, it's very

important to remember that intellectual pursuits may be more functional

for many students than activities which are based on the ability for

social activities and/or motor movement. So " thinking outside the box "

may mean considering how to help your child be an engineer, or some

other job involving more thinking than doing.

On Feb 22, 2006, at 5:16 PM, Texas-Autism-Advocacy

wrote:

>

> Message: 9

> Date: Wed, 22 Feb 2006 09:15:46 -0600

>

> Subject: RE: planning for the future

>

> I have a number of .02'ers to add on this topic....

>

> DON'T wait until your child is 13 to start...when they are in early

> elementary, start with the end in mind. Don't waste time on goals that

> aren't functional for your child. (Pegs in pegboards are NOT

> functional!)

> Sorting just to sort is purposeless. Sort things that will have some

> use if

> you have sorting goals like clothes, silverware, etc.

>

> Don't let people talk you out of " life learning " types of goals such as

> organizational skill goals, friendship goals, etc. After high school is

> over, these skills are far more important for working and living than

> whether they can pass the TAKS test.

>

> Focus as much as you can on teaching social skills. This will take them

> farther than anything else. Very few adults really care what someone

> else's

> IQ is, but they DO CARE VERY MUCH about whether the individual can

> relate to

> others, is polite, and can carry on at least some measure of a

> conversation,

> even if it is using assistive technology.

>

> When designing an actual transition plan....this is about what your

> CHILD

> wants, not what you want. (Sorry, it's their life). If they don't

> know, work

> from their strengths and things you know that interest them.

>

> Don't tell them there are things they can't do. If they want to be a

> doctor,

> then find out what it IS about BEING a doctor that interests

> them...you can

> try to get them those things and that will make them happy. If they

> want to

> be a doctor so they can wear scrubs and carry a beeper, then they can

> work

> toward gaining skills in school that will allow them to get a job that

> requires wearing scrubs and carrying a beeper (even if their

> capabilities

> have them folding towels in the laundry room of a hospital, they still

> get

> to wear the scrubs!) Give them a beeper so they will know when it is

> time

> to leave to catch the bus or have someone pick them up. Don't take

> everything at face value. Dig deeper and think outside the box.

>

> Remember that all people need to feel a sense of accomplishment and of

> being

> valued. Everyone needs a social life of some sort. Make sure that

> skills are

> developed while in school (worked on as goals!) that also promote these

> areas.

>

> There are 7 different areas a transition plan must address. Do some

> research

> on these and on " person centered plans " and get familiar with the

> areas that

> need to be addressed.

>

> Most importantly, remember, this is about what your CHILD wants for

> the rest

> of their life to be like, not about what programs the school OR the

> state

> has to offer!!!

>

> That is my " transition " sermon for today!

>

> nna

[Guest guest]

I am not talking about job training, I am talking about heavy emphasis

on language and communication which includes reading, writing and math.

These are not to be taught in the traditional manner to frustrate the

Autistic child but taught through their individual learning styles.

Speech Therapy will not give you near enough hours during these school

years so make sure your classroom Gos and Obs are heavy with language

using creative methods suited to your child specifically. Outcome

based programs assume you want your child to be able to be literate by

the time they reach their 20s. Stay focused on communication and

language, never let go.

[Guest guest]

Well, once again I'm faced with a topic that hits close to home. In the past

as a sensory diet it was known and applied on most the kids from kinder to

7th grade they would do the recyle which was to go and pick up all the

recyle paper and place outside the school in the recylce bend, also it was

known that they were to carry phone books from one end of the school to the

front office then again back to the class room what educational purpose this

service I never got a respond, but I disagree with this been a part of a

learning or a senoroy diet. I removed my child from participating in these

activities. One person who had all these so call knowledge and so call

experence is the one who made that choice for all the special needs kids.

This person is no longer allowed to give her advice or opinion on " what she

feels is best for my child " since she really doesn't even know her. I also

feel our kids can do better than to learn to pick up what I call trash not

recycle and place in a trash bend, and why stress in carrying useless phone

books to the front office, anyway thier is alot of better way to teach our

children everyday chores that can be taught and learned if approached with a

posititive way and will help them as they grow up. The most important thing

is the educational part so they can understand what is expected out of them

and how to handle things if you don't read how are you going to read a label

giving you directions on how to cook the item. If you can't add how are you

going to learn to count money to buy the item and see if you recieved the

correct change.. these to me are more important than carrying phone books..

Strange as it sound some teachers think its a great plan of course it gets

them off thier backs and they don't have to worry about if they learned

anything constructive. I guess I'm too involved with my child but if the

parents are not the advocate, and restrict them on what they can do and not

do they will do whatever any way its a waste of the school year and its not

their child so why should they worry about how much they do learn and how

much they don't, or what the capabilities are and how much more they need to

grasp in

order to accomplish to the best or fullest potientals.. I will keep on doing

what ever it takes to advance my child stepping on toes, bumping heads and

of course being the loudest mouth in town oh well, that's the way the cookie

crumbs I have only one more thing to say " Its all good and my child will be

better off all the way around " ....

Good luck, Of course this is my opinion only!!!

Anita

Re: planning for the future

>

> Very well said. This is a big topic for me so let that first Email

> serve as an introduction to the topic of effective planning. It would

> be nice to keep it going for awhile now before spring ARD season.

>

> More times than not, we discover the initiative, ideas and direction

> comes from us (the adults-mom and dad/family)because of those

> individual differences that make life harder for some. This range of

> differences include some that can prevent effective planning by many

> individuals.

>

> Too often, school time is lost and wasted on short term goals that

> aren't really going to add up in the long run or pay off. You may be

> trying to get your child included into academic classes, get them up

> to grade level so you find yourself approving IEPs based heavily on

> academic objectives. If you are not careful, they will include

> objectives that seem to have little to do with where you want your

> child to be in 10 years.

>

> Good planning will be more possible if you know early on where your

> child 'might' be going. Be realisitic, help open doors.it It is

> difficult to predict an exact outcome from education so you must know

> you will need those particular skills that future participation and

> enjoyment will require. Think in terms of outcome. Know what

> curriculum your school is using and plan to interact at the level of

> actual program planning.

>

> I would like to know what curriculums your schools are following.

> Some districts use a test and then teach the elements of the test as

> their curriculum. I want the names of curriculums that are driving

> written programs in the schools today. I would also like to know any

> instances where no written curriculum is being used. I am not

> talking about the TEKS, that is not a curriculum. Thanks. Dianne

>

>

>

>

>

>

> Texas Autism Advocacy

> www.TexasAutismAdvocacy.org

>

> Texas Disability Network

> Calendar of Events

> www.TexasAutismAdvocacy.org

>

[Guest guest]

This is great to have a discussion on educational priorities.

What you described was a situation in which an entire group of

children were quite possibly taken advantage of.

Know how important it is to take advantage of time in the classroom.

Materials and methods need to be utilized. Creative methods have to

be developed to teach and cause actual learning to take place. If

the kids at school have time for custodial type jobs (work) then they

have time to be taught reading, writing and rithmetic.

Calendar skills are huge, language and understanding (ease of

generalization), communication with others, scripts could be helpful.

Social stories.

Time and Money/Finance, Science are huge, materials for learning

these concepts are not usually on hand and difficult to move up the

priority list with so little time in the school day. Combine language

with every subject. Keep track of the working vocabulary in the

program. These will need to be read and written, used in

communications. You need to make use of all vocabulary opportunities

across domains when you can. I say, push for recognition and

utilization of the strengths of each child and work toward a truly

individualized program.

I guess there aren't many curriculums developed specifically for this

special population. I don't know why the districts don't all have a

hearty curriculum to follow and individualize from learner to

learner. It would solve so many problems. I appreciate all your

ideas.

[Guest guest]

Thanks, this is very good.

What ponds should we fish in, though, for info on the transition areas

and person centered plans? Are there books and documents you can

recommend?

Date: Wed, 22 Feb 2006 09:15:46 -0600

Subject: RE: planning for the future

I have a number of .02'ers to add on this topic....

<snip>

There are 7 different areas a transition plan must address. Do some

research

on these and on " person centered plans " and get familiar with the areas

that

need to be addressed.

<snip>

nna

[Guest guest]

said:

" What ponds should we fish in, though, for info on the transition areas

and person centered plans? Are there books and documents you can

recommend? "

PACER is a great place on the web to learn more about transition issues.

http://www.pacer.org/tatra/index.htm

The Beach Center at the University of Kansas has info on person centered

planning and self-determination . http://www.beachcenter.org/

These are good places to start. Cornell University also has some good info

http://www.ilr.cornell.edu/ped/tsal/pcp/ and

http://www.communityinclusion.org/transition/familyguide.html has more info

on transition planning.

This is a good start. Be prepared...Texas gets cited by the feds every time

the US Dept. of Education monitors Texas because the state does NOT do

adequate transition planning through the schools. State services like DARS

are not much (if any) better. The majority of the planning is up to US, the

parents. So, it is really important to know what this is all about.

BTW, , I don't have coloring on my resume, either...

And, I have already informed my children's ARD committee teams of several

things:

1. My children are not born janitors because they have a disability.

They are not specialists in the " 3 F's " because they have autism. (Food,

filth, flowers) So don't even go there with transition services.

2. There are no special ed grocery stores, so they better make sure my

children understand how to function using money, comparing values, etc.

before they graduate.

3. Just because my child can read War and Peace and the entire set of World

Book Encyclopedias does not mean she knows how to apply any of the things

she reads about to real life. She will require direct instruction for that.

Have a great time learning! There is ALOT you need to know...

nna

[Guest guest]

Great points and understood.

As I've started investigating placements for next year, my toes

curled when I got a response from on K-2 LifeSkills classroom

teacher that " sorting socks, setting the table and throwing away

trash " were on her list she sent to me personally, that are

addressed in her class.

Denton ISD has a great Transitional Kinder class with a low ratio

(8:4 in my son's class, but there are only 6 now); TEACCH model

being used effectively, and ample inclusion opportunities based on

abilities. The goal of the class is to get them into either regular

kinder or 1st grade next year. If you can't make that goal...then

it is off to LifeSkills for you, were most K-2 classes are operating

with students at a very low level.

There is no highly structured classrooms, with low ratios, but an

ACADEMIC plan. I'm scheduled to visit resource, lifeskills, and the

SAC (social adjustment class) in March to see if anything looks

appropriate. Our big picture goal is resource, but he's not there

yet. He needs the manipulatives...and he's doing really well with

the TEACCH independent work right now.

Beth

>

> Well, once again I'm faced with a topic that hits close to home.

In the past

> as a sensory diet it was known and applied on most the kids from

kinder to

> 7th grade they would do the recyle which was to go and pick up all

the

> recyle paper and place outside the school in the recylce bend,

also it was

> known that they were to carry phone books from one end of the

school to the

> front office then again back to the class room what educational

purpose this

> service I never got a respond, but I disagree with this been a

part of a

> learning or a senoroy diet. I removed my child from participating

in these

> activities. One person who had all these so call knowledge and so

call

> experence is the one who made that choice for all the special

needs kids.

> This person is no longer allowed to give her advice or opinion

on " what she

> feels is best for my child " since she really doesn't even know

her. I also

> feel our kids can do better than to learn to pick up what I call

trash not

> recycle and place in a trash bend, and why stress in carrying

useless phone

> books to the front office, anyway thier is alot of better way to

teach our

> children everyday chores that can be taught and learned if

approached with a

> posititive way and will help them as they grow up. The most

important thing

> is the educational part so they can understand what is expected

out of them

> and how to handle things if you don't read how are you going to

read a label

> giving you directions on how to cook the item. If you can't add

how are you

> going to learn to count money to buy the item and see if you

recieved the

> correct change.. these to me are more important than carrying

phone books..

> Strange as it sound some teachers think its a great plan of course

it gets

> them off thier backs and they don't have to worry about if they

learned

> anything constructive. I guess I'm too involved with my child but

if the

> parents are not the advocate, and restrict them on what they can

do and not

> do they will do whatever any way its a waste of the school year

and its not

> their child so why should they worry about how much they do learn

and how

> much they don't, or what the capabilities are and how much more

they need to

> grasp in

> order to accomplish to the best or fullest potientals.. I will

keep on doing

> what ever it takes to advance my child stepping on toes, bumping

heads and

> of course being the loudest mouth in town oh well, that's the way

the cookie

> crumbs I have only one more thing to say " Its all good and my

child will be

> better off all the way around " ....

> Good luck, Of course this is my opinion only!!!

> Anita

> Re: planning for the future

> >

> > Very well said. This is a big topic for me so let that first

Email

> > serve as an introduction to the topic of effective planning. It

would

> > be nice to keep it going for awhile now before spring ARD season.

> >

> > More times than not, we discover the initiative, ideas and

direction

> > comes from us (the adults-mom and dad/family)because of those

> > individual differences that make life harder for some. This

range of

> > differences include some that can prevent effective planning by

many

> > individuals.

> >

> > Too often, school time is lost and wasted on short term goals

that

> > aren't really going to add up in the long run or pay off. You

may be

> > trying to get your child included into academic classes, get

them up

> > to grade level so you find yourself approving IEPs based heavily

on

> > academic objectives. If you are not careful, they will include

> > objectives that seem to have little to do with where you want

your

> > child to be in 10 years.

> >

> > Good planning will be more possible if you know early on where

your

> > child 'might' be going. Be realisitic, help open doors.it It is

> > difficult to predict an exact outcome from education so you must

know

> > you will need those particular skills that future participation

and

> > enjoyment will require. Think in terms of outcome. Know what

> > curriculum your school is using and plan to interact at the

level of

> > actual program planning.

> >

> > I would like to know what curriculums your schools are following.

> > Some districts use a test and then teach the elements of the

test as

> > their curriculum. I want the names of curriculums that are

driving

> > written programs in the schools today. I would also like to

know any

> > instances where no written curriculum is being used. I am not

> > talking about the TEKS, that is not a curriculum. Thanks. Dianne

> >

> >

> >

> >

> >

> >

> > Texas Autism Advocacy

> > www.TexasAutismAdvocacy.org

> >

> > Texas Disability Network

> > Calendar of Events

> > www.TexasAutismAdvocacy.org

> >

[Guest guest]

I have three NT kids ages 9-14. They are expected to pitch in and help

if asked and they had to learn to help willingly. I don't expect to

make slaves of them and kids with disabilities should be treated no

different. Whatever the family values in terms of participation where

chores are concerned. The school must do the hard work required of

them to be worth anything to us. We can manage home type chores. We

can teach those. Demand a cross curriculum rich in Language, Math,

Schience and Social Studies. Modifications must be made for these

topics and skills to be taught well and at the level your child needs

to learn it.

Teacch activities are nice if they are not too simple, requiring only

the completion. Press for 3:1, 2:1 and 1:1 ratios. More direct

teaching will be required but hey, that is how learning will take

place. Learning is not going to happen by chance. Rapid Prompting is

very good, very effective, what is needed but that is 1:1 or 2:1. Watch

those classroom schedules with long transition times between sessions.

[Guest guest]

Go Anita Go!!!! Go Anitat Go!!!

S.

___________________________________________________________

- I removed my child from participating in these

activities. I will keep on doing

what ever it takes to advance my child stepping on toes, bumping heads and

of course being the loudest mouth in town oh well, that's the way the cookie

crumbs I have only one more thing to say " Its all good and my child will be

better off all the way around " ....

[Guest guest]

Thanks S. I remember our small chat its was nice hope to talk to you

soon mean while, I'll keep plugging oh yea by the way I've redirected my

child to be removed from her 8th grade special honor orcherstra due to lack

of learning and grading proceedure she is now in home econ. and is doing

quite well in orcherstra instead of 100 because she cornered the instructor

she now received a 95, of course she still takes the private lessons and

outside orchrestra group oh yea before I forget I am giving away an older

upright piano I'd like to find a special needs child that needs one it good

to practice learn and when they get better maybe they can advance to a newer

model, all I'd like is for them to pick it up and they can take it. We

bought her a new one since she's done so well and keeps advancing. Once

again Thank You !!

Anita

RE: Re: planning for the future

> Go Anita Go!!!! Go Anitat Go!!!

> S.

> ___________________________________________________________

> - I removed my child from participating in these

> activities. I will keep on doing

> what ever it takes to advance my child stepping on toes, bumping heads and

> of course being the loudest mouth in town oh well, that's the way the

> cookie

> crumbs I have only one more thing to say " Its all good and my child will

> be

> better off all the way around " ....

>

>

>

> Texas Autism Advocacy

> www.TexasAutismAdvocacy.org

>

> Texas Disability Network

> Calendar of Events

> www.TexasAutismAdvocacy.org

>

[Guest guest]

What model is the older piano? We have a junky old Jenson. I might be

interested.

S.

Re: Re: planning for the future

Thanks S. I remember our small chat its was nice hope to talk to you

soon mean while, I'll keep plugging oh yea by the way I've redirected my

child to be removed from her 8th grade special honor orcherstra due to lack

of learning and grading proceedure she is now in home econ. and is doing

quite well in orcherstra instead of 100 because she cornered the instructor

she now received a 95, of course she still takes the private lessons and

outside orchrestra group oh yea before I forget I am giving away an older

upright piano I'd like to find a special needs child that needs one it good

to practice learn and when they get better maybe they can advance to a newer

model, all I'd like is for them to pick it up and they can take it. We

bought her a new one since she's done so well and keeps advancing. Once

again Thank You !!

Anita

RE: Re: planning for the future

> Go Anita Go!!!! Go Anitat Go!!!

> S.

> ___________________________________________________________

> - I removed my child from participating in these

> activities. I will keep on doing

> what ever it takes to advance my child stepping on toes, bumping heads and

> of course being the loudest mouth in town oh well, that's the way the

> cookie

> crumbs I have only one more thing to say " Its all good and my child will

> be

> better off all the way around " ....

>

>

>

> Texas Autism Advocacy

> www.TexasAutismAdvocacy.org

>

> Texas Disability Network

> Calendar of Events

> www.TexasAutismAdvocacy.org

>