Guest guest Posted August 17, 2007 Report Share Posted August 17, 2007 That's what i was thinking. I didn't want to insult the teacher by sending a letter to school. I thought maybe she would take it as i was saying she didn't know anything about AS. I will sit down later and really think about what i want to say to her. Do you guys have any suggestions on what to include? Anyone ever right a letter like this? Thanks Mattio <Mommie2097@...> wrote: Every child with AS is unique. No two have the same pattern of behaviors, skills, or deficits. A technique or approach that worked for one child may not necessarily work for the next. Or what worked last month may not work today. In my opinion a letter of the most relevant info on your child can only be helpful and possibly avoid any misunderstandings. > > Hi everyone. My 8 year old DS Aspie will be starting 3rd grade at a > new school new week. He is being placed in a special days class for > social skills and writing. My question is,should i write the teacher a > letter letting her know about my son or should i let her get to know > him on her own? These classes are designed for children like my son > and there are going to be other children like him in the classroom. > What do you think? Thanks! =) > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 17, 2007 Report Share Posted August 17, 2007 I'd personally, try to go in and chat with her very informally. Explain your fears/worries as if she obviously understands,,,ya know?? Every teacher I've done this with has been VERY receptive. In person ensures that it won't be taken wrong or too lightly. You can get your words across the way you want them to be. She may have some super ideas, too. Good luck. Robin <buddy_monica@...> wrote: That's what i was thinking. I didn't want to insult the teacher by sending a letter to school. I thought maybe she would take it as i was saying she didn't know anything about AS. I will sit down later and really think about what i want to say to her. Do you guys have any suggestions on what to include? Anyone ever right a letter like this? Thanks Mattio <Mommie2097aol> wrote: Every child with AS is unique. No two have the same pattern of behaviors, skills, or deficits. A technique or approach that worked for one child may not necessarily work for the next. Or what worked last month may not work today. In my opinion a letter of the most relevant info on your child can only be helpful and possibly avoid any misunderstandings.>> Hi everyone. My 8 year old DS Aspie will be starting 3rd grade at a> new school new week. He is being placed in a special days class for> social skills and writing. My question is,should i write the teacher a> letter letting her know about my son or should i let her get to know> him on her own? These classes are designed for children like my son> and there are going to be other children like him in the classroom.> What do you think? Thanks! =)> Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Games. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 17, 2007 Report Share Posted August 17, 2007 I've taken bits and pieces of different sites and put together the parts that most describe my son. Sites include O.A.S.I.S. and www.aspergertips.com There was another post (if you don't find it let me know, I saved it) that had a letter that you could take pieces from to. <buddy_monica@...> wrote: That's what i was thinking. I didn't want to insult the teacher by sending a letter to school. I thought maybe she would take it as i was saying she didn't know anything about AS. I will sit down later and really think about what i want to say to her. Do you guys have any suggestions on what to include? Anyone ever right a letter like this? Thanks Mattio <Mommie2097aol> wrote: Every child with AS is unique. No two have the same pattern of behaviors, skills, or deficits. A technique or approach that worked for one child may not necessarily work for the next. Or what worked last month may not work today. In my opinion a letter of the most relevant info on your child can only be helpful and possibly avoid any misunderstandings.>> Hi everyone. My 8 year old DS Aspie will be starting 3rd grade at a> new school new week. He is being placed in a special days class for> social skills and writing. My question is,should i write the teacher a> letter letting her know about my son or should i let her get to know> him on her own? These classes are designed for children like my son> and there are going to be other children like him in the classroom.> What do you think? Thanks! =)> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 17, 2007 Report Share Posted August 17, 2007 I usually print up bits and pieces that apply to my son but I take it in to the teacher before class on the first day of school and let her keep what I printed to reference. I just say that here are some things you might find helpful about my son. and/or Robin Lemke <jrisjs@...> wrote: I'd personally, try to go in and chat with her very informally. Explain your fears/worries as if she obviously understands,,,ya know?? Every teacher I've done this with has been VERY receptive. In person ensures that it won't be taken wrong or too lightly. You can get your words across the way you want them to be. She may have some super ideas, too. Good luck. Robin <buddy_monicasbcglobal (DOT) net> wrote: That's what i was thinking. I didn't want to insult the teacher by sending a letter to school. I thought maybe she would take it as i was saying she didn't know anything about AS. I will sit down later and really think about what i want to say to her. Do you guys have any suggestions on what to include? Anyone ever right a letter like this? Thanks Mattio <Mommie2097aol> wrote: Every child with AS is unique. No two have the same pattern of behaviors, skills, or deficits. A technique or approach that worked for one child may not necessarily work for the next. Or what worked last month may not work today. In my opinion a letter of the most relevant info on your child can only be helpful and possibly avoid any misunderstandings.>> Hi everyone. My 8 year old DS Aspie will be starting 3rd grade at a> new school new week. He is being placed in a special days class for> social skills and writing. My question is,should i write the teacher a> letter letting her know about my son or should i let her get to know> him on her own? These classes are designed for children like my son> and there are going to be other children like him in the classroom.> What do you think? Thanks! =)> Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Games. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 17, 2007 Report Share Posted August 17, 2007 Thanks everyone for your ideas! I think i will give her a letter basically stating what my son is all about and then maybe mention that i would like to meet sometime to discuss this more. thanks and/or Robin Lemke <jrisjs@...> wrote: I'd personally, try to go in and chat with her very informally. Explain your fears/worries as if she obviously understands,,,ya know?? Every teacher I've done this with has been VERY receptive. In person ensures that it won't be taken wrong or too lightly. You can get your words across the way you want them to be. She may have some super ideas, too. Good luck. Robin <buddy_monicasbcglobal (DOT) net> wrote: That's what i was thinking. I didn't want to insult the teacher by sending a letter to school. I thought maybe she would take it as i was saying she didn't know anything about AS. I will sit down later and really think about what i want to say to her. Do you guys have any suggestions on what to include? Anyone ever right a letter like this? Thanks Mattio <Mommie2097aol> wrote: Every child with AS is unique. No two have the same pattern of behaviors, skills, or deficits. A technique or approach that worked for one child may not necessarily work for the next. Or what worked last month may not work today. In my opinion a letter of the most relevant info on your child can only be helpful and possibly avoid any misunderstandings.>> Hi everyone. My 8 year old DS Aspie will be starting 3rd grade at a> new school new week. He is being placed in a special days class for> social skills and writing. My question is,should i write the teacher a> letter letting her know about my son or should i let her get to know> him on her own? These classes are designed for children like my son> and there are going to be other children like him in the classroom.> What do you think? Thanks! =)> Boardwalk for $500? In 2007? Ha! Play Monopoly Here and Now (it's updated for today's economy) at Games. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 18, 2007 Report Share Posted August 18, 2007 , This is an extremely well written letter to the teachers!! Seems like you are really in touch with your son's needs...What a great MOM you are!! I'll be glad when I can " get " my son that well!! Jackie On Aug 17, 2007, at 5:09 PM, Mattio wrote: > Here's my letter: > > Dear respected instructors, > > We are the parents of Talon . Our child has been diagnosed with > Asperger Syndrome, a neurological disorder that is related to > autism. While AS affects many aspects of behavior, it shares with > autism the " core " deficits in social understanding and language. > Simply put, our child sees and experiences the world differently than > people who do not have AS. He may seem to " overreact at nothing " or > become very emotional " for no reason. " We have learned that in most > instances, there is a reason for why our child responds the way that > he does. And it is a reason that makes sense once you understand AS. > For instance, unexpected loud noise to a person with AS hurts their > ears like a dentist drill hitting a nerve. This and many > environmental stressors can cause anxiety resulting in usually very > loud verbal responses. We have also learned that there are things we > can do to help him. The first and most important is accepting that > many of his behaviors are not under his control. > > > People with Asperger Syndrome often have a unique and at times > unusual mixture of abilities and deficits. They will appear to be > more capable than they actually are. AS is a pervasive developmental > disorder, and it can affect virtually every facet of a child's > academic, social, and emotional life, sometimes in ways that may be > unfamiliar to you. There is no cure for AS but, research on the > disorder and new interventions and therapies are moving ahead > quickly. We will be happy to share with you whatever information that > we find that may be helpful to you. > > Our child's main strengths are: kindness, politeness, drawing, art, > computer skills, active imagination, long term memory and incredible > perception. He is amazingly skilled at taking apart complex items and > putting them back together. He'll tell some very interesting stories > that are mostly not true but, they do hint of his dreams, thoughts > and wishes. > > Many Autistic children get fixated on one subject or item. Talon is > fixated on Bionicles (a lego toy), action figures with very animated > pretend play, and robots. He also loves sharks, more specifically, > the very rare Goblin shark. > > Asperger Syndrome affects numerous areas. Below is a list of the > difficulties Talon faces and what we and his therapists have > discovered works and does not work. > > > The areas in which is he is most seriously challenged academically > are: Very poor concentration, easily distractible, and difficulty > sustaining attention. We believe that these can be most effectively > addressed by frequent teacher or buddy feedback, breaking down > assignments and/or writing specific instructions for him to be able > to refer to repetitively, and seating him in the front of the class. > One very important direction that must be taken in regards to an AS > child is, he must be actively encouraged to leave his inner > thoughts/fantasies behind him and refocus on the real world. This is > a constant battle, as the comfort of that inner world is believed to > be much more attractive than anything in real life. Even free play > needs to be structured, because they can become so immersed in > solitary, ritualized fantasy play that they lose touch with reality. > Some other approaches such as yelling or loud capping corrections or > directions for all to hear (ie: " Talon, your work isn't going to > finish itself!) won't work for our child and it tends to make him > feel embarrassed, bullied and humiliated. > > While Talon is interested in other children and anxious to make new > friends, he is unable to reciprocate appropriately. The areas in > which Talon is most challenged socially are difficulty reading the > emotions of others and he has no concept of social distance and > space. He has the tendency to make irrelevant comments, interrupt, > talk on one specific topic, and loudly speak over the speech of > others. He is not capable of responding to social cues and uses non- > verbal gestures that tend to intimidate most. We believe that these > can be most effectively addressed by teaching him rules regarding > turn-taking in conversation, proper volume, and boundaries in > conversations. Providing clear explanations of social conduct is also > effective. Setting up situations where he can practice these skills > with other children would be beneficial. Some other approaches such > as forcing him to do things he feels inept at, leaving him in a group > of children on the playground to " find his way " , or touching him in > any which way or form will not work for Talon. This all tends to make > him feel stressed and defensive, resulting in very low self-esteem > and depression. It's very important to remember that my child has > absolutely no concept of a sense of humor. Idioms, jokes, and some > sarcasm confuse and anger him. He will laugh at times when he is > happy or excited but, not as a result of the actual " feeling " of > funny. He is most likely laughing because he was taught or exposed to > what the " usual or proper " response should be. > > Physically, he is behind a little bit and uncoordinated at times > (can't tie shoes or ride a bike yet) but, we are not aware of any > ailment that isn't related directly to anxiety and his intense > sensitive nature. He enjoys physical activity but, isn't comfortable > with sports or anything that may seem competitive. If he is forced to > participate in something that makes him feel self conscious or > uncomfortable he will shut down and participate in his own fantasy > world like no one else is there. That is how Talon responds to stress > of any kind. We are aware of physical issues or clumsiness as being > an Asperger's trait. Please notify us if anything physically abnormal > is observed. > > It is reported, " if asked to design an environment specifically > geared to stress out a person with AS. " That environment would be a > school. You would have an overwhelming number of peers; regular > helpings of noise from bells, schoolmates, band practice, alarms, and > crowded, cavernous spaces; countless distractions; daily transitions > with a few surprises thrown in now and then; and finally, the > ultimate: Regularly scheduled tours of socialization hell a.k.a. > recess, lunch, gym, car pickup and the bus ride to and from school. > > Good teachers and structure help to achieve success in overcoming > symptoms of highly functioning autism. Thank you for considering our > comments, concerns and suggestions. Please feel free to call us > anytime at 304-6565 or 920-2568. We look forward to working with all > of Talon's instructors and guardians in order to make his journey > through this coming school year a productive and positive experience. > > and Mattio > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 18, 2007 Report Share Posted August 18, 2007 I'm going to plagerize from this.... I needed to write up one this weekend. Thank you for doing all the hard work for me. Now I just need to tweak it to our specific kid. It is fabulous!!!!! Re: ( ) Re: 3rd Grade ,This is an extremely well written letter to the teachers!! Seems like you are really in touch with your son's needs...What a great MOM you are!! I'll be glad when I can "get" my son that well!!JackieOn Aug 17, 2007, at 5:09 PM, Mattio wrote:> Here's my letter:>> Dear respected instructors,>> We are the parents of Talon . Our child has been diagnosed with> Asperger Syndrome, a neurological disorder that is related to> autism. While AS affects many aspects of behavior, it shares with> autism the "core" deficits in social understanding and language.> Simply put, our child sees and experiences the world differently than> people who do not have AS. He may seem to "overreact at nothing" or> become very emotional "for no reason." We have learned that in most> instances, there is a reason for why our child responds the way that> he does. And it is a reason that makes sense once you understand AS.> For instance, unexpected loud noise to a person with AS hurts their> ears like a dentist drill hitting a nerve. This and many> environmental stressors can cause anxiety resulting in usually very> loud verbal responses. We have also learned that there are things we> can do to help him. The first and most important is accepting that> many of his behaviors are not under his control.>>> People with Asperger Syndrome often have a unique and at times> unusual mixture of abilities and deficits. They will appear to be> more capable than they actually are. AS is a pervasive developmental> disorder, and it can affect virtually every facet of a child's> academic, social, and emotional life, sometimes in ways that may be> unfamiliar to you. There is no cure for AS but, research on the> disorder and new interventions and therapies are moving ahead> quickly. We will be happy to share with you whatever information that> we find that may be helpful to you.>> Our child's main strengths are: kindness, politeness, drawing, art,> computer skills, active imagination, long term memory and incredible> perception. He is amazingly skilled at taking apart complex items and> putting them back together. He'll tell some very interesting stories> that are mostly not true but, they do hint of his dreams, thoughts> and wishes.>> Many Autistic children get fixated on one subject or item. Talon is> fixated on Bionicles (a lego toy), action figures with very animated> pretend play, and robots. He also loves sharks, more specifically,> the very rare Goblin shark.>> Asperger Syndrome affects numerous areas. Below is a list of the> difficulties Talon faces and what we and his therapists have> discovered works and does not work.>>> The areas in which is he is most seriously challenged academically> are: Very poor concentration, easily distractible, and difficulty> sustaining attention. We believe that these can be most effectively> addressed by frequent teacher or buddy feedback, breaking down> assignments and/or writing specific instructions for him to be able> to refer to repetitively, and seating him in the front of the class.> One very important direction that must be taken in regards to an AS> child is, he must be actively encouraged to leave his inner> thoughts/fantasies behind him and refocus on the real world. This is> a constant battle, as the comfort of that inner world is believed to> be much more attractive than anything in real life. Even free play> needs to be structured, because they can become so immersed in> solitary, ritualized fantasy play that they lose touch with reality.> Some other approaches such as yelling or loud capping corrections or> directions for all to hear (ie: "Talon, your work isn't going to> finish itself!) won't work for our child and it tends to make him> feel embarrassed, bullied and humiliated.>> While Talon is interested in other children and anxious to make new> friends, he is unable to reciprocate appropriately. The areas in> which Talon is most challenged socially are difficulty reading the> emotions of others and he has no concept of social distance and> space. He has the tendency to make irrelevant comments, interrupt,> talk on one specific topic, and loudly speak over the speech of> others. He is not capable of responding to social cues and uses non-> verbal gestures that tend to intimidate most. We believe that these> can be most effectively addressed by teaching him rules regarding> turn-taking in conversation, proper volume, and boundaries in> conversations. Providing clear explanations of social conduct is also> effective. Setting up situations where he can practice these skills> with other children would be beneficial. Some other approaches such> as forcing him to do things he feels inept at, leaving him in a group> of children on the playground to "find his way", or touching him in> any which way or form will not work for Talon. This all tends to make> him feel stressed and defensive, resulting in very low self-esteem> and depression. It's very important to remember that my child has> absolutely no concept of a sense of humor. Idioms, jokes, and some> sarcasm confuse and anger him. He will laugh at times when he is> happy or excited but, not as a result of the actual "feeling" of> funny. He is most likely laughing because he was taught or exposed to> what the "usual or proper" response should be.>> Physically, he is behind a little bit and uncoordinated at times> (can't tie shoes or ride a bike yet) but, we are not aware of any> ailment that isn't related directly to anxiety and his intense> sensitive nature. He enjoys physical activity but, isn't comfortable> with sports or anything that may seem competitive. If he is forced to> participate in something that makes him feel self conscious or> uncomfortable he will shut down and participate in his own fantasy> world like no one else is there. That is how Talon responds to stress> of any kind. We are aware of physical issues or clumsiness as being> an Asperger's trait. Please notify us if anything physically abnormal> is observed.>> It is reported, "if asked to design an environment specifically> geared to stress out a person with AS." That environment would be a> school. You would have an overwhelming number of peers; regular> helpings of noise from bells, schoolmates, band practice, alarms, and> crowded, cavernous spaces; countless distractions; daily transitions> with a few surprises thrown in now and then; and finally, the> ultimate: Regularly scheduled tours of socialization hell a.k.a.> recess, lunch, gym, car pickup and the bus ride to and from school.>> Good teachers and structure help to achieve success in overcoming> symptoms of highly functioning autism. Thank you for considering our> comments, concerns and suggestions. Please feel free to call us> anytime at 304-6565 or 920-2568. We look forward to working with all> of Talon's instructors and guardians in order to make his journey> through this coming school year a productive and positive experience.>> and Mattio>>>>>>> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 18, 2007 Report Share Posted August 18, 2007 Wow Jackie! What an awesome job you did. As I was reading I was thinking that you should have an IEP in place so that they HAD to accommodate him. Then I saw that you DID have one but were just helping the teachers out. I sure hope they actually 'read' what you gave them. I've had teachers say they will read something but later find that they never did b/c they thought they KNEW it. I think having a record of his melt downs, etc. is great b/c when Dr., etc. ask me things my mind goes blank. If it is not written down....I don't know it. ( ) Re: 3rd Grade My son moved from elementary to middle school in the same district. What I submitted for his teachers was:5 pages of his quirks and strengths and how he CAN function, with examples of adjustments we made to assignments and activities last year that fit with each explanation3 pages of meltdown triggers and how to prevent them and manage them1 page of very basic kid-specific info that the fifth grade teacher gave to subs (good intro for anyone)2 page letter about how important it is not to touch him unless it's a danger situaiton1 more page I can't rememberThe the day before school, I made a 3 page excel sheet about what a meltdown has looked like in the past, and what to do at each stage, in general.Then the resource teacher got Unlocking the Puzzle in which I made a ton of notes.We have an IEP meeting next week to talk about how things are going (great so far) and revise the behavior and crisis plans, for starters. I believe his IEP is down to 35 pages, from a high of 49.I can't just let the teachers get to know him. Even though some have had kids with AS before, each kid is so different. And he can bring a class to a screeching halt in nothing flat. I would like to avoid that.Jackie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 19, 2007 Report Share Posted August 19, 2007 Jackie, I'm so glad you have met with and have the support of the middle school people AND you have been told of a teacher that is good. This is all a 'start'. I know your son will do well with you behind him. You also have a 1:1 aid with him. If this person is really paying attention.....the other kids should not be able to "do" things to upset your child.....at least not too much. Also remember that if things happen outside the classroom, they have cameras that they can view to see "who" was picking on your child or anything for that matter. Keep strong. You are doing great. ( ) Re: 3rd Grade ---The unfortunate thing is that the info about the meltdowns in incomplete, despite my gazillion emails to them saying "when he has a meltdown, here is I what I need to know about it." A few days before school, I met with the middle school folks (who I know already because I have an older one, too.) and said "I really tried, but I don't have much to give you." On a couple, I know step by step what they did. Others, not so much. Said I was interested more in what happened in the middle, the two minutes after he started yelling. It's also important to know what they they told him *afterward*, too, because at the end of the year, I found out we were not on the same page, still. We had some very serious issues which I also laid out on the table. (Do the letters C-P-I mean anything to you?)At Meet the Teacher night, the resource teacher iterated that they know we know our children best. So communication was expected and appreciated. (No problem, I sent almost 600 emails to the elementary last year. LOL) There was a fifth grade teacher that came up from the elementary. The other parent at the table there said her son had this teacher, and she was great, feel free to consult her to ask what worked. And my son has her this year. :)The one page I had forgotten was my parent input for classroom environment that I did going into fifth grade, after a horrendous fourth grade year. The middle school special ed dept chair had asked my opinion on choosing a team for this year (bless her!!) so that is what I sent her. And she included it in each teacher's packet, just for their info.I also bought "Asperger Syndrome and Difficult Moments" for them. They loved it, and are buying more copies for the different grade levels. Each teacher is going to read excerpts from that.My son has essentially a 1:1 aide at this point, who has given me 2 page summaries of each day. Which is technically why he was hired (carryover from last year.) I just need to know what is happening at this point. We can decide what we need to fix from that, or what we need to accommodate, etc.Despite the IEP and whatever was sent in his resource or confidential file (which I will review next week), there is more that still needs to be "known." It seems they agreed with me that we should never have to sit around and say "boy, don't know where that came from" when it's happened 20 times before, but no one thought it was signficant enough to keep records of. ph and I have good memories, though. :)Jackie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 25, 2007 Report Share Posted August 25, 2007 I'm doing the same thing! I know in my mind what my son needs but I can't describe him appropriately with words.. does that make sense??? LOL Jackie On Aug 17, 2007, at 10:50 PM, Debra Balke wrote: > I'm going to plagerize from this....  I needed to write up one > this weekend. Thank you for doing all the hard work for me. Now I > just need to tweak it to our specific kid. It is fabulous!!!!! >> Re: ( ) Re: 3rd Grade >> >> >> , >> >> This is an extremely well written letter to the teachers!! Seems like >> you are really in touch with your son's needs...What a great MOM you >> are!! I'll be glad when I can " get " my son that well!! >> >> Jackie >> On Aug 17, 2007, at 5:09 PM, Mattio wrote: >> >> > Here's my letter: >> > >> > Dear respected instructors, >> > >> > We are the parents of Talon . Our child has been diagnosed with >> > Asperger Syndrome, a neurological disorder that is related to >> > autism. While AS affects many aspects of behavior, it shares with >> > autism the " core " deficits in social understanding and language. >> > Simply put, our child sees and experiences the world differently >> than >> > people who do not have AS. He may seem to " overreact at nothing " or >> > become very emotional " for no reason. " We have learned that in most >> > instances, there is a reason for why our child responds the way that >> > he does. And it is a reason that makes sense once you understand AS. >> > For instance, unexpected loud noise to a person with AS hurts their >> > ears like a dentist drill hitting a nerve. This and many >> > environmental stressors can cause anxiety resulting in usually very >> > loud verbal responses. We have also learned that there are things we >> > can do to help him. The first and most important is accepting that >> > many of his behaviors are not under his control. >> > >> > >> > People with Asperger Syndrome often have a unique and at times >> > unusual mixture of abilities and deficits. They will appear to be >> > more capable than they actually are. AS is a pervasive developmental >> > disorder, and it can affect virtually every facet of a child's >> > academic, social, and emotional life, sometimes in ways that may be >> > unfamiliar to you. There is no cure for AS but, research on the >> > disorder and new interventions and therapies are moving ahead >> > quickly. We will be happy to share with you whatever information >> that >> > we find that may be helpful to you. >> > >> > Our child's main strengths are: kindness, politeness, drawing, art, >> > computer skills, active imagination, long term memory and incredible >> > perception. He is amazingly skilled at taking apart complex items >> and >> > putting them back together. He'll tell some very interesting stories >> > that are mostly not true but, they do hint of his dreams, thoughts >> > and wishes. >> > >> > Many Autistic children get fixated on one subject or item. Talon is >> > fixated on Bionicles (a lego toy), action figures with very animated >> > pretend play, and robots. He also loves sharks, more specifically, >> > the very rare Goblin shark. >> > >> > Asperger Syndrome affects numerous areas. Below is a list of the >> > difficulties Talon faces and what we and his therapists have >> > discovered works and does not work. >> > >> > >> > The areas in which is he is most seriously challenged academically >> > are: Very poor concentration, easily distractible, and difficulty >> > sustaining attention. We believe that these can be most effectively >> > addressed by frequent teacher or buddy feedback, breaking down >> > assignments and/or writing specific instructions for him to be able >> > to refer to repetitively, and seating him in the front of the class. >> > One very important direction that must be taken in regards to an AS >> > child is, he must be actively encouraged to leave his inner >> > thoughts/fantasies behind him and refocus on the real world. This is >> > a constant battle, as the comfort of that inner world is believed to >> > be much more attractive than anything in real life. Even free play >> > needs to be structured, because they can become so immersed in >> > solitary, ritualized fantasy play that they lose touch with reality. >> > Some other approaches such as yelling or loud capping corrections or >> > directions for all to hear (ie: " Talon, your work isn't going to >> > finish itself!) won't work for our child and it tends to make him >> > feel embarrassed, bullied and humiliated. >> > >> > While Talon is interested in other children and anxious to make new >> > friends, he is unable to reciprocate appropriately. The areas in >> > which Talon is most challenged socially are difficulty reading the >> > emotions of others and he has no concept of social distance and >> > space. He has the tendency to make irrelevant comments, interrupt, >> > talk on one specific topic, and loudly speak over the speech of >> > others. He is not capable of responding to social cues and uses non- >> > verbal gestures that tend to intimidate most. We believe that these >> > can be most effectively addressed by teaching him rules regarding >> > turn-taking in conversation, proper volume, and boundaries in >> > conversations. Providing clear explanations of social conduct is >> also >> > effective. Setting up situations where he can practice these skills >> > with other children would be beneficial. Some other approaches such >> > as forcing him to do things he feels inept at, leaving him in a >> group >> > of children on the playground to " find his way " , or touching him in >> > any which way or form will not work for Talon. This all tends to >> make >> > him feel stressed and defensive, resulting in very low self-esteem >> > and depression. It's very important to remember that my child has >> > absolutely no concept of a sense of humor. Idioms, jokes, and some >> > sarcasm confuse and anger him. He will laugh at times when he is >> > happy or excited but, not as a result of the actual " feeling " of >> > funny. He is most likely laughing because he was taught or exposed >> to >> > what the " usual or proper " response should be. >> > >> > Physically, he is behind a little bit and uncoordinated at times >> > (can't tie shoes or ride a bike yet) but, we are not aware of any >> > ailment that isn't related directly to anxiety and his intense >> > sensitive nature. He enjoys physical activity but, isn't comfortable >> > with sports or anything that may seem competitive. If he is forced >> to >> > participate in something that makes him feel self conscious or >> > uncomfortable he will shut down and participate in his own fantasy >> > world like no one else is there. That is how Talon responds to >> stress >> > of any kind. We are aware of physical issues or clumsiness as being >> > an Asperger's trait. Please notify us if anything physically >> abnormal >> > is observed. >> > >> > It is reported, " if asked to design an environment specifically >> > geared to stress out a person with AS. " That environment would be a >> > school. You would have an overwhelming number of peers; regular >> > helpings of noise from bells, schoolmates, band practice, alarms, >> and >> > crowded, cavernous spaces; countless distractions; daily transitions >> > with a few surprises thrown in now and then; and finally, the >> > ultimate: Regularly scheduled tours of socialization hell a.k.a. >> > recess, lunch, gym, car pickup and the bus ride to and from school. >> > >> > Good teachers and structure help to achieve success in overcoming >> > symptoms of highly functioning autism. Thank you for considering our >> > comments, concerns and suggestions. Please feel free to call us >> > anytime at 304-6565 or 920-2568. We look forward to working with all >> > of Talon's instructors and guardians in order to make his journey >> > through this coming school year a productive and positive >> experience. >> > >> > and Mattio >> > >> > >> > >> > >> > >> > >> > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 25, 2007 Report Share Posted August 25, 2007 I just wanted to update everyone on my 8 year old DS who i wrote about in the original post. He went to his first day of special days class on Thursday all day and then was mainstreamed all morning yesterday and then back to his special days class after lunch. What is great is that at anytime when he is feeling stressed or anixious he in his mainstream class,he can go right back to his special days class and finish his work there. He seems much more relaxed now about school which is good. The only thing that i am having a hard time with is the idea that he isn't like the " normal" 3rd grade students. I look at him and think that he should be able to be in a regular classroom just like the other kids. I guess i have this idea of what kind of child should be in a special class and i just can't wrap my mind around it that he is in there. I know deep down that he is in there for a reason but i keep thinking that he shouldn't be in there.Any way i just wanted to update. thanks. <hunebear3@...> wrote: I'm doing the same thing! I know in my mind what my son needs but I can't describe him appropriately with words.. does that make sense??? LOLJackieOn Aug 17, 2007, at 10:50 PM, Debra Balke wrote:> I'm going to plagerize from this.... I needed to write up one > this weekend. Thank you for doing all the hard work for me. Now I > just need to tweak it to our specific kid. It is fabulous!!!!! >> Re: ( ) Re: 3rd Grade>>>>>> ,>>>> This is an extremely well written letter to the teachers!! Seems like>> you are really in touch with your son's needs...What a great MOM you>> are!! I'll be glad when I can "get" my son that well!!>>>> Jackie>> On Aug 17, 2007, at 5:09 PM, Mattio wrote:>>>> > Here's my letter:>> >>> > Dear respected instructors,>> >>> > We are the parents of Talon . Our child has been diagnosed with>> > Asperger Syndrome, a neurological disorder that is related to>> > autism. While AS affects many aspects of behavior, it shares with>> > autism the "core" deficits in social understanding and language.>> > Simply put, our child sees and experiences the world differently >> than>> > people who do not have AS. He may seem to "overreact at nothing" or>> > become very emotional "for no reason." We have learned that in most>> > instances, there is a reason for why our child responds the way that>> > he does. And it is a reason that makes sense once you understand AS.>> > For instance, unexpected loud noise to a person with AS hurts their>> > ears like a dentist drill hitting a nerve. This and many>> > environmental stressors can cause anxiety resulting in usually very>> > loud verbal responses. We have also learned that there are things we>> > can do to help him. The first and most important is accepting that>> > many of his behaviors are not under his control.>> >>> >>> > People with Asperger Syndrome often have a unique and at times>> > unusual mixture of abilities and deficits. They will appear to be>> > more capable than they actually are. AS is a pervasive developmental>> > disorder, and it can affect virtually every facet of a child's>> > academic, social, and emotional life, sometimes in ways that may be>> > unfamiliar to you. There is no cure for AS but, research on the>> > disorder and new interventions and therapies are moving ahead>> > quickly. We will be happy to share with you whatever information >> that>> > we find that may be helpful to you.>> >>> > Our child's main strengths are: kindness, politeness, drawing, art,>> > computer skills, active imagination, long term memory and incredible>> > perception. He is amazingly skilled at taking apart complex items >> and>> > putting them back together. He'll tell some very interesting stories>> > that are mostly not true but, they do hint of his dreams, thoughts>> > and wishes.>> >>> > Many Autistic children get fixated on one subject or item. Talon is>> > fixated on Bionicles (a lego toy), action figures with very animated>> > pretend play, and robots. He also loves sharks, more specifically,>> > the very rare Goblin shark.>> >>> > Asperger Syndrome affects numerous areas. Below is a list of the>> > difficulties Talon faces and what we and his therapists have>> > discovered works and does not work.>> >>> >>> > The areas in which is he is most seriously challenged academically>> > are: Very poor concentration, easily distractible, and difficulty>> > sustaining attention. We believe that these can be most effectively>> > addressed by frequent teacher or buddy feedback, breaking down>> > assignments and/or writing specific instructions for him to be able>> > to refer to repetitively, and seating him in the front of the class.>> > One very important direction that must be taken in regards to an AS>> > child is, he must be actively encouraged to leave his inner>> > thoughts/fantasies behind him and refocus on the real world. This is>> > a constant battle, as the comfort of that inner world is believed to>> > be much more attractive than anything in real life. Even free play>> > needs to be structured, because they can become so immersed in>> > solitary, ritualized fantasy play that they lose touch with reality.>> > Some other approaches such as yelling or loud capping corrections or>> > directions for all to hear (ie: "Talon, your work isn't going to>> > finish itself!) won't work for our child and it tends to make him>> > feel embarrassed, bullied and humiliated.>> >>> > While Talon is interested in other children and anxious to make new>> > friends, he is unable to reciprocate appropriately. The areas in>> > which Talon is most challenged socially are difficulty reading the>> > emotions of others and he has no concept of social distance and>> > space. He has the tendency to make irrelevant comments, interrupt,>> > talk on one specific topic, and loudly speak over the speech of>> > others. He is not capable of responding to social cues and uses non->> > verbal gestures that tend to intimidate most. We believe that these>> > can be most effectively addressed by teaching him rules regarding>> > turn-taking in conversation, proper volume, and boundaries in>> > conversations. Providing clear explanations of social conduct is >> also>> > effective. Setting up situations where he can practice these skills>> > with other children would be beneficial. Some other approaches such>> > as forcing him to do things he feels inept at, leaving him in a >> group>> > of children on the playground to "find his way", or touching him in>> > any which way or form will not work for Talon. This all tends to >> make>> > him feel stressed and defensive, resulting in very low self-esteem>> > and depression. It's very important to remember that my child has>> > absolutely no concept of a sense of humor. Idioms, jokes, and some>> > sarcasm confuse and anger him. He will laugh at times when he is>> > happy or excited but, not as a result of the actual "feeling" of>> > funny. He is most likely laughing because he was taught or exposed >> to>> > what the "usual or proper" response should be.>> >>> > Physically, he is behind a little bit and uncoordinated at times>> > (can't tie shoes or ride a bike yet) but, we are not aware of any>> > ailment that isn't related directly to anxiety and his intense>> > sensitive nature. He enjoys physical activity but, isn't comfortable>> > with sports or anything that may seem competitive. If he is forced >> to>> > participate in something that makes him feel self conscious or>> > uncomfortable he will shut down and participate in his own fantasy>> > world like no one else is there. That is how Talon responds to >> stress>> > of any kind. We are aware of physical issues or clumsiness as being>> > an Asperger's trait. Please notify us if anything physically >> abnormal>> > is observed.>> >>> > It is reported, "if asked to design an environment specifically>> > geared to stress out a person with AS." That environment would be a>> > school. You would have an overwhelming number of peers; regular>> > helpings of noise from bells, schoolmates, band practice, alarms, >> and>> > crowded, cavernous spaces; countless distractions; daily transitions>> > with a few surprises thrown in now and then; and finally, the>> > ultimate: Regularly scheduled tours of socialization hell a.k.a.>> > recess, lunch, gym, car pickup and the bus ride to and from school.>> >>> > Good teachers and structure help to achieve success in overcoming>> > symptoms of highly functioning autism. Thank you for considering our>> > comments, concerns and suggestions. Please feel free to call us>> > anytime at 304-6565 or 920-2568. We look forward to working with all>> > of Talon's instructors and guardians in order to make his journey>> > through this coming school year a productive and positive >> experience.>> >>> > and Mattio>> >>> >>> >>> >>> >>> >>> > Quote Link to comment Share on other sites More sharing options...
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