A school program in Australia features specialized classes for children with autism within general education schools.
The Autism Spectrum Australia Satellite Class Project provides “small specialist classes” for children with autism. The goal of the program is inclusion of children with autism in general education classrooms. These satellite classes help children with autism transition into general education classes. They provide behavioral therapy for the children. The classes also teach children social and communication skills. The article describes the importance of the individualized education plan (IEP) that tailors the transition plan to the needs of the individual. The program has been successful, and students stay in the general education program long-term.
Twitter
Facebook
By Email
RSS Feed
Please comment on this autism topic.
Movement Therapy
Aug 10, 2009 by AnonymousAutism Movement Therapy, Inc. is a nonprofit organization focused on serving the autism community by supporting autism research Dr Martha Herbert PhD, TRANSCEND RESEARCH PROGRAM - Mass General Hospital for Children) & environmental organizations The Natural Resources Defense Council & the Environmental Defense Action Fund helping to "clean/green" our planet.
Because Autism is ALL our Responsibility!
AMT is an autism intervention incorporating movement and music in collaboration with Positive Behavior Support (PBS) strategies to assist individuals with Autism Spectrum Disorders (ASD) in meeting and achieving their speech and language, social and academic IEP goals.
Here is an article that appeared in Autism Aspergers Digest about AMT.
You can order the aut-erobics DVD!
Joanne Lara, MA is the founder.
Seven Special Education Success Strategies
Jul 8, 2009 by Anonymous1. Take Responsibility
It's time you take responsibility for your role as your child's voice in their education and of the state their education is in. This does not mean that you are solely responsible for mishaps, but if we are going to move forward with you becoming an equal member of the team, you must know your role.
From this point forward you will be responsible for consciously choosing the most effective action in any special education situation. You will be in charge of increasing your credibility and influence with the team. You will develop behaviors and actions that will not only improve your own effectiveness, but you will strengthen the entire special education team.
2. Create a Mission
Every parent is given a voice in their child's IEP. It's time to use yours effectively and strategically. No longer will you hesitate on your input into the IEP.
It's time to create your child's Education Mission Statement. This will include a clear definition of educational outcomes at the end of their school career. Included in your plan are descriptive qualities of your child's education that will assist them in achieving their outcomes.
3. Plan for Success
Educational success and mastery does not happen by accident. Only using consistent approaches when collaborating with the IEP team will produce results. You must create a systematic approach that works for you in becoming an equal member of the IEP team.
It's time for you to gain a reputation for excellent follow-through and superior input on your child's top educational priorities. By developing and communicating priorities within the IEP, you will see consistent movement and progress towards the desired outcomes.
4. Develop A Winning Strategy
Team collaboration for IEP success is mandatory. Every team member needs to clearly understand both short and long term education goals. Everyday must be a new effort to achieve.
As an equal member of the team, you can find ways to share recognitions of success without fear of diminishing the weaknesses which still need to be addressed. It's time to create effective, long-term professional relationships with the IEP team. With mutual respect between IEP team members, the child wins.
5. Listen, Learn, Teach
It's your turn to listen, learn and teach. Listening to IEP team members with an open-mind to their perspective can bring new insights to your role on the IEP team. Learning from IEP team members will broaden your information for decision making. Teaching the team your knowledge and expertise about your child will keep the focus on your child's unique needs.
Listen, learn and teach are skills which require practice and adjustment within each team. However, when these skills are mastered you will have greater influence to lead your child's IEP team. You also will develop faster problem solving skills.
6. Cooperate
Understanding differences and how the contribute to innovative and better solutions is key to IEP team success. You never will agree with every team member. Your child needs you to develop the skills to cooperate with their team to create a better program education program.
The action of cooperation includes learning how to value other team members, their knowledge and their participation on your child's team. The goal of cooperation is to integrate every team member's best idea. With integrated solutions, a special education program has the potential to be much greater than an individual strategy.
7. Maintain Accountability
Accountability of all team members, including yourself, is key to long-term success. The purpose of your child's IEP, as stated by IDEA, is to prepare for Further Education, Employment and Independent Living. This is not a sprint of learning, but a marathon in life preparation.
By practicing these 7 strategies consistently you will bring your child's education to a higher level than ever imagined.
Copyright 2009, Precision Education, Inc. All Rights Reserved.
"Providing you with the information and help you need to change your child's special education outcomes."
Precision Education, Inc. www.precisioneducation.com (815) 302-1273 / (800) 432-0170
The long and winding road
Jul 4, 2009 by AnonymousConor is the name of my beautiful green-eyed boy who last year was formally diagnosed with autism spectrum disorder. We had been told by a teacher at his daycare that she felt he needed to be evaluated. We took him to our local school district and they agreed that he had "developmental delays." It wasn't until January of last year that his speech therapist actually uttered the word "autism" in assocation with Conor and that was the most devastating word we had probably evere heard. However, whatever we started to read about autism didn't seem to fit him completely. Conor is a very affectionate, articulate and happy little boy. There didn't seem to be any books out there to describe him in the context of having autism. That seems to be changing but it's still quite lacking. I guess I'll have to write my own book!
Nevertheless, as it turns out, loving a child with autism is not the worst thing in the world. We have been enormously blessed with the school Conor attends, where he has been for two years now. He is attending summer school now to keep up the work and not have it disrupted. He only has two more weeks left at this school and then will move to his new elementary school for kindergarten. We are trying to prepare him as best we can. We have set up meetings with his new teacher and drive by the school whenever we have an opportunity. His new school has the same cross-categorical program that his current school has so while he'll have a whole new teacher, school and routine to adjust to, he'll at least have the same program. In the morning, he'll have one-on-one work for his IEP and then in the afternoon, he'll attend regular kindergarten witih his peer group and have an assistant who will shadow him and another cross-cat student. I am excited to have him start this new school with all the possibilities it will provide. He'll be in a class with children his own age, whereas now, he's in with some kids who are a little younger than he is, whom he often imitates (i.e., screaming, hitting himself, making baby noises, etc.). His teachers are confident that he'll outgrow this tendency to imitate, which will come with maturity. We can ask him, "Hey, who are you imitating now?" and he'll respond, "Justin, Payton, Jacob, etc." So he knows he's doing it and knows it's not an entirely desirable behavior. His teachers have commented that this is upsetting to the child he's imitating so we work diligently to overcome that behavior.
Conor has come a remarkably long way and his teachers agree. There are many things he can now do that he wasn't able to do before. Academically, he's right on track, but socially, not so much. He has a hard time making friends. We hope that he will develop better skills in kindergarten to make connections with friends and learn the appropriate ways to interact with friends. Sharing is a big hurdle!
Conor has an 18-month old sister and that has been an interesting journey. When we first brought her home from the hospital, he didn't want us to get her out of the car! He has had to learn what is appropriate behavior with her and how to be gentle. It's very disconcerting when he laughs inappropriately when she cries in distress. However, if I cry, he shows immense concern and empathy. It's pretty remarkable to witness. I think as he and his baby sister get closer and closer as they grow up together, his connection to her will be more compassionate.
Conor has been a study subject to research the low-dose effects of Risperdal in ASD children. Having him participate in this study was a very arduous and painful decision. His participation ends next month and we're not entirely sure how much it has helped him or affected his behavior positively. In fact, there seems to be an emphasis on some undesirable behaviors and we're not sure if it's environmental or biological. Who knows? All of this is such a crap shoot... everyone just wants a definitive explanation about how to heal/treat/cure autism. Lord knows I sure do! But as I have said, this I can handle. It's certainly a challenge but it's not insurmountable. My child is healthy and happy... we can work together to get him where he needs to be.
Glass half empty or half full?...
Jun 21, 2009 by AnonymousThere are times in your life when uncertainty can make you doubt yourself. Times when it is hard to tell whether your glass is half empty or half full. Perhaps you ran into someone, an old classmate, whose career path has taken them places you only dream about. Perhaps you ran into an old friend who shared with you some accomplishment their child has achieved, or some possession that you cannot possibly realistically hope to own. There are many times in our lives when someone else’s good fortune will make us question ourselves. I guess that in itself is just human nature and I am human…ok, wait…didn’t I promise to get off this soapbox last week? Yes, we know I am human. Yes, we have already covered the I felt guilt and then vowed to make a difference declaration. And yes, yes..yes we already touched on the I am fortunate to have a child as beautiful, healthy and special as Joshua even though it involves a lot of work, time and energy. Gotcha. So since I don’t have a lot of time to expound on my virtues as a tireless dedicated ASD mom and I am sure you’re bored by now let’s just get to it. Straight, no chaser.
Last week was a crappy week. Maybe it had something to do with the nonstop rain, my over zealous self-medicating with the demon caffeine or maybe it was because I had looked at my once bouncy cheeked little boy and saw a young man standing nearly eye to eye with me and felt the beginnings of a panic attack coming on. Realization was not only hitting home, it was kicking my ass. Not only was my son facing the oncoming challenges of puberty, making friends, girls… (Ok, putting paper bag over mouth and nose and breathing deeply and slowly) but now my shield was gone as well. The reason why I could not go out with friends, join a specific social outing or go back to school to complete my degree. This realization came with the speed and impact of a skillfully placed combination of a prize fight. One minute I was feeling down about my life, next I was talking to another parent on Facebook (do not sit there and act as if I am the only Facebook addict out there) whom I had not seen since our sons were in kindergarten together. While I will not talk about her son’s condition here, needless to say after inquiring about him I felt like I had no right to complain though she admonished my saying so and said in her own kind hearted and generous way that as parents we have the right to complain and should not feel bad about it, nor should I pity her. I get tired of the things I struggle with; school, insurance issues, his difficulty with making friends. And then I am faced with the sobering fact that while I may have had to fight for services in school and through my insurance company there are those who cannot get an IEP, or who have no insurance or availability of services.
So, in short you may ask have I been humbled this week…maybe not the best word. Just a week when I saw my glass as half full as opposed to half empty and for once appreciated the glass more than the contents.