#30 101 Ways a Teacher Could Help a Child with Autism

Category: General guidelines when dealing with autistic children

Suggestion #30:  Many autistic children like facts and think very logically.  Present to them the rules you would like them to follow accompanied with the facts on why it is important to follow those rules.
This always works wonders with my son.  If he knows that something is a rule, he will want to follow it.  It is up to us to clearly communicate what the rules are.  Make them simple, easy to understand, and state them clearly without using hyperbole or exaggeration.

Also, I would recommend that they know what to do when they see someone else break a rule – that they come find an adult when one of the rules is not followed.  Their passion for the rules can be high, and if they see someone else break a rule, they may feel obliged to enforce it.  Give them an avenue to do so (coming to find the adult).

#29 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #29:  Avoid power struggles.

This advice is a lot easier to say than it is to do.  But, there are ways to avoid power struggles with a child.  By finding ways to offer them a choice between activities and other methods, you can avoid putting yourself and them in a head to head contest of wills. 

This is just as much for your benefit as it is for theirs as, if you start trying to insist on a certain path with an autistic child, you may find that their determination can far outpace your own.  Avoiding the confrontational situations from the start is preferential as you don’t want them to start to think that you will back down.  You also don’t want to have to punish them and hold them down for screaming and thrashing because of something completely avoidable, like you wanted them to have the snack after the play ground break instead of the other way around.  If you aren’t careful and are too rigid, you might end up with those types of incidents.

I am going to come back to this blog and add some links on additional methods to avoid power struggles.  In the meantime, please offer your thoughts in the comment section below.

#28 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #28:  A young autistic child will strongly associate their feelings about you with what you do with them and for them. 

We all do this to some degree, don’t we?  Both my sister and I love to plan things.  I believe that because of this, when they were little, my niece’s and nephew were always sooooo excited to see me!  And, why wouldn’t they be?  We always meet up with my sister at amusement parks, play grounds, swimming pools, pony rides, you name it!  Because of what we did together, it was easy to be the “fun” adult!
I believe that this connection between what you do with someone and how much you like them is even stronger for a young child with autism.   Please give me a moment, and I believe that I can explain why.  When you were a child, and your mother introduced you to someone she respected, you noticed how she treated that person, how she defered to that person.  Think of when she introduced you to your kindergarten teacher; you just knew that it was important for you to do what this teacher wanted.
Now, imagine that you are oblivious to social cues, and imagine the same meeting.  Imagine that you had no clue that your parent wanted you to respect this person, this teacher.  Now imagine that this person starts asking you to do this, to do that.  What has this person ever done for you?  Why should you stop playing to come inside, because they said so?  Why should you stop playing with these fascinating blocks and sit quietly and listen to the story?  Really, who does this person think they are?!?  I want to go home!!!

So, remember, there is always a connection between what you do with a person and what they think of you.  The younger the child is, and the less they understand social cues, and the less time that they have to know and respect you for other things, the more important it is going to be for you to establish a relationship with them through fun activities.

#26 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children
Suggestion #26 If it is a new experience, do not expect them to be verbally responsive. Try to eliminate all unnecessary questions during the experience. Ask the questions after.

This isn’t only true of new experience, but also any situation in which that requires their concentration.  When they are focused on something, it is difficult for them to process what you are saying.  So, before they go into a new situation, give them directions and ask them if they have any questions.  It will be hard for them to ask once the activity has been started.

#27 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #27:  They are not motivated to try to please people that they have just met.  Trying to coax or talk them into something they do not want to do may frustrate them.

My son is very shy when meeting new people, he doesn’t want to look them in the eye or carry on a conversation with them.  This is also true when he meets new adults or care givers that are supposed to be in charge.  Immediately, many adults who are placed in charge of children start to give them directions, even before the child becomes familiar with them.  If the autistic child doesn’t know you, they don’t understand why they should do what you say.  They may find you asking them to do something that is distasteful to them, and they will wonder why they should, or even if they have to listen to you at all.

Think of it from their perspective, if you went into a place and someone you didn’t know started telling you to do something that you didn’t want to, wouldn’t you be irritated?

In other words, try to make the first couple of times that you are in charge of the child as fun as possible, focus on what it is that they like to do.  Have the mother, or a care giver that they are familiar with, let them know the rules and tell them about the less preferred activities.

#25 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #25:  Role plays for them what is going to happen before they go into a new situation.

I find that my son has a very difficult time asking questions once he becomes agitated or upset.  Therefore, role playing helps him tremendously.  He is able to communicate any questions that he might have at time when he isn’t upset or over stimulated.

#24 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #24:  Avoid multiple directions from multiple people -- have one main person giving them directions
My sister recently went through a very difficult week.  A person very close to her was rushed to the hospital with a serious illness, there was flash flooding in her town and her furnished basement had a foot of water, and then her laptop had a fatal error.  After she saw the message on the screen of her laptop, thinking that she had just lost all of her files, she froze.  She said she sat there starting at the screen for twenty minutes before she could move, not able to comprehend everything that could have been lost. 

One thing many people who have not worked with autistic children don’t realize, is that type of mental overload happens to the child all the time.  It might have happened to you at one time, if you think back over your life you may think of a time when so much happened to you in such a small space of time that you just couldn’t process it.  You just shut down for a few minutes.  Now, imagine going through that shut down and having many different people asking you questions at the same time; would that be helpful?  Instead, imagine one person, speaking very clearly in short, simple, clear directions; that would be better, right?  It still might be hard for you to really understand what they are saying, but you would have a chance. 

Too many people giving directions at once is just going to be confusing to an autistic child.  In any situation that they are in during the school day, they should have one particular person that will explain things to the child.  Best case, it would be the same person all day.  At the very least, the child should be told who they are to communicate their questions to and who will be giving them directions.

#23 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #23:  If the child is showing sign of being upset, allow them time to calm down.

Autistic children may become over stimulated and overwhelmed.  Essentially, their mind needs time to process and they may need more time than you would think to process whatever it is that is upsetting them.
It will be so much easier for them to handle, if you slow down the stimulus as soon as you notice them becoming agitated.  Asking them a lot of questions is not the way to lower their stimulus.  Instead, try to remove them away from any loud noises and sensory input before they are at a breaking point.

#22 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #22:  Avoid surprises during less preferred activities or transitions.

As I have said before, communicating with autistic children may be difficult.  Even if they hear what you are saying, they may not understand.  This is one of the reasons why setting up a schedule for them is so important, that way they will know what is happening, which lowers the amount of communication necessary.  If they have a hard time transitioning from one class to another, and you (during their transition) change something on them with no warning before the transition starts, you could seriously throw them off.  They may need all of their concentration to be on simply getting to the next class.
So please be certain to warn them if even the smallest thing might be different during this time.  (Examples: we are not going to bring your back pack with us; a different TA is going to walk you to the class; we are not going to be having snack during this period, it will be in the next)  No matter how small the change, they will have a hard time understanding why it has to change and they will need time to process and adjust to the fact that it has been changed.  You would greatly increase the difficulty for them to process this information if they also have to transition at the same time.

#21 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #21:  Use dulcet tones when speaking with the child.

Many autistic children are hyper sensitive to stimuli.  Speak in calm reassuring tones, even if you are starting to become frustrated with them.  If you sound stressed, they may pick up on that and become stressed themselves.  This stress will make it even harder for them to comply with your requests. 

In other words, yelling or speaking harshly to an atypical person may get their attention and cause them to react quickly (think of the military boot camp and the drill sergeants yelling at the men and women to move faster).  The opposite may happen if you raise your voice (even slightly) to try to have the autistic child react more quickly to your request.  They hear the stress in your voice, and will react to it, causing their brain to become over stimulated and lower their ability to respond.  Keeping this in mind is especially important in situations where the child’s safety is at risk.

#20 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #20:  Tell them specifically what you want them to do, avoid the negative.

As I have mentioned before, communicating with an autistic child is extremely important, and they often process information differently than we do.  If a child is standing on a chair and you don’t want them to do that, saying “don’t do that!” may not help.  When you say not to do something, they have to try and think of what exactly it is that you want them to do, and what is it that you are asking them not to?  Instead, say “please sit on the chair with your butt touching the chair and your feet on the floor.”  Now you have told them exactly what you want them to do, there is no ambiguity.  Use clean, concise requests.   Also, try to avoid using figures off speech, hyperbole, or exaggerating.  Once I told my son, after he ran onto my bed without asking, that he was to get “every speck of dirt out of my bed;” so he brushed the bed once with his hand, and then broke down crying.  He quickly realized that getting every speck of dirt out was impossible.  He sat and cried for 20 minutes before I could explain that I wanted him to get “as much dirt out as possible.”  He then finished brushing the bed.

#19 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #19:  Don’t touch the child or the child’s stuff without asking them.

Children with autism may process sensory inputs differently than a typical child does; this may cause them to be very sensitive to touch.  Additionally, they do not always understand social situation and social norms.  If they walk onto the bus, and the bus monitor grabs their backpack, they may think that the person is trying to take it from them.  There is a good chance that they will not understand that this taking is just temporary.  If the monitor simply said “may I please help you with that until you are in your seat with your seatbelt buckled,” that would be very helpful for the child’s understanding.  However, even this may not be enough if the child has difficulty communicating or has limited communication skills.  So please try and wait for the child to actually tell you that it is okay for you to touch them or their things.

#18 101 Ways a Teacher Could Help a Child with Autism

Category:  General guidelines when dealing with autistic children

Suggestion #18:  Ask the parent about early indicators and develop techniques that help calm the child.

Ask the parent how the child reacts when they become over stimulated.  Each child is different, and you want to know the child's earliest signs that they have become agitated.  Although the child may not be easy to read, there may be a tell tale sign or indicator that they are starting to become frustrated:  their shoulders may slouch, or they may only grunt responses rather than talk, or they may look at the ground and not look up.  Whatever these early indicators are, you want to know that the child is becoming over stimulated or frustrated so that you can implement some calming strategies.  A typical calming strategy would be to move the child away from whatever is frustrating them and have the child go to the break room that is mentioned again in Suggestion #42.  The occupational therapist may have some strategies that may be put in place; music may help calm the child, or drawing.  Each child will be different so look for things that the like to do that could also be considered relaxing.

#17 101 Ways a Teacher Could Help a Child with Autism

Category:  Before the child’s first day in the classroom

Suggestion #17:  Create a reward structure for the child and review with the parent and child

Have the school psychologist create a reward structure for the child that is appropriate for the child’s attention span, age, and special needs.  Review this reward structure with the child and parent during the meeting in suggestion #9.

#16 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #16:  Create a list of guidelines for the adults who will come in contact with the child

Based on the guidance you have received from the school psychologist and other information that you have gathered on the child, create a list of simple rules that those interacting with the child would want to know.  Although the bus monitor and your teacher’s assistant may have ample experience dealing with special needs children, they may not be aware of some of the unique requirements of an autistic child. 

I will be posting some general guidelines for dealing with autistic children.  Please read them over, have your school psychologist review them, and add or make notes appropriately.

#15 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #15:  Ask the parent bring in a change of comfortable clothes.

Many autistic children have heightened sensitivity.  If they spill a glass of water on their shirt, it may be nearly impossible for them to ignore the water.  A child that is uncomfortable will have a difficult time studying or learning, it will be hard for them to focus on their work.  Let them know that you have a comfortable change of clothes available for them, that they can change into at any time.  Therefore, if a shirt is scratchy, they can change right away rather than trying to wait until they are home.  I would recommend this, no matter the age of the child.

#13 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #13:  Show the child the outline you made of their day at school.

During the Suggestion #9, present to the parent and the child the plan of the child’s day at school that you created for Suggestion #7.  Go through the day that the child will have.  Focus your attention on the child and determine if they show any anxiety from some of the activities.  Ask the parents if they feel the child will have difficulty with any part of the day.  Don’t be fooled if the child showed no outward signs of stress, but the parents still believes a particular activity will be difficult for them.  Autistic children don’t typically display their feelings until they become very overwhelmed by them; but they are feeling a lot, you will just see very little signs of it in their face or demeanor. 

If the parents and the child have no concerns about your plan for their day, give them the plan and ask the parents to review it with the child the nights before the first day of school.

If they do have concerns, take notes of what they have concerns about and determine if you can be proactive and modify the child’s schedule in order to remove the problems before the child’s first day.

#14 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #14: Determine how dependent the child is on the parent to communicate for them.

During Suggestion #9, ask the child a question directly and notice if the parents answer the question for the child rather than waiting for the child to speak.  Many autistic children have difficulty communicating with others; because of this, the child may rely heavily on the parent to communicate their needs for them.  Ask the parents if the child ever becomes distressed when they drop them off at school or daycare, and if so, have they put any practices or therapies in place to help the child with separation anxiety?  Additionally, ask the school therapist or councilor if they have any recommendations on handling separation anxiety. 

#12 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #12:  Show the child their morning routine.

During the meeting in Suggestion #9, walk the child through the morning routine that you have created for them in Suggestion #5.  Exp: Coming into school, setting your back pack there below your desk, getting out your pencil, sharpening your pencil, sitting in your seat.  Ask the parents what they think of the routine.  Ask the child if they have any questions.  Remember, the morning routine should be relaxing for the child after transitioning off of the bus.  Because autistic children have difficulty communicating with others, they often find comfort in knowing exactly what they need to do and this routine will calm them.  However, if the routine includes any less preferred activities, simply knowing what they need to do will not help.  Based on the feedback from the parents and child, alter the morning routine if necessary.

#11 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #11:  Review list of school rules with the child.

During the meeting in Suggestion #9, bring out the list of School Rules that you modified in Suggestion #4 and show them to the parent and the child.  Ask the parent if they already reviewed the rules with the child.  Ask the child if they have any questions.  If you are able to retain the child’s attention, read out loud any rules that the child will need to know before they enter the classroom (like safety rules on the bus ride, or items that they will not be able to bring into the classroom).

#10 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #10:  Review with parent the questions that you have about the child.

During the meeting in Suggestion #9, review the questions that you sent to the parents from Suggestion #8.  Focus especially on the child’s likes and dislikes.  If you are not able to set up a meeting, call the parent and review the questions over the phone.  If many of the likes of the child are outdoor activities, perhaps swimming, then ask the parents for more likes and dislikes about indoor activities, especially activities (like drawing or reading) that may take place in the classroom.  Also find out likes that you may be able to tie to learning activities.  Example, if the child likes animals, this may help them with studying science or biology.  If the child is interested in dinosaurs, you could find some stories with dinosaurs for Language Arts.

#9 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #9:  Schedule a meeting with the child and parent.

Set up a meeting with the child and one or both of their parents (or primary care givers).  Try to arrange it so that this meeting will take place in the child’s primary classroom and try to allow for about an hour of time.  During the meeting, observe how the child reacts to the classroom, how long either you or the parents are able to maintain the child’s interest, and the overall activity level of the child.  Note if there is anything in the classroom that the child gravitates toward or they find fascinating.

#8 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #8:  Write down questions you have for the parent.

Prepare a list of questions for the child’s parents that will help you know the child better; make the list taking into consideration the information that you have already gathered in Suggestion #2 and #3.  Contact the psychologist in your school to see if they have a list of questions or literature that would aid you in making your list of question.  Ensure that your questions include the child’s likes and dislikes.

 

#7 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #7:  Prepare a visual presentation of the child's day at school to present to the parent and child.

Modify your outline of the child’s day at school in a way that you can present it to the parent and child.  Children with autism may be sensitive and very aware of certain sensory input.  Take this into consideration when preparing your presentation and try to use visual aids, including pictures of yourself, the teacher’s assistant, the classroom, the child’s desk.  Perhaps make a recording of the TA’s voice and of your voice saying hello to the child, say your name and what the child should call you.

#6 101 Ways a Teacher Could Help a Child with Autism

Category: Before the Child’s first day in the classroom

Suggestion #6:  Make a complete outline of the child's day at school.

Write down all of the activities that the child will be doing for the day, as well as the time that those activities will start.  Be as detailed as possible, including whom the child will be with, where the child will be sitting during the activity, and what is expected of the child during this time.  Taking into consideration what you have already learned about the child in Suggestion #2, #3 and #4, highlight any areas that may cause difficulties for the child.

#5 101 Ways a Teacher Could Help a Child with Autism

These suggestions are to help the teacher with autistic children in their classroom.

Category: Before the Child’s first day in the classroom

Suggestion #5:  Make a morning routine for the child.

When planning the autistic child’s day, or any other activity for the child, take into consideration the traits that many autistic children have.  Remember that many autistic children like routines and have difficulty with transitioning.  Imagine yourself having those same qualities and what you would need when going into a school environment.  When the child is coming into school in the morning, this could be a difficult time for them because of the transition. Try to make a morning routine for them so that they always know what they are supposed to do when they first arrive.  This will help ease some of the stress caused by the transition.

#4 101 Ways a Teacher Could Help a Child with Autism

Hello!

Please find below the forth method a teacher of an autistic child could use to help prepare a child for their first day of school.

Category: Before the Child’s first day in the classroom

Suggestion #4:  Review your classroom rules with the parent, then modify them to suit the child.

Call the parent and review the rules that you sent to the parents for Suggestion #1.  Ask the parents, on a scale of 1 to 10, how difficult they believe that any of the rules will be for the child and take notes on what they say.  After the discussion with the parents is over, determine if there is any way that the rules that are particularly difficult for the child could be modified.  Example, if one of your rules is “no blankets” and the parents tell you that the child has an emotional breakdown whenever the blanket is taken from him, consider how important that rule really is and if it is within your power to change it.  If the child is extremely attached to this blanket, you may spend several weeks with tears and crying every time the child comes into the classroom.  It may be that the school psychologist has made the determination that it is unhealthy for children at this particular age to be attached to blankets.  Ask them to weigh their belief against the very real anxiety that taking the blanket from the child will cause.  Furthermore, the child will associate this anxiety with the school.  This will cause added frustration and fear for the child whenever they walk into the classroom.

Remember, autistic children’s brains are wired differently than an atypical person’s brain, and they react differently than an atypical child.  I find these differences will cause those in charge of autistic children to constantly have to rethink our preconceived notions on how to best raise and teach children.  But one thing that I have noticed that is the same for atypical and autistic children is that they DO realize what they need to do to have their needs met, and if that includes throwing temper tantrums, then they will throw temper tantrums. 

If you don’t alter the rules that will cause incredible amounts of stress to the child up front, you may end up having to alter the rule later because the child becomes completely dysfunctional.  And now you may have taught the child that having breakdowns will get them what they want. 

NOW, before the child even knows that it is a rule, NOW is your chance to prevent that from happening!  Will the world end if you let the child bring in their blanket?  Because they will feel that their world is ending if they cannot, and they will react as if it is.  All of this could be prevented if you are a little flexible up front.  Finally, it will make it easier for you to “stick to your guns” and enforce the other rules, especially rules like “no hitting” that you cannot compromise on.  As far as the autistic mind is concerned, if she threw a fit and got her blanket, maybe she can throw a fit and hit that boy who is making noises she doesn’t like, after all – you already modified that blanket rule for her …

So, now that you understand how important it was to modify a couple of the rules, send the new list of rules to the parents and ask them to review them with the child.

#3 101 Ways a Teacher Could Help a Child with Autism

Hello!

This is day three of my project to create a list of 101 Ways a Teacher Could Help a Child with Autism in the Classroom.  At first, I wasn’t certain that I would be able to come up with over one hundred suggestions … but I already have 30 ideas for suggestions and I haven’t even covered everything the teacher could do before or during the child’s first day of school! 

But one suggestion at a time, so please read my third suggestion for the teacher of an autistic child.

Category: Before the Child’s first day in the classroom

Suggestion #3:  Request that a functional behavior analysis is done for the child.

Contact the schools therapist or psychologist to see if a functional behavior analysis has already been done for the child.  If one has not been done, and you came across any indication during Suggestion #2 that the child sometimes reacts strongly or emotionally in the classroom environment, request that one be done as soon as possible.

#2 101 Ways a Teacher Could Help a Child with Autism

Hello again!

On Friday, I started a list of 101 Ways a Teacher Could Help a Child with Autism in the Classroom.  As I stated in that post, this list is to help assist the teacher in working with the children in their classroom.  Please read my second suggestion!!

Category: Before the Child’s first day in the classroom

Suggestion#2:  Review the information you have on the child before you meet them.

Review any information that has already been gathered by your school on the child.  Look for any information on how the child conducts themselves in the classroom.  While reviewing this information, make a list of all the items that the child has difficulty with that may affect their day at school (i.e. transitioning from one room to next, listening to multi step directions, etc). 

#1 101 Ways a Teacher Could Help a Child with Autism

Hello!

I have been frustrated with some of the care that my son has received from the school system over the years … I always wonder why the teachers don’t do X, Y, and Z that would make life so much better for my son, make him so much calmer, less anxious and in turn, make the classroom more peaceful. 

So, I decide to take all of that frustrated energy and start to compile, in one place, all of the different ways in which the classroom could change to make it more comfortable, interesting, and safe for autistic children. 

These suggestions are written for the teacher and I hope some of these ideas will help you with the children in your classroom!!

Category: Before the Child’s first day in the classroom

Suggestion #1: Compile a list of all of the "rules of the classroom"

There are many things that can be done to help make the child more comfortable in your classroom that are best to be taken care of before their first day.  One important thing to do is to compile a list of all of the “rules of the classroom.”  Try to think of all the rules that the child will need to know in the general course of the day.  Communicating with an autistic child can be very difficult.  Having these rules written down and given to the parents to explain to the child before they come in will make it easier for you to reinforce them.  Remember, many of these rules may not be enforced in the home (say if one of your rules is no gum) or may not have been enforced in the previous classroom.  This will be very confusing to the child, confusion that may be reduced by reviewing these rules beforehand.

Also, don't think of this list as the Parent Handout Book, or a list of the school rules put together by the principle's office.  Althoug it may be good to use the Parents Handout Book as a reference to find out what items the child cannot bring into school, etc - but the purpose of this list is for you to communicate your rules.  Think of all the things that you have to tell children, like please raise your hand before you leave to go to the bathroom.

I have many more (about a hundred) and my goal is to post one a day!  Until tomorrow!At first, only give the list to the parent to review.  Please follow suggestion #4 before reviewing the rules with the child.

~Michelle

Everyone has a place in life

I have been struggling recently with my son's school ... we have different ideas on how to help my son ... and I can see that their idea's aren't working well. 

Then I go home to my son, and see some of the wonderful things he will create, and my hope is restored.  Please look at the picture he just drew with an on line sketch software ... you can tell that he likes the TV show Lost!

Dark Room Fate

This is a poem my son wrote about being in school.

Dark Room Fate

As I sit in this dark room, I realize who’s betrayed me.  My friends, you look surprised, would you like me to say it again, my friends! But don’t fear, I forgive you as the others.  But it is because of you that I weep, sleep, and eat here.  Looking, searching trying to find the light.  It is because of your greed, lust for power, abandonment of friendship that I, your closest friend, has to freeze in this cold dark room.  So don’t mock me by standing there.  I know you know, as with all the others, I see that look, that sense of regret.  Don’t bother, the fates have chosen my fate. 

Playing life, like a string ready to be cut in half, my fate has been sealed.  So I say good bye, and as I sit in this dark lonely room, I take my final gasp.

Frustration, autism, and educational bureaucrats

I am imagining sending a blind child to gym class.  The child keeps on getting hit in the face with flying balls.  After about the twentieth or so time of being knocked down, the child throws a full on temper tantrum, screams, cries.
The educator’s response?  But we told the blind child to duck when a ball is coming.

Now, wouldn't that response be ludicrous?  But they do this all the time with autistic children.

Example:
Autistic trait: it is hard for an autistic child to communicate; they have a hard time expressing their feelings.

My son is on a schedule to help him make it in the school environment; he needs to know what is going on.  One day, there is a field trip scheduled.  The teacher doesn't believe that he will do well on the field trip, so they let me know, and I let him know that he is not going on the trip.  On the day of the field trip, the outing is canceled due to poor weather.  Instead, they are going to have a movie.  No one tells my son that he can go to the movie even though he was not allowed to go on the field trip.  No one tells him to put the movie on his daily schedule.  He becomes really agitated, starts crying, thinking that everyone is going to get to go to the movie but him.
The teacher’s response:  Why didn't he just ask us?

WHAT?!?! 

I am sorry but I am soooooooooo frustrated with the school and the curriculum.  They are constantly doing things that push the buttons of an autistic child, and then step back and say "well, why didn't he say anything?"  The curriculum is NOT set up for an autistic child.  They are constantly asking him questions like "how do you feel about the main character?"  And THEN they call me and don't understand why he just breaks down and starts crying?

Again and again I am disappointed by the total lack of understanding and forethought that goes into educating these children. 

I am frustrated.