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Asperger's & Teenage Years???
My 9-year old son has Asperger's. I've never personally met anyone who has an adult child with (or they themselves have) Asperger's before. As my son is now getting older & losing that little boy quality that helped him get by in some social situations, I'm becoming more concerned about the imminent puberty & teen years that are right around the corner. Any words of wisdom would be greatly appreciated.
when my daughter entered jr hi and hi school, I was terrified. However, she actually thrived there. She was on the honor roll, was active in the conservation club, and
video club and graduated with honors in the upper 10% ofn her class.
As long as your son has supports and services and a good IEP available, he should be okay. You may want to see if he finds a niche with his peers. It took a while to find my daughters place, but she did fit in.
How is his stress level in a stimulating environment? Does he freak out? Make sure there are classroom modifications and strategies in place to prevent. Are there florescent lites? Are they replaced promptly when they get "blinky"? Are the walls painted pink? Does he act agitated in pink rooms? In 6th grade, the garbage truck collecting the garbage from the dumpsters set my daughter off. The turbine ventalator in her kindergarten squeeked in the music room. When the sound of a furnace sounds like a jet taking off to a child with autism, immagine the effect of other stimuli.
More about what a good IEPis:
Re visit som of his prior IEP goals? Are some of the goals still valid? Maybe you see more goals to be added. Take the old IEP with youand hold them accountable. Don't let any goals fall thru the cracks. Look atr those unfinished goals.
No jargon, no "stock phrases"
Make sure you get actual specific and measurable goals.
Dont be afraid to insist on the specific strategies written down in the IEP. Remember the "complete stranger test"
You want as much detail in the IEP so a new teacher, who will be total stranger to your child, will know what is planned and have an idea of your child's needs. Pretend you are a new teacher and re-read your child's IEP. Does it make sense? Can you get an idea of that child's goals?
This final point I hesitate to add, but it must be said:
Recently, the political climate trend is to expell what they call "disruptive" kids from the classroom. What the administration calls "disruptive" your child may call feeling trapped like a wounded animal in a chaotic environment. If your child shows any such behaviors when he is frustrated or stressed, make sure it shows in the "Present Level of Performance" space in the IEP. Make sure all his behaviors are noted there. The Present Level of Prerformance" space is your friend. That way, if the school holds a hearing to determine if the behavior is or is not related to your child's disability, you can pull out the IEP and read it to the hearing review comittee. Then you can ask what was done to address this behavior. --CYA--
Also this is the window where the new teachers see your son. Remember the "total stranger test?" When you fill out the Present Level of Performance, get detailed so a new teacher, whose a total stranger to your child, will have an idea what to expect from your child
When things don't go right you can always ask for an IEP review. You can get the IEP revised then. Just write a letter and ask the school district Spec. ED administrator. It's your right. .
video club and graduated with honors in the upper 10% ofn her class.
As long as your son has supports and services and a good IEP available, he should be okay. You may want to see if he finds a niche with his peers. It took a while to find my daughters place, but she did fit in.
How is his stress level in a stimulating environment? Does he freak out? Make sure there are classroom modifications and strategies in place to prevent. Are there florescent lites? Are they replaced promptly when they get "blinky"? Are the walls painted pink? Does he act agitated in pink rooms? In 6th grade, the garbage truck collecting the garbage from the dumpsters set my daughter off. The turbine ventalator in her kindergarten squeeked in the music room. When the sound of a furnace sounds like a jet taking off to a child with autism, immagine the effect of other stimuli.
More about what a good IEPis:
Re visit som of his prior IEP goals? Are some of the goals still valid? Maybe you see more goals to be added. Take the old IEP with youand hold them accountable. Don't let any goals fall thru the cracks. Look atr those unfinished goals.
No jargon, no "stock phrases"
Make sure you get actual specific and measurable goals.
Dont be afraid to insist on the specific strategies written down in the IEP. Remember the "complete stranger test"
You want as much detail in the IEP so a new teacher, who will be total stranger to your child, will know what is planned and have an idea of your child's needs. Pretend you are a new teacher and re-read your child's IEP. Does it make sense? Can you get an idea of that child's goals?
This final point I hesitate to add, but it must be said:
Recently, the political climate trend is to expell what they call "disruptive" kids from the classroom. What the administration calls "disruptive" your child may call feeling trapped like a wounded animal in a chaotic environment. If your child shows any such behaviors when he is frustrated or stressed, make sure it shows in the "Present Level of Performance" space in the IEP. Make sure all his behaviors are noted there. The Present Level of Prerformance" space is your friend. That way, if the school holds a hearing to determine if the behavior is or is not related to your child's disability, you can pull out the IEP and read it to the hearing review comittee. Then you can ask what was done to address this behavior. --CYA--
Also this is the window where the new teachers see your son. Remember the "total stranger test?" When you fill out the Present Level of Performance, get detailed so a new teacher, whose a total stranger to your child, will have an idea what to expect from your child
When things don't go right you can always ask for an IEP review. You can get the IEP revised then. Just write a letter and ask the school district Spec. ED administrator. It's your right. .
Can you ask for another m-team eval? You have that right. If you disagree with the schools m-team eval, you can ask for an independent eval at no expense to you.
They can't expell your child without a fair hearing. They can lose state and federal funding if they don't provide a minimum number od school days!
You can ask for an m-team eval (I have a journal on that, too)
They can't expell your child without a fair hearing. They can lose state and federal funding if they don't provide a minimum number od school days!
You can ask for an m-team eval (I have a journal on that, too)
I had a good post, but it got lost! GRRRRR
-Have a GOOD IEP (look at my journal) I had more on that on the lost post, I'll try to post more later
-make sure his specific behaviors are on the Present Level of Performance space in the IEP
-The IEP MUST PASS the "complete stranger" test. re-read the IEP and pretend you are a complete stranger to your son. Does it make sense? Do you know what to do? Reember the new teachers will be complete strangers to him.
-make sure his specific jr hi spec ed faculty and admin are at his IEP meeting 6th grade.
-get to know his guidence counselor. If s/he is 404 on autism/PDD, gently educate him/her.
-make sure his classroom faculty for his upcomming classes READ THE IEP (RTFM!)
We had an aide help my daughter navagate the jungle between classes until she got a routine down. We also had a classroon set up for a "quiet lunch"
-I accompanied her in a lot of social situations, when it got awkward, i can re-direct.
more later (I hope)
-Have a GOOD IEP (look at my journal) I had more on that on the lost post, I'll try to post more later
-make sure his specific behaviors are on the Present Level of Performance space in the IEP
-The IEP MUST PASS the "complete stranger" test. re-read the IEP and pretend you are a complete stranger to your son. Does it make sense? Do you know what to do? Reember the new teachers will be complete strangers to him.
-make sure his specific jr hi spec ed faculty and admin are at his IEP meeting 6th grade.
-get to know his guidence counselor. If s/he is 404 on autism/PDD, gently educate him/her.
-make sure his classroom faculty for his upcomming classes READ THE IEP (RTFM!)
We had an aide help my daughter navagate the jungle between classes until she got a routine down. We also had a classroon set up for a "quiet lunch"
-I accompanied her in a lot of social situations, when it got awkward, i can re-direct.
more later (I hope)
I have a 9 year old son with a diagnosis of ADD/ADHD. I don't believe it is completely correct-I believe in my heart that Asperger's is more accurate. Problem? I did tons of research trying to solve the problems he was having at age 2 when he had been kicked out of 6 daycare facilities. I discovered Asperger's and cried-my son fit these requirements to a T.
I wanted to avoid medicine---like changing his diet, giving him a well structured enviorment, and teaching his to understand socil cues (I read thay can be taught what the rest of us learn on our own). When he was 5 I finally took him to a Pychiatrist. He had been kicked out (expelled) of Kindergarden 2 years in a row for behavior. Upon evaluation, the Doctor said he didn't "fit" the criteria for Asperger's. His reasons were the same skills that I had spent 3 years teaching him! I got in the way and now I can't convince anyone to help/listen because of his so-called "skills". Now he is in 4th grade and on a downward spiral- I am waiting for an appointment for a second opinion (3months away). Could you please tell me a little about your boy? It would be so helpful even if only to my piece of mind-that there IS a diagnosis and therefore HOPE!
Thank you for your time.
I wanted to avoid medicine---like changing his diet, giving him a well structured enviorment, and teaching his to understand socil cues (I read thay can be taught what the rest of us learn on our own). When he was 5 I finally took him to a Pychiatrist. He had been kicked out (expelled) of Kindergarden 2 years in a row for behavior. Upon evaluation, the Doctor said he didn't "fit" the criteria for Asperger's. His reasons were the same skills that I had spent 3 years teaching him! I got in the way and now I can't convince anyone to help/listen because of his so-called "skills". Now he is in 4th grade and on a downward spiral- I am waiting for an appointment for a second opinion (3months away). Could you please tell me a little about your boy? It would be so helpful even if only to my piece of mind-that there IS a diagnosis and therefore HOPE!
Thank you for your time.
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