I am on the email list for the Indiana Resource Center for Autism.  I really thought this article had a ton of good ideas and checklists.... unfortunately since I am such a blogging rookie, I hope my "links" work....so best advice would be to copy and paste them into your search box if they don't work when you click on them :(

For Parents: Preparing for the School Year
Contributed by: Dr. Cathy Pratt, BCBA-D, Director, Indiana Resource Center for Autism

Anticipating the beginning of the school year can be a time of high anxiety for both parents and their sons or daughters. Parental concerns such as will my child be successful in the new school year both academically and socially as well as will his/her new teachers command a good understanding of autism spectrum disorders (ASD) seem magnified with all the unknowns that the new school year brings. At times, you may know staff and have a good working relationship with them. Other times, staff is unknown and expectations for your son/daughter are unclear. Below are a few tips to help you become a proactive and positive advocate for your son/daughter.

• Many teachers may not have had previous experience with students with autism spectrum disorders or may only have had experience with students quite different than your son/daughter. The Indiana Resource Center for Autism’s (IRCA) website at www.iidc.indiana.edu/irca, has several articles that can help educators better understand ASD. Topics addressed include the learning characteristics associated with ASD and teaching strategies. Parents need to proactively educate. Provide information, but do not overwhelm with educators with too much information. Identify the autism leader in you special education planning district. The list can be found at: http://www.iidc.indiana.edu/index.php?pageId=340. Your local special education district autism leader may be able to assist with training or support.

• Staff will need information about how autism impacts your son/daughter. At the end of this article is a form that you can complete and share with your child’s teachers. This form allows you to provide specific information about learning styles, communication systems, medical issues, behavior supports, and other topics. Make sure that you describe your child and not only in terms related to their ASD (e.g., sense of humor, kind, gentle, smart). Ask that information be shared with relevant staff including cafeteria workers, custodians, bus drivers, the school secretary, the school nurse, and administrators. The form is brief so as not to overwhelm staff.

• Request information about bus schedules, parent teacher organizations, and available resources (e.g., counselors, social workers, nurses).

• Before beginning the school year in a new school, work to alleviate any anxieties you or your son/ daughter may have about the new setting. Preparation for this move can be facilitated by obtaining a map of the school, a copy of his/her schedule for the fall, a copy of the student handbook and rules, and a list of clubs/extracurricular activities. Ask to take a tour with your son/daughter before the school year begins. Request a list of school supplies, locker combination, and clothes needed for physical education. Practice getting up in the mornings and eating breakfast so the student and you will know how much time it will take him/her.

• Visit the lunchroom and have the your son/daughter learn how to navigate the lunchroom, where to sit, and the rules of the lunchroom (e.g., going through the lunch line, sitting down in the lunchroom, etc.). Work with the staff to develop a social narrative or visual task analysis if needed.

• Ask the school to identify key people or identify a mentor the student can contact if she/he is having a difficult time adjusting or understanding a certain situation. Ask for the name and contact information for this person. This is especially important if your son/daughter is in middle or high school.

• If possible, obtain pictures of your student’s teachers, staff, bus driver, cafeteria workers, etc.

• Classmates of the new student also may need information. This should be provided in a respectful manner and without stigmatizing the student on the autism spectrum. Talk to the teacher about how classmates will be informed. IRCA has articles that can help with educating elementary and secondary age students at http://www.iidc.indiana.edu/index.php?pageId=3567.

• At the very beginning of the new school year, establish methods and a schedule for communicating between home and school. Suggestions for maintaining ongoing communication include journals, daily progress notes, mid term grades, scheduled appointments or phone calls, e-mails, informal meetings, report cards, or parent teacher conferences. Inform teachers of the method of communication that works best for you (e.g., text, e-mail, phone calls). Forms that can be used to facilitate home school communication can be found at http://www.iidc.indiana.edu/index.php?pageId=3265.

• Be clear and proactive about your expectations for the school year. When parents and school staff collaborate, your son/daughter is the ultimate winner.

• At times, rumors may circulate about your district, school, or personnel. If you hear a rumor, go to the source and have a conversation. Not everything on listservs, Facebook, and e-mails is accurate. Do not jump to judgment. Your only goal should be to ensure that all work collaboratively on behalf of your son/daughter.

The ultimate goal is to promote a successful experience for both your child and for you. By proactively and positively working with the school, challenges can be minimized and trust built.

School Checklist -- no supplies needed!

One of the things we have done over the years is work up a "Getting Acquainted" letter for new teachers.  We were in three different elementary schools by the time our daughter was in 3rd grade and the new teachers didn't have the luxury of walking down the hall to touch base with former teachers of our daughter.

Be sure to include things about your child NOT related to their diagnosis....favorite books, colors, food, friends, TV shows, siblings and fun facts.

When you visit the school ahead of the first official day....flush the toilets in the bathrooms...they can be really loud!

Take pictures of  the different places in the school...cafeteria, classroom, gym, library, etc.  Put together a little photo book for your child to look at .... you could even add pictures of the teachers, nurse, aides, etc.  You know if this is something your child might enjoy.

The following is from the website www.wrightslaw.com .  They have wonderful articles for teachers and parents as well.  This one is directed to parents and starting a positive relationship with teachers.

10 Tips for a Successful School Year
by Pat Howey, Advocate

Here are ten tips to help you get off to a good start at the beginning of the new school year.

1. Help Your Child Deal with Transitions.
Is your child making the transition from preschool to kindergarten, from elementary to middle school, or from middle school to high school? Plan to take your child to visit the new school or classroom before the first day of school.

2. Reread your child's IEP.
Do you understand what the school agreed to provide? Do your child's teachers understand what they are to provide? Is your child's IEP SMART? (specific, measurable, action words, realistic, and time-specific)?

3. Meet with your child's teacher(s) to discuss your child's special needs.
Take a picture of your child to the meeting. Teachers are more likely to take a personal interest in your child and remember your child's special needs if s/he has seen a picture of your child.

4. Take extra copies of your child's IEP to the meeting with the teacher(s).
Never assume that teachers have had time to read your child's IEP before school begins. Teachers have many things to do as they prepare for the first day of school. The teacher may not understand how important the IEP is to your child's success. Leave a copy of your child's IEP with each teacher.

5. Make a List of Important Things About Your Child .
Make a list of the five most important things that the teacher(s) need to know about your child. Explain why these things are vital to your child's success. Leave a copy of the list with each teacher.

6. Prepare to Deal with Potential Problems Early.
If your child is in general education classes, prepare for the teacher(s) who wants to see how your child "gets along" before making any changes in the way they run their classrooms.

Teachers often take this position because they want to give their students a fresh start. You may need to explain why your child may fail unless the teacher understands his/her unique needs and provides the necessary services, accommodations and supports.

7. Resolve Old Concerns and Issues.
If you have concerns or issues that were not resolved during the last IEP meeting, request another IEP meeting immediately. Try to resolve these issues and concerns before your child begins to have problems this year.

8. Get a New Assessment. Consider getting your child's skills tested very early in the school year. Where are your child's skills on standardized educational achievement tests? Use these scores as baseline data. You can compare these scores with scores obtained at the end of the year to measure your child's progress.

9. Go to your school's Open House. In addition to giving you another chance to meet with your child's teachers (and make a good impression), teachers often explain their classroom rules during Open House. When you attend, you have a chance to see if your child may have trouble understanding the teachers' rules. You will also be in a better position to explain these rules to your child.

10. Get a bound notebook. Use the notebook as a "contact log" to send messages to the teachers. Write a sentence of two to the teacher(s) every day. Do not make your child the bearer of messages about problems at school. Make an extra copy of your log often in case the notebook is lost.

Have a great school year!
==============================================

Please know these are not the answers to every situation and just provided in the spirit of sharing.  Now it's your turn....what has worked well for you and your family to help start school on a positive note?

Bullying and IEP's

The following is from the lastest e-newletter from "Autism Speaks". I thought since IEP's were "in the air" it might be a starting point for some things to consider for your child's IEP. Keep in mind all these are just suggestions and may be viewed as a "starting point" for conversations for parents and educators.

We have been fortunate to have benefited from suggestions our teachers made during our IEP meetings and feel all information can benefit all involved.


The IEP team, which includes the parent,can identify strategies that can be written into the IEP to help stop the bullying. It may helpful to involve the child, when appropriate, in the decision-making process. Such strategies include:

• Identifying an adult in the school who the child can report to or go to for assistance

• Determining how school staff will document and report incidents

• Allowing the child to leave class early to avoid hallway incidents

•Holding separate in-services for school staff and classroom peers to help them understand a child’s disability

•Educating peers about school district policies on bullying behavior

•Ensuring regular reassurance from the school staff to the student that he or
she has a “right to be safe” and that the bullying is not his or her fault

•Shadowing by school staff of the student who has been bullied. Shadowing could be done in hallways, classrooms, and playgrounds.

•Holding separate in-services for school staff and classroom peers to help them understand the child’s disability

When talking with your child’s IEP team, consider what strategies, with those listed above as a guideline for ideas, that might be effective for them to address bullying.

IEP -- Three Little Words NOT to Fear!

Well, I don't know about you, but I sure start to worry and fret and put on my anxious face when this time of year rolls around :)


And I really shouldn't! Keep in mind 85% of what you worry about doesn't ever occur. Rationally I realize this, but emotionally, I know that other 15% is going to kick me to the curb!

One of the best things I can do to "climb off the ledge" is to make a request to see the proposed IEP prior to our meeting with the resource team. Yep, you can do that!

How much better will you feel going into the IEP meeting when you have had a chance to read the new proposed updates AND have some time to absorb it ... which takes that scary 15% of the unknown out of the worry equation.

You will be able to gather your thoughts and get your questions organized and be ready to start a dialogue with the other members of your child's team. Your child's team should be able to provide the new IEP to you...and the IEP meeting can always be rescheduled so your team has time to prepare the IEP and forward it to you.

To quote George Carlin, "I don't have a fear of heights. I have a fear of falling from heights." Now before I climb down off this ledge, I am going to take a minute and enjoy the view :)

Parenting Through to Adulthood

Hello Parents AND Educators! In the next few years there is going to be a tsunami of kiddos on the spectrum coming of age....and that is the next area to be explored.

Much like the "Boomer Generation" coming of age when there weren't enough pediatricians (now there are) to today when there aren't enough gerontologists. We need to start planning on the future for our kids when they are 13, 14 or 15!

I cannot take credit for this next post.....I am passing along wonderful information from Michelle Garcia Winner and her site: www.socialthinking.com. She has developed a series of articles on teens and adults with Aspergers that are a wealth of gold.

Here is her first article: "Parenting Through to Adulthood". I will try and link to the article directly:

http://www.socialthinking.com/what-is-social-thinking/michelles-blog/352-parenting-through-to-adulthood

Her information is pragmatic and you can pick and choose what will fit your individual situation and family. I will continue to have links for her other articles over the next few Mondays.

Happy Reading!

IEP Update

This will be a short entry as I am still pretending it's Thanksgiving and visiting out of town relatives :)

Sometimes it is a good idea to check in with your child's teacher(s) for a quick update. You can normally send a quick email and just say you were touching base and see if there is anything they would like for you to address at home.

It is easier for the teacher to respond to an email than a phone call for a quick update. Now if they don't respond (and yes, we have had that situation too!) you can wait a few days and re-send your email with a opening line of "Wasn't sure I had the right email address, could you respond and let me know?" THEN if no response, it's up to you whether or not you call or let it go and assume all is good in that particular class (and yes, I do remember what they say about assume!)

Another option is to re-convene the IEP. You have the right to ask for the IEP committee to meet again during the school year. Now it may take a little longer to coordinate schedules, but it is always an option. Some parents include this in their annual IEP as a goal...."will reconvene the IEP 6 weeks after the start of school" to make sure things are going well and any problems or concerns are addressed when they are little, not when there is a crisis.

Just try and keep an open dialogue with your child's teacher and you will need absolutely none of the above advice :)

Albert Einstein once said,"It's not that I'm so smart, it's just that I stay with problems longer."

It does take a little more effort to "figure out" how to support out kiddos! :)