If your child has been diagnosed with autism, you need to get his or her life has normal and structured as possible so they can thrive in their environment. That includes obtaining the appropriate education. You need to find a school that caters to autistic children in order to have the right balance of education necessary in a structured class.A special education teacher is specially trained to work with children with autism. They know how to help them understand and they work to build up a trust between themselves and the teacher. There are special training classes that a special education teacher must go through before they qualify to teach special education.When first introducing your autistic child to their special education teacher, it is important to only speak kindly about him or her, even if you have a problem with the teacher. Don’t ever pass those harsh feelings onto your child. If you do, your child may not feel as comfortable with the teacher as you want them to and this could ruin your child’s day at school everyday.On the first day, it is important that you take your child to school to meet his special education teacher. Don’t cause over excitement in your child waiting on this day. Simply mention the new teacher’s name and how they will learn new things with them. Your child needs to create a sense of acceptance and be prepared to adjust to their new structured schedule.It’s always important to keep things as steady as possible when it comes to your child’s schedule. They need to start their schedule off on the right foot by going to bed at the same time each night. In the morning, you should have a routine that is easy to accomplish and can be done realistically. Don’t set the standards so high that if you are sick or someone else is doing the schedule for you in your absence, they will have a hard time doing so. You want to offer your child a breakfast, an opportunity to get dressed, time for personal hygiene, and to have time to mentally adjust to the change from home to school.While in school, the special education teacher should be able to combine a balanced curriculum based on your child’s age and skill level, not based on their autism. However, this teacher is specially trained to deliver the curriculum to their students with autism.No two children have the same symptoms when it comes to autism so a special education teacher with autism is usually careful about how many students they can have in their classroom due to the one-on-one attention that each student will need. In some schools, the teacher will have a helper that will be in charge of assisting one child throughout their day.Your child will be able to be comfortable with this individual and depend on the individual to help them every day they are in school. The added help will depend on many factors such as how severe is the autism? Can your child function better with assistance or by themselves? Does your child need assistance with daily routines? Once it is determined what may be best for your child then the school will accommodate accordingly.
When we make decisions about the way schools are run, we are of course trying to create the best possible environment for the students who will be spending their time in those schools. These kinds of choices have a huge impact on hundreds of thousands of kids, and on the way they are able to learn and grow. Naturally, getting these decisions right is a huge deal, and should be the utmost priority of the faculty and administrative personnel at any school. Additionally, when creating or changing policies that relate to special education, it is perhaps even more important to make an informed decision because the students involved are often facing enough challenges as it is.So that means it is particularly vital to address the question of whether or not special ed students should be able to mix in mainstream classes. This is a controversial question with a lot of good points on both sides, and it is key to remember that although we may disagree with each other on some points, as long as everyone involved can keep the welfare of all kids involved at the forefront of their minds, and as long as we are open and honest with ourselves and each other about the ramifications of the different choices, we can come up with a positive solution to the problem that will benefit everyone involved as much as possible.On the one side of the question, there are people who think that special education students should be mixed with mainstream students. There are a lot of reasons to think this might be a good idea. It could give the special ed students the opportunity to be exposed to and to learn from a slightly more challenging curriculum. After all, if they never get a chance to try to learn something a little harder, how will anyone know whether or not they can handle it? Mixing classrooms can also be very beneficial from a social perspective, because it would give two groups of students who are usually separated the chance to spend time around each other. The mainstream students could get a chance to spend some time around special education students and become more familiar and comfortable with them, while the special education students could benefit from spending time around mainstream kids in a way that would better prepare them for the real world.Of course, there is the other side of the equation as well. If the two groups of students are really operating at different levels intellectually, it could be counter-productive for both groups. Teachers might end up having to teach a course that is too hard for the special ed students and too easy for the mainstream students, which won’t be helpful for anyone. There could also be a situation where the teachers try to teach both courses–a more difficult one and a less difficult one–simultaneously, and it is hard to imagine that going well.In the end, like so many of these situations, the best answer is probably to handle the situation on a case-by-case basis. We must remember that all special education kids operate at different levels, and while some could perform well in a mainstream class, some will not be able to. As long as we allow for teachers, students, and their parents to have some flexibility in deciding together what is the best step to take, we will be able to create the best situation for the students involved.
Are you the parent of a child with autism that has been blamed for your child’s behavioral difficulties? Have you been told by special education personnel that your child’s learning disability or difficulty is your fault? This article will discuss a study of school psychologists about blame for children’s learning difficulties. And also, give you tips,on how to overcome the blame, placed by some disability educators.Several years ago, I heard about a study where school psychologists were asked who they blamed, when a child had learning difficulties. The basic outcome of the study showed that 100% of the psychologists that were surveyed, placed the blame on the child or the parents. Not one school psychologist blamed the school district, teacher, inappropriate curriculum, lack of resources, or inadequate instruction, for children’s learning difficulties. Years ago, I heard a school psychologist blame a mother for her daughter’s learning disability, since then I have heard it several times.While the study did not include blame for behavioral difficulties, it has been my experience that school personnel often blame parents for children’s school behavioral issues. Parents must overcome both types of blame, so that they can advocate for an appropriate education, for their child.Tip 1: If a school person tells you that your child’s behavior, is because of something that is going on at home, stand up to them. Tell the person that you do not believe that this is true. If your child has autism, they may have a lot of behavioral difficulties due to their disability. Most families are not perfect, but most times do not cause a child’s behavioral difficulty; especially if the child’s behavioral difficulty is at school.Tip 2: Try and figure out what your child is telling you by their behavior; perhaps the work is too hard, they are not receiving appropriate instruction. Try and figure out the ABC’s of Behavior; A stands for antecedent (what was happening before the behavior), B stands for Behavior (what was the specific behavior), and C stands for the Consequence (what did the child get out of the behavior). By focusing on the behavior, and not the blame you will help your child.Tip 3: If your child is struggling with academics due to a learning disability; make sure that they are receiving research based instruction, which is required by No Child Left Behind (NCLB). Children with learning disabilities need a reading program with five principles: Simultaneous multi sensory, systematic and cumulative, direct interaction, diagnostic teaching, and analytic instruction. Check out http://www.ortongillingham.com for more information.Tip 4: Tell the special education person, that your child has the right to a free appropriate public education, and you will be holding them accountable for that. Be honest, and bring up any school related reasons that you believe your child is having academic difficulty, or behavioral difficulty. Many schools continue using outdated curricculums that do not work, which can cause lack of academic progress and frustration in some children.You can overcome the blame that some disability educators try and place on your or your child. Continue to focus on your child, and their needs, and this will help you overcome the blame. Your child is depending on you!