Don’t scratch your privates really means don’t let anybody see you scratch your privates.

Guessing at Hidden Curriculum Rules
Once I amassed a volume of hidden curriculum items I began being able to “guess” at some of these new-to-me hidden curriculum items when in novel situations. For example, in the swimming pool locker room, I saw a woman put her towel on the bench before sitting down. A week later, I saw two other women do the same. As a result, I guessed there was a hidden curriculum item about not sitting naked on the locker room bench – likely for sanitary reason, I assumed.

Guessing Wrong!
Then I discovered sometimes I guessed wrong!

I was visiting my friend Brenda for the first time at her new house. Upon arrival, Brenda showed me around. The hallway bathroom was for my private use she said, opening the door of the hallway closet that stored the extra soap, shampoo, body wash, toothpaste, etc., added, “Go ahead and use whatever you wish.”  Since I always bring my own toiletries I wondered why Brenda was doing this.

That night when I took a shower, I saw this heavy-duty shower brush hanging in the shower, which was also fully stocked with a variety of soap, shampoo and body wash. Hmmmm … Brenda had indicated that this was my shower. It wasn’t like anyone else was going to be using it while I was there. Also, even though she had never before opened the cabinet of toiletries telling me to use them, she did so this time.

I thought about this and came to the conclusion that maybe in her new home Brenda wanted to make sure her houseguests were really clean. It all made sense. Having just moved in, everything was new and clean, so why not expect your houseguests to stay extra clean too I reasoned.

I do not like the way bath brushes feel, and this heavy-duty bath brush had quite stiff bristles. But I wanted to be a good houseguest, so I decided that no matter how much it hurt, I would use it. The first day I only used the brush on my arms. But even though it was very stiff and scratchy, each day thereafter I used it a little more, thinking I would get accustomed to it and, above all, wanting to be a good houseguest.

Discovering New Rules
During this visit, I was working on the 2011 Hidden Curriculum Calendar for Older Adolescents and Adults. Consequently, Brenda was pointing out hidden curriculum items as she thought of them so as to be helpful to my project. Imagine my surprise when Brenda one day asked, “Do you have the one about not using the loofahs and bath brushes in someone else’s shower?”

Totally perplexed I burst out, “What about it?”

Well, we both wound up laughing hysterically about this! What a relief not to have to use that stiff body brush and to know that Brenda wasn’t going looney tunes about me being clean enough! I learned it is important not to assume any hidden curriculum. I replaced my erroneous hidden curriculum item about complying with the personal cleanliness standards your hostess puts upon you even if it seems excessive with this one:

A guest in not meant to use the bath brushes, loofahs or sponges in a host’s shower as these are considered personal items. It is permissible to use bottled shampoo, conditioner and body soap. If in doubt, ask your host.

Strategies for Learning New Rules
So, even though today I am a grown woman who travels about speaking and consulting, having autism means that I have a neurology that doesn’t permit me to automatically pick up all the hidden curriculum rules that other people “just know.”

Here are a few strategies I discovered for learning the hidden curriculum:

• Learn key phrases others use when they are about to deliver hidden curriculum information such as

- I shouldn’t have to tell you, but…
- It should be obvious that…
- Everyone knows…
- Common sense tells us…
- No one ever…(Myles, et.al., 2004)

• Watch for nonverbal reactions of disapproval from others such as a look of disgust or bewilderment

• Learn through direct instruction by using a Hidden Curriculum On the Go app on your iPhone, iPod, iPad or other device such as:

Hidden Curriculum for Kids
Hidden Curriculum for Adolescents and Adults

• Pause and Match – intentionally pausing before responding to people to determine if my literal take on the conversation matched the topic of conversation (Endow, 2012)

Example: When a person says he doesn’t know why the cop gave him a speeding ticket he is not looking for the literal explanation of a speeding ticket is issued when a driver exceeds the posted speed limit, but instead the intent is to communicate his displeasure at having received the ticket and hoping to garner your sympathies.

• Laugh Along – Sometimes people laugh when I make a hidden curriculum mistake because it is funny.

“If somebody starts laughing, I immediately laugh along. Most times I don’t understand why I am laughing. Luckily, it usually doesn’t matter because most people like to laugh with you. Funny thing is that the other person usually makes enough of a comment that I come to understand why we are both laughing. If not, I can usually figure it out later, or if I trust the person enough I can let him or her in on the secret that I don’t have a clue why we are laughing. Then, once the situation has been explained, we both have a really good laugh together!” (Endow, 2012, pg. 51-52)

• Practice Discovering Hidden Curriculum

“Consider engaging in a repeating experience of your own, such as going to a gym, mall, movie, bowling alley, and so on. Each time you repeat the chosen activity, intentionally watch to see what hidden curriculum items you might discover. Start your own list to keep track of the new items you discover.” (Endow, 2012, pg. 69)

Summary
Hidden curriculum does not come easy to autistic neurology. Even so we can learn to discover the hidden social rules in the world around us. Today I am much smarter about hidden curriculum and commit far fewer social blunders than I used to. Not only does this allow me to feel more comfortable social situations, but understanding all these hidden social rules is often a deal breaker in terms of being accepted and in getting along in so many areas life, impacting friendships, education and employment.

References:
Endow, J. (2012). Learning the Hidden Curriculum: The Odyssey of One Autistic Adult. Shawnee Mission, KS: AAPC Publishing.

Myles, B. S., Trautman, M.L. & Schelvan, R. L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Shawnee Mission, KS: AAPC Publishing.

“There is nothing in the caterpillar that lets you know it’s going to be a butterfly.” ~ Unknown.

A Decision to Homeschool
In autumn of 2009, I made a decision to homeschool my son. I had always considered the possibility of homeschooling but I was not certain it was an endeavor that I could undertake. Yet, I embarked on this path, if only temporary.

Over the years, I have watched overwhelmed and frustrated families experience endless battles and disappointments with the traditional school system and think, “There is another way…”. In the continuous battle with school districts, lawyers pockets are getting fat, families are increasingly frustrated, and school districts become masters at digging in their heels. Meanwhile, our children are falling through the cracks.

A natural change agent, I tired quickly of banging my head against the proverbial brick wall as I watched my son’s educational and therapeutic needs go unmet. Frustration mounted and I believed that if I left my son’s educational path for others to chart, my son would certainly be the Child Left Behind.

Homeschooling may not be an option for every family, but if you are considering this option..I say go for it. When we embarked on the homeschooling journey, our son was on the high functioning side of the autistic spectrum. Halfway through the experience, a re-evaluation revealed that he no longer met the criteria. The flexibility to teach my child the way he learns allowed him to blossom.

Curriculum Choices
We opted to use Calvert Curriculum as our primary educational guide. We supplemented as needed with the plethora of resources available on the internet library system. Calvert was advantageous for us as it offered an advisory teaching service to answer any questions, something that I felt I needed as a security. Calvert is accredited by Middle States Association of Schools and Colleges, which provides a transcript should you decide to enter into public or private schools in the future. There are an abundance of curriculum options available on the internet. Search to find the one the best meets your child’s needs.

What Can Your District Provide?
NJ State Law on Homeschooling states, “Parents may seek information about the school curriculum from the local board of education. If the parent/guardian requests such information, the board must provide it since a district’s curriculum is a matter of public record in accordance with N.J.S.A. 47:1A et seq. The parent/guardian may be charged for the cost of copying documents in accordance with the rates established by law, N.J.S.A. 47:1A-5(b).” This option may prove to be an affordable solution for some families.

However, it is up to the individual Board of Education to make determinations on the provision of curriculum as follows:

“Curricular and Extracurricular – A board of education may, but is not required by law to, allow a child educated elsewhere than at school to participate in curricular and extracurricular activities or sports activities. Before deciding to do so, however, a board of education may wish to consult with its attorney to consider the full implications of such participation.

Textbooks – A board of education may, but is under no obligation to, loan books or materials to a child educated elsewhere than at school.”

Obtaining Related Services
Our district was willing to offer speech and occupational therapy once a week at the school in tandem, meaning the ST and OT would work together for 30 minutes. Some schools provide itinerant services in the family home available if the school district is willing to oblige. In this case, the school district contracts with service providers as established in the Individualized Education Plan.

Medically Necessary?
A NJ special education attorney advised that if it is medically necessary for your child to stay home to be educated, then the school would have to provide the special education teacher as well as the additional services in the home. The special education attorney explained that a letter of medical necessity must be provided by a medical doctor and renewed every 30 days. If this is met, then the school district is obligated to provide the special education teacher and services within the home.

Special Education Law in NJ
NJ Law on the issue of Special Education Services states that “in accordance with the federal special education law, Individuals with Disabilities Education Act (P.L. 108-446 §612), the board of education must ensure that “all children with disabilities residing in the State, including children with disabilities attending private schools, regardless of the severity of the disability, and who are in need of special education and related services, are identified, located and evaluated…”

NJ Law continues, “When the public school district receives a written request for a special education evaluation, the district must review the request and a meeting ensues with the child study team, the parent/guardian and the regular education teacher. This process also applies to children who are educated at home. At the meeting, current information about the child is reviewed to determine whether an evaluation is warranted. If an evaluation is warranted, another determination will be made regarding the assessment procedures. Written notice of the determinations is given to parent/guardian. Once the assessments are completed, a meeting in accordance with N.J.A.C. 6A:14-2.3(i)1 is held to determine whether the child is eligible for special education and related services.

If the child is eligible for special education and related services, the public school district must provide a free, appropriate public education only if the child enrolls in the district. If the child does not enroll in the public school district, but the district chooses to provide services, the district would develop a plan for the services to be provided.”

Keeping it Private
Our family opted for full control over our son’s therapeutic and educational needs. We were involved in multiple private therapies inclusive of speech, occupational, and physical therapy on a weekly basis. In addition, our son reaped benefits from therapeutic horseback riding, a social skills program and karate. The homeschooling experience offered us the flexibility to weave in lessons around the therapeutic schedule. We watched our beautiful butterfly soar higher and higher.

References & Resources:
http://www.state.nj.us/education/genfo/overview/faq_homeschool.htm
http://www.hslda.org/strugglinglearner/default.asp

Tips from My Perspective

1. Dad’s, help your child pick out a gift.
2. Mom’s, make it clear what you want, subtle hints won’t work.
3. Please know that gift selection creates anxiety.
4. Kids, don’t be afraid to ask Mom what she would like for Mother’s Day.
5. Please don’t tell us to surprise you.
6. Please don’t tell us that you don’t want anything, if you secretly do.

We are Very Literal
Please try to remember that us kids on the spectrum are very literal people.  We like to have it all laid out for us.  We need to have a clear idea of what will make a good gift for you.  We don’t want to offend you and we do want to make you happy.  After all, you more than deserve to be honored.

An Extra Special Milestone
Graduations can bring a bit of extra stress.  Remember that the last 13 years took lots of work to get to graduation.  My family is so excited for my upcoming high school graduation – we have worked tirelessly to get to this point, and knowing it’s finally here is just amazing in itself.

To the extended family and friends, please understand that unlike a typical family, reaching this milestone has taken extra effort, resources, and special accommodations.  As a family, we have had to overcome all sorts of obstacles that a typical family would not have to experience.  The accomplishment for a child with autism or any type of exceptionality is extra special.  Please try to respect and honor what the family has been through the past 13 years.   Celebrate and have fun!

Floor Speech Urging Congress
Congressman George Miller delivered a floor speech urging Congress to pass the Keeping All Students Safe Act, and protect children from abusive restraint and seclusion. Miller also rolled out a new restraint/seclusion webpage and published a letter he had sent urging quick action on the bill.

In his speech, Congressman George Miller called on Congress to pass the Keeping All Students Safe Act, H.R. 1381, to protect school children from abusive restraint and seclusion in school. Miller, the senior Democrat on the House Education and the Workforce Committee, asked Committee Chairman Kline to move the bill forward to Committee mark up. Miller first introduced the Keeping All Students Safe Act in 2009 and reintroduced it in 2011. The bill passed the House two years ago with bipartisan support.

“We cannot sit idly by,” while children are subjected to abusive practices, Congressman Miller said. “Congress must step up to the plate and protect our nation’s children.” Tens of thousands of children have been subjected to restraint and seclusion.

The House Democrats also rolled out a new webpage dedicated to fighting abusive restraint and seclusion.

In his speech, Congressman Miller pointed out that a limited number of states have laws limiting restraint and seclusion. Only 16 States limit the use of restraint to emergencies involving immediate risk of harm; only 18 ban restraints that impede breathing, and only 24 require parental notification by law. Miller also described the recent death of 16 year old Corey Foster in physical restraint at the Leake and Watts school and the reports of restraint and seclusion in 31 states since 2010.

May 17th: “Beyond Seclusion and Restraint: Creating Positive Learning Environments for All Students.”
Senators Tom Harkin and Michael Enzi, Chair and Ranking Member of the Health Education Labor and Pensions Committee, announced hearings for May 17, 2012 entitled, “Beyond Seclusion and Restraint: Creating Positive Learning Environments for All Students.” The Senate hearing will be at 10:00 AM Eastern time in room SD-G50, and will be broadcast live HERE. Witnesses with strong expertise in the use of positive supports in place of restraint and seclusion will testify, as described below.

Senator Harkin’s and Senator Enzi’s hearing is the first Congressional hearing devoted to restraint and seclusion in this two year Congressional session. The Senate is currently considering the Keeping All Students Safe Act (S.2020) to protect students from restraint and seclusion. The bill was introduced by Senator Harkin in December 2011. Senator Harkin has continued to lead the country in protecting children with disabilities.

Hearing witnesses will include:

• Dr. Daniel Crimmins, Director, Center for Leadership in Disability at Georgia State University (Atlanta, Georgia.) Dr. Crimmins played a significant role in Georgia’s adoption of its 2010 regulation limiting restraint to emergency situations and banning seclusion in public schools throughout the state and in the Georgia network of educational and therapeutic support programs, 24 programs located throughout Georgia serving students with severe social, emotional, and behavioral needs. Through this regulation and other actions, Georgia has demonstrated that a culture of positive supports and interventions has resulted in a safer environment for students and staff.

• Ms. Cyndi Pitonyak, Coordinator of Positive Behavioral Interventions and Supports, Montgomery County Public Schools (Christiansburg, Virginia.) For 20 years, Montgomery County Public Schools has used a fully inclusive model of instructions for all students with a strong emphasis on positive behavioral interventions on a school-wide/DISTRICT-WIDE basis.

• Dr. Michael George, Director, Centennial School (Bethlehem, Pennsylvania). The Centennial School has been a national leader over the last decade in the use of positive behavioral Interventions and supports for students with disabilities. Use of restraints and seclusion has declined from well over 1,000 occurrences per year to less than ten. Centennial serves over 35 school districts and provides education for students with the most significant emotional, social, and behavioral needs. The Centennial School’s approach has been featured in the national news media.

• Ms. Deborah (Debbie) Jackson, parent (Easton, Pennsylvania). Ms. Jackson is the parent of a child who attended Centennial School for two and a half years, benefitting from its positive approach and recently transitioning back to a neighborhood school.

The May 17 Senate hearings may be viewed on a traditional computer or tablet, and on many smart phones. http://www.help.senate.gov/hearings/

With Much Gratitude
Thanks to Senator Harkin and Congressman Miller for their tremendous leadership and work to give America’s schoolchildren national legal protections from restraint and seclusion.

Both Senator Harkin and Congressman Miller have been tremendous leaders in seeking national legislation to protect the 55 million American children from restraint and seclusion. Their two bills would protect children from dangerous restraint and seclusion through multiple provisions. Restraint would be prohibited except in the event of an emergency posing harm of significant physical danger. The House bill would limit seclusion the same way; the Senate bill would ban it. Both bills will also ban restraint that impedes breathing and chemical and mechanical restraints. Both bills will require schools to take steps to notify parents on the say when their child is subjected to abusive procedures. More than half of the states do not have laws requiring parental notification.

Contact: Jessica Butler
Congressional Affairs Coordinator
Autism National Committee (AutCom)
22 years of advocating for children and adults with autism and related disabilities
jessica@jnba.net

Along with those flowers comes grass.  Lots of grass growing in lawns everywhere.  Grass that can look beautiful, but, unfortunately, does not feel that way to some children with tactile sensitivities – children who may need the enticement of fun in order to brave the sensory input of fresh grass underfoot if they are to enjoy the great outdoors this month.

Likewise, after peering out at April showers, May may arrive for other children – sensory seekers—with a serious need for increased sensory diet activities.

In either case, if you scoop up your Sensory Savvy Lenses and look at all the growing grass outside your door this month through them, you may just discover fun fodder for sensory diets.

Today’s Challenge: Grass

Original Purpose:  beautifying yards while keeping erosion at bay

With Sensory Savvy Lenses:  a tool for:

• proprioceptive input
• tactile input
• vestibular input
• visual input

Nests
Many young children enjoy pretending they are dinosaurs or birds.  Get some tactile input by making huge nests of grass clippings.  Use rakes to incorporate in more motor planning.  Lug some small boulders to the nest centers for greater proprioceptive work.  Or, add more tactile input by searching for different objects, such as pine cones, to serve as eggs in dramatic play.

With older children who are beyond the dramatic play stage, let the birds themselves build the nests.  Have children get tactile input by collecting a combination of dried grass, string, ribbon, cotton batting, cloth strips, puffy seeds and other such materials.  Then, get some vestibular and proprioceptive input by creating nesting caches for the birds.

Bend low to make small piles of nesting materials in sheltered areas where birds gather.  Stretch high to spread them atop shrubs or tuck them into tree crevices.  Add some fine motor and motor planning skill work in by stuffing feeder cages or mesh bags with nesting materials and hanging these on branches close to the main trunks of trees.

Before long, the visual pay off of birds coming to pluck the materials out will come.

Grass Prints
Add some visual and tactile input while getting artistic with grass.  Hang a piece of clear contact paper up with the sticky side out.  Then, using grass clippings, flower petals, etc., make a 3-D “stain glass” collage.

Before hedging or mowing, pull a handful of long grasses up.  Tie or tape them together and use them as a paint brush for regular painting on paper or water painting on concrete.

Make a geometric design of single layer grass clippings on a smooth surface, such as a table or clipboard.  Then, cover with paper and use the side of a thick crayon to make a rubbing print.

Springtime Scarecrows
There is no need to wait for autumn to enjoy making scarecrows.  Use outsized cooler weather clothing to make springtime scarecrows.  Simply tie off the bottoms of the arms and legs on the clothing and then stuff, stuff, stuff with grass clippings.  It not only makes for a great tactile and motor planning workout, but also creates an opportunity for proprioception.

Search out an ideal location for your springtime scarecrow against a tree, on a front stoop, propped in a garden and have your children carry the stuffed parts to it.  Then, add shoes, find a suitable head (as easy as a paper plate on a stick) and whatever props you like.

Tickle Sticks
Find long stems of grass with feathery-seed heads.  Use these like feather for traditional tickle wars.  Better yet, do so on a hill, so soon you’ll be rolling around, laughing, and getting a fantastic tactile-vestibular work out.

Springtime Sledding
No one says the vestibular-proprioceptive work out of zooming down a hill on a sled and racing back up for another run down has to be restricted to snowy seasons.  Spring time brings the opportunity for grass sledding.  A large piece of cardboard and a relatively steep hill are all you need!

Notes and Tips

• Be sensitive to different children’s sensory needs.  What is ticklish to some is tortuous to others.   What is an aroma to some is an abhorrent odor to others.  Lure with fun, but allow lulls in activities if the potential for sensory overload becomes apparent.  Make precautionary accommodations with tactile avoiders, such as wearing thin gloves or longer sleeved and legged.  Be cognizantof the olfactory input of freshly cut or plucked grass and time activities accordingly.
• Don’t forget the benefits of traditional lawn care tasks.  Mowing, raking and bagging grass can all make for a worthwhile “natural” addition to sensory diets.
• Novelty works wonders for young children.  While adults attend to grown-up lawn care tasks, little ones can enjoy some motor coordination by literally cutting the grass.  A pair of scissors and a challenge to cut the grass around rocks and gardens can make for an afternoon of fun.
• Add a seasonal twist to traditional sensory activities.  Grass makes a no-coast filler for sensory tables and bins.

After working and playing in the grass, be sure to do a tick check.  This can be a sensory diet piece in itself through brushing through the hair with fingers and drawing eyes and hands over clothing and skin in search of ticks.  Or, it can tie into year-round practices,  such as by keeping a close eye on clothing and skin while doing a typical brushing technique.

Routine and Adhering to the Rules
This is common with autism, but it varies significantly from person to person. There are some routines he couldn’t care less about. Do whatever, and it’s fine with him. There are some he expects to happen in the same order, but he manages his anxiety if they don’t. Then there are, of course, numerous instances where strict adherence to ‘the rules’ is essential.

The confusing thing for us as parents is that details in a routine that seem significant to us may not matter one whit to our children. Likewise, details that seem completely inconsequential are of absolute importance to them. You are likely, in time, going to notice some patterns, but we stay in a perpetual state of uncertainty.

Routines May Have to Change
But sometimes we have to change routines for one reason or another. Perhaps you’re away from home or circumstances at home necessitate changes (changes in daily schedule, replacing furniture, being in school vs. not, the list is endless). A recent example for us involved our son’s new bed. Maybe you just want to change something to achieve a new goal like we’re doing with introducing different foods.

Changing Routines
And if you’re like us, you dread every change you need to make. But they have to be done, so let’s figure out how we might improve our chances.

1. If you’re anxious about a change you haven’t tried yet, go ahead and try it at least three times. It may be something your child actually doesn’t care about one way or the other. If you’re lucky, you’re done! Also, our son will strongly resist most everything the first time, but the second time may go much better.
2. Try a visual schedule and visual prompts – Because our son is a good reader, we write out schedules as a checklist on a dry erase board and check off each item as we complete it. This lets him know what he’s doing next and what’s coming later so he can feel more comfortable. You can also make schedules with both pictures and text or just pictures. If a schedule is too complicated, try simple First/Then cards (e.g., “First brush teeth, Then put on pajamas”) with text and pictures that communicate what will happen now and what’s coming next.  Again, try this at least a few times.
3. Try an incentive or reward – OK, call it a bribe. First/Then cards work well for this. “First do this thing you don’t want to do, Then get this thing you love.” I wouldn’t go this route every time you want to change something as then your child might not do anything without rewards, but in a pinch it can help.
4. Try a story about the change – the tried and true social stories approach. If it’s something you can find or create a visual story about, do that. We recently read our son stories about the dentist enough times to memorize them. Did it help? Somewhat I think, but we’ll take anything. For some kids this really makes a difference. No need to buy anything. You’d be surprised what you can whip up with a word processor and some pictures from Google Images. Similarly, you can find movies on YouTube for most daily routines. Then try the change again.
5. If nothing is working, I suggest a more radical approach. While for some kids minor variations in routine cause great anxiety, almost counterintuitively, enormous changes may not. We discovered this by accident. We realized we could get away with drastic changes in certain routines while away from home that we couldn’t get by just tinkering with them at home. So we decided to try this approach at home: Don’t tweak a routine; blow it all to hell and rebuild it.

We did this for our son’s new bed. We dreaded it. All I really did was show it to him a few minutes before bedtime. No warning, no preamble, no stories, nothing. We’ve stayed in there with him to make sure he goes to sleep OK, but for the most part there were very few issues with this transition.

We’re going to try this next with new foods. He has a very limited diet with years of built-up resistance to everything not on his list. We’ve tried almost everything in endless combinations and made little progress. So, we’re starting over from scratch.

Change is inevitable, and it’s up to us to guide our kids through this as best we can. Don’t be afraid to take drastic steps. You may be surprised!

Lazy Teens or Concrete Thinkers?
When I first started working festivals, I was amazed at how some kids could easily “get it” when I point to a full trash can and say, “What needs to happen here?” And others would just stare at me. Initially, I thought they were just being lazy teens. Then I realized I needed to apply some learning techniques for students who are concrete thinkers, such as modeling or direct language.

Modeling Job Tasks
Many students were challenged by having a job where they had to be proactive in seeing what tasks needed to be done. One parent gave us useful tips on her child which helped us guide her more appropriately. However, most parents did not give us a heads up regarding their children’s learning styles; so we had to use our best judgment which wasn’t always great.  Once we understood that they truly wanted to be there, we started to put into action some simple accommodations for these teens. I remember explaining to our leader that some of the students really don’t “get it” unless we concretely explain or model a job. We had to further analyze some tasks and provide modeling for many basic jobs.

Solutions to Help Teens Succeed in a Work Environment

1. Break down the complete job into smaller tasks (see example)

Changing the Trash

- Look for a full trash can
- Get a new trash bag
- Remove the full bag of trash from can
- Reline the empty can
- Throw the full trash bag away in bin

Once the adults understood how to break down a job into basic tasks, we were also able to direct the “typical teens” to positively support their peers. We avoided using inferences for jobs and were more direct in our expectations.

2. Provide check-off lists for lengthier jobs (see example)

Bathroom Cleaning – Done by _______ at ______ time

- Wipe Down Counter
- Pick Up Trash on Floor
- Check Toilet Paper and Seat Liner Supply
- Remove Full Trash and Replace Liner
- Mop Floor

Using a written check-off list was a great way for all of the teens to understand what the term “check the bathrooms” meant. It didn’t mean open the bathroom door, peek in and then return saying, “looks good to me.” It meant following a list and signing responsibility for that shift’s bathroom check. Some teens required a peer partner the first couple of times. In our situation, a written list was fine, but a picture list might also be helpful.

3. Have staff and peers cheer accomplishments big and small

We rewarded and recognized a job well done. Hearing a positive comment from a peer goes a long way for teens. Not only does it promote enthusiasm for completing more tasks, it builds self esteem and encourages potential friendships.

4. Offer peer modeling and job shadowing for more detailed tasks

In this situation, if a student wanted to learn the job of hosting a musical group, they shadowed a typical peer on that job several times with the final run being a peer led job shadowing. If the teen did well, they could lead independently.

Everyone Wins!
Letting the students select what jobs they preferred produced conscientious and happy workers. Finding the right opportunities for the right teen enabled the staff and peers not to pigeonhole workers into solely custodial duties. Recently, one of our teens helped run the barbeque grill for hours. A second hosted several bands making sure the group had everything it needed to make their competition a success. And a third was ready to assist with any “gophering” including trash pick up, bathroom checks or selling concessions. All played an integral role in making the festival a success. Throughout the years, things didn’t always go smoothly, but our students have learned that helping promote a positive experience for their peers is more fulfilling in the long run for everyone. Staff, students and family members have all been impressed with the tremendous growth that these individuals have experienced in a short amount of time.

What is the “Norm”?
I feel like when people see someone who acts different from the so-called “norm” they automatically start to think weird, strange thoughts about that person. Society sometimes automatically thinks different is a bad thing. As soon as some people hear the word different, their brain automatically thinks of the word bad after it. But really, I know first hand that being different is not a bad thing. Being different is just that, different, but it doesn’t mean I am less of a person than anyone else. Just because I am different from the so-called “norm” does not mean that I deserve to be treated like I am from another planet, or like I grew two heads. I actually like being different, because being different is what makes me who I am. Autism is a part of me and a big part of who I am.

The “Real” Me
I have learned to not let other people’s actions bother me, but it still frustrates me that people can be so ignorant and not accept others who are different. I also wonder how come that person cannot look beyond my autism and see the real me, who is very talented, kind, loving, caring, helpful, and funny. Yes, I have my moments, I do have meltdowns, but don’t we all? I know sometimes I seem to really stand out. I know sometimes I do certain things that society perceives as weird or unusual, but I am human. I am not perfect, I make mistakes, just like any other so-called “typical” human being, and I learn from those mistakes that I make.

Don’t Judge Me
Next time you see me out in the community, can you just get to know me before you judge me? Please? If you do not have anything nice to say, please do not say it at all. Also please do not assume thoughts about me or my family that are not true. One of the hardest things about autism is that it is truly an invisible disability, people do not always know I have a disability by looking at me, unless they really know and are educated about autism. If I was in a wheelchair, people may still have judged me, but at least they would have known that I had a disability.

Autism is Not Contagious
Autism is not contagious, you can not catch it from me. My parents are more patient than ever, so please do not tell them that they are impatient, as you just see a glimpse of the life that my family and I live each and every day. So please do not judge us. If you have questions ask, but do not assume things. If you think I may need help, ask, or ask my mom. We may accept your help, and we may not, but even if we decline your help, please note that it was very much appreciated.

My Message to Others:

• Please think before you speak.
• People with autism have feelings too, just like any other person does.
• Words hurt, sometimes even more than actions.

How I Deal with Judgmental People:

• Laugh it off!
• Tell the story to as many people as possible.
• Use the story to educate others.
• Use the moment to educate more people about autism.
• Tell myself that I did nothing wrong, and that it was that person’s problem, not my problem.
• Think about all of the wonderful people I have in my life, who love me very much for who I am, autism and all!

How do you deal with people who judge you or your child? Do you ignore them? Do you say something to them? Do you walk away? Please share!

This three-part article series will cover:

1. The definition of CAS and who has it (Part I)
2. The specific characteristics that distinguish CAS from other speech disorders (Part II)
3. What parents might look for in the treatment of CAS (Part III)

What Is CAS?
CAS is an official term recommended by the American-Speech-Language-Hearing Association (ASHA). However, CAS may be referred to as “verbal dyspraxia” in other parts of the world (outside of the USA). Children with CAS/verbal dyspraxia have problems sequencing, coordinating, and timing mouth and vocal movements for speech.

According to ASHA (2007, p. 6), CAS is “a neurological childhood (pediatric) speech sound disorder, in which the precision and consistency of movements underlying speech are impaired in the absence of neuromuscular deficits.” However, children with neuromuscular deficits (e.g., cerebral palsy and Down syndrome) can also have CAS. This is very confusing for both parents and professionals.

Who Has CAS, and How Is It Different From Childhood Dysarthria?
Children born with cerebral palsy, Down syndrome, or other neuromuscular disorders have muscle tone and muscle function problems that often result in a speech difficulty called childhood dysarthria. These children frequently have distorted sounding speech (the main characteristic of dysarthria). Although distorted, their speech sounds fairly consistent regardless of:

• The length of words or sentences, and
• Whether or not they are asked to imitate speech.

Childhood dysarthria is different from CAS. Yet, children with neuromuscular disorders can have CAS in addition to childhood dysarthria.

There are also many children without specific neuromuscular deficits who have CAS. These children have generally adequate muscle tone and muscle function for speech (e.g., children with autism or no specific diagnosis). They do not have any documented brain injury or damage.

So, Why Do Children Have CAS?
Overall, children with CAS do not seem to be using the motor programming area of the brain as well as other children. They do not practice speech like other children in order to develop appropriate sequencing, timing, and coordination of speech. Children need to “babble, babble, babble” and “practice, practice, practice” speech sound combinations in order to develop speech. The premotor cortex (in the frontal lobe of the brain) is believed to be primarily responsible for this process.

Children with neuromuscular disorders (e.g., Down syndrome, cerebral palsy) do not move like other children, so they may not be properly using the premotor cortex to set down adequate motor programs for speech in the first place. Children with generally adequate muscle tone for speech (e.g., children with autism or no specific disorder) may have an inherent weakness in the functioning of the premotor cortex which keeps them from developing adequate sequencing, timing, and coordination for speech. Brain research using functional MRI and PET (positron emission tomography) may ultimately reveal differences and/or similarities in brain function in these two groups of children who can have CAS.

In summary, children with CAS:

• Do not seem to be using the motor programming area of the brain as well as other children
• Do not practice speech like other children
• Do not develop adequate sequencing, timing, and coordination for speech
• Can have childhood dysarthria in addition to CAS

In Part II, we will explore the specific characteristics of CAS which distinguish it from other speech disorders.

Reference
American Speech-Language-Hearing Association. (2007). Childhood Apraxia of Speech [Technical Report].

Home Schooling and Special Education
If you believe your home-schooled child has a learning disability, you have the right to seek an evaluation and services.  However, it does not mean the public school district is required to provide therapies and intervention programs.

The level of responsibility that the school district has for providing special education services to eligible home-schooled students depends on whether the IEP team determines that services should be provided.

Requesting a Special Education Evaluation
If you want to have your child evaluated, you should contact the public school district that you reside in.   Attendance boundaries determine which school district is responsible for evaluating your child.  It also needs to be the public school, not a private school.  I’d suggest you contact the Director of Special Education. Tell them that your child is in a home school program and that you’d like them evaluated for special education.  They may have some questions for you.  For example, has your child ever been enrolled in public school?   Has your child ever had an active IEP?  If you have an old IEP, it would be helpful to provide this so the district can see what services your child has received in the past.  They may also ask you to provide proof of residence with a utility bill, bank statement or rental agreement.

Once a home-schooled child is referred for a special education evaluation, the local public school is required to complete the evaluation within 60 days.  You can make your request either in person, over the phone or in writing.

The IEP Process

The district will follow the IEP process outlined in the law called the Individuals with Disabilities Education Act or IDEA.  This includes:

1. Notifying the parent of the intent to evaluate and providing parents with their procedural safeguards.
2. Obtaining written consent for evaluation, placement in special education and development of the IEP.
3. Developing an appropriate IEP that measures the satisfactory educational process of the home-schooled child.
4. Re-evaluating the child for special education eligibility every three years.

Meeting with the IEP Team
The evaluation may take place in your home, or at an agreed upon place, like the district office.  Once the evaluation is completed, a meeting will take place with the IEP team.  In the case of a home-schooled child the team usually consists of the person or persons who completed the evaluation, a school administrator and the parent.   Here, the results of the evaluation are explained and recommendations are discussed and agreed upon.

Legal Obligation to Provide Services
Because the child is home-schooled, the district has no legal obligation to provide services to the child unless the IEP team deems the services or programs as necessary.  In order for the programs to be implemented, the parent of the child must give consent.

For example, if the IEP team determines that a child would benefit from occupational therapy and the parent agrees to services, the team can write an IEP and agree on a place where the child can receive these services.  However, if the IEP team recommends a program that is offered at the school as part of the curriculum, the district is not required to provide the service since the child is not enrolled.

Options for Receiving Services
If the evaluation finds that your child is eligible for a service you think would be valuable to your child, you can consider enrolling them part time in the public school so they can receive services.  For example, the student could be enrolled for 2 hours on Monday and Wednesday’s so they could receive reading support from a specialist.  Or, if your child is older, you could enroll them in an elective class or physical education class so they are on campus to receive support services.

If the services can be provided at the district office, you can ask to arrange a regular time every week so your child can attend the support program.

If you choose to implement an IEP and find later that the services are not in conjunction with the home school program you are providing, you can always choose to terminate your consent and the services will discontinue.

Happy Parenting!