WHAT HAPPENS WHEN THE SCHOOL IS UNEDUCATED ON TEACHING AND CARING FOR STUDENTS/ CHILDREN WITH AUTISM? When the school administration , teachers and staff are uneducated in Autism (not just special needs or children with behavior problems). They end up abusing our children or putting them in life threatening danger. They lost Travis 4 times in a school that is getting Federal Funding to teach and care for children with Autism. Travis came home with bruises on his arms and legs. My husband and I were at the school one day and heard Travis screaming as he was coming down the hallway OUCH !! We witnessed this uneducated para dragging not only one child but two Autistic children down the hallway, past a teacher who just stood there and did NOTHING. When I asked the teacher who has had NO training in Autism or behaviors why she allowed a child to be dragged in front of her in obvious pain and did nothing about it ,she replied that is how they always are. They have to get them calmed down and back to their room. ***This is why Autism awareness is so important in schools. *** Why we have to fight for our children, we have to create an IEP that will work for the student..not the just the teacher. Being under staffed and under educated in Autism is a disaster waiting to happen. But when people receive good information on Autism and know it is not just a behavior issue. Our Children grow and learn and succeed!! With this behind us we can now move forward :) ************************************************************ **I now want to say these last two year have been AWESOME ! The Administration, staff and teachers have been going to Autism training and Travis Teachers have been GREAT! You have to remember that the teachers can only do what the School will support and what is in the IEP. Darren and I had to FIGHT THE SCHOOL and Travis is succeeding because of the training and because of the caring people that are with Travis everyday. This year his Teacher Mrs Elizabeth Salmeron has gone above anything I have ever seen to make sure Travis gets the education and the social help he will need to succeed in his future way beyond the 3rd Grade! The love and support his Para gives him is amazing and wonderful. When Travis has a bad day , she has a bad day. She gets hit, pinched, bit and drug to the ground. But I will tell you this Aimee Bloom will stand her ground and set goals for Travis. She is constant and loving at the same time!! Travis King is so blessed to have these two amazing women in his life! ** ************************************************************* Before things changed at this school Darren and I had to fight . I want to share with you one of the letters we had to type up and hand out what Darren and I thought Travis needed in school. Let me tell you this was not an easy meeting to attend. Most IEP meetings only have between 2 and 5 people. We had to make a special time so we could meet with Principal. vice Principal, both nurses, the Behavior Specialists one from Childrens Village and one from the school that they just hired. The speech therapist, The school psychologist,The resource room teacher, the para who quit after only 4 days working with Travis, his 2nd grade teacher and his new teacher, Darren King and I. ( approximately 15 people). We also had the Education Ombudsman from the State on the phone too. Just for you who dont know what an Ombudsman is , it is a government appointee who investigates complaints by privet persons against the government. Here is the letter we had to write. This meeting was before school even started and lasted 2 hours. What we want for Travis: 1. We are requesting that all accommodations are to be listed in the IEP as required by law Section 300.320 (IDEA) 2. Safety~ A) Radio to call for extra support B) Para pro to help and teach with safety, transitions, adaptive skills, social skills and communication 1.) During structured and non-structured times. 2.) Loading on and off bus C) Daily report of behavior 1.) Report of incidents of aggression to be sent home same day of occurrence(s) (so we can go over and help Travis process what happened and practice an appropriate alternative). D) Travis needs to be provided with communication tools at all times. 1.) Pictures schedule 2.) Sign language 3.) Sentence starters 4.) Other appropriate communication tools E) Travis is to be provided with access to calming strategies 1.) Sensory bag 2.) Token economy 3.) Breaks scheduled or asked for F) Specific instruction time outside of the classroom to work on social skills and appropriate classroom behaviors. (Mrs. Goodman the school counselor or Heather Hall the school physiologist?) 1.) Social stories to target behaviors 2.) Practice engaging with peers 3.) Roll play G) Safety Plan 3. Adaptive Skills~ A) Toileting 1.) Posted visual schedule a.) Review steps or b.) Make available to Travis when in the restroom c.) Checking to make sure Travis has completed the steps correctly 1.) Washed hands properly B) Self-Regulation (The ability to monitor his own body needs and meet those needs.) 1.) Recognizing his personal needs a.) Teaching Travis to recognize his body queues (Thirsty, Hungry, Hot, Cold, Bathroom, when he needs a break , when he needs to calm down) b.) Prompting to appropriately meet that need. 1.) Water a.) licking hands or spiting 2.) Tissue a.) Travis picking his nose, wiping nose on clothes 3.) Temperature a.) wear a jacket if it is cold or no jacket is needed if it is too hot outside. 4.) Chapstick, lotion, hand sanitizer a.) Spiting on his hands b.) licking his lips c.) dry hands or need of sensory 5.) Going to the bathroom when needed 6.) Asking for breaks a.) Because of meltdowns b.) Because he is having trouble processing or is sitting for too long. C) Handling Frustration 1.) Transitioning a.) Advanced notice of transition ( as described in behavior plan) b.) Access to communication tools c.) Provide opportunity for Travis to ask for clarification if he seems confused or upset (ie. Behavior plan d.) Provide extra time for Travis to process what he needs to do before it is done. (ie. spelling test in order, new routine, change in his routine.) e.) Identify feelings f.) Positive practice calming down (token economy if he does calm down). g.) Behavior Plan h.) Specific instruction on positive practice (roll play, social stories, outside of instruction time (maybe when he meets with the counsel or behavior specialist) i.) Goals in IEP that address 1.) Identify emotions 2.) Replacement behaviors for kicking, biting, hitting and pinching 3.) Asking for breaks 4.) Loading and unloading the bus 5.) Communication with and without prompting 6.) Progressive notes need to be added to the IEP during the school year 4.) Nutrition~ a.) To have access to his water bottle b.) Prompting to try new foods c.) If Travis doesn’t eat, he needs to be provided with a snack or preferred food such as apple or Pretzels. d.) Needs to be provided with apple juice/water. 5.) Social Skills a.) Appropriate classroom behavior 1.) Transitions 2.) Handling frustrations/emotions a.) Specific instruction time outside classroom b.) When accompanied by a para pro during unstructured times (recess, lunch, non- teaching time. Para pro support Travis in practicing new social skills). Such as: 1.) Personal space 2.) Eye contact 3.) Sharing 4.) Asking to join in 5.) Taking turns 3.) Teach Travis appropriate classroom behavior outside of structured learning time a.) Social stories b.) Roll playing 6.) Communication/ Language a.) Communication plan that outlines what tools are to be used. When they are to be used and when they can be stopped or are no longer needed. 1.) Travis needs to be provided with access of multiple forms of communication at one time. a.) Sign b.) Picture schedule c.) writing utensils d.) Sentences starters e.) PODD Book 2.) To collaborate with adaptive communication specialist so that we can develop a working Communication plan that works for Travis. 7.) Modifications and Accommodations for all subjects a.) Pull out for testing when needed b.) Given extra time for testing c.) Given a modified test or homework when needed d.) The use of sign language and learning new signs e.) 1:1 for communication and safety f.) Read class materials orally g.) Extra time to complete assignments h.) Modify students’ schedule (to be taken out of structured time for social and adaptive skill i.) Allow breaks as needed j.) Provide individualized or small group instruction k.) Modify/repeat/model direction l.) Take test in separate location when needed m.) Preferred seating n.) Provide a desktop list of tasks, instructions and schedule. o.) Provide homework list and instructions p.) Behavior plan
Posted on: Tue, 08 Apr 2014 05:36:35 +0000
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