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Life Transition Times
The transition department will address the needs of individuals who are facing life changes. Major transitions can be changing schools or programs, leaving school for work and leaving home for alternate living environments. Many needs arise during these times.
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Creating Personal Portfolios for Students: Tools for Transition, Communication & Inclusion
Paula Kluth
One day when I was working in a middle school, a music teacher approached me excitedly to share that Lizzy, a student with Down syndrome in her class, was a pianist. She told me that she had been teaching a lesson on jazz when Lizzy approached the piano and began to play a Thelonious Monk tune. The teacher was absolutely giddy about her discovery and wondered if Lizzy's parents knew about her "hidden ability". This educator was so enthusiastic that I didn't have the heart to tell her that Lizzy had been practicing piano for years and many of her teachers knew about her talent and some had even seen her perform. It is no wonder why many educators do not have this type of important personal information about learners in our schools today. When most teachers get a student with disabilities in their classroom, they are given very little information on the learner's needs, gifts, abilities, strengths. . . . keep reading
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Getting Ready for School: Transition Tips for Students with Autism
Paula Kluth
For many learners with autism, transitions are the toughest part of schooling. Moving from classroom to classroom or teacher to teacher can be stressful enough, but moving from building to building is almost always a process filled with anxiety and trepidation. These strategies are designed to prepare the learner with autism for a new school or a new schooling experience (e.g., an inclusive classroom) and can be used days or months before . . . keep reading
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College for autistics
The California State University East Bay campus in the Hayward hills is the site of an unusual experiment in higher education for people with autism. Starting in the fall quarter, college-age autistics will be encouraged to attend and build an educational community; one that draws on the autistics' unusual academic strengths. The experiment will test the possibilities for autistics in a university setting, and more generally the possibilities for a range of students with disabilities. Twenty years ago in California and across the nation autism was largely invisible. Today, . . . keep reading
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Autistic valedictorian looks forward to college
Thomas Baker said his early years in school were a bit rougher than most students'. Socially, he described himself as a quiet pupil who perpetually sat in the corner and had trouble grasping certain concepts. "Academic wise, I had trouble with reading comprehension. I'm the type who is open minded and can never give a straight answer to anything," Baker, 18, said when describing his struggles with standardized tests. "My mindset is a whole lot different than the test-makers'." Baker, who was diagnosed with autisum when he was 18 months old, thinks the disease proglonged his adjustment period when it came to school. The recent Bradwell Institute graduate also suffers from epilepsy and both health issues can make it hard for Baker to feel at ease around his peers. . . . keep reading
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Reacting to Agitation, Escalation and Outburst in Autism Spectrum Disorders
Rebecca Klaw, MS, Med
Part 3 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with AutisM Spectrum Disorders Before we begin... a word about consequences Children who are developmentally compromised in the areas of flexibility and frustration management usually: Lack the capacity to manage emotions associated with frustration well enough to think clearly in the midst of crisis; and Lack the ability to shift their thoughts from their agenda to your agenda even when faced with very meaningful consequences. . . . keep reading
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Understanding the Stages of Crisis Leading to Meltdown in Autism Spectrum Disorders
Rebecca Klaw, M.S,, M.Ed.
Part 2 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with AutisM Spectrum Disorders |image2| Agitation/Escalation Many things can trigger agitation in children with autism: Not getting what he/she wants Not doing what he/she wants to do Not being able to regulate to environmental stimuli Not being able to regulate to internal stimuli . . . keep reading
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Understanding Inflexible-Explosive Children in Autism Spectrum Disorders
Rebecca Klaw, M.S,, M.Ed.
Part 1 of 3: Thoughtful Response to Agitation, Escalation and Meltdowns in Children with Autism Spectrum Disorders In the literature about working with individuals with Autism Spectrum Disorders, attention is routinely given to proactive or preventive strategies for helping children manage their lives smoothly. These strategies are based on insight into a child's particular challenges, recognition of their particular strengths, and acknowledgement of their particular communication style and skill level. The strategies that all of us know, and use, are also based on the understanding of sensory differences and the child's often pervasive need for sameness and routine. . . . keep reading
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From Less is More to More is Less: How Sensory Needs Can Change Over Time for Individuals with Autism
Anne Carpenter
As a child, my autism was more acute and my nervous system was so immature in so many ways that I was in constant overdrive and hyperactive. This resulted in me becoming easily overstimulated in almost every situation every day. This made me feel so anxious and wound-up much of the time that I was afraid of sudden bombardments such as the fire alarm at school. It scared the living daylights out of me because of the sudden loud blast of the unfamiliar sound that came seemingly out of the blue. I screamed "What is it?" "What is it?" I screamed in panic as the horrible noise assaulted my ears and brain. . . . keep reading
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First Year of College: Lessons from a Parent of a Child with Asperger Syndrome
Julie Coulter
My husband and I began a new phase in life last fall as our son left home to attend college. After struggling with ADD and Asperger Syndrome through special education programs in a mainstream environment for 13 years, he had graduated from high school successfully. We are proud of his hard work and the steps he took to get to college. We are very grateful to all the teachers who helped our son prepare for college in high school. We are also very thankful for college programs for students with special needs. . . . keep reading
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