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Bullying: Is There A Solution?

February 29, 2012 By

In the wake of Monday’s tragic school shooting in Chardon, Ohio, I find myself wondering why we as a society have so much trouble dealing with the problem of bullying. I asked this question on Facebook on Monday night, and more than one person accused me of blaming the victims.

I want to make it clear: I am not blaming the victims, nor am I condoning these acts of violence. I am merely making the point that in spite of the fact that bullying has been blamed for a number of tragedies over the last fifteen years or so, we have made little progress in addressing it.

It would be unfair for me to say that nothing has happened. I would be willing to bet that there were no formal anti-bullying policies in place when I was in high school. That at least has changed: it took me about fifteen seconds on Google to find my local school board’s policy. This does represent a start, even though the wording of the policy is frustratingly vague. It places the onus on schools to figure out ways in which bullying incidents can be reported and dealt with. When I called my son’s school to find out what their school-specific policy is, I got an expected but highly unsatisfactory answer: It depends on the circumstances. I also got the platitudes that schools think are sufficient for parents: We do not tolerate bullying in our school. We take this issue very seriously. Instigators of bullying are dealt with severely.

That’s all great, but what does it actually mean? We don’t need policies that are there primarily to make parents happy enough to sit down and shut up. We need action plans that are followed through on. Here are a few things that I would like to see in place:

  • Education sessions for parents that will teach them to recognize (a) that their child is being bullied, or (b) that their child is bullying.
  • Anti-bullying education in the curriculum for the kids. Right from the get-go, children need to be taught what their rights are and how they can ensure that they are being respected. They should also learn about what behaviours constitute bullying. While this is more intuitive for most older kids, young children may not recognize the potential harm of certain behaviours.
  • Support for the victims of bullying. They should have a way to report their experiences without fear of reprisal, and they should be assured that action will be taken. The onus should not be on them to “stand up to the bullies”.
  • Support for the instigators of bullying. These kids could have something going on in their lives that’s making them do what they do. They shouldn’t just be suspended from school and given a warning not to do it again. Steps should be taken to find out why they are doing it in the first place and what help can be provided to them.
  • Open lines of communication between students, teachers and parents. Teachers and parents should be working together to ensure the safety and wellbeing of our kids, and our kids have to know that there is someone for them to go to when they need help.

Bullying is not a problem that can be solved by letting the kids sort it out. We cannot tell one person to stop doing something, or another person to retaliate. Bullying is a social problem that can only be solved by everyone involved working together in a constructive way, to do what is best for the kids.

Filed Under: Bullying, Children, parenting, School Tagged With: , , , , , , ,
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10 IEP Survival Tips For Parents Of Children With Autism

October 25, 2011 By

If you want an autism parent to break out in an instant sweat, just mention the initials IEP. The Individual Education Plan, which is theoretically in place to help children with autism and their families, can instead be one of the biggest sources of frustration. The IEP process, during which the child’s educational goals for the upcoming year are formulated, is about as much fun as a root canal. It is also just as essential. Without an IEP, our special needs kids would be eaten alive by a school system designed to teach “typical” kids who can do “typical” things.

Putting together an effective IEP requires collaboration between the parents and the school, and differing viewpoints can lead to difficulty. The school views the child as one of a number of students requiring IEP’s. They want to get the job done as quickly and efficiently as they can: the less interaction they have to have with parents, the better. From my experience, teachers like to draw up the IEP, send it home for parental signatures, and be done with it.  Parents, of course, view their child as a unique individual. They want their child’s IEP to be given care and consideration. They don’t want a cookie-cutter IEP; they want a plan that reflects their child’s needs. After all, the “I” in IEP stands for “Individual”.

It doesn’t have to this frustrating. There are things parents can do to derive real value from the IEP process. Today I want to share with you some tips that I have learned over the years, both from my own experiences, and from other people who have been through the IEP wringer. If you have tips of your own, please feel free to add them in the comments section.

1. Parents, educate yourselves. Find out the special ed laws in your area. Make sure you know what you as a parent are entitled to request on behalf of your child. Do research on the IEP process. If possible, try to get your hands on the IEP form if you haven’t already seen it. If you know what information the form calls for, you can be better prepared.

2. This is not a battle – or at least, it shouldn’t be. No matter how frustrated you are, avoid approaching your child’s teacher in a confrontational manner. You are not on opposite sides of the table. You are members of the same team, working together for the benefit of your child. If you adopt a collaborative attitude, chances are that the teacher will do the same. At the end of the day, your child will derive a lot more benefit from a cohesive team than from a roomful of bickering people.

3. There is another reason to play nice with your child’s teacher. The special ed community is fairly contained. There is a good possibility that the professional you are dealing with today will crop up in some other role in the special ed world at some point in the future. I’m not suggesting that you give in to what the teacher wants. I’m just saying, be nice. Treat all of the professionals you encounter with respect. Yelling at an uncooperative teacher may get you some short-term results, but it will also burn a bridge that you may need further down the line.

4. Be realistic. Your child’s goals should be formulated with reference to where they are today. A child who has not yet learned how to count to twenty is probably not going to be able to add triple-digit numbers.

5. Instead of requesting goals in absolute terms (“I want my child to be reading by the end of the year”), phrase them as an ongoing process (“The ability to read one- and two-syllable words, with a view to reading simple story-books.”)

6. Remember that kids don’t necessarily do the same things at school that they do at home. My son’s teacher, who is with him for the third year in a row, sent home an IEP draft that included the goal for him to rote-count to 100. I was initially perplexed, because he’s been counting to 100 since he was four, but it came out that this is not a skill he has demonstrated at school. Conversely, he has shown more promise in interactive play at school than he does at home.

7. Don’t be shy about writing comments on your child’s IEP. The IEP form does not allow a lot of space for comments – feel free to break out a separate sheet of paper, write your comments on that, and staple it to the form.

8. As a parent, you have the option to meet with the teacher, or to just add your comments to the IEP and sign it. I strongly recommend that you meet with the teacher. Even if it’s the same teacher for the second or third year, the goals will have evolved, and it can be very difficult to keep things in context without a face-to-face meeting.

9. If the IEP does not include a goal that you feel should be there, be persistent. You may need to compromise on the wording of the goal, but make sure it gets written into the IEP in some form.

10. Remember that the IEP is not cast in concrete. We don’t have crystal balls, and we cannot always say that the plan we come up with in October will still be valid in, say, February. If a strategy or goal that was written into the IEP is not working, talk to your child’s teacher about modifying it.

Filed Under: autism, Education, goals, IEP, School, Special Needs, Teacher Tagged With: , , , , , , ,
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Home Ec 101: What Not To Do

August 8, 2011 By

This morning I came to the conclusion that I need to learn how to sew.

There are some women who always keep a sewing kit handy, and more importantly, actually know what to do with it. These women have no trouble sewing on a button, turning up a hem, darning a sock, or turning a collar.

I am not one of those women. I don’t even know what “turning a collar” means.

I was educated at a girls-only Catholic school, the kind that believes that girls have to be clones of Martha Stewart in order to find a husband. And so I learned how to knit when I was ten years old, although the term “learned” is a bit of a stretch. Teaching someone like me how to knit is a bit like teaching a giraffe how to fly.

My first project – the one I got at the tender age of ten – was to knit a scarf. While all of the other little girls happily clicked their needles together to create long, tidy scarves, I struggled mightily to get the needles to cooperate, and the wool pulled and strained as I tried to loop it over the needles. Every time I completed a row I had to take a breather.

The other kids completed their scarves and started attaching the tasseled fringes onto the ends. I was still working away with my needles, trying desperately to come up with something that would go around my neck at least once. In the end, one day after school I simply finished the row I was on, and deemed the scarf to be complete. Since I had a scrap of knitted material that would barely wrap around a pencil, let alone a human neck, I resorted to artificial scarf-lengthening means. I soaked my scarf in water to make it wet and hopefully stretchy, and then I took it out to the back yard and secured one end to the ground with a croquet hoop. I pulled on the other end with all my might, and when it was stretched as far as it would go, I went to work with the hammer and a second croquet hoop. Then I went inside, blissfully under the impression that if my scarf were left to dry in that stretched-out state, my problem would be solved.

Pretty resourceful for a ten-year-old.

By the time I checked on my scarf a couple of hours later, it had indeed dried. It looked impressively long. I removed the croquet hoops and stared in disbelief as, like a strange alien creature undergoing a metamorphosis, the scarf writhed and contracted back to its original size. So much for my resourcefulness.

I would rather have set my face on fire than actually started knitting again, so I decided that the length in the scarf would just have to come from the tassels. I can honestly say that when I handed the scarf in for marking, the surreally long tassels completely took focus away from the quality – or lack thereof – of the knitting.

We will not discuss the next craft project: a knitted Humpty Dumpty. Mine was definitely a Dumpty.

Nor will we discuss the apron I made in seventh grade, that the home ec teacher awarded me a grade of 12% for.

We will just skip right ahead to this morning’s fiasco…

At Christmas, one of my gifts from my husband was a lovely light gray suit consisting of pants and a jacket. Although it fitted, it was just too snug to be comfortable. I mean, I don’t want to be sitting on the subway wondering if my pants are about to split open at the seam. So I hung the suit in my closet and resolved to wear it when I had lost a few pounds.

Thanks to the more-or-less liquid diet that I have been forced to follow of late, that day came today. I took the suit out and put it on to find it comfortably loose while still being stylishly fitted.

Just one problem – the pants were too long. I couldn’t wear them like that, because I would have dirtied the bottoms of the pant legs, and I probably would have tripped and fallen on my face in the process.

I couldn’t take them up, because – well, I just don’t do sewing. But that resourceful ten-year-old in me has never gone away, so I came up with a solution that any resourceful ten-year-old would think of.

I decided to staple the bottoms of my pants.

With my five-year-old quizzically looking on, I carefully measured out the length that looked right, and then went to work with the stapler.

At first, I couldn’t get the stapler to work properly, and I figured that I would probably have more success if I wasn’t actually wearing the pants while I stapled them. I took them off, laid them flat on the ground, and tried again. Ten minutes later, I put the pants back on, and went to the full-length mirror in the hall to survey my handiwork.

The fact that one leg was now an inch shorter than the other was the least of my problems. One of the staples wasn’t holding properly, so one side of the pant leg was drooping down sadly. On the other leg, the staple had bunched up the fabric in an intriguing manner. And my assumption that the staples wouldn’t show against the gray fabric turned out to be hopelessly misguided.

With resignation, I gave up on the gray suit. I took it off in a huff, and then stomped off to put on my blue pinstriped suit instead, a suit that was ready-to-wear and staple-free.

Now, with the benefit of several hours of hindsight, I can think of the utter ridiculousness of trying to staple pants and I can laugh about it.

But I really should learn how to sew. And giraffes should learn how to fly.

(Photo credit: http://www.flickr.com/photos/stevendepolo/4312354135. This photo has a creative commons attribution license.)

Filed Under: Childhood, Home Ec, Knitting, Resourcefulness, School, Sewing Tagged With: , , , , , , , , , , , , , ,
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Spotlight On Friendship: Jenny

July 8, 2011 By

Today I want to tell you about my oldest friend. Not “oldest” in the sense of being geriatric, but “oldest” in the sense of being the person who has put up with my nonsense for longer than anyone else.

I met Jenny at the start of fifth grade, when we were both new kids at our school. I remember us standing together at the front of the classroom on our first day, being introduced to our new classmates. Both of us felt as if we were different to the other kids in our class, but we felt an immediate kinship with each other. By recess that day, we had become best friends.

Over the next several years, as we saw friendships form and dissolve all around us, Jenny and I were inseparable. Her personality balanced perfectly with mine. She was the one who was good at art, I was the one who was good at math. She was bubbly and outgoing, I was more reserved. Our core values were the same, and we had enough common interests to be able to bond. But we also had enough diversity to retain our own individuality.

I was shy and socially awkward as a teenager. The only person I could really open up to and be completely myself with was Jenny.

When we were in high school we made a promise to each other, that we would be friends forever, and that when we were old ladies, we would sit together on a porch doing our knitting. When we discovered just how crap at knitting I am, we amended the promise. She would do the knitting, and I would keep the coffee flowing. We’re planning to be manic old ladies, permanently buzzing from caffeine.

In my late teens and early twenties, my life went a little weird. I went away to university, and when I came back, I had learned some very difficult lessons from the School of Hard Knocks. I’m not sure if Jenny realizes how much of a salvation she was for me at that time. I was feeling out of sorts, and she was my friend. I was feeling directionless, and she got me a job in the same office where she was working. I felt adrift, and she was my safe harbour. She helped keep me grounded.

And then, to my eternal shame and regret, I let her down. I did something that hurt her, and that cost me the only true friendship I had ever had.

Life went on, but I never stopped thinking of Jenny and kicking myself for my own stupidity.

A few years after my split with Jenny, I had installed myself in a solid career and bought my own apartment. One evening after I got home from work, my phone rang. I did not immediately recognize the voice on the other end, but then the realization dawned on me: “Holy crap, it’s JENNY!”

We went out for pizza and caught up. I told her I was sorry. She said she forgave me. I cried – tears of regret at having hurt her, and tears of joy that I had my best friend back.

And I really did have her back. Over the next several years, we stood by each other for all of life’s major events. I caught the bouquet at her wedding. When she had a baby she asked me to be the godmother. When I became a mom myself, she was the first person I called when I came home from the hospital. She comforted me at my dad’s funeral, and although she couldn’t be there for my wedding, I know she was thinking of me.

The strongest of friendships can survive any storm. Jenny and I had our storm, and it was a big one. But in the end, our friendship survived, and endures to this day, even though we live on opposite sides of the world.

At some point a few decades from now, a porch somewhere will be waiting for two old ladies, one doing her knitting, the other making coffee.

Filed Under: Friendship, life Tagged With: , , , , , , , , , ,
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Graduation Day

June 28, 2011 By

My Kindergarten Graduate

On Friday morning we all woke up with a sense of occasion. Especially James, my five-year-old son for whom this day was happening. He had been looking forward to it all week, and now that it was here, he could barely contain himself.

In honour of the occasion, I walked him to school myself instead of dropping him off at the daycare. Once we got to the school, he ran ahead of me to join his peers, and I joined the group of parents walking towards the gymnasium where the event of the day was being held. I secured two seats in the front row, and hoped that my husband, who was taking George to school, would arrive before the excitement started.

As I waited, there was a lot of scuffling and whispering and shhhh-ing coming from behind the curtain on the stage, as the kids were obviously brought in through an unseen entrance and put into their positions. With just moments to spare, Gerard scooted in and sat beside me.

And then it began…

The curtain opened to reveal a sight that made the audience go Awwwwwwwww in unison: a class of graduating Kindergartners, all wearing oversized white mens’ shirts that had been put on backwards, and personalized graduation hats made of construction paper.

I have to tell you, they looked cute. Especially when music was cued and the kids started singing a song to the tune of Frank Sinatra’s New York, New York (instead of singing about New York, New York the kids were singing about Grade One, Grade One).  And the cuteness just about exploded near the end of the song when the kids started doing that leg-kicky dance routine. They were very enthusiastic about it, too.

The music segued into I Gotta Feeling by Black Eyed Peas. This time the kids weren’t singing, but they were dancing. Even though it was supposed to be a choreographed dance, it somehow didn’t matter that at no point during the song did any of the kids have matching dance moves. Their energy and enthusiasm – and the fact that my child was part of it – made it the best dance I’ve ever seen.

When the music faded out, it was time for the big moment. The children were called one by one to receive their Kindergarten certificates, which were rolled up into little scrolls and tied with ribbons. When it was James’ turn, he solemnly received his certificate and then posed for the pictures as if it was an occasion in the White House. He had taken this graduation concept very seriously all week, even telling me at one point that “graduation is no laughing matter”.

So far, I was doing OK. I hadn’t cried yet. I hadn’t even needed to reach into my bag for a tissue.

The kids were brought down from the stage and they were ushered to pre-assigned seats in the auditorium. A projector screen appeared from nowhere on the stage, and in a slightly alarming move, one of the teachers started handing out Kleenexes to the assembled parents. “You might need these,” we were told.

The lights were dimmed and the show began…

It was a photo montage of the kids’ school year, and it was absolutely beautiful. The pictures of James showed a kid who was happy, social, and doing really well. My heart burst with pride.

Yes, I cried. So did all of the other parents. The person who was probably crying the hardest at the end of it, though, was the teacher. She clearly cares about every child she teaches. And that shows in how well the kids have done, and in how excited they are to be in Grade One.

The day could not have been more perfect. So what if the singing wasn’t exactly in tune? And so what if the kids chose, on the day, to dance to the choreography inside their own heads? We, the parents, had the privilege of seeing our kids being the wonderful, spontaneous human beings they are.

We saw them being themselves, and it was the best thing ever.

Filed Under: Children, Graduation, Kindergarten, School Tagged With: , , , , , , , , ,
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The Wheels On The Bus Go… WHERE?

April 14, 2011 By

The start of the next school year in September is going to be a big time for our family, as both boys make the leap to full-time school. In August, George is being discharged from the therapy centre where he currently spends his mornings, and James will be graduating from half-day Kindergarten and going into First Grade. It is a big adjustment for both boys, and although I expect some fallout, particularly from George, I am not too concerned. I have faith in both of the boys’ schools.

It’s the school buses I’m worried about.

For James, this isn’t an issue. We live too close to his school for buses to be in the picture for him (much to his disappointment; James would love to ride in a school bus like his big brother).

George, on the other hand, needs the bus, and four years’ worth of problems in the school bus system have taught us a very unfortunate fact: when it comes to scheduling school bus runs, special needs children are treated as an afterthought. The children who do not have any disabilities – in other words, the ones who as a rule are more adaptable and resilient – have their scheduling sorted out very early on in the school year. And the children who do have disabilities – the ones who are vulnerable, have higher levels of anxiety and more reliance on routines – easily spend six weeks or more being picked up at different times, by different drivers, and spending inordinately long periods of time on the bus, while their parents try to figure out what is going on.

Like most parents of young children, I want to know where my kids are at all times. I want to be able to know that at this time, George is on the bus, or at that time, James is eating lunch at the daycare. I do not want to be wondering whether or not George is still at the therapy centre and why the school is calling me to ask why he hasn’t shown up yet.

Last year, right after the Thanksgiving weekend, there was an incident with George’s bus that, while turning out OK, could have had terrible consequences. At that point, we had struggled with the bus company for almost two months getting George’s schedule worked out, and we thought that it had finally been resolved. George was being picked up at a consistent time from the therapy centre by a driver he knew from the previous year, and he was spending half an hour at most on the bus before being dropped off at school for the afternoon.

On the first day back after the Thanksgiving weekend, George was picked up at the usual time by the usual bus driver. He was driven to school.

The only problem was this: it was the wrong school.

Thank goodness George had on a seatbelt lock, which prevented him from getting up, walking off the bus, and getting lost or worse. Thanks to the seatbelt lock, someone had to actually get onto the bus to remove the seatbelt.

The teacher who took George off the bus didn’t know what was going on. She took the driver’s word that George was supposed to be there. It was only when the driver had left and George was standing in the principal’s office with a confused babble of grown-ups surrounding him that someone realized that a mistake had been made.

For a regular kid this would have been bad enough. For a child with autism who is afraid of people and places he doesn’t know, and who has severe communication impairments, it was downright traumatic.

Somehow the principal figured out who George was, and through a series of phonecalls, was able to figure out where he was supposed to be. A child’s booster seat was dug up from somewhere, and the principal bundled George into his car and drove him to the right school.

It only then, when George had arrived at his own school, that someone thought of calling me and Gerard to tell us what had happened. Up until that point, we had been completely oblivious to all of this.

While we were unbelievably grateful to have our child home safe and sound at the end of that day, we were haunted by thoughts of “what if”. The thoughts of “what if this happens again” prompted us to spend the next few weeks trying to figure out what the hell had happened.

We never did receive satisfactory answers. We do know that the bus driver was not at fault, that she was given the wrong information from higher up. We also know that in said higher-up’s attempt to avoid responsibility, the bus driver was relieved of her duties. There were no attempts made to figure out what had gone wrong so that steps could be taken to prevent it from happening again.

And in a few short months, we are going to have to fight a new battle for a new school year.

(Photo credit: http://www.flickr.com/photos/alextakesphotos/149198520)

Filed Under: autism, Children, School, School Bus, System Tagged With: , , , , , , , , , ,
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The T-Word: A Scary Word For Autism Parents

April 13, 2011 By

This morning heralded the beginning of a new phase in my life as a special needs parent. We met for the first time with George’s transition planning team to sign the paperwork that kicks off the process of transitioning him to full-time school.

Any parent of a child with autism will tell you the same thing: that the word “transition” is one of the scariest words in the English language.

“Transition” means that the routines that pretty much hold the world together for a child with autism are about to be turned upside down and inside out.

“Transition” means that there are likely to be meltdowns, that for a period of time my child’s anxiety will be mirrored in his eyes in a way that will make me want to weep, and that the entire family will be without sleep as George makes the adjustment to his new reality.

Despite the fact that this is a process that makes me fraught with anxiety, it is a positive thing. When he started IBI therapy two and a half years ago, George did not have a lot of skills. He had virtually no vocabulary, no self-help skills, he couldn’t follow directions, he couldn’t interact, his emotional regulation skills were nowhere, and he had all kinds of fears that made his life very difficult. There was always a spark in him, though; a light in his eyes that made people sit up and take notice.

After two years of full-time therapy, the progress in this child was off the charts. It would be a stretch to describe him as fully verbal, but he was making requests using full sentences, he was starting to interact in a limited way, he was no longer afraid of the dark, he was starting to verbally express emotion, he was able to follow instructions with multiple steps, and in a giant cognitive leap, he had started to display his quirky sense of humour (deliberately being funny for the purpose of making other people laugh is huge. HUGE!)

And so, six months ago, the decision was made to cut his therapy in half and graduate him to the next program up. Instead of traditional IBI therapy, which is intensive one-on-one programming, he is now in a School Stream program, which is conducted in groups of five. It is a simulated classroom environment, designed to help children with autism learn the kinds of skills needed in school. There is  teacher who leads school-type activities, and each child has his or her individual support person to help with prompting and reinforcing.  The children in this program attend School Stream for half of the day, and actual school for the other half.

It has proven to be a very effective program for George. It has helped improve his social communication and interaction skills – areas that remain difficult for him, that traditional IBI therapy is not designed to address.

And now, effective from September of this year, George is being deemed fit for full-time school. This is a testament to the progress he has made, both in IBI and in School Stream. His teacher at school, who has had him half-days for the last six months, is excited to take him on full-time, and he will be with her for at least two years. At our last meeting with her, she had glowing things to say about George. He still struggles intensely with social communication, and he is not nearly verbal enough to hold his own in a conversation, but academically he is flying. He has developed the skills to function, and function reasonably well, in a classroom setting, even if it is a modified classroom designed for children like George.

That George is ready for this transition is a positive thing indeed. It is something that makes me so proud of him. He has had to work so incredibly hard to get to this point.

But still.

The process of transition is not going to be easy, which is why the planning starts six months before the transition takes place, and does not end until six months after the transition has happened. This morning’s meeting with the transition planning team was the first of what will be many. From what we’ve been able to tell, there will be good supports in place for George and for us over the next year, in order to ensure as smooth a transition as possible.

I cannot help being anxious about it, though. George’s departure from the therapy centre will mean the removal of a layer of support that we have had for the last three years, and although George might be ready for it, I don’t know if I am.

I might just have a harder time with this transition than George will…

(Photo credit: http://www.flickr.com/photos/misskprimary/1038145678)

Filed Under: autism, IBI, School, School Stream, Therapy, Transition Tagged With: , , , , , , , , , , , , , ,
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The T-Word: A Scary Word For Autism Parents

April 13, 2011 By

This morning heralded the beginning of a new phase in my life as a special needs parent. We met for the first time with George’s transition planning team to sign the paperwork that kicks off the process of transitioning him to full-time school.

Any parent of a child with autism will tell you the same thing: that the word “transition” is one of the scariest words in the English language.

“Transition” means that the routines that pretty much hold the world together for a child with autism are about to be turned upside down and inside out.

“Transition” means that there are likely to be meltdowns, that for a period of time my child’s anxiety will be mirrored in his eyes in a way that will make me want to weep, and that the entire family will be without sleep as George makes the adjustment to his new reality.

Despite the fact that this is a process that makes me fraught with anxiety, it is a positive thing. When he started IBI therapy two and a half years ago, George did not have a lot of skills. He had virtually no vocabulary, no self-help skills, he couldn’t follow directions, he couldn’t interact, his emotional regulation skills were nowhere, and he had all kinds of fears that made his life very difficult. There was always a spark in him, though; a light in his eyes that made people sit up and take notice.

After two years of full-time therapy, the progress in this child was off the charts. It would be a stretch to describe him as fully verbal, but he was making requests using full sentences, he was starting to interact in a limited way, he was no longer afraid of the dark, he was starting to verbally express emotion, he was able to follow instructions with multiple steps, and in a giant cognitive leap, he had started to display his quirky sense of humour (deliberately being funny for the purpose of making other people laugh is huge. HUGE!)

And so, six months ago, the decision was made to cut his therapy in half and graduate him to the next program up. Instead of traditional IBI therapy, which is intensive one-on-one programming, he is now in a School Stream program, which is conducted in groups of five. It is a simulated classroom environment, designed to help children with autism learn the kinds of skills needed in school. There is  teacher who leads school-type activities, and each child has his or her individual support person to help with prompting and reinforcing.  The children in this program attend School Stream for half of the day, and actual school for the other half.

It has proven to be a very effective program for George. It has helped improve his social communication and interaction skills – areas that remain difficult for him, that traditional IBI therapy is not designed to address.

And now, effective from September of this year, George is being deemed fit for full-time school. This is a testament to the progress he has made, both in IBI and in School Stream. His teacher at school, who has had him half-days for the last six months, is excited to take him on full-time, and he will be with her for at least two years. At our last meeting with her, she had glowing things to say about George. He still struggles intensely with social communication, and he is not nearly verbal enough to hold his own in a conversation, but academically he is flying. He has developed the skills to function, and function reasonably well, in a classroom setting, even if it is a modified classroom designed for children like George.

That George is ready for this transition is a positive thing indeed. It is something that makes me so proud of him. He has had to work so incredibly hard to get to this point.

But still.

The process of transition is not going to be easy, which is why the planning starts six months before the transition takes place, and does not end until six months after the transition has happened. This morning’s meeting with the transition planning team was the first of what will be many. From what we’ve been able to tell, there will be good supports in place for George and for us over the next year, in order to ensure as smooth a transition as possible.

I cannot help being anxious about it, though. George’s departure from the therapy centre will mean the removal of a layer of support that we have had for the last three years, and although George might be ready for it, I don’t know if I am.

I might just have a harder time with this transition than George will…

(Photo credit: http://www.flickr.com/photos/misskprimary/1038145678)

Filed Under: autism, IBI, School, School Stream, Therapy, Transition Tagged With: , , , , , , , , , , , , , ,
post

Vaccination Vaccilation

March 8, 2011 By

Several weeks ago, I got a letter in the mail from Toronto Public Health, informing me that if George’s vaccinations weren’t brought up to date, he would be suspended from school. There is a series of shots that he was due to receive when he turned six, and due to a number of logistical factors, including the retirement of our doctor and George’s phobia of anything medical, we just hadn’t gotten around to getting them. I called the number listed on the letter and spoke to a very nice lady who told me that the six required vaccinations could be administered with just two needles.

While two shots certainly seems more manageable than six, we have still not been able to get this done. Since our doctor retired, we have still not been able to get another one. There is a dire shortage of doctors in Ontario, much less doctors who are good with children who have autism. There is a walk-in clinic that we’ve gone to frequently enough for them to know us, and they do carry all of the vaccines, but it’s one of these first-come first-served places.

Jabbing needles into the arm of my child with autism is something that requires epic planning. We would have to find a doctor who we could make an appointment with. We would have to secure the very first appointment of the day to guarantee no waiting. We would have to prepare George, ourselves, and the staff at the doctor’s office. The whole thing would have to be done much like a military strike: go in, do what needs to be done, and then leave.

You can’t do that at a walk-in clinic. There, you show up and wait your turn, which could give your child up to two hours to have a complete meltdown and make dents in the drywall with his head (I ain’t kidding about that, by the way).

In between our phonecalls to locate a suitable doctor, we have been doing research on vaccines.

I should say at this point that I have never believed in the connection between autism and vaccines, and I still don’t. Whenever I admit this within my autism circles I create a bit of a stir, because it would seem that most people do not agree with me.

I would never presume to speculate on what does or does not cause autism in other peoples’ children, but looking back, I knew that something was not right with George from a very young age, before vaccines even entered the picture for him. If I were to guess at the root of the problem, I would say that it is a genetic roll of the dice combined with certain dietary elements.

Much to the horror of many parents (whether they have children with autism or not) I chose to vaccinate James even after I knew about George’s autism.  That’s how much I do not believe in the vaccine/autism link.

So the research we have been doing is not from an autism angle. It is from a general health and wellbeing angle. Some vaccines apparently (depending on which websites you believe) contain potentially toxic ingredients that really don’t need to be there. These ingredients can do things like challenge the immune system and create a propensity to getting mild upper respiratory complaints.

And as convenient as it may be, we are debating the wisdom of administering three vaccines per needle, all in one session. That is a lot of stuff to be putting into the human body all at once. I’m no doctor, but I’m not sure that the human body is designed to be blasted in such a manner.

We fully intend to get all of George’s shots updated. We may just take our time and spread them out. It will involve more trauma for George, but there is a chance that it will be better for his long-term physical wellbeing. When James turns six, we will have to make the same decision for him.

In the meantime, while we are waffling around trying to decide whether to get George his shots, the Toronto Public Health deadline is upon us. With just two days to go until imminent suspension, we decided to apply for an exemption. We completed a Statement of Conscience, which basically says that we believe vaccinations are not the right option for us at this time.

It just buys us a little time to do this properly, without pressure bearing down on us.

 

Filed Under: health, Vaccinations Tagged With: , , , , , , , , ,
post

Vaccination Vaccilation

March 8, 2011 By

Several weeks ago, I got a letter in the mail from Toronto Public Health, informing me that if George’s vaccinations weren’t brought up to date, he would be suspended from school. There is a series of shots that he was due to receive when he turned six, and due to a number of logistical factors, including the retirement of our doctor and George’s phobia of anything medical, we just hadn’t gotten around to getting them. I called the number listed on the letter and spoke to a very nice lady who told me that the six required vaccinations could be administered with just two needles.

While two shots certainly seems more manageable than six, we have still not been able to get this done. Since our doctor retired, we have still not been able to get another one. There is a dire shortage of doctors in Ontario, much less doctors who are good with children who have autism. There is a walk-in clinic that we’ve gone to frequently enough for them to know us, and they do carry all of the vaccines, but it’s one of these first-come first-served places.

Jabbing needles into the arm of my child with autism is something that requires epic planning. We would have to find a doctor who we could make an appointment with. We would have to secure the very first appointment of the day to guarantee no waiting. We would have to prepare George, ourselves, and the staff at the doctor’s office. The whole thing would have to be done much like a military strike: go in, do what needs to be done, and then leave.

You can’t do that at a walk-in clinic. There, you show up and wait your turn, which could give your child up to two hours to have a complete meltdown and make dents in the drywall with his head (I ain’t kidding about that, by the way).

In between our phonecalls to locate a suitable doctor, we have been doing research on vaccines.

I should say at this point that I have never believed in the connection between autism and vaccines, and I still don’t. Whenever I admit this within my autism circles I create a bit of a stir, because it would seem that most people do not agree with me.

I would never presume to speculate on what does or does not cause autism in other peoples’ children, but looking back, I knew that something was not right with George from a very young age, before vaccines even entered the picture for him. If I were to guess at the root of the problem, I would say that it is a genetic roll of the dice combined with certain dietary elements.

Much to the horror of many parents (whether they have children with autism or not) I chose to vaccinate James even after I knew about George’s autism.  That’s how much I do not believe in the vaccine/autism link.

So the research we have been doing is not from an autism angle. It is from a general health and wellbeing angle. Some vaccines apparently (depending on which websites you believe) contain potentially toxic ingredients that really don’t need to be there. These ingredients can do things like challenge the immune system and create a propensity to getting mild upper respiratory complaints.

And as convenient as it may be, we are debating the wisdom of administering three vaccines per needle, all in one session. That is a lot of stuff to be putting into the human body all at once. I’m no doctor, but I’m not sure that the human body is designed to be blasted in such a manner.

We fully intend to get all of George’s shots updated. We may just take our time and spread them out. It will involve more trauma for George, but there is a chance that it will be better for his long-term physical wellbeing. When James turns six, we will have to make the same decision for him.

In the meantime, while we are waffling around trying to decide whether to get George his shots, the Toronto Public Health deadline is upon us. With just two days to go until imminent suspension, we decided to apply for an exemption. We completed a Statement of Conscience, which basically says that we believe vaccinations are not the right option for us at this time.

It just buys us a little time to do this properly, without pressure bearing down on us.

 

Filed Under: health, Vaccinations Tagged With: , , , , , , , , ,
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