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I feel totally hopeless
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<blockquote data-quote="Marguerite" data-source="post: 390037" data-attributes="member: 1991"><p>Another point with certain school topics - when you have a child somewhere on the autism spectrum, their brain takes longer to mature in various surprising little ways. An option we have taken for difficult child 3 (also did it for difficult child 1) is partial attendance. A half-pace program. We postponed problem subject and hoped that a other year's brain maturing would help. it did, but he still needed a lot of intensive coaching to help. We also have used some educational TV programs (many coming out of the UK) which are broadcast on Aussie television. One of the best was "Arrows of Desire" which deals with senior high school poetry. difficult child 3 has watched it over and over (we have allowed him to watch these TV shows during school hours at home) and as a result, he sailed through that part of his English when classmates struggle with it. He declares he loves poetry and has even written poetry - almost unthinkable for someone with autism. Mind you, he tends to write in concrete terms but uses lovely imagery. He likes the more metred form of poetry, that use a repeating rhyme or some other pattern that he can use to hang words on. I started him on limericks and simple ballad rhyming forms then moved on to triolet (useful tool for maths-minded would-be poets!).</p><p></p><p>If he says he's already read it/done it - ask him to read it aloud to you. He needs to learn that repetition is how he needs to learn. HE needs to learn this and he needs to discover how he learns best. Again, this comes with increasing brain maturity.</p><p></p><p>Keep him working, keep him busy. One voluntary "job" I would recommend to build social skills, writing skills and develop a sense of self-worth, is to visit with people in old folks' homes and record their histories. Maybe tape-record, or take notes. Then transcribe it and put it into a text document, print it out as a gift to the families or to the local historical society. There is gold in them thar 'ills' and we are losing valuable history when we let old people die alone and unheard, without really knowing what wonderful lives they lived. While this needs to begin as a volunteer position, I know a bloke over here who has turned this into a lucrative career. People now pay to have him come and record their family history and I have attended a few talks he has given. But what he does could be done by anyone with sufficient ability to record detail. And if it is tape-recorded, the ability to document EVERYTHING is a classis Aspie/autistic trait!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 390037, member: 1991"] Another point with certain school topics - when you have a child somewhere on the autism spectrum, their brain takes longer to mature in various surprising little ways. An option we have taken for difficult child 3 (also did it for difficult child 1) is partial attendance. A half-pace program. We postponed problem subject and hoped that a other year's brain maturing would help. it did, but he still needed a lot of intensive coaching to help. We also have used some educational TV programs (many coming out of the UK) which are broadcast on Aussie television. One of the best was "Arrows of Desire" which deals with senior high school poetry. difficult child 3 has watched it over and over (we have allowed him to watch these TV shows during school hours at home) and as a result, he sailed through that part of his English when classmates struggle with it. He declares he loves poetry and has even written poetry - almost unthinkable for someone with autism. Mind you, he tends to write in concrete terms but uses lovely imagery. He likes the more metred form of poetry, that use a repeating rhyme or some other pattern that he can use to hang words on. I started him on limericks and simple ballad rhyming forms then moved on to triolet (useful tool for maths-minded would-be poets!). If he says he's already read it/done it - ask him to read it aloud to you. He needs to learn that repetition is how he needs to learn. HE needs to learn this and he needs to discover how he learns best. Again, this comes with increasing brain maturity. Keep him working, keep him busy. One voluntary "job" I would recommend to build social skills, writing skills and develop a sense of self-worth, is to visit with people in old folks' homes and record their histories. Maybe tape-record, or take notes. Then transcribe it and put it into a text document, print it out as a gift to the families or to the local historical society. There is gold in them thar 'ills' and we are losing valuable history when we let old people die alone and unheard, without really knowing what wonderful lives they lived. While this needs to begin as a volunteer position, I know a bloke over here who has turned this into a lucrative career. People now pay to have him come and record their family history and I have attended a few talks he has given. But what he does could be done by anyone with sufficient ability to record detail. And if it is tape-recorded, the ability to document EVERYTHING is a classis Aspie/autistic trait! Marg [/QUOTE]
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