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Autism Spectrum Disorders (ASD) son tested: FINALLY at grade level
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<blockquote data-quote="Marguerite" data-source="post: 18975" data-attributes="member: 1991"><p>It's good to look back and see where they've come from, and how far. And this is yet another good argument for NOT expecting inclusion to always be the best way to go - it's still a huge battle for us in Australia. We have welfare and personal rights groups who INSIST that inclusion can be their only aim. One mob I've been talking to never really made that clear. I'd been dealing with them over the school's repeated failure to keep difficult child 3 safe and give him access to the educational material he needed. Then I raised the subject of my Special Education class which I finally managed to get up and running - these people thought I wanted it stopped! They couldn't understand WHY I would push for this sort of segregation. "Because these kids NEED to be segregated, they can't cope with inclusion right now," I answered. "Given time, if integration is appropriate this is the fastest way to get them there appropriately, with it suiting their needs. The only way to integrate kids like this is for EVERY class to be a Special Education class, and our country simply can't afford that."</p><p>They don't understand, they don't want to understand.</p><p></p><p>MWM, we've come an amazing distance with difficult child 3 as well. People say to us, "But of course, he's not really autistic, is he? This is Asperger's". But like you, this isn't Asperger's. difficult child 3 scores moderate on the Pervasive Developmental Disorder (PDD) scale and had significant language delay. he is still having problems with receptive and expressive language but now it's subtle and mostly confined to aural input/output. Improving amazingly all the time. Now he wants to educate adults who have to teach kids on the spectrum. He asked how he could help them understand what it's like to be autistic. And as he becomes more self-aware, he's taking more control over his problems too. He asked today about medications for anxiety. Frankly, he doesn't do well on most anti-anxiety medications, but it opens the door a bit wider to teaching him some relaxation techniques and getting him back into cognitive behaviour therapy (which an autistic kid shouldn't be able to comprehend).</p><p></p><p>Some medications have worked for my kids, but not others. Also, we haven't had the problems you've had with really wrong labels which have done more harm by delaying the real help. We didn't get officially started until pre-school, but we've been working on difficult child 3 for years. We can't afford most interventions, we do a lot of it ourselves. We read up on ABA but no way could we implement it. We've just got into his head and given him what seems to work for him. Nothing more. Lots of photo albums for him, with stories about him including photos. It helped him learn his basic data, so he could always tell a policeman his phone number or address. Our Rain Boy. And he has now watched the end of "Rain Man" and found it very interesting and helpful.</p><p></p><p>When I was a kid I read about autism in "Readers Digest". It really concerned me but I was glad it was so rare - I could cope with a blind kid, I thought. I could cope with a deaf child, but there was no way I would ever cope with having an autistic child. Luckily, given the incidence back then, this was not likely. An autistic child would have to be institutionalised, my feelings wouldn't come into it. These kids don't think, they don't feel, they barely exist.</p><p></p><p>Oh boy, did they get THAT wrong!</p><p></p><p>MWM, it's not only our boys who have come a long way, it's understanding of autism in general.</p><p></p><p>There IS hope. Bucketloads of it. Oceans of it. A universe of it. Our autistic kids can do well because we can show them the way. We're all learning - the kids, us, the world. But it's the kids and how well they can do that is leading the way.</p><p></p><p>I see ... a future in Information Technology. Data Analysis. Computer forensics. Lots of things.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 18975, member: 1991"] It's good to look back and see where they've come from, and how far. And this is yet another good argument for NOT expecting inclusion to always be the best way to go - it's still a huge battle for us in Australia. We have welfare and personal rights groups who INSIST that inclusion can be their only aim. One mob I've been talking to never really made that clear. I'd been dealing with them over the school's repeated failure to keep difficult child 3 safe and give him access to the educational material he needed. Then I raised the subject of my Special Education class which I finally managed to get up and running - these people thought I wanted it stopped! They couldn't understand WHY I would push for this sort of segregation. "Because these kids NEED to be segregated, they can't cope with inclusion right now," I answered. "Given time, if integration is appropriate this is the fastest way to get them there appropriately, with it suiting their needs. The only way to integrate kids like this is for EVERY class to be a Special Education class, and our country simply can't afford that." They don't understand, they don't want to understand. MWM, we've come an amazing distance with difficult child 3 as well. People say to us, "But of course, he's not really autistic, is he? This is Asperger's". But like you, this isn't Asperger's. difficult child 3 scores moderate on the Pervasive Developmental Disorder (PDD) scale and had significant language delay. he is still having problems with receptive and expressive language but now it's subtle and mostly confined to aural input/output. Improving amazingly all the time. Now he wants to educate adults who have to teach kids on the spectrum. He asked how he could help them understand what it's like to be autistic. And as he becomes more self-aware, he's taking more control over his problems too. He asked today about medications for anxiety. Frankly, he doesn't do well on most anti-anxiety medications, but it opens the door a bit wider to teaching him some relaxation techniques and getting him back into cognitive behaviour therapy (which an autistic kid shouldn't be able to comprehend). Some medications have worked for my kids, but not others. Also, we haven't had the problems you've had with really wrong labels which have done more harm by delaying the real help. We didn't get officially started until pre-school, but we've been working on difficult child 3 for years. We can't afford most interventions, we do a lot of it ourselves. We read up on ABA but no way could we implement it. We've just got into his head and given him what seems to work for him. Nothing more. Lots of photo albums for him, with stories about him including photos. It helped him learn his basic data, so he could always tell a policeman his phone number or address. Our Rain Boy. And he has now watched the end of "Rain Man" and found it very interesting and helpful. When I was a kid I read about autism in "Readers Digest". It really concerned me but I was glad it was so rare - I could cope with a blind kid, I thought. I could cope with a deaf child, but there was no way I would ever cope with having an autistic child. Luckily, given the incidence back then, this was not likely. An autistic child would have to be institutionalised, my feelings wouldn't come into it. These kids don't think, they don't feel, they barely exist. Oh boy, did they get THAT wrong! MWM, it's not only our boys who have come a long way, it's understanding of autism in general. There IS hope. Bucketloads of it. Oceans of it. A universe of it. Our autistic kids can do well because we can show them the way. We're all learning - the kids, us, the world. But it's the kids and how well they can do that is leading the way. I see ... a future in Information Technology. Data Analysis. Computer forensics. Lots of things. Marg [/QUOTE]
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