Autism Mom (In Honor “Autism Awareness Day” April 2)
Thursday, March 15th, 2012The more time goes on, the more I realize the significant deficit in autism awareness. The term ‘talk is cheap,’ comes to my mind over and over on this subject. In a perfect world, I would like to think that the medical, scientific, and education professionals have vast knowledge in understanding and/or teaching the autistic brain… but in all reality, they don’t have a clue. It seems that only parents or caretakers of autistic children and adults, truly understand it. Upon rising numbers of children presenting with autisim or on the autistic spectrum, the school system pushes policies for inclusion, policies for special instruction, and modifications to standardized testing for special needs and learning disabled children appears as if they are adapting to the changing educational environment of the traditional general education classroom–but in reality, these changes/modifications in standard and promises for inclusion, continuing education for educators and other support systems, do not truly contain a shred of emphasis on the visual learning autistic child. Having an autistic child, and therefore first hand knowledge and understanding of the condition, I can say with experience, and passion, that all these supposed charitable modifications and policies that are nothing but empty promises, designed to subside screaming parents of autistic children from continuing the fight for more services… it appears to be the old throw them a bone trick–and it saddens me to my deepest core.
I am in total awe of my fabulous autistic son, he never ceases to amaze me, or make me smile. One would never know he was autistic just by meeting him, they instead would maybe think what a funny, or quirkey kid… but it is a reality–he is autistic. Although he is high functioning autistic (HFA), he still has textbook characteristics of the typical autistic child, and the HUGE barriers that those chracteristics place in the life of a growing boy. His social deficits are great, although he has come a long way, these deficits are real, and the older he gets, the more visible they are to see and recognize. He is intelligent beyond genious in certain areas, he has actually taught himself a bit of computer video game programming in the past year–how many 13 year olds do you know that can do that?! He has his schedule, and he thrives by sticking to it. He loves to go to school, and has ever since he began, and so far he has done very well. Elementary school was a breeze–a little more work than a normal learning child like his twin sister, but still, he did vey well and had excellent teachers and support throughout the elementary years. Middle school came along and pulled us down, head first, into a constant nightmare and fight for a life that deserves to be GREAT–and educated.
My son had been on grade level in all of his subjects–except for reading comprehension throughout elementary school, when we did his evaluation for middle school, we had put supports in place for his deficit in comprehension in the areas of having a para-teacher (one-on-one) with him in the two advanced classes that he would have to take (science and advanced social studies); and a reading class devoted to reading comprehension. But as many things did, all of that fell short at the new school with the new team of special education “professionals.” Disclaimer: They may be specialist in the ‘special’ education of non-autistic special needs students… but clearly, have no real understanding, experience or great knowledge when it comes to educating autistic children–I learned that one the hard way.
Without getting into bashing the deficits in public special education in one blog… I only want to address ”reading comprehension” today–which is our current greatest battle…
As a parent without a teaching degree, and expertise in the requirements of the typical learner, we normally assume that reading comprehension is the ability to comprehend what is read–we think of it in terms of, for instance take the story of Jack and Jill–the facts are: (as the story is written: “Jack and Jill ran up the hill to fetch a pail of water, Jack fell down and broke his crown, and Jill came tumbling after.”) Comprehension facts: who: Jack and Jill; what did they do: ran up the hill; for what: to fetch a pail of water; then what happened: (who) Jack fell down; what happened: and broke his crown; and (who) Jill (what) came tumbling after. Most children can complete a regular comprehension quiz on this with little issue–even an autistic child. Now, lets use the same story and bring in what we are experienceing in the 7th grade “comprehension” tasks: Why do you suppose that Jack and Jill had to go up a hill to fetch water? How do you suppose Jack fell down the hill? …and why did Jill go tumbling after Jack? As you see, we have come away from the cold hard facts written in the story, to inferences about the story (stuff that could have been there–but was never actually written in the story–imaginative theories). To make a long story short, my autistic son, who takes everything at FACT value, is unable to inference–meaning, in the school opinion–he cannot comprehend text. Well, his lack of “comprehensiion skills have built the biggest wall in our path to a diploma, as standard educational comprenension includes this inferencing to define ‘comprehension’ ability, and, this standard, has begun to affect the rest of his subjects because at weeks end whether science, social studies, english, reading, health, etc…, there is always a quiz or exam requireing him to write a clear BCR — or address an inference they give to show that he has learned the material in context. Nevermind that he memorized the FACTS, and all of the chapter vocab and definitions, and knows them, and can be tested on them–he fails, because he cannot express–orally or in writing, how something that he didn’t actually read (but has to make up and relate to the topic) has meaning. And the end result is always the same, sorry, he failed the comprehension part of the exam because he did not write or articulate an acceptable BCR (writing)–which means that he did not actually “comprehend” the material. FAIL!
So, my autistic son has HUGE deficits in imagination and fantasy land–most autistic children do… but does than mean he cannot learn, or will never be able to “comprehend” what he reads (beyond the facts), or does not deserve to be educated in the regular old school subjects that used to be just cold hard FACTS of science, social studies or literature?? Absolutely not! –but it is the standard of regular education learning that falls short for him.
To further elaborate on this issue… My next question would be, if science shows that autistic children are visual learners… and can and do learn very well visually, isnt it more fundamental to modify curriculum to visual presentation and testing to “accomodate” autistic children in general education classrooms? Seriously, look at it this way… would one place their child into a french speaking school and expect them to prosper? To comprehend and inference in a language that they cannot process like the other children? Then why are autistic children expected to learn in a language that they do not understand in order to receive a diploma that say that they learned the required school subjects? There is so much science on autism and so many studies filled with information on how the autistic brain learns, and on visual learning… I ask that educators learn these things, and implement so modifications in the special education standards to INCLUDE autistic children and the way that they are able to learn. Contrary to popular–uneducated–beleif, autism is not idiocy, these kids are not stupid by any means, and unable or unwilling to learn, they are highly intelligent–far more than they are given credit for being… they just learn differently… So when we sit around tables and talk about implementing new modifications to “special needs” testing, why not get educated on the NEEDS, and strengths of the individual audiences in which the tests are actually for, and maker better choices. All special needs are not the same — public school systems have specific modified tests for the blind, and the def–time to adapt one for austim.
Personally, sometimes I get so frustrated and truly exhausted of fighting, and feel that I just cannot do this fight thing any longer… at the times when I feel as though I am being backed into a corner by the great danes of policy and standards, when hopelessness rears up… I realize, our reality… and I get up… and I begin to feel empowered again, like a pitbull in a chihauhua pen… because as long as I am breathing, I will continue the fight for my sons rights to a fair education–and those beautiful autistic children who will come after him, and little by little there will be change–POSITIVE change. I know they look at me as a stubborn, difficult, and opinionated parent… however, through my action and my words, they also must look at me as educated, dedicated and unfallible when it comes to my children’s education. I will not apologize for making their department work more… there will be children who come after my son, children that deserve the best education… the same education and supports as normal children… and with every step of progress I make, I will continue to shine the light on autism until it becomes a beacon!
(…stepping down and away from the pulpit..)
At the end of the day, I remain thankful that my God has given me an enormous amount of undisputable strength, and I know that throghout this battle, He is always on by side–so I will not fail. I cannot say that I am not tiring–but I can say, I will never give up.
xo’s
AKA Paris E
(Autism Mom… my current challenges, in Honor of the upcoming “World Autism Day” or “Autism Awareness Day” on April 2nd…. Light it up Blue for Autism Awareness– wear blue, install blue lights on the outside of your homes, or beam one in an inside lamp by the window… Light up a who office building blue… whatever it may be, support autism awareness in yuor area…
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