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Autism Now Summer 2010 volume 23, number 3 OPENING DOORS GALA SPONSORS AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org BOARD OF DIRECTORS AUTISM SOCIETY OF EDMONTON AREA AUTISM SOCIETY OF EDMONTON AREA EXECUTIVE #101, 11720 Kingsway Avenue Edmonton, AB T5G 0X5 PRESIDENT Ryan Guenter 780-453-3971 / 780-447-4948 VICE PRESIDENT Arif Khan email: [email protected] TREASURER Jackie Ryan website: www.autismedmonton.org SECRETARY Jean Ashmore DIRECTORS PLEASE PHONE THE SOCIETY FOR AD PLACEMENT AND RATES Karen Bain Marcy Henschel Mark Lynch Shane Lynch Layout by Backstreet Communications David Nicholas Alan Wagner Printed by McCallum Printing Group Inc. PM# 40020698 Articles, opinions and events in this publication do not necessarily imply the endorsement of the Autism Society of Edmonton Area and are printed for information only. The editors of Autism Now are Deborah Barrett and Roman Sokolowski. The Autism Society of Edmonton Area is a non-profit organization founded in 1971 by a concerned group of parents and professionals. The Autism Society of Edmonton Area helps families and communities embrace and support people on the autism spectrum throughout their lives. Summer time at last 2 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Education Matters: Differentiated Transitions what his needs were. Before sharing too much formal Karen Bain information, she made sure to ask parents what concerns they had, and what they would like from the school. This first visit Education Matters has previously addressed placement issues, was fairly brief, low-key, and set an agenda and plan with rather questions to be used when selecting schools and programs, than for these parents. The parents made their appreciation clear. transition planning, as well as many examples of the importance of individualizing programs based on unique student abilities On the other hand, larger, more formal meetings also appeared and challenges. Resources from Alberta Education and school effective for several parents. They appeared useful for parents transition planning documents have been recommended. to meet a whole team from the current and upcoming schools. However, parents and school staff continue to express concerns They provided an opportunity for consultants and current regarding transitions, especially between schools and programs. teachers to update all the participants at the same time, make This year I have had the privilege of joining a number of broad plans for dates, times and how the current teams would planning meetings, and I have seen how several schools address be set up for the next school year, and they were efficient for the transition process in quite different ways. busy people. Because notes were taken, some initial ideas were developed regarding individual program plans and purposeful This column has already reviewed effective program planning visits to the schools by students. Student needs and parent for students having exceptional learning needs on several requests were well-articulated and documented to alleviate the occasions, suggesting educators must future ambiguity which is possible during informal meetings. 1. Know the student (strengths, interests and individual needs) Parents have varying levels of anxiety and different comfort levels 2. Know the environment (physical, instructional and social when explaining their sons’ and daughters’ complexities. Very expectations in the school settings) often, they also have personal time demands. For example, many 3. Know good teaching (strategies, programs and processes initial parent meetings and school visits must be set for after that have been found effective for students having autism) school due to daily teaching demands. Parents, however, have mentioned the problem of getting child care so that they can attend these meetings, and often both parents cannot participate. Effective outcomes are based on determining what might be Some parents find large meetings overwhelming, and say it is most successful for a particular student and his or her family. difficult to remember who all the people are and what their roles This model may also be important when setting a transition will be. In spite of good intentions, therefore, the process does process or establishing a collaborative learning team for an not always result in positive outcomes. upcoming school year. Often students with autism struggle with their understanding It was refreshing to hear one school facilitator tell parents that of time, social expectations, and changes in routines. School she could explain generally how her special district classroom visits, therefore, must be carefully planned. If they are too long, operated, but that it was different each year depending on students may become stressed or confused, leading to problem the students and what they required. Rather than giving the behaviours. If the expectations are unclear, students may not impression their son would have to adjust to junior high, feel comfortable in the setting, which can increase, rather than she made the parents feel there would be flexibility related to decrease, stress. If the visit is just related to food or a preferred activity, the student may believe that is what will always happen in that setting, and when work or less preferred activities are 3 presented again problems can occur. When students are led to believe they are moving to a new school, it is possible they 5. What specific skills would enhance a smooth transition? expect to go immediately and may refuse to go back into their Using a particular lock for a locker, ordering food in the current classroom, or they may focus on the change too much, cafeteria and/or organizing and managing food to meet worrying about something they saw or a student they were upcoming expectations, or changing for gym in a particular uncomfortable with. way are all possibilities. Routines or visual schedules can often be established following an assessment of the If individual visits are planned, therefore, it is important to upcoming school. ensure students know what to do, where to go or sit, and what the expectations will be. The focus should be on creating 6. What activities and experiences might be both enjoyable natural, reasonable expectations to decrease anxiety and increase and useful for orienting to the expectations of the new class? the probability of future success. In one recent school visit, an Are there any academic or functional tasks that could be Educational Assistant organized preferred activities, snacks, and embedded into the social orientation to the new class? What a clear visual schedule with the student, then went on a well- do you want this student to know and be able to do when timed morning visit. The student knew what she was expected he or she begins school next year? to do, she had practical visual cues, and with the support of a familiar staff member, she was not only well behaved, but also Summer Reading practiced appropriate behaviours and transitions around the school she will be attending next year. If you have not read the following two books, consider them for your summer reading. Although they are not specifically In general, consider the following questions: related to autism, both capture many of the thoughts, joys and challenges shared by parents and educators of students 1. Knowing this student and these parents, what kind having autism. of a transition plan seems to be most appropriate? 2. What kind of support will the student need to have a The Boy who was Raised as a Dog by Bruce Perry and Maia positive “orienting” school visit? Go alone, with parents, Szalavitz is a series of stories about children who have faced or with a preferred staff member? When other kids are trauma. Although it is difficult to read in some ways, it is also in the classroom, or after school with no kids? Once, optimistic and powerful. or more than once? 3. Is it possible to go to a school as a group without individual The Boy in the Moon by Ian Brown relates the life experiences of stress or focus? Perhaps a lunch in a junior high or high a father of a boy diagnosed with cardiofaciocutaneous syndrome school cafeteria with current peers and staff? Perhaps deliver (CFC). This is a beautifully written, loving description of a father things to a classroom, meet the staff, or say hello to students wanting to know his son. within a group of current peers? 4. Would it be helpful to have a schedule, social story, calendar [email protected] or visual story regarding the transition or visit? A calendar for June, July and August, for example, could indicate a school visit in June, year-end events, the last day of the current school year, the number of days to check off before the first day of high school, and specific events over the three-month period to add context. 4 AUTISM SOCIETY OF EDMONTON AREA www.autismedmonton.org Edmonton Cycles for Autism Roman Sokolowski the Glenrose display gave visitors the chance to learn about cutting-edge research being undertaken to improve the lives of people with autism and their families, as well as some of the programs the Glenrose Autism Clinics offer. ASEA’s Karen Phillips and Patricia Terrett were on hand to provide information about ASEA and its programs. Outdoors, kids enjoyed the Jumpy Castle, balloons and activities organized by staff from ASEA’s Fun in the Sun summer program. A few special guests also helped to make the day a big hit. Mike It was a beautiful, sunny day in Lake, Member of Parliament for Edmonton–Mill Woods– Gold Bar Park as hundreds of Beaumont and a longtime supporter of ASEA, spoke about the people walked, ran, and hopped help he received from ASEA when his son Jaden was diagnosed on their bicycles to raise money with autism, while Jaden stood at his side.

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