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Making Pictures out of Words
One of J’s biggest academic struggles is with reading comprehension. In the beginning he was a fabulous reader. He could sound out words and burn through the early reader books because he’s good at individual words. He loves to figure out how they work together and what the rules are for putting them together. He’s always been a kid who wants to know the rules. (As I’m typing this I’m wondering if we should be reading poetry with this boy to help him build those images and other sensory experiences with words…) There was even a time where he was obsessed with synonyms, antonyms, and homophones. Especially the homophones. He just thought…
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Learning How to Learn
It’s taken the second semester of grade 7 to feel like I’m finally understanding how to reinforce what J’s learning at school at home. I feel like we’re starting to get a good system going with J’s paras and teachers in how to modify assignments, tests, and practice assignments that will help J learn the best. J’s strengths lie in memorization, and he does really well with flashcards (homemade ones or through Quizlet. Are you familiar with Quizlet? It’s a wonderful free little app that lets you practice through flashcards, matching, definitions, etc). He’s funny with the memorization though. You give him a map of Africa and he can…
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Adaptations and Modifications
It’s been about a month since J’s IEP meeting and I’m really excited about some of the ideas the team came up with. I guess that’s what happens when you get over a dozen people in a room to discuss J. The hard thing about J is that there is no academic setting he really fits into. J is what I call “middle autistic.” If you think of a line graph where “low functioning” is on one side and “high functioning” is on the other, I would put J smack dab in the middle. So where do you put an “in the middle of the spectrum kid” in the public school setting? He would be…
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Staying Inside the Lines
I feel like when you’re doing the autism gig, you’re constantly keeping your kid within the lines, corralling them into the spaces society creates. There’s personal boundaries, ethical boundaries, social boundaries. As a society I think that’s how we make sense of the world. Autistic kids are always seeking these lines and laws and boundaries too. Except they have their own lines and boundaries and many times they don’t match up with everyone else’s. Of course, “staying inside the figurative lines” has always been sort of an enigma to J. Figurative lines are more nuanced. You can’t see someone’s personal bubble–and everybody’s is different. You can tell a joke but sometimes it backfires…
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Working With the Handwriting Enigma
Through the last few months of school, I’ve been itching to work on J’s handwriting problems. With school going on, I couldn’t squeeze in the time or afford another homework battle when we had so many other things to do. Ever since he was three years old, J’s worked with an OT on his fine and gross motor skills. At three years old, he had already started Handwriting Without Tears (http://www.hwtears.com/hwt). He loves handwriting. He’s the only kid his age that I know who actually chooses cursive over printing. In fact, when I have my college students write in-class assignments, every single assignment comes back to me printed. Printed. Apparently kids these…
