PDD/AUTISM
          SUCCESSFUL
                    STRATEGIES

PARENT  TO  PARENT

1)  WHAT STRATEGIES DO I FIND EFFECTIVE WHEN WORKING WITH MY CHILD'S SCHOOL (ADVOCATING FOR HIM)?
          First of all, there should be a "Case Manager",(not the teacher or E.A.), who can act as an 'ombudsman' for all.  You can express your concerns to him or her, and so can other staff members.  At my son's school, I contact the S.E.R.T. (resource teacher) if there is a problem.  He is Mark's CASE MANAGER.
          Secondly, be part of the 'team' for your child.  Offer your services as an additional expert during brainstorming sessions about problems that may arise.  NEVER BECOME PART OF THE BLAMING GAME.  THIS IS COUNTERPRODUCTIVE TO YOUR REPUTATION AND YOUR CHILD.
          At this point in time, if there is a problem that I am told about or that Mark has told me about, I first find out what my son is comfortable with.  In the earlier years he was quite comfortable for me to spend a day as a 'visitor' to the class to observe any possible solutions.  Now we discuss what can be done without me being visible to his peers.  I brainstorm a solution with Mark and then with the S.E.R.T., keeping in mind that the solution cannot infringe on the rights of others in the class, or make Mark stick out like a sore thumb.

2)  HAS MY POSITION AS A SCHOOL BOARD STAFF MEMBER MADE ME ADVOCATE DIFFERENTLY OR MADE ME SEE MY CHILD IN A DIFFERENT LIGHT?
         My position as a 'front line worker' with special needs children allows me the perspective of the political set up of the classroom and the school.  I understand just how much time and space is available to be given to each student.  I especially see that the other children need to feel safe, and are able to work in a quiet environment.  If my child was being noisy, I would expect him to be removed from the class, just as any other child would be removed (or sent to the office).  To prevent this from happening at all, I always set up a system before school starts, that if he says "I need a break" it must be followed through so that a problem does not arise.  The staff are all notified of this and a place is chosen for him to go.  In the past, the Assistant has also been able to initiate "breaks" to prevent problems when my child appears to be getting stressed.  They usually take a walk to the office, or library and stay as long as is necessary.

3)  WHAT IS THE BIGGEST OBSTACLE TEACHERS FACE WHEN DEALING WITH PDD CHILDREN IN A CLASSROOM?
          The biggest obstacles that a teacher faces in the classroom with our children are:
                                                         BEHAVIOUR:
If your child behaves inappropriately constantly, I would now request the following steps be taken:
           -Have the school board send in the Behaviour Person who specializes in PDD/Autism to make an observation and recommendations.  Ask to be present when the report is being presented to staff. Ask for follow up on the progress of the 'plan' (this could be a checklist sent home).
           -If this doesn't work, get medical intervention, perhaps trying medication to lower anxiety and/or assist the child with focusing on tasks or work.
           -If this doesn't work, then perhaps a review of the placement should be discussed.
                                                      SOCIALIZATION:
          -Often, our kids would rather play alone, so it is a difficult task to have them play with others.  Parallel play is the first step, then turn taking could be introduced.
          -Our responsibility as parents lies in the following:  If we want our children to be socialized with their peers, we must be sure that they are clean at all times (believe me, I've worked with some kids that I find it difficult to be near, should I expect their peers to want to play with them or sit with them?  Not likely.) 
Take a visit to the schools and see what your child's peers are wearing.  As a single-mom, I didn't have a lot of money for clothes, but I would not send my child to grade 7 or 8 in a Mickey Mouse T-Shirt.  Plain clothes can be bought inexpensively, and are acceptible.  Even if your child wants to dress in 'strange' clothes that his peers do not wear,  don't allow it.  Let him have a tantrum at home and send him in acceptible clothing.  Remember, the goal is peer socialization, not what your 'little Johnny' wants. Save the favourite clothes for home, playing in the back yard, or pajamas.
          -Another of our responsibilities as parents is to learn what is current and promote it at home.  I know most Pokeman characters, Dragon Ball Z characters,  I knew all of the Ninja Turtles, Power Rangers, everything there is to know about Mario, Luigi, etc. and Sonic the Hedgehog.  If this was what my childs peers talked about, we talked about it at home.  I don't care if these shows are 'violent' or whatever, I wanted my child to have a link with his peers.  (this has worked double-fold for me, because I can discuss these things at my work and the kids think I'm 'OK'.  How many 49 year old women do you know who watch Dragon Ball Z and know that Jiggly Puff can sing his enemies to sleep and write all over their faces with a black marker?)
           -Luckily, my son is an electronic games expert.  His first phone call from a peer was to get 'cheat codes' from him.  Now he has made his own web site about anima and video games!
                                                  FOLLOW UP AT HOME:
          One of my pet peeves is, I set up a visual system for the student, provide a second set for home, train staff at the school, follow up with them, and it is not followed up at home.
          Believe me, I know how difficult our kids are.  It is a full time job, but if boundaries are set at an early age, then you won't have a 6 foot 200 pound teen throwing a tantrum.
          Teach your child that NO means NO.
NEVER LET THE TANTRUM BECOME THE METHOD OF COMMUNICATION THAT EMPOWERS THE CHILD --- THINK OF THE FUTURE!!!
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