Introducing Our Quirky Kindergartener
February 13, 2012 8:31 AM Subscribe
What (and how much) should we include in a booklet for a "mainstream" kindergarten teacher about a kid with autism?
My son is on the autism spectrum (medical diagnosis: PDD-NOS). He'll turn 5 this spring and go to kindergarten this coming fall. He's currently in full-day preschool, where he spends some time in a special-ed class and some with a typical class of 4-year-olds, and he'll do the same thing next year. We have a meeting next month with his future kindergarten teachers. Several parents have advised us to make a short booklet about him to give to teachers, aides, and other school staff (in addition to the IEP, "individualized education plan," which is long and full of jargon and may not get read at all by non-special ed staff.) So I'd like to include a picture, a few listed strengths and challenges, essential communication details (for example, my guy talks and will usually answer questions, but tends to mix up "I" and "you" and to repeat short rote phrases rather than using novel language, especially when he's upset). What else? He loves and is motivated by music--should I include that? Maybe a statement that we're always happy to discuss how school is going, with our contact info.?
If you're a parent who's done this, what did you include? If you're a teacher or other person who works with special-needs kids, what do you most want to know? How short would this need to be to not overwhelm you? I have Googled for general IEP advice and autism-and-schools advice, both on AskMeFi and the internet in general...but if you see a good link to this topic somewhere I'd appreciate that too.
Thanks very, very much.
My son is on the autism spectrum (medical diagnosis: PDD-NOS). He'll turn 5 this spring and go to kindergarten this coming fall. He's currently in full-day preschool, where he spends some time in a special-ed class and some with a typical class of 4-year-olds, and he'll do the same thing next year. We have a meeting next month with his future kindergarten teachers. Several parents have advised us to make a short booklet about him to give to teachers, aides, and other school staff (in addition to the IEP, "individualized education plan," which is long and full of jargon and may not get read at all by non-special ed staff.) So I'd like to include a picture, a few listed strengths and challenges, essential communication details (for example, my guy talks and will usually answer questions, but tends to mix up "I" and "you" and to repeat short rote phrases rather than using novel language, especially when he's upset). What else? He loves and is motivated by music--should I include that? Maybe a statement that we're always happy to discuss how school is going, with our contact info.?
If you're a parent who's done this, what did you include? If you're a teacher or other person who works with special-needs kids, what do you most want to know? How short would this need to be to not overwhelm you? I have Googled for general IEP advice and autism-and-schools advice, both on AskMeFi and the internet in general...but if you see a good link to this topic somewhere I'd appreciate that too.
Thanks very, very much.
I think it's a bit disingenuous of you to assume that your son's "non-special ed" teachers won't be bothered to read the summary of his IEP. That's not to say that you shouldn't meet with all of his teachers/aides, but please don't go into his first year of school with the idea that nobody cares enough to educate themselves about what your son's needs will be.
posted by kuanes at 8:53 AM on February 13, 2012 [2 favorites]
posted by kuanes at 8:53 AM on February 13, 2012 [2 favorites]
Response by poster: (...) please don't go into his first year of school with the idea that nobody cares enough to educate themselves (...)
No indeed, you're right: I don't mean to say that anyone doesn't care or can't be bothered. I do think they all mean well and try to be prepared. If there is actually a summary that will be part of the IEP, that's good to know too; I've seen only a 20-page or so detailed document that doesn't really provide an overview...or, for that matter, almost require a magnifying glass to read.
posted by homelystar at 9:03 AM on February 13, 2012
No indeed, you're right: I don't mean to say that anyone doesn't care or can't be bothered. I do think they all mean well and try to be prepared. If there is actually a summary that will be part of the IEP, that's good to know too; I've seen only a 20-page or so detailed document that doesn't really provide an overview...or, for that matter, almost require a magnifying glass to read.
posted by homelystar at 9:03 AM on February 13, 2012
If you have a speech and language therapist (or local equivalent) they should be able to help you put one of those together. If not, googling 'making a communication passport' gets a lot of resources that you could use for structures or ideas. Seems to be mainly a UK term, but they are really handy.
In my experience, our equivalent of IEPs don't necessarily give exactly the same info you would put in a communication passport. An IEP might tell you what a child needs, but sometimes it's also helpful to be told what they do when they like you so that you can respond appropriately.
In my mind a communication passport gives useful background info about the person, hints and tips for communicating with them and often a list of 'When I do this, it means this, and you should do this'. I don't think having a list of challenges is particularly helpful by itself, though I understand why they would get put on. You could put some strengths on if they're not readily apparent from interacting with your son (e.g., if his understanding is fine but he sometimes doesn't answer questions).
I like a list of very specific likes and dislikes is also really handy - if he likes music what type of music? Do you use this as an incentive to behave or is it a daily essential for him? Are there things that are really simple to avoid but will upset him out of all proportion? You're trying to make his and their lives happier using your expert knowledge!
posted by kadia_a at 9:03 AM on February 13, 2012
In my experience, our equivalent of IEPs don't necessarily give exactly the same info you would put in a communication passport. An IEP might tell you what a child needs, but sometimes it's also helpful to be told what they do when they like you so that you can respond appropriately.
In my mind a communication passport gives useful background info about the person, hints and tips for communicating with them and often a list of 'When I do this, it means this, and you should do this'. I don't think having a list of challenges is particularly helpful by itself, though I understand why they would get put on. You could put some strengths on if they're not readily apparent from interacting with your son (e.g., if his understanding is fine but he sometimes doesn't answer questions).
I like a list of very specific likes and dislikes is also really handy - if he likes music what type of music? Do you use this as an incentive to behave or is it a daily essential for him? Are there things that are really simple to avoid but will upset him out of all proportion? You're trying to make his and their lives happier using your expert knowledge!
posted by kadia_a at 9:03 AM on February 13, 2012
Kuanes, one of my best friends has two autistic children, one severely, one less so. She has been unable to hold a job their entire lives because the school *constantly* screws things up, then summons her to the school to fix it (and this is considered a "good" district, plus she can quote case law at them chapter and verse when they do things that are out and out wrong instead of just, well, lazy).
I think it's actually a great idea to proceed with a tl;dr booklet for those who aren't necessarily trained to deal with autistic kids. It will also help present your son as a *person* to them, homelystar, and not just a "oh great, one more thing we have to deal with..." addition to their workload. I seriously appreciate what good teachers do, but years of hearing what the school's done to my friend's kids, plus my own mother's experience working in schools all over the state leads me to believe you really do have to put forth this kind of effort.
My one piece of advice, though, would be to present it to the aides/etc in a way that makes it clear you're trying to help make their interaction with your child easier/more productive, not that you're trying to do their job. But you knew that! :)
posted by bitter-girl.com at 9:07 AM on February 13, 2012
I think it's actually a great idea to proceed with a tl;dr booklet for those who aren't necessarily trained to deal with autistic kids. It will also help present your son as a *person* to them, homelystar, and not just a "oh great, one more thing we have to deal with..." addition to their workload. I seriously appreciate what good teachers do, but years of hearing what the school's done to my friend's kids, plus my own mother's experience working in schools all over the state leads me to believe you really do have to put forth this kind of effort.
My one piece of advice, though, would be to present it to the aides/etc in a way that makes it clear you're trying to help make their interaction with your child easier/more productive, not that you're trying to do their job. But you knew that! :)
posted by bitter-girl.com at 9:07 AM on February 13, 2012
When I work with special-needs kiddos, I want to know:
-If they have particular triggers
-What their behavior looks like when they *start* to get upset
-What a full-blown tantrum looks like, and if they will need to be physically separated from others in order to be safe
-Ways to proactively address problems, so that the child's behavior doesn't escalate
-Other significant differences (mixing up "I" and "you" would go here for me)
-Strengths!!!
-Behaviors that are okay to ignore (e.g. Does the child have a verbal tic? Does the child use profanity when upset? etc.)
I was a teacher, and I'm now a therapist working with children, sometimes in school settings. If I can be of any more help, please MeMail me. Best wishes to your family as your child starts school! Also, fwiw, if the school is proactive enough that they're meeting with you now to get ready for next school year, they're likely to be responsive to your family's needs.
posted by epj at 9:14 AM on February 13, 2012 [5 favorites]
-If they have particular triggers
-What their behavior looks like when they *start* to get upset
-What a full-blown tantrum looks like, and if they will need to be physically separated from others in order to be safe
-Ways to proactively address problems, so that the child's behavior doesn't escalate
-Other significant differences (mixing up "I" and "you" would go here for me)
-Strengths!!!
-Behaviors that are okay to ignore (e.g. Does the child have a verbal tic? Does the child use profanity when upset? etc.)
I was a teacher, and I'm now a therapist working with children, sometimes in school settings. If I can be of any more help, please MeMail me. Best wishes to your family as your child starts school! Also, fwiw, if the school is proactive enough that they're meeting with you now to get ready for next school year, they're likely to be responsive to your family's needs.
posted by epj at 9:14 AM on February 13, 2012 [5 favorites]
Hi! I'm a speech therapist in a school. Most IEPs are long and technical--you are right. Because of this, most IEP have what is called a "Profile sheet" or something like that, that is 1-2 pages and summarizes the IEP. It is usually passed on to classroom teachers and resource teachers (like art, music, etc.). Teachers are AT LEAST supposed to read this before they interact with their students.
But, I think it would be GREAT if you as a parent made a sheet like this. Honestly, you are right--I doubt that classroom teachers read EVERY IEP they for each of their students at the beginning of the year, especially if your child receives "pull out" services outside of the classroom. (Some teachers don't take responsibility for their students who have mostly pull-out special classes, which is sad.)
If you made a sheet and presented it to teachers and his case manager, I think that would be great! *Some* teachers/staff can take parent input as a confrontation, so just be polite when you talk about it. I can't imagine a teacher taking this the wrong way, but it *could* happen.
I like epi's suggestions of what to include. Since his Profile Sheet (or IEP summary) should cover the technical/necessary stuff, you can be a little more personal in your summary. Make sure you include your son's interests, too!
posted by shortyJBot at 10:04 AM on February 13, 2012
But, I think it would be GREAT if you as a parent made a sheet like this. Honestly, you are right--I doubt that classroom teachers read EVERY IEP they for each of their students at the beginning of the year, especially if your child receives "pull out" services outside of the classroom. (Some teachers don't take responsibility for their students who have mostly pull-out special classes, which is sad.)
If you made a sheet and presented it to teachers and his case manager, I think that would be great! *Some* teachers/staff can take parent input as a confrontation, so just be polite when you talk about it. I can't imagine a teacher taking this the wrong way, but it *could* happen.
I like epi's suggestions of what to include. Since his Profile Sheet (or IEP summary) should cover the technical/necessary stuff, you can be a little more personal in your summary. Make sure you include your son's interests, too!
posted by shortyJBot at 10:04 AM on February 13, 2012
HAH. I am guessing kuanes does not have a child with special needs.
DO ASSUME that auxiliary teachers will not read the IEP. The classroom teacher may not read the IEP. The special needs staff may not read the IEP. The teachers may also not even read your booklet, no matter how much effort you put into making it, or how polite you are when you offer it. The teachers even may lie and pretend to have read the IEP and the booklet, or, worse, one or more of them may actually laugh in your face and say "I don't have time to read my students files" or "I don't read files. I don't need to be told by someone else what a student needs -- I'm a professional with X years of experience and I like to make my own judgments." Be prepared for that.
And then be prepared for the rest of the school to close ranks around the teacher or teachers who are misbehaving, and make getting your son's needs met as difficult as possible.
I hope your experience will be otherwise. Certainly, when you interact with your son's teachers, until proven otherwise, treat them as if they are excellent teachers who love their jobs and want to help children of all kinds and do not resent the presence of children with special needs in their mainstream classrooms. Act as though you are just offering helpful extra information to help them, not as though you are suspicious that they will fail to do their jobs unless you watch them like a hawk.
But watch them like a hawk.
I do think you should make a booklet. And a cover sheet. It's a good idea and it may be very helpful; teachers are are overworked and pressed for time even in the best of districts. In fact, color-code the thing. Make it concise and super easy to read and cheerful. Definitely include your son's strengths, and, if possible, an adorable photo of him. Make several copies and hand them to each teacher personally (the school may not bother to make copies, or even share copies with multiple people). Also, while you're at it, write a personal letter to each person who will be involved in your child's education this year, thanking them in advance for taking the time to read up on your kid and saying how much you look forward to working with them this year. Include this with the booklet. Include a small gift if you can. A nice pen, or chocolate, maybe. Flattery and minor bribery help.
Do this and do this with all the optimism and friendliness you can muster but keep in mind that no matter how hard you work, your son's success this year really depends less on what you do and more on whether his teacher is the sort of teacher who loves kids, appreciates children with learning differences, and understands the very good reasons for including children on the autism spectrum in the mainstream classroom, or the sort of teacher who is burnt out / consciously or unconsciously discriminates against children with special needs / resents having to take extra time to include an extra special kid in his or her classroom and wishes we could go back to the "good old days" when the kids like your son and mine rode the short bus to the special needs warehouse.
I hope hope hope you get the former kind of teacher -- there are many good teachers in the world -- but if you do get the latter kind of teacher, be prepared to fight like hell to get the accommodations your child is legally entitled to. Know your rights before the school year starts. Read up on federal and state laws related to special education. Track down and talk to other parents of children with special needs in your district, and ask them how their experience was, and who were the best people at the school to talk to / work with. If the preschool your son is at now often sends kids off to this school for kindergarten, ask the preschool teachers if they know anything about the environment there and see if they can give you tips on getting things done.
It's very, very good that you're already actively involved in your son's education and thinking about ways to make sure he gets what he needs in the classroom. I hope your son has a wonderful kindergarten year.
(In case it seems I'm not giving teachers enough credit, let it be known: I LOVE good teachers and respect them greatly for the work they do, and and I'm aware they are not as rare as unicorns. In fact, my own sister works for the Special School District in my town as a teacher's aide for students with special needs, and she is awesome. But kids with special needs are at much greater risk than kids in the general population of being mishandled or mistreated by teachers, many of whom have very little experience or training in dealing with kids with special needs and get very little support from the district in learning how to do so. I wish I had known just how hard things might be before my own son started kindergarten. I would have wasted less time feeling shocked and overwhelmed by the school staff's bad behavior, and I would have been more aware of my son's rights and better prepared to fight for them before school ever started.)
posted by BlueJae at 2:57 PM on February 13, 2012 [1 favorite]
DO ASSUME that auxiliary teachers will not read the IEP. The classroom teacher may not read the IEP. The special needs staff may not read the IEP. The teachers may also not even read your booklet, no matter how much effort you put into making it, or how polite you are when you offer it. The teachers even may lie and pretend to have read the IEP and the booklet, or, worse, one or more of them may actually laugh in your face and say "I don't have time to read my students files" or "I don't read files. I don't need to be told by someone else what a student needs -- I'm a professional with X years of experience and I like to make my own judgments." Be prepared for that.
And then be prepared for the rest of the school to close ranks around the teacher or teachers who are misbehaving, and make getting your son's needs met as difficult as possible.
I hope your experience will be otherwise. Certainly, when you interact with your son's teachers, until proven otherwise, treat them as if they are excellent teachers who love their jobs and want to help children of all kinds and do not resent the presence of children with special needs in their mainstream classrooms. Act as though you are just offering helpful extra information to help them, not as though you are suspicious that they will fail to do their jobs unless you watch them like a hawk.
But watch them like a hawk.
I do think you should make a booklet. And a cover sheet. It's a good idea and it may be very helpful; teachers are are overworked and pressed for time even in the best of districts. In fact, color-code the thing. Make it concise and super easy to read and cheerful. Definitely include your son's strengths, and, if possible, an adorable photo of him. Make several copies and hand them to each teacher personally (the school may not bother to make copies, or even share copies with multiple people). Also, while you're at it, write a personal letter to each person who will be involved in your child's education this year, thanking them in advance for taking the time to read up on your kid and saying how much you look forward to working with them this year. Include this with the booklet. Include a small gift if you can. A nice pen, or chocolate, maybe. Flattery and minor bribery help.
Do this and do this with all the optimism and friendliness you can muster but keep in mind that no matter how hard you work, your son's success this year really depends less on what you do and more on whether his teacher is the sort of teacher who loves kids, appreciates children with learning differences, and understands the very good reasons for including children on the autism spectrum in the mainstream classroom, or the sort of teacher who is burnt out / consciously or unconsciously discriminates against children with special needs / resents having to take extra time to include an extra special kid in his or her classroom and wishes we could go back to the "good old days" when the kids like your son and mine rode the short bus to the special needs warehouse.
I hope hope hope you get the former kind of teacher -- there are many good teachers in the world -- but if you do get the latter kind of teacher, be prepared to fight like hell to get the accommodations your child is legally entitled to. Know your rights before the school year starts. Read up on federal and state laws related to special education. Track down and talk to other parents of children with special needs in your district, and ask them how their experience was, and who were the best people at the school to talk to / work with. If the preschool your son is at now often sends kids off to this school for kindergarten, ask the preschool teachers if they know anything about the environment there and see if they can give you tips on getting things done.
It's very, very good that you're already actively involved in your son's education and thinking about ways to make sure he gets what he needs in the classroom. I hope your son has a wonderful kindergarten year.
(In case it seems I'm not giving teachers enough credit, let it be known: I LOVE good teachers and respect them greatly for the work they do, and and I'm aware they are not as rare as unicorns. In fact, my own sister works for the Special School District in my town as a teacher's aide for students with special needs, and she is awesome. But kids with special needs are at much greater risk than kids in the general population of being mishandled or mistreated by teachers, many of whom have very little experience or training in dealing with kids with special needs and get very little support from the district in learning how to do so. I wish I had known just how hard things might be before my own son started kindergarten. I would have wasted less time feeling shocked and overwhelmed by the school staff's bad behavior, and I would have been more aware of my son's rights and better prepared to fight for them before school ever started.)
posted by BlueJae at 2:57 PM on February 13, 2012 [1 favorite]
Response by poster: Thanks to all for the answers so far! And I'll keep checking, so anyone else with experience, please feel free to chime in.
posted by homelystar at 8:02 AM on February 14, 2012
posted by homelystar at 8:02 AM on February 14, 2012
Also a school speech pathologist here. My district's IEPs don't have any sort of summary sheet so your one page summary for a teacher/aide is a great idea. I think besides the good ideas above one thing that would be great to include is just one general overall goal for the year so that the teacher can focus on that.
posted by scrubbles at 6:38 PM on February 18, 2012
posted by scrubbles at 6:38 PM on February 18, 2012
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