How to Create an Optimal Learning Environment for Your Child with Autism

Understanding the way your child's brain works is crucial to being able to provide an optimal learning environment. Below is a brief overview of some of the research about the brains of people with autism. Then you'll find easy, practical ways to implement this knowledge and create an optimal learning environment at home.

The Science
Autism is referred to as a "spectrum disorder" because there is such a wide variation among people with the diagnosis. Researchers using technology that allows them to be able to see how our brains are structured also see that the brains of people with the label 'Autism' are vastly different from one another. Because of this, some scientists have suggested we need to look below the level of the brain's structure to the way individual neurons (brain cells) are wired to find the "miss-wiring" that affects all people with autism. Researchers have found evidence that the way some neurons are connected in the brain of people with autism may lead to a low signal-to-noise ratio. This means that many of the signals brain cells are sending to each other may be accompanied by "noise", like static in a radio signal. This is one explanation for why children with autism become hyper-aroused (overwhelmed) by sensory information and why they may find it more challenging to choose between two different sources of information. For example, it is often more difficult for a child with autism to be able to listen to the teacher when other children in the class are making noise. Studies recording brain electricity in autistic people have shown that even when they are trying to ignore certain aspects of their environment (such as noise in the classroom) their brains respond to this information in the same way they respond to the information the child is trying to attend to (the teachers voice). The problem for many children with autism seems to be one of "filtering", that is, they are less able than typical children to filter out sensory information that is irrelevant to what they are trying to focus on.

The result of this is that all stimuli are given equal priority by the brains of those with autism, causing an overwhelming flood of sensory information that the child must handle. The brains of typical children learn to filter out irrelevant stimuli early on in life, so by the time that they go to school, children are able to focus their attention on what they are asked to focus on. It is very hard for many children with autism to learn in environments where there is a lot of competing sensory information (including noises, sights, touches, smells, etc.) such as a classroom.

Children with autism are taking in a lot of information all the time; this means that at some stage, they have to sort through this information to see what they really need. Studies have seen that people with autism tend to do the sorting through at a much later stage in processing than neurologically typical people. This is like going down the aisles in the supermarket and putting one of everything into your cart, then arriving at the checkout and discarding what you do not want to buy. This causes a "processing bottleneck". Studies using technology that allows us to see which parts of the brain are being used in particular tasks help us to see that this is what is happening inside the brains of people with autism. There is more activity in the brain regions designed for lower-order processing (going through the supermarket aisles) than in brain regions for high-order processing (moving through the checkout and going home with the items on your list). This may explain why children with autism often show significant challenges in areas of high-order processing (e.g. memory, attention, organization, language, etc.), because they spend so much time trying to deal with the basic incoming sensory information that they don't get time to practice the high-order thinking processing other children their age are practicing. Thus the brain of the child with autism starts to develop differently than the brain of his typical brother. There is some evidence that this processing style is already present when children with autism are born, even though the concurrent behaviors may not be recognized until 18-24 months later.

Psychologists call this style of processing (over-relying on lower-order processing) "weak central coherence." Central coherence describes the ability to process incoming information in context, pulling information together for higher-level meaning often at the expense of memory for detail. Weak central coherence then is the tendency of those with autism to rely on local feature processing (the details) rather than taking in the global nature of the situation. For instance after viewing identical pictures and then being asked to remember what was in the picture a typical person might describe the scene as "a forest at sunset" while a person with autism might remember "shiny leaves, orange light and a branch you could hang a swing from". This processing style is the reason people with autism outperform people without autism on specific tasks. One of these tasks is The Embedded Figures task. In this task, people might be shown a line drawing of a car which everyone can identify as such. When asked to point out the three triangles in the picture, people without autism are much slower than those with autism. This is because the typical people can not see "past" the car to label all it's constituent parts. The people with autism will identify the three triangles quickly because this is how they are practiced at seeing the world.

Research involving people with autism ranging from studies of how individual brain cells are connected to how people perform in psychological tests paints a picture of the world occupied by those with autism as fragmented, overwhelming and filled with "noise". This is corroborated by autobiographical reports from people with autism. Understanding the autistic child's fragmented and overwhelming world shows how important a child's external environment is when designing treatment and education for children with autism. It also explains why children with autism crave order and predictability in their physical environments.

Physical environments with higher amounts of sensory stimulation (e.g. bright visual displays, background noise, etc.) will add to the "noise" in an already overloaded sensory system making any new learning extremely challenging--like trying to learn Japanese in a shopping mall. The extent to which rooms can be tailored to meet the needs of these children is highly limited in a typical classroom setting, mainly due to the presence of other children and the subsequent size of the room. Even fluorescent lighting has been shown to affect the behavior of children with autism. These environmental considerations are either overlooked and their importance underestimated when placements are suggested for children with autism or it is beyond the scope of the school district to provide any other type of physical environment.

The Easy Part
The FIRST STEP along the road to building a comprehensive treatment program for your child is providing him or her with an appropriate environment in which to learn. Usually this means SIMPLIFY! Here's what to do:

1. Dedicate one room in your house to you child with autism. It could be your child's bedroom or another room (not too big, 12' x 12' is plenty, and smaller is fine depending on the age of your child). The room might even only be dedicated to your child with autism for part of the day (for instance if he or she shares a bedroom with a sibling) this is OK too. Do the best you can with the situation you have.

2. Remove all electronic toys from the dedicated room. This includes televisions, video-games, and anything battery powered (including singing / talking books and things that flash!) These toys can be over-stimulating for a child with autism and do not encourage social interaction.

3. Make sure you have incandescent light bulbs not fluorescent one. Fluorescent light bulbs flicker at a rate most of use tune out but that can be highly over-stimulating for people with autism.
4. Clear some space. Ideally you want the floor to be a free, clear open space on which you can play with your child. Have the minimal amount of furniture you can in the special room. Also simplify the amount of toys you have in the room and if possible put them all on shelves or in a closet.

These are the first step towards creating an optimal learning environment in which to work with your child. Parents running a home-based Son-Rise Programs are coached further on how to create a customized learning environment and Son-Rise Program playroom. The simple measures described here will aid in soothing your autistic child's over-active nervous system by making the world digestible and manageable and set the stage for social interaction and subsequent learning.

Kat Houghton is an autism treatment consultant specializing in The Son-Rise Program, a relationship-enhancement method of approaching autism. She is the founder and director of Inspired by Autism Consulting http://www.inspiredbyautism.com, director of research at The Autism Treatment Center of America and completing a PhD in Psychology at Lancaster University in the UK.

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Natural Remedies for Autism for More Normal Living

Natural remedies for autism are helpful in improving and managing the known symptoms of autism. It is common for parents and caregivers of people diagnosed with autism to feel frustrated. Feeling ignored as patients go through their endlessly repetitive daily behavior is normal. It is a struggle trying to communicate and reach the private world of people with autism. And since the signs, symptoms experiences of autism vary from person to person; it is never safe to generalize anything regarding effective treatment approaches and methods. Conventional treatment approaches recommend patients to take prescription medications to control their anxiety and prevent feelings of aggression and tantrums. However, the circulating news regarding the horrible effects of incorrect and prolonged use of common autism medications resulted in the ever increasing interest for safer and more natural options to managing and improving autism symptoms.

On natural remedies for autism

There is always a place for prescription medication in most cases of autism. However, there is always the risk and caution for the possibility of suffering minor to serious side-effects, especially with long-term use. On the other hand, patients are given options to try some natural remedies for autism, which usually combines herbal, homeopathic and holistic approaches to treatment to maintain systemic balance to the nervous system functions of the patients. In addition, they deliver many of the benefits of common autism medications but with minimal risks of sedation or side-effects.

Food Nutrient Therapy

Vitamins and mineral supplements were found to deliver substantial improvements to the functioning of autistic people. Symptoms like irritability, aggression, anxiety and tantrums are directly linked to lacking or of food nutrients. Poor diet and intolerances to certain foodstuff like gluten in wheat and grain products and dairy products trigger many bothersome symptoms of autism. In this light, parents of many autism patients have noted remarkable changes to behavior with the elimination of such foodstuff to the patient's diet.

There is also a link that the deficiency in fatty acids found in fish is directly linked to childhood autism. The cell membranes of autistic children process fatty acids at a much faster rate. Apparently, the brain cell membranes are largely comprised of omega 3 and omega 6 fatty acids, substances that are found in abundance in salmon, mackerel and other oily fish. In a sense, deficiency in these fatty acids may be considered a partial trigger for autism.

Education and Therapy

Specialized education and physiotherapy are drug-free natural remedies for autism. Therapy approaches like occupational therapy, sensory integration and music therapy are helpful in offsetting the developmental delay caused by the disease. The combination of specialized education and physiotherapy is a powerful tool to ensuring the progress of any autism treatment plan. The impact of this treatment approach emphasizes that there are no quick fixes to overcoming the disease.

Herbal Therapy

Tranquilizing and antidepressant drugs are nothing new to autism patients. They are used to overcome highly distressing and volatile patient reactions toward seemingly small changes to their environment. However, the main downside of these drugs is that patients tend to develop tolerance with long-term use. In this light, the calming and soothing effect of herbal teas and tinctures proves to be an ideal and safe alternative to drug medications. Herbs like passiflora helps keep patients less irritable, less easily frustrated and calmer. St. John's wort prevents over-metabolism of serotonin, which deliberately improves mood and behavior and helps increase concentration.

Considerations

As autism became pandemic in the Western world, it continuously spreads worldwide. Hence, having more options to treatment gives patients more chances of overcoming the disease regaining a more normal life. The natural remedies for autism gives you a variety of treatment approaches to improve the symptoms and overall well-being of autism patients.

Want to find out more about Most Natural Remedies, then visit Elaine Schulstad's site on how to choose the best natural remedies for autism for your needs.

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Autism And The School System - Education

Autistic children will have special needs when it comes to schooling. Many children with Autism go to public school and do just fine with some special modifications. There are laws pertaining to kids with disabilities. Here are some of the things you will need to know about Autism and school.

The Individuals With Disabilities Act

The Individuals with Disabilities act was passed to make sure all children receive a free and appropriate public education that meets their needs. The act requires children with special needs to have special education service as long as they meet the requirements. Autism meets that requirement.

Free and Appropriate Education

This is an education that meets the special needs of your child. It is one that allows them to make progress learning.

Least Restrictive Learning Environment

This means that your child will be placed in an educational setting that is right for their special needs while allowing them to socialize with kids that do not have a disability. The school will do what it can to meet the needs of your Autistic child while keeping them in regular classrooms.

To figure out what special needs your child will need the school will evaluate your child. This evaluation can be requested by the school or the parent. If you think there is a problem write a letter to the school asking them to evaluate your child. They will send a paper home for you to sign that gives permission for the evaluation to take place. During the evaluation your child will be tested for learning disabilities along with any mental, or behavioral problems. After the evaluation is complete the school will have a meeting with you to discuss their findings, and what can be done to help your child.

IEP

An IEP is used when a child has a need for special education services. The group that evaluated the child will be part of the team that creates the IEP. The parents will also have a say in what is included in the IEP. An IEP will state the needs the child has to get an appropriate education. They will also list the services the child is going to receive in the IEP. The IEP can be evaluated at any time if the services are not working for the child. An example of some services that might be included in an IEP are extra time when completing class work, have tests read aloud to the child, or an aide is provided for the child. Each IEP will be different for each child. The IEP will be evaluated on a yearly basis unless the parents request it sooner. The parents have the right to be at every IEP meeting held.

You are your child's best advocate when dealing with the school system. Some schools will try to give you the run around. They will do whatever they can to keep your child from having any special services in school. You have to be the one to stand up for your child. You are their voice. If you do not feel comfortable dealing with the school alone there are lawyers and advocates that are there to help.

By Graham Williams. If you are interested in finding out more about Raising An Autistic Child [http://www.gw-health-books.com/autistic.php] Or Understanding Autism [http://www.gw-health-books.com/autistic-child.php] Then click on those links for the LATEST INFORMATION you can get on Autism. While your the don't forget to visit my home page and claim your 3 FREE HEALTH BOOKS

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Teaching Autistic Children - Useful Tips For Teachers And Educators

Children with autism can still perform daily functions and can be integrated in normal classrooms while at school. However, this is predicated upon the teacher's willingness to learn methods to teaching autistic children and their patience. Autistic children learn and understand differently than other children. They have a different skill set, but can learn a lot. Even though they are limited due to their disability, autistic children can really surprise you when it comes to how much knowledge they can retain.

Teachers and educators need to learn about the disorder. The teacher can take a class or learn lessons that will help autistic children. Autistic children are visual thinkers. They understand pictures and movements better than spoken word. This is an important part of the lesson plan. A teacher should never speak with their back to the autistic child and should use as many visual cues as possible. If a young child is learning about animals, having flash card on the respective animals is important. The child can associate the nouns with pictures and understand the lesson better.

While teaching on autistic child, you might learn they are enamored with a certain object. This could anything from airplanes to cars to mice. When teaching a child with autism, try to use the object that they love in the teaching. This will make them understand everything much better. Use this as a way to motivate their school work.

It is harder to use pictures with other types of ideas such as verbs and adjectives. Simulating an action will go a long way in an autistic child understanding the meaning. Autistic children may have a hard time following long-winded instructions. Once the child gets older, have written instructions for lessons, tests and assignments so the child can follow it easily.

Motor skills are many times compromised with autistic people and thus have a difficult time in writing. To help cope with this problem, try to get those who suffer from autism to use a computer. They can type easier than hold a pencil and will be able to communicate better and be more effectively. Have the keyboard near the computer screen so they can read anything they have written. Those with autism sometimes forget what they have just done or will forget certain sequences. If possible, try to get the autistic child to use art as a form of expression as well. Because those with autism think in pictures, they will have an easier time drawing than writing words.

One thing a teacher should note is never force an autistic child to do something they don't want to do. Teachers have to be firm, but gentle. If a teacher doesn't have the patience to deal with an autistic child this can really hinder the learning experience. Those with autism can lead full lives. A lot of that starts at school.

Abhishek has got some great Autism Treatment Secrets up his sleeves! Download his FREE 41 Pages Ebook, "Understanding And Treating Autism" from his website http://www.Health-Whiz.com/555/index.htm. Only limited Free Copies available.

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My Child has Autism! What is My Role in His Education?

I am the proud mother of two young children that were diagnosed with Autism Spectrum Disorder a few years ago. One is now in grade one and the other will register for kindergarten in the spring.

As a teacher, I already had some experience with IEP (Individualized Educational Plan) meetings which helped me a great deal with my son's first IEP. I was able to also inform my husband which also did a lot of research on the matter so he was already well prepared to face our son's IEP.

Over the 17 years of teaching experience that I possess, I soon discovered that most parents tend to lack both information and confidence in their role and what type of services they can obtain for their child.

One of the sad things that I also have learned is that depending on the school, the services vary and if you do not ask for them, you will not necessarily have them offered to you either.

Both my children are situated on opposite ends of the spectrum, my daughter being on the higher end making her diagnosis "light Autism" while my son is non-verbal which puts him on the lower end, diagnosed with "moderate to severe Autism".

Having both their special needs, they also need different services. For example, my daughter needed some physiotherapy but my son benefits from the use of the sensory room at school as he is hypersensitive in several areas.

What does the term "special needs" really mean? Well, it simply means that your child needs special services and material to help him grow and reach his full potential in life. Henry Winkler, the actor known as the Fonz in Happy Days, who gave an amazing presentation as a keynote speaker at the NMSA (National Middle School Association) annual conference held at Minneapolis two years ago, explained his challenges with Dyslexia and the way education and his parents helped him out succeed in life. He also made it clear that his Dyslexia made him a child with special needs. This child has grown up as a successful man and actor cherished by his fans. One of the things that I remember the most is the fact that he thanked both educators and his parents for not giving up on him.

All this made me realize that the role of a parent of a child with ASD is not only to raise him with love and patience but also to provide him with the best services, materials and tools possible to help him live a full and happy life. And one of the multiple roles that a parent has to fill is the role of advocate. It does not matter if your child is verbal or not, if his diagnosis is light, moderate or severe on the spectrum. You have to remember that your child has a disorder that affect his communication skills and makes him unable to fend for himself. But foremost, your child is four going on five years old and sees you as his voice. The person that he can trust will fight for him, his best interests and his rights.

As your child advocate, it is not only your role to fight for your child but also to research the various schools, their services and all the opportunities that are available to your child. Do not enter the meeting room like a bull in a china shop as doors will be closing on you...and your child. Don't be shy! Ask questions; investigate the various services that can be offered to your child. Meet with various school administrators, school divisions and the people responsible for the special needs programs.

For instance, in several schools where I taught, the following services which are provided in my son's school were never an option there. Such services are: Music Therapy, occupational therapy activities including: bowling, skating and swimming, sensory room, physiotherapy equipment such as a swinging beam, a modified bike, a weighted vest, a special chair, a pressure vest, the use of PECS (Pictures Exchange Communication System), the participation to Special Olympics activities and more.

Another tip that I can give you is to set up a meeting with the administrator of your school prior to the first day of school. Share with them your child's habits, needs and explain to them how to deal with their frustrations, hypersensitivities issues, needs, routines and more. Introduce your child to them. At the IEP meeting, ask them for the creation of a social story book to introduce your child to his new surroundings by looking at various pictures in advance: future teacher(s), classroom, gym, teacher aid, music room, sensory room, secretary, administrators, etc. You will see the level of anxiety diminishing in both your child and you.

Let your love for your child guide you. Be your child's advocate and his voice.

If you wish to have more information on how to participate actively to an IEP meeting and other important matters and tips related to Autism, I encourage you to visit the following site: http://autism-spectrum-disorder.com Believe me, my husband and I would have appreciated to get all this information prior to our children's diagnosis of Autism.

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Educational Planning For a Student With Autism - Bring on the Visuals!

For an individual who thrives on order and routine, our world is a scary place! Humans interact at record breaking speeds; everything we do is high speed, instant and ever changing. Even our homes and classrooms tend to be quickly moving people from one activity to the next, changing schedules and living in the moment. It is a sign of our times and right or wrong, it is what it is. As non - autistic people we need our Blackberrys, our calendars, and our day planners to stay organized. Many of us could probably benefit from having a personal secretary! Individuals with autism need a way to cope with the demands of a fast paced society.

Schedules, lists, checklists and agendas are visual ways of organizing the world. Visual supports are the cornerstone of independence for an individual with autism. They tell an individual what needs to be done, when and what is coming next. Visuals provide order to a disorderly environment without the need for continual directions. It is not wise to fade out visual schedules because these are the tools that an individual will use for the rest of his/her life in order to be more independent. Students can be taught how to make and use daily visuals in order to bring order to their day and reduce anxiety.

Visuals can vary from written words to pictures, photos, objects and product samples to a combination of supports. The following are a sample of some useful visual supports:

A daily schedule that lists events/things to do/activities/changes in schedule

A key ring with visual reminders of social rules (personal space, staring, waiting in line etc...)

Checklists of tasks to complete and a place to indicate when are tasks completed

Checklists outlining the sequence of steps to complete a task (washing dishes, laundry, bathing, using appliances etc...)

Checklists of materials needed (packing a swim bag, packing a lunch, packing homework or materials for a class)

A pocket size relaxation booklet

Labels to indicate location and sequence (drawers for clothing, hygiene materials, cupboards etc...)

Graphic organizers or templates that outline what information is needed and where it should be recorded

Semantic maps (these "thoughts webs" help students gather information and see the relationships
between parts that otherwise may seem unrelated because of the learning style of students with autism)

Cue cards (Reminders about how to solve a problem, recall a rule, make a transition etc...)

Calendars

Power cards that outline the way that a favorite character would handle a situation (the card demonstrates effective ways for the individual with autism to act or respond)

Social Stories(TM) as developed by Carol (A specific strategy that involves a written story with pictures which describes a social situation. These stories make the unknown known for student with autism)

We wouldn't consider expecting a wheelchair bound person to "fade" the use of their wheelchair; it provides an opportunity for freedom and increased independence. Visual supports offer the same benefit to individuals with autism. It is only fair to give an individual all the tools that they need to live a life that is fulfilling and enjoyable!

Jennifer Krumins is a full time teacher in Ontario, Canada with 19 years of experience in special education and the regular classroom. A mother of three (one of which has autism), she is currently teaching severely challenged teenagers with autism. She is the author of two books:

Been There. Done That. Finally Getting it Right. A Guide to Educational Planning for Students with Autism: Lessons from a Mother and Teacher.

and

One Step at a Time: ABA and Autism in the Classroom; Practical Strategies for Implementing Applied Behaviour Analysis for Student with Autism

Please feel free to visit Jennifer's website at http://www.autismaspirations.com or email her at krumins@autismaspirations.com.

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Autism and Early Childhood Education Program

"Autism", can be generally defined as a developmental disorder that primarily affects children at very young age or right from birth. In most of the cases, this disorder is primarily found at the early months of child's life. The major drawback of this type of disorder is it results in the deviance from, and the delay in the normal patterns of child's development. Usually, a child having this development order might face problems in different areas of behavior like language and communication, social interaction along with daily activities or interests. Now, when problems occur in all these three areas of development, and at a severe degree than the natural variations anticipated in an ordinary child, the unique pattern of autism becomes evident.

Today if we look at the present scenario, autism is one of the major problems that have grown rapidly in the United States. As per the recent study conducted by the leading healthcare experts, the frequency of parent-reported rates of autism was raised higher than the earlier approximation. Specifically, it was found that around 1.1% of all children aged from 3 to 17 had autism. In fact, the most striking indication is that earlier the estimation was made approximately 1 in 150, but the current study shows 1 in 91 children are suffering from autism.

The exact reason or the real cause of autism still remains unknown; though the recent theory point towards a difficulty that generally affects the functioning of the central nervous system. Children with autism actually require a complete evaluation and specialized educational and behavioral programs. Early identification and educational programs can be very effective to allow interventions that need to be implemented for curing autism. These days many schools are offering early childhood educational programs. The idea is based on the premise where young children with special needs and learners engage properly and learn experiences that can help them lead rewarding lives.

The early childhood education program can help you learn more about instructional assistance for your young children or students that require special needs. The program can help you in improving the lives of children facing different problems due to autism through concentrated education. The best benefit of an early childhood education program is it generally follows a scientist-practitioner model where the process of applied behavior analysis is balanced and completed by research. The focus of the program basically revolves around the child and mostly emphasizes the progressive development and explanation of important abilities and skills.

The main problem for children with autism is not that they cannot be taught, but they are impaired in their social functioning. It is because of this reason, children with Autism, should spend as more time out in a general education setting as possible. Recent studies have constantly shown that the earlier we begin working with a student with Autism, the chances gets better are for developing necessary social skills primarily required to live an independent mature life.

Although there is no cure for autism, but following a suitable specialized treatment provided early in life like early childhood education program can have the encouraging impact on the child's development. It may help in an overall reduction in disruptive behaviors and autism symptoms.

Find more information about top early childhood education programs and best teaching colleges that offering education programs at EducatonMajorsU.com

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Autism and School Aged Children Making Education a Positive Experience

Autism and school are becoming a hot topic for school boards and parent groups right across the country and around the world. This is because the occurrence of autism in children is increasing at an alarming rate. Educators today are seeing an exponentially higher number of autistic children in their classrooms than a decade ago. For that reason, an increasing number of parents and educators want to ensure all children receive a positive educational experience.

As no two autistic children display precisely the same autism symptoms, it becomes impossible to create a standardized program that creates positive experiences for children with autism at school.

Therefore, it is likely that in order to receive the best possible education an autistic child will need to undergo an ever-changing educational strategy throughout their entire learning career.

For example, while some students on the spectrum may be able to keep up with peers on an academic level, they may experience challenges as far as the development and use of language and social skills. On the other hand, an autistic child of the same age, gender and IQ level as their peers may struggle not only with social skills and language, but also struggle to keep up with academics because the learning techniques are not right for him or her specific symptoms.

That being said, there are some techniques that seem to work well. This can include creating predictable and stable routines for the school day with clearly laid out accompanying schedules, which can include pictures. Having daily schedules that detail all the various activities and at what time they will occur can help children to understand the way the day will play out and be better able to transition between the various activities and tasks of the day.

Children with autism can also benefit from attending social skills programs that aim to improve social interaction and comprehension of various social cues from adults and other students. If possible, some time every day in a special education classroom where autistic students can have one-on-one time with a teacher or educational assistant will help to enforce lessons and skills learned in a "safe" environment. Here, effective support to lessons might include the use of functional communication cards to give students a break from having to communicate verbally - something that can be very taxing to some autistic children.

Don't forget that not all school lessons are academically based. Your child may be good at art, music or sports for example. So if they are struggling to keep up with their peers in academic classes and have to be pulled out to attend special classes, push for them to be included in the classes where they can do well. Excelling in classes where they join in with their peers can be an important confidence booster allowing for a more effective academic and social experience overall.

Though a diagnosis of autism and school may feel incompatible at times, it's important for parents not to lose faith that their children have the strength and ability to pull through when they are presented with the right learning strategy.

This is especially true when that learning strategy is supported with the activities that the child experiences at home. Many of these activities can be strictly for fun, like drawing or craft work and others can be very helpful in reinforcing the classroom's daily routines. Parents should feel able to speak with teachers often to see what they can do at home to help their child's autism and school progress to go as smoothly and positively as possible.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about how your child's autism and school experience can be a positive one.

There are currently over 20,000 other parents and caregivers just like you signed up for The Essential Guide To Autism newsletter. Join today and become part of the community.

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Special Education Language - 10 Acronyms You Should KnowSpecial Education Language - 10 Acronyms You Should Know

The Special Education system in Ontario has a language of its own. If you are the parent of a child who has been recently identified as exceptional by the school board, you can get lost in the language during your first school meetings. There are many acronyms that are used by school administrators and school staff and most often they don't think about the fact that parents may not understand their "language". So it's up to the parents to become knowledgeable about the language of special education. In this article, I am going to explain the meanings of ten of the most important acronyms in special education.

IEP - Individual Education Plan.

The IEP is a document that lists the strengths and needs, and the programs, services, accommodations and supports that are required by a particular student. It lists the annual goals in each alternative or modified subject area, as well as the learning expectations for each term, which are determined by the student's strengths and needs. A student does not have to be formally identified as an exceptional student to receive an IEP. But if the student is formally identified by an IPRC, it is a requirement of the Regulation 181/98 of the Education Act that they receive an IEP.

IPRC - Identification, Placement and Review Committee.

The IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the school board. At annual meetings, where the parents are invited to attend, the committee decides whether or not the student should be identified as exceptional and if so, which category of exceptionality. They also decide on an appropriate placement for the student. The parents can either agree to the decisions, or appeal the decisions.

OEN - Ontario Education Number

Parents will notice the OEN on school documents such as the report card. A unique OEN is assigned to every student across the province by the Ministry of Education. The same number will follow the student through his or her elementary and secondary education and will be indicated on all of his or her school records.

OSR - Ontario Student Record

The OSR is a record of a student's educational progress through school. The contents are to be used by school staff for the purpose of "improvement of instruction" of the student, according to the Education Act. Parents are to be told about the purpose of the OSR and its contents. They must be allowed to have access to all of the information contained in the OSR.

EQAO - Education Quality and Accountability Office

EQAO is an arm's-length agency that provides information about student achievement in Ontario, based on periodic assessments. This is basically to see how the teachers, the school boards, and the educational system in general are performing. When students are in grade 3 and again in grade 6 they are required to take reading, writing, and math tests administered by the EQAO. They are also required to take a math test in grade 9. However, the principal is authorized to exempt students from taking any or all of the tests if they are unable to participate for reasons such as a developmental disability.

SERT- Special Education Resource Teacher

There is usually one in every school. As the name implies this teacher is a resource for regular classroom teachers. He or she consults with classroom teachers regarding students who have IEPs and are placed in the regular class. In fact the SERT is usually the lead person in charge of developing the IEP for these students. Sometimes small groups of students are withdrawn from the regular class to a resource room for more intensive instruction in math and language. This class is run by the SERT.

EA - Educational Assistant

EAs are assigned to classrooms, either regular class or small placement, to support students as part of a multidisciplinary team. They also help teachers with non-instructional tasks. In some school boards, EAs may have the same duties as described below for SNAs.

SNA - Special Needs Assistant

The SNA supports students with special educational needs, usually in a special education classroom, under the supervision of a special education teacher. In addition to helping with their learning needs, duties may include assisting with the students' safety and physical needs, including hygiene and feeding, as well as assisting with therapy sessions.

ABA - Applied Behaviour Analysis

ABA methods are best known for treating people with autism and other developmental disabilities.ABA methods are based on scientific principles of learning and behaviour to build useful repertoires of behaviour and reduce problematic ones. The undesired behaviour(s) are clearly defined and recorded, and the antecedents and reinforcers of the undesired behaviour(s) are analysed. Individualized programs are developed based on this information. The teacher must collect and analyze the data on an ongoing basis in order to measure the student's progress in each of the program areas. The program must be altered as necessary to maintain or increase a student's success.

TEACCH - Treatment and Education of Autistic and Communication related handicapped Children.

Intervention strategies include clear and explicit expectations, physical and visual structure, schedules, work systems and task organization. The goal is to allow children with autism to develop skills so that they can be independent of direct adult prompting.

These ten acronyms are just the tip of the iceberg. Take some time to learn some of the "language" of Special Education and you will be a better advocate for your son or daughter with special needs.

Karen Robinson at AFASE at school http://www.afase.com provides special education advocacy training and consulting services to parents and guardians whose children are challenged by autism and other developmental disabilities.

I develop my clients into informed, proactive advocates for their children's educational needs. They are empowered by current, customized information that enables them to articulate their children's needs to school staff and school board administrators in a way that is both assertive and collaborative.

Browse through my website to learn more and sign up to receive free advocacy tips and news. http://www.afase.com

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Strategies for IEP Goals Autism Experts Recommend Most

The IEP goals autism sufferers typically attempt to achieve include more effective learning, minimized symptom behavior, and an individualized understanding experience.

An IEP is the individualized education plan created for your child's learning experience at school. The IEP provides a uniquely tailored document that steers the educational development for the individual child, allowing teachers, parents, and experts to recognize whether or not progress is truly being made.

The IEP goals parents are seeking are an overall outline that includes measurable elements so that progress - or lack thereof - may be recognized. No two plans are the same and they each have their own individual purpose and steps for achieving further educational development.

Parents often wonder exactly what role they play in the development of their child's IEP, its goals, and its practice. Fortunately, there are many resources that help to guide parents along this sometimes daunting road.

The first thing parents should do is sit down with their child's instructor(s) to discuss their child's needs, challenges, and various autism symptoms and behaviors. This will help to ensure that their child's IEP and its goals are indeed laying a practical, workable foundation for the educational services that he or she will be receiving.

It is vital that the parent understand exactly what the IEP means and how it will be impacting the autistic child's learning. Therefore, parents should always feel encouraged to do their own research, ask for second opinions, and pose as many questions as necessary until the IEP is fully understood.

Experts recommend that parents think of IEP goals as a process and a document to be set, instead of a vague indefinable concept. This way, parents are better able to learn each of the parts of the autism IEP and its goals throughout the creation of the final document.

With each new school year, parents become more familiar with the various steps to writing IEP goals their children will be working to achieve. They learn many important tips and strategies for getting the most out of the IEP meeting to draft the document such as:

1. Before the meeting occurs, review your child's information, including that provided about home, the community (such as doctors, tutors, therapists, etc.), and schools. If you find that the information fails to show the complete picture, make an effort to fill in as many of the missing pieces as possible. You want to be certain that the picture you're painting of your child's unique situation is as accurate as it can be. Bring your records to the meeting, including pictures your child has drawn or painted, any work your child has done, audiotapes, and/or videotapes that demonstrate any insights or specific concerns that you would like to share.

2. If your child will be in attendance for all or a portion of the IEP meeting, make sure to let him or her know in advance exactly the way the meeting will function. Inform your child that it is a very important meeting and that any ideas or opinions that he or she may have to contribute will be helpful. You may need to prepare your child about every part of the meeting and that he or she may need to speak up. Speak with your child about the ways that he or she can express feelings and ideas.

3. Brainstorm with the people who know your child well - family members, friends, teachers, therapists, tutors, and consultants, for example - to get some ideas to bring to the IEP meeting. Write everything down so that you won't forget.

4. Ask questions to any team member at the IEP meeting so that you always understand. Never hesitate to request further explanation. If you don't agree with something, ask more questions and request backup information that will support that person's claim. If you have information that states something different, don't hesitate to share it.

5. Be thorough about your efforts at the meeting. Make sure that you agree completely with what is being suggested, and with all of the language used in the document. Before any of the IEP goals autism processes are finalized, make sure that you're certain your child's unique needs will be met and that you haven't left any doubts in your mind.

Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help your child get the best of their education with an IEP goals autism strategy and for information on autism resources please visit The Essential Guide To Autism.

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Home-Schooling Your Autistic Child

If you have an autistic child, then you are aware of the many challenges you face raising your child. With the behavioral problems that many autistic children suffer from, raising an autistic child may feel like two full-time jobs at times. Educating an autistic child is also a difficult task that must be fully thought out.

While public schools are funded to handle children with special needs, these locations are not always the best arenas for autistic children. One of the reasons that home-schooling your autistic child is a good idea is because special education programs may lump autistic children in with others who have maladaptive behavioral problems.

Remember, autistic children have behavioral problems due to their developmental inability to properly function normally in social situations. If they are placed in with others who have emotional problems they may regress instead of progress. However, if home-schooled, parents can control the social influences that are likely to either help or hinder the progress of their child. They can keep them away from insensitive teachers, bullies, and have greater control of their education.

Due to their obvious differences, many autistic children are treated with cruelty. This horrible fact of life can undo much of the progress that your child may have already made. Most autistic children function best when routines are set. Home-schooling is the best way to ensure these routines are established and followed.

In addition, home-schooling is a good choice because many autistic children are sensitive to sound. If they are in a classroom with a bunch of other children making noise, it can be difficult for them to focus.

The home-schooling setting is normally more quiet and conducive to learning, besides, it offers autistic children a typically 1:1 teacher to student ratio. Plus, if you're following a GFCF diet it's much easier to implement this at home and you can be sure that your child is only eating what you're giving them.

Furthermore, research has demonstrated that autistic children who are home-schooled score better on problem behavior assessments.

In order to make the most out of your child's home-school experience, it may be a good idea to keep a journal. Write down anything about your child's behavior and performance that is important. For instance, you can keep track of when your child is most productive, when he or she learns best, and what are the potential distractions. Remember you'll need to adapt your teaching style to suit their learning ability. Trying to make them learn 'your way' will just lead to a lack of progress and frustration all round.

As a parent and a teacher it is important for you to read up on recent literature involving the education of autistic children. There are many resources that provide information on teaching strategies, learning methods, and the different types of intelligence. Knowing this information will enable you to tailor a home-school program that will meet your child's needs.

The beauty about home-schooling is that if one approach doesn't work you can adapt your style until you find an approach that does work.

Home-schooling is fast becoming a common educational choice for parents of autistic children. The research involved clearly outlines the benefits of home-schooling. However, you must ensure that you will have the time and the dedication to follow through with home-schooling. Simply keeping your child at home is not going to do any good if learning is not occurring. It is important that you address academic, behavioral, and social needs.

Grab your free copy of Rachel Evans's free Autism Newsletter - Overflowing with easy to implement methods to help you discover more on how to go about teaching a child with autism at home and also more information on autism schools. You can also visit Rachel's blog at http://www.the-essential-guide-to-autism.com/blog

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What IEP Teams Need to Consider in Seven Areas - For Children With Autism

Do you have a child with autism that receives special education services? Would you like to know what information that needs to be discussed in 7 areas to benefit your child's education? This article will discuss what information special education IEP teams need to discuss in seven areas to determine what services a child with autism needs.

The seven areas are:

1. Nonverbal and verbal communication needs of the child,
2. social interaction skills of the child,
3. educational needs caused by sensory integration disorder,
4. needs caused by rigidity and resistance to change,
5. needs resulting from engagement in repetitive activities,
6. needs for positive behavioral interventions and plans for negative behavior that interferes with the child's education,
7. any other need the child has that negatively affects their education.

Consideration for #1 Verbal and nonverbal communication needs of a child with autism.
A. What the child's current level of communication is. This can be determined by a speech language evaluation.
B. What system of communication is effective for the child.
C. The child's ability to use and understand non-verbal communication (facial expression, eye gaze, body language).
D. Alternative assistive technology devices that could help the child with their communication needs.

Consideration for #2 Need for social interaction skills for the child
A. Types of social interactions the child is capable of.
B. The child's ability to respond appropriately to the social approach of others.

Consideration for #3 Needs resulting from sensory integration disorder
A. Tactile: Does the child have a need for a higher level of input in tactile experiences.
B. Sound: How does the child respond to loud noises?
C. Smell/taste: Is the child affected by certain smells? Does the child avoid certain foods due to the texture?

Consideration 4: Needs caused by rigidity and resistance to change
A. How the child reacts to changes in environment or schedule? How to prepare for transitions with visual supports and timers.
B. An individual visual schedule written, pictures, photos etc
C. Any other supports needed for successful transitions from activity to activity

Consideration 5: Needs resulting from engagement in repetitive activities
A. Determine the function of the behavior to the child.
B. Determine the extent to which the behavior interferes with the child's education.
C. The use of positive behavioral supports to encourage participation in social activities.

Consideration 6: Needs for positive behavioral interventions and plans for negative behavior that interferes with the child's education
A. Discuss the need for a functional behavioral assessment (FBA) to determine what function the behavior has for the child.
B. Use the FBA to develop a positive behavioral plan and supports for the child. Also discuss needed teaching of appropriate replacement behaviors.

Consideration 7: Any other need the child has that negatively affects their education.
A. Medical needs that affect the child's education
B. Organizational needs
C. Direct instruction for learning new skills

By understanding what should be discussed for your child with autism at their IEP meeting, you will be able to be an active participant in the IEP process. By advocating for your child you will help them benefit from their education.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

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What Is an IEP

IEP stands for Individualized Education Program. This is a plan created by the school in an effort to teach a child who has special needs. IEP's can be created for children with learning disabilities, emotional disabilities, behavioral disabilities or any other state recognized condition that requires special educational help. Building an IEP that works for each child can be a bit of trial and error and each school system will have their own process. Parents who are new to special education need to understand what an IEP is, how it is created, how to make changes and what to do when teachers do not follow the procedures in the IEP.

How to Request an IEP

Parents who have children in school know that not every student is equal. Some kids are good at math, while others excel at reading. Some children enjoy science while others like art. Everyone has different skill levels and abilities, but some kids have more difficulty than others. When a child falls significantly behind in school or consistently has trouble it may be time to consider an IEP. The process will vary from one school district to another, but the first step is to contact the teacher and school administration.

Some schools have entire departments dedicated to special education. These teachers have many different tests and evaluation techniques that can be used to determine if a child need extra help. In some cases this might mean a tutor. Ask for the child to get tested in the area where they are having problems. For behavioral problems there should also be some observation by the specialist, not just anecdotal stories from the teacher. After gathering the information the special education staff should meet with the parents to review the information and discuss the next step.

Writing an IEP

Parents should not need to write the IEP itself, but they should have a good idea of the changes they want to see and skills that need to be worked on. Don't ask for huge changes all at once. For many children changes come in small steps toward a larger goal. An example is a kindergartener with a non verbal learning disability. This child may be fine academically, but be having a lot of trouble interacting socially. They will need to be taught about eye contact, tone of voice, body language and all of the aspects of non verbal communication. This child may have an IEP in kindergarten that focuses on learning basic body language and tone of voice.

In first grade they may work on conversation skills and more subtle body language. By second grade they may need to be monitored to ensure they maintain the skills they learned and in third grade not need an IEP an longer. An IEP is a map on a journey, not the destination. Once the test results have been discussed and goals are agreed upon the school is responsible for writing the IEP. Parents should read the document in its entirety and sign off on it if they agree. If there are changes that need to be made, request them before signing the document. This is a legal document that will be used for reference if there is a problem. If the document does not say exactly what the parents want it to say the child may not get what they need and there will be no recourse until the next IEP is written.

Requesting Changes to the IEP

Schools are required to review an IEP annually. This is the easiest time to make changes if they are needed. Many times the school will also provide updates on progress at the same time that grades are provided. These progress reports should be reviewed and if there are concerns contact the special education teacher directly. Each district will have its own process for requesting changes and it is best to try and work within these rules whenever possible. If there is a need for a drastic change contact the special education teacher first and discuss the change. They may be aware of the need already and will work with the parent to create an updated IEP that addresses the issue.

What to Do When A Teacher Doesn't Follow the IEP

This can be a difficult situation. The first step is to find out why the IEP isn't being followed. In districts where there are not special education teachers in every school it may be a case where the classroom teacher simply isn't aware that an IEP is in place. This problem is easily avoided by contacting the classroom teacher directly when an IEP is created to verify they are familiar with the requirements in the document. If the teacher is aware of the IEP they may not have the proper training to be able to fulfill the requirements. If this is the case the parent will need to work with the school system to either get the teacher trained or move the child to a classroom with properly trained staff. A third possibility is the most difficult to deal with, a teacher who knows about the IEP and simply doesn't follow it because they don't believe it is necessary.

In this case it is a good idea to at least start a conversation with the teacher. If the teacher is unresponsive or unwilling to discuss the problem it may be necessary to move the child to another classroom or to involve the administration. Teachers are legally required to abide by an IEP and there isn't any wiggle room on this issue. Having an IEP in place is one step to helping a child who is having problems in school. There are many conditions that will benefit from therapy, tutors and home activities. A good education is the right of every child and it is important for parents to be their advocate when needed.

I am the parent of an autistic child who also suffers with a non-verbal learning disability. I have started a website to help other parents with special needs children connect with each other and with local resources here in Minnesota. Check out http://thingstodowithkidsmn.com/nvld-mn/ to find resources on NVLD and autism in Minnesota.

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