“I have had email correspondence with our children’s school and government on this issue, and I have to say that they are all very vague about how SEN will be managed in academies and free schools.”
“Prior to our children having statements, we had to fight for everything each time a problem arose, mostly without success…It was extremely labour-intensive.”
“Although I could hardly believe it, it began to dawn on me that although I wanted my children to have more help at school, the school did not want to do anything ‘extra’ for them and I could not understand why…”
“There are a variety of self-help techniques that the individual can use for their own sake…In addition to individual methods, there must be systems in place to secure good follow-up for personnel involved in critical incidents or in work with traumatized children over time.”
**Winner – International Animation Award, Edinburgh Mental Health & Arts Festival 2008** Created by pioneering science and youth arts project Biomation, An Animated Introduction to…
“…it’s challenging for students with ASD to participate in “non-preferred” tasks. As such, parents of students who go away for college worry that their student will spend most of his time playing video games, rather than focusing on college studies. Sadly, the risk of this happening is quite high. However, students can learn strategies to manage and balance their time, provided the student receives adequate programming throughout his life.”
“…an Aspergirl’s most prized possession is her unique intelligence and she wants to be appreciated for that more than anything. Her education and utilisation of her unique skills is the key to a satisfying, fulfilled life. Some will want socialising, some won’t, but it is important that she learns to value others, so that she does not end up isolated, and so she can share those gifts with the world.”
“I never assume that I know exactly how individuals with autism think, feel, sense, or experience the world. My main goal when using role play with parents, para-professionals, and teachers is to get people thinking about things from a different angle and to encourage them to walk in the shoes of the people they support.”
“Autism can be an incredibly isolating disorder. Not only do parents wind up spending a huge amount of their time, energy, money and love on therapies and care – they also feel like outsiders in their own communities and families. It can be even worse for siblings who, through no fault of their own, are often excluded from ordinary activities. By getting out and getting involved in the community as it’s possible, families are able to reconnect with clubs, churches and synagogues, sports leagues… and often with their own families. Another huge plus for getting out into the world with a child on the autism spectrum is that families discover their child’s real strengths and abilities in ways that would never be possible in the school or therapeutic settings.”
“Since children with Asperger Syndrome are literal thinkers, some parents and professionals try to avoid metaphorical language, so as not to confuse or distress – but this can’t prepare the child for the real world. And non-literal language can be fun! If metaphors are explained and explored in a relaxed, playful way, they can enrich children’s understanding of language and the world, and help them to use language in a less formal and more ‘natural’ sounding way.”