Autism advice (LONG explanation!)

[fireheart]

Thanks for the advice guys.

I am already drafting up a letter of introduction to the parents, explaining who I am and what I will be doing in the classroom for Terms 1 and 2. (Term 1 I will be there as support, Term 2 I will be there as a teacher, depending on what happens in Terms 3 and 4, I might be continuing on as a volunteer) I'm also planning on including a PECS card of myself with a head-and-shoulders shot to show the kids, even those who are capable of speech, who I am and incorporate it into their daily schedules. (i.e. "Miss Lock is now going to teach <activity>")

As far as contacting groups go, I am going to contact Autism SA for more information, as well as Novita. Both groups run support programs for autistic kids at school and the latter runs an early intervention program for kids around the age level that I'll be teaching.

One thing I am grateful for, is that in order for the students to be mainstreamed in a Special Class, they need to be capable of certain independent behaviours (i.e. they need to be toilet trained and capable of feeding themselves). While I know it's something I'll come across when I'm teaching, for the purposes of placement, I'd prefer to focus on establishing strategies.

[42_42_42]

Back when I was a substitute teacher, I often subbed in the special ed rooms (sadly, I was one of the few subs who could actually work with the students and not get all freaked or weirded out), one of which was a classroom of 3 severely autistic boys (all nonverbal, all wearing diapers). I quickly learned not to wear my hair down or to wear any jewelry they could get ahold of as one boy very much liked to grab hair/earrings/necklaces and pull and NOT LET GO. Had to be rescued once, which was embarrassing. Same boy would bite and scratch you if he got the chance, but for the most part was a very sweet kid. Another boy you had to keep an eye on because he would poop in his diaper, then reach in and get some out to play with or throw around the room. Also very sweet otherwise. I don't remember much about the other boy as I mostly worked with these 2.

[fireheart]

Quoth 42_42_42

Back when I was a substitute teacher, I often subbed in the special ed rooms (sadly, I was one of the few subs who could actually work with the students and not get all freaked or weirded out), one of which was a classroom of 3 severely autistic boys (all nonverbal, all wearing diapers). I quickly learned not to wear my hair down or to wear any jewelry they could get ahold of as one boy very much liked to grab hair/earrings/necklaces and pull and NOT LET GO. Had to be rescued once, which was embarrassing. Same boy would bite and scratch you if he got the chance, but for the most part was a very sweet kid. Another boy you had to keep an eye on because he would poop in his diaper, then reach in and get some out to play with or throw around the room. Also very sweet otherwise. I don't remember much about the other boy as I mostly worked with these 2.

Ew thanks. I'll keep those in mind.

My hair is already about shoulder length, but I'm going to get it cut soon anyway. I'll ask for a cut that I can wear down or at least with a headband. (that isn't completely pixie either) I don't wear earrings, so my necklace might be the only issue.

As far as the pooping stuff goes, I might ask for advice. I only have 8 kids and there will be me, my mentor teacher plus 1 or 2 SSO's at all times (one of whom scares the crap outta me: from what I hear though, she mostly works with the special needs kids who can be mainstreamed). Then again, I did get warned that I would be running the whole gamut from mild to severe.

I guess it depends on who the Education Department decides to send to us (kids at age 4 go through an assessment for school, plus if they have already been diagnosed with something like autism, they are further assessed to determine if they're eligible for a special school, special unit or special class).

[NorthernZel]

I'd also suggest that you ask your mentor teacher about the students and their individual quirks/symptoms - who's sensitive about certain colors/patterns/sounds, who's having a problem with concentration (some high-functioning persons with Autism can have ADD as a second diagnosis), who's gonna break havoc and/or hit you or other students if something is not as the kid is used to, etc.

And also, how to deal with that - various' kids' various problems need various solutions and techniques. And if you already beforehand know that you can "defuse" an aggravated kid that is just about to explode because you know what calms him/her down, it'll be a lot easier for you to be "the new one".