I’m writing a book. My goal is to have a rough draft completed by the end of June. This is an excerpt from Chapter Three, which discusses the multiple dimensions that autistic students should master before leaving public school. No paywall this week, but please subscribe to support my work. Please find previous excerpts in my Archives.
Once you get those Freshman evaluations, then it’s time to look across the board and see where the needs are. You’ll have to do a little triage, because there are only so many hours in the day and dollars in the bank. Some deficits should be improved in the short term, while others can be tackled a little later.
Some people will try to tell you that your student’s deficits are permanent. A student that can’t read on grade level in seventh grade will never read well. They’ll say that a student with autism who can’t have a conversation by fifth grade, will never be independent. There are people who will write off your kids entirely once they get that autism diagnosis. Thankfully, those people are retiring to Florida and will soon be out of your orbit.
Our kids keep improving. They can get therapy or tutoring at any age, and they’ll improve. While autism is a permanent disability, autistic traits can lighten up over time, at any age. Temple Grandin, the patron saint of autism, said she was improving her communication and anxiety issues even as an adult. I keep improving, so why wouldn’t our kids?
While ensuring that their students continue to make progress academically, parents should take a look at all the ways that they functions in the world. Do they have some basic skills to manage in their home and community? Do they know how to advocate for themselves? Do they behave appropriately?
There are multiple dimensions that autistic teens should develop in high school and afterwards: academic, behavioral, social-emotional skills, functional, self-identification, medical, and strengths (don’t forget to foster their strengths).
Apt. 11d 