R. made the A/B honor roll this term...whoo-hoo! He brought up all of his grades...every single one of them. We are so proud!
Oh, and he made it into the middle school we wanted for him. It has an emphasis on Global Awareness and is a partner with our local zoo (it is located right next to the zoo, in fact). I think it will be a good fit for him...I am getting excited about this new school and this new challenge for him.
Wednesday, April 02, 2008
Thursday, February 07, 2008
Principal for the Day!
In what could be termed an amazing bit of irony, R. has been named "Principal for the Day" at his school this week! After all the trouble we've had with this principal over the years...sigh. Anyway, the good news is that he earned this by his good behavior at school, so I'm so thrilled and proud. Of course, R's first suggestion when he told me about this was that he should use his powers to cancel school that day! Cute kid...
He has been doing so well lately...no issues with outbursts at school in such a long time. He has finally made the connection between doing his homework as soon as he gets home and having free time to play video games, etc. He is maturing and it is so good to see that happening. We're now crossing our fingers in hopes that he gets into the middle school that we applied for in the lottery. We should know something on Feb. 16 when they do the drawing. And as soon as we know something, we will start meeting with the teachers, counselors, and principal there to discuss best strategies for him next year.
But, for now...we are happy that he is Principal for the Day!
He has been doing so well lately...no issues with outbursts at school in such a long time. He has finally made the connection between doing his homework as soon as he gets home and having free time to play video games, etc. He is maturing and it is so good to see that happening. We're now crossing our fingers in hopes that he gets into the middle school that we applied for in the lottery. We should know something on Feb. 16 when they do the drawing. And as soon as we know something, we will start meeting with the teachers, counselors, and principal there to discuss best strategies for him next year.
But, for now...we are happy that he is Principal for the Day!
Thursday, January 24, 2008
What Inclusion Means
Here is a great article...I'm going to see if i can cut and paste it in.
Benefiting from Inclusion
by Mara Sapon-Shevin
John, a quiet 12-year-old 6th grader at your local middle school, goes through the cafeteria lunch line at noon. After he pays for his food and drink, he starts to put his tray on a table already occupied by other students. One of the boys at the table says, "Go away." John leaves the table and approaches the students at another table. There he is told, "Get out of here." John walks away and puts his tray down at a third table, realizes he's forgotten his straw, and goes back to the lunch line to get one. When he returns to the table where he left his lunch, he finds his tray gone.
Is there a problem here? If so, whose problem is it? What should the school do about this situation? Should John be removed from the school because others don't want to sit with him? How would you feel if John were your son?
Perhaps you'd think that the social climate in the school is highly problematic and that something should be done to build community and develop more appropriate social skills among the students.
What if I told you that John is a student with a wonderful sense of humor, a love of mystery books, an impressive golf swing, and also, by the way, Down syndrome? Would your reaction change? Would you now see the situation differently? Would you say, "Oh, he's special ed!"?
Or, would you ask yourself, "If the students treat John this way, how do they respond to the girl who is overweight, the boy with severe acne, the student who has two lesbian mothers, or the girl who just arrived from Cambodia with limited English skills?" Maybe you'd also think about all the other kinds of differences students bring to school, differences in race, class, language, sexual orientation, gender, or ethnicity, wondering how the school addresses all kinds of kids and their families. No doubt you would find the other students' behavior inappropriate, unacceptable for future citizens of a global community.
This true story helps us think about the ways in which schools both mirror the broader society and create it? How might we use the story of John's mistreatment to think about how we want schools to be and what lessons we want our children to learn?
Inclusion is not about disability, nor is it only about schools. Inclusion is about creating schools -- and a society -- in which all children and their families feel welcomed and valued. Inclusion demands that we ask, "What kind of a world do we want to create and how should we educate students for that world?" "What kinds of skills and commitments do people need to thrive in a diverse society?"
Inclusion benefits all children by helping them to understand and appreciate that the world is big, that people are different, and that we can work together to find solutions that work for everyone. We live in an increasingly diverse world, and all people need to be comfortable and knowledgeable with people who vary in terms of a host of characteristics. It's important to speak more than one language, to understand how to help others who are having trouble and to accept help yourself, to resolve conflicts, to work together to challenge injustice.
Inclusion teaches us to think about "We" rather than "I." Not "Will there be anything for me to eat?" but "How can we make sure there's a snack for everyone?" Not "Will I have friends?" but "How can I be aware of the children here who don't have anyone to play with?" When people who are different from us surround us, we are forced to ask questions that go beyond the individual and address the community and its diversity.
When we have friends who use wheelchairs, we notice that there are steep stairs and no ramps. When we have friends who wear hearing aids, we listen differently to comments like, "What are you, deaf or something?" When we have friends of with different skin colors, we become more alert to racist and exclusionary comments. When we have friends from different religious backgrounds, we are more aware that the decorations in the mall are about only one religion, the songs on the radio affirming only one way of being in the world.
It's very hard to learn to be comfortable with difference in the absence of diversity. Every parent I have met wants his or her child to grow up to be able to move through the world with confidence and skill, and much of that will depend on the kind of education they have received.
Inclusion is not a "favor" for students with disabilities. Inclusion is a gift we give ourselves, the gift of understanding, the gift of knowing that we are all members of the human race, and that true joy comes in building genuine relationships with a wide range of other people. Inclusion also means that we pay careful attention to issues of social justice and diversity. How do children talk to one another? Do they help one another? Is there teasing or exclusion going on?
Teachers spend considerable energy helping students understand their own and others' differences and children are encouraged to ask respectful questions and to learn about one another. Helping is considered essential in the classroom, and time is spent teaching students to support one another through peer mentoring, collaborative learning, and other forms of peer support. In inclusive classrooms, it matters how people treat one another.
Learning to live together in a democratic society is one of the most important goals and outcomes of inclusive classrooms. How could any of us want anything else for our children?
Mara Sapon-Shevin, professor of education at Syracuse University, is the author of Widening the Circle: The Power of Inclusive Classrooms, Beacon Press: 2007. ISBN: 978-8070-3280-0. $14. Her website,www.marasapon-shevin.org, is an excellent resource for curricula and other materials for disability-related instruction and social justice issues.
Benefiting from Inclusion
by Mara Sapon-Shevin
John, a quiet 12-year-old 6th grader at your local middle school, goes through the cafeteria lunch line at noon. After he pays for his food and drink, he starts to put his tray on a table already occupied by other students. One of the boys at the table says, "Go away." John leaves the table and approaches the students at another table. There he is told, "Get out of here." John walks away and puts his tray down at a third table, realizes he's forgotten his straw, and goes back to the lunch line to get one. When he returns to the table where he left his lunch, he finds his tray gone.
Is there a problem here? If so, whose problem is it? What should the school do about this situation? Should John be removed from the school because others don't want to sit with him? How would you feel if John were your son?
Perhaps you'd think that the social climate in the school is highly problematic and that something should be done to build community and develop more appropriate social skills among the students.
What if I told you that John is a student with a wonderful sense of humor, a love of mystery books, an impressive golf swing, and also, by the way, Down syndrome? Would your reaction change? Would you now see the situation differently? Would you say, "Oh, he's special ed!"?
Or, would you ask yourself, "If the students treat John this way, how do they respond to the girl who is overweight, the boy with severe acne, the student who has two lesbian mothers, or the girl who just arrived from Cambodia with limited English skills?" Maybe you'd also think about all the other kinds of differences students bring to school, differences in race, class, language, sexual orientation, gender, or ethnicity, wondering how the school addresses all kinds of kids and their families. No doubt you would find the other students' behavior inappropriate, unacceptable for future citizens of a global community.
This true story helps us think about the ways in which schools both mirror the broader society and create it? How might we use the story of John's mistreatment to think about how we want schools to be and what lessons we want our children to learn?
Inclusion is not about disability, nor is it only about schools. Inclusion is about creating schools -- and a society -- in which all children and their families feel welcomed and valued. Inclusion demands that we ask, "What kind of a world do we want to create and how should we educate students for that world?" "What kinds of skills and commitments do people need to thrive in a diverse society?"
Inclusion benefits all children by helping them to understand and appreciate that the world is big, that people are different, and that we can work together to find solutions that work for everyone. We live in an increasingly diverse world, and all people need to be comfortable and knowledgeable with people who vary in terms of a host of characteristics. It's important to speak more than one language, to understand how to help others who are having trouble and to accept help yourself, to resolve conflicts, to work together to challenge injustice.
Inclusion teaches us to think about "We" rather than "I." Not "Will there be anything for me to eat?" but "How can we make sure there's a snack for everyone?" Not "Will I have friends?" but "How can I be aware of the children here who don't have anyone to play with?" When people who are different from us surround us, we are forced to ask questions that go beyond the individual and address the community and its diversity.
When we have friends who use wheelchairs, we notice that there are steep stairs and no ramps. When we have friends who wear hearing aids, we listen differently to comments like, "What are you, deaf or something?" When we have friends of with different skin colors, we become more alert to racist and exclusionary comments. When we have friends from different religious backgrounds, we are more aware that the decorations in the mall are about only one religion, the songs on the radio affirming only one way of being in the world.
It's very hard to learn to be comfortable with difference in the absence of diversity. Every parent I have met wants his or her child to grow up to be able to move through the world with confidence and skill, and much of that will depend on the kind of education they have received.
Inclusion is not a "favor" for students with disabilities. Inclusion is a gift we give ourselves, the gift of understanding, the gift of knowing that we are all members of the human race, and that true joy comes in building genuine relationships with a wide range of other people. Inclusion also means that we pay careful attention to issues of social justice and diversity. How do children talk to one another? Do they help one another? Is there teasing or exclusion going on?
Teachers spend considerable energy helping students understand their own and others' differences and children are encouraged to ask respectful questions and to learn about one another. Helping is considered essential in the classroom, and time is spent teaching students to support one another through peer mentoring, collaborative learning, and other forms of peer support. In inclusive classrooms, it matters how people treat one another.
Learning to live together in a democratic society is one of the most important goals and outcomes of inclusive classrooms. How could any of us want anything else for our children?
Mara Sapon-Shevin, professor of education at Syracuse University, is the author of Widening the Circle: The Power of Inclusive Classrooms, Beacon Press: 2007. ISBN: 978-8070-3280-0. $14. Her website,www.marasapon-shevin.org, is an excellent resource for curricula and other materials for disability-related instruction and social justice issues.
Wednesday, January 23, 2008
So far, so good
R. has survived his re-entry back to school, and seems to be doing well. His resource teacher even told me that he is not spending that much time in her class because he is doing his work in his regular classroom...YAY! I cannot tell you what a great relief this is; I just hope it continues. I turned in his application for the magnet lottery this past week, so I'm in hopes that we'll get our first choice when it comes to middle school for him next year.
Movie update: isn't it tragic news about Heath Ledger? I loved him in Brokeback Mountain, and I'm so sad that he won't be around to see his little girl grow up. He will be missed.
D. and I saw The Diving Bell and the Butterfly last weekend...go see it! An amazing film in terms of cinematography, but also a unique character study. You are required to be present in this film like no other film I've ever seen.
Movie update: isn't it tragic news about Heath Ledger? I loved him in Brokeback Mountain, and I'm so sad that he won't be around to see his little girl grow up. He will be missed.
D. and I saw The Diving Bell and the Butterfly last weekend...go see it! An amazing film in terms of cinematography, but also a unique character study. You are required to be present in this film like no other film I've ever seen.
Tuesday, January 15, 2008
Happy 2008
First, an R. update: He was back at school last week after the holidays for only one day when he came down with an awful cold. He was out the rest of last week and yesterday (Monday), too. So, he's back today, and I've just got my fingers crossed that he will survive the day. It's always tough for him making the transition from the holidays to his school routine, but it's even made worse by the fact that he's been out sick for so long. He goes to OT on Thursday and his psychologist on Friday, so I'm hoping that he will get back into the swing of things here shortly.
Movie update: Over the holidays, saw "Atonement," "Juno," and "Margot at the Wedding." Loved "Atonement" and "Juno," and I'm still on the fence about "Margot." Is it just me or does Nicole Kidman seem so *over* as an actress? The best part about that movie was Jack Black and his ironic mustache. As for the recent Golden Globes, I was so happy to see that Julie Christie won for "Away from Her"...an amazing film that everyone must go see now! You will probably only want to see it once, but you must see it at least once...such a sad and true and beautiful love story.
Movie update: Over the holidays, saw "Atonement," "Juno," and "Margot at the Wedding." Loved "Atonement" and "Juno," and I'm still on the fence about "Margot." Is it just me or does Nicole Kidman seem so *over* as an actress? The best part about that movie was Jack Black and his ironic mustache. As for the recent Golden Globes, I was so happy to see that Julie Christie won for "Away from Her"...an amazing film that everyone must go see now! You will probably only want to see it once, but you must see it at least once...such a sad and true and beautiful love story.
Wednesday, October 17, 2007
Many good days later...
R. is doing so well in school right now...I am so proud of him and his teachers. It gives me hope for next year when he is in middle school (yes, middle school starts in 5th grade in Metro schools). He has his routine down, and is even doing more writing. He copies down his homework each night into his agenda, and is working so hard on his homework. I have my fingers crossed that the rest of this year will continue on this path.
Here is a quote I found online that I want to share:
"Autists are described by others - and by themselves - as aliens among humans. But there's an irony to this, for precisely the opposite is true. They are us, and to understand them is to begin to understand what it means to be human. Think of it: a disability is usually defined in terms of what is missing. But autism is as much about what is abundant as what is missing, an overexpression of the very traits that make our species unique. Other animals are social, but only humans are capable of abstract logic. The autistic outhuman the humans, and we can scarcely recognize the result." --Paul Collins
Here is a quote I found online that I want to share:
"Autists are described by others - and by themselves - as aliens among humans. But there's an irony to this, for precisely the opposite is true. They are us, and to understand them is to begin to understand what it means to be human. Think of it: a disability is usually defined in terms of what is missing. But autism is as much about what is abundant as what is missing, an overexpression of the very traits that make our species unique. Other animals are social, but only humans are capable of abstract logic. The autistic outhuman the humans, and we can scarcely recognize the result." --Paul Collins
Thursday, August 23, 2007
HE HAD A GOOD DAY!!!
I can't believe it...we're only 1 1/2 weeks into the school year, and today, R. had a good day! He did his morning routine, did his work, and earned his prize he was working for today. HOORAY! I can't tell you how much this means to me. Just yesterday, the resource teacher was coming up with yet a new plan because R. had taken something from a classmate and ripped it up. It escalated into R. running at his teacher, but Mr. W (his teacher) followed the BIP (Behavior Improvement Plan) exactly, and a crisis was averted. But, today he followed the rules, did his work and earned a prize.
BIG SIGH! I know that it is just one day, but sometimes one day is all you need to have hope for the next one.
BIG SIGH! I know that it is just one day, but sometimes one day is all you need to have hope for the next one.
Monday, August 20, 2007
Better days
So, finally, someone came up with a better solution. R's resource (newspeak for special ed) teacher now meets him at the school doors each day and takes him to his regular classroom. He is comfortable with her since he's known her for over a year, and there is no "going from me directly to New Teacher" anxiety with R. anymore. I wouldn't say he goes to her happily, but there is no fight like there was last week. Big sigh of relief.
More R-isms:
(Talking at the dinner table about him being hungry during the school day):
Me: So, why do you think you are hungrier this year at school?
R: I think it's because lunch is sharper than it was last year.
Me: Sharper? What do you mean?
R: You know how they say "eleven o'clock sharp?" Sharper!
Me: Oh, you mean it's earlier than last year!
R: Right!
The way his mind works....
More R-isms:
(Talking at the dinner table about him being hungry during the school day):
Me: So, why do you think you are hungrier this year at school?
R: I think it's because lunch is sharper than it was last year.
Me: Sharper? What do you mean?
R: You know how they say "eleven o'clock sharp?" Sharper!
Me: Oh, you mean it's earlier than last year!
R: Right!
The way his mind works....
Monday, August 13, 2007
First day of school
Conversation in the car on the way to first day of 4th grade:
Me: So, do we need to go over your rules while you are at school?
R: No, I hate school. Why do I have to go?
Me: Well, it is your job, just like my job is to go to work and make money to support our family. Everyone has to either go to work or go to school.
R: What about kittens? Do they have to go to school or go to work?
Me: Well, no.
R: Then, why can't I stay home like the kittens?
Sigh. He didn't want to walk up the stairs (stopped halfway on them and didn't want to budge), he didn't want to go in his classroom, he didn't want to sit in his seat. It took me about 15 minutes, but I finally got him in his seat. And, then I left. Bless his new teacher, and I hope that he has better luck than I did this AM. I haven't had a call from school yet, so--fingers crossed.
All I could think about as I left the school was: I am so envious of all you other parents of kids who are calmly or excitedly sitting in their chairs right now.
Me: So, do we need to go over your rules while you are at school?
R: No, I hate school. Why do I have to go?
Me: Well, it is your job, just like my job is to go to work and make money to support our family. Everyone has to either go to work or go to school.
R: What about kittens? Do they have to go to school or go to work?
Me: Well, no.
R: Then, why can't I stay home like the kittens?
Sigh. He didn't want to walk up the stairs (stopped halfway on them and didn't want to budge), he didn't want to go in his classroom, he didn't want to sit in his seat. It took me about 15 minutes, but I finally got him in his seat. And, then I left. Bless his new teacher, and I hope that he has better luck than I did this AM. I haven't had a call from school yet, so--fingers crossed.
All I could think about as I left the school was: I am so envious of all you other parents of kids who are calmly or excitedly sitting in their chairs right now.
Friday, July 27, 2007
Read this article!
It's a good one.
Kids come back from their dad's in a week...am I ready yet? Mostly. I am going to try a new "chore chart" system this year (but I'm not going to call it that). I've decided to use a visual chart/schedule for R. posted on a bulletin board in his bedroom, so that he can see what he needs to accomplish everyday. It's a modified version of FlyLady (whose system I've started using over the summer--it's working for me so far!). We'll see how it goes.
Appointment with Dr. J. (psychologist) today, and we'll be meeting with R's new teacher next week. Fingers crossed that this year goes better than last!
Kids come back from their dad's in a week...am I ready yet? Mostly. I am going to try a new "chore chart" system this year (but I'm not going to call it that). I've decided to use a visual chart/schedule for R. posted on a bulletin board in his bedroom, so that he can see what he needs to accomplish everyday. It's a modified version of FlyLady (whose system I've started using over the summer--it's working for me so far!). We'll see how it goes.
Appointment with Dr. J. (psychologist) today, and we'll be meeting with R's new teacher next week. Fingers crossed that this year goes better than last!
Thursday, July 19, 2007
My new favorite political joke
George W. Bush, Dick Cheney, and Alberto Gonzales are all flying over New Orleans in a Blackhawk, surveying the progress that has been made in rebuilding the city and the levees. As they fly over the Ninth Ward, Cheney looks out the window, grins, and says, "You know, I could throw a thousand-dollar bill out the window right now and make one of those poor bastards very happy."
Bush says, "Well, I could throw ten hundred-dollar bills out the window right now and make TEN people very happy."
Not to be outdone, Gonzales chimes in, "Oh yeah? Well, I could throw a hundred $10 bills out the window and make a HUNDRED Americans very happy."
Hearing this, the copter pilot rolls his eyes and says, "Man, I could throw all three of you out the window and make 300 million Americans very happy."
Save the world...vote Democratic.
Friday, June 08, 2007
Monday, May 21, 2007
Recent R-isms
While riding on a big, swinging seahorse at the RenFest:
R: "My nuts have no gravity!"
In church yesterday:
Me: "Isn't that music pretty?"
R: "How can music be pretty? It has no image!"
In the car this weekend, talking about his stuffed animals:
R: "My stuffed animals hate me."
Me: "How do you know? Did they tell you?"
R: "No, they can't talk."
Me: "Well, then how can you tell they hate you?"
R: "Because of their ATTITUDES. And their MOTIONS. And their ACTIONS."
R: "My nuts have no gravity!"
In church yesterday:
Me: "Isn't that music pretty?"
R: "How can music be pretty? It has no image!"
In the car this weekend, talking about his stuffed animals:
R: "My stuffed animals hate me."
Me: "How do you know? Did they tell you?"
R: "No, they can't talk."
Me: "Well, then how can you tell they hate you?"
R: "Because of their ATTITUDES. And their MOTIONS. And their ACTIONS."
Tuesday, April 24, 2007
Post before the end of April
So, here we are and I'm back to my old ways (not posting for months at a time). Update: R. is doing very well in school...his new teacher is awesome! She has literally turned a horrible school year around for R., and for that, we are eternally grateful. R. loves his new psychologist (Dr. J.), and she seems to have had such a positive impact on him these past few months. He actually asked to call his dad a few times in the last few weeks (something he would never have done before), and he is now writing so much better (still a bit hard to decipher his handwriting, but he is getting faster and less frustrated with his writing). We had a funny conversation the other day:
R. wanted me to say "yes" to something he wanted to do.
Me: R., I'm still thinking about it.
R: Well, is it "yes" or "no?"
Me: I'm in the middle...I'm halfway to "yes."
R: Then, what will you do with the other half?
Literalism rears its funny head again. He turns 9 in one week....hard to believe! He's having his birthday party at Chuck E. Cheese...let's hope we all survive!
R. wanted me to say "yes" to something he wanted to do.
Me: R., I'm still thinking about it.
R: Well, is it "yes" or "no?"
Me: I'm in the middle...I'm halfway to "yes."
R: Then, what will you do with the other half?
Literalism rears its funny head again. He turns 9 in one week....hard to believe! He's having his birthday party at Chuck E. Cheese...let's hope we all survive!
Friday, March 30, 2007
Another Brick in the Wall
I know I have a readership of about one now (Hi, Mom!), but if anyone reaches my blog due to the SSA issue (Standard School Attire), you can find more information at the MPASS website.
Wednesday, February 14, 2007
Happy V-Day!
Happy Valentine's Day to everyone! And since I am the mother of a teenager (and a trained sex education facilitator for my church), I want to let everyone know about Scarleteen, a great website that offers positive and thorough information about sexuality and related issues. If you have a few extra bucks, donate it to them...you'll be glad you did.
Thursday, February 08, 2007
A fun quiz for the day
Don't know if this is exactly right, but it looks like I may have a 2nd career in TV or radio...
Sorry, I can't get the link to work right, so click here to take the test yourself.
| What American accent do you have? Your Result: The Midland "You have a Midland accent" is just another way of saying "you don't have an accent." You probably are from the Midland (Pennsylvania, southern Ohio, southern Indiana, southern Illinois, and Missouri) but then for all we know you could be from Florida or Charleston or one of those big southern cities like Atlanta or Dallas. You have a good voice for TV and radio. | |
| The South | |
| The West | |
| Philadelphia | |
| The Inland North | |
| The Northeast | |
| Boston | |
| North Central | |
| What American accent do you have? Quiz Created on GoToQuiz | |
Sorry, I can't get the link to work right, so click here to take the test yourself.
Thursday, February 01, 2007
Bless your heart, Miss Molly
Molly Ivins died yesterday...what an amazing woman. She will be missed.
Tuesday, January 30, 2007
R-ism: Umbrella language
Driving to school one day last week, R. is kicking an umbrella with his feet and it is making an annoying "whooshing" sound...
Me: R, please stop kicking the umbrella.
R: No, I like the sound.
Me (being playful): Are you speaking to the umbrella in its language?
R: Yes
Me: What is it telling you?
R: That it is an umbrella.
(Watch the "In My Language" video in the post below to get more context for this conversation)
Me: R, please stop kicking the umbrella.
R: No, I like the sound.
Me (being playful): Are you speaking to the umbrella in its language?
R: Yes
Me: What is it telling you?
R: That it is an umbrella.
(Watch the "In My Language" video in the post below to get more context for this conversation)
New Autism links
- The Blame Game: Are School Problems the Kids' Fault? (from Wrightslaw, a great resource for parents looking for information on IEPs, state and federal laws, etc.)--a great article about school culture in terms of pinning almost 100% of children's educational problems on them and their parents, rather than looking at faulty teaching, faulty curriculum, etc.
- "In My Language Video"--a YouTube video made by a person living with autism to describe how she interacts with her world...make sure to watch it all the way through as the second half is her explanation of the first half. This is a facinating video!
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