The Trip Recap

The Boy and I just spent a long weekend visiting old friends and relatives up north. I had promised him three years ago when we moved away that we would visit. This year, I made it a goal to make good on my promise. When an airline opened up a new, cheap, nonstop flight, I jumped at the opportunity.

I encouraged The Boy to make a list of places he’d like to go and people he’d like to see. I coordinated with people on Facebook who wanted to see us, and planned our trip in morning-afternoon-evening chunks, allowing for travel time via rental car. Fantastic Babysitter put us up, even though she was out of town for a couple days. It worked out beautifully as The Boy was comfortable in her house, a place he had been many times, and we saved money on a hotel. The bonus was that the weather was gorgeous, and she lives in a quiet neighborhood, allowing us wonderful downtime at the end of each jam-packed day.

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❤ She hadn’t seen him since she was 3, but asked to hold his hand in the parking lot 

Most of our “places” to visit were really restaurants (um, yeah… we like food. A lot.), and we made a point to eat at places we just don’t have back home. Even better was the company. Every single visit with friends was a joyous, picked-up-right-where-we-left-off extravaganza. The Boy had even prepared three PowerPoints (unbeknownst to me) to share with his former ASD teacher at lunch on Saturday.

The Boy was simply amazing. At our favorite eclectic arcade on Friday, one of his favorite games had been removed, and I didn’t even realize until after the fact, when he explained to me a few times that it had been moved (I put two and two together because of the perseverating on the same point). But he didn’t get upset about it. The only thing that really did upset him was that he was reminded about the glory of the ice cream truck, something we just don’t have where we live, but a treasured memory from living up north. We glimpsed one a few times during the weekend, but didn’t end up realizing his wish to purchase ice cream from one, and that was a tragedy by Sunday.

I could see fault lines forming by the time we got to the gate on Monday to get back on the plane to go home. His laptop was not charged and would not charge. It got a little hairy until I enlisted the help of the gate agent, who allowed us to use her outlet behind the desk. The rest of the day, The Boy was a bit “tetchy” about everything. He didn’t want to come home, but was mollified by a stop at his favorite arcade in Myrtle Beach before heading back home.

It was a huge success, a wonderful time, and I was incredibly proud of The Boy. The people we visited were not the only ones impressed by how much he has grown in three years.

Has this Happened to You?

You are at some school or other kid-related function, and a parent begins talking to you as if they know you. She or he prattles on about their child by first name, and your child by first name. But you’ve never met them before in your life.

IMG_4054-0I suspect this is common for those of us with kiddos on the spectrum, at least those of us whose kiddos are not-exactly-verbal. In my experience, The Boy becomes a kid at school that everyone knows, or at least knows of, but because we have limited social interaction with the same students outside of school, I know none of these kids. It is also due to the fact that The Boy is fairly nonverbal about anything that happens at school.  This is why I try to go on at least one field trip per year, so I can put names with faces.

The latest occurrence happened at an Autism Society Friend and Fun event, and I met a mom and her daughter, a girl who is a year behind The Boy in school. He’s gone to school with her for two years, so her mom assumed I knew her daughter, or at least knew her, but I had never heard her name mentioned before, and had never seen her before.

I’m clearly at a disadvantage when this happens, and never quite sure how to respond without seeming rude, and I really should come up with something to say. I would love to know more of these kids and their parents. It would be great for both of us to make more connections, but it’s almost as if he is a celebrity and lives a double life.

Apparently, what happens at school stays at school, and the first rule of school? Never talk about school. 😉

Paint Chips

The Man and I have both been trying to get The Boy to do a little more around the house. We finally completed several of the Independence Challenge prompts, getting The Boy to plan a meal that he would make for us (pizza, what else!), go grocery shopping for supplies, follow the directions, prep the ingredients, and cook the meal. But it took a lot of prompting.

While at the new house the other day, The Man was working on getting The Boy to water the newly planted sod. He needed him to stand there and soak the same area for a couple of minutes, and even that was difficult for The Boy to attend to for too long.

It’s a struggle, and I often worry about his future in moments like these. Will he have the patience to follow directions at a job? Will he be able to work independently without someone hovering, saying “No, it needs a few more minutes of soaking”?

https://www.flickr.com/photos/vanhoosear/24787619731/in/photolist-DLp2KZ-5xuioL-4eT3U-4W8ov6-cAxrbA-attWhH-97iCs8-ny7zGA-h4EMTf-aiF3Gc-c5aE2A-aC675a-6oE9kA-6Rg68S-bwT7eM-9E1W1R-8AnZD8-ftHg8g-pzSyRq-aC67kP-46FHiq-6fAwKJ-6Rc33V-uVWLG-97gpEp-4W8oHK-qs84Wn-7YNfA6-dLSzms-aCUMBY-mSAkXk-ecdUN2-c9gPfo-95seiy-4QsLC7-9ijb8D-atJ7Md-dUNmfn-9vu83H-61zeUH-qfXTXe-8cmoop-cyjKzy-7PKT9S-7di6cE-9vG7Jo-qGF3v-8FPySB-6Rc3Jr-8ivZMh

Paint Samples by Todd Van Hoosear

We are in the midst of painting the interiors of the new house, and struggled to find the right color, buying five $4 samples before we found the right one. Many trips to the home improvement store, sometimes with The Boy, but often without. We stopped after I picked him up from Grammy’s one night to get a fresh batch of paint chips for possible colors, after the one we had thought would be perfect was much too yellow. I was trying to be quick because we had groceries in the car and it was hot outside. Suddenly, I looked over at The Boy, and realized he was sorting the paint chips into the right slots and straightening them. No one had asked him to do it. He saw that it was kind of a mess, and he felt compelled to bring into some semblance of order.

It gave me hope. I’ll never have a definite answer to my questions about his future until the future becomes the present. But moments like this allow me to see the possibilities, and that’s enough for now.

Band Plan

I met last week with the high school band director who had attempted to tell me that he didn’t think marching band was a good idea for The Boy, based on the experiences of a boy on the spectrum that had been in it last year. By the way, that boy is a friend of ours and busted his behind for that group, and found it very difficult to make friends in this marching band, but I digress… The high school special education teacher was there too, and I’m so glad she facilitated. She looks like she will be a rockstar for The Boy, and unfortunately, he needs a strong advocate in his own school system.

Shockingly, the band director had changed his tune a bit, although he did point out that the middle school band director also thought marching band would not be a good idea for The Boy, either. “But I’m not closing the door…” he said. Kinda hard when my foot is wedged in it, huh?

IMG_5331I had come prepared with a list of applicable laws, just in case, and a list of modifications and alternatives. Turns out, I didn’t need the laws (since he wasn’t “closing the door”), and when I suggested the first alternative, they both seemed receptive. After hashing out some details, we devised a plan: The Boy will play at Friday night football games only, and will play his sousaphone in the “pit” section, which is where the semi-stationary percussion instruments like xylophones and timpani are. This will allow him to participate without having to learn the “drill” (complicated moves), and without having to rehearse after school every day. He will be in the marching band class, but if they are not rehearsing music, the band director may send The Boy to English with the special education teacher, where he can work on any homework he may have, or get a second “dose” of a subject in which he has deficits.

And he will be in concert band in the spring, regardless of whether or not there is a second, “lower” band.

So, we have successfully shoved that damned door wide open, and created a place for my kid in their program. See how much can be accomplished with open minds at the table?

To the Trendy Boys Being Catty

There was a story circulating Facebook a little while ago about a woman who had given a note to some mean girls she had overheard at a Starbucks. I read it, as well as all of the armchair quarterbacks chiming in on whether or not they would have done the same, and who the hell was this woman, anyway?

Well, she happens to be an author of a book about middle school relationships, and has developed a curriculum for social leadership in schools, so she kind of knows what she’s talking about. I knew plenty about middle school girls being mean, from my own experience, and from teaching middle school for so many years. I did not chime in and become yet another judge like so many choose to do these days. I read the story, thought about it, and moved on.

pexels-photo-87835Last Friday, The Man, The Boy, Grammy & Poppy, and I went out to eat as we are wont to do at the end of the week. We decided to go to a place that is a bit trendy, but also has good food, reasonable prices, and is a favorite among the hipster-ish crowd in the area, small though it may be. The Boy likes it because they have a tabletop multi-cade video game that he can play, and in fact chooses to eat at that table while he’s playing. As we’re eating and enjoying each other’s company, I watched The Boy get up to get more lemonade. And I watched as two boys waiting in line watched him, as well. They seemed to make particular note of his footwear (crocs), and begin making comments to each other.

As I said, I spent many years teaching middle school and high school aged kids, and as a teacher, you get a sixth sense about when food fights are about to go down, when a young couple has broken up, and when someone is getting talked about.

In the article I linked above, Michelle Icard, the woman who “spoke up” at that Starbucks had this to say to critics who questioned why she told the girls they were “pretty”:

“I think it’s an important part of the story,” she said. “I think that’s a way a lot of girls hide their bad behavior, by fitting in perfectly physically.”

And Heidi Stevens, Chicago reporter adds:

“I think that’s true of grown women as well. Heck, men and boys too.”

I know that’s true of boys, too. Down here, it manifests itself in wearing the right shoes (and shin-high socks, apparently).

Did I say anything to the boys? No. They were with their parents, I hadn’t heard anything concrete, and this is the South, after all. One of the boys was wearing a Coors Light ball cap, after all. I doubted Mom & Dad would be too receptive to whatever I had to say. If I had been alone with The Boy, I might have gone over to them and said, “I noticed you admiring my son’s crocs – they’re hard to find these days!” or something along those lines. But I was with my family, and they clearly wanted me to focus on something else.

I can only be thankful that The Boy was oblivious. And I am more certain that this cattiness crosses gender lines, and needs to be addressed more often at home, at school, and by perfect strangers at a Starbucks.

The Math Muddle Update

The Senate Committee has sent the bill to the Senate, but has modified it to allow students the choice of taking integrated math classes, or a more traditional set of discrete math classes. They have also re-instituted the provisions which allow students with disabilities to substitute classes in order to earn a diploma.

We, personally, have dodged a bullet, but the teachers may now be left scrambling, trying to figure out how to offer completely different classes concurrently, and the senate committee members comments were basically summed up as, “suck it up – you’re teachers and you can figure it out.”

Why, oh why do they meddle in a profession about which they have no clue? Do they issue mandates on how medical professionals examine their patients? Do they issue bills requiring dentists to fill cavities according to a proscribed set of guidelines? Nope, just the educators get the benefit of their omniscient wisdom.

It is no wonder we parents of special needs parents have chronic stress and anxiety, when issues like this face our kiddos. When their very futures hang on the whims of pompous know-it-alls who have the power to change policy at a moments notice. I avoid being political here, but voting is necessary. We need to ensure that level heads prevail with our children’s futures on the line. Vote out the bad, and vote in the good. That is our only power, and it’s on us if we don’t use it, or if we throw it away.

When Government Tries to Make Decisions About Education

It’s an unmitigated disaster. You have people whose only experience in the classroom was as a student, people who don’t understand the depth and breadth of education philosophy or pedagogy, people who bring their own agendas and axes that they would like to grind.

I just finished reading an article that applies to the senate in our state considering a sweeping bill that would make sweeping changes to high school requirements for students with disabilities. You see, my state has already created a quasi-legal situation students with disabilities, creating a separate but equal “track” to “train” kids with cognitive disabilities or learning disabilities in an occupational course of study, with the idea of getting them prepared for the workforce rather than college. And due to the lack of availability for accommodations, modifications, and supports in the traditional course of study, many like my son, have no real choice to make.

calculator-scientificNow they have decided, these wonderfully removed legislators without a lick of educational background, that the provision that allows for the integrated math course taken over the course of the occupation program is insufficient, and that disabilities be damned, no student will graduate without taking four consecutive and specific years of math. You can’t do your times tables? Screw you kid. A statement from the nonprofit Exceptional Children’s Assistance Center said in an alert they sent out Tuesday, “Under this law, if a student – any student – cannot master a math course even more challenging than Algebra II, they cannot earn a high school diploma.”

And we are back to discriminating, folks. Kids who are not allowed to earn a diploma based on the way they were born, based on their neurology. “Here’s an alternative to a diploma, a certificate of completion, which is like a participation award. That should make you happy,” they seem to say. It’s a case of “raising the standards” to look like you are trying to make things better, rather than addressing the very real issues of poor teacher pay, and lack of funding for even textbooks. It’s a case of caring more about your image than the kids of your state. It’s a case of politicians being so completely arrogant in their righteousness that they are literally doing harm to children.

I couldn’t be more disgusted or enraged.

 

Today is the Day

Today is The Boy’s last day of 8th grade, of middle school, of being anything but a teenager. He’s excited. I’m excited. We’re all excited. And a little wistful, too. Even The Boy exclaims, “How did we get here?” and “How did this happen?” I tell him time flies, and if you blink, you miss it. I tell him all those old cliches, those that have been around so long they must be true. It sure feels that way.

Where is the 5 pound 6 ounce baby I was holding in my arms yesterday?

Where is the toddler who got away from me in the department store and hid in the middle of a clothes rack?

Where is the preschooler who couldn’t wait for the water to warm up to get into the small pool we had bought, and whose smiling lips turned blue?

Where is the 2nd grader who kicked his classmates?

Where is the 4th grader who sang the Star Spangled Banner at the high school football game with his choir?

Where is my 7th grader who began to have crushes on girls?

Who is this extra man in my house who is taller than me, requires shaving at regular intervals, and has hands and feet bigger than his dad’s? Who can barely fit on the couch if he stretches out on it? Who “practices” driving every time we get into the car?

Ah, yes. He’s my son, even though I can’t possibly be old enough for it to be true. My son. And me over here? The one with a bit of dust in her eye? I’m one proud mom.

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Battle over Band

In a week, I’ll meet with the high school band director and the high school special education teacher, and hopefully walk away with a plan for The Boy to be able to continue participating in band.

If you recall, after missing a meeting with me, the band director told me at orientation that he didn’t think The Boy should be in marching band, but there was a possibility that concert band in the spring could work out for him.

When I mentioned this to the Director of Special Ed for the district, a phone call was made to the high school principal to discuss it, apparently. Why? Because it is against the law to deny a special education student access to curricular, extra-curricular or co-curricular programs.  Which law? IDEA is pretty explicit, and in fact, if The Boy wanted to, he should be afforded all supports for the extra- and/or co-curricular programs that he is afforded in his regular classes (i.e. if he has an aide in class, then he should have an aide on the field in marching band, helping him learn his drill).

In fact, marching bands across the country have embraced their roll as an opportunity for students with disabilities. Kids with autism, kids with CP, kids in wheelchairs, and there is even an entire drum corps made up of kids with special needs.

Yet, this guy thinks he can tell my kid no. Or rather, he thought he could until I squeaked.

Now, will The Boy be up for all of the summer, evening, and weekend rehearsals that often entail grueling hours in the sun? Probably not. Will he be able to learn an entire drill and carry a sousaphone that whole time? Probably not. But there has to be a place for kids like mine, and if there isn’t one, we’ll create it.

You can’t just say no, sorryboutchya. And why would you?

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Middle School Reflections

We went to lunch at the beach on Saturday after cleaning up all the chunks of drywall left by the drywall hangers at the new house. We ate outside at a picnic table, and were talking about The Boy being almost done with middle school. The Man and I both agreed that not too many people would like to re-live middle school, and that he had much to look forward to in high school.

“Why don’t people want to go back to middle school?” The Boy asked.

“Well, I can tell you that kids were kind of mean to me when I was in middle school,” I said. “I don’t have very many good memories.”

“And I don’t have too many memories of it at all,” The Man said. “Nothing really great happened.”

The Boy took a moment, and then said, “I think it’s different now.”

“It is?” I asked carefully.

“The kids at my school are nice. There aren’t too many mean ones. I have good memories of middle school,” he said.

I touched The Man’s hand and gave him a look. He raised his eyebrows back at me.

That is something that every special needs parent wants to hear. That her child has good memories of middle school, and judges his classmates to be nice people.

Just a bit of dust in my eye…

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