Marking the Occasion

Tomorrow is ANZAC Day. It’s a big day for Australia. It’s a day when we remember and acknowledge the sacrifice and commitment of our service men & women. It’s a public holiday & we all get a long weekend.
So today L’s school held an Anzac Day ceremony. This is quite a common thing but for L’s school, it was only the second time it had happened.
All the kids were very excited and noisy. They were all very happy to have a soldier at the school and they were very interested in his medals. One of the school rules is ‘use your voice’ so the Principal asked everyone to ignore that rule for this one special time. (Good luck!!)
It was great to see the various kids from the school council participating in the ceremony. There were wreaths laid, the flag was raised then lowered to half mast, the last post was played, a short speech about what Anzac Day was about and the national anthem sung.
These are the rituals of our country. Rituals everyone can participate in.

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Lisa

My boy is 7 and is in his third year at school. He attends a ‘special school’.

It is indeed a special school. There’s just over 100 kids who attend there and each class has around six kids in it. I feel pretty lucky that his school is one where there are many experienced and dedicated teachers and support staff. They are very child focussed, every child is well known to the staff and most kids enjoy being there.

When L started school at the age of 5 he went into Lisa’s class. He really bonded with her during that first year and made some great progress. I felt like we’d hit the jackpot when he was once again placed into her class the following year. Continuity is such a precious thing for most kids, but especially for L. I could relax, knowing he was in good hands. She was able to draw him out and engage him and most importantly, teach him.

Third time’s a charm and Lisa is once again L’s teacher. For the third year! Winning!!

Well, yes. It was a relatively easy transition back to school, but it’s been a tough term. L’s behaviour at school has been challenging with lots of attention seeking aggression and noisemaking. We’ve been working through the issues together, fine tuning the environment, giving him sensory breaks, physical exercise and plenty of one on one time.

Today it finally clicked. For me. I had a meeting with Lisa and as we were identifying his IEP/ILP goals and talking through his behaviour management and self regulation options, Lisa told me a couple of little stories about my darling little boy.

And now I know the truth! She has STOLEN his heart!!

He often asks about her at home. ‘See Lisa today?’ which I interpreted as him checking on whether it was a school day or not. Wrong! He misses her and wants to see her. How do I know?

Well here are two of the stories Lisa shared with me today. The class were recently doing an activity on the lovely wide and shady veranda outside their classroom, Lisa needed to stay inside to work on something. L was not happy about being separated and spent the entire time standing at the window looking in at her, quietly, longingly calling her name. When she is not in the classroom, L goes to the iPad, scrolls through the photos till he finds one of her. Ahh, there she is. Everything’s OK.

I asked her if she minded being stalked.

Yeah, I know he still loves me. But he loves her too. I don’t mind. She is a wonderful person. It’s early days yet, but she might just be that one teacher who makes all the difference in his life.

Teachers

 

 

 

Special, Very Special

I hope so...

I hope so…

In a couple of weeks school will be back in after our long, super hot summer holiday. Australia runs on a calendar year system so for our kids, it will be the start of a new school year. All the back to school sales are happening. Parents are busy buying new shoes, uniforms, bags and all the bits and pieces our kids need to kit them out for the year.

This time last year, we were in that grey zone where L had finished at his early intervention centre but hadn’t started at his special school. I didn’t know who his teacher would be or what it would be like for him to commence his formal schooling years in a new environment with new people and new everything!

The process of trying to work out where he should be going to school had been torturous. Never having done this before I thought I’d start with our local state school, meet with them and see what they had to say. If I had wanted to, I could have sent my boy there. They can’t refuse you if you are living within the ‘catchment area’. The question was – would this be the right learning environment for my child? Could I picture him in this space, in these classrooms, with this many kids in the class, learning? What kind of support would he need, or more importantly would he GET to make this work for him?

I visited a couple of schools, taking along information about him, questions for them but in the end it was my gut response which helped me to make the decision that a special school was where he needed to be. Of course, it wasn’t totally up to me, he had to meet certain criteria to be accepted. No problems there!

My visit to our local special school included a chat with the school counsellor, meeting the principal of the school who then took me on a tour of the school showing the different facilities as well as the different classes and the kind of work they were doing, from the junior school through to senior and transition from school. I got a run down on the school philosophy and was told about the ‘arts infused’ curriculum. I got a great sense of the community that they nurtured at the school. And yes, I could picture my boy there: having fun, learning, supported, understood, valued.

So off to special school he went, riding the short bus in his booster seat. Naturally, it took him a while to settle in to the new routine and new everything. There were a lot of behavioural issues in the first half of the year as this settling in process took place. A bit of regression and a bit of agression. But week by week, term by term he was making progress.

I got to see little snippets of his school experience throughout the year, but my main method of knowing what was happening was through the communication book where his teacher & I would communicate about what happening. (Apparently it’s never happened before, but we used up nearly two whole books with all our communicating last year. The blogger in me may be influencing the situation!) Parents were invited to come along to participate in various activities but it was pretty clear by the shock on his face every time that I would turn up, that he considered school to be ‘his’ domain. That I didn’t belong there. I guess he’s right in many ways.

So he has come through his first year of school and has the first building blocks of his formal education in place. Some literacy – learning to recognise and spell his own name, learning to recognise and write some letters; some numeracy, counting to 10 and back. Most importantly though, he is learning how to learn. Not easy for a little guy with a lot of challenges but possible, achievable. And that is what his school has taught me!

the longest journey...

We all know that the greatest journeys start with the first step. It has felt at times like we’re just looking at our feet as they shuffle on the spot, dance around for a while, and then, miracle of miracles, slowly take a single step. Even the idea of the destination is so far off in the distance, shrouded in a haze of mystery, too uncertain to contemplate. But my boy has taken those first steps. This year he will take a few more and I can’t wait to find out where they will lead us.

One of the best things I did was to prepare an ‘All About Me’ document. It’s written in the first person, as if your child was talking. It gives the people who are teaching, working with or caring for your child, a road map to your child. It’s a document that gets updated as time passes. I give L’s All About Me to his school, to babysitters, respite carers, his therapists and paediatrician. Here’s a list of the headings you might want to include.

All About Me!!

  • Communication
  • Sensory Needs
  • Food & Drink
  • Toileting
  • Play
  • Obsessions & Behaviours
  • Calming activities
  • Specific Info on any safety or other considerations that may be helpful

morning routine

Routines to practise together before school starts:

  • ƒ Eating breakfast
  • ƒ Dressing in school uniform
  • ƒ Putting on school shoes
  • ƒ Packing and unpacking a school bag
  •  Wearing their backpack/carrying their school bag
  • ƒ Doing hair and cleaning teeth
  •  Eating snacks & lunch independently
  •  Being ready on time for the bus, drive or walk to school
  • ƒ Driving or walking past the school and talking about it
  •  Going to bed the night before school/getting enough sleep
  •  Toileting routines

ƒHere’s some ASD specific resources that might help you with preparing your child with starting school &/or the new school year.

Happy Child Starting School

Amaze Starting Primary School

So…one more week of holidays for us. Good luck with getting your little darlings back to or just to school.