Middle School: My Transition to Society

Simone writes: Hi Philip, my son is turning 15 now and he will start attending his first regular class next school year.  Can you share your experience and also give us some advice based on your own transition?

Transitioning from my autism school to regular school was a long process. I wanted to learn more interesting things than my autism school had to offer. I looked for more challenges to keep my mind sharp and active.  I wanted a regular education. I wanted to be like my siblings getting interesting things to learn about.  

I am learning to be patient about reaching my goals. Being in a body like mine is difficult. My body is geared as one built for another planet besides Earth. I have a difficult time feeling my body in space. I feel as if I don’t have weight.  I need a lot more sensory input than most people. I get input by moving, tapping, sniffing, and deep pressure to my body. Once I get calm, I need less input. Teachers learned that I needed sensory input throughout the day so I could feel calmer at school. I was allowed to take walks with my weighted vest before my regular classes. I had times I could have a break for listening to music, rocking on a chair, or smelling nice candles. It was a good thing to have sensory breaks.

I have made a lot of progress throughout my time at Heim Middle. When I look back when I first started in the middle of 5th grade, I am amazed I was not kicked out of the school. I talked less than almost all my autistic classmates. I could not use my letterboard well for my teachers. I got so anxious around everyone because I felt like I was a burden and a nuisance. This led to many meltdowns during my first few months at school. I was frustrated because I wanted to show I was smart and belonged there. But my body was like a wild bull not wanting to obey anyone. I would even make my teachers frightened by my aggressive actions that happened when I became overwhelmed with frustration or anxiety. I am fortunate my teachers put up with me while I was adjusting to a new school.

I got better at managing my body eventually. I learned to realize that even though I felt my body's negative sensations due to anxiety or stress, I could talk to myself about letting it pass without as much negative behavior from me. My mom and I started a morning routine of reading Bible verses and a devotion about it. I would write a morning report about it and post it on Facebook. I came to the realization that I could sit still by concentrating on God’s word and what I learned from it. I could calm my worries.

When I was able to relax more, I started to type much better with teachers. I got used to each person’s style of working with me. I wanted to work harder to be able to participate in regular classes. I was not able to go regularly until grade 7 when I started science, social studies, and technology. I learned to advocate for myself by typing my intentions at my IEP meeting. I almost was denied the opportunity but my speaking up in person made the difference.

My body is still lacking control though I have come very far. Taming my body is more than I can handle alone. That is why I needed an aide at all times. An aide keeps me on task and makes sure I do not get too distracted. I could not get through my days without my amazing aides. I learned to be more disciplined with my body but I know I must continue to work hard at this.

Impulsive behaviors sometimes set back my progress. I sometimes get in a phase of impulsivity where I do irrational things like flipping light switches rapidly or slamming doors. I know it annoys others a lot but I feel compelled to keep doing it. I have learned when I get impulsive, I have to stop what I am doing and question myself why I am doing it. I can sometimes make impulses go away faster now.

I have just finished 8th grade. I participated in my graduation ceremony. I walked across the stage by myself to receive my certificate. It was a very proud moment for me. I even went to the dance after. It was fun. I am going to miss Heim very much.

I am both excited and nervous to start high school.  It will be brand new with different teachers and aides. It is going to be another adjustment but maybe I will be more able to adjust better now. I have gained a lot of wisdom these past few years. I want my high school experience to be as good as middle school.  I hope everyone there will believe in me like my teachers in middle school did.

Philip

Copyright 2017 Philip Reyes.  All rights reserved.

Improving My Way

By Philip

I am peaceful today because people are treating me a lot differently than they used to. Today I went bowling with my friend Max. I was happy because Max's dad made conversation with me and made me feel I am important. He said I helped him see Max in a new light. I am doing my best to make a difference. I am pleased when I can see how I have helped.

I have heard of an interesting idea called Neurodiversity. I think it should be the new way of seeing autism. Neurodiversity is the idea that autistics have a different neurology and shouldn't be expected to become a person with a neurotypical neurology. No one can be cured of autism. Therefore we should stop making cure a goal. Instead let's try to accommodate our difficulties in communication. To continue to use therapies that don't respect our neurology such as ABA is like trying to beat a dead horse. They don't allow us to grow how a person should. Peace comes when I can see meaningful changes in my life. This year I have been able to join regular classes at school. I am proud to be able to attend because last year I couldn't because of my behaviors. Now I can handle myself much better. I love learning new and interesting things. I also can do things without as much anxiety as I used to have. I can go to crowded arenas, meet new people, and try new activities like biking and ice skating. I am still autistic 100%. But I am making progress like a human being should.

Copyright 2015 Philip Reyes.  All rights reserved.

Celebrating 25 Years of the Americans with Disabilities Act

Today Philip and I talked about the 25th anniversary of the Americans with Disabilities Act (ADA), a monumental legislation for people with disabilities. "Nothing about us, without us!" has been the rallying cry of the Disability Rights movement.  Much like the Civil Rights movement of the 1960s tackled the issue of racism, the ADA's goal has been to reverse the attitude of ableism, the belief that disability is an inferior state of personhood.  The ADA demands we acknowledge disabled citizens as having the same rights as non-disabled people to access employment, transportation, housing, and accommodations.  The Individuals with Disabilities Education Act (IDEA) was also revised and passed in 1990 to ensure all students with disabilities the right to a Free Appropriate Public Education (FAPE), with an Individualized Education Program (IEP), in a Least Restrictive Environment (LRE).  There have been great strides made in making public facilities accessible, but much work still needs to be done, especially in employment and education.  -Lisa

By Philip (written 7/25/15)

Talking about the Americans with Disabilities Act (ADA) makes me glad I am an American living today. Tomorrow is the 25th anniversary of the ADA. I am going to Canalside tomorrow to celebrate. Would you like to come? America is a great country to protect the rights of all citizens.

I think that we have come a long way since 1990 but we still have a way to go. I am lucky I am not institutionalized. I am able to go to regular school with accommodations because of this law and IDEA (Individuals with Disabilities Education Act). In my school I have access to learning like everyone else. I am so glad my country makes laws to cancel the discrimination we once faced. I think the IDEA law attaches people to society more by allowing kids like me an education with their peers. But as an Autistic, I still see room for improvement. My friends who are nonverbal or can't communicate well are still mostly segregated from mainstream schools. I want to change that. I got the chance to leave special school because I learned RPM (Rapid Prompting Method) and how to communicate. I know many kids can learn like me. They just need the opportunity to be taught RPM. People in education should try what works for many of us who can't express ourselves otherwise. I hope we can continue to make progress. ADA makes it possible. 

President Bush signing the ADA

Copyright 2015 Philip Reyes.  All rights reserved.

Answers to Questions About School

A teacher writes:

Hi Philip! I look forward to all of your posts and want you to know how interested I am in learning from you. I work with kids who are autistic, mostly "high functioning"-Asperger's. I feel like I could sit with you and ask a million questions but I will limit it to those that are most concerning to me.

1.) Many of the kids I work with are defiant at times. They do not want to do their school work even though they are capable. Sometimes this causes teachers and aides to become frustrated and feel the student is lazy and stubborn. How can I help educate teachers and aides on how to deal with this? How do I help the student to comply with school expectations without a meltdown?

2.) Do you believe it is best for an autistic student to have the same expectations as the other students in the class or is it best to modify? Ie: reduced number of problems to complete, use of a calculator permitted instead of having to do math in your head, use of a scribe instead of taking notes, not having to do "abstract art" assignments. I would love to hear your input on this. I know from my students many things challenge them but they can not put into words a way to adequately explain this to teachers. Help!

By Philip

I want to explain about performance at school.  Autism presents many challenges. Anxiety is the biggest one. Other challenges are sensory difficulties like crowds and noisy halls, my movement challenges, and inability to communicate quickly and efficiently. I think kids like me seem defiant because they get anxious about not being able to meet people's expectations. Manners are hard to follow because our bodies do not often follow directions. I love to do what is right. Most of us do. Meltdowns occur mostly from being unable to meet expectations and feeling made to blame for it because of poor character. You can tell your fellow teachers and aides that we mean peace but our capability is most affected by our anxiety.  Sometimes anxiety stops us by telling ourselves we can't do it. We freeze. Patience masters more problem behavior than yelling. You can help students meet expectations by setting goals that are challenging and interesting. How to make good goals is to solve the puzzle about what makes each of us care to learn. People are all different. For example, I am motivated to learn about nature, good biographies, and God. My friend Max is interested in drawing and bowling. We can learn many things from our interests. I do most well answering questions about interesting things. Another thing I need are patient teachers. They can help get my thoughts out of my head by encouraging me to type. I have many thoughts stuck in my mind.  I need some help in getting them out. I need someone especially understanding of my challenges and needs. When a person believes I am intelligent and trying my best, I can do my work best. I will have fewer meltdowns if you don't yell, raise your voice, or accuse me of being defiant or lazy. Pace my day with breaks because I get tired easily. I need to recharge often by relaxing. I prefer music, rocking in a rocking chair, and leaning on a beanbag. After a short break, I can work again.

I think modifications and accommodations should be allowed for those who can't show success otherwise.  I am unable to keep up with typical kids in showing my work but I am equally able to understand the lessons. I would never finish my assignments on time without accommodations and modifications. Modifications such as assigning me a project I can do rather than abstract art I can't do makes better use of everyone's time. Modifications such as giving me fewer problems can allow me to address people's expectation that I know the material, but not overwhelm me with the amount of time it takes to answer. A scribe allows me to type rather than handwrite on worksheets that I can't do on my own.  Modifications and accommodations are important for my success.

Copyright 2015 Philip Reyes.  All rights reserved.