Acknowledging the ‘Person’ behind the label and helping them to gain their best potential.......

all life skills connect together as supports
(picture found on google images)

We as human-beings are 'all' different in many ways.

Everyone together cannot fit a one-mould life, and we all deserve the right to enhance our own personal being. To truly gain the best potential from any child/person we should allow their unique personality to shine through.

“All children deserve to have the best life possible” 
To achieve this they need guidance with the freedom of personal expression. To stifle ‘their’ style of creativity would mean the possibility of losing future initiatives and achievements. 

When facing any child with a disability of any form, rather than focusing on their ‘disability’, let us celebrate and revel in what our precious angels ‘can’ do!!!

Supporting their achievements, and unique take on life, with what they have to offer can be empowering. Taking these positives that make your child who they are, then utilising them to focus on and enhance their personal abilities.

I love my child for all that he is, while understanding his uniqueness, I also accept his differences.

I have worked hard over the last few years to gain resources and advocate for his rights and to be included in everything he is entitled and wishes to connect with.

Using the deep bond you have with your child, embrace the joy each moment can bring while sharing together their perfections and encourage them to strive for more with all they can do.

Using this theory we can help them to progress forward at their correct and acceptable pace.........

The older our children become, the higher the expectations required of them, resulting in the more noticeable their ‘differences’ and the struggles they face regarding their self-control, maturity, and understanding to the finer rules of society, when not given the proper considerations to their differences.

Society states all children should interact together, to play and work as a team, striving for the same goals. Academically, the education system has laid out a ‘one size fits all’ application.

This is definitely an unrealistic expectation for many children, let alone a child with special needs.

Why do our children face demands from authority figures and educators to fit the unrealistic mould/guidelines that Society has set out without being given considerations to what they are individually capable of doing?

As our children face a large majority of hours within different educational/school systems we need to know they are being catered for with “ALL” of their specific needs.

We all have that story regarding our wanting to gain the correct support and assistance for our kids, so they are able to be a part of the education system at their appropriate capable level.

We're all aware and accept our children face moments of troubling behaviours, although that doesn't mean that all “behaviours” are bad...... they're just 'different'.

Learning how to cope with their unique mannerisms isn't that hard to do, and should be a part of mandatory training requirements for “all” educational personnel, at “all” educational facilities.

To assure they gain the best assistance we need to advocate for them at all levels.

Learning how to do this will help to share the correct information and assure they gain the best understanding and supports needed as they transition throughout their life.

Starting at the beginning, when entering any school environment even from childcare/daycare or preschool, can be both an exciting and challenging time, It is a big change for any child, but especially for someone with autism spectrum disorder (ASD).

For most parents of children with ASD, choosing a school will depend on what local school options are available in their area, and how these different schools can support their child’s specific needs.

The standard options usually include- government schools, private schools, home-schooling and distance education.

You may also have access to schools that cater specifically for children with special needs, with the option of one’s specifically catering for children with moderate to severe intellectual disability or impairment, these will have specific criteria that determine who can attend.

Different schools have different approaches to support ASD, including developmental programs for children with additional needs, with the option to attend special classes’ specific to their needs, and/or attending mainstream classes with specialised assistance.

Once you have chosen the school that best suits your child's needs, the next step is to make private appointments to visit the school or schools you’re interested in. These visits can give you the chance to view the outlay of the grounds, specific setup of classes, etc, and to be able to talk to school staff in more detail about how the schools put their policies into practice, to look into support programs and to meet the staff members who run them.

While attending these meetings, be prepared with a list of set out questions and information you need to know, and always allow time to take notes, etc.

The next step is preparing your child to be introduced to their new environment; this will depend on their particular needs.

A popular way to help prepare for the changes is with a Transition Plan.

To make things easier and helpful for your child, begin by gaining a communication link between you and the school, then work together with the staff, teachers and other support workers or aides to develop a personal transition plan.

This will help your child move successfully to the new school environment, accept new teachers and staff and cope with changes throughout the day.

Again remember, it’s important to start making the plan early, to be sure there’s enough time for your child and the school to be prepared. Visit the new school several times over a couple of terms or even longer if necessary, until your child feels comfortable. 

Ask for a map and take photos of the school, use colours to highlight important areas of the school – for example, school fences and gates, school signs, library, canteen, the classrooms, support areas, special subject rooms, quiet room, playground/meal area, etc. 

Talk to the school about setting up a mentor, buddy system, or a student support group.

Plan out who your child will meet during the transition visits, and what areas they will be viewing, then arrange to cover specific activities of interest within the school that will cater to their needs.

Discuss with the school to include adjustments within the new learning environment, to help cater for your child's specific needs, these might include a physical set-up, lighting, noise levels, where is more comfortable to be seated, the subjects your child can study, or the extracurricular activities the school offers. The school might also need to organise specialised support services for your child, therefore they need to include the application for specific funding to assist with extra services and teachers’ aides, etc.

Supply the school with any support material, visuals, information, or suggestions, including the supports you use at home, that have worked to help your child,

Prepare together any visual sequences, Social Stories, transition stories, sensory supports, etc, that can be used to assist this process.

The transition plan will also need to include all the support processes and school strategies, your child will be using after they start school.

Talk with school staff about how you and the school will communicate, what needs to be done, and who will do it and when, including how your child will be supported during the school day.

Part of this will be any plans to help your child with daily structure and routine, including:

Moving to each different classroom

Managing books, folders and equipment

Using specialised rooms like the music room and gym

Working with unfamiliar or substitute teachers

Different school events

Break times and free time, this may include early leave time to avoid the lunch time rush

Always remember to be well planned prior to any meetings and never be satisfied with something you yourself are uncomfortable with.

Ask questions and repeat if you are uncertain of their response.

‘YOU’ are your child's best advocate so don't hesitate to be sure that you have covered anything and everything that they will need.

The final thing you need to consider is to take a support person with you to any meetings you attend, this could be for confidence - an extra pair of ears - or to document anything you discuss, don't agree to anything you don't understand, and ask for copies of all requirements and meeting discussion notes such as IEP (independent learning plan) meeting needs.

To gain further understanding or for personal support or assistance contact your local support network.

We are here to help.

Happiness and Calm to all xxxx