……When your child doesn't want to participate….

Life!!! What is it for, what is it all about?

Most people see life as a learning experience, seeking, exploring, achieving, connecting, and so much more.

Yet many on the spectrum can find minimal to no reasoning behind life and existence.

No matter how hard we try with all the educational and intervention supports we connect them with,

for many reasons…the main 2 being-

1/.-so we can understand and gain knowledge of the process our kids/loved ones will go through,

2/.-to gain support for their progress, growth, and participation, of the world around them, while encouraging their transition through the different life stages.

….with all this in place it can still become all too much, especially when no real direction/resolution is found.

The stress levels felt by parents/carers/family members are sometimes hard to explain and describe.

The frustration of feeling we are going in circles, with a one step forward and three steps back process.

Wanting to help them integrate into society and gain a fulfilling lifestyle is so important.

Yet the hurdles faced, from not being able to successfully express the benefits they will gain, and facing a reluctant rigid person, too hesitant to accept any real change.

Sometimes, as parents, we face days where we could so easily just curl up and forget it all, although we know realistically we need to be attentive and focused.

So how do we change the dynamics of a child reluctant to face the progress of life involvement?

Yes, this is about A.J., and his involvement in school mainstream classes and how he can benefit from all he is learning.

As he progresses through his year 9 curriculum, he questions the reasoning for learning many of the subject areas he has to face.

His main issue being Maths -  geometry - algebra - trigonometry -

"Why do they put letters into learning about numbers? That seems pointless."

Now with school back in full-swing, I face the 'humdrum' afternoon moments, listening to A.J. complaining about how his day was wasted, and what other things he could have done that would benefit 'him' more productively during those six hours.

Saying that, I take the alternate approach, trying to enhance all the positive aspects of his educational journey.

I do not make excuses for him, I do find ways to help him transition more easily.

It's not about having A.J. become more neurotypical, that's not what it's about, his personality and differences is very important to him.

It's about understanding that everyone's differences can become beneficial as a whole.

The advantages of this process allows A.J. to realise he can gain achievable outcomes, while using his differences to positively contribute to everyday 'normal' activities.

We don't always know why or understand the emotions that our loved ones go through, we can only be supportive and encourage them to never give up and to keep trying in the hopes they do gain something from the experiences.