Where Do You Take Your Kid To Be Evaluated? | #T5Tue

Last #T5Tue, I talked about the difference between a psychoeducational and a Neuropsychological evaluation.

But where do you go? Here are a few suggestions of where you can start -  

• The Children's Evaluation and Rehabilitation Center (CERC) in the Rose F. Kennedy Center | Albert Einstein College of Medicine. (The Bronx)
• New York Presbyterian 
• The McCarton Center  
• The Child Study Center | www.aboutourkids.org | NYU Langune Medical Center
• Resources for Children with Special Needs - they may be able to suggest someone.
•  A Parent' Guide to Special Education in New York City - this book provides many suggestions of places to have your child evaluated.
• Consult with a special education specialist or advocate. 
• check my NYC Resources
• Ask your pediatrician,  your child's current school or other special needs parents. Word of mouth almost always works for me. They may be able to point you in a direction or give a referral.

What you NEED to keep in mind when searching for an evaluation site: 

• Do they accept insurance? Or the medicaid waiver.
• If they don't - will they work with you so that you can submit bill to your insurance.
• Will they be able to provide specific suggestions?
• Will the doctor be willing to testify (if you have to go to an impartial hearing)?
• Ask how they will structure the written evaluation (and roughly how many pages).

Catch up with the #T5Tue Series: 
Last week's post: Finding the Appropriate School Placement 
and follow the #T5Tue series: More Tips for Turning 5 

***

Upcoming Reminders: 

10/24:  Special Needs School Fair at the JCC in Manhattan. 

Register for the event - HERE.

FREE Talk with Special Needs Consultant Sarah Birnbaum
Date: Wednesday, November 6, 6:30-8:30pm
Location: Watch Me Grow
361 East 19 Street
RSVP: info@watchmegrownyc.com

Will You Need a Psychoeducational or Neuropsychological Evaluation | #T5Tue

Do you know the difference between 

a Psychoeducational and a Neuropsychological Evaluation? 

If you have a special needs child who is about to start kindergarten in the Fall you may be thinking about the Turning 5 process. If you're not, then you should. Seriously, it's not too early. 

I believe that a parent should visit as many schools as possible. You want your child to have as many options available. And if you're even thinking about private school placement, then I strongly suggest you have your child privately evaluated. 

There are 2 types of evaluations: Psychoeducational and Neuropsychological.*

A Psychoeducational evaluation: is a "combination of psychological tests and educational assessments. The report, based on your child's test results, describes his/her strengths and weaknesses, gives appropriate recommendations for placement, and identifies strategies for assisting your child in an appropriate educational setting."   

A Neuropsychological evaluation: "includes both psychological and educational assessments as well as additional tests related to a child's executive functioning. Tests of executive functioning assess a child's skills in specific memory functioning, planning and organization, sustained attention, self-monitoring, fine motor skills, and/or behaviors." 

When we were going through the Turning 5 process, I took The Boy for a neuropsychological evaluation. Our evaluation cost us $6,000. Oh yeah, you read that right. We were lucky that I was able to get most of it covered by insurance (but I had to pay the neuropsychologist in full.)

Do not worry - you do not have to pay thousands of dollars for a private evaluation. They range from $500 - 10,000.  There are places that offer sliding scale fees. Some accept insurance - usually medicaid or a medicaid waiver. And sometimes - I'm not sure exactly how - but sometimes you can get your school district to pay for a private evaluation.

Honestly, I wasn't happy with the neuropsychologist. The report was okay but I thought the neuropsychologist was condescending, completely out of touch with our reality and a classist. And when the attorney I consulted with suggested an amendment to the evaluation, the neuropsychologist refused and questioned the quality of the attorney. So I wouldn't recommend that person. 

[side note: the following year when I was trying to apply for the medicaid waiver, I couldn't even use the neuropysch eval - I needed a psychoed. So just another thing to keep in mind.]

Whether you decide to have a Psychoeducational or Neuropsychological is more of a personal choice - you can apply to schools with either one. My suggestions are this: 

• Shop around! Don't make the same mistake I did and go with the first one who returned your call.
• Ask questions. Make sure whoever conducts your evaluation will make specific recommendations for your child. Make sure they will be willing and available to go to hearing - if it comes down to it. Make sure they are willing to cooperate with your attorney.
• Talk to other parents and ask where their child was evaluated. Nothing beats a satisfied parent referral.      

Next Tuesday I will share suggestions on where to go for evaluations.

*Definitions of Evaluations are from A Parents' Guide to Special Education in New York City and the Metropolitan Area

Catch up with the #T5Tue Series: 
Last week's post: Finding the Appropriate School Placement 
and follow the #T5Tue series: More Tips for Turning 5 

Upcoming Reminders: 

10/16: Turning 5 FREE Talk

6:00-8:00pm


Location: The SMILE Center


171 Madison Avenue, 5th floor


RSVP: info@smileny.org

10/24:  Special Needs School Fair at the JCC in Manhattan. 
Register for the event - HERE.

A Parent's Guide to Special Education in New York City

If you live you in New York City and have a child with special needs A Parents Guide to Special Education in New York City and the Metropolitan Area by Laurie Dubos and Jana Fromer will be your bible. Especially if you are going through the Turning 5 process. I purchased this book more than three years ago and it's one I still go back to again and again. And it's one that I always recommend to parents.

So what's so great about this book? Well...it's broken up into 4 parts. Pay attention, these parts are important.

Part I provides an overview of special education in New York City. Talks about the children entering kindergarten and how they may be identified. It goes through the evaluation and referral process and the types of evaluations that are needed when applying to private schools. It also explains the difference between a Psychoeducational and a Neuropsychological. It breaks down the IEP and explains parents rights. 

Part II talks all about private school placement and the application process.

Part III is all about the schools. It provides all the key factors of the school - whether it's graded or ungraded, if it's 10 or 12 months, what kind of classifications they accept, what related services they offer and other critical information. If you don't know how to find a school - this is a great place to begin.

Part IV provides local resources: evaluation centers, therapists, medical professionals, websites and more.

A Parent's Guide to Special Education in New York City is a must have for parents and even for special education administrators and teachers.   

For more on the Turning 5 Process check out my new weekly series Turning 5 Tuesdays #T5Tue click HERE.

Finding The Appropriate School When Your Kid Has Autism #T5Tue

It's TURNING 5 Tuesday - did you miss the first post? Catch up HERE. 

My search for the "appropriate" school placement began in the fall of 2010 - the same time I started this blog. The Boy was going to start kindergarten in September 2011 and I wanted to weigh all the options. I wanted time. 

If you have  child with special needs who will enter kindergarten in the fall of 2014 - NOW is the time to start the process. 

That's right - a whole year. Because it's a long process. So where do you start? I would suggest starting with schools. In New York City - there's a lot of school. Well, not a lot, but enough to keep you busy.

Because you'll need to tour. Gather paperwork (and possibly evidence). Apply. Wait. Cross your fingers, light a candle, say a prayer. And if your kid gets in...be prepared to prove to the Department of Education that it's the most appropriate.

Let me back up...because I can hear all the questions you're yelling at the computer. 

What schools should I tour?  

ALL of them. Seriously. If not all, then as many as you can. Public, private and even the ones you can't afford. Do your research. Ask questions. Browse school websites.

Where do I find special needs schools?

Believe it or not, there are a few ways to find schools that provide special needs services. I started with A Parent's Guide to Special Education in New York City - it really helped. I read through the book, took notes and did further research. 

Then, I attended a special needs school fair at the JCC in Manhattan. This year, it's being held on Thursday, October 24, 2013. You can register for the event - HERE. At the fair, I was able to schedule an appointment to tour, speak to school representatives and get applications. And it was a good way to weed out the schools I knew wouldn't work for The Boy. 

But the best way to find out about schools is to talk to other parents who've been there, done that. If you've never been to a support group - now would be the time to go. For Bronx parents - check out the Bronx Parents Autism Network. There's a meeting on October 8th. Don't be shy about asking parents where their children go to school. 

What about the local public school?

Visit your zone school, even if you know it's not appropriate for your child - just go to say that you did. Visit the DOE website. Make an appointment to tour local District 75 schools. And check out other special education programs like the ASD Nest Program or ASD Horizon program. Visit the NYC Resources page for more information - HERE.

What paperwork do I need? What do I include in the application? 

Most school applications require a recent evaluation (more on that next week) as well as past evaluations. Some applications will ask current teachers to fill out some sections. Applications can be 3 - 15 pages long (yes, I'm serious) and most have a fee (save your money) and a deadline of when to apply. Many schools will like the application before the Christmas break. 

I can feel your head spinning so I'll stop here. Remember the Turning 5 process is a lengthy process and I want to help. There will be more information regarding schools and the application process. So check back every Tuesday. 

And don't forget - there's a FREE Turning 5 Talk on 9/25 and 10/16 - click HERE for more details.    

Is Your Special Needs Child Turning Five? #T5Tue

When I started this blog three years ago, I was going through the Turning 5 process. And - not to scare you - it was probably the most stressful two years of my life. The first year, searching for an appropriate placement and the kindergarten year realizing it was a mistake and trying to get The Boy out.

I wanted to write about our experience but Turning 5 isn't something that can be covered in a blog post or two. So I thought I'd start a new series on the blog - Turning 5 Tuesday [#T5Tue]. I'll share tips, resources, information seminars and our personal experience. If you have a specific question, leave it in the comments section and I'll try to answer it. 

If you have  child with special needs who will enter kindergarten in the fall of 2014 - NOW is the time to start the process.

And where should you start? Well if you're in New York City - you should start with talking to a Special Education advisor and Special Needs Advocate. You probably have a lot of questions.     

What kind of elementary program will be right for my child? What are our rights and options?

Educate yourself! Come hear a free presentation with Sarah Birnbaum (Parent Advocate and Special Education Advisor, New York Special Needs Support) on how to:

• Learn about educational options, public and private
• Obtain the best evaluations and guidance
• Find an appropriate kindergarten program
• Understand your legal rights
• Get through the Turning 5 process and create an IEP

Date: Wednesday, September 25 

6:00-8:00pm


Location: Bankstreet College of Education


610 West 112th Street, main floor auditorium


RSVP: nuberto@bankstreet.edu

Date: Wednesday, October 16 

6:00-8:00pm


Location: The SMILE Center


171 Madison Avenue, 5th floor


RSVP: info@smileny.org

Hope is on the Horizon (Part 2 - What I Hope For the South Bronx School That Failed My Child)

Ever since I wrote Hope is on the Horizon (Part 1) numerous parents going through the Turning 5 process have emailed asking me about the ASD Horizon program.   I was extremely cautious but candid with my words.  And I always let them know that I was simply giving them my opinion and I urged them to tour the school for themselves.

I still believe in the ASD Horizon program. But like so many other things in the world of special education - what is supposed to be and what actually happens are two totally different things.  

It is the South Bronx Public School that implemented the program, I no longer believe in.

I was hopeful about the school and the program when I wrote Part 1.  Even though, I was uncertain about whether or not The Boy could thrive in a typical public school - I wanted him to have a chance.  And I was hopeful in the teacher and I believed the administration would do the right thing if the program was not appropriate for The Boy. 

I want it to be very clear.  The ASD Horizon program did not fail The Boy. 

The Boy's teacher, failed.

The Assistant Principal and Principal, failed.

And the School District who put the ASD Horizon into practice, failed.

I was going to write a long post...detailing our year. But I won't. It's over. The Boy is out of that school and now he's in a better more appropriate place.

Instead, this post will list all the the things I hope the ASD Horizon program at that school becomes - because The Bronx needs this program.

I hope the teacher does not give up on a child on the first half day of school.

I hope they take the time to learn about autism. 

I hope the Assistant Principal does not dismiss parents concerns, telling them to "cálmate" (relax).

I hope the Assistant Princinpal and Principal are forthright when related services are not being provided and work with the parent to ensure their child gets his/her services.

I hope they don't bully the parents within that first month of school, hoping the parent will pull the child out of the school.

I hope they do not make excuses about what they can't do because of budget cuts - that's not an acceptable answer.

I hope the teacher communicates with the parents using a communication notebook. And I hope that if the parent writes to the teacher with a significant concern - her question is answered.

I hope that the Assistant Principal doesn't encourage the teacher to cut off communication with parents.

I hope that in a kindergarten class of six children, every child gets the opportunity to be a Student of the Month.

I hope they will be honest with parents and try to work with them and not against them.

I hope the teacher remains professional and does retaliate against the child.

I hope that if they encounter another parent blogger, they don't print out past blog posts and place them in the child's file. And I hope the Assistant Principal doesn't use blog posts as ammunition to insult the parent.    

I hope that if the teacher is absent for weeks at a time, they will place an appropriate substitute special education teacher in the class.

I hope they really work with New England Center for Children consultants - I hope they value their suggestions and implement them in the classroom.  

I hope they realize that special needs parents are experts when it comes to their kids. I hope they listen to parents and learn to partner with them.

I hope they don't promote a child to the next grade, even though the child failed every single subject, because they want to keep the child in the district rather than suggest a more appropriate placement.

But most of all, I hope that they all remember the reason why they got into education in the first place.       

Resolutions, Anniversaries & Graduations

This week I cried many happy tears.

For the 2nd time this year, I had to file for an Impartial Hearing.  I filed the paperwork on my own and with no legal representation.  And on Tuesday The Husband and I met with a person from the school district for a resolution meeting.  

I know some folks will say we got what we wanted.  It's never been about getting what we want.  It's been getting what The Boy NEEDS.  

You know that saying "The squeaky wheel gets the oil"?  That's what I've heard ever since The Boy was diagnosed with autism and I had to advocate to make sure his needs were met.

I'm totally okay with being the squeaky wheel if it means, The Boy gets what he needs.  I mean, "Squeaky" was my high school nickname.  

And because I've been squeaking all year long, The Boy will be starting a new school in July.    It has been a huge weight lifted off of my shoulders.   And I am extremely grateful to the man who helped lift that weight.

The Husband and I celebrated our 9 year wedding anniversary on Wednesday.  I wanted to write a whole post about that...but it will have to wait.  We didn't exchange cards or gifts - I think we've both been preoccupied with all the crazy of this week.  

On Thursday The Husband attended an award ceremony at The Boy's school.  I couldn't go because I had to work.  But I was super proud that The Boy got an award in Technology.  I'm not surprised -  I mean, did you read yesterday's post?  But it was nice to see that his computer teacher recognized how hard he's worked this year.

This morning The Boy graduated kindergarten.  It's been such a long, difficult year.  For the both of us.  And it was difficult to sit through the graduation for many reasons.  And of course I cried.  Again, for many different reasons.  I'll post graduation pics next week.  

And now - I'm ready for the weekend.  I think we'll take a drive out to Connecticut - to the aquarium or the children's museum.  

What are your plans for the weekend?  

I Need This Right Now

When All Else Fails...I Say a Little Prayer

The Big Bad Annual Meeting [cue scary music]

It's that time of year for the annual meeting.  Our meeting is Friday.  And there is a lot at stake.        

I know, I've said it before.  But I'm learning that with every meeting - there is always going to be something on the line.  Last year, I thought the Turning 5 meeting was The Big One.  (That meeting was pretty hilarious.  I can laugh about it...now.) 

But this one that's coming up?  This is the big one.  The one that could make us or break us.

I am the kind of person who believes that people will do the right thing - especially when children are involved. 

I want to believe that the powers that be, will do the right thing by The Boy.

We will see.

   

All I Want for The Boy

The Turning 5 process for parents of Special Needs children is tough.  And this year has been even tougher.  We're in the process all over again...

And I thought back to this post I wrote last year.  When I was in the midst of applying to schools, filling out applications and hoping for the best, ugh - I mean the most appropriate. 

Anyway, several applications asked this question:

What are your long term concerns and wishes for your child?

This is my answer -  

Our greatest concern is that we won't be able to secure the most appropriate academic environment to meet Norrin's needs.  What if there isn't a school that can nurture his strengths as well as his weaknesses?  And if we can't find a school that can nuture his strengths as well as support his weaknesses - how will that impact his future? 

We know for many parents, mainstream is the holy grail.  That does not matter to us. We are realistic about what he can and can't do.  If mainstream is a possibility, fine. And if not - then that's fine too. 

We would never want to push him into an environment where he may be set up to fail. We know that he's bright and that he has the capacity to learn.  We don't need general education to prove that. 

Norrin doesn't need to be the popular kid. But if he wants friendship, we want him to have the tools to develop one.

We just want him to be happy.  To feel good about himself.  To enjoy his life. To be productive.   

We want Norrin to be himself and know that he's okay.  We want him to know that he doesn't need to be cured or fixed.  Norrin is a lovable little boy with a charming smile.  He is fast on his feet, he has a quirky sense of humor, his laugh is infectious.  And we never want him to lose the qualities that make him special.  

We hope that as he gets older, people will appreciate him just as he is.  We hope people will want to understand him.  All we want is for him to have a place in this world.  All we want for him is to have the same opportunities as any one else. 

Isn't this what all parents want for their children?

What do you want for your child?

I'm Late!

No...not that kind of late.  I'm late in the day for a blog post and today is going to be a crazy day.  Tomorrow and Thursday are going to be pretty crazy too.  So I'm rehashing this post I wrote last year because it's feeling like that kind of week.    

"I'm late. I'm late. For a very important date.  
No time to say Hello. Goodbye.  I'm late, I'm late, I'm late."  
~ The White Rabbit

I call this blog AutismWonderland because most days I feel like Alice and The Boy is The White Rabbit that I'm constantly chasing. 

But I think this is how I must really look to the outside world: hands on head, brows furrowed, eyes closed in concentration, constantly checking the time and frantically running.  Always running.  

There is always a meeting to prepare for, an IEP to review, a therapist to call, a therapist to see, a train or bus to wait for, a question to ask, an appointment to schedule, a new therapy to research.  

And now, that The Boy is 5, I have to start all over again.  Silly Rabbit that I am, I thought I had this all figured out.  But that's a whole other blog post...

And while at work there's the document to revise, the daunting stack of papers to file, the conference call to schedule, the meeting to plan, the expense report to calculate, the bosses to appease.  

And it's Tuesday night, my school night.  Did I read the handouts, bring my notebook, or complete my short story for submission?  Nope...I actually forgot about all of these things.  (shrugging shoulders)  Guess no class for me tonight. 

There is still the supermarket to get to, bills to pay, dinner to make, dishes to wash, The Boy to bathe, the bedtime story to read, all before its time to tuck The Boy into bed and kiss him good night.   There's still the laundry to wash, fold and put away, the apartment to clean and wait - did I lock the front door?  Because we have forgotten to lock it, so some nights we triple check.  

And then there's The Husband. And all we want is at least 5 minutes at the end of our day where we can just be the people we were before we became parents.  Some days are more successful than others.   

I feel like I'm late for most things, as if there is always a countdown to something.  Like there is something terribly important I can't remember. Like there really is no time to say hello or goodbye.  I'm always trying to catch my breath, constantly scrolling down my mental to do list.

The Autism Misdiagnosis

Back in July two articles came out that ruffled my feathers: 

Faking Autism Diagnosis - "Parents are seeking the autism "label" because funding for the condition has increased and more assistance is available for autism than for other conditions."

Autism: "A Popular Fad Diagnosis" - "The most likely cause of the autism epidemic is that autism has become fashionable – a popular fad diagnosis. Once rare and unmistakable, the term is now used loosely to describe people who do not really satisfy the narrow criteria intended for it by DSM IV."

These articles ruffled quite a few feathers actually.  For good reason.  For parents who are absolutely certain of their child's diagnosis, it's insulting for autism to be called a "fad." I am certain of The Boy's diagnosis. Hearing it wasn't a surprise.  

But I've spoken to other parents who have said their child was given an autism diagnosis (by medical professionals) just so that their child may get the services.  Even when The Boy was going through all of his initial evaluations, I heard The Boy didn't really need physical therapy.  But I was told, "It's better to have it and not need it than to need it and not have it."  I think this seems to be the general consensus when (mis)diagnosing children with autism. 

As parents we want the best most appropriate services to help our children succeed.  Except those services are dictated by diagnosis.  So if your child has a Learning Disability or mild Intellectually Disability - an Autism diagnosis/classification may be the way to go.  Simply because autism is the magic word for receiving necessary services. 

Classifications never really bothered me until recently.  As I went through the Turning 5 process I began to understand the significance of proper classifications.  And now, with The Boy in a specialized Kindergarten program, I realize how critical an accurate diagnosis/classification is.

As I was touring schools last year, I heard a lot of "We accept children with an autism diagnosis, but we do not accept the autism classification."   

How does this even make sense?  It was explained that while some schools accept children with a medical autism diagnosis, the classification on their IEP must reflect something else - usually Learning Disabled, Speech Impairment or Other Health Impairments is assigned.

This leads me to wonder whether or not these children are actually on the spectrum. Are these schools simply accepting the "easy" autistic kids?      

And so, when I look at some of the children selected or rejected for the Horizon program, I have doubts.  When I look at the children going into, not accepted to or being counseled out of the NEST program, I have questions.  Does the Department of Education understand autism?  Are they prepared to handle this population of children who need specific teaching methodologies and therapies (Occupational and Speech).    

I get that autism is a spectrum, a complex neurological disorder.  But aren't there consistent commonalities?

The New York Department of Education seems to be creating these programs for children with autism, however the children selected may not have an autism diagnosis.  And the programs sound great in theory, but when put into practice there are too many loose ends and not enough education or staff support. 

When The Boy's teacher told me on the first day of school that The Boy "didn't want to make friends,"  I was taken aback.  Because the class is supposed to be for children with autism.  And typically children with autism lack the "ability to socialize or form relationships."   

When a child is misdiagnosed with autism and goes into a classroom environment with children accurately diagnosed with autism - the perception of autism becomes skewed and the reality of the diagnosis becomes compromised.

The saddest part about all of this is that, it's all done with the best of intentions.  But somewhere along the way, there is a huge disconnect.  And children are left behind.

Tips for Turning 5: Where to Begin

School may have just started but if your child has an IEP, Turning 5 and entering kindergarten next Fall - you may want need to start doing your homework now.

No.  It's not too soon to start touring schools and applying.  Trust me.  Anyway, last year was pretty tough for me and I thought I'd share some of the things that were helpful to me.
  
1.  Give yourself plenty of time. The transition from CPSE to CSE is truly a year long process.  One with many deadlines - know them all - and appointments.  You will need to tour schools, fill out applications, have your child interviewed at schools, possibly make an appointment(s) for a private evaluation, meet with the CPSE and the list goes on and on.     

2.  Schedule enough time to get a private evaluation. By the time you go into your Turning 5 meeting, you'll want to be armed with a private evaluation with recommendations.  Start calling around in September - as there may be wait lists.    

3.  Attend the JCC Special Needs school fair on Tuesday, October 25th.  "The JCC in Manhattan and YAI/NYL/LIFESTART partner to present the annual Special Needs School Fair. Representatives from preschools, elementary, middle, and high schools serving the New York City special needs community will be onsite to provide information and answers to your questions. School materials will be available."  For registration information click here and go the the JCC Manhattan website.

I attended this last year.  Get there early.  Go with a pen, notepad, a bottle of water and some Advil.  It's overwhelming. But almost every single school within the 5 boroughs, Westerchester and Long Island are there.  If you're a working mom or just limited with time to schedule appointments, the school fair is a great way meet representatives, pick up applications and set up appointments to tour. 

4. Make a list/spreadsheet of all the schools you want to tour and/or apply to.  But tour a school before you apply.  Sometimes you'll know just by walking into a building whether or not it's the proper placement for your child.  Many schools will tell you - the earlier (by December is ideal) they recieve the applications the better.  Many schools have application fees, which can become a financial hardship when applying to several schools.  Ask if the fee can be waived or reduced.      

5.  Be honest with yourself.  I cannot stress this enough.  As parents, it's natural to want to believe your child is the rock star of the class.  However, when touring schools - look at the children, listen to the them, watch with a keen eye.  Then ask yourself the tough questions.  Does my child fit in here?  Would my child have a hard time?  Can my child do the work? Will my child need a para to get through the day?


Your feelings will be hurt.  You will feel frustrated.  You will be disappointed.  Your child will be rejected.  You will wonder - why wasn't my child good enough for the _______ School?  Your child will be accepted.  


In the end - it really will work out.  And if it doesn't, that's okay too.  Don't be too hard on yourself.  It just means, you'll have a second chance to get it right. 

Building a Dream School

I've been thinking about this for while.  Especially once the Turning 5 process began and all the schools I was considering were in the City, Westchester, Queens, Brooklyn, Long Island. 

Aside from the District 75 schools and the ASD Horizon/Nest programs, there is not a single school dedicated to children with autism in The Bronx.

Let me be more specific.  There is not a single school dedicated in The Bronx for children with autism like The Boy.

The Boy is somewhere in the middle.  And so many children fall into that category. Bright kids.  Sensory seeking kids.  Kids who don't how to make a friend.  Or carry on a conversation.     

What I discovered last year while touring, applying and talking to directors of these special needs programs is that while they accept the autism classification, they do not accept children with behaviors.

Think about that for a second.  A child with autism.  With no behaviors.     

After being rejected from so many schools, I had a candid conversation with the director of my dream school.  She pretty much said, if The Boy didn't have any of his behaviors, if he didn't need the constant redirection - he would have been accepted.

Last night I recieved a call from my friend Gen.  She also happens to be The Boy's former ABA therapist. (She is also pursuing BCBA certification.)  She knows everything we've gone through in the last year.  And she said, "It's great that you write your blog, but we need to really do something."

Gen wants us to start a school in The Bronx for kids like The Boy.               

The Boy needs a school where they follow a combination of ABA and TEACCH.  The Boy needs a school with a sensory room, with an OT who is on staff not contracted.  The Boy needs a school with speech pathologists and Behaviorists and Special Education teachers and assistants who have a true understanding of autism.  The Boy needs a nurturing environment.  The Boy needs a school with sensory friendly classrooms.  The Boy needs a school that involves the entire family. 

Does this sound like the kind of school your child needs?  
Well...Let's create one.  WE need to "be the change that [we] wish to see in the world."

Yeah, I know this seems like a pretty lofty idea.  But every dream starts somewhere.

If you live in The Bronx, if you're a parent of a child like The Boy, if you're a service provider, teacher, therapist and social worker and are interested in our "Building a Dream School" project, email me at autismwonderland@gmail.com


*This post was inspired by many events that have happened over the course of the year and by a Kick in the Blog.   
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 At first, dreams seem impossible, then improbable, and eventually inevitable.
~  Christopher Reeve

Any dream worth dreaming, is worth the effort to make it some true.~ Evan Gourley


Never give up on a dream just because of the time it will take to accomplish it.
The time will pass anyway.
~  Unknown