what's working for Henry

I feel like I keep writing about Henry's progress, but haven't shared what exactly it is that is working so well for him. Frankly, I'm a little uneasy about delving into this topic, because so many of you are so so educated about, and involved with, the different approaches to teaching "our" kids. I feel like I am fumbling along and then "hey, wow, something's working!"

Right now Henry only receives therapies (speech, occupational and physical) at school. When he was in preschool we did additional speech therapy once a week. But this fall, after he started full days of "real" school, I felt that Henry was getting enough serious work during the school day and we stopped doing the additional speech. His only extracurricular activity right now is swimming lessons once a week, and the new gymnastics that we will be starting on Friday.

Henry wasn't diagnosed until a year ago, at age 5 1/2. So we weren't really eligible for autism-specific types of programs until then. At the time of our diagnosis, the psychologist recommended ABA and basically said "you have to set up your own team. Good luck with that." I had NO IDEA where to begin, and really didn't get any helpful information from anyone.

As I explained in the Henry Chronicles, we started out intending to have Henry in the "regular" kindergarten class at our local elementary school, with an aide. That would be a half-day program, so I signed him up for the "Y" program after school. As the preschool year deteriorated though, that plan changed.

I was just looking through old e-mails to jog my memory. Just to let you feel my pain of last year, here is one I received in May from the director of special education in our school district:

"Staff from (our neighborhood school) went to observe Henry again in his preschool class and noted the increase of aggression that has resulted in the need for additional staffing in the class. The members, (the kindergarten teacher, the special educator, and the speech pathologist) all noted the level of aggression with concern as to whether the general ed setting will provide adequate support... She goes on to suggest 2 special needs classes available in the district, as an alternative.

There were concerns expressed by team members that his current levels of behavior may also be a challenge for the Y program and that this option may not meet his needs a we hoped they would when we met at the MFE meeting.
We can talk more and then try to set a meeting time to discuss the options. I am sure that the staff from (both schools) would be willing to meet even if it is after the school year has come to an end.
We could invite the supervisor from (the preschool) as well if her staff is not available.
Let me know how you would like to proceed. We do not want to pick a less restrictive setting if that would not give him the supports that it appears that he currently needs."

June 10th the special ed director called me to say there was a space available in a STACK program for the fall. (Now that I look back, do you think they were scrambling to find somewhere to put him?!) I contacted Henry's former teacher to get her input on this STACK program, as well as the psychologist who had diagnosed him. The teacher was enthusiastic about STACK. The psychologist was a little more guarded. He said that the class could be good for Henry, but that I should be sure to be very specific about inclusion goals in his IEP.

(OK, I've gotten a little off-track here, and wandered down memory lane. But that is helpful for me sometimes- to remember where we've been and how far we've come in less than a year.) If you click on the link to STACK, you can read about some of the basic principles of Henry's classroom. He has thrived there this year.

He is one of 5 students. 4 of them are kindergarten age and one boy is a 3rd grader, I believe. Some of the methods his teacher and aides employ include picture schedules and reward systems (he "gets 4 squares" to earn computer time, if he has gentle hands all day he earns a little reward like a sticker or laminated picture of one of his favorite tv shows or Disney characters.) His class takes a field trip every month.

That reminds me that this morning Henry told me he wanted to go to a spaceship on his next field trip. I'll have to remember to tell Ms. H!

A year ago, I thought I cared so much about Henry being "included" with the "regular" kids. Now it is one of my lowest priorities.

I love that he looks forward to his inclusion. His teacher said that he asks about it every day, and we plan to do more next year. But that can come slowly. I care so much more about his reading, math, saying "I'm sorry", taking turns with a peer. Having teachers who really really understand him and connect with him. That is what has always "clicked" with Henry. If he feels you like him, then he likes you and will do whatever you ask.

I don't want to get sad and bitter about it, but I know he has had teachers in the past who didn't understand him. Who found him unpredictable and, I think, frightening because of that unpredictability.

I'm so so thankful to be where we are now. So thankful that Henry (though his mommy is just bumbling through life sometimes) ended up in the right place. Somebody must be looking out for us.