From Scott Lynn..You have to check out his blog!

This is just one example of the many wonderful cartoons found on Scott Lynn's blog. It is worth your while to go check it out-and enjoy. It is called "on the spectrum...find it at   WW W.otscomic.blogspot.com

From Sirenity at www.notragedyhere.blogspot.com

Its a typical day




"Muuuummmmmm!!!!!! Muuummmmm!!!! Guuuueessssss what I have!!!"



I look over and see my youngest child waving his arms at me, papers in one hand, Science Fair Medal in the other. He is bouncing on his toes in excitement.



Glancing around I see several other children doing simular versions of the 'Mommy look at me" dance.



As little man heads towards me several kids stop and talk to him. One child in particular walks him the rest of the way to the car. I try to smother a grin, Little Man is still not sure about this friend. This friend is a GIRL and she has informed him, myself and all that will listen that she fully intends to be Little Man's girlffirend if he would only LISTEN TO HER!



Little man gets to the car, tolerates a light hug from me then pushes me away with 'that look' that all boys seem to get at this age.



"Moom guesssss what!!!" He yells at me.

"Can I come over today" Interrupts his gal pal.

"I'm talking first!" Little man turns on her, very serious. "When having conversations you should let each person have their turn without interrupting."

"Mom guess what?!" He restarts.

Me, laughing, " What? Did you win the Nobel Prize?"

"Mom, I have not submitted anything for THAT contest. I have to make a bridge!"



(Turns out the excitement was not for the B he received for the FIRST story he has written without a scribe, or for the medal for his science fair project. Rather, he was excited because he found a science club. And this club has a contest. With 100 popsicle sticks you must build a bridge that spans 24 inches. Whoever builds the bridge that withstands the most weight wins a cash prize and an article in their magazine.



And let me tell you, Little Man can build things.)



Regardless, his gal pal comes over, they ride bikes with Big Sister going with them.

Its a day like any other, really-regardless of his disabilities, his labels of ADHD, PDD-NOS and Pragmatic disorder.



Yes there are bad days. Days when he can't focus, he is frustrated and angry. Days when he has struggled hard with social situations at school and is tearful and confused.



But my home is filled with love and laughter, all of my children are healthy and have warm and giving hearts. I would not trade away Little Man's autism, I am not willing to live wihtout bunny humour, bee events and the innovative thought process he has.

Just as I would not trade The Princess's artisitc ability or leadership (sometimes known as bullying) personality skills

looking for submissions...

Anyone who has a story, idea, anecdote, thought, opinion, adventure, point of view..I'm looking for submissions!

That which does not kill me makes me thankful

Here is another one from my blog. It is one of the first posts I ever wrote for www.autismherd.blogspot.com I hope some more people will write for this one!


That which does not kill me makes me thankful...



Girls! Leave the table cloth on the table...no it is NOT a cape!

put it on the table..THE TABLE not your HEAD!

It's for Thanksgiving....Why? because it makes the table pretty...

No it is not a sheet! It is a Table Cloth...FOR THE TABLE!

THAT'S IT! If you touch it again, you won't have cookies UNTIL YOU ARE 47! "


Thus begins our Thanksgiving celebration. Like most families, we gather around the table to feast on Turkey and all the sides. The only exception being that our holiday feast includes frozen pizza. Frozen pizza, because that is one of the five things that my boys will eat, and they had already met their quota of peanut butter and jelly for the week.


Thanksgiving is often a time for family traditions. One of my children's favorite traditions is arguing over where they will sit. Actually, they do this at most meals. It just seems more festive on Thanksgiving being that there is a table cloth involved. My tradition is to ask everyone what they hope the next year will bring, and what they are thankful for. The answers from my kids vary from "I hope the next year brings toys", "I am thankful for toys" to "why is this sheet on the table? " and "I am thankful for this sheet". I try and set a good example by saying that I am thankful for my family, for having this wonderful feast and that I hope that the next year is as wonderful as this one has been. I am also secretly thankful that the table cloth is still on the table.


This year we we did things differently. As per my oldest son Sammy's school assignment, we were to go around the table and give thanks for things we wouldn't normally be thankful about. For example, being thankful for a mortgage, because it meant we had a roof over our heads, or being thankful for homework because it meant that you were learning. Sammy turned to me and said "I'm thankful for you mama." and continued to eat his pizza. Now I could take that one of two ways...he either didn't understand the assignment or he equates me with the mortgage. My ego chose the former.


As I later pondered the idea of this assignment, I asked myself what am I truly thankful for? The obvious things of course, we have a house, a steady income, four unique children, two of which happen to have an asd. What would I normally not think to be thankful for? Should I be thankful for autism? It has shaped who we all are. How we behave, how we think. Wasn't it Nietzsche who said "That which does not kill you makes you stronger"?( Then again, Nietzsche wasn't a stay at home mom.) On one hand, how could I possibly be thankful for something that has at times caused my boys such angst, and on the other, that angst has in part made them the incredible people that they are. From their struggle, we have all grown. I know that I am a better parent-a better person. I take little for granted, and I have much joy. For that, I give thanks.

That night, while I was tucking Sammy in, he once again said that he was thankful for me. I asked him why? He said "Mama, you help me to learn so I can grow up to be a good adult."and I thought, right back at you Sammy, right back at you. He did understand the assignment-it was me who got it wrong. Yet another thing to be thankful for.
And so another Thanksgiving has passed. There was a wonderful turkey, thought provoking conversation....and the table cloth stayed on the table. All in all, a great success- AND I still have a few weeks to figure out how to keep the GIRLS OFF OF THE CHRISTMAS TREE!

Bodega Bay Bounce!

Here is another great story from Denise (dizedd) from California


Yesterday I decided to take the girls on a trip to our favorite beach-Dorin beach, on Bodega Bay. I try to take them every month, but I'm alright with myself if we make it four times a year-it is a hundred miles away. But it's the BEST beach, because hardly anyone ever goes there. And there's a bathroom. And NO CLIFFS-for a person who grew up in Southern California, the sheer number of beaches up here with dangerous high cliffs and rocky shores really astounds me. Also, the ocean up here sucks. It's cold, and the waves are puny. But Dorin beach at least has a nice flat stretch of sand, and a pretty view-it's the best that I can do for them up here.

I told the kids where we were headed as we got dressed. I also mentioned it several times in the car. Apparently they didn't believe me until we'd driven past the college town of Davis-which is about 15 miles outside the city. In the girls minds, if we drive that far west, it can mean only one possible destination-BODEGA BAY, YEAH!!!

Too bad for them, because there are lots of fun things on the way to Bodega Bay that I'd like to take them to. There's a six flags, and a discovery kingdom wild animal park, and another mini amusement park in Nut Tree, and the Jelly Belly factory has free tours......

If I stopped the car at any of these places, they'd have screaming fits, because we are 'supposed' to be going to the beach. Oh well.

Back to the main point-we drive past Davis, and the girls perk right up. Janet starts mumbling about pirates, and mermaids, and "treasure under the sea!" Scarlett starts 'singing', and bouncing up and down in her seat. I let it slide for a minute or two-it's nice to see them so happy. But the car itself is bouncing along with Scarlett, and I do need to stay in one lane when I drive.

"Ok Scarlett, that's enough. Stop bouncing in your seat, you're shaking the whole car."

[Must mention here- "the car" is a tiny little Ford Focus hatchback. Scarlett weighs 200lbs. And Janet is already 5'6", which means that she will eventually 'outgrow' the car-they have to sit in the backseat, because the gear shift and emergency brake are between the two bucket seats up front-I'm terrifed that they'd accidently kill us all by grabbing one of those while I drive! I'll have to get another SUV in a year or two]

She stops for a second, then starts again. I ask her to stop bouncing again, and she rocks back and fourth in her seat instead-which also makes the car itself jump around, so I ask her to stop rocking back and forth as well. So she bounces again. Then stops for a second. Then starts again, singing joyfully the entire time. I tell her to stop, again. And again she does sit still, for twenty seconds.

We go on like this for about twenty minutes, then hit a minor traffic jam. Sitting in a frequently still car, I can really feel how much Scarlett's bouncing is knocking the entire car around. I finally have to mute the radio, turn around, and raise my voice a bit.

"SCARLETT, KNOCK IT OFF! I'm glad that you're so damn happy, but you've got to stop bouncing up and down and rocking back and fourth in your seat. You're making the whole car shake! Just stop it now, I already asked you nicely fifty times, and I don't want to have to nag you all the way to the shore!"

She sings back to me, in her typical vocalisation that means, "Alright then, jeesh." I can't type this sound out in letters, but it's clearly recognizable. Most of Scarlett's vocalizations sound like the song of some beautiful tropical bird-but you get to recognize their specific meanings after a while.

She did manage to sit still after that, I only had to remind her twenty times or so during the remainder of the trip. Which took another hour and twenty minutes-so she was behaving pretty well!

When we finally got to the beach, we stopped at the restrooms, which are about a quarter of a mile away from where we actually park. There was only one other car in the parking lot, and that lady was roaming the beach near the bathroom with her little kids. As we were finished and getting back into the car, I saw the same mother 'disapear' behind a large boulder, not twenty yards away from the public restroom. So we pull out of the parking lot, and I look to my left, and see this same woman has dropped her pants and is now defecating behind the rock. What the heck?

I know that part has nothing to do with autism, or my kids, but seriously, it has stuck in my head. I manage to take my two special needs kids INTO the public restroom, which is clean, and well lit, etc. This ladies kids are clearly capable enough that she can let them wander around in front of the rock while she squats in clear view of the road and does her business-why didn't she just take them inside an actual STALL for a minute? And who thinks it's okay to leave human feces on a public beach? I don't care how much sand she covers it with, that beach is windy. Ugh. The parenting of people with NT children sometimes boggles my mind a bit-if I ever did that outside in front of my kids, I can guarentee you that they'd think it was acceptable to just drop trou and do their business ANYWHERE-the grocery store, the movies, our living room-you get the idea.

We park at 'our' favorite stretch, get out, and walk directly to the water. COLD! Too cold. Scarlett wants to swim, but Janet and I are having none of it. We convince her to walk along the waterline for a while instead. Stupidly, as we walk past a small patch of seaweed, I say outloud, "You know, you can eat seaweed for food in an emergency. It has a lot of nutrients in it, so it's really good for you."

Wow. We should list this as number four if someone ever decides to write a book titled 'Stupidest things Denise has ever said'. Sure enough, when our walk is over, and we decide to sit down for a bit, Scarlett picks the stretch of beach where the most seaweed is washing up. I allow her to play in the fridgid water up to her knees only, while Janet and I sit on the sand and create the largest mermaids tail made out of sand ever to encase Janet from waist to toe. The seaweed at Dorin beach is ground up somehow before it reaches the shore-you never find a piece larger than your hand, so there's no chance of Scarlett getting wrapped up in it. For the next hour and a half, I watch my oldest child laugh and splish and duck down in the water to grab delicious pieces of seaweed to eat. It's good for you! Mom said so.

She eats so much that even the gulls seem to notice. They stop their perusal of the seaweed on the sand between Scarlett and Janet and myself frequently just to stare at her.

So now Scarlett will have even more to be excited about when she next performs her Bodega Bay bounce. We are going to the ocean! We can play in the water and the sand, and watch the big birds, and sometimes the sea lions far out along the part where Mom never goes because she's too lazy to walk THAT far, and we can eat SEAWEED! Yeah!

The Importance of Classification

The Importance of Classification by Michael McKenna, a frequent contributor to Kicking Kittens


I often wonder how my youngest daughter would have made it as far as she has without the benefit of being classified as a student with special needs. Her accomplishments thus far are a marvel. While she certainly has goals and milestones to meet yet, she has much under her belt which will serve her well in the coming years as she progress towards adulthood. I don't know if she could claim as many victories without her having a classification in a special education program. When we noticed that our daughter was displaying characteristics and behaviors of an exceptional student we sought professional guidance, assessment, therapy, education, and support. We are lucky to have made this realization so early on. And, acted we did; much to our satisfaction. But, enough about her and our family; it is another student and family that did not seek the necessary services, and the outcome given the very special circumstances surrounding this student's life that makes the argument so strongly in favor of having your child classified as need be.

I was a teacher in the NYC school system, and while tenured I was subject to a very different, culturally closed society in that I taught in the single most economically depressed region of NYC....in other words, I taught in the ghetto. Of the many horror stories I have to tell, the following one is the most unusual as well as tragic:

Teaching as what is termed as a "cluster" teacher has its benefits and drawbacks. In Elementary Education you travel from class to class, teaching for a period of 45-50 minutes, then moving on to a different class and repeating. I was the writing cluster teacher. For some students it was a much deserved break from their regular classroom teacher, for others it was a chance to display poor behavior, for others it meant nothing. I would see as many as 700 students per week as opposed to 30-40 if I were a regular classroom teacher so I saw a huge cross section of young students on a recurring basis (remembering all their names was no easy trick either).

I began my third year of teaching at a new school where I met one student in particular; Charles (yup, named changed to protect his identity). Charles and I got off to a rough start that first year together. I had noticed the dynamic between him and the other students was different...perhaps it was because he was left back from the prior year. I didn't know, and it was not my priority; I was there to teach my students the fine art of writing so I began. Once, in passing, I commented and complimented him on his earrings; he had two huge, what looked like diamond studs in his ears. One student whispered to me that the earrings he wore were, in fact, made of real diamonds. I just couldn't believe it. So I called him on it that day. I asked him if they were real and he answered in the positive. I was stunned; they probably cost as much as my cars and my wardrobe, and I mentioned that to him. He asked me, point blank, if I thought he was lying to me. I replied I didn't think they were real as the cost would be prohibitive given the age of a third grader living in one of the most economically depressed areas in NYC so I said that I did, indeed, doubt his validity. Boy, was I wrong. They were real, and he didn't speak to me for many months thereafter...even after I apologized to him for doubting his claim. They were real, and given to him from his parents who had lots and lots of money. Money from less than honorable means and methods of acquisition as it would turn out.

Nonetheless he was different from the rest of his peers in many ways. He frequently nodded his head from front to back, ticked nervously around his left eye when one conversed with him, displayed speech delays and impediments, and was not social with his peers. He was a candidate for assessment. I had spoken to his regular classroom teacher about it and she said to drop the subject; that it was a waste of time to bother with him. She said no more, and did not satisfy my curiosity nor satiate my responsibility as it concerns Charles. I took it to higher sources within the school's hierarchy and received similar answers with little elaboration. I was taken quietly aside by another colleague some time thereafter my initial inquiries and was given the whole ugly truth about Charles.

Charles was the world's oldest third grader at....drum roll please....thirteen years old. I was astounded to hear that. Simply astounded. He looked just like a typical third grader, and especially so in height; he was the normal size of your average third grader, who was maybe eight years old. I had to exhibit a few double-takes when it was revealed to me that he was so old. It was the Goldfish Theory, but in human terms; put a goldfish in a small bowl and the goldfish doesn't grow much; put a goldfish in a big bowl and the goldfish grows much larger. He was the goldfish in a small bowl. After spending five full years as a third grader, and beginning a sixth year as such, I am witness to understanding the inhibiting physically detrimental effects on the human body.

His parents were not interested in Charles' education as they were never present during the school's earlier attempts at classifying him so he could receive the necessary services. His parents were members of a very powerful gang, and did "things" to acquire their economic living. Charles was connected not only by birth to this gang but I strongly suspect he was involved in some of their illicit and illegal activities as well. His parents refused to grant him assessment. They thought it was a badge of shame; something to be embarrassed about. They did not want him classified as a special education student. I never understood that line of thought.

His peers feared him. His teachers feared him. The school's administration turn a blind eye to him (and I secretly think they feared him too). The dreaded lunch ladies feared him. The custodians feared him. I think adults from the neighborhood feared him as well. My own feelings were mixed to be honest. I genuinely liked him as our relationship progressed and improved; he could exhibit a strange blend of intimacy in conversation with his experiences and observations playing the motivating decision-making process in his life. He couldn't’t write a paragraph to save his life but he could verbally spin a yarn that was funny, clever, and enticing. He was another child slipping and slipped through the cracks in the NYC school system. He was one of many goldfish in that small, crowded bowl.

He was too far gone for me to be of any real help...I could focus my energies elsewhere with positive results for future success but I didn’t give up on him completely. I was still his teacher for two periods a week, and I was going to see him progress as a writer as all my students were going to this, and every, year. I found him a seat in the reading resource room three times a week much to the dismay of that particular teacher (she gave me black looks even when Charles left the school for good) after I spent an inordinate amount of time bitching and moaning to the school's administration. I spent extra time with him as I could muster during our class time. His progress was not easy to gauge, but it was evident in some areas of language pathology that strides have been made. His vocabulary had improved as did his ability to spell the common sight words that we use daily in communication.

The next year coincided with a change in the City's top administrators. Our new leader, The Honorable Mayor Bloomturd (again, I changed the name to protect the identity of the offending official...and how he offends) decided to change what is termed the Educational Continuum. This impacted Charles' life in a most unusual way the next year. Instead of being left back again or being promoted to the fourth grade (I think he was going to be promoted) he was instructed under the new continuum to be promoted to the ninth grade; the chronologically correct grade he should attend under normal circumstances. I saw him one day in the fall of that new year loitering outside of the elementary school where I still taught. I asked him how he liked his new situation and new school. He smiled and said it was great, and laughed as he went on his merry way down the street. My last bit of information about him was that he was arrested as a minor for possession of illegal drugs with intent to sell and for possession of a deadly weapon. He was doing time in a local juvenile detention center. That was about five years ago when I heard that bit of information.

He is now ready to turn 19 or 20 years old. I haven't heard anything about him since the last bit of information. I can only imagine what he is up to....and my thoughts are not wholesome as it concerned his future prospects.

This is an extreme occurrence insofar as one person's life is concerned. I think it is also fair to say that the outcome of his life had many other factors involved; some very unusual ones, and that by receiving assessment and services from a specialized education program would have made a positive impact on his being. Whether or not that would have altered his life is pure conjecture, but I have seen the impact of services rendered where they are needed both as an educator and as a parent, and I am a huge proponent of Individualized Educational Programs for anyone in need of such. Do for your child the greatest service you can; if you have doubts or questions or concerns about your child's behavior or development you should consult with your spouse/family members/guardians about the situation, and then take it to a professional such as your family doctor for further inquiry. Get the proverbial ball rolling fast and advocate, advocate, advocate; it's up to you to guide and steer the development of your child.

An I.E.P. primer

Another post from Michael McKenna. Who has experience on both sides of the table-as an educator and as a parent.

An IEP Primer

There are some things that you, the parent, should be aware of when you go to an IEP meeting for your child. Since I have sat on three sides of the table; as a student with a speech disability, as a parent with a child with a Special Education classification, and as an Educator of children with Special Education classifications, I feel especially qualified to elaborate on this subject. There are a few Do's and Don't's to follow, and here are a few:

For Parents -
1. Show up on time for your meeting. If you know you're frequently late for appointments, make an effort to show up on time. If you have a legitimate circumstance that prevents your puncuality then that is fine. Showing up on time means you are putting your child first and foremost.
2. Do not bring your other children with you. Your focus is on the child in question to which the meeting is about; not your other children. Make arrangements to have someone watch your children, call the school to see if there is someone who can mind them, or cancel your appointment until you can find someone. If you must bring your children then you must, but please refrain from breast feeding your child during the meeting (yup, I've seen that).
3. Do bring an advocate if you need/want one. It's been my experience that the more knowledgeble individuals that attend, the better. There is nothing better than more insight as to your child's best interests. If you feel the need to bring an attorney that's fine too. Doctor? Nurse? Afterschool Special Education instructor? Yup, you bet; bring them all. Also, an IEP metting is not a social event - no eating, drinking, flirting, cellphone calls or texting messages, etc. You do not need to bring eight family members to advocate.
4. Do not use foul language. No cursing, expletives, swearing, oaths and threats (yup, heard them all, and sometimes in the same sentence). I, as an educator, am here to HELP. This is not to say that you need to kiss my ass ( I don't respond well to that method either to be quite frank) but you need to be civil and polite.
5. Do not threaten me or my family with bodily harm. Bottom line: get ready for a free ride in real-life police car because charges will be pressed against you (yup, I've seen one parent get hauled off....I wasn't in that meeting I would like to point out). It's really not going to help your child when they are wards of Child Protective Services and living under the foster care system because you flew off the handle and got yourself arrested.
6. If there is something you don't understand, ask; there is no such thing as a stupid question. If there is not enough time to satisfy your child's needs in one meeting, schedule another. If you think you're not getting treated fairly then say something. We, as teachers, do what we do because we feel the need to help...so we also have your child's best interests in mind. Re-schedule another meeting until you are satisfied but also be aware that there is only so much an educational institution can do given the infrastructure thereof. We are not miracle workers but we have been known to pull a few rabbits from top hats on occasion....be as flexible as you can and we'll appreciate your efforts.
7. Don’t look upon the teacher or educator "the enemy" because we're not. We don’t write policy or budgets; we work with them, and we do our level best to squeeze as much out of what we're given; oft times we're given very little to work with. I am reminded by the once familiar phrase spoken some 40+ years ago; "Either you're part of the problem or you're part of the solution," to which I add, "Or you're part of the landscape." Get involved with your school through the PTA, budget votes, different committees and meetings. Make sure you can back up your complaints and criticisms with action.
8. Educate yourself about your rights and responsibilities as a parent. There are multiple services available to you, the parent, about the in's and out's of yours and your child's rights. Learn them. Ask for help. Don’t be shy; this is your child's future at stake; both long and short term. When you are armed with knowledge it makes any meeting between educators and parents a more effective and efficient one.