I am trying to put together a form of workbook that teachers are able to use within mainstream classrooms to help hetter understand children that are on the spectrum.
I find that too often children labelled as autistic are viewed only by their "disorder" and people forget this is a unique individual.
I understand there is a wide spectrum of needs, but I think a focus on positive interactions will help break down the barriers labels create.
Thanks for your time
At the time I would have liked them to know that I wanted to be able to fit in and socialise and I tried really hard but unfortunately that wasn't something that came easily to me at all. And I needed more help with that like others need more help with maths and spelling. I so often was made to feel like issues with my peers were my fault when I was at school and was constantly told to make more of an effort.
I'd also like them to have known that feeling of dread and anxiety I got every time they told the class to put themselves in groups. Apart from finding group work incredibly difficult, I was always the kid that ended up without a group. That rejection stung every time.
I wanted them to understand that I wasn't a bad kid. I didn't mean it when I got angry, I needed help in learning to deal with that. Shouting at me didn't help. I needed time and space and a little understanding.
And as qwerty has mentioned above. A lot of what I did was not intended. I didn't mean to be rude, I didn't know I was being rude. I didn't mean to do the wrong thing, I just completely misunderstood the instructions.
Now, I would like my old school and teachers to know that I am autistic. That the "naughty" kid they had written off and said would never amount to anything just needed some different support.
I understand where you are coming from. The wee man I have worked with for a year (now aged 9), though his IEP said that social skills were a priority, they we're only places after his curriculum skills and his former worker didn't focus on them at all.
I flipped it around and began teaching him to play tag and hockey (two games he showed an interest in, though hockey was more running around sometimes hitting the ball, other times using the hockey stick to play pretend).
To begin with, we took a younger girl with us and another worker. This girl is very sweet, she has global dyspraxia and also selective mutism. There was no pressure on my wee guy to talk to her, they just played. At first parrallel play but then they started actually engaging with each other.
We then started with children in the classroom, at first the girls because they were less full on and let him dictate what he was comfortable with.
By the end of term 4 (last term at school in nz finished on December 13), he was coming inside arm in arm with a group of boys as well as engaging with girls.
When the kids saw past his "weird" and saw his really awesome sense of humour, they were more willing to accept him and teachers and other adults were too.
His classwork has also improved purely because I don't let people growl at him for things he can't help. He is stimming way less and only gets anxious and silly during tests.
That's why I want to put together a sort of manual of pages that can be photocopied or used as templates to get past the autism label and past the naughty label.
I want to make it as user friendly as possible, ie: accessible to kids that struggle with writing or are non verbal as well as kids that are capable of both. School should be accessible to all students.