.
I do wonder to what extent motivation and time management are undermined by the way people on the autistic spectrum are supported in schools. What you describe isn't unusual in NT kids, but they have more collective distractions that the AS kid is generally not part of. But I think the way young people on the spectrum are approached is also damaging to motivation.
A common problem at university level is the individual who doesn't want to disclose his/her AS status, even though that denies them access to support. They are often over-saturated with being special needs, and fed up with the platitudes of some support systems, especially the number of do gooders who seem to be convinced Thinking in Pictures therapy is useful to over-16s who are able to pass exams.
TEACCH underpins a lot of thinking. It is supposed to involve parent collaboration and is supposed to employ "generalists who understand the whole child, and do not specialize as psychologists, speech therapists etc" (a long standing NAS notion). Does anyone ever see this in practice? It might have been OK in the 1980s but why is it still floating around today, given we know so much more?
Most young people on the spectrum have been subjected to systems for their benefit and improvement, which really aren't what they are cracked up to be. A lot of these systems are more for the benefit of special needs educators.
I do think may young people on the spectrum get over-dosed with this sort of thinking and it undermines self confidence and motivation. Shutting it out with headphones seems to me perfectly understandable.
Hi,
If a School is 'on the ball' so to speak, they should be helping your son with his difficulties whether he has a statement or not. I'm pretty sure they can apply to the examination board for extra time If he has identified need. You will need to check if elegibility has to include a statement of SEN. My son sat an Exam with music, but I guess it's the choice of the School.
Re organisation, Your son will probably always need support with that area. My son has considerable difficulty with executive function and needs huge amounts of support to get organised and complete things. His level of organisation difficulties extends to leaving the house with the door wide open or forgetting to lock the door etc. You can encourage small changes to improve things, but they tend to be for the more mundane everyday living. Eg getting him to put his watch/key in his shoe each night so that he remembers to put it on in the morning or take it with him. This doesn't ensure he locks the door mind or that he doesnt put the key down in another room when he gets distracted.
It may be worth experimenting with some strategies to improve things. I can't recall if that book I mentioned, 'Living well on the spectrum' contains any strategies, but it will certainly help you identify weak areas that he can work on to build strengths.
Good luck
