Trials & Tribulations (Part 3)

I found this old paper that I did while I was taking a graduate course at Johns Hopkins in 2005. After careful thought and deliberation, I thought others would find this interesting about our battle with Asperger Syndrome. If anyone would like to post about their trials and tribulations, please leave a link so we can read your story. :)

This is written in the third person and was part of a project that I did.


High School

For ninth grade, M started at a public high school in southern Maryland. Extensive transition planning was done again for M before school started. M was orientated to his new school by his parents (Transition checklist attached and was added to IEP by parents) and the in-service about M and Asperger Syndrome was conducted by his mother. Booklets done by the parents were also given to the teachers about M and Asperger Syndrome. Accommodations and modifications that were in M’s IEP were given and explained to the teachers (in booklets). It is too early to know what his progress will be, but from past information from middle school, prognosis is good.

In high school his OT consulted all M’s teachers about how M responds and relates to situations, etc. and made recommendations and provided information on his sensory needs (breaks, transitions, daily routines, etc.). The OT also provided sensory bags in every class for M and in the Vice Principal’s office, which is his Home Base. M has also learned calming activities from the OT last year, but whether or not he uses them when needed is questionable.

M is in regular classes (co taught Math and Reading/Language Arts) and does the same curriculum as other students. In the classroom, he is very quiet and will usually only answer questions if asked. You will probably not notice that M is different in the classroom, but rather odd and isolated. He tends to do things very slowly, but he completes all assignments, participates in classroom activities, and turns his homework in on time.

M’s self-care skills are normal for his age, but he still cannot tie his shoes (uses velcro shoes only). Due to his fine motor skills and anxiety problems, he has dial barrel type locks on all of his lockers at school. M does very well on the computer and can type quite quickly and enjoys writing stories and playing games on the computer. He also enjoys playing games on his Gameboy Advance and X-box as well.

M wore ear plugs to filter out loud noises in middle school (classroom bell was loud to him). At high school, M does not wear ear plugs (class bell is not as loud), but does use headphones when cutting the grass and doing the blower and weed whacker. Fire drills do not bother M at school, but due to loud, sudden noises in the lunch room, M eats lunch in a quiet place away from the cafeteria (in the Vice Principal’s office), but is isolated from the other students.

M acute tactile sensitivity persists and is excused early to get on and off the bus and allowed to go to his locker early before and after school.

M is very independent and does various chores around the house for a weekly allowance. Without any help and with little or no prompting he dusts, vacuums, sweeps, cooks (macaroni and cheese, microwave stuff, makes his lunch and breakfast, etc.), cuts the grass using a gas push lawnmower, weed whacks, uses a blower, sets the table, puts dishes in the dishwasher, etc. M will eat most foods now (not when he was younger), but prefers to eat simple dishes (hamburgers, hotdogs, spaghetti, macaroni and cheese, lasagna, pizza, cookies, ice-cream, etc.). He also can stay home by himself day or night for short periods (has done up to 3 to 4 hours).


End of paper.


To be continued . . .


Next: What is MONK up to now?