Nothing Is Normal Here: Special Manners 101

I know you all know this but no two anythings are alike. A speck of dust in the mold can cause a change in the make up. A slight change of the winds, a bad piece of cheese, a slight bend in a strand of DNA and something is different.

"If you have met one child with Autism, then you have met one child with Autism."

You can replace the word "Autism" with any condition or situation and have the same type of meaning. No one deals with anything the same way. Nothing effects people the exact same way.

There are people who have no real understanding of how hurtful and wrong they are when they speak. They fail to listen and understand the individual before they jump in with whatever view of the situation that they have. 

Special Manner #108: Your easy may be their hard.

Here is a quick example or two: Your child may have potty trained early or on time, even with a disability but her child may not have the proper sensations or communication to potty train. Maybe you used this method or that one and it worked miracles. Maybe he had used them too but his daughter just couldn't make it work.

If we ask, then we deserve what ever answer you give us. If we don't ask, maybe we have heard it before, tried it before, or have bigger worries. If you must share your thoughts, make sure you understand that every child, person, and situation is different. Include that understanding in your views.

You may have had tubes in your ears, or maybe sat through the procedure with your child. The doctor told you how it is a easy, simple, five minute procedure. You may laugh it off because you know it is routine and a fairly easy thing to get through for most people.

Here's what you may not know or understand. Special needs parents have a few more things to think about that they shouldn't have to explain but often have to. Even routine surgeries can be life and death. Some kids don't deal with being put under well. Some kids stop breathing and need oxygen. Some kids are sensitive and rash out or suffer allergic reactions. Some kids have weak lungs, sensory issues, compromised immune systems, or other complications that makes your routine into something scary and difficult.

You never know what another person truly faces everyday, even if they share bits and pieces. Even typical, normal, everyday people react to, deal with, and suffer differently to things so why is it hard for people to understand that with special needs people?

So what do you do if you are trying to be helpful, to understand, or to be there for someone? You listen and learn about the people you are dealing with. You wait to be asked your thoughts before you give advice. You make it clear you are trying to understand the difficulties they face. You don't judge. Never judge  even behind their back - because they will and do hear and feel it. Let them know that you have faith in them and that it will all work out.

Now for a health care, quality of life, 'I would love to hear your thoughts on this' link - Go here to read about a young man who was NOT allowed on to go on the wait list for a new heart because he is autistic.

I'm pretty sure you know what I think but If you all have enough intrest in it, then I will write something up.

Be well all....

Information Processing Needs For Special Needs

 (Check out the Autism Discussion Page which is described as "This page was developed by Bill Nason, MS, LLP to discuss tools that help children on the spectrum feel safe, accepted and competent. Although each child is different, with their unique strengths and challenges, their are some common strategies that can strengthen the social, emotion, and cognitive security for most children on the spectrum. Come learn, share, and support.)

Found this on Facebook and want to share it here because it is VERY important information for anyone with Processing Disabilities:

Supporting “Information Processing Needs”!

Given the “information processing” difficulties mentioned in the previous posts it is important to be aware of strategies to help support the child.

1. Give the child time to process. With delayed processing, it is important to give the child 10-15 seconds (or longer) to respond. If you keep repeating the prompt, before processing is completed, they have to start processing all .over. This is very exhausting, and irritating.

2. Let the child pace their performance. We cannot push them faster than their brains can process. If we do, the brain panics and reacts in “fight or flight.” I see this all the time. We are constantly trying to speed these kids up, pushing them faster than they can process.

3. Shorten your words! Provide very short, concrete directions. Use short phrase and sentences with only the main point. Many of the children have auditory processing problems. The longer the sentences, the more words, the more chances the information will get jumbled and difficult to sort out what is important. Only use the important words, getting to the point.

4. Use visuals whenever possible. Demonstrate (model) what you want. Give visual directions. Write out a couple of directions for school topics, instead of verbal directions. Words are fleeting, whereas written instructions are constant and can be easily referenced.

5. Break it down, slow it down. Break tasks down into parts, and give them sequentially. If possible give them a checklist to mark off as they do each step. DO NOT expect them to multitask! Allow them extra time to get it done, but let them finish! It is important to be able to finish one task before going to another.

6. Give the student outlines, laying out the important points so the student can better categorize the information you are giving them. A simple outline will highlight to them what information is important to focus on, and giving them mental “files” for categorizing, organizing, and storing the information.

7. If possible “preview” the learning ahead of time, to give a mental framework of what is being presented. Many of the children have difficulty sorting out the relevant information from the irrelevant. This highlights the areas of importance to help direct their attention, and gives them a frame of reference to organize the information.

8. Allow the child to use their preferred way of communicating what they know. Many of the children have problems writing. If that is the case, let them give verbal answers. If you require them to write, they cannot think about how to write, and what to write about at the same time. If you want to find out what they know, let them pick the medium of expression.

9. Allow the child plenty of breaks. Learning and socializing is extremely taxing. Provide exposure in small portion so that it does not drain their mental energy.

 

(Check out the Autism Discussion Page which is described as "This page was developed by Bill Nason, MS, LLP to discuss tools that help children on the spectrum feel safe, accepted and competent. Although each child is different, with their unique strengths and challenges, their are some common strategies that can strengthen the social, emotion, and cognitive security for most children on the spectrum. Come learn, share, and support.)