World of Words

 Communication with James fro me continues to have its Dada moments. This morning, for example, he keeps wandering into the kitchen and asking if I have noticed the van or truck driving by outside. We live on a small quiet street, and I am setting up our week, so no. There are times when he will come out of his room and ask me if I like/hate Kim Jong-Un. Several times he has asked if our cat has eyes (ummmmm, take a look and yes/why???). Last night he asked about explosions. When I asked where, he replied "National Geographic".

I overhear him talking to his cousin or aunt on the phone and it sounds much more normal. I am so glad he is able to practice more expected types of conversations - it helps him feel more connected.

Our more normal communications happen by texting, Facebook posts, or walkie-talkie bursts ... and we are in the same house. Those exchanges revolve more around are we going out (almost always a "yes"), is there a skunk under our house (sadly also a yes, I suspect), did [insert name] really have the flu (yes), and does Disneyland cost a lot of money (yes again).

There is so much going on inside his head. I'd love to hear more. On the other hand, I will never be bored. These brief exchanges require history retrieval and sleuthing skills to figure out where they may be coming from, to get a bigger picture. I will keep encouraging communication, so he can make himself heard when he wants or needs to be heard.

Finding Your Own Words? Priceless.

James started saying words at age 3. Not everyone could understand them. The first time he told me he loved me, he was 4. Yes, I cried.

James has an interesting solution for communicating asking people questions he knows the answers to, scripting, and echolalia.

At 11, not everyone can understand everything James says. But he now can express himself (good and bad, this guy lets it all out). It's such a relief to feel like our communication window has opened wider.

Imagine being without words.

Autism Speaks has come up with an app to help: Able AAC. For the month of April, Autism Awareness month, it's free. FREE! Spread the word!

Traditions - His Voice

James had an assignment for a class project: choose a family tradition and write about it.

I discussed traditions and ran a few examples by him. He chose one and we talked about it. I did some Q&A on him and did some ghost writing but here it is, in his words:

 

James typed a bit but then stopped in frustration. We are working on typing on the computer with him. He gets frustrated because he's used to tapping and swiping on his iPad. I finished typing what we'd written. I chose the font based on an article I'd seen on the Read Regular website (a fascinating look at how font choice and spacing can help those with reading difficulties) and printed out the finished product. Then I asked James to get the printout and read it.

I thought he'd just skim it, but he read the entire thing aloud. At the end, he looked up, excited. Because he recognized his words. On paper. Just like a book!

And it did become part of a book - his class sent home a bound book of traditions, and James' was right there, along with everyone else's.

So proud!

Spelling Out Perception

Words and James have been fickle friends. For almost a year, I wasn't sure if he'd ever be able to verbally communicate. For many years after that, his words and speech were difficult to understand. James had extreme difficulty in holding a pencil, let along writing. 

This year, a lot of hard work from us all is paying off. James is expanding his expressive and social verbal skills. In a recent questionnaire, he said what he most wanted to learn in school is "vocabulary." 

Spelling homework, however, is still the bane of his homework experience. His teacher and aide do a nice switch-up throughout the week. Writing the words multiple times, sorting them alphabetically, creating sentences with them ... it's still tough to shepherd him through the practice ... and keep him in his seat!

James' wonderful aide makes him little spelling cards every week. He keys in on the colours and traces over her letters in pencil. They can sound out the components of the words together.

Spacing and control have also been issues for James. This year, we focused on getting him to start practicing spelling on binder paper. His O/T said that it was hard for him to visually keep track of the faint blue lines -- that was why his writing rolled like an oscilloscope. So I started to rule the binder paper with pencil, and when that was still not enough, black marker. And when the words get longer (and his patience shorter), I add smaller pencil lines for each letter. 

James is a visual guy. He does well on his spelling tests and has progressed from 6 words a week to 20. He loves reading signs aloud with the enthusiasm of a first grader whose world just grew another dimension: Words.

Creative With Spelling

James still does not like to write much. For spelling this year he's having to up his practicing. His aide makes simple flash cards for him, tracing over his pencilled words with a coloured marker, to make them more interesting.

Tonight his assignment was to alphabetize his spelling words and practice writing them. Normally we work from the spelling list, which becomes a battle of wills. James does not deem alphabetizing words to be of general interest.

For the first time I thought to use the cards instead of the list. There were still several sticky moments, with James attempting to balk at finishing the project, but being able to put his finger on the cards at the first letter of each one as we wended our way through the alphabet  and turning over each card as he ordered it seemed to help a bit.

Finally I had James write the words as I read them from the stack of alphabetized cards. Sometimes we talked about what the word meant (progress!) and sometimes I had to work him through a mini melt-down over the spot on the paper ("It's wood pulp, Honey; you'll never be able to get it out - it's part of the paper.").

And for some extra credit, we found ways to use spelling words in during his bedtime story:

James likes George, but he's still a bit scared of dogs and puppies. Hmmm....

We got in cute, ate, made, safe, five, and rule. Not bad!

First Class Report: Ostriches

James is working on his first class report. The general topic is wild animals and each student picked an animal. James picked ostriches.

His aide and I listened to him read his book and fill out sentences for the draft of his report. I misread the directions so we are a little behind. We've got a trip the library and internet this weekend to discover more interesting things about the largest birds on earth.

We've already taken a real field trip to see live ostriches. People have them on their farms here in Sonoma County and there's one near our house that allows for casual visitors to pull over on the side of the road and say hello (and take pictures):

I've already learned 2 news things -- the female ostriches lay on their eggs during the day and the males take the night shift, and the females look like the photos above. Only the males have black and white feathers.

Pop culture FAIL:

Although I understand the artistic license/reasoning.

It's exciting to have James included in the class oral report project. We'll be working on his poster board next week, practicing his verbal presentation. He's never done anything like this before, so we'll see how it goes.

Magic Marker Monday: Word Wheel

Summer school work that comes home in James' backpack is refreshingly meaningful this year. Also, well-thought out and relevant for what he's been learning in school.  Such a nice change from last year!

On Monday, James brought home a word wheel. His teacher this year said is was helpful for her regular classroom with full inclusion students, and she said it went over well in the class that day.

Nice sun and detail on that pail!

The wheel underneath has 5 letters and matching pictures.

When we got home, we practiced words together. James' big sister was quick to remind me she'd made a ladybug word wheel back in Kindergarten. That made James beam.

I'll bet we can fit a few more summer-themed wheels -- maybe one like a clock (dock, sock, rock, lock) or tree (knee, see, bee, whee) ...


For more great masterpieces or to share some of your own, visit
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The Chocolate Hill Road

I picked James up after school as usual. He'd had a good day, overall, but was unfocused and tried to sneak games instead of lessons at computer time during class. So no more computer time for the rest of the day.

Which is probably why he wanted us to go visit our public library before picking up his sister. One of the library's computers is loaded with I Spy and Dora edutainment games that he loves to play. We were just there on Tuesday.

"Are you sure you want to go there, Honey?" I asked, a little desperately. "How about something else?" He looked at me with a mischievous twinkle in his eyes and a roguish smile lit up his face. "I want to go to the Chocolate Road!" he announced.

Huh?

"The what, James?" "Chocolate Road, Mommy. Chocolate Hill Road!!" And then he pointed and I went "Ohhhhhhhhhhhhh!" Because he was pointing uphill to:

as in:

So this is new and fun. Usually he just asks to go up the hill. I had no idea he knew the actual name of the road. He's certainly never said it -- until today. We had a lot of fun, saying the name of the road all kinds of ways. We looked for trains, cows, and horses. We passed bicyclists and enjoyed the rolling drive through vineyards and pastures, beside creeks and over small rivers, enjoying a lazy afternoon of patches of light and colour on a cloudy day.

So Chalk Hill Road now has a secret name I hope I will always remember: The Chocolate Hill Road.

Magic Marker Monday: Red Journal

Just before Winter Break, James brought home his writing log, which he calls his Red Journal. Considering he had trouble getting 4 letters on 1 page of paper last year, this is a Magic Journal for me!

Baseline, from September:

We have our puzzling days:

I see his teacher and aide's names there ...

 ummmmmm ...

"At school, the lights were not on. I feel bored. I went to speech with Jack. We watch -- "
 er, um, cheeus cager goose? This will keep me awake at night.

The ones that make my heart ache a bit :

Although I have to take the "worried" with a grain of salt, because:

Even though he writes he's mad, he enjoys the spelling practice at home and this is his usual result for spelling tests:

I also know that James reverses his pronouns (mostly on purpose, I believe) and mispronounces his own last name. He gets a big kick out of that, go figure.


For more great masterpieces or to share some of your own,
visit 5 Minutes for Special Needs for more Magic Marker Monday.

                   
 
(and yes, I know it's Friday -- it's been a week)

Special Exposure / Wordless Weds: I Have A Dream

I visited James' classroom for 100th Day earlier this month. There was a lot to see but one thing really stood out for me. It was the class bulletin board for Martin Luther King Jr. Day. A picture of Dr King making his famous "I Have a Dream" speech was prominently featured. Surrounding this were decorated and cutout children that the class had made. Each child put their dreams on their cutout.

This was James'

And I thought how appropriate. James has dreams, but not the words. Some children on the Autism spectrum are nonverbal, but I am sure they have dreams. Dr King's speech about acceptance and living together is a moving and inspiring one. I wonder if we'll have a speech like that some day for all those who have the dreams but no words?

I have a dream that some day we'll know what is cause such high rates of Autism in our children, and how we can prevent it from being so devastating to those who have it and those who love and care for them.

For more great images or to share some of your own, visit Special Exposure Wednesday at 5 Minutes for Special Needs.


and ... Wordless Wednesday

Magic Marker Monday: Art on the Go

Last week, James' sister began taking group piano lessons after school. It's at James' campus, so I end up doing an hour's loop of school pickups and then back where I started to sit with James in a classroom while his sister learns about the piano and music. Snack time is in the car, and James got antsy watching the group, not understanding completely why he could not be there too (at this point, it's a money thang, we hope he'll get started on the piano soon too).

I ended up sitting with him in a corner of the classroom. Luckily I'd brought a small pad of paper and a pen. We started out practicing numbers and letters:

Then moved on to my drawing pictures. I started labeling them and then James wanted to write their names, writing as I dictated (he requested the fire engine and spent a lot of time on that page). I was so proud of how much he could do -- my guy who could not even write at the beginning of this year!

I love how he's signing his name now too:

For more magic or to join in the fun, visit 5 Minutes for Special Needs for more Magic Marker Monday.

Magic Marker Monday: First Kinderpiece

I opened up James' backpack this afternoon and found his first artwork from Kindergarden. The title of the first one went right to my heart:

I liked seeing him try different colours:

It's his name!

Looking forward to doing more writing work with James.

Visit 5 Minutes for Special Needs for more Magic Marker Monday.


  

Magic Marker Monday: Hungry for a Story

James' summer preschool session is over. The teacher for this session was also a reading specialist. I really appreciated the fact that she took the time to read with James, and have him start to work on tracing his letters. James brought home a wonderful little book that he'd been working on that month in class. Most appropriately, it was The Very Hungry Caterpillar.

Last summer, James made the caterpillar with his SHAPE assistant here at home. It's still hanging on the wall over his bed. How exciting to see it here again, with his bigger handprints, in a book!

I like how it starts simply. These kids have been working on shapes, colours, and basic words for over a year.

I love all the dynamic colours on the caterpillar page. Even though some of the trickier shapes have been cut out for the kids, I know James loved gluing them down and seeing words under what he did.

"I like ..." -- how powerful this is. Makes me think I should do little "I like" books with both my kids.

I love the progression with both numbers and story here. I am guessing this makes a lot of sense to James. More so than simply hearing the story read to him.

Visit 5 Minutes for Special Needs for more Magic Marker Monday creations.