Daycare for autistic toddlers near me: Day Care and Respite for Children with Special Needs

Services for Children with Disabilities

You are your child’s most important advocate. To best support your child, you may need information about your child’s specific diagnosis, early intervention services (for a baby or toddler), special education services (for a preschool or school-age child), social security benefits, and much more. Here are some resources to help you be their best advocate and support your child’s growth, development, and well-being.

These resources can help you learn about the laws that ensure your child has access to the supports and services they need to thrive as well as programs and services that help children with disabilities.

Understand the Individuals with Disabilities Education Act (IDEA)

• IDEA Overview: “IDEA—the Individuals with Disabilities Education Act,” Center for Parent Information and Resources.

This resource provides an overview of IDEA, a law that makes sure that all eligible children with disabilities receive a free appropriate public education to meet their unique needs and prepare them for further education, employment, and independent living.

• IDEA Resources for Families: “Parents and Families,” U.S Department of Education’s IDEA Website

This resource provides information on the different aspects of IDEA and helps you learn about resources that may be available to you and your child.

Learn about Services Available to Help

• Tracking Your Child’s Development: “Learn the Signs: Act Early,” Centers for Disease Control and Prevention (CDC)

This resource helps you learn about developmental screening services and what to do if you have a concern about your child’s development.

• “What Is ‘Early Intervention’?” CDC

Learn about early intervention services required by IDEA, Part C. These services help eligible infants and toddlers (younger than age 3 years) with developmental delays and disabilities and their families to support children’s development. Early intervention focuses on helping infants and toddlers learn the skills that children typically develop during the first 3 years of life. See the Center for Parent Information and Resources’ “Overview of Early Intervention to learn more about eligibility and available services.

• What Is Special Education? “Key Definitions in Part B of IDEA: Defining and Understanding Special Education,Center for Parent Information and Resources

IDEA defines special education as “specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.”¹  To be eligible for special education services, a student (between the ages of 3 and 21 years) must have an identified special need that impacts their ability to learn and requires that they receive services so that they may participate in school. The Center for Parent Information and Resources’ “10 Basic Steps in Special Education” provides an overview of the special education process.

Learn About Financial Supports for Children with Disabilities

• “Supplemental Security Income (SSI) for Children,” Social Security Administration

Learn about how SSI provides monthly cash payments to help meet the basic needs of children who have a physical or mental disability or who are blind. If you care for a child or teenager with a disability and have limited income and savings or other resources, your child may be eligible for SSI.

Find Parent Education and Support

Parent education and support services are available to help you care and advocate for your child with disabilities.

• Parent Training and Information Centers and Community Parent Resource Centers: There are nearly 100 Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) across the states and territories. These centers work with families of infants, toddlers, children, and youth with disabilities (from birth to 26 years of age) and help them participate effectively in their children’s education and development. Visit the Center for Parent Information and Resources>to see contact information for PTIs and CPRCs in your state.
• Additional Parent Support Services: To find additional parent support services available in your area, select your state or territory on the “See Your State’s Resources” page and click on the “Child Development and Early Learning” tab.

Find Services in Your State or Territory

ChildCare.gov provides you with direct links to services that support children with disabilities and their families available where you live.

• To find developmental screening services, select your state or territory on the “See Your State’s Resources web page and select the “Child Development and Early Learning” tab.
• To learn about special education and early intervention services that are available to you and your child with disabilities, select your state or territory on the “See Your State’s Resources” page and click on the “Health and Social Services” tab.

Find Support for Military Families of Children with Disabilities

If you are a military family, there are specific resources available to help you support your child with a disability.

Military OneSource The Department of Defense (DOD) funds Military OneSource, a 24/7 gateway to trusted information, resources, and confidential help.

• Military OneSource provides resources to help you navigate special education, child care, and much more. Visit Military OneSource for information about benefits, resources, and support, or speak directly to a special needs consultant.
• Military OneSource also offers many resources to help military families understand the Exceptional Family Member Program (EFMP), which is a mandatory DOD program that helps military dependents with disabilities. The EFMP & Me Tool helps military families navigate through the DOD’s network of services and support for families with children with disabilities.

Note: To access these services, you must be an eligible DOD service member, an immediate family member of an eligible DOD service member, a Gold Star family, or a military academy cadet. To find out if you are eligible, see “Military OneSource Confidential Help Eligibility.”

The Branch Military Parent Technical Assistance Center also provides additional resources for military families with children with disabilities.

1 Individuals with Disabilities Education Act, 20 U.S.C. § 1401 (2004).

Day Care / Child Care for Children with Disabilities

Finding the right day care is just as important as finding the right doctor and caregiver. Day care can be a safe and positive place for your child to grow, and it can give you valuable time alone to work or take a break.

When you have a child with a disability or special health care needs, it can be a little tricky to find the right day care. Some day cares will be better equipped than others to meet your child’s unique needs, so it’s important to do your research and shop around before making this decision.

Is It the Right Center for Your Child?

Here are some questions to consider when figuring out if a particular day care center is right for your child:

• Is including children with disabilities or special health care needs part of their philosophy? Do the teachers embrace working with children like your child?
• Are the teachers and children happy? Smiling? Engaged with each other? How many children and teachers are in the classroom? Will teachers be able to give your child individual attention?
• Do teachers have the training and support to handle your child’s unique needs? Can they integrate your child’s therapy services into the classroom?
• What developmental activities do they use? Do they create individual learning plans for each child?
• Is the environment accessible for your child? Will they be able to use the toys and learning materials?
• How does the center work with parents? How are they going to talk to you about any issues that come up?
• Do you trust the teachers who will be taking care of your child?

It is also a good idea to search for each day care on the Texas Department of Family and Protective Services (DFPS) website to see if any have licensing violations.

Know Your Rights

The Americans with Disabilities Act requires day care centers to try and include children with disabilities or special health care needs. This means that you have every right to ask any center to meet the unique needs of your child, but also know that there are limits to what the center has to do under the law. According to the Americans with Disabilities Act, you can ask for:

• Reasonable modifications. These are changes to the program that can be made without a lot of difficulty or expense to the center, like removing obstacles, moving learning materials within your child’s reach, or allowing you to provide a one-on-one aide for your child. Centers aren’t required to change their program in more expensive or dramatic ways, like hiring new staff or changing a child’s diaper when they would not otherwise do so (for example, for an older child).
• Tools and services to communicate with your child, such as using sign language, having an interpreter, or offering larger print books. It does not include providing hearing aids. If the tools and services your child needs are going to create an “undue burden” on the program – financial or staff – they are not required to provide them. Of course, you can always provide your child’s tools yourself and train teachers how to use them.
• An individual evaluation. A day care center can’t automatically reject a child just because they have a certain disability or diagnosis. The center must review each child’s unique needs to see if there is a way to accommodate them.
• There are only 2 reasons a day care center can refuse services to a child with a disability or special health care needs:
  • If caring for the child would require the center to fundamentally change its program. This could include hiring extra staff, changing what they teach, or making expensive changes to their facility.
  • If the child’s presence poses a direct threat to others.
• This second point can create very difficult situations. If your child is biting or hitting other children, the day care center can refuse services or ask your child to leave. But, if this behavior is related to your child’s disability or special health care needs, you have the right to work with the day care to remove the threat. This could mean creating a behavior modification plan together or providing an aide who gives your child one-on-one support.

Finding Day Care Centers in Your Area

Begin your day care search with these ideas:

• Connect with other parents for recommendations.
• Once your child is at least 3 years old, you might be eligible for your school district’s Early Childhood Special Education (ECSE) services. Contact your local school district or your Early Childhood Intervention (ECI) representative for more information.
• Search the Texas Department of Family and Protective Services (DFPS) website for licensed day care centers.
• Use websites like Great Schools or Yelp to find schools near you and read parent reviews.
• Visit the Texas Workforce Commission website for a list of nationally certified day care programs in Texas and facts about certification.
• Visit the Texas Parent to Parent website for recommendations from other parents on their listservs.

Questions to Ask a Day Care Center

• What licensing or certifications do you have?
• What is a typical day like for children here?
• What training does your staff have? Are they all certified in CPR and First Aid?
• How do you handle napping, diaper changing, and toilet training?
• What do you do if a child is hurt?
• What’s your plan for a fire or other emergencies?

Paying for Day Care

The cost of day care can be very high. Research these options to help you with the cost:

• Contact your local school district to see if they offer subsidized preschool programs.
• Contact your local Texas Workforce Commission office to see if you qualify for assistance. Click on “Child Care Assistance” and enter your zip code to find an office near you.
• Apply for Children with Special Health Care Needs (CSHCN) services.

Early Childhood Intervention Guide

This Resource Guide contains information about resources of interest to families of children with developmental delays or disabilities, professionals who have an interest in families, and anyone interested in the well-being of young children and their families.

Additional resources can be found by dialing 2-1-1 to get access to resources in your community. You also can visit 211texas.org for more information.

Child Care for Your Child with Special Needs

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Care About Quality was published by the California Department of Education in 2000.

It is the right of every child to have high-quality, safe, and nurturing child care. It is your responsibility to choose the best care for your child and help providers know that they CAN meet the special needs of your child—and that you’ll help them do it.

All children have special needs. However, some children, because of physical, emotional, or learning needs, may require extra support in the child care setting. It is very important to choose child care that meets your basic requirements first—then address your child’s unique needs with the provider.

Things to consider

• If a child care provider has never cared for a child with special needs, he may be fearful or uncomfortable until he gets to know your child. You are the most knowledgeable person about your child’s needs, so it is important for you to share with the provider information and ideas that you have found work best.
• Children often act differently in the child care setting than at home, so don’t be surprised if your suggestions don’t always work out.
• Caring for a child with special needs is a partnership among the family, child care providers, and any specialists involved.
• The Americans with Disabilities Act (ADA) requires child care programs to make “reasonable” efforts to accommodate a child with a disability. 

There are other resources that can help you. Family resource centers provide parent-to-parent support and training. Regional centers link families of children ages birth to three years who have or are at risk of developmental disabilities to early intervention programs in each county. You can call 1-800-515-BABY to get the number of your local family resource center or regional center. 

Children ages birth to three who qualify for early intervention services receive an individualized family service plan (IFSP). The IFSP identifies the special services and who will provide them.  Once your child turns three, if he is eligible for special services, such as speech therapy, they are provided by the school district through an individualized education program (IEP). These plans describe the goals for your child and the services to help meet them.

Finding child care

Some child care resource and referral agencies match families with caregivers who specialize in working with children with special needs. Call the child care provider and ask about policies, fees, schedules, and activities to determine if this setting is a good fit for your child before discussing the disability. AFTER you feel comfortable with a provider, let her know about your child’s special needs in a way that is nonthreatening and supportive. This lets the child care provider know that you are concerned with her skill and ability to help your child and you will provide her with the necessary resources, training, and support to care to care for your child’s special needs. 

If you feel that a child care program is discriminating against your child because of her disability, you can get legal advice from the Child Care Law Center at 415-394-7144.

Choosing special needs care

When choosing child care for a child with special needs:

1. Interview caregivers as you would for any child.
2. Ask for references and check them out.
3. Visit without your child first. Make sure you are comfortable with the type of care provided.
4. Then bring your child to the child care setting and observe how she reacts or adjusts to the staff, the materials, and the other children.
5. When you are ready, start your child’s care for an hour or so, gradually increasing the time until he gets used to the provider and the provider is secure in meeting his needs.

Children with special needs require different levels of support and care. The willingness and openness of the provider to work with specialists in coordination and partnership with the family is crucial in providing high-quality child care for your child.

In your search for quality child care, the following checklists may be helpful:

Caregiver considerations

• Has special training, skills, or experience with children with special needs.
• Works as a team member with family and specialists.
• Communicates regularly about the child’s development and any concerns as they arise.
• Maintains confidentiality and with your permission answers questions regarding the child’s special needs.
• Has a system to record medication, special feedings, or other procedures.

Environmental considerations

• Facility is accessible and safe for the child, accommodates adaptive equipment (e.g., wheelchairs, walkers).
• Toys and play materials are within the child’s reach.
• There are enough adults present to meet children’s individual needs.
• The overall group size is not too large to be overwhelming for the child.
• The environment does not create too much or too little stimulation for the child.

Parent responsibilities

• Provide caregiver adequate training for special procedures (e. g., nebulizer, g-tube feeding, finger-prick testing).
• Photocopy written information about the child’s special needs for the provider.
• Invite the child care provider to the IEP or IFSP meetings.
• Request consultation with the child care program be written into the IEP or IFSP.
• Plan a method of communication among the family, the child care provider, and any specialists the child sees.

Choosing Occasional Child Care

Care About Quality Table of Contents

Questions:  
Early Learning and Care Division | 916-322-6233

Last Reviewed: Thursday, April 22, 2021

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Best Special Needs Child Care Near Me | Special Needs Providers

Alexandra M. | Hollis, NH

$10-20/hr • 10 yrs exp • 78 yrs old

Special Needs Child Care/Nanny

Responds within a few hours

All my children have come to me with special needs. Some of their needs were prematurity, drug addiction at birth, emotional disabilities,physical disabilities such as AIDS, cerebral palsy, and mental retardation. I have been passionate for over 25 years working in this field as these children bring such joy and are so loving and dependent upon good care and interaction. These children elicit a smile from the smallest feats accomplished and it is a joy to feel that I have been part of such progress. Their unconditional love and dependence upon another human being for their basic requirements makes one feel grateful to be able to give that love and caring. They have been the reason behind all my learning, dedication and love over these past years. I truly am blessed when working with this population of special needs children….

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Paula W.

Jul 2022

5

/5 stars

Very kind, attentive, cares deeply for people she watches over, I cannot imagine what I would of done without her

Itzel R. | Cambridge, MA

$35-40/hr • 3 yrs exp • 28 yrs old

Special Needs Child Care Caregiver

Responds within a few days

working with kids with special needs has changed my life, I’m blessed to have the experience to enjoy and share time with this kid.
I feelpassionate about it because the work embedded within this study is enriched through my personal experiences and life journeys
Remembering that everything I do serves a greater purpose helps me see the bigger picture – and watching a child make even one inch of progress makes it all worthwhile.
My work has truly made me a better person personally and professionally. I’ve become a more outgoing advocate, and mentally and physically stronger.
My job is more than a job. It allows me to be a part of something bigger than myself, and swell with pride as a person I serve, his or her family and community grow and improve….

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Rachel M. | Greenville, SC

$12-17/hr • 3 yrs exp • 43 yrs old

Special Needs

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I have experience with Alzheimer’s and helped take care of my grandma for 3 years whom suffered from it. I took care of a 3-year-old withADHD for almost a year five days a week, 10 hours a day. I have taken care of other children with low level Autism and I am kind, compassionate, nurturing, patient, reliable and understanding. I also am learning to do virtual schooling for first grade….

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Kelvin J. | The Colony, TX

$20-40/hr • 5 yrs exp • 24 yrs old

Special Needs

I’m Kelvin and I am a caregiver in the DFW area. I have over 5 years of professional experience and I will love the opportunity to sharethat with your amazing family. Caring for people is my passion and that’s why I’m in school to become a medical doctor. I have cared for a lot of children with special needs, including autism, cerebral palsy, and down syndrome, just to mention a few. I recently graduated from The University of Texas at Dallas with magnum cum laude and I am a very dependable individual who wears a beautiful smile and positive energy. I will love to be a part of your family and provide the right care for your family.
Thank you and stay safe,
Kelvin….

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Reviewed by

Lee A.

Nov 2021

5

/5 stars

Kelvin is energetic and polite and I will hire him again!

Marisa L. | Texarkana, AR

$20-50/hr • 10 yrs exp • 46 yrs old

Special needs

Responds within a day

Ever needed that extra help for your special loved one? Let my years of experience caring for all ages help you when you need it most. Ihave worked with many medical diagnosis… and I am always willing to learn all that I can if you have a new one for me! I am a compact licensed TX RN, who has worked with: trachs, vents, g-tubes, IVs, mental health/behavioral issues and in many other special care need areas.
Life is too short and our loved ones precious, so if I can be of assistance just let me know.
Initial “meet and greet” is always free, and rates are based on location and your specific job needs….

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Colleen M.

Jul 2022

5

/5 stars

Marisa was the perfect choice to care for our special needs son for the day! In a nutshell, she went above and beyond the basics to get to know our son and communicate with him as they got to know each other during the day. We have a normal sitter who was unavailable today, and we had a major family event to attend without a backup. We met Marisa briefly two weeks ago, and could immediately tell from her demeanor she was right for the job. So, from just a 30-minute interview to a full-day on the job, Marisa delivered like a rock star!! We would hire Marisa again in a heartbeat to watch our son for a day or multiple days. Thanks Marisa!!!…more

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Peter K. | Stafford, TX

$15-25/hr • 8 yrs exp • 41 yrs old

Special Needs

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I have 10yrs experience working with special needs and seniors. Am an easy going person, I get along with people of all disabilities andages. I love the outdoors and encourage it to the people I work with. I feel like I have a special connection with these special people. I really enjoy what I do. I do Showers and Bathe as needed too.
I have CPI, CPR and First Aid certified, experienced in medication administration and Hoyer Lift. Also willing to do transportation. Driving to and from outings and/or Dr, appointments….

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Angelle D. | Luling, LA

$10-20/hr • 9 yrs exp • 33 yrs old

Special Needs

My name is Angelle and I am 31-years-old and I live in Luling. I do various jobs! I sit with children and adults and with special needs too.I enjoy caring for pets as well. I also water plants and check mail and newspaper, while you and your family are away on vacation so you don’t have to stress yourself out about what to do. I also have tutored in the past. I do housekeeping as well. Also, I run errands for those in need too-not feeling like going out and about to shop, pick up meals, pick up medicine, etc? I will be your girl!
Call, text, or message me on here. The sooner I can book you the better. I do not believe their is such a thing as asking me to take on a job “too far in advanced”. I take my clients on a first come, first serve basis….

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Doris R. | Coral Springs, FL

$15-20/hr • 10 yrs exp • 62 yrs old

Special Needs

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I am a compassionate, patient, easygoing and organized Certified Nurse Aide with 15+ years of experience providing care and assistance tochildren with varying abilities and special needs- from infants to young adults. Also, I have great experience working and helping seniors. I have been helping with daily routines such as bathing, meal preparation, feeding, toileting, dressing, light cleaning and overall care and assistance with everyday living. I enjoy interacting with children, from reading to playing, to helping with homework and following through with therapeutic exercises and activities….

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Joan G. | Valley Village, CA

$15-20/hr • 5 yrs exp • 58 yrs old

Special Needs

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I have 6 years’ experience as a Behavioral Therapist for kids with autism and shadowed a little boy school throughout his education which Ienjoyed very much and found very rewarding. I still keep in touch with the family.
I pride myself on being very patient, trustworthy, dependable, loving, fun, creative, down to earth and responsible. I can accommodate your fluctuating needs including park outings, swimming movies, cooking dinners, bath time, stories, games, art projects, laundry, errands and all that good stuff!
I have a reliable car, excellent driving record, insurance, am a college grad and pet friendly. GREAT References.
I realize your children are your everything and don’t take that lightly.
Don’t hesitate to give me a call.
Thank You
Jo…

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Maria G. | North Las Vegas, NV

$20-25/hr • 3 yrs exp • 23 yrs old

Special Needs

Hi! I’m an experienced CNA with 3 years of paid work. I have worked with patients with bipolar disorder, ADHD, autism, special needs, etc. Icurrently work full time in a hospital while I’m also studying to get my bachelor’s degree in nursing…

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Reviewed by

Astrid L.

Sep 2021

5

/5 stars

I hired Maria to assist with my mother as she healed from being very sick and she was wonderful! She assisted her with cleaning, cooking, grocery shopping and even calling doctors and verifying information for her. My mother loved her work ethic and even more so the company as she healed physically and emotionally from the recent loss of my brother. Thank you Maria for being so wonderful looking forward to hiring you again in the future!…more

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Looking for special needs child care?

Finding special needs child care that you can trust shouldn’t have to be so hard. Hiring a child care provider with experience in special needs can giveyou peace of mind that your son or daughter will receive the right type of care they need. Compare profiles and read reviews to find the match you have been looking for. …

Finding special needs child care that you can trust shouldn’t have to be so hard. Hiring a child care provider with experience in special needs can give you peace of mind that your son or daughter will receive the right type of care they need. Compare profiles and read reviews to find the match you have been looking for.

Special needs child care – facts

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FAQs for finding special needs child care

How much does it cost to hire a special needs child care provider in 2022?

At a national level, hiring someone on Care.com for special needs child care costs an average of $16. 25 per hour as of September 2022. This rate of pay can vary depending on how much experience the provider has, the specialized training they have in working with special needs children and the degree of care that needs to be provided for your child.

What services can a special needs child care provider perform?

Special needs child care providers are specialized caregivers that are generally trained to help children with a variety of physical, developmental, behavioral or emotional needs. Many are well-versed in teaching children with special needs or have experience preparing meals and administering medication. They can also plan customized activities to keep your child social and stimulated, both physically and mentally.

How can I find special needs child care on Care.com?

You can filter special needs child care providers by distance from your area and compare each person by their hourly rate, experience and specific skill set they have working with kids with special needs. You can also see if another family in your area has reviewed a particular provider you’re interested in to get a sense of whether they would be a good candidate to bring in for an interview.

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Displayed caregivers have had active Care. com profiles within the last 60 months but may not have current active accounts or background checks. Results are illustrative only and may not reflect current availability. Care.com members have access to active, background checked providers.

Autism Child Care Near Me

Libby H. | Hilton Head Island, SC

$18-20/hr • 10 yrs exp • 67 yrs old

Respite Care Autism

Responds within 4 hours

Hello, I moved to the Sea Pines area 3 years ago from Carmel, Indiana.
I specialize in Senior Care, Nanny Care and Autism SpectrumDisorder. I am certified and a Licensed Caregiver. Training in First Aid, CPR and individuals with Disabilities.
I had been with a family for almost 2 years back in Indiana. I did respite care for their son who was 16 at the time.
Since moving here I have been working with young adults on the spectrum.
I was a small business owner for 35 years.
Please reach out as I would like the opportunity to share my Caring heart, background and experience.
I look forward to meeting you and assisting you with your needs.
Blessings,
Libby…

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Reviewed by

Terri F.

Apr 2022

5

/5 stars

Libby is a very special person with a kind and loving heart. She truly loves her calling caring for special people. She comes prepared with ideas and things to do. I can’t recommend her enough!…more

Claire S. | Huntsville, AL

$20-35/hr • 6 yrs exp • 25 yrs old

Babysitter With Autism Experience

Responds within a few hours

Hello! Thank you for viewing my profile. I have been babysitting since I was 13 years old. I also have experience assisting preschool balletclasses, teaching English to children, and working with special needs children. In addition, I have grown up around Autism Spectrum Disorder and have many years of experience working with children with autism, including working as a Registered Behavior Technician (RBT) for two years. I have received my COVID vaccination and booster and I am CPR certified. I have flexible availability during weekdays and some weekends with notice. **I charge a $15 distance fee for babysitting more than 30 minutes away from my residence**…

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Reviewed by

Kyra G.

Mar 2022

5

/5 stars

Claire was absolutely wonderful! Her profile speaks for itself! She was more than qualified to take care of my child and she even went above and beyond by asking if there were any household chores that should could possibly help us out with to make our bedtime transition smooth as possible! Super sweet girl. I would highly recommend!…more

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Meghan M. | Chicago, IL

$25-30/hr • 10 yrs exp • 35 yrs old

Autism Specialist And Caregiver Extraordinaire

Responds within a day

Hello! Welcome to my profile page. Below is a list of my experience and qualifications. If you have any questions about them or mepersonally, I’m happy to answer. I understand how important it is to find just the right fit for childcare, so best of luck in your search! As a teenager, I did voluntary childcare at a parenting center, at summer camps and at a children’s theater. I have paid experience teaching theater, dance, art and yoga to children over the past 11 years. I have 2 years full -time nanny experience with toddlers and over a decade of babysitting experience as well. I’ve worked with kids of all ages and love to plan a fun day with my charges. I have 17 years experience with special needs children, including those with LD, down syndrome, autism and behavioral issues. I’ve also cared for adults in addition to children. I’ve always felt a special affinity for those on the spectrum and am DSP and First Aid/CPR certified….

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Meghan M. | Chicago, IL

$20-30/hr • 10 yrs exp • 35 yrs old

Caregiver Extraordinaire And Autism Expert

Responds within a day

Hello and welcome to my profile page! Call me Super Nanny! Below is a list of my experience and qualifications. If you have questions, I’mhappy to answer. I’ve been working as a special needs caregiver since I was 15 years old. I tend to work with families who need a well-seasoned caregiver. I love my work because it’s hands on, never boring and involves creative problem solving. I’ve worked with many clients over the years, ranging from toddler to adult. I have an affinity for those on the spectrum and have the most experience working with individuals with Autism. I’m a full time support worker and have been doing the basics for years- toileting, life skills, grooming, etc. I am a staunch supporter of staying active and limiting screen time! I’m passionate about finding ways to connect and have fun with my clients. I also have a background in neurotypical childcare and watching siblings. Finding the right match is so important; I would love to chat and go from there!…

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Laurie E. | Port Huron, MI

$15-20/hr • 27 yrs old

Special Needs Instructor – Autism

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As a Registered Behavior Technician (RBT), I have rewarded and encouraged clients to work to their fullest potential, monitored maladaptivebehaviors and implemented behavior interventions, provided training for new employees and collected data on procedural fidelity, collected and graphed data as well as detailed notes on each child’s progress and difficulties during each session, and implemented ABA techniques, including PECS to increase language and communication, appropriate play skills, cooperation skills, and self-help skills. …

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Jessica S. | Naples, FL

$30-30/hr • 10 yrs exp • 42 yrs old

Mother Of A Teenage Child With Autism

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My son is sweet as can be, 17 years old, and Autistic. He is minimally verbal and has issues with impulse control and safety awareness, sohe requires constant supervision. He is homeschooled and stays home with my husband and 2 daughters while I work as a caregiver.
I am very experienced with individuals who cannot communicate in traditional ways. He also struggles at times with anxiety, aggression, and self injury. I am very experienced with difficult behaviors and positive behavior strategies.
I have also cared for individuals with mobility issues and terminal illnesses, including quadriplegics and ALS. I am very reliable, compassionate, detail oriented, and a quick learner. I am trained as a CNA but not currently certified.
I know firsthand how hard it is to find someone you can trust to care for your loved one, especially when they have special needs. I am someone you can trust. I will care for them with love and compassion….

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Reviewed by

Laura Mae W.

Apr 2022

5

/5 stars

Jessica has a huge heart, a good work ethic and lots of empathy for situations where she is needed to help. In the months I have been using her she has never once declined to come help when I needed her. She feels like a part of my family….more

Christie M. | Flanders, NJ

$25-25/hr • 2 yrs exp • 45 yrs old

Special Needs, Asperger’s And Autism

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I am a 41-year-old, married female who has over 20+ years experience working with children in a home setting and also in a structureddaycare setting. My experience also includes working with special needs, Asperger’s and Autism. I am CPR and First Aid certified, responsible and dependable. If I say I will be there you can count on me. Working with children and young adults has been my focus for as long as I can remember. I enjoy helping individuals attain their potential. I can provide references for you to contact pertaining to my qualifications and experience. I would like to discuss your position with you further.
Thank You Christie…

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Jasmine C. | Melbourne, FL

$20-30/hr • 6 yrs exp • 26 yrs old

Experienced With Autism And Some Other Special Needs

Over the past 8 years I have engulfed myself in the childcare field. I started in high school as a student/teacher where I was required toplan lessons for the preschoolers, volunteer at other schools/care centers, and become certified in CPR and First Aid. As part of my studies, I volunteered at a special needs center, and that’s when I realized how much I wanted to help disabled children. Since then, I’ve decided to pursue a career as a Dance Movement Therapist (with dancing being my other lifelong passion.) I received my AA degree at the same time that I received my high school diploma, and earned my bachelor’s in Early Childhood Development in April of 2018! I’ve been working for Public Schools as a Special EducationParaprofessional ever since August of 2019, and prior to that I worked for Early Childhood Intervention Center in Centennial for 2 years. I would be more than happy and even grateful for a position as a part-time nanny/babysitter….

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Kimberly S. | Hamden, CT

$20-26/hr • 10 yrs exp • 43 yrs old

Infant/Multiples/Autism Specialty Nanny

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Hi future families! I have a degree in Child Development/Mental Health Psychology/CPR and First Aid training. I have been a live-out careernanny since 2001, so I have 17+ yrs experience. I specialize in infant care and I love all the stages! I have great references, am a non-smoker, and I have my own transportation. I love taking the children on walks and reading to them. I also have triplet and twin experience as well as special needs such as autism, sensory issues and speech delays, reflux, and Laryngomalacia. My job with triplets (two have autism) has been the most amazing 4. 5 years of my career!.. I am still close with the family to this day. my youngest charge was 3 weeks old. I know where the wheels on the bus go, like to watch the ants go marching one by one, and hate to name drop, but I’m on a first name basis with its bitsy. I look forward to hearing from you! Currently accepting occasional days, date nights, and pet/house sitting positions. I have a 3. 5yr old daughter….

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Suzanne V. | Tidewater, OR

$15-18/hr • 10 yrs exp • 57 yrs old

Experience With Autism, Speech Disorders, ADHD

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I am the parent of a child with autism. I’ve had 15 years experience with autism, speech disorders, sensory processing disorders, and ADHD. I’m patient, flexible, and understanding of children with special needs….

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Kelly G. | Fort Myers, FL

$30-35/hr • 10 yrs exp • 53 yrs old

Special Needs Provider With Experience With Autism

Hello, I recently moved to SWFL (Ft. Myers) from Vermont where I held a position as a 1:1 in Special Education in an elementary school forthe past 10 years. I resigned in 9/2109 as I worked toward selling home.
I worked primarily with children on the Autism Spectrum, both verbal and pre/non verbal. I am familiar with ABA, inclusion, toileting, use of visual schedules, voice devices and familiarity with sensory issues. I do not have any experience with children requiring wheelchairs.
Please read my profile to be familiar with my skills and certifications. If you have any questions, please feel free to contact me. I am available at my rate of $25/hr with a 4 hour/$100 care commitment. I do have a cancelation fee….

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Lorelei S. | Livonia, MI

$20-20/hr • 2 yrs exp • 24 yrs old

Part-time Caregiver For Autism Available

My name is Lorelei and I am 24 years old. I graduated from Wayne State University’s School of Social Work and currently work as a therapistfor children on the autism spectrum. Prior to my current job, I spent a short amount of time working as a caregiver in an assisted living home and thoroughly enjoyed the residents I met while working there.
In high school, I volunteered in a program with students on the autism spectrum, doing activities such as group projects and presentations, art projects, making meals, and going on field trips. I love the relationships I am able to create with my clients and seeing life from their perspective. Working with my clients has taught me to be a more flexible, fun, caring, and empathetic person!. ..

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Finding Day Care that Accommodates Children with Autism — American Autism Association

About 1 in 59 children in the United States will be diagnosed with autism, according to estimates from the Center for Disease Control and Prevention. In Philadelphia, the parents and professionals in the autism field say that a lack of providers equipped to meet those needs often results in children on the spectrum being rejected by childcare providers, and they’ve had the experience of being forced to cut back work hours or quit their jobs entirely to stay home with their autistic kid.

“There just isn’t enough affordable, high-quality childcare for kids from birth to 5 anywhere in this city,” Clarke said, who directs autism services at SPIN; (SPIN’s autistic support classrooms serve children who are more developmentally delayed than some of their peers on the spectrum.) 

Kids can be kicked out of programs, she said, when childcare staff can’t manage the sometimes-difficult behaviors associated with autism. That’s if parents can find centers that will try to accommodate their children in the first place. The need for extra vigilance is a big reason and that’s why it can be especially hard to place kids on the autism spectrum in childcare.

Chris Spross, the director of SPIN’s center in Frankford, has first-hand experience struggling to find care for a child with autism. 

“It was difficult to find a before-and-after care for my son that was able to work with him,” Spross said. “He was thrown out of three-day cares.” Spross said his son’s challenges were too much for most childcare programs. Eventually, Spross’ son qualified for a government-funded home health aide who could give him one-on-one attention after school. (In Pennsylvania, children with autism can qualify for state medical assistance.) The aide still comes over to watch his son, who is now 13, until Spross and his wife get home.

Sometimes parents quit their jobs when they see no alternative but to stay with their kids themselves.

Sharita Cannion, 34, used to leave her 3-year-old son Micah with her grandmother, but an incident happened so Cannion left her job to stay home with Micah. She found one day-care provider she thought could work, but it wouldn’t take Micah because he wasn’t potty-trained. Now, Cannion said, she’s getting by on unemployment benefits and Social Security while she tries to get him into a preschool program for kids with autism. She was interviewed by Joel Wolfram who contributed to WHYY News.

Even though many children on the autism spectrum do fine in a typical childcare setting with some extra support, Clarke and other professionals in the field said there still aren’t enough programs equipped to work with them.

When these children do find a day care or pre-K program that will accept them, they can receive outsourced therapy and behavioral support services on site through the city’s early intervention programs for children with special needs. In Philadelphia, Public Health Management Corp’s ChildLink (PHMC) coordinates early intervention services from birth to age 3. During the preschool years, ages 3 to 5, early intervention services are provided through Elwyn.

Sara Molina Robinson, PHMC’s managing director for special education and support services, said a child’s team of early intervention providers will work to resolve any difficulties a day care center has meeting the needs of a youngster on the autism spectrum.

Brie Glover, a Philadelphia speech therapist who provides early intervention services in child care centers, said her job entails not just working with the children, but supporting staff at the centers. She’s going to try to problem-solve ways to help support the child so that this child can function in this setting. She was interviewed by Joel Wolfram who contributed to WHYY News.

If the day care program still isn’t working out, Molina said ChildLink service [THIS SHOULD BE LINKED] coordinators will try to help parents find another center more capable of handling kids with special needs. She said they are guided by Pennsylvania’s Keystone STARS quality ratings for child care providers when making a new choice. It assigns a rating from one to four stars. “The centers that are best able to manage the needs of children with developmental differences would be Star 4 and maybe some Star 3 centers,” said SPIN’s Clarke. (SPIN’s centers earn four stars.)

The problem, Clarke said, is “there just are an insufficient number of those centers around the city.” High-quality childcare centers are also more expensive. Working families in Philadelphia are already struggling to pay for care that’s merely average. The PCCY report, “Baby Steps to Improving and Expanding Infant and Toddler Child Care in Philadelphia,” found that only 1 in 4 children receiving state child care subsidies is enrolled in a three- or four-star center.

The median wage of a childcare worker in Pennsylvania is $9.71 an hour, according to the University of California, Berkeley’s Early Childhood Workforce Index for 2018. Fully 50% of these workers were receiving some kind of public assistance, such as food stamps or Medicaid.

PCCY’s “Baby Steps” report concluded that expanding the kind of high-quality childcare required by children with autism can come only with greater public investment. It called on the state to increase child care subsidies so that more providers can pay for the higher costs of quality care.

How much does it cost to raise a child with autism

Maria Melnikova

raising a child with autism

At three years and four months old, my son Ilya was diagnosed with ASD, an autism spectrum disorder.

My husband and I understood that our child’s behavior and development were different from other children. Then we decided to help our son and started taking him to a correctional garden and development centers.

In the article I will tell you what difficulties we faced when raising a child with autism, how they were overcome and how much it cost.

What is ASD

Autism Spectrum Disorder is a developmental disorder that causes problems with social interaction. The spectrum of manifestation of autism symptoms is very wide, but it is different for each person and can be combined with other disorders: for example, epilepsy, gastrointestinal disorders, attention deficit hyperactivity disorder – ADHD.

Autism Spectrum Disorders – WHO

What is ASD – CDC

RAS is not a disease, but a developmental trait with which a person is born. According to CDC statistics, in the United States, the diagnosis occurs in every 54th child. According to the WHO, around 1 in 160 children are diagnosed with autism worldwide, but this is an average figure: prevalence rates vary greatly from study to study.

ASD is three to four times more common in boys than girls, but common across all races, ethnicities, and socioeconomic groups

In Russia, there are problems with counting people with autism. So, for 2020, it was diagnosed in 33 thousand people. At the same time, the Ministry of Health confirmed back in 2013 that the predicted number of people with ASD was more than 300,000.

The most common signs of autism are:

1. Stereotyping is the aimless repetition of phrases, sounds, or movements.
2. The need for uniformity. For example, choosing the same games, refusing to change the situation in the house, following daily rituals.
3. Hypersensitivity or, conversely, lack of response to bright lights, loud noises, new tastes.
4. Hyperfocus on one topic. For example, Slava, the hero of an article about assisted employment for people with disabilities, can constantly talk about cars and car keys.
5. Avoiding physical and visual contact, even with close people.
6. Loss of acquired skills. For example, people with ASD stop using words they used to use.
7. Relationship problems or complete lack of interest in them.

There is no single medical test to accurately diagnose ASD. The diagnosis is made by a specialist – a psychologist, psychiatrist or neurologist – based on observation of the child’s behavior and development. Autism can be diagnosed as early as 18 months of age and even earlier. But it can be most accurately determined when the child is two years old. Often doctors delay making a diagnosis until the signs of ASD become apparent.

In Russia, the diagnosis is made on the basis of the International Classification of Diseases of the tenth revision, ICD-10. In the United States, according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Revision, DSM-5. In 2022, ICD-11 will come into force, which will combine both classifications.

Our district psychiatrist said that in Russia a diagnosis of ASD is not made until three years . This is due to the fact that doctors do not have the necessary completeness of knowledge sufficient to recognize the symptoms of the disorder.

Due to late diagnosis, children with autism cannot receive early help. It would make it possible to choose the most effective educational program for a child and significantly improve the quality of his future life: thanks to early assistance, the likelihood of a person’s successful social adaptation increases .

Evidence-Based Approaches to the Management of Children with ASD in Pediatric Practice – Exit FoundationPDF, 795 KB

The situation is changing: in 2022, new clinical guidelines on autism will come into force. The document provides effective practices for diagnosis, treatment options for concomitant ASD conditions, psychological and educational support programs and their levels of evidence. It is expected that due to this, the number of children with an official diagnosis of autism will increase in the country, and hence the awareness about ASD and ways to help such children.

Clinical Guidelines for Autism Spectrum Disorders

Causes of ASD

Scientists and doctors have not yet found the exact cause of ASD. They identify several factors that can affect a child’s likelihood of developing autism.

Genetic predisposition. Researchers have identified about a hundred genes associated with the occurrence of the disorder. In a family where one child has autism, there is a high probability that the second one will also have the disorder. At the same time, parents may not have ASD.

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Age of one or both parents. It is still difficult to say after what age the likelihood of ASD in a child increases – most likely, it grows gradually.

Medicines. Studies show that certain drugs women take during pregnancy increase the chance of autism in a child. Among them is valproic acid, an antiepileptic drug that is also used for bipolar disorder and migraine.

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Scientists continue to study the influence of environmental factors and the conditions of pregnancy and childbirth on the occurrence of autism.

Some people still believe that vaccination can cause ASD. This is not true: many studies have proven that there is no connection between vaccination and autism.

List of vaccine safety studies – American Academy of Pediatrics, AAP

How we began to suspect autism in a child

Our son was born in 2013. Then the eldest daughter was two and a half years old – we already had the experience of raising a child and a clear example of his development. When Ilyusha was two years old, we began to notice that he was developing differently from his sister.

The son uttered only isolated sounds, did not respond to his own name, was often capricious for no apparent reason, shunned other people, played alone or only with his sister. Our pediatrician and neurologist said that boys develop more slowly than girls, but they diagnosed him with psychoverbal developmental delay – ZPRR.

At the age of two and a half, my son began to show other behavioral peculiarities: sometimes in public transport he could start laughing for no reason, and it was impossible to calm him down. While walking on the playground, Ilya suddenly began to make different sounds, similar to the voices of animals. When going to the store, pharmacy or post office, he jumped, clapped his hands, circled, covered his ears with his hands or simply retreated into himself. No persuasion, hugs and remarks could calm him down.

Later, I learned that all these actions were caused by autostimulation – when the child tries to calm himself and suppress the negative emotions that arise in situations that are stressful for him.

Such behavior alarmed and frightened the people around. Often “sympathizers” gave me advice on how to raise a child. Sometimes I heard unpleasant statements addressed to me: for example, that I am a bad mother and I have an ill-mannered child.

Moms on playgrounds could call my son crazy, sick, crazy, they said that he did not belong among others. Some parents just grabbed their children and walked away from us. Other people around were constantly staring at Ilyusha and me, laughing and loudly discussing me and my child.

Over time, going to public places with my son became a great stress for me. These worries were also transmitted to Ilya: children with autism are very sensitive. He began to worry even more and withdraw into himself.

When Ilya was very young, he loved to play on playgrounds. One of the features of his behavior is a careful study of individual objects by touch, appearance. He was also interested in what sound an object makes when it is tapped on a table. The son was rarely interested in ordinary toys, but he could play for hours with food containers, boxes, plastic bags and cans. Most often, Ilyusha played on the playground alone. If other children approached him, he ran away from them or simply did not pay attention to them

When Ilyusha was three years old, we moved from St. Petersburg to the city of Odintsovo near Moscow because of my husband’s work. At first, we did not have a permanent residence permit, so we could not stand in line for kindergarten. I have a pedagogical education, and I decided to get a job as an educator so that my son would be enrolled in a kindergarten. Before that, I was on maternity leave with two children and did not work.

Then we didn’t know that Ilya had RAS, we thought that the child had problems with socialization, because he stayed at home. Therefore, we hoped that in kindergarten the son would learn to communicate with other children and become more disciplined.

A week later, I realized that Ilyusha was uncomfortable in kindergarten. He did not fulfill and did not understand what the teachers wanted from him, did not play with other children, although there were 25 people in the group. From noise and children’s cries, the son closed his eyes and ears and tried to find a secluded place.

Of course, the teachers had a hard time with such a child, so I was advised to send Ilya to a specialized kindergarten. We ourselves thought about it, but first we turned to specialists.

How my son was diagnosed with autism

Appointments with neurologists and psychiatrists. First of all, we went to a neurologist in a children’s clinic, who referred us to a district psychiatrist. Thus began a long four months of examinations and medical commissions: first in the city polyclinic, then in the regional psycho-neurological center and, finally, in the Moscow psycho-neurological hospital.

In parallel with state institutions, my husband and I turned to two private clinics in Odintsovo. Appointments with a neurologist and a psychiatrist cost about 1,500 R each.

Doctors asked my husband and me if there were children with developmental delays, how the pregnancy went, how the birth went, how the child developed in the first year of life. I answered that the pregnancy proceeded calmly and I did not even have a cold.

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9 important questions for neurologist Pavel Brand

We didn’t have children with developmental delays in our family, and up to a year my son developed like all children at his age: he began to coo early, smiled in response to us, he sat, crawled, played. After a year, Ilya began to develop more slowly. I told about my observations of my son’s behavior: he does not speak with words, there is no pointing gesture, he does not respond to his name, he does not show interest in other children.

Psychiatrists and neurologists gave Ilya different tasks to determine his level of development. For example, they asked him what his name was, where his mother was, showed cards with animals and asked them to name them, told him to assemble a pyramid in size, show and name parts of the body. The son refused to fulfill the requests and closed in on himself or did the tasks incorrectly. Sometimes he just didn’t understand what they wanted from him.

Surgeon, ophthalmologist and ENT appointments. In our polyclinic, Ilyusha was also examined by a surgeon, an ophthalmologist and an otorhinolaryngologist. My son had an audiogram to rule out partial hearing loss, as well as an ultrasound of the vessels of the head and an electroencephalogram, an EEG to rule out organic brain damage. Doctors did not find any physical abnormalities.

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15 important questions for otolaryngologist Oleg Abramov

Based on all examinations and commissions, our district psychiatrist diagnosed Ilya with autism in three years and four months. This did not come as a surprise to us. And our relatives and friends gave us moral support when we told them about the diagnosis.

What did we do after the diagnosis. At first, my husband and I found it hard to get used to the idea that our child is not like everyone else, and we tried to understand the cause of autism. But over time, they decided that it was necessary to look not for reasons, but for ways to solve the problem.

First, we issued Ilya with a disability – it took us six months. At the same time, they submitted documents to a correctional kindergarten. There was only one in the city, so it was necessary to wait for a vacant place until the start of the next academic year.

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Secondly, we began to think about how we could help our son: we read dozens of articles and studies about autism, watched interviews with families raising children with ASD. As a result, we realized that there is no magic pill for this disorder, but autism is not a sentence and it can be corrected. This requires behavioral therapy, the right education program, and help with the socialization of the child.

Interview: people with autism see the world differently – BBC

Benjamin Rosloff: living with autism – video on YouTube

How children with autism are adjusted to mainstream schools in the US – video on YouTube

Methods for correcting autism 9013

There is currently no medicine that can affect ASD or its symptoms. There are several methods of correction – behavioral, educational and psychological interventions. The best results can be achieved by combining different methods. It is worth gradually introducing each new correction method: this will allow you to understand what helps and what causes problems.

Applied behavior analysis, or ABA, Applied behavior analysis. The method is based on encouraging the right behavior and strict suppression of the undesirable. This approach can be applied in different areas: to develop communication, social, play and learning skills, as well as to reduce problem behavior. In this way, you can teach a child to express his feelings, emotions and desires and help him fully participate in society.

Research Compilation on How to Correct Autism – National Institutes of Health, NIH

Doctors recommend starting ABA therapy as early as possible, before the child’s unwanted behavior has taken hold.

Supportive drug therapy. Existing medications can help people with ASD function better and reduce some of the associated problems: hyperactivity, aggression, sleep disturbances, and anxiety. They are prescribed by a doctor – a neurologist or a psychiatrist – depending on the needs of the patient.

Both parents and health care providers should closely monitor the child’s condition after starting medication so that the negative side effects do not outweigh the benefits.

Socialization. For most children with ASD, this correction method is the most difficult and time-consuming. Socialization should take place gradually, comprehensively, in a playful unobtrusive form.

When visiting public places, you need to monitor the emotional state of the child. If a certain place, person or activity causes discomfort, you should not impose anything on the child. It is better to take him there on another day, when the mood is right. You can also try to create a positive impression in the child associated with an unfamiliar place. For example, give your favorite toy at this moment.

Canistherapy is a method of rehabilitation and social adaptation with the help of specially trained dogs. Canistherapy helps people with ASD develop social interaction skills.

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How the dogs Pchelka and Bibi help people with disabilities

Educational processes. In this method, therapists use well-structured and intensive training sessions that develop the child’s social and language skills.

We chose the path of socialization, education and ABA therapy. Here are the institutions we visited for this.

State Center “Support”

When: from February to May 2017.

Cost: free.

From a friend, I learned about the Accompaniment Center for Psychological, Pedagogical, Medical and Social Assistance in Odintsovo, where they conducted developmental and remedial classes for children with developmental disabilities. We came there for the first individual introductory lesson with a psychologist. During it, Ilya studied new toys and space, and I talked about my son’s interests and skills.

Ilyusha liked the center very much and completed several tasks. As a result, the son began to visit the organization three times a week and study for free with a speech therapist, psychologist and defectologist.

On the second visit to the center, Ilya had a group session with a psychologist, which was attended by four more children. The guys drew on a free topic, and then told the curator who did what. The difference between group and individual lessons was obvious: next to other children, Ilyusha again withdrew into himself, stopped performing the tasks of a psychologist, and closed his ears from children’s screams.

The psychologist advised not to torment the child and continue the education according to the individual program. Gradually, the son got used to other children when he saw them in the foyer of the center and in the playroom between classes.

We went to the center for three months, then the summer holidays began.

First correctional kindergarten

When: from September 2017 to January 2019.

Cost: free.

When Ilyusha was four years old, his turn came to the correctional kindergarten. The first week he went there five days a week for four hours: from 09:00 to 13:00. The head of the kindergarten explained that such a schedule is necessary for the child to get used to the new daily routine, place and teachers.

There were eight people in the group, but Ilyusha continued to play alone, not paying any attention to the others. Despite this, every morning he went to kindergarten with pleasure. A week later, we tried to pick up our son as early as 15:00, leaving him in the kindergarten for an afternoon nap. It didn’t cause any problems, so we continued. Already in the third week, Ilya began to go to the garden on weekdays from 09:00 to 17:00.

/topotushki-net/

How I helped my child adapt to kindergarten

I wanted my son to visit as many different centers, events and public places as possible in parallel with kindergarten. It seemed that this way he would get used to being in society and learn to interact with people.

It came as a surprise to me when, at the age of four and a half, my son agreed to dress up in a bunny costume for the first New Year’s party in kindergarten. In preparation for the holiday, he flatly refused to try it on. For the New Year in the kindergarten, we were given a ticket to the city Christmas tree. At first, Ilyusha was frightened by loud music and a large crowd of people, but when he saw a large, elegant Christmas tree, he became interested in it and calmed down a bit. We even played and took pictures with Santa Claus and the Snow Maiden

Dobrotorium Charitable Foundation

When: from January to December 2018.

Cost: free. A trip to the Evpatoria sanatorium cost 25,000 rubles.

From my parents in kindergarten, I learned about the Dobrotorium charitable foundation for helping children in Odintsovo, where there was an art center for children with disabilities. I started taking my son there after kindergarten three times a week. Ilya attended art circles, modeling and more classes with a speech therapist and psychologist. There was also a playroom in the building where children could play together.

There was a pleasant, calm atmosphere in the center. I especially liked that parents could go to all classes with their children. We also sculpted, drew, including joint paintings, played musical instruments, and talked.

Parents of children with disabilities also need psychological support, so the opportunity to share their feelings and experiences with others is very valuable.

In the Dobrotorium play center, Ilyusha liked to listen to music and the sounds of musical instruments. He also liked to look in the mirror and make faces. In the game room, one could find activities for every taste and every mood: playing a ball, playing musical instruments or with soft toys, lying in a dry pool or painting

In the spring of 2018, I saw an announcement in Dobrotorium about the recruitment of children with disabilities with their parents to go to a sanatorium in Yevpatoria for 21 days. The ticket was free for children, and for an accompanying parent it cost 15,000 R. We also had to pay for the road – this is an additional 10,000 R. We submitted an application and chose a race that started in early June.

In the sanatorium, my son was given a massage, he had individual lessons in the pool, he took a course of aromatherapy, received mud baths and drank an oxygen cocktail. A speech therapist psychologist and a creativity teacher from Dobrotorium conducted individual classes with the children: an origami master class, acting lessons and music lessons.

Should children be massaged?

Every evening we gathered with teachers, parents and children in the gazebo on the territory of the sanatorium to play or draw, do origami or modeling. We all sang and danced together to children’s songs. Dobrotorium employees organized a pizza making master class for us in a cafe and a city tour.

In our free time from procedures and classes, Ilya and I went to the sea, walked around Evpatoria or rode his favorite ponies. Once a week, parents had individual meetings with a psychologist, at which we shared our fears, worries, emotions and received specialist help.

Second correctional kindergarten

When: from September 2019 to May 2021.

Cost: free.

In January 2019, my husband was transferred back to St. Petersburg for work, so we had to move again. My son was five and a half years old at the time. We immediately got in line to get into a correctional kindergarten in our Moscow region, but we only enrolled our son there in September.

Ilyusha quickly got used to the new place and teachers and went to kindergarten with pleasure on weekdays from 09:00 to 17:00. Over time, he himself began to show interest in other children: he watched them, but did not let them near him.

The photo shows a six-year-old son at a New Year’s party in kindergarten. The behavior of children with ASD depends on their emotional state and well-being for the current day. The teachers praised Ilya at rehearsals, but at the celebration itself he did not want to dance or play. And I didn’t even take my gift

Social Rehabilitation Center

When: January 2020 to May 2021, October 2021 to present.

Cost: free.

From kindergarten teachers, I learned about the Center for Social Rehabilitation of People with Disabilities and Children with Disabilities in the Moskovsky District. I wrote an application there, brought the necessary documents – and the child was accepted. Children with disabilities receive the services of the center free of charge.

My son was assigned a rehabilitation program: general massage, salt cave, hand hydromassage and oxygen cocktail. He was also recommended developmental classes:

1. Individual sessions with a psychologist – twice a week.
2. Individual lessons with a speech therapist – twice a week.
3. Art and sculpting classes once a week.
4. Music lessons – once a week.

An individual rehabilitation program is drawn up in the center for each child. My son and I visited the center three times a week and spent about three hours a day there. Since Ilya went to kindergarten at the same time, we only managed to go through these classes and procedures. We had to give up the pool and exercise therapy, but Ilya already had water procedures and exercise therapy in the kindergarten.

During the summer holidays, the center was closed, so we continued to visit it in October 2021. Now we only go to health-improving procedures, but we plan to take additional classes with a psychologist and a defectologist.

In the playroom of the Center for Social Rehabilitation, the son had a fun and useful time between classes. He played with other children or did the tasks of the teacher who looked after the children

Correctional school

When: September 2021 to present.

Cost: free.

My husband and I dreamed of sending our son to the Regional Autism Center, the only school specialized for children with ASD in St. Petersburg. They try to comprehensively develop children there: they study according to an adapted educational program and learn independent living and socialization.

First of all, those who live in the Vasileostrovskiy district can get to the Regional Autism Center: this is the territory assigned to the center. Since only one class for eight people was opened in the whole city, there were no free places for residents of other districts in the school.

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How to transfer a child to another school

In 2021, due to numerous requests from parents, one inclusive class was opened in a comprehensive school in our district. Inclusive education is a form of education in which all children have the opportunity to study together, regardless of their physical or intellectual characteristics.

Art. 5, art. 79 of the Law “On Education in the Russian Federation”

My husband and I were afraid for the psychological state of Ilya in a regular school, because we were sure that children do not know about people with ASD and do not know how to respond to them correctly. This could have a negative impact on the educational process of the entire class. Therefore, in the end, we sent our son to a correctional school.

In our school, there are 13 children in one class with different behavioral characteristics and levels of development. Some children already knew how to read and write by the beginning of classes, others only learned the alphabet and could not hold a pen, someone screamed loudly, someone fell to the floor and scattered school supplies. Ilyusha was frightened by this, and it was hard for him to be at school. He began to close up again, stopped doing tasks and only pointed to the door.

The teacher suggested temporarily switching to home-based learning. It assumed two types: when the teacher comes home to the child or when the child is individually engaged with the teacher at school according to an abbreviated program. We chose the second option: so the son could be in society, which is important for his socialization and self-discipline, and the teacher would devote more time to the child and give more knowledge.

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Parents’ rights at school

Ilyusha attends a special school three times a week from Monday to Wednesday and gradually gets used to the school, the presence of a large number of children and the learning process.

Ilya studies individually with a teacher according to a simplified program for two hours a day. The son learns to hold a pen correctly, trace the prescriptions on his own, carefully color the drawings, and make simple applications. He has already learned the alphabet and learned to count from one to ten.

Child’s progress

Our son is now eight years old. He calmly travels in transport and goes shopping with me. Now Ilya understands that in public places you need to be more restrained, and at home you can relax and misbehave.

My son loves going to the playground, swinging and watching the world around him. He studies other children with interest, but does not yet play with them. Sometimes Ilya can run around with a crowd of children on the playground or ride a carousel with them.

/inclusive-education/

How children with special needs learn in mainstream schools

Our goal is to instill in the child an interest in the educational process. We rejoice at any success of our son, praise and encourage him with our favorite sweet or game. Ilya loves to play with animal figurines, knows their names and what sounds they make.

Thanks to classes with specialists, my son has made some progress in communication. Now he speaks only in separate words, but he can already express a request or desire. For example: “I want a fairy tale”, “eat”, “drink”, “swim”, “hug”, “walk”, “turn on the cartoon”, “let’s go”, “let’s run”. When he turns to me and says “mom”, these are the happiest moments.

As a child, Ilya did not understand other people’s emotions and could start laughing when someone cried. Now, when he sees that someone is sad or someone is crying, he can come up, hug and say “don’t cry. ” And if he himself is afraid of something, he hugs us and says “do not be afraid.”

How much we spent on raising a child with ASD

All clubs, kindergartens and development centers that our son went to were either state or charitable. He did not attend paid classes at the centers because we could not afford them: only my husband worked, and I took care of the children.

Ilya received a disability when he was four years old. Thanks to this, every month we receive from the state:

1. Disability pension – 13 912 R.
2. Cash payment without a set of social services, NSI – 1707 R. It can still be received in kind, but we chose money.
3. Payment for caring for a child with a disability to a non-working parent – 10,000 R.
4. Benefit for a family raising a child with a disability – 7364 R in St. Petersburg. These are the amounts at the time of writing, in 2021.

32,983 Р

we receive monthly from the state for the maintenance of a child with a disability

Parents of a child with a disability are also entitled to benefits:

1. Compensation 50% of the amount of utility bills.
2. Tax deduction of R12,000 for a working parent.
3. NSI: free prescription drugs, preferential rest in a sanatorium and free travel on intercity transport to and from the place of treatment.
4. One of the parents is exempt from paying transport tax.
5. Free parking for a driver accompanying a child with a disability.
6. Reduced travel for a child with a disability and his/her companion on public transport: metro, bus, tram or trolleybus.

During my son’s life, we spent money on various medical examinations and procedures. In 2017, we performed an ultrasound scan of the vessels of the brain and neck for Ilya for 1,500 R. We also went to an epileptologist – a doctor’s appointment cost 1,200 R. In 2018, when my son had problems with sleep, we paid 10,000 R for a four-hour EEG in a private clinic. All this was recommended to us by a psychiatrist for a comprehensive medical examination of the child. This allows you to exclude organic disorders of the brain. As a result, no physical abnormalities were found in the son.

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What benefits from the state are due to people with disabilities

State centers with a free complex of health and correctional procedures have become a real find for our family. For example, one paid individual lesson with a speech therapist, defectologist or psychologist in St. Petersburg costs on average from 1200 R. So, if we were to study at least once a week with each specialist, a month of such classes would cost an average of 15,000-18 000 R, and per year – up to 200,000 R.

Another child with ASD needs health-improving medical procedures. One session of children’s general massage in St. Petersburg costs an average of 1000-2000 R. A course of 10 sessions will cost an average of 10,000-20,000 R. Since Ilyusha is recommended to undergo a massage course twice a year, this is already 20,000— 40,000 R.

One individual lesson with a recreational swimming instructor costs an average of 1,500 R. If you practice twice a week, then you will have to pay 12,000 RUR per month, and 144,000 RUR per year.

Due to the fact that we take the child to state and charitable institutions, we manage to save up to 400,000 R per year.

On average, the cost of a massage starts from 800 R. Source: “Profi-ru” The cost of individual lessons with a fitness swimming coach starts from 1500 R. Source: “Profi-ru” A one-time lesson with a speech therapist in St. Petersburg costs 1200-1500 R. Source: Zoon The cost of an individual session with a psychologist starts from 1000 R. Source: Zoon A one-time session with a speech therapist in St. Petersburg costs 1200-1500 R. Source: Zoon The cost of an individual session with a psychologist starts from 1000 R. Source: Zoon

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On average, the cost of a massage starts from 800 RUR. Source: “Profi-ru” The cost of individual lessons with a recreational swimming coach starts from 1500 RUR. Source: “Profi-ru” disabled, just like everyone else, they need parental love, affection and care. The family is the foundation on which the whole future life of children is built. Therefore, for a comfortable psychological state of the child, it is necessary to create a calm and friendly atmosphere in the house.

One should not be ashamed of one’s children, hide them, protect them from the outside world. On the contrary, it is better to start helping them with socialization as early as possible. Before leaving the house, it is worth explaining to the child where you are going with him and why, what you will do there, how long it will take and when you will return home. This will help him have a consistent plan of action. You can take your favorite toy or thing with you from home, with which the child will be psychologically easier and more comfortable in an unfamiliar place.

Children with ASD value their personal space very much. If they are uncomfortable being in a certain place, there is no need to force them. Try to explain what it is for, calm down, switch your attention to what causes positive emotions – for example, give some kind of snack. It is best to find a secluded place where the child can relax and come to his senses.

Raising a child with autism is not easy. The whole family needs to be patient and radically change their lifestyle, namely, develop a clear daily routine: wake up, breakfast, time for classes, lunch, walk, free time, dinner and sleep. This teaches self-discipline to all family members and helps a child with ASD to comfortably switch from one activity to another.

Of course, the parents of a child with a disability need psychological support from relatives and help from grandparents in raising him. My relatives live in another city, and my husband’s mother works constantly, so we, unfortunately, did not have such help.

/psychotherapy-search/

How to choose a psychotherapist

Parents should also remember about themselves: find time for rest to restore their strength, if necessary, seek professional help from a psychologist. I myself have not yet had such a need – my husband and relatives helped.

12 tips on how to choose a kindergarten for an autistic child

Not every preschool teacher knows what stimming or meltdown is. How to find a kindergarten for an autistic child? Our blogger, autistic rights activist Ayman Eckford, shares tips on what to look for when choosing a kindergarten for an autistic child.

As you already know, I think that the vast majority of kindergartens in the post-Soviet space are not suitable for autistic children. However, I understand that there are different situations in life. Not all children have grandparents who want and are able to sit with them. Not all parents can stay at home with a child. Not everyone has the money to hire a nanny. In addition, some children, including autistic children, may want to go to kindergarten themselves, so I wrote 12 tips for parents planning to send their autistic child to a regular kindergarten.

1. Rethink your decision to send your child to kindergarten

Remember that a child can get hurt there, both physically and psychologically. He may become even more withdrawn, his speech problems may increase, social phobia or obsessive-compulsive disorder will appear. If he does not value his life (there are children who do not value their life and are not afraid of death), he may start thinking about suicide at such an early age. Can you guarantee that your child will be safe in kindergarten? How will you find out what happens to him in kindergarten? Can you identify the “critical moment” and urgently pick it up from kindergarten? Where will he spend most of the day if he cannot go to kindergarten? Before you send your child to kindergarten, think about possible escape routes and how quickly you can use them.

2. Choose a kindergarten carefully

How did the kindergarten management and staff react to the news about your child’s special needs? Are you sure they can protect him? Is there a quiet and accessible place in the kindergarten where the child can come to his senses in case of sensory overload? Is the class schedule too tight? Are there too many children in the group? How often does the schedule change?

It is best to send the child to a small private kindergarten with a small number of children in the group, in which caregivers treat children with respect and take into account the opinion of their parents. It is good if kindergarten workers already have a positive experience of working with autistic children. It would be great if you could find a kindergarten where your friend or relative works, so that he can check from time to time if everything is in order with the child.

3. Prepare your child for kindergarten

It should not come as a surprise to him that he is sent to kindergarten. The more he knows about kindergarten before he goes there, the better. Tell him how much time he will spend there, and if his schedule changes, let him know as soon as possible. Remember that many autistic people have a hard time with changing plans.

In advance, very clearly and clearly explain the rules of behavior in the garden. Even mention things that seem obvious to you, especially if they are related to interaction with people.

Many autistic people have trouble remembering faces, so photographs of caregivers and day care workers who will interact directly with the child may be helpful. If the child can read, you can sign the names of the teachers on the cards. If not, help him memorize them by showing pictures. This will help you remember and recognize their faces.

Remember that many autistic children find it extremely difficult to formulate their thoughts in words, especially in unusual and stressful environments

Even if a child can use words to communicate, perhaps in kindergarten they will sometimes need to use alternative forms of communication (cards, special applications on a phone or tablet, writing if they can write). It is desirable to provide alternative communication and teach how to use it.

For the first few days in kindergarten, it is better for you to be close to your child. Watch how he behaves in a group, what bothers him the most and how other children react to him.

4. Talk to caregivers

Be sure to tell the caregivers and kindergarten management that your child is autistic. Inform the educators in detail about all the features of the child. Explain exactly what the child needs, what to do to help him in certain situations (for example, during sensory overload), and what should not be done under any circumstances. It may be worth making a written list for them and/or finding information about autism on the Internet.

If the kindergarten teachers or management do not treat the needs of the child with respect and neglect your advice, then in no case should the child be sent to such a kindergarten. If the child already goes to such a kindergarten, it is better to take him away from there!

5. Do not forget that your child is autistic

A child does not change neurotype as soon as he is outside the kindergarten door. In kindergarten, he will also think differently than most children think. There is no point in forcing him to behave “like everyone else.” It will be difficult for him to constantly pretend, in addition, he will never become neurotypical. The best thing you can do is to teach him to adapt to a world designed for people with a different neurotype.

Don’t demand what you have to do just because “it’s supposed to be done.” For example, play with toys, make eye contact when talking, or don’t shake your hands. Your child’s mental health should be more important to you than other people’s opinions.

6. Learning Features

Remember that the Kindergarten program is not designed for autistic children. Many autistic children find it difficult to switch attention from one topic to another. Many kindergartens place a lot of emphasis on exercise and dancing, while most autistic children have poor motor coordination. Some of them have problems with fine motor skills, while in kindergarten children are often forced to make something. Many autistic children find it difficult to complete imprecise, abstract tasks, especially those based on imagination. It is likely that due to sensory characteristics, it is much more difficult for a child to complete tasks in a kindergarten setting than for neurotypical children.

Remember this and don’t shame your child for failures. Success in kindergarten does not affect a person’s later life in any way, while failures can negatively affect self-esteem. Tell the educator about the peculiarities of teaching autistic children, ask them to give your child as precisely formulated tasks as possible.

7. Stimming (performing repetitive activities)

Don’t ask your child to stop stimming. In the kindergarten, he already finds himself in a sensory-unfriendly environment for him, and it is very important not to deprive him of his natural protection. In addition, the refusal of stimming can interfere with the child’s perception of new information. If stimming is bothering other kids, consider changing stims. Perhaps the child may leave the room to fast.

Make sure caregivers know what stimming is and will not wean their child off of it. Make sure caregivers will protect your child if autostimulation causes them to be bullied by their peers.

8. Sensory features

Make sure that in case of sensory overload, the child can be in a quiet and safe place. Once again, make sure that caregivers know what to do in the event of a meltdown (breakdown) or disconnection. Your child may want to wear headphones and/or sunglasses at all times and/or use any other tools that will help reduce sensory exposure.

9. Worth taking with you

It may be more convenient for the child if he has his own dishes in the kindergarten, the same as the one he has at home. Many children refuse to eat certain foods, not because they don’t want to eat it, but because they can’t physically bring themselves to put the food in their mouth. The point is the special sensitivity of autistic children to certain smells and textures of food. Perhaps food is also better to take from home. It is advisable to take toys with you, because it is likely that he will refuse to play with those that do not belong to him.

Remember that a child can get lost during a walk or fall behind a group in the kindergarten, at this moment he may start meltdown

It is better if he has a card with him, which will contain information that he is autistic that he may react strangely, what can and what should not be done in any case if he has a sensory overload. On the card it is worth writing the phone numbers of the next of kin. It is advisable to teach the child to get this card if he is on the street and feels that he may begin sensory overload.

10. Try to protect your child from bullying

Clearly explain to your child the difference between assault and self-defense. Explain exactly how he can hit back his offenders, in which cases it is better to answer with words, in which cases it is better to hit, and in which cases it is worth turning to elders for help. Explain to him exactly who to turn to for help and what exactly to say. The more precisely and in more detail you explain it to him, the better. Be attentive to your child’s complaints about his peers.

Explain any situations he doesn’t understand, even if it seems to you that he just “likes to procrastinate” and that he is “too smart not to understand such elementary things.” Help him come up with scenarios for answers. Let these scenarios be as generic as possible.

If your child does not tell you that he is being bullied in kindergarten, it does not mean that he is not being bullied. It is desirable that, in addition to the child, you have other sources of information. It may be worth regularly discussing what is happening in the group with the teacher. Tell the child what exactly he should tell you about (for example, what he should tell you if he is beaten, if things are taken from him, if his pants are pulled off, if he is told something that seems strange to him, and the like). Try to name as many types of bullying as possible.

If you are asking your child about what is happening in kindergarten, be as specific as possible. For example: “Do other children hit you?”, “Do other children call you strange words?”, “Teachers make you stop waving your arms?” Try not to use words that describe emotions or those that have multiple meanings. You should not ask your child questions like “Are you offended there?”. Firstly, “there” can mean almost any place, and secondly, the child may not understand the clear meaning of the word “offend”, or he may answer: “No, they do not offend”, even if he is kicked, because he does not feels resentment towards those who do it.

11. Make sure the child is not forced to do anything

When I went to kindergarten, my biggest fear was that in kindergarten my life did not belong to me. It seemed to me that the power of educators over children is practically unlimited. It was like living in a totalitarian state. Remember that a child should not feel like a slave.

Make sure he always has the right to say no. Make sure he knows about it. Make sure that the caregivers do not force him to look into his eyes, communicate with other children, do things that make him feel bad, and so on. Remember that neither forced communication nor forced studies will ever bring any benefit.

12. Listen to the child’s opinion

Remember that no one knows better how a child feels and how bad he or she is than the child himself. Remember that autistic children do not tend to exaggerate. Remember that many things that may seem like nonsense to you can be very serious problems for a child. You should not accustom a child to responsibility by extreme methods. If he wanted to go to kindergarten, but he did not like it there, this is not a reason to force him to continue going there. After all, even you, an adult, may not understand all the consequences of employment in a company you do not know or traveling to an unfamiliar country.

Applications

1) A news article about an autistic girl who suffered in kindergarten, after which I decided to write this article. In Tatarstan, in a kindergarten, a girl’s earlobe was torn off and her teeth were knocked out.

2) My personal experience of being in kindergarten:

An autistic child in kindergarten. Part one. Impact on socialization.

An autistic child in kindergarten. Part two. Preparation for school.

3) Text by autistic person Nick Walker. Nick Walker: “Things I Wish I Knew in Kindergarten”

You are in the “Blogs” section. The opinion of the author may not coincide with the position of the editors.

Photo: Shutterstock (OlegDoroshin)

Private kindergarten for children with autism in Moscow and the work of a tutor

Private kindergarten for children with autism “on ABardage” in Moscow

When special children reach the age of 4-5 years, parents are puzzling over where to send him for training. How will a child with autism behave in kindergarten? Which establishment is better? Or maybe you need to choose a private Kindergarten for children with autism?

Undoubtedly, it is necessary to study at home, this is the first and important step in
corrections. Corrective therapy and specialist help improve the condition
baby, and there comes a time when parents must decide what to do
farther. A child with ASD needs communication, and a mother needs a break.

Kindergarten for children with autism

Fortunately, there are no kindergartens for children with autism only, it would be ineffective. Now we are talking about the inclusive form of the garden. Not every closed baby is ready to go to a younger group or nursery and spend the whole day there. Therefore, at first it is prepared in an individual format and in small groups. Further, upon reaching the success criterion, he is transferred to a large group. Alas, it is important what kind of institution it is – a public, private or correctional kindergarten. State gardens are currently not provided with specialists of the required competence, even among private gardens one will have to look for a suitable one. In that garden, which is ideal, regular classes are held that introduce children into society, and they communicate with normotypical peers. All procedures are regulated and controlled by a curator, preferably ABA. The more often this happens, the better for the child.

Behavior of the child in kindergarten

Entering preschool
after three years, children with ASD do not immediately get used to the new environment. At its best
case, they become attached to the teacher (nanny) and constantly hold her hand
or try to sit on their hands to maintain tactile communication, at worst,
choose a couple of familiar toys and manipulate them all day, not wanting to
take part in group activities. This is where we will come to the rescue.
curator or specialist responsible for an individual approach.

The most common “out” problem is generalization.
Accustomed to home routine (daytime sleep, exercise, eating, visiting
toilet) may not generalize at all to the new environment. Some children
who ate well at home and went “to the potty”, in kindergarten they refuse
food or toilet. Some endure until the evening, others “piss in their pants.” Who is needed
to solve this problem? AVA curator!

At first, an autistic child in kindergarten
experiences difficulties with peers: does not take part in games, does not
shows interest in learning.

For efficient adaptation
children with autism need to use effective desensitization methods,
using a visual timetable and social stories.

How to help a child get used to it

An ordinary teacher should
be aware that working with
autistics in kindergarten pretty
painstaking and complex, especially during the period of adaptation. Joint efforts are important here
preschool staff and parents of a child who is constantly
needs attention.

A competent approach to pupils with ASD should be based on special
methods and behavioral techniques, the purpose of which is to accelerate the adaptation of a particular
child in the team.

Work with children with autism in kindergarten should be based on explaining the meaning of what is happening around them during the day. It is necessary to pronounce events and actions that are happening now or are about to come.

For example, “Now you are with
children will have lunch. Then we will sleep, and after rest we will draw or play,
let’s go for a walk”. In order for the child to be sure of safety and be calm, he
must know what to expect from the environment. Any surprise can “knock out
ground from under your feet” and scare a special baby.

Aims of activities with children with autism

Despite the uniqueness of each
neurotypical child, the pattern of their actions and the main problems in
socialization is characteristic of all children with ASD. Therefore, along with the usual
common activities they require:

• encouragement and motivation for socially possible
  contact with other children;
• mitigation of painful symptoms in attitude and
  behavior.

Classes with children with autism in kindergarten together with their normal peers will help them integrate into the team and learn how to socialize. It should be noted that “getting used to” society is easier and faster if the child simultaneously undergoes ABA therapy. Moreover, not only professionally, but also at home, in the family circle.

Applied materials such as visual timetables, flashcards and games.

Doctors say that people with autism spectrum disorder who went to school or kindergarten for children with autism in Moscow will then join society much more fully.

Why a child with autism needs a tutor

There are situations when pupils with ASD are unable to concentrate on the lesson. A tutor for a child with autism helps to fix attention on the important, monitors the completion of tasks.

This specialist is not involved in
creating a training program for the ward, and monitors the correctness of its
execution. And the curator of the ABA class adapts the program for the student .. He
discusses with specialists (psychologist, defectologist, speech therapist) the uniqueness
the patient’s actions, his development and what he needs when adapting.

As you can see, the tutor is not formally
only belongs to the group of teachers, but also works quite effectively. AT
the position of a tutor can be worked by a trained person who has completed a course in
preparation. They can even be a student, the main thing is to get the necessary training.

Tutor in a private kindergarten. Accompanying a child with autism.

Disturbed perception interferes
autistic children learn in an environment of normally developing peers and do not
have adjustment problems.

Developmentally delayed child
speech, increased (or decreased) sensitivity to certain stimuli and
low social motivation it is difficult to build relationships with peers without
outside help. Therefore, tutor support can become the main (and even
essential) link in the chain of successful implementation of inclusion programmes.

A tutor in a kindergarten for children with autism provides a link between the child and the teacher, brings the child closer to peers. He controls the actions of the ward, helps in difficult situations, uses the resources and abilities of the child for fruitful comprehension of knowledge.

At the same time, it should be remembered that the adaptation program for children with autism spectrum disorders includes teaching communication skills and social inclusion. This means that the work of the tutor does not stop at the end of classes.

Addresses of centers:

Our centers are located in Moscow, Odintsovo and Golitsino:
1. In a picturesque place called Summer Vacation in Golitsyno, Zvenigorodskaya 41, not far from Pushkin’s estate and Zakharovo park in a cozy house. A supportive environment is a huge plus for a child who needs ABA therapy.

2. The second center is located in Odintsovo, Klenovaya street 1, next to the Pionerskaya station

minutes by bus 610, 190, 45 or 612 to the stop Bagritskogo street. The address of the center is 10 Mozhayskoe shosse.

Telephone consultation with a Behavior Analyst (BCBA) and MBP Behavior Program Supervisor with a degree in speech therapy 20 minutes – free of charge . Call +7 926 422-86-28 and write to WhatsApp!

You may also be interested in:

• Neurocorrection Center in Moscow

Children’s Center

“If you are a psychologist, not absolute zero, then you need to go deeper”

Photo: Diana Magomaeva

Tom volumes

Tomin Kindergarten is located in the center of Grozny, but it is not so easy to get to. The maps do not know where Sapernaya Street is, and Toma’s husband, in a telephone conversation, gives us another landmark – to the right to the railway crossing. Right in front of this private house is a wasteland. Two red cats are lazily walking around the yard. One, a large, big-eyed saffron, looks like a hostess. She also has huge eyes and some kind of firmness unusual for Chechen women. Everything that Toma Gapuraeva says is pronounced in such a way that there is no doubt about the correctness of what was said. Toma is not too emotional, but she is unusually affectionate with a cat:

– If cats love you, you will get along with these children.

To get from home to work, Toma needs to walk two meters: “My husband and I did not pull rent for both the apartment and the garden, so we live right there.” Cartoon characters are painted on the wall, and under a canopy there is a sofa – dads usually sit on it while moms pick up their children and listen to the recommendations of a psychologist on raising a child with autism.

“We got all the drawings from the previous tenants of the premises,” says Toma. “I haven’t painted anything here myself yet.

The Harmony Children’s Center for Children with Autism opened in the second half of September, and so far Tome is not up to design. It is necessary to put the documentation in order, to solve a lot of organizational issues. But the biggest problem, she says, is staff turnover. Not everyone can work with special needs children.

Rain Man effect

Photo: Diana Magomaeva

Sama Toma started working with them eight years ago. I had a degree in psychology in my hands, and when a friend from the neurological laboratory offered to work with unusual children, she agreed.

— I had such a romantic perception… It seemed that a person with an autism spectrum disorder is such a “Rain Man,” Toma smiles. “But how far this image is from the truth.

In fact, only a few percent of people with this disorder have outstanding intellectual abilities – this deviation is called Asperger’s syndrome. All the rest have a severe delay in mental and speech development. And this is even worse than communication problems.

Run or go deep

– When I “had” one of these children, I realized that I was hitting a wall. Didn’t know what to do with it. They are different, but they all seem to be under a large cap of thick glass. And at that moment, when I began to feel like an absolute zero, and not a psychologist, I realized: either run away from here or go deeper.

The girl rejected her attempt to escape and decided to go to school.

About 300 children with autism spectrum disorders are registered with the Ministry of Labour, Employment and Social Development of the Chechen Republic. The regional Ministry of Health has different statistics: according to their data for 2017, there are 19 such children in the republic7.

St. Petersburg is the first city in Russia where they began to professionally deal with children with autism. For 30 years now, the Fathers and Sons Center has been operating there, where Toma went to get additional education.

— There were experienced specialists in this organization who had already brought their children to work. They worked with different age groups. And I also began to work in each of them – junior, middle, senior.

Returning to Grozny, Toma opened her own office. And although the clientele appeared quickly, and she earned enough, she decided to go further:

— I suddenly realized that we were marking time. Well, yes, they will bring a child to me, I will work with him for an hour, but then he returns home and lives in his former swamp, from which his parents, perhaps due to illiteracy, and some even laziness, cannot get him out. And the mode for such children is of paramount importance.

Children of the system

Photo: Diana Magomayeva

– For these children, the most important thing is the system. They have their own daily routine, which must be strictly observed. If a child comes to kindergarten for two days and sees that the shoes are to the right of the entrance, and on the third day they are on the left, he will rearrange them.

At this moment, Iznaur enters the room and sits at the study table. The table is in the very corner, but the boy chooses it. So, the psychologist explains, autistic stereotypy is manifested – the very adherence of the child to a certain ritual. In this sense, they are all like Sheldon from The Big Bang Theory.

The lesson does not start, Iznaur gets up, starts walking around the room and clap loudly. Toma explains, “He’s so emotionally comforting.”

Music therapy

In addition to the table, the private study room has a blackboard, an English alphabet rug, a plastic basket and a synthesizer. The only kindergarten in the country for children with autism has two educators, two special psychologists, a speech therapist, Toma herself, a nanny and a musician. Toma calls him a music therapist.

Music is an obligatory part of the schedule. Khava Musayeva comes here several times a week and works with children. Its main task is to adapt children to the sounds of the world around them. Such children react extremely painfully to some of them, cover their ears with their hands. If this can be overcome, new horizons open up for the child: a sense of rhythm is developed, he begins to understand and hear the melodiousness of speech.

“Otherwise, for them, your conversation is just a continuous stream that they do not distinguish at all and do not perceive,” says Toma.

Kindergarteners learn colors, geometric shapes, letters. The speech therapist trains their speech. For some, progress is noticeable: someone began to pronounce individual sounds and words, someone stopped closing their ears at sounds that previously seemed unpleasant.

Sitting at the table

It’s getting close to 12:00 – it’s lunch time. Tom sorts through a pile of papers and shows questionnaires, one of the important items of which is the menu. Here it is noted what kind of food this or that child likes.

– If, for example, he eats only buckwheat, then he should not be given pasta. Yes, in principle, he will not eat anything else, even the masterpieces of the best chefs in the world.

All the money that the parents contribute is still spent on salaries and rent. Toma works in the red, but does not lose heart: “I understand that at first such a business will not be profitable.” The girl cannot afford a cook in the state, so her mother cooks for everyone.

“I wanted to order food in a cafe,” the girl explains, “but then I thought: what if they cook from stale products there?

Photo: Diana Magomaeva

The guys have lunch in the common room. While the garden is visited by eight children. There is only one girl – Samira. She is five years old. She walks on tiptoe all the time. Tom believes that the child was put in a walker for a long time.

Girls with autism are rare, mostly a boy’s disease. There are few talking children. One of the guys, Ibrahim, makes sounds similar to the cry of a baby. He runs after other children and constantly kisses them. This, the psychologist explains, is a consequence of parental overprotection, this is how an overly caressed child behaves.

Food is brought only when everyone is seated at the table. Keeping them in place is also an art.

“Children get used to running around the house with a sandwich in their hands, and getting them to eat together at a common table was very difficult at first,” Toma recalls. “It cost me a lot of work to convince parents that a child should be taught even to such simple things.

The table is also laid strictly in a certain sequence. First, the first and only then the instruments, and “otherwise they will all kill each other with these spoons.” There is a music center on the windowsill, songs from cartoons sound. Music education continues.

Then bread is handed out – strictly one piece at a time. Each of the employees now becomes a nanny: she makes sure that the child holds the fork or spoon correctly, and stops attempts at conflict.

Iznaur does not like camera flashes (this is our assumption, Toma says that it is very difficult to guess the irritant), he covers his ears with his hands and screams.

– Sit! Tom almost shouts, too, and hands the fork into his hands. The boy obeys and continues to eat.

Emotional sense

Photo: Diana Magomaeva

Although children with autism are emotionally poor, Toma says they have a good sense of a person’s character. Psychologists do not talk to them, but as if giving orders.

– First of all, if I speak monotonously, they will not understand anything, for them my speech will be like a mosquito squeak. Secondly, they are very good at distinguishing between severity and anger. If such a child feels that you are weak, that you can ride, he will use you.

According to Toma, hypersensitivity in such children is at the level of cats. And the reaction to the negative atmosphere is isolation from the outside world.

– Many parents complain that they cannot receive guests at home: the child is afraid of new people and begins to hysteria, beat himself.

Tom goes to the lockers with children’s clothes, takes out a bag and takes out medicine. One of the boys should take it three times a day.

“Actually, I don’t accept everyone in the kindergarten,” Toma says. – If the child is too wild, I immediately tell the parents that I can’t improve anything in his behavior, or first you need to take him to a neurologist, get a prescription and bring him to me a week after starting the drugs, so that they begin to work. But there are people who do not want their child to take pills.

Uncomfortable reality

Photo: Diana Magomaeva

According to Toma, much in the treatment of autism depends on the parents.

— The sooner you start treatment, the more chances for significant progress. Autism can be noticed up to a year. After all, parents should be alerted if the child does not respond to sounds, does not smile, does not reach for your arms. But our mothers sometimes, on the contrary, are happy that they have a “non-problem” baby. Then, when he starts walking, they put him in front of cartoons so that he doesn’t climb anywhere. And then comes the complete regression. They go into the world of illusions, they become uncomfortable in reality.

Tom divides his parents into several categories. Someone comes here so that the conscience is clear, someone – so that the husband’s relatives have fewer complaints. There are, of course, those who come for the sake of their children, but there are few of them.

— Acceptance is important. This is not the case when you give a patient a pill and expect recovery. This is a person with features that manifest themselves 24 hours a day. Of course it’s hard. You need to stick to a certain schedule, adjust your whole life to the needs of the child. This is especially hard for our women, they cannot say: “Sorry, I’m not up to household chores, I’m taking care of the child.” Therefore, mom tries not to waste time, but to do everything possible for him. But the more you try to protect these children from difficulties, the harder it will be for them in life. After all, it is easier to dress the child yourself than to wait until he puts on tights himself. Although, in my opinion, it is better to give him these tights an hour before leaving, so that he can handle them on his own.

Photo: Diana Magomaeva

A new race

Autism is often called the “epidemic” of the 21st century. This disorder is still poorly understood, in many countries today there is no developed diagnosis of it. But according to scientists, it is becoming more common.

“Eight years ago, when I first started working in this direction, three out of ten children who turned to a neurologist were autistic,” Toma recalls. “Now autism spectrum disorder is diagnosed in seven out of ten children. And working with them is amazing. You can spend three weeks teaching them to recognize three colors, but if they get their hands on a phone, they will use it like professionals: they will unlock it, minimize an unnecessary window, open YouTube and find the videos they need. In general, autistic people make perfect programmers. Especially when it comes to Asperger’s syndrome. I do not rule out that this is the emergence of some new category of people.

The only problem is that the society, especially the conservative Chechen one, is not yet ready for their appearance. They are not taken to kindergartens, because no one wants to mess around with such children, and if they do, they are quickly kicked out. A child who is not adapted to society, as a rule, does not stand the test of school.

– Sometimes I want to quit and leave everything as it is. I cannot give my employees a high salary, parents often do not understand how important it is to follow the regime. It got to the point that on weekends I ask them for a photo confirming that the child has slept in whatsapp in the general group. But this despondency lasts exactly until the moment when I see the first result,” shares Toma.

Photo: Diana Magomaeva

The expression of the child next to us changes.

“You see,” the girl rejoices. – He has a positive emotion!

Aza Isayeva

Children who left autism behind

03. 10.15

As a rule, autism is a lifelong condition, but a small number of children stop showing its symptoms and are removed from this diagnosis. Scientists are still trying to figure out how often and why this happens 9

Siri Carpenter
Source: The Slate

Alex, a ten-year-old boy, jumps on the bed next to his beloved Rogers poster He smiles as proudly as if he hired the player for the Packers himself. On a tour of his room in a suburban New York City home, he shows off a Packers-branded alarm clock, his football win trophy, a Boy Scout Troop trophy, and then the ultimate treasure, a green and gold Packers-branded lunch box he made himself. .

“Yes, very good,” I reply. Alex’s smile is a bit shy and sly at the same time. He flips the box over to reveal what it says: “Team Jets stink.”

He seems to be a boy like everyone else, but there is something unusual about Alex: he once had autism, but now he does not. There was a time when his parents didn’t know if he would ever speak in sentences, let alone joke with a stranger. They suspected that autism would not allow this to happen.

Alex’s parents began to worry about him even before he was a year old. He did not learn to sit, crawl and stand at the same time as his twin brother. Even more striking was that he was not at all as sociable as his brother.

“Alex’s expression never changed,” says his mother, Amy. (Alex and Amy’s names have been changed to protect their privacy.) She recalls how one friend unsuccessfully tried to make Alex laugh – jumping, waving his arms, making faces. “His brother would have been laughing for a long time, but Alex was just staring at one point,” says Amy.

Their pediatrician suspected autism and recommended an early intervention program. When Alex was only 9 months old, his parents arranged for physical therapy, speech therapy and other services. Alex was officially diagnosed with autism at only 2 years old. He had all the classic symptoms: he avoided making eye contact, didn’t respond to a name, didn’t use a pointing gesture to communicate what he wanted, was obsessed with letters, numbers, and animals. Like many children with autism, he overreacted to some sensations and everyday procedures, such as cutting his hair, were traumatic for him – from the touch of scissors to his neck, he began to squirm and scream.

After the diagnosis, Alex’s father could not imagine that his son’s future could be even slightly favorable. However, Amy was more optimistic. She pinned her hopes on an intensive behavioral therapy program. Alex made steady progress—first individual behavioral therapy for up to 30 hours a week, then a therapy program in kindergarten and elementary school, and finally a general education class. This year, his pediatrician Lisa Schulman, an autism specialist, concluded that he no longer met the criteria for an autism diagnosis.

Now Alex is a funny, funny, sports-obsessed boy. He is well versed both in himself and in social situations. He vividly discusses the hierarchy on the school bus and explains that scoring a goal in football occasionally is even better than during every game, because then congratulations from other players are much more pleasant.

Most children with autism will always live with the disorder. However, several studies over the past three years have shown that while no one yet knows the cause, there is a minority of children like Alex who lose the symptoms needed for a diagnosis. Shulman, who leads a major autism clinical program at the Albert Einstein College of Medicine in New York, says most of these children still have residual learning and emotional problems. “Despite this, we believe that the progress of such children is simply remarkable,” she says. “But their past diagnosis does not go unnoticed for them.” Only a “minority out of a minority” are able to handle all of life’s new challenges with ease—achievement in elementary school, the minefield of social life in high school, the demands for independence in late adolescence and adulthood.

The idea of ​​recovery from autism is fascinating and terrifying at the same time. (The very concept of “recovery” is problematic, since it implies some kind of illness, so many scientists avoid it). In 1987, UCLA psychologist Ole Ivar Lovaas reported that half of the children who received 40 hours a week of therapy called applied behavior analysis (ABA) became “indistinguishable” from other children by the end of the first school class. This study provided support for early intensive care for children with autism.

Applied Behavior Analysis, first used in autism therapy in the 1960s, is based on general learning principles. Such therapy includes cues, rewards for desirable behaviors such as social interaction, and reducing those behaviors that interfere with learning. Many autism therapies are based on these principles. Alex’s therapists, for example, used a modified form of ABA to teach the most basic forms of communication between people, including making eye contact when communicating, pointing as a request, and imitating another person’s actions.

Both traditional ABA and its newer variations have proven effective in improving the cognitive and language skills of children with autism, as well as teaching them adaptive behaviors. The earliest intervention for autism has also been shown to be associated with the best outcomes.

This kind of intensive care helps some children more than others. However, Lovaas’s claim that half of young children “get well” as a result of intensive ABA therapy was clearly an exaggeration. Clinical psychologist Katherine Lord, an autism expert at Weill Cornell Medical College in New York, says such promises have done great harm. They have led many parents to believe that if they just find the “right” therapy, autism will disappear. “There is absolutely no evidence of this,” she says. Nowadays, most experts consider autism a lifelong condition.

However, already modern research on autism has allowed scientists to notice that some children (their number is still controversial, different researchers give figures from 3% to 25%) eventually get rid of social and communication problems and repetitive behavior that and are the definition of autism. However, many scientists have speculated that such children may have simply been misdiagnosed, and in fact, they simply did not have autism, or they still had autism, just with less obvious symptoms.

It wasn’t until February 2013 that a study by clinical psychologist Deborah Fane of the University of Connecticut was published in the Journal of Child Psychology and Psychiatry that led to serious consideration of the possibility of recovery from autism.

Fane says that in her clinical practice she has seen children from time to time who have had “amazing, meaningful progress,” so she can’t help but wonder if there is anything unique about these children’s life history. In 2009In the same year, she began to systematically study children from her practice and elsewhere, and was able to identify 34 such cases among people aged 8 to 21 who achieved an “optimum outcome,” as she and her colleagues call it.

To be included in this group, children must have had an early diagnosis of autism confirmed but must not have had any symptoms of autism at this time. Fein also excluded ambiguous cases, including children who did not have speech delays or those who still received special services for social or communication problems.

Although the members of this group were similar to their peers in their communication, facial recognition, and speech skills, Fein tried to find out if they had more subtle differences. In order to determine this, he and his colleagues conducted a series of additional analyzes. The results of one such analysis suggest that young people in the optimal outcome group are slightly more socially awkward than their peers, but they were liked by others even more than those who never had autism or those who still had high-functioning autism. . Another analysis revealed small language differences in this group. However, Fein found no difficulty in this group with executive function, a broad class of cognitive skills that includes controlling impulses and emotional responses, shifting attention from one activity to another, and planning and organizing one’s actions.

Then came more evidence that some children outgrow their diagnosis. In 2014, in the Journal of Child Psychology and Psychiatry, Lorde and her colleagues published the results of a study based on 85 children with autism, which were conducted from the age of 2 to 19 years. Of the 32 children in this study who did not have an intellectual disability, eight children (all boys) or 9% of 85 children no longer met the criteria for a diagnosis of autism by 19years and did not need any additional support. (Six of the eight boys in the “very positive outcome” group remained diagnosed until at least 14 years of age.)

Fein and Lord’s research cannot answer the question of why autism disappears in some children. In Fein’s optimal outcome group, social symptoms in early childhood were slightly milder than peers whose diagnosis had not changed, but their early profile was broadly the same. Similarly, Lorde and her colleagues found that children who had lost their diagnosis had the same impairment at age 2 as the rest.

Access to early therapy may have affected outcome to some extent. In the Fein group, children in the optimal outcome group, on average, received earlier and more intensive treatment than children who retained their diagnosis. About 40% of children in the optimal outcome group received ABA therapy at 2–2.5 years of age, compared with only 4% of children who retained their diagnosis. In Lord’s study, all eight children who no longer met the criteria for autism received behavioral therapy at age 3, compared to half of the children who kept their diagnosis.

However, since both studies did not randomly assign children to early treatment and non-treatment groups, it is not possible to say whether therapy played a role or not. “Most children don’t make such dramatic strides and don’t lose their diagnosis even with the earliest and most intensive therapy,” Fane warns.

In Alex’s case, therapy seems to have helped. At the age of three, he went to a kindergarten therapy group that emphasized social interaction, and he blossomed there. One day, Amy took him to the playground to meet another child from kindergarten. Upon arrival, Alex could not immediately see his friend in the park. “I remember him saying: “I lost my friend. It makes me so sad,” recalls Amy. “Then I realized for the first time that he might be worried about his age.”

At the end of the second grade at a special school for children with speech disabilities, the principal informed Amy that she thought the boy was ready to be transferred to a mainstream school. He was transferred to a regular public school class with a good program for children with special needs. On Mondays, he attended a socialization group, where he was reinforced with skills such as the ability to start a conversation or compromise during a game.

The story of another child who eventually left his diagnosis behind is similar to Alex’s. At the age of one, Jake Axcorn was a talkative and active boy who gradually lost interest in other children, stopped responding to his name, and finally stopped talking. At the age of two, he was diagnosed with autism. Over the next two years, he received more than 40 hours of therapy a week, relearning the skills he had lost: how to clap and wave goodbye, how to make eye contact, and how to play with other children.

At first, Jake simply imitated his therapists and parents for M&Ms or Oreos. However, when Jake developed spontaneous speech, in the words of his mother, Karen Siff Eckkorn, “it was as if someone had turned on the fast forward button in him.” By the time Jake was 4 years old, one of his family friends, watching him at a birthday party, noticed that he was no different from other preschoolers. His mom took him for a re-diagnosis, and the doctor told him that not only did Jake no longer meet the criteria for autism, but he didn’t have any of the residual behaviors of children with autism. The doctor said it was a rare case of “complete recovery”.

When Jake started attending kindergarten, his parents told the teachers about his history of autism so that they could look for possible difficulties. However, they soon stopped worrying – everything was fine with Jake. By the end of high school, it would never have occurred to anyone that they had ever had autism, says Eckkorn, who published The Autism Handbook in 2005, a guide for professionals and parents who have recently learned about a child’s autism. This month, Jake started college at the University of Michigan. He says he doesn’t remember much about living with autism, though he does remember M&Ms.

Some in the autism community object to the very idea that autism can or should be left behind. Autism “is an integral part of who we are – it’s hardware, not software,” says Carol Greenburg, a New York-based special education activist and editor of The Thinking People’s Guide to Autism, a book and blog on the subject. of the same name, which offer practical advice and different perspectives on research, education and other topics.

Greenburg argues that in most, if not all, cases of so-called recovery, people have not recovered from autism at all. Rather, they have mastered the mechanisms of behavior that allow them to “mimic a non-autistic personality” even during a diagnostic examination. However, such “imitation” requires an incredible amount of energy, as Greenburg and her 14-year-old son know from personal experience. “All autistics are put in a position where we have to spend energy on external signs of normality, and not on real functioning in the world,” she says. “I don’t want to waste energy on appearing ‘normal’ and I don’t want my son to do it. I want him and me to achieve the goals that we have chosen for ourselves.”

Brain scan results seem to support the idea that the absence of behaviors needed to diagnose autism does not necessarily mean that the brain has been “rewired”. In an as-yet-unpublished study, Fein and her colleagues found that during a language task in young people in the optimal outcome group, neural activity in some parts of the brain resembled their peers with autism more than people with typical development. The data doesn’t mean their autism hasn’t gone away, Fein says. After all, this diagnosis is based on the results of clinical observation of behavior, and not on the basis of brain scans. However, according to her, “the functioning of the brain was not normalized. It looks like it’s about compensation.”

Ari Neiman, president and co-founder of the Autism Self Advocacy Network, believes that losing a diagnosis makes it impossible for people to be part of the autism community, and that adults in this situation may feel they are different in some way but cannot explain why these feelings. In other cases, children may reject their own past. “If your parents have spent your entire life treating autism as some kind of nightmare that, thank God, no longer has to do with you, this can negatively affect you,” Neumann says.

Karen Eckkorn says she’s pretty sure Jake doesn’t feel any of that. “He accepts his past and is free to talk about it,” she explains. His parents are sure that the boy perceives autism as part of his past. However, she understands why other people might find it hard to believe. “I think that if a full recovery did not happen with my own son, then I myself would not believe that this is possible,” she adds.

For many children, the loss of a diagnosis can be a double-edged sword. They may continue to have various difficulties, such as attention-deficit/hyperactivity disorder or language-related learning difficulties. “Some of our guys have made amazing progress, but they still need help,” Shulman says. And some of the problems of these children may not be obvious at first. Attention deficit problems may only become apparent after entering school, when children must sit still for a whole class, and learning problems associated with speech may not be noticeable until the third or fourth grade, when children are required not only to read, but to learn with help. reading.

In reviewing the medical records of some of the children she treated, Schulman found that of the 569 children who had been diagnosed with autism in the past 10 years, 38 or 7% of the children no longer met the criteria for autism. However, 35 of them continued to have emotional, behavioral or learning difficulties, and only 10 children were enrolled in the general education class without any additional support. (Schulman notes that her study may have overestimated the number of children with problems, as children without problems could simply stop attending the clinic.)

Amy, Alex’s mother, sees hints of these residual difficulties in her son, despite his astonishing progress. When he was an infant, the first sign that something was wrong was a delay in motor development. Now, at the age of 10, he seems to be an angular and slightly awkward boy. He knocks a glass of milk off the table, but manages to catch it in time. Accidentally knocks over a plate of chips, which scatter on the floor.

This may seem like the most common clumsiness. But for his mom, it’s a reminder of the remaining, albeit minor, problems with fine motor skills. Amy’s adoration for Aaron Rodgers is not just a typical teenage interest, but an echo of his early obsession with letters and numbers. His thinking also retains a certain inertia characteristic of an early age – he categorically refuses to read anything not about sports and “turns off” if the book is not interesting to him.

These echoes of Alex’s past, according to Amy, “remind us that although they have become hidden, they have not disappeared, and as he matures, they remain part of who he is.”

To tell the truth, Amy isn’t at all sure that Alex has really put autism behind him. He still has difficulty in school, especially with reading comprehension and other areas that are related to language comprehension skills. However, the boy has learned strategies to help reduce or compensate for these difficulties, and so far he is able to convince teachers that he understands and perceives information at the level of a typical fifth grader.

Amy now has new sources of concern. She is infinitely grateful for Alex’s many achievements, but the loss of the diagnosis itself causes conflicting feelings in her – after all, many sources of help were lost along with the diagnosis. “He just gets lost in the ocean of other students because he is a very sweet and accommodating child, and he can choose the right answer in homework, pretend that he understands everything, even if he doesn’t,” says Amy. “I constantly have to fight to ensure that he does not end up without the support he needs at school, and without an official diagnosis, it is much more difficult.”

For example, in science class, Alex “floated” during tests, but his mother was sure that he did not understand the material at all, despite his good grades. His teacher didn’t realize what was going on until Amy pointed it out to him.

Parents like Amy may also face another dilemma – whether to tell their children and the rest of the world about a past diagnosis. Some parents believe that autism and everything associated with it – anxiety, obsession, setbacks and achievements – are an integral part of the identity of the child and the whole family, and simply cutting it out of life will no longer work. Jake’s parents told him about the diagnosis when he was five years old. “I wanted him to know about it from us,” his mother says. “It would be much worse if he heard about it from some relative at a family dinner.” She also did not want to turn autism into a shameful secret: why on earth keep silent about it? Jake took the news for granted. “We might as well tell him that he had chickenpox,” she says.

Other parents fear that a past diagnosis will affect how peers and teachers treat their children, that they will have trouble getting into college, or that it will undermine their children’s self-esteem. Alex knows he needs extra help with reading, writing and social skills. However, his parents haven’t told him anything about autism yet, and Amy isn’t sure when or if they will.

However, that is a question for another time. Now Alex’s parents dream about how he will finish school, go to college and find an interesting job. They hope that as he matures, he will find a meaningful relationship and meet his love. “It’s amazing at times to think back to where he started and see him grow into a thinking, reflective, socially adjusted child,” says Amy.

Amy may never be able to think of autism in the past tense, and she will probably always worry about Alex’s future, but doesn’t that apply to all parents without exception? “I don’t think there are parents, whether their children are typically developed or not, who are confident in the ‘optimal outcome’ for them,” says Amy. “We all try to develop and build on the strengths of our children, but in the end they are who they are meant to be.”

After eating in the kitchen, Alex reflects on what it was like to move to a new school two years ago. The hardest part was making friends, he says. “I had to work hard and do things that the other kids liked so that I had something to talk to them about.” Fortunately, he was able to find the key to social success – the Minecraft game. He is not the best Minecraft player, nor is he the best reader in his class. But it doesn’t bother him. “I’m proud that I’m good at being me,” he says. “I don’t want to be anyone else.”

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ABA Therapy and Behavior, Diagnostics and Tests, Research, First Person

Living with Autism: At what age is it too late to expect success?

• Anna Cook
• for bbcrussian.com

December 10, 2018

The author of the photo, Anna Cook

Photo caption,

“Have I not given enough to my children three times in a row?”

I recently came across a book by the founder of Sony, Masaru Ibuki, with a title that made me feel physically sick: “Kindergarten is too late.” It is also translated into Russian as “After three it’s too late. ”

The feeling of nausea and dizziness came because I saw this book (although it was written in 1971 and is in principle very famous) when my third, youngest daughter was almost four years old.

The book is about the fact that it is in the first three years that it is important for a child to lay the foundation for a lifetime. “If a solid base has not formed in the first three years, it is useless to teach how to use it. It’s like trying to achieve good results working on a bad computer,” the author writes.

I was overwhelmed with a colossal feeling of guilt: could it be that three times in a row I didn’t give something to my children, didn’t help realize their abilities, missed precious time and opportunities, and now it’s too late?

• Living with autism: an educational program that is never superfluous
• Living with autism: a diet for a “starving brain”
• Anna Cook’s video blog: how my daughter’s autism affects the whole family

“It’s getting late”

“It’s getting late” has been haunting me ever since my eldest daughter, Lisa, was suspected of having autism. This happened seven years ago, when Lisa was barely two years old.

– Maybe I got nervous during pregnancy and something went wrong? But now it’s too late.

– Maybe during childbirth it was not necessary to agree to artificial stimulation? But now it’s too late.

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– Maybe you should have carried the baby in your arms all the time and not left him alone in the crib? But now it’s too late.

– Maybe you shouldn’t have been vaccinated, after which Lisa was ill for a month with a fever and a rash? But it’s’ too late”.

– Maybe it was necessary to sound the alarm earlier and throw all the means and resources into the round-the-clock therapy of the child? But now it’s too late.

“It’s getting late” didn’t end there. Books, articles, specialists and, of course, parent groups on the Internet kindly provided new ones:

– If a child has not mastered the toilet by the age of five, then he will remain in diapers for life;

– If you do not part with a pacifier before a year, there will be a bad bite;

– If the child does not speak by the age of four or five, then most likely speech will not appear;

– After the age of seven, brain development slows down so much that it makes no sense to expect the appearance of skills that should have been formed before this age.

At the age of four, when children go to school in Britain, I had a practically non-speaking, very poorly communicative child with a pacifier, in a diaper and with very difficult behavior.

It seemed that everything was over, the train had gone so far that we would never catch up with it.

Photo copyright, Anna Cook

Photo caption,

At four years old, Lisa walked with a pacifier, in a diaper and did not speak

“The Year of Lisa”

Fortunately, Lisa, like many other children with autism, – a clear example of what is not, it is not too late. Not three, not six, not eight.

As for all of the above “may”, as I have learned from the scientific literature in recent years, there is no evidence that they can cause autism.

Perhaps the most stunning progress in her speech and social development Liza made just in the last year – from her eight to nine years. Even the school speech therapist, shocked by my daughter’s success, suggested declaring 2018 the “year of Lisa.”

It was in this year that Lisa began to try to strike up a conversation. She began to ask questions not only to ask for a cartoon or cookies, but also just to talk:

– I had a good sleep, but how did you sleep, mom?

– Zoya, it’s time to get up, breakfast is ready.

– Katya, are you going to school today?

Lisa started joking: “Zoya, you have a diaper on your head! I was joking!”

And finally, I waited for the words that all parents probably dream of: “Mom, I miss you. I love you.”

Of course, all these amazing leaps in development did not appear by magic.

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Lisa heard these questions being asked of her, how her sisters are constantly joking (at their age, of course, all the jokes are centered around the toilet topic).

For many years I have been saying all the words behind Lisa on autopilot, commenting on all her actions and what is happening around, asking questions and answering them myself, specially creating situations so that my daughter has to express her thoughts in words.

At school and at home, we worked (and continue to work) on the generalization of skills – for example, for a whole year we taught that a question asked to one person can be asked to another, and in a story about one hero, you can replace his name with another.

What ordinary children learn intuitively without thinking at all is not at all obvious to a child with autism. He needs to be taught everything, like, for example, a foreign language or the cultural characteristics of some exotic tribe.

Given that the brain in autism works differently, and quite often autism is accompanied by other developmental disorders, it can take years to process and understand some life concepts.

Image copyright Anna Cook

Photo caption,

Lisa began to go to museums during normal hours, and not at special times for children with autism

Children with autism find it much more difficult to study because they are often unable to see the whole picture – they literally “can’t see the forest for the trees” .

They simultaneously see the smallest details in the space around them, listen to all kinds of sounds, can pick up the faintest smells, and with such an excess of information they do not understand what they need to focus on.

It takes time, a lot of time, to master this skill – to perceive trees as a forest, to isolate the main thing.

And it looks like something “clicked” with Lisa. Some kind of neural connections formed in the brain, things went smoothly.

It can be seen how much Liza herself enjoys the fact that she can communicate. She joyfully greets acquaintances, tries to strike up a conversation with her sisters.

Increasingly, after school, Lisa does not run to her room, as usual, to spend the evening alone with toys, but goes to Katya and Zoya’s room, where they build Lego together, play Monopoly or dress up as their favorite cartoon characters.

At children’s events, I steal a tear when Lisa sits with other children and watches the animator carefully, laughs at jokes and even raises her hand to come out and sing a song into the microphone.

At the same time, Lisa finally got the motivation to write by hand, color and – the most joyful for me – work with scissors!

All exercises for fine motor skills so far with us were rather formal, because in principle it was not interesting for her and she did not need it.

This time children’s magazines with stickers, pictures, stories and cut-outs worked.

I must have spent a fortune on these magazines over the past few years. But before, Lisa was only interested in stickers and included toys.

And here it “clicked” again: reading, coloring, writing answers to riddles, trying to cut out. Once, when I tried to help her cut something, Lisa indignantly removed my hand, and then, barely cutting a strip of paper with her unruly hands, proudly announced: “I did it myself!”

The author of the photo, Anna Cook

Photo caption,

Finally, Liza started working with scissors

Crises of age

Unfortunately, success comes at a heavy price to Liza and our whole family.

Like small children, before the next age jump, Lisa is covered by a crisis. This means terrible breakdowns in behavior, tears, aggression, total disobedience, insomnia. Surviving these crises is not easy.

The simplest daily activities – changing clothes, combing your hair, leaving the house, even getting into a car – cause a violent protest.

It takes Lisa several times longer to understand what they want from her. On such days I learned – and explained this to my daughters – that Lisa should not be rushed.

Sometimes it can take more than 5-10 minutes before the meaning of the words spoken reaches Lisa, causes a wave of negativity in her, then comes again, comprehends and, finally, causes an acceptable reaction.

During the crisis period (and it can drag on for months) it gets from Liza and her sisters. On especially difficult days, I try to spend more time alone with Katya and Zoya or send them to friends for a break.