My ASD Child

Section 504 is a federal law designed to protect the rights of students with disabilities in programs and activities that receive federal funds from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States … shall solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…" Section 504 covers qualified children with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a child must be determined to: 1) have a physical or mental impairment that substantially limits one or more major life activities; 2) have a record of such an impairment, or 3) be regarded as having such an impairment. Section 504 requires that school districts provide a free and appropriate public education (FAPE) to qualifi

"What would be some ways to teach my teenage son [age 13] social skills? He really needs some friends but turns them off much of the time, so he's kind of a loner as it goes. What ideas have worked for others?" Children with Asperger’s (AS) and High-Functioning Autism (HFA) are likely to have difficulties with social skills. In fact, about 75% of these children exhibit social skills deficits. Also, about 29% of teens with AS and HFA required social skills training beyond high school. The importance of developing social competence can’t be overestimated since it is associated with academic achievement, peer acceptance, and employment success. Regrettably, the lack of social competence during early childhood is the single best predictor of mental health problems later in adulthood. Even more shocking is that experiencing significant difficulties with social skills becomes more unbearable over time, underscoring the crucial need for early social skills training. Pare

A portion of Mark Hutten's seminar on "Launching Adult Children with AS and HFA":  ==> More on "Launching Adult Children: How To Promote Self-Reliance"

"I desperately need some advice on how to work with my son's (high functioning autistic) teacher so we can come up with a 'plan' that actually works for him - both academically and behaviorally." Collaboration between parent and teacher facilitates successful education for ALL children. But for young people with Asperger’s and High-Functioning Autism, it’s especially important to have effective communication, consistency on goals and rewards across settings, teamwork planning, and monitoring of interventions. The parent-teacher relationship is ongoing, reciprocal, respectful, and child-centered. This post offers important tips for facilitating effective parent-teacher teamwork: 1. A message notebook may be used so that the educator can communicate what is going on at school – and the mother or father can communicate what is happening at home. Notebook comments from the educator may discuss a youngster's progress, his behavior, attitude, the rate at