The Emotional And Psychological Abuse of an Autistic Student
I would like to make sure that we all have a clear understanding of the meeting that took place yesterday. It was scheduled on September 19, 2006. The attendees were Sherri Tucker, Diane Stark (sister of Sherri and employee of Children's Mercy Hospital since 1981), Todd Wilson, Kim Berkstresser, and Suzanne Vleisides. Jannette Cooley attended half of the meeting. I need a copy of the schools' minutes for this meeting. Please correct me on any items that I am mistaken on.
The meeting was called to discuss the modifications that should be made to Jacob Tucker's IEP. He has modifications in every class and his mother felt that he needed modifications in PE. She has done a great deal of research on this subject and has offered the information to all that were involved in this meeting, with the exception of Ms. Cooley.
The following emails precipitated the meeting:
To "Todd Wilson"
09/19/2006 08:22
Cc Kim Berkstresser <kim.berkstresser@leesummit.k12.mo. Suzanne Vleisides <suzanne.vleisides@leesummit.k12.mous
Subject Jacob Tucker
Mr. Wilson,
I am trying to find the best situation for Jake. PE is a very anxiety provoking activity for Jake. He is afraid of his team losing because of the extra push ups or sit ups. I'm afraid that his teammates will not appreciate having Jake on their team and that he will be bullied. This happens frequently with AS children and Jake is not the exception.
Also, he is physically clumsy and the laps that they have to run and the activities that PE requires are very difficult for him. This adds to his anxiety.
I would like for Jake to have modifications to his PE class or adaptive PE. Following are articles and suggestions from professionals and parents of AS children.
Sherri Tucker
One of the hardest social situations for my son in middle school was the Physical Education classes. He hated sports and had motor delays that made sports difficult for him and therefore made him more of a target for other students. The locker room situation was especially difficult and there was little adult supervision there to protect him. After a couple of incidences, we were able to arrange that he wouldn't go into the locker room at all, and instead would wear appropriate clothes on P.E. days and would leave his backpack in the P.E. teacher's office. We had him exempted from the 8th grade P.E. requirement. I wrote a letter to the principal and included a letter from a developmental pediatrician who knew my son and was very knowledgeable about autism. We had no problem getting him exempted. I would only suggest this option if your child gets nothing positive from P.E. or suffers anxiety related to it. High School gives you many more options for Physical Education classes that can be used to satisfy the requirements for graduation, such as weight lifting, track, and other more individualized sports. You can also request Adaptive PE help in an IEP.
http://www.teacch.com/survive.html (I contacted the author of this article and spoke to her about this issue)
When students with autism are mainstreamed into the regular classroom setting it would be best to do so for classes that are interesting to them and which are related to their strengths. For example, handicapped students are often mainstreamed into electives such as physical education classes. Such a strategy would probably not be successful for children with autism. The social nature of this type of class and the relative lack of structure would make it difficult for them to have success in this setting.
They would be much more successful if they were placed in a class such as math, and electives, such as computers, which are academic strengths, strong interests, and take place in a structured setting.
Inclusion
1. Inclusion, or the integration of people with and without disabilities, is supported by legislation of the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). A key component of IDEA addresses the need for individuals to receive services in the least restrictive setting or environment. Physical activity and recreation programs should be naturally inclusive environments for individuals with autism. To ensure a safe and successful program, staff needs to be knowledgeable on the considerations of autism, and sufficiently trained on working and interacting with individuals with autism.
I have been in special education for 20 years. Here are some general guidelines for this population. Reduce distractions and clearly define rec space. Employ task variation using 4-6 stations. Emphasize participation, not competition. Integrate strengths of student into lesson. When integration is not appropriate, design a parallel activity to take place in same area at the same time. I have also experimented with peer tutor dyads/tryads. It begins with sensitivity training for typical peers. I would suggest employing the school psychologist in reference to the scope and depth of the training. You can choose a simple motor skill like throwing. The first dyad/tryad ( D/T) is the typical peer and the teacher. Essentially, the teacher teaches the typical peer how to properly sequence the skill. The 2nd D/T is the typical peer and the autistic student (unidirectional).
The 3rd D/T is typical peer and autistic student ( reciprocal). The 4th D/T is the autistic child teaching an atypical peer (unidirectional) . The 5th D/T is the autistic student with a typical same age peer. You have to experiment a little to find what methodology is the most advantageous. I have found whenever you can give these students a moment to shine; it really seems to raise their self-esteem and gives them opportunity to reciprocate in social environments. Good luck.
The term special education means specially designed instruction, at no cost to parents, to meet the 1. unique needs of a child with a disability, including - (A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other set- tings; and (B) instruction in physical education.
[Original Message]
Cc: Kim Berkstresser <kim.berkstresser@leesummit.k12.mo.us>; Suzanne Vleisides <suzanne.vleisides@leesummit.k12.mo.us>
Date: 9/19/2006 9:32:27 AM
Subject: Re: Jacob Tucker
Hi Sherri,
I first want to thank you for your email and thoughts. However, I am going to disagree with some of your statements. Jacob, for over a year now, has been doing an outstanding job in p.e., as have many other students similar to Jacob over the past few years. His attitude is always good and his effort is above average. Though he may not "excel" athletically, he is not graded or disciplined on performance nor will he ever be. Your statement about having to do push-ups or sit-ups for losing a game makes me believe that you are getting a "slanted" view of what actually happens here in p.e. and maybe even in his other classes. Don't be alarmed. Many students tell their parents one thing when something else may actually be the case. I'm not calling Jacob a liar; I'm simply telling you the facts. (I asked three other boys, the same age as Jake) what happens when they lose in a team sport in PE. I did not give them any other information. They all said the same thing. They have to do sit-ups or push-ups)
I also find it hard to believe that p.e. is causing Jacob a great deal of anxiety. Jacob seems very relaxed in class and communicates very well with me and his classmates when I interact with him. My p.e. classes push students physically so that they can improve their physical health and well-being, which in today's society, I think we can all agree, is needed.
It would be a shame to take Jacob out of a setting that is going to challenge him physically, socially, and mentally. My classes prepare students for the world outside of school. We have fun playing games, getting to know each other, interacting with each other, and doing other things. We challenge ourselves by asking out bodies to do their best everyday and by periodically pushing them outside of their comfort zone. Jacob, like every other student in this school, needs this.
Jacob is a joy to have in class and I have sincerely enjoyed getting to know him over the last several months. I hope that he is not only allowed to remain in a regular p.e. setting, but encouraged by you, to push his "bubble" out a little and continue to face the day to day challenges head on.
Thank you for your time,
Todd Wilson
Pleasant Lea Middle School
Lee's Summit, MO 65081
816-986-1175 ext. 7552
Todd,
Thank you for taking the time to respond to my email. I would like for you to clear up a few matters. You stated that Jake has been doing an outstanding job for the past few years. Last year you contacted me and told me that Jake wasn't doing very well. What do you mean by "Jacob, for over a year now, has been doing an outstanding job in PE"?
In your email to me on February 22, 2006 you stated:
"Hello Mr. and Mrs. Tucker,
I just wanted to touch base with you about Jacob's behavior recently. The last month or so, Jacob's attitude and energy level has been dropping rather quickly. As a reflection to this, I have been forced to give him some participation marks which is affecting his grade. I talked with Jacob today after class and he stated that he feels "worn out" and that a lack of sleep is partially to blame. He told me that he has been drinking pop at night which I believe could be part of the reason he has been having trouble falling asleep.
If you could encourage Jacob to do his very be3st in P.E. each day and also encourage him to have a healthy diet while at school and at home, I believe it will positively reflect on his attitude and effort in P.E.
Thank you very much for your time and consideration.
Todd Wilson"
Can you also explain to me why Jake said that the team that lost in the passing contest had to do sit ups or push ups? I understand that his perception can be off sometimes, but I would like to know why he believed that to be true. I don't believe that I am getting a "slanted view". I am getting Jake's view. He is autistic and they have a hard time with social cues. That in no way means that he is lying or "slanting the truth".
Jake has complained about PE for two years. I have always just let it go and told him to try harder. However, after investigating autism further, I have found that it is not just an issue with Jake. It is an issue for almost everyone with autism. I have sent you several articles stating this.
I don't believe that Jake needs to be pushed physically or socially in a school setting such as PE. He doesn't have the physical abilities to compete with NT children and social skills should only be addressed by someone that has been educated on ASD. I asked that Jake stay in PE with modifications. All of which seem to be the preferred setting for children on the spectrum. It is my hope that my request will be complied with. I understand the need for Jake to be fit and would love for that to happen. But, I want it to be done in a physically and emotionally healthy way.
Sherri
I began the meeting by reading some information that had been given to me by a specialist in AS. I wanted the team to be privy to knowledge that I had gained in the hours prior to the meeting. I also stated that I had spoken with many parents of children in middle school with AS.
I read the following: "Jacob is challenged every single day. Physically, socially and mentally. Jacob also needs a different kind of preparation for the world outside of school. Most AS kids live outside their comfort zone just by virtue of walking into the school building."
I also told everyone that Jake's psychologist has determined that Jake has anxiety issues and they are mostly due to school. There was some more conversation and it there was a lot of back and forth about autism. I don't believe that Mr. Wilson is very knowledgeable about autism. That is the impression that I got.
I believe that Mr. Wilson then stated that he did not believe this to be the case and that he knew Jake better than any "What do you call it? AS?" specialists. I believe that he then said that he still do not believe that Jake was suffering from anxiety. I explained that Jake's anxiety was not detectable to him because he is autistic and doesn't act the same as "normal" kids.
Kim and Suzanne were very good at facilitating the meeting. They kept asking what modifications needed to be put into Jake's IEP. I stated that I did not want Jake to have to run laps. He had been punished for not running laps the prior week. Mr. Wilson stated that Jake was not punished for walking he was punished for not running the last 20 feet when he was instructed to.
I asked Mr. Wilson what he told Jake. He stated that he told Jake and two other kids that they needed to "hustle" on the last 20 feet. He said that he punished Jake for not following instructions and that he felt that Jake needed to be punished. I explained that Jake is autistic and he takes things literally. "Hustle" does not mean run to Jake. I'm not even sure that he knows what it means. I told him that Jake thought that he was being punished for not running all of the laps. He did not understand that he was being punished for not "hustling" and was probably not even sure what was being asked of him. I went on to explain to Mr. Wilson that AS kids have difficulties with motor skills. He stated that he disagreed and that he knew more about Jake's abilities than I do.
Somewhere during this conversation Ms. Cooley arrived in the meeting. There were many conversations going back and forth and I can't recall every one. I will request that future meetings be recorded.
We finally got back down to discussing the modifications. There was some confusion as to what to put into the IEP. I stated that I had hoped that the team would have some suggestions and felt that the PE teacher would be the best person to come up with some of these, but it appeared that the PE teacher didn't feel that modifications were warranted and that I would need to do some more research on my own time.
We did decide that Jake should not have to run laps. It got pretty technical and there was discussion as to whether he should run during basketball, etc. It was finally decided that Jake would not have to run laps or long distances.
I believe that Mr. Wilson asked how that would be handled and if he would say to all of the kids "You all have to run, but Jake you can walk." He also stated, "What happens if Jake accidently runs? Am I going to get into trouble for that?"
Kim, Suzanne, my sister, and I all stated that it would be great if Jake ran, but that he doesn't have to. I stated that I didn't want there to be any question about whether Jake had to run or not and that's why I wanted it in black and white. I didn't want to depend on the teacher to make a decision for a child that has a disorder that he clearly doesn't understand.
Mr. Wilson brought up an email that I wrote to him last year. He had emailed me the above and I responded in a positive way. We had so many issues with Jake last year that I didn't want to add to it. I responded in a kind and positive way to Mr. Wilson in hopes that he respond in the same way to Jake.
We discussed how Jake loved PE in elementary school and felt that Mr. Bishop hung the moon. I said that I agreed with that statement. Mr. Bishop is an excellent teacher and beyond that a wonderful and caring human being.
Mr. Wilson said that he felt that Jake liked him and had never appeared to be upset. I explained that Jake is autistic. He doesn't dislike people. He doesn't see the good or bad in people. He may be stressed by an activity, but not by the person making him do it.
Mr. Wilson asked me if I would be telling Jake that he didn't have to do anything he didn't want to in PE. I told him that what I discuss with adults is not the same as I what I tell Jake. I told that I would never go home and say "That person is mean." I will simply tell Jake that he needs to do his best and if he can't run then walking would be acceptable.
It was my feeling that Mr. Wilson was not on board with Jake having modifications. He continued to assert that Jake was up to the challenge of PE. I continued to assert that Jake is not a "normal" child and that he is not.
My sister brought up the fact that Mr. Wilson stated that my son lied. Mr. Wilson corrected her and said that he purposely stated that he didn't lie. So, we agreed that he stated that he slanted the truth. My sister stated that Mr. Wilson stated that Jake might be doing this in all of classes. She asked him how many of Jake's classes he had been in.
My sister brought up the fact that Mr. Wilson had addressed Jake's need for a healthy diet at home and that he felt that Jake needed to drink less pop at home so that he could get to sleep. Mr. Wilson agreed that I had sent him an email explaining that children with AS have sleep issues and that it has nothing to do with diet or pop consumption.
Mr. Wilson at first stated that Jake told him that he drinks pop before he goes to bed. He then stated that Jake drinks 3 or 4 cans of pop before he goes to bed. I explained to Mr. Wilson that he asked Jake if he drinks pop and Jake answered yes. Once again, I explained to Mr. Wilson that Jake is autistic and will only respond to a direct question. If he had asked Jake what time he drank that pop and how much, Jake would have answered that. Jake only told him that he drank pop.
I said that perhaps I should talk to my psychologist and see about having Jake released from PE. I really didn't feel that it was a good environment for Jake and I would not allow us to go back to where we were last year.
Ms. Cooley stated that she didn't want me to discuss last year anymore. My sister said that I had attended so many meetings last year and nothing was ever fixed.
Ms. Cooley told my sister that discussing last year wasn't going to get us anywhere and that no purpose was served by bringing it up. We need to focus on the positive.
I tried to insert, "If we don't learn from our past we are doomed to make the same mistakes." but I didn't get to finish my thoughts.
We once again discussed the modifications and Kim and Suzanne said that they knew that Mr. Wilson would follow through with whatever we decided. We decided that Jake would not have to run laps or long distances.
We concluded the meeting at that point.
I came home and contacted Jake's psychologist and talked to him about this meeting. We agreed that the atmosphere, in PE, would not be good for Jake's emotional and psychological well being. I told the psychologist that Jake's father would be taking him to the gym three times a week for physical fitness.
I would like to see Mr. Wilson attend a class on autism because I feel that he doesn't understand the disorder and it's impact on the students that he serves.
"It is often easier to become outraged by injustice half a world away than by oppression and discrimination half a block from home." Carl T. Rowan
Sherri R. Tucker
Cofounder MOAFAA (Missouri Advocates for Families Affected by Autism)
Cofounder and President Lee's Summit Autism Support Group
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