Monday, April 19, 2010
Small Doings of a Weekend: Being Andy's Mom
With all the exciting things happening and moving and shaking in the world, and a blog called "Life with Joey", my writing often overlooks the other half of the world, that veritable bundle of giggles and bounce we named Andy. Joey had an IEP and a baseball game and a lost tooth and lots of things going on, but Andy has lots going on, too. When I made my first blog, eons ago and now long gone, I took the name Joeymom, because there was no Andy. That's how long ago it was. It becomes second nature to answer to it, as often in store or school or sports event field, the call of, "Hey, Joey's Mom!" means me. So it was kind of odd but lovely to have an event this weekend in which I was "Andy's Mom."
Andy was invited to a birthday party. This is a regular occurrence with Andy, at least more so than with Joey. I'm always amazed by the awesome parties people give for their kids. We had one at Toddlin' Time quite a few years back, and it was awesome. But this one? Holy Cow. This was at a place called the Paragon, and its a gymnastics center. I didn't get a lot of good photos, though I got some fab film I might get together for you, because it was dark and the kids moved constantly for about, oh, two hours. Constantly. On trampolines. This was definitely Andy's kind of party. It was so great, Andy actually ate the pizza- crust and all- and the cake, not just the icing! How awesome is that? What was really hilarious was that this party was for Andy's good friend K. K is a little girl, and we realized they were in Andy's first preschool class together- and she adored him then, too. See, they're both into dinosaurs. Yes, at 5, that is a huge attraction between two little ones. Apparently K calls Andy her "husband" at home, and has already announced their impending engagement. (Other than the dinosaurs, she's very... pink. Adorable. And pink. So it's really, really cute.)
We arrived at the party slightly early, because I'm like that, and the birthday girl arrived shortly thereafter with her family in two cars. As we watched them park, the mom almost leapt from her car to get K out of the other car- the child was so excited she had apparently tried to open the car door before the car had stopped- and K almost flew across the lot to Andy, squealing "Andy! Andy! Andy!" and upon reaching us, both of them bounced upon their toes and hand flapped in unison.
Please note that neither of these children is autistic. They were just that excited to see each other. They bounced in unison, then started running up and down the landscaped grass strip in front of the gym, which both I and K's mom were wise enough to allow, lest both children explode.
K followed Andy around the whole party. As long as Andy was doing it, K was into it, sometimes to her mom's apparent surprise- jumping, climbing, tumbling, off they went. Yes, she played with the other guests, but Andy had to be there. And Andy's height was only matched by a child four years older, who was there because his sister was there, and they were apparently cousins of K. A glorious time was had by all.
And did I mention Andy actually ate the cake?
I think I'm going to be in big trouble in, oh, ten years. Give or take.
Saturday, April 17, 2010
Friday, April 16, 2010
IEP: Signed, Sealed, Delivered
I don't often sign an IEP at the end of an IEP meeting. My usual modus operandi is to take it home, show JoeyAndyDad, discuss it with my mom, think about it some more, have some more conversations with JoeyAndyDad and mom, and then sign it, already compiling the issues for the next IEP meeting.
And I recommend this modus operandi to all of my readers. There is no hurry to sign an IEP, especially if the meeting was tense or ugly or uncomfortable. You can at least get a little of your own back by making them wonder if you're going to sign or sue. If you know what I mean.
But Joey has a case manager who rocks. She's got his back. She knows what to insist on, and insists on it, which has a heck of a lot more weight than me insisting on it, because she's school personnel and knows what she's doing and has been working with Joey for three years and has a pretty solid grasp of what he needs to access the curriculum and an appropriate education. What am I going to do next year without her? (Yes, I know I'll step up and get it done, but it sure is a lot easier to have someone in that room batting directly for Joey whom the school recognizes as an authority). She looks at the stuff I send her, she thinks about what I am saying and what I am observing, and adds it in to what she knows and sees and thinks about. She makes sure the bases get covered, the dots and crosses get where they need to be, and that what Joey needs is in that IEP.
I'm a little less enthused about the people we are going to, but that is not a surprise, and I am certainly willing to give them the chance to be trained in Joey. They are unprepared for his needs, but we knew that. They are not prepared for his learning style, but we knew that. They seem caught off-guard by autism generally, but we kind of knew that, too. So I currently plan to spend a lot of time at school in the fall.
I also will have a meeting in the first six weeks. Our glorious OT is going to try to release Joey from OT direct service in October. Sensory issues? Ha! Social skills? Why would that be under OT? Met his daily living skills goals? Um... only she has witnessed him independently buttoning his own clothes or tying his own shoes. No one else in the room has ever seen him do these things for himself on his own clothes (and buttoning someone else's buttons is very different than buttoning your own). Bilateral coordination and crossing midline? Why would anyone need to be able to do that? Gross motor activities? He can walk, can't he? Why should I expect more?
Right. Already have the independent eval in the works. This. Will. Not. Do. However, it is just a matter of getting the evals in hand and presenting it in the fall. Or even in a few weeks. I can call a meeting any time I feel like it. Yay, me.
But Mrs. H wrote a solid IEP, and insisted on certain levels and types of service that got put in the IEP itself, and accommodations for things (including SOLs, which we had been warned they might not give accommodations for), so I think we're on the right road to where we need to go. We'll take a few steps and then take a look around and see where we are.
And I recommend this modus operandi to all of my readers. There is no hurry to sign an IEP, especially if the meeting was tense or ugly or uncomfortable. You can at least get a little of your own back by making them wonder if you're going to sign or sue. If you know what I mean.
But Joey has a case manager who rocks. She's got his back. She knows what to insist on, and insists on it, which has a heck of a lot more weight than me insisting on it, because she's school personnel and knows what she's doing and has been working with Joey for three years and has a pretty solid grasp of what he needs to access the curriculum and an appropriate education. What am I going to do next year without her? (Yes, I know I'll step up and get it done, but it sure is a lot easier to have someone in that room batting directly for Joey whom the school recognizes as an authority). She looks at the stuff I send her, she thinks about what I am saying and what I am observing, and adds it in to what she knows and sees and thinks about. She makes sure the bases get covered, the dots and crosses get where they need to be, and that what Joey needs is in that IEP.
I'm a little less enthused about the people we are going to, but that is not a surprise, and I am certainly willing to give them the chance to be trained in Joey. They are unprepared for his needs, but we knew that. They are not prepared for his learning style, but we knew that. They seem caught off-guard by autism generally, but we kind of knew that, too. So I currently plan to spend a lot of time at school in the fall.
I also will have a meeting in the first six weeks. Our glorious OT is going to try to release Joey from OT direct service in October. Sensory issues? Ha! Social skills? Why would that be under OT? Met his daily living skills goals? Um... only she has witnessed him independently buttoning his own clothes or tying his own shoes. No one else in the room has ever seen him do these things for himself on his own clothes (and buttoning someone else's buttons is very different than buttoning your own). Bilateral coordination and crossing midline? Why would anyone need to be able to do that? Gross motor activities? He can walk, can't he? Why should I expect more?
Right. Already have the independent eval in the works. This. Will. Not. Do. However, it is just a matter of getting the evals in hand and presenting it in the fall. Or even in a few weeks. I can call a meeting any time I feel like it. Yay, me.
But Mrs. H wrote a solid IEP, and insisted on certain levels and types of service that got put in the IEP itself, and accommodations for things (including SOLs, which we had been warned they might not give accommodations for), so I think we're on the right road to where we need to go. We'll take a few steps and then take a look around and see where we are.
Wednesday, April 14, 2010
Here Comes the IEP: Thoughts on a Meeting
I have a headache. The IEP is Friday. This is a big one- we are transitioning to a new school, one with people who don't know Joey. I have to find a way to translate what I see into terms of black and white, specific goals to be met, skills to be taught. I have to walk that line of what he cannot do, weighed with what he can; He is doing super-well, but he's still disabled. I have to get people to understand why functioning is important to educational progress. School people patting themselves on the back for how far he's come, and having to dampen that with how far we have to go.
Why can't Joey join in pretend games with other children? Why is that important to his academic progress? How do you explain the value of dynamic intelligence, of social inclusion, of being able to connect and remain connected? How do you explain intellectual development as more than reading, writing, and arithmetic, in a world where standardized testing reigns supreme?
Why can't Joey grasp the idea of history and time, when he can tell you exactly what time it is at any given moment? How do you express concern about teaching abstract concepts to a child who is so firmly concrete?
Why can't I get Joey to read at home, independently? Why can't I get him to focus on a book? What I can I do to help him understand the importance of being able to find information for himself? How do we instill a sense of imagination, so that he will better be able to problem-solve and think outside the box?
And how do I introduce this child to these new folks? Should I be assembling a set of notebooks, packed with information about autism and approaches to teaching? Do I need more than the latest set of evaluations, thin as that packet now is? Should I have called Kluge and had a full re-evaluation?
Then there is the looming battle of OT. I've already been given the heads' up that the OT wants to release him to "consult only." Yet I see so many issues, some of them even regressions. I can't get the private eval until May, so I won't have that piece of paper to fight this battle. Should I take a clip form kindergarden, place next to a clip from last month, and make that part of my powerpoint? I know Mrs. H will be there and have a plan for him, she'll be there to help, she'll be there for him, but next year, I'm on my own again, and we don't know who will be doing the program management, or if that person will care about Joey. Will this new school be more like this one, or more like the preschool? Will they have the skills to give Joey what he needs, or will I have to fight for training, service, understanding?
Farewell, frying pan. Namaste, Agni.
Why can't Joey join in pretend games with other children? Why is that important to his academic progress? How do you explain the value of dynamic intelligence, of social inclusion, of being able to connect and remain connected? How do you explain intellectual development as more than reading, writing, and arithmetic, in a world where standardized testing reigns supreme?
Why can't Joey grasp the idea of history and time, when he can tell you exactly what time it is at any given moment? How do you express concern about teaching abstract concepts to a child who is so firmly concrete?
Why can't I get Joey to read at home, independently? Why can't I get him to focus on a book? What I can I do to help him understand the importance of being able to find information for himself? How do we instill a sense of imagination, so that he will better be able to problem-solve and think outside the box?
And how do I introduce this child to these new folks? Should I be assembling a set of notebooks, packed with information about autism and approaches to teaching? Do I need more than the latest set of evaluations, thin as that packet now is? Should I have called Kluge and had a full re-evaluation?
Then there is the looming battle of OT. I've already been given the heads' up that the OT wants to release him to "consult only." Yet I see so many issues, some of them even regressions. I can't get the private eval until May, so I won't have that piece of paper to fight this battle. Should I take a clip form kindergarden, place next to a clip from last month, and make that part of my powerpoint? I know Mrs. H will be there and have a plan for him, she'll be there to help, she'll be there for him, but next year, I'm on my own again, and we don't know who will be doing the program management, or if that person will care about Joey. Will this new school be more like this one, or more like the preschool? Will they have the skills to give Joey what he needs, or will I have to fight for training, service, understanding?
Farewell, frying pan. Namaste, Agni.
Tuesday, April 13, 2010
Upcoming Event: Here comes the IEP
I sit at the picnic table with my little notebook, making my scribblings, a story that sometimes runs through my head for developing, but nothing serious, a junk novelette for the fantasy section of dimestore bookrack. He runs up to me, looking tired, red in the face from the running, which is more like a toddler trot. He lays his head on the table, then perks up to take a sip of soda.
"How are you, Buddy?" I ask, as he looks hot. He grins.
"I'm OK." He pauses, takes another sip. "I am playing a game."
"Oh good!" I start in the praise, but he cuts me off.
"Use the arrow keys to move the Joey through the snappity-snap turtles. Press the space bar to jump." He runs off, with a funny gallop. It isn't skipping. Joey can't skip. He can't hop. He doesn't really run, not like other children his age, even the ones bad at sports. He can't crab-walk.
He re-appears, and starts doing the buttons on my sweater. This is an exciting moment, a new skill, he is showing off. They are large buttons, and he has a hard time getting them through, but he does it. I have never seen him do a button on himself.
"I did your buttons, Mommy!" the pronouncement is sharp, clear, full of pride.
"Good job, Buddy! Thank you!" He's gone again. I tried to put him in pants that he needed to snap and zip himself, but it was too much frustration for him. He zips his coat now, that's a good thing. But the snap was too much. I haven't really tried a button, pants buttons are too small for him yet.
They both appear, panting, and claim their new Zhu Zhu Pets. They turn and run off, Joey following the siren call of, "Come ON, Doey!" The words that follow this call are too unclear for me to decipher, but Joey seems to know what his brother is saying, and they are happy. Happy is good.
He is at the swings. Someone has a baby in the baby swings, and he pushes, ever so gently. He loves babies. He is talking to the mom, who doesn't mind that there are gaps between her questions and his answers, she gives him time to process, probably more because she is watching the baby than out of understanding of processing disorders, but it will do.
"I like Wow Wow Wubbzy!"
"Do you? That's nice. Who do you have there?"
"Widget."
"Is she a pink... um... rabbit?"
"And Wubbzy is a bear with a long tail!"
"Do you go to school?"
"I go to Hugh Mercer."
"Who is your teacher?"
"I have Mrs.H. Mrs. L's class, we did about ancient Egypt."
"So you have Mrs. L?"
"We read about George Washington!"
Not bad. On topic, real responses, mostly nice grammar. It is the gaps, which I cannot really reproduce here, that stand out and make it clear that this conversation is not ordinary. I know the woman picks up on it, because she glances quizzically at me, but I won't say anything unless she comes over to ask. Some do. Some don't. That's fine.
He is trying to play with the other children; Andy and two other little boys, who are about Andy's size, so probably Joey's age. I quickly discern the game involves a bad guy, Star Wars, guns, and a lot of hiding behind trees. Joey walks up to one of the kids, I can't hear what is said, but the look on the child's face screams confusion and annoyance. Another child tries to get Joey to hide behind a tree. Joey wanders off. Andy tries making him the bad guy and shooting at him. Joey gets upset, he doesn't want sticks pointed at him, and runs back to me, crying.
"Andy is killing me! I don't want to be dead! I died!" Oh no, I think. Our trigger is tripped. The rest of the day is sprinkled liberally with pronouncements of the death of various toys, and how long they will be dying ("My Zhu Zhu Pet died for twenty years! He's dead! But he got better, he's better now.").
Joey has had enough. The frustration is getting to him. Sometimes he will lay on the merry-go-round and play in the dirt to calm down, but there are bigger kids there now, and they have it whirling about at a big-kid speed. He calls to Andy. I gather up the pile of small toys and sticks that has accumulated around my position at the picnic table. We wander towards the car. He's come so far, I remind myself deliberately. So far. So far. So far.
So far to go.
"How are you, Buddy?" I ask, as he looks hot. He grins.
"I'm OK." He pauses, takes another sip. "I am playing a game."
"Oh good!" I start in the praise, but he cuts me off.
"Use the arrow keys to move the Joey through the snappity-snap turtles. Press the space bar to jump." He runs off, with a funny gallop. It isn't skipping. Joey can't skip. He can't hop. He doesn't really run, not like other children his age, even the ones bad at sports. He can't crab-walk.
He re-appears, and starts doing the buttons on my sweater. This is an exciting moment, a new skill, he is showing off. They are large buttons, and he has a hard time getting them through, but he does it. I have never seen him do a button on himself.
"I did your buttons, Mommy!" the pronouncement is sharp, clear, full of pride.
"Good job, Buddy! Thank you!" He's gone again. I tried to put him in pants that he needed to snap and zip himself, but it was too much frustration for him. He zips his coat now, that's a good thing. But the snap was too much. I haven't really tried a button, pants buttons are too small for him yet.
They both appear, panting, and claim their new Zhu Zhu Pets. They turn and run off, Joey following the siren call of, "Come ON, Doey!" The words that follow this call are too unclear for me to decipher, but Joey seems to know what his brother is saying, and they are happy. Happy is good.
He is at the swings. Someone has a baby in the baby swings, and he pushes, ever so gently. He loves babies. He is talking to the mom, who doesn't mind that there are gaps between her questions and his answers, she gives him time to process, probably more because she is watching the baby than out of understanding of processing disorders, but it will do.
"I like Wow Wow Wubbzy!"
"Do you? That's nice. Who do you have there?"
"Widget."
"Is she a pink... um... rabbit?"
"And Wubbzy is a bear with a long tail!"
"Do you go to school?"
"I go to Hugh Mercer."
"Who is your teacher?"
"I have Mrs.H. Mrs. L's class, we did about ancient Egypt."
"So you have Mrs. L?"
"We read about George Washington!"
Not bad. On topic, real responses, mostly nice grammar. It is the gaps, which I cannot really reproduce here, that stand out and make it clear that this conversation is not ordinary. I know the woman picks up on it, because she glances quizzically at me, but I won't say anything unless she comes over to ask. Some do. Some don't. That's fine.
He is trying to play with the other children; Andy and two other little boys, who are about Andy's size, so probably Joey's age. I quickly discern the game involves a bad guy, Star Wars, guns, and a lot of hiding behind trees. Joey walks up to one of the kids, I can't hear what is said, but the look on the child's face screams confusion and annoyance. Another child tries to get Joey to hide behind a tree. Joey wanders off. Andy tries making him the bad guy and shooting at him. Joey gets upset, he doesn't want sticks pointed at him, and runs back to me, crying.
"Andy is killing me! I don't want to be dead! I died!" Oh no, I think. Our trigger is tripped. The rest of the day is sprinkled liberally with pronouncements of the death of various toys, and how long they will be dying ("My Zhu Zhu Pet died for twenty years! He's dead! But he got better, he's better now.").
Joey has had enough. The frustration is getting to him. Sometimes he will lay on the merry-go-round and play in the dirt to calm down, but there are bigger kids there now, and they have it whirling about at a big-kid speed. He calls to Andy. I gather up the pile of small toys and sticks that has accumulated around my position at the picnic table. We wander towards the car. He's come so far, I remind myself deliberately. So far. So far. So far.
So far to go.
Bad News from the Shop.
It has been brought to my attention that CafePress is donating 10% of sales of anything marked "autism" to Autism Speaks through the end of April. Upon inquiry, this includes a number of other autism-related tags as well. We were not given any notice about this "promotion", nor were we asked for permission.
As you may realize, April is for autism-related products what the Christmas season is to most other retailers: the high season, when you make your money, if you are going to make any money all year. I get 10% of the sales of CafePress products through my shop. Through most of the year, I make enough to cover the cost of the shop (because I have multiple designs, etc., I do have a "premium shop"). Usually from February through April, I make enough to cover a few sessions of speech therapy for Joey.
I must leave it to you to make a decision about purchasing from the shop this month. Does 10% to Joey balance out against 10% to Autism Speaks? If you would prefer not to support Autism Speaks, but were intending to purchase something from the shop, my advice is to wait until May, to be extra-doubly-sure we are out of this "promotion" period. If you are searching for my products this month, the only products you will be able to find searching for "autism" are the items which actually have "autism" in the caption/design (assuming the tag changes take effect). My apologies.
I have tried a number of other sites of this kind, but CafePress is the only one that has been self-sustaining and actually pays real money- I have actually received real checks, not just promises that I might get one someday if my design is super-popular, or get "paid" in site-"cash" that can only be used to buy stuff from the site.
EDIT: I have been informed by CafePress that the "fundraiser" will end April 17.
As you may realize, April is for autism-related products what the Christmas season is to most other retailers: the high season, when you make your money, if you are going to make any money all year. I get 10% of the sales of CafePress products through my shop. Through most of the year, I make enough to cover the cost of the shop (because I have multiple designs, etc., I do have a "premium shop"). Usually from February through April, I make enough to cover a few sessions of speech therapy for Joey.
I must leave it to you to make a decision about purchasing from the shop this month. Does 10% to Joey balance out against 10% to Autism Speaks? If you would prefer not to support Autism Speaks, but were intending to purchase something from the shop, my advice is to wait until May, to be extra-doubly-sure we are out of this "promotion" period. If you are searching for my products this month, the only products you will be able to find searching for "autism" are the items which actually have "autism" in the caption/design (assuming the tag changes take effect). My apologies.
I have tried a number of other sites of this kind, but CafePress is the only one that has been self-sustaining and actually pays real money- I have actually received real checks, not just promises that I might get one someday if my design is super-popular, or get "paid" in site-"cash" that can only be used to buy stuff from the site.
EDIT: I have been informed by CafePress that the "fundraiser" will end April 17.
Sunday, April 11, 2010
A Birthday Celebration, Boy Style
We started our Birthday Bash at our favorite of favorite places, Chuck E. Cheese! We went first thing, because it gets a little crowded on Saturdays. Joey even got a score of 230,000 on skee ball! 
Then we got to play baseball! Joey is very happy to be playing in the blue team (the Yankees to the rest of us). 
JoeyAndyDad showed Joey a bit about throwing the ball. Joey loves fielding the ball, so we're going to be practicing throwing and catching. 
Joey also got a batting lesson, and tried to hit a few pitches (before they brought the T out for him). It was very exciting!
Joey loves running around the bases! 
Joey on second base, awaiting the next hit. 
Then he got mac and cheese at Ruby Tuesday! Yummy! It was a great birthday lunch. 
We went home for cake and presents. Grandma made an awesome Buzz Lightyear cake. It was delicious. 
Joey got lots of great presents (lots of Buzz Lightyear, Wow Wow Wubbzy, and a cool clock that projects space themes on the ceiling) and his favorite... Andy got him his very own Zhu Zhu Pet! It was a really happy birthday!
Saturday, April 10, 2010
Friday, April 09, 2010
Autism Bazaar
Come support the shop. It's autism awareness month. You know you want a bumper sticker or a button or something with this on it. Come on by.
Thursday, April 08, 2010
Before the Rain
So today was the last of the heat wave, before we return to normal spring temperatures. Tonight, we are expected to have some whopper storms as the cold front comes through. Tomorrow, wet and chilly. So I decided to take advantage of the sunshine, the warm, and get the boys up out of bed and to the zoo.
Then Andy decided to sleep in, for once. Until 9. If you know anything about the zoo, you know that you kinda need to be there at 8:30 to get a parking spot, which would have meant getting up at 7 for us, the usual time my boys are bouncing into their clothes. So, no zoo. But very rested, very bouncy children. What to do, what to do.
My mom came up with an idea of pure brilliance- one of the parks we don't usually use had some new play equipment up, why don't we grab some lunch and check it out? And I would just like to say, thank you, Mom. Because it was an absolutely glorious afternoon.
We grabbed some sandwiches from the downtown deli, something I don't plan to repeat. They turned out to be expensive and not very good. But kids don't care when there is New Park To Be Explored. Fortunately, I also had chips and sodas in the back of the van, so it was totally awesome. We went down, munched our lunches, and ran around like wild things. The equipment is gorgeous... and dinosaur-themed. Totally. Rocked. Then they discovered there is a little creek running through the park neat the equipment, and that mommy doesn't mind boys getting muddy and dirty, so there were Adventures To Be Had. There were also plenty of kids (we almost didn't get a parking spot there, either!), and I had plenty of little ones to watch and families to be entertained by. I usually do some "writing" when we go to the park, but I never managed to get my pen out today, too much to see, so many little ones being so adorable.
When we got bored with that, we took a stroll, and discovered another little playground with slightly older equipment just out of sight- fewer kids, but that meant it was quieter, and it turns out the other kids who had discovered the area were ones that liked playing with my kids. More adventures! More exploration! More bouncing!
We were at the New Park for over four hours. We went through half a case of soda, and would have gone through more if we had taken some on our stroll (which we would have done if we had known there was more equipment). Next time, I'll know to come equipped with water and apples. We'll see how long the charm lasts of having this park in the Regular Visit rotation.
But now, the rain. So tomorrow, the library.
As an aside, I've been doing some cooking. Kinda.
Then Andy decided to sleep in, for once. Until 9. If you know anything about the zoo, you know that you kinda need to be there at 8:30 to get a parking spot, which would have meant getting up at 7 for us, the usual time my boys are bouncing into their clothes. So, no zoo. But very rested, very bouncy children. What to do, what to do.
My mom came up with an idea of pure brilliance- one of the parks we don't usually use had some new play equipment up, why don't we grab some lunch and check it out? And I would just like to say, thank you, Mom. Because it was an absolutely glorious afternoon.
We grabbed some sandwiches from the downtown deli, something I don't plan to repeat. They turned out to be expensive and not very good. But kids don't care when there is New Park To Be Explored. Fortunately, I also had chips and sodas in the back of the van, so it was totally awesome. We went down, munched our lunches, and ran around like wild things. The equipment is gorgeous... and dinosaur-themed. Totally. Rocked. Then they discovered there is a little creek running through the park neat the equipment, and that mommy doesn't mind boys getting muddy and dirty, so there were Adventures To Be Had. There were also plenty of kids (we almost didn't get a parking spot there, either!), and I had plenty of little ones to watch and families to be entertained by. I usually do some "writing" when we go to the park, but I never managed to get my pen out today, too much to see, so many little ones being so adorable.
When we got bored with that, we took a stroll, and discovered another little playground with slightly older equipment just out of sight- fewer kids, but that meant it was quieter, and it turns out the other kids who had discovered the area were ones that liked playing with my kids. More adventures! More exploration! More bouncing!
We were at the New Park for over four hours. We went through half a case of soda, and would have gone through more if we had taken some on our stroll (which we would have done if we had known there was more equipment). Next time, I'll know to come equipped with water and apples. We'll see how long the charm lasts of having this park in the Regular Visit rotation.
But now, the rain. So tomorrow, the library.
As an aside, I've been doing some cooking. Kinda.
Tuesday, April 06, 2010
WhyMommy Virtual Science Fair Edition
We support the Team WhyMommy Virtual Science Fair, because WhyMommy totally totally rocks, and we want her to know: we love you. Thank you for being an awesome mom and a cool person. We haven't actually met, but you've been a huge help to me and to my family. Thank you.
I had out some other experiments to do with my guys for the WhyMommy Virtual Science Fair, and we'll do those, but it may be Thursday. Or Friday. Or maybe next week. Because today was too beautiful to be inside doing boxed science experiments- it was sunny, it was warm, and the petting zoo called to us. Oh, and Yoder's Store. So instead of learning about magnets and stuff, we went out into the world and learned about some of our favorite things: goats, chickens, and ducks (and other assorted fowl).
What did we learn today? Well, we learned that goat tongues stick tickle when they lick corn off your hand. We learned that baby goats know better than to get in the way of big goats when there is a prospect of corn involved. We learned that if you feed enough corn to the big goats, they get full enough that they make room for the baby goats. Oh, and Andy decided he really loves baby goats. That's my boy!
Joey learned that chickens make noise, and there are lots of different kinds of chickens; including one with feathers all over its head, like a big mop! He also learned not to throw corn at the chickens, but to toss it in. He learned that chickens also like to eat grass and chickweed (the boys also learned that ducks LOVE to eat grass and chickweed- much more than they like corn). He learned that if you bark at a rooster, it might crow at you. He also learned that it is not easy to pet a chicken.
Andy learned that if you put a quarter into the vending machine, it gives you cracked corn. He learned that Mommy is smart enough to bring a whole roll of quarters with her when she knows they are going to go feed goats. He also learned how to reach into Mommy's pocket himself when she was busy in order to get a quarter.
This place also has one of those fun goat ramps where you put the corn in a little cup and run it up to a platform where the goat awaits the feast. and get plenty of exercise and climbing in to get to said platform. Andy thought this was hilarious. My mom noted that a goat is supposed to eat about two cups of grain a day. The goat that braved the ramp while Andy was there got about two cups of food in about fifteen minutes.
We did learn that you pull on one side to the rope to send the cup up, and the other side to bring it back down, so we got to learn about pulleys. Kind of. Sending the cup up and down was the most fun ever. I finally had to encourage him to go feed some of the other poor, starving goats.
Joey is getting bolder about petting the goats and being near the animals. He loves animals, and he loves touching them, but they move in unpredictable (for him) and sudden ways, and that can make Joey very anxious. Today, he actually patted the goats' heads and ears without a lot of fuss, and held his hand steady to feed them without my help or prompting. That was pretty exciting, because tickling goat tongues on your palm can be pretty intense. Joey learned that some goats have soft heads and velvety noses, and that the noses of goats are not wet.
He learned that if you have a hand full of corn, the goats come over to see you faster. He learned that goats also like grass and chickweed. He was impressed that some of the goats had horns. He was very quiet and gentle with the animals today, not squealing and pulling back and making sudden jumps like he used to. We had zero tracking of the fences today!
Andy learned that chickens are soft and feathery. When Grandma asked him what they felt like, he answered, "meat." I assume that means they felt delicious... (?) He was very excited to actually touch a chicken. He also had a look at the turkeys and pheasants, though they are harder to get good pics because of all the chicken wire (to keep the foxes out). My guys are still a bit traumatized by turkeys.
Hey mom, can I have another quarter?
Hi, Stimey! (Peepie visits his ancestral home)
Monday, April 05, 2010
Autism is...
Answering questions all day, such as "What's 40 plus 100?" and "Do you like the number zeeeee-ro?" (Answer: no. Why? Because there's nothing to it!)
Understanding that sometimes you have to give a little extra time to get an answer, or ignore words that seem to slip out in frustration.
Time. I never have to worry about not knowing what time it is, ever again. I just ask my walking scheduler; and if we miss an important time, we hear about it.
Interesting pretend play- mixes of scripts from shows, movies, games, even books, stitched together to create new scenarios. He's being Buzz Lightyear and Scud at the same time, while watching out for the snappity-snap fish, using teamwork.
Small things done in great ways- such as having little fingers eagerly buttoning my coat, that first time he came up the stairs and called me Mommy, that first point across the room at a pumpkin. The pride he takes him his accomplishments, in meeting his challenges, in knowing he is moving forward.
Making the world around him smile, because he just beams his joy in being. Joey loves everybody, and makes sure they know it.
Understanding that sometimes you have to give a little extra time to get an answer, or ignore words that seem to slip out in frustration.
Time. I never have to worry about not knowing what time it is, ever again. I just ask my walking scheduler; and if we miss an important time, we hear about it.
Interesting pretend play- mixes of scripts from shows, movies, games, even books, stitched together to create new scenarios. He's being Buzz Lightyear and Scud at the same time, while watching out for the snappity-snap fish, using teamwork.
Small things done in great ways- such as having little fingers eagerly buttoning my coat, that first time he came up the stairs and called me Mommy, that first point across the room at a pumpkin. The pride he takes him his accomplishments, in meeting his challenges, in knowing he is moving forward.
Making the world around him smile, because he just beams his joy in being. Joey loves everybody, and makes sure they know it.
Sunday, April 04, 2010
Easter Fun
The dyeing of the eggs.
Joey kept getting put off by the term "egg dyeing." We finally had to just go with "egg coloring." Death is a bit of a trigger around here these days.
Hunting for the eggs
Both guys did a pretty good job with the egg hunt this year. Visual scanning is not Joey's strong suit, so egg hunts are a bit of a challenge. I did a mixed bag of hidden eggs and eggs just sitting out, and they got a pretty even share of eggs between them, with minimal help for Joey.
After all that hard work, a boy gets his just reward. Don't worry, Andy did the same thing, the photos just didn't turn out as well.
Then we worked off that candy with a good round of toss-the-ball-on-the-roof. He tosses it as high as he can onto the roof, and then catches it when it rolls back down. Should be good practice for basketball season.
A Boy and His Dad.
Happy Easter!
If your guides claim
that the Kingdom is in the sky,
The birds of the sky will be there before you.
If they say it is in the sea,
The fishes of the sea will be there before you.
The Kingdom is within you and without you.
When you know yourselves, you will be known.
Then you shall know that you are
Sons of the Living Father.
But if you do not know yourselves
You are in poverty, and you are poverty.
(Thomas 3)
Happy Easter.
that the Kingdom is in the sky,
The birds of the sky will be there before you.
If they say it is in the sea,
The fishes of the sea will be there before you.
The Kingdom is within you and without you.
When you know yourselves, you will be known.
Then you shall know that you are
Sons of the Living Father.
But if you do not know yourselves
You are in poverty, and you are poverty.
(Thomas 3)
Happy Easter.
Saturday, April 03, 2010
Letting things unwind
As we race towards our IEP date (I always get mine done early so I can plan and check and process and stuff), I am working on our new powerpoint. We are changing schools again, so we head into a new world with new people, who really don't know Joey. It is time to think about his strengths, his weaknesses, and most of all... his human-ness. The point of this powerpoint is not only to help focus my own thinking, but to emphasize Joey as more than a number and a list on paper, but as a real, living child.
Both of my kids have after-school moods. I am sure yours do, too. Andy comes home, ready to bounce off the walls and chatter about everything. Joey comes home and is often out of words, out of energy, and ready to hop onto his computer and play games there- nice, predictable games like Wow Wow Wubbsy- complicated enough to be entertaining, but clear enough to be predictable and complete-able. He's going to totally rock at Sonic the Hedgehog when he gets around to it.
I sometimes wonder if I should allow the computer time after school. If I let him, he would play solidly from the time he gets home until bedtime (Joey does his homework at school while waiting for his bus to arrive). It can be a real challenge to draw him back into doing something else, especially if he has had a bad day. With the sunshine returning, playing outside does have appeal, which helps a lot.
On the other hand, letting him unwind is also important. The stress he must go through keeping himself together and focused all day must be incredible. That is one of the things I'd like to think about with the new IEP. The problems of regression I witnessed at field day is another.
I wonder how worried people get about such things when there isn't special education in the picture. That balance between meeting needs and micro-management is a fine line to walk here. Perhaps that line gets crossed with lessons and sports and what-have-you these days.
Both of my kids have after-school moods. I am sure yours do, too. Andy comes home, ready to bounce off the walls and chatter about everything. Joey comes home and is often out of words, out of energy, and ready to hop onto his computer and play games there- nice, predictable games like Wow Wow Wubbsy- complicated enough to be entertaining, but clear enough to be predictable and complete-able. He's going to totally rock at Sonic the Hedgehog when he gets around to it.
I sometimes wonder if I should allow the computer time after school. If I let him, he would play solidly from the time he gets home until bedtime (Joey does his homework at school while waiting for his bus to arrive). It can be a real challenge to draw him back into doing something else, especially if he has had a bad day. With the sunshine returning, playing outside does have appeal, which helps a lot.
On the other hand, letting him unwind is also important. The stress he must go through keeping himself together and focused all day must be incredible. That is one of the things I'd like to think about with the new IEP. The problems of regression I witnessed at field day is another.
I wonder how worried people get about such things when there isn't special education in the picture. That balance between meeting needs and micro-management is a fine line to walk here. Perhaps that line gets crossed with lessons and sports and what-have-you these days.
Thursday, April 01, 2010
Autism Awareness Month: Here it IS!
Welcome to Autism Awareness Month! Happy April!
What is autism to us?
Autism is a big smile that greets us every morning, often with a "Good morning, Mommy. I got a 764! I won the game!"
Autism is a big hug and kiss, you just have to ask.
Autism is leaping up, throwing that arm confidently forward, and proclaiming, "To Infinity, and Beyond!"
Autism is being proud to run around the bases.
Autism is the never-ending chant in the back seat- you might as well join in.
Autism is an invitation to play that starts, "It's 3:17! Do you like the number 48?"
Autism is a big, happy, "WOW!" when we discover something new.
Autism is a little flicky finger showing me where to look.
Autism is a whole list of numbers on my sidewalk. And someone being upset if you step on one, because they are "houses."
Autism is insisting on getting Ms. Leslie (our awesome speech therapist) a bag of swedish fish every single week, because she said she likes them.
Autism is our way of life. When we have downs, its always a good thing to remember the ups. When we take a step back, we don't forget we may turn a corner. Be aware: autism is not a tragedy. Ignorance is a tragedy. Autism just is.
What is autism to us?
Autism is a big smile that greets us every morning, often with a "Good morning, Mommy. I got a 764! I won the game!"
Autism is a big hug and kiss, you just have to ask.
Autism is leaping up, throwing that arm confidently forward, and proclaiming, "To Infinity, and Beyond!"
Autism is being proud to run around the bases.
Autism is the never-ending chant in the back seat- you might as well join in.
Autism is an invitation to play that starts, "It's 3:17! Do you like the number 48?"
Autism is a big, happy, "WOW!" when we discover something new.
Autism is a little flicky finger showing me where to look.
Autism is a whole list of numbers on my sidewalk. And someone being upset if you step on one, because they are "houses."
Autism is insisting on getting Ms. Leslie (our awesome speech therapist) a bag of swedish fish every single week, because she said she likes them.
Autism is our way of life. When we have downs, its always a good thing to remember the ups. When we take a step back, we don't forget we may turn a corner. Be aware: autism is not a tragedy. Ignorance is a tragedy. Autism just is.
Wednesday, March 31, 2010
Autism Awareness Month: Here it Comes!
Tomorrow begins Autism Awareness Month. Last April, I did a little series of stuff about resources, and just thought I'd remind folks of those resources before we dive in; just flip through and see if there is anything useful.
Are You Aware?
Autistic Self-Advocacy Network
Whitterer on Autism
Autism Hub
Mother at the Swings
Where It Begins
Signing Time!
The ARC
Wrightslaw
The video on inclusion I linked to last year is gone. Here is an alternate.
Easter Seals
Welcome to Holland
The SPD Foundation
The Autism Acceptance Project
The Autism Society of America
No Myths
Uniquely Gifted
Twice Exceptional
Blogging Against Disablism (watch for 2010!)
Pop-Up IEP
Left Brain, Right Brain
tfh (Special needs toys)
Different Roads to Learning
Discovery Toys
Enabling Devices
Kaplan Early Learning
One Step Ahead
DLTK
Childcareland
Lil' Fingers
First School
Starfall
Enchanted Learning
Are You Aware? XXII: Links to Hate Crimes
Google Sketchup
NIH Autism Fact Sheet
Autism Watch
ABA (Kennedy Krieger Article)
Floortime
TEACCH
RDI
Pivotal Response
PECS
Sensory Integration Therapies
POAC
Organization for Autism Research
Are You Aware?
Autistic Self-Advocacy Network
Whitterer on Autism
Autism Hub
Mother at the Swings
Where It Begins
Signing Time!
The ARC
Wrightslaw
The video on inclusion I linked to last year is gone. Here is an alternate.
Easter Seals
Welcome to Holland
The SPD Foundation
The Autism Acceptance Project
The Autism Society of America
No Myths
Uniquely Gifted
Twice Exceptional
Blogging Against Disablism (watch for 2010!)
Pop-Up IEP
Left Brain, Right Brain
tfh (Special needs toys)
Different Roads to Learning
Discovery Toys
Enabling Devices
Kaplan Early Learning
One Step Ahead
DLTK
Childcareland
Lil' Fingers
First School
Starfall
Enchanted Learning
Are You Aware? XXII: Links to Hate Crimes
Google Sketchup
NIH Autism Fact Sheet
Autism Watch
ABA (Kennedy Krieger Article)
Floortime
TEACCH
RDI
Pivotal Response
PECS
Sensory Integration Therapies
POAC
Organization for Autism Research
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