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Peter's Story

Here are some of the practical things which one mum found helped her ?? year old child Peter

ORGANISATION

I use a picture timetable (he seems to cope well with visual aids).  I also have a set of picture cards that match the timetable (see below).  At the beginning of the day we use the picture timetable. Then I get Peter to put the picture cards in the correct order.  We talk about which books he needs and then put them in the correct order in his work tray.  Throughout the day I keep the picture cards to keep his train of thought.  It is hard work but I do seem to be having some success.

LANGUAGE

I try to keep the language simple (at his level) and in short phrases.  I get Peter to repeat the instructions, then I do the same.  I try very hard not to use language that could have double meanings or idioms e.g. pull your socks up" - Peter would!

READING

I still find picture books best to use (plus Peter is on a special reading scheme).  We talk about the story and any words he does not understand.  We talk about what happened, why it happened and the ending.  I  try to get Peter to try to predict the ending.  This is something he finds hard to do.  I also photocopy pictures, cut them up and get him to put them in the right order and get him to make up his own story to the picture.  Peter finds this hard too but he is getting there.  I find comics are quite good to use and he enjoys talking about the comic strips.

SOCIAL INTERACTION

I have found the best approach is to introduce him into a groups of one or two children.  We first watch what the children are doing, I explain their actions then gradually encourage Peter to join in.  He found it hard at first but by getting the other children to talk about themselves, hobbies, families etc. Peter begins to "latch on".  The group has helped introduce Peter to the concept of sharing and taking turns.  We are having some success know as the group is quite happy to include him, especially in science in experiments.  They are quite happy to let him take part.  This has really boosted his self-esteem.  I have encouraged Peter to join in lunch club (playing board games and cards etc.).  He seems to be enjoying it.  He has been given some responsibilities within the club (making sure board games are kept tidy and all the pieces kept together)  His Dad is also encouraging Peter to join a week end club and has told me he is beginning to join in the group activities and has made a friend.  He has joined a drama club ( right up his street).

BEHAVIOUR

This is a big problem area and I'm not having a great deal of success here.  I have tried talking about good and bad behaviour.  I have used pictures to explain scenarios, but true to FAS he does not learn from his mistakes.  I did recently have some success behaving as he had (he had stolen) so I hid his dinner money to try to get him to see what it is like being on the receiving end.  He didn't like it. Another way is to stop him taking part in his favourite activities.  Not nice to do this I know but so far it has worked.  His behaviour seems to be a bit better.

SEXUALITY

This is also becoming a problem.  Peter has become more "overfriendly" and although not mature enough to really understand, has started to ask questions.  I haven't "beaten about the bush".  I have been honest - told it how it is.  We also have regular sex education and science lessons (process of life, reproduction etc.).  So it hasn't been too much of a problem for me.  However, I do worry about this subject with Peter because he finds it hard to access these situations and I'm sure will misinterpret, be used by others, or misread situations.

LEARNING PROCESS

I really feel he has reached his academic peak and hopefully will get a vocational/skills programme set up.  I have to be honest and say he isn't coping on his own but only with one-to-one help to explain/guide/ interpret tasks.  I continue to use visual aids.  We use counters, counting cubes, even a ruler in maths

I have found it best to keep explanations to a minimum. Constant repetition and plenty of breaks because his concentration span is poor. Teach everything slowly. It is very frustrating, but it is the only way I can think of to cope.  He does enjoy English lessons, but I'm sure he doesn't have a clue about nouns, verbs etc..  Peter is unable to understand how to make a story interesting by descriptive verbs and adjectives. The only way I have got him through these lessons is to use pictures e.g. a picture of a girl running.

These are only a few ways that I cope - I don't always get it right. I'm not sure if these are the correct way to do things, but sometimes they work. I try to praise Peter for every little thing, because I know he gets upset and frustrated. I think the best way is to teach him slowly. It's hard work and takes a long time but what other way is there?