Introduction

This is my first attempt in creating a blog. If not for this class, I would never have even thought myself capable of creating a blog. And yet here I am, writing my first blog and enjoying it!

I am currently an Instructional Assistant/tutor. I have been working at the high school for several years and work with a large combination of students with a variety of physical and psychological needs. Though I enjoy working with all of them, I feel a special connection with the kids on the spectrum. Though they are the most challenging, working with them is the most rewarding.
My first introduction to children on the spectrum was when I was teaching preschoolers.
I had a student who, though he had a sweet personallity, was unable to make eye contact, did not socialize with his peers, and was adverse to certain sounds and touches. By age 2, he was diagnosed with Sensory Integration disorder. As I watched, learned, and used the techniques of the earl interventionists my curiosity peaked. What was it that brushing, or jumping, or a weighted vest accomplished? Although I read about this and comprehended it intellectually, it was not until I experienced it in a Sensory Integration class that I really understood it. As the years progressed, I had several more students on the spectrum. Each of them was so different from the other. Different strategies worked for different children. And in each case, I marvelled at what the early intervention team accomplished. I would often have specialists in my classroom, showing me new techniques. I enjoyed working with these kids and their teams. One of the professionals I worked with referred me to a position at the local high school as a tutor in the SPED department. My educational background was originally in secondary education so I decided to give it a try. My first year, I was assigned to work with two students with Aspergers. Each was very different from the other. Both were freshmen and both were having a difficult time adjusting to the demands of high school. Together we navigated through the academic and social maize. It was quite difficult for them and, as a novice, I was struggling for effective techniques to help them. It's been four years since we started out together. The boys will be graduating this year. Both are applying to colleges and feel confident about their futures. I'm a little bit more cautious. I anticipate the struggles awaiting for them and am concerned about how they will fare.
It was those concerns that brought me to this program. Students on the spectrum will always need a support system to point them in the right direction, especially socially. Since these kids don't always understand the rules or the "hidden curriculum," they need to learn how to establish and sustain the support networks they will need as they travel through life. Upon completion of this program, I hope to have the tools necessary to work more effectively with these students so they can attain this goal.