News and Knowledge

When asked by a playmate, “What is wrong with you?” my daughter simply replied: “There is nothing wrong with me… I am autistic.”

As her mother, I see part of my job as helping to ensure that Kitty is a part of the class (not only in elementary school but throughout her life). Although there are many ways that I try to

ensure that she is included by both her classmates and teachers in all activities, inside the classroom and out, I will cover the four main techniques I use in this article.

1. Educate all of her classmates about what autism is and what it might look like. I have used OAR’s Kit for Kids in the past and have plans to use it to educate two more classes – at the principal’s request – within the next month or two. I also work hard to educate Kitty’s teachers; I will be providing her school with OAR’s “Curriculum in a Box” for professional development and assisting with the presentation to all of the teachers at her school.

2. Encourage transparency. I have never hidden the fact that she has autism from Kitty or any of her playmates. Over and over again, I emphasize to all children (especially Kitty and her classmates) that autism is neither bad nor scary. It is simply different and we are all different in many ways. Having autism is simply the way that Kitty is different. I allow it to be an explanation for her behaviors and responses – but never an excuse – and expect others to hold her to the same high expectations.

3. Develop a personal relationship with all of the children in her class. This year, I’m branching out and getting to know the younger students in the school. I spend three partial days there each week. I help with literacy on one of the days and work another afternoon with an advanced skills math group in her third-grade class. On the last day, I volunteer with a second-grade math group.

4. Encourage her classmates to help her develop personal responsibility. For example, peers can be great helpers when Kitty needs to calm herself down. Kitty does not experience physical pain and thus needs to be checked out whenever she falls or hurts herself on the playground. I have asked her classmates to help her by reminding her to tell a teacher so that they can send her to the nurse. My rationale is that those who are protecting her will not be hurting her – and will hopefully continue to look out for her as she moves on to bigger schools and more complex social situations.

There are a number of other factors that have played into her being part of the class. Early intervention, HeadStart, lots of therapy, and the support of many educators have helped turn a little girl who was developmentally 13 months behind her peers into a much happier little girl who is now truly a part of the class.

As a mother, one of the things I hope is that my child always feels included, no matter what her age. I do realize that I am very fortunate to be able to devote so much of my time and energy to her, but even the little things can make a huge difference. Whether you are able to spend several hours a week or an hour a month building relationships with your child’s educators and classmates, the payoff is well worth the time spent.

Susan Crockett is a single mother of an 8-year-old daughter with autism named Kathryn (Kitty). She has an associate’s degree in psychology and a bachelor’s degree in human services management. She loves spending time with her mother, daughter, and two cats (Darcy and Snowball). In her spare time, she volunteers at her daughter’s school, reads, is an active advocate for all disabled children, and researches a variety of subjects.