Aaron’s
last year in middle school resulted in further gains in functional academics.
It also included opportunities for functional life skills, such as simple food
preparation, setting a table, as well as washing and drying dishes. This was a
pivotal year, since Aaron would be transitioning to a special education high
school program. Transitions are always difficult for students with autism and
it is extremely important for schools to prepare these students not only for
their high school setting, but for the future as well. General goals are
prepared in a Transitional Plan to accompany the students IEP. The goals include areas of functional life
skills, social, recreational, housing, employment, as well as behavioral
objectives. The plan would be updated in high school and as the student ages
out of special education.
The middle school’s functional life skills program was
similar to that in the receiving high school. It included a kitchen set up, as
well as opportunities for shopping at neighborhood supermarkets and
participation in recreational activities at a local YMCA. All these activities
incorporated functional academics such as reading signs, labels, and prices on
food products. It also involved math skills for the recognition and value of
money, as well counting change. The preparation of food involved working with
measurement tools and fractions needed in following a recipe. Further life
skills were involved in the clean up. Such skills included sweeping and washing
floors, as well as clearing and washing tables. These are not only life skills
but possible job skills. Students learn appropriate behavior while walking in
the neighborhood and shopping in supermarkets. Recreational activities at the Y
provide opportunities for socialization as well as reinforcement of appropriate
behavior.
Aaron’s problematic behaviors at home had begun to
transfer to school as well. Hannah received reports of hitting and kicking
peers, throwing objects, as well as temper outbursts when transitioning to an
activity he didn’t want to do. These only increased when Aaron entered high
school. The high school instituted a behavior plan which included a 1:1
paraprofessional to help address Aaron’s disruptive and aggressive behaviors.
The program provided a highly structured setting with low levels of stimulation
and the continued use of ABA techniques.
Physically, Aaron had grown to 5’9 and weighed 215lbs.
His physical size posed a challenge to the high school staff, especially when
Aaron became a threat to other students and staff during one of his outbursts
of temper. During these times, Aaron had to be isolated in a time out room. The
majority of the special education high school staff was female, which posed a
problem in dealing with Aaron when he was out of control during one of his
outbursts. The high school had worked
with Aaron for over two years and felt his behavior was impeding their ability
to make any significant gains in other areas.
Aaron had turned 17 and would need to transition to a different setting
after high school. For high functioning students, this could hold a potential
for college or a vocational program in order to prepare them with a skill for
future employment. For Aaron, these were
not an option due to his low level of functioning. He would have to move to a
program within special education that would provide occupational training and
an opportunity to work in a sheltered workshop or an unskilled level job. The
school had worked closely with the Shakur family during this time and was aware
of the problems Aaron posed to them at home. All these things considered, the
school called the Shakurs in for a meeting to discuss educational alternatives
for Aaron.
The Shakur’s home life had improved somewhat with Ali
being more available to Hannah. His treatments had been effective in markedly
increasing his energy level. His ability to help and support Hannah at home
resulted in an improvement in her mood and sense of well being and thereby
warranted a decrease in the dosage of antidepressant medication. Finances had improved with Hannah’s job
change and increase in pay. Ali had returned to work on a consistent basis
which resulted in his former salary being reinstated. Amir and Kayla earned
full tuition scholarships to college. Kayla is a freshman and Amir is about to
enter his junior year. These factors have helped reduce the marital tension
between Ali and Hannah. Ali has been very helpful in dealing with Aaron, who
seems to respond somewhat better to a male figure. Since Amir and Kayla are
still living at home, they too have provided support in dealing with Aaron.
Hannah and Ali attended the school meeting, where the
evaluation team along with the teacher discussed the need for a residential
placement for Aaron. They based this on his lack of progress in behavior as
well of his limited growth in other areas as well. They felt Aaron needed the
continuity and structure that could be provided in a residential setting. This
recommendation sparked a great deal of ambivalence on both an emotional and
cultural level. As parents, they felt they were giving Aaron up and abandoning
him. Aaron’s disability had forced them to agree to a public education as
opposed to an Islamic education. The Arab culture tends to rely on strong
family and community ties. They had already made a great deal of compromises
when it came to Aaron. As Arabs and parents of an autistic son, the decision
they faced brought a great deal of guilt. The team tried to liken this, to
sending a child off to college where the students boarded. They were not giving
up on Aaron but providing a better educational environment. They could visit
and Aaron could come home for holidays. They also emphasized that this would be
funded until Aaron turns 21 years of age. The Shakurs were assured that they
would see the school and program that was recommended before they agreed to
anything. The team also said the process would take time, since a school
matching Aaron’s needs had to be found. This would afford them the time to
think it over before making any final decision. They reminded the Shakurs that
the final decision was theirs and they were not bound to accept a residential
placement.
The Shakurs were torn and spent many hours discussing
what they would do. They did not need to make any decision until a placement
was found. A month had passed and the Shakurs were informed of a school that
felt could offer Aaron an appropriate program. To complicate matters the school
was out of state. The school was the
Anderson School located in Staatsburg, NY. It accepted students from all over
the U.S. Transportation were arranged, along with accommodations at a hotel.
The Shakurs took Aaron, and visited the program. They were impressed with the
program but still conflicted. Unfortunately,
all the programs that felt they could offer a program were out of state. The
other school was Boston Higashi in Massachusetts. Arrangements were made and
the Shakurs took Aaron and visited that program as well. The Shakurs liked both
programs, so after much painful deliberation chose the Anderson School since it
was closest to Chicago.
Aaron started at the Anderson School at 18 yrs old. The
school was successful at reducing Aaron’s maladaptive behaviors. Once his
behavior had improved, Aaron demonstrated gains in functional academics, as well
social interactions with peers. The program worked on occupational and
vocational skills in preparation for the work place. They also worked with the
Shakurs in terms of transitional planning. At the end of the year Aaron turned
21, he needed to transfer to an appropriate group home that provided
supervision. The school also assisted Aaron in obtaining employment, whether it
was in a sheltered workshop or with a business that hired people with
disabilities such as Mc Donald’s. There,
he could clean tables, as well as sweep and wash floors. One vitally important
plan that needed to be addressed was the plan for the Shakurs to obtain legal
guardianship of Aaron, since he was no longer considered to be a minor and his
intellectual disability hindered his judgment in making appropriate decisions
.In addition, they needed to make plans for Aaron in the event of their death.
Parents can’t rely on siblings to take on that responsibility and must make
arrangements well in advance. The school was very helpful in counseling the
Shakurs on Aaron’s transitional needs.
When Aaron left Anderson School, he was placed in a group
home in Chicago. Given his improved behavior and social skills he received
assistance in obtaining a job at a nearby Mc Donald’s. The supervisor at the
group home helped Aaron learn to travel to and from Mc Donald’s.
Questions:
1.
What percentage of low
functioning people with autism successfully transition into the community?
2.
How successful are
residential schools in addressing the needs of children with autism?
3.
Aside from Mc Donald’s,
what other businesses are willing to hire people with intellectual
disabilities?
Decision Question:
Given their strong cultural ties, do the
Shakurs choose to have Aaron move back with them and disregard the recommendations
made in terms of needed transitional plans for future custodianship of Aaron?
