July 11 Post Eight

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?

http://www.heritage.edu/library/mastersprojects/Krause_Brandi_2008.pdf

http://www.autismsupportnetwork.com/news/teaching-students-who-are-low-functioning-autism-

http://nami.org/Template.cfm?Section=Helpline1&Template=/ContentManagement/ContentDisplay.cfm&ContentID=66015 http://a2zeducationaladvocates.blogspot.com/2009/05/residential-placements.html http://psychcentral.com/lib/future-planning-for-your-intellectually-disabled-adult-child/0001284 http://www.child-autism-parent-cafe.com/residential-placement.html200394222

http://www.autismillinois.org/resources/misc/residential