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Autism, Post-School Transitioning and Beekeeping

14 May

As my oldest gets ready to complete his first year of high school, transitioning is a topic that weighs heavily on my mind.  It’s made more acute by the fact that in my business of being a special education teacher, I’m busy writing something called a “Summary of Performance” for all of my graduating seniors.  This is a document that is meant to capture all of what the student did in his/her high school years and then outline what resources might be available for those students when they transition into post-school life.

Here’s a newsflash for other parents of students with autism: there are precious few resources out there and almost all of those that exist are grossly underfunded, many with waiting lists that are measured in years.  Once a student leaves the world of k-12 education they are no longer serviced or protected by the law known as IDEA.  An IEP means nothing once they get out school.  There is the ADA and section 504 of the Rehabilitation Act of 1973.  But these are no guarantees of services, only guarantees of non-discrimination.

So my Summary of Performance will list myself, my lead, the transition coordinator and if I know where they might go to school or college, the contact information for the student support services.  And that’s about it.  Those with more involved or severe disabilities might have access to vocational rehabilitation services, but in Georgia those services are limited.  And underfunded.

I’ve written about the Summary of Performance before, in my IEP series.  That whole series is in need of an update, since I’m working with an entirely different population now, and some things have changed in the last 7 years since I wrote that out.  But Spaz, the object of that post, is a case in point for those with more severe disabilities.  When I saw him and his parent 3 years after he graduated, he was still on a waiting list for supported employment.  And this was actually a parent who had done some pre-planning.  Taz graduated a year later and I saw his mother in the store less than a year ago and he is still on the same waiting list– six years after graduation!!

This is why parents don’t like thinking about post-school transition planning because it is that depressing.  My oldest was only 9 when Spaz graduated, but it was still in the back of my mind.  Far in the back.   But time marches on.

Since that time, he is still mostly interested in trains.  Everything he does intentionally has some focus on acquiring some more model trains.  This is autism at its most classic.

So I’ve been working at finding the boy some sort of marketable skills.  The fact is, he can be a dependable and hard hard worker, albeit rather slow.  He really doesn’t complain at all about mowing my large-ish lawn with the push mower, no matter how hot it is because he knows he’s going to get paid.  And the whole time he’s mowing, he’s thinking about the new train set he’s going to buy when he saves enough money.  And since he’s looking at getting a Lionel train set, that’s a lot of lawn mowing because they aren’t cheap!

And this is the part where my other blog intersects with this one, as I recently got a bee hive.  Actually I bought the hive for him at Christmas and we just got the bees.  Just like the lawn mowing, his interest is making money to buy trains.  But he IS interested, and so there’s an opening there for expanding his interest into something somewhat marketable.

It doesn’t hurt that this is also an interest of mine.

In a more rural environment, a lot of autistic behaviors might have been written off as being odd.  Farm life generally moves at a slower pace, in tune with the more natural rhythm of nature.  The transitions involved in agricultural are more gradual as opposed to a more urbanized life that seems to involve a faster pace filled with more stress as things seem to be more time-sensitive.  Factory life historically meant doing the same thing over and over and over again and the transitions were extremely predictable.  Basically the workplace in earlier times was not nearly as hostile to someone on the autism spectrum as it is today, with a more service-oriented and socially driven economy.  It’s easier dealing with plants, animals and things than it is dealing with people.

Fortunately, the bees don’t require much space at the present time, unlike a herd of cattle.  I used to joke about having to get some cows when my boys got older so they would have some chores to do.  I didn’t realize it while growing up, and in fact resented it, but those farm chores I had growing up did help instill a work ethic that still serves well today.  And that background might be an entry into something meaningful and productive for the next generation.

The Newest Bee Keeper

The Newest Bee Keeper

The Truth About charter Schools: Teachers

30 Oct

 

It was awful tasting medicine, but I guess the patient needed it. Sometimes life hits you in the head with a brick. Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did. You’ve got to find what you love. And that is as true for your work as it is for your lovers.

Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart, you’ll know when you find it. And, like any great relationship, it just gets better and better as the years roll on. So keep looking until you find it. Don’t settle.

 

Steve Jobs in a 2005 commencement address to Stanford students

 

One of the lost stories in the controversy around charter schools is the stories of teachers. We hear about parents and students who end up doing battle against some sort of administrative body trying to start a charter school or trying to get into one. Or there is the corporation trying to start a school for profit. Or a local district trying to stop them.

 

In the middle we have teachers. And I’m ashamed to say we are often at odds with one another on this subject. Many of my fellow teachers don’t hate me for what I do so much as where I do it. Perhaps they think I have sold my soul to the corporate devil. I do not fully understand why I and my school are disliked so much, but we are. Public school teachers seem to generally oppose charter schools because we are seen as robbing the public treasury of money that should rightly go to them.

 

Full public disclosure: I currently teach in the largest charter school in the state of Georgia which is affiliated with the largest virtual public charter school in the country. I DO have skin in the game when it comes to how charter schools fare in the upcoming election.

 

Prior to coming to this school, I have taught in a variety of settings, traditional and not so traditional. I taught at small public schools and large ones. I taught in a residential private boarding school and then later at a residential hospital. I also taught in the state psychoed network. But over half my career of nearly 20 years has been in a traditional brick and mortar setting. Most of this blog was written while in that setting, albeit teaching mostly nontraditional students.

 

But I did get to a point where I was no longer willing to settle and wanted something different. So I resigned out with the idea of reapplying and effecting a transfer that I was unable to get any other way. I asked for several years and the answer was always the same: “We’ll let you transfer when we can find someone to replace you.” But they never looked for anyone to replace me!

 

The result was that I was out, very much like Steve Jobs when he got fired from Apple. I spent the next 2 years trying to get back into a field where I had formerly occupied the top of my game. I had a 100% pass rate on my GAAs every year I ever did them. I proved myself over and over in long-term substitute positions and had administrators who were interested in me. But the board office was not. I was branded for trying to take control of my own destiny.

 

I was not proud of going on food stamps, and was plagued by self-doubt. I still loved teaching but no longer felt like this business had any use for me. Perhaps it was time to go back to the farm in Iowa and forget about teaching.

 

But I held out, hoping that the speech Steve Jobs gave might one day be something I could also say.

 

Yes, life hit me with a brick. But I can honestly say that through the loss, I managed to find life again. I’m passionate about reaching out to kids again. I’m passionate about helping the parents of kids again. Actually, it was always my passion, but I just needed to rediscover it. And the virtual academy has helped me do that. I love what I am doing, and think of it as great work. I have never been a traditional teacher of traditional students. I am an oddball, an out-lier, a nerd, a geek and a misfit in so many ways. But the kids I reach out to are also feeling those feelings and need a hand that will not judge or bully them. They need to relate to someone who is like them and for a lot of them that someone is me.

 

The traditional brick and mortar setting works for many ‘traditional typical kids.’ But it is very unyielding and even cruel to those who do not fit the traditional or typical mold. This is equally true of teachers. Those of us who are nontraditional often come up against stiff opposition from traditionalists. It has always been the case throughout educational history that the industry has to be dragged, kicking and screaming, into more modern methods and technology. Much of the opposition to me being rehired in my county was because of the fact that I had a blog. THIS blog. They hated the fact that a teacher could write and publish their own material free of their ability to control or censor it.

 

Any administrator or school board member can have their own blog if they want. But instead of joining the conversation, they want to shut down everyone, so that no one has a voice. And I am not a good fit for that sort of atmosphere. And I am not the only teacher who is not a good fit for stiff and inflexible working conditions.

 

Schools like my school become a haven for teachers like me who are otherwise nerdy misfits who will never coach a football, basketball or soccer team. I didn’t fully realize just how well fitted I was for this job until my mom asked me questions like “Don’t you get tired of being on the computer all day?” or “Don’t you start to feel closed in and get a little stir crazy?” No and no. I don’t mind it because I am, in fact, reaching out continuously and touching students and families where they live, no matter where in the state they reside. I had never heard of Grovetown, Georgia until I talked to a student and parent that lived there.

 

I am where I am meant to be, doing what I was meant to do. I’m helping students and their families get the best education that I possibly can give them. I am making a difference. I am passionate about what I do.

 

I’m not kicking dirt on my fellow teachers in traditional settings who are passionate about what THEY do. So I find it hard to understand why the opposite might be true. My former traditional school system turned their back on me for the sake of petty politics, and yet opponents of the Charter School Amendment are trying to scare people into voting against it with the claim that a charter school commission would be a purely political body. For 11 years such a commission approved charter schools in the state of Georgia including the one I work for now. It was not until a group of school districts, among them Gwinnett County, Dekalb County and Atlanta Public Schools filed their lawsuit, costing their districts in excess of $300, 000 did the State court overturn the constitutionality of the commission in a 4-3 decision. These 3 districts are the epitome of political hubris and nepotism that stifles the educational creativity and achievement that we need to get Georgia’s educational system out of the national gutter. But they claim the the commission is too political.

 

I’ve seen and personally experienced the hurt and damage inflicted by the nepotism of the local community school district. My fellow teachers know it exists and live in fear of it. Everyone knew what was happening but no one could do anything about it. They couldn’t even talk about it because some unelected person sitting in the board office had friends and relatives who were waiting to take their jobs irregardless of qualifications or merit.

 

In a charter school, parental and student satisfaction matter. They do not HAVE to be there. The local control exercised by the parents in their own homes with their own families can be exercised at any time. They do not have to appeal to a board member who gets elected once every 4 years to exercise the right to vote with their feet. I feel some obligation to honor those parents who choose to stick with me for the year and do the best that I can for them. I think all of my fellow teachers are committed to the kids they teach in the same way. We are born into it, and feel joy in doing what we feel is an important work.

 

All of the teachers I teach with are just as committed as our traditional counterparts. We are all certified and highly qualified, many with advanced degrees. We like what we do. We chose to be here. If you are a teacher, you don’t have to settle. There are other places and options where you can discover and exercise your passion for teaching. I highly recommend that you consider keeping as many of those options open as you can for yourselves as well as for other teachers like me.

Myths About Charter Schools

11 Sep

The Georgia Charter School Amendment is gearing up to be one of the hottest items on the fall ballot for the state of Georgia, outside of the presidential race.  I have wanted to write on this for some time, as I am now intimately connected to the charter school movement.  I am currently working for the largest charter school in Georgia, so it might be fair to say that I might be a little biased.  At the same time, both my children still attend their local non-charter public schools.  And I do have experience teaching in public schools for over 20 years.

I am writing mostly in response to the article by Matt Jones, 8 Myths About the Proposed Charter Amendment which was published in the AthenPatch site.  I was originally going to write about myths, but Mr. Jones beat me to it!  So, I guess I’ll have to play the role of Mythbuster for a minute.  I do admit that my experience is confined to the Georgia Cyber Academy, but I did not see where he had taught at any charter schools.

When I first heard about this amendment, I was worried about the implications of a state agency leaping over a locally controlled one, and thereby robbing the local community of tax dollars without representation or oversight.  But a few things have taken place since then which have changed my views.  One of which was working for the GCA.  Another of which was the horrific meltdown of our local school board and administration into a hopeless morass of infighting, nepotism, sniping, circling the wagons and otherwise failing to exercise leadership.

It is useful to read a bit of background about what happened in Cherokee County.  This is what was being mirrored around the state in many counties.  In fact several counties joined in the Cherokee County lawsuit.

So let me look at this issue through the lense of Mr. Jones, and clarify a few things.  His article is worth the read, simply because it provides a handy repository of half-truths and its own share of myths.  Many of the myths around charter schools could be avoided if people would simply do a little diligence and read the DOE’s website on the topic.

Myth: The State Does Not Have the Power to Approve Charter Schools That Were Denied by Local School Boards

Fact:The Georgia Department of Education currently has the authority to review and approve state charter applications.

According to State School Superintendent Dr. John Barge, “with the state charter schools review process already in place, why does Georgia need another state agency that can do the same thing?”

It is true that the State DOE does have the power to approve state charter schools: those that are considered special schools.  From the DOE FAQ:

Who are charter school authorizers in Georgia?

In Georgia, local boards of education and the State Board of Education are charter school authorizers. In order to be granted a charter, schools must be approved by both their local board of education and the State Board of Education with the exception of state-chartered special schools which are authorized by the State Board of Education only.

We’ll talk a bit about funding in a bit, but basically the approval and funding of charter schools are intimately tied together.  Gov. Deal approved HB 797, but that law hinges heavily on whether or not the state has the power to approve charter schools over local board objections.  And that power can only come from a constitutional amendment, at least according to Georgia’s Supreme Court which argued that the state did not have the constitutional authority to over ride local school boards on this issue.  So while it IS true, it is only sort of true.  If this amendment fails, the same schools who presented the first case are poised to launch into a second round against charters already established.  And Dr. Barge and the DOE have already expressed opposition in word and deed to the state charter schools.

Moving on:

Myth: Charter Schools Are More Innovative and Flexible

Fact: Charters are allowed to “kick out” students for behavior or academic reasons.

And Mr. Jones hasn’t heard of “suspension” “expulsion” or “alternative school?”  Our regular public schools find innovative ways of getting rid of students with behavior problems all the time.  Not a lot innovative there, true enough.  An odd, and little known fact is that in my home county we have exactly one locally approved charter school.  That school has never made AYP and yet it is allowed to exist.  Why?  Because it is a nice handy place to send students with behavior and academic problems.  This street runs both ways.

Fact: Charters are able to hire uncertified teachers/staff and ignore class size caps.

Class size caps?  Mr. Jones again ignores facts and the sad state of education in Georgia.  There are NO class size caps in the state of Georgia!  Our beloved legislature lifted all that over a year ago.  So whining about Charters doing it seems very ill-sighted indeed.  As far as uncertified teachers, this is another blatant falsehood and I have no idea where it came from.  We have this thing call No Child Left Behind, with the flagship provision of being HIGHLY QUALIFIED!  Charter schools are still public schools and can not opt out of Federal laws and regulations, as per our friendly and helpful GA DOE site:

Charter schools and systems are subject to all provisions outlined in O.C.G.A. 20-2-2065(b). In particular, charter schools may not waive state laws or State Board of Education rules pertaining to health and safety, funding formulas, or accountability provisions. In addition, charter schools may not waive any aspect of federal law. This includes the Elementary and Secondary Education Act (also known as No Child Left Behind), the Individuals with Disabilities Education Act (IDEA), and all applicable civil rights legislation.

Due diligence, Mr. Jones.

Myth: State Charter Schools Will Not Take Funds Away from Traditional Public Schools

Fact:If the proposed charter amendment passes, charter schools authorized by the Commission will be 100% funded by the state.

Actually there is some truth in your fact because charter schools, will in fact, take money away from the traditional public schools.  I’m not going to deny it at all.  This is because some of the money is bound to follow the student, as parents vote with their feet.  When students leave the traditional school, much of that money departs with them, which is a good incentive for traditional schools to try to hold on to their students and keep as few other options open as possible.  But the cut is much deeper than the money, albeit it is a very painful cut to systems already strapped.  The worst part is that the parents who take the initiative to start a charter or move their children into a charter are the ones most school really like.  The involved parents who care about their children’s education and the ones willing to make certain sacrifices in order to make that happen such as providing transportation and packing a lunch.

Fact: The state has a constitutional obligation to fully fund and provide for an adequate public education for every student in Georgia.4

Currently, the state is not meeting its constitutional responsibility. Most Georgians understand that budget cuts were necessary due to the economic downturn, but the passage of the charter amendment would bind the state to additional funding obligations.  

This assumes that Georgia was meeting its responsibility before the economic downturn, and that responsibility is limited to providing funds.  By almost any metric. calling Georgia’s education system as “adequate” is generous at best.  Charters exist and have the support that they do because parents crave an option.  Americans like choices, especially if the only one that exists isn’t that good.

Myth: Charter Schools Are Public Schools

Fact: There are many elements of charter schools that make them appear more private than public.

Again, Mr. Jones might wish to do some research into “Theme Schools” and “Magnet Schools.”  In my county, we have a “Parent involvment” theme school which my youngest attends.  They have criteria for admission that would prevent my oldest son who has high functioning autism from being admitted.  They also make parents sign a contract, pledging to do so  many hours of service.  They don’t provide transportation but DO provide the yummy lunches proscribed by our beloved USDA.  This school has the approval and support of the local board of education, but it has more elements that make it look private than and charter school would be allowed to do.  Why is it allowed here?  The same reason it allowed the charter school mentioned above, only on the other end of the spectrum.  At least this way, they keep the kids and their funding.  Local boards do this in response to parent demands and that is a GOOD thing!

Fact:The charter movement has close ties with the pro-school choice movement. 

Heaven forbid parents might actually CHOOSE.  I hear people complain about the lack of parental responsibility with their kids and yet many of these are the same people who want to block the school house doors and keep kids trapped.  Choosing a school or how to educate their children is the most responsible and involved thing a parent can do, and yet systems do all they can to block that avenue of responsibility.  The Anti-School choice movement has close ties with socialism and Communism, but I’m not going to make that an issue in this debate.

Myth: Charters Serve All Students

Fact: Many charter schools use lotteries to avoid qualifying for AYP testing, making it difficult to compare their success to public schools. 

The lotteries are simply a tool used to insure the distribution of students matches the district demographics within the smaller size of the charter school.  This is like saying “Many Georgians use cars in order to avoid buying new shoes.”  Small sample sizes do make comparisons difficult, but its erroneous to accuse them of deliberately keeping their sizes small just for AYP, especially when you’re going to accuse these same players of ties to big business designed to maximize their numbers.

Fact:Overall, data suggests that students who are the most challenging to teach and require the most resources are not being served by charters in the state.

I’m one of a large number of special educators currently serving students with disabilities in the largest charter school in the state.  And I happen to be certified and highly qualified.  Whatever data you have can suggest what it wishes, but the facts are much different.

Myth: Charters Seek to Put the Interests of Families and Students First

Fact: Proponents of the proposed charter amendment wave the banner of families and children, while advocating the interests of business interests over students’ interests.

You mean like those teachers on strike in Chicago?  Schools of any size are businesses with stakeholders that include families and students and all the other business entities that serve them.  The people making the textbooks in your school are businesses and they have lobbyists and marketers targeting people in your district.  They are also political.  However, unlike the traditional schools, charters DO have to be able to attract students/parents and retain them over time.  Parent satisfaction is critical to their existence!  Or at least higher satisfaction than the neighborhood school.

Fact: For these groups and individuals, support of the proposed charter amendment equates to making a business investment, instead of investing in all of our schools and all of our children.

The reason there is money to be made is the high dissatisfaction among families with their neighborhood schools.  But it’s hard to know a person’s real motives.  What I do know is that traditional schools have struggled with the disruption caused by technology and the social changes of the last decade.  They are trying to give their children every advantage they can.

Myth: Charter Schools Increase Student Achievement

Fact:Multiple Studies and Reports Call Into Question the Effectiveness of Charter School

This fact is actually not too much of a myth, at least for our school. We do track and strive to achieve success but our results are not always at the state level.  But test scores only provide part of the equation.  I’ll have to give a narrative composite sketch of our students next time.  You’ll be surprised at how it looks.

Fact:Charter school proponents regularly cherry pick data and make broad comparisons.

Sorta like Mr. Jones’ critique of the pro-school choice movement??  Actually, making a few broad comparisons is better than just making stuff up.

 

Myth: Charters Will Expand Choice and Create Competition 

Fact: Passage of the charter amendment does not guarantee that charters would be added to areas that have chronically underperforming schools. 

But the failure of the amendment will almost certainly prevent them from moving in.  It is probable that many that already exist will die off from lack of funding or be sued out of existence from the opponents.

Fact:True competition can only exist if the same system of rules and regulations are in place for all participating parties.

Again, this street runs both ways.  Fact is, my charter school is undergoing a lot more scrutiny on compliance issues compared to the traditional schools because the state DOE does NOT like us and would rather we did not exist.  Dr. Barge has already stated his position which is that no charter school should exist while other schools don’t have enough money.  And since NO regular school district EVER has enough money then we should not exist.

Charter schools employ many of your former colleagues who were otherwise unemployed or laid off.  Charter schools also educate students that traditional schools have been either unwilling or unable to serve.  And they do so at a much smaller cost to the tax payer much of the time.

Having choices is a very American thing.  Having choices in education is a humane and just thing, especially if we can offer free and public choices.  People will vote with their feet.  Since most charters have waiting lists and most traditional public schools have declining enrollments, it might be wise to look around and recognize that times are changing.  The present structure has existed for at least the last 40 years and Georgia has never been in the top 10 in education but consistently been in the bottom 10.  Mr. Jones makes an appeal to fix the system in place, but that system has consistently refused to allow itself to be fixed and it is way past adolescence.  We need real change as it is too important to put off any longer.

Mightybell: Being Public Online

12 Jan

Today’s Mightybell deals with online behavior and possible obstacles to having a personal web presence.  One of the concepts mentioned was the idea of habits and attitudes, which was coined by Angela Maiers as “habitudes.”  So I wrote a brief comment on the Mightybell’s site and decided to post it here with a link or two and extend it a bit.

I have enjoyed contributing online and for the most part have enjoyed my fellow travellers.  The biggest hurdle I have faced, and still face, is administrators who are scared to death of content that they can not control.   Add a few stories like the ones about Ashley Payne and Dr. Talvatie-Siple and it  puts a real chill on social networking and sharing anything!  And this is where the habitudes kick in.

As content creators we have to own what we put out.  This takes a lot of courage.  When I was blogging anonymously, I was able to write much more honestly but I was not able to really help the people that mattered most to me.  Or help anyone outside of the blog.  So now I write with more sensitivity and more responsibly.  As an anonymous blogger I could hurl out ideas, even some very good ideas, but I didn’t take as much responsibility for what I was saying as I do today.

The best example of the worst sort of online habitutes cultivated by anonymity is Youtube comments.  Dial up any popular video and read the comments.  That sucking sound you hear is civility being being sucked out of the universe as people leave stupid and hateful comments.  And this happens as well in the blogging world,but for some reason Youtube had a bigger population of degenerate haters.  However, sometimes the feedback is brutally honest.  When I have posted a video that was kind of crappy, people did not hesitate to tell me exactly how crappy is was.

As a professional, I can’t afford that same level of honesty without being willing to back it up in some way.  But I am also more conscious of the person on the other side of the screen.  They had the courage to put something out there for others to see and comment and even if it isn’t the best, they did create something original.

And that is something that we need to do with our students; all of them.  Encourage some risk taking and creativity, while at the same time making sure that the feedback we offer is constructive and honest.

Personal Web Presence

9 Jan

Today’s Mightybell task involves thinking about a personal web presence.  Whether you want to admit it or not, you have a web presence.  Even if you have never posted a thing and eschew Facebook, Google+, Youtube or any other social networking site, you have a web presence.  That is because people are talking about you, may be posting pictures of you and organizations are going to be posting information about you.  The fact is, it is getting to be more and difficult to NOT have a web presence.  If you are a teacher, you have a web presence.  Your school posts your email and possibly other information about you so that parents can contact you.  Students may post pictures, video and information about you.  You’re out there, like it or not.

The Professional Association Georgia Educators (PAGE) have said, and are basically still saying, in regards to social media “Don’t Do It” or “If you have to do it, be professional.”    Not doing it is not an option today.  Even the school systems themselves have a presence on Facebook.

So a person needs to be aware of what is out there, and they need to manage their own online presence.  For instance I have been out there for quite a long time and have a fairly big internet footprint.  There is not a lot I can do about that because once it is out there, it is out there potentially forever.  But I can mak sure that my best stuff is on top.  That means having  Linkedin site that I am active with and gets updated and it is listed on Google.  That means posting useful information here on my blog.  And it might mean contributing meaningfully to other projects.

Students need to manage their personal web presence, because they are inevitably going to post or have things posted about them, that might not be professionally enhancing.  Things that seem like a good idea at the time later turn out to be pretty dumb.  But even the best and smartest can enhance their future goals and options by starting to manage their web presence and putting forth a positive image.  And that is what the management is about; managing your own brand instead of letting others do it for you.

 

It’s Out!: The Thinking Person’s Guide to Autism

4 Jan

And it is on my list of things to get for myself, now that the holidays are all done and I am looking to get into some semblance of a routine again.

The Thinking Person’s Guide to Autism is a collaborative effort that has brought together a lot of wonderful writers and experts.  It really is the book that I wish I would have had 11 years ago, when our oldest was first identified.  Over the years I had a chance to read a number of the other writers who were also blogging and writing on the subject and became contributers in this book.  We were all working our way through, trying to discover and put together the pieces that would make our lives better, more manageable and happier for everyone in our families.  This book represents the best of what we each discovered and is a field guide for anyone who is working their way through the novelties and oddities posed by autism.

The editors did a fine job of putting this together.  In particular, I want to give a shout to Liz, who has always been a source of encouragement and support to me and my writing.  Thanks so much for allowing me to be a part of such a great resource!

My New Theme Song?

13 Aug

This is really awesome and amazing, which was an accidentally discovery.  You would think that I would have my own blog bookmarked, but on this newer machine and not having blogged regularly for a couple of years…well it was just easier to search for it whenever I had the need to look at it. And then I made it private thinking it was hindering my job search and ignored it (and the poll results that said it was a good thing) and forgot about it.

So I’m searching for my own blog and then I happened to stumble upon a song and an album with a name that is oddly and mysteriously titled similar to my blog.  What do you think?

It really hits squarely on a major theme that I have tried to address in so many of my posts as a parent and as teacher.  I think it is beautifully done and when visiting the album’s web page discovered just a series of positive and inspirational tracks.  Kudos to the producers and musicians who put this together!

Ummm…you might want to have some tissues handy watching the whole video.

I’m just sayin’.

D.

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