| It's that time of year again; time to go back to | | | | any other important staff in the building. You can also |
| school. While many children are excited about | | | | take a picture of these staff members to use in |
| returning to school, children with autism often | | | | your social story. Even if your child is not changing |
| experience a great deal of stress and anxiety during | | | | school buildings this is often helpful so that they |
| this time of year. Even if your child is going to the | | | | know what to expect and can adjust to the change |
| same school building they attended the previous | | | | in classroom teachers or just a change in routine. |
| year, this still means change for your child as there | | | | 4. Use Social Stories |
| will most likely be new children, there may be a new | | | | Social StoriesTM were developed by Carol Gray of |
| teacher, and possibly a new classroom. Because | | | | the Gray Center for Social Learning and |
| these things can cause children with autism to have | | | | Understanding in Grand Rapids, Michigan. A social |
| some major melt downs at the beginning of the | | | | story is a short simple story, often with pictures, |
| school year, this article will outline five tips to help | | | | that talks about an event or situation. You can write |
| make this transition go more smoothly for you and | | | | your own social story or use one that someone else |
| your child. | | | | has already written, but it is always good to |
| 1. Get Prepared | | | | personalize the story so your child feels like it applies |
| A few weeks before school starts, talk to your child | | | | to them. You can use your child's name, the name of |
| about the coming end to the summer routine. Start | | | | their new teacher or teachers, and/or the name of |
| talking about how things will change when they go | | | | their school as well. Because most children with |
| back to school. Talk about what things will change for | | | | autism are visual learners, a social story will often help |
| them such as will they have a new babysitter, will | | | | ease their anxiety. For more information about social |
| they ride the bus etc. Try to help them understand | | | | stories or Carol Gray you can visit |
| that their daily routine will be different soon and then | | | | 5. Use a Visual Schedule |
| explain to them how. | | | | A visual schedule is another strategy that's often |
| 2. Meet with Team Members | | | | helpful for children with autism. You can use pictures |
| It may be important for you to meet with the | | | | or symbols or simply words to let your child know |
| members of your child's team. This includes the | | | | what is going to be happening. Use a picture for each |
| principal, therapists, teachers, assistant teachers etc. | | | | activity your child will be doing during the day. For |
| Doing so will give you an opportunity to share with | | | | example, getting out of bed, getting dressed, eating |
| them your child's strengths as well as their | | | | breakfast, getting on the bus, etc. You can also use |
| weaknesses. It will also give you a chance to give | | | | a schedule to get the child through the school day. |
| them some tips on how to help your child work | | | | Often visual cues will go a long way towards easing |
| through difficult moments that may happen during | | | | the stress and anxiety and will help the child know |
| the school day. You can also share or revisit the IEP | | | | what to expect. |
| so that everyone is familiar with your child's goals. | | | | No matter which of these steps you use, or whether |
| This will also give the school staff a chance to ask | | | | you use any of them at all, the important thing is to |
| you any questions they may have. This meeting can | | | | find some way to help ease your child into the new |
| be beneficial for everyone involved. | | | | school year. Three months is enough time for any |
| 3. Take Your Child to Visit the School Building and the | | | | child to lose touch with the school year routine, but |
| Classroom | | | | because children with autism thrive on routines, |
| A couple weeks before school starts, if at all | | | | readjusting to the structured school day can be even |
| possible, take the child to visit the school building and | | | | more challenging. Once summer has come to an end, |
| the classroom. It's ideal if the new teacher will agree | | | | it's important that the readjustment process be as |
| to meet you there so your child gets to see him/her | | | | easy and comfortable as possible for both you and |
| ahead of time. It may also be helpful for your child to | | | | your child. |
| meet the principal and other office staff as well as | | | | |