Eli this morning: Mommy, do you know what? Everything is real.
Everything is real.
Tuesday, May 15, 2012
Thursday, May 3, 2012
Addressing Eli's Needs
MAPS is underway. Our goals from this process were focused on getting Eli successfully through fourth grade and shaping a solid transition to the Richmond Middle School for seventh grade. The top needs we identified to achieve these goals are:
(1) Friendships and mentorships: Find natural peer mentors in his class and nurture existing friendships. A potential model for mentoring is the "Best Buddies" program which would link Eli with a friend and mentor through a Shriver Foundation program (this would have to be developed in Vermont as the program is in other states but not here yet). One positive existing source is Special Olympics.
(2) Evaluate and modify the curriculum relating to Eli's needs and strengths and our vision for his future, focusing on inclusion where reasonable and parallel learning where we agree it makes more sense.
(3) Find "ways in": explore modes of learning that exploit Eli's strengths and interests such as song, dance, piano, other instruments, basketball, and other modes, to be discovered. Experiment with conveying curricular concepts through these modes. Educate the team about what holds the most promise for particular educational goals.
(4) Investigate Technology: Will an iPad or a small notebook PC or other device enable Eli's ability to learn, communicate, and make the curriculum more accessible? Can the iPad act as a virtual service dog, giving Eli instructions and nudges about what to do in a situation?
(5) Psycho-social development: Eli needs age appropriate and developmentally appropriate instruction about relationships as he enters the age of "crushes" and starts to travel in his world more independently. Concerns include teaching Eli about giving appropriate space to others in the right context and keeping Eli safe from predators and those who might otherwise exploit him.
(6) Construct a plan for independence: understand the life skills he will need to accomplish the appropriate level of self-sufficiency for each stage of his school experience, for extra-curricular programs, and for adult life after that. Starting with fourth grade and middle school targets, (a) explore ways that peer advocates can help and develop those peers through direct and indirect means, but be careful not to mess too much with the wonderful natural peer advocacy already there! (b) identify goals for independence that can be started at home and encouraged at school.
I have a list of people who signed up at the MAPS day to address some of these. We need more volunteers. (A reminder that volunteers only need to be willing to keep track of progress, not take responsibility for accomplishing the goal or addressing the need.)
(1) Friendships and mentorships: Find natural peer mentors in his class and nurture existing friendships. A potential model for mentoring is the "Best Buddies" program which would link Eli with a friend and mentor through a Shriver Foundation program (this would have to be developed in Vermont as the program is in other states but not here yet). One positive existing source is Special Olympics.
(2) Evaluate and modify the curriculum relating to Eli's needs and strengths and our vision for his future, focusing on inclusion where reasonable and parallel learning where we agree it makes more sense.
(3) Find "ways in": explore modes of learning that exploit Eli's strengths and interests such as song, dance, piano, other instruments, basketball, and other modes, to be discovered. Experiment with conveying curricular concepts through these modes. Educate the team about what holds the most promise for particular educational goals.
(4) Investigate Technology: Will an iPad or a small notebook PC or other device enable Eli's ability to learn, communicate, and make the curriculum more accessible? Can the iPad act as a virtual service dog, giving Eli instructions and nudges about what to do in a situation?
(5) Psycho-social development: Eli needs age appropriate and developmentally appropriate instruction about relationships as he enters the age of "crushes" and starts to travel in his world more independently. Concerns include teaching Eli about giving appropriate space to others in the right context and keeping Eli safe from predators and those who might otherwise exploit him.
(6) Construct a plan for independence: understand the life skills he will need to accomplish the appropriate level of self-sufficiency for each stage of his school experience, for extra-curricular programs, and for adult life after that. Starting with fourth grade and middle school targets, (a) explore ways that peer advocates can help and develop those peers through direct and indirect means, but be careful not to mess too much with the wonderful natural peer advocacy already there! (b) identify goals for independence that can be started at home and encouraged at school.
I have a list of people who signed up at the MAPS day to address some of these. We need more volunteers. (A reminder that volunteers only need to be willing to keep track of progress, not take responsibility for accomplishing the goal or addressing the need.)
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