Physical Education and mild autism | Autism PDD
Hello,
This is my first post so be kind
Terry
Call an IEP meeting and have them help you come up with some accomadations to help her. Include you daughter in the IEP. Have her, if she can, come up with some things that would help her be able to participate. I am assuming she does have an IEP.
I don't have any advice but I just wanted to say hi and welcome, it's so nice to have you here
I would have to second the suggestion to call an IEP and see what accomodations she can get. I would say that not dressing for gym may cause more problems because that would make her stand out. Adam just had to start dressing for gym and we haven't had a problem, but his spec ed teacher did tell us that they have made accomodations for other kids. Also including your daughter in the IEP is a great suggestion. Last year was the first year Adam had a say, and he will again this year.
Just wanted to add, if she is a part of whatever decision is made, it may make it easier for her to by into.
I have a 3-year old autistic son and an 11 year-old daughter that was just recently diagnosed with Aspergers' (certainly explains the early years of quirkiness!), and certainly empathize with the "dressing out" problem. My daughter is now homeschooled, but refuses to change clothes, etc. in the presence of either me or her sisters, even though we are all the same gender and have the same body parts
Although part of your daughter's issues certainly stem from her diagnoses, it is also compounded by the development of modesty/body issues that even neuro-typical girls experience at this time in their lives. Not only is their body changing (which for ASD children means it's out of their control), but the changes are not always comfortable or welcome because of how the boys begin to view them. Even if she's not developmentally ready to be "aware" of boys, they are still certainly aware of her, and that can make her uncomfortable as well, which doesn't do anything to help matters - it just makes her want to climb under the closest proverbial rock.
An IEP that addresses all of the issues you mentioned should be (or should be put) in place - perhaps permitting her a few minutes extra time to change in a private space, and allowing her to wear a T-shirt instead of the sleeveless one and longer shorts or sweats (if that's the clothing issue), - anything that would come close to the gym clothes so she can participate. The IEP should also include any accommodations for the issue of her sight - depth perception and loss of peripheral vision in that eye can prevent her from being able to do some physical activities, so others achieving the same physical fitness goals could be substituted. Consulting with a visual therapist or teacher trained in the issues of dealing with the visually impaired could provide you with some ideas.
"The Social Skills Picture Book", "The Social Skills Picture Book for High School and Beyond" and "Aspergers and Girls" are all excellent books for helping to navigate the new world she's entering into as an adolescent.
BTW... being "Dad" in this mix, you play a very important part in her personal understanding and acceptance of the changes she's experiencing, her self-esteem, and what she will expect from the opposite sex later in life by how you approach all of these changes and issues with her... and the sensitivity you're showing by trying to find resources is a very good start!
Welcome to the board . Ya, i feel like a dork even tellin ya guys that, but i dont think anybody in jym class noticed. I was smart enough to time budget so i had the lockerroom when it was pretty empty just prior to the rush of the kids coming in for jym class, i was done in 10 secs. All i had to do was change into a jym shirt and when all was done just slip my jeans on over my shorts and change my shirt. Ya, i know... its rough, but it works. I never participated in swimming cause I was always afriad to change in front over everyone, and now that I think about it I realize its kinda dumb, but I doubt even now I could manage, and I cant explain so much why I felt this way, ive always been so self consious about my apperence, I dont wear shorts anymore, its been years, always jeans but dont mind what shirt I wear.
Ya.. i like the above posts, talk to the school and see what can be done, it would be nice if she could participate, and im sure the teacher, had he/she not known about her would put pressure on her or dock her jym credits for not participating, but I know their is more to it, it was very hard and as much as I loved jym class the locker room thing was tough.
Good luck, and welcome, let us know how things turn out!
I agree with everyone. Please request an IEP meeting asap. I was fortunate enough that the school my son goes to has adaptive PE and they don't have to dress out. The only concern I have is that my son doesn't receive credit for this class because it's "adaptive." But they assured me that it wouldn't matter.
Good luck and welcome!
Welcome to the forum. Gym is often a big problem for kids with autism, for many reasons.
My son is 9 has a hard time with gym because of the noise, motion (visually tough) and a hard time understanding the rules. Last year, his teacher said it was like someone throwing a switch -- he'd suddenly become physically wild and ignored commands.
My son and his mainstream class doesn't have to change for gym yet, but they will later in the school year. I'm definitely dreading this because (1) his dressing skills are weak, he has trouble focusing so clothes are often put on backwards, and (2) his teachers are all women and can't join him in the locker room. I doubt he could handle the hustle and bustle of the locker room, so if a private room isn't available, he'll probably have to come early and leave late, so he gets the regular locker room to himself.
I know of some autistic kids who are excused from gym (especially teens). But that's here in Norway. In America:
"Federal law (PL 94-142, PL 101-476, and PL 105-17) mandates that physical education be provided to students with disabilities and defines physical education as the development of:
A) Physical and Motor Skills.
B) Fundamental Motor Skills and Patterns (throwing, catching, walking, running, etc.).
C) Skills in Aquatics, Dance, and Individual and Group Games and Sports (including intramural and lifetime)."
Source: http://edtech.nmusd.us:8080/p_subject.asp?sid=12298
If all else fails, Adaptive PE might be an option for your daughter, but here are some ways to accommodate children with disabilities (like autism) in a mainstream physical education class:
TEN WAYS TO ACCOMMODATE AN APE STUDENT
(IN A GENERAL PE UNIT - in this case: Basketball)
1. CHANGE THE DEGREE OF DIFFICULTY (Adapt their skill level, problem type, or rules for approaching the work -- allow the use of an adaptive device -- simplify task directions -- change rules -- use equipment to make the task easier) ---- Decrease the difficulty by providing them with a different ball (smaller, lighter, brighter). Lower the basket.
2. VARY THE GOAL ---- Their goal could be to hit the backboard, or hit the strings or rim.
3. CHANGING LEVELS OF SUPPORT ---- Provide more support at the beginning and gradually lessen towards independence. Increase the amount of personal assistance with the specific learner -- assign a peer buddy, TA, -- increase verbal and visual cues -- provide extra opportunities for practice.
4. MODIFY THE OUTPUT EXPECTATIONS ---- Still have high expectations but allow them to score fewer baskets, allow them to "travel" or "double dribble".
5. LESSEN THE QUANTITY ---- Adapt the number of items that the learner is expected to learn or complete -- Less test items, less required repetitions, etc.
6. TIME ---- Allow more time to perform, act, react, reply, process, write down answers; adapt rules to require other players to count to five before acting (giving them a head start); extra time allowed on endurance run.
7. INPUT ---- Repeat instructions, show them action words, gestures, re-teach; enlarge the boundary markers, plan more concrete examples, place students in cooperative groups.
8. PARTICIPATION ---- Put more members on their team, less required exercises, assign them to play a specific position in a sport.
9. PEER BUDDY ---- Assigned to assist in positioning, modeling, encouragement, help with game rules and skills.
10. ALTERNATIVE CURRICULUM ---- Used as a last resort, someone who suffers from exercise-induced asthma shoots baskets while others run the mile.
MODIFYING ACTIVITIES & GAMES TO MEET INDIVIDUAL NEEDS
Make changes to their: environment, equipment, fitness demands, rules of a game, skill complexity to meet their needs
Source: http://edtech.nmusd.us:8080/p_subject.asp?sid=12215
Good luck with everything.
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