Autism and Inclusion - When It Works, It REALLY Works!
Tommy Cook and His Clarinet
I almost never write about my own children in this blog, but in this case I just have to make an exception. Today, my son Tom (age 12) played his clarinet in a concert that marked the end of a two-week "band camp" program - and when it was over he came up to me with a beaming smile, saw my face, and said "You're thrilled!" I was.
The camp program, which included as many high school aged "staff members" as it did "campers," was mainly geared to middle school and high school kids with a serious interest in music. Out of about 30 kids, only two were younger than Tom - and most were much older. So far as I know, Tom was the only camper with "special needs," and the camp was in no way therapeutic: it was three hours a day of solid, intensive, challenging music instruction.
At the end, these kids were playing far above the usual junior high and high school level of performance. The pieces were truly challenging: "Take Five," "The Barber of Seville," "Phantom of the Opera," and so on. Tom is a solid clarinet player with some experience playing in bands - but he's never performed on this level.
What made this program work for Tom?
The bottom line for success wasn't knowledge of autism, specialized instruction or expensive aides. Instead it was, very simply, good teaching - and a knowledge of what makes kids tick.
George, the band leader in charge of the program, knew of Tom's autism. Joe, the woodwind instructor, learned about Tom's diagnosis on day one. Between the two of them, here are the simple, low-tech, highly effective steps they took to make the experience successful for Tom:
- Transposing the actual sheet music so that it reflected a 6th grade level of musical knowledge (clarinetists don't seem to play the upper register until they're older than Tom is)
- Spending a little one-on-one time with Tom to be sure he was truly reading and following the music.
- Seating Tom front and center in front of the conductor, and from time to time recalling his attention by saying his name.
- Occasionally seating a high schooler next to Tom to be sure he was following the more difficult music (apparently he was playing the flute part by ear instead of reading the clarinet part!)
- Providing regular high fives and encouragement (something all the students received throughout the two weeks)
- Focusing on the music rather than on acquisition of "appropriate social skills."
Parents and teachers may disagree with me, but I have a theory about why Tom has done so well in the last year with community inclusion.
This year, we placed him in typical small-group programs - including music, bowling, tennis, gym, and so forth - with instructors who had no training at all in working with kids with autism. But those instructors - Henry, George, Scott, Mike, Steve - were all men. Men teach differently from women: in general they're more focused on skills and outcomes than on process, more concrete in their directions, and less likely to worry about whether members of a group are sharing thoughts and feelings. For Tom, all these elements seem to be plusses.
Up until this year, Tom had never worked with men - mainly because there are so few males in educational or therapeutic roles, and everything he did involved teachers and therapists.
Every one of the men Tom has worked with this year has an agenda - but none of those agendas has anything to do with social skills, behavioral therapy or even making friends. Their agenda is focused on building skills and having fun. And Tom can do both. In fact, he does a terrific job at bowling, swimming, tennis, music and much more: his challenge is not the activity but social communication.
I'm not suggesting that Tom doesn't need help with social communication. And I'm certainly not suggesting that he will never again work with women (in fact, he will be working with a terrific female math tutor and a spectacular female speech therapist in the fall).
But I've got to say that community programs run by men and focused on real, meaningful outcomes have made a huge difference in our lives. And what really delights me is knowing that all of these activities - music, sports, hiking, birding, and more - can be a part of Tom's life for as long as he lives.
Comments
Fanastic and truly inspriring!
Tom looks ever so proud in that photo! I am glad you have community programs that have helped so greatly!
I think that since schools run on a schedule, alot of things they could provide or just do may be more difficult, plus they do have more pressure to be sure all kids are learning.
Bottom line though, I think the community activities has given your son some self confidence!
Thank you for an inspiring post.
This is a thought that I have been having frequently as well.
This year we also found ourselves “homeschooling again” because of the continual small scope and sequence of our local school’s “educational” focus acacdemics or nothing.(Our son has autism too.)
I am truly touched at the way the everday people in our town are willing to give our son those extra five minutes to talk,to help him feel he is a part of a larger whole..our community.
Because of this he is naturaly more social and slowly losing some “awkwardness”.
This did not take alot of money…well, filling our gas tank,and a grocery list or two.
He has learned more at the beach ..trying to talk to kids and play … then he did sitting at a desk at school,not speaking becuse he was listening to the teacher’s instruction.
Recently I read some older books on education, we also went to sturbridge village..I was fascinated by the change in our educational system and lifestyle.
I often wonder if SOME the older structure,
were still present would it benefit our childrens learning.
(1)Skills:horseshoing/gardening
sensory,problem solve,independance,teamwork
(2)Play:forts,fishing,building Sensory,problem solve,teamwork
(3)Hands on skill based learning:
promoted by parents,community,school
Consistancey, intensive, generalising
(4)Social etequette:
promoted by parents,school,community
Emotional intelligence, problem solve relationships, being part of a whole etc..
(5) *Muti age/grade teaching
Relating to younger/older peers, pragmatics,self confidence,volunteering
Even some of the older books for teachers and pupils fascinate me in their intensive structured sensory means of learning.
This is not expensive, just different from our present state of thinking/learning.
Maybe we should revisit SOME of these ideals.
I wanted to say congratulations
I knew I liked Tom when at the end of the first day you asked what his favorite part of the day was and he replied succinctly, “snack.”
A true musician knows, any gig where you are fed, is a good gig…
Tom was a joy to have in ensemble.
I think it’s worth taking a moment to highlight your role in Tom’s success. As a teacher it is refreshing to be able to have a conversation with a parent(s) in which expectations and results can be discussed honestly with out fear of failure or reprisal. If plan A doesn’t work, move to plan B.
It isn’t supernatural, it’s simply common sense.
Thank you, -Joe
Band can be a great thing for kids with autism, but as always, it depends on the band instructor, and it looks like you had a good one.
My sons are almost 18 and will be seniors in high school this year. They’ve been in band programs since 5th grade and for the most part, it’s been a great experience for them.
The middle school teacher was not good for the boys, but we stuck with it. The first time I saw them participate in a concert, I had tears in my eyes. The teacher really wasn’t good for any of the kids and many dropped out. Fortunately he retired when they were in eighth grade and we had a brand new female instructor who was energetic and the kids loved her.
In high school, we have a fantastic teacher who is accommodating of all kids, whether or not they have special needs, have ever played an intrument, etc. The boys have participated in marching and symphonic bands and regular music class all four years. They’ve gone to China with the band and next year are traveling to South Africa. There are over 150 kids in the band, and it’s been a great social activity for the boys.
High school band was recommended to me many many years ago by another parent who had a child with autism, and I’m grateful. But, again, it all depends on the instructor. We actually chose a high school that is not our home school because the band instructor at our home school is way more intense, less flexible, and doesn’t work well with kids who are different. He’s way more into winning awards at competitions, etc. Practice there is every single day, which precludes the kids from doing other activities. the kids have to audition to be in the band.
At our school, practice is just twice a week after school, and kids can participate in other activities, so my one son loves theater and has participated in several plays; my other son has been in track, cross country and mock trial.
Well, that’s it! Just wanted to share my experience.
Ooooo! Sounds like great fun. Let me know if ya’ll ever travel in Texas so we can enjoy making music together sometime.
+ Cathy Knoll
http://FAQautism.com
Congratulations. Especially to Tom!
I have an autistic grandson that I am raising. I have been (patiently) working with the school district for more inclusion time with regular classes but always met with resistance. Thanks for the inspiration. It is more than you know.
I really enjoyed your column. My 10-year-old son has always had female teachers in daycare and school, but is hoping he will have the only male teacher in fifth grade this year. It’ll be interesting to see the difference in the teaching style (not to mention the outcome) if he does get this teacher. I wish I had seen your column sooner — I’d have requested the male teacher.