Michael Cohen was diagnosed with mild to moderate autism when he was just two years old. With the definition of what constitutes mild to moderate autism as varied as the opinions on how to assist those who exhibit it, some forms of “treatment” can actually do more harm than good.
Michael’s mom Heather is all too aware of such harmful effects. Once he was ready for school, at age five, Michael was assessed by an Individual Education Plan (IEP) team at a nearby public school. The team determined that Michael required placement in their class for severely autistic children.
Heather knew for certain this determination was wrong. As his mother, she knew what her son really needed was a special day class for mildly autistic kids, where he could learn and develop the same as the neurotypical (non-autistic) kids. Inclusion for various activities with kids in General Education classes was another solution Heather knew would greatly benefit her son.
In general, people who are mildly autistic may have trouble with certain daily-life functions, might be inflexible in patterns of behavior, and often find it difficult to handle change. While many are in need of a degree of support or assistance to manage everyday situations, some are highly functional and seen simply as a little “quirky” in their behavior.
By contrast, those with severe autism are mostly non-communicative and experience great difficulty interacting or accomplishing tasks. At this level there can be extreme difficulty coping with change, and a need for repetitive actions can cause severe discomfort amid any disruption of routine.
It is easy to see how placing a mildly autistic child in a classroom for severely autistic children can have damaging results. When Heather tried to find alternative solutions for Michael’s placement in school, she was met with resistance and a culture that she says felt like bullying by the “experts”.
“They were so dismissive of my son. They insisted on placing him in what they called the only option they could offer, which was not at all what he needed,” Heather says.
From her mommy group for parents of special needs kids, Heather heard about Jodie Howard and the BREN clinic. When Jodie reviewed Michael’s IEP, it was clear he should not be placed in a severely disabled classroom. “Having someone on your side who knows every nook and cranny of the law is everything,” Heather says. “With Jodie’s help we were able to get that original assessment amended so Michel could be placed in a classroom that was appropriate for his age and his level of autism.”
“He is now learning something new every day and making great progress,” Heather says. “He gets time with non-autistic kids at lunch and recess, in addition to music time. He is able to be included in both groups, which for him is huge. His team at school is beyond amazing.”
The useful resources on Michael’s schedule include behavioral health, speech therapy, meetings with the school psychologist and extra teacher’s aides. His teachers and support staff dedicate their time and patience to the kids in this class. They set goals, make plans, and monitor progress, unlike programs that offer more of a daycare setting where little learning takes place.
Heather says without the help of the BREN clinic and Jodie, her family would still be fighting the system to get Michael the help he needed. “We have so much love and gratitude for the knowledge and help we have received – we feel like Jodie and her team have saved Michael, and improved the outlook for his future.”
