After a fifteen-month hiatus while homeschooling, Neil started back part-time at the local public school this week. How has it gone for him? Today was Day 3, and I had to write the following email, which was sent to the school’s special education coordinator, the district’s special education director, the regional autism consultant, and his social skills class facilitator:

Everyone,

I wanted to bring a concern of mine to your attention. Today when I picked Neil up after lunch, he came out to the car twirling around in the parking lot with a sheepish look on his face. Apparently a group of girls had been hanging around him at lunch, and they told him that another boy had “stolen” someone’s cookie, and that he – Neil – needed to “do something about it,” even though Neil had nothing to do with the situation (which I think was contrived). So Neil said that he chased the boy around to impress the girls, because they encouraged him to. This is just the sort of social problem that causes concerns. Neil is usually fine in class where it’s structured and supervised, but these problems come up at lunch. The kids are not overtly being mean, but they take advantage of both Neil’s trusting nature and his yearning to be accepted, and they get him to do things that either make a fool out of him or get him in trouble. After Neil had chased the kid around, one of the girls linked arms with Neil and walked somewhere and kissed him, in front of others. These kids are having fun at Neil’s expense, even though he doesn’t realize it because of his autism.

So I talked with him about a) not chasing anyone around for any reason, and b) not doing things kids tell him to do when he’s at lunch. If this continues, not only will he wind up getting in trouble, when it was not his idea in the first place, but it’s continuing a vicious cycle of using him for entertainment – he told me that the girls actually told him that he was “entertaining.” I do not want my son used in this manner! This has happened before at this school, and I’m upset about it happening again. Is it possible for situations like this to be role-played in the social skills class? Neil needs to be able to recognize when his peers are using him for entertainment, since the school doesn’t seem to think it’s important to teach the non-autistic kids not to take advantage of those with social difficulties.

The risperidone is helping Neil, and he is making such an effort, is so motivated to get back, and he has to deal with kids who try to make a fool of him and get him in trouble. This is why I mentioned the Circle of Friends program at the meeting last week, and why I think it’s so important to implement something like that. The school needs to foster awareness and compassion for students with social difficulties. No one would dare treat someone that way who’s in a wheelchair, so why does the administration say things like “this is a hard age” when someone who does not have a visible disability is targeted? This issue needs to be addressed. I realize that Neil will be moving on from this school soon [because he is in 8th grade], but he has four more years in this district with the same peers, and there are others coming after him who would also benefit from a program like Circle of Friends. How can we go about setting this up?

Thank you,

Tanya Savko

The good news is that within a half an hour, the district special education director sent me a very supportive response thanking me for notifying her, telling me that she would meet with the school principal tomorrow, and, most importantly, assuring me that she is “committed to making this work for Neil.”

It sometimes takes awhile – we were having these school issues two years ago – but the squeaky wheel eventually gets the grease.